MATAAS NA SCORE SA

Functional Literacy
MIDTERM CUTIE!
 A type or type of literacy that prepares on
REVIEWER IN EDUC 203 individual to engage in all those activities
WEEK 1 available in his or her group and community and
also for enabling him or her to continue to use
DEFINITION OF VARIOUS FORMS OF reading, writing and calculation for his or her
LITERACIES own and the community’s development.
 A type of literacy that deals with application of
Traditional Literacies
conventional form of literacy such as reading
 are at the base of 21st century literacy skills. It and writing well enough to understand signs,
does not mean that they are considered less read newspaper heading, read labels on medicine
important; they are instead foundational or serve bottles, make shopping lists, read Bible, write
as the structure by which 21st century skills are letters, fill in forms, apply for Jobs, practice the
built. You cannot have 21st century skills unless language skills verbally and write in written
you are grounded on traditional literacies. form, reading for pleasure and purposive
writing.
Traditional Literacies  Functional Literacy as noted by different
1.Traditional or Conventional Literacy scholars is used for different activities in the
society. Gray (1956:21) notes: Functional
2.Functional Literacy literacy is used for the training of adults to meet
3.Early/Emergent Literacy independently the reading and writing demands
placed on them. Currently, the phrase describes
4.Basic Literacy and Skills those approaches to literacy which stresses the
acquisition of appropriate verbal, cognitive, and
The word literacy is defined as the ability to read, write,
computational skills to accomplish practical
speak and listen in a way that lets us communicate
ends in culturally specific settings.
effectively and make sense of the world.
Early/Emergent Literacy
At least 90% of Filipino children aged 10 struggle to
read or understand simple text, according to the World  A type of literacy that deals with the earliest
Bank’s 2022 data on Learning Poverty. But even before behaviors that relate to a kind of literacy in form
Covid-19 pandemic set back student’s learning, the pre- of the skills, knowledge, and attitudes that are
pandemic figure pegged learning poverty in the manifested before the actual conventional level
Philippines at 70%. of literacy is attained.
 The term was first used in 1966 by New Zealand
Traditional or Conventional Literacy
researcher Marie Clay to describe the behaviors
 It deals with reading and writing skills of letter seen in young children when they use books and
in a particular language. writing materials to imitate reading and writing
 It involves such as knowing the alphabet, activities, even though the children cannot
phonetics, phonology, morphology, syntax, actually read and write in the conventional sense
semantics and pragmatics that govern the ( Romburg 1998)
reading and writing skills in a conventional  Today the term has expanded in usage. Sulzby
manner. and Teale (1996:728) Emergent literacy is
 McGee and Richgels (1996:30) describe the use concerned with the earliest phases of literacy
of conventional literacy in terms of the behavior development, the period between birth and the
manifested by reader. time when children read and write
 Conventional readers and writers read and write conventionally.
in ways that most people in our literate society  The term emergent literacy signals a belief that,
recognize as ‘really’ reading and writing. in a literate society, young children even one and
two year olds, are in the process of becoming
literate.
 addressed must also be practiced. Teacher and
students need to develop on awareness of the
Basic Literacy and Skills
environment.
 These refer to a type of knowledge that is
Exploring youth eco-literacy through lived
expected to be known by everyone in a
experiences. 'When you purchase a pair of jeans, you
particular field in the world today, people expect
bear the burden of child labor in South Asia'(2024)
everyone to know basics of conventional literacy
that is to know how to read and write. This study explores youth eco-literacy and its role in
addressing the climate crisis, consumption, and socio-
21ST-CENTURY LITERACIES
political challenges. Eco-literacy involves environmental
1.The Arts and Creativity understanding, skills, and critical perspectives, enabling
active engagement and informed decision-making.
 This literacy can be manifested in creative ways Through geo- social lenses, I examine how Turkish
of problem-solving and expressed thorough the youth participate politically, both..... online and offline,
production of various artworks. in climate change and consumerism dialogues,
 Teacher and students need to be more adept in considering local, global, and planetary perspectives.
the arts and manifest creativity in multiple The analysis focuses on young people's interpretive
activities. agency, creatively expressing environmental ideologies
Skills youth practice when participating in art and shaping values with a political stance characterized
activities include: by reflexivity, agency, and commitment to daily activism
and eco-friendly lifestyles.
 Fine Motor skills, grasping pencil, crayon,
chalk and paintbrushes helps children develop 3. Cyberliteracy/Digital Literacy (Information and
their fine motor muscles. This development will ICT Knowledge)
help your child with writing, buttoning a coat  This competency is based on the reality that
and other tasks that require controlled societies and workplace have now become more
movements. information-driven.
 Cognitive development. Art can help children  Workplace of 21st century rely heavily on
learn and practice skills like patterning and electronic (digital) forms of data storage and
cause and effect. They can also practice critical management as well as in the area of
thinking skills by making a mental plan or communications, Teachers and students need to
picture of what they intend to create and develop familiarity and skills in using
following through on their plan. computers, the internet, and other information
 Math skills, Children can learn, create and technologies.
begin to understand concepts like size, shape,  According to a study by the Philippines
making comparison, counting and spatial Statistics Authority, 61% of Filipino households
reasoning. have no access to the internet, hindering the
 Language Skills, as well as their process, they development of digital literacy skills. Moreover,
develop language skills. You can encourage this on 30% of the Philippines population has basic
development by actively listening and asking digital skills, according to a report by Google
open-ended questions in return. It is also a great and Temasek.
opportunity to learn new vocabulary words
regarding their project. 4.Financial Literacy

