Teaching Beginning Reading

(Filipino & English): The Four –

Pronged Approach
FACTS:
 EDCOM 2 Senate Hearing with the
Dept. of Education Secretary (VP Sara
Duterte)
International Assessment Results
Day – Care Program
How can K – 3 teachers
systematically open the gateway of
beginning reading for young
children?
The Framework of a Sound
Teaching Beginning Reading
Program (Filipino/English)
Perspectives: Lens and Context
Since it is a Beginning Reading
Program, a foundational program, it
requires systematic and pro-active
scaffolding provided by a disciplined
and well – equipped adult member of
the community.
In what ways it can be done?
Understanding
the Task
 FACT: It is easier for the young Filipino
learners to learn reading in Filipino.
WHY?
Considering that the child’s First
Language (L1) is Filipino, he/she should
be first proficient reader in Filipino
before moving to English. WHY?
The child must be immersed in
spoken language through the
modelling of the adults community
and make use orally of the said
Second Language (L2) in daily
activities. This will facilitate the
acquisition of L2 and will be carried
in learning to read.
Reading is a language process. Young
learners must use the L2 for them to
appreciate how functional it is in
their daily routines. It makes
learning to read in L2 easier and
enjoying.
Whether learning to read in
Filipino (L1) or English (L2), both
languages go through same process
and procedure.
 Even at early stage
of reading, the
pendulum of
mechanical and
aesthetic stance
of reading must be
swinging to and pro.
They must be
intertwined to
make reading
productive and fun.
 TBR: The Four –
Pronged Approach
The WHAT and WHY of
the Prongs
Preliminaries for the first two (2)
Prongs:
• Divide the class into small working
groups according to their abilities.
Distribute them equally into 4 or
more groups.
• Assign leaders for each group.
• Establish house rules by explaining to
them the purpose of those said house
rules. Involve leaders in observing
those house rules.
• Enforce reward and punishment
scheme.
• Absolute observance of team work.
• Instill respect to anyone all the time.
• Story telling by teacher is absolutely
observed.
 First Prong: Developing
Genuine Love for Reading
(GLR)
Developing Genuine Love for
Reading
Goal Material
to develop a lifetime storybooks, poems,
love, habit, and trade books, songs
enjoyment for
reading
The GLR Prong covers:

The Prereading Part

 Lesson Structure for GLR
Parts of the Lesson Plan Rationale
GLR (Prereading and During Reading) Guides the direction of the lesson and
I Objectives states the skills to be learned.

II Subject Matter and Materials

III Procedure
Prereading
Developing concepts and vocabulary Identifies the story / title and
/ unlocking of difficulties materials.
Prepares the listener / reader for
linguistic and experiential content of
the text.
Developing a purpose for reading
Prepares the way the story will be
Motivation and Motive presented and the other activities
that will be done while reading.
Setting
 Objectives in Literacy
Instruction
A. Instructional Objectives focus on
skills development. They are usually
expressed explicitly in behavioral
terms, specifying the expected
behavior. Thus, they are observable,
measurable, and attainable (Santos,
1999).
B. Expressive Objectives are
evocative rather than prescriptive.
They identify the problem the
learner is expected to cope with, the
task he is to engage in, a certain
attitude to take, and insight to be
realized. However, they don’t specify
the behavior the learner is expected
to acquire or demonstrate after
instruction (Otto & Chester, 1978).
Expressive objectives focus on the
literary or emotional experience - -
the development of empathy and
values. They are not stated in
behavioral terms (Ocampo &
Hermosa, 1997).
• Expressive Objectives specifies for
the learner the (Santos, 1999):
• Insight to be understood
• Emotion to be experienced
• Human value to be instilled
• Phenomenon to be appreciated
Diaz de Rivera (1997) further added
equally important focus which is
craftsmanship.
 Important Note:
• Objectives in the GLR are expressive
objectives.
Examples of Expressive
Objectives:
• Insight: To understand that each
one is a unique individual.
• Emotion : To feel the pain of being
discriminated.
• Value: To instill the value of
respect for others.
• Phenomenon: To celebrate parent’s
enduring love for their children.
• Craftsmanship: To appreciate the
author’s use of characterization
through dialogue.
 Three Major Functions of
Prereading Activities:
1. To activate students’ prior
knowledge; or to help them build
needed background knowledge of
the selection;
2. To clear possible blocks to
comprehension and enjoyment of
the selection like:
– difficult concepts and vocabulary
– unusual language structures
– figures of speech, idioms, literary
devices used
– story structure
3. To motivate students to read (listen)
the selection and set the purpose for
reading.
Prereading Teaching
Strategies
A. Strategies for Building
Background Knowledge
Ocampo-Cristobal (1997) cited strategies
which help student build background
information:
• Text Preview (Graves, 1983)
• Story Impressions (McGinley & Denver,
1987)
Antonacci & Callanghan (2006) added
other strategies:
• Prediction Chart
• KWL Chart
 Prediction Chart
What will happen What Actually
Happened
 KWL Chart

