This document provides guidance on developing reading skills using the Marungko approach. It discusses techniques for teaching decoding like pronouncing letters by their sounds. It also covers word recognition skills like associating letters with sounds, spelling patterns, word families, and sight words. The goal is to help students learn to read by focusing on phonics, practicing sound-letter connections, and building a basic vocabulary.

1. MARUNGKO APPROACH/
FULLER TECHNIQUE

2. TONGUE
TWISTERS

3. A three-toad tree-toad
loved a two-toad she-toad.
Unfortunately, the two-toad she toad
did not love the three- toad tree-toad.
The three-toad tree-toad
tried three times to win
the love of two-toad she-toad,
but she-toad told the three-toad tree-toad
that she loved a fat fickle frog.

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. 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. Comprehension – refers to one’s ability
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. 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. 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. 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 Sounds
22. 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. u /yoo/ * Let us read through
11. o /ōō/ singing to the tune
12. o /òó/ of “Wheels on the Bus”
13. ou /aw/
14. oi /oi/ The sounds in the word go
15. o /ô/ /c//a//t/(3x)
The sounds in the word go
/c//a//t/
Can you guess my word?

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. 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. 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
/ū/ as in tube, cube, huge, cute, mute

14. 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. /fl/ as in flip, 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. /spl/ as in splash, splendid, splender
/st/ as in stop, stare, stair, stock, stick, store
/str/ as in strong, string, straight, strength
/sw/ as in swim, swan, swing, swear
/tr/ as in trap, train, truck, tree
/tw/ as in twin, twilight, twig

17. One big readiness skills in Oral Language
Ability in English is to give your pupils a lot of
listening/speaking activities in English to give
them familiarity with the basic structures and
common English vocabulary which they are
bound to meet in their early reading materials.

18. STAGE TWO – Beginning
Reading in English
English is in consonance
with the GOIM (Goal-Oriented
Instructional Model) which
should always guide you in
your decision–making in
matters relevant to instructions.

19. STAGE THREE – Word Recognition Skills
1. Associating objects/pictures with printed
symbols in labels, captions, etc.
For example: apple

20. cat pencil
table flag

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. 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. In the CVCe pattern, the vowel becomes
long and e is silent.
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. Word Families:
Examples: _at _en _ill
bat den bill
cat pen hill
fat hen kill
hat men mill
rat ten fill

25. 4. Recognizing Basic Sight Words
They are the most commonly used words 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. ”GO AHEAD. START YOUR
BEGINNING READING
PROGRAM NO !!!”