teaching Oracy and Literacy Flashcards
Ability to understand and use language through speaking, and acquiring new vocabulary
oral language
Ability to state what a book is and how is it to be used read
Book knowledge
Ability to identify and manipulate sounds ( & letters) are combined to make words
Phonological Awareness
Ability to identify and say the names and letters in an alphabet pave the way to Phonological awareness
Alphabet Knowledge
Ability to identify and say the names and letters in an alphabet pave the way to Phonological awareness
Alphabet Kowledge
the functions of printed symbols C letters, words,& picture) and of printed tex, and how it relates to meaning
Print awareness
Encompasses the knowledge skills and attitudes that a child develops in relation to reading and writing before the onset of conventional reading and writing instruction
Emergent Literacy
Refers not only to the ability to read & write meaningfully through language and text also includes multiliteracies
Literacies
What are the 3 reading steps in Key Stage 1
Emergent literacy in Kindergarten
Beginning reading in Grade 1
Rapid growth and development in Grade 2 and 3
5 Stages of Reading Development
Stage 1: Emergent Prereading, ages 0-5
Stage 2: Early Reading, ages 5-7 Stage 3: Transition Reading, ages 7-9
Stage 4: Intermediate Reading, ages 9-12
Stage 5: Advanced Reading, 12+
The first stage of reading development, focusing on the foundational skills that pave the way for a child’s future reading success. At this stage, children are exposed to books, print, and spoken language, laying the groundwork for their literacy journey.
emergent prereading
Children become aware of the existence and purpose of printed text. They learn how to hold a book, turn its pages, and understand that the text
Print awareness
Children start to recognize that spoken words are made up of individual sounds (phonemes) and begin to identify rhyming words and syllables
Phonemic awareness
Through listening and speaking, children expand their vocabulary and develop a grasp of sentence structure, grammar, and storytelling.
Oral language development
Children experiment with writing by scribbling, drawing, and eventually attempting to form letters and simple words
early writing
during which children begin to actively engage with the process of reading. They start decoding words using their knowledge of letter-sound relationships (phonics) and develop the skills needed to comprehend simple texts
early reading
Children start to recognize and read high-frequency words by sight, without needing to decode them. This helps improve their reading fluency and speed.
sight words
Children develop basic comprehension skills, allowing them to understand the meaning of the text they read. They begin to answer simple questions about the story or information presented.
reading comprehension
: Children learn the relationship between letters and their corresponding sounds, enabling them to decode written words by sounding them out. This forms the basis of their reading ability.
phonics
As children gain proficiency in decoding and recognizing sight words, their reading becomes more accurate, smooth, and expressive, increasing their reading fluency.
reading fluency
during the Early Reading stage, parents and educators can provide them with
age-appropriate reading materials, practice phonics and sight words, ask questions to check comprehension, and encourage reading aloud to improve fluency.
Building on their early writing skills, children start to compose more complex sentences and paragraphs, using a wider range of vocabulary, correct punctuation, and varied sentence structures.
writing development
As their reading skills advance, children read not only for pleasure but also to acquire information, solve problems, and complete tasks.
reading for its purposes
characterized by the transition from learning to read to reading to learn. At this stage, children become more independent readers as they improve their fluency, expand their vocabulary, and enhance their comprehension skills.
transition reading
Children continue to develop their reading fluency, reading with greater accuracy, speed, and expression. Fluent reading
reading fluency
Children encounter new and more complex vocabulary in the texts they read, helping them broaden their word
expanding vocabulary
Children develop strategies to aid their understanding of texts, such as making predictions, visualizing, summarizing, and asking questions. These strategies enable them to actively engage with and comprehend a variety of texts.
comprehension strategies
Children begin to explore and read various types of texts, including fiction, non-fiction, and poetry, which expose them to different styles, structures, and content.
varied text genres
where adolescents and adults demonstrate the ability to read and understand a wide range of texts, including complex literature, nonfiction, and technical materials. At this stage, readers are capable of critical analysis, synthesis, and evaluation of the information they encounter.
advanced reading
where children further refine their reading skills and engage with a wide range of texts independently. They read for various purposes, including learning, entertainment, and personal growth. At this stage, children develop the ability to think critically about what they read and comprehend more complex texts.
intermediate reading
*Reading comprehension
*Critical thinking
*Text analysis
*Diverse reading materials
*Reading stamina
*Writing skills
key aspects of intermediate reading
Deep comprehension
Critical analysis
Synthesis and evaluation
Advanced vocabulary
Reading for various purposes
Advanced writing skills
key aspects of advanced reading
The dynamic stages of reading development chart the progression from the first recognition of print to the critical analysis of complex texts. These stages—
Emergent Pre-reading,
Early Reading,
Transitional Reading,
Intermediate
Reading, and
Advanced Reading
It is well understood that early childhood —— plays a direct role in cognitive development.
nutrition
encompasses the knowledge, skills, and attitudes that a child develops in relation to reading and writing before the onset of conventional reading and writing instruction.
