The document provides an overview of a four-pronged approach to teaching beginning reading in English. The prongs are: 1) Developing Genuine Love for Reading (GLR), which focuses on prereading and reading activities to build enjoyment of reading; 2) Critical Thinking (CT), covering post-reading discussion and engagement activities to develop comprehension; 3) Mastery of the Structure of English Language (MSEL), using stories and other materials to practice language structures; and 4) the Transfer Stage, grouping students and providing decoding exercises according to reading ability. Each prong includes objectives, materials, and sample lesson structures and activities to systematically develop reading skills in a scaffolded manner.

2. Teaching Beginning
Reading in English

3. Conceptual Frameworks:
Bases for a Sound
Teaching Beginning Reading
Approach

4. ❖Since it is a Beginning Reading
Program, a foundational program, it
requires systematic and pro-active
scaffolding provided by a disciplined
and well – equipped adult member of
the community.

6. ❖ In Philippine context, considering
that the child’s First Language (L1),
is Filipino, he/she should be first
proficient reading in Filipino.

8. ❖The child must be immersed in
spoken language through the
modelling of the adults community
and make use orally of the said
Second Language (L2) in daily
activities. This will facilitate the
acquisition of L2 and will be carried
in learning to read.

10. ❖Reading is a language process. Young
learners must use the L2 for them to
appreciate how functional it is in
their daily routines. It makes
learning to read in L2 easy and
enjoying.

12. ❖Even at early stage of reading, the
pendulum of mechanical and
aesthetic stance of reading must be
swinging to and pro. They must be
intertwined to make reading
productive and fun.

13. Mechanical and Aesthetic
Stance of Reading

14. The Four – Pronged
Approach

15. The WHAT and WHY of
the Prongs

16. Preliminaries for the first two (2)
Prongs:
• Divide the class into small working
groups according to their abilities.
Distribute them equally into 4 or
more groups.
• Assign leaders for each group.

17. • Establish house rules by explaining to
them the purpose of those said house
rules. Involve leaders in observing
those house rules.

18. • Enforce reward and punishment
scheme.
• Absolute observance of team work.
• Instill respect to anyone all the time.
• Story telling by teacher is absolutely
observed.

19. First Prong: Developing
Genuine Love for Reading
(GLR)

20. Developing Genuine Love for
Reading
Goal Material
to develop a lifetime
love, habit, and
enjoyment for
reading
storybooks, poems,
trade books, songs

21. The GLR Prong covers:
• The Prereading Part

22. Lesson Structure for GLR
Parts of the Lesson Plan Rationale
GLR (Prereading and During Reading)
I Objectives
II Subject Matter and Materials
III Procedure
Prereading
Developing concepts and vocabulary
/ unlocking of difficulties
Developing a purpose for reading /
Motivation and Motive
Setting
Guides the direction of the lesson and
states the skills to be learned.
Identifies the story / title and
materials.
Prepares the listener / reader for
linguistic and experiential content of
the text.
Prepares the way the story will be
presented and the other activities
that will be done while reading.

23. Objectives in Literacy
Instruction
A. Instructional Objectives focus on
skills development. They are usually
expressed explicitly in behavioral
terms, specifying the expected
behavior. Thus, they are observable,
measurable, and attainable (Santos,
1999).

24. B. Expressive Objectives are
evocative rather than prescriptive.
They identify the problem the
learner is expected to cope with, the
task he is to engage in, a certain
attitude to take, and insight to be
realized. However, they don’t specify
the behavior the learner is expected
to acquire or demonstrate after
instruction (Otto & Chester, 1978).

25. Expressive objectives focus on the
literary or emotional experience - -
the development of empathy and
values. They are not stated in
behavioral terms (Ocampo &
Hermosa, 1997).

26. • Expressive Objectives specifies for
the learner the (Santos, 1999):
• Insight to be understood
• Emotion to be experienced
• Human value to be instilled
• Phenomenon to be appreciated
Diaz de Rivera (1997) further added
equally important focus which is
craftsmanship.

27. Important Note:
• Most of the objectives in the GLR
are expressive objectives.

28. Examples of Expressive
Objectives:
• Insight: To understand that each
one is a unique individual.
• Emotion : To feel the pain of being
discriminated.
• Value: To instill the value of
respect for others.

29. • Phenomenon: To celebrate parent’s
enduring love for their children.
• Craftsmanship: To appreciate the
author’s use of characterization
through dialogue.

30. Three Major Functions of
Prereading Activities:
1. To activate students’ prior
knowledge to help them build
needed background knowledge of
the selection;

31. 2. To clear possible blocks to
comprehension and enjoyment of
the selection like:
– difficult concepts and vocabulary
– unusual language structures
– figures of speech, idioms, literary
devices used
– story structure

32. 3. To motivate students to read
(listen) the selection and set the
purpose for reading.

