K-3 Early Language, Literacy, and Numeracy Training

THE DOMAINS OF LITERACY:EMERGENT LITERACY STAGE

FELICITAS E. PADO, PhD

K-3 Early Language, Literacy, andNumeracy Training

Stages of Reading DevelopmentChall, 1983, cited in Hermosa, 2002

Stage Grade/ Age Range

Stage 0PREREADING

Preschool(ages 6 months to 6 years

Stage 1: INITIAL READING AND DECODING

Grade 1 and Beginning Grade 2(ages 7 -8 years)

Stage 2: CONFIRMATION AND FLUENCY

Grades 2 and 3(ages 8-9)

Felicitas E. Pado

Stages of Reading DevelopmentRosko et. Al, 2010

Stage Grade/ Age Range

Stage 0Emergent Literacy

Birth to Preschool

Stage 1: Decoding/Beginning ReadingStage 2: Confirmation and Fluency

Kinder to Beginning Grade 1 End of Grade 1 until Grade 3

Felicitas E. Pado

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Learner Characteristics and the Domains of Literacy


Learner Characteristics:•understand the picturebooks and stories read tothem•relies on pictures in text•pretends to readretelling story whenlooking at pages of book previously read to them•gains control of orallanguage•recognizes rhymes•starts recognizing letters•writes own name

Literacy Domains:•Attitude towardsliteracy, language andliterature•ListeningComprehension•Oral language devt.•Phonologicalawareness•Book and printorientation•Alphabet knowledge

Handwriting


Domain: Attitude towards literacy, language and literature(Pagpapahalaga sa Literasi, Wika at Panitikan)

Having a sense of being a reader and developing individual choices of and tastes for texts to read for various purposes such as for learning or for pleasure

Developing positive attitude towards Language, Literacy and

Literature• Listening to stories

read by the parent/teacher.

• Having a print-rich

environment.


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I wish I could read that

book.

I want to read that story.

Storyreading

I love to “read”

FELICITAS E. PADO

The ability to read is a big predictor of success in school.

Domain: Listening Comprehension(Pag-unawa sa Napakinggan)

A complex and active process in which vocabulary knowledge is a crucial component and which requires an intentional and thoughtful interaction between the listener and the text.


Ways of Sharing a Story

• Shared Reading

• Storyreading (Read-aloud)

• Guided Reading

• Storytelling

Shared Reading

Text

• is predictable

• has repetitive lines

• is rhythmic

Isang araw, lumabas si Manok

Tak, tak patak.

“Uulan yata,” sabi ni Manok.

Siya ay tumakbo sa munting kubo at

doon sumukob.

Lumabas si Pagong.

Tak, tak patak.

“Uulan yata,” sabi ni Pagong.

Siya ay tumakbo sa munting kubo at doon sumukob. FELICITAS E. PADO

Storyreading


Guided Reading


Why Share Stories?

Aside from developing positive attitude towards LLL, storyreading

• improves the pupils’ attentionspan

• develops or improves theirlistening comprehension

They are introduced to oral language, vocabulary and concept development

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sprinkler

weeds

• They are exposed to bookhandling behaviors

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• . . . draw something about the story . . .. . .write down their ideas (composing).

“After listening to a story, they may . . .

• Stories may be used forintroducing a grammar lesson

(The use of This is a and This is an)

1. This is an apple.2.This is an orange.3. This is a pear.4. This is a strawberry.

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Likewise, stories are springboard for values development

• being a good brother/sister

• being friendly

• knowing how to share

• being patient

• being helpful

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Domain:Oral language (in the language of literacy)

(Wikang Binibigkas)

Oral language refers to one’s knowledge and use of the structure, meanings and uses of the language.

• Literacy development depends on thedevelopment of oral language (in thelanguage of literacy).

• One cannot be successful in learning toread (and write) in a language that hedoes not understand.


Multilingual Literacy and Oral Language Development


Literacy in L1

(MT)

Literacy in L2

(Fil)

Oral Language Development

Literacy in L2

(Eng)

Developing oral language

• Storyreading activities

• Poems, rhymes, jingles, finger plays

• Dramatizations, dialogues

• Lots of “talking” activities in theclassroom: Show and Tell, I Spy . .

• “News” sharing

• Play activities

FELICITAS E. PADO


Domain :

Phonological awareness involves work with rhymes, syllables, onsets and rimes.

Phonological Awareness(Kamalayang Ponolohiya)

Phonemic awareness is the ability to notice, think about and work with the individual sounds in spoken words.

Activities to develop phonological awareness• Poem recitation by the whole class, by

groups, by individual pupils

• Rhyme detection

• Syllable detection

• Explicit teaching

Do they rhyme?

How many syllables?

What is the beginning sound? theending sound?


• Detecting the onset

Ano ang umpisang tunog ng salitang

mais?

sawa?

bata?

• Detecting the rime

Ano ang huling tunog sa salitang

gatas?

patatas?



