The

Four-Pronged
Approach to Literacy
JOAN D. INIEGO
The Four-Pronged
Approach to Literacy
Instruction:

A Model of Balanced Literacy Instruction

 What is
Four-Pronged
Approach?
Four-Pronged Approach
History and Background
 A systematic literature based approach to teaching
beginning reading that is composed of 4
distinct parts that address each of the requisites
for learning to read, write and comprehend among
young readers.
Four-Pronged Approach
History and Background
 A systematic literature based approach to teaching
beginning reading that is composed of 4
distinct parts that address each of the requisites
for learning to read, write and comprehend among
young readers.

 Prof. Basilisa Manhit of the UP College of Education

Four-Pronged Approach
History and Background
 A systematic literature based approach to teaching
beginning reading that is composed of 4
distinct parts that address each of the requisites
for learning to read, write and comprehend among
young readers.

 Prof. Basilisa Manhit of the UP College of Education

 It is also a literature-based approach to language and
literacy learning
Four-Pronged Approach
History and Background
 A systematic literature based approach to teaching
beginning reading that is composed of 4 distinct parts
that address each of the requisites for learning to
read, write and comprehend among young readers.

 Prof. Basilisa Manhit of the UP College of Education

 It is also a literature-based approach to language and
literacy learning

 It provides adequate opportunity for developing all of the

literacy skills as the four components are implemented.
 4
Prongs
Approach
 GLR
Genuine 1.
Love for 4
Reading
Prongs
Approach
 GLR
Genuine 1.
Love for 4
Reading
Prongs
Approach
CT
Critical 2.
Thingking
 GLR
Genuine 1.
Love for 4
Reading
Prongs
Approach
CT GOLD
Grammar
Critical 2. 3 and Oral
Thingking Language
Development
Thingking
 GLR TS
Genuine 1. 4. Transfer
Love for 4 Stage
Reading
Prongs
Approach
CT GOLD
Grammar
Critical 2. 3 and Oral
Thingking Language
Development
Thingking
 GLR
Genuine 1.
Love for
Reading
 GLR
Genuine 1.
Love for
Reading
2 objectives
1. Emotional response
2. Instructional
 GLR 2 objectives:
Genuine 1.
Love for 1. Emotional response
 – reader’s response– “To enumerate
Reading one’s admiration for a bestfriend’s
loyalty and steadfast love”
 GLR 2 objectives:
Genuine 1.
Love for 1. Emotional response
 – reader’s response– “To enumerate
Reading one’s admiration for a bestfriend’s
loyalty and steadfast love”

2. Instructional
 – skill development objectives– Listening
, vocabulary, comprehension,metacompr
ehension
PRONG-1
GENUINE LOVE FOR READING
PRONG-1
GENUINE LOVE FOR READING
 aims to immerse the child in literature and develop a deep
lasting love for reading.
PRONG-1
GENUINE LOVE FOR READING
 aims to immerse the child in literature and develop a deep
lasting love for reading.

 finding good, interesting story and age-appropriate story is

the first step
PRONG-1
GENUINE LOVE FOR READING
 aims to immerse the child in literature and develop a deep
lasting love for reading.

 finding good, interesting story and age-appropriate story is

the first step

 pre-reading activities such as unlocking of vocabulary,

motivating student interest and setting a purpose for reading
or listening happens in this prong.
PRONG-1
GENUINE LOVE FOR READING
 aims to immerse the child in literature and develop a deep
lasting love for reading.

 finding good, interesting story and age-appropriate story is

the first step

 pre-reading activities such as unlocking of vocabulary,

motivating student interest and setting a purpose for reading
or listening happens in this prong.

 the aim of this prong is to stimulate student’s enthusiasm for

reading
 CT
Critical 2.
Thingking
PRONG-2
CRITICAL THINGKING
PRONG-2
CRITICAL THINGKING
 About enabling children to reflect on and think about story.
PRONG-
CRITICAL THINGKING
 About enabling children to reflect on and think about story.

 After reading the story, there can be a discussion where the

children are guided to a better understanding of the events
and the message of story.
PRONG-2
CRITICAL THINGKING
 About enabling children to reflect on and think about story.

 After reading the story, there can be a discussion where the

children are guided to a better understanding of the events
and the message of story.

 Creative exercises such as role-playing and writing activities

allow children to give their own interpretation of events in
the story.
PRONG-2
CRITICAL THINGKING
 About enabling children to reflect on and think about story.

 After reading the story, there can be a discussion where the

children are guided to a better understanding of the events
and the message of story.

 Creative exercises such as role-playing and writing activities

allow children to give their own interpretation of events in
the story.

 Develop vocabulary, listening comprehension and oral

language and critical thingking is applied daily and becomes
a habit.
 GOLD
Grammar
3 and Oral
Language
Development
Thingking
PRONG-3
GRAMMAR AND ORAL LANGUAGE DEVELOPMENT
PRONG-3
GRAMMAR AND ORAL LANGUAGE DEVELOPMENT
 Literature models good language
PRONG-3
GRAMMAR AND ORAL LANGUAGE DEVELOPMENT
 Literature models good language
 Focuses on the development of language proficiency
PRONG-3
GRAMMAR AND ORAL LANGUAGE DEVELOPMENT
 Literature models good language
 Focuses on the development of language proficiency
 Contextualized in the story
PRONG-3
GRAMMAR AND ORAL LANGUAGE DEVELOPMENT
 Literature models good language
 Focuses on the development of language proficiency
 Contextualized in the story

 Communication for specific purposes

PRONG-3
GRAMMAR AND ORAL LANGUAGE DEVELOPMENT
 Literature models good language
 Focuses on the development of language proficiency
 Contextualized in the story

 Communication for specific purposes

 Learning grammar and sentence structure

PRONG-3
GRAMMAR AND ORAL LANGUAGE DEVELOPMENT
 Literature models good language
 Focuses on the development of language proficiency
 Contextualized in the story

 Communication for specific purposes

 Learning grammar and sentence structure

 Integrates play and other activities children like to do

through language experience
 TS
4. Transfer
Stage
PRONG-3
GRAMMAR AND ORAL LANGUAGE DEVELOPMENT
PRONG-4
TRANSFER STAGE

 in the course of time, children who have grown to love stories

become ,used to listening to stories would want to read them
on their own.
PRONG-4
TRANSFER STAGE

 in the course of time, children who have grown to love stories

become ,used to listening to stories would want to read them
on their own.

 opening a book and pretending to read and asking the teacher

what a word means are signs that the child is ready for
beginning reading instruction or the Transfer Stage.
PRONG-4
TRANSFER STAGE

 in the course of time, children who have grown to love stories

become ,used to listening to stories would want to read them
on their own.

 opening a book and pretending to read and asking the teacher

what a word means are signs that the child is ready for
beginning reading instruction or the Transfer Stage.

 Focusing on the teaching of letter sounds, word recognition ,

spelling and fluency.
PRONG-4
TRANSFER STAGE

 also focuses in PHONICS and MARUNGCO

Thank
you