Learning Experience Approach, Four-Pronged Approach, 4 dimensional Approach,KWL

2. Language Experience Approach
Four Pronged Approach
Four Dimensional Approach
K-W-L

3. Language Experience Approach

4. The Language Experience Approach
-a whole language approach that promotes
reading and writing through the use of personal
experiences and oral language.
It integrates the four language processes

9. How is Language Experience
Approach implemented?
1. Discussion
• Generate a topic for a story. This story
may be based on experience such as a
class trip, a class reading or it may be a
seasonal topic. Whatever topic is chosen,
it is discussed together.

10. 2. Constructing the story
• Children dictate the sentences to the
teacher. All children are encouraged to
contribute to the story. The teacher writes
the sentences down.

11. 4. Analysis and follow-on
activities
Children practice reading the story in
groups / in pairs / individually.
3. Reading the story
The teacher reads the story. The
group read the story together. The
teacher may call on the child to read
his / her own contribution.

12. Sample story
Max, aged 8, told the following story:
"My next door neighbour has cat. My neighbour has moved in
short time ago. At the moment is gone on holidays. This
morning I got up half seven. I went next door to fed the cat. I
played with cat for twenty minute, then went my home and had
breakfast. I brush my teeths then go out door to school."
• Max has lived in Ireland for almost one year. You can see from
his use of language that he has a degree of fluency, that he
can make himself understood and that his story has a logical
sequence.
• You can also see from the story that there are opportunities
for the teacher to 're-cast' some of his sentences in order to
help him with grammatical structures.

13. Four-Pronged Approach
By Professor Basilisa Manhit

14. Four- Pronged Approach
1. Genuine love for reading
• Aims to immerse the children in the literature and
develop a deep and lasting love for reading.
The following should be looked into by reading teacher.
a. The words, phrases, laces, and important details of
the story which may hinder the children’s
understanding of the selection should be identified.
b. Unlocking of difficulties maybe made through a
variety of ways such as demonstrations, concrete
objects, drawings, and other forms of
representation, verbal/contextual clues and games.

15. 2. Critical Thinking
• The teacher asks motive questions.
• It is stressed by Raidis Laudencio, M.A. that
the children are trained to reflect on the story
• The children are expected to interpret the
story/poem on their own.
Four-Pronged Approach

16. 3. Mastery of the structures of the
Filipino/English Language
• Literature is an excellence source of examples of good
language. The children will catch this language and use
it in their conversation in and out of the school. The
story/poem gives the children experiences that they
can talk about.
• The children will gain mastery of the structures
of the Filipino/English language
(GOLD or Grammar and Oral Language
Development)

17. 4. Transfer Stage
• In this stage, the children open the book and pretend
to read the book. These are indicators that the
children are ready for beginning reading instruction.
• Fuller Approach-used as guide for the sequence of
teaching phonemes
• Marungko Approach provides the structure

18. Prong Goals Materials
Genuine love for reading To develop a lifetime love, habit, and
enjoyment for reading
Storybooks
Poems
Trade books
Songs
Critical Thinking To develop the habit of reflecting on what
is read and exercising decision making and
valuing
Same story, Post-
reading activities
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 story,
objects, pictures,
charts
Transfer stage To develop phonemic awareness,
decoding, and encoding skills.
Worksheets
Writing tablets, charts

19. Four Dimensional Approach

20. First Dimension- Literal Comprehension
• Recognition of facts
• Questions asked do not involve reasoning
(Who, Where, When, What)
• The answers are usually found in the first few
paragraphs of the selection
Four Dimensional Approach

21. 2nd Dimension-
Interpretation/ Reasoning
• How and Why questions are
often asked
• It has to do with meanings
implied in the selection
and it must be inferred by reader.
Four Dimensional Approach

22. 3rd Dimension- Critical Evaluation/ Critical
Reading
• The reader injects his own opinion, judgement,
and evaluation of certain characters
Four Dimensional Approach

