@.,ne BEVEL@PM TAL | READ 2 Servillano T. Marquez Jr., Ph.D. Neliza C. Casela, MAT Bryan Eli Sadorra, MAT EN NG ys LORI MAR vy Published by LORIMAR Publishing Inc.DEVELOPMENTAL READING 2 Copyright, 2000 by SERVILLANO T, NELIZA C, CASE! BRYAN EL! B SADORR and LORIMAR PUBLISHING INC. MARQUEZ JR., Ph.D. LA, MAT English A, MAT English ISBN 971.685.6972 Published by LORIMAR PUBLISHING INC. 776 Autora Blvd , 60F. own Stet, cubao, Quezon Cy. Maro Mania Tel Nos. TREATS « 727-9386 » Telefax: 44274 Celiphane No. 0918-5375 190 ‘Trumklines 7250192 to 94 Cover and book design by Ronnie Llena Martinea All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, mimeographing. or by any information and retrieval written permission from the copyright holder. system, without Printed in the Philippines by agpainh feast 00: Aurore Boulevard, cor Boston St. Tel No. 722-5175 Cubso, Queron City «Na! fetter th be 3foreword Setting new benchmarks for teacher education is no mean task. This is so in the instance of Project WRITE (Writing Resources for Integrative Teacher Education) which we initiated ‘on August 4, 2006 culminating in the production and publication of workbooks and textbooks. It was a yeoman’s task to gather our colleagues from Luzon, Visayas, and Mindanao and motivate them to get involved in a textbook writing process. But the beat happened such that we were able to from a true partnership as proven by this WRITE publication that may help bring teacher education to new heights. This book on Developmental Reading 2 (BEED Stream) aims to align teacher education with the CHED-prescribed new teacher education curriculum that is reflective of the National Competency-Based Teacher Standards with the end view of contributing to the formation of the ideal professional teacher as concretely described in the seven integrated domains of the teaching and learning process. The activities at the end of the lessons were intended not only for drill and evaluative purposes but also for the purposes of advocacy for current trends in education such as reflective education, multiple intelligences, multi- cultural education, interactive and brain-based teaching, authentic assessment and the bridging of the gap between theory and practice. We are glad to say that this Project WRITE publication is but a beginning. With confidence, we look forward to more publications that will do justice to the prescribed new teacher education curriculum and improve teacher performance and advance the enhancement of both the pre-service and in-service phases of teacher education. Onward to WRITE! Dr. Paz I. Lucido PAFTE, President itPaface Emergent literacy is viewed in this toni ae aad and active process of constructing meaning 0 a s which is facilitated by interactive and child-cenered classrooms for reading instruction. Further, this book significantly recogrizes children as emergent readers and emergent writers as they take literacy information from their home and as they naturally develop their learning prior to any kind of formal instruction, Literacy provided by the family is the one which the eaereet learners bring with them as they enter formal schooling. Likewise, this home literacy must be the basis of formal instruction as the school and teachers provide meaningful opportunities for these emergent children to enrich their literacy. Thus, collaboration of parents and teachers is highly recommended so that, both the home and the school, which are rich literacy environments can provide positive interaction and can facilitate early literacy. ae Thus, this book, Developmental Reading 2, will provide pre-service teachers with practical perspectives of children’s literacy through actual observations of their behavior both at home when these children interact with their families and in the school as they interact with their classmates. Sample lesson plans which can be modified to suit the skills and needs of the children are also provided in many of the lessons. The Four-Pronged Approach is explicitly illustrated to help pre-service teachers guide children in their beginning reading and maximize their reading experience. Lessons on Genuine Love for Reading (GLR), Critical and Creative Thinking (CT), Grammar and Oral Language Development (GOLD), and Transfer Stage (TS) are also well explained to allow application of knowledge in various meaningful literacy activities. A proposed schedule for practicum and apprenticeship which is a requirement for the course (Developmental Reading 2) is also presented in order for the pre-service teachers to fully experience the teaching-learning process. THE AUTHORS i :" ihe authors express their gratitude to: «+. significant people who helped in the ..» the significant works, texts and studies integrated in the discussion, >... Lance Louise and John Mati whose efforts are incomparable. 