TEACHING STRATEGIES

IN MTB-MLE PROGRAM
TEACHING AND LEARNING LANGUAGES AND
MULTILITERACIES
FROM ORACY TO
LITERACY
DEVELOPMENT
Lesson 1 By Danyelle Dimaala
Difference Between Oracy and Literacy
■ Oracy is to speaking what numeracy is to mathematics or literacy to reading and writing.
In short, it’s nothing more than being able to express yourself well. It’s about having the
vocabulary to say what you want to say and the ability to structure your thoughts so that
they make sense to others. Oracy was coined by British researcher and educator Andrew
Wilkinson in parallel with Literacy and Numeracy so he could emphasize the idea that
oral skills have been forgotten in education.
■ Literacy has traditionally been thought of as reading and writing. Although these are
essential components of literacy, today our understanding of literacy encompasses much
more. Alberta Education defines literacy as the ability, confidence and willingness to
engage with language to acquire, construct and communicate meaning in all aspects of
daily living. Language is explained as a socially and culturally constructed system of
communication.
The Two Concepts of Oracy

1. The ability to express oneself in spoken language.

2. The ability to understand spoken language.

These two concepts reflect the connection between

speaking and listening.
Principles of Guiding the Literacy
Development by Gunning (2005)
1. Reading, writing, speaking, listening and thinking develop simultaneously as learners
grow into literacy. This is called an integration of macro skills development rather than a
hierarchal, isolated skill focus.
2. Individuals learn to read and write by reading and writing and by responding to their
reading and writing. This is learning by doing in pragmatic context of skills use.
3. Prior knowledge and background are major elements in one's ability to construct
meaning.
4. Comprehension is the process of constructing meaning by relating idea of the text to
one's prior knowledge or background.
By Cooper, J., 1993

■ "Learners have to understand the concept of 'alphabetic

principle', explaining to them that what they can say can be
written down using the symbols that represent the sounds in
spoken words. This understanding is aided by the learners'
knowledge of 'concepts about print', which are rules required to
record oral language into a written language, divided into four
categories – books, sentences, words, and letters."
Concepts About Print

■ Books: cover, title, author, illustrator, beginning ending, left/right

orientation, top/bottom orientation, print tells stories, not pictures
■ Sentences: identifies sentence, beginning, ending; capital letter at
beginning, punctuation, period, comma, question mark, quotation,
exclamation
■ Words: identifies words
■ Letters: letter order, upper and lower case
Gunning (2005) included the following:

1. What we say and what others say can be written down and read.
2. Words, not pictures, are read.
3. Sentences are made up of words and words are made up of letters.
4. Reading goes from left to right and top to bottom.
5. A book is read from front to back.
6. What we say is divided into words.
7. Space separates written words.
8. Sentences begin with capital letters.
Gunning (2005) included the following:

9. Sentences may end with periods, question marks or exclamation marks.

10. A book has a title, and author and sometimes an illustrator.
11. Students must also develop a phonological awareness and arrive at an
understanding about alphabetic principles.
 APPROACHES AND
STRATEGIES IN TEACHING
COMPREHENSION
Lesson 2 by Via Galagate, Monique Domingo and Rosshena Adena
Introduction

■ COMPRESSION According to durkir (1993) the essence of reading

without which there is no reading at all.
■ List to remind the teachers about importances of planning for and
facilitating the teaching - learning process of comprehension

■ 1) The  teacher serve as a Model of everyday language use

■ 2) The teacher is provider of Experience
■ 3) the teacher is an Interactor
 Literature-Based Approach (LBA)
■ A literature-based approach offers a variety of benefits. It encourages sense-making or
meaning-making of a whole text (story, poem, etc). once students understand the general
meaning of the whole text, they are better prepared to deal with the analysis of the parts.
A literature-based approach also promotes active engagement and collaborative work so
that learners contribute to class activities through direct interaction with either the teacher
or with peers. They also participate through sharing information, asking questions, and
reflecting on their understanding, as well as working together to make sense of the text
under study. Another advantage of this instructional approach is its incorporation of a
human component so that learners can identify with characters who face common human
conflicts and problems, such as fear, hate, love, etc. Learners have the opportunity to
reflect on the characters’ actions and choices and then discuss whether they agree or
disagree with the characters’ decisions
Literature-Based Approach (LBA)

■ A literature-based approach supports integrated as opposed to segregated skills and, as a

result, its associated activities usually target in one lesson all the skills involved in
reading, writing, listening, and speaking.

