REF Module 3

Teaching Strategies in MTB-MLE

Lesson 1: Oracy to Literacy Development

LE
Name: Lara Xrishia D. Blem Score: __________

Class Code: E55 Subject Code: ECE21 Instructor: Mrs. Xenia Pouline N. Abiero

CTI
As a future educator in the early childhood field, in what ways do you think you can support the
oracy and literacy development of children in your class?

One of the best methods to aid youngsters in their learning is to provide them with

ON
support. As a prospective early childhood educator, I will promote my learners' oracy and literacy

development by giving them games and activities that will help them improve and develop their

reading, speaking, listening, and writing skills, and by keeping track of their progress.

Giving the students games and activities like reading and storytelling can improve their

comprehension and listening abilities. They can improve their language awareness through

games like scrabble and by activities like letter treasure hunts, in which they look for the letter

cards and then say the letter and its sound. Children will learn and acquire the foundational skills

necessary to develop oracy and literacy through these sample activities.

Monitoring their progress through evaluation records such as anecdotal, rating scale, time

sampling, and more is another technique to encourage their growth. This will allow those kids with

low averages to be the ones on whom attention should be directed. For instance, a boy's

reading proficiency is below average and does not improve with time like that of his peers. I can

give him activities to get by on this. I'll give him books to read at home, and the next day I'll ask

him to do so while I assess his understanding of the tales he's read. This way, I can check to see if

he completed his task.

Because each learner develops at a different rate, teachers should offer activities that

are developmentally suitable based on the students' requirements, interests, and levels. activities

involving children eager to engage, which will pique their interest and improve their capacity for

reading, writing, and speaking the listener. Finally, encouraging them to explore will aid in their

development of those skills.

 Rubric for Reflection

Criteria Superior Sufficient Minimal Unacceptable

(9-10 points) (6-8 points) (3-5 points) (1-2 points)
Depth of Response Response Response Response
Reflection demonstrates an in- demonstrates a demonstrates a demonstrates a lack
depth reflection on, general reflection minimal reflection on, of reflection on, or
(25% of Total and personalization on, and and personalization personalization of,
Points) of, the theories, personalization of, of, the theories, the theories,
concepts, and/or the theories, concepts, and/or concepts, and/or
___ strategies presented concepts, and/or strategies presented strategies presented
in the course strategies presented in the course materials in the course
materials to date. in the course to date. Viewpoints materials to date.
Viewpoints and materials to date. and interpretations Viewpoints and
interpretations are Viewpoints and are unsupported or interpretations are
insightful and well interpretations are supported with flawed missing,
supported. Clear, supported. arguments. Examples, inappropriate, and/or
detailed examples Appropriate when applicable, are unsupported.
are provided, as examples are not provided or are Examples, when
applicable. provided, as irrelevant to the applicable, are not
applicable. assignment. provided.
Required Response includes all Response includes all Response is missing Response excludes
Components components and components and some components essential components
meets or exceeds all meets all and/or does not fully and/or does not
(25% of Total requirements requirements meet the address the
Points) indicated in the indicated in the requirements requirements
instructions. Each instructions. Each indicated in the indicated in the
___ question or part of question or part of instructions. Some instructions. Many
the assignment is the assignment is questions or parts of parts of the
addressed addressed. All the assignment are assignment are
thoroughly. All attachments and/or not addressed. Some addressed minimally,
attachments and/or additional attachments and inadequately, and/or
additional documents are additional not at all.
documents are included, as documents, if
 included, as required. required, are missing
required. or unsuitable for the
purpose of the
assignment.
Structure Writing is clear, Writing is mostly Writing is unclear Writing is unclear and
concise, and well clear, concise, and and/or disorganized. disorganized.
(25% of Total organized with well organized with Thoughts are not Thoughts ramble and
Points) excellent good expressed in a logical make little sense.
sentence/paragrap sentence/paragraph manner. There are There are numerous
___ h construction. construction. more than five spelling, grammar, or
Thoughts are Thoughts are spelling, grammar, or syntax errors
expressed in a expressed in a syntax errors per page throughout the
coherent and logical coherent and logical of writing. response.
manner. There are manner. There are
no more than three no more than five
spelling, grammar, or spelling, grammar, or
syntax errors per syntax errors per
page of writing. page of writing.
Evidence Response shows Response shows Response shows little Response shows no
and strong evidence of evidence of synthesis evidence of synthesis evidence of synthesis
Practice synthesis of ideas of ideas presented of ideas presented of ideas presented
presented and and insights gained and insights gained and insights gained
insights gained throughout the entire throughout the entire throughout the entire
(25% of Total throughout the entire course. The course. Few course. No
Points) course. The implications of these implications of these implications for the
implications of these insights for the insights for the respondent's overall
insights for the respondent's overall respondent's overall teaching practice
___ respondent's overall teaching practice teaching practice are are presented, as
teaching practice are presented, as presented, as applicable.
are thoroughly applicable. applicable.
detailed, as
applicable.

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