Pado PDF

READING ASSOCIATION OF THE PHILIPPINES
2012 ANNUAL NATIONAL CONVENTION

Theme: K-12 and 21st Century Literacies
Kindergarten to Grade 3 and

21st Century Literacies
Felicitas E. Pado
University of the Philippines
FELICITAS E. PADO, PhD
Kindergarten to Grade 3:
Beginning literacy stage
Learning to read stage
Literacy in L1
shifting to L2
shifting to L3

Our belief:
• All children CAN, and SHOULD, learn to read

within the first few years of schooling.

Stages of Early Literacy Development*
Stage Name The learner

Stage 0: Emergent •gains control of oral
Birth to Literacy language
preschool •relies on pictures in
text
•pretends to read
•recognizes rhymes
•starts recognizing
letters
*Gove, A and P.
Cvelich

Stage 1: Decoding •grows aware of
Beginning sound-symbol
Grade 1 relationship
•focuses on printed
symbols
•uses decoding to
figure out words
•is developing
listening to reading
comprehension
*Gove, A and P. Cvelich
Stage 2: Confirma- •develops fluency

End of tion and in reading
Grade 1 Fluency •recognizes
to End of patterns in words
Grade 3 •checks for
meaning and sense
•knows a stock of
sight words
*Gove, A and P. Cvelich
• How is the literacy of the
beginning readers developed?

The Domains of Literacy
(K to Grade 3)
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. Comprehension strategies
5. Word Recognition c. Comprehension of
6. Fluency Literary Texts
7. Spelling d. Comprehension of
8. Handwriting Informational Text
9. Composing 13. Attitude toward Language,
Literature and Literacy
8. Grammar Awareness
14. Study Skills
Domains of literacy during the emergent
literacy stage
Emergent Literacy,
Literacy Domains:
Learner •Attitude towards
Characteristics: literacy, language and
•gains control of oral literature
language
•Oral language devt.
•relies on pictures in
text •Phonological awareness
•pretends to read •Book and print

orientation
•recognizes rhymes
•Alphabet knowledge
•starts recognizing
letters •Handwriting
Domain 1:
Attitude towards literacy, language
and literature
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

On developing positive attitude towards
literacy
• Children who have positive attitudes and

experiences about reading are more likely to
be motivated to learn to read.
Dorothy Strickland

Developing positive attitude towards
literacy through storyreading
Brain development research
shows that reading aloud to
children every day
• increases their brain's
capacity for language and
literacy skills and
• is the most important thing
that one can do to prepare
them for learning to read.

Storyreading and listening
comprehension
• Listening comprehension is the learner’s
intentional and thoughtful interaction with
the text that s/he listens to.
• Before learning to read, the children are

trained to process information as they listen
to stories read to them.

Domain 2: Oral language
(in the language of literacy)
Oral language refers to one’s

knowledge and use of the
structure, meanings and uses of
the language.

• Literacy development depends on
the development of oral language.
• One cannot be successful in learning

to read (and write) in a language
that he does not understand.

Domain 3: Phonological Awareness
Phonological awareness involves work with

rhymes, syllables, onsets and rimes.
Phonemic awareness is the ability to notice,

think about and work with the individual
sounds in spoken words.
Developing phonological and phonemic
awareness
• Detecting rhyming words
• Detecting number of syllables in words
• Giving the beginning sound of words (onset)
• Giving the ending syllable of words (rime)

Holding the book right side up
Identifying the parts of a book:

front and back cover, and its
pages
Knowing that a book has an author and an

illustrator and telling what they do
Knowing where a story begins
Flipping the pages of the book sequentially,

from the front to the back
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.
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
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.
Domain 5: Alphabet Knowledge
The ability to recognize, name, and

sound out all the upper and lower
case letters of the alphabet.
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
Domain 6: Handwriting
The ability to form letters through

manuscript and cursive styles

• Alphabet knowledge paves the way for
phonics and word recognition

Activities in a Preschool Class
•Sharing Activities
nursery rhymes
poem recitation
songs
Show and Tell
•Reading stories to children
•Story discussion
•Direct instruction on letters of the alphabet

Domains of literacy during the
Decoding Stage
• grows aware of
•Phonics and word
sound-symbol
relationship recognition
•Vocabulary
•focuses on printed
symbols
development
•Spelling
•uses decoding to
•Composing
figure out words
•Grammar awareness
•is developing •Fluency
listening to reading
comprehension
•Comprehension
Domain 7: 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

