The Enhanced ESC Approach

(Instructional Innovation in Teaching Beginning Reading

The Enhanced ESC Approach is a technique in teaching beginning

reading using a method called “PANANDA”, in English that is “sign” or “signal”,
an approach using the Language-2 or Filipino Language and later Language-3
or English in teaching beginning reading. The technique, “Pananda” is
composed of four variations:

 Pananda 1 which uses the vowel sound /a/;

 Pananda 2 which uses the vowel sounds of /o/ and /u/;
 Pananda 3 which uses the vowel sounds of /e/ and /i/; and
 Pananda 4 which uses the combination of all the sounds used in
Pananda 1 to 2.

The Enhanced ESC Approach still adopts the procedures of the original
approach of the Erlinda S. Claveria technique in sounding letters and first
syllables as follows:

In sounding the letter /a/ in Pananda 1, the mouth is opened. (Sa

pagpapatunog ng titik /a/, nakabunganga ang bibig.) Like in the word, “aso”.

In sounding the letter /o/ and letter /u/ in Pananda 2, the mouth is
rounded in protrusion. (Sa pagpapatunog ng titik /o/ at /u/, pabilog at matulis
ang nguso papuntang ilong.) Like in the, words “bola” and “kuko”.

In sounding the letter /e/ and /i/ in Pananda 3 the mouth is in smiling
shape. (Sa pagpapatunog ng titik /e/ at /i/ nakangiti at ang bibig ay papuntang
tainga.) Like in the words, “mesa” and “kilay”.

Basically, the Enhanced ESC Approach is based from the technique of

making used of pictures which are very familiar to the learners--the pictures
are complete representation of the sound of the syllable. What are enhanced
here are: First, the picture cards which are made more suggestively vivid and
attractive to the learners for explicit teaching. Second, the steps which are
made more detailed and contextualized which involves visual, auditory and
kinesthetic approaches following the explicit teaching technique to wit:

Phase 1. “I do”

Step 1. Introduce the picture through descriptions without necessarily

showing it, allowing the learners to think aloud.

Step 2. Affirm or disaffirm the intelligent guesses of the learners by

showing the picture and allowing them to tell aloud what is in the picture.

Step 3. Ask the learners what letter is being formed in the picture,
allowing them to name the letter if they can. But if they cannot, then model
how it is sounded.

Step 4. Show the learners how to write the letter through tracing and
counting the stoke or strokes of the letter on the card while saying the sound
aloud.
 Phase 2. “We do”

Step 5. Let the learners trace the letter stroke or strokes while counting
each stroke and sounding the letter aloud one by one. Proceed by letting them
write on the air or on the desk using their hand, and on the floor using their
foot.

Step 6. Place the picture in the pocket chart and allow the learners to
read aloud the letter in chorus or by group.

Step 7. Match the picture card with the first syllable of the name of the
picture on the card and let the learner name the picture 3 times and say the
syllable 1 time in three successions. (You can coach if they failed to do it.)

Step 8. Take another picture and follow Step 1 to Step 7. You may opt
to use another picture but be sure it would not be too heavy for the learners
to take. The suggested maximum pictured to be used is only up to 4 pictures
per session.

Phase 3. “You do”

Step 9. When all the paired pictures and syllables are already displayed
in the pocket chart, allow the learners to read aloud each pair from top to
bottom again and again until such time that they master them.

Step 10. Take out the first picture and allow the learners to read aloud
the syllable without the picture, then proceed to the other pairs of picture and
syllable from top to bottom again and again until such time that they master
them.

Step 11. Take out the third picture and allow the learners to read aloud
the syllable without the picture, then proceed to the other pairs of picture and
syllable from top to bottom again and again until such time that they master
them. Go on taking out the second picture and the fourth following the same
steps until such time that no more picture left instead all the syllables.

Step 12. Pair 1 syllable to the other syllable to form a 2-syllable word
and allow learners to read again and again until such time that they master
it. Do the same with the other syllables. Proceed with the reshuffling of
syllables so as to form words as much as you can.

Finally conclude the activity by assuring learners that another reading

sessions shall be done similar to the session conducted with more pictures and
syllable to be used some other time.

The above procedures describe how the Enhanced ECS Approach is

employed in teaching beginning reading. This approach is believed to be
effective as learners who have no reading background yet will be able to read
words in Filipino Language in just one session. Of course, from Language-2
that is Filipino in Pananda 1, 2 and 3, it will proceed to Langauge-3 that is
English in Pananda 4.
 The Enhanced ESC Approach is recommended to be used for remedial
reading instruction for Grades 2 to 3 or Grades 4 to 6 in the case where it is
applicable. This can also be employed as reading enrichment activity for
Kindergarten and Grade 1 learners. However, this is not a substitute or a
replacement to the teaching of reading in Kindergarten and Grade 1 as
indicated in the K-12 Curriculum.

Moreover, the teachers are reminded that the Enhanced ESC Approach
is not using the cartilla method, rather the marungko method. It is suggested
that teachers need to master the letter names and letter sounds both in
Filipino and English languages before attempting to teach beginning reading
using this approach.

The following are the enhanced picture cards to be used in teaching

beginning reading employing the Enhanced ESC Approach: