Table Of Content€
* OF
TT{E PROGB.A}'[i\fitrD }AET'X{OD READIIqG
T
AS ADOPTtrD T'QM T'[iE AKLANON DXAT,ECT'
tts
OIIT'T,nhIIt.' TEACH{Hm,tS G{IXDE
AN'D
SYN,&A"BT.]S
)-
by,
B, David traul Zot'c
Feace Corpo Volunteer
Ka.tri,bo,. .An<Ian, trld].i.ppines
ConsuLtants:
lln, R.
T'ourrvry "{ndersoq
Fhilippi.ne NormaX. College
Marri.la
I' }1trr." I-Iico1as n". trrado
ACADEIffiC ST.IPERVXSOR
Divi.si.on of A,tr<}.an
T,I{E FIROGIRAI/,1{trD IVIET'I{CD OF' RtrADXi';lG A}itD \,IfBtrTm{G
Adopted for the Aklanon Dialect
X i.T T'R O DTJ C T tr O i{ : TFXtr ,5T'A.T[IS AI'.JD }TISTOI*Y OXT TTNtr }dtrT'X'IO'D.
The principles cf nThe Frograrnrned Lletl'lod of Reading'? $zere deveto,ced hy edr'rcationatr
psychologists dux.i.xlg the tater part cf the 1950's at soroe cf linreriears top tlniversities, etot-
abty Fnarvard E:ld Frinceton. nt had loeen researelleC rr-nd applied in a nun,ner cf' states in the
U. S. edtrcationn"l sYsterrr.
The principles yrere apptried to the Tagatrog language by a cel:tain A'tlrora Scre at tfue Phii-
ippine l{orrnaL Coll.ege rluring the L96?-68 acacXernie year, under tile advi.ce and *Cireetion of
Dr. Tourroy Anderson. T'he progrtr.rn wBS generaltry deerned a success, though filrther devel-
cprnents zuid refinements vi/ere app).ied ,Curing the 1968-69 acadernic i'ear.
tror the /oklanon dialect, Vjr. H,. Davi.C Zarc (Peace Corps VoLunteer) anC Ifrrs. Avetrina R''
Aranas devised a sirecifia rnethod to he experirnented and dernonstrated durring'Lhe 196E-69
school year. Fea"mission vras orbtained from the acting superintendent, Ii:ir. .T'ose Fanaguiton
to conduct t6e experi.raent; along vrith the vigorous su6rport of lvir. I{ieotras ,1,. F':cado, Academi<
S*pervisori Mr. Teoriutrfc Yerrc, District Superviscr for Kalibo; aiirl IlIr. Er"ieterio L. lPrado
FrincipaL of the Fialthc Fil"ot Eteirrentary SenrooX.
The Aglanon rnetho,C involves certai.n changes frorn the Tagalog oxle: (a1 the orCer of the
Letters taught has been cirangeC to suit the AJ<l.anon dieLl.eet and i.ts speei.fic vocan:uiary Cernnnds
and (b) tile nrethod is generatly taught r,vitiaout ti:e use of expensive tcxL al,d drlit bcoks, using
cntr.y as rnrmy visrial aids as the indiviC,ae"l teacher can prepare. I":Ience, muel,: i's teft io tlao
ingenuity of eaeh teaoher using the metilod, and personetrizing it for herself.
The experirr:ent vras conCueteC hy lvtrs. Aveli.na Ara:,las. Howevetr, tieree cther teachers
on ttrreir own initiative, approached lrdr. Zcrc and requested to try out tlLe niethlC: I/:iiss Arjaria
Crisostomo, Mr$. i":*:astecia Fetrez, alld lrlirs. Rar:rona Ctaravell. Ti:icse for:r teachers ccili-
prised the basi.o force of the experiraent. The experirncrat vras deerncd a sLlccess on the follor','
ing 6'rrunds:
(U Eaoh teacher pref'erred tl:te nietirod ernC st:,teC tltat they woulcl n'ct lilie tc return to the
older Cartilla r,tethod.
(2) Each teacher found the metl]od, rrrcre intoresti"ng erC xr.I'3re creaij.r;'e for the clzrss; it
was not as repeti.ticus as the Carti.lta, r-nct deme,ndeC riore eetive t}"ror-l.gir.'t 'clla:r n:eriory work-
(B) {.ipon rating t}re teacirents perforfiiailce durtng the L968-69 acedcrnio yeal: ['b5z ccmpa:cin
her lesson plails of ttiat yeaa" io the previ.crns, 196"/-68, acadefl-ii.c year--at whi.cl:l tir:rie the otrdc
Cartj.lLa ryiethod gras usec{l it was Cisecvered that eaell teacher taught th.e Ll:Lanon e'oa}rada. ir:
less t1me and wi.th m.,3tre rcspcnse ttrtan in previouo y€:u:s. Henee, if flr ,rt &L,rrEG6, tilo
Prograrnmed D4etlecd cf trleading pror,,ed a f,ester way t teaoh basic rea'$ing a,;rd writtrrg.
(4\ The teaehers clairneei they personally found tlae F:cograrnrrr.ed. tdetl:.od more i.nteresting
aild less tedious than tlie Ca.r"tilla.
T'}XE ORIE S At\T D pRnllclp :LlI S ts, E ISI']D TI"IXS lVjE T'HC'.I).
