TEACHING BEGINNING READING

USING TWO-TRACK METHOD

MEANING ”STORY” TRACK &
ACCURACY “PRIMER” TRACK

Lelani R. Abutay
SDO Agusan del Sur
 Understand the TWO-TRACK
Approach in teaching beginning
reading

SESSION Differentiate Meaning and

Accuracy TRACK in teaching
OBJECTIVES beginning reading

Follow the flow of the two-track

approaches
 KEY STAGE 1 STANDARD IN THREE
LANGUAGES
Mother Tongue
By the end of grade III,
students will enjoy
communicating in their first
language on familiar topics
for a variety of purposes and
audiences using basic
vocabulary, and phrases; read
L1 texts with understanding,
and create their own stories
and texts in their L1.
Filipino English
Sa dulo ng Baitang 3, The learner demonstrate
nakakaya ng mga mag-aaral basic language skills using a
na ipakita ang kasanayan sa variety of media and uses
pag-unawa at pag-iisip sa these to learn varied content.
mga narinig at nabasang
teksto at ipahayag nang
mabisa ang mga ibig sabihin
at nadarama.
 FUNNELING OF DOMAINS ACROSS K TO 12 BEP
Domains Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4
Oral Language
Phonological Awareness
Book and Print Knowledge
Alphabet Knowledge
Phonics and Word Recognition
Fluency
Spelling
Writing and Composition
Grammar Awareness and Structure
Vocabulary Development
Listening Comprehension
Reading Comprehension
Attitudes towards language, literacy and
structure
Study strategies
Viewing
 • Makes use of two simultaneous ‘tracks’ of literacy instruction;
TWO-TRACK one focusing on meaning and the other on accuracy.
APPROACH • Studies of Cummins (2000) & Collier (1997) claim that the
TO READING level of development of children’s mother tongue is a strong
AND WRITING predictor of their second language development.
• Children develop new knowledge and skills based on what
IN STUDENTS’ they already know from their community and culture (Dekker,
FIRST 2003), primary education programs that begin in children’s
LANGUAGE mother tongue are believed to help students gain early reading
skills more quickly, as well as transfer key skills to a second
or third language.
• Cummins (2000) found that children with a solid foundation in their
mother tongue develop stronger literacy abilities in the school
language which enable them to go from known to unknown using
what they have learned about reading and writing in the first
language and their knowledge of oral in second language to bridge
into reading and writing the second language.
 Skills Emphasis on Meaning Emphasis on Accuracy
(Focus on Whole Text) (Focus on Parts of the
Language)

Listening Students listen in order to They recognize and

understand and respond to distinguish sounds, syllables,
what they hear. words and sentences.
FOUR ESSENTIAL
COMPONENTS Speaking They speak in order to They use correct vocabulary,
OF LANGUAGE communicate their thoughts
and ideas to others.
pronunciation and grammar.

EDUCATION Reading They read for enjoyment and They recognize parts of
to understand and use new words (letters, syllables, tone
ideas and information. marks, etc.) sentences and
SUSAN MALONE paragraphs and can sound
AND them out.
DENNIS MALONE (2013) Writing They write in order to They form letters properly
communicate their thoughts and neatly. Spell words
and ideas correctly, and use correct
grammar.
 MEANING
OR “STORY
TRACK”
 TWO-TRACK APPROACH

Meaning Accuracy
Track Track

Shared Reading Picture and Key Word

Experience Story Big Box

Listening Story/Library Sentence-Making

Time

Spelling and
Creative Writing
Handwriting
 MEANING TRACK LESSON FLOW

Introduce the Shared

Reading Story 01 Do the matching Word activity. 03

Read the story using the Do the Hide-A-Word

02 Reading Plan.
04 Activity.
 ALIBANGBANG, ASA KA GIKAN?

Usa ka adlaw nga Sabado, may nakit-an ni Kiko sa tanum. Nakatago kini
sa ilawom sa dahon. Iya kini gilantaw. “Uy! Kadaghang mga gagmay nga itlog?”

Miguwa ang ulod sa usa ka gamay nga itlog….tapos gikaon niya ang mga
dahon.

