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Marungko Approach pptx by Manilyn Destacamento


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Marungko Approach pptx by Manilyn Destacamento

  1. 1. Division of City SchoolsDR. RAFAEL V. PALMA ELEMENTARY SCHOOL Zobel Roxas Street, Manila
  3. 3. A three-toad tree-toad loved atwo-toad she-toad.Unfortunately, the two-toad she-toad did not love the three- toadtree-toad. The three-toad tree-toad tried three times to win thelove of two-toad she-toad, butshe-toad told the three-toadtree-toad that she loved a fat-fickle frog.
  4. 4. Six, slim, silver slinking sheep slyly slipped through the side fence. The surprised sleepy farmer seized his gun and shot sixteen shells in senseless frenzy. One sick sheep sank in the slimy marsh, but others escaped.
  5. 5. Having good reading fluency helps a reader to have good comprehension. That is what reading is all about, decoding and comprehension. These are the two cognitive elements of reading.
  6. 6. Comprehension – refers to one’sability to understand the word or words.Decoding– refers to the child’s ability to recognize written information. “Sounding out” or “Deciphering” is one way of the reader to learn how to read. This is the Marungko Approach in reading.
  7. 7.  In this approach of reading the alphabets are rather “pronounced” than read. For example: the letter “m” would be pronounced as “mmm” not the old Pinoy style of reading it as “ma”. Another examples: “s”---- “sss” “l” ---- “lll” “n” ---- “nnn”
  8. 8. Phonics - the alphabetic principle that connects sounds with letters. Examples: Consonant Sounds 1. b /b/ 6. h /h/ 11. n /n/ 2. c /c/ 7. j /j/ 12. p /p/ 3. d /d/ 8. k /k/ 13. q/qu/ 4. f /f/ 9. l /l/ 14. r /r/ 5. g /g/ 10. m /m/ 15. s /s/
  9. 9. 16. t /t/ 25. th /th/17. v /v/ 26. wh /wh/18. w /w/ 27. zh /zh/19. x /ks/ 28. ng /ng/20. y /y/21. z /z/ Vowel Sounds22. ch /ch/ 1. a /a/ 4. o /o/ 7./ē/23. sh /sh/ 2. e /e/ 5. u /u/ 8. /ay/24. th /th/ 3. I /i/ 6. a /ā/ 9.o/ō/
  10. 10. 10. u /yoo/ * Let us read through11. o /ōō/ singing to the tune12. o /òó/ of “Wheels on the13. ou /aw/ Bus”14. oi /oi/ -The sounds in the15. o /ô/ word go /c//a//t/(3x) The sounds in the word go /c//a//t/ Can you guess my word?
  11. 11.  Or speak in code: “ Please take out the /t//r//a//sh/ Let us read the following CVC words: /b//i//t/ bit /h//o//p/ hop /c//a//r/ car /n//a//p/ nap /d//o//g/ dog /f//o//x/ fox /f//u//n/ fun /m//u//g/ mug /g//e//t/ get /r//a//t/ rat
  12. 12. Short Vowel Sounds /ă/ as in fat, hat, pan, tag, van, fan, bag, man, /ŏ/ as in hot, lock, pot, sock, dog, dot, not /ĕ/ as in egg, pen, led, ten, wet, hen, get, sell /ĭ/ as in sit, pin, win, mill, hill, fin, fit, pig /ŭ/ as in mud, duck, mug, hug, luck, nun
  13. 13. Long Vowel Sounds/ā/ as in cake, sake, make, share, chair, lane, pale, pail, jail, fare/ē/ as in Pete, feet, heel, meet/ī/ as in pipe, like, kite, bike, hide/ō/-e as in pole, hole, tone, cone, note/ō/ as in boat, goat, oath, coat/ōō/ as in moon, spoon, soon/òó/ as in book, took, look, hook
  14. 14.  /ū/ as in tube, cube, huge, cute, mute● Consonant Blends /bl/ as in blue, black, block, blend /br/ as in brown, brush, brick, brother, breath /cl/ as in clap, clan, clean, clear /cr/ as in cry, crawl, crush, crab /dr/ as in drop, drum, dress, dream
  15. 15. /fl/ as inflip, flower, flow, flop, flock, flat/fr/ as in frog, free, from, friend/gl/ as in glass, globe, glee, glimpse/gr/ as in grip, grass, grab, grand/pl/ as in play, plain, plane, plum/pr/ as in pray, prick, prom, practice/sl/ as in sling, slide, slope, slum
  16. 16. /spl/ as in splash, splendid, splender/st/ as in stop, stare, stair, stock, stick, stor e/str/ as in strong, string, straight, strenght/sw/ as in swim, swan, swing, swear/tr/ as in trap, train, truck, tree/tw/ as in twin, twilight, twig
  17. 17. One big readiness skills in OralLanguage Ability in English is togive your pupils a lot oflistening/speaking activities inEnglish to give them familiaritywith the basic structures andcommon English vocabulary whichthey are bound to meet in theirearly reading materials.
