DREAM:UP

ACADEMY
DreamUP Academy
Module
First Edition, 2023

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 This module was designed to provide a fun and meaningful opportunities for guided and
independent learning at your own pace and time. You will be enabled to process the contents of
the learning resource while being an active learner. This module has the following parts and
corresponding icons:

ACCESS
In the "Access" phase, learners gain access to essential resources and materials related to the
topic. For the self-learning lesson on early literacy development, learners can:
 Access a curated list of recommended resources, such as articles, videos, and books,
which can be provided through a learning management system, email, or a dedicated
webpage.
 Access an online course platform or library to explore a variety of multimedia content,
ensuring that they have a wide range of materials to choose from.
 Access discussion forums or online communities where they can engage with peers, ask
questions, and share their thoughts on the topic.

ANALYZE

During the "Analyze" phase, learners engage with the content critically to deepen their
understanding. Here's how learners can analyze the importance of early literacy development:
 Read articles and watch videos carefully, taking notes and highlighting key points that
emphasize why early literacy development is crucial for a child's overall development.
 Compare and contrast different viewpoints or research findings to gain a more
comprehensive understanding of the topic.
 Engage in critical thinking by asking questions, challenging assumptions, and considering
the implications of early literacy on various aspects of a child's life.

APPLY
The "Apply" phase encourages learners to apply their knowledge and skills. For the self-
learning lesson on early literacy development:
 Learners can create action plans for implementing early literacy strategies in a classroom
or home setting, applying the concepts they've learned to real-world scenarios.
 They may design literacy-focused activities or lesson plans that align with the importance
of early literacy, putting theory into practice.
 Learners can engage in role-playing exercises or simulations to practice effective
communication and engagement techniques with young children to promote early literacy
skills.
 ASSESS
In the "Assess" phase, learners evaluate their understanding and application of knowledge.
Here's how this can be done for the self-learning lesson:
 Self-assessment tools like quizzes or self-checklists can be provided for learners to gauge
their comprehension of the importance of early literacy development.
 Learners can engage in peer review activities, where they provide feedback on each
other's reflections, plans, or projects related to early literacy.
 To complete the assessment phase, learners should reflect on how their understanding has
evolved, whether they met their learning goals, and what future steps they need to take to
further their knowledge in early literacy development.

MODULE OUTLINE
Topic 1: Reading Intervention: Fuller Technique
Topic 2: Reading Intervention: Marungko Approach

Training Description: This course on

Assessment Methods:
1. Weekly Reflections (20%): Students will submit reflective essays at the end of each
week, summarizing the key concepts learned and discussing their personal insights and
connections to practical scenarios.
2. Group Presentation (15%): In pairs or small groups, students will prepare and deliver a
presentation/demo teaching on a chosen topic. Presentations should include research
findings, practical applications, and engaging visuals.
3. Literature Review (25%): Each student will conduct a literature review on a specific
aspect of early literacy development. This assignment will require students to critically
analyze and synthesize relevant research articles and present their findings in a well-
structured report.
4. Teaching Activity (20%): Students will design and execute a reading intervention
activity suitable for young children, incorporating the principles and strategies discussed
in the course. They will submit a session guide on their reading intervention and a
reflective analysis of the activity.
5. Final Exam (20%): A comprehensive final exam will assess students' understanding of
course content, including key concepts, theories, and practical applications.
 Topic 1:
Reading Intervention: Fuller Technique
Terminal Objective
 By the end of this activity, you should be able to summarize the course's context,
including its goals, structure, and expectations.
Enabling Objectives:
 After this activity, you should be able to identify and describe the specific learning
outcomes you aim to achieve by the end of this course.

ACCESS

 Read the following details of your course syllabus.

