PED 110 (Building & Enhancing New Lit across
Curriculum)
DEFINITIONS of Traditional Literacies
Literacy
-The word LITERACY stems from the word
"literate". First appeared in the 15th century
and is in turn derived from the Latin word
"litteratus", meaning "(a person) marked with
letters-that is, distinguished or identified by
letter".
-It carried with the idea that such a person was
cultured and educated. Since the subjects of the
time (eg. grammar, logic, arithmetic, geometry,
etc.) all had written text (which were composed
of letters) that had to be studied.
-the ability to read and write was therefore of
prime importance, leading to the strong
association of being "literate" with the ability to
read and write.
-The traditional definition of literacy is
considered to be the ability to read, write, and
the ability to use language to read, write, listen,
and speak...so as to take part in that society. -
Wikipedia 5/4/2009
-Traditional Literacy is: the integration of
listening, speaking, reading, writing and critical
thinking. It includes a cultural knowledge which
enables a speaker, writer or reader to recognize
and use language appropriate to different social
situations. For an advanced technological
society the goal is an active literacy which
allows people to use language to enhance their
capacity to think, create and question, in order
to participate effectively in society." (The
National Secretariat for the International Year
of Literacy, 1990)
Traditional Literacy: the making of meaning and
its clear communication to others. Truly literate
people not only read and write, but regularly do
so in order to sort out their ideas and put them
in words, to fit them together and test
hypotheses - ie. to make sense and meaning out
of our world! Truly literate people acknowledge
that they need to write things down, to talk
them out, to read widely, to listen critically and
to respond articulately.
What is "Functional Literacy?"
-is the ability to manage daily living and
employment tasks that require reading skills
beyond a basic level.
How is "Functional literacy different from
"literacy?".
“Literacy" refers to the ability to read or write
at ANY level. An illiterate person will not be able
to understand or to produce ANY text at all.
"Functional literacy" refers to practical skills
needed to live a normal life.
For example: an illiterate person may not
understand the written words "cat" or
"dog"may not recognize the letters of the
alphabet and may be unable to write their own
name
-A functionally illiterate person will probably be
able to understand these things without any
problems, however they cannot understand job,
newspaper articles, forms or posters.
Functional literacy Why does Early Literacy matter?

-Is the scope of knowledge and skills that
enable a human being to act successfully and
adopt to modern conditions, and his capability
to a lifelong learning 1 (
-Modern definition of functional literacy is as
follows - knowledge and skills necessary for a
human being to become self-realized in the
modern society.
The ability to read is critical to:
Success in school
Life-long earning potential Contribution to our
economyour community's security and livability
What is Emergent Literacy?
-Emergent - Early

Functional literacy - Could not actually read or write in the

conventional sense
- In 1978, UNESCO's General Conference
adopted a... definition of functional literacy - -Exposure to reading and writing
still in use today - which states: 'A person is
-Language and literacy skills begin at birth
functionally literate who can engage in all those
activities in which literacy is required for What Are the Important Components of
effective functioning of his group and Emergent Literacy?
community and also for enabling him to
continue to use reading, writing and calculation According to the National Early Panel (NELP)
for his own and the community's development." (2009), the important skills in early literacy are
the following:
-Functional literacy is the ability to use reading,
writing and numeracy skills for effective 1. Alphabet Knowledge
functioning and development of the individual
2. Phonological Awareness and Memory
and the community.
3. Rapid automatized naming of letter and
EARLY EMERGENT LITERACY
object
What is Early, Literacy?
4. Writing letters
-Early Literacy is what children know about
reading and writing before they actually read
independently and write letters.

-Early Literacy IS NOT teaching babies how to

read independently.
What Can Teachers Do to Support Early THE BIG FIVE
Literacy?
1. Phonemic Awareness
National Early Literacy Panel (2009) suggests
the following: 2. The Alphabetic Principle & Basic Phonics

-Provide activities that allow for learning of 3. Fluency

letters names and sounds. 4. Comprehension
-Create opportunities for students to 5. Vocabulary
experiments with the sounds of the languages.
1. PHONEMIC AWARENESS
-Give activities that will make them remember
specific words. -The awareness of the sounds (phonemes) that
make up spoken words.
-Expose children to several instances that can
make them practice talking. -The ability is not necessary for speaking and
understanding spoken language.
-Maximize opportunities to teach and discuss
new words -It is important for learning to read!

-Engage them in situations that will make them 2. ALPHABETIC PRINCIPLE &BASIC PHONICS
understand the role and value of print
The assumption that each speech sound should
BASIC LITERACY have its own distinctive graphic representation.

