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7/30/2019 Learning Experiences For Literacy Learners
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LEARNING EXPERIENCES
FOR
LITERACY LEARNERS
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What Do I Know?
As a literacy volunteer, what ideas can yougive or share on these following topics?
1. Who may be in your literacy class?
2. What do you know about your learners?
3. What lessons will you prepare for your learners?
4. What materials will you plan and prepare?
5. How will you find out if your learners learn what you
want then to learn?
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What Do I Want To Know?
A teacher plans a curriculum for his/her learners.
The curriculum includes experiences that are
systematically planned.
On mothers who do not know how to read nor
write, what will you teach them?
If your literacy class is made up of high school
drop-outs, what literacy activities will you plan for them?
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Curriculum refers to all the planned
experiences, which the learners may beexposed to, in order to learn the things you
want them to learn.
The literacy teacher and/or volunteer must
have a guide which will include all the learning
experiences which the literacy learners may be
exposed to, in order to achieve the desiredlearning goals.
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Usually, a curriculum guide specifies:
A statement of aims and of specificobjectives or the learning goals or desired
outcomes.
An example of an aim is:
Learners should be able to fill out an
application form for job (for out-of-schoolyouth learners).
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The content or scope and nature ofthe materials to be studied or different
activities to attain objectives.
- learning activities- testing/evaluating activities
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A sample guide typically has this
structure:
___________________________
Lesson
Learners: Out-of-school youth learners
Objectives:
To be able to fill out an application form for a job.Content / Materials Learning Activities Evaluation
FILLING OUT JOB
APPLICATION
FORMS
Materials:
Sample application
forms
A. Learning the parts
of the forms
- Personal
information- Job experiences
- etc.
B. Interpreting items
in the form
Filling out a sampleform
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Sample LessonLesson: Going to a Store
Learners: Preschoolers
Objectives: Identify things found in different kinds of store
Associate pictures with their names
Write the correct initial letter forms of the given words
Group things found in the store according to their beginning letters
Content/Materials Learning Activities Evaluation
Content: Names of ThingsSold in a Store
Initial Letters ofWords
Grouping Words
according to their Initial
Letters
A. Introduction1. Teacher presents
the picture of a
store.2. Asks pupils what
comes in their mind
when they see the
presented place?
1. Conduct a group
game. Let the pupils
group the items
found in the storeaccording to their
initial letters.
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MaterialsPicture of
a store
Picture or
real itemsbeing sold in
a store
Flashcards
3. Focus the pupils attention on the things
being sold or bought in the store.
B. Activities/Lesson Proper1. Teacher narrates a story about a girl who
goes along with her mother to a store.
2. Focus the pupils attention to the items,
which one can buy in a store.
3. A picture or a real sample of the item
may be presented top the class.
4. Assists the pupils in remembering the
names of the items.5. Teacher may use the flashcards in
presenting the names of the item sold in
the store.
6. Hold a discussion. Teacher may ask:
Where did mother and the girl go?
What can one buy in a store?
7. Focus on the names of the items foundin the store
8. Ask the pupils to name the initial letters
of these items
9. Let the pupils classify or group these
words based on their initial letters.
10. Hold a drill.
2. Present the
following pictures
found in the store
and let the pupils
write their initialletters.
3. Let the pupils say
and write the initial
letters of these
words:
catsup
shampoo
eggs
detergent
deodorant oilbutter softener
soap milk
canned goods
sponge
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What Did I Learn? Activity 1
Directions: Write True if the sentence tells something correct and write False if the
sentence tells something wrong.
_____1. Curriculum refers to the planned experiences which the learner may be exposed
in the classroom only.
_____2. The terms program, plan or guide can be used instead of curriculum.
_____3. The activities in a literacy class should be based on the characteristics and needs
of its learners.
_____4. The following usually compose a curriculumobjectives, contents, learning
activities, and evaluation.
_____5. Learning activities include the manner and materials to find out how the learners
benefited from the program.
_____6. Teacher-made tests, workbook exercises, graded recitations are evaluation tools.
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Directions: Match the terms in column A with their meanings incolumn B.
7.
8.
9
10.
A B
aims and objectives
contents
Learning activities
evaluation
the learning goals or desired
outcomes
certain patterns of learningand teaching
the manner and materials to
find out how the learnersbenefited from the program
the scope and nature of the
materials to be studied
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Activity 1.1Directions: Identify which are being described. Choose from the words listed inthe box.
1. The learning experiences which the teacher conveys to his/her
learners in the form of lessons, activities, resources and evaluationtools make-up the _____________.
2. Teacher-made tests, workbooks, exercises, graded recitations areamong the _____________ which are used to find out how thelearners benefited from the program.
3. Curriculum refers to all planned experiences which the learners maybe exposed to in and outside the _____________ in order to achievethe learning goals.
4. The learning goals or desired outcomes are also known as the____________.
5. The activities in a literacy class should be based on the characteristics
and needs of its ______________.
Learning Activities Curriculum Evaluation
Aims or objectives Evaluation tools types
Classroom learners experiences
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