LESSON 1
KINDERGARTEN
 Republic Act 10157, or “The Kindergarten
Education Law” made Kindergarten the
compulsory and mandatory entry stage to
basic education.
 Section 2 of this Act provides that all five
(5)-year old children shall be given equal
opportunities for Kindergarten Education to
effectively promote their physical, social,
emotional and intellectual development,
including values formation so they will be
ready for school.
 This was so since the Department of
Education (DepEd) believes that
Kindergarten is the transition period from
informal to formal literacy (Grades 1-12)
considering that age five (5) is within the
critical years where positive experiences
must be nurtured to ascertain school
readiness.
 Various researches support that this is the
period of greatest growth and development,
when the brain develops most rapidly and
almost at its fullest. It is also the stage when
self- esteem, vision of the world and moral
foundations are established.
 Teachers/parents/caregivers/adults should
therefore be guided to facilitate explorations
of our young learners in an engaging and
creative curriculum that is developmentally
appropriate which immerse them in
meaningful experiences.
 Provision/provision of varied play-based
activities leads them to becoming emergent
literates and, helps them to naturally acquire
the competencies to develop holistically.
They are able to understand the world by
exploring their environment as they are
encouraged to create and discover, that
eventually leads them to becoming willing
risk takers and ready to tackle formal school
works
DepEd Curriculum - KINDERGARTEN
 Standards and Competencies for Five-Year-
Old Filipino Children.
THE ROLE OF THE TEACHER FOR LITERACY-
RICH ENVIRONMENTS
 The role of the teacher is to encourage all
attempts at reading, writing, and speaking,
allowing students of varying ability to
experience the different function and use of
literacy activities. Teacher interactions with
students with disabilities build on students'
knowledge as they develop literacy skills.
 Teachers use a variety of methods of
communicating with students by asking
questions, labeling objects and experiences
with new vocabulary, and offering practice
to help students remember and generalize
new concepts and skills (Whitehurst, 2003).
 Teaching staff plan activities so that
students "have opportunities to integrate
and extend their literacy knowledge by
reading aloud, listening to other students
read aloud, and listening to tape recordings
and videotapes in reading corners" (Gunn,
Simmons, & Kameenui, 1995, 5).
 Staff teaches students how to use the
materials in their environment to promote
interest and use of literacy materials
throughout the classroom (Gunn, Simmons,
& Kameenui, 1995). Another strategy
involves staff members intentionally making
mistakes to demonstrate editing and
revising (Goodman, Bird, & Goodman,
1991), modeling for children the importance
of making mistakes while demonstrating the
writing process.
ROLES OF TEACHERS
1. ENCOURAGER
2. COMMUNICATOR
3. PLANNER
4. PROMOTER/ DEMONSTRATION
EMERGENT LITERACY
EMERGENT LITERACY
 Emergent literacy is a term that is used to
explain a child's knowledge of reading and
writing skills before they learn how to read
and write words.
✓ Building vocabulary. ...
✓ Letter recognition. ...
✓ Phonological awareness. ...
✓ Print motivation. ...
✓ Print awareness. ...
✓ Narrative skills
Characteristics of Emergent Readers
✓ is aware of print conventions.
✓ enjoys listening to and participating with a
variety of literature.
✓ has an attitude of anticipation of and
expectancy about books and stories.
✓ expects books to entertain.
✓ expects stories and books to make
sense.
✓ enjoys new books.

Characteristics of Beginning Readers
✓ 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.
THREE (3) DOMAINS OF LEARNING
1. COGNITIVE - mind
2. AFFECTIVE - values
3. PHYCHOMOTOR - skills
LITERACY – ability to read, write, speak –
connected to language
IMPORTANCE OF KINDERGARTEN – for
socialization to be independent
3R’S – reading, writing, rhythmetic
EMERGENT LITERACY – what he already
know/learn
ECE – more on methods/strategies
TEACHER’S ROLE IN PROMOTING ORAL
LANGUAGE AND VOCABULARY
DEVELOPMENT
What is oral language?
 Oral communication is communicating
with spoken words. It's a verbal form of
communication where you communicate
your thoughts, present ideas and share
information. Examples of oral
communication are conversations with
friends, family or colleagues, presentations
and speeches.