  18. 18. STAGE TWO – Beginning Reading in English English is in consonancewith the GOIM (Goal-OrientedInstructional Model) whichshould always guide you inyour decision–making inmatters relevant to instructions.
  19. 19. STAGE THREE – Word Recognition Skills 1. Associating objects/pictures with printed symbols in labels, captions, etc. For example: apple
  20. 20. cat penciltable flag
  21. 21. 2. Using phonetic analysis through associating letter sounds with letter symbols. For instance: bag – /b//a//g/ pen - /p//e//n/ fun - /f//u//n/
  22. 22. 3. Using Spelling Patterns Take the Consonant – Vowel – Consonant (CVC Pattern) Guidelines: When a word or syllable follows the CVC pattern, the vowel sound is usually short. For example: cat, bed, sit, pot,cup, etc.
  23. 23. In the CVCe pattern, thevowel becomes long and e issilent. For example: CVC CVCe rat (short /a/) rate (long /a/) sit (short /i/) site (long /i/) ton (short /o/ tone (long /o/) *letter e is silent
  24. 24. Word Families:Examples: _at _en _ill bat den bill cat pen hill fat hen kill hat men mill rat ten fill
  25. 25. 4. Recognizing Basic Sight Words They are the most commonly usedwords in English. For example: boy, jump, a, an, of, the, for, no, go, this, these, at, who, what, where, how, etc. Technique: Look for the word or phrases then “frame it, say it”
  26. 26. The answers to yourquestions does not depend onwhat your fellow teachers aredoing but rather on how yourpupils are to begin reading inEnglish. If your pupils have theprerequisite skills, thereadiness skills, then you tellyourself…
  28. 28. Thank you very much for listening….. Mrs. Marianne M. Vasquez Teacher – Grade One GOD BLESS US ALL!!!
  29. 29. What is Reading?Readingis acomplex, interactiveprocess using basic skillsand advance strategies tomake meaning.
  30. 30. BEGINNING READING INSTRUCTIONAL GUIDE FOR TEACHERS (BRIGHT)A. Discovering the Magic of Reading (DMR) 1. Motivation 2. Unlocking of New/Difficult Words 3. Motive QuestionsB. Constructive Meaning (CM) 1. First Reading of the Story by the Teacher 2. Second Reading of the Story with Pupils’ Participation
  31. 31. 3. Question and Answer (about the story) 4. Engagement ActivitiesC. Developing English Language Competencies (DELC) 1. Preparatory Activities 2. Lesson Proper 3. Oral Practice 4. Generalization 5.Application 6. Evaluation
  32. 32. D. Deciphering and Decoding: Strategies and Skills (DDSS) (Marungko Approach/Phonics) 1. Presentation of the Beginning and Ending Sound 2. Writing Letter 3. Further Practice 4. Enrichment Activity 5. Different Activities for Group Work
  33. 33. TEACHING BEGINNING READING IN ENGLISHSTAGE ONE – DEVELOPMENT OF READING READINESS English is a second languageto us. To most children comingto schools for the first time, itis a strange language. What doyou do to prepare thesechildren to read in English?What reading readiness do youneed to develop during theEnglish period?