What I KNOW What I WANT to What I LEARNED

know
T-Chart
B. Strategies for Developing
Vocabulary
Ocampo-Cristobal (1997) enumerated strategies in
vocabulary building:
• Four Ways to a New Word (Diaz de Rivera,
1997)
• Guess-the-word (Ocampo-Cristobal, 1997)
• Contextual Redefinition (Cunningham, et al, 1981)
• Semantic Mapping (Johnson & Pearson, 1984)
• Teaching Lunules & Lupulins (Graves & Prenn,
1986)
• Word Mapping (Moore, et al, 1989; Stoodt, 1989)
• Semantic Feature Analysis (Nagy, 1988)
Antonacci & Callanghan (2006)
identified additional strategies:
• Interactive “Word Walls”
• Word Books
• Word Sorts
C. Developing Purpose for Reading:
Motivation-Motive Question Tandem
• Motivation Question is a general
question designed to activate prior
knowledge related to or similar to
the situation in the target selection.
• Motive Question is question about the
story. It gives your pupils the purpose
for reading the selection. It may or may
not be answered.
Example:
Selection: Two Were Left by Hugh Cave

Motivation Question: What would you

do if you were marooned on an island
with your best friend?

Motive Question: What did Noni do as

he floated on an ice floe with his pet
dog?
 IMPORTANT NOTES:
•All pre-reading activities are done in their
regular seating arrangement.

•Story telling is done by the teacher in

separate designated place inside the
classroom. In semi-circle arrangement in which
each pupil is given a designated area.
That’s the GLR Prong.
Time for Workshop 3
Workshop 3: The GLR Prong
A. Work on your Month 1, week 1, Day 1 of your
Blue- Print in Beginning Reading Program.
B. Formulate your Expressive Objectives.
Craft at least four (4) expressive objectives.
C. Do all the Pre-Reading Teaching Strategies.
 Now, we’ll have the
second prong – the
Critical Thinking (CT).
 Preliminaries:
• Maintain same group.
• Each group is given a designated working
place for their Engagement Activities
(EAs).
• Members of group will work
collaboratively in their Engagement
Activities (EAs).
Preliminaries:
• The number of objectives crafted will
also be the number of EAs. Each
objective has a corresponding
appropriate EAs in order to achieve it.
• The teacher prepares the EAs and
provide each group’s needs.
 The Critical Thinking
Goal Material
To develop the habit Same story and post
of reflecting on what reading activities
is read and that engage children
exercising decision
making, making
judgments and valuing
 Part of the Lesson Rationale
Plan
Critical Thinking (CT) Describes the
or Post Reading activities that will
develop comprehension
The Critical Thinking Prong covers:

1. The During Reading Part

2. The Post Reading Part
 During Reading Strategies for
Young Learners
 Encourage children to draw illustrations
of a story or poem while the teacher or
classmate reads.
The teacher models and the whole class
echo-reads, sentence by sentence, through
a new story or passage.
 Have the class make read-along tapes,
with music and sound effects.