-The ability of a person to read and write with 3. FLUENCY

understanding a simple message in any
-The clear, easy, written or spoken expression
language or dialect
of ideas.
-Includes the kills of reading, writing, speaking,
-Freedom from word identification problems.
listening, counting, perceiving and drawing.
4. COMPREHENSION
- Every one of these skills should be taught and
reinforced by every teacher, in every subject, -A process in which a reader constructs
and with gradually increasing levels meaning from text.
sophistication, in every grade K through
5. VOCABULARY
- In our day, a person lacking any of these skills
cannot. truly be considered "literate". -The growth of a person's stock of known words
and meanings
REPORTS:
Definitions of the 21st Century
Literacies and Skills
Literacy is the state of being able to read and
write (Literacy, Literate, n.d.)
Literacy stems from the word “literate”–derived
from the Latin word litteratus (a person).
“new” literacies is a bit misnomer, as even
these new literacies of the 21st Century make
generous use of being able to read write, rather
than support them as skills necessary for
survival.
New literacies are not “new” per as in the sense
that they never existed before. Rather we
consider them to be new because the contexts
in which old skills and knowledge are being
employed are new, both in nature and in scope.
Case in Point: Through out history, humans
have communicated on levels apart from the
spoken and written word.
Ex: Smoke signals used by ancient Chinese,
ancient Greeks, and Indigenous peoples of
North America.
Victorian Era: There were such a thing
“Language of Flowers” where the kind, color,
and arrangement of a bouquet of flowers were
used to communicate messages. (Greenaway,
1884).
Simple put three things have been critical in
the rise of the new literacies:
1. Increased Reach- we are communicating with
one more people from more diverse cultures,
across vaster distances than ever before.
2. Increased Means of Communication- we are
communicating in more ways and at faster
speeds than ever before.
3. Increased Breadth of Content- we are
communicating about more things than ever
before.
To better address the need for teachers can be
literate in these new literacies, discusses and
explores them in different chapters namely:
1. GLOBALIZATION AND MULTI-CULTURAL
LITERACY
- How increasing ability to communicate with
almost anyone, anywhere, in real time requires
new skills and attitudes in interacting with
people with cultures, perspectives, worldviews,
and priorities different from our own.
Globalization: is the process of interaction and
integration between people, business entities,
governments, and cultures from other nations.
(Levin, Institute, 2017)
Cultural Literacy: the ability to understand the
signs and symbols of a given culture and being
able to participate in its activities and customs.
Multi-Cultural Literacy: literacy that enables us
quickly and easily identify and resolve such
conflicts, preferably before they even begin.
2. SOCIAL LITERACY:
- Explores the need for the ability to navigate
our own social networks.
- Concerns itself with the development of social
skills, knowledge and positive human values
that enable human beings to act positively and
responsibly in range of complex social settings.
3.MEDIA LITERACY
-the ability to identify different types of media
and understand the messages they are
communicating, including who is the intended
audience and what is the motivation behind the
messages.
4. FINANCIAL LITERACY
-the ability to read, analyze, manage and
communicate about the personal financial
conditions
5. CYBER/DIGITAL LITERACY
-is a subset of media literacy; the ability to
locate, evaluate, create, and communicate
information on various digital platforms.
-this includes the ability to verify information as
factual as well as identify and avoid
communication with deceitful, malicious, and
exploitative content.
6. ECO-LITERACY
- refers to an individual's understanding not
only of ecological concepts, but also of his or
her place in the ecosystem (Meena & Alison,
2009).
- Ecological literacy is meant to enable
conscious and participant citizens to make
informed decisions or take action on
environmental issues (Jordan et al. 2009).
7. ARTS AND CREATIVITY LITERACY
- Artistic literacy is defined in the National
Coalition for Core Arts Standards: A Conceptual
Framework for Arts Learning (2014) as the
knowledge and understanding required to
participate authentically in the arts.
Researches have recognized that there are
significant benefits of arts learning and
engagement in schooling (Eisner, 2002; MENC,
1996: Perso Nutton, Fraser, Silburn, & Tait,
2011).
 -Environment in which teaching takes place is
Characteristics of Teaching &
extremely important for a positive learning
Critical Attributes of 21st experience.

Century Education -The classroom is a central place for educational

activities, which is why it should be visually
Introduction appealing.

- Teachers have the greatest responsibility when it -If the classroom is equipped with modern
comes to quality of education. Teaching requires technologies.
commitment, educational leadership, and the ability
of conveying knowledge in a way that enables 3. Clear communication
students to acquire it.
-The way in which the teacher communicates with
-However, knowledge, although important, is not the students is crucial for learning Regardless of the
only necessary parameter for successful teaching personal style, a good teacher is expected to present
Teachers also need to understand student’s needs, the lesson in a clear and age-appropriate way.
the way they think, and to be able to maintain their
-Clear communication is also important in class when
attention in class in order to be successful.
student knowledge is tested during the school year
6 CHARACTERISTICS OF TEACHING THAT HELP (both orally and in writing).
STUDENTS BE SUCCESSFUL
4. Good relationship between teacher and student
1. Active learning techniques
-Student-teacher relationships should be
-It has long been known that classes where the characterized by mutual respect to build such a
teacher talks incessantly throughout the lecture, positive relationship, both sides have to
while the students are passive listeners, do not yield demonstrate positive qualities.
satisfactory results.
5. Critical thinking
a) Discussion -classroom is a place where students
- In practice, this means that teachers should
are entitled to their own opinion regarding the topic
encourage students to interpret the received
that is being discussed.
information in their own way, and to take a certain
b) Brainstorming - creative thinking and sharing position which they will defend with arguments.
ideas on a given topic is a great learning technique,
6. Problem solving
because it encourages students to come up with a
solution together. - One of the most important characteristics of
teaching is problem solving. Not only is overcoming
c) Note taking- active notetaking means covering a
obstacles crucial for successful education, but it also
lesson "in one's own words" (instead of merely
represents the foundation for a successful
copying what the teacher says).
professional and private life.
d) Teamwork- joint problem solving during lectures
and work on school projects are highly effective
teaching methods for student engagement.