■ Literature-based approach is the type of instruction in which authors' original narrative

and expository works are used as the core for experiences to support children in
developing literacy. The types of activities done with the literature are the natural types
of things children and adults would do when reading and responding to any good book.
For example, it is natural to share and talk about a good book after reading it; it is not
natural to answer ten questions about the book.
Literature-Based Approach (LBA)

■ Literature-based approach is much more than giving students

quality literature; it is doing the authentic things with the
literature that all writers and readers would naturally do, and
giving students support with the activities as they need it.
Children and young adults develop literacy by having real
literacy experiences and getting support from more-
experienced .
ACTIVITIES AND STRATEGIES
FOR PHONOLOGICAL
AWARENESS DEVELOPMENT
Lesson 3 by Rovic Flores
 STRATEGIES IN
TEACHING
DECODING
Lesson 4 by Teresa Fuertes, Linda Daep and Angelika Delos Angeles
What is Decoding?
■ The Term decode, according to Literacy Dictionary (Harris and Hodges, 1995), is to
analyze spoken or graphic symbols of a familiar language to know their intended
meaning. It refers to word identification.
■ Decoding is the ability to apply your knowledge of letter-sound relationships, including
knowledge of letter patterns to correctly pronounce written words. Understanding these
relationships gives children the ability to recognize familiar words quickly and to figure
out words they have not seen before.
■ Word identification is the realization or knowledge that "the phonemes (sounds) of
English, correspond more or less well, to graphemes (letters).." - (Miller 1995)
■ The word identification skills includes phonic analysis, structural analysis, context
clues, configuration clues, dictionary skills and sometimes picture clues.
What is Decoding?

■ Decoding is also the process by which a word is broken into individual

phonemes and recognized based on those phonemes.
■ For example in the word gap, proficient decoders, separate the sounds
"guh" "aah" and "puh." But struggling decoders who experience difficulty
in reading may not hear and differentiate those phonemes. It might be
meaningless to them.
From the Constructivist Stance
■ Learners have already begun reading the world before they learn to read
the words.
■ Woody Allen an actor, writer and comedian who believes that reading
really matters, because according to him, "You have to read to survive." 
■ Vacca and Vacca (2005) support this by saying that people need advanced
level of literacy to perform their jobs, run their households, act as citizens
and conduct personal lives. 
■ High level demand for literacy makes decoding skill significant.
■ Learners combine sources of  information and shift between the text,
print knowledge, and personal knowledge to figure out what the text says
in order to decode the message or the text.
From the Constructivist Stance

■ When learners are trying to read written texts, whether short

(like the name of a store) or long (like newspaper or novels)
they need to have technique for "breaking the written code" of
the words. Not knowing the process for this, they would not
see words; instead, they would just see series of meaningless
marks on a page.
Techniques or the Raw Material in order
to decode messages:
■ Demands for Literacy
■ Learning the alphabet and the sounds associated with individual letters.

■ These decoding strategies provide them with the process for determining
how to read and pronounce the combinations of letters that form words.
In preparation for decoding, learners must have
with them an understanding of the following:

■ Phoneme Awareness
     This refers to learners' awareness that spoken words are made up of
distinct sounds.

■ The Sound of Written Language

     This helps children to realize that conventions in writing such as space,
punctuation, capitalization, and indention, among other rules, govern the
writing system.
In preparation for decoding, learners must have
with them an understanding of the following:
■ Concept of Story
      This refers to the idea that every narration has a beginning, middle, and
ending and that children who have the experiences of reading to come to
know these parts that they expect whenever they hear or read a story.

■ Decoding Ability 
      This requires applying letter-sound knowledge to "sound-out" unknown
words.  This helps them to apply alphabet knowledge and rules in producing
the sounds of letter combinations to determine how these are read correctly.
In preparation for decoding, learners must have
with them an understanding of the following:

■ Spelling Ability 
       This means matching the sounds heard to alphabet letter names, a
transition or matching of phoneme to grapheme cues for writing down oral
texts.

