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    The Four - Pronged Approach

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    Pepper Mint
    The document outlines a reading program for kindergarten to grade 2 students with four main goals: [1] developing a genuine love of reading, [2] developing critical thinking skills, [3] developing grammar and oral language skills, and [4] reaching the transfer stage of reading development. The program uses storybooks as the basis for activities like shared reading, post-reading discussion and comprehension questions, and language lessons focusing on structures from the story. It also details the sequence of introducing letter sounds, blending, sight words, and other reading skills. The overall approach aims to make reading an enjoyable experience that builds various literacy skills.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    The Four - Pronged Approach

    Uploaded by

    Pepper Mint
    9K views22 pages
    The document outlines a reading program for kindergarten to grade 2 students with four main goals: [1] developing a genuine love of reading, [2] developing critical thinking skills, [3] developing grammar and oral language skills, and [4] reaching the transfer stage of reading development. The program uses storybooks as the basis for activities like shared reading, post-reading discussion and comprehension questions, and language lessons focusing on structures from the story. It also details the sequence of introducing letter sounds, blending, sight words, and other reading skills. The overall approach aims to make reading an enjoyable experience that builds various literacy skills.

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    Early Childhood Report

    Original Title

    The Four – Pronged Approach

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    The document outlines a reading program for kindergarten to grade 2 students with four main goals: [1] developing a genuine love of reading, [2] developing critical thinking skills, [3] developing grammar and oral language skills, and [4] reaching the transfer stage of reading development. The program uses storybooks as the basis for activities like shared reading, post-reading discussion and comprehension questions, and language lessons focusing on structures from the story. It also details the sequence of introducing letter sounds, blending, sight words, and other reading skills. The overall approach aims to make reading an enjoyable experience that builds various literacy skills.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    9K views22 pages

    The Four - Pronged Approach

    Uploaded by

    Pepper Mint
    The document outlines a reading program for kindergarten to grade 2 students with four main goals: [1] developing a genuine love of reading, [2] developing critical thinking skills, [3] developing grammar and oral language skills, and [4] reaching the transfer stage of reading development. The program uses storybooks as the basis for activities like shared reading, post-reading discussion and comprehension questions, and language lessons focusing on structures from the story. It also details the sequence of introducing letter sounds, blending, sight words, and other reading skills. The overall approach aims to make reading an enjoyable experience that builds various literacy skills.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 22

    Althea Joyce Alabanzas

    Professor Basilisa Manhit of the College of Education,


    University of the Philippines, Diliman

    UP Diliman IS from kindergarten to Grade 2
    1. Development of Genuine Love for Reading(GLR)
    2.The development of Critical Thinking Skill(CT)
    3. For Grammar and Oral Language
    Development(GOLD)
    4. The development of independent word attach skill(
    TS)

    1. Story reading/ shared reading/ story telling/ poem
    study
    2. Post reading activities
    3. Language Lesson
    4. Phonics Lesson
    Procedure for story reading:

    o 1. Pre - reading activities
    A. Unlocking of new/difficult words
    Realia
    Replica
    Illustrations or sketches
    Demonstrations( for action words)
    Use of synonyms or antonyms
    Translation should be the LAST resort

    Procedure for story reading:

    o 2. Motivation activation of prior knowledge related to the story


    o 3. Motive question a question parallel to the motivation which
    touches on the story.

    Ex.
    Motivation How many have gone to the zoo
    Motive Question In the story who do you think will go to the zoo?




    During reading

    o A. The teacher reads the story with a book facing the student
    o B. Maintain eye contact
    o C. Asking occasional questions
    o D. Mention the title, author, and illustrator of the book.
    o E. Note the copyright of the book.
    o F. Track the print on the page.
    o G. Vary the tone, pitch, and voice as you tell the story.
    o H. pause at certain points
    o I. Use puppetry
    o J. Let the act or say something given a cue.


