Professor Basilisa Manhit of the College of Education, University of the Philippines, Diliman
1. Development of Genuine Love for Reading(GLR)
2.The development of Critical Thinking Skill(CT)
3. For Grammar and Oral Language Development(GOLD)
4. The development of independent word attach skill( TS)
1. Story reading/ shared reading/ story telling/ poem study
2. Post reading activities
3. Language Lesson
Procedure for story reading:
o 1. Pre - reading activities
• A. Unlocking of new/difficult words • Realia
• Replica
• Illustrations or sketches
• Demonstrations( for action words) • Use of synonyms or antonyms
Procedure for story reading:
o 2. Motivation – activation of prior knowledge related to the story
o 3. Motive question – a question parallel to the motivation which touches on the story.
• Ex.
Motivation – How many have gone to the zoo
During reading
o A. The teacher reads the story with a book facing the student o B. Maintain eye contact
o C. Asking occasional questions
o D. Mention the title, author, and illustrator of the book. o E. Note the copyright of the book.
o F. Track the print on the page.
o G. Vary the tone, pitch, and voice as you tell the story. o H. pause at certain points
o I. Use puppetry
In this part – STORY SPRINGBOARD
Post reading activity Discussion Techniques
1. Gradual Psychological Unfolding
- the questions are asked in a way that it logically unfold the story
2. Dimension Ordinary ( DO)
- questions are asked according to the dimension, with literal question asked first.
Dimension Intensive ( DI)
• Like the DO but answers are already provided to guide non – English speaker
• Ex. Why did the princess agree to the frog’s wish? • A. she wants him to be his friends
• B. she wants to get her ball • C. she likes frogs very much
The Dimensions of Reading Comprehension Literal Level Interpretation Evaluation Integration Creative Reading
Engagement Activities:
o 1. Small group activities which may touch on the following:
• Development of comprehension skills( sequencing, problem solution)
• Mapping the setting
• Inferring character traits ( profile, venn diagram)
• Inferring feelings( checklist, description)
• Reading – writing connection
• Enhancing speaking lesson
Target structure is introduced.
Parts of a language lesson
1.Presentation Lesson
- the target structure is introduced using the story as the springboard.
EX. Cinderella went to the ball. She was very pretty. The
other girl looked at her. They admired her beautiful gown. The prince dance with her. He fell in love with her.
2. Dialogue ( generalization)
o - through a well structured set of questions, the teacher leads the student to form generalizations about the structures
presented.
• Who went to the ball? Who was very pretty?
3. Presentation Exercise
o - exercises parallel to what was presented in the PRESENTATION LESSON
4. Assimilation
o - the children are give the chance to use to use the structures they have just learned in fun situations that the teacher planned such as contests, and games.
Transfer stage, the first stage in reading
EXPERIENCES ORAL
Teaching READING - using a modified version of the fuller technique.
1. Oral language and knowledge of letters and consonant sounds are pre – requisite skills. The consonants are presented in this sequence
2. Introduce blending sounds by family.
o A. short vowel words
• Short vowel words
o B. consonants diphthongs and blends o C. long vowel words
3. Every word family introduced follows a sequence a. words
b. phrases c. sentences d. short stories
4. Introduce consonants blends.
Initial Blend- cl as in class
Final Blend- -nt as in bent
5. Introduce consonants digraphs
• A. ch as in chin
• B. sh as in ship
6. Introduce long vowel sounds
• Long vowel /a/ as in bake
After mastered the short vowels, they are ready for reading short stories on their own.
SEQUENCE in PRESENTING STORIES a. phrase reading
b. unlocking of words/concepts c. motivation
d. motive question
e. oral reading of story
PRONG GOAL MATERIAL Genuine Love for
Reading (GLR)
To develop a lifetime love, habit, and enjoyment for reading.
storybooks, poems, trade books, songs
Critical Thinking (CT) 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
Mastery of the Structures of the Filipino/English Language (MSF/EL) or Grammar and Oral Language Development (GOLD)
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
Transfer Stage (TS) To develop phonemic
awareness, decoding, and encoding skills.
worksheets, writing tablets, charts, and other materials of appropriate level