'Table of Contents Foreword Preface Acknowledgement Unit I Theories: Reading and Writing in the Early Years Lesson 1 Theories of Learning and Early Literacy Learning Theories % Definition of Emergent Literacy ‘Transitions on the Perspectives of Emergent Literacy Learning Theories Supporting Early Literacy Development The Constructivist Model Views on Reading ‘Theories on Reading Acquisition Theories on Early Writing Development Early Writing Acquisition Lesson 2 Early Literacy Behavior Behavior of Emergent Literacy Lesson 3 Emergent Reader and Emergent Writer Characteristics of an Emergent Reader Stages of the Reading Process Characteristics of an Emergent Writer Stages of Writing Development Reading and Writing Independence Lesson 4 Promoting Early Literacy Vehicles to Early Literacy The Role of Home in Promoting Early Literacy The Value of Language in Promoting Early Literacy The Value of Reading in Promoting Early Literacy The Value of Writing in Promoting Early Literacy The Role of the School in Promoting Early Literacy vi Page 13 BSNSRSEE £ ; 4 7Unit II Approaches to Teaching Reading: A Philippine Perspective Development of the Four-Pronged Approach Subject Nomenclature and Description for English Goals of English Instruction in the Elementary Level Goals in Teaching English Language Goals in Teaching Reading Language Acquisition Study Skills and Comprehension Skills in Reading Lesson 5 The Four-Pronged Approach Rationale of Four-Pronged Approach Lesson 6 Developing a Genuine Love for Reading (GLR) Rationale and Objectives of GLR Pre-Reading Activities Motivation Motive Question Vocabulary Building Vocabulary Building through Context Clues Vocabulary Building through Picture Analysis Systematic Phonic Instruction Development of Vocabulary,Comprehension and Writing Skills Prediction as Pre-Reading Activity During Reading Activities ‘The Art of Story Reading Making Predictions while Reading Developing Reading Skills Sample Lesson Plan Employing Grade 5 Lesson 7 Developing Critical and Creative Thinking Skills Nature of Critical Thinking and Creative Thinking Barriers to Critical Thinking and Creative Thinking Sample Lesson Plan in Critical and Creative Thinking “The Boy and the Mermaid” by Maximo Ramos a 2 8S &€SSaeara SSRRSSSSSSSseeees uy 7 120 qa. viiLesson 8 Post-Reading Activities oe Reading and Writing Connection Lesson 9 Grammar and Oral Language Development (GOLD) a Rationale and Objective of GOLD ne Grammar and Its Dimensions és Teaching Grammar 85 Oral Language Development * Teaching Speaking Lesson 10 Transfer Stage 4 Transfer Stage 44 Specific Literacy Experience: The Reading Act M46 Differentiated Instructions M7 Sample Lesson in Critical and Creative Thinking and Transfer “The Untouchable Trees” by Juan Flavier 148 Unit III Developmental Reading 2 Practicum and Apprenticeship 154 Important Reminders during the Apprenticeship and 157 Practicum Period Ten Steps for Implementing Repeated Reading Tactic 158 Reading Practices during Actual Classroom Participation 159 A Prediction/Summarization Tactic 160 A Text Lookback Tactic 161 The Verbal Retelling Tactic 161 A Storytelling Tactic 162 Some Flexible Grouping Strategies to Enhance Reading 164 Round-Robin Reading m ‘Template Triangle of Key Points, Connections and Questions ‘172 Student Reflection after Reading 173 175 Bibliography villRERE RREREREREEE 13 Model for the TAPS Strategy 14 Question Sheet tor Rownd Robin Reading 15 3-21 Organizer foc Stadeot Reltaction Ater Reading B26 £Geeeeecis 2RaRnaGaaeh QREEGaG | FIGURE ii i { 16 Process of Transiewed Learing (Sample lt 17 Question Starter Sheet Circles 18 Role Prompts for Uterte and idormation PRE 19 Template Tangle of Key Points. Connectthc | Theories: Reading and Writing in the Early Years . describe the transition on the perspectives of emergent literacy and carly" literacy instruction theories of early literacy development and instruction 4 © describe emergent reader and emergent writer through observation both _ This Unit accounts for what is known about emergent literacy and early literacy instruction and describes what has been achieved. From this perspective to determine what still needs to be done, perhaps a paradigm shift towards meaningful promotion of young children’s literacy. Significantly, this unit provides a description on what emergent jearners do and why they do it, how young children learn, and what happens to emerging kids both in the home and in preschool. Further, this provides an overview of early literacy studies, a review of the main aspects of early literacy development and instruction, and a survey of the different theories of learning, child development, and early literacy. These explicit sets of ideas about early literacy help teachers to operate with an explicit theory of early literacy learning and a conscious understanding of emergent literacy as a basis for the modification and improvement of early literacy instruction. Most of all, this Unit provides 41we at 2 the nevessary background knowledge and framework to teachers who need to develop their own theory of early literacy and make that theory explicit in actual classroom setting and extended