TeachingBeginning Reading Four - Pronged Approach Marungko Approach/ Fuller Technic Four – Pronged Approach to Beginning Reading Instruction - Genuine Love for Reading (GLR ) - Critical Thinking ( CT ) - Grammar and Oral Language Development (GOLD) - Transfer Stage ( Decoding and encoding ) ( TS ) To provide direction or purpose for listening to the story. .To activate the children’s background experience and stir up their interest. . Unlock through: Realia . .To ease the difficulty in reading the story.Genuine Love for Reading The Pre – Reading Activities . Unlocking of Difficulties – To ease the difficulty in understanding the story.Unlock important key words. idiomatic expressions or setting the story. phrases. - Pictures and Drawings / Maps Actions Context Clues >Remember that it is important to use child’s context and experiences when unlocking new words. >Post unlocked words after word is unlocked. >Limit words to be unlocked to 3-5. everyday conversation. >Have the new words visible in a certain corner of the classroom. >Use new words in ordinary. . Usually deals with something at the beginning of the story. .Activation of Prior Schema: Tuning in to the Story >To activate the children’s background experience and stir up their interest. Motivation Tandem Motivation Question Taps the experience of the students Motive question Relates to the story and is parallel to the first question. Is usually asked first after the story. To provide direction or purpose for listening to the story. > Semantic Web > Use the cover as a stimuli. K-W-L Chart Prediction Chart During Reading Activities Maintain eye contact. Encourage the kids to join in. Note the copyright of the book. author and illustrator of the book. Vary your tone. . pitch and voice as you tell the story. Track the print on the page. Mention the title. Let them act out something or say something given a cue. Engage the kids movement.> Check understanding by asking questions and for them to develop predicting skills. Critical Thinking ( CT ) Post – Reading Activities Should Include Discussion Setting Characters Characteristics/ Traits of Characters Prolem Solution . > Use puppetry. The Dimension Of Reading Comprehension Level 1: Literal Level > a low level of understanding by using only information directly stated in the text. Level 2: Interpretation > calls for answers that are not directly stated in the text but are suggested or implied. Level 3: Evaluation ( Critical Reading ) > involves personal judgment about the text by the reader. . usually based on one’s experience. writing a letter. . musical interpretation. Level 5: Creative Reading involves coming up with new ideas or reproducing the text information in other forms: dramatizing. writing another ending. for values clarification.Level 4: Integration ( Application to Self/ Life ) involves “putting one’s self in the place of the character” reading is used for some practical purposes. sa sahig.Pagtuturo ng Pagbasa Gamit Ang Marungko Approach Ang Marungko Approach ay gumagamit ng 28 titik ng Makabagong Alpabetong Filipino na itinuturo sa ganitong pagkakasunud-sunod: m s a i o b e u t k l y n g ng p r d h w c f j enye qvxz Unang Antas ngPagbasa pagpapakilala ng mga larawan ng mga bagay na nagsisimula sa tunog na pinag – aralan pagpapakilala ng tunog pagpapakita ng hugis ng tunog pagpapakilala ng titik pagsulat ng hugis sa hangin. sa . ama mama asa sama sasama am masama aasa Ikatlong Antas ng Pagbasa Pagpapakilala ng mga pantulong na kataga ang mga si ay ng kay .> pagsulat ng hugis sa titik sa papel > pagsusulat ng simulang tunog Ikalawang Antas ng Pagbasa Pagsasama ng mga tunog upang makalikha ng isang makabuluhang salita. > m s a ……. > Pagbasa ng mga salita. > Pagsagot sa mga tanong na may: . Aasa ang Mama sa ama. Samasama ang mga mama.Saan – saan .Ano . parirala at pangungusap.Kanino > Pagbasa ng maikling kuwento > Pagsagot ng mga tanong tungkol sa kuwento .> Ikaapat na Antas ng Pagbasa > Pagbubuo ng mga parirala at pangungusap. Sasama ang Mama kay ama.Sino . ( S as in snakes may not be good example .Teaching Learning To Read in English Through The Fuller Technique The fuller is a combination of the alphabet. Adequate vocabulary so that the words used in the Fuller lessons will have meaning for him . phonics and whole methods of teaching word recognition. The technique requires that the beginning reader should have first the ff: Mastery of the names and shapes of the letters of the alphabet.The examples given should start with a single consonant. Teach the regular sounds of the consonants that follows: mslfthcrnbgdjwvzy -Consonants k. . x. . 2. Teach the name and form of each letter in the English alphabet.How to Use the Fuller Lesson: 1. and q are not taught in isolation. > Introduce pictures that begin with the target sound ( vocabulary building ) > Focus the attention on the beginning sound of the pictures. It is not necessary for the children to know which are vowels and which are consonants.The regular sound of c ( k ) and g ( as in go ) are taught. on the floor. > Ask for other things/words that begin with the same sound/ letter.> Produce the beginning sound. The Short e Word Family get den beg bed bell jethen leg fed fell net men peg red sell letten egg wed tell . etc. > Practice writing the letter (while sounding it) in the air. 3. Introduce blending of sounds by families. > Show the letter that represents the sound. ( Those having similar endings ). . such as: in the net. sentences and possibly short stories. has. which will help children in reading the phrases. in. such as is. are the. the wet jet. Ex: The vet has a pet. has a pet. gets the pet > Introduce sentences.4. on…… > Introduce phrases. > Introduce some sight words. Mastered families of words can later be combined to form phrases. Consonant Diagraphs ch as in chin. catch sh as in ship. cr as in crab b. Short u as in sun 2. Short e as in pen b. final blends: -nt as in bent –st as in nest. lt as in belt 3. Short a as in bat c. initial blends: cl as in class. fish . Short o as in top e. Short vowel words in consonant-vowel-consonant pattern (CVC) a. Short I as in pin d. Consonant blends a.Sequence of Word Families 1. Words with vowel diphthongs .Long u as in cube 5.aw as in saw .Long I as in hide . Long Vowel Words ( ending in silent e) .oy as in toy .4.ow as in how .au as in taught .Long o as in hose .ou as in out .Long a as in bake .oi as in oil . tail > pale. steal peek. meat heel. heal steel. sea meet.6. pain . sail > tale. pail > pane. Words with Vowel Diagraphs oa as in goat ee as in sheep ea as in beat ai as in pail ay as in bay Homonyms see. peak > male. mail > sale. ” .Remember: “Every child is capable of learning how to read.