Althea Joyce Alabanzas

Professor Basilisa Manhit of the College of Education,

University of the Philippines, Diliman

UP Diliman IS from kindergarten to Grade 2
1. 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)

1. Story reading/ shared reading/ story telling/ poem
study
2. Post reading activities
3. Language Lesson
4. Phonics Lesson
Procedure for story reading:

o 1. Pre - reading activities
A. Unlocking of new/difficult words
Realia
Replica
Illustrations or sketches
Demonstrations( for action words)
Use of synonyms or antonyms
Translation should be the LAST resort

Procedure for story reading:

o 2. Motivation activation of prior knowledge related to the story


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

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




During reading

o A. The teacher reads the story with a book facing the student
o B. Maintain eye contact
o C. Asking occasional questions
o D. Mention the title, author, and illustrator of the book.
o E. Note the copyright of the book.
o F. Track the print on the page.
o G. Vary the tone, pitch, and voice as you tell the story.
o H. pause at certain points
o I. Use puppetry
o J. Let the act or say something given a cue.


In this part STORY SPRINGBOARD

Post reading activity

Discussion Techniques
1. 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.

Dimension 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 friends
B. she wants to get her ball
C. she likes frogs very much

The Dimensions of Reading Comprehension
Literal Level
Interpretation
Evaluation
Integration
Creative Reading
Engagement Activities:
o 1. Small group activities which may touch on the following:
Development of comprehension skills( sequencing, problem
solution)
Mapping the setting
Inferring character traits ( profile, venn diagram)
Inferring feelings( checklist, description)
Reading writing connection
Enhancing speaking lesson

2. Discussion of the story + questing techniques

Target structure is introduced.
Parts of a language lesson
1.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.

2. Dialogue ( generalization)
o - 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?


3. Presentation Exercise
o - exercises parallel to what was presented in the
PRESENTATION LESSON
4. Assimilation
o - 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.
Transfer stage, the first stage in reading

EXPERIENCES
ORAL
LANGUAGE
PRINTED
SYMBOLS
Teaching 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 , Z
2. Introduce blending sounds by family.
o A. short vowel words
Short vowel words
o B. consonants diphthongs and blends
o C. long vowel words
o D. vowel digraphs

3. Every word family introduced follows a sequence
a. words
b. phrases
c. sentences
d. short stories
4. Introduce consonants blends.
Initial Blend- cl as in class
Final Blend- -nt as in bent
5. Introduce consonants digraphs
A. ch as in chin
B. sh as in ship
6. Introduce long vowel sounds
Long vowel /a/ as in bake
Long I as in hide

After mastered the short vowels, they are ready for
reading short stories on their own.

SEQUENCE in PRESENTING STORIES
a. phrase reading
b. unlocking of words/concepts
c. motivation
d. motive question
e. oral reading of story
f. post reading activities and exercises

PRONG GOAL MATERIAL

Genuine Love for
Reading (GLR)
To develop a lifetime love,
habit, and enjoyment for
reading.
storybooks, poems, trade
books, songs
Critical Thinking (CT) To develop the habit of
reflecting on what is read
and exercising decision
making, making judgments,
and valuing.
same story and post-reading
activities that engage
children
Mastery of the Structures
of the Filipino/English
Language (MSF/EL) or
Grammar and Oral
Language Development
(GOLD)
To develop competence in
oral language,
understanding, and correct
use of syntax.
still based on the story,
objects, pictures, charts to
facilitate application of
structures learned
Transfer Stage (TS) To develop phonemic
awareness, decoding, and
encoding skills.
worksheets, writing tablets,
charts, and other materials
of appropriate level