FOUR (4) STEPS TO TEACH NEW
VOCABULARY
1. MEET NEW VOCABULARY WORD
 Ways teachers can introduce students to
new words include:
✓ POINTING
 Pointing is probably the technique of choice
when teaching real beginners.
 The teacher shows students illustrations or
flashcards and points to the items they wish
to teach. You can also use posters, Power
Point presentations, or different types of
computer software where illustrations are
presented in electronic format. Google
Images is a real life-saver! Pointing works
best with nouns which include food, clothes,
animals, professions, sports, classroom
objects, office supplies, etc… but also
colors, actions, and any adjective that can
be clearly illustrated (like facial expressions,
for example to teach feelings). The main
advantage of pointing is that words may be
introduced in blocks, and you may easily
and effectively introduce several in one
lesson. Works well with visual students.
✓ SUBSTITUTION
 This technique can be used with students of
all levels and works best with concepts and
ideas that can't be easily seen or touched,
like abstracts, or anything that is not a real
object. There are different ways to use
substitution:
 Synonyms – You substitute one word
students are familiar with for another new
one. When you call someone, do you
sometimes have to wait? You have to hold.
Do trains usually run-on time? They are on
schedule.
 Antonyms – You substitute one word they
are familiar with for its opposite. Is a Ferrari
a cheap car? (No) It’s an expensive car.
- Substitution works very well
with phrasal verbs, which
usually have a one-word
equivalent: Do you put off
going to the dentist? You
postpone seeing your dentist.
- However, you should be
careful when using words that
are not exact synonyms or
antonyms. Remember to
imply that the connotation
may be different in some
cases.
✓ NAMING
 This technique is similar to substitution, but
in this case, you set a scene or situation
and then substitute it with a new word or
phrase, thus effectively naming the scene.
 Do you usually eat pancakes, eggs, and
bacon for breakfast? (No) So, you have a
light breakfast.
 The hotel accepted too many reservations.
The hotel is overbooked.
 The steak I ordered last night was not
cooked enough. It was
undercooked/rare/bloody.
✓ MIMING AND TOTAL PHYSICAL RESPONSE
 This technique works great with kinesthetic
learners, namely those who learn best by
moving their bodies. Most teachers believe
that mining works best with children,
particularly when it comes to exaggerating
emotions and facial expressions, but adults
may also enjoy miming.
  Most teachers are also aware of the
advantages of Total Physical Response in
the ESL classroom. TPR works well with
parts of the body (I’m touching my nose!
Touch your nose!), actions (I’m walking to
the door), and the imperative mood or
commands (Sit down! Stand up!)
 The main advantage in miming and TPR is
that you can get students physically
engaged in the lesson. It gets them out of
their seats and shakes things up. So, make
sure you maximize opportunities to get them
moving!
✓ REALIA
 The use of realia, or real-life objects in the
ESL classroom can make a huge difference
in student learning. It engages them and
motivates them to learn. It’s fun and sets a
more natural learning environment. Some
realia you may use to introduce new
vocabulary includes:
 Maps
 Tea sets, dishes, and utensils
 Clothes
 Toy planes, trains, cars, animals,
furniture, etc…
 Family photos
 Holiday items (pumpkin, Easter
eggs, Halloween or Christmas
decorations)
 Plastic fruits and vegetables
✓ SHARING VISUALS
 Bring unfamiliar objects and animals into the
classroom. Pictures provide a great visual
connection, but nothing beats the real thing.
For example, if you want to teach students
the names of different tools, bring those
tools into the classroom and let students
touch them and use them (with safety in
mind, of course). Want to teach names of
new foods or cooking techniques? Let
students touch, taste, and smell the foods
✓ DESCRIBING THINGS
 How would you describe an apple? It’s easy
to say an apple is red or green, but go
beyond basic descriptions to introduce new
adverbs and adjectives. An apple is really
shiny. Maybe it glistens. It could be crisp or
mealy.
✓ SPEAKING WITH SYNONYMS
 Instead of calling an object by its common
name or using basic adjectives, think of
synonyms and bring them into the
conversation. For example, instead of
saying “I’m doing well today,” you could say,
“I’m splendid.” Try to think of new ways to
reword responses and instructions to
students and take time to explain the
meaning of the new words.
✓ READING A VARIETY OF TEXTS
 A great way to encounter new words is by
reading texts that contain unfamiliar words.
