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Literacy Module 1 Ogdimalanta

The document outlines principles for teaching literacy in elementary grades. It discusses establishing a supportive literacy culture, explicitly teaching foundational skills, and creating an engaging classroom library. It emphasizes conferring with students, promoting book discussions, encouraging writing about books, and using assessments to track student progress. The goal is to develop proficient, engaged readers and critical thinkers through applying skills to connected texts.

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Sunshine Arceo
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549 views7 pages

Literacy Module 1 Ogdimalanta

The document outlines principles for teaching literacy in elementary grades. It discusses establishing a supportive literacy culture, explicitly teaching foundational skills, and creating an engaging classroom library. It emphasizes conferring with students, promoting book discussions, encouraging writing about books, and using assessments to track student progress. The goal is to develop proficient, engaged readers and critical thinkers through applying skills to connected texts.

Uploaded by

Sunshine Arceo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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TEACHING LITERACY IN THE

ELEMENTARY GRADES THROUGH


LITERATURE
MODULE 1

1 OGDIMALANTA
Chapter 1

General Principles in Teaching Literacy

1. Establish a culture that supports literacy.


Get to know your students, including their interests, their home and
community, and their social and cultural experiences.
Believe that every student is a reader. Support and celebrate every child’s
effort to develop reading muscles and increase reading stamina. Let them
know you believe in them.
Show students how valuable books are, sharing ideas and working
together to make meaning.
Highlight words, words, words. Make vocabulary learning fun. Feature new
words every week and recognize students who use them in new and
interesting ways. We can’t teach every word, but we can teach word
awareness and the richness of vocabulary. We can pepper our own speech
with mature, descriptive, and interesting words.
2. Explicitly teach skills.
Phonemic awareness, phonics, and fluency are foundations for proficiency.
Older students benefit from learning structural analysis, such as common
prefixes and suffixes and rules for dividing longer words into syllables. All
these are essential to reading and understanding. 
The endgame is the application of skills to connected text.  Basic skills are
the foundation, but they are only pathways to the goal of developing
proficiently engaged readers and critical thinkers.

1 OGDIMALANTA
Create small reading groups, organized according to students’ needs, to
support the development of skills and strategies to increase student
competency. Meet several times a week, using books and materials that
are at the students’ instructional level—meaning the text is a bit too difficult
for reading independently, but just right with the support of a teacher.
3. Create a compelling classroom library for independent reading.
Collect books and materials that will appeal to the interests and
proficiencies of your students. Place the classroom library in full view and
within reach of your students.
Allow your readers to choose books they want to read during independent
reading time and at home.
Sort books according to genre, interest categories, or authors as a way to
help students make good selections based upon their interests. Level
books according to difficulty, but don’t restrict students to a level for
independent reading. Interest, life experience, and motivation can be strong
factors in determining text complexity. Make sure students know how the
books are organized.
Teach students how to select books based on personal interests, as well as
challenges within the book.  Students can first peruse the front and back
book covers. Show them how to scan the overall organization and look at
illustrations. Does the book seem reasonably appealing?  If so, the next
step is to select a page or two to see if the student can read most of words
without assistance. A simple guideline is about 95% accuracy or better for
under grade four and 97% accuracy for grades four and older.

2 OGDIMALANTA
4. Confer with students individually during independent reading time.
Listen to the student read a small passage, noticing patterns in word
identification and fluency and skills such as breaking words into syllables,
phrasing, knowledge of vocabulary, and comprehension.
Coach students according to their individual needs. Encourage talking
about the book—the characters, the plot, the vocabulary--what does the
student find most compelling about the text?
Use individual reading conferences as a rich source of formative
assessment data. Keep track of each student’s development as a reader
over time and use this information when planning lessons or selecting
materials. It’s also valuable data to share and discuss at parent-teacher-
student conferences.
5. Talk about books.
Teacher book talks are an engaging way to motivate readers. A book talk is
brief. It’s a way for you to feature a book that you love and that you think
your students would love, too. Say just enough to capture interest and pull
your students into the plot. Show a great illustration or read a paragraph
aloud to demonstrate how the author uses language. Put the book out on
your display table and watch it disappear!
Have students talk about books, too. Book clubs can be inspiring. A group
of 4-6 students meet several times to discuss a book they are all reading.
They share reactions, question one another, and ultimately build deeper
comprehension as a result of their  discussions. 
What are you reading and advocating for? Bring your books, magazines,
editorials, and journals into class. Share your favorite websites, podcast,
and books on tape. Demonstrate that you are a lifelong reader, writer, and
listener. Tell students what you like most about what you’re currently
3 OGDIMALANTA
reading or listening to. What is your favorite time to read, write, or listen;
how does reading and writing help you, relax you, provide enjoyment, and
make a positive impact on your life? 
6. Write about books.
Have students write about books in journals. Students can keep a response
journal to record their thoughts about the books they read. Response
journals can take many forms, but a you could use a simple format with
questions that can apply to many different books and at any point in the
reading process. Examples of questions or prompts are: what personal
connections do you make with the characters or events, what questions
would you ask classmates who are reading this book, what did you learn?
Readers theater is an engaging way to develop reading fluency. Students
reread and practice their assigned parts in a script to get ready for a fluent
and expressive performance. Some students may want to write the simple
scripts for their own performances as an extension activity after reading.
Extend comprehension with themes that are relevant to your students.
Students can select an important theme or message from a text and work
with their classmates to promote, persuade, or advocate for a cause like
social or climate justice. Students can use language, artistic expression,
and a wide variety of digital tools to become advocates for a cause that
began in the virtual or real pages of a text.

4 OGDIMALANTA
References and Supplementary Materials

Books
English Curriculum Guide, K to 12 Curriculum. Department of Education.

Kreber, Carolin (2006) Developing the Scholarship of Teaching Through Transformative


Learning. Journal of Scholarship of Teaching and Learning, vol. 6(1), 88-109.

Lesley University (n.d.) Empowering Students: The 5E Model Explained.


https://lesley.edu/article/empowering -students-the-5e-model-explained

Bercacio. R(2016) PER3C Learning model. Unpublished report on Innovative Modules


in selected Courses in Teacher Education, BU, Legaspi City

Bonces, Rodriguez(2012) Content and Language Integrated Learning (CLIL):


Considerations in the Colombian Context. Gist Education and Learning Research
Journal 6, 177-189.

Carter, Ronald A. % Michael N. Long (1991) Teaching Literature. Harlow: Longman


Pub. Northern College learning Excellence & Innovation Department (n.d) Writing a
lesson plan.

Online Supplementary Reading Materials

Phenomenon-based learning. https://www. Phenomenonaleducation.info/phenomenon-


based-learning.html

Literary Devices. https://literarydevices.net/

Introduction to Literature: Forms, Divisions and Subdivisions.


http://www.academia.edu/Introduction_to_Literature_Forms_Divisions_and_subdivision

5 OGDIMALANTA
Assessment

Name: Course, Year and Section

ESSAY: Answer the question briefly and concisely.

1. What are the underpinning principles on teaching literacy among children?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________.

2. What are the principles in teaching literacy?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________.

6 OGDIMALANTA

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