■ Children must have a firm grasp of the basic concepts mentioned earlier
to help them succeed in learning how to decode. These pre-requisite
concepts, skills, and understanding will aid them in establishing
connection to word identification skills.
What are the causes of difficulty in
reading English?
1. English is not spelled phonemically consequently, the visual auditory
perception affects the vocalization. 
2. English becomes a difficult process of word and sentence analysis for
secondary clues, meaning, structural and form clues, to word attack and
pronunciation. 
3. The letter is used as primary clue to vocalization 
4. most teachers  separate reading and writing processes. 
5.  children lack of the oral-aural familiarity with words and the meanings
attached to them.
What principles should guide decoding
instruction?
1. Begin all instructions with meaning text experiences. 
2. Children needs and texts being read should determine the word
identification element being supported or emphasized. 
3. Model the element of the word identification being emphasized using the
texts children are reading. 
4. Practice in word identification comes through repeated reading and
writing, establishing the relevance of literacy skills in and out of the
classroom. 
5. Allow and encourage children to take risk as they read, trying words
before you tell them what they are.
What are the symptoms of Decoding
Difficulty?
1. Learners have trouble sounding out words and recognizing word out of
context. 
2. They are confused between letters and sound they represents. 
3. They have slow oral reading rate. 
4. They ignored punctuation marks.
What activities can be done to help
struggling decoders?
1. Occasionally points to letters and ask them to name them 
2. Let them sing the alphabet with audio, video and audio- visual report
support. 
3. Encourage them to use what they know about sounds letter to write notes
and emails. 
4. Talk about sight words and irregular words 
5. Teach them to sort/categories pictures and objects by the sounds they
contain while simultaneously saying the letter sound repeatedly 
6. Used manipulative to help teach letter sounds relationships.
Goals in teaching Phonics:
a. Teaching learners phonics skills by embedding phonics instructions in text
reading, a more implicit approach that relies to some extent on incidental 
learning. 
b. Teaching them segment words into phonemes. 
c. Teaching them explicitly to convert letters into sounds and blend the
sounds to form recognizable words. 
d. Improving the ability of good readers to spell. 
e. Providing children with key knowledge and skills to ensure that they
know how to apply that knowledge in their reading and writings.
Goals in teaching Phonics:
f. Ensuring that children understand the purpose of learning letter sounds
and they are able to apply these skills. 
g. Helping children map the relationships between letter and sounds
effective phonics and word recognition strategy instructions should provide
them with opportunities to become comfortable with a number of aspect of
reading. 
h. Permitting children to quickly and automatically translate the letters or
spelling patterns of a written words into speech sounds. 
i. Giving opportunities to children with reading disabilities to write and
relate their writing to spelling and reading.
How to Conduct Phonics Instruction?
1. Develop general  concept  of Alphabetic reading with simultaneous inclusion of
the writing activity as a necessary component in the development of reading
concept. 
A. Showing each letter in only one phonetic value. 
B. Excluding words with silent letters, double letters, nor combinations of letters. 
C. Using two-letters and the three-letter  words in which letters have sound value
assigned at the outset. 
D. Using short sentences. 
E. Introducing double consonants and other digraphs  that appear in consistent
uses. 
F. Taking up words whose spelling may be called semi-irregular 
G. Introducing irregularly-spelled words.
How to Conduct Phonics Instruction?
2. Only the five vowels letters, and perhaps seventeen consonants letters would be used,
each with only one sound-value. 
3. Two letter and three letter words, referring to familiar or easily explained concepts would
be composed from the above material and divided into five groups according to the vowel
letter involved .
                                                  Pan    Pen    Pin    Pot    Pun
                                                  Bat    Bet    Bin    Bag    Bug
How to Conduct Phonics Instruction?
4. Compose short phrases and sentences referring to familiar concept with about
type words. Requires gradual information of small set of the commonest irregular
spelled words such as I, is, the, a, thus, etc. 
                                                  The Red hen        The big dog
                                                  The bad cat        The fat pig
                                                   I am big            Ted is not big
                                                  Nat had a bat        The cat sat on a log