Domain-specific texts, such as scientific
stories or articles, can help students pick up
subject-specific vocabulary words. Reading
an older text versus a newer text might help
students discover words that are not used
as frequently today, but can still benefit their
vocabulary.
2. RECOGNIZE NEW WORDS
 Once students have learned new words, the
next step is to recognize those words when
they see them again. Repeated exposure to
the words is key to help students remember
vocabulary words. This is where fun games
can come into play. Some popular
vocabulary recognition games include:
 Bingo
 Matching/Memory
 Word Scramble
3. USE NEW WORDS
 To help fully cement new vocabulary words
to memory, students need to put the words
to use. Some ways to help students use the
words include:
✓ Make up definitions
 Have students put the definition of a word in
their own words. You can combine this
activity with word recognition by having
other students in the class try and guess
which word each student defined.
✓ Write a story
 Encourage students to write short stories
that use the new words they have learned.
Check their stories to ensure the words are
used correctly in context.
✓ Fill in the blanks
 Come up with sentences that use words
students are learning, but leave out the
words and see if students can fill in the
blanks with the correct words. You can even
use sentences from stories students have
written to make the activity more exciting.
✓ Describe something
 Ask students to use their new words to
describe someone or something to the rest
 of the class. You can also play the “I’m
thinking of a word game” and have students
give clues to get other class members to
guess their word.
4. MASTER NEW VOCABULARY WORDS
 Students have truly mastered new words
when they regularly recognize and use
them. Throughout the year, randomly throw
words students have already learned into
reading passages, vocabulary games, and
other classroom activities. Also take time to
point out when you see students using
words they have learned without being
prompted to do so.
 For more steps to teach vocabulary, check
out Busy Teacher’s 10 Fabulous Ways to
Teach New Words.
What is vocabulary development?
VOCABULARY DEVELOPMENT
 is the process of acquiring new words. The
size of a child's vocabulary between
preschool and first grade is often a strong
indicator of their reading comprehension in
later grade
There are 4 types of vocabulary:
 The first two constitute spoken vocabulary
and the last two, written vocabulary.
 Children begin to acquire listening and
speaking vocabularies many years before
they start to build reading and writing
vocabularies. Spoken language forms the
basis for written language.
 Each type has a different purpose and,
luckily, vocabulary development in one
type facilitates growth in another.
1. LISTENING VOCABULARY
 The words we hear and understand.
Starting in the womb, fetuses can detect
sounds as early as 16 weeks. Furthermore,
babies are listening during all their waking
hours – and we continue to learn new words
this way all of our lives. By the time we
reach adulthood, most of us will recognize
and understand close to 50,000 words.
 (Stahl, 1999; Tompkins, 2005) Children who
are completely deaf do not get exposed to a
listening vocabulary. Instead, if they have
signing models at home or school, they will
be exposed to a “visual” listening
vocabulary. The amount of words modeled
is much less than a hearing child’s
incidental listening vocabulary.
2. SPEAKING VOCABULARY
 The words we use when we speak. Our
speaking vocabulary is relatively limited:
Most adults use a mere 5,000 to 10,000
words for all their conversations and
instructions.
 This number is much less than our listening
vocabulary most likely due to ease of use.
3. READING VOCABULARY
 The words we understand when we read
text. We can read and understand many
words that we do not use in our speaking
vocabulary. This is the 2nd largest
vocabulary
 If you are not a reader, you cannot “grow”
your vocabulary.
4. WRITING VOCABULARY
 The words we can retrieve when we write to
express ourselves.
 We generally find it easier to explain
ourselves orally, using facial expression and
intonation to help get our ideas across, then
to find just the right words to communicate
the same ideas in writing.
 Our writing vocabulary is strongly influenced
by the words we can spell.
 Think about it: When reading, a child with
hearing will say all the phonemes related to
a word to sound it out. They will then guess
a word they know. This is dependent upon
their lexicon (mental dictionary). Children
would not guess a word they didn’t know.
Deaf students do not use auditory memory
to sound out a word. They mostly memorize
spelling patterns. Therefore, students who
are deaf typically use a reduced variety of
words in writing while they are learning.
How many words are needed for Vocabulary
Knowledge?
