The four pronged approach

The Four Pronged ApproachAlthea Joyce AlabanzasA Filipino Way of TeachingProfessor Basilisa Manhit of the College of Education, University of the Philippines, Diliman

UP Diliman IS from kindergarten to Grade 2The Objectives of The 4- pronged approach1. 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)

The four prongs of A Beginning Reading Lesson1. Story reading/ shared reading/ story telling/ poem study2. Post reading activities3. Language Lesson4. Phonics Lesson

a. First prong: genuine love for learning(GLR)Procedure for story reading:

1. Pre - reading activitiesA. Unlocking of new/difficult wordsRealiaReplicaIllustrations or sketchesDemonstrations( for action words)Use of synonyms or antonymsTranslation should be the LAST resort

Procedure for story reading:

2. Motivation activation of prior knowledge related to the story

3. Motive question a question parallel to the motivation which touches on the story.

Ex. Motivation How many have gone to the zooMotive Question In the story who do you think will go to the zoo?

During reading

A. The teacher reads the story with a book facing the studentB. Maintain eye contactC. Asking occasional questionsD. Mention the title, author, and illustrator of the book.E. Note the copyright of the book.F. Track the print on the page.G. Vary the tone, pitch, and voice as you tell the story.H. pause at certain pointsI. Use puppetryJ. Let the act or say something given a cue.

Second prong: Developing comprehension and critical thinkingIn this part STORY SPRINGBOARD

Post reading activity

Discussion Techniques1. 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.

Second prong: Developing comprehension and critical thinkingDimension Intensive ( DI)Like the DO but answers are already provided to guide non English speaker

Ex. Why did the princess agree to the frogs wish?A. she wants him to be his friendsB. she wants to get her ballC. she likes frogs very much

Second prong: Developing comprehension and critical thinkingThe Dimensions of Reading ComprehensionLiteral Level

InterpretationEvaluationIntegrationCreative ReadingEngagement Activities:1. Small group activities which may touch on the following:Development of comprehension skills( sequencing, problem solution)Mapping the settingInferring character traits ( profile, venn diagram)Inferring feelings( checklist, description)Reading writing connectionEnhancing speaking lesson

2. Discussion of the story + questing techniques

Third Prong: Development of oral language and correct use of grammatical structureTarget structure is introduced. Parts of a language lesson1.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.Third Prong: Development of oral language and correct use of grammatical structure2. Dialogue ( generalization)- 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?

Third Prong: Development of oral language and correct use of grammatical structure3. Presentation Exercise- exercises parallel to what was presented in the PRESENTATION LESSON 4. Assimilation- 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.Fourth Prong: Transfer stageTransfer stage, the first stage in reading

EXPERIENCESORAL LANGUAGEPRINTED SYMBOLSFourth Prong: Transfer stageTeaching 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 , ZFourth Prong: Transfer stageding soun2. Introduce blending sounds by family.A. short vowel wordsShort vowel wordsB. consonants diphthongs and blendsC. long vowel wordsD. vowel digraphs

Fourth Prong: Transfer stage3. Every word family introduced follows a sequencea. wordsb. phrasesc. sentencesd. short stories4. Introduce consonants blends. Initial Blend- cl as in class Final Blend- -nt as in bent5. Introduce consonants digraphsA. ch as in chinB. sh as in ship6. Introduce long vowel soundsLong vowel /a/ as in bakeLong I as in hide

Fourth Prong: Transfer stageAfter mastered the short vowels, they are ready for reading short stories on their own.

SEQUENCE in PRESENTING STORIESa. phrase readingb. unlocking of words/conceptsc. motivationd. motive questione. oral reading of storyf. post reading activities and exercisesSUMMARYPRONG GOALMATERIAL

Genuine Love forReading (GLR)To develop a lifetime love,habit, and enjoyment forreading.storybooks, poems, tradebooks, songsCritical Thinking (CT)To develop the habit ofreflecting on what is readand exercising decisionmaking, making judgments,and valuing.same story and post-readingactivities that engagechildrenMastery of the Structuresof the Filipino/EnglishLanguage (MSF/EL) orGrammar and OralLanguage Development(GOLD)To develop competence inoral language,understanding, and correctuse of syntax.still based on the story,objects, pictures, charts tofacilitate application ofstructures learnedTransfer Stage (TS)To develop phonemicawareness, decoding, andencoding skills.worksheets, writing tablets,charts, and other materialsof appropriate level