33. Prereading Teaching
Strategies

34. A. Strategies for Building
Background Knowledge

35. Ocampo-Cristobal (1997) cited strategies
which help student build background
information:
• Text Preview (Graves, 1983)
• Story Impressions (McGinley & Denver,
1987)
• Prereading Plan or PReP (Langer, 1981)
• REQUEST or Reciprocal Questioning
(Manzo, 1969)

36. Antonacci & Callanghan (2006) added
other strategies:
• Prediction Chart
• KWL Chart

37. Prediction Chart
What will happen What Actually
Happened

38. KWL Chart
What I KNOW What I WANT to
know
What I LEARNED

40. B. Strategies for Developing
Vocabulary

41. Ocampo-Cristobal (1997) enumerated strategies in
vocabulary building:
• Four Ways to a New Word (Diaz de Rivera,
1997)
• Guess-the-word (Ocampo-Cristobal, 1997)
• Contextual Redefinition (Cunningham et al, 1981)
• Semantic Mapping (Johnson & Pearson, 1984)
• Teaching Lunules & Lupulins (Graves & Prenn,
1986)
• Word Mapping (Moore et al, 1989; Stoodt, 1989)
• Semantic Feature Analysis (Nagy, 1988)

42. Antonacci & Callanghan (2006)
identified additional strategies:
• Interactive “Word Walls”
• Word Books
• Word Sorts

43. C. Developing Purpose for
Reading:
Motivation-Motive Question
Tandem

44. • Motivation Question is a general
question designed to activate prior
knowledge related to or similar to
the situation in the target selection.

45. • Motive Question is question about
the story. It gives your pupils the
purpose for reading the selection. It
may or may not be answered.

46. Example:
Selection: Two Were Left by Hugh Cave
Motivation Question: What would you
do if you were marooned on an island
with your best friend?
Motive Question: What did Noni do as
he floated on an ice floe with his pet
dog?

47. IMPORTANT NOTE:
•All pre-reading activities are done in
their regular seating arrangement.
•Story telling is done by the teacher in
separate designated place inside the
classroom. In semi-circle arrangement in
which each pupil is given a designated
area.

48. That’s the GLR Prong.

49. Now, we’ll have the
second prong – the
Critical Thinking (CT).

50. Preliminaries:
• Each group is given a designated
working place for their Engagement
Activities (EAs).
• Members of group will work
collaboratively in their Engagement
Activity (EA).
• The teacher prepares the EAs and
• provide each group’s needs.

51. The Critical Thinking
Goal Material
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

52. Part of the Lesson
Plan
Rationale
Critical Thinking (CT)
or Post Reading
Describes the
activities that will
develop comprehension

53. The Critical Thinking Prong
covers:
1. The During Reading Part
2. The Post Reading Part

54. During Reading Strategies for
Young Learners
• Encourage children to draw illustrations of
a story or poem while the teacher or
classmate reads.
• The teacher models and the whole class
echo-reads, sentence by sentence, through
a new story or passage.

55. • Have the class make read-along
tapes, with music and sound effects.
• Read aloud, leaving out crucial part of
the story, and ask pupils to make
predictions about what will happen.
Then children read aloud for
themselves to confirm their
predictions.

56. Post Reading strategies:
1. Discussion of the selection
2. Engagement activities
3. Enrichment activities (Optional)

57. 1. Discussion of the Selection

58. A. The Gradual Psychological
Unfolding (GPU) Technique
• A discussion technique for post
reading s based on the Socratic
Method which aims to develop
thinking by asking questions.
• The questions asked arise naturally
from the flow of the class

59. • The questions are related to each
other.
• The most important advantage is the
way by which the child learns to ask
questions to be able to understand
text.
• The learner acquires a thought pattern
that unfolds the meanings of a
selection.

60. • The GPU also provides much
opportunity to develop oral language
abilities better. Students get to
rehearse their language use by
answering the questions posed by the
teacher.
• Teachers who have had practice with
this discussion technique are more
relaxed while conducting the class.

62. Levels of Comprehension
Getting the information
gist
LITERAL Reading the lines
Integrating information
and making inferences
INTERPRETIVE Reading between the
lines
Using information to
express opinions and
form new ideas
APPLIED Reading beyond the
lines

63. Dimensions of Reading
Comprehension
Level V Creative Reading
Level IV Integration (Application to self)
Level III Evaluation (Critical Reading)
Level II
Interpretation
Level I
Literal Comprehension

64. 2. Engagement Activities
• These are series of learning tasks given
to students after taking up literature
where they are absorbed, wrapped up,
or engrossed in the text and are
experiencing the essential elements of
the text (e.g. in story: characters,
setting, problem, main events,
resolution, theme).

65. • They aim to help students hold their
initial response and explore it further.
• In essence, engagement activities place
substantial significance to the
students’ raw and initial reaction to a
story.
• Students do not dissect nor inspect
the text but rather they experience
the story elements.

66. Samples of Engagement
Activities:
1. Story Pyramid 11. Comics Strips
2. Story Map 12. News Bulletin
3. Story Frame 13. Travel Poster
4. Story Time Line 14. Cause and Effect Chart
5. Story Ladder 15. Problem Solution Chart
6. Story Boards 16. SWBS Chart
7. Story Cube 17. Lift-the-Flap Books
8. Story Strips 18. Fishbone Map
9. Story Circle 19. Character Traits Chart
10. Feeling Chart 20. Plot Chart

74. Guidelines for Selecting Teaching
Strategies:
• Include interactive processes and strategies.
• Provide meaningful, motivating, and enjoyable
context of learning.
• Connect grade level content with multi-level
strategies.
• Incorporate a wide array of hands-on learning
activities designed to build academic language
and reading proficiency.
• Include authentic assessment to manage and
monitor student progress.