CRITICAL ATTRIBUTES OF EDUCATION 21ST

CENTURY
2. Great learning environment
1. Integrated & Interdisciplinary 7. Project-based & Research-Driven

-This critical attribute implies the need to review the - This implies the need for knowledge and skills in
curriculum and create strategies infusing different research, such as self-directed activities, learning
subjects toward enhancing the learning experiences projects, investigatory projects, capstones and other
of students. research based output.

2. Technologies & Multimedia 8. Relevant, Rigorous and Real World

-It implies a need to acquire and use computers and -It implies the use of current and relevant
multimedia equipment and the design of a information linked to real- life situations and
technology plan to enhance learning at its best. contexts.

3. Global Classrooms

-This critical implies the need to include current

global issues/concerns, such as peace and respect
for cultural diversity, climate change and global
warning in classroom discussion.

4. Creating/Adapting to Constant Personal and

Social Change and Lifelong Learning

-Teachers should facilitate students learning even

beyond academics. Therefore, it should not end with
requirement compliance and passing the exams but
also for transferring and applying knowledge to a
new context or real life situations.

5. Student-centered

-Education in the 21st century is focused on students

as learners while addressing their needs.

6. 21st Century Skills

-Demonstrates the skills needed in becoming

productive members of society.

Features of 21st Century Teaching and Learning

21st Century Schools
-It focuses on a project-based curriculum for life that
would engage students in addressing real-world
problems and humanity concerns and issues.
-Teachers will transform from dispersers of
information to becoming facilitators of learning and
help students translate information into knowledge
and knowledge into wisdom.
-21st century will require knowledge generation, not
just information delivery, and schools will need to
create a “culture of inquiry”.
-Learners will become adaptive to changes.
Changes that have implications for teachers.
-Teachers must discover student interest by helping
them see what and how they are learning to prepare
them for life in the real world.
-They must instill curiosity.
-They must be flexible on how they teach.
-They must excite learners to become more
resourceful so that they will continue to learn
outside formal school.
21st Century Curriculum
-It has critical attributes that are interdisciplinary,
project-based and research-driven.
- It also integrates higher-order thinking skills,
multiple intelligences, technology and multimedia,
multiple literacies and authentic assessments
including service learning.
-Learning is not confined through memorization of
facts and figures alone but rather is connected to
previous knowledge, personal experience, interest,
talents and habits
21st Century Learning Environment
-It is a learning environment where students
collaborate with their peers, exchange insights,
coach and mentor one another.
-Share talents and skills with other students.
-Cooperative learning is also apparent in which
students work in teams.
-They use technologies, including internet system
and other platforms.
-An ideal learning environment also considers the
kind of spaces needed by students ad teachers in
conducting investigations and projects by diverse
groups for independent work.
Technology in the 21st Century
-Pedagogy 21st Century learning recognizes full
access to technology therefore, a better bandwidth
of Wifi access should be available along areas of the
school for the students to access their files and
supplement their learning inside the classroom.
-Various laboratories and learning centers are set up
in such a way that they allow a space needed for
students’ simulation and manipulative works.
Understanding 21st Century Learners
Digital Natives (STUDENTS)
-They usually react, are random, holistic and non-
linear.
-Their predominant senses are motion and touch.
-They learn through experiences and learn
differently.
Digital Immigrants (TEACHERS)
-They often reflect, are sequential and linear.
-Their predominant senses are hearing and seeing.
-They tent to intellectualize and believe that
learning is constant. ( Hawkins and Graham, 1994)
-Students’ entire lives have been immersed in the
21st Century media culture.
- A survey by the Henry J. Kaiser Family Foundation
found that young people (ages 8-18) spend on
electronic media an average of 6 hours a day.
- Many are multi tasking, such as listening to music
while surfing the Web or instant-messaging friends
while playing a video game.
- Preschoolers early navigate electronic multimedia
resources on games, in which they learn colors,
numbers, letters, spelling.
-Use emerging technologies , software programs and
multimedia applications as an extension to an
assigned project.
-Assessment may design or adopt learning standards
that explicitly describe multi-disciplinary skills that
students should acquire and master.
-Students and teachers should use a variety of
applied skills, multiple technologies and new ways of
analyzing and processing information, while also
taking initiative, thinking creatively, planning out the
process and working collaboratively in teams with
other students.