Emergent Literacy
Ability to understand and use language through listening, speaking, and acquiring new vocabulary.
oral language
Ability to state what a book is and how it is to be used or read (relates to having exposure to books and print rich environments
book knowledge
Ability to understand the functions of printed symbols (letters, words, and picture) and of printed text, and how it relates to meaning
print awareness
Ability to identify and manipulate sounds and the understanding that sounds (and letters) are combined to make words.
phonological awareness
Ability to identify and say the names of letters in an alphabet paves the way to phonological awareness.
alphabet knowledge
during circle time you can
story read aloud / picture reading
language, literacy, and communication
young Filipino learners who are literate and communicative in the language with a ?
great sense of cultural identity
refers not only to the ability to read and write meaningfully through language and text but also includes multiliteracies,
literacy
cover various means of communication using multi-modal texts and multimedia, which highlight visuals and embedded texts
multiliteracies
refers to understanding and creating texts in a variety of settings and for different purposes, through the macroskills: speaking, listening, reading, and writing. This domain ensures that knowledge about language is put to practical use.
literacy domain
The languages curricula offered in Key Stage 1 (KS1) primarily develop learners’ literacy by focusing on different literacy domains. It consists of three reading stages
(1) emergent literacy in Kindergarten;
(2) beginning reading in Grade 1;
(3) rapid growth and development in Grades 2 and 3
young learners to develop their basic literacy skills and fluency in their use of L1, Filipino and English (oral and written) in understanding and expressing familiar and developmentally- and grade-level appropriate texts (70% narrative and 30% informational).
the main goal of KEY STAGE 1
At the end of Key Stage 1, learners are expected to be able to use their
conversational language skills in day-to-day activities and their academic language in understanding and discussing various specific contents and in the learning areas.
- Oral Language
- Phonological Awareness
- Phonics
- Word Study
- Grammar Awareness
- Vocabulary
- Comprehending and Analyzing Texts
- Creating and Composing Texts
the essential subdomain for developing key stage 1
is a critical earlyliteracyskill that helps kids recognize and work with the sounds of spoken language.
phonological awareness
A child’s skill in phonological and phonemic awareness is a
good predictor of later reading success or difficulty.
Phonological awarenessis a critical earlyliteracyskill that helps kids recognize and work with the sounds of
spoken language
is the ability to hear, recognize, and manipulate with the individual sounds (phonemes) in spoken words.
Phonemic awareness
Phonological and phonemic awareness refer to spoken language— the understanding that the sounds of spoken language work together to make
words
Phonics refers to the connection betweent— it’s the instruction that teaches that letters represent the sounds of spoken language, or thealphabetic principle. Phonics is the tool teachers use to facilitate making print-sound associations.
sounds and print
Phonological Awareness is like an— . Phonemic awareness and other skills exist under this umbrella withphonemic awarenessbeing the most advanced skill ofphonological awareness.
umbrella
rhyming
alliteration
sentence segmentation
word level
phonemic awareness is the most ——- of phonological awareness
advanced skills
what is the first/ last sound in ‘cat’? (c/t)
isolating phonemes
separate the phonemes in a word, for example mop
(m-o-p)
segmenting phonemes
say “snail” now say it without the ‘n’ (sail)
Deleting phonemes
change the ‘c’ in cat to ‘b’ (bat)
Substituting phonemes
lap” now put a ‘c’ at the beginning (clap)
adding phonemes
blend the phonemes together to make a word, for example “r-u-g” (rug)
blending phonemes
Dyslexia is a learning difficulty which primarily affects accurate and fluent reading and spelling
dyslexia
The earliest clues involve mostly spoken language. The very first clue to a language (and reading) problem may be
delayed language
Trouble learning common nursery rhymes such as “Jack and Jill” and “Humpty Dumpty”
Difficulty learning (and remembering) the names of letters in the alphabet
Seems unable to recognize letters in their own name
Doesn’t recognizerhymingpatterns likecat,bat,rat
Mispronounces familiar words; persistent “baby talk”
A family history of reading and/or spelling difficulties (dyslexiaoften runs in families)
The preschool years
Reading errors that show no connection to the sounds of the letters on the page — will say “puppy” instead of the written worddogon an illustrated page with a picture of a dog
Does not understand that words come apart
Does not associate letters with sounds, such as the letter ‘b’ with the /b/sound
Kindergarten and first grade
Research shows thatchallenges in phonemic awareness and other phonological skills both
predict and cause poor reading and spelling development Bryant et al., 2014; Ehri et al., 2001
Tips for Teaching Phonological Awareness
Practice regularly
make it playful
Seek out Professional Learning Opportunities
Use Assessment to Guide Instruction
Focus your instruction
Phonological and phonemic awareness are importantpre-reading skills, related to the ability to hear, identify, and play with the sounds in spoken language — including rhymes, syllables, andthe smallest units of sound (phonemes). Children with strong phonological awareness skills are ready to become readers.
