Republic of the Philippines

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE

Lemery Campus, Lemery, Iloilo

MODULE 6

THE FOUR -PRONGED APPROACH TO TEACHING

BEGINNING READING

❖ Introduction:

In this learning module, we will discuss about the four-pronged approach to

teaching beginning reading, the other two approaches to teaching beginning reading.
You will also be required to analyze a sample lesson about the four-pronged approach
and in the last part of the lesson you will be asked to write about our insights with regard
to the effectiveness of the different approaches to beginning reading . Our reference
material is taken from the textbook on Developmental Reading 2 by Alejandro Bernardo
on pages 29- 37.

❖ Learning Outcomes:

Upon completion of the module, you must have

1. Determined the effectiveness of the four-pronged approach in teaching beginning

reading
2. Explained the other two approaches to teaching beginning reading; and
3. Share your insights of the new discoveries learned from the lesson
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Education 109b Developmental Reading 2 ELMO P. ADOR, Ed. D.

NIPSC Lemery BEED 4 Associate Professor 2
First Semester 2020-2021
 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
Lemery Campus, Lemery, Iloilo

❖ Discussion:

The Four-Pronged Approach to Teaching Beginning Reading

The four-pronged approach to teaching beginning reading, a brainchild of Prof. Basilisa
Manhit of the University of the Philippines-Diliman, is a systematic, holistic literature-based
beginning instructional framework. This approach is composed of four separate parts:

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Education 109b Developmental Reading 2 ELMO P. ADOR, Ed. D.

NIPSC Lemery BEED 4 Associate Professor 2
First Semester 2020-2021
 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
Lemery Campus, Lemery, Iloilo
GLR focuses on eliciting emotional response from the readers—love for reading— and
skills development (e.g., vocabulary development, listening, and comprehension). The use of
pre-reading activities that activates the readers’ prior knowledge and helps them unlock their
difficulties; goal setting, story reading, and guided comprehension play an important role here.

The second prong, CT, aims at imparting the very message of the reading text. The teacher
tests and retests the readers’ understanding through comprehension questions that harness their
critical thinking skills. Creative reading exercises may be given to further heighten the readers’
interpretative and intuitive skills.

The third prong, GOLD, implicitly exposes students to forms or structures—lexical and
syntactic—that are evident in the texts they read, thus allowing students to gain mastery of
structures (grammar awareness) of either Filipino or English and oral language proficiency.

The fourth prong, TS, ensures that the child is prepared for beginning reading instruction or
the transfer stage. TS focuses on word recognition, vocabulary expansion, spelling, and writing.
The use of differentiated instruction is of value in this prong for each learner or group of learners
has differing needs and varying levels of understanding.

Table 6.1 Goals of Each of the Prongs of the Four-Pronged Approach

PRONG GOAL

Developing a Genuine To inculcate enduring love and pleasure for

reading
Love for Reading

Developing Critical and To cultivate the readers’ reflective, critical, and

creative acumen
Creative Thinking Skills

Grammar and Oral To advance the readers’ grammatical competence

Language Development and oral language proficiency

Transfer Stage To advance readers’ phonemic awareness,

decoding, and encoding skills

Table 6.1 summarizes the goals for each prong discussed. Further, a sample lesson
plan following the four-pronged approach is provided below.
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Page

Education 109b Developmental Reading 2 ELMO P. ADOR, Ed. D.

NIPSC Lemery BEED 4 Associate Professor 2
First Semester 2020-2021
 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
Lemery Campus, Lemery, Iloilo

Sample Lesson Plan

I. Prong 1: Genuine Love for Reading (GLR)
A. Objectives
At the end of the lesson, the students should be able to:
1. realize how disobedience may lead them to trouble;
2. note details;
3. recognize cause and effect relationships;
4. make inferences on character traits; and
5. give judgment on the character’s actions.
B. Subject Matter
1. Selection: The Tale of Peter Rabbit
2. Materials: Cutout pictures, word strips, and teaching charts
C. Procedure

1. Pre-reading Activities
a. Developing Concepts/Vocabulary: (Unlocking of Difficulties)
i. Teacher presents words from the story that may hinder the understanding of the students once they are
listening to the story.
ii. These words should be discussed in context and reviewed afterwards.
b. Developing a Purpose for Reading
i. Motivation Question: Was there a time when you disobeyed or did not follow what your parents or other
adults told you to do? What happened then?
ii. Motive Question: In what way did the main character in the story disobey his mother?
2. During Reading
a. Manner of Presentation: Read aloud strategy
b. Question: What do you think will happen to Peter in the garden?

