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Literacy Development for Educators

The document summarizes the five stages of reading development: 1) Emergent pre-reader (ages 6 months to 6 years) where children are exposed to books and learn concepts. 2) Novice reader (ages 6-7 years) where children start sounding out words and learn letter sounds. 3) Decoding reader (ages 7-9 years) where children read familiar stories fluently using decoding skills. 4) Fluent comprehending reader (ages 9-15 years) where reading is used to learn new ideas and perspectives. 5) Expert reader (age 16+) where reading is done widely across complex materials from various viewpoints.

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0% found this document useful (0 votes)

76 views79 pages

Literacy Development for Educators

Uploaded by

Necy Jane Pardillo

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 79

CAED 110

Let Us Learn

Hello there! Welcome to CAED 110 or Literacy Development subject, an exciting time as there are many
opportunities for you to succeed and thrive academically, emotionally and socially. Let’s start your school year
right with this first topic. In this activity sheet, you will be accomplishing series of exercises and at the end of
the lesson you are expected to:
• Identify the characteristics of Emergent and Beginning Readers; and
• Understand the goal of beginning literacy

To begin with your learning journey, let us first have this activity. Write your ideas about the words below.
Write your answer inside the box.

Emergent Reader
Beginning Reader

Let Us Try
Are you excited to get moving? To begin with your learning journey, let us first have this activity.
Answer the following questions. Write the letter of the correct answer on the space provided before each
number.

1. The age of an emergent reader usually ranges from ________________.

a. 1 to 15 b. 5 to 15 c. 1 to 6 d. 1 to 10
____ 2. children learn about directionality, or the left to right, top to bottom direction
used for reading.
a. Frustration stage b. Beginning stage c. Emergent stage d. Puberty stage
____ 3. A reader who recognizes and manipulates word differences.
a. Advance reader b. transitional reader c. beginning reader d. intermediate reader
____ 4. A reader who reads with comprehension and mastery.
a. Advance reader b. transitional reader c. beginning reader d. intermediate reader

____ 5. The child is learning the relationships between letters and sounds and
between printed and spoken words.
a. Novice reader b. decoding reader c. emergent reader d. fluent reader
____ 6. Reading is used to learn new ideas in order to gain new knowledge, to
experience new feelings, to learn new attitudes, and to explore issues from one or more perspectives.
a. Novice reader b. decoding reader c. emergent reader d. fluent reader
____ 7. The decoding reader is typically between _______________.
a. 10 to 15 years old c. 7 to 9 years old
b. 9 to 15 years old d. 16 years and older
____ 8. The fluent or comprehending reader is typically between ____________.
a. 10 to 15 years old c. 7 to 9 years old
b. 9 to 15 years old d. 16 years and older
____ 9. The ability to identify, understand, interpret, create, communicate and com-
pute, using printed and written materials associated with varying contexts.
a. Comprehension b. reading c. literacy d. writing
____ 10. Why is literacy important?
a. To engage with the written word in everyday life
b. It creates opportunities for people to develop skills
c. Helps people move out of poverty and get better-paying jobs to support their families.
d. All of the above
____ 11. Which of the following is NOT true about emergent readers?
a. recognizes some words or symbols c. shows pleasure in rhyme and rhythm
b. uses prior knowledge to create meaning d. enjoys reading newspapers and novels
____ 12. When selecting books for an emergent reader, the following must be
considered, except?
a. Sentences are written in a pattern
b. Contains and repeats hi frequency words
c. Contains familiar objects and experiences
d. Illustrations which give entertainment and satisfaction
____ 13. Books for emergent readers must contain the following, except?
a. Strong picture support c. Large print
b. Limited text on a page d. various languages
____ 14. Books for fluent readers must contain ______________.
a. Familiar concepts c. less text
b. Controlled, repeated vocabulary d. more varied topics
____ 15. Below are the factors that influence the development of an emergent reader,
except?
a. Perceptual b. oral c. affective d. physical

Let Us Study
Opps! You seemed to have an idea on what you will be learning in this activity sheet. Great! Now,
read the article about the Five Stages of Reading Development and then answer the questions that
follow.

Five Stages of Reading Development

Literacy is not something that just happens. One does not wake up literate nor does one become literate in the
same way that one learns to walk. It is not intuited from the environment nor is it simply a matter of physical
maturation. Literacy learning requires instruction and practice, and this learning occurs across discrete stages. The
following notes explore the five stages of reading development as proposed by Maryanne Wolf (2008) in her book
Proust and the squid: the story and science of the reading brain. These five stages are: the emerging pre-reader
(typically between 6 months to 6 years old); the novice reader (typically between 6 to 7 years old); the decoding reader
(typically between 7 - 9 years old); the fluent, comprehending reader (typically between 9 - 15 years old); and the
expert reader (typically from 16 years and older).\

Stage 1: The Emergent Pre-reader (typically between 6 months to 6 years old)

“The emergent pre-reader sits on ‘beloved laps,’ samples and learns from a full range of multiple sounds, words,
concepts, images, stories, exposure to print, literacy materials, and just plain talk during the first five years of life. The
major insight in this period is that reading never just happens to anyone. Emerging reading arises out of years of
perceptions, increasing conceptual and social development, and cumulative exposures to oral and written language.”
(Wolf, 2008). “Although each of the sensory and motor regions is myelinated and functions independently before a
person is five years of age, the principal regions of the brain that underlie our ability to integrate visual, verbal, and
auditory information rapidly -- like the angular gyrus -- are not fully myelinated in most humans until five years of age
and after ...What we conclude from this research is that the many efforts to teach a child to read before four or five
years of age are biologically precipitate and potentially counterproductive for many children.” (Wolf, 2008, p 94 - 96)
By the end of this stage, the child “pretends” to read, can - over time - retell a story when looking at pages of book
previously read to him/her, can names letters of alphabet; can recognizes some signs; can prints own name; and plays
with books, pencils and paper. The child acquires skills by being dialogically read to by an adult (or older child) who
responds to the child’s questions and who warmly appreciates the child’s interest in books and reading. The child
understands thousands of words they hear by age 6 but can read few if any of them.

Stage 2: The Novice Reader (typically between 6 to 7 years old)

In this stage, the child is learning the relationships between letters and sounds and between printed and spoken words.
The child starts to read simple text containing high frequency words and phonically regular words and uses emerging
skills and insights to “sound out” new one-syllable words. There is direct instruction in letter-sound relations (phonics).
The child is being read to on a level above what a child can read independently to develop more advanced language
patterns, vocabulary and concepts. In late Stage 2, most children can understand up to 4000 or more words when
heard but can read about 600.

Stage 3: The Decoding Reader (typically between 7 - 9 years old)

In this stage, the child is reading simple, familiar stories and selections with increasing fluency. This is done by
consolidating the basic decoding elements, sight vocabulary, and meaning in the reading of familiar stories and
selections. There is direct instruction in advanced decoding skills as well as wide reading of familiar, interesting
materials. The child is still being read to at levels above their own independent reading level to develop language,
vocabulary and concepts. In late Stage 3, about 3000 words can be read and understood and about 9000 are known
when heard. Listening is still more effective than reading.

Stage 4: The Fluent, Comprehending Reader (typically between 9 - 15 years old)

By this stage, reading is used to learn new ideas in order to gain new knowledge, to experience new feelings, to learn
new attitudes, and to explore issues from one or more perspectives. Reading includes the study of textbooks, reference
works, trade books, newspapers, and magazines that contain new ideas and values, unfamiliar vocabulary and syntax.
There is a systematic study of word meaning, and learners are guided to react to texts through discussions, answering
questions, generating questions, writing, and more. At beginning of Stage 4, listening comprehension of the same
material is still more effective than reading comprehension. By the end of Stage 4, reading and listening are about
equal for those who read very well, reading may be more efficient.

Stage 5: The Expert Reader (typically from 16 years and older)

By this stage, the learner is reading widely from a broad range of complex materials, both expository and narrative,
with a variety of viewpoints. Learners are reading widely across the disciplines, include the physical, biological and
social sciences as well as the humanities, politics and current affairs. Reading comprehension is better than listening
comprehension of materials of difficult content and readability. Learners are regularly asked to plan writing and
synthesize information into cohesive, coherent texts.

Activity 1: Differentiate emergent readers from beginning readers using the Venn diagram below.

Venn Diagram

Emergent Readers Beginning Readers

similarities
Let Us Practice
How are you doing so far? Are you learning on your exercises? This time, write at least 5
characteristics of emergent readers and beginning readers. Write your answer inside the box below. You may
surf to the internet if possible.

Emergent Readers

Beginning Readers

Let Us Practice More

How did you find the previous activities? Did you find it interesting? Great! Below are the goals of
Early Literacy, explain each goal by providing facts, theories, or studies. You can do it. Good luck!

GOALS DISCUSSIONS

Oral Language
Development
Vocabulary
Development

Phonological
Awareness
Instruction

Alphabet Knowledge
Instruction

Let Us Remember

Literacy often begins early, long before children encounter formal school instruction in writing and
reading. Literacy itself is not easy to define, and there are many disputes and unresolved questions about
how literacy develops. Central to many recent discussions of literacy is the notion that writing and reading
are ways of making, interpreting, and communicating meaning. Reading is defined as the ability to “take
meaning from print,” (Heath, 1982) and writing as the ability to use print to communicate with others.
According to these definitions, reading and writing are more than simply decoding and encoding print: they
are ways of constructing and conveying meaning with written language. Becoming literate, then, is a
multifaceted phenomenon that involves more than learning a set of technical skills (such as learning the
alphabet, learning how to form letters and spell words, and learning how to decode print) that are typically
taught in elementary school; becoming literate also includes mastering a complex set of understandings,
attitudes, expectations and behaviors, as well as specific skills, related to written language (Erickson, 1984;
Cook-Gumperz, 1986).
Many young children begin to learn about writing and reading well before they start elementary school.
However, their early literacy activities may look quite different from more mature, conventional forms of
writing and reading.
There are many ways that children make connections with writing and reading, and many pathways into
literacy. Writing and reading can enter young children’s lives in a variety of ways. Early experiences with
literacy may be initiated by the child or by other people, they may be playful or work-like, and may take
place at home, in the neighborhood or in community settings such as preschools, daycare centers, and
churches. Early literacy experiences can include pretending to write and read stories and poems, writing a
thank-you letter to a distant grandmother, receiving instruction in how to form the letters of one’ name,
listening to a story being read aloud, or reading passages from the Bible. The range and diversity of early
literacy experiences suggests that there are many ways that children make connections with writing and
reading, and many pathways to literacy.
Literacy development often starts in young children’s early symbol using activities: in talking, in play and
fantasy, in scribbling and drawing, in pretend reading and writing. Between the ages of 1-5 children learn
to use symbols they invent for themselves and those “donated by the culture” (Gardner & Wolf, 1979, p.vii).
The use of symbols—which may include words, gestures, marks on paper, objects modeled in clay, and so
forth—makes it possible to represent experience, feelings and ideas. Symbols also allow children to go
beyond the immediate here and now and to create imaginary worlds. This is what they do when they talk
about storybook plots, when they make up stories, engage in pretend play, or draw images on paper—and
later when they read books and write stories. As children begin to experiment with writing and reading,
often in playful ways, they may find they can use these new symbolic modes in some of the same ways they
used earlier developed symbolic forms—so that talking, drawing, and playing can serve as “bridges” to
literacy, as children discover that writing and reading offer them new and interesting resources for
constructing and communicating meaning (Gundlach, 1982; Dyson, 1986; Vygotsky, 1978).

1. What is literacy?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. What is literacy development?

3. How children make connections with writing and reading?

4. How children use symbols in early literacy?

5. Becoming literate is a multifaceted phenomenon. Why?

You finally reach the end of this activity sheet. This time, let’s assess your learning by accomplishing
the tasks below. Write an essay about the goals of beginning literacy (150 words maximum). Use the rubric
below as your guide.
Rubric for Essay

4 3 2 1
Content Interesting content and Some interesting Conventional ideas or Cursory; gives the
presentation; ideas content; points not clichés; little supporting impression of writing just
well-conceived and sustained or not fully detail included. to complete the
developed with developed. assignment.
sufficient examples.
Structure, Logical progression of Logical progression of Gaps in logic or no Disorganized; appears to
Logic and ideas with well- ideas but often lacks transitions. have been written as
Transitions executed transitions. transitions. thoughts occurred to the
writer.
Grammatical Appropriate level of Confined to simpler Errors frequently affect Message is largely
Accuracy complexity in syntax sentences or structures comprehensibility, or incomprehensible due to
with very few errors, if with very few errors OR very basic types of errors inaccurate grammar,
any. shows variety and (subject-verb agreement; which alters or obscures it,
complexity in syntax noun-adjective OR reader must know
with errors that do not agreement, etc.) English to comprehend
affect comprehensibility. much of the message.
Vocabulary/ Uses sufficient, Usually uses Often uses inappropriate, Uses only elementary
Word Choice appropriate, and appropriate vocabulary or non-specific vocabulary; creates
varied vocabulary; with some variety; some vocabulary; lack of nonexistent words from
English influence not errors in usage that do variety in word choice; English OR uses words in
apparent; rich variety not affect the message; avoids use of Spanish English; translates English
of Spanish idioms; no occasional appropriate idioms; English- idioms verbatim.
literal translation from use of Spanish idioms. influenced word choice.
English.
Punctuation, Correct spelling Occasional mechanical Frequent mechanical English spelling and
Spelling, and (including accents) errors. errors. punctuation: no accents;
Presentation and punctuation; mechanical errors in most
neatly typed with sentences.
correct format as
specified (MLA).
Total

______________________________________

It looks like you are through with this activity sheet! Congratulations for actively engaging on each
of the activity prepared for you. Before you proceed to the next lesson, complete the statements
below. Good luck!