 The English Language has a very large
vocabulary, estimated to between 450,000
and 750,000 words (Stahl, 1999;
Tompkins, 2005).
 English has evolved from contact with
Anglo Saxon English, Spanish, French,
Greek and Latin to name a few.
Vocabulary learning can be demanding:
 Students must learn 3,000 words per year
by 3rd grade. Only 400 words a year are
directly taught by teachers to hearing
students. Vocabulary learning can be
demanding:
  Students must learn 3,000 words per year
by 3rd grade. Only 400 words a year are
directly taught by teachers to hearing
students.
 Children with learning difficulties learn an
average of 45-50 words per year making
the gap large. This number may be even
less for students who are deaf or hard of
hearing since they may need word lists
reduced in order to memorize spelling
patterns. And they may not get the extra
listening/incidental vocabulary exposure to
reinforce the new words.
 Think about how many times you may
“overhear” conversations or might listen in
on two conversations at once.
“Overhearing” does not happen as
frequently to deaf/hard-ofhearing students.
Vocabulary Intervention involves three tiers:
 Tier 1 – basic words (happy, clean, fast)
 Tier 2 – high frequency words; mature
language users; multiple meanings; used in
many settings (cluster, sympathy, estimate)
 Tier 3 – low frequency, specific to classes
such as: science/math/social studies (lathe,
chasm, warp)
*There are approximately 7,000 words in Tier 2.
Teach 400 per year or 10 per week. Research
shows this will have an impact. For students who
are on intervention or IEPs and need a reduced set
of words and frequent repetition, 3 words a week
should be chosen and reinforced in reading and
writing.*
Skip the dictionary!
 Typically words used in the dictionary to
explain the target word are even harder to
explain. Use student friendly definitions from
context. Use Tier 1 vocabulary to explain a
Tier 2 word. For more information, check
out The Bridge of Vocabulary.
 Myth: There is such a thing as “grade level”
vocabulary Fact: Students learn words
based on their experiences not based on
their age or grade. A 2- year-old can know
“periwinkle” from a crayon box (exposure).
 Give your child as much vocabulary
exposure as you can to help grow their
vocabulary Another Book suggestion:
Bringing Words to Life, written by Beck,
McKeown, and Kucan (2002
LESSON 2
TEACHER’S ROLE IN PROMOTING ORAL
LANGUAGE AND VOCABULARY DEVELOPMENT
Oral Language
 is the child’s first, most important, and most
frequently used structured medium of
communication.
 It is the primary means through which each
individual child will be enabled to structure,
to evaluate, to describe and to control
his/her experience. In addition, and most
significantly, oral language is the primary
mediator of culture, the way in which
children locate themselves in the world, and
define themselves with it and within it”
(Cregan, 1998, as cited in Archer,
Cregan, McGough, Shiel, 2012)
Develop Listening & Speaking Skills
 Following are some things teachers can do
to increase children’s listening and speaking
skills:
 When children are speaking, get down to
their eye level. It is difficult to keep up a
conversation with someone when you must
keep looking up.
 Treat children as if they are skilled at
conversation. Give them your full attention
and focus on what they say. Ask open-
ended questions to follow up on what they
share.
 Speak to all children, even those who may
have language delays or who are English
language learners.
 Ask children questions about things to
which you do not know the answer.
Questions that ask children to reflect on a
topic or to formulate opinions and explain
them not only show children that you value
their ideas but also encourage them to think
about their own feelings and ideas. Don’t
give up if children don’t respond well the
first time. Sometimes this kind of
questioning and responding takes more
deliberate probing and time for children to
develop this skill.
  Help children learn to listen to one another.
When adults value listening to children and
to each other, children will notice this.
Adults must also, however, be intentional in
giving children the skills to listen to one
another. Some teachers find that giving the
speaker a prop, such as a stuffed animal or
other small object, while speaking to the
group helps distinguish whose turn it is to
talk (Jalongo, 2008).
 Limit group time and small group
discussions to a reasonable time limit for
young children. Their ability to stay attuned
to a lengthy discussion is incomplete at this
age. When attention is wandering, it is best
to bring closure to the activity and transition
to something else. Record, both by writing
on chart paper and audio, transcripts of
discussions so that children can hear and
have read back to them things that were
shared.