Michigan State University, 2015  Teachers and students are expected to be

knowledgeable about the basics of economics
2.Ecoliteracy and financial management. This way, you, as a
 It entails acquiring knowledge about climate teacher, can be extend the skill into livelihood
change, pollution, loss of natural habitat, and activities, entrepreneurship, and wise handling
biodiversity and the impacts of environment of personal finances.
problems on human lives. Moreover, solution on 
how these ecological problems could be Financial Literacy Increases Opportunities (2023)
  Research shows that financial literacy classes demonstrated the significant role of SEL in promoting
can improve student outcomes. Recent financial healthy student development and academic achievement.
education initiatives in Georgia, Idaho, and Extensive research confirms that SEL competencies: can
Texas have reduced payday loan usage and be taught, that they promote positive development and
crime in young people and increased the amount reduce problem behaviors, and that they improve
of assets students hold over time. Consider how students' academic achievement and citizenship
life- changing these initiatives can be. By having
high credit scores and limited. debt, students can
gain access to capital that may otherwise be
unavailable, such as purchasing a home, car, or
business financing. Because much of our
financial system is based around gaining assets 7.Globalization and Multicultural Literacy
over time, investing funds early in life can help
high school and college students begin their  You and your students need to develop a culture
financial journeys on the right foot. Knowing of respect for cultural diversity.
how to engage in the financial world helps  There is value in having a perspective as a
prevent students from resorting to delinquency global citizen whose local actions can have an
or unethical methods to gain money. Teaching impact on the broader international arena. You
financial literacy may save their lives also have to understand how world events may
also affect you and your community at the local
5.Media Literacy level.
 Teachers and students are expected to be Globalization and Multicultural Literacy (J.P., 2021)
knowledgeable and skilled in the area of
communications particularly the media. Teachers Everything globally interconnected in the 21st- century
and students must learn how to discern news and tech-savvy knowledge economy. It is time to represent a
information based on the form and content as to classroom that encourages learning from a wide range of
how these information are transmitted via different cultures and traditions all over the world. A
various forms of media. deeper understanding of the diverse culture creates a big
 51% of Filipinos find it difficult to spot fake change in the attitude and skills of the new-gen to work
news on media -SWS February 26, 2022 for sustainable development goal 2030, sustainable
 According to a December 2021 Social Weather lifestyles for global citizenship.
Stations survey, 69% of adult Filipino believe
4C’s
that problem of fake news in media is serious.
6. Social/Emotional Literacies
 You and your students need to acquire social
skills that are attuned to the norms of your
current society.
 Emotional intelligence must also be developed
to effectively manage the stresses of a fast-paced
21st-century society.

Social and Emotional Learning and Academic

Achievement in Portuguese Schools: A Bibliometric
Study (2017)
Social and Emotional Learning (SEL) is an educational
movement that is gaining ground throughout the world.
We can define SEL as the capacity to recognize and
manage emotions, solve problems effectively, and
establish positive relationships with others. Research has
  Experiential learning immerses students in
hands-on, real-world experiences that allow
them to apply theoretical knowledge in practical
contexts. Activities such as field trips,
internships, simulations, and service-learning
WEEK 2 projects foster deeper understanding, skill
FEATURES OF THE 21ST CENTURY TEACHING development, and meaningful connections
AND LEARNING between theory and practice.