Course Description: This course on Reading Interventions: Fuller Technique aims to
provide students with a comprehensive understanding of the foundations of literacy
development in young children. Through a series of lectures, discussions, and practical
activities, students will explore the importance of Fuller Technique in Reading Interventions.
By the end of the course, students will be equipped with the knowledge and skills that would
be very useful in achieving zero non-reader learners in their respective school by using this
technique in their Reading Program.
How do we teach reading?
Explicit Instruction is the most effective teaching approach for students with reading
difficulties. In explicit instruction, the teacher is the one who takes center stage. The teacher
controls the student’s learning by teaching the student. All concepts are directly and explicitly
taught to students with continuous student-teacher interaction, guidance and feedback.
The teacher will first present a lesson with a demonstration. The teacher will then do
the lesson together with the student. Finally, the teacher will ask the student to do it without
guidance.
Reading Remediations: Instructional Strategies
1. Sight words/ Vocabulary
This is referred to as the “Look-Say” approach. The words have been memorized and one
look at a word can bring an immediate verbal response. Able adult readers identify almost all
words by sight.
2. Onset and Rime
Onset is the initial phonological unit in any words and rime refers to the string of letters
that follow. It helps children learn about word families that lay the foundation for spelling
strategies using CVC, CVVC or CVCV word patterns.
2. Fuller Technique
It is a combination of the alphabet, phonics and the whole word methods of word
recognition. The technique requires that the beginning reader should have first the following:
Mastery of sounds, 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.
How to use the Fuller Technique?
Introduce a story, a poem, or a song where most of the words start with a target
consonant.
1. Basically phonemic.
o Teach the mastery of the sound, name and the form of each letter of the
English alphabet. Attention is given to the sound of each letter: m s l f t h c r n
b g d j w v x z y.
2. Introduce a picture that begin with the target sound (vocabulary building)
o Focus the attention on the beginning sound of the picture.
o Produce the beginning sound. Practice writing the letter (while sounding it) in
the air, on the floor, etc.
o Ask for other things/words that begin with the same sound/letter
3. Introduce the consonant sound
o Have the learners say the name of the different pictures. (If the learners name
the picture in the MT/Filipino, acknowledge it but have them say the name in
English. If they cannot say the name, the teacher should give the name)
o Say the name of the picture/s with emphasis on the beginning sound
(Modeling-I Do) Repeat if necessary
o Have the learners say the word with you (We Do)
o Have the learners say it individually (You Do)
 o Present words that start with a single consonant.
4. Introduce blending of sounds by families.
a. Introduce first the short vowel words in the consonant-vowel-consonant pattern
(CVC)
b. Consonant blends
c. Consonant Digraphs
5. Mastered families of words can later be combined to form phrases, sentences and
possibly short stories.
a. Introduce some sight words
b. Introduce phrases
c. Introduce sentences

ANALYZE
 After carefully scrutinizing the topics and course description, answer the question:
What new approaches have you learned that can be used for reading intervention?
How will these strategies help you in teaching the beginning or frustration readers?
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 APPLY
 Make materials from the Fuller Technique designed for non-readers or struggling readers
that can be used for remedial/ reading intervention session.
 Make a Session Guide of your reading intervention using Fuller Technique. Show how
the strategies learned and the materials created can be incorporated in the reading
intervention sessions.

Reading Intervention Guide using Fuller Technique

Name of Learners Given the Intervention:
_________________ ___________________
_________________ ___________________
Day/Time Objectives/Layunin Materials Needed Reflection Remarks
of Reading (Reteach or
Remediati proceed)
on
Produce correctly the Pictures that begins
sound of Mm. with letter /m/
Write correctly the Picture of capital
symbol or shape of Mm. letter M and small
Read words, phrases, letter m
sentences having the Flashcards
sound of/m/. Charts of words,
Answer questions about phrases, sentences,
the paragraphs/ short pargraphs and short
story read. sotry with questions
Activity sheets
 ASSESS
 Choose a learner /learners.
 Demonstrate a reading intervention session using the Fuller Approach. (have pictorials)
 Write a summary of what happened during the reading intervention session.
 Answer the question: Is the Fuller Technique effective in teaching beginning reading?
Why?
 ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
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________________________________________________________________________
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 Topic 2:
Reading Intervention: Marungko Approach
Terminal Objective
 By the end of this activity, you should be able to summarize the course's context,
including its goals, structure, and expectations.
Enabling Objectives:
 After this activity, you should be able to identify and describe the specific learning
outcomes you aim to achieve by the end of this course.

