EED ENG 2: TEACHING LITERACY IN THE - To read and write in English, a learner must have phonics skills, the

and write in English, a learner must have phonics skills, the ability to match sounds
to letters and letters to sounds. That is, learners must know how to connect particular letters
ELEMENTARY GRADES THROUGH LITERATURE and letter combinations with the component sounds (phonemes) of familiar spoken words.
A. GENERAL PRINCIPLES IN TEACHING LITERACY IN ELEMENTARY LEVEL
Vocabulary Development
- In order to truly read and write in English, ELLs must understand English word meanings.
Literacy
Some ELLs may be able to repeat or pronounce English words and phrases without really
- For students in elementary school, literacy is a key to lifelong learning and opportunities for
understanding them. ELLs also learn word meanings through listening to repeated readings,
success.
explicit explanations, and discussions of picture books on a variety of topics in fiction and
nonfiction.
- Effective elementary literacy instruction develops students’ linguistic and cognitive abilities
through the explicit integration of reading, writing, speaking, and listening into
Fluency
instruction across all content areas and activities.
- Fluency in speaking English is an important factor underlying fluent oral reading. Reading
quickly, accurately, and expressively can pose a challenge to ELLs. They need rich
- Oral language, reading, writing, and content instruction support and enrich each other.
opportunities to listen, speak, and internalize the sounds, rhythms, and patterns of English
Students must be provided with experience in all these areas if they are to achieve success!
over a period of time.
This is true for all children and especially critical for ELLs.

Comprehension
Elementary Literacy Level (ELL)
- In order to read English with understanding, ELLs must have developed phonemic
- The school curriculum poses many challenges to students for whom English is a second
awareness, phonics skills, word recognition skills, vocabulary knowledge, and the ability to
language (ESL). Effective teachers of ELLs understand these challenges and have a repertoire
read somewhat fluently.
of teaching practices designed to scaffold learning in literacy, language, and the content areas.
Effective teachers of ELLs engage students in activities where oral and written language
B. SIGNIFICANCE OF LITERATURE IN TEACHING CHILDREN
build upon each other.

• Children’s literature provides students with the opportunity to respond to literature and develop their
Advanced levels of literacy require many types of linguistic, cultural, and world knowledge.
own opinions about the topic.
According to the National Reading Panel, research indicates that basic reading and writing
• Children’s literature provides an avenue for students to learn about their own cultural heritage and
require competence in the following five areas:
the cultures of other people.
• Children’s literature helps students develop emotional intelligence.
Phonemic Awareness
• Children’s literature also encourages creativity.
- In order to learn to read and write English, a learner must be able to perceive the small units
• Children’s literature is of value because it fosters personality and social development.
of sound called phonemes that make up spoken words. Phonemic segmentation of English
words is also particularly difficult for those with little experience in English rhyme,
The value of children’s Literature
alliteration, or other word play.
- Giving children access to all varieties of literature is extremely important for their success.
Educators, parents, and community members should help students develop a love and passion
Phonics
for reading. Not only is reading literature important in developing cognitive skills to be able
to succeed in a school or work setting, but it is valuable for other reasons as well.

- Children’s literature is important because it provides students with opportunities to respond to
literature; it gives students appreciation about their own cultural heritage as well as those of
others; it helps students develop emotional intelligence and creativity; it nurtures growth and
development of the student’s personality and social skills; and it transmits important literature
and themes from one generation to the next.
Stories (Kwento)
A narrative about people and events, usually including an interesting plot. A story can be
fictional or true, and it can be written, read aloud, or made up on the spot. Stories for kids
with morals and exciting characters have numerous advantages and provide bonding
opportunities.

C. TYPES OF LITERATURE FOR CHILDREN Example of Stories

The boy who cried Wolf
Children’s literature offers young people the possibility to acquire a system of values The milkmaid and her Pail
(educational role), to be engaged in motivating learning activities (didactic aspect), and to deal
with inner conflicts and life difficulties (psychological value). Drama
A written work that tells a story through action and speech and is meant to be acted on a
Poetry (Tula) stage. A play, movie, or television production with a serious tone or subject. It typically
Poetry is a form of creative writing where the use of language tools is made. In addition, it contains presents a story or situation that engages the audience’s emotions, evoking intense feelings
some particular elements, such as verses, rhyme, stanzas, etc. such as tension, excitement, or empathy.
Poetry is a type of literature typically written in verse that uses figurative language, or language that
can have different meanings from what is literally said, to give multiple shades of meaning to a word Example of Drama
or a phrase. Examples of structured poetic forms include haikus, limericks, and sonnets. A Christmas Carol
Jack and the Beanstalk
Example of Poetry The three bears
Sonnet 18” by William Shakespeare
Shall I compare thee to a summer’s day? by William Shakespeare, 1609
D. CONTEXTUALIZING LITERACY LESSONS FOR FILIPINO LEARNERS
The Road Not Taken by Robert Frost, 1916

Riddles (Bugtong)
A riddle is a statement, question or phrase having a double or veiled meaning, put forth as a puzzle to
be solved. Though the dictionary definition focuses on the riddle as a question and describes it as a
game, the riddle is more than a puzzle. It is both an interrogative and an expressive form, possibly the
earliest form of oral literature—a formulation of thought, a mode of association, a metaphor.
Example of Riddles
1. What has to be broken before you can use it? Answer: An egg
2. I’m tall when I’m young, and I’m short when I’m old. Answer: A candle
3. What goes up but never comes down? Answer: Your age
The contextual approach considered the relationship between individuals and
their physical, cognitive, and social worlds. They also examine socio-cultural and
environmental influences on development.
Why use a contextual learning approach?
1. For any teaching and learning approach to be adopted as an acceptable pedagogy, it
must demonstrate that its core principles are in keeping with the broader body of
pedagogical findings.
• While other training approaches might also work well, the inclusion of contextual learning
examples as part of corporate training will help produce a workforce that’s more adept at
real-world problem solving.
• Contextualizing reading comprehension instruction places the learners in a vivid and
meaningful authentic situation.
• Contextualization can be done through designing the reading lessons and activities that
center on the learners’ field of interests and environment.
• Contextualized Teaching and Learning (CTL) is known to have a great impact to the
students’ academic performance. It promotes positive learners’ engagement and improves
learning skills among learners.
E. ENHANCING THE LITERARY SKILLS OF LEARNERS THROUGH THE
VARIOUS APPROACHES EFFECTIVE IN TEACHING LITERATURE LIKE:
• Shared Reading
Shared reading is an interactive read aloud where the students join in or share the reading of
a book while guided and supported by a teacher. The teacher explicitly models the skills of
proficient readers, including reading with fluency and expression. Shared reading of
predictable text can build sight word knowledge and reading fluency.
• Silent Reading
Silent reading is reading done silently, or without speaking the words being read. Before the
reintroduction of separated text (spaces between words) in the Late Middle Ages, the ability
to read silently was considered rather remarkable. Silent reading improves students’
understanding because it helps them concentrate on reading rather than pronunciation.
• Cooperative Learning
Cooperative Learning is an instructional method in which students work in small groups to
accomplish a common learning goal under the guidance of the teacher.
Cooperative learning aims to organize classroom activities into academic and social learning
experiences. There is much more to cooperative learning than merely arranging students into
groups, and it has been described as “structuring positive interdependence.”
• Differentiated Learning (MI grouping)
Differentiated instruction is the process of tailoring lessons to meet each student’s individual
interests, needs, and strengths. Teaching this way gives students choice and flexibility in how
they learn, and helps teachers personalize learning. Teachers can use grouping strategies to
address distinct learning needs. Educators can group students in a class based on their
interest, ability, and learning style.
• Listening to Literature
Listening comprehension encompasses the multiple processes involved in understanding and
making sense of spoken language. Listening to stories stimulates our senses and challenges
our minds. Not only does listening readily engage children’s imaginations through stories and
songs, it also strengthens numerous foundations of literacy such as language skills,
phonological awareness, reading comprehension, and print awareness.
F. THE STRATEGIES IN TEACHING LITERACY THROUGH LITERATURE
• KWL
KWL (Know-Want-Learn) is a strategy usually applied in reading where students are geared
to construct their knowledge, first, by activating their prior knowledge or what they Know,
questioning what they Want to know, and concluding what they Learned about a certain
topic.
• Think-Pair-Share
“Think-pair-share (TPS)” is an instructional method where learners work together and
attempt to answer questions or solve problems on a given text.
T: (Think) Teachers begin by asking a specific question about the text. Students “think” about
what they know or have learned about the topic.
P: (Pair) Each student should be paired with another student or a small group.
S: (Share) Students share their thinking with their partner.
• Think-Square-Share
Think-Pair-Square-Share is the development of Think-Pair-Share strategy which has three
steps, but TPSS is a strategy that deals with four steps; think the subject matter, discuss in
pair, communicate again in square and share it to the whole class. It helps students to think
individually about a topic or answer to a question. It teaches students to share ideas with
classmates and builds oral communication skills. It helps focus attention and engage students
in comprehending the reading material.
• The Drama Method
Drama Method – a teaching method which would allow students to explore the curriculum
using several of Gardner’s multiple intelligences.
Drama provides the context to improve writing skills, to develop realistic dialogue and to
extend vocabulary. Improvisation and storytelling develop children’s understanding of
narrative structure with a consequent impact on speaking and writing skills.
It is the teacher’s role to guide and encourage these types of drama and theatre activities
because learning through drama is all about play, learning to express emotions, feeling, and
actions to learn new things and material in a natural and unforced way within the classroom
environment.
• Image Analysis
Image analysis involves processing an image into fundamental components to extract
meaningful information. Image analysis can include tasks such as finding shapes, detecting
edges, removing noise, counting objects, and calculating statistics for texture analysis or
image quality. Using strong visuals in lessons can help students activate prior knowledge and
engage with new information.
• Graphic Story
Graphic novels are similar to comic books because they use sequential art to tell a story.