 Read aloud, leaving out crucial part of

the story, and ask pupils to make
predictions about what will happen.
Then children read aloud for
themselves to confirm their
predictions.
Post Reading strategies:
1. Discussion of the selection
2. Engagement activities
3. Enrichment activities (Optional)
1. Discussion of the Selection
A. The Gradual Psychological
Unfolding (GPU) Technique
• A discussion technique for post
reading s based on the Socratic
Method which aims to develop
thinking by asking questions.
• The questions asked arise naturally
from the flow of the class
• The questions are related to each other.
• The most important advantage is the
way by which the child learns to ask
questions to be able to understand text.
• The learner acquires a thought pattern
that unfolds the meanings of a
selection.
• The GPU also provides much
opportunity to develop oral language
abilities better. Students get to
rehearse their language use by
answering the questions posed by the
teacher.
• Teachers who have had practice with
this discussion technique are more
relaxed while conducting the class.
 Levels of Comprehension
Getting the information LITERAL Reading the lines
gist
Integrating information INTERPRETIVE Reading between the
and making inferences lines
Using information to APPLIED Reading beyond the
express opinions and lines
form new ideas
 Dimensions of Reading
Comprehension
Level V Creative Reading
Level IV Integration (Application to self)

Level III Evaluation (Critical Reading)

Level II
Interpretation
Level I
Literal Comprehension
2. Engagement Activities
• These are series of learning tasks given
to students after taking up literature
where they are absorbed, wrapped up,
or engrossed in the text and are
experiencing the essential elements of
the text (e.g. in story: characters,
setting, problem, main events,
resolution, theme).
• They aim to help students hold their
initial response and explore it further.
• In essence, engagement activities
place substantial significance to the
students’ raw and initial reaction to a
story.
• Students do not dissect nor inspect
the text but rather they experience
the story elements.
Samples of Engagement
Activities:
1. Story Pyramid 11. Comics Strips
2. Story Map 12. News Bulletin
3. Story Frame 13. Travel Poster
4. Story Time Line 14. Cause and Effect Chart
5. Story Ladder 15. Problem Solution Chart
6. Story Boards 16. SWBS Chart
7. Story Cube 17. Lift-the-Flap Books
8. Story Strips 18. Fishbone Map
9. Story Circle 19. Character Traits Chart
10. Feeling Chart 20. Plot Chart
 S TORY WORM

Eve nt

Eve nt

Co nc lus io n

S e tting

Ma in
Cha ra c te r

Story or Book
 Story Pyramid

1. _________

2. _________ _________

3. _________ _________ _________

4. _________ _________ _________ _________

5. _________ _________ _________ _________ _________

Directions:

1. Insert 1 word that names a central character.

2. Insert 2 words that describe the setting.
3. Insert 3 words that describe a character.
4. Insert 4 words that describe one event.
5. Insert 5 words that describe another event.
 STORY MAP
Title:

Setting:

Characters:

Problem:

Event 1:
Event 2:
Event 3:
Event 4:
Event 5:
Solution:
Spider Map
Guidelines for Selecting Teaching
Strategies:
• Include interactive processes and strategies.
• Provide meaningful, motivating, and enjoyable
context of learning.
• Connect grade level content with multi-level
strategies.
 Guidelines for Selecting Teaching
Strategies:
• Incorporate a wide array of hands-on
learning activities designed to build academic
language and reading proficiency.
• Include authentic assessment to manage and
monitor student progress.
• Economical
• Efficient
• Effective
• Engaging
• Entertaining
• Enjoyable
The Enrichment Activities
for Teaching Beginning
Reading is optional.
Enrichment Activities
These activities extend the story to the other
areas of interest.
enable a child to create things . . . . . that jump off
from the text but is no longer about the text. They
deal more with relating the literary experience to
the content areas like social studies, values
education, etc (Ocampo-Cristobal, 1997).
 
