ANNA MARIE C.

BANUAG
BEED 3
ENGLISH ED. 2
ACTIVITY

1. How these four contexts make powerful importance in using Literary texts
through Literature?

 Valuable Authentic Material

o The valuable authentic material in using literary text through
literature is so often to touch on common themes and values which
range from individual concerns to social issues such as death, love,
pollution, ethnic conflicts. Even the genres, conventions and
devices portrayed are universal. Poetry has rhythm, rhyme and
figurative usage, short stories and novels have plots with crises,
conflicts and resolutions. Literature includes all possible varieties of
subject matter and language which might be intrinsically interesting.
Literature exposes students to fresh themes and unexpected
language. This quality appears to make literature suitable and
valuable to language teaching in many contexts and cultures.

 Cultural Enrichment
o The cultural enrichment makes powerful importance in using literary
text through literature, this also a doorway into another culture.
Teaching literature enables students to understand and appropriate
cultures and ideologies different from their own in time and space,
and to come to perceive traditions of thought, feeling and artistic
form within the heritage the literature of such cultures endows.
Students learn to see a world through another’s eye, observing
human values and a different kind of living, and discovering that
others living in very different societies. They will understand and
become broadly aware of the social, political, historical, cultural
events happening in a certain society. Through literature, learners
can deepen their cultural understanding.

 Language Enrichment
o The language enrichment makes powerful importance in using
literary text through literature, literary text is not created for specific
purpose of teaching. Instead, they talk about things which mattered
 to the author when he wrote them. Thus, compared to the language
samples in the textbooks, the language such as the formation and
function of sentences, the variety of possible structures, and the
different ways of connecting ideas are presented of many levels of
difficulty.by asking students to explore the literary language,
actually teachers encourage their students to think abut the norms
of the language use. Learners are encouraged to familiarize
themselves with different language uses, forms or conventions.
Such exposure is essential for the learners especially for their
language development. Thus, they can appreciate the richness and
variety of the language and become more sensitive to the features.

 Personal Enrichment
o The personal enrichment makes powerful importance in using
literary text through literature, literature offers universal themes
which re relevant to student’s own experience. Students may relate
the ideas, events and things found in literary texts to their own lives.
It will help to stimulate the imagination of our students, to develop
their critical abilities, and to increase their emotional awareness.
When they try to comprehend the meaning of the text, learners
must make inferences, drawing both on content of the reading and
their own experiences. Students are required to engage in content
based purposeful learner talk in English, and teachers act as
facilitators to help their learners in discovering the meanings of the
texts. It helps learners to grow as individuals as well as in their
relationships with the people and institutions around them.
Literature sharpens linguistic and cognitive skills and provides for
some deepening of the students understanding of the human
condition.

2. What are the characteristics of emergent, beginning and primary readers?

Characteristics of Emergent Readers:

Emergent readers can be any age, but they are usually in preschool,
kindergarten, or first grade.
Emergent readers have not yet begun to read books independently.
Emergent readers often make up stories to go with the pictures in books
with no attention to print.
Emergent readers do not yet recognize many site words if any.
Emergent readers may not yet grasp concepts of print, including, but not
limited to, concepts such as understanding the difference between a letter
 and a word, knowing that reading proceeds from left to right, and/or
understanding word by word matching.
Emergent readers can come from extremely literate households or have a
very limited exposure to books.
Emergent readers are often very aware of more proficient readers around
them.
Emergent readers may be willing to attempt to read simple texts or they
may be unwilling to make any attempts at all.
Emergent readers are usually also emergent writers.
Emergent readers want to be able to read books independently.