to the homes where early literacy is greatly acquired as signifi cantly influenced by the parents themselves. The discussions are central to the vital oe — in the isi i kids’ learning. It is acquisition and development of their young t important for parents to realize this critical role. The collaboration of the parents and preschool! teachers are relevant to successful early literacy. Developmental reading deals with theories of child’s early stages of leaming, his progress to fluency in oral language, reading and writing, and the transfer of his home literacy to school literacy. The theories guiding developmental reading are significantly framed from the theories of child development and learning, both in psychology and linguistics. Psychology has tremendously’ shaped reading and early literacy instruction through behaviorism, cognitivism, social learning theory or constructivism. In the same manner, linguistics has greatly influenced reading and early literacy through theories of language acquisition models, strategies and activities for language learning and fluency. Linguistics concentrates on listening, speaking, reading, and writing skills in a child's language development. These are the same language skills that determine literacy of children. The study of developmental reading identifies models for teaching strategies and activities in the actual classroom to address the needs of teachers and students. Further, the study of developmental reading allows education teachers to determine the pedagogi- cal implications of the coristructs in child development and learning. 2Fesson | Ea Mino Ser define emergent literacy explain the importance of home literacy to early literacy determine the changes on the views about emergent literacy Theories of Learning and Early Literacy explain the theories of leaming and early literacy identify the theories of reading and writing Overview This lesson accounts for the theories of child development and learning which serve as constructs of early literacy and as framework of reading and writing developments among children. Home literacy is given emphasis with respect to emergent literacy. e242 Feep Your Mino Marie Clay (1966) was the first one who used the term emergent literacy. Emergent literacy is based on an assump- refersto. _\\ -tion that a child acquires some knowledge about language, competencies reading and writing even before attending any formal and titeracy skill] education. Clay (1966) asserted that literacy development pees begins early in life and is ongoing. Further, Teale (1987) described emergent literacy as the early signs of reading and writing demonstrated by young children, even before they 13Developmental Reading 2 begin to take formal instruction to reading and writing, and such early i os are recognized by most adults. Teale (1982) viewed literacy ax the result of children's involvement in reading activities facilitated by literate adults. Mediation can be consciously employed by the parents as they prepare their child for formal schooling. Thus, a literacy-rich home environment can provide more literaoy information to the child. However, at times, some parents are not actually aware of their direct role in developing the early literacy of their kids. ‘ ‘The concept of emergent literacy suggests that all children who come to school already have certain experiences and interests in learning (Teale, 1987). Thus, emergent literacy refers to competencies and literacy skills in early childhood. ‘Teale and Sulzby pointed out the preference for the term emergent literacy Over traditional readiness. Emergent or emerging means that children are always in the Process of becoming literate, probably, since they are just a few months old (Teale, 1987). Sulzby (1991) defines literacy as the reading and writing behaviors of young children that precede and develop into conventional literacy. Transitions on the Perspectives of Emergent Literacy Change has always defined literacy. Change defines literacy instruction, These transitions are marked by: 1) basic literacy which emphasizes the reading and writing of young leamers to construct meaning for themselves; 2) socio-cultural literacy which emphasizes the importance of social interaction of children to construct cultural ~ specific meanings and to demonstrate literacy practices as social events and cultural phenomena; and 3) functional literacy which emphasizes the use of technology for instruction and literacy, and the young leamers’ use of technology to produce meaning. These changes create new perspectives about emergent literacy and early literacy instruction as illustrated in Table 1. Learning Theories Supporting Early Literacy Development A number of learning and child development theories support emergent literacy and likewise, carly literacy instruction. These theories have assumed a central place in early literacy research and have reflected the variety of perspectives evident. The main goal of theory in early literacy