Ang busog nga ulod nagtubo… nagtubo…. nagtubo. Tapos nahimo kini
nga chrysalis nga nagpilit sa sanga.

Dangtan og pipila ka adlaw, nilihok ang chrysalis? “Unsa kaha ng sulod sa

chrysalis?” Pangutana ni Kiko sa iyang kaugalingon. Unya niguwa ang gwapa nga
alibangbang.

“Hala! Kanindot nga alibangbang,” ingon ni Kiko.

 ALIBANGBANG, ASA KA GIKAN?

Usa ka adlaw nga Sabado, may nakit-an ni Kiko sa

tanum. Nakatago kini sa ilawom sa dahon. Iya kini gilantaw. itlog Kiko
“Uy! Kadaghan sa mga gagmay nga itlog?”
dahon nagtubo
Miguwa ang ulod sa usa ka gamay nga itlog….tapos
gikaon niya ang mga dahon.
ulod chrysalis
Ang busog nga ulod nagtubo… nagtubo…. nagtubo.
Tapos nahimo kini nga chrysalis nga nagpilit sa sanga.
Sabado nindot
Dangtan og pipila ka adlaw, nilihok ang chrysalis?
“Unsa kaha ng sulod sa chrysalis?” Pangutana ni Kiko sa iyang niguwa alibangbang
kaugalingon. Unya niguwa ang gwapa nga alibangbang.

“Hala! Kanindot nga alibangbang,” ingon ni Kiko.

 ALIBANGBANG, ASA KA GIKAN?

Usa ka adlaw nga Sabado, may nakit-an ni Kiko sa tanum. Nakatago kini sa
ilawom sa dahon. Iya kini gilantaw. “Uy! Kadaghan sa mga gagmay na itlog?”

Niguwa ang sambing sa usa ka gamay nga itlog….tapos gikaon niya ang mga
dahon.

Ang busog nga ulod nagtubo… nagtubo…. nagsulig. Tapos nahimo kini nga
chrysalis na nagpikit sa sanga.

Dangtan og pipila ka adlaw, nilihok ang chrysalis? “Unsa kaha ang sulod sa
chrysalis?” Pangutana ni Kiko sa iyang kaugalingon. Unya niguwa ang gwapa nga
alibangbang.

“Hala! Kanindot na kaba-kaba,” ingon ni Kiko.

 MGA PANGUTANA
1. Unsa man ang nakatago sa ilawom sa dahon?
A. ulod B. itlog C. hulmigas
2. Kinsa man ang nakakita sa mga gamay nga itlog sa dahon?
A. Kiko B. Antiko C. Francisco
3. Unsa may buot ipasabot sa sulti nga chrysalis?
A. insekto B. langgam C. balay sa ulod
4. Unsa may niguwa sa chrysalis?
A. langgam B. alibangbang C. organo
5. Kung makakita ka og ulod sa dahon, unsa may imong buhaton?
A. Akong patyon ang ulod. B. Akong dulaan ang ulod.
C. Dili nako hilabtan ang ulod para mahimo siya nga alibangbang.
ACCURACY OR THE
“PRIMER” TRACK
 ACCURACY OR “PRIMER TRACK” LESSON FLOW
S2: S4: S6:
Use the big box. Learners
Do the break-the-word
Introduce the keyword. create a word out from the
activity.
big box.

S1: S3: S7:

S5:
Point to the key word
Write the target letter. Do the Make-the-Word activity. Learners read combined words
and read it 3 times to the
to form a meaningful sentence.
learners..
 WHAT IS A PRIMER TRACK?

• Primer Track provides the learners with

opportunities to develop decoding, deciphering,
spelling and handwriting skills that are not
emphasized in the whole language approach.
 WHAT IS THE PURPOSE OF THE PRIMER
TRACK?

We need to understand that the letters on the page are associated

with sounds and that letters go together to form words.

To help new readers get acquainted with the letters of the

alphabet and learn how to use that knowledge to help them get
meaning from print.
 WHAT ARE THE QUALITIES OF A PRIMER
TRACK LESSON?

The primer teaches only one letter at a time. (If you absolutely
must use an unknown letter in the keyword, make sure it is not
the syllable that is emphasized.

