Language Experience Approach

Four Pronged Approach

Four Dimensional Approach

K-W-L
Language Experience Approach
The Language Experience Approach

-a whole language approach that promotes

reading and writing through the use of personal
experiences and oral language.
It integrates the four language processes
How is Language Experience
Approach implemented?

1. Discussion
• Generate a topic for a story. This story
may be based on experience such as a
class trip, a class reading or it may be a
seasonal topic. Whatever topic is chosen,
it is discussed together.
2. Constructing the story
• Children dictate the sentences to the
teacher. All children are encouraged to
contribute to the story. The teacher writes
the sentences down.
3. Reading the story
The teacher reads the story. The
group read the story together. The
teacher may call on the child to read
his / her own contribution.

4. Analysis and follow-on

activities
Children practice reading the story in
groups / in pairs / individually.
Sample story
Max, aged 8, told the following story:
"My next door neighbour has cat. My neighbour has moved in
short time ago. At the moment is gone on holidays. This
morning I got up half seven. I went next door to fed the cat. I
played with cat for twenty minute, then went my home and had
breakfast. I brush my teeths then go out door to school."
• Max has lived in Ireland for almost one year. You can see from
his use of language that he has a degree of fluency, that he
can make himself understood and that his story has a logical
sequence.
• You can also see from the story that there are opportunities
for the teacher to 're-cast' some of his sentences in order to
help him with grammatical structures.
Four-Pronged Approach

By Professor Basilisa Manhit

Four- Pronged Approach

1. Genuine love for reading

• Aims to immerse the children in the literature and
develop a deep and lasting love for reading.

The following should be looked into by reading teacher.

a. The words, phrases, laces, and important details of
the story which may hinder the children’s
understanding of the selection should be identified.
b. Unlocking of difficulties maybe made through a
variety of ways such as demonstrations, concrete
objects, drawings, and other forms of
representation, verbal/contextual clues and games.
Four-Pronged Approach

2. Critical Thinking
• The teacher asks motive questions.
• It is stressed by Raidis Laudencio, M.A. that
the children are trained to reflect on the story
• The children are expected to interpret the
story/poem on their own.
 3. Mastery of the structures of the
Filipino/English Language
• Literature is an excellence source of examples of good
language. The children will catch this language and use
it in their conversation in and out of the school. The
story/poem gives the children experiences that they
can talk about.
• The children will gain mastery of the structures
of the Filipino/English language
(GOLD or Grammar and Oral Language
Development)
4. Transfer Stage

• In this stage, the children open the book and pretend

to read the book. These are indicators that the
children are ready for beginning reading instruction.
• Fuller Approach-used as guide for the sequence of
teaching phonemes
• Marungko Approach provides the structure
Prong Goals Materials
Genuine love for reading To develop a lifetime love, habit, and Storybooks
enjoyment for reading Poems
Trade books
Songs
Critical Thinking To develop the habit of reflecting on what Same story, Post-
is read and exercising decision making and reading activities
valuing

Mastery of the Structures To develop competence in oral language, Still based on story,
of the Filipino/ English understanding, and correct use of syntax objects, pictures,
Language (MSF/EL) or charts
Grammar and Oral
Language Development
(GOLD)

Transfer stage To develop phonemic awareness, Worksheets

decoding, and encoding skills. Writing tablets, charts
Four Dimensional Approach
 Four Dimensional Approach

First Dimension- Literal Comprehension

• Recognition of facts
• Questions asked do not involve reasoning
(Who, Where, When, What)
• The answers are usually found in the first few
paragraphs of the selection
Four Dimensional Approach

2nd Dimension-
Interpretation/ Reasoning
• How and Why questions are
often asked
• It has to do with meanings
implied in the selection
and it must be inferred by reader.
 Four Dimensional Approach

3rd Dimension- Critical Evaluation/ Critical

Reading
• The reader injects his own opinion, judgement,
and evaluation of certain characters
Four Dimensional Approach