 The 21st century skills are more challenging to 2. Teach through the disciplines
teach and learn and they are also more difficult  Learning through disciplines entails learning not
to assess. Designing tests that measure lower- only the knowledge of the discipline but also the
order thinking skills like memorization is skills associated with the production of
straightforward in comparison to measuring knowledge within the discipline. Through
skills like creativity, innovation, leadership, and disciplinary curriculum and instruction students
teamwork. should learn why the discipline is important,
Science of Learning how experts create new knowledge, and how
they communicate about it. Continued learning
 The science of learning can be extracted into in any discipline requires that the student or
nine points, all of which are about how students expert become deeply familiar with a knowledge
learn 21st century skills and how pedagogy can base, know how to use that knowledge base,
address new learning needs. Many of the lessons articulate a problem, creatively address the
particularly transfer, metacognition, teamwork, problem, and communicate findings in
technology, and creativity are also 21st century sophisticated ways. Therefore, mastering a
skills in themselves. discipline means using many 21st century skills.
1. Make it relevant Teaching Strategy
 Relevant learning means effective learning, and  Project-based learning is a powerful
that alone should be enough to get us rethinking educational approach that promotes student-
our lesson plans. The old drill and kill method is centered, inquiry-based, and experiential
neurologically useless, as it turns out. Relevant, learning. Engaging students in extended,
meaningful activities that both engage students interdisciplinary projects that address real-world
emotionally and connect with what they already challenges, PBL cultivates critical thinking,
know are what help build neural connections and collaboration, and problem-solving skills while
long-term memory storage. fostering a lifelong love of learning. As
 To be effective, any curriculum must be relevant educators continue to explore innovative
to students’ lives. Transmission and rote teaching methods, project-based learning stands
memorization of factual knowledge can make out as a transformative approach that prepares
any subject matter seem irrelevant. Irrelevance students for success in the 21st century and
leads to lack of motivation, which in turn leads beyond.
to decreased learning.
 Both teachers and students benefit from the use 3. Simultaneously develop lower and higher order
of generative topics and reinforcement of thinking skills
relevance. Teachers like this method because it  Lower-order exercises are fairly common in
allows for the freedom to teach creatively. existing curricula, while higherorder thinking
Students like it because it makes learning feel activities are much less common. Higher-level
more interesting and engaging, and they find thinking tends to be difficult for students
that understanding is something they can use, because it requires them not only to understand
rather than simply possess. the relationship between different variables
Teaching Strategy (lower-order thinking) but also how to apply or
transfer that understanding to a new, uncharted
context (higherorder thinking)
  Transfer tends to be very difficult for most • Set expectations, by telling students that they
people. However, applying new understandings will need to structure their historical argument
to a new, uncharted context is also exactly what homework essay in the same way that they are
students need to do to successfully negotiate the practicing in class.
demands of the 21st century. Higher-level • Ask students to practice debating a topic
thinking skills take time to develop, and privately in pairs before holding a large-scale
teaching them generally requires a tradeoff of debate in front of the class.
breadth for depth. • Organize mock trials, mock congressional
deliberations, or other role- playing exercises as
a way for students to practice civic engagement.
• Talk through solving a particular mathematics
problem so that students understand the thinking
process they might apply to a similar problem.
• Practice finding and using historical evidence
from a primary source and then ask students to
do the same with a different primary source.