It builds on what the learners have already learned so they

can use what they know to learn something new.
 WHAT ARE THE QUALITIES OF A GOOD
PRIMER LESSON?

It starts and ends with meaning.

You start with a picture and a key word, and end up

with the spelling and handwriting.
 HOW DO WE CREATE THE PRIMER
LESSON?

Each lesson begins with a picture of an object that is familiar to

the learners.

Then, introduce the keyword- the name is written under the

picture.
 WHAT ARE THE COMPONENTS OF PRIMER
TRACK?

 Key Word Lesson

 Big Box (word making activity)
 Sentence- making
 Handwriting/Spelling
 KEY WORD LESSON

• Illustration of the key word

• Key word written under the illustration
• Key word broken into syllables (if more than one)
• Breaking and making activity
 BIG BOX LESSON

• Children find the new letter/sound /syllable in the big box

and make the key word;
• Children read the letters/ syllables in the Big Box in rows
and then randomly
• Children try to combine the letters/syllables into words.
 SENTENCE MAKING

• Use a word made up of known symbols that helps make a

sentence;
• Use in sentence;
• Break sentence into words; and
• Rebuild the sentence.
 HANDWRITING AND SPELLING

• Handwriting
Writing in the air;
Writing on the slates; and
Writing in notebook or lined paper.
• Spelling from dictation….
Key words
Known words
Sentences
 HOW DO WE CHOOSE KEY WORDS?

Primer uses a word to teach new sound and it must be chosen carefully.

Key words should be chosen from words that can be illustrated.

Key words should contain the letter being taught in the initial position in
the word.
Key word should have simple syllable structures (CV).

If possible, the key word should be an important word or

theme word in the story/ material which is the focus of
the lesson.
 HOW DO WE CREATE THE PRIMER
LESSON?

Break the key word down to the new letter and build it back to
the word.

Use the new letter along other letters that have been learned to
build some new words.
Use unknown letters to make sentences, breaking the
sentences down and building them again.

Finally, have time to practice spelling and handwriting

using the new letters and words.
SAMPLE ACCURACY
OR “PRIMER TRACK”
LESSON FLOW
LETTER SEQUENCE IN SINUGBUANONG
BINISAYA

Mm Aa Tt Yy
Oo Ss Uu Kk
Ii Nn Ee Ll
Pp Bb Gg Dd
Hh Ww Rr NGng
Cc Ff Jj Ññ
Qq Vv Xx Zz
Target Letter
Tt For Teacher Only
This lesson teaches
the new letter -
Key Picture “Tt”. Learners
have already
learned
m, a, s

Key Word
tasa
Syllable Box
ta sa

Word Breaking /Word Making tasa t

ta ta
t tasa
 For Teacher Only
Possible words
m a s tam
Big Box t ma ta sat Asa
aasa
sa as am sam mas
masa
at mat mas tas mama
mata
asam
tasa
Key Phrase tasa sa taas taas
tama
sama
sasama
Key Sentence Tasa sa taas ni Tam. masama
tatama
Tam
 Sentence Breaking Sentence Making

Tasa sa taas ni Tam. T

Tasa sa taas ni Ta
Tasa sa taas Tasa
Tasa sa Tasa sa
Tasa Tasa sa taas
Ta Tasa sa taas ni
T Tasa sa taas ni Tam.

Comprehension Question

1. Asa ang tasa?

2. Unsa ang naa sa taas ni Tam?
3. Unsa ang buot ipasabot sa tasa?
4. Sa unsa nga tingog nagsugod ang sulti nga tasa?
5. Kay ngano nga didto man sa taas ni Tam ang tasa?
 Handwriting Spelling

They practice it.

HANDWRITING1. AND SPELLING
1. Show the learners how to write today’s new letter.
Read the key
write it.
word from today’s lesson. Learners

2. Show the learners how to write the new keyword.
They practice it.
2. Read the key word from the last lesson. Learners
write it.
3. Read 2-5 key words from earlier lessons. Learners
write them.
4. Read the sentence-Breaking sentence. Students
write it.
5. Write the spelling words and sentence correctly on
the chalkboard. Learners check their work and correct
any mistakes.