Enrichment Activities
1. Communication Activities
Suggested list by Heald-Taylor (1996) and Santos (1999):
1. Role-play a conversation with one character in the story
about a problem.
2. Reenact a problem in the story and consider alternative
ways to resolve it.
3. Telephone a character and give some advice.
4. Retell the story by changing the setting (time & location).

 
Enrichment Activities
2. Art Activities
1.Paint a mural of a scene in the story.
2.Make a picture book of some favorite scenes in the story using a variety of media.
3.Make film strip movie of the key events in the story.
4.Make diorama of scene from story.

 
Enrichment Activities
3. Writing Activities
1.Write a letter to the author, telling him what you like or dislike about
the story.
2.Write a poem or song about the story.
3.Write about a personal experience that this story made you think about.
4.Write a diary entry about the character you dislike most in the story.

 
 IMPORTANT NOTES
• Engagement Activities are placed in a
Manila Paper prior to the class
session.
• The Engagement Activities will be
presented by the whole group. The
leader and other members of the
group will present their group’s
output.
• The GPU and the EA will be combined in
the process to extract, digest, and
refine their experience on the text
they listened to in the story telling;
thus, addressing the need in developing
higher comprehension level of these
learners.
That’s all for the prong of
the Critical Thinking (CT).
 IMPORTANT NOTE:
The GLR and CT are combined. Thus,
the CT will have same expressive
objectives which are crafted at the
beginning of the GLR.
Now your time for the
workshop on Critical Thinking
(CT).
Here are the things to do for CT Prong:
Craft two/three post reading activities:
1. Discussion of the selection (GPU)
2. Engagement Activities
(Objectives = Engagement Activities)
3. Enrichment Activities (Optional for
Kindergarten to Grade 1 but
required for Grade 2 - 3)
Moving on to the third prong:
Mastery of the Structure of
Filipino/English Language
(MSF/EL).
 Preliminaries
• This is a whole class activity. No groupings
for this part of the prong.
• Activities are done through pen and paper.
• Practice and evaluation are accomplished
individually.
• Each student has his/her own copy of the
material.
 The MSF/EL
Goal Material
To develop Still based on the
competence in oral story, objects,
language, pictures, charts to
understanding, and facilitate application
correct use of syntax of structures learned
Structure of MSF/EL Lesson
Part of the Lesson Rationale
I. Objectives These focus on the language skill you
want to develop.
II. Subject Matter Identifies the content of the lesson and
and Materials enumerates the materials to be used.
III. Procedure Lists in a step by step manner by which
the learners will be led to fulfilling the
objectives set.
A. Presentation Lesson Starts the lesson. The teacher demonstrates
or models. Content should be the story.
B. Generalization The teacher encourages the students to make
generalizations on how to use that particular
language structure correctly.
C. Practice Opportunities of practicing the newly learned
language form is used. Other contexts may
now be used.
D. Evaluation Aims to monitor and evaluate how well the
pupil is learning.
 Important Notes
• This prong will be carried out in 5 – 7
minutes.
• The teacher facilitates the learning
process. It is not a lecture monopolize
by the teacher.
That’s all about the third
prong: MSF/EL
Workshop 5: The MSF/EL Prong
 To do list for the MSF/EL:
1. Craft Instructional Objectives (2).
2. Follow the format of the Learning Plan.
3. Have four (4) items for the exercise and
six (6) items for the evaluation.