-More complex task such as mixing basic colors to
create new colors, problem-solving activities and
reading.
-Dr. Michael Wesch points out, though today’s
students understand how to access and utilize these
tools, they use them only for entertainment
purposes.
-Schools may allow students to pursue alternatives
in which students can earn academic merits and
satisfy graduation requirements by completing an
internship.
-Schools need to adapt and develop new ways of
teaching and learning that reflect a changing world.

-Students should be prepared and assisted to

become media literate as they function in an online
collaborative research-based environment with the
advent of researching, analyzing, synthesizing,
critiquing, evaluating and creating new knowledge.

21st Century Skills Outcome and the Demands in

the Job Market

-Various industries look for employees who can

think critically, solve problems creatively, innovate,
collaborate and communicate.

The 21st Century Learning Implications

-Teachers should practice teaching cross-disciplinary

skills in related courses, such as integrating research
methods in various disciplines.

-Articulating technical scientific concepts in verbal ,

written and graphic forms.

- Presenting laboratory reports to a pool of

specialist.
The Characteristics of a 21st Century Teacher
-The 21st Century teaching-learning environment
becomes more complicated brought by
technological changes. Therefore, teachers should
be able to cope with and adapt to these changes.
Thus, teachers must be equipped with attributes,
knowledge and skills critical to 21st century
education so that they may be able to integrate
them in their teaching21st Century teachers are
characterized as:
1. Multi-literate. Teachers know how to use various
technologies in teaching.
2. Multi-specialist. Teachers are not only
knowledgeable in the course subject they teach but
also in other areas so that they can help the learner
build up what they gain in the classroom and outside
the school and make sense of what was learned.
3. Multi-skilled. Teachers cope with the demand for
widening learning opportunities by being skillful not
just in teaching but also in facilitating and organizing
groups and activities.
4. Self-directed. Teachers are responsible for various
aspects of school life and know how to initiate action
to realize the learning goals of the students and the
educational goals of the country, at large.
5. Lifelong learner. Teachers embrace the ideal that
learning never ends. Therefore, teachers must be
constantly updated on the latest information related
to their subject and pedagogic trends. They should
also share what they are learning with their students
and colleagues with a high sense of
professionalism6.
6. Flexible. Teachers are able to adapt to various
learning styles and needs of the learners. They can
facilitate learner-centered teaching with flexibility
using alternative modes of delivery
7. Creative problem solver. Teachers create
innovative ideas and effective solutions to the arising
problems in the field, be it in the classroom, in the
school or the profession as a whole.
8. Critical thinker. Teachers are critical thinkers as
they encourage students to reflect on what they
have learned, and re kindle in them the desire to ask
questions reason out, probe, and establish their own
knowledge and belief.
9. Has a passion for excellent teaching. Teachers
possess passion in the teaching profession to ensure
that students are motivated to learn under their
guidance and care
10. High Emotional Quotient (EQ). Teachers do not
just have the head but also the heart to teach
Teaching is emotionally taxing but an influential job
as it involves interaction with human beings.
(http://udyong.gov.ph)
Common 21st Century Technology Tools for
Learning
-As teacher for the 21st Century, no one can escape
from the reality that we are now in a borderless
society. It is, therefore, important that we should
know different technology tools for learning to
respond to the needs of 21st Century learners and
the demands of the times. The following are
common 21st Century technology tools.
1. Affinity Groups. These are groups or communities
that unite individuals with common interests
Electronic spaces extend the range of possibilities for
such groups.
2. Blogs. Web logs or "blogs" are interactive
websites, often open to the public that can include
Web links, photographs and audio and video
elements.
3. E-portfolio. It refers to student's works that are
selected, organized, stored generated, and revised
digitally. Often, electronic portfolios are accessible to
multiple audiences and can be moved from one site
to another easily. It can document the process of
learning, promote integrative thinking.
4. Hypertext. These are electronic texts that provide
multiple links and allow users to trace ideas in
immediate and idiosyncratic directions.
Hypermediaadds sound, video, animation and/or
virtual reality environments to the user's choices.
5. Podcasts. These are digitalized audio files that are
stored on the Internet and downloaded to listeners'
computers or most likely to MP3 players. The term
"podcast" comes from iPod, the popular MP3 player.
6. Web 2.0. This refers to a second generation of
Web-based communities that demonstrate the
participatory literacies that students need for the
21st-century.
7. Myspace (http://www.Myspace.com). It is a
social networking website that offers an interactive
user-submitted network of friends, personal profiles,
blogs, groups, photos, music and videos
internationally. Students can rate professors, discuss
books, and connect with high school and college
classmates here.
8. Second Life (http://www.secondlife.com). It is an
Internet-based 3-D virtual world that uses avatars
(digital representations) to explore, socialize,
participate in individual or group activities, create
