Beginning Litercy For Young Learners: Felicitas E. Pado, Phd University Of The Philippines

BEGINNING LITERCY FOR YOUNG LEARNERS Felicitas E. Pado, PhD University of the Philippines

FELICITAS E. PADO

Children

who can read and

Children

who will read.

FELICITAS E. PADO

1. Oral Language

11. Vocabulary

2. Phonological Awareness 12. Reading Comprehension 3. Book and Print Orientation

a. Activating Schema/Prior Knowledge

4. Alphabet Knowledge

b. Reading Strategies

5. Word Recognition

c. Comprehension of Literary Texts

6. Fluency

8.

Handwriting

d. Comprehension of Informational Text 13. Attitude toward Language, Literature and Literacy

9.

Composing

14. Study Strategies

7. Spelling

10. Grammar awareness FELICITAS E. PADO

L I T E R A C Y D O M A I N S

Stages

Name

The Learner

Stage 0: Birth to Gr. 1

Emergent Literacy

Gains control of oral language; relies heavily on pictures in text; pretends to read; recognizes rhyme

FELICITAS E. PADO

Stages

Name

The Learner

Stage 1: Decoding Grows aware of Beginning sound/symbol relationships; Reading focuses on printed symbols; attempts to break code of print; uses decoding to figure out words Stage 2: End of Gr. 1 to end of Gr. 3

Confirmation and Fluency

Develops fluency in reading; recognizes patterns in words; checks for meaning and sense; knows a stock of sight words

FELICITAS E. PADO

Positive

attitude towards literacy, language and literature Oral language in the language of literacy  Book and print knowledge  Phonological awareness Alphabet knowledge

FELICITAS E. PADO

refers

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

FELICITAS E. PADO

At age 12 to 18 months, a child points

at pictures in books with one

finger may make some sound for some pictures points when asked “Where . . . ?” turns books right side up gives book to adult to read *Reach Out and Read

FELICITAS E. PADO

At age 18 to 24 months, a child names

familiar pictures fills in words in familiar stories reads to dolls or stuffed animals recites parts of well-known stories attention span is highly variable

FELICITAS E. PADO

At age 24-36 months, a child recites

whole phrases, sometimes whole stories coordinates text with pictures protests when an adult gets a word wrong or skips some parts of a familiar story “reads” a story to himself FELICITAS E. PADO

At age 3 years and up, a child Listens

to longer stories Can retell a familiar story Understands what text is Tracks with the finger the words in a story being read to them

FELICITAS E. PADO

s t o r y r e a d i n g FELICITAS E. PADO

Shared

reading Read-aloud Storytelling

FELICITAS E. PADO

They respond to stories through cooperative work activities

FELICITAS E. PADO

 Their

environment should be printrich.

Felicitas E. Pado, PhD

refers

to the knowledge and use of the structure, meanings and uses of the language of literacy

One

cannot be successful in learning to read (and write) in a language that he does not understand.

FELICITAS E. PADO

Storyreading

activities Poems, rhymes, jingles, finger plays Dramatizations, dialogues Lots of “talking” activities in the classroom: Show and Tell, I Spy . . . Play activities

FELICITAS E. PADO



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

It includes skills in identifying the parts of a book: front and back cover, and its pages. knowing that a book has an author and illustrator and telling what they do. FELICITAS E. PADO

 holding

the book right side up.

 flipping

the pages of the book sequentially, one page at a time

 knowing

where a story begins

 tracking

the story line from left to right and from top to bottom while the story is being read to them.

 making

the correct return sweep. FELICITAS E. PADO

consistently

looking at the left page first before looking at the right page.

realizing

that the message of most books is in the print and not the pictures.

making

one to one correspondence between written and spoken words FELICITAS E. PADO

•telling that print in the form of words corresponds to speech. •recognizing that print messages represent spoken language and convey meaning. •differentiating individual letters from words.