 Value all the home languages of the
children in the class, including sign
language for the hearing impaired. For the
benefit of English language learners and
everyone else, learn some of the key words
and phrases in the languages represented
in the group, record them, create
word/picture cards, and provide them in a
listening centre. This way, children can
learn some important words in another
language and support the speaker of that
language (Jalongo, 2008).
 Help children learn to listen and to ask
questions by having “Show and Ask” rather
than “Show and Tell.” As children bring in
items or objects to talk about, have the rest
of the group think of questions to ask the
speaker about the item. This helps children
become better listeners as well as learn
how to ask questions (Jalongo, 2008).
TEACHING VOCABULARY
FOUR TYPES OF VOCABULARY:
1. Listening vocabulary refers to the words
we need to know to understand what we
hear.
2. Speaking vocabulary consists of the
words we use when we speak.
3. Reading vocabulary refers to the words
we need to know to understand what we
read.
4. Writing vocabulary consists of the words
we use in writing.
Teaching vocabulary – early years
1. Harris et al. (2011) offer six principles of
vocabulary learning which according to them can fill
the gap which has been observed in relation to
pedagogical principles for teaching vocabulary to
young children. The principles of word learning are:
 Children learn the words that they hear the
most.
 Children learn words for things and events
that interest them.
 Interactive and responsive contexts, rather
than passive contexts, favour vocabulary
learning.
 Children learn words best in meaningful
contexts.
 Children need clear information about word
meaning.
 Vocabulary learning and grammatical
development are reciprocal processes
2. Neuman (2011) offers the following instructional
principles to accelerate vocabulary in early
childhood:
 create self-teaching strategies so that
children can develop new words on their
own.
 teach new words in groups of related words
(rather than teaching words in isolation)
 teach content rich words; supporting words
that enable children to talk about concepts;
functional concepts that allow children to
talk about the vocabulary they are learning,
to follow instructions, to solve logical
problems and to answer questions
 use informational texts with children to
provide them with prior knowledge and to
facilitate comprehension
 use embedded multimedia to enhance
learning
 gradually release control to children during
the teacher-child interactions by
encouraging open-ended discussion and by
encouraging children to elaborate on what
they have learned and to use it in
conversations and in their writing
TEACHING VOCABULARY IN READING AND
WRITING
 Wide Reading
 Three Tiers
 Word Learning Strategies
 Word Consciousness
Wide reading
 Children who read even ten minutes aday
outside of school experience substantially
higher rates of vocabulary growth between
second and fifth grade than children who do
 little or no reading’ (Anderson & Nagy,
1992, p. 46).
 Beck, McKeown, & Kucan (2002) have
proposed three tiers of vocabulary that
need to the explicitly taught to children.

Word Learning Strategies

 This involves providing direct instruction to
children on how to use context clues LESSON 3
effectively, how to use graphophonics cues Literacy Development
and how to use morphemic analysis to  The Department of Education (DepEd) Early
unlock the meaning of unfamiliar words Language, Literacy and Numeracy Program
Word Consciousness (ELLN) focuses on capacitating the
 Involves being aware and interested in Kindergarten to Grade 3 teachers and
words and word meanings (Anderson & instructional leaders on the basic knowledge
Nagy, 1992; Graves & Watts-Taffe, 2002) and pedagogical skills in literacy and
and noticing when and how new words are numeracy and in establishing and managing
used (Manzo & Manzo, 2008). Individuals a school-based mentoring/learning
who are word conscious are motivated to partnership program as a mechanism for
learn new words and able to use them the continuous professional development of
skillfully.\ teachers/mentors, teachers/mentees,
school managers and instructional leaders
 Below are general guidelines for and an avenue for teachers to listen to
hearing/auditory, cognitive, speech (sound storytelling and read-aloud activities from
production) and language (listening, the best storytellers through the School-
understanding and using words) Based Learning Action Cell, per DepEd
development. Most children will Order No. 12, s. 2015.
demonstrate these skills within six months Goal
of the times listed. In reality, these areas  Every K to 3 Learner is a good reader and
overlap, as development in one area is numerate.
reinforced and enhanced by growth in Objectives
others  Improve reading and numeracy skills of the
K to 3 learners following the K to 12
program;
 Strengthen teacher‟s capability to teach and
assess reading and numeracy skills
effectively;
 Improve management and administration of
the program;
 Establish a school-based
mentoring/learning partnership program thru
SLAC.
