The Four

Pronged Approach

Althea Joyce Alabanzas

A Filipino Way of
Teaching

Professor Basilisa Manhit of the College of

Education, University of the Philippines, Diliman

UP Diliman IS from kindergarten to Grade 2

The Objectives of The 4- pronged

approach

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)

The

four prongs of A Beginning

Reading Lesson

1. Story reading/ shared reading/ story telling/

poem study
2. Post reading activities
3. Language Lesson
4. Phonics Lesson

a. First prong: genuine love for

learning(GLR)

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
o
o
o
o
o
o
o
o
o

student
B. Maintain eye contact
C. Asking occasional questions
D. 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 points
I. Use puppetry
J. Let the act or say something given a cue.

Second prong: Developing

comprehension and critical thinking

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.

Second prong: Developing

comprehension and critical thinking

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

Second prong: Developing

comprehension and critical thinking

The Dimensions of Reading Comprehension

Literal Level

Interpretatio
n
Evaluatio
n

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

Third Prong: Development of oral

language and correct use of
grammatical structure
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.

Third Prong: Development of oral

language and correct use of
grammatical structure

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?

Third Prong: Development of oral language

and correct use of grammatical structure

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.

Fourth Prong: Transfer

stage

Transfer stage, the first stage in reading

EXPERIENCES

ORAL
LANGUAGE

PRINTED
SYMBOLS

Fourth Prong: Transfer

stage

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

Fourth Prong: Transfer

stageding soun

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

Fourth Prong: Transfer

stage
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

Fourth Prong: Transfer

stage

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

SUMMARY
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 postreading

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