L. Reading, wri.ti.ng a:rd pronunciati.cn are tar.tght sin:ultanerusly. The th.ree are tal<en int
consideration frorl ttrre vcry first cnay of' cl"*ss. Tlic i3r,ipi.ls icegun wornril:rg lvith aetr,ral worc.ls
(ratirer tha$ sylXables) frorn ttrle very first trosscn. Crr the first day they are tau3ltt tc reed an":
writethe word,,1o1o,, (grandlfathe:r); onthe seeoncl Ceytheyare trectrtc diserirjrinate in readi.ng
by identifyLng a-nd w:citing: I'tolc - totra'r. tsy tlae end of tlae third ,Cay they iieve a voeabutrel:y :f
over a dozen words, By ttrre enC cf t]:c seccieC lveeh, they shotrtd lce alole to l"ead, and
"vrite
properly punctuate siniple sentences--ccnei.sting of bcth guestiong a*rl :r.tlsv/etrs. tsy l;he enC o
II,TTRCiIUCTIOI.T (Thecries r-iri Frinciptres) t1
the third rnonth all native and foreign letters should have beeri taught a-ird rnastered; and by
the end of the first grade the pupi.Ls can be ex,oected to write cornpooitions or paragraphs
about therrselve" ," thu world around ttrem (througil texpcrience chal"ts).
z. The method operates on the principie thet al1:hab etiaal order is nct necessarily the
easiest or best orcler to teaclr reading e'rtd/cr writing. ,Iust xi.ke prog:ramrni'ng a^n etr'eetronio
ecmputer, the first fliings put in oo",-th* easiest and niost'iaasia facts and then those facts
rvhich are rnost cruciatr to the prob).era at hancl. rit/ith regard to reading a-nd vrriting, v"e wiil
therefore teach: (s) those lotters vrhich are ttrte easiest tc,\wile,- read md reprodtice; a.I}d
(b) thcse letters whiah are most oruei.atr and impcrt*i to the di'atrect cr tr'anguage at hand'
In Aklanon, for exarnple, if one f'ollows alphabetica'!. order, ?rr?tr colIies vety, very Late' Yet
its irnportance to tlle dialect is obvious betause of the basic mari<ers a&d funett'on rvcrCs' such
as: ,rro, ra, troi1'r which e.re needed in some of the most sirnple sentences' trn thi's raethod'
beeause of i.ts irnpcrtance to AJ<lanotr!, t',rrr is taught very early [the sixth letter] sc tirat tlae
ehildren Can read and/o:: wri.te SentenCeS USing I'r9rr, ttvSlti 3E r?trolxrr'
3. The meth,:d does irot req,uire the pupit to read cr reprcCuce anything he iras not yet
learned. In thi.s way the pupil can read aud lvrite simple sentences corapooed of, vrords made
up of as few ag seve$ letters. vocabulary and sentence structure is built Llp as rnore and
rnore letters are taug?rt
4. THE }/itETHCll RtrOI]IRES THtr FLIFtrL:
- to tlaink creativetry frcrn t}:.e first day of c}.ass, to play a'n aotive role in the trearning proeess;
- to discrinainate between the reading, wri,ting and p:ronunci'ation of worcls ily the er:d of the
seconC Iesson;
- to command seven cruciaf letters by the end cf the second wcek; and tc be a-l:]e t': reac'
write, ccnstruct, pronounce or take diatation cf sirrrple sentences eornposeC fron: thrse seven
letters;
- to X.earn the diffierence ruld usci of srnall a::cl ca"oita!. I'etters sim'ultane:ltstry;
- to learn tnre gran:.mar and st:cueture of hls/her dialect from t.he very heginning rather t]ran
wait for a corour.and of the futr} atr'phahet.
5. TI{E I\iIlTHiCD I{IIQUIH'IE$ TX{E T'EL'CI:IER:
- to act as a mcdeL and pride, a soutrce cf rer.rafcrcernent; hut witl:r l:lotre acti've parti'oipaticn
cn the part of cach PuPi.l;
- to dc tess correcti3ig a"pd gra,Siilg simce the pupils I:ave their exercises tc do E"nC tc cca"reot
Toy thernselve s itxre teiclae:c onLy need gc arotuld the roor:l rJuri.ng the testing ti.r:re [:o a'dvisc c:r
tc enecu.rag:l; -\-
- to drill far i.ess than in ti-le prer.i.ous n:ethods, rvith rnuch drili ]-eft ira ti:e itr'nl,s cf ttrre i.ndi-
vi.dnal aptitgde a,nd alci.Xi.tie s of the nlupils ti:tcXl t}:e teeeirer ceix govcrn cr estiurate' tln the
oLde:: methods, aB rrany r.s 3,600 syllah1es vr'erG drinled a-nd ri,-rastered cver an e:rterisi've .per-
iod. cf tirne. \fr/i.th the prlgramrnod r:ftethod, approxirnateny 230 stcps mttst lce covered tc teach
reading, pronunci.ation and vrri"ting :s r,vcltr;
- to cover gre basi.cs of readi.gg all three languagcs (/iletranon, trilipino, md trmgti.eh) with this
one roethod iwiur neeessary aoijustments for transf'er to Engtrisll reading anci lcrcntmoietion--
ttre Fx{cNovxs{.IAL rylETiiCD i.s highiy treoomruiendeci in t}:'is easel;
- to prcduce interesting and enltgletening vi.sr.rC ai.Cs and/or loi.ctures tc gain the classrs p*ten-
ticn a.ncf interest, and to enhance the 1-eeriaing p]:oeess'
6. IN GENERA],, we are working witi: actua]. reading--earofully--frorn the very hegirutin'
We do not want the chj.ldren to jlave to reacl or retrlrocluee any ietters or wcr'ds whi.eil tlley 5ha''i'e
not been thoroughXy acquainted wi.til, except f'or a few simple ,sight,words wliich t'lle5' s2'I1
traincd to reaet tc {not neeessaritv read crwz'tte).