Outcomes
 All K to 3 learners equipped with
fundamental literacy and numeracy skills
 All K to 3 learners equipped with
competencies needed for academic
success in later key stages
 Improve ELLNA results
  Literacy typically includes the two areas of
reading and writing. Literacy development
refers to the on-going development of skills
needed to successfully communicate
through written communication
Stages of Literacy Development
Building a Foundation for Literacy Development
(infants and toddlers)
 Attends to pictures
 Pats pictures
 Holds and carries books
 Points to and names objects
 Turns pages with help
 Mouths books
 Brings a book/Asks to be read to
 “Reads” to self
 Handles writing materials, scribbles
 Recites familiar passages
 Searches for favorite pictures
 Notices and/or protests when adult gets
wrong/leaves out a word
Early Emergent Literacy (preschool)
 Learn that reading and writing are activities
in which people engage
 Show interest in books, print
 Handle books
 Become aware that books have stories
 Listen to stories
 Recites phrases and/or stories
 Begin to prefer certain stories
 Scribble, make letter-like shapes or imitate
cursive writing
Emergent Literacy (early primary)
 Understand that text/pictures convey
meaning
 Make the connection between signed or
spoken language and print
 Understand picture books
 Recognize and begin to read familiar
environmental print
 Begin to read some words, such as their
name
 May write letters
EMERGENT LITERACY KNOWLEDGE AREAS
1. ORAL LANGUAGE:
 Children’s ability to understand and use
language through listening, speaking and
acquiring of new vocabulary.
2. PRINT AWARENESS:
 Children’s understanding of the functions of
printed symbols (letters, words, and
pictures) and of printed text, and how it
relates to meaning.
3. BOOK KNOWLEDGE:
 Children’s understanding of what a book is
and how it is to be used or read (relates to
having exposure to books and print- rich
environments)
4. ALPHABET KNOWLEDGE:
 Children’s ability to identify and say the
names of letters in an alphabet. This skill
paves the way for phonological awareness.
5. PHONOLOGICAL AWARENESS:
 Children’s ability to identify and manipulate
sounds and the understanding that sound
(and letters) are combined to make words.
*A critical aspect of emergent literacy, not
necessarily implicit in the knowledge areas
described above, is the attitude towards reading
and writing that child acquire in the early years by
interacting with language, books and print.*
Emergent Literacy
 experiences form a foundation upon which
children will gauge their future reading. In
other words, of early experiences with
books and reading are fun, exciting, and
enjoyable for a child, that child is likely to
continue to feel that way about reading
throughout life.
Developing Literacy (primary)
 Awareness that words are made of different
sounds
 Decode words (apply knowledge of letter-
sound relationships to correctly pronounce
written words)
 Comprehend picture books, short chapter
books, information materials
 Beginning sight vocabulary
 Put words together to form simple
sentences
 Learn to develop ideas in a logical
progression
 Write about topics of personal interest in
various modes (e.g. letters, stories, notes,
poems)
Early Independent Literacy (early elementary)
 Begin to read for interest or information
 Write own ideas
 Answer questions about text
 Read independently for extended periods of
time
 Use detail and organization in writing
 Record observations; ask and answer open-
ended questions in writing
 Produce writing and artwork to reflect
personal response to/understanding of text
Independent Reading (mid-elementary)
 Decreasing support for new tasks or
contexts
  Experience new feelings/attitudes through
reading
 Reading for information/acquisition of
knowledge
 Increased comprehension
 Self-correct quickly
 Read confidently and independently in
multiple modes of text
 Written work is organized, coherent and
easily understood
Expanding Literacy (late elementary and
secondary)
 Reading for information/acquisition of
knowledge
 Analyze and think critically about ideas
presented in text
 Form own opinions based on facts, invent
point of view different from those read
 Read widely, critically and frequently
 Read for a variety of purposes and in a
variety of modes
 Can read analytically and thoughtfully
 Write for a variety of reasons and in diverse
modes
Teachers’ Role in Promoting Literacy
 Literacy teachers teach children how to read
and write as well as about reading and
writing. Success in literacy is measured not
by what children know about texts, print etc.