Emergent readers are…

Beginning readers are…

Early literacy is…

As an aspiring teacher…
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

“HONESTY IS THE FASTEST WAY TO PREVENT A MSTAKE FROM TURNING INTO A FAILURE.”
James Altucher

Instructor: Allan Sios-e Diaz, M.A.Ed.

Let Us Learn

Hello there! Welcome to CAED 110 or Literacy Development subject, an exciting time as there are
many opportunities for you to succeed and thrive academically, emotionally and socially. In this activity sheet,
you will be accomplishing series of exercises and at the end of the lesson you are expected to:
• Identify the domains of literacy; and
• Understand the importance of mother tongue in bridging among languages

To begin with your learning journey, let us first have this activity. Pause and think about early literacy
before you proceed. Write down the responses that immediately come to mind for each of these questions.

What is early literacy to you?

Does early literacy only involve books or are there other ways to “do” literacy?

When does early literacy start?

How do children develop early literacy abilities?

1. Early literacy starts at _______.

a. Kindergarten b. grade school c. birth d. pre-school
____ 2. Infants begin to learn about print and language by _________ with people and objects.
a. Listening b. touching c. interacting d. cuddling
____ 3. From birth approximately 12 to 15 months developmental age.
a. Emergent literacy development c. Early literacy development
b. Pre-literacy development d. early-childhood development
____ 4. Develop verbal and nonverbal skills that are essential in learning to read, write, and other abilities.
a. Emergent literacy development c. Early literacy development
b. Pre-literacy development d. early-childhood development
____ 5. Includes the mastery of many of the fundamentals of reading, writing, and other literacy skills.
a. Emergent literacy development c. Early literacy development
b. Pre-literacy development d. early-childhood development
____ 6. From approximately 30 months of age to five years.
a. Emergent literacy development c. Early literacy development
b. Pre-literacy development d. early-childhood development
____ 7. Early literacy domains are not _____________.
a. Interrelated b. overlapping c. dependent d. linear
____ 8. Which of the following is one of the linguistic-processing skills?
a. Print awareness b. listening comprehension c. text comprehension d. written language
____ 9. The ability to hear and understand speech.
a. Listening skills b. print awareness c. listening comprehension d. early literacy
____ 10. The ability to use expressive language to communicate with others.
a. Written language b. oral language c. comprehension d. listening comprehension

Let Us Study
Opps! You seemed to have an idea on what you will be learning in this activity sheet. Great! Now,
below are the domains of early literacy, discuss each domain. Support your ideas with facts, theories,
or studies. Good luck! You can do it.

LINGUISTIC-PROCESSING SKILLS
DOMAIN DISCUSSION

Listening
Comprehension

Oral
Language
Phonological
Awareness

PRINT-RELATED SKILLS
DOMAIN DISCUSSION

Alphabet
Knowledge

Print
Awareness

Written
Language
Text
Comprehension

Let Us Practice
How are you doing so far? Are you learning on your exercises? This time, answer the questions
below about the possible activities to develop literacy among young children. Good luck!

1. What types of experiences do infants, toddlers and preschoolers need to

develop their listening comprehension skills?

Infants

Toddlers

Preschoolers

2. What types of experiences do infants, toddlers and preschoolers need to

develop their oral language skills?

Infants

Toddlers

Preschoolers

3. What types of experiences do infants, toddlers and preschoolers need to

develop their phonological awareness skills?
Infants

Toddlers

Preschoolers

4. What types of experiences do infants, toddlers and preschoolers need to

develop their alphabet knowledge skills?

Infants

Toddlers

Preschoolers

5. What types of experiences do infants, toddler and preschoolers need to develop

their print awareness?

Infants

Toddlers

Preschoolers

6. What types of experiences do infants, toddlers and preschoolers need to

develop their written language?

Infants

Toddlers

Preschoolers
7. What types of experiences do infants, toddlers and preschoolers need to
develop their text comprehension skills?

Infants

Toddlers

Preschoolers

Let Us Practice More

How did you find the previous activities? Did you find it interesting? Great! Read the article below
and answer the questions that follow. Good luck!

The use of mother tongue provides children with an equitable opportunity to access and facilitate
learning. Studies assert that the use of a child’s home language is one of the most important factors in
helping children learn to read and write and in learning academic content and other languages. Defined as
one’s first language, home language, and heritage language (Malone, 2004), mother tongue is considered
as a language one knows best apt for use in beginning education. Claiming that children develop new
knowledge and skills based on what they already know from their community and culture (Dekker, 2003),
primary education programs that begin in children’s mother tongue are believed to help students gain early
reading skills more quickly, as well as transfer key skills to a second or a third language.

In the study of Krashen (2001), he provides that what the theory implies is that first or second language
acquisition occurs when comprehension of real messages occurs. Language acquisition does not require
extensive use of conscious grammatical rules and does not require tedious skills. Thus, there is emphasis on
meaning and communication (focusing on whole texts) and on accuracy and correctness (focusing on parts
of the language) (Malone, 2004). In assessing learning, studies of Cummins (2000) and Thomas and Collier
(1997) claim that the level of development of children's mother tongue is a strong predictor of their second
language development. Cummins (2000) found that children with a solid foundation in their mother tongue
develop stronger literacy abilities in the school language which enable them to go from the known to the
unknown using what they have learned about reading and writing in the first language and their knowledge
of oral second language to bridge into reading and writing the second language. This was supported by the
study of Thomas and Collier (1997) noting that only those language minority students who had five to six
years of strong cognitive and academic development through their first language as well as through their
second language did well in Grade 11 assessments building a good bridge to the new language(s), beginning
with listening, speaking, reading, and writing.

The mother tongue-based and multilingual education’s case is therefore simple: Children learn best
in a language that is familiar to them. However, Waray children in the Philippines are found to have gaps in
their mother tongue. In a study conducted by Caspe, C., Oyzon, V., Ripalda, L., & Salamia, J. (2012), Waray
educands of today were described to be more familiar with English vocabulary than the indigenous Waray
terms while Oyzon (2010) observed Waray children to unconsciously shift from their mother language to
English or Tagalog in their vocabulary use. For instance, in a classroom set-up, a picture can be identified
easily as sun rather than the Waray equivalent term adlaw or cloud rather than dampog.

Several teacher-trainings for the implementation of Department of Education (DepEd) Order No. 74,
s. 2009, which institutionalized mother tongue-based multilingual education (MTB-MLE) in the country had
been conducted. These trainings covered four-fold topics focusing on the theoretical and pedagogical
foundations of MTB-MLE, materials development, and awareness building. As a unique feature of MTB-
MLE, the trainings stressed the use of the two-track method as a teaching strategy in reading using the
mother tongue.

1. What is MTB-MLE instruction?

2. Do mother tongue-based instructions affect students’ second language

acquisition? How?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. What is the main goal of mother tongue-based instruction?

Let Us Remember
Remember the definitions and concepts of the following ideas regarding domains of literacy and
MTB-MLE instruction by answering the questions below.

1. What is Republic Act No. 10533?

2. What is MTB-MLE Instruction?

3. What are the domains of literacy?

You finally reach the end of this activity sheet. This time, let’s assess your learning by accomplishing
the tasks below. Good luck!

Task 1 : Using a Curriculum Guide, look for a competency under the following domains
below. Write the competency inside the box.

Grade 1 Competencies: Quarter 1 – Week 1 and 2

Example:

Domain: Oral Language Domain: Grammar Awareness Domain: Vocabulary Development

MT1OL-Ia-i-1.1: talk about

oneself and one’s personal
experiences (family, pet,
favorite food)

Domain: Book and Print Knowledge Domain: Listening Comprehension Domain: Phonics and Word
Recognition

Grade 3 Competencies: Quarter 1 – Week 1

Domain: Reading Comprehension Domain: Fluency Domain: Grammar Awareness

Grade 10 Competencies: Quarter 1 – Week 3

Domain: writing and Composition Domain: Viewing Comprehension Domain: Literature

“DON’T LET WHAT YOU CANNOT DO INTERFERE WITH WHAT YOU CAN DO.”
JOHN WOODED

Instructor: Allan Sios-e Diaz, M.A.Ed.

Let Us Learn

Hello there! Welcome to CAED 110 or Literacy Development subject, an exciting time as there are
many opportunities for you to succeed and thrive academically, emotionally and socially. In this activity sheet,
you will be accomplishing series of exercises and at the end of the lesson you are expected to:
• Identify the role of Children Literature in developing love for reading; and
• Enumerate the ways of sharing stories to young readers.

Let Us Try
Are you excited to get moving? Before we proceed to our main topic, answer first the questions
below.

1. What comes to your mind when you hear Children’s Literature?

_______

________
_______ ________
________
________

Let Us Study
Opps! You seemed to have an idea on what you will be learning in this activity sheet. Great! Now,
read the article below then answer the questions that follow.

Giving children access to all varieties of literature is extremely important for their success. Educators,
parents, and community members should help students develop a love and passion for reading. Not only is
reading literature important in developing cognitive skills to be able to succeed in a school or work setting,
but it is valuable for other reasons as well. Although there are countless values in exposing children to
literature, Donna Norton (2010) identifies the value of literature for young people in her book Through the
Eyes of a Child. Children’s literature is important because it provides students with opportunities to respond
to literature; it gives students appreciation about their own cultural heritage as well as those of others; it
helps students develop emotional intelligence and creativity; it nurtures growth and development of the
student’s personality and social skills; and it transmits important literature and themes from one generation
to the next.

The first value to note is that children’s literature provides students with the opportunity to respond to
literature and develop their own opinions about the topic. This strengthens the cognitive developmental
domain as it encourages deeper thought about literature. Quality literature does not tell the reader
everything he/she needs to know; it allows for some difference in opinion. One reader may take something
completely different away from the piece of literature than the next reader, based on the two personal
viewpoints and experiences. Students can learn to evaluate and analyze literature, as well as summarize
and hypothesize about the topic. Norton says that for children, “wordless picture books are excellent stimuli
for oral and written language” (2010, p. 9). Students reading wordless books like A Ball for Daisy (Raschka,
2011), The Yellow Umbrella (Liu, 1987), or The Red Book (Lehmann, 2004) will be able to analyze the
illustrations and develop their own dialogue for the story. This strengthens students’ cognitive functions in
being able to form opinions on their own and to express themselves through language in summarizing the
plot of a wordless book.

Second, children’s literature provides an avenue for students to learn about their own cultural heritage
and the cultures of other people. It is crucial for children to learn these values because, “developing positive
attitudes toward our own culture and the cultures of others is necessary for both social and personal
development” (Norton, 2010, p. 3). In saying this, however, when teaching students about the cultural
heritage of others, one should be very careful in selecting which books to recommend to young readers.
There are many stories, some folktales, which contain blatant stereotypes and inaccuracies about certain
cultural groups. This includes books such as Brother Eagle, Sister Sky (Jeffers, 1991), or The Rough-Face Girl
(Martin, 1992). Both of these stories depict Native Americans in a misguided way and contain
misinterpretations of what actually occurred in history. For example, the Iroquois tribe in The Rough-Face
Girl (Martin, 1992) historically lived in longhouses, but the illustrator depicts these Native Americans as
living in teepees. This is a clichéd view, and it can be very damaging in perpetuating stereotypes if we as
adults are not cautious in the books we have in our classroom and home libraries. However, there are some
children’s books that are more accurate in teaching the cultural differences of others. A story called “Eric”
from Tales from Outer Suburbia (Tan, 2009) is a touching story about a family who takes in a foreign
exchange student and must learn about their guest and accept the differences between their cultures. It
has a positive message about encouraging acceptance of the cultural differences between people, which is
something that we want to help nurture in our students. Another book that helps discuss culture is Going
Home (Bunting, 1996), which is the story of a Mexican immigrant family with the children who were born
in the U.S. There is a difference in what “home” is for the parents and the children, and when they take a
trip to Mexico, the children realize how important their parent’s culture and homeland is for them. Many
books are available that depict culture as an important piece of society that is to be treasured and valued,
and those books can have great value for students.

Third, children’s literature helps students develop emotional intelligence. Stories have the power to
promote emotional and moral development. Children’s literature “contains numerous moments of crisis,
when characters make moral decisions and contemplate the reasons for their decisions,” an important skill
for children to see modeled (Norton, 2010, p. 34). Guji Guji (Chen, 2004), for example, is a story about a
crocodile who is adopted into a family of ducks. Ultimately he must choose between betraying his adopted
family and going back to his own “species,” and he decides to remain true to his beliefs and not betray his
family. The Scar (Moundlic, 2007) is an effective book to read with students in order to teach them about
responding to grief, as it is about a boy whose mother dies. This requires a complex level of emotional
intelligence, as many young children do not understand death. The topic of death would be more
appropriate for an older grade level, but it is an important topic to discuss with students. Another book that
encourages emotional intelligence is Selma (Bauer, 2002), which discusses what it takes for a young sheep
to be happy. It is a philosophical story within a picture book, and challenges students to think about what
happiness really is. The Big Box (Morrison, 1999) is a story about children who have their freedom taken
away by being put into a box and the deeper problems that exist with not being given one’s freedom.
Children’s literature encourages students to think deeper about their own feelings.

Children’s literature also encourages creativity. Norton stresses “the role that literature plays in nurturing
and expanding the imagination” (2010, p. 4). The House in the Night (Swanson, 2008) depicts the creativity
that a young girl has in her dreams at night, as she flies about the dark neighborhood on the wings of a bird.
The Amazing Pop-up Music Book (Petty, 1999), Zin! Zin! Zin! A Violin (Moss, 1995), and Look Closer: Art
Masterpieces Through The Ages (Desnoettes, 2006) are imaginative and original books that encourage
students to learn about music and art, and they are engaging in their design and interactivity. Children’s
literature promotes the development of students’ internal imaginations.

Children’s literature is of value because it fosters personality and social development. Children are very
impressionable during the formative years, and children’s literature can help them develop into caring,
intelligent, and friendly people. Developmental psychologist Jean Piaget says that when students move
from the pre-operational to the operational stage of cognitive development, they become less egocentric.
Whereas students in preschool and kindergarten may be entirely focused on themselves, as students grow
older they begin to take into account the feelings and viewpoints of others. Being able to understand other
people’s viewpoints and to not be selfish are important skills that adults must nurture in children, as Norton
says that “acceptable relationships require an understanding of the feelings and viewpoints of others”
(2010, p. 27). Children’s literature can foster social development by encouraging students to accept other
people and their differences. Books like And Tango Makes Three (Parnell & Richardson, 2005), Molly’s
Family (Garden, 2004), Heather Has Two Mommies (Newman & Souza, 1989) and Daddy’s Roommate
(Wilhoite, 2000) present situations that might encourage students to become more open-minded to
different types of families and understand that love is the most important thing in a family. Children’s
literature can also encourage students to develop relationships with people, encouraging social contact. An
atypical friendship is depicted in Loop the Loop (Dugan, 1992), where a young child and an elderly person
become good friends and share the common joy of playing with yo-yo’s. In A Couple of Boys Have the Best
Week Ever (Frazee, 2008), the boys learn to think of the needs of others when they build a diorama for the
grandpa who is fascinated with penguins. Literature encourages students to be considerate and friendly
people, and these traits may be consistent with developing students into quality citizens.

Finally, children’s literature is of value because it is a timeless tradition, one in which “books are the
major means of transmitting our literary heritage from one generation to the next” (Norton, 2010, p. 3).
Classic stories like Dr. Seuss’ And to Think That I Heard it on Mulberry Street (Geisel, 1989) and The Cat in
the Hat (Geisel, 1957) are important books to read to children because of their literary heritage. For a
younger audience, children could build their cognitive and language skills through exposure to Mother
Goose rhymes. One example of a good collection of these classic rhymes is Hey Diddle Diddle and Other
Mother Goose Rhymes (dePaola, 1998). Children in older grades can learn to appreciate the classic plays
and messages of William Shakespeare in picture books that aim to make the plays more accessible. Many
versions of Shakespeare’s works are available in abridged and picture book formats, including Romeo and
Juliet (Coville, 1999) and The Tempest (Mayer, 2005). Children are only young for a short time, and so we
must give them access to a basic literary heritage of timeless books. Quality children’s literature has the
great power to captivate audiences for many generations.

Children’s literature is extremely valuable in both the school setting and at home. Teachers and parents
should both be able to differentiate between quality and mediocre literature, in order to give students
access to the best books to encourage these important values of literature and considering developmental
domains. Children’s literature is valuable in providing an opportunity to respond to literature, as well as
cultural knowledge, emotional intelligence and creativity, social and personality development, and
literature history to students across generations. Exposing children to quality literature can contribute to
the creation of responsible, successful, and caring individuals.

1. How Children’s Literature encourages creativity?

3. Children’s literature encourages students to think deeper about their own

feelings. How?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

4. How children’s literature develops emotional intelligence and creativity?

5. How children’s literature enhances personality?

Let Us Practice
How are you doing so far? Are you learning on your exercises? Have you ever tried reading
stories to your younger brother or sister? What did you do to capture their attentions? Can you share some
tips in sharing stories to young children? Write your answer below.

Write your tips here…

1. _______________________________________________________
2. _______________________________________________________
3. _______________________________________________________
4. _______________________________________________________
5. _______________________________________________________

Great job! Surely those tips above are effective for children. As an aspiring educator it is important to
consider the needs and interest of your pupils/students. For you to become effective in sharing stories, access
the link below and write all the tips on how to share stories with children.
https://www.penguin.co.uk/articles/children/2019/feb/tips-for-sharing-stories-with-children.html
10 TIPS 1.

10.

Let Us Practice More

How did you find the previous activities? Did you find it interesting? Below are the guidelines for
promoting print awareness, discuss each guideline. Write your discussion inside each box. Good luck!

a. Organization of books

b. Read to students

c. Use “big books” and draw attention to words and letters

d. Label objects and centers in your classroom

e. Encourage preschool children to play with print

f. Help children understand the relationship between spoken and written

language

g. Play with letters of the alphabet

h. Reinforce the forms and functions of print

i. Teach and reinforce print conventions

j. Allow children to practice what they are learned

k. Use predictable and patterned books

Let Us Remember

What is Print Awareness?

A child who has print awareness understands that print represents words that have meaning and are
related to spoken language. Kids who have print awareness are able to do things like hold a book correctly
and understand that books are read from front to back. They also realize that sentences are read from left
to right.

Print awareness is one of five critical pre-reading skills. Without print awareness, children are unable
to develop other literacy skills such as reading, spelling, and handwriting. Kids who are read to on a regular
basis naturally pick up many of the skills by following the examples of the people around them.

A child’s print awareness develops when those close to him point out letters and words in text found
in the child’s environment. It also develops through playing word games, when you turn the pages of a book,
and when you run your finger under a line of text as you read.

Here are five signs that indicate that your child has print awareness.

• Your child knows how to hold a book correctly. If you hand your child a book upside down, he will
turn it right side up before looking through it.
• Your child understands that books are read from front to back and from left to right and knows how
to turn the pages in the correct direction.
• Your child pretends to write by scribbling or writing marks on paper. He understands that the
“words” he is writing communicate meaning.
• Your child points to text and asks what it says. He has become curious about the meaning of the
printed text he sees all around him.
• Your child picks up a familiar book and “reads” it aloud. He understands that the printed words are
connected to the story.

Let Us Assess

You finally reach the end of this activity sheet. This time, let’s assess your learning by accomplishing
the tasks below.

Task A: Make a short video presentation (3-5 minutes) about the guidelines for promoting
print awareness. Use the rubric provided as your guide.

ACTIVITY 4 3 2 1
The multimedia The multimedia The multimedia The multimedia
element is clear and element reflects a element is vague in element lacks a clear
concise, with a very fairly logical conveying a point of point of view and
logical progression of progression of ideas. view and does not logical sequence of
ideas. Includes ALL Includes ALL create a strong sense information. Missing
CONTENT assignment assignment of purpose. Includes requirements. Does
requirements. requirements. some of the not address aspects
requirements. such as one objective
Clearly addresses Addresses aspects Somewhat addresses focus, visual images,
aspects such as one such as one objective aspects such as one written words, and
objective focus, focus, visual images, objective focus, self-contained.
visual images, written words, and visual images,
written words, and self-contained written words, and
self-contained self-contained.
Multimedia element Multimedia elementMultimedia element Multimedia element
is clear. If sound is is somewhat clear. If
is mostly unclear. If is unclear. If sound is
included, it is easy to sound is included, it
sound is included, it included, it is not
QUALITY hear/understand. If is easy to
is not easy to easy to
video is included, it hear/understand. If
hear/understand. If hear/understand. If
can be seen and/ or video is included, it
video is included, it video is included, it
can be heard. can be seen and/ or
cannot be seen and/ cannot be seen and/
can be heard. or cannot be heard. or cannot be heard.
Description clearly Description Description includes Description does not
and concisely somewhat addressessome information include the main
INCLUDED addresses ALL of the the main parts of a
regarding the main parts of a lesson
DESCRIPTION main parts of a lesson (intro,
parts of a lesson (intro, objective,
lesson: intro, objective, content,
(intro, objective, content, and
objective, content, and assessment) content, and assessment).
and assessment. assessment).
Note: All outputs must be stored in a drive (Google Drive) and must follow the same file name format. Submit your outputs
vie messenger @Bay-Eda kkm

Task B: Make a PowerPoint presentation with voice over about the Ways of Sharing Stories
to Young Readers. Use the rubric below as your guide.

5 4 3 2 1

Content Content is accurate Content is accurate Content is accurate Content is Content is

and all required but some required but some required questionable. inaccurate.
information is information is information is Information is not Information is not
presented in a missing and/or not missing and/or not presented in a logical presented in a logical
logical order. presented in a presented in a order, making it order, making it
logical order but is logical order, difficult to follow. difficult to follow.
still generally easy making it difficult
to follow. to follow.

Slide Creation Presentation flows Presentation flows Presentation flows Presentation is Presentation has no
well and logically. well. Tools are well. Some tools unorganized. Tools flow. No tools used.
Presentation used correctly. are used to show are not used in a
reflects extensive acceptable relevant manner.
use of tools in a Overall understanding.
creative way. presentation is
interesting.

Slide Transitions Transitions are Smooth transitions Smooth transitions Very few transitions No transitions are
smooth. are used on most are used on some are used and/or they used.
Transitions slides. slides distract from the
enhance the presentation.
presentation.

Pictures, Clip Art Images are Images are Most images are Images are No images
Background appropriate. appropriate. appropriate inappropriate.
Layout is cluttered.
Layout is pleasing
to the eye.

Mechanics No spelling errors. Few spelling Some spelling Some spelling errors. Many spelling and or
No grammar errors. Few errors. Some Some grammar grammar errors. Text
errors. Text is in grammar errors. grammar errors. errors. Most of text is copied.
authors’ own Text is in authors’ is in authors’ own
words. own words. Text is in authors’ words.
own words.

Presentation Well-rehearsed. General level of Acceptable level of Low level of No rehearsal

No pronunciation rehearsal. Few rehearsal. Some rehearsal. Numerous indicated. Too many
Skills errors or other pronunciation pronunciation pronunciation errors pronunciation errors
mistakes. errors or other errors or other or other mistakes. or other mistakes.
mistakes. mistakes.
Let Us Reflect

It looks like you are through with this activity sheet! Congratulations for actively engaging on each
of the activity prepared for you. Before you proceed to the next lesson, let’s try to reflect by
answering the question below.

1. As a future educator, what will you do to promote love for reading?

“ THE KEY TO SUCCESS IS TO START BEFORE YOU ARE READY.”

- MARIE FORLEO -

Instructor: Allan Sios-e Diaz, M.A.Ed.

Let Us Learn

Hello there! Welcome to CAED 110 or Literacy Development subject, an exciting time as there are
many opportunities for you to succeed and thrive academically, emotionally and socially. In this activity sheet,
you will be accomplishing series of exercises and at the end of the lesson you are expected to:
• Identify the Pre-, during and post-reading activities; and
• Construct comprehension questions

Let Us Try
Are you excited to get moving? Before we proceed to our main topic, look for the following words
inside the puzzle.

discussion quotes pictures words

pictionary chatting videos brainstorming
vocabulary KWL guessing quotations

E S Q F H W S B I Q A G N I S S E U G S
T S M O D F O O L U A D H S E L S A O K
Y B A Q L C G D E K H C G L R P Y N P E
R T I W J A H D A D I N N I O R K M F I
O U K O I B A G F P I E G O A H L G H H
P E O R S V N S Y M P V E L L A P E S O
C I P D P I E U R S R O U I P W W U N P
A P C S T Y R O R F E B Q H N E D I O S
E D A T A W T D V H A S T U M E F Q I N
P A A L I S D I S C U S S I O N U W T M
L H R S N O C G O E S L O F A T O V A G
C I E I U A N V Q A A K N D D A E A T I
A G A U O R K A T U P I C T U R E S O R
W R O T D E N W R M O S P U D O A O U T
B J L D A L G A C Y G U E S U K F M Q A
N M K A Q N E P V N M B G Q I V I N L S

Let Us Study
Opps! You seemed to have an idea on what you will be learning in this activity sheet. Great! Now,
read the article below then answer the questions that follow.
Strategies that Promote Comprehension

To correspond with a typical reading lesson, comprehension strategy instruction can be organized into a three-part
framework, with specific activities used before, during, and after reading.

Providing instruction such as the following example allows students to see, learn, and use a variety of
comprehension strategies as they read. Note, however, that the framework is a general one and represents an array
of strategies. All of the strategies in this framework do not have to be used with every text or in every reading
situation.

Before Reading
Before reading, the teacher may:
➢ Motivate students through activities that may increase their interest (book talks, dramatic readings, or
displays of art related to the text), making the text relevant to students in some way.
➢ Activate students' background knowledge important to the content of the text by discussing what students
will read and what they already know about its topic and about the text organization.
Students, with some help from the teacher, may:
➢ Establish a purpose for reading.
➢ Identify and discuss difficult words, phrases, and concepts in the text.
➢ Preview the text (by surveying the title, illustrations, and unusual text structures) to make predictions
about its content.
➢ Think, talk, and write about the topic of the text.

During Reading
During reading, the teacher may:
➢ Remind students to use comprehension strategies as they read and to monitor their understanding.
➢ Ask questions that keep students on track and focus their attention on main ideas and important points in
the text.
➢ Focus attention on parts in a text that require students to make inferences.
➢ Call on students to summarize key sections or events.
➢ Encourage students to return to any predictions they have made before reading to see if they are
confirmed by the text.
Students, with some help from the teacher, may:
➢ Determine and summarize important ideas and supportive details.
➢ Make connections between and among important ideas in the text.
➢ Integrate new ideas with existing background knowledge.
➢ Ask themselves questions about the text.
➢ Sequence events and ideas in the text.
➢ Offer interpretations of and responses to the text.
➢ Check understanding by paraphrasing or restating important and/or difficult sentences and paragraphs.
➢ Visualize characters, settings, or events in a text.

After Reading
After reading, the teacher may:
➢ Guide discussion of the reading.
➢ Ask students to recall and tell in their own words important parts of the text.
➢ Offer students opportunities to respond to the reading in various ways, including through writing, dramatic
play, music, readers' theatre, videos, debate, or pantomime.
Students, with some help from the teacher, may:
➢ Evaluate and discuss the ideas encountered in the text.
➢ Apply and extend these ideas to other texts and real-life situations.
➢ Summarize what was read by retelling the main ideas.
➢ Discuss ideas for further reading.

1. Name at least three (3) teaching strategies that a teacher must use before
reading.

a. ___________________________________________________________
b. ___________________________________________________________
c. ___________________________________________________________
2. Name at least three (3) teaching strategies that a teacher must use during
reading.

d. ___________________________________________________________
e. ___________________________________________________________
f. ___________________________________________________________

3. Name at least three (3) teaching strategies that a teacher must use after
reading.

g. ___________________________________________________________
h. ___________________________________________________________
i. ___________________________________________________________

Let Us Practice
How are you doing so far? Are you learning on your exercises? Below are some of the teaching
strategies to promote comprehension, discuss how to use each strategy.

BEFORE READING

Expectation
Outline

Knowledge
Rating

KWHL
Chart
KWL
Chart

Possible
Sentences

SQ3R

Word
Splash

Semantic
Mapping

Frayer Model
Of Vocabulary
Development
Questions
Only

Unlocking
Difficult
Words

DURING READING

Response
Sheet

Sticky Notes

Text
Rendering
Rereading

Chunking

Prewrite
Questions

KWL Charts

AFTER READING

Expert Jigsaw
Reflection

Think-Pair-
Share

Whip

KWL Chart

Let Us Practice More

How did you find the previous activities? Did you find it interesting? In teaching young children how
to read you must consider their comprehension levels and the type of comprehension questions you’re going
to ask. This time, I want you to discuss each level of comprehension question below. Good luck!

LITERAL
QUESTIONS
INFERENTIAL
QUESTIONS

APPRECIATIVE
QUESTIONS

CRITIQUE

EVALUATIVE
QUESTIONS

ESSENTIAL
QUESTIONS

APPLIED
QUESTIONS
Let Us Remember

Reading problems stem from several sources. First, the student may not be able to read the words
themselves. Indeed, word decoding development and deficits are the concern of many researchers and
educators, particularly for younger children and children with learning deficits. However, this concern has
sometimes led to the neglect of the counterpart of word decoding: sentence comprehension. Numerous
problems can occur for the reader at the comprehension level. Understanding how the words come
together in each sentence can be a challenge. Or, the student may understand each word and even each
sentence but fail to understand the relationships between the sentences and the meaning of the text as a
whole. Further, the stumbling block may not be sufficient reading ability to understand more familiar genres
of text, but rather, the student may only falter when faced with challenging, knowledge demanding text.
The reader may lack the requisite knowledge. More importantly, the student may lack the reading strategies
necessary to overcome such challenges.

Students who are good at monitoring their comprehension know when they understand what
they read and when they do not. They have strategies to "fix" problems in their understanding as
the problems arise. Research shows that instruction, even in the early grades, can help students
become better at monitoring their comprehension.

Comprehension monitoring instruction teaches students to:

• Be aware of what they do understand

• Identify what they do not understand
• Use appropriate strategies to resolve problems in comprehension

Let Us Assess

You finally reach the end of this activity sheet. This time, let’s assess your learning by accomplishing
the tasks below.

INSTRUCTION: Below is the story entitled “The Small Key” by Paz Latorena, before you read the story I want
you to complete the KWL Chart below.

What I Know What I Want to Know What I Have Learned

INSTRUCTION: Read the story below and construct at least five (5) comprehension questions. Use the seven
(7) types of comprehension questions. Good luck!

The Small Key

By: Paz Latorena

It was very warm. The sun, up above a sky that was blue and tremendous and beckoning to birds ever on
the wing, shone bright as if determined to scorch everything under heaven, even the low, square nipa house
that stood in an unashamed relief against the gray-green haze of grass and leaves.

It was lonely dwelling located far from its neighbors, which were huddled close to one another as if for mutual
comfort. It was flanked on both sides by tall, slender bamboo tree which rustled plaintively under a gentle
wind.

On the porch a woman past her early twenties stood regarding the scene before her with eyes made incurious
by its familiarity. All around her the land stretched endlessly, it seemed, and vanished into the distance. There
were dark, newly plowed furrows where in due time timorous seedling would give rise to sturdy stalks and
golden grain, to a rippling yellow sea in the wind and sun during harvest time. Promise of plenty and reward
for hard toil! With a sigh of discontent, however, the woman turned and entered a small dining room where a
man sat over a belated a midday meal.

Pedro Buhay, a prosperous farmer, looked up from his plate and smiled at his wife as she stood framed by
the doorway, the sunlight glinting on her dark hair, which was drawn back, without relenting wave, from a
rather prominent and austere brow.

“Where are the shirts I ironed yesterday?” she asked as she approached the table.

“In my trunk, I think,” he answered.

“Some of them need darning,” and observing the empty plate, she added, “do you want some more rice?”

“No,” hastily, “I am in a burry to get back. We must finish plowing the south field today because tomorrow is
Sunday.”

Pedro pushed the chair back and stood up. Soledad began to pile the dirty dishes one on top of the other.

“Here is the key to my trunk.” From the pocket of his khaki coat he pulled a string of non-descript red which
held together a big shiny key and another small, rather rusty looking one.

With deliberate care he untied the knot and, detaching the big key, dropped the small one back into his
pocket. She watched him fixedly as he did this. The smile left her face and a strange look came into her eyes
as she took the big key from him without a word. Together they left the dining room.

Out of the porch he put an arm around her shoulders and peered into her shadowed face.

“You look pale and tired,” he remarked softly. “What have you been doing all morning?”

“Nothing,” she said listlessly. “But the heat gives me a headache.”

“Then lie down and try to sleep while I am gone.” For a moment they looked deep into each other’s eyes.

“It is really warm,” he continued. “I think I will take off my coat.”

He removed the garment absent mindedly and handed it to her. The stairs creaked under his weight as he
went down.

“Choleng,” he turned his head as he opened the gate, “I shall pass by Tia Maria’s house and tell her to come.
I may not return before dark.”

Soledad nodded. Her eyes followed her husband down the road, noting the fine set of his head and shoulders,
the case of his stride. A strange ache rose in her throat.
She looked at the coat he had handed to her. It exuded a faint smell of his favorite cigars, one of which he
invariably smoked, after the day’s work, on his way home from the fields. Mechanically, she began to fold the
garment.

As she was doing so, s small object fell from the floor with a dull, metallic sound. Soledad stooped down to
pick it up. It was the small key! She stared at it in her palm as if she had never seen it before. Her mouth was
tightly drawn and for a while she looked almost old.

She passed into the small bedroom and tossed the coat carelessly on the back of a chair. She opened the
window and the early afternoon sunshine flooded in. On a mat spread on the bamboo floor were some newly
washed garments.

She began to fold them one by one in feverish haste, as if seeking in the task of the moment in refuge from
painful thoughts. But her eyes moved restlessly around the room until they rested almost furtively on a small
trunk that was half concealed by a rolled mat in a dark corner.

It was a small old trunk, without anything on the outside that might arouse one’s curiosity. But it held the
things she had come to hate with unreasoning violence, the things that were causing her so much
unnecessary anguish and pain and threatened to destroy all that was most beautiful between her and her
husband!

Soledad came across a torn garment. She threaded a needle, but after a few uneven stitches she pricked
her finger and a crimson drop stained the white garment. Then she saw she had been mending on the wrong
side.

“What is the matter with me?” she asked herself aloud as she pulled the thread with nervous and impatient
fingers.

What did it matter if her husband chose to keep the clothes of his first wife?

“She is dead anyhow. She is dead,” she repeated to herself over and over again.

The sound of her own voice calmed her. She tried to thread the needle once more. But she could not, not for
the tears had come unbidden and completely blinded her.

“My God,” she cried with a sob, “make me forget Indo’s face as he put the small key back into his pocket.”

She brushed her tears with the sleeves of her camisa and abruptly stood up. The heat was stifling, and the
silence in the house was beginning to be unendurable.

She looked out of the window. She wondered what was keeping Tia Maria. Perhaps Pedro had forgotten to
pass by her house in his hurry. She could picture him out there in the south field gazing far and wide at the
newly plowed land with no thought in his mind but of work, work. For to the people of the barrio whose patron
saint, San Isidro Labrador, smiled on them with benign eyes from his crude altar in the little chapel up the hill,
this season was a prolonged hour during which they were blind and dead to everything but the demands of
the land.

During the next half hour Soledad wandered in and out of the rooms in effort to seek escape from her own
thoughts and to fight down an overpowering impulse. If Tia Maria would only come and talk to her to divert
her thoughts to other channels!

But the expression on her husband’s face as he put the small key back into his pocket kept torturing her like
a nightmare, goading beyond endurance. Then, with all resistance to the impulse gone, she was kneeling
before the small trunk. With the long drawn breath, she inserted the small key. There was an unpleasant
metallic sound, for the key had not been used for a long time and it was rusty.

That evening Pedro Buhay hurried home with the usual cigar dangling from his mouth, pleased with himself
and the tenants because the work in the south field had been finished. Tia Maria met him at the gate and told
him that Soledad was in bed with a fever.

“I shall go to town and bring Doctor Santos,” he decided, his cool hand on his wife’s brow.

Soledad opened her eyes.

“Don’t, Indo,” she begged with a vague terror in her eyes which he took for anxiety for him because the town
was pretty far and the road was dark and deserted by that hour of the night. “I shall be alright tomorrow.”

Pedro returned an hour later, very tired and very worried. The doctor was not at home but his wife had
promised to give him Pedro’s message as soon as he came in.

Tia Maria decide to remain for the night. But it was Pedro who stayed up to watch the sick woman. He was
puzzled and worried – more than he cared to admit it. It was true that Soledad did not looked very well early
that afternoon. Yet, he thought, the fever was rather sudden. He was afraid it might be a symptom of a serious
illness.

Soledad was restless the whole night. She tossed from one side to another, but toward morning she fell into
some sort of troubled sleep. Pedro then lay down to snatch a few winks.

He woke up to find the soft morning sunshine streaming through the half-open window. He got up without
making any noise. His wife was still asleep and now breathing evenly. A sudden rush of tenderness came
over him at the sight of her – so slight, so frail.

Tia Maria was nowhere to be seen, but that did not bother him, for it was Sunday and the work in the south
field was finished. However, he missed the pleasant aroma which came from the kitchen every time he had
awakened early in the morning.

The kitchen was neat but cheerless, and an immediate search for wood brought no results. So shouldering
an ax, Pedro descended the rickety stairs that led to the backyard.

The morning was clear and the breeze soft and cool. Pedro took in a deep breath of air. It was good – it smelt
of trees, of the rice fields, of the land he loved.

He found a pile of logs under the young mango tree near the house and began to chop. He swung the ax
with rapid clean sweeps, enjoying the feel of the smooth wooden handle in his palms.

As he stopped for a while to mop his brow, his eyes caught the remnants of a smudge that had been built in
the backyard.

“Ah!” he muttered to himself. “She swept the yard yesterday after I left her. That, coupled with the heat, must
have given her a headache and then the fever.”

The morning breeze stirred the ashes and a piece of white cloth fluttered into view.

Pedro dropped his ax. It was a half-burn panuelo. Somebody had been burning clothes. He examined the
slightly ruined garment closely. A puzzled expression came into his eyes. First it was doubt groping for truth,
then amazement, and finally agonized incredulity passed across his face. He almost ran back to the house.
In three strides he was upstairs. He found his coat hanging from the back of a chair.

Cautiously he entered the room. The heavy breathing of his wife told him that she was still asleep. As he
stood by the small trunk, a vague distaste to open it assailed to him. Surely, he must be mistaken. She could
not have done it, she could not have been that… that foolish.

Resolutely he opened the trunk. It was empty.

It was nearly noon when the doctor arrived. He felt Soledad’s pulse and asked question which she answered
in monosyllables. Pedro stood by listening to the whole procedure with an inscrutable expression on his face.
He had the same expression when the doctor told him that nothing was really wrong with his wife although
she seemed to be worried about something. The physician merely prescribed a day of complete rest.

Pedro lingered on the porch after the doctor left. He was trying not to be angry with his wife. He hoped it
would be just an interlude that could be recalled without bitterness. She would explain sooner or later, she
would be repentant, perhaps she would even listen and eventually forgive her, for she was young and he
loved her. But somehow, he knew that this incident would always remain a shadow in their lives.

Source: http://thesmallkey.blogspot.com/
A. Literal Questions

1. ______________________________________________________________________________
2. ______________________________________________________________________________
3. ______________________________________________________________________________
4. ______________________________________________________________________________
5. ______________________________________________________________________________

B. Inferential Questions

C. Evaluative

D. Applied

Let Us Reflect

1. What’s the importance of knowing the different reading strategies?

3. Why do we need to understand the levels of comprehension questions?

“There are no limits to what you can accomplish, except the limits you place on your
own thinking.”

- Brian Tracy -

Instructor: Allan Sios-e Diaz, M.A.Ed.

Let Us Learn

Hello there! Welcome to CAED 110 or Literacy Development subject, an exciting time as there are
many opportunities for you to succeed and thrive academically, emotionally and socially. In this activity sheet,
you will be accomplishing series of exercises and at the end of the lesson you are expected to:
• Enumerate the ways of developing oral language in L1 and L2; and
• Design a grammar lesson

Let Us Try
1. Are you excited to get moving? Before we proceed to our main topic, write a word or phrase
that comes to your mind when you hear Oral Language?

ORAL
LANGUAGE

Let Us Study
Opps! You seemed to have an idea on what you will be learning in this activity sheet. Great! Now,
read the article below then answer the questions that follow.

When and how language is learned?

Almost all children learn the rules of their language at an early age through use, and over time,
without formal instruction. Thus one source for learning must be genetic. Humans beings are born
to speak; they have an innate gift for figuring out the rules of the language used in their
environment.

The environment itself is also a significant factor. Children learn the specific variety of language
(dialect) that the important people around them speak.

Children do not, however, learn only by imitating those around them. We know that children work
through linguistic rules on their own because they use forms that adults never use, such as "I goed
there before" or "I see your feets." Children eventually learn the conventional forms, went and feet,
as they sort out for themselves the exceptions to the rules of English syntax.

As with learning to walk, learning to talk requires time for development and practice in everyday
situations. Constant correction of a child's speech is usually unproductive.

Children seem born not just to speak, but also to interact socially. Even before they use words, they
use cries and gestures to convey meaning; they often understand the meanings that others convey.
The point of learning language and interacting socially, then, is not to master rules, but to make
connections with other people and to make sense of experiences (Wells, 1986).

In summary, language occurs through an interaction among genes (which hold innate tendencies
to communicate and be sociable), environment, and the child's own thinking abilities.

When children develop abilities is always a difficult question to answer. In general, children say their
first words between 12 and 18 months of age.

• They begin to use complex sentences by the age of 4 to 4 1/2 years.

• By the time they start kindergarten, children know most of the fundamentals of their language, so
that they are able to converse easily with someone who speaks as they do (that is, in their dialect).

As with other aspects of development, language acquisition is not predictable. One child may say
her first word at 10 months, another at 20 months. One child may use complex sentences at 5 1/2
years, another at 3 years.

1. How young children learn language?

2. How do infants communicate to their mother?

3. Does the environment affect the language development of young

children? How?
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__________________________________________________________________________.

4. When do children acquire language? Cite some studies/theories.

5. Constant correction of a child's speech is usually unproductive. Explain.

Let Us Practice
How are you doing so far? Are you learning on your exercises? Now, answer the questions
below. Use the link provided as your guide: https://www.ero.govt.nz/publications/extending-their-language-
expanding-their-world/oral-language-learning-and-development-birth-to-eight-years-of-age/

Task 1 : How do the following learn and develop oral language?

INFANTS
(Birth-12 months)

TODDLERS
(1 – 3 years old)

YOUNG CHILDREN
(3 – 4 years old)

AT 5 YEARS OF AGE

Let Us Practice More

How did you find the previous activities? Did you find it interesting? English grammar is notoriously difficult to
learn for both native and second-language speakers. There are so many intricacies, obscure rules, and
exceptions that it comes as no surprise that different generations of teachers have used various approaches
to teaching grammar to train literate English writers. Below are some methods in teaching grammar, discuss
each method. Go and try! link: https://www.inklyo.com/methods-of-teaching-grammar/

Diagramming
Sentences

Learning
through
Writing

Inductive
Teaching

Deductive
Teaching
Interactive
Teaching

Let Us Remember

Unlike mathematics or science, reading is the only academic area in which we expect children to arrive
as kindergarteners with a basic skill level. Research has shown that oral language—the foundations of which
are developed by age four—has a profound impact on children’s preparedness for kindergarten and on their
success throughout their academic career. Children typically enter school with a wide range of background
knowledge and oral language ability, attributable in part to factors such as children’s experiences in the
home and their socioeconomic status (SES) (Hart & Risley, 1995; Fernald Marchman, & Weisleder, 2013).

Oral language is often associated with vocabulary as the main component. However, in the broadest
definition, oral language consists of phonology, grammar, morphology, vocabulary, discourse, and
pragmatics. The acquisition of these skills often begins at a young age, before students begin focusing on
print-based concepts such as sound-symbol correspondence and decoding.

Oral language comprises the following six areas:

• Phonology: The broad definition of phonology includes the organization or system of sounds within
a language. Once the phonological system has been acquired for basic listening and speaking,
children begin to develop phonological awareness—the awareness of words in sentences or
syllables in words. Other aspects of phonological awareness include rhyme, alliteration, onset rime
(word families), blending, segmenting, and manipulating sounds. At the most complex level of
phonological awareness is phonemic awareness. Phonemic awareness is blending, segmenting, and
manipulating words at the individual sound (phoneme) level.

• Vocabulary (Semantics): The development of vocabulary focuses both on expressive vocabulary

and receptive vocabulary. Expressive vocabulary represents the words a student actively uses when
talking, writing, or communicating. Receptive vocabulary represents the words that a student
understands—based on context and background experiences—but may not necessarily use in his
or her own speaking or writing. A common misconception regarding vocabulary is the idea that an
individual’s vocabulary can be measured simply by the sheer number of words he or she can
understand and use. This is the breadth of vocabulary knowledge. However, to measure the depth
of vocabulary knowledge, a broader definition also includes a focus on areas such as multiple
meanings of words (homonyms), shades of meaning, figurative language, and relationships
between words (synonyms, antonyms, analogies).

• Grammar (Syntax): As children develop their oral language skills, they also develop an
understanding of grammar—the set of structural rules that govern the combination of words and
phrases into sentences—and how sentences are combined into paragraphs.

• Morphology: Sometimes considered to be a subset of syntax or vocabulary (semantics),

morphology is focused on the smallest units of meaning within a word and the rules about how
those words are formed. For example, if one examined the word “cats,” a basic analysis would show
there are four phonemes (/k/, /a/, /t/ and /s/). However, the word “cats” only has two morphemes
(meaningful word parts). “Cat” is a feline animal, and “s” tells us that there is more than one cat.
Morphology can also include the study of structural analysis—how words are joined together and
build vocabulary by analyzing the morphological structure of the word (prefix, root and suffix)—
which helps build upon the child’s foundation in vocabulary.

• Pragmatics: Considered by some reading experts as the “hidden curriculum” in a classroom,

pragmatics requires the understanding of the social use of language. This includes social norms
regarding conversational turn-taking, personal space, and appropriate behavior with peers and
authority figures in a variety of common social situations. In some classroom settings, students
lacking background experience—attributable to cultural differences in some instances—don’t
understand group dynamics and expectations regarding behavior. Understanding a variety of
situations prepares students for more successful comprehension at later stages, including both
listening and reading comprehension.

• Discourse: Oral and written communication, also known as discourse, is a critical skill. For example,
narrative storytelling follows a very specific format—beginning, middle, and end. These parts
describe the main characters, the setting in which they live, the conflict, and the resolution. An
understanding of story structure is essential in order to read, understand, and write narrative. In
contrast, consider the structure of expository, or informational, text. These forms of writing also
follow certain structures such as: persuasive, cause and effect, compare and contrast, and
procedural. It is critically important that students understand these structures through listening
comprehension before they begin to focus on reading comprehension. They first need to be able to
understand and tell stories in those formats before they can begin to write those kinds of stories.

Let Us Assess

You finally reach the end of this activity sheet. This time, let’s assess your learning by accomplishing
the tasks below.

Task 1 : Look for a sample of lesson plan used by public teachers in your community
(Avoid asking it personally) which topic is about grammar. Discuss how and what
strategies were used in his/her grammar lesson. Take a photo of your barrowed lesson
plan and attach it at the back of this activity sheet.

Name of the Public Teacher: _ School: __

Grade level taught: _______________________________ Competency: ________________________

Write your observations here…

Paste the photo of your sample lesson plan here…

Sample Lesson Plan
Photo
Let Us Reflect

Task 1: Write a reflection about what you have learned from this topic. Do these topics
will help you as a future educator?

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“BE A STUDENT AS LONG AS YOU STILL HAVE SOMETHING TO LEARN AND THIS WILL MEAN ALL YOUR LIFE.”
Henry L. Doherty

Instructor: Allan Sios-e Diaz, M.A.Ed.

Let Us Learn

Hello there! Welcome to CAED 110 or Literacy Development subject, an exciting time as there are
many opportunities for you to succeed and thrive academically, emotionally and socially. In this activity sheet,
you will be accomplishing series of exercises and at the end of the lesson you are expected to:
• Identify the role of Phonology in reading comprehension; and
• Understand the importance of word recognition and vocabulary development.

Let Us Try
Are you excited to get moving? Before we proceed to our main topic, answer first the following
questions.

phonological awareness phonemes phonology morphology

syntax monosyllabic disyllabic trisyllabic
multisyllabic onset coda nucleus
alliteration semantics pragmatics

_________________ 1. Is the study of meaning

_________________ 2. Is the study of meaning in language in a particular context
_________________ 3. includes the awareness of speech sounds, syllables, and rhymes
_________________ 4. Term for vowel letter in a word
_________________ 5. the arrangement of words and phrases to create well-formed sentences in a language
_________________ 6. any of the perceptually distinct units of sound in a specified language that distinguish
one word from another
_________________ 7. is defined as the study of sound patterns and their meanings, both within and across
Languages
_________________ 8. is the study of the internal structure of words
_________________ 9. having more than one and usually more than three syllables
_________________ 10. A word consisting of two syllables
_________________ 11. the occurrence of the same letter or sound at the beginning of adjacent or closely
connected words
_________________ 12. A word having one syllable
_________________ 13. Consonants after the vowel
_________________ 14. Consonants before vowel
_________________ 15. A word having three syllables

Let Us Study
Opps! You seemed to have an idea on what you will be learning in this activity sheet. Great! Now,
study the illustration below and discuss each stage. Go and begin.
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingvie
wing/Pages/litfocusphonological.aspx#:~:text=%E2%80%8B%E2%80%8B%E2%80%8BPhonological%20aware
ness,such%20as%20rhyme%20and%20alliteration

CONCEPT

SYLLABLE AWARENESS

RHYME AWARENESS &

PRODUCTION

ALLITERATION
ONSET-RIME
SEGMENTATION

INITIAL AND FINAL

SOUND SEGMENTATION

BLENDING SOUNDS INTO

WORDS

SEGMENTING WORDS
INTO SOUNDS

DELETING AND
MANUPULATING SOUNDS
Let Us Practice
How are you doing so far? Are you learning on your exercises? Having alphabet knowledge
will help students become fluent readers and it is important in teaching young learners. Below are the
strategies in teaching the alphabet, discuss the importance of each strategy. Are you ready? Go and begin.
https://ummiandkids.com/2019/02/strategies-for-teaching-alphabet/

Teach Letter Names

Then Letter Sounds

Teach Upper Case

Then Lower Case

Introduce simple
sounds then
Complex
Use Memory
Devices

Adjust Pace
According to Child’s
Needs

Provide Hands-On
and Multi-Sensory
Activities

Use Alphabet
Books
Use Explicit
Instruction

Let Us Practice More

How did you find the previous activities? Did you find it interesting? Great! In teaching word
recognition in mother tongue and Filipino, teachers are using Marungko Approach. Below is an example of a
lesson using Marungko Approach, write your observation on how it was used and its concept.

Leksyon 1: Titik M

1. Paglinang ng Talasalitaan

May mga larawan ako dito. Sino ang makakapagsabi ng pangalan ng bawatlarawan?

Magkontest tayo. Paunahan sa pagturo ng larawan ng sasabihin kong salita.

2. Letter name and letter sound are introduced.

• Pagbigay ng pangalan ng titik M.

Ang pangalan ng mga larawan ay nag-uumpisa sa titik Mm. Sabihin nga natin angpangalan ng titik
na ito.
• Pagbigay ng tunog ng titk M
Ang tunog ng M ay mmmm . . . “Tunugin natin ang M. Ito ang tunog na sinasabinatin kapag may
naaamoy tayong masarap na pagkain sa mesa.”

3. Writing the upper and the lower case of each letter is part of the instruction.

•Pagsulat ng titik M at m.

“Ganito ang pagsulat ng malaking M (Isusulat ito ng guro sa pisara).

“Itaas ang kamay-pansulat. Gayahin ang kamay ko habang isinusulat ko ang Msa hangin... sa likod
ng kaklase... sa mesa...
”Sino ang makakasulat ng malaking M sa pisara?” (Gawin din ito sa maliit na m).
Write your observation about the lesson here…
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________________________________________________________________________________________.

What is Marungko Approach?

Arrange the following letter sequence under Marungko Approach. Use numbers as your answer.

_ titik banyaga Yy ___ Aa

_____Gg ______ Hh _____ Ss
_____ Ee ______ Ii _____ Tt
_____ Ww ______ Ll _____ Pp
_____ Nn ______ Dd _____ Ng ng
_____ Bb ______ Rr _____ Uu
_____ Oo ______ Kk _____ Mm

Let Us Remember

In teaching word recognition in Mother Tongue and in Filipino, the modified Marungko Approach is used.
In this approach, letters of the alphabet are introduced, and these letters are combined to form words.
Then phrases, sentences and short stories are formed from these words.

The goals of reading instruction are many, but certainly include that children will read with confidence,
that they will understand what they read, and that they will find reading a source of knowledge and
pleasure. To achieve these goals with all children, an effective classroom program of beginning reading
instruction must provide children with a wide variety of experiences that relate to a number of important
aspects of reading.

Some of these experiences focus on meaning. For example, children take part in oral language activities
that concentrate on concept and vocabulary development; children hear good stories and informational
texts read aloud; they read and discuss with other children what they read, often under the guidance of
their teachers.

Other experiences focus on word recognition of printed words as children engage in print awareness,
letter recognition, writing, and spelling activities. Children take part in phonics lessons and word-recognition
strategy instruction. They learn that the sounds in spoken words relate to the patterns of letters in written
words in predictable and often generalizable ways. As they read books and other print materials, children
learn to combine their knowledge of print and sounds with their knowledge of language to read with
meaning and enjoyment. It is evident that no one aspect of a beginning program should monopolize
instructional time.
1. What are the strategies in teaching word recognition in English?
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2. What one can read, he must be able to write correctly. Explain and support with facts.
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Let Us Assess

You finally reach the end of this activity sheet. This time, let’s assess your learning by accomplishing
the tasks below. Write an editorial about the article below.

Growing number of non-readers alarming

BAGUIO CITY, Philippines — The government, via Senate basic education committee chairman Sherwin
Gatchalian, is being urged to face head-on the growing incidence of non-readers and frustration-level
readers in public schools around the country.

Residents in Tabuk City, Kalinga initiated a signature campaign asking the government to confront the
problem.

“If the Every Child a Reader Program (ECARP) and the Philippine Informal Reading Inventory (Phil-IRI) are
properly implemented, there would be no non-reader beyond Grade 3,” they said.

Earlier, Education Undersecretary for curriculum and instruction Diosdado San Antonio had acknowledged
that the Department of Education (DepEd) is aware of the presence of non-readers in high school. The
official’s admission stemmed from the February report of the Philippine Institute for Developments Studies
calling on the DepEd to discourage the practice among public elementary schools of sending non-readers
to high school.

The petitioners claimed that the presence of non-readers and frustration-level readers in high school means
that programs for reading and the K-12 curriculum are failing.

They said the intent of the ECARP is to make every child an independent reader by Grade 3 and the Phil-IRI,
a nationally validated reading proficiency assessment tool, is intended to strengthen the implementation of
theECARP.
“Under DepEd Order No. 021, series of 2019, setting forth the policy guidelines for the K-12, reading in
English is included among the competencies to be attained in Grade 2,” the plea to Sen. Gatchalian read.
Taking note that most school children could read in Grade 3, the petitioners asked why the DepEd cannot
successfully teach “all mentally normal children how to read at the grade prescribed by the curriculum when
it was able to make them all read in Grade 1 in the past?”
They told Gatchalian, “we believe the breakdown in the effectiveness of the DepEd to teach children to read
started with the decision to scrap the ‘No Read, No Move’ policy for Grade 1 back in 2001.” ‘Our generation
learned to read in Grade 1 and there is no justification whatsoever for young Filipinos to learn the skill at a
much later stage in their educational journey specially so that under the current curriculum, they are
supposed be able to read in Grade 2,’ they added.
A classroom teacher in the late 70’s and 80’s, retired Provincial Cooperative Officer Robert Salabao, Sr. said,
there are non-readers among the first and second year students in the high school Tabuk City. He suspects
while one of the bases for performance rating of teachers is the failure rate, teachers pass even the
undeserving because nobody is to be retained.

Salabao instead suggested the use of the period intended for the Mother Tongue subject for practical
reading for the reading laggards. “Anyway the Mother Tongue is not really essential as part of the
curriculum,” insisting that, “why (do) children still have to be taught the Mother Tongue in school when it’s
the language at home adding that priority language is actually English and which therefore should be
learned in the grades.”

Lutheran minister Luis Aoas, also a petitioner, blamed the DepEd for the overall erosion of the quality of
education attributing it to the frequent changes in the curriculum and the system that had caused
confusion. He recalled that during the time when the curriculum only revolved around reading, writing and
arithmetic or 3Rs, children were proficient. While we need change, the clergy member admitted, “but when
you keep on changing, the system is weakened as people no longer know which is which and things begin
to look like experiments. We change for the better but frequent change could be disastrous.”

Aoas’ wife, Victoria, who used to work for the DepEd, observed that each time there is a new Education
Secretary, there are changes in the curriculum.

Petitioners hope that under Sen. Gatchalian’s Basic Education Committee, the reading crisis is addressed
because if there are any national government officials acquainted with the non-reader headache,
Gatchalian would be one of them.

Valenzuela City where Gatchalian was the former mayor and congressman, was the first LGU to discover
and take action on the non-reader problem. Back in 2014, the LGU found out that eight of 10 Grade 6
pupils in the city were frustration level readers and one of every 10 a non-reader.

The petitioners believe Sen. Gatchalian knows very well that delay in teaching school children to read takes
resources to remedy because in 2014 alone, Valenzuela City allocated P300M to rescue the Grade 6 non-
readers and frustration level readers in its public schools.

Gatchalian knows that the problem is a tough nut to crack because last summer, after four years of giving
full support to the reading program of the Department of Education (DepEd) there, the LGU still conducted
a reading skills training for “213 non-readers, 3,725 frustrated readers and 14,712 instructional readers”
from Grades 2 to 6 from the city’s public schools, they reiterated.

We hope the senator will also realize that if that’s the situation in his home city where the LGU is actively
intervening, it could be much worse in places where the DepEd is single-handedly addressing the problem,
the petitioners said.

Source: https://www.philstar.com/other-sections/education-and-home/2019/11/14/1968560/growing-
number-non-readers-alarming
OPINION

Let Us Reflect

It looks like you are through with this activity sheet! Congratulations for actively engaging on each
of the activity prepared for you. Before you proceed to the next lesson, please answer the question
below.

1. How will you promote literacy?

“Believe in Yourself and You will be Unstoppable”

Instructor: Allan Sios-e Diaz, M.A.Ed.

Let Us Learn

Hello there! Welcome to CAED 110 or Literacy Development subject, an exciting time as there are
many opportunities for you to succeed and thrive academically, emotionally and socially. In this activity sheet,
you will be accomplishing series of exercises and at the end of the lesson you are expected to:
• Identify the strategies in developing reading fluency; and
• Understand the relationship of fluency to reading comprehension

Let Us Try
Are you excited to get moving? Before we proceed to our main topic, answer first the following
questions. Guess the title of the following movies.
A B

______________________________________ _________________________________________

1. Movie A is about…
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__________________________________________________________________________________
_________________________________________________________________________________.

2. Movie B is about?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.

3. What are the best practices of teachers in handling their students?

Why Some Children Have Difficulties Learning to Read

Good readers are phonemically aware, understand the alphabetic principle, apply these skills in a rapid
and fluent manner, possess strong vocabularies and syntactical and grammatical skills, and relate reading
to their own experiences.

Difficulties in any of these areas can impede reading development. Further, learning to read begins far
before children enter formal schooling. Children who have stimulating literacy experiences from birth
onward have an edge in vocabulary development, understanding the goals of reading, and developing
an awareness of print and literacy concepts.

Conversely, the children who are most at risk for reading failure enter kindergarten and the elementary
grades without these early experiences. Frequently, many poor readers have not consistently engaged
in the language play that develops an awareness of sound structure and language patterns. They have
limited exposure to bedtime and lap time reading.

In short, children raised in poverty, those with limited proficiency in English, those from homes where
the parents' reading levels and practices are low, and those with speech, language, and hearing
handicaps are at increased risk of reading failure.

However, many children with robust oral language experience, average to above average intelligence,
and frequent early interactions with literacy activities also have difficulties learning to read. Why?

Programmatic longitudinal research, including research supported by NICHD, clearly indicates that
deficits in the development of phoneme awareness skills not only predict difficulties learning to read,
but they also have a negative effect on reading acquisition. Whereas phoneme awareness is necessary
for adequate reading development, it is not sufficient. Children must also develop phonics concepts and
apply these skills fluently in text.

Although substantial research supports the importance of phoneme awareness, phonics, and the
development of speed and automaticity in reading, we know less about how children develop reading
comprehension strategies and semantic and syntactic knowledge. Given that some children with well-
developed decoding and word- recognition abilities have difficulties understanding what they read, more
research in reading comprehension is crucial.

READING DIFFICULTIES
Reading disorder is a learning disorder that involves significant impairment of reading accuracy, speed,
or comprehension to the extent that the impairment interferes with academic achievement or activities
of daily life. People with reading disorder perform reading tasks well below the level one would expect
on the basis of their general intelligence, educational opportunities, and physical health. Reading
disorder is most commonly called dyslexia. Dyslexia, however, usually includes deficits in spelling and
writing as well as reading.

Reading disorder is a learning disorder characterized by a significant disparity between an individual's

general intelligence and his or her reading skills. Common learning disabilities include reading disorder
(often called dyslexia), mathematics disorder, disorder of written expression, and some language
processing
disorders.

Evaluation of children's reading ability must be done on an individual basis in order to make a diagnosis
of reading disorder and distinguish it from slow learning or low intelligence. The examiner must take into
account the child's age, intelligence, educational opportunities, and such cultural factors as whether the
language spoken at home is different from the language taught and used at school. Reading disorder is
diagnosed when a child's reading achievement is substantially below what would be expected after
taking these factors into account.

1. What is reading disorder?

2. Why those children with limited proficiency in English are at risk of reading failure?
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__________________________________________________________________________________.

3. Why some children have difficulties learning to read?

4. How will you help children with reading difficulties?

Let Us Practice
How are you doing so far? Are you learning on your exercises? This time, let’s discover the
different strategies in developing reading fluency. Supply the following strategies below with concept (Please
do not copy everything, use paraphrasing if possible. Use the link provided as your guide.
https://www.scholastic.com/teachers/articles/teaching-content/5-surefire-strategies-developing-reading-
fluency/

DEVELOPING READING FLUENCY

STRATEGIES CONCEPTS

Model Fluent Reading

Do Repeated Readings
in Class

Promote Phrased
Reading in Class

Enlist Tutors to Help

Out

Try Reader’s Theater in

Class

Let Us Practice More

How did you find the previous activities? Did you find it interesting? Great! Writing is one of the skills
that must be develop among young children. As a teacher, we must understand the stages of writing
development for us to be guided of what particular activity are we going to give. Discuss the following stages
of writing development below.
Preliterate
Drawing

Preliterate
Scribbling

Early
Emergent

Emergent

Transitional

Fluency

Let Us Remember

Teaching writing mechanics can seem like an overwhelming task. Students will come to you having learned
many rules of the English language. There are some rules they will remember and some that they will not.
Your task is to reinforce the basic rules of English, while introducing others that will help students grow as
writers.

You will undoubtedly begin by teaching the basic rules that need to be introduced according to your
curriculum. You review important rules of writing mechanics, teach new ones, and then review the new
ones that you just taught. However, if teachers are going to get students to really learn how to fix their
writing, they need to assess first.

There’s the third-grade student who still doesn’t capitalize sentences or use periods. This child’s main focus
when he writes should be to make sure he is using capital letters and periods correctly. Every time. There’s
the middle school student who is always writing run-on sentences. She needs guidance on the different
ways that sentences can be written so that they do not become run-on sentences. And there’s the high
school student who uses the wrong punctuation because he goes too fast and doesn’t edit his work. This
student needs to be taught to use an editing checklist and to conference with peers.

While there is a process in place to help students build on what they know, we can’t forget to stop and
reinforce when they don’t know something. Writing becomes better when students receive individualized
feedback and are given the tools they need to succeed.