II. Prong 2: Critical Thinking

1. Post-reading Activities

a. Pre-engagement Questions
i. Answer motive question.
ii. What did he do once he was inside the garden?
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b. Engagement Activities and Discussion i.

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Group 1 Task: In the Garden

Education 109b Developmental Reading 2 ELMO P. ADOR, Ed. D.
NIPSC Lemery BEED 4 Associate Professor 2
First Semester 2020-2021
 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
Lemery Campus, Lemery, Iloilo
Through illustrations, show what Peter did inside the garden. Questions:

• Why do you think Peter wanted to go in the garden?

• For what reason did his mother tell him and his siblings not to go to the
garden?
• If you were Peter, would you have gone into the garden, too?
What happened when Peter was looking for Parsley?

• Why did Mr. McGregor call him a thief?

• What did Mr. McGregor decide to do?
ii. Group 2 Task: A Thief! A Thief!

Look carefully at the pictures in the left column. Decide what happened next after what was shown in
the said column. Choose among the pictures given.

Questions:
• Why do you think Mr. McGregor do not want Peter and his family to be inside his garden?
• What would you do if you were Mr. McGregor and realized what Peter was doing?
• Would you run away just like what Peter did?
• What was Peter feeling when he was trying to run away from Mr. McGregor?
iii. Group 3 Task: What a Feeling!

Listen to your teacher as she reads to you each situation identified in your task. Try to guess what kind
of feeling the character may be having in each situation. Draw the face to show the feeling you have
chosen beside each situation.

Questions:
• How was Peter able to escape?
• What do you think did he feel when he was able to finally escape from Mr. McGregor?
iv. Group 4 Task:

Pretend that you are Peter’s mother. What will you tell him or make him do if you find out what he did?

Questions:

• What can you say about what Peter did?

• What do you think he should do after what he did?
• What words can you use to describe the character?
v. Group 5 Task: Peter the Rabbit
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Complete the profile of Peter the Rabbit by putting the needed information.
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Education 109b Developmental Reading 2 ELMO P. ADOR, Ed. D.

NIPSC Lemery BEED 4 Associate Professor 2
First Semester 2020-2021
 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
Lemery Campus, Lemery, Iloilo
III. Prong 3: Grammar and Oral Language Development

A. Objectives
At the end of the lesson, the students should be able to:

1. explain what naming words are;

2. recognize naming words from other kinds of words;
3. classify naming words into categories;
4. use appropriate naming words in a sentence; and
5. name people, animals, places, events, and things in their surroundings.
B. Subject Matter and Materials
1. Subject Matter: Nouns
2. Materials: Pictures and worksheets
C. Procedure
1. Introduction
Let me show you some pictures that are taken from the story. I want you to name each
picture. I will write the names you give on the board.

Pictures: Mr. McGregor, rabbit, garden, and fence

2. Presentation/Modeling
a. These words that we use to give names are called naming words or nouns. It can name a person (Mr.
McGregor), animal (rabbit), place (garden), event (party), and thing (fence).
b. Around the classroom are pictures that show people, animals, places, events, and things. Once you get a
picture, I want you to come here in front of the class, give the name of the picture, and tell whether it is a
person, animal, place, event or thing.
Put the picture in the correct column on the board.
Person Animal Place Event Thing

3. Guided Practice
a. For each word that I say, I want you to stand if the word is a noun. If it is not a noun, remain on your seat.
b. I have assigned areas around the classroom for each kind of noun. I will be showing you a picture and give
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you its name. After I say “Go!”, walk quickly to the assigned area of your answer.
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Education 109b Developmental Reading 2 ELMO P. ADOR, Ed. D.

NIPSC Lemery BEED 4 Associate Professor 2
First Semester 2020-2021
 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
Lemery Campus, Lemery, Iloilo
4. Independent Practice
a. In the first column of your paper are pictures and then words for each of them. On the second column,
draw a happy face if the word is a noun or a naming word. If it is not, leave the space blank.
b. Listen to the sentences that I will say as I read what is on your paper. For each blank, choose the correct
naming word from the choices given.
5. Evaluation
Teacher gives an activity that will make the students use their ability to
name and categorize nouns in real-life situations.

