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    Marungko Approach in Reading

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    Anwar Mokalam
    1. Developing oral language skills like listening and speaking is important to build familiarity with English. 2. Teaching letter sounds and basic sight words lays the foundation for decoding. 3. Activities like labeling pictures and word families help associate printed symbols with sounds. 4. Ensuring pupils have prerequisite skills like phonetic awareness before beginning a reading program is important. Developing reading readiness prepares children to start learning to read in English.

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    Marungko Approach in Reading

    Uploaded by

    Anwar Mokalam
    327 views36 pages
    1. Developing oral language skills like listening and speaking is important to build familiarity with English. 2. Teaching letter sounds and basic sight words lays the foundation for decoding. 3. Activities like labeling pictures and word families help associate printed symbols with sounds. 4. Ensuring pupils have prerequisite skills like phonetic awareness before beginning a reading program is important. Developing reading readiness prepares children to start learning to read in English.

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    1. Developing oral language skills like listening and speaking is important to build familiarity with English. 2. Teaching letter sounds and basic sight words lays the foundation for decoding. 3. Activities like labeling pictures and word families help associate printed symbols with sounds. 4. Ensuring pupils have prerequisite skills like phonetic awareness before beginning a reading program is important. Developing reading readiness prepares children to start learning to read in English.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    327 views36 pages

    Marungko Approach in Reading

    Uploaded by

    Anwar Mokalam
    1. Developing oral language skills like listening and speaking is important to build familiarity with English. 2. Teaching letter sounds and basic sight words lays the foundation for decoding. 3. Activities like labeling pictures and word families help associate printed symbols with sounds. 4. Ensuring pupils have prerequisite skills like phonetic awareness before beginning a reading program is important. Developing reading readiness prepares children to start learning to read in English.

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    Division of City Schools

    DR. RAFAEL V. PALMA ELEMENTARY SCHOOL


    Zobel Roxas Street, Manila
    TONGUE
    TWISTERS
    A three-toad tree-toad loved a
    two-toad she-toad.
    Unfortunately, the two-toad she-
    toad did not love the three- toad
    tree-toad. The three-toad tree-
    toad tried three times to win the
    love of two-toad she-toad, but
    she-toad told the three-toad
    tree-toad that she loved a fat-
    fickle frog.
    Six, slim, silver slinking sheep
    slyly slipped through the side
    fence. The surprised sleepy
    farmer seized his gun and shot
    sixteen shells in senseless
    frenzy. One sick sheep sank in
    the slimy marsh, but others
    escaped.
    Having good reading fluency
    helps a reader to have good
    comprehension. That is what
    reading is all about, decoding
    and comprehension. These are
    the two cognitive elements of
    reading.
    Comprehension – refers to one’s
    ability to understand the word or words.
    Decoding– refers to the child’s ability to
    recognize written information.
    “Sounding out” or “Deciphering” is
    one way of the reader to learn how to
    read. This is the Marungko
    Approach in reading.
     In this approach of reading the alphabets are
    rather “pronounced” than read.
    For example: the letter “m” would be
    pronounced as “mmm” not the old Pinoy style
    of reading it as “ma”.
    Another examples: “s”---- “sss”
    “l” ---- “lll”
    “n” ---- “nnn”
    Phonics - the alphabetic principle
    that connects sounds with letters.
     Examples: Consonant Sounds
    1. b /b/ 6. h /h/ 11. n /n/
    2. c /c/ 7. j /j/ 12. p /p/
    3. d /d/ 8. k /k/ 13. q/qu/
    4. f /f/ 9. l /l/ 14. r /r/
    5. g /g/ 10. m /m/ 15. s /s/
    16. t /t/ 25. th /th/
    17. v /v/ 26. wh /wh/
    18. w /w/ 27. zh /zh/
    19. x /ks/ 28. ng /ng/
    20. y /y/
    21. z /z/ Vowel Sounds
    22. ch /ch/ 1. a /a/ 4. o /o/ 7./ē/
    23. sh /sh/ 2. e /e/ 5. u /u/ 8. /ay/
    24. th /th/ 3. I /i/ 6. a /ā/ 9.o/ō/
    10. u /yoo/ * Let us read through
    11. o /ōō/ singing to the tune
    12. o /òó/ of “Wheels on the
    13. ou /aw/ Bus”
    14. oi /oi/ -The sounds in the
    15. o /ô/ word go
    /c//a//t/(3x)
    The sounds in the
    word go /c//a//t/
    Can you guess my
    word?
     Or speak in code: “ Please take out the
    /t//r//a//sh/
     Let us read the following CVC words:

    /b//i//t/ bit /h//o//p/ hop


    /c//a//r/ car /n//a//p/ nap
    /d//o//g/ dog /f//o//x/ fox
    /f//u//n/ fun /m//u//g/ mug
    /g//e//t/ get /r//a//t/ rat
    Short Vowel Sounds
    /ă/ as in fat, hat, pan, tag, van, fan,
    bag, man,
    /ŏ/ as in hot, lock, pot, sock, dog, dot,
    not
    /ĕ/ as in egg, pen, led, ten, wet, hen,
    get, sell
    /ĭ/ as in sit, pin, win, mill, hill, fin, fit,
    pig
    /ŭ/ as in mud, duck, mug, hug, luck,
    nun
    Long Vowel Sounds
    /ā/ as in cake, sake, make, share,
    chair, lane, pale, pail, jail, fare
    /ē/ as in Pete, feet, heel, meet
    /ī/ as in pipe, like, kite, bike, hide
    /ō/-e as in pole, hole, tone,
    cone, note
    /ō/ as in boat, goat, oath, coat
    /ōō/ as in moon, spoon, soon
    /òó/ as in book, took, look, hook
     /ū/ as in tube, cube, huge, cute,
    mute
    ● Consonant Blends
    /bl/ as in blue, black, block, blend
    /br/ as in brown, brush, brick,
    brother, breath
    /cl/ as in clap, clan, clean, clear
    /cr/ as in cry, crawl, crush, crab
    /dr/ as in drop, drum, dress,
    dream
    /fl/ as in flip, flower, flow, flop, flock,
    flat
    /fr/ as in frog, free, from, friend
    /gl/ as in glass, globe, glee, glimpse
    /gr/ as in grip, grass, grab, grand
    /pl/ as in play, plain, plane, plum
    /pr/ as in pray, prick, prom, practice
    /sl/ as in sling, slide, slope, slum
    /spl/ as in splash, splendid,
    splender
    /st/ as in stop, stare, stair, stock,
    stick, store
    /str/ as in strong, string, straight,
    strenght
    /sw/ as in swim, swan, swing,
    swear
    /tr/ as in trap, train, truck, tree
    /tw/ as in twin, twilight, twig
    One big readiness skills in Oral
    Language Ability in English is to
    give your pupils a lot of
    listening/speaking activities in
    English to give them familiarity
    with the basic structures and
    common English vocabulary which
    they are bound to meet in their
    early reading materials.
    STAGE TWO – Beginning
    Reading in English
    English is in consonance
    with the GOIM (Goal-Oriented
    Instructional Model) which
    should always guide you in
    your decision–making in
    matters relevant to instructions.
    STAGE THREE – Word
    Recognition
    Skills
    1. Associating objects/pictures
    with printed symbols in labels,
    captions, etc.
    For example: apple
    cat pencil

    table
    flag
    2. Using phonetic analysis
    through associating letter
    sounds with letter symbols.
    For instance:
    bag – /b//a//g/
    pen - /p//e//n/
    fun - /f//u//n/
    3. Using Spelling Patterns
    Take the Consonant – Vowel – Consonant
    (CVC Pattern)
    Guidelines: When a word or syllable
    follows the CVC pattern, the
    vowel sound is usually short.

    For example: cat, bed, sit, pot,


    cup, etc.
    In the CVCe pattern, the
    vowel becomes long and e is
    silent.
    For example:
    CVC CVCe
    rat (short /a/) rate (long /a/)
    sit (short /i/) site (long /i/)
    ton (short /o/ tone (long /o/)
    *letter e is silent
    Word Families:
    Examples: _at _en _ill
    bat den bill
    cat pen hill
    fat hen kill
    hat men mill
    rat ten fill
    4. Recognizing Basic Sight Words
    They are the most commonly used
    words in English.
    For example: boy, jump, a, an,
    of, the, for, no, go,
    this, these, at, who,
    what, where, how,
    etc.
    Technique: Look for the word or phrases
    then “frame it, say it”
    The answers to your
    questions does not depend on
    what your fellow teachers are
    doing but rather on how your
    pupils are to begin reading in
    English. If your pupils have the
    prerequisite skills, the
    readiness skills, then you tell
    yourself…
    ”GO AHEAD. START YOUR
    BEGINNING READING
    PROGRAM NOW !!!”.
    Thank you very much for
    listening…..

    Mrs. Marianne M. Vasquez


    Teacher – Grade One

    GOD BLESS US ALL!!!


    What is Reading?
    Reading is a complex,
    interactive process using
    basic skills and advance
    strategies to make
    meaning.
    BEGINNING READING INSTRUCTIONAL GUIDE
    FOR TEACHERS (BRIGHT)

    A. Discovering the Magic of Reading


    (DMR)
    1. Motivation
    2. Unlocking of New/Difficult Words
    3. Motive Questions
    B. Constructive Meaning (CM)
    1. First Reading of the Story by the
    Teacher
    2. Second Reading of the Story with
    Pupils’ Participation
    3. Question and Answer (about the story)
    4. Engagement Activities

    C. Developing English Language


    Competencies (DELC)

    1. Preparatory Activities
    2. Lesson Proper
    3. Oral Practice
    4. Generalization
    5.Application
    6. Evaluation
    D. Deciphering and Decoding: Strategies
    and Skills (DDSS)
    (Marungko Approach/Phonics)
    1. Presentation of the Beginning and
    Ending Sound
    2. Writing Letter
    3. Further Practice
    4. Enrichment Activity
    5. Different Activities for Group Work
    TEACHING BEGINNING READING IN ENGLISH
    STAGE ONE – DEVELOPMENT OF READING
    READINESS

    English is a second language


    to us. To most children coming
    to schools for the first time, it
    is a strange language. What do
    you do to prepare these
    children to read in English?
    What reading readiness do you
    need to develop during the
    English period?

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