1. Supply the graphic organizer below. What are the different writing
mechanics?

_______________
______________

Writing
Mechanics

_____________ _____________

“If Opportunity Doesn’t Knock, Bild a Door”

- Milton Berle -

Instructor: Allan Sios-e Diaz, M.A.Ed.

Let Us Learn

Hello there! Welcome to CAED 110 or Literacy Development subject, an exciting time as there are
many opportunities for you to succeed and thrive academically, emotionally and socially. In this activity sheet,
you will be accomplishing series of exercises and at the end of the lesson you are expected to:
• Formulate comprehension questions; and
• Identify explicit instruction of comprehension skills

Let Us Try
Are you excited to get moving? Before we proceed to our main topic, read the text below and
answer following questions.

Children face intense pressure from their environment. Continuous stress in children is harmful to their
activities, health, and development. There are a number of causes and effects of toxic stress in children.
Stress can be caused by both negative and positive situations. Children living in abusive environments, both
physical and emotional, experience stress. Arnold wrote that children who are bullied are in continuous
state of depression. They, therefore, alienate themselves from their colleagues. Parents who constantly
beat their children are also causes of stress. The fear that is manifested in children disorients them. They
will not be able to talk about what they feel to anybody but rather keep to themselves. Events such as
accidents, loss of loved ones, and rejection are also causes of stress in children.

Social change patterns in children cause many stressful situations. Children at puberty yearn for freedom.
This creates tension between them and the parents, who are constantly monitoring and regulating their
activities. In the same stage, children will constantly be in need of money. Lack of money causes stress in
children as they are not always able to buy whatever they may need. They will compare themselves with
other children who are in comfortable financial positions. Such children are always anxious and worried of
where and how they will get money. Stress in children is not only caused by what happens in their own lives
but also by what happens in their parents’ lives.

The greatest effects of stress are experienced by the brain. The brain controls all the stress mechanism in
the body making it the primary stress organ. Johnson stated that the vulnerability of children’s brain is
caused by the fact that they are constantly growing and developing. Constant stress in children disrupts
brain development and compromises its normal function. Research has indicated that children experiencing
stress have smaller brains. Toxic stress impairs the connection of brain circuits resulting in development of
a smaller brain. Prolonged period of stress in children affects their nervous and immune system. Stress
hormones are released when a child is exposed to stress. Cortisol hormones, which are released as a result
of stress, suppress the body immune system. This leaves a person vulnerable to diseases and infections.

Depression, alcoholism, eating disorders, and chronic diseases are also linked to childhood stress.
Psychological effects of stress include changes in personality, aggressiveness, and irritability. Children under
stress are likely to experience frustrations and isolation from friends and family. They spend more time on
their own and lack motivation. Children may also have difficulty in concentration thereby affecting their
academic performance.
Children under extreme stress exhibit change in behavior. They may be more disobedient, fight often,
stutter, and cry often.

In conclusion, stress in children has many causes and effects. The notion that stress only affects adults is
wrong. Too much stress, often referred to as toxic stress, is detrimental to the life of a child. Toxic stress
affects the physical, emotional, psychological, and social aspects of a child. Even though every child reacts
differently under stress, it is clear that stress affects the neural system and the health of a child. Children
under stress tend to develop negative characteristics like irritability and disobedience. Research has
indicated that there are number of causes of childhood stress which are interrelated. Social change
patterns, abusive environment, and stress in parents are just some of the cause of childhood stress.

Text: Stress and Children

Paragraph Causes Effects

3
4

Write the signal words used for cause Write the signal words used for effect

Vincent “(Starry, Starry Night)”

Don McLean

(1) Starry, starry night

Paint your palette blue and grey
Look out on a summer's day
With eyes that know the darkness in my soul

(2) Shadows on the hills

Sketch the trees and the daffodils
Catch the breeze and the winter chills
In colors on the snowy linen land

(3) Now I understand

What you tried to say to me
And how you suffered for your sanity
And how you tried to set them free

(4) They would not listen, they did not know how
Perhaps they'll listen now

(5) Starry, starry night

Flaming flowers that brightly blaze
Swirling clouds in violet haze
Reflect in Vincent's eyes of china blue

(6) Colors changing hue

Morning fields of amber grain
Weathered faces lined in pain
Are soothed beneath the artist's loving hand

(7) Now I understand

What you tried to say to me
And how you suffered for your sanity
And how you tried to set them free
(8) They would not listen, they did not know how
Perhaps they'll listen now

(9) For they could not love you

But still your love was true
And when no hope was left in sight
On that starry, starry night

(10) You took your life, as lovers often do

But I could have told you, Vincent
This world was never meant for one
As beautiful as you

(11) Starry, starry night

Portraits hung in empty halls
Frameless heads on nameless walls
With eyes that watch the world and can't forget

(12) Like the strangers that you've met

The ragged men in the ragged clothes
The silver thorn, a bloody rose
Lie crushed and broken on the virgin snow

(13) Now I think I know

What you tried to say to me
And how you suffered for your sanity
And how you tried to set them free

(14) They would not listen, they're not listening still

Perhaps they never will

1. Infer the tone or mood of the speaker.

2. Give explicit details to support your answer to the first question. Cite some
lines from the text.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________

3. What kind of life did Vincent have as described in this song? Support your
answer with details from the song. Cite the number of stanzas.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
4. Give the name of the person – the YOU – that is referred to by the
speaker/singer.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________

5. Who is referred to as THEY in stanza 4, 8, and 14? Give explicit details to

support your answer.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Let Us Study
Opps! You seemed to have an idea on what you will be learning in this activity sheet. Great! Now,
study the article below.

Art and Science of Teaching / Asking Questions—At Four Different Levels

Questioning is a potentially powerful tool that teachers can use to help students better understand
academic content. However, simply asking more questions of more students might not produce the
desired effect.

Level 1: Details
Level 1 questions ask students to recall or recognize details about specific types of information. For
example, a teacher might ask, "What is one of Jack London's most popular works, and what is it
about?" or "Describe some important characteristics of the Rocky Mountains in the United States."
We commonly think of Level 1 questions as "lower level." However, they have their place in learning
new content because teachers commonly begin by asking students questions about narrower types
of information—such as specific people (like Jack London); specific groups and organizations (like
the U.S. Congress); and specific intellectual, artistic, and cognitive products (like the Greek
play Prometheus Bound)—before progressing to more general and abstract content, such as mental
processes and procedures (like rounding techniques in mathematics).

Level 2: Characteristics
Level 2 questions move the focus to the general category to which a Level 1 topic belongs. For
example, a Level 2 question about Jack London might be, "Jack London is thought of as an adventure
writer. What are some characteristics of writers who specialize in adventure stories?" or "What are
some differences between older mountain ranges like the Rocky Mountains and newer mountain
ranges like the Olympic Mountains in Washington State?" Here the focus shifts from a specific
person (Jack London) or place (the Rocky Mountains) to the general category to which that person
or place belongs (outdoor adventure writer, mountain ranges). Level 2 questions ask students to
describe the characteristics of a given category. This might involve comparing and contrasting
characteristics, such as those of two different mountain ranges. Such questions might also ask
students to identify elements that fit within a category. For example, a Level 2 question about the
Battle of Gettysburg might ask students to consider some other battles from wars they've studied
that have had a similarly large loss of life. Cognitively, Level 2 questions require a broader
perspective than Level 1 questions require. Instead of thinking of Jack London in isolation, for
example, students must consider him as part of a larger system.

Level 3: Elaborations
Level 3 questions ask students to elaborate on the characteristics of and elements within a cate-
gory. Typically, such questions require students to explain the reasons something happens. For
example, a teacher might say, "Explain why adventure writers tend to participate in adventurous
situations themselves" or "Explain why older mountain ranges are less jagged." Level 3 questions
can also require students to explain the effect of something. In a discussion about the Battle of
Gettysburg, a teacher might ask, "What effect does major loss of life in a single battle have on
ending or prolonging a war?" Level 3 questions are more cognitively complex than Level 2 questions
because students must explain the working dynamics of how or why certain things occur or exist.

Level 4: Evidence
Level 4 questions require students to provide support or evidence for their elaborations. They might
ask students to identify sources that support their elaborations. A teacher might ask, "What sources
support your conclusions about why older mountain ranges are less jagged?" They may require
students to explain the reasoning behind their elaborations; the premises, rules, or generalizations
they used to form their conclusions; or any exceptions that their conclusions don't seem to explain.
When answering Level 4 questions, students might even find errors in premises, rules, or
generalizations they previously thought to be true. A teacher can initiate Level 4 questions in class,
but these typically require extra time to answer because students must articulate sources or
information or analyze their own thinking. Consequently, Level 4 questions frequently become
homework that students begin in class but turn in later.

PRIMARY COMPREHENSION TIPS: KNOWING THE 8 QUESTION TYPES

The comprehension component isn’t as straightforward as the one in our days where it consisted
mainly of factual questions. It is now a lot more complex and requires students to be equipped with
a varied set of techniques to answer the various types of questions.

Based on the comprehension questions from the past PSLE exam papers, we have identified 8
different types of comprehension questions that can be tested. Knowing the different types and the
requirements for each of them will allow the student to acquire the marks for them with ease.

1. FACTUAL

The most straightforward type of question. Such questions focus on obvious details from the
passage. The students are required to simply find these obvious details to answer BUT they have to
be careful not to lift and take only what is necessary.

Examples:
1. What did Ethan bring to class?
2. Where was Julian in the afternoon?

2. INFERENCE
These questions are less direct compared to factual questions. They require the students to think
like detectives and look for clues instead of obvious answers in the text. For instance, looking at the
phrase “the sun was directly above their heads”, the student should be able to deduce that it
was noon time.

Examples:

1. Why did Kyle help the old man?

2. Which phrase tells you that Keith was angry?

3. SEQUENCING
This type of question requires students to figure out the order in which events happened in a story.
However, this question is not asking which event APPEARED first. An event that appeared in the
first paragraph may not have happened first.
__2__ Thaddeus realized he left his wallet at home.
__1__ It was recess time.
__3__ Mrs. Goh offered a sandwich to Thaddeus.

4. TRUE OR FALSE

For these questions, students have to identify whether a given statement is entirely true or if a false
detail is given. The students are to provide evidence to prove why the statement is true (by finding
the original sentence) or false (by finding the false detail). Find that detail and write the answer in
a way that matches (if true) or contrasts (if false) with the statement.

5. CAUSE AND EFFECT

These questions are asking the students to identify the cause (what made something happen) and
effects (what happened as a result of the cause). A useful tip is to write “because” on top of the
Cause column and “so” in the effect column. When the two are strung together, it helps them to
understand the question requirement more clearly.

6. BEFORE / AFTER

These questions require students to make comparisons and identify a given detail in the statement
which changed over time. Once again, do not confuse this with events that appeared first
(appearing first doesn’t necessarily mean that it happened first).

7. VOCABULARY IN CONTEXT

These questions are basically testing the students’ vocabulary. However, do not forget that many
words have multiple meanings. Identify the correct usage of the words based on the way they are
used in the passage (that’s why it’s called “in context”).

Examples:
1. Which word/ phrase has the opposite meaning as…?
2. Find the words that have similar meanings to the following words…

8. APPLIED VOCABULARY

Different from the vocabulary in context questions, these questions are usually tougher as it
requires the students to analyze and use their own words to describe a situation or characters
accurately.

Examples:
1. How would you describe the atmosphere in the classroom when the teacher stepped in? (e.g.
tense, relaxed)
2. How would you describe Mr August’s character in the passage? (e.g. serious, friendly)

* These types of questions are usually presented in table form. The questions may be factual or
inferential in nature.

Let Us Practice
How are you doing so far? Are you learning on your exercises? Now, it’s time for you to make
comprehension questions about the story authored by Carlos Bulusan “My Father Goes to Court”. Write at
least two questions of each type.

My Father Goes To Court

(Carlos Bulusan)

When I was four, I lived with my mother and brothers and sisters in a small town on the island of Luzon.
Father’s farm had been destroyed in 1918 by one of our sudden Philippine floods, so several years
afterwards we all lived in the town though he preferred living in the country. We had as a next-door
neighbor a very rich man, whose sons and daughters seldom came out of the house. While we boys and
girls played and sang in the sun, his children stayed inside and kept the windows closed. His house was so
tall that his children could look in the window of our house and watched us played, or slept, or ate, when
there was any food in the house to eat.

Now, this rich man’s servants were always frying and cooking something good, and the aroma of the food
was wafted down to us form the windows of the big house. We hung about and took all the wonderful
smells of the food into our beings. Sometimes, in the morning, our whole family stood outside the
windows of the rich man’s house and listened to the musical sizzling of thick strips of bacon or ham. I can
remember one afternoon when our neighbor’s servants roasted three chickens. The chickens were young
and tender and the fat that dripped into the burning coals gave off an enchanting odor. We watched the
servants turn the beautiful birds and inhaled the heavenly spirit that drifted out to us.

Some days the rich man appeared at a window and glowered down at us. He looked at us one by one, as
though he were condemning us. We were all healthy because we went out in the sun and bathed in the
cool water of the river that flowed from the mountains into the sea. Sometimes we wrestled with one
another in the house before we went to play. We were always in the best of spirits and our laughter was
contagious. Other neighbors who passed by our house often stopped in our yard and joined us in laughter.