23. 4th Dimension- Application and
Integration
• Involves the ability to link the material
read with the personal experiences of the
reader.
Four Dimensional Approach

25. The Horse and Red Hen
There was a horse that was very tall. He always said, “It is
good to be tall. Oh, how good is to be tall.”
“Oh no,” said Red Hen. “It is good to be short. Honestly, it is
wonderful to be short.”
“Let us take a walk and see,” the horse answered back.
They came upon a wall. There were trees near the wall. The horse ate
and ate the leaves of the trees while Red Hen just looked and looked.
“See, it is good to be tall! I told you so,” the horse said to the
Red Hen in between big bites.
“Let us walk farther and see,” said Red Hen. They came upon
a very high wall. There was a hole at the bottom of the wall. Red Hen
squeezed herself and went into the vegetable garden. There she ate
and scratched and ate while the horse waited patiently.
“See, it is good to be short,” Red Hen said when she joined
the horse again.
The horse neighed and then remarked, “You know what I
think? I think it is the best to be what you are.”
“You are right, my friend,” cackled Red Hen happily.
And they become good friends since then.

26. 1. Why did they became good friends?
2. What was very tall?
3. Do you like the title of the story? Why? If not, what title do you think
is the better?
4. Why is it good to be short? How was this shown?
4. What did they do?
5. What did the horse eat? The hen?
6. What became of them?
7. Do you have a best friend? Tell us how you became good friends?
Tell why you stay good friends.
8. What is the best thing to be according to the horse?
9. Do you agree with the horse that “it is best to be what you are”? If
so, give examples.
10. Give the advantages and disadvantages of being (1) a tall child; (2)
a short child
11. Who was short?
12. Why is it good to be tall? How was this shown in our story?

27. KWL Approach
K W

28. • K-W-L (Ogle, 1986) is an instructional
reading strategy that is used to guide
students through a text.
• It is composed of only three stages that
reflect a worksheet of three columns with the
three letters.
KWL

29. Purpose
• Donna Ogle asserts that KWL helps
students become better readers of
expository text and helps teachers to be
more interactive in their teaching (Ogle,
1987).
• KWL charts help students to be active
thinkers while they read (Carr & Ogle,
1987), giving them specific things to look
for and having them reflect on what they
learned when they are finished reading.
• In learning, metacognition involves the
active monitoring and conscious control
and regulation of cognitive processes.
(Flavell, 1979).

30. K stands for Know
• Ask students to brainstorm words,
terms, or phrases they associate
with a topic. The teacher and
students record these associations
in the K column of their charts. This
is done until students run out of
ideas.

31. W stands for Will or Want
• The second stage is to list a series of
questions of what they want to know
more of the subject, based upon what
they listed in K.
Learner:
• List some thoughts on what you want, or
expect to learn, generally or specifically.
Think in terms of what you will learn, or
what do you want to learn about this.
• Turn all sentences into questions before
writing them down.
List the questions by importance.

32. L stands for Learned
• The final stage is to answer the questions,
as well as to list what new information they have
learned.
Either while they’re reading or after they have finished.
Learner:
• List out what you learn as you read,
either by section, or after the whole work, whichever is
comfortable for you.
• Check it against the W column, what you wanted to learn
• Create symbols to indicate main ideas, surprising ideas,
questionable ideas, and those you don’t understand

33. Topic: Gravity
K W L
It keeps us from floating around.
It makes things fall.
There is less gravity on the moon.
Isaac Newton discovered gravity.
What is gravity?
Why is there less gravity on the
moon?
How did Newton discover gravity?
What determines how fast
something will fall to the ground?
(teacher question)
Gravity is the force that pulls
objects towards Earth.
The amount of gravity there is
depends on the masses of the
objects involved. The moon is a lot
less massive than the earth, so
there is less gravity on the moon
than there is on earth.
Air resistance determines how fast
something will fall to the ground.

34. TOPIC: EARTHWORM