iii
Frinciples)
II"TTRODUCTIOII (Ti:lo:rics an'C
Howcver, tiro tcacher sllcu.Lil bc awarc L'::1L.: as t;e rretlioel prcgress,:s, a'fi;er ii:e firsi fcvr
lessons have been introduccd, thc pupi.trs liave atrrcady ior.:!.lt up a largc repc-rtcire cf s[iLis
[sgch ls cirav,,ing eirc'!.es or lincs, cliscrirr:ii1aii.*n cf X.cft tc right, ciiscrii:rinatitn cf size'str eat]trec'rls,
uh.up*u, pronwieiation ccrycspondcnce to r,r,,ritt;il g-l'nrhcls, the r-rse of smol.l an:lr ca,oitaL
vocaSulary devolo-pmept at a rapid. pace, ai:d so oril. Flence, as each new i.ctter is taugiit, thc
previcus ski1ls should. be rcvielveC, inacrperateC as rauah as pcssible into tile teeehing of ti.e
new lcttcr. For exaniple, dra'7,ring eircles occurs wiill "o, b, d, F"; drawi.ng lines oce';Lrs wiflr
"1, b, i, r, }i, la, d, t"; drar,ving dlagonal LineS oceu.rs with "A, liT, fi'' Y, Y" a'nC so on' iil'irie
teactrrer shouLd have a clear idea of ihe skill.s that have l:een taught :nd a.re bei.ng tat',ght,
use the pupi.lsr knorvledge tc build up Lr,irexr.
v,/e stert with lctters, hut frorn tlie first day we also doaL with fu1l v;orCs. 17c dc not in ru'5r
way stress sy-ltrablcs, except to rei.nfcrce otr revicw. In a very siroi^t tiure v,re *T-riv:: at sin:ptc
sentences. The ernphasi.s of this inethod is towards th.e more reaListic rrnd. niore corr.l3lex
strueturcs of actual speech. It has been for,:rd that pupiX.s ceil eope rr,ritir tl:is lpproacl:, aiiC'ii:ai
it is not Cifficr.ltt for theni t3 tr{eep Llp. I{owever, t,he tcaq:trer rnust iudge f,r.:ni tLie rcaction cf
tire majority cf tl,re pu.pitrs i.f sire is proceerlingtr:c fsst cr too sl,fl,v. By ani rrcerls, slile sh.lrlld
present a challenge tc the pupils; but the ai:al.trerrge sir.ould not be so g:rea-t as tc lcr,d to (hrr e'r
tiie pupilsr) f:rustraJion. Ceneratrl.y, i.t i.s fcund that in the first gradc pupits are capaLrle of ac'
cepthg greater ehallenge tl:an is cxpeeted of thern by their teacleers. ?cachers can cl:cc-r rc-
sults and the general avrareness cf the class hy: (a) tiaily reviow, (ir) visr'latr aids e]lL gan:.ce to
makes t1e lessons inieresting, (c) dictati.on exercises giv:n fregu-catly, al.'C (j) i.lr'-liviCua1 rJ-
tenti.on distributed tc eaci: pu1:il at scrne tir.ne or ctller.
Oontrary tc popular beLicf, a student_lgarns in Epiie cf Us rnist$cq, n?t fr..oru the$. It is
not the aim of tliis mettrlod to corncilEeil into r..-re a:le mcre difficul.t cittxaLj.:lrs u-r:iil l:e fi-
nally rnal<es a mistai<e. Tlte prograrn ca:rnct he r,witten toc easy--thcu3'ir it can J:e vvritten r"'rith-
out challenge. Th.e i,deal sl,tuation i.s that tire class vri1l score hi.gil, nct becet'.se tcsts rvere ob-
vious or easy, br,.t because tlley presented bcth lr:terest zurcl oilnllcnge to thr: cli'-ss rs a vd::te.
A.bove aJl, the pupi.l rnr-rst gfasp altr the stages i:"rtui.tivel.y. Rules are not'co be given by tne
teacher as crutchcs fcr the learnin8i process. &rstead, tXrc pupils sl:culC be raacle to clcvel;p
and see 6re rgles and to exptrain them as a te st of their loarning and as an adCitional challeilge
to stirnutrate thei.r interest,
FIVtr Tffi}.TGS TO COI{SX]J'trR AtsCUT' T']iiXS }.I]trTHCD:
1. EACI{ SOUND NS TC tsE TAUGIiT ON NTS CWN--I/ruT'i-iOUT A. i'{AIfi.E. SYl.trAIClEg ITE NCt
stressed, but rather the particular sounC oi each vcwel or conscnant. T'ltr:s, ti:e teach;r rr-t,s't
introduee both THE NAMitr and TI{E SO{JhID of each letter--but the scu-nd of the Lettcr is to be
stressed before the name. For exaraptre, r'1" can be given the name rtelr-?i [Spn:ish], 'rel" iil-r.g-
lishl or r'lar, But it should be practiced silently nnd orally in its'pu::e prr-
[TagaLog,.A,tr<Ianon].
t:
nunciation, witirotrt any acccmpanytng vor,vel eoLr.nds. Lr tlds vray, the pr.pils wiiL i'le able rea:{
it in any pcsition of a word or a syllablc quite easily. T'his wiIl. avoid the mistake of reading or
pronouncing rrol?' as /c-la/, Tiris will also avoid the probiem of th.e Cartiila wi:eroin syltrai:les
having initial consonants were first taught in ti:eir ontirety /barberbi,Ioo,iru--ha,ke,l<i,l<o,ku,
etc. / and only much, rnuch later syllables having final consonants /ahrebrib, ob, ub, etc. /.
