2. STAGE 1 - ALPHABET
KNOWLEDGE
ALPHABET KNOWLEDGE IS THE ABILITY TO
RECOGNIZE, NAME, SOUND OUT, AND WRITE ALL
OF THE UPPER AND LOWER CASE LETTERS OF THE
ALPHABET. THIS SKILL IS FUNDAMENTAL IN
LEARNING TO READ.
3. STAGE 2 – PHONICS AND WORD
RECOGNITION
PHONICS AND WORD RECOGNITION SKILLS ARE USED
BY READERS TO HELP THEM PRONOUNCE PRINTED
WORDS. THEY ARE SOMETIMES CALLED DECODING
SKILLS, WORD ANALYSIS SKILLS, WORD ATTACK
SKILLS, OR WORD IDENTIFICATION SKILLS. A
THOROUGH KNOWLEDGE OF THE SYSTEMATIC AND
PREDICTABLE RELATIONSHIPS BETWEEN WRITTEN
LETTERS AND SPOKEN SOUNDS WILL HELP CHILDREN
DECODE WORDS BETTER.
4. IN THE MODIFIED MARUNGKO METHOD, THE
FIRST THREE SOUNDS IN THE LETTER
SEQUENCE ARE IMMEDIATELY COMBINED TO
FORM WORDS AFTER MASTERY OF EACH
LETTER HAS BEEN ACHIEVED. LOOK AT THESE
EXAMPLES OF WORDS THAT HAVE THE LETTERS
M, S, AND A.
ama sama masa sasama
asa aasa
13. STAGE 3 - SIGHT WORD
READING
SIGHT WORDS ARE COMMONLY USED WORDS THAT
CHILDREN MUST RECOGNIZE AS A WHOLE BY
MEMORY OR BY SIGHT. AUTOMATIC RECOGNITION OF
SIGHT WORDS WILL HELP STUDENTS READ LONGER
TEXTS WITH EASE.
REPEATED EXPOSURE THROUGH PICTURES,
CONFIGURATIONS, GAMES, AND WORD WALLS CAN
HELP STUDENTS AUTOMATICALLY READ THESE
WORDS WITHOUT HAVING TO USE ANY DECODING
14. BELOW ARE SOME OF THE
COMMONLY USED FILIPINO SIGHT
WORDS. CAN YOU ADD MORE TO
THE LIST?
ang mga si kay ng
may
15. STAGE 4 - FLUENCY AND READING
COMPREHENSION
• WHEN CHILDREN CAN ALREADY READ A
NUMBER OF SIGHT WORDS, THEY MAY
GRADUALLY BE GIVEN LONGER TEXTS SUCH
AS PHRASES, SENTENCES, AND SHORT
STORIES.
• FOR BEGINNING READERS WHOSE LETTER
KNOWLEDGE IS LIMITED ONLY TO THE ONES
PREVIOUSLY TAUGHT, THESE TEXTS SHOULD
BE COMPOSED OF CONTROLLED WORDS AND
16. THIS WILL HELP THEM LEARN TO READ
INDEPENDENTLY. CONTROLLED WORDS
ARE COMPOSED ONLY OF LETTERS
THAT HAVE BEEN PREVIOUSLY TAUGHT.
•TO REINFORCE FLUENCY, THE
CHILDREN ARE GIVEN SHORT
SENTENCES WITH REPEATED WORDS.
17. CONSIDER THE FOLLOWING: :
1. Activities should correlate with the lesson objectives.
2. Activities should be age-appropriate, individually appropriate,
and developmentally appropriate.
3. Use differentiated activities to accommodate each learner’s need.
4. Assessment strategies should be observed before, during, and
after the lesson.
5. Engaging activities make the lesson more interactive and learning
takes place more effectively.
19. STEPS:
1. PRESENT A SHORT STORY, POEM, OR SONG THAT HAS A LOT
OF WORDS THAT BEGIN WITH THE TARGET SOUND.
INTRODUCE EACH WORD ONE BY ONE.
2. EMPHASIZE THE INITIAL SOUND.
3. SHOW THE FORM OF THE LETTER.
4. INTRODUCE THE NAME OF THE LETTER.
5. PRACTICE WRITING THE LETTER.
6. ASK FOR OTHER EXAMPLES.
20. OBJECTIVES:
1. Identify words that begin with /a/ sound
2. Produce the letter sound /a/
3. Name and write letter Aa
4. Give more examples of words that begin with /a/ sound
21. PROCEDURES: ( Using Explicit Teaching)
Try to write/note the activities observed in every step.
1. Introduction
2. Presentation and Modeling
3. Guided Practice
4. Independent Practice
5. Evaluation
22. MOTIVATION:
1. May mga abyan bala kamo sa eskwelahan?
2. Sin-o inyo mga abyan?
2. Ano ang mga abilidad nga ara sa inyo mga abyan?
Subong nga adlaw, magapamati kamo sang isa ka estorya
nahangungod sa mga mag-abyan kag ang ila mga kinaiya nga
abilidad.
REVIEW:
23. Muni ang kalo ni lola
Muni ang antipara ni lola
Ang kamot ibutang sa paa kag mamati sang estorya.
1…2…3! (zip)
25. Isa ka may ka mag-abyan nga nagkita sa bukid.
Ang , , , kag . Nagakinagamu sila kung
sin-o sa ila nga ang dapat manging sang bukid.
Ang Apat ka Mag-abyan
26. “Ako, ako dapat ang manging sang bukid kay sarangan
ko sakaon bisan ang pinakamataas nga kahoy sa bug-os nga
kalibutan”, ang hambal sang .
27. “Ako, ako dapat ang manging sang bukid kay sarangan
ko maglumpat-lumpat bisan sa nga bukid”, ang hambal sang
.
28. “Ako, ako dapat ang manging sang bukid kay sarangan
ko luparun bisan ang pinakamataas nga langit”, ang hambal sang
.
29. “Ako, ako dapat ang manging sang bukid kay sarangan
ko pagwapahon sa akon paglupad ang nga bukid ”, ang
hambal sang .
30. Nagsaligbat ang , “Wala man bisan sa inyo ang dapat
manging kay lang ang aton halin pa sang una. Amo ina ang
aton Diyos nga naghimu sang tanan. Ang naghimu sa imo
, , , , kag .”
31. COMPREHENSION CHECK UP:
1. Sin-o ang mag-abyan?
2. Pila sila kabilog?
3. San-o sila nagkita?
4. Diin sila nagkita?
4. Ano ang ila ginakinagamu?
5. Sin-o ang nagdaog sa ila nga apat? Ngaman?
VALUING: Ang aton mga abilidad naghalin tanan sa Diyos kag dapat naton pasalamatan sa Iya.
(Pangamuyo: Salamat Diyos ko sa tanan nga ginhatag mo sa amon. Salamat o Diyos sa amon mga kinaiya
nga abilidad. Amen)
There are many techniques and strategies in teaching beginning reading. Our session will focus on Teaching phonics using Marungko technique and Fuller approach. When we say phonics, it is a method of teaching children to read by correlating sounds with letters or groups of letters in an alphabet.
Watch the video to see how Teacher Rica introduces the letter Pp. This procedure applies to the introduction of any target letter.
