marungko approach in reading

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Marungko Approach in Reading Division of City Schools DR. RAFAEL V. PALMA ELEMENTARY SCHOOL Zobel Roxas Street, Manila

TONGUE TWISTERS: 

TONGUE TWISTERS

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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.

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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.

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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.

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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.

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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 ”

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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/

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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/

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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?

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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

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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

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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

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/ 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

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/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

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/ 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

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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.

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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.

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STAGE THREE – Word Recognition Skills 1. Associating objects/pictures with printed symbols in labels, captions, etc. For example: apple

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cat pencil table flag

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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/

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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.

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In the CVCe pattern, the vowel becomes long and e is silent. For example: CVC CVCe rat (short /a/) rat e (long /a/) sit (short / i /) sit e (long / i /) ton (short /o/ ton e (long /o/) *letter e is silent

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Word Families: Examples: _at _en _ill bat den bill cat pen hill fat hen kill hat men mill rat ten fill

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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”

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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…

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” GO AHEAD. START YOUR BEGINNING READING PROGRAM NOW !!!”.

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Thank you very much for listening….. Mrs. Marianne M. Vasquez Teacher – Grade One GOD BLESS US ALL!!!

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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): 

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

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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

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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: 

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?