The prontrnciation, reading and writing of syllables are only given as follovr-up drills once
the pronunciation, reacling and writi:rg of ea,ch particular sound is mastered" Also, it is im-
portant to start from the very beglnning vrith all sorts of syllables: consonant first or last, an<l
three letter syllai:les toc, such as, /1a, o1, tro}/.
SUGGESTICN. Just as all of us have a face (hitsora) ancl a name (ngaean), sc the letters alsc
have a face or particu.lar sound (mitlang, tunog) and a oame (ar, ere, ra). What is important
is not the uame, but the face or the particular sound. The teacher may uoe thc '$panish, Eng1i.sr
or Tagalog names for the tretters at her own discretion.
T'HrE AI-FI{AEIITICAL ClX,l$trR TO tstr l,'-oLLClTED -- Lrol'?' /}'KL/'I'TC:'T'
vfltlt'
r:cd.er is ii o,lnyentLci:rrtr z:)rr.'5r:f#ir.ir;::'t of ::iolvu :.i tile Lct'cers we ';flrite n"
was" nAeli:vheerh e:rteiaclaJ.l5. r iirtep,,i.ecl" as a n::cacti.caL cr.- systen'atic prexciltntiLcn ;f, corjrjCs fcr thc pirDcess
of readfug, m.i.ti.ng en,Vor ,ororurneiation. ',//e now'Ler.cl:,'Llio Lctters of ;r writtc;n ler'nE'la;ge 'r';ith
strees or cuiphasts on {a} t}:e ease v,ri.til v,,Liola they ean he taugl':t c:: learneC, ffid ('b) 'oheir ir:t-
portance to gie ci.a'treot or Ia-ngtlage heing taugkt. iienee, thi.s r-retl:od witrL cli'ffcr fr:rrL cliaLcc;
to di.aleet, depending o3 these tivo pt'krcifrles. I:C'r't ATiII'I\TC'N, tlie ;:rder wiil be:
LilT'TrIii H.trl:,SClT llCR l*lliidc T'AUG'IIT /r"I' m..llf ini-rLdu -.i i \n./Tlll1.T Ia Jirl
1.aILa1V'\l!A EEatss-iieess*t ocff aallLl tcroentsteorilsa i:tLlt gr'ueca.,d," faif.iz'l6cXo ;l vtrricioet;rc sa, /vsoouw;ledsl; Lsi':ktrE-) idiasp Liisk.e i*f,ni:dr s1i'c'v;lolsr cii:i '""ci3 Lir't:uetra'"
h)Ln -
eA^ ,Ilasy tc :read a^nd vy:ci.te; esscnLi.an es a vcvren, lfisori'mi.iiaticn: "X)nl Lol':rr?"
4 .tri r) E*sy to :read. zuld vrrite; al.!.ows fcr a$ i.niti.tL J,arge vocnlct"J'ary i'tr :r:ii'Ll.'1111: !1::13,
hal,r,, trotre, balo, lobo, iicto, h&ba, b0b0, abb, aloc, ;i3D' oL'1"' ixt' iif'
trssent'!.aL as another vovrei; r:nlargos hegi'ruling vccgrhrinary: "iila', ik'i;l,
dI
hihi, hlb{, Iiiro, bi'Xc, ati}'A., ahi, i'ril'i, Tlaitr"'
6R,'r ct"i,rraian to cu:tent vrou,ss i-la Ald"rnon: r?r,J, tralr. sirtpl; sentencca em l]f.j r-;;t;j';
i,.ri.thtl:e fuitr:cltldcion of pa.mctuation niarlts' ri iil13$ r;
H4' tsasi.c puncttiation for statcments zu:d questi.cns: "Ah$ ra. 1':1o?"
8IT n Cru.e1al fOr Aontcitt vtofdS: ertrfn, AJio, nan'3rt; ;,.r'ooaniled VCc*'lir-r3'ary'
EI.:ID UI,I,IT C,id,i: stressing fi.rst seven letters a::ld i:asic ioul-nctulati'c;:/sei:teiiees'
illsy'Lo rclot and v,'rite ; impo:rtalrt fOr cc'ntent lzc'rils: ?Tlars', Ilatr'oi:l' enil e:llran-
di::g'r:er,:itlrry: i'ilax'3, kd:i, i::;:, :lr',:hr}, ;i::t1", i:t7'-?", etc'i
1-il '0ll U1r tt1l UCarrs.,yiCtci:r,,iLefio1ro ]S .aanrgde vr lvr:iCtenb; ui.Llzaiiroy, ;:Art-enrdrt c3c,rSr tfe'. nvto VIV/o3Lr CtcS : lllllsl-"iiril,p t;rt3liysghx ,f rrl;':l'iql't'- il;?:,o ikr'in-rrc, ni'n3'rot'
J10, Z Lqr-J Ii.i. 6CnrupcoiarJ[.u t:ct fAchrL oatnrcante nats wAo CrdO t"{ifiCiil,'i"il :'eilT^6TC: dIe'eveaLliotp, ie:rig* :fv,'c, :att.ebt:l,L rLrLye.$, :{:;ae, l:n:'lc' :oili"
Je; :) 17 :'ii.li:r"sic sccenc;s'
tri{rf TIIIIJ T\dC: stressiilg ci,riti.nuerL vocabi-"Lary devex.ci:rnicri
)11, * tAr IT,1ri 1l/{ rUo /C-r rbttoc:ir.:ar,tcr-lrfroe:Cr aV,COjo\IcittrivLe,s O bOecgn.irlit.niaign gi: iv rSituhc l.iie l'*.'lOi.r-d--sr 'A iStiIl d1 ?c::lnctl:e, n7t' '1Wc',) f'';{a 1"x;ri1'33, yl"I'l1etroi"
iILhOo a)rJr JLsJ! o/ccalcnlsr3l dr:vetrcp::neilt: ?!rneyrr$, damoe, bida, da'n:e, cl-acla, oii'n&, 1rl:l.1r-' etc' "
L7 G g Cmej.r,l fo-rr vcrh prefixed: "n!.gr,-, rlae'-, gina-, Sil-t''
.xLoA (u: i^ir vcoabtiLar1,, cleveXopfiient: ,'siin, Dt,, 81, :-s'i:r, Enl:&, ba,liis, htiets, 'i.ic[r, CtC. "
,gidD UiinT Tilii1]ll:-: dcressing i:xore e-.mpLex w;rdc artci U:rcc Le'cber s3'1irh1eo.
