 

Althea Joyce Alabanzas

 Professor Basilisa Manhit of the College of Education,
University of the Philippines, Diliman

 UP Diliman IS from kindergarten to Grade 2

 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
 4. Phonics 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
• Translation should be the LAST resort
 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
Motive Question – In the story who do you think will go 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
o J. Let the act or say something given a cue.
 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

2. Discussion of the story + questing techniques

 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?
• What word was used instead of Cinderella in the second sentence?
 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 LANGUAGE PRINTED

SYMBOLS
 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

• M,S,L,F,T,H,C, R,N,B, G,P, D , J, W , V, Y , Z

 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
o D. vowel digraphs
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
• Long I as in hide
 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
f. post reading activities and exercises
 PRONG GOAL
Genuine Love for To develop a lifetime love,
Reading (GLR) habit, and enjoyment for
reading.
Critical Thinking (CT) To develop the habit of
reflecting on what is read
and exercising decision
making, making judgments,
and valuing.
Mastery of the Structures To develop competence in
of the Filipino/English oral language,
Language (MSF/EL) or understanding, and correct
Grammar and Oral use of syntax.
Language Development
(GOLD)
Transfer Stage (TS) To develop phonemic
awareness, decoding, and
encoding skills.
MATERIAL
storybooks, poems, trade
books, songs
same story and post-reading
activities that engage
children
still based on the story,
objects, pictures, charts to
facilitate application of
structures learned
worksheets, writing tablets,
charts, and other materials
of appropriate level