HOLY TINITY UNIVERSITY
GRADUATE SCHOOL
Puerto Princesa City
SCHOOL YEAR 2021 -2022
INSTRUCTOR: SAAVEDRA, PEDRO M., PhD
SUBJECT/SECTION: EED 305 MAEE
TITLE : DEVELOPING LITERACY: INTEGRATING SKILLS IN ELEM. EDUC.
TERM : SUMMER 2022
NAME OF REPORTER: EVANGELINE L. LACSAMANA
YEAR:2ND YEAR
COURSE: MAEE
INDICATORS OF EFFECTIVE LITERACY PROGRAM
TOPIC OF REPORT
The focus of this program is on early literacy meaning from ages 3 to 5, the component is
phonemic awareness, we all know that phonemic awareness is the ability to hear and
manipulate the sounds in spoken words, and the understanding that spoken words and
syllables are made up of.
We can develop the phonemic awareness of early childhood with the following indicators and
suggested activities.
Anchor charts are posters or visual aids created and posted within classrooms to illustrate
and/or remind students of a skill or strategy and its use.
Corrective feedback is used during reading instruction and intervention to identify errors,
provide additional instruction, and allow the student to develop internal thinking skills to
utilize when reading independently. The process is meant to be dynamic and student-focused.
Think Aloud is a reading strategy wherein the teacher explicitly models the thinking skills
being used as a test is approached.
The next component is Phonics the understanding that there is a pattern and relationship
between the sounds (phonemes) of spoken language and the letters and spellings (graphemes)
that represent those sounds in written text and decoding which means is what readers do when
they use their knowledge of letter-sound relationships to identify words. When readers
intentionally use the letter sound and syllable-sound connection, they may call this process
"sounding out" words. Decoding becomes automatic for good readers who identify most
words rapidly, but even good readers use decoding skills when they encounter an unfamiliar
word. We can develop the decoding awareness of a learner by giving the following quality
indicators and suggested activities.
Connected text is used during instruction to allow students the opportunity to utilize the skills
that have been taught by reading phrases, sentences, and paragraphs that represent coherent
thoughts.
Elkonin Boxes can be used during phonics instruction and are a visual representation of the
sounds heard in words. Students listen for sound patterns that they have been taught and place
a tile (or letter) into a box on a card or sheet of paper with one tile representing each sound.
Ex: The word "bat: would have three tiles; one for /b/ one for /a/ and one for /t/.
Orthographic or Orthography is a complete writing system for a language or language.
Orthographies include the representation of word boundaries, stops and pauses in speech, and
tonal inflections
Quick Writes are a literacy strategy designed to reflect on learning. This type of writing
assignment can be used at the beginning, middle, or end of a lesson and takes three to five
minutes. Short, open-ended questions are usually given.
Word Analysis or Word Study is an activity conducted during an instructional reading time
wherein the sounds and patterns learned during phonics instruction are utilized in reading
words and text.
The next Component is Fluency or Automatic reading text. This time the learners have the
ability to read with speed, accuracy, and proper expression. In order to understand what they
read, children must be able to read. We can achieve fluency in our learners by using the
quality indicators and the activities on the chart.
Prosody is using the features of rhythm, intonation, and phrasing when reading.
Repeated Reading is a strategy that involves students reading a passage aloud or silently
several times to improve fluency and correct errors.
Whisper reading is a fluency strategy wherein all students are reading/whispering aloud at
their own rate. The teacher monitors by walking around and listening.
The next Component is Vocabulary, meaning the words we must know to communicate
effectively. In general, vocabulary can be described as oral vocabulary or reading vocabulary.
Oral vocabulary refers to words that we use in speaking or recognize in listening. Reading
vocabulary refers to words we recognize or use in print. In order to develop the vocabulary of
our learners we can use the following quality indicators and the suggested activities at the
chart.
Context clues are sources of information outside of words that readers may use to predict the
identities and meanings of unknown words. Context clues may be drawn from the immediate
sentence containing the word, from text already read, from pictures accompanying the text, or
from definitions, restatements, examples, or descriptions in the text.
Direct vocabulary instruction refers to students learning vocabulary when they are explicitly
taught both individual words and word-learning strategies. Direct vocabulary instruction aids
reading comprehension.
Scaffold or scaffolded instruction means that during instruction, teachers assist and guide
students so that they can read, learn, and respond to text in ways they may not be able to do
without support. Teachers continue to provide this support until students are able to effectively
read or write independently. Scaffolding student learning is especially important when
students are reading a challenging text or writing a difficult piece. Examples of scaffolded
instruction are: helping students to sound out the letters in unfamiliar words; providing a
graphic organizer and discussing the major parts of a text before reading; supplying a
beginning sentence or idea as a start for writing; and reading aloud with students as they are
reading instruction refers to students learning vocabulary when they are explicitly taught both
individual words and word-learning strategies.
The next Component is Reading and Listening Comprehension, Comprehension is
understanding a text that is read or the process of "constructing meaning" from a text.
Comprehension is a "construction process" because it involves all of the elements of the
reading process working together as a text is read to create a representation of the text in the
reader's mind.
We can develop the comprehension ability of our learners by using the following quality
indicators and the suggested activities at the chart.
Idiomatic Language is defined as an expression that does not mean what it literally says.
Hence, its meaning is often quite different from the word-for-word translation and this can
impact a student's comprehension.
Story Retell is a classroom-based strategy to check and monitor student comprehension of
materials read. The story retells consists of a series of open-ended questions that the student
responds to. Ex: What happened at the beginning of the story?
Think Aloud is a reading strategy wherein the teacher explicitly models the thinking skills
being used as a text is approached.
The next component is the written expression, Written expression refers to the understanding
that what one thinks can be spoken and what is spoken can be written down. the following
indicators are as follows and their suggested activities.
Cloze activities require students to read a passage with missing keywords and use context to
fill in the correct words. Some cloze activities have a word bank for students to select from
and others require students to use their own vocabulary.
Graphic Organizers are visual aids for organizing thoughts prior to writing. Mentor or
anchor texts are student writing samples used as benchmarks, displaying rubric traits for a
particular prompt. For instance, for a given prompt, there might be 36 anchor papers, one for
each trait and each score. A separate set of anchor papers is needed for each writing prompt.
Rubrics are a set of scoring guidelines for evaluating student work. A link to information and
sample rubrics:
Word wall folders are portable and can be student-specific versions of the classroom word
wall. Students can refer to the word wall folder when creating written work.
The next is Spelling and Handwriting wherein many of our learners today do not know the
proper spelling of words. We can use the following quality indicators and suggested activities
to develop the spelling and handwritten skills of our learners.
Automaticity in reading and writing refers to the ability to recognize without expending
cognitive energy on processing the individual letters or words.
And the last is Progress Monitoring. Through assessments we can monitor our learner’s
strengths and needs, we can determine their progress, and inform instructions.
Teachers are the ones who will give assessments to learners to measure their capabilities.
