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Riapowerpoint 120702093204 Phpapp01

Reading materials

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marjorie encoy
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47 views20 pages

Riapowerpoint 120702093204 Phpapp01

Reading materials

Uploaded by

marjorie encoy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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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 )
Genuine Love for
Reading
 The Pre – Reading Activities
 - To ease the difficulty in reading the story.
 - To activate the children’s background experience
and stir up their interest.
 - To provide direction or purpose for
listening to the story.

 Unlocking of Difficulties – To ease the


difficulty in understanding the story.
 - Unlock important key
words, phrases, idiomatic expressions
or setting the story.
 Unlock through: Realia
-Pictures and Drawings /
Maps
Context Actions
Clues
>Remember that it is important to use
child’s context and experiences when
unlocking new words.
>Limit words to be unlocked to 3-5.
>Post unlocked words after word is
unlocked.
>Use new words in ordinary,
everyday conversation.
>Have the new words visible in a
certain corner of the classroom.
Activation of Prior Schema: Tuning in to the Story
>To activate the children’s background experience
and stir up their interest.
 To provide direction or purpose for
listening to the story.
Motivation Tandem
 Motivation Question
Taps the experience of the students
 Motive question
Relates to the story and is parallel to the first
question; Usually deals with something at the
beginning of the story;
Is usually asked first after the story.
> Semantic Web
> Use the cover as a
 K-W-L
stimuli.Chart
 Prediction Chart

During Reading Activities


 Maintain eye contact.
 Mention the title, author and illustrator of the
book.
 Note the copyright of the book.
 Track the print on the page.
 Vary your tone, pitch and voice as you tell the
story.
 Encourage the kids to join in.
>Check understanding by asking questions and for them to
develop predicting skills.
> Use puppetry.
 Engage the kids movement. Let them
act out something or say something
given a cue.

Critical Thinking ( CT )
Post – Reading Activities Should Include
Discussion
- Setting
- Characters
- Characteristics/ Traits of Characters
- Prolem
- Solution
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.
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,
for
values clarification.

Level 5: Creative Reading


involves coming up with new ideas or
reproducing the text information in other
forms: dramatizing, writing another ending,
writing a letter, musical interpretation.
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 q v x z
 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 titik sa
papel
>pagsusulat ng simulang tunog
Ikalawang Antas ng Pagbasa
Pagsasama ng mga tunog upang makalikha
ng isang makabuluhang salita.
> m s a …….
ama mama as
sama a
masam sasam a
 Ikatlong
a a
Antas m
ng Pagbasa
Pagpapakilala nga mga pantulong na
kataga ang a mga si ay
s
ng kay
a
> Ikaapat na Antas ng Pagbasa
> Pagbubuo ng mga parirala at
pangungusap.
Samasama ang mga
mama. Sasama ang
Mama kay ama. Aasa
ang Mama sa ama.
> Pagsagot
Pagbasa ng sa mga
mga salita,
tanong na may:
- Sino
parirala at pangungusap.
- Ano
- Saan – saan
- Kanino
> Pagbasa ng maikling kuwento
> Pagsagot ng mga tanong tungkol sa
kuwento
Teaching Learning To Read in English Through The
Fuller Technique
The fuller is a combination of the alphabet,
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.

 Adequate vocabulary so that the words


used in the Fuller lessons will have
meaning for him
- The examples given should start with a
single consonant. ( S as in snakes may not
How to Use the Fuller
1. Teach the name and form of each letter in the English
Lesson:
alphabet. It is not necessary for the children to know which
are vowels and which are consonants.
2. Teach the regular sounds of the
consonants that follows:
mslfthcrnbgdjwvzy
-Consonants k, x, and q are not
taught in isolation.
- The regular sound of c ( k ) and g ( as in
go ) are taught.
>Introduce pictures that begin with the
target sound ( vocabulary building )
>Focus the attention on the beginning
sound of the pictures.
> Produce the beginning sound.
> Show the letter that represents the
>sound.
Practice writing the letter (while
sounding it) in the air, on the floor, etc.
> Ask for other things/words that begin with
the same
sound/ letter.
3. Introduce blending of sounds by families.
( Those having similar endings ).

The
getShort e den
Word Familybeg bed bell
jet hen leg fed fell
net men peg red sell
let ten egg wed tell
4. Mastered families of words can later be combined
to form phrases, sentences and possibly short stories.
>Introduce some sight words, which
will help children in reading the phrases,
such as is, are
the, has, in, on……
>Introduce phrases, such as: in the net,
the wet jet, has a pet, gets the pet
> Introduce sentences. Ex: The vet has a
pet.
Sequence of Word
Families1. Short vowel words in consonant-vowel-
consonant pattern (CVC)
 a. Short e as in pen
 b. Short a as in bat
 c. Short I as in pin
 d. Short o as in top
 e. Short u as in sun
2.Consonant blends
a.initial blends: cl as in class, cr as in
crab
b.final blends: -nt as in bent –st as in
nest, lt as
in belt
3. Consonant
Diagraphs ch
as in chin, catch
4. Long Vowel
Words ( ending in
silent e)
- Long a as in
bake
- Long Io as
as in
in hose
- hide
Long u as in cube
5.Words with vowel
diphthongs
- oi as in oil
- oy as in toy
- au as in taught
- aw as in saw
- ou as in out
- ow as in how
6. Words with Vowel
Diagraphs
 oa as in goat
 ee as in sheep
 ea as in beat
 ai as in pail
 ay as in
bay > male,
Homony mail
ms > sale, sail
 see, sea > tale, tail
 meet, > pale, pail
meat > pane,
 heel, heal pain
Remember
:
“Every child
is capable of
learning
how to read.”

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