and trade items (virtual property) and services.
9. Semantic Web. It is an extension of the current
Web that puts data into a common format so that
instead of humans working with individual search
engines (e.g., Google, Ask Jeeves) to locate
information, the search engines themselves feed
into a single mechanism that provides this searching
on its own. Sometimes called Web 3.0, this
technology enables integration of virtually all kinds
of information for more efficient and comprehensive
retrieval
10. Webkinz (http://www.webkinz.com). It is an
Internet simulation wherein children learn pet care
and other skills.
11. Wiki. It refers to software that fosters
collaboration and communication online. Wikis
enable students to create, comment upon, and
revise collaborative projects. One of the most
prominent is Wikipedia (http://www.wikipedia.org),
an online multilingual free-content encyclopedia,
which has 7.9 million articles in 253 languages.
12. Youtube (http://www.Youtube.com). It is a
popular website for video sharing where users can
upload, view and share video footage, including
movie clips, TV clips, and music videos, even
student-produced videos.
13. Google Docs. It allows students to collaborate
with other people and the document materials that
need to be compiled, processed, transacted and
analyzed.
14. Prezi. It allows individuals to use pre-made,
creativepresentation templates.
15. Easybib. It allows individuals to generate
citations in any given format.
16. Social media platforms (Facebook, Twitter,
Edmodo, Schoology," Instagram, etc.). These are
means to communicate and share ideas among
users.
17. Smartboards and audience response systems.
These are replacement for traditional chalkboards or
whiteboards in classrooms.
18. ReadWrite Think.org.
(www.readwritethink.org). It is a repository of
standards-based literacy lessons that offer teachers
instructional ideas for Internet integration.
19. WebQuest Page (www.webquest.org). It
provides Webquests on an array of topics across
content areas with a template for creating one's
own.
20. Literacy Web (http://www.literacy.uconn.edu).
It is an online portal that includes a large number of
new literacy's resources for new literacies for
teachers. (http://cnets.iste.org/teachers/t_glossary.
html#t)
"Basic Strategies for Developing Literacy"
-Literacy strategies require a particular method
of instructing students in reading and writing.
1. Making Connections
-is a reading comprehension strategy that
involves relating what you're reading to your
own experiences, other books, or the world
around you.
Three main types connections while reading text:
1. Text-to-Self (T-S): refers to connections between
the text and the reader's experience
2. Text-to-text (T-T): requires linking text from one
book to a text in a different one
3. Text-to-World (T-W): connections require linking a
text to a real-world event
2. Visualizing
-is a literacy strategy that requires students to
make mental images in their minds. This
technique is also known as 'imagery'.
3. Inferring
-Inferring is a comprehension strategy to help
students understand information that is not
always completely described in a text.
-For example, the author may provide clues that
the reader can use to understand the topic,
setting characters, or event.
-When students infer, they find clues in the text
and use what they already know from personal
experience or past knowledge to fully
understand what the text is about.
-Good inferences are backed up by supporting
details from both the text and personal
knowledge
4. Questioning
-Questioning is a strategy that readers use to A
engage with the text.
-Questioning techniques help the reader to
clarify and comprehend what he is reading.
-Struggling readers tend not to ask questions of
themselves or the text as they read.
5. Determining importance
-Determining importance is one of those
fundamental skills that will lead to greater
success in mastering other concepts and skills.
-Determining importance means that the reader
focuses on what's most important in the text so
that he/she can develop deeper meaning and
overall understanding of the text.
-Determining importance also means that
readers have to monitor their thinking as they
read in order to notice when something
important has been shared within a text.
6. Synthesizing
- Synthesizing occurs when a student's merges
new information with prior knowledge to form
a new idea, perspective, or opinion.
- As students read, they remember familiar
information, create new thinking, discover
original ideas, and achieve insight to new
perspectives.
-Synthesizing aids reading comprehension
because it requires students to internalize new
information into their own words and also
combine the information with their prior
knowledge
TEACHING STRATEGIES FOR THE
DEVELOPMENT OF LITERACY SKILLS AND
TEACHING RESOURCES
A. Strategies for the development OF
emergent literacy skills and teaching resources
3. Sound
-This early learning is the beginning of a child’s
awareness of sound and one of the foundation
on blocks for communication through speaking,
listening, reading and writing.

-Strategies for the development of emergent 4. Read aloud Experiences

literacy skills refer to the various approaches
-Read aloud is the practice of reading texts
and techniques used to promote early literacy
aloud to children. It is usually performed by
skills in young children.
teachers, parents and caregivers.
-Teaching resources, on the other hand, are
-The experience can promote positive attitudes
materials and tools that educators use to
towards books and literacy when it is enjoyable
support the implementation of these strategies.
and fosters connection between the reader and
These resources can include books, worksheets,
listener.
games, technology, and other materials
designed to enhance emergent literacy
development.