Characteristics of Beginning Readers:

Most beginning readers are inconsistent. They may know a word one day
but not the next. They may read a particular word correctly on one page,
but they have to stop and sound it out again on the next page. When you
listen to a beginning reader, you hear short, choppy words with little
attention to punctuation. Sometimes a new reader can tell you very little
about what they just read.
At the beginning stage of reading, all of these reading behaviors are to be
expected. Beginning readers are building their fluency. This means they're
working to make several skills, like matching a letter to a sound and
decoding, more smooth, accurate and automatic. Without fluency, each
word must be decoded, and that takes time and energy. This means that
other reading behaviors like reading with expression and comprehension
have less of a focus.
When reading with a beginning reader, it's important to do the following:
o Give them time to read. Reading is a skill, and like many other
skills, it takes time to develop. A beginning reader should spend at
least 20 minutes a day reading to or with someone. The books read
during this time should be relatively easy for your child.
o Let them reread the same books. Rereading the same words over
and over again helps build fluency. Over time, you'll notice that your
child will stop less often to decode words.
o Encourage attention to the print. If your child is stuck on a word,
help him look at the first letter and encourage him to sound it out. If
it's a difficult word, or one that can't be sounded out, simply supply
the word and continue reading.
o Take turns reading. By listening to your fluent reading, your child
will hear what good readers sound like. After you've read a short
passage, ask your child to reread the same passage. This provides
a chance for her to practice reading with expression.
o Have realistic expectations. For example, students should be
reading approximately 60 words per minute correctly by the end of
first grade, and 90-100 words per minute correctly by the end of
 second grade. Your child's teacher can help you learn your child's
reading rate.

3. Name some goals of beginning literacy and characteristics of emergent,

beginning and primary readers.

To understand how to teach beginning literacy students, it’s important to

understand what literacy is. Simply defined, literacy is the ability to read and
write, but this will mean many different things to different students.
Understanding the reason, a student wishes to become literate will open up the
definition of literacy and help guide you as you work to meet your students’ goals.

Beginning literacy goals include the ability to:

o Recognize individual sounds and letters

o Navigate transportation systems, scheduling and forms
o Recognize and take action on legal issues
o Participate in civic engagement
o Use and understand technology

4. Why emergent reading important?

Emergent literacy skills are important for children to learn to read. The
concepts of letter knowledge and alphabetical principle. Letter knowledge is
knowing the letters of the alphabet and recognizing them in print. Alphabetical
principle is the concept of associating letters with sounds and sounds with words,
knowing for instance that “B” makes the “buh" sound. These skills are critical for
children to be able to learn to decipher the text on the page. Children will often
begin to notice letters that are familiar to them first, such as the letters in their
name, or other letters they frequently see around them such as the S on stop
signs.

Emergent literacy skills are critical getting ready to read skills that children
need to develop before the can learn to read. Along with language development,
children are building their vocabulary. They learn new vocabulary in many ways,
including through reading books and talking with adults in their environment. 

5. What are early readers?

 Early readers are referred to as first readers are stepping stones from
picture books and reading scheme books to longer chapter books. They're
carefully developed to tell a great story, but in a format that children are able to
read and enjoy by themselves, using familiar vocabulary and appealing
illustrations. Early reader is considered the earliest chapter book a child can
experience. Broken up into smaller chapters, early readers are a great way to
boost confidence in young readers. While they are mostly read from the ages 5-
9, early readers can be enjoyed by anyone.

6. What is an example of emergent literacy?

Examples of emergent literacy, behaviors may include interpreting a story

through pictures rather than through text, manipulating books in nonconventional
ways (e.g., looking at the book from back to front or holding it upside down),
scribbling, and the use of invented spelling.

Examples of emergent literacy activities include engaging in shared storybook

reading, pretending to write or draw, incorporating literacy themes into play, and
engaging in oral wordplay such as rhyming. Shared storybook reading is
arguably the most common emergent literacy activity for many children. Parents
read to children who are very young before they can verbally participate.
Parents often engage in scaffolding or supportive behaviors during emergent
literacy activities. Through scaffolding, parents adapt the experience to match
the child’s growing abilities,

SUBMITTED TO:
RICKY B. PILONGO, MEEM
INSTRUCTOR