    In this part STORY SPRINGBOARD

    Post reading activity

    Discussion Techniques
    1. Gradual Psychological Unfolding
    - the questions are asked in a way that it
    logically unfold the story

    2. Dimension Ordinary ( DO)
    - questions are asked according to the
    dimension, with literal question asked first.

    Dimension Intensive ( DI)
    Like the DO but answers are already provided to guide non
    English speaker

    Ex. Why did the princess agree to the frogs wish?
    A. she wants him to be his friends
    B. she wants to get her ball
    C. she likes frogs very much

    The Dimensions of Reading Comprehension
    Literal Level
    Interpretation
    Evaluation
    Integration
    Creative Reading
    Engagement Activities:
    o 1. Small group activities which may touch on the following:
    Development of comprehension skills( sequencing, problem
    solution)
    Mapping the setting
    Inferring character traits ( profile, venn diagram)
    Inferring feelings( checklist, description)
    Reading writing connection
    Enhancing speaking lesson

    2. Discussion of the story + questing techniques

    Target structure is introduced.
    Parts of a language lesson
    1.Presentation Lesson
    - the target structure is introduced using the story as
    the springboard.

    EX. Cinderella went to the ball. She was very pretty. The
    other girl looked at her. They admired her beautiful gown.
    The prince dance with her. He fell in love with her.

    2. Dialogue ( generalization)
    o - through a well structured set of questions, the teacher leads
    the student to form generalizations about the structures
    presented.
    Who went to the ball?
    Who was very pretty?
    What word was used instead of Cinderella in the second sentence?


    3. Presentation Exercise
    o - exercises parallel to what was presented in the
    PRESENTATION LESSON
    4. Assimilation
    o - the children are give the chance to use to use the structures
    they have just learned in fun situations that the teacher planned
    such as contests, and games.
    Transfer stage, the first stage in reading

    EXPERIENCES
    ORAL
    LANGUAGE
    PRINTED
    SYMBOLS
    Teaching READING - using a modified version of the
    fuller technique.

    1. Oral language and knowledge of letters and
    consonant sounds are pre requisite skills. The
    consonants are presented in this sequence

    M,S,L,F,T,H,C, R,N,B, G,P, D , J, W , V, Y , Z
    2. Introduce blending sounds by family.
    o A. short vowel words
    Short vowel words
    o B. consonants diphthongs and blends
    o C. long vowel words
    o D. vowel digraphs

    3. Every word family introduced follows a sequence
    a. words
    b. phrases
    c. sentences
    d. short stories
    4. Introduce consonants blends.
    Initial Blend- cl as in class
    Final Blend- -nt as in bent
    5. Introduce consonants digraphs
    A. ch as in chin
    B. sh as in ship
    6. Introduce long vowel sounds
    Long vowel /a/ as in bake
    Long I as in hide

    After mastered the short vowels, they are ready for
    reading short stories on their own.

    SEQUENCE in PRESENTING STORIES
    a. phrase reading
    b. unlocking of words/concepts
    c. motivation
    d. motive question
    e. oral reading of story
    f. post reading activities and exercises

    PRONG GOAL MATERIAL

    Genuine Love for
    Reading (GLR)
    To develop a lifetime love,
    habit, and enjoyment for
    reading.
    storybooks, poems, trade
    books, songs
    Critical Thinking (CT) To develop the habit of
    reflecting on what is read
    and exercising decision
    making, making judgments,
    and valuing.
    same story and post-reading
    activities that engage
    children
    Mastery of the Structures
    of the Filipino/English
    Language (MSF/EL) or
    Grammar and Oral
    Language Development
    (GOLD)
    To develop competence in
    oral language,
    understanding, and correct
    use of syntax.
    still based on the story,
    objects, pictures, charts to
    facilitate application of
    structures learned
    Transfer Stage (TS) To develop phonemic
    awareness, decoding, and
    encoding skills.
    worksheets, writing tablets,
    charts, and other materials
    of appropriate level

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