 Some education experts believe that training

students to transfer their knowledge and skills to
Bloom’s taxonomy revised (From Anderson, L. W. & real problems contributed to their success. The
Krathwohl, D.R., et al., 2001). importance of transfer brings us back to the
fundamental rationale for learning 21st century
What teaching strategy can we use to promote skills in the first place so that students can
HOTS? transfer them to the economic, civic and global
 Teach Problem-Solving Strategies Teach 21st century contexts that demand them.
students to use a step-by-step method for solving 5. Teach students to learn how to learn
problems. This way of higher-order thinking will
help them solve problems faster and more easily.  Learning to learn is the ability to pursue and
Encourage students to use alternative methods to persist in learning, to organize one's own
solve problems as well as offer them different learning, including through effective
problem-solving methods. management of time and information, both
 Graphic Organizer provide students with a individually and in groups. This competence
nice way to frame their thoughts in an organized includes awareness of one's learning process and
manner. By drawing diagrams or mind maps, needs, identifying available opportunities, and
students are able to better connect concepts and the ability to overcome obstacles in order to
see their relationships. This will help students learn successfully. This competence means
develop a habit of connecting concepts. gaining, processing and assimilating new
knowledge and skills as well as seeking and
4. Encourage transfer of learning making use of guidance. Learning to learn
 Students must apply the skills and knowledge engages learners to build on prior learning and
they gain in one discipline to another. They must life experiences in order to use and apply
also apply what they learn in school to other knowledge and skills in a variety of contexts: at
areas of their lives. This application or transfer home, at work, in education and training.
can be challenging for students and for adults as Motivation and confidence are crucial to an
well. There are a number of specific ways that individual's competence.
teachers can encourage low and high road  A positive attitude includes the motivation and
transfer. confidence to pursue and succeed at learning
 To encourage low-road transfer, teachers can use throughout one's life. A problem-solving attitude
methods like the following: supports both the learning process itself and an
• Design learning experiences that are similar to individual's ability to handle obstacles and
situations where the students might need to change. The desire to apply prior learning and
apply the knowledge and skills. life experiences and the curiosity to look for
 opportunities to learn and apply learning in a work through a given issue, talking through their
variety of life contexts are essential elements of thinking process while the others comment.
a positive attitude. (Key Competencies for
Teaching Strategy
Lifelong Learning, 2006)
 Collaborative learning spaces are physical or
virtual environments designed to facilitate group
work, discussions, and cooperative learning
activities. Equipped with flexible seating
Teaching Strategy
arrangements, interactive whiteboards, and
 Encourage Creative Thinking Creative digital tools, these spaces promote
thinking is when students invent, imagine, and communication, collaboration, and knowledge
design what they are thinking. Using creative sharing among students.
senses helps students process and understand
8. Make full use of technology to support learning
information better. Research shows that when
students utilize creative higherorder thinking  Technology offers the potential to provide
skills, it indeed increases their understanding. students with new ways to develop their problem
Encourage students to think “outside of the box. solving, critical thinking, and communication
 Used Mind Movies When concepts that are skills, transfer them to different contexts, reflect
being learned are difficult, encourage students to on their thinking and that of their peers, practice
create a movie in their mind. Teach them to addressing their misunderstandings, and
close their eyes and picture it like a movie collaborate with peers all on topics relevant to
playing. This way of higher-order thinking will their lives and using engaging tools.
truly help them understand in a powerful, unique  The technologies used in many modern
way. classrooms allow teachers to move beyond the
traditional textbook by using main sources,
6. Address misunderstandings directly
demonstrate abstract concepts in ways students
 Another well-documented science of learning can grasp, bring the miniscule world to the
theory is that learners have many human eye, simulate processes that could not be
misunderstandings about how the world really otherwise demonstrated, bring people from
works, and they hold onto these misconceptions distant places into the classroom, take students
until they have the opportunity to build virtually to almost anywhere, allow students to
alternative explanations based on experience. To collaborate with others in their class, in another
overcome misconceptions, learners of any age state or another country.
need to actively construct new understandings.  There are also many other examples of web-
 There are several ways to counter based forums through which students and their
misunderstandings, including teaching peers from around the world can interact, share,
generative topics deeply, encouraging students to debate, and learn from each other.
model concepts, and providing explicit
Teaching Strategy
instruction about misunderstandings.
 Gamification integrates game elements such as
7. Promote teamwork as a process and outcome
points, badges, and leaderboards into
 Students learn better with peers. There are many educational activities to motivate and engage
ways in which teachers can design instruction to students. By turning these learning tasks into
promote learning with others. Students can interactive games, educators can increase student
discuss concepts in pairs or groups and share motivation, promote healthy competition, and
what they understand with the rest of the class. foster a sense of achievement and progress.
They can develop arguments and debate them.
9. Foster students’ creativity
They can role-play. They can divide up materials
about a given topic and then teach others about  A common definition of creativity is “the
their piece. Together, students and the teacher cognitive ability to produce novel and valuable
can use a studio format in which several students ideas. ” Creativity is prized in the economic,
civic, and global spheres because it sparks
 innovations that can create jobs, address There is no perfect teaching strategy that will fit to
challenges, and motivate social and individual every student’s need.
progress. Like intelligence and learning capacity,
creativity is not a fixed characteristic that people
either have or do not have. Rather, it is
incremental, such that students can learn to be
more creative. In contrast to the common
misconception that the way to develop creativity
is through uncontrolled, let the kids run wild
techniques or only through the arts creative
development requires structure and
intentionality from both teachers and students
and can be learned through the disciplines.
 Creative instruction can be used to promote
achievement across content areas, establish
long-term learning (Woolfolk, 2007 as cited in
Beghetto & Kaufman, 2010), encourage creative
thinking and problem solving (Treffinger, 2008),
and foster motivation and engagement. Creative
thinking lessons build on critical thinking and go
beyond simple recall to consider "what if"
possibilities and incorporate real-life problem
solving; they require students to use both
divergent and convergent thinking. As Robinson
has noted, "Creativity is not only about
generating ideas; it involves making judgments
about them.
Conclusion
All learners have their own unique perspective and
experiences, and this affects what knowledge they are
able to retain and use. The instructor’s role is to move
learners through the new material in an orderly and
organized manner, giving them classroom opportunities
to practice new skills and to draw their own conclusions.
Learners experiment with and/or test new information
before deciding if it is useful to them enough to make the
effort to learn it. When instructors develop learning
activities that encourage students to experiment and use
information to draw their own conclusions, students see
the relevance in learning the material.
  Education in the 21st century makes full use of
available Information and Communication
Technology, or ICT (e.g., computers and the
internet) and multimedia (e.g., using audio- and
video-based instruction) to improve teaching and
learning activities. The ability to find, evaluate,
utilize, and create information using
technologies and multimedia, or digital
WEEK 3 technology in general, is referred to as digital
literacy. As a teacher, some of your day-to-day
CRITICAL ATTRIBUTES OF THE 21ST
activities writing reports, creating multimedia
CENTURY EDUCATION
presentations, and communicating or exchanging
information with your colleagues and students
online require different levels of digital literacy.
As such, you need to develop your digital
literacy skills to pass these on to your learners.
This critical attribute implies that your school
will need to acquire and use computers and
various multimedia equipment to enhance
learning to the best extent possible. Training is
also needed for teacher-users as part of a bigger
"technology plan."
3. Global Classrooms
In today's educational landscape, teachers need to think
globally. Whether you teach in private or government  Education in the 21st century aims to produce
schools, as teachers, we need to develop a new global citizens by exposing students to the
generation of students who think and act globally. concerns of the region and other countries. They
Therefore, it is imperative to know more about the are encouraged to react and respond to issues as
critical attributes of 21st century education. part of their roles as global citizens. This critical
attribute implies that teachers need to include
current global issues/concerns, such as peace
1. Integrated and Interdisciplinary and respect for cultural diversity, climate
change, and global warming, in classroom
 Nowadays, knowledge is no longer distinctly discussions.
divided into clear-cut learning chunks or
separate subjects. Education in the 21st century 4. Creating/Adapting to Constant Personal and Social
is characterized by linkages among various Change and Lifelong Learning
subject areas in an integrated manner. The new
 Education in the 21st century subscribes to the
approach promotes the utilization of learning
belief that learning does not only happen inside
from multiple disciplines. This critical attribute
the school and during one's schooling years.
implies that teachers need to review the school
Learning can take place anywhere, anytime,
curriculum and identify strategies or ways on
regardless of one's age. It means that teachers
how different subjects can be effectively linked
should facilitate students' acquisition of
to enhancing the learning experiences of
knowledge, skills, attitudes, and values
students.
(KSAVS) that go beyond academics. Learning
 For example, music and algebra can be linked
should take place not only to pass exams but
together in the discussion of fractions. The time
also to transfer knowledge to real-life situations.
signature of music uses fractions; as such, you,
The curriculum should be planned so that the
as a good teacher, can certainly apply this to
students will continue to learn even outside the
both your music or math classes.
school's portals.
2. Technologies and Multimedia
5. Student-Centered
  Education in the 21st century is focused on students need to develop to become productive
students as learners. It is tailor-fit to address the members of the 21st century. This critical
individual learning needs of each student. attribute implies that topics are taught using
Differentiated instruction is standard in 21st- current and relevant information and linked to
century classrooms, where diverse student real-life situations and context. As a 21st century
factors are taken into account when planning and teacher, you need to be updated on the current
delivering education. You, as a teacher, can trends, developments, and issues in your school,
structure learning environments that address the community, and in the world, so that your
variety of learning styles, interests, needs, and teaching will be relevant to the lives of your
abilities found in your classroom. This critical students. Newspapers, TV and radio news and
attribute implies that teachers should act as the internet are good sources of relevant and up-
facilitators of learning not as "sages on the to-date information that you can access.
stage" but as "guides on the side." Learners
should be given opportunities to discover new
knowledge, learn with one another, and create
their learnings.
6. 21st Century Skills
 Education in the 21st century promotes the skills
needed to be productive members of today's
society. It is not enough for students to learn the
necessary skills of reading, writing, and
numeracy, but should develop in themselves
skills that would help them cope with life and
work in 21st-century communities. These skills
include, among others, critical and creative
thinking skills, problem-solving and decision
making, and ICT literacy and skills. As a
teacher, you are expected to possess these 21st-
century skills before helping your students
develop these skills.
7. Project-Based and Research-Driven
 Among the critical attributes of 21st-century
education is data, information, and evidence-
based decision making. It relies heavily on
student-driven activities to encourage active
learning. It implies that teachers of the 21st
century need to be knowledgeable about
research to guide their students' learning through
self-directed activities, such as learning projects
within and outside their classrooms.
Investigatory projects showcased in many
science fairs across Southeast Asia and the world
are examples of research-based activities of
students.
8. Relevant, Rigorous, and Real-world
 Education in the 21st century is meaningful
because it is rooted in real-life day-to-day
activities of learners. It can be applied to the
realities of the present and includes what
 children must receive proper and adequate phonics