5.Develop basic visual and auditory discrimination skills involved in the perception aspects
of the reading process by doing the steps repeatedly.
6. Developed the ability and fluency to read and write.
Gillingham-Stillham Method
Purpose
    To provide the reader, “disabled “ or “potentially disabled” who has a specific language
difficulty, with a method for learning to read that is consistent with the evolution of language
functions.
Rationale
•    With the Gillingham-Stillman method students with specific language disabilities will learn
to read successfully only with methods that are consistent with the evolution of language
functions.
•    Provides a “phonetic method” and allows students to engage in this exclusive method.
•    The best teachers  for this method are those familiar with traditional reading and spelling
instruction.
Intended Audience
•    Students who, due to specific languages disabilities, have had or may have difficulty
learning how to read or spell. Students who show either low mental abilities or sensory
abilities are not included.
Gillingham-Stillham Method
Procedures
Suggested Narrative to use- “The Growth of Written Language”
1.    Letters- Teaching sounds represented by the letter and build these into words.
First Associate Process-  Show the students a letter and say it.
Second Associate Process- Make the sound represented by letter and let the child name the
letter. 
Third Associate Form- Explain and write letter form. And let the students trace the lines,
copy, write the word from memory, and write the word without looking at what has being
written.
2.    Words- Students blend letters into words.
3.    Sentences and Stories- Students read “Little Stories” silently until they can read it
perfectly.
4.    Others- Teacher uses further guidance after students’ reading skills have developed.
 STRATEGIES IN
TEACHING FLUENCY
Lesson 5 by Kim Castro, Rhoneth Fernandez, Jhaira Cervantes and Resalyn
Romanillos
Fluency

■ Fluency is reading with speed, accuracy and proper intonation (National

Reading Panel, 2000).
■ Harris and Hodges (1985) describe it as expressing oneself smoothly, easily,
and readily, having freedom from word identification problems.
■ Ford (2002) explains fluency as the ability to read words accurately and
automatically with expression. 
■ Fluency serves as the bridge between word recognition and comprehension. 
■ Fluency components: speed, accuracy, and proper intonation. 
Fluency
■ Accuracy – Read the words correctly. 
■ Intonation – Read smoothly and with feelings / expression. Must follow the
punctuation marks in the text. 
        -Change your voice to match the expression.
        -Change your voice to match the expression!!!!
        -Change your voice to match the expression???? 
■ Speed - Fluent readers read at an appropriate rate of speed for their age or grade level,
usually measured in words per minute (wpm) or correct words per minute (cwpm).  The
appropriate rate for each grade level shown below serves as standards for assessing the
wpm/cwpm of learners. 
 GRADE LEVEL RATE (WPM/CWPM)
1 50-60
2 80-90
3 110-120
4 140-150
5 170-180
6 200-210

To determine a learner’s reading rate, follow these steps:

1. Choose a conducive place.

2. Select a grade-appropriate short selection. 
3. Make the child feel comfortable. 
4. Inform the child on what he/she will be doing. 
5. Give the selection to the child. Make sure that you also have your copy of the text so you can write
down your observations or make some intonations. 
6. Tell the child to start reading. After a minute, tell the child to stop and encircle the last word read. 
7. Count the number of words read. 
8. Determine the child’s rate and compare it with the given standard. 
Fluency Components:

1. Reading rate - first fluency component 

2. Accuracy - refers to the child's close reading of what is
written in the text, without error or mistake 
3. Intonation - refers to the appropriate use of intonation
and phrasing in reading
To help learners fluency, Rasinki (1989) suggested
what teachers need to do, such as the following:

1. Model fluent reading

2. Provide direct instruction and feedback
3. Provide reader support
4. Do repeated readings of one text
5. Give cueing phrase boundaries in text
6. Provide learners with essay materials
How can children be taught fluency?
Vaughn and Thompson (2004) cited 5 Reading and rereading exercises to
improve fluency of children in kindergarten up to 3rd Grade and these are:
1. Reading with a model
2. Choral Reading 
3. Tape Recorded Readings
4. Reader's Theatre / Reading Performances
5. Partner Reading
Summary of Activities includes:
(1) providing an explicit model of fluent reading. Models could
be teachers, well-trained adult, student.
(2) giving the students multiple opportunities to read the same
text, teachers or adults should give feedbacks.
(3) teachers should established base lines for the number of words
children read correctly per minute as well as monitoring the
fluency progress.