2 C2 IAplay

Imagine
what
difference it
makes if the
child can
read.
Increases confidence
Open doors in expressing
something Develops
imagination
Widens
experience and Improves
understanding
vocabulary
Helps
develop Improves
interest thinking
Enables
interactive
communication
A report by
the United Nations-
International Labor
Organization (UN-
ILO) considers the
recruitment of
minors into the
armed conflict in
Central Mindanao
as the worst form
of child labor.
Filipino children
take up arms
voluntarily as
their way out of
poverty and
abuse, according
to the new book
of Philippine
Human Rights
Information
Center
(PhilRights)
Joy Famador, UN
ILO consultant,
said education
remained the
most effective
deterrent to child
recruitment into
armed
movements.
On analyzing the behavior
of the people in rich and
developed countries, we find
that the great majority follow
the following principles in their
lives:
1. Ethics as a basic principle.
2. Integrity.
3. Responsibility
4. Respect to the laws and rules.
5. Respect to the rights of other citizens.
6. Work loving.
7. Strive for saving and investment.
8. Will of super action.
9. Punctuality.
In poor countries, only a minority
follow these basic principles in their life.
We are not poor because we lack
natural resources or because nature was
cruel to us.
We are poor because we lack
attitude. We lack the will to comply with
and teach these functional principles of
rich and developed societies.
PULITZER PRIZE
Winning photo taken
in 1994 during the
Sudan Famine. The
picture depicts a
famine stricken
child crawling
toward a United
Nations Food
Camp located a
kilometer away.
PULITZER PRIZE
The vulture is waiting for
the child to die so that
it can eat it. This
picture shocked the
whole world. No one
knows what happened
to the child, including
the photographer
Kevin Carter who left
the place as soon as
the photograph was
taken. Three months
later he committed
suicide due to
depression.
Chant:
Zippity-Zoo-Zah
Zippity-zoo-zah, zippity zay

Oh my, oh my, what a wonderful day.
Plenty of sunshine headed my way,
Zippity-zoo-zah, zippity zay.
II- Varied Activities
III- Analysis:
Activity/ Focus Function Skills Develop
Task
AN OVERVIEW
NEPP
The
What
All forms of language
and literacy develop
supportively and
interactively. Children build
upon oral language and
strategies as they learn to
read and write. They
develop key understanding
about reading especially
phonics-through writing
and they extend their
writing through reading.
Speaking and listening comes first. But
learning to read is, without question, the top
priority in elementary education (Boyer, 1995, p
69) So important is learning to read that the
success of a school is judged by its student’s
proficiency in reading. Language is essential to
learning and reading, as specialized form of
language, is not only the basic skill, but it is an
indispensable tool for critical and creative
thinking.
The
How
Complex thinking process that is
strategy – based. Readers consciously
orchestra a variety of thinking skills to
make meaning of the texts they read.
They rely upon a wide range of
background knowledge, both about
the world they live in and the ways
they can get meaning from a text.
When one reads, he/she
simultaneously decodes the text and
comprehends the message contained
in the text. That is what reading is all
about- decoding and comprehension.
The integration of this two skills is
essential to reading and neither one is
more or less essential than the other.
- Learners make sense of the text by
connecting what they know and have
experienced with what they are learning. In
the transaction, meaning is constructed;
constructivism is manifested in classrooms
that are characterized by student-generated
ideas, self-selection, creativity, interaction,
critical thinking, and personal construction of
meaning (McLaughlin, 2006).

- During the act of reading, there is an interaction
between the ideas and language of the author
(text) and the background knowledge of the
reader which results in the creation of meaning.
In the classroom, children interact with both
peers and adults in a wide variety of settings as
they are learning and practicing language and
literacy knowledge, skills, and strategies. It is
important to talk about what is read as well as
what one does as a reader.
Varied ways of integration are used, such as the
following
* Content Integration - Concepts of Science, Math,

Social Studies, or any other disciplines serve as
contents of reading texts.

Skills Integration - We
integrate listening,
speaking, writing, and
viewing with reading to
enhance text
comprehension.
Values Integration - Good literature
usually integrates desirable values that
students should emulate. Through good
literature, they learn the universal truths
about life and they begin to understand
the similarities that bind all people, as
well as the qualities that make individual
cultures and people unique.
The reader is part of the reading act
as he transacts meaning with the
text. In the process, the reader is
affected by the text and, in turn, is
affected by the reader. Reader, text,
and the act of reading all have an
impact on each other and are, in turn,
impacted.( Beach and Hynds, 1991).
LANGUAGE COMPREHENSION
It is generally refers to one’s

ability to understand speech.
There are different levels of
language. For example, adults do
not speak to children the way they
speak to other adults; stories for
adults are at higher level than
children’s stories.
DECODING
This refers to the child ability to recognize and
process written information.
* Environmental print reading
* Sight word reading
* Sounding out or deciphering words
WHAT THEN
SUPPORTS THE
LANGUAGE
COMPREHENSION
AND DECODING?
Background Knowledge
To have strong comprehension
skills, children must know about the
world in which they live, and must
have elaborate background
knowledge that is relevant to what
they are trying to understand. This
knowledge is a reference base for
personal experiences, scripts and
schemata that help children
understand how the world works
Linguistic Knowledge
Language is composed of
sounds that are assembled to
form words, which are combined
to form sentences, which are
arranged to convey ideas. Each
of these processes are
constrained and governed by
linguistic rules.
Basic Elements that Support
Linguistic Knowledge
• Phonology- study of sounds, the

phonetic and phonemic pattern of a
language.
• Syntax- structure or arrangement of
words
• Semantics- meaning of words.
COGNITIVE ELEMENTS
THAT SUPPORTS
DECODING:
Cipher Knowledge
(code/symbol/character)
Sounding out regular

words. Most words in English can
be sounded out using common
letter sound conventions of
English. Activities that focus on
this knowledge help children to
develop word attack skills.
Lexical Knowledge
This refers to the
knowledge that enables the child
to correctly recognize and
pronounce familiar, irregular
words. As children try to identify
patterns, they are however faced
with confusing information
because many words in English
are exception or irregular words.
Phonemic Awareness
The understanding that spoken

words and syllables are themselves made
up of a sequence of distinct speech sounds
or phonemes.
Knowledge of the Alphabetic
Principles
This refers to an understanding
that spoken words are made up of
phonemes and that those phonemes
are represented in text as letters. An
understanding of the alphabetic
principle is the cornerstone on which
English Literacy is built.
Letter Knowledge
The letter is the basic unit of
reading and writing, and letter
knowledge has consistently been
shown to be one of the best
predictors of later reading success.
Concepts About Print
Finally, the basis for
knowledge of letters and
the alphabetic principle is
knowledge of the
mechanics of the printed
word, or concepts about
print. This includes
knowing that printed text
carries a linguistic
meaning, that there is a
correspondence between
printed and spoken words,
and that text in English
runs left-to-right and top-
to-bottom on a page.
All these definitions of reading underscore
the notion that reading is a complex thinking
activity that is also constructive, interactive,
integrative and affective. What is needed to ensure
that all children acquire reading and writing
proficiency is a balanced instructional framework
that incorporates the various cognitive and
metacognitive elements that will contribute to their
development as lifelong learners and readers.
TO TEACH
OUR CHILDREN TO
READ IS OUR HOLY
MISSION!

2 C2 IAplay

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Imagine

Zippity-zoo-zah, zippity zay

* Content Integration - Concepts of Science, Math,

It is generally refers to one’s

• Phonology- study of sounds, the

Sounding out regular

The understanding that spoken

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