Teaching

Beginning Reading
Four - Pronged Approach
Marungko Approach/ Fuller Technic
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 )
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
-

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.
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.
> 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.
> 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
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.
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.
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
qvxz
 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
> 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
> 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
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
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:
mslfthcrnbgdjwvzy
-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.
> 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
jethen leg fed fell
net men peg red sell
letten egg wed tell
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.
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
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
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
 meet, meat
 heel, heal
 steel, steal
 peek, peak

> male, mail

> sale, sail
> tale, tail
> pale, pail
> pane, pain
Remember:
“Every

child is
capable of
learning how to
read.”