As time went on, the rich man’s children became thin and anemic, while we grew even more robust and
full of life. Our faces were bright and rosy, but theirs were pale and sad. The rich man started to cough at
night; then he coughed day and night. His wife began coughing too. Then the children started to cough,
one after the other. At night their coughing sounded like the barking of a herd of seals. We hung outside
their windows and listened to them. We wondered what happened. We knew that they were not sick
from the lack of nourishment because they were still always frying something delicious to eat.

One day the rich man appeared at a window and stood there a long time. He looked at my sisters, who
had grown fat in laughing, then at my brothers, whose arms and legs were like the molave, which is the
sturdiest tree in the Philippines. He banged down the window and ran through his house, shutting all the
windows.

From that day on, the windows of our neighbor’s house were always closed. The children did not come
out anymore. We could still hear the servants cooking in the kitchen, and no matter how tight the
windows were shut, the aroma of the food came to us in the wind and drifted gratuitously into our house.
One morning a policeman from the presidencia came to our house with a sealed paper. The rich man had
filed a complaint against us. Father took me with him when he went to the town clerk and asked him what
it was about. He told Father the man claimed that for years we had been stealing the spirit of his wealth
and food.

When the day came for us to appear in court, father brushed his old Army uniform and borrowed a pair of
shoes from one of my brothers. We were the first to arrive. Father sat on a chair in the center of the
courtroom. Mother occupied a chair by the door. We children sat on a long bench by the wall. Father kept
jumping up from his chair and stabbing the air with his arms, as though we were defending himself before
an imaginary jury.

The rich man arrived. He had grown old and feeble; his face was scarred with deep lines. With him was his
young lawyer. Spectators came in and almost filled the chairs. The judge entered the room and sat on a
high chair. We stood in a hurry and then sat down again.
After the courtroom preliminaries, the judge looked at the Father. “Do you have a lawyer?” he asked.
“I don’t need any lawyer, Judge,” he said.
“Proceed,” said the judge.
The rich man’s lawyer jumped up and pointed his finger at Father. “Do you or you do not agree that you
have been stealing the spirit of the complaint’s wealth and food?”
“I do not!” Father said.
“Do you or do you not agree that while the complaint’s servants cooked and fried fat legs of lamb or
young chicken breast you and your family hung outside his windows and inhaled the heavenly spirit of the
food?”
“I agree.” Father said.
“Do you or do you not agree that while the complaint and his children grew sickly and tubercular you and
your family became strong of limb and fair in complexion?”
“I agree.” Father said.
“How do you account for that?”
Father got up and paced around, scratching his head thoughtfully. Then he said, “I would like to see the
children of complaint, Judge.”
“Bring in the children of the complaint.”
They came in shyly. The spectators covered their mouths with their hands, they were so amazed to see
the children so thin and pale. The children walked silently to a bench and sat down without looking up.
They stared at the floor and moved their hands uneasily.
Father could not say anything at first. He just stood by his chair and looked at them. Finally he said, “I
should like to cross – examine the complaint.”
“Proceed.”
“Do you claim that we stole the spirit of your wealth and became a laughing family while yours became
morose and sad?” Father said.
“Yes.”
“Do you claim that we stole the spirit of your food by hanging outside your windows when your servants
cooked it?” Father said.
“Yes.”
“Then we are going to pay you right now,” Father said. He walked over to where we children were sitting
on the bench and took my straw hat off my lap and began filling it up with centavo pieces that he took out
of his pockets. He went to Mother, who added a fistful of silver coins. My brothers threw in their small
change.
“May I walk to the room across the hall and stay there for a few minutes, Judge?” Father said.
“As you wish.”
“Thank you,” father said. He strode into the other room with the hat in his hands. It was almost full of
coins. The doors of both rooms were wide open.
“Are you ready?” Father called.
“Proceed.” The judge said.
The sweet tinkle of the coins carried beautifully in the courtroom. The spectators turned their faces
toward the sound with wonder. Father came back and stood before the complaint.
“Did you hear it?” he asked.
“Hear what?” the man asked.
“The spirit of the money when I shook this hat?” he asked.
“Yes.”
“Then you are paid,” Father said.
The rich man opened his mouth to speak and fell to the floor without a sound. The lawyer rushed to his
aid. The judge pounded his gravel.
“Case dismissed.” He said.
Father strutted around the courtroom the judge even came down from his high chair to shake hands with
him. “By the way,” he whispered, “I had an uncle who died laughing.”
“You like to hear my family laugh, Judge?” Father asked?
“Why not?”
“Did you hear that children?” father said.
My sisters started it. The rest of us followed them soon the spectators were laughing with us, holding their
bellies and bending over the chairs. And the laughter of the judge was the loudest of all.

My Father Goes to Court

Types of Question Your Sample Questions

Factual

Inference

Sequencing

True or False

Vocabulary in
Context

Applied Vocabulary

Let Us Practice More

How did you find the previous activities? Did you find it interesting? Great! Upper elementary,
middle, and secondary school teachers can take several action steps to implement explicit strategy instruction,
which involves helping students actively engage in the texts they read. To develop the reading skills of
students, teachers must use explicit comprehension strategy instruction. Using the link provided below, write
the ways on how to provide comprehension instruction. http://www.ldonline.org/article/27740/
Providing Comprehension Instruction

Let Us Remember

Strong study skills can help you learn more, achieve good grades, and get into your preferred college.
Productive study habits also reduce test taking stress; the better prepared you are, the easier it will be to
perform well. Here are five effective ways to get the most from your study sessions.
1. Establish Your Own Note Taking System
Each person learns differently. Do you see scenes and images when people describe a story? Do you learn
faster if you have the opportunity to discuss concepts with others? Is it easier to remember instructions
from your online tutor if you’ve written them down and reviewed them several times?
Develop your own note taking system based on your learning preferences. You may need to write down
most of the details you hear. Alternatively, writing down key vocabulary and examples may be all you
personally need to remember something. Drawing pictures and diagrams next to concepts is the method of
choice for some learners. Do what works best for you.

2. Turn Your Reading Session into Active Studying

When completing reading assignments, actively study the content. Rather than starting at the beginning
and reading through the end, first read the title, table of contents and introduction to understand the
overview. Next, read through the chapter or article titles and subtitles to get a feel for what the material
will cover. Then return to the beginning of the book or article to read each paragraph in order.
As you’re reading, stop to take notes in a notebook or highlight important concepts in the textbook. This
strategy will organize your thoughts. When you meet next with your online tutor, teacher or discussion
group, you’ll have a better grasp of what you’ve read.

3. Use Active Memorization

Reading the same information over and over is actually one of the least effective ways to memorize. One
effective strategy is to picture a definition or concept in your head. Saying the word(s) out loud is also
helpful. Creating acronyms for a list of things is yet another useful strategy. For example, when memorizing
states in Northern Europe, you might use the acronym ELL to help you remember that Estonia, Latvia, and
Lithuania are located next to one another.

4. Take Regular Breaks

Your mind needs regular breaks to relax and allow what you’ve learned to sink in. Take a 5 to 10 minute
break every hour. You will actually learn more this way than cramming for hours without breaks.

5. Ask Plenty of Questions

Asking questions will take you from a passive learner to an active one. One of the many advantages of
meeting regularly with a live online tutor is that you can ask about concepts, words or formulas that you
don’t understand.

Classrooms today are complex and dynamic learning environments. Identifying the range of factors that
positively impact student achievement has been a major focus of research. There is clear, documented
evidence of the most effective features of practice including the degree of the teachers’ influence and what
they do to raise student learning outcomes (Allington 2002, Hattie 2009).

Literacy teaching can only be described as truly effective when it positively impacts student learning.
Successful teachers are able to skillfully integrate a range of instructional approaches and resources to meet
the diverse learning needs of their students.

We can now say, with certitude, that effective teachers of literacy:

➢ Know the literacy processes and the pedagogy that determines how their students learn
➢ Know what their students need to understand and be able to do to meet the Standards
➢ Know their students as learners
➢ Have high expectations for their students and encourage risk taking
➢ Flexibly use a range of instructional practices
➢ Engage students in challenging learning experiences

Let Us Assess

You finally reach the end of this activity sheet. This time, let’s assess your learning by answering the
questions below. Use the link as your guide. https://www.generationready.com/what-is-effective-teaching-
of-literacy/

1. What is effective teaching literacy?

2. Effective teachers understand literacy learning. Explain.

3. Effective teachers know what their students need to learn. Explain

4. Effective teachers know their students as learners. Explain.

5. Effective teachers have high expectations for students. Explain.

7. Effective teachers engage students in challenging learning. Explain.

“LEARN FROM YESTERDAY, LIVE FOR TODAY, HOPE FOR TOMORROW.”

- ALBERT EINSTEIN -

Instructor: Allan Sios-e Diaz, M.A.Ed

For BEED 1 students:

Task A: make a short video lesson tutorial about letter sounds using Marungko Approach.
You may ask materials from teachers in your community or lessons from online. Compile
your outputs in a google drive and send to me the drive link via messenger @Allan Diaz.

For BSED 1 students:

Task A: Using Grade 7 lesson about grammar, make a short video presentation. You may
ask materials from teachers in your community or lessons from online. Compile your
outputs in a google drive and send to me the drive link via messenger @Allan Diaz.

“TODAY IS YOUR OPPORTUNITY TO BUILD THE TOMORROW YOU WANT.”

Instructor: Allan Sios-e Diaz, M.A.Ed

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Literacy Development for Educators

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Literacy Development for Educators

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CAED 110

____ 1. The age of an emergent reader usually ranges from ____________________.

Five Stages of Reading Development

Stage 1: The Emergent Pre-reader (typically between 6 months to 6 years old)

Stage 2: The Novice Reader (typically between 6 to 7 years old)

Stage 3: The Decoding Reader (typically between 7 - 9 years old)

Stage 4: The Fluent, Comprehending Reader (typically between 9 - 15 years old)

Stage 5: The Expert Reader (typically from 16 years and older)

Emergent Readers Beginning Readers

Let Us Practice More

2. What is literacy development?

3. How children make connections with writing and reading?

4. How children use symbols in early literacy?

5. Becoming literate is a multifaceted phenomenon. Why?

Emergent readers are…

Beginning readers are…

Early literacy is…

Instructor: Allan Sios-e Diaz, M.A.Ed.

What is early literacy to you?

When does early literacy start?

How do children develop early literacy abilities?

____ 1. Early literacy starts at ___________.

1. What types of experiences do infants, toddlers and preschoolers need to

2. What types of experiences do infants, toddlers and preschoolers need to

3. What types of experiences do infants, toddlers and preschoolers need to

4. What types of experiences do infants, toddlers and preschoolers need to

5. What types of experiences do infants, toddler and preschoolers need to develop

6. What types of experiences do infants, toddlers and preschoolers need to

Let Us Practice More

1. What is MTB-MLE instruction?

2. Do mother tongue-based instructions affect students’ second language

3. What is the main goal of mother tongue-based instruction?

1. What is Republic Act No. 10533?

2. What is MTB-MLE Instruction?

3. What are the domains of literacy?

Grade 1 Competencies: Quarter 1 – Week 1 and 2

Domain: Oral Language Domain: Grammar Awareness Domain: Vocabulary Development

MT1OL-Ia-i-1.1: talk about

Grade 3 Competencies: Quarter 1 – Week 1

Domain: Reading Comprehension Domain: Fluency Domain: Grammar Awareness

Grade 10 Competencies: Quarter 1 – Week 3

Domain: writing and Composition Domain: Viewing Comprehension Domain: Literature

Instructor: Allan Sios-e Diaz, M.A.Ed.

1. What comes to your mind when you hear Children’s Literature?

1. How Children’s Literature encourages creativity?

3. Children’s literature encourages students to think deeper about their own

4. How children’s literature develops emotional intelligence and creativity?

5. How children’s literature enhances personality?

Write your tips here…

Let Us Practice More

c. Use “big books” and draw attention to words and letters

e. Encourage preschool children to play with print

f. Help children understand the relationship between spoken and written

g. Play with letters of the alphabet

h. Reinforce the forms and functions of print

i. Teach and reinforce print conventions

j. Allow children to practice what they are learned

k. Use predictable and patterned books

What is Print Awareness?

Content Content is accurate Content is accurate Content is accurate Content is Content is

Presentation Well-rehearsed. General level of Acceptable level of Low level of No rehearsal

1. As a future educator, what will you do to promote love for reading?

“ THE KEY TO SUCCESS IS TO START BEFORE YOU ARE READY.”

Instructor: Allan Sios-e Diaz, M.A.Ed.

discussion quotes pictures words

Let Us Practice More

Comprehension monitoring instruction teaches students to:

• Be aware of what they do understand

What I Know What I Want to Know What I Have Learned

The Small Key

“In my trunk, I think,” he answered.

“Nothing,” she said listlessly. “But the heat gives me a headache.”

“It is really warm,” he continued. “I think I will take off my coat.”

Soledad opened her eyes.

Resolutely he opened the trunk. It was empty.

1. What’s the importance of knowing the different reading strategies?

1. The age of an emergent reader usually ranges from ________________.

1. Early literacy starts at _______.

Name of the Public Teacher: _ School: __

_ titik banyaga Yy ___ Aa