IV. Prong 4: Transfer Stage (TS)

A. Objectives
At the end of the lesson, the students should be able to:
1. read the target CVC words;
2. spell the target CVC words; and
3. use the correct CVC words to complete sentences.
B. Subject Matter and Materials
1. Subject Matter: Short vowels and ending blends
2. Materials: Worksheets, pictures, picture cards, plastic cups, and marble
C. Procedure
1. Introduction
Now, we’ll try to read and spell some of the naming words we talked about
a while ago. We will also add some more words from what I think we can
also find in McGregor’s garden.
2. Presentation/Modeling
a. Do you remember what we do whenever we try to read a word? Let’s try
doing that for each letter in the words that I will show you. (Teacher shows one word at
a time and guides in the blending of letter sounds.)
For us to be able to spell, what should we do again? We identify each of the sounds in the word. Then,
we try to remember and then write the letter for each sound. (For each word, teacher segments each
sound and write the letter in the board.)

Group 1 Group 2 Group 3

Oral Activity Activity 1 Activity 1

Activity 1 Oral Activity Activity 2

Activity 2 Activity 2 Oral Activity

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Page

Education 109b Developmental Reading 2 ELMO P. ADOR, Ed. D.

NIPSC Lemery BEED 4 Associate Professor 2
First Semester 2020-2021
 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
Lemery Campus, Lemery, Iloilo

Other Approaches to Teaching Beginning Reading

1. Basal Reader Approach
• This is also known as skills-based approach. It aids readers to progress from the part to the whole by
advocating the acquisition of competencies in a systematic order.
• The reading process is segmented into a sequence of subskills that are taught in a rigid manner.
• The suggested reading materials for this approach are a mix of narrative and expository texts that are
thematic in nature.
• Directed Reading Activity (DRA) is the usual procedure followed in teaching. DRA has these steps:
(1) preparation, motivation, and vocabulary development; (2) guided silent reading by the readers; (3)
comprehension development by the teachers and discussion by the readers; (4) oral reading by the
students; and (5) follow-up practice by the students.

2. Literature-based Approach

• This individualistic approach puts premium on reading fiction and non-fiction literature.

• It promotes the use of full-length literary pieces chosen by the readers themselves.

The selections come from different genres and students are advised to discuss with their classmates
the pieces they have read after receiving the discussion prompts from their reading teachers.

3. Language Experience Approach

• This student-centered approach is based on the premise that reading and comprehending texts are
extensions of listening to and understanding spoken language. This approach takes into account the
readers’ experiences as bases for choosing reading materials.
• The readers are expected to write—either individually or collectively—their own stories that are products
of their experiences.
• This approach underscores reading as only one part of the language arts process.

4. Balanced Approach
• This fuses skills development with literature and language arts activities.
• It directs its attention to the use of literature as anchor of classroom teaching. It posits that literature is not
merely for reading but a rich experience that must be shared and appreciated by the readers themselves.
• The teacher’s task is to carefully plan and to choose literature themes that fit the learner’s reading ability
that will help him/her activate prior knowledge and connect it to the text.
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Page

Education 109b Developmental Reading 2 ELMO P. ADOR, Ed. D.

NIPSC Lemery BEED 4 Associate Professor 2
First Semester 2020-2021
 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
Lemery Campus, Lemery, Iloilo

❖ Assessment
Name: __________________________ Score: ___________________
Section: __________________________ Date: ___________________

Part I: Essay:

1. To you, how effective is the four-pronged approach to teaching beginning reading if

effectively implemented in reading instruction? What areas in the teaching beginning reading, if
there are, remain to be unconsidered in the four-pronged approach?

2. Will adherence to two or more approaches to teaching beginning reading be more useful and
effective? In what ways?

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Page

Education 109b Developmental Reading 2 ELMO P. ADOR, Ed. D.

NIPSC Lemery BEED 4 Associate Professor 2
First Semester 2020-2021
 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
Lemery Campus, Lemery, Iloilo

Name: __________________________ Score: ___________________

Section: __________________________ Date: ___________________

❖ Enrichment Activity (To do)

1. Look for other approaches to teaching beginning reading. Look for the theories that
underpin them and provide cases or other situations that reflect how these other
approaches are applied. Write you’re your answer below.

B. Reflection:

2. Write the insights you have gotten from this lesson. What did the lesson entice
you to do? What new discoveries did the lesson lead you to?

References:

Ocampo, Dina Joana and Hermosa, Nemah. 1997. EDR 210 Module: Trends in
Reading Instruction. U.P. Open University, Diliman, Quezon City: Office of Academic
Support and Instructional Services.
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Education 109b Developmental Reading 2 ELMO P. ADOR, Ed. D.

NIPSC Lemery BEED 4 Associate Professor 2
First Semester 2020-2021