NAME:_______________________________________ DATE:_________________________

Building and Enhancing New Literacies Across the Curriculum

MODULE 4
Unit 2. Teaching Strategies for the Development of Literacy Skills and Teaching resources
A. Strategies for the development of emergent literacy skills and teaching resources
B. Beginning reading skills and teaching resources

I. Introduction / Rationale
In many districts, students with reading difficulties are identified in the primary grades so that
remediation and support can be given as early as possible. But there are struggling students who may need
support in reading throughout their academic careers. There may be struggling readers who have entered a
district in the later grades when the texts are more complex and the support services are less available. Extended
remediation for these groups of struggling readers can be less effective if the strategies that are chosen limit a
student's creativity or choice. Remediation with structured lessons that repeat the same material will result in
less content covered by the students.
When a text is critically important, teachers need to be purposeful in selecting literacy strategies for a
content lesson that prepares struggling readers for success. They need to weigh what they know about the
students with the most important ideas in the text or content. For example, a teacher may determine that
students need to make inferences from a fiction text to understand a character or that students need to
understand how a map illustrates how rivers are important to settlement.
The teacher needs to consider what all students in the class could use in order to be successful and then
balance that decision with the needs of the struggling reader. The first step could be to use an opening activity
where all students can be engaged successfully. Reading is central to learning—in school, in the workplace, and
in everyday life. How well children learn to read sets the foundation for their future success.

II. Learning Objectives:

At the end of the unit, pre-service teachers should be able to:
• demonstrate teaching strategies that promote literacy
• show skills in the selection, development and use of age-appropriate instructional
resources that will develop literacy, and higher-order and creative thinking skills
• design activities appropriate for the development of literacy skills

III. Content
Strategies for the development of emergent literacy skills and teaching resources;
1.Pictures and objects
2.letters and words
3.sounds
4.read aloud experiences are the
strongest predictors of future reading success.
Students need explicit, hands-on approaches to teach emergent literacy skills. Young learners require
adult-mediated discussions and play, as well as the use of manipulatives and technology to increase them
understanding. Utilizing hands-on materials and technologies encourage student participation. Teachers
must take advantage of the interests of students and adjust their teaching accordingly.
A. Strategies for the development of emergent literacy skills and teaching resources
IV. Self- Test:
INSTRUCTION: Encircle the letter of the correct answer
1. In many districts, students with reading difficulties are identified in the primary grades.
A. primary grades
B. pre-School
C. middle School
D. intermediate
2. Remediation and support can be given _________.
A. after classes
B. after failed exams
C. depending on the student’s level
D. as early as possible
3. There may still be struggling readers who have entered school in ___________.
A. elementary grades
B. later grades
C. pre-school grades
D. intermediate grades
4. Remediation with ____________will result in less content covered by the students.
A. interesting lessons
B. basic lessons
C. various lessons
D. structured lessons
5. The teacher needs to consider the needs of the ______________.
A. struggling reader
B. basic reader
C. Advance reader
D. intermediate reader
B. Beginning reading skills and teaching resources
• Children’s ability to think about individual words as a sequence of sounds (phonemes) is important in
• Children’s comprehension of written language depends in large part upon their effective use and
understanding of oral language. Language experiences are a central component of good reading
instruction

• Children learn a great deal about the world, about themselves, and about each other from spoken
Language

• Children’s appreciation and understanding of the purposes and functions of written language are
• Children must become aware that printed language is all around them on signs, billboards, and labels,
and in books, magazines, and newspapers, and that print serves many different purposes. essential to
their motivation for learning to read.

• Listening to and talking about books on a regular basis provides children with demonstrations of the
benefits and pleasures of reading. Story reading introduces children to new words, new sentences, new
places, and new ideas.
• They hear vocabulary, sentences, and text structures found in their books and be expected to read and
understand. Reading aloud to children and talking about books supports and extends oral language
development and helps students connect oral to written language.

• Children’s ability to think about individual words as a sequence of sounds (phonemes) is important in
learning how to read an alphabetic language. Children learn that sentences are made up of groups of
separate words, and that words are made up of separate sounds
• Children’s phonemic awareness, their understanding that spoken words can be divided into separate
sounds, is one of the best predictors of their success in learning to read.
• Children must also become expert users of the building blocks of written language. Knowledge of
letters (graphemes) leads to success with learning to read. This includes the use, purpose, and function
of letters.
• Their awareness of the sounds of spoken language and their familiarity with the letters of written
language prepares them to understand the alphabetic principle—that written words are composed of
patterns of letters that represent the sounds of spoken words.
• Effective instruction provides children with explicit and systematic teaching of sound-letter relationships
in a sequence that permits the children to assimilate and apply what they are learning.