Unlike comic books, graphic novels are generally stand-alone stories with more complex
plots. A graphic story or novel is a long-form work of sequential art.
Elements of Graphic Story
Panel A distinct segment of the comic, containing images and text
Frames The lines and borders that contain the panels
Gutters The space between framed panels
Thought Bubbles Cloud shaped where the thoughts of a character are expressed.
Speech Bubbles The smooth circle containing the verbal speech of characters
Sound effects Lettering that draws attention to text; often highlights onomatopoeia and
impact words (wow, bang)
Captions Boxes containing a variety of text elements (setting, description)
• Using Graphic Organizer
Graphic organizers can help to visualize and construct ideas, organize and/or sequence
information, plan what to write, increase reading comprehension, brainstorm, organize
problems and solutions, compare and contrast ideas, show cause and effect, and more.
Concept maps and knowledge maps all are types of graphic organizers. You can use any chart
or diagram as a graphic organizer to compare facts and depict a story.
G. STRATEGIES AND TECHNIQUES THAT FOSTER THE READING -WRITING
CONNECTION
• Writing Diary Entries
A diary entry is a section of writing that has been organized by date. The entries within your
diary are how you organize the thoughts, feelings and opinions you are pouring into it. Think
of them like chapters of a book. They can be as short or as long as you want.
• Writing Journals
Writing Journals is the process of recording personal insights, reflections and questions on
assigned or personal topics. Journal projects assigned in class may include your thoughts
about daily experiences, reading assignments, current events or science experiments.
• Writing Reflection
Communicating your response to thoughts and feelings. A way of exploring your learning.
An opportunity to gain self-knowledge. A way to achieve clarity and better understanding of
what you are learning.
• Poetry Writing
Poetry is a type of literature that aims to evoke an emotional response in the reader through
language chosen and arranged for its meaning, sound, and rhythm. Some of defining
characteristics of a poem include: meter. Rhyme. form.
• Writing Sequel to stories read
Writing a sequel is about continuing the story in a meaningful and exciting way. Readers
need to experience new character arcs, relationships, challenges, and adventures!
• Writing Book Reports
A book report is an objective summary of the main ideas and arguments that the book’s
author has presented. The purpose of the report is to give enough information to help decide
whether the book will be of use or interest to any potential readers.
• Journalistic Writing
Journalistic writing is a form of non-fiction writing used to report news and factual events. It
can be utilized in newspaper articles, television reports, radio scripts and on news websites.
H. ASSESSMENT TECHNIQUES AS APPLIED FOR TEACHING LITERATURE
• Traditional
Traditional assessments are “tests” taken with paper and pencil that are usually true/false,
matching, or multiple choice. These assessments are easy to grade, but only test isolated
application, facts, or memorized data at lower-level thinking skills.
• Performance Based
It requires students to demonstrate or apply their knowledge, skills, and strategies by creating
a response or product or doing a task. Examples of performance assessments include
composing a few sentences in an open-ended short response, developing an analysis in an
essay, conducting a laboratory investigation
• Project based
Project-based assessments are an opportunity to utilize and measure the higher order thinking
skills of students. A project-based assessment will apply multi-faceted skills to be
encompassed into a cumulative project. One example of PBL in a K-12 classroom might be
an activity on environmental pollution.
• Portfolio
Portfolio assessments ask students or teachers to collect work products that show growth
over a specific period of time. There are two main types of portfolio assessments:
“instructional” or “working” portfolios, and “showcase” portfolios. Instructional or working
portfolios are formative in nature.
I. DESIGNING INSTRUCTIONAL PLANS AND MATERIALS FOR TEACHING
LITERACY THROUGH LITERATURE
What is Instructional Planning?
Teachers use instructional planning as a way to design what topics or objectives students will
learn, and how they will get them to learn the material. High-quality instruction planning
should include
What is the importance of instructional planning?
Instructional planning is an important way for teachers to strategically decide what their
students will learn and how they will learn it. An important factor of instructional planning is
using differentiated instruction to meet the various needs of all students.
What are the basic components of instructional planning?
Instructional planning includes creating goals, choosing methodologies and strategies, and
selecting relevant assessments. One of the most crucial parts of instructional planning is
deciding on specific educational objectives students will be expected to master.

J. LESSON PRESENTATION

• Micro-Teaching
Micro-teaching is a teacher training and faculty development technique whereby the teacher
reviews a recording of a teaching session, in order to get constructive feedback from peers
and/or students about what has worked and what improvements can be made to their teaching
technique.
In the original process, a teacher was asked to prepare a short lesson (usually 20 minutes) for
a small group of learners who may not have been his/her own students.

• Team Teaching
The Team-Teaching Method is a concept that refers to multiple teachers working together to
plan, deliver, and evaluate educational and instructional content.
Team teaching can be defined as a group of two or more teachers working together to plan,
conduct and evaluate the learning activities for the same group of learners.

• Individual Teaching
Individualized instruction focuses on the needs of the individual student. Teaching is specific
and targets one need at a time. This teaching method can be used on its own, or it can be part
of differentiated teaching. Some students who receive individualized instruction need
teachers to help them understand and learn. Special education is an example of individualized
instruction.

GOODLUCK CUTIE!
-Ajenth