ReRepub

Republic of the Philippines

BILIRAN PROVINCE STATE UNIVERSITY
ISO 9001-2015 CERTIFIED
SCHOOL OF TEACHER EDUCATION

Teaching Literacy in the Elementary

Grades through Literature
SPEC 1 SY 2021 -2022

MODULE

Amy Rose V. Doble BEED

III-A

Mai Sherryll Granali Galsim-

Lumbab
 The bird that partakes of education has Module Guide
Reign of the world. Module guides you for easy understanding of the lesson
or topic by incorporating various activities and supplemental
readings. The author provides an activity presentation; as it
Module 2021 starts with three activities at the beginning, then another activity
in the middle, add one activity at the end as the application of
the lesson. This module can be accomplished for a three-week
Purpose of the Module time.
BIPSU School of Teacher Education Teacher and Community The author applied the revised Bloom’s Taxonomy focusing on
aims to Analyze and describe relationships between teachers, the the progressive application within the higher-order thinking
school, and the families and community that support the school skills level. On the Learning Plan part, the author follows the
WOW Model – in consonance to WoW BiPSU branding. This
model is originally conceptualized by Mr. Estelito R. Salut
1. Identify how the teacher’s role is influenced by social and
(2020) and it consists of three parts: the first part is “Way to
cultural factors that affect education in schools and their Go,” the second part is “On-Boarding”, and the third part is
communities “Wrapping Up.”
2. Recognize and value diverse cultural, traditional, and
religious values and their students’ learning needs in
As a student, you need to do the following:
school and in the community
take the course pre-assessment before going through the
3. List the social factors affecting education and how they can
other sections of the module;
support the development of education nationally and, in
answer the different activities as indicated;
particular, locally
read the assigned and suggested readings; and
4. Explain their role as role models for students and the
answer the course post-assessment
community in general.

MODULE OUTCOME
Title and Description The Teacher and Community, is a three-unit course. At
Teaching Literacy in the Elementary Grades through the end of the course, you will be able to execute a teacher
Literature demonstration by the end of the semester.
This course will focus on Children’s Literature in
English to include riddles, poetry, stories, drama and other
MODULE REQUIREMENTS
written works as an avenue to teach English language.
Teaching methodologies in the use of literature shall be At the end of this module, you will make a Big Book and
emphasized. Small Book with a Lesson Plan containing the essential parts.
 3. Development of Book and Print Orientation Skills

Outcome review
Individual reflective journal from field observations

 All students will keep notes during online teaching and they will
write a one-page reflection per week that focuses on assigned
topics as stated above. Journal topics should encourage students to
connect course content with the school and community.
Unit III Pre- , During and Post Reading Activities
Week Topic /Theme
1 What is Pre – Reading Activities
2 What to do on During Reading Activities
3. What is Post – Reading Activites
Outcome review
Pre – Assessment on Teacher and Community Course Individual reflective journal from field observations
 All students will keep notes during online teaching and they will
write a one-page reflection per week that focuses on assigned
Unit 1 Literacy and the Young Readers topics as stated above. Journal topics should encourage students to
Week Topic /Theme connect course content with the school and community.
1 Characteristics of emergent, beginning and primary readers
Unit IV Oral Lanuage Development and Grammar Awareness
2 Goals of Beginning Literature ( Integration og Literature and Skills)
3 What is Literature for Young Learners Week Topic /Theme
1 Using Story as a Springboard in a grammar lesson
Outcome review 2 Expicit Instruction in a grammar lesson
Individual reflective journal from field observations 3. Designing a Grammar Lesson

 All students will keep notes during online teaching and they will Outcome review
write a one-page reflection per week that focuses on assigned
topics as stated above Journal topics should encourage students to
Individual reflective journal from field observations
connect course content with the school and community.
 All students will keep notes during online teaching and they
Unit II Content and Approaches ( Developing Love for Reading) will write a one-page reflection per week that focuses on
Week Topic /Theme assigned topics as stated above. Journal topics should
1 Role of Children’s Literature in Developing Love for Reading encourage students to connect course content with the school
and community.
2 Ways of Sharing Stories to young Readers
 Units 2–5 are not as fully developed, but ideas for planning
and two options for each sessions are given.

Unit V Comprehension : The Ultimate Goal of Reading Unit 1 Literacy and the Young Readers
Week Topic /Theme Week Topic /Theme
1 Listening and Reading Comprehension ( Micro 1 Characteristics of emergent, beginning and
Teaching Activities in Integrated Way) primary readers
2 Formulating Questions of Different Levels About 2 Goals of Beginning Literature
Selection Read ( The Art of Questioning) 3 What is Literature for Young Learners
3 Explicit Instruction of Composing Skills ( Micro
Teaching Activities addressing differences in
Handling in Handling Ability Differentiated
Instruction.
Lessons

1. Provide goals for each lesson.

Outcome review
2. Make reading a habit
Individual reflective journal from field observations
3. Look for other references.
 All students will keep notes during online teaching and they
4. Please ask questions after reading the lessons
will write a one-page reflection per week that focuses on
5. Give feedback
assigned topics as stated above. Journal topics should
6. Please submit requirements on time (Thursday and Friday)
encourage students to connect course content with the school
7. Teaching will be sending Feedback Forms
and community.
8. If you can’t understand my lesson message me via chat /
messenger.
9. Cheating and plagiarism is not acceptable.
Introduction to the Module
Introduction
The course syllabus covers 14 weeks of instruction. Each Initial
week students are expected to attend one-hour sessions and engage Time: 10 minutes
in the blended learning for at least one hour per week. This
document provides Instructors with the introductory unit for the
course and planning resources for course development. In Unit 1,
two lesson options are given for each session. These offer different
ways to teach each session and are intended as a guide for planning
and teaching.
 1. Language Art Definition of Literature
2. Importance of Children’s Literature?
3. Children’s Literature Function and Nature?

Key Take always

FOR YOUR REVIEWS:

Answer this Major definitions of these concepts

1. What are riddles, cite 5 examples

1. What is the quote all about?

2. Can you cite another Children’s Literature famous quote? 2. What is poetry, give 2 examples of 2 children’s poem

3. What is your take on it? 3. What is a short story, give an example of a children’s short
story

LEARNING OBJECTIVES
4. What is drama, make a short video of a role play in a  develops a memory for text
children’s story.  recognizes some words or symbols
 chooses to explore books independently
 shows pleasure in rhyme and rhythm of language

Unit II Content and Approaches ( Developing Love for Reading)

CHARACTERISTICS OF THE EMERGENT READER Week Topic /Theme
1 Role of Children’s Literature in Developing Love for
The emergent level reader: Reading
 Is aware of print conventions 2 Ways of Sharing Stories to young Readers
 Enjoys listening to and participating with a variