AZEEMAN ALIS ABU

FARIS FURQHAN

LITERACY SKILLS?

Literacy skills, especially reading and writing

skills, need to be learned together, because one

reinforces the other.

Every reading approach should teach these

skills in some way or another.

skills needed for reading and writing

. include such things as awareness of the

sounds of language

, awareness of print and

the relationship between letters and

sounds.

Examples of

literacy skills?

FLUENCY SKILLS

Fluency should be the aim of every reading and writing lesson. It should increase as learners progress from beginning to advanced readers and writers. Fluency enables learners to read and write with more understanding. They gain this skill through practice and observation. (Gudschinsky 1973)

Definition Fluency skills are the ability to see larger segment and phrases as wholes as an aid to reading and writing more quickly.

Examples  Immediately recognizing letters and frequent clusters of letters.

(line 15) Learning frequent words by sight Using prediction skills within the phrase or clause

READING READINESS SKILLS

Reading readiness skills help prepare learners for the task of reading. The particular skills they need to learn will depend on their previous experience with and exposure to reading. Reading readiness skills need to be taught in a context which gives the expectation that reading is for meaning. The learners need to hear stories read aloud and observe that reading and writing are useful and meaningful.

Definition Reading readiness skills are those abilities necessary for a person to begin the process of learning to read.

Examples  Teaching someone to handle a book correctly

(line 10 &11) Using a pencil correctly Understanding and interpreting illustrations Understanding the alphabetic principle

READING SKILLS

Reading skills enable readers to turn writing

into meaning and achieve the goals

of independence, comprehension,

and fluency.

Definition 

Reading skills are specific abilities which enable

a reader to read the written form as meaningful

language, to read anything written with

independence, comprehension and fluency, and

to mentally interact with the message.

KINDS

  Word attack skills let the reader figure out new

words.

Comprehension skills help the reader predict the

next word, phrase, or sentence quickly enough to

speed recognition.

Critical reading skills help the reader see the

relationship of ideas and use these in reading with

meaning and fluency.

WRITING SKILLS

Writing skills help the learner gain independence, comprehensibility, fluency and creativity in writing. If learners have mastered these skills, they will be able to write so that not only they can read what they have written, but other speakers of that language can read and understand it.

Writing skills are specific abilities which help writers put their thoughts into words in a meaningful form and to mentally interact with the message.

KINDS 

 Comprehensibility skills for writing include understanding

that writing is communicating messages or information.

Fluency skills for writing include

recognizing the linear sequence of sounds

mastering writing motions and letter shapes

recognizing the chunking of words

recognizing the need for space between words

writing quickly

Creativity skills for writing include the ability to write

freely anything the learner wants to write.

Developing literacy skills

phonemic awareness reading writing, and spelling.

APPLICATION

Learning to talk Classroom application

IMMERSION: Little children are surrounded by meaningful, spoken language.  Children hear their mother and father, grandparents, brothers and sisters, and other close relatives talking, laughing, singing, and arguing. Their lives are filled with real language in use. Children are part of a language community. The use of language will enable children to be better readers, drawing on the ability to use language with ease.

IMMERSION: Children are surrounded with print. The classroom is print-rich. Print is taped to walls and doors. Student work, stories, charts, and labels are predominant. A comfortable, organized classroom library invites students to select books. Reading and writing is evident in all areas of the classroom!

DEMONSTRATION: Children see and hear thousands of examples of models of spoken language in use.  When the people around children use language, things happen. Language has purpose. Language is part of the life around them, at home, in the village, and in the town. As teachers, we need to ensure that we demonstrate the importance of conversation about books, writing, and literacy events.

DEMONSTRATION: Children learn through modeling. Teachers and students model listening, speaking, reading, and writing throughout the day. Teachers model reading big books and writing. Students observe purposeful literacy daily in a variety of ways.

EXPECTATION: Parents expect their babies to talk, which means there is no anxiety or tension attached to learning to talk.  We expect little children to talk in their own time and in their own way. The guidance they receive is given with love and patience. Teachers need to keep this expectation in mind.

EXPECTATION: Students are expected to learn and work at developmentally appropriate levels. Students have materials that match their independent and instructional literacy levels. Centers for listening, art, writing/publishing, computers, math, etc. are available and utilized. The classroom is structured with the expectation of learning.

THANK YOU