FELICITAS E. PADO

At age 18 to 24 months, a child turns

board book pages easily, one at a time carries book around the house

At age 24 to 36 months, a child learns to handle paper pages goes back and forth in books, to find favorite pages FELICITAS E. PADO

At age 3years and up, a child Handles

a book properly Flips the pages of a book, one page at a time

FELICITAS E. PADO

FELICITAS E. PADO

Phonological

awareness activities can involve work with rhymes, words, syllables, and onsets and rimes.

Detecting

rhymes Anong mga salita ang magkatunog? “Hindi hari Hindi pari, Damit ay sari-sari.” FELICITAS E. PADO

Syllable detection Ipalakpak ang mga pantig sa iyong pangalan: Halimbawa: Margarita Mar-ga-ri-ta



Ipalakpak

ang mga pantig sa sasabihin kong salita: mata butiki FELICITAS E. PADO

 Phonological

awareness is a broad term that includes phonemic awareness

 It

is the ability to notice, think about and work with the individual sounds (phonemes) in spoken words.

 Before

children learn to read print, they need to become aware of how the sounds in words work. FELICITAS E. PADO

Detecting

the onset Ano ang umpisang tunog ng salitang mais? sawa? bata?

Detecting

the rime Ano ang huling tunog sa salitang gatas? patatas? FELICITAS E. PADO

Identifying

and working with onsets and rimes (for English words). The first part of pig is p. The last part of pig is –ig.

FELICITAS E. PADO

refers

to recognizing, naming, and sounding out all the upper and lower case letters of the alphabet.

FELICITAS E. PADO

Each

letter of the alphabet has a name has an upper and a lower case is written in a certain way has a distinct sound

FELICITAS E. PADO

A beginning reader should be able to do the following: 1.

Identify the letters of the alphabet.

2. Name each letter. 3.

Sound each letter (if teaching reading in Filipino); Sound each consonant (if teaching reading in English) FELICITAS E. PADO

4.

Match the upper with the lower case letters.

5. Write all the letters of the alphabet, both the upper and the lower case. 6.. Give the letter that begins (ends) the name of a given object/picture. 5. Identify the letters in given words. FELICITAS E. PADO

1.

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

Why do we test the children on the sequence of letters?

2.

Present pictures whose names start with a target letter.

3.

Let them “read” with you the names. Draw their attention to the beginning letter and let them read this. Write both its upper and lower case letters.

4.

Talk about objects/pictures whose names start with a particular letter: sun, sandwich, soap, seven, six, saw, sack, socks, sand.

Vocabulary

development is integrated with alphabet recognition.

the

examples given should start with a single consonant (f as in flower may not be a good example).

5.

Integrate the recognition of letters to writing them.

. Integrate letter recognition with other subject disciplines, such as: Art Music PE

Alphabet

knowledge paves the way for word recognition

FELICITAS E. PADO

1. 2. 3. 4. 5. 6. 7.

Mm Ss Aa Ii Oo Bb Ee

8. Uu 9. Tt 10. Kk 11. Ll 12. Yy 13. Nn 14. Gg

15.Ng ng 16. Pp 17. Rr 18. Dd 19. Hh 20. Ww Mga Titik Banyaga

1.

2.

Maaring magbasa ng tula o kuwento na may mga salitang naguumpisa sa Mm. (Hal: Isang taon na si Beth). Paglinang ng Talasalitaan Nasa mesa ang mga handa sa kaarawan ni Beth. Anu-ano ang nasa mesa?

“May inihaw na manok, hiniwang melon, nilagang mani at inihaw na mais.”

“Ituro ang larawan ng . . .”

3. Pagbigay

ng tunog ng M Ang pangalan ng mga pagkain ay naguumpisa sa M.

“Tunugin natin ang M. Ito ang tunog na sinasabi natin kapag may naaamoy tayong masarap sa mesa.”

4.

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 M sa hangin . . . sa likod ng kaklase . . . sa mesa . . .” Sino ang makakasulat ng malaking M sa pisara?” (Gawin din ito sa maliit na m).

Bilugan

ang titik M o m sa mga sumusunod na salita: mais

ama

maya

Mark

kama

Mina

Max mesa

1. 2. 3.

4. 5.

Kuwento o Tula (optional) Paglinang ng Talasalitaan Pagbigay ng tunog ng Ss. Pagsulat ng titik S at s. Mga Pagsasanay

FELICITAS E. PADO

 Sabihin

ang pangalan ng bawat larawan. Bilugan ang larawan na nag-uumpisa sa titik ___ ang pangalan.  Sabihin ang pangalan ng bawat larawan. Bilugan/Isulat ang umpisang titik ng pangalan.  Lagyan ng X ang larawan na hindi naguumpisa sa ____ ang pangalan.

FELICITAS E. PADO

Phonics and Word Recognition the ability to identify a written word by sight or by deciphering the relationship between the sounds of spoken language and the letters in written language.

FELICITAS E. PADO

1. Reading in MT or Filipino: Marungko Approach 2. Reading in English: Fuller Technique

FELICITAS E. PADO

Beginning readers should be taught to decode in one language first. It is better to teach them to decode in a language •that they understand •that has an easier orthography

FELICITAS E. PADO

Experience

Oral Language (Child’s L1)

Printed Symbols (in child’s L1)

Does reading (with understanding) occur? FELICITAS E. PADO

“Naglalaro kami ni kuya ng bola.”

experience

oral language

May bola sina Bong at Lani. Naglalaro sila ng bola. printed symbols Kami

rin.

FELICITAS E. PADO

Were you able to  “Nagkakarawat an manga aki.” decode the words?  “Nagdadaralagan sinda sa tinampo.”  “Madagomon.

Mauran nin makusog.” Were

 “Puli

na kita. Mababasa kita kan uran”

FELICITAS E. PADO, PhD

you able to understand the dialogue? Did you “read”?

Halimbawa: Pagbasa ng mga salita na binubuo ng titik m, s, a 1. Kuwento o tula 2.

Paglinang ng Talasalitaan

3.

Pagbigay ng tunog ng Aa.

3.

Pagsulat ng titik A at a.

3.

Mga Pagsasanay FELICITAS E. PADO

6.

Pagbasa ng pantig

Tunugin ang m. Tunugin ang a. Basahin natin ang ma. Tunugin ang s. Tunugin ang a. Basahin ang sa.

FELICITAS E. PADO

7.

Pagbasa ng mga salita Basahin din ang mga salita:

ama mama sama sasama masama sama - sama

FELICITAS E. PADO

Mama

8. Pagbasa ng Parirala

sasama sa ama sasama sa Mama 9. Pagbasa ng Pangungusap

Sasama si Asa sa ama.

FELICITAS E. PADO

10. Pagbasa ng kuwento

Sasama si Mama kay ama. Sasama si Asa kay ama. Sama sama sina ama, Mama at Asa. Sinu-sino ang sasama kay ama?

FELICITAS E. PADO

a. Mga Salita

Mimi misa

Ami mami

isa mais asim

b. Parirala

mais ni Ami sasama sa misa c. Pangungusap

May mais si Mimi. Isa ang sasama sa mama. FELICITAS E. PADO

d.

Pagbasa ng Kuwento

Ang Mga Mais Mais! Mais! Isa kay Ami. Isa kay Mama. Isa kay ama. At isa kay Asa.

FELICITAS E. PADO

(Larawan ng 4 na mais sa mesa)

The

ability to form letters through manuscript and cursive styles.

FELICITAS E. PADO

. Remember that 

The upper case letters are easier to recognize and write.



The beginning reading teacher could not expect the writing of letter forms in perfect strokes

• Writing is tied to the children’s fine motor skills. FELICITAS E. PADO

Being

able to convert oral language sounds into printed language symbols.

Invented

or developmental spelling is acceptable in the early years. FELICITAS E. PADO



refers to the ability to read orally with speed, accuracy and proper expression

FELICITAS E. PADO

 Kuwento

Ang Tutubi at ang Tuta Nasa kubo/ ang aso. Nasa kubo/ ang tuta.