1. Pictures and Objects

-Pictures and objects are important for the

development of emergent literacy skills because
they provide visual cues and concrete
representations that support the understanding
and acquisition of language.

-They enhance vocabulary development,

comprehension, storytelling, phonological
awareness, and engagement, all of which are
essential for successful reading and writing later
on.

2. Letter Words

-This instruction should include activities in

which children learn to identify and name
letters and words. Children learn letter names
by singing songs such as "Alphabet Song" and
by reciting rhymes.
Beginning reading skills and teaching Four types of Phonics Instruction
resources 1. Synthetic phonics
TEACHING RESOURCES - A method of teaching where words are broken up
into the smallest phonemes.
-Early reading skills are the foundation for strong
reading ability later, in much the same way that a
solid building foundation supports a skyscraper - the
stronger the foundation, the higher the building.

What is Reading?

-Reading is defined as a cognitive process that

involves decoding symbols to arrive at meaning.

-Reading is an active process of constructing

meanings of words.

The five (5) components of reading instructions

1. Phonemic awareness 2. Analytical phonics isolation

2. Phonics instruction - Teachers focus on teaching pupils to analyze letter-

sound relations in words that they have previously
3. Fluency instruction learnt to avoid pronouncing sounds in isolation.

4. Vocabulary instruction 3. Analogy phonics

5. Comprehension instruction -In this approach, learners are taught to use parts of
words they have already learned to read and decode
1. Phonemic Awareness
words they don't know.
-Phonemic awareness is the ability to hear, identify,
4. Embedded phonics instruction
move or change sounds, called phonemes, in spoken
words. -A one type of instructional approach where
students learn the relationships between letters and
- Phonemic awareness is an important basic skill that
sounds as they engage in reading and writing
gets students ready to develop into readers.
activities.
2. Phonics instruction
What is fluency?
-Phonics instruction teaches children the
-Fluency is the ability to read words, phrases,
relationships between the letters (graphemes) of
sentences, and stories accurately, with enough
written language and the individual sounds
speed, and expression.
(phonemes) of spoken language.

-Phonics for children is an important feature of the

curriculum and is considered the best way to teach
children to read
What is fluency instruction?
-Fluency instruction begins when students can read
connected text with 90% or better accuracy, usually
by mid-year of first grade. Before beginning fluency
instruction, struggling readers may need additional
phonics and word- study instruction.
Example: if a child reads very quickly but does not
read with expression or understand what is read,
that child is not reading fluently.
What is vocabulary instruction?
-Vocabulary instruction should aim to engage
students in actively thinking about word meanings,
the relationships among words, and how we can use
words in different situations.
WHAT IS COMPREHENSION INSTRUCTION?
-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.
Additional Readings
Introduction
-The faulty reading habits of many of our children
today and the presence of the non-readers in the
upper grades and even in the high school may be
due to poor beginning instruction.
-Reading being a developmental process must be
started right. It must have a firm foundation on oral
language ability and word recognition skills.
-These can be the foundation to build the higher
skills demanded of an intelligent discriminating
reader.
-There is a need for a systematic beginning program
which can help young learners to learn good reading
habits and skills.
- Filipino children are expected to read not only in
Filipino, but also English, a good reading program
must take into account that some reading habits and
skills developed to read in Filipino can also be built
upon in learning to read in English.
Let us look at beginning reading in the context of
the whole reading program.
In order to turn out independent and efficient
reader, our reading program has to go through the
following stages:
1.develop the reading readiness
2. initial stage in learning to read
3. rapid development of reading skills
4. stage of wide reading
5. refinement of reading
Development of Reading Readiness
A. Oral Language Ability in English
How?
• Give a lot of listening-speaking activities in
English to give them familiarity with the basic
structures and common English vocabulary which
they are bound to meet in their early reading
materials through:
1. listens to directions and follow
them
2. listen to rhymes and recite them with
understanding and enjoyment
3. listens to stories and retell them or act them
out
4. give them plenty of practice in giving directions to
their classmates
5. practice in identifying objects, pictures etc.
6. practice in asking and answering questions about
themselves and others
B. Auditory and Visual Discrimination
How?
1. Give exercises on sounds, shapes, sizes colors,
directions, etc.
2. additional auditory and visual discrimination
exercises different from these went through in
Filipino.
example:
Consonant sounds- /f/, /v/, /th/, /z/,
/zh/, /ch/,/j/
vowel sounds- /ae/, /iy/, /i/
3. need to go through letter shapes
C. Eye Movement
- The need to go through the left-to-right, top-
bottom orientation.
D. Familiarization with Punctuation Marks
- like periods, commas, question marks….
Beginning Reading
According to Kenneth Goodman
“Reading is not hierarchy of isolated sub-skills”. It is
a holistic process that has two separate but
interrelated components:
1. word recognition
2. comprehension
A. Word Recognition
- Word recognition or decoding is the ability to
identify words automatically and accurately. It is
sometimes called word-attack skill. It is the result of
the interactive functioning of the following sub-
abilities which a reader should have to be able to
move from print to meaning.
a. Associating objects/pictures with printed symbols
in labels/ captions
b. phonetic analysis-associating letter sounds with
letter symbols.
example:
bag- child attempts to read the
1st letter as “buh”
2nd letter as “ae”
3rd letter as “guh”
and gets the word “bag”
c. Structural analysis-breaking up of big word into
known parts as looking small words into long words.
Example: classroom-1. train them to look closely
at the unfamiliar word “classroom”
2. analyze them in terms of structures and find out
ifthere are any part that is familiar to them.
3. If they can recognize “class” and “room” show
that all they have to do is to put together the two
familiar words
“class”+”room” to read the big word classroom.
d. spelling pattern- spelling patterns and the
principle that govern their pronunciation, if
mastered by pupils will be a great help to them in
word attack.
Example: CVC pattern (consonant-vowel-consonant)
What guideline does this pattern give?
-When a word or syllables follows a CVC pattern the
vowel sound is usually short.
cat bed sit pot cup
-In the CVC e pattern the vowel becomes Long and
“e” is silent.
Example: Rate (long a) Site (long i)
-CVVC pattern (consonant-vowel-vowel-consonant) Steps in Teaching using the PVOSBM Approach
What guideline does this pattern give?
1.Sound recognition
-In a CVVC pattern, that two vowel letters are
together in a word, the first stands for a long vowel 2.Sound production
and the second is silent.
3. Sound blending
Example:
a. syllable
ai - rain (“a” long and “I” is silent)
b. words
oa - boat (“a” long and “a” is silent)
c. phases
e. Context clues- the ability to use the semantics
d. sentences
(meaning) and/ or syntax (grammatical structure) of
a word and its context in the sentence to assume 4. Meaning
what the word is.