ACCESS

 Read the following details of your course syllabus.

Course Description: This course on Reading Interventions: Marungko Approach aims to
provide students with a comprehensive understanding of the foundations of literacy
development in young children. Through a series of lectures, discussions, and practical
activities, students will explore the importance of Marungko Approach in Reading
Interventions. By the end of the course, students will be equipped with the knowledge and
skills that would be very useful in achieving zero non-reader learners in their respective
school by using this approach in their Reading Program.
Marungko Approach
Unang natutunan ng bata ang mga tunog ng bawat titik ng Alpabetong Filipino o ang
tinatawag na Mastey of Sounds of Letters sa Ingles. Ginagamitan ito ng phonosyllabic
technique o pagbusisi sa tunog ng bawat titik upang mapagsama ito at makabuo ng pantig-
tunog nito. Gumagamit ng 28 titik ng 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 ñ q v x z

Mga Antas sa Pagtuturo gamit ang Marungko Approach:

Unang Antas:
 Pagpapakita at pagpapakilala ng mga larawan ng mga bagay na nagsisimula sa titik o
tunog na pag-aaralan.
 Pagpapakilala ng tunog.
 Pagpapakita ng tamang pagbigkas ng tunog ng titik.
 Pagpapakilala ng titik.
 Pagbibigay ng iba pang bagay na nagsisimula sa tunog na pinag-aralan.
 Pagsulat ng hugis sa hangin, sa sahig, sa palad atbp
 Pagsusulat ng titik sa papel.

Ikalawang Antas:
 Pagbuo ng mga mga salita.
 Pagsasama ng mga tunog upang makalikha ng isang makabuluhang salita.
Ikatlong Antas:
 Pagpapakilala ng mga pantulong na kataga: ang, mga, si, ay, ng, ka, may, at, kami, ako.
Ikaapat na Antas:
 Pagbubuo ng mga parirala at pangungusap.
 Pagbabasa ng mga salita, parirala at pangungusap.
 Pagkilala ng mga detalye.
Ikalimang Antas:
 Pagsagot sa mga tanong.
 Pagbasa ng maikling kwento at pagsagot ng mga tanong tungkol dito.

ANALYZE
 After carefully scrutinizing the topics and course description, answer the question:
What is the importance of Marungko Approach in reading?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________

APPLY
 Make materials from the Marungko Approach designed for non-readers or struggling
readers that can be used for remedial/ reading intervention session.
  Make a Session Guide of your reading intervention using Marungko Approach. Show
how the strategies learned and the materials created can be incorporated in the reading
intervention sessions.

Reading Intervention Guide using Marungko Approach

Name of Learners Given the Intervention:
_________________ ___________________
_________________ ___________________
Day/Time Objectives/Layunin Materials Needed Reflection: Remarks
of Reading (Reteach or
Remediati proceed)
on
Day 1,2,3 Nabibigkas nang wasto Mga larawan na Nakatulong ba ang
3:30-4:00 ang tunog ng letrang nagsisimula sa tunog remedial?
Mm. na /m/ Bakit?
Naisusulat nang wasto Larawan ng malaking
ang simbolo ng letrang letrang M at maliit na
Mm. letrang m
Nababasa ang mga salita, Flashcards
parirala at pangungusap Charts ng mga salita,
na may tunog/m/. parirala at
Nasasagot ang mga pangungusap at
tanong sa binasang pangungusap at
pangungusap at maikling maikling kwento na
kwento. may mga tanong.
Activity sheets
 ASSESS
 Choose a learner /learners.
 Demonstrate a reading intervention session using the Marungko Approach. (have
pictorials)
 Write a summary of what happened during the reading intervention session.
 Answer the question: Is the Marungko Approach effective in teaching beginning reading?
Why?
 ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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