1.

Four - Pronged Approach Marungko Approach/ Fuller Technic

2. 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 )

3. 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

4. Pictures and Drawings / Maps- Actions Context 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.

5. 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.

6. > Semantic Web

> Use the cover as a stimuli. K-W-L 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.

 Pause at certain points for kids to internalize the story.

7. > Check understanding by asking questions and for them todevelop 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

8. The Dimension Of Reading ComprehensionLevel 1: Literal Level

> a low level of understanding by using only informationdirectly 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.

9. 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 valuesclarification.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.

10. 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 hangin, sa sahig, sa palad etc.

11. > 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 asa sama sasama am masama aasa  Ikatlong Antas
ng Pagbasa Pagpapakilala ng mga pantulong na kataga ang mga si ay ng kay

12. > 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. >
Pagbasa ng mga salita, parirala at pangungusap. > Pagsagot sa mga tanong na may: -
Sino - Ano - Saan – saan - Kanino > Pagbasa ng maikling kuwento > Pagsagot ng mga
tanong tungkol sa kuwento

13. 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 be good example

14. How to Use the Fuller Lesson:

1. Teach the name and form of each letter in the English 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: mslf thcrnbgdjwvzy

-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.

15. > 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 Short
e Word Family get den beg bed bell jet hen leg fed fell net men peg red sell let ten egg
wed tell

16. 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.

17. Sequence of Word Families

1. Short vowel words in consonant-vowel-consonantpattern (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 sh as in ship, fish

18. 4. Long Vowel Words( ending in silent e)

- Long a as in bake

- Long I as in hide

- Long o as in hose

- 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

19. 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 Homonyms see, sea

> male, mail meet, meat

> sale, sail heel, heal

> tale, tail steel, steal

> pale, pail peek, peak

> pane, pain

20. Remember: “Every child is capable of learning how to read.”