instruction and research is description, that is, to present the central premise of a theory, to characterize the nature of early literacy which constitutes the young learners’ literacy at any point of development, and to explain how and why emergent literacy takes place. Table 2 summarizes the theories on child development that support early literacy development. enter, A, ep rpetreyeereenepeeneeeeenyerengeieis Mi,A Fore 01 Yor Tiss A. Constract your own concept definition for emergent literacy. Give as Scanner SGes cr casei toes f'n eresnetnia 6 aN. fmowledge or skill developed, and the factors to literacy development. B. Syuthesize the concepts of Clay, Teale and Suizsby about emergent literacy. Determine the similarities of their views on child's literacy development,event Rening 2 Table 1. Transitions on the Pe e early literacy was somewhat neglected @ litte attention given to a child's literacy development before formal schooling ‘ assumed that the beginning of literacy was in grade | ‘© speaking and listening were leamed in early childhood while reading and writing were learned in schoo! age reading instruction was ignored in pre- school education e No advocacy for formal reading instruc- tion in early childhood @ preschoolers were not perceived as readers and writers waiting for a child's natural maturation to unfold ‘e preparation for literacy was through the acquisition of a set of prescribed hierarchy of skills ‘© progression from part to whole, a set of skills as prerequisites to reading e drills for contrived skills writing had been certainly missing writing develops after reading tives of Emergent Lit iteracy e jiteracy Concepts on Emergent L! BEFORE deal of attention to literacy deve. « agreat in early childhood econ of infomation about literacy begins at birth and continues at the course of early childhood - development of literacy in Child's earliest years simultaneous development of language - related abilities emphasis on oral language develop- ment and preparation for reading capitalize on child's existing knowledge, information about literacy and reading and writing experiences children are active constructors of their ‘own learning nurture emergent literacy from birth through kindergarten to grade | continuous building of knowledge on oral language, reading and writing children learn from meaningful and functional situations children are interested and attempt early to communicate in writing reading and writing are cultivated concurrently (Adorrow, 1989 ; Teale, 1987 ; Vygotsky, 1981 ; Clay 1966).Unit 1: Yimou 1 Theories of Laamiog and larly Uteraoy Table 2. Child Development Theories that Support Barly Literacy EMPHASIS Child's learn- (1962) ing unfolds naturally; learning through curio- sty Children need early, orderly, systematic training in mastering one skill after another; auto- educa- tion (1965) Early child- hood learning is child- cen- tered; is built around the in- terest of the child; child learns best through play because of social interaction Strategies meshed with the child's readiness STRATEGIES to learn; little adult intervention Specific con- cepts meeting specific objec- tives; learning materials are self- correcting; learning during “sensitive pe- riod”; designing activities and experiences for learning Allowing time for play and learn- ing; providing a relaxed atmos- phere; informal activities for learning ACTIVITIES Allowing children to grow and learn with the freedom to be themselves Allowing children to use manipu- lative toys; work- ing with carefully designed and specific materi- als for specific skills; work in- stead of play; activities for skill mastery Manipulative toys, arts, music, story Teading, free and outdoor play, snack, rest, circle time, infor- mal reading and writing Natural de- velopment of skills, — Indie vidual ways of learning, curio- sity Specific con- cepts, self- correction, in- dependent learning and mastery of one skill —_ after another Social skills, emotional and physical deve- lopment, infor- mal reading and writing —_—_——_———— sitain stages are capable of only certain types of lectual en- active partici pants in their) own leaming The adult res- ponsible for the education of the child needs to be concerned with the child's ‘natural unfolding } emphasis on the fullest ben- efits of playing to learn; requires adult guidance and direction and a planned environment Froebel (1974) Natural learning with informal ins- truction, natural potential of a child develops tunity to play. explore and experiment and allowing kids 10 use their curlo- sity, inquisitive: ness and spon taneily to help themselves (0 tearm Providl ing adult guidance and & planned envi- ronment, guided ~ play, providing manipulative mater! ials to learn concepts, allowing “circle = time" which Is an opportunity to sing leam new ideas thru discussion Providi mal in and to jing infor- struction, providing ma- nipulati ences ive exper and learning about them the through use of Natural prob: lem solving