(c)

2. Objectives:
1. Identify steps in teaching word reading,
word recognition, spelling, vocabulary,
comprehension, writing sentences and
paragraphs
2. Identify the steps in explicit teaching of
phonological and phonemic awareness,
and beginning reading and writing
3. Explain the reading process

3. 4. Demonstrate explicit teaching in reading
 Alphabet Knowledge
 Phonics and Recognition
 Fluency
 Spelling
 Handwriting

4. Priming Activity:
Have the participants read the paragraph.
On the first day at his new school, poor Yodle
couldn’t glant anything. He was very snam
because even the quims plended his plosg and
leuthed his ontibs. Mr. Golan, the school
gornisht, saw that and wanted to help. He called
Yodle to his munt and spoke to him gently. Then,
Mr Golan trungled the quims very very strintly.
After the break, he also minched Yodle some
riglands. When I met Yodle on Thursday, he
looked much brinder. He forgot all the troubles
he had two days before.

5. Analysis/Discussion
What made it difficult for them
to understand?

6. Outline:
1. A Guiding Principle in Teaching Decoding
2. The Reading Process
3. Phonological Awareness
4. Phonemic Awareness
5. Assessment
6. Marungko Method
(video presentation…)

7. Post-Video Discussion
1. What is the guiding principle in teaching reading that we
have focused on today?
2. What is the gap between decoding and reading
comprehension?
3. What are the domains included in teaching beginning
reading?
4. Why are phonological and phonemic awareness
important in the foundation in teaching beginning
reading?
5. Why do we need to follow the systematic, multi-sensory,
and sequential approach to word reading recognition and
spelling development?

8. Workshop/Application
Arrange the participants into 5 groups. Ask them to role
play the explicit teaching of the following:
I. Group 1 – Alphabet Knowledge
II. Group 2 – Phonics and Word Recognition
III. Group 3 – Fluency
IV. Group 4 – Spelling
V. Group 5 - Handwriting

9. Thank you!