75. • Economical
• Efficient
• Effective
• Engaging
• Entertaining
• Enjoyable

76. The Enrichment Activities
for Teaching Beginning
Reading is optional.

77. IMPORTANT NOTES
• Engagement Activities are placed in a
Manila Paper prior to the class
session.
• The Engagement Activities will be
presented by the whole group. The
leader and other members of the
group will present their group’s
output.

78. • The GPU and the EA will be combined in
the process to extract, digest, and
refine their experience on the text
they listened to in the story telling;
thus, addressing the need in developing
higher comprehension level of these
learners.

80. That’s all for the prong of
the Critical Thinking (CT).

81. Moving on to the third prong:
Mastery of the Structure of
English Language (MSEL).

82. Preliminaries
• This is an activity as a whole class.
• Activities are done through pen and
paper. Practice and evaluation are
accomplished individually. Each
student has his/her own copy of the
material.

83. The MSEL
Goal Material
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

84. Structure of MSEL Lesson
Part of the Lesson Rationale
I. Objectives These focus on the language skill you want
to develop.
II. Subject Matter and
Materials
Identifies the content of the lesson and
enumerates the materials to be used.
III. Procedure Lists in a step by step manner by which the
learners will be led to fulfilling the
objectives set.
A. Presentation Lesson Starts the lesson. The teacher demonstrates or
models. Content should be the story.
B. Generalization The teacher encourages the students to make
generalizations on how to use that particular
language structure correctly.
C. Practice Opportunities of practicing the newly learned
language form is used. Other contexts may now
be used.

85. IV. Evaluation Aims to monitor and evaluate how well the
pupil is learning.

86. Important Notes
• This prong will be carried out in 5 – 7
minutes.

88. That’s all about the third
prong: MSEL

89. For the fourth prong:
the Transfer Stage

90. Preliminaries
• Pupils are grouped into reading ability
groups: slow, average, fast. Keep it to
yourself the groupings.
• The purpose of the grouping into
such is to address decoding needs
according to what they can do.

91. • Fuller Lessons is highly recommended
for phonics or oral works in English
language.
• Oral activities are prepared well
prior to the onset of the session.
Instructional aids are prepared and
ready to use.

92. • Series of seatwork are prepared for
each group.
• Oral works using appropriate
teaching devices are provided for
each group.

93. Transfer Stage
Goal Material
to develop phonemic
awareness, decoding
and encoding skills
worksheets, writing
tablets, charts, other
materials of
appropriate level

94. Structure of the Lesson
Plan

95. Part of the Lesson Plan Rationale
I. Objectives States the goal of the day’s plan
particular to the decoding/ encoding/
comprehension skill being developed.
II. Subject Matter Specifies the sounds or combination
of sounds for the lesson.
III. Materials Enumerates the materials to be used
IV. Procedure Gives step by step instructions for
teaching
A. Presentation Lesson
or Review Lesson
Explains how a new letter will be
introduced or reviewed.
B. Practice Exercises States activities for oral or written
work that will enhance the skill being
developed.
C. Mastery
Exercises
Enumerates activities for oral or
written work that are slightly more
difficult.

96. Oral and Seatwork Plan
Slow Average Fast
Seatwork 1 Oral Work Seatwork 1
Oral Work Seatwork 1 Seatwork 2
Seatwork 2 Seatwork 2 Oral Work

97. Seatwork can be:
• Coloring exercises
• Line exercises
• Connecting dots and coloring
exercises
• Word building exercises
• Comprehension exercises
• Sentence exercises

98. Oral work should be
aided by:
• Window Card
• Bingo Word
• Word Dice
• Snake and Ladder Word
• Flash Card
• Word Bank
• Word, Phrase, Sentence Strips
• Word Games

99. Slow Average Fast
Seat Work 1:
Line
Exercises
Oral Work:
Phonics Lesson 2:
a [æ] like bat
Seatwork 1:
Connecting Dots
and Coloring
Exercises
Oral Work:
Phonics Lesson 1:
e [ε] like men
Seat Work 1:
Tracing Exercises
Seat Work 2:
Vocabulary
Building Exercises
Seat Work 2:
Coloring
Exercises
Seatwork 2:
Coloring
Exercises
Oral Work:
Phonics Lesson 3:
o [ɒ] like pot

100. Oral Work for Slow Group
A.Presentation (In Power Point)
Phonics Lesson 1: e [ε] like men
Words:
den let lent Ben
met ten bent net
hen men sent tent
Sight Words: the is are
was were an

101. B. Practice
In word dice:
den let lent Ben
met ten bent net
hen men sent tent

102. C. Mastery
In Phrase strips:
1. the den
2. was sent
3. ten hens
4. let Ben

103. That’s all for the four
prongs. . .