Example:

The baby is drinking milk.

(The unfamiliar word is milk.)

-If the children cannot read the last word, guide

them with questions until they are able to identify
the context clues baby and drinking deduce from
them that the unfamiliar word is milk.
The Teaching of Blends
f. Sight Word Identification- the immediate accurate
recognition of a within one second upon seeing it. R- Family:

Example: Dolch Basic Sight Words br cr dr gr fr pr tr str

Alternative Approaches To Teaching Beginning L- Family:

Reading:
bl cl dl gl fl pl
A. Phono-Visual-Oral Sound Blending and Meaning
(PVOSBM)

-Intended to teach beginning and non- readers.

-It starts with the teaching of sounds.

-It establishes a strong association between sounds

and symbols.
21ST Century Skills Categories
-The term 21st-century skills refers to a broad set of
knowledge, skills, work habits, and character traits
that are believed—by educators, school reformers,
college professors, employers, and others—to be
critically important to success in today’s world,
particularly in collegiate programs and
contemporary careers and workplaces.
21ST Century Skills Categories:
-Students Learning (Cooperative Learning )
- Inquiry-Based Classroom Environment
-Collaboration Activities
-HOTS Activities
-Creative Learning
1. Students Learning (Cooperative Learning)
Cooperative Learning
-is defined as a “ small group of learners working
together as a team to solve a problem, complete a
task or accomplish a common goal” (Artz &
Newman 1990)
Cooperative learning is a method of teaching and
learning in which students team together to explore
a significant question or create a meaningful project.
Types of Cooperative Learning
1.Formal Cooperative: Groups last from one class
period to several weeks.
2.Informal Cooperative: Groups may last a few
minutes to one class period.
3.Cooperative Base: Groups are long- term and last
at least a year.
Cooperative Learning Strategies:
Think-Pair-Share:
-Students spend a few minutes thinking individually
about a solution to a problem posed by the teacher,
then discuss their ideas with a peer before sharing
their ideas with the whole group.
Numbered Heads Together:
-A team of four is established.
-Each member is given a number of 1,2,3,4
Questions are asked and groups work together.
-The teacher calls out a number (two) and each two
is asked to give the answer
Round Robin Brainstorming:
-Groups appoint one member as the recorder.
- A question is posed with many answers and
students are given time to think about answers.
-After the "think time", members of the team share
responses with one another in a round-robin style.
-The recorder writes down the answers of the group
members.
-The person next to the recorder starts and each
person in the group in order gives an answer until
time is called.
2. Inquiry-Based Classroom Environment
-A learning process that engages students by making
real-world connections through exploration and
high-level questioning.
-An approach to learning that encourages students
to engage in problem-solving and experiential
learning.
Key Characteristics of Inquiry- Based Learning: HOTS - Higher Order Thinking Skills

1.It is activity, not passive -Higher-order thinking skills (HOTS) is a concept

> Students are actively engaged in passing questions,
finding information, and making sense of what they
found.
2. It starts with a question, problem, or Scenario
This gives students a purpose for their learning and
allows them to focus on finding a solution.
3, A teacher other adult often facilitates or it
- The role of the facilitator is to help students ask
good questions, find relevant information, and make
sense of what they find
popular in American education.
-It distinguishes critical thinking skills from low-order
learning outcomes, such as those attained by rote
memorization.
-HOTS include synthesizing, analyzing, reasoning,
comprehending, application, and evaluation.
-The Taxonomy was originally created by Benjamin
Bloom in 1956 and later revised by a group of
cognitive psychologists and scientists.