• Efficient decoding strategies permit readers to quickly and automatically translate the letters or spelling
patterns of written words into speech sounds so that they can identify words and gain rapid access
to their meanings.
• Children must learn to identify words quickly and effortlessly, so that they can focuson the meaning of
what they are reading.

• As children learn to read and write, they become aware of how these words are spelled. Increasing
children’s awareness of spelling patterns hastens their progress in both reading and writing.
• In the early grades, spelling instruction should be coordinated with the program of reading instruction.
As children progress, well organized, systematic lessons in spelling are beneficial

• Decodable stories provide children with the opportunity to practice what they are learning about
letters and sounds.

• As children learn to read words, sentences, and stories fluently, accurately, and automatically, they no
longer have to struggle to identify words and are free to pay closer attention to the meaning.

• As children develop effective decoding strategies and become fluent readers, they read books and
other texts that are less controlled in their vocabulary and sentence structure.
• They learn to use word order (syntax) and content to interpret words and understand their meanings.
They become enthusiastic, independent readers of all kinds of written material including books,
magazines, newspapers, computer screens, etc.
• Providing children with many books, both narrative and informational, is of primary importance. School
libraries must offer children a variety of reading materials, some that are easy to read and others that are
more challenging and of increasing difficulty and complexity.

• It is important that teachers read aloud to children and encourage them to do voluntary and independent
reading. Children should be encouraged to attend to the meanings of new words.

• Written language is not just speech written down. Instead, written language offers new vocabulary,
new language patterns, new thoughts, and new ways of thinking.
• Comprehension depends on the ability to identify familiar works quickly and automatically, which
includes fluent reading, as well as the ability to figure out new words.

• Phonemic awareness is the ability to hear, identify, and manipulate individual sounds-phonemes-in
spoken words. Before children learn to read print, they need to become more aware of how the sounds in
words work.
• They must understand that words are made up of speech sounds, or phonemes (the smallest parts of
sound in a spoken word that make a difference in a word's meaning).
• Why Phonemic Awareness Is Important?
- It improves students' word reading and comprehension.
- It helps students learn to spell

• Phonics instruction is a way of teaching reading that stresses the acquisition of letter-sound
correspondences and their use in reading and spelling.
• The primary focus of phonics instruction is to help beginning readers understand how letters are linked
to sounds (phonemes) to form letter-sound correspondences and spelling patterns and to help them learn
how to apply this knowledge in their reading.

• Fluency is the ability to read a text accurately and quickly.

• When fluent readers read silently, they recognize words automatically. They group words quickly to
help them gain meaning from what they read.
• They read aloud effortlessly and with expression. Fluency is important because it provides a bridge
between word recognition and comprehension. Because fluent readers do not have to concentrate on
decoding the words, they can focus their attention on what the text means.
• Fluency is not a stage of development at which readers can read all words quickly and easily. Fluency
changes, depending on what readers are reading, their familiarity with the words, and the amount of
their practice with reading text.

• Vocabulary instruction aims to engage students in actively thinking about word meanings, the
relationships among words, and how we can use words in different situations. This type of rich, deep
instruction is most likely to influence comprehension.
• Vocabulary is acquired incidentally through indirect exposure to words and intentionally through
explicit instruction in specific words and word-learning strategies.
• There are four components of an effective vocabulary program:
➢ wide or extensive independent reading to expand word knowledge
➢ instruction in specific words to enhance comprehension of texts containing those words
➢ instruction in independent word-learning strategies, and
➢ word consciousness and word-play activities to motivate and enhance learning

• Comprehension instruction is instruction that helps students to become independent, strategic, and
metacognitive readers who are able to develop, control, and use a variety of comprehension strategies to
ensure that they understand what they read.
• Reading is often thought of as a hierarchy of skills, from processing of individual letters and their
associated sounds to word recognition to text-processing competencies.
• Skilled comprehension requires fluid articulation of all these processes, beginning with the sounding out
and recognition of individual words to the understanding of sentences in paragraphs as part of much
longer texts
• There is instruction at all of these levels that can be carried out so as to increase student understanding
of what is read.
INSTRUCTION: Encircle the letter of the correct answer.
1._________ is central to learning—in school, in the workplace, and in everyday life.
A. Spelling
B. Writing
C. Reading
D. Drawing

2. _________ experiences are a central component of good reading instruction.