J.Y M-LL ll, trnsy tc v;,:ri.[e ; in:portn^gt f,or conieut vrc-trc: "it". vocahtt]ar]'I c,ievel)1\ment.
Z6n'v :)-( Y Ii:rportrrrt f, :r very narge v:e r,fou1 ary devei:pn'ien'i;' Ais;: ticlv!,
2oa'Ll 2 'tIvIi vG rvn:z:g IDrri.fLf-pLco,r'*ta!.nt 'tc, t' tov rsrtirtees, sh utht iis.r napscr teg. .rs.tlnt gfote:c epctrtlonnd ;lhmu'si;: s'i?pie.klLee\:C,/ , wi1ittrLiel vt.v'r?r: Ie1iur:rs. s"I''a'''-/"
?'sii:-o, lirl:-
Z3 TIie gtrottal. soumcl fo,;r,qd. {.i'l tho ::niaidle of wordc; en aetu.al cccsal:r.i:t:
[[1-O]11r &p-ei, ta::r-to, hanr-an, gixFoul, h[t:l.-rull, xne]rad-rJ*ed, cic.rr
El{]l Ctl- U}.TjtT trCrijf;,: stressirlg con'i:inr,lcus rcaC,Lng ari'"}' f,roc exi:ressi'cn'
Lt this pcint, cLL nati.ve s,Lirrc-ls cou.i.d ba revi.ewcd a].,ti:.al:etically wi"[h t]le r;entci'ice ('lr s:;i-'):
-t
rrpogli 1iil,, DLitrA.Gt:*, H/- iJ,I-, L/,AI",i.di, i;i,SA CFA AA SA T1:iu1;'''lL'Y1i??r
THtr FCtrEIGlT i'.,ETTtinr:r cAi.t r.ir r/:,uGi,{T IIt ri{tr iro:l-,:i,crri/nNr3 sucGiffTljilr cftD'ER:
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to Eng3"i.si;i :ceadi:ig r:lli r.vrtting ccu!.d he made, along with the 'ceecLr.lng ,f Lire ilngiisil an';:rLai':ct'
TIXE ALPXXAtsET'IC.AL O&DfrR FOiLX,OWEI] EY $n'HEXt K]'{OII'{N DIA},EOT'S US$EG ?FItrS
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AF'T'ER PX,{OGRAMVjtrD R]CADtrNG -- OXTEATtrVtr \,I/RtrTn\TG: A. OTAIIENgC tO bOth TEAChCT
and pupil. rrghe first readillg roaterial a ohild sirould be required to read is vrhat he himself
r'
has wri.tten. (Dr. T. Xt. r\nderson)
Vlrhen enough of, or aII of the letters have been tauglet, then tlie class can be rna'rle to do a lot
of its own writing. The hig mistake of the past was tc give children siraptre, bahy-talk readers
and ask them to reprocXuae the sounds written dovm inside. GeneraLly, these were neither in-
teresting nor i-nstruetive to the pupils. They did not learn rnuoh in kncwi.llg thiregs like: I'A'k'c
I'
si Fedro. Ung& nge eaeaki ako. Eskuyia ako. . . Tlte real br.rsiness at hand for the pr.lpils is
to learn, particr.elarly tc learn t,c think, a^nd to be aware of the fact that he is actually learni:rg
and laow he goes ahout learni.ilg.
The first step towarctrs ereative writing, then, is nct to rnal<e the student learr: wor'ds, but
to ulderstana[ow he lealrns them. Syllabtre and word gar:es in this instance are not only fun
for the pupils; they are instructive. Remernher ttreat the vocabuLary of the pupils is still quite
low and tXrey dc noi reaLly kncvr rn'trich sounds tlaey roight write out are rea-Lly words in the dia-
leet. For exarnple, an Arnerica-n chitr.C cnce rurninated: I'There is the word tg:r*pt. tr also l<now
tl:e words ttraropt and ,ser:rpt. Are there also words t!3gpt and rvarnpt?rr lJpon asking, tlae
pupit found o11t there was ltr w rd such as rharrlpt', bttt tl'rere was tlae wsrd "vanap". He was not
only able fuy this process tc Lee,"rn a new vrord for his voeabul.arYi he vras .'.hle tc get a glimpse
int,o the idea of hovr he aatually learned wcrCs and how words are created for cneself.