instruction, fluency instruction, vocabulary instruction,
and comprehension.
Phonemic awareness
Phonemic awareness and phonological awareness are
often used interchangeably. Phonemic awareness refers
to children's ability to hear and manipulate individual
phonemes. Before children learn to read print, they must
become more aware of how the sounds work together to
form words. They must understand that words are made
up of speech sounds, or phonemes (the smallest parts of
sound in a spoken word that make a difference in a
word's meaning.
WEEK 4
Phonological awareness
TEACHING STRATEGIES FOR THE
phonological awareness includes this ability, but it also
DEVELOPMENT OF LITERACY SKILLS AND
includes the ability to hear and manipulate larger units of
TEACHING RESOURCES
sound, such as onsets and rimes and syllable. The onset
BEGINNING READING SKILLS AND TEACHING is the beginning sound that can be heard when words are
RESOURCES sounded out. The rime is the part of the word that is left
after the onset is removed. When the two parts are
One of the best ways to increase the reading skills of separated, it is called onset-rime segmentation. There are
beginning readers is to introduce them to as many sight two types of onset: one-letter onset and two-letter onset.
words as possible. Sight words are high-frequency words
that help children learn to read because once they know One-letter onsets
them; they will be able to read texts and books that
One-letter onsets are single letters at the beginning of a
utilize the sight words. There are many books available
rime. One-letter onsets are a single syllable. For
that mainly use sight words that are good for young
example, the "d" in the dog is a one-letter onset, as well
readers. These books often give students the confidence
as the "h" in the horse. The letter stands alone from the
they need to progress to higher levels of reading.
rest of the rime. Other examples are: best. bag, beard.
Beginning Reading Skills And Teaching Resources book, cat, card, cook, dig, deep, etc. Two-letter onsets
are made up of blends that typically start a sentence.
Most beginning readers are observed to be inconsistent.
Sometimes, they may know a word one day but not the Blend
next day. Also, they may be interested in a pretended
A blend is when two syllables come together to make a
reading today, and tomorrow such interest is gone. They
new sound different from the original sound. The
may read a particular word correctly on one page, but
English language has 35 double letter blends. The
they have to stop and sound it out again on the next
following is a series of blends that make up some of the
page. When we listen to a beginning reader, we may hear
two-letter onsets: ch, tr. sh, th, bl, pl, sn, br and pr.
short, choppy words with little attention to punctuation.
Examples are church, trend, shake, thanks, bleak, plant,
Sometimes a new reader can tell us very little about what
snake, brand, and proud.
they have just read.
Phonics instruction
At the beginning stage of reading, all of these reading
behaviors are to be expected. Beginning readers are Phonics refers to a system of teaching reading that builds
building their fluency. It means they are working to on the alphabetic principle. Such a system should
make several skills, such as matching a letter to a sound involve the teaching of correspondences between letters
and decoding. Without fluency, each word must be or groups of letters and their corresponding
decoded, and that takes time and energy. It means that pronunciations.
other reading behaviors such as reading with expression
and comprehension, have less focus. Beginning readers Decoding deals with the process of converting printed
must master phonemic awareness. For this reason, words to spoken words. Readers use phonics skills,
letter/sound correspondences to pronounce words, and Knowledge of vocabulary is a requisite of
then attach meaning to them. comprehension. For teaching vocabulary among
children, the following may be of help:
Phonemic awareness and phonics are never the same.
However, in teaching, phonemic awareness and phonics Explicit instruction. When we say explicit, it means
are always together. It means that phonemic awareness is that teaching vocabulary is planned or intentional. Under
an essential element of phonics. When we teach phonics, explicit vocabulary instruction, we have the following
children should develop phonemic awareness. techniques:
Five Methods Used In Phonics Instruction.  Pre-teaching Vocabulary Words. One of the best
ways to teach children language is to introduce
1. Analogy Phonics
unfamiliar words in the text before reading it.
This method uses an analogy when the already known  Repeated Exposure to Words. This technique
words match or are identical to unfamiliar words. It simply means that the more children are exposed
means that when the onset is removed, the rime can still to unfamiliar words, the more likely they will
be attached to another onset if they are similar. For learn them.
example, the known word sick is identical to the word  Keyword Method. This technique is similar to
kick. pre-teaching because before children read the
text, the unfamiliar words must be first
2. Analytic Phonics introduced to them. Here, we have to present the
Here, we teach children how to analyze letter- sound keywords and phrases before reading the text.
relations in previously learned words to avoid  Word Maps. Here, we have to preview the text.
pronouncing sounds in isolation. For example, we say Then we classify (what class or group does the
suit / süt/, but we say suite / swet/. word belong to), cite qualities (what is the word
like), and examples.
3. Embedded Phonics  Root Analysis. Since many of the words in the
English language are derived from Latin or
This method is taught when:
Greek roots and prefixes, we may start with
 there is a focus on real-world reading them.
experiences  Restructuring Reading Materials. When we
 when the need to teach phonics arises restructure reading materials, we have to provide
 repetition and immersion over time arise explore synonyms or simple words to replace unfamiliar
words.
4. Phonics Through Spell
Vocabulary instruction
Here, children segment words into phonemes and unique
letters for those phonemes. explore Implicit instruction means spontaneous, natural, and
unplanned vocabulary instruction. Under this, we have:
5. Synthetic Phonics
 Incidental. When difficult words are used in a
In this method, children convert letters into sounds text, incidental vocabulary learning occurs
(phonemes) and then blend them to form recognizable because children will have to look for their
words. meanings for understanding.
Fluency instruction  Context Skills are used when children know how
to use clues about the meanings of unfamiliar
 It is construed that parents must be the first ones words. By merely looking at clues such as
to provide opportunities for developing reading captions, pictures, illustrations, examples may
fluency among children. For example, parents be considered as clues that help children
should read with and for children. However, in understand the text or meanings of unfamiliar
school, during the formal reading instruction, words.
teachers should model proper reading, allow
children to read aloud some phrases repeatedly. Comprehension instruction