basaha
Oral language is defined as the system through which we use spoken words to express knowledge, ideas, and feelings (Moats, 2010).
Oral Language
Vocabulary refers to the words a child understands and uses in order to communicate whether it is speaking, listening, reading, or writing.
Vocabulary is acquired over time through continued exposure and practice with words.
Vocabulary
or the ability to hear and understand the language or languages of their environment
Receptive language skills
or the ability to take turns or use gestures while speaking
- Interactive language skills
or the ability to make or use the sounds of their language or
expressive language skill
listening + reading
receptive
speaking + writing
expressive
-oral language
forms the—— of early literacy
- one of the greatest predictors of a child’s success in school
Given the crucial stature of phonological awareness and reading comprehension inevidence-based literacy, mastering oral language early on is key to reading successfully!
bedrock
“Oral language is a predictor of reading ability and includes a range of skills. It refers to expressive skills, such as the ability to comprehend vocabulary, along with expressive abilities in putting words together to form grammatically appropriate phrases and sentences, and combining words together in meaningful ways.”
basaha
child’s earliest understanding that written language carries meaning. The foundation of all other literacy learning builds upon this knowledge.
Print Awareness
is the understanding of how books and print work, like how to turn the pages of a book.
Book Knowledge
involvesinteractive,shared book readingand conversation about the book using a set of prompts to explicitly develop and extend a learner’s oral vocabulary and listening comprehension skills
Dialogic Reading
Early reading-related behaviors—including book handling, language comprehension, and emergent reading—lead to actual reading later in childhood. Helping very young children engage with print and learn as much as possible about its forms and functions will ease children’s transition into reading and writing. When adults show an interest in books and print (in any language), noting the differences between print and pictures, they help develop children’s later reading and writing skills.
according to research
are made of fabric and can include squeakers, crinkle sounds, and tactile objects. Infants can easily grab them when learning to reach and hold.
Cloth books
are sturdy cardboard or plastic books designed for infants and toddlers to mouth and explore. They may be on any topic and adults can use them with all ages.
Board books
usually include engaging illustrations and may contain simple or complex stories or information. Picture books may be hardcover or paperback and may be on any topic. They, too, are appropriate for all ages.
Picture books
Here are some ways adults can promote children’s print concepts.
explore
discover
enjoy
Include print in the pretend play area, such as
food containers, recipes, menus, etc.
Children build book knowledge and print concepts from activities and experiences with print at home, in the community, and in early learning settings.
basaha
, also known as alphabet recognition, is the ability to identify letters by name, shape, and sound
Letter recognition
refers to the ability to write or trace a letter.
Letter writing
is recognizing letter shapes and associating them with a letter name.
Letter naming
thealphabetic principle, is understanding that letters represent the sounds of spoken language
Letter-sound knowledge
When children learn how to look a print, they construct a personal classification system that is organized around the differences and similarities that they perceive in the printed word. This system of organized information has generative value for children. They learn — for linking known information to new items
strategies of comparison
children do not have to know all the letters or words in order to begin reading
basaha
It is important to understand that readers do not learn to recognize letters by memorizing the shape of the letters.
true
a letter can only exist through its relationship to another letter, sound or word
true
s, a, t, p, i, n, d, e, m, h, and, b.
easiest letters
As children acquire knowledge of letters, they are prompted to search for known letters that are embedded within words
To encourage this type of processing, teachers should emphasize letter learning in multiple ways:
The name of the letter
The way the letter looks
The sound the letter makes
The feel of the letter in the mouth
The movement of the letter as it is written
A word associated with the letter
The way the letter looks embedded within a word