• Grows aware of sound/symbol relationships
Sound Symbol Picture
mmmm Mm
llllll Ll
FELICITAS E. PADO
•focuses on printed symbols
• attempts to break code of print
• uses decoding to figure out words
Mm Ss Aa Ii Oo Bb Tt Uu
a. . .m. . .a i. . .s . . .a
a. . .s. . .o b. . .a. . .s. . .o
FELICITAS E. PADO
Reading in the Learner’s Home Language
Oral Printed
Experience Language Symbols
(Child’s L1) (in child’s
L1)

May bola
“Naglalaro sina Bong at
kami ni kuya Lani.
ng bola.” Naglalaro
sila ng bola.
experience oral printed

language symbols Kami
rin.

Shifting to Reading in a Second
Language
Oral Printed
Experience Language Symbols
(Child’s L1) (in child’s
L1)
Oral
Printed
Language Symbols (in
(in L2) L2)
Domain 8: Spelling
being able to convert oral

. language sounds into
printed language symbols

Domain 9: Grammar Awareness
Knowledge of language features

and sentence structures in written
language

• Awareness of grammatical structure is
learned indirectly as children listen to the
language.
• They learn it directly through explicit
instruction.

Domains of Literacy During the
Fluency Stage
•develops fluency in
reading •Fluency
•recognizes •Vocabulary
patterns in words development
•checks for •Reading
meaning and sense comprehension
•knows a stock of •Study skills
sight words

Domain 10: Fluency
The ability to read orally with speed,

. accuracy and proper expression

Fluency
• Accuracy
• Automaticity
• Proper Expression
• Word recognition must be accurate, rapid and

require little conscious attention so that attention
can be directed to the comprehension process
• One reason students may not comprehend text is

that they are spending all their attention and
energy on figuring out the words.

• develops fluency in reading
from: The / man/ has/ a/ hat.
to: The man / has a hat. best
nest
• recognizes patterns in words pest
rest
test
west
• checks for meaning and sense.
The house /trots. to The horse trots.
• knows a stock of the is are for by

sight words from which
FELICITAS E. PADO
Domain 11: Composing
being able to formulate ideas

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

Composing as a collaborative actiivity
FELICITAS E. PADO
Domain 12: Vocabulary Development
Knowledge of words and their meanings

in both oral and print representations

Domain 13: Comprehension
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.

The role of vocabulary and fluency in
comprehension
• Fluency
COMPREHENSION
• Vocabulary

An intentional and thoughtful interaction
between the Reader and the Text
Schema The
Context
Language
Interest
Purpose
The Text
The Reader
FELICITAS E. PADO
• Use of context and prior knowledge/schema
• Comprehension strategies
• Use of narrative text
• Use of informational text

Domain 14: Study Skills
A general term for techniques and

strategies that help a person read or
listen for specific purposes with the intent
to remember.

Some examples of study skills
• Following directions
• Locating, selecting, organizing and retaining
information
• Interpreting graphic aids such as
tables
graphs
maps

Preparing for Reading in L2
• 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
Literacy Development among the
Multilingual Learners: Shifting from
L1 to L2 to Ln
Reading Oral language Reading in L1
development in
in L1 L1
Shifting to Oral language Reading in L2

development
Reading in in L2
L2
Shifting to Oral language Reading in L3
development in
Reading in L3
L3

The Beginning Readers and 21st
Century Literacies
• In what ways are the beginning readers

exposed to technology?
• In what ways do they use these
technological tools?

“Conventional Literacy” and 21st
Century Literacies
• “Conventional literacy” development refers to
language arts processes of listening, speaking,
reading, writing that are related to traditional
typographic features of linear text.
• But the 21st literacy is not confined to a

monolithic concept defined by print, pages
and books.
• “Electronic literacy” development expands
conventional literacy to include digital and
multimedia materials.

The Emerging Literacy Practices/Skills of
the Beginning Readers
On positive attitude towards literacy

• They are attracted to e-books read by the
parents/teachers because of the visual appeal
and sound effects of the stories.

On oral language and vocabulary
development
• Multiple meanings of the following words:
mouse, web, net, save, monitor, keys
• More words are learned in context as they
listen to stories or read and reread stories on
their own because the words are scaffolded
by the visuals.

