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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
L
2. Phonological Awareness 12. Reading Comprehension I
3. Book and Print a. Activating Schema/Prior T
Orientation Knowledge E
R
4. Alphabet Knowledge b. Reading Strategies A
C
c. Comprehension of Y
5. Word Recognition Literary Texts

6. Fluency d. Comprehension of D
Informational Text O
7. Spelling 13. Attitude toward Language, M
8. Handwriting Literature and Literacy A
9. Composing
I
14. Study Strategies
N
10. Grammar awareness
S
FELICITAS E. PADO
Stages Name The Learner

Stage 0: Emergent Gains control of oral


Birth to Literacy language; relies heavily on
Gr. 1 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: Confir- Develops fluency in reading;


End of Gr. mation recognizes patterns in
1 to end and words; checks for meaning
of Gr. 3 Fluency 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
 Theirenvironment
should be print-
rich.

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.

makingone 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

 Itis 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
Detectingthe onset
Ano ang umpisang tunog ng salitang
mais?
sawa?
bata?

Detectingthe 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. Mm 8. Uu 15.Ng ng
2. Ss 9. Tt 16. Pp
3. Aa 10. Kk 17. Rr
4. Ii 11. Ll 18. Dd
5. Oo 12. Yy 19. Hh
6. Bb 13. Nn 20. Ww
7. Ee 14. Gg Mga Titik
Banyaga
1. Maaring magbasa ng tula o
kuwento na may mga salitang nag-
uumpisa sa Mm. (Hal: Isang taon
na si Beth).

2. 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 nag-
uumpisa 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).


Biluganang titik M o m sa mga
sumusunod na salita:

mais ama maya Max

Mark kama Mina mesa


1. Kuwento o Tula (optional)
2. Paglinang ng Talasalitaan
3. Pagbigay ng tunog ng Ss.
4. Pagsulat ng titik S at s.
5. 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 nag-
uumpisa 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
Oral Printed
Experience Language Symbols
(Child’s L1) (in child’s
L1)

Does reading (with understanding)


occur?
FELICITAS E. PADO
May bola
“Naglalaro sina Bong
kami ni at Lani.
kuya ng Naglalaro
bola.” sila ng
bola.

experience oral printed


language symbols Kami
rin.

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

 “Madagomon. Mauran nin makusog.” Were you able


to understand
 “Puli
na kita. Mababasa kita the dialogue?
kan uran”
Did you
“read”?
FELICITAS E. PADO, PhD
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 Mama


sasama masama
sama - sama

FELICITAS E. PADO
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 Ami isa mais
misa mami 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

(Larawan ng 4 na
Mais! Mais! mais sa mesa)
Isa kay Ami.
Isa kay Mama.
Isa kay ama.
At isa kay Asa.

FELICITAS E. PADO
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
 Duringthe early years, grammar awareness is
taught indirectly through oral activities.

 Atage 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
 Learningthe alphabet
words that begin in letter ____

 Word recognition lesson

 Activities in other disciplines

 Explicit 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
The
Schema
Context
Language
Interest
Purpose
The Text
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
 Beingself-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
Oral Printed
Language Symbols
Experience (Child’s (in child’s
L1) L1)

Oral
Printed
Language
Symbols
(in L2) (in L2)

FELICITAS E. PADO
 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
 Nameall 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 l f c

FELICITAS E. PADO
 Name each picture. Encircle the beginning
letter of its name:

___ at ___op ___un


h l c m s c f s l

FELICITAS E. PADO
 Name each picture. Write the letter that
begins its name.

___ar ___at ___at

FELICITAS E. PADO
 Name each picture. Encircle the ending
sound of its name:

bu__ ha___ ba ___


m s l f t m t m c

FELICITAS E. PADO
Name each picture. Write the ending
letter of its name.

ca____ bu____

FELICITAS E. PADO
 Name each picture. Complete its name with
the beginning and ending letters:

___ a ___ ___a___

FELICITAS E. PADO
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 den beg bed bell
jet hen leg fed fell
net men peg red sell
let ten egg wed tell
pet pen Meg Ted well
wet Ben Jed yell
yet Len
Jen

FELICITAS E. PADO
 The Short e Word Family

get den bed


jet hen bell
beg fed
net men fell
leg fed
let ten sell
peg red
pet pen tell
egg wed
wet Ben well
Meg Ted
wet Len yell
Jed
yet Jen

FELICITAS E. PADO
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
pen
10
web ten

vet
jet
men leg

FELICITAS E. PADO
Lesson 1: Short e words ending in
-et
net
met
set
get
jet
wet
FELICITAS E. PADO
yet
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
 Introducethe 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 __et

FELICITAS E. PADO
 Sound the beginning letter. Read each word:
net set
pet get
met let
jet wet
vet yet

 Let 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 net
vet
met
set
pet

get
let
wet
vet
jet
met

FELICITAS E. PADO
 Introduce the sight words: in, on, under, is,
are, the, has, of

 Letthem 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 a wet pet
has a pet met the vet
in the jet gets the net

 Introducethe 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? ____________

FELICITAS E. PADO
FELICITAS E. PADO
FELICITAS E. PADO
MARAMING
SALAMAT

FELICITAS E. PADO

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