In Atr<lanon, this serae exercige ca,n be done in a:ry c,f several ways. Sonee of th,e syllable
garnes presented in the lesson plans ma^ke excellent exetrcises fcr ttrtis. For exarnple, ask the
pupils to think of all ttrre r,vcrds they can write witll the syllable thoe " in it. Let tllem use their
imagination, not ontry writiilg actual words, bnt nongense words as wctrl. Then let thern read
their word trist before ttrre aLass, and let tlae class discuss wleether such words actr'laIly exist or
not. /haboe, daboe, trraboe, tabce, sarnboe/ S.uch a list, if created by tlae pupil hineself, can
be a world of e:,perienee.
The second step towards creative writing is to let the irupils nrake their own experience
clrartilT isffi;;larrt that their own experirenee eharts con"re fi.rst; cnly later on wi.II tlae
teacher's experienee ehart be understandabtre and instnuctive. Tile teaeher, in tllis instance,
sugg,ests a topic, s,,rch as t'lTC AIVICI'trG NAII A-ANI' cr "RO iViGA KA'SAi'IGI(litrAld XT tsAE^l"Y"
and lets the pupils vrite dov,nr what they wilt cr can. She shculd insist that each pupil parti.ci-
pate and go aronnd the roorn, stressing not s,r rnuch the spel}ing of the wcrds cr plrrases they
write, as the sirnple faot that each pupil lae as ereative arrd as long-winCeejl as possible. The
length of the trist in this ease slxouLd eotmt f'ar rnore tlian the correctne ss cf the speltring entries.
It't rnatter how crude the first experience charts of the pupils may be, tXre poi.nt in thei.r favor
is thet XT'IS TX{Effi, OWN E)ffitrR.nE}.ICE CX{/rRT; it oarne frcrn their ovrn heaC, a'i:d is hence the
findl
rnost understandable c.r:d mcst interesting reading matter tlaey couXd possibtry \As they
get mone and more experience in writing thei.r own experienee eha:rts the t54:re of vrriting tliey
produce shoul.d beeorre better, if not, then the teacher ca"n begi,n stressing carrect spelling
and higher quality--but the quantity cf iCeas shculd ahvays be f,sremost. A student with twenty
iterns located arcund the nrouse all spelleC v/rong is lo,etter off in tleis case th.an the little child
wittrr six items Listed in beautiful penmanship and in:.peceabne speiling.
The.third step brings the first graders into ccrapositi.on wri'cing; fi.rst as a olass--latetr on,
as individuals. The teaaherrs role in this case is tirat of dentist--tocth puller; slie rnu.st nct
taJ<e the role of waitress:-feederi First a topi.c is ch,osen; it is best if scne.eone in the eLass
can suggest an interesting itern to discuss. Then the pupils are asked to thi.nk fca' a rvl,:.ile--
just sit there a.nd tliintr< about what eculC happen witXr tXle g:iven topic. L,ater the teacher asks
them for ideas, and Lets thcse with good pcssibil.ities write thern on the board (it is best it the
pupils write ratleer than the teaaher). After enougtrr ideas have been gatiaereC, the class can
( cR EA'itxl/E wRJTnIdG)
^.\1 ../.-: 1-4 -, -r..-.. ^.- :.1 ,-. - , + - - l Tl:c l:.;,;::i:.1. ls ;iao;,:-'l., itC r,vc s'Lart orit .:n ti:ie c:n,rposition, 1et-
ti:;
an,J gutiune tXic pul3ile 'into d:ing all tll;: wcrXi: the thintrting, thc sayillg r.n"d tire r.',zrtting--'Lhcn
lesson vri.t1 be rncst succ,essfitl. Thc pupitrs thinh, say and ivri.te out tir'c otoryfir ihe:11sel'':cs;
iasn ,J;-h ccia rcces ,w.r1rti tt:e..bnh ceaiir-:ll :cre:taedr iiivt.l .tytr,t iasn ctl.h fc.:trr t,sbteo pryllr,l pa.rs:Ce Dilc c ri ntai:'t;tic:lr aiajx':pwre p g-6,:iriliglr tvi:cri'-::ils[e:i1 L''rttc sr :'a:';;-rl"';''-1:,- ;"-''i
lou;r.:i.ig irl ic in:ir:riteLy i:ctter tlt*n reaCing al::nt the ii.ves cf "Bcrts en;-l' "iiotr"iitg?''
Tllc f:urth sicp is tc h-ave tho pupils wri.te ti:.eir own cosill:eiti.cxl. nt is prchai:iy tcc eArl'1r
t, lE ,*.-- o,r.-itt ,.;" ';r ii:r :w:r t:pic n::'l t-:in ci.t j;r',';l ru:d vll';tc iL :t i. Ti:; ::t; :;'l t-;: ;''^ -r-:'-
cr, ttrlen, 1o tc gt:iCe errch pqpitr. intc fi.nd.ing a good.i:pic (;crL:-;;s :tG c:uLC lle eflsj.3iie;lf --" '' :;
C:r 666* tc bo traei<flng), u:ar<'ing up a rcug'h sl-reet of v:c*h'"aXery wcrds (equi.valcn-i; t: an cxpe:ri:nc;
eha:it), a.nci fina'L1y ccnverting tXr:se wcrd-i.cleas i:ntc sentellce s. The iea.cJ.:er ean i:cLp e*ch t'c
organi.ze llis or her i.d-eas hetter a:nd try t,: ievctr:p r. c;nsj.,stent ftrovl cf i.:--':s f:i:::: ;:r': cevlt':'':ic':
ta anotlletr. Tllis perhaps [s the n:-rcst clifficuli step, "roecause c];ti.n'drcn Co n:t yct i:r;:i-|':o g::: :n
of sur,:otle $ow f:r;rn orxe i.Ce.1 t,: ancther. Thi.s is rvl:ere tl-le fi.fth ::ld lnst step rf cre:'iivc
i,vriti.ng is rn.ost help'fu1 ancX instructive.