• On phonological awareness
• As they listen to the sounds of the words, they
become more conscious of the rhymes, the
beginning and the ending sounds of words

On book and print orientation
• While trying to read e-books on their own, the
beginning readers are readily exposed to left-
to-right direction
• They begin to realize the difference between
flipping a page of the printed book and the e-
book.

On alphabet knowledge and handwriting
• they recognize the letters of the alphabet
faster
• they love to push the letter keys and “read” on
screen the letters
• they are encouraged to “write” letters on the
tablet because there is lesser effort on pencil
grip . . .

On decoding
• they recognize a substantial number of new
sight words and they are exposed to correct
pronunciation of these words
• they read materials that far exceed their
decoding ability

On fluency
• Beginning readers read the electronic version
of the storybook first; then during the self-
selected reading time, they get the print
version and read it. This offers a repeated
reading opportunity, which is good for
developing greater fluency.

On composing
• They are encouraged to “compose” because
they don’t have to experience the difficulty of
laboriously writing the letters; they just push
the computer keys rather than use the
“traditional” writing tools.
• It becomes easier to write the draft, to edit
and revise it.

On comprehension
• Listening to someone reading the text on
screen, while looking at the text and the
illustrations, makes story comprehension
better.
• Reading on their own, rereading some parts
that they did not understand, and supported
by appealing visuals improve their ability to
comprehend the passages better.

Implications of the new literacies
• For the literacy teachers
on the literacy curriculum
on teaching approaches and practices
on materials development
on assessment
• On teacher preparation

The Teachers’ (Our) Dilemma
• Reluctance/Resistance to embrace technology
is often sustained by insecurities over using
computer technology.
• Teachers feel that they have an obligation to
prepare children to become literate in ways in
which the teachers themselves might not be
fully literate.

The Challenge
• Let us start introducing a blend of the
traditional reading skills and the new
literacies in teaching beginning literacy
in order to make learning more
meaningful and interesting.

• because all children deserve the best
reading instruction possible.
Blanchard

MARAMING SALAMAT!
MARAMING SALAMAT!
MARAMING SALAMAT!

Pado PDF

Uploaded by

Copyright:

Available Formats

Pado PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Pado PDF

Uploaded by

Copyright:

Available Formats

READING ASSOCIATION OF THE PHILIPPINES

2012 ANNUAL NATIONAL CONVENTION

Kindergarten to Grade 3 and

FELICITAS E. PADO, PhD

• All children CAN, and SHOULD, learn to read

FELICITAS E. PADO, PhD

Stage Name The learner

FELICITAS E. PADO, PhD

Stage 2: Confirma- •develops fluency

FELICITAS E. PADO, PhD

•pretends to read •Book and print

Having a sense of being a

FELICITAS E. PADO, PhD

• Children who have positive attitudes and

FELICITAS E. PADO, PhD

FELICITAS E. PADO, PhD

• Before learning to read, the children are

FELICITAS E. PADO, PhD

Oral language refers to one’s

FELICITAS E. PADO, PhD

• One cannot be successful in learning

FELICITAS E. PADO, PhD

Phonological awareness involves work with

Phonemic awareness is the ability to notice,

FELICITAS E. PADO, PhD

Identifying the parts of a book:

Knowing that a book has an author and an

Knowing where a story begins

Flipping the pages of the book sequentially,

Making the correct return sweep.

Consistently looking at the left page first

Realizing that the message of most books is in

Telling that print in the form of words

Differentiating individual letters from

The ability to recognize, name, and

The ability to form letters through

FELICITAS E. PADO, PhD

FELICITAS E. PADO, PhD

FELICITAS E. PADO, PhD

The ability to identify a written word by

FELICITAS E. PADO, PhD

a. . .s. . .o b. . .a. . .s. . .o

FELICITAS E. PADO, PhD

experience oral printed

FELICITAS E. PADO, PhD

being able to convert oral

FELICITAS E. PADO, PhD

Knowledge of language features

FELICITAS E. PADO, PhD

FELICITAS E. PADO, PhD

FELICITAS E. PADO, PhD

The ability to read orally with speed,

FELICITAS E. PADO, PhD

• Word recognition must be accurate, rapid and

• One reason students may not comprehend text is

FELICITAS E. PADO, PhD

• knows a stock of the is are for by

being able to formulate ideas

FELICITAS E. PADO, PhD