Understanding the use, function and
relationships of text types and texts (range
and purpose)
 Successful teachers are able to skillfully
integrate a range of instructional
approaches and resources to meet the
diverse learning needs of their students. An
effective teachers of literacy should:
 Know the literacy processes and the
pedagogy that determines how their
students learn
 Know what their students need to
understand and be able to do to meet
the Standards
 Know their students as learners
 Have high expectations for their
students and encourage risk taking
 Flexibly use a range of instructional
practices
 Engage students in challenging learning
experiences
Dimensions of Effective Literacy Practice
Effective Teachers:
 Understand literacy learning
 Know the standards
 Know their students as learners
 Set high expectations for students and
encourage risk taking
 Use a flexible range of teaching strategies
 Engage students in challenging content
Effective teachers know what their students
need to learn
 Teachers know what literacy skills and
understandings their students require.
Teachers understand the instructional shifts
in practices that are needed to ensure that
students meet these raised expectations.
Effective teachers understand that while the
standards set common outcomes for
students, this does not mean equal input
Effective teachers know their students as
learners
 Effective teaching involves knowing the
student as an individual. Because reading is
a process where students‟ prior knowledge
interacts with print to construct meaning, it
is important that teachers understand as
much as possible about the students‟ world.
Effective teachers have high expectations for
students
 Effective teachers’ positive expectations for,
and acknowledgment of, their students’
efforts are key factors leading to success in
literacy learning.
 Effective teachers’ expectations are high,
appropriate, clearly articulated, and:
 Clearly expressed
 Shared with, and informed by feedback
from all partners in the student’s
learning
 Reflected on and reviewed
Effective teachers use a range of instructional
strategies
 Routinely and explicitly demonstrate how
proficient readers and writers make
meaning of, and construct, texts
 Demonstrate skills and strategies in a
variety of ways to cater for different learning
styles
 Demonstrate the use of reading skills and
strategies across all learning and expect
students to use them in all content areas
 Provide opportunities for students to discuss
texts, developing appropriate language for
meaningful talk
 Support or guide students as they practice
the skills and strategies demonstrated
 Provide daily opportunities for students to
independently practice skills and strategies
in authentic contexts
  Encourage students to self-reflect and goal
set
Effective teachers engage students in
challenging learning
 Effective teachers are able to provide the
appropriate challenge for each of their
students. They understand that learning
takes place in the „zone of proximal
development.‟ It is in the struggle that new
learning occurs
LESSON 4
STAGES OF LITERACY DEVELOPMENT
Reading Process
Bottom- Up Model
 A bottom-up reading model is a reading
model that emphasizes the written or
printed text, it says that reading is driven by
a process that results in meaning (or, in
other words, reading is driven by text) and
that reading proceeds from part to whole.
Top-down Models
 A top-down reading model is a reading
approach that emphasizes what the reader
brings to the text, it contends that reading is
driven by meaning and proceeds from
whole to part. It is also known as concept-
driven model.
Interactive Models
 Since neither the bottom-up nor top-down
model of the reading process totally
accounts for what occurs during the reading
process, Rumelhart (1977) proposes an
interactive model in which both letter
features or data-driven sensory information
and non-sensory information come together
at one place.
Interactive Models
 Interactive model of reading seeks to
describe and explain how both the
perceptual processes and the cognitive
processes involved in reading interact.
 This model proposes hypotheses or
knowledge sources at different levels. It is a
means of representing a set of interacting
processes or knowledge sources:
1. Feature level knowledge
2. Letter level knowledge
3. Letter-cluster knowledge
4. Lexical level knowledge
5. Syntactic knowledge
6. Semantic level knowledge
1. Feature level knowledge: at a basic level of
processing, the reader Extracts the critical features
of the word/ letters/print
*Picture printing
*ex. Word, letter, print or picture
2. Letter level knowledge: using previous
knowledge of letters, the reader hypothesis and
evaluates that letter knowledge against the new
information. The reader takes into account the
probabilities of letters in the language.
*how to pronounce
3. Letter- cluster knowledge: the letter level
knowledge is scanned for a hypothesis regarding
the likelihood of letter sequences or units of sound
in the language.
*Talks about sounds
*Units of sound
Ex. “th”
4. Lexical level knowledge: using information
from letter knowledge and letter clusters, the reader
scans the text for letter sequences, which form
lexical items. The convergent information is
strengthened.