Vocabulary instruction The teaching of comprehension may help children to

become independent because the moment they
understand the text, they will read even without adult  Book knowledge pertains to children's
supervision. There are at least seven ways of teaching understanding of what a book is and how they
comprehension. They are the following: are exposed.
 Summarizing. This helps children remember what Alphabet
they have read and identify critical points in the text.
 Alphabet knowledge is about children's ability to
 Recognizing story structure. This helps children
identify and say the names of letters in the
identify the parts of the content in the story, such as
alphabet.
characters, setting, events, problems, or resolution.
 Graphic and semantic organizers. They illustrate Phonological
concepts and relationships between concepts using
graphs, tables, charts, maps or illustrations.  Phonological awareness refers to children's
 Answering questions. This may be helpful because ability to identify and manipulate sounds and
when children can answer, it means that they understand that various sounds are combined to
understand the text. form words.
 Generating questions. This may also be of help in
children's comprehension. It is done by checking
whether they understand the text or they do not.
Succinctly, if they cannot answer, they do not
understand.
Strategies For The Development Of Emergent
Literacy Skills And Teaching Resources
Emergent Literacy Visual Materials
 Includes acquiring knowledge, skills, and  Visual materials such as photographs, paintings,
attitudes that a child develops about reading and diagrams, illustrations used in teaching are
writing throughout the early childhood period, essential to a good language program. Their
starting at birth and before the onset of purpose is to enhance and hone the visual
conventional reading and writing instruction perception of children.
(which usually happens at school entry).
Emergent literacy includes such dimensions of Some Strategies For The Development Of Emergent
oral language (both speaking and listening), Literacy Skills And Teaching Resources May Include:
understanding that print can carry meaning, 1.Pictures -Used appropriately and sequentially, photos
basic alphabet knowledge, and early not only can illustrate a topic but also can provide the
phonological awareness. experience base children require to profit from reading
Emergent Literacy Emphasizes The Following: and Pictures can be created using devices such as a
digital camera, scanner, smartphone, or are works of art
Oral created on the computer. If a visual object is made on the
computer and not captured by another device, it may be
 Oral language refers to children's ability to
called clip art, graphic, illustration, render, or screenshot.
understand and use language through listening
The use of pictures creates a lot of advantages.
to, speaking of, and acquiring new vocabulary.
For example, if we are teaching making inferences with
Print
pictures, the learners may quickly get the meaning and
 Print awareness deals with children's develop the ability to make inferences with the help of
understanding of the functions of printed pictures and numerous other learning experiences,
symbols such as letters, words, and pictures and including those associated with art programming.
how these relate to meaning. Abbreviated as pic, a picture is a visual capture of an
object. The photograph of a young lady holding an
Book
umbrella is an excellent example of something that can
be considered a picture.
Pictures can be created using devices such as a digital - the people, places, objects, and experiences that they
camera, scanner, smartphone, or are works of art created encounter every day. It is essential to stimulate and
on the computer. If a visual object is made on the integrate a wide range of children's intellectual, physical,
computer and not captured by another device, it may be social, and creative abilities.
called clip art, graphic, illustration, render, or screenshot.
ANALYSIS
The use of pictures creates a lot of advantages. For
example, if we are teaching making inferences with Visual media surround today's learners in everyday lives.
pictures, the learners may quickly get the meaning and With their heavy use of the Internet, they are accustomed
develop the ability to make inferences with the help of to accessing information in both textual and visual
pictures forms. The use of images in the classroom is a
pedagogical strategy to engage students who have grown
2. Manipulatives - Aside from pictures, we can also use
up in a media-rich environment. Digital technology has
manipulatives in teaching. Manipulatives are physical
made images more readily available and more
objects that are used as teaching tools to engage students
comfortable to incorporate into teaching and learning
in the hands-on learning of mathematics. They can be
materials. However, parents must guide their children as
used to introduce, practice, or remediate a concept. For
to the proper use of digital technology.
example, in teaching math concepts, manipulatives
become physical tools of teaching, engaging the learners Aside from digital images, pictures, manipulatives, short
visually and physically with objects such as coins, stories, and plays may be utilized to introduce strategies
blocks, puzzles, and markers. for the development of emergent literacy skills among
children. These strategies discussed may also be used as
rich resources for teaching.

Developmentally, the best methods for encouraging

young learners to develop math skills include:
 Using hands-on or concrete materials
 Promoting discovery through exploration
 Posing questions that spark intellectual and
verbal involvement
 Promoting problem-solving skills
3. Storytime - storytime is the time at which stories are
told or narrated. Stories are accounts of past events of
imaginary or real people told for entertainment or
morals. They have a profound effect on the imagination
of young learners. They calm a busy child and engages
their mind into a world of magic and sweet dreams. The
bedtime story is the best way to end the children's day
and lead them into a night of great rest.
Reading bedtime stories to kids is a beautiful way to
spend the end of each day and create memories that will
last forever. Reading stories may introduce children to
vocabulary development, the concept of print,
phonological awareness, alphabet knowledge,
comprehension, and book handling skills.
4. Play is an activity that learners (especially children)
can engage in for enjoyment and recreation. Play
provides opportunities for children to learn and make
sense of and construct ideas about the social and natural
world
  The ability to use reading, writing, and
numeracy skills in daily life, such as
understanding signs, reading newspapers, filling
forms, or writing letters.
 Gray (1956) defines functional literacy as
training adults to meet the reading and writing
demands of everyday life.
 Functional literacy is crucial for personal and
community development.
3. Early/Emergent Literacy
 The early literacy behaviors in children, such as
pretending to read or write, that occur before
they can fully understand reading and writing.
 Marie Clay (1966): Coined the term “Emergent
Literacy.”
 Sulzby and Teale (1996): Expanded the idea to
suggest even very young children are becoming
literate.