A. Language
B. Writing
C. Reading
D. Visual
3. Printed languages include:
A. Signs
B. Billboards
C. Magazines
D. All of the above
4. As children learn to read and write, they become aware of how these words are spelled.
A. Interpreted
B. Spelled
C. Translated
D. All of the above
5. __________introduces children to new words, new sentences, new places, and new ideas.
A. Story Interpretation
B. Making Stories
C. Story reading
D. All of the above

V- Learning Activity:
INSTRUCTIONS:
1. (The class will be divided into 5 groups.) Make a lecture-demonstration on teaching strategies that promote
learners’ literacy skills
2. The class will be divided into 5 groups. Each group will discuss among themselves strategies of particular
literacy skills using the ENVOY strategy
VI. Assessment / Reflection
Reflection on strategies about strategies for the development of literacy skills and teaching resources based on
their schema Presentation

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

VII. Feedback / Comment

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
VIII. Post -Test
Test on: A. Strategies for the development of emergent literacy skills and teaching resources
B. Beginning reading skills and teaching resources
 INSTRUCTION: Encircle the letter of the correct answer.

1. These are the strongest predictors of future reading success.

A. workbooks, music, media
B. pictures and objects, letters and words, sounds, read aloud experiences
C. toys, storybooks, singing
D. computer and internet
2.Students need _____________to teach emergent literacy skills.
A. workbooks, textbook
B. traditional approaches
C. explicit, hands-on approaches
D. basic approaches
3. Young learners need the following to increase their understanding.
A. dictionary and encyclopaedia
B. adult-mediated discussions and play, the use of manipulatives and technology
C. awareness of current events
D. News and global knowledge
4.Students may draw in different ways:
A. to add to a picture
B. to create an original picture
C. to draw and label a picture
D. all of the Above
5.Teachers must take advantage of the ___________ of
students and adjust their teaching accordingly.
A. interests
B. attention
C. attitude
D. skills
6. Students should have the opportunity to draw their understanding and use images and things around them.
A. pictures and objects
B. letters and words
C. sounds
D. read aloud experiences
7. In designing any lesson, a teacher must select the vocabulary that is necessary for all students to meet the goal for
the lesson's objective.

A. pictures and objects

B. letters and words
C. sounds
D. read aloud experiences
8. Phonological awareness is the ability to analyse and dissect the sound structures within language.
A. pictures and objects
B. letters and words
C. sounds
D. read aloud experiences
9. Teachers can ask all students to summarize the lesson's “big idea” or a major concept that can be summarized with
the use of pictures.

A. pictures and objects

B. letters and words
C. sounds
D. read aloud experiences
10. Teachers can ask all students to summarize the lesson's “big idea” or a major concept that can be summarized with
the use of pictures.

A. pictures and objects

B. letters and words
C. sounds
D. read aloud experiences
11. _________________is the ability to hear, identify, and manipulate individual sounds-phonemes-in spoken words.
A. Phonemic Awareness
B. Sound Awareness
C. Environmental Awareness
D. Mental Awareness
12. Phonemic awareness is not _______.
A. Phoenix
B. Phonics
C. Phono
D. Prefix
13. The smallest parts of sound in a spoken word that make a difference in a word's meaning.
A. Phone
B. Phonics
C. Phonemes
D. None of the above
14.Before children learn to read print, they need to become more aware of how the _________ in words work.
A. Spelling
B. Sounds
C. Pronunciation
D. None of the above
15.Students must understand that words are made up of _______ sounds.
A. Speech
B. Various
C. Ascending
D. None of the above
16. There is instruction at all of these levels that can be carried out so as to increase student understanding of
what is read.
A. Phonemic Awareness
B. Phonics instruction
C. Fluency instruction
D. Comprehension instruction
17. They group words quickly to help them gain meaning from what they read.
A. Phonemic Awareness
B. Phonics instruction
C. Fluency instruction
D. Comprehension instruction
18. A way of teaching reading that stresses the acquisition of letter-sound correspondences and their use in reading
and spelling.

A. Phonemic Awareness
B. Phonics instruction
C. Fluency instruction
D. Comprehension instruction
19.Aims to engage students in actively thinking about word meanings, the relationships among words, and
how we can use words in different situations.
A. Phonemic Awareness
B. Phonics instruction
C. Fluency instruction
D. Vocabulary instruction
20. Instruction in specific words to enhance comprehension of texts containing those words.
A. Phonemic Awareness
B. Vocabulary instruction
C. Fluency instruction
D. Comprehension instruction
IX- References:
• https://www.thoughtco.com/literacy-strategies-4151981
• https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1040&context=education_ETD_masters
• https://www.teachhub.com/teaching-strategies/2019/10/top-5-teaching-strategies/