4th Dimension- Application and

Integration
• Involves the ability to link the material
read with the personal experiences of the
reader.
 The Horse and Red Hen

There was a horse that was very tall. He always said, “It is
good to be tall. Oh, how good is to be tall.”
“Oh no,” said Red Hen. “It is good to be short. Honestly, it is
wonderful to be short.”
“Let us take a walk and see,” the horse answered back.
They came upon a wall. There were trees near the wall. The horse ate
and ate the leaves of the trees while Red Hen just looked and looked.
“See, it is good to be tall! I told you so,” the horse said to the
Red Hen in between big bites.
“Let us walk farther and see,” said Red Hen. They came upon
a very high wall. There was a hole at the bottom of the wall. Red Hen
squeezed herself and went into the vegetable garden. There she ate
and scratched and ate while the horse waited patiently.
“See, it is good to be short,” Red Hen said when she joined
the horse again.
The horse neighed and then remarked, “You know what I
think? I think it is the best to be what you are.”
“You are right, my friend,” cackled Red Hen happily.
And they become good friends since then.
1. Why did they became good friends?
2. What was very tall?
3. Do you like the title of the story? Why? If not, what title do you think
is the better?
4. Why is it good to be short? How was this shown?
4. What did they do?
5. What did the horse eat? The hen?
6. What became of them?
7. Do you have a best friend? Tell us how you became good friends?
Tell why you stay good friends.
8. What is the best thing to be according to the horse?
9. Do you agree with the horse that “it is best to be what you are”? If
so, give examples.
10. Give the advantages and disadvantages of being (1) a tall child; (2)
a short child
11. Who was short?
12. Why is it good to be tall? How was this shown in our story?
 KWL Approach
K W
 KWL

• K-W-L (Ogle, 1986) is an instructional

reading strategy that is used to guide
students through a text.
• It is composed of only three stages that
reflect a worksheet of three columns with the
three letters.
 Purpose

• Donna Ogle asserts that KWL helps

students become better readers of
expository text and helps teachers to be
more interactive in their teaching (Ogle,
1987).
• KWL charts help students to be active
thinkers while they read (Carr & Ogle,
1987), giving them specific things to look
for and having them reflect on what they
learned when they are finished reading.
• In learning, metacognition involves the
active monitoring and conscious control
and regulation of cognitive processes.
(Flavell, 1979).
K stands for Know

• Ask students to brainstorm words,

terms, or phrases they associate
with a topic. The teacher and
students record these associations
in the K column of their charts. This
is done until students run out of
ideas.
W stands for Will or Want

• The second stage is to list a series of

questions of what they want to know
more of the subject, based upon what
they listed in K.
Learner:
• List some thoughts on what you want, or
expect to learn, generally or specifically.
Think in terms of what you will learn, or
what do you want to learn about this.
• Turn all sentences into questions before
writing them down.
List the questions by importance.
L stands for Learned

• The final stage is to answer the questions,

as well as to list what new information they have
learned.
Either while they’re reading or after they have finished.
Learner:
• List out what you learn as you read,
either by section, or after the whole work, whichever is
comfortable for you.
• Check it against the W column, what you wanted to learn
• Create symbols to indicate main ideas, surprising ideas,
questionable ideas, and those you don’t understand
 Topic: Gravity
K W L

It keeps us from floating around. What is gravity? Gravity is the force that pulls
objects towards Earth.
It makes things fall.

Why is there less gravity on the The amount of gravity there is

moon? depends on the masses of the
objects involved. The moon is a lot
less massive than the earth, so
there is less gravity on the moon
There is less gravity on the moon. than there is on earth.

Isaac Newton discovered gravity. How did Newton discover gravity?

What determines how fast

something will fall to the ground?
(teacher question) Air resistance determines how fast
something will fall to the ground.
TOPIC: EARTHWORM