Republic of the Philippines

Department of Education
REGION III
SCHOOLS DIVISION OFFICE OF PAMPANGA
MEXICO SOUTH DISTRICT
LAGUNDI ELEMENTARY SCHOOL

Pre-Lesson Activity

Before proceeding, read the following statements and check whether you agree or disagree
with each one. These statements will help you to reflect on what (you think) we should teach
children to help them become literate. After completing Lesson 2, you will need to review
these statements again to find out whether there are changes in what you know and in your
perceptions and attitudes.
1. Literacy development depends on the development of oral language.
Agree Disagree
2. Learning to read comes naturally to children.
Agree Disagree
3. Phonemic awareness means knowing the letter that words begin with.
Agree Disagree
4. Children need to learn all the names and sounds of the alphabet first before they can be
taught to read words.
Agree Disagree
5. I have to plan one activity for each literacy skill that I want to develop in my students.
Agree Disagree

Activity 3
The first six domains of literacy that were discussed form part of an emergent literacy
instruction, covering preschool to early Grade 1. How do you put them all together?
Watch the video and then answer the following questions:

1. What activities did the teacher have with the students?

The video clip presented one activity that the teacher did with the students: story
reading of Pilong Patago-tago.
2. Which of the domains discussed previously were targeted in each activity?
The single activity targeted at least five literacy domains: Attitude toward
language, literacy
and literature, book and print knowledge, vocabulary development, listening
comprehension and oral language development.
3. Does one activity address only one domain at a time? Is it necessary to have one
activity for each domain?
In this case, one activity addressed multiple literacy domains. Since literacy domains are
interrelated, a single literacy activity can help develop different literacy domains.
Activity 4
How well do you know the domains? Read each teaching situation given and click on the
domain of literacy that you think is being targeted.
What domain is being developed among the students when the teacher —

1. Reads the title, author, and illustrator before reading a storybook, then models the flipping
of the pages sequentially, one page at a time?
Answer: Book and print knowledge

2. Pauses while reading a story and asks a question that invites the students to make
predictions?
Answer: Listening comprehension

3. Introduces to the students the correct use of pang-uring paghahambing using "mas,"
"kasing," and "pinaka"?
Answer: Grammar awareness and structure

4. Asks the students to dramatize how to ask permission using the polite expressions taught to
them?
Answer: Oral language development

5. Challenges the students to read and interpret a pictograph, a line graph, and a bar graph?
Answer: Study strategies

6. Asks the students to clap the number of syllables in words that they listen to?
Answer: Phonological awareness

7. Discusses the meaning of the difficult words in a story before asking the students to read
it?
Answer: Vocabulary development

8. Uses the story that the students read as a springboard for discussing the principle of cause
and effect?
Answer: Reading comprehension

9. Introduces words with initial consonant blend l (fl-, bl-, cl-, pl-) and drills the students on
how these words are read?
Answer: Phonics and word recognition

Assignment 2

Watch the demonstration video and observe the activities that the teacher and students are
doing.
Then answer the following questions:
1. What activities did the teacher undertake with the students?
Teachers focus ing reading with the story The video clip presented one activity that
the teacher did with the students: story reading of Pilong Patago-tago.

2. Which of the literacy domains discussed were targeted in each activity?

Reading and listening
3. Does one activity address only one domain at a time? Is it necessary to have one
activity for each domain? Yes