Bumaba ang tuta. Tutubi! Tutubi! Takot ang tuta sa tutubi. “Aw! Aw! Aw!” ang kahol ng tuta. “Bakit tuta?” tanong ng aso. “Aw! Aw! Aw!” “Bakit? Takot ka ba sa tutubi?” FELICITAS E. PADO



Mga Tanong Bilugan ang tamang sagot sa tanong:

1.

Nasaan sina Aso at Tuta? a. nasa ilog b. nasa kubo c. nasa sapa

2.

Ano ang nakita ni Tuta? a. paruparo b. tutubi c. lamok

FELICITAS E. PADO

3.

Ano ang naramdaman ni Tuta nang makita niya ang tutubi? a. Natuwa siya. b. Nagalit siya. c. Natakot siya.

4. Takot din ba ang aso sa tutubi? a. Oo b. Hindi c. Hindi sinabi sa kuwento.

FELICITAS E. PADO

Being

able to formulate ideas into sentences or longer texts and represent them in the conventional orthographic patterns of written language.

FELICITAS E. PADO

Knowledge of language features and sentence structures in written language as this differs from oral language.

FELICITAS E. PADO

 During

the early years, grammar awareness is taught indirectly through oral activities.

 At

age 5, grammar awareness is taught explicitly. The children are encouraged to use the grammatical structures through games and contests and oral activities.

The

story read during the storyreading may serve as the springboard in teaching a grammar lesson.

Explicit

instruction of a grammar lesson is encouraged.

FELICITAS E. PADO

Introduction Teaching/Modeling Guided

Practice Independent Practice Application

FELICITAS E. PADO

Knowledge of words and their meanings in both oral and print representations.

FELICITAS E. PADO

Vocabulary learning happens during sharing

activities: “I Spy” Show and

Tell Storyreading

unlocking difficult words  listening to the words in context during storyreading 

FELICITAS E. PADO

 Learning

the alphabet words that begin in letter ____

 Word

recognition lesson

 Activities  Explicit

in other disciplines

teaching of vocabulary words

FELICITAS E. PADO

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

FELICITAS E. PADO

Schema

The Context

Language The Text

Interest Purpose

The Reader

FELICITAS E. PADO

Activating

prior knowledge conceptually related to text and establishing a purpose for reading.

Reading

comprehension is an interactive process between the text and the reader’s prior knowledge.

FELICITAS E. PADO

Reading

is “bringing meaning to a text in order to get meaning from it.”

FELICITAS E. PADO

 Being

self-aware as they discuss and analyze text to create new meanings and modify old knowledge.

 Strategies:  Noting/recalling

details: who? What?

Where?  Sequencing events: what happened first? Next? Last?  Inferring feelings: what do you think did he feel? FELICITAS E. PADO

Respond

to literary text through the appreciation of literary devices and an understanding of story grammar.

Setting

Characters Plot

FELICITAS E. PADO

Locate information from expository texts and use this information for discussion or written production.

FELICITAS E. PADO

a general term for those techniques and strategies that help a person read or listen for specific purposes with the intent to remember, like  Following directions  Locating, selecting, organizing and retaining information

FELICITAS E. PADO

Paano

ang shift ng Reading sa L2?

FELICITAS E. PADO

Oral language development in Filipino and English Lots of talking opportunities in the classroom

FELICITAS E. PADO

Once

students have established a literate base in one language, they should be able to transfer knowledge and skills gained in that language to reading in a second language as long as they are adequately exposed to the second language and motivated to acquire it.



Cummins FELICITAS E. PADO

Experience

Oral Language (Child’s L1)

Oral Language (in L2) FELICITAS E. PADO

Printed Symbols (in child’s L1)

Printed Symbols (in L2)

Storyreading in English  Discussion of the story and other postreading activities Language Word Recognition 

FELICITAS E. PADO

Review

the letters of the alphabet: name, form, sound Focus on the vocabulary

FELICITAS E. PADO

1. Vocabulary Development Look at the pictures. Can you name them?

FELICITAS E. PADO

Present

words that start with a single consonant.

Example:

Don’t give the following examples for consonant C: clown crab chess FELICITAS E. PADO

The

name of each picture starts in C. Let us sound it. C . . .C. . .C.