Domain: Book and Print Knowledge(Kaalaman sa Aklat at Limbag

refers to knowing and being acquainted with books and how print works.


Holding the bookcorrectly

Identifying the partsof a book: front andback cover, and itspages

Knowing that a bookhas an author and anillustrator and tellingwhat they do

Sino ang makatuturo

ng pamagat ng

babasahin kong

kuwento?

Sino ang makababasa

ng pamagat?

Ang kuwentong ito ay

sinulat ni

__________.

Ang mga drowing sa

aklat na ito ay iginuhit

ni ______________.

Knowing where a story begins

Flipping the pages of the booksequentially, from the front to the back



Tracking the story line from left toright and from top to bottom while thestory is being read to them.

Making the correct return sweep

Consistently looking at the left pagefirst before looking at the right page.


.

Making one to one correspondencebetween written and spoken words

Telling that print in the form of wordscorresponds to speech

Recognizing that print messagesrepresent spoken language and conveymeaning

Modeling Book handling behavior


Domain:

.

Alphabet Knowledge(Kaalaman sa Alpabeto)

The ability to recognize, name, and sound out all the upper and lower case letters of the alphabet.

Each letter of the alphabethas a namehas an upper and a lower caseis written in a certain wayhas a distinct sound

A beginning reader should be able to do the following:

1. Identify the letters of thealphabet.

2. Name each letter.

3. Sound each letter (if teachingreading in Filipino);

Sound each consonant (ifteaching reading in English)

FELICITAS E. PADO

4. Match the upper with the lower caseletters.

5. Write all the letters of the alphabet,both the upper and the lower case.

6.. Give the letter that begins (ends) the name of a given object/picture.

5. Identify the letters in given words.

FELICITAS E. PADO


The ability to form letters through manuscript and cursive styles

Handwriting(Pagsulat)

Guidelines in Teaching the Letter Names

1. Learning the letters need not necessarily be in alphabetical order; it need not start with letter Aa.

1. Present pictures whose names start with a target letter. (Vocabulary development )

3. Let them “read” with you thenames. Draw their attention tothe beginning letter and let them read this. Write both its upper and lower case letters.

4. Talk about objects/pictures whosenames start with a particular letter:Mm

(manok, mais, melon, mangga, mani . .

• Vocabulary development is integratedwith alphabet recognition.

• The examples given should start with

a single letter (not a blend).

( prutas is not a good example for letter p).

5. Integrate the recognition of lettersto writing them.

. Integrate letter recognition with other subject disciplines, such as:

• Art

• Music

• PE

Some observations on writing (handwriting)

• The ability to write legibly is dependenton the development of the child’s finemotor skills.

• Reversals of letters and words are stillcommon before age 8.


Activities in a Preschool/Grade 1 Class


•Sharing ActivitiesNews sharing OLnursery rhymes poem recitation PA songs Show and Tell . . . OL•Storyreading by the teacher ALLL•Story discussion LC•Direct instruction on the letters of thealphabet AL

Sample of a Week’s LessonEveryday

• Sharing Activities

- Group singing

-Poem recitation: whole class, groups,individual

-News sharing

Today is Monday.

It is a sunny day.


Oral language developmentPhonological awareness

Day 1

• Storyreading by the teacher

-prereading activities:

unlocking difficult words,

motivation

motive question

-discussion of the pictures on the cover,pointing/reading the title of the story, readingthe name of the author and illustrator


Vocabulary devtOral language devtComprehension: • Accessing prior knowledge• PredictingBook and print orientation

-reading the story by the teacher

Flipping the pages

Tracking the storyline

-teacher pauses and asks

a question


Positive attitude towards LLLListening comprehensionBook and print orientation

Day 2:

Discussion of the story

• Who?

• What?

• Where?

• When?

• If you were . . .

• Do you think . . .

• Which happened first . . .

• Why do you think . .FELICITAS E. PADO, PhD

Listening comprehensionOral language devt

Day 3

-response/s to the story through

drawing

dramatization/role play

composing

retelling


Listening comprehensionOral languageComposing

• learning the letters and handwriting

- Introduction: vocabulary for a certain letter

(pictures of words starting in Ss)

- Introducing the letter name

- Introducing the letter sound

-Matching and Writing the upper and lowercase letters

-ExercisesFELICITAS E. PADO, PhD

VocabularyAlphabet knowledgeHandwriting

Day 4

• Grammar (oral)

-Introduction: (use the story as springboard)

-Teaching/ Modeling

Example: We use a when . . .

We use an when . . .

-Games/Exercises


Grammar awarenessOral Language

Day 5

• Learning a Letter and

handwriting

- Introduction: vocabulary for a certain letter

(pictures of words starting in Ss)

- Introducing the letter name

- Introducing the letter sound

-Matching and Writing the upper and lower case letters

-ExercisesFELICITAS E. PADO, PhD

VocabularyAlphabet knowledgeHandwriting

MARAMING SALAMAT!


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K-3 Early Language, Literacy, and Numeracy Training