NOTE: Copying on the board by the learners

for the exercise and evaluation is prohibited.
At last, the fourth prong:
the Transfer Stage
 Preliminaries
• Pupils are grouped into reading ability
groups: slow, average, fast. Keep it to
yourself the groupings.
• Craft an Instructional Objective for
each group (slow, average, fast).
• The purpose of the grouping into such
is to address decoding needs according
to what they can do.
• Marungko Lessons and Fuller
Techniques are highly recommended
for phonics or oral works in Filipino
and English languages respectively.
• Oral activities are prepared well prior
to the onset of the session.
• Instructional aids are prepared and
ready to use.
• Series of seatwork are prepared for
each group.
• Oral works using appropriate
teaching devices are provided for
each group.
 Transfer Stage
Goal Material
To develop phonemic Worksheets, writing
awareness, decoding tablets, charts, other
and encoding skills materials of
appropriate level
Structure of the Learning Plan
Part of the Lesson Plan Rationale
I. Objectives States the goal of the day’s plan
particular to the decoding/ encoding/
comprehension skill being developed.
II. Subject Matter Specifies the sounds or combination
of sounds for the lesson.
III. Materials Enumerates the materials to be used

IV. Procedure Gives step by step instructions for

teaching
A. Presentation Lesson Explains how a new letter will be
or Review Lesson introduced or reviewed.
B. Practice Exercises States activities for oral or written
work that will enhance the skill being
developed.
C. Mastery Enumerates activities for oral or
Exercises written work that are slightly more
difficult.
 Oral and Seatwork Plan
Slow Average Fast
Seatwork 1 Oral Work Seatwork 1
Oral Work Seatwork 1 Seatwork 2
Seatwork 2 Seatwork 2 Oral Work
Seatwork can be:
• Coloring exercises
• Line exercises
• Connecting dots and coloring
exercises
• Word building exercises
• Comprehension exercises
• Sentence exercises
Oral work should be
aided by:
• Window Card
• Bingo Word
• Word Dice
• Snake and Ladder Word
• Flash Card
• Word Bank
• Word, Phrase, Sentence Strips
• Word Games
 Slow Average Fast
Seat Work 1: Oral Work: Seatwork 1:
Line Phonics Lesson 2: Connecting Dots
Exercises a [æ] like bat and Coloring
  Exercises
Oral Work: Seat Work 1: Seat Work 2:
Phonics Lesson 1: Tracing Exercises Vocabulary
e [ε] like men Building Exercises

Seat Work 2: Seatwork 2: Oral Work:

Coloring Coloring Phonics Lesson 3:
Exercises Exercises o [ɒ] like pot
 
Oral Work for Slow Group
A.Presentation (In Power Point)
Phonics Lesson 1: e [ε] like men
Words:
den let lent Ben
met ten bent net
hen men sent tent

Sight Words: the is are

was were an
B. Practice
In word dice:
den let lent Ben
met ten bent net
hen men sent tent
C. Mastery
In Phrase strips:
1. the den
2. was sent
3. ten hens
4. let Ben
Reminders:
1. Use manipulative devices (word dice,
snake & ladder word, domino word,
sentence strips) from the
presentation to the mastery.
2. Provide extra seat works for each
group.
Other Reminders:
3. Organize your learning materials prior
to your implementation of your instruction.
4. It requires your mastery of the correct
sound lessons most especially in the
English sounds.
Your take home…
That’s all for the four
prongs. . .
Time for Workshop 6: The TS
 To do list for the TS:
1. Follow the Learning Plan for the TS.
2. Craft one Instructional Objective
for each group (fast, average, slow). Be
guided with the right sequence of
target sounds in the Marungko and
Fuller Lessons.
3. Plot the plan using a table.
First 5 lessons (Marungko)

• Lesson 1 – m
• Lesson 2 – s First 5 lessons (Fuller)
• Lesson 3 – a • Lesson 1: e as in men
• Lesson 4 – i • Lesson 2: a as in bat
•  Lesson 5 – o • Lesson 3: o as in pot
• Lesson 4: i as in pig
• Lesson 5: u as in sun
Marungko Lessons”
• Lesson 1 – m
• Lesson 2 – s
• Lesson 3 – a
• Lesson 4 – i
•  Lesson 5 – o
My joy and honor to serve
you all.

Muchas gracias…