situations, Play ing ploring and exper menting, plan: hing one's own coop with teachers and peers In planning eva tuating learning Teacher-faclli- tated activities, guided-play, manipulative for fearing certain concepts and providing op- portunity for circle-time for singing Informal activi- ties that even- tually lead to learning, manipulating objects and learning about them through Active con. struction of hia learning, problem = solving, play. Ing, explora. tlon experi. mentation and curiosity, Inquisitiv ness, and spontaneity decision-ma- king, social interaction Psychomotor skills, shapes, colors and size recogni- tion, guided- play, singing, obedience and discipline Shapes, colors and size recogni tion, language skillsa Vygotsky (1981) | Mental functions are acquired through social relationship; learning takes place when the child interacts’ with peers and adulls in @ $0- clal setting as they act upon the environment, children lear by internalizing ac- tivities — con- ducted in the world around them, they emulate beha- viors and incor- porate them into their existing of| (Borrow, 1989). ingful and inter- active activities, providing activi- tes that allow a child to internal- ize, exposing a child to new ‘situations to ac- tively interact with others, en- gaging in func- tional and inte- resting learning experiences fected listening - thinking activities shared book = expe- riences, dia- logues, conver- sations, social functions of reading and wi- ting activities, communicative functions of language Communi - cation skills, reading and writing skills ral language skills, social skills, internalize - ton of skillsDevelopmental Reading 2 ei Figure Our Your THOUGHTS implications of his theory on . Working in groups, choose one theorist and discuss the | i child development to early literacy teaching and to the leaming process. Summarize your ideas through a chart, ‘ Implications to Early implications to Literacy Teaching the Learning Process |Unit I: Yesson_1 ~ Theories of Learning and Early Literacy A From these learning theories, concrete teaching models have \, evolved and have been continuously modified to meet the needs of emergent learners and to develop their literacy | skills, However, it is important to note that literacy of the 20" century has paved a way to new literacy studies which J ould gradually lead to redefining literacy, to reidentifying the perspectives for such new definition and that would significantly lead to redirecting the principles of early literacy, that is to examine the literacy behavior of young leamers and the characteristics of emergent readers and writers. From the historical perspective, literacy is viewed to be changing over time. Christie (1990) determined the rising literacy demands of the 20" om century and described a more complex phenomenon contrasted, to the literacy of the earlier periods, She emphasized the (7 bit greater level of sophistication in literacy such as new kinds £20" century has of writing, new genres which are necessary for new [ Pavedthe way fo knowledge and new ways of thinking. All these transitions |" nrcn oui certainly affect the kind of literacy an emergent: learner acquires in the home since the parents are possessing and demonstrating sophisticated literacy and that literacy materials readily available in the home and even in the community are determined by the new literacy brought by the information age. Similarly, this kind of literacy provided in the home will be brought by the young leamer in the school, and therefore the school has to take such considerations in designing early literacy instruc- tion, In response to the literacy demands of the 20" century, conducted researches and designed programs in literacy have provided specific ways in promoting early literacy. Significantly, one model has been adopted and, or, has been adapted in early literacy instruction, that is, the constructivist model. This is supported by the social constructivist theory of leaming. Vygotsky (1978), stressed that knowledge is socially constructed by interacting with others in a variety of experiences. Moreover, social interaction allows emergent leamers to construct their own knowledge and view themselves as members of a community of leamers as they interact with their parents and other literate adults or, with their peers. The constructivist model asserts that emergent learners need to interact which would positively make them interested and be involved in meaningful activities, It emphasizes that young learners must be provided with adult support like parents, teachers and other literate adults to successfully acquire knowledge about literacy, to develop literacy skills and to complete literacy tasks in varied literacy events, The philosophy of Dewey undergirds constructivist education, a view on teaching and learning as a conscious process of reconstruction of experience. He developed a strict criterion for determining educative experience which must lead to positive growth. . 21