The fifil: a,"rC tinal step in crcati.r,,e writi.ng is to teaah tJ:e ohilCrcri jtliTirxrlslgry$-9:nixlg:j!3
.r.t7;-1-la-tu-s:r-c-ir- -rs-- .-r-ne ffiess :f eCdtng deta!.I,s t: :l si.r:.pIc iCea cr sentenee; cci:itrac'ciJn is tni:r:lg
out tlru niopt b*Si* de-taj. s cr idcas nnd'eirnpl.ifyilig a piece of v,,';riti:iq. Ilence, ':ne L'IUST T;i/-C:i
RTIADI).IG FOR DtrTAIn,S, St-i:t Al,so tmricg :,+rln,},lc liv D'ET'A1L,5. iBy way ef o:<arnplc, 1::i<
rt thc fiXnrv,'i.ng:
CCI{TI{ACTErI n:'EAr t?Do r}ng& nq.na]<:vr i.t du,{.s!r "
i)6-;;ANlElf tlE/r: i,.l: r'nfi- nagsucc$ cr kvrart: i.t l:ip:c; L:r,rti-.-'.i,: sr L:-r::esa ni i'-::s. Cinz.
Bi.nure na yo driLsi. ag hinuta*rg na g{} &i1c nge bucsa i.t leamisadentro. .A'g gtirnuvr& iraaw t1g3 nr'gr--
ti$ii,
aE:d i.nCl irnarv r"rstLu:-i-n.
Idoi.ti:er :'f thece ccmpogiti:nal. frag:-;rent6 nre bcycn,i the renCins gresp :d i;hc pt"ipils; Illrl
are they bcyond their abiiity to write, gi.ven the prcpclii: ti.nie rmd practice. T.,c totcircr sir:riI-l
spcn,C tirirc each da.y, once tire ahal<aca has lEeen m.lstered, in scrae sir'c cf c::-r;:ci'o;, I;; it
e4ornding cpecrltrlcti.ng.r trxpnnetcn exerctses lre cxecll.ilrt,t.T ieachi:i5 thc :)l1l li;v,r t: rl:-
vetop a l,:gicaI sG .rr,:cnoe ilxC1 gei si-nccth flow inrt: his/lier r,vritiug. Tliey lrc- i:i.ghly rccc::rn:.ci:i-
ed, al,X unf,ortunete tr3r tc cnat,e 'seenl t: bo tlie u:lst r:egtoete d througt:ut'i':.e c\':rtrcnt:trSr ccl;J'i
syctcr:r; nii cnny i.n tilc firet, htlL evs: i-:: thl sildir g:cr-C:.
T'l:c tcaaher lr1:t en:l f;11:r,v tl;csc fivc st:ps t:wnrls cr;rti'ic v,rr:tir:g -v'riil iioc:.v;:-ti::-'c l--*:'
pgpitrs are nct ontry good writers :r:y the emd cf tllc yer.r, but tlpc exqetl"cilt rca'iel's. Qiiis i:iel
is c;rtrinly rcvcluti.cr.nl'y fcr tllc fi.rsi;r:Jc,, sincc rr:st tcr-chcrs bc1i,:vc tL:.rt ti-: Lt.::':^ ':-
first grade teaehing is teacling to rer.l^, \i/ritr.ng, p,arh.ct"^larLy cncnti.'ve vrritinr, to L-fi t: t]::
secon6 r,nd higher g:rs-cies, Tir,c idca n.ow is that,ogglcrfi bost teecir thc cl,;itrd tr) rotCl if i:e; i.s
i.|oi*i,*f
;;r,sx" t;;;d#:--' ii.u best rrLatetiur ""1'lilii''Ili=-
self iias vrr!.ttr:n.
CIRE/rTtrVltr VOCABUL,AIRY -- E)IrlERItrI"ICrI CI{.I:,RTS -- CL"ir'SS CO}ijpCSI'trtrC}T -- I}''i:i1.'-i-l^
u/.:,L cci.,,jpcglTn,L.)i'T -- i".l)IPLridslolri lii{D coi'IlRACTXOil CF IDEA.fl.
TIIE PROGRAMIUED IViET'.t{OD OF B,EADnI"IG--Teac}rerrs Guice and f;ytrtrabus
UI{IT O}TE: Ti{,E Fffi,ST SEVE}T LETT]I]RC AJ';ID tsA$IC PU}'ICTUATtrC}'I.
LESSObI l. ( L - t-l/z daYs )
rgr r?cfi 1. Acquai.nt tlte pui:itrs thoroughly with the concept of a circtre through 'hotrar"
FXave them 'draw, color, picture or play with "hola'r'
2, Drill on the pronunciation of the 'rorr sound, as found in 'bole".
rrOtr r?Oit tbolarr
3. l,ink the drawing of a batrl with tlre pronu.nciation and w:riting of an 'tolr'
4. Write srnall and capital 1'^rr ?iOrr.
5. I{ave the ohildren fiild rrsrr 2rr6i/er I'bolail in tire room: frorn ihe J'etters
on the watrX., from visual aids, or in books.
