This document outlines four approaches to beginning reading instruction: 1) Genuine Love for Reading which includes pre-reading activities to engage students 2) Critical Thinking which involves post-reading discussion of elements of the story 3) Grammar and Oral Language Development which teaches grammar concepts 4) Transfer Stage where decoding and encoding skills are developed It then provides details on implementing each approach, including techniques for vocabulary development, comprehension questions, and sequencing of reading skills.

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 to
develop 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 Comprehension
Level 1: Literal Level
> a low level of understanding by using only information
directly 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 values
clarification.
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-consonant
pattern (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.”