5. Syntactic knowledge: the most probable
interpretation from the reader’s syntactic knowledge
is considered as input. For example, a reader may
assign a lexical category to a particular word, the
most likely possibility entered first.
6. Semantic level knowledge: this is the ability to
look for semantic level correlates to evaluate the
plausibility of the hypothesis. This gives the reader
text-based information on which comprehension
depends
Developmental Models of Word Recognition
 For beginning readers, their developing
word-recognition skills gradually leads to
automatic processing of known words
(Samuels, 1985). Many years ago Cattell
(1886) discovered that readers could
recognize a whole word more readily than a
letter. Frith (1985) described this
development in three phases:
1. Logographic,
2. Alphabetic and
3. Orthographic
1. Logographic refers to the use of visual or
graphic features to read words;
2. Alphabetic refers to the use of grapheme-
phoneme relations to process words
3. Orthographic refers to the use of spelling
patterns.
Vocabulary
Promoting vocabulary development with very young
children
1. Talk about their day, what you are doing
together (e.g., making breakfast or folding
clothes), or where you are going.
2. Establish family literacy routines. Read to
your child daily, and choose books with
illustrations that provide clues as to what the
words mean.
3. Designate a special place for reading that
is comfortable and quiet.
4. Have conversations during story reading
5. Make your home a print-rich environment
filled with fun ways to play with letters and
words.
6. Visit the library.
7. Sing songs and teach your child nursery
rhymes.
8. Make art projects that connect with the
stories you read
Fluency
 Defined as the ability to read with speed,
accuracy, and proper expression.
 Fluency is an important part of skilled
reading; without fluency, readers may be
impeded in comprehending what they read.
The US National Reading Panel in 2000
described fluency as the ability of readers
‘to read orally with speed, accuracy, and
proper expression’ (NICHHD, 2000; section
3, p. 5).
Comprehension
 Comprehension has been described as the
‘essence’ of reading or the ability to
understand something or the process of
understanding something.
Writing Development
Emergent writers
 From the perspective of young children,
drawing and writing should be considered in
many ways synonymous, since both provide
a means by which young children can
express themselves and communicate their
ideas and feelings
Spelling development
 Spelling is now viewed as an integral part of
the orthographic knowledge that underlies
efficient, automatic generation of words
during writing, and efficient, automatic
perception of words during reading.
Key to an understanding of the structure of spelling
(and, by implication, development in children’s
spelling) are the following sources of knowledge:
1. Alphabetic understanding for spelling (the
‘Alphabetic Principle’)
 Alphabetic understanding is the insight that,
for many words in English, spelling is
primarily left-toright, a linear matching of
sounds and spelling e.g. m-a-t (mat), s-cr-a-
p (scrap), s-t-o-p (stop).
2. Phonemic awareness
 the ability to reflect on and manipulate the
sounds in oral words, which is important for
the development of Literacy in Early
Childhood and Primary Education (3-8
years) 100 both reading and spelling. A
child who can segment the oral word mat
into /m/ /a/ /t/ or rush into /r/ /u/ /sh/ shows
some evidence of phonemic awareness.
3. Knowledge about letter patterns
 letter patterns provide information about: (a)
the sounds within a syllable (for example, a
long vowel sound is signalled by a silent ‘e’
as in scrape or ice); and (b) patterns
governed by syllable divisions such as the
open(C)V/CV pattern (e.g. ho/tel; pi/lot), and
the closed VC/CV pattern (e.g. kit/ten;
scrap/ped). Again, this knowledge is
important for both reading and spelling.
4. Knowledge about the visual representation of
meaning
 An understanding that meaning is preserved
among words that are members of a
spelling meaning family is important. The
spelling meaning layer provides information
through the consistent spelling of meaning
elements within words despite sound
changes (e.g. please/pleasure).
Handwriting
 The research indicates that a higher ratio of
males to females experience handwriting
difficulties will impact upon their ability to
compose written language.
 It has been established that handwriting is
not merely a motor skill but that visualmotor
integrations skills together with memory
processes contribute more to handwriting
than do motor skills (Berninger & Graham,
1998; Berninger & Amtmann, 2004).
Digital literacy
 The Digital Beginnings study concluded that
many young children were competent users
of technologies from an early age and that
parents felt that children developed a wide
range of skills, knowledge and
understanding in this use