6. V/rite "s, k, i, ort on the blackboard in several positicns, and heve tire
pupils locate the I'of t.
rrlrr rLrr L. Acquaint th.e pupils thorough.ly with the concept of r'lapis't (pencii) standing
on one encl. IIave them Craw sueh a "lapts'e; have thern piay with it or Locaie
it in the roon.
2. Drill on {hs rr}rr soLurd (pronuneiation only of the formation of an ?;lr? in
the mouth, do not give it a name like 'rel, ele, or trarr1.
3. Link the idea oi drawing a standtng penciL (a single linel with the aetual
rrlr'.
reading and. writing of the letter (s::aali' 'r1")
4. Show the I'rriting of eapital rrilr (& eta.trding pencil and a sitort penatl on its
side). Praetice prouunciation of either symbol rrl'r or r?Trtr'
5. Practi.ce reading syllable '?o1rr a11C then r'1or'. -ftow how the particular
sound of each }etter rr6rr anfl rrlr? runs into the next, mald.ng up ihe syllabie.
6. First word: "lotor'. Fractice a.lrd drill pronunciation, reacing and then
writing. Cue it with a picture of, "grandfath,er". IJse small and caioital lbtters.
LtrSSOI"T 2 ( t - L-L/Z days )
?rail lrArl 1. Fractice drawing circles and lines. I*eview the rtotr aod the rrlrl--
reading, pronunciation an'd writing.
2, Yfrrrite I'e." (e circle wi.th a lilre) on the board. Drill on its soun'-1:
llall llAll l13ll.
\
g. Link the ,'a', sound to the drawi.ng of a circle and line put together.
4. PractiOe reading the SytlahXeg "a[ri a^nd f rta". Revievr: rrotrtr ailC irlorr.
5. Second word: r'Iola". Cue it with a picture: I'Sin-o va?\1 lrTsCtlArr'
6. Discri.minatlon: have the pupils differentiate iletween rrtrolo* aild "lola".
Cue with pictqres. I{ave them frame the word on the blaci<board aceording
to the picture shown or the word said. [tse sure to Crill on this thorougl:ly.
J
7. Writing exercise. tr{ave the pupitr.s write !r1^lorr and '?1o1a'? upon dictation.
B. Teaeh the capital trArr (slanting lines and aCioining line1.
9. Disorixeination of and writing of: "LOLCtt anC ''LOIJ[rt,
LESSOIq 3 ( X-1'/2, to 2 daYs
)
nb?r rrBn 1. ft,eview reaCring and writing of 1'o, 1, &"; sylla'bLes "a1, 01, 1a, lor'.
Z, Drill on the 'h,' sou$d (pronunaiation)--the sound ttre sl:eep rnal<es.
rha,
[Rernember to stresstbe /b/ atroue, not be, or beerr' ]
B. IntroCuae the reading of rrbrr--the trong line and ttre half-cireLe.
4. Praatioe reading the syllahXes: 'ha, bo, ab, ob'r.
E. VOCAtsULI;RY (give only ao marly as the abtnity of the students wi'trl atrlow):
bao (turtle) bolo (k-nife1'r'x
baLa (bu1let) bebtu (mouth)
bola (ball1 bobo (Pour out)
lobo (batrloon) ahO (manY)
halo (widowl*t' oba (nakedl
r'* Words borrowecl from T'aganog or I{iligaynon (trlonggo)'
6. D(scrimination: 'holo - lobo - lolort. (Use pictr.tres and oral driLl' a1so. )
Txy rsarne-different" exeroises with these sanre words, suich as:
bolo bolo bolo
[sarneJ
holo lobo lobo
[different]
loLo lobo loXo
[ctrifferent]
7. Practice writing the vrords given in the Ii'st above (#5)'
B. DXCT'AT1OII EXEITCISE: dictate letters, sytrl.ables anC words within the
grasp of the pupils.
g. Teach the capital rtBrr--a sroaLl half circle and a larger half oi.rele below,
attach.ed to a Long Line.
10. Itind r?E'r i.n the trooul or in boohs.
11. Discrlminati.on of - r?BOLA* ard ttEOLQttF rrTrQBOr'.
"tsOLOrt
LZ. I{ave the pupils write sor$e of the voca,huLary words in capital letters.
13. .Ad.ditional practi.ce vocabulary. [See if you might eliait these words frorn
the pupils and have them attempt to speXl thern out, rather than virite them direct-
ly on the board for them. This introduces a good cleal of creativity into the lesson. l
abo (ashes) laloa (wash clothesl **
oho (cougtrr) aba (goslil , uty goodness,l)
t4. HEVIEW GAME: Fnave pictu-res of most of the vocahutrary words along wittrr
flash cards (with the name written down1. Jumple the words and the pictures (or
distribute them throughout the class) and have the pupils then rnatch the word with
the picture
SUGGESTED ROOI{ ACT'MT'Y. Keep a com-nrehensive list of all the. voeabutrary words intro-
duced on a bulleti.n board so ttrIat they are tlaere continually for the pupitrsr vision. lternind ther',t
to keep the list in rnind, and reviev,r thenr f:rom time to time (even outsid.e of the time atrloted fcr
readi.ng and urriting). ff any aray other legsoris &lrfu'rg the day a word may corle up, such as
rtlolorr or f rl.olalt in soci.al studies, "abdr in rnathemattos, etc. , then refer to the word on the
bulletin board. In this way you ean fuse your days activities and have ooherence from one unit
of study to another.
