Professional Documents
Culture Documents
YOUNG LEARNERS
FELICITAS E. PADO
Children who can read
and
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
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
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
FELICITAS E. PADO
At age 24-36 months, a child
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
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
FELICITAS E. PADO
consistently looking at the left page
first before looking at the right page.
FELICITAS E. PADO
•telling that print in the form of words
corresponds to speech.
FELICITAS E. PADO
At age 18 to 24 months, a child
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
FELICITAS E. PADO
Phonological awareness is a broad term
that includes phonemic awareness
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).
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:
FELICITAS E. PADO
4. Match the upper with the lower case
letters.
FELICITAS E. PADO
1. Learning the alphabet need not
necessarily be in alphabetical
order; it need not start with
letter Aa.
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.
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.
FELICITAS E. PADO
Oral Printed
Experience Language Symbols
(Child’s L1) (in child’s
L1)
FELICITAS E. PADO
Were you able
“Nagkakarawat an manga aki.”
to
decode the
“Nagdadaralagan sinda sa tinampo.”
words?
2. Paglinang ng Talasalitaan
3. Pagsulat ng titik A at a.
3. Mga Pagsasanay
FELICITAS E. PADO
6. Pagbasa ng pantig
FELICITAS E. PADO
7. Pagbasa ng mga salita
FELICITAS E. PADO
8. Pagbasa ng Parirala
sasama sa ama
sasama sa Mama
9. Pagbasa ng Pangungusap
FELICITAS E. PADO
10. Pagbasa ng kuwento
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
(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
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
FELICITAS E. PADO
3. Ano ang naramdaman ni Tuta nang makita niya
ang tutubi?
a. Natuwa siya.
b. Nagalit siya.
c. Natakot siya.
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.
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
Storyreading
unlocking difficult words
listening to the words in context
during
storyreading
FELICITAS E. PADO
Learningthe alphabet
words that begin in letter ____
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
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.
FELICITAS E. PADO
Let’s write the big 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:
FELICITAS E. PADO
Name each picture. Write the letter that
begins its name.
FELICITAS E. PADO
Name each picture. Encircle the ending
sound of its name:
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:
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
FELICITAS E. PADO
1. Vocabulary Development
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
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
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
FELICITAS E. PADO
in the net a wet pet
has a pet met the vet
in the jet gets the net
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? ___________
FELICITAS E. PADO
The pet is in the net..
Where is the pet? __________
FELICITAS E. PADO
The Wet Pet
FELICITAS E. PADO
FELICITAS E. PADO
FELICITAS E. PADO
MARAMING
SALAMAT
FELICITAS E. PADO