Let

us say the names of the pictures. Sound the C at the beginning: cat, car, can, cup, carrot, cake, cap . . .

FELICITAS E. PADO

 Let’s

write the big C . . .

 Let’s

write the baby c . . .

FELICITAS E. PADO

 Name

all the pictures. Encircle the picture whose name starts in C

FELICITAS E. PADO

 Name

the pictures. Sound the letters in the box. Write the beginning letter of the name of each picture. m

s

FELICITAS E. PADO

l

f

c

 Name

each picture. Encircle the beginning letter of its name:

___ at h l c

___op m s c

FELICITAS E. PADO

___un f s l

 Name

each picture. Write the letter that begins its name.

___ar

___at

FELICITAS E. PADO

___at

 Name

each picture. Encircle the ending sound of its name:

bu__ m s l

ha___ f t m

FELICITAS E. PADO

ba ___ t m c

Name each picture. Write the ending letter of its name.

bu____

ca____

FELICITAS E. PADO

 Name

each picture. Complete its name with the beginning and ending letters:

___ a ___

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___a___

L1

and Filipino words often consist of more than 1 syllable, while most English words (for beginning readers) are 1-syllable words.

FELICITAS E. PADO

1.

Short vowel words in CVC pattern short e as in pen short a as in bat short i as in pin short o as in mop short u as in bug FELICITAS E. PADO

get jet net let pet wet yet

den hen men ten pen Ben Len Jen

beg leg peg egg Meg

FELICITAS E. PADO

bed fed red wed Ted Jed

bell fell sell tell well yell

 The

Short e Word Family

get jet net let pet wet wet yet

den hen men ten pen Ben Len Jen

FELICITAS E. PADO

beg leg peg egg Meg

bed fed fed red wed Ted Jed

bell fell sell tell well yell

1.



Vocabulary Development Review/Introduce the pictures for : net, jet, pen, ten, red, bell, men, bed, leg, deck, wet, neck, web

FELICITAS E. PADO

bed

red

bells net

10

pen web

ten

vet

jet men FELICITAS E. PADO

leg

Lesson 1: Short e words ending in -et

net met set get jet wet yet FELICITAS E. PADO

Unlock

the words fed, led, set . . . through actions

Introduce

games that will help the children master the vocabulary

FELICITAS E. PADO

1.

Vocabulary Review

FELICITAS E. PADO

 Introduce

the words, one column at a time. The uniformity of ending (rime) will help the children decode the words faster: net set pet met wet get jet yet vet FELICITAS E. PADO

Name the picture. Write its beginning letter:

m

p

v

j

n

__et __et __et

__et

FELICITAS E. PADO

__et

 Sound

the beginning letter. Read each word:

net pet met jet vet  Let

set get let wet yet

them read the words by groups, individually.  Use flash cards, window cards, Bingo cards.

FELICITAS E. PADO

Draw a line from the picture to the word:

met vet

get net jet FELICITAS E. PADO

bet vet set

get wet jet FELICITAS E. PADO

net met pet let vet met

 Introduce

the sight words: in, on, under, is, are, the, has, of

 Let

them read in thought groups, using the sight words and the words that they have studied (We are starting to teach fluency.)

FELICITAS E. PADO

in the net has a pet in the jet  Introduce

a wet pet met the vet gets the net

the writing of phrases, observing spaces between words.

FELICITAS E. PADO

 Let

them read the sentences: The vet has a pet. Let is in the jet.  Introduce Who questions. Who has a pet? __________ Who is in the jet? _________

FELICITAS E. PADO

The net is wet. What is wet? ___________ The pet is in the net. What is in the net? __________

FELICITAS E. PADO

The pet is in the net.. Where is the pet? __________ The vet is in the jet. Where is the vet? ________

FELICITAS E. PADO

The Wet Pet Jet has a pet. His pet is in the net. His pet is wet. Who has a pet? ___________ Where is the pet?___________ What is wet? ____________

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MARAMING SALAMAT

FELICITAS E. PADO