Traditional Literacies 4. Basic Literacy and Skills

 These are the basic skills needed for reading,  The essential knowledge that everyone is
writing, speaking, and listening that form the expected to know, particularly the ability to read
foundation for more advanced 21st-century and write.
literacy skills.
TYPES OF TRADITIONAL LITERACY:
21ST-CENTURY LITERACIES
1. Traditional/Conventional Literacy
 Skills and knowledge beyond basic reading and
2. Functional Literacy writing that are essential for success in today’s
world.
3. Early/Emergent Literacy
 Types:
4. Basic Literacy and Skills
1. Arts and Creativity
 According to the World Bank (2022), 90% of
Filipino children aged 10 struggle to read or 2. Ecoliteracy
understand simple text. Pre-pandemic, learning
3. Cyber/Digital Literacy
poverty in the Philippines was 70%.
4. Financial Literacy
1. Traditional/Conventional Literacy
5. Media Literacy
 Involves reading and writing in a language using
correct grammar, phonetics, and syntax. 6. Social/Emotional Literacy
 McGee and Richgels (1996) describe 7. Globalization and Multicultural
conventional literacy as reading and writing in Literacy
ways most people recognize as “really” reading
and writing. 1. Arts and Creativity

2. Functional Literacy
  The ability to express oneself creatively and  Teaching 21st-century skills requires going
solve problems through the arts. beyond memorization to teaching critical
 Arts activities help with motor skills, cognitive thinking, creativity, collaboration, and
development, and critical thinking (Michigan leadership.
State University, 2015).
1.Make Learning Relevant:
2. Ecoliteracy
 Students engage more when learning is
 Definition: Understanding environmental issues connected to their lives.
such as climate change, pollution, and habitat  Teaching Strategy: Use Project-Based
loss, and finding solutions to these problems. Learning (PBL) to make learning meaningful
by solving real-world problems.
 Application: Encourages action to solve
environmental problems and awareness of 2.Teach Through Disciplines:
ecological issues.
 Students should learn how knowledge is
3. Cyber/Digital Literacy produced and communicated in specific fields.
 Teaching Strategy: Experiential Learning like
 Competence in using digital tools such as
internships and simulations help students apply
computers and the internet to communicate and
knowledge in real-world situations.
solve problems.
 61% of Filipino households lack internet 3. Develop Higher-Order Thinking Skills:
access (Philippines Statistics Authority), and
 Higher-level thinking includes applying
only 30% of Filipinos have basic digital skills
knowledge to new, unfamiliar situations.
(Google and Temasek).
 Teaching Strategy: Teach Problem-Solving
Strategies and use Graphic Organizers to
connect concepts.
4. Financial Literacy
4.Encourage Transfer of Learning:
 The ability to understand and manage financial
matters like budgeting, saving, and investing.  Students need to apply skills learned in one area
 Financial literacy classes reduce payday loan use to other areas of life.
and increase assets in young people (2023  Teaching Strategy: Use role-playing activities
Research). like mock trials or debates to help students
transfer their learning.
5. Media Literacy
5.Teach Students How to Learn:
 The ability to critically evaluate media content
and spot misinformation.  Learning how to learn helps students adapt and
 51% of Filipinos struggle to identify fake grow throughout life.
news (SWS, February 26, 2022).  Teaching Strategy: Encourage Creative
Thinking and use Mind Movies to help students
6. Social/Emotional Literacy
visualize concepts.
 Skills related to managing emotions and social
6.Address Misunderstandings Directly:
interactions in a fast-paced society.
 Students need hands-on experiences to
7. Globalization and Multicultural Literacy
overcome misconceptions.
 Understanding cultural diversity and global  Teaching Strategy: Use Explicit Instruction to
events and how they impact local communities. clarify misunderstandings.
 Promotes respect for diverse cultures and
7.Promote Teamwork
perspectives.
 Students learn better in groups by sharing and
debating ideas.
7. Features of 21st Century Teaching and Learning  Teaching Strategy: Use Collaborative
Learning Spaces to encourage group work.
8.Use Technology to Support Learning:
 Technology allows students to collaborate, solve
problems, and reflect on their learning.
 Teaching Strategy: Use Gamification to
motivate students with game-like elements such
as points and badges.
9.Foster Creativity
 Creativity can be learned and is essential for
innovation and solving problems.
 Robinson emphasizes that creativity is not just
about generating ideas but also about refining
them.
 Teaching Strategy: Use Creative Instruction
to build critical thinking and problem-solving
skills.