4. It is often contrasted with conventional

education

- It relies heavily on passive learning techniques such

as lectures.

5. It can be used in both formal and informal

education settings

-It is particularly well suited for problem-solving, and

critical and creative thinking

Collaboration Activities: Any activities where

learners are working cooperatively in pairs of groups
Example of Collaborative Activities:
-Pair or Group Discussion
What are the benefits of higher-order thinking Skills?
-Enhancing students' ability to analyze information,
evaluate data collected, and synthesize or create
new ideas

- Working on a shared task -Helping students see things in different

perspectives, building up their knowledge and
-Games experience.

-Case Study -Developing students' emotional intelligence,

especially when dealing or working with people in
-Debate the future. They know why they feel or behave that
way and they can learn to control their feelings or
actions when necessary.
How can we incorporate HOTS in our teaching? Creative Learning

-Include HOTS in lesson objectives -The skill of creativity is the ability to think about a
task or a problem in a new or different way, or the
ability to use the imagination to generate new ideas.
Creativity enables you to solve complex problems or
]
find interesting ways to approach tasks.

-Creative learning pertains to the development of

new and meaningful contributions to one’s own and
others’ learning and lives.

-Design tasks and activities that would engage

students in these higher order thinking skills.

Below are some typical activities the students can

do to improve their HOTs:

1. Story time

-Teachers can teach higher-order-thinking skills to

their preschoolers through the questions they ask
after reading a story during circle time

2. Patterns

-A pattern is defined as a sequence of repeating

objects, shapes or numbers.

-Making patterns is an excellent thinking activity and

can be used with individual students or an entire
group.

3. Which one’s missing

-Test your child’s memory skills with the “What’s

missing” game. This is a fun memory activity to boost
kid’s minds. You can use any objects and then just
remove one to see if they can guess what’s missing.
21st Century Skills Categories Literacy skills (IMT)

A. Learning Skills - Focuses on how students can discern facts,

publishing outlets, and the technology behind them.
-CRITICAL THINKING There's a strong focus on determining trustworthy
sources and factual information to separate it from
-CREATIVITY
the misinformation that floods the internet.
-COLLABORATION
Information Literacy
-COMMUNICATION
-Understanding facts, figures, statistics, and data
Critical Thinking
-Information literacy is the ability to find, evaluate,
-Applying higher order thinking to new problems and organize, use, and communicate information in all its
issues, using appropriate reasoning to actively various formats, most notably in situations requiring
analyze the problem and make decisions about the decision making, problem solving, or the acquisition
most effective ways to solve the problem. of knowledge.

Creativity Media Literacy

-Using knowledge and understanding to create new
ways of thinking in order to find solutions to new
problems and to create new products and services.
Collaboration
-Working with others respectfully and effectively to
create, use and share knowledge, solutions and
innovations.
-Understanding the methods and outlets in which
information is published
- Media literacy is the practice of identifying
publishing methods, outlets, and sources while
distinguishing between the ones that are credible
and the ones that aren't.
Technology Literacy

Communication - Understanding the machines that make the

information Age possible
-Communicating effectively in a wide variety of
forms and contexts for a wide range of purposes and - Technology Literacy is the ability to safety,
using multiple media and technologies. responsible, creatively, and effectively use
appropriate technology to;
B. Literacy Skills
-Communicate
-INFORMATION
-Access, collect, manage, integrate, and evaluate
-MEDIA information.

-TECHNOLOGY - Endeavor to predict future needs, solve problem

and innovatively create solutions;

-build and share knowledge;

-improve and enhance learning in all subject areas

and experience
-Apply technology and critical thinking to real-world 4. PRODUCTIVITY
experience.
"Maintaining efficiency in an age of distraction"
-Develop the knowledge and skills to adapt to
changing technologies; and - ability to complete work in an appropriate amount
of time.
-Use technology to meet personal. needs, interest,
and learning styles.

C. LIFE SKILLS 5. SOCIAL SKILLS

-FLEXIBILITY “Meeting and networking with others for mutual

benefit"
-LEADERSHIP
- ability to communicate to others to form a
-INITIATIVE connection or a relationship.

-PRODUCTIVITY

-SOCIAL SKILLS

1. FLEXIBILITY

"Deviating from plans as needed"

- is the expression of someone's ability to adapt to

changing circumstances

2. LEADERSHIP

"Motivating a team to accomplish a goal"

-is someone's penchant for setting goals, walking a

team through the steps required, and achieving
those goals collaboratively.

3. INITIATIVE

“Starting projects, strategies, and plans on one's

own"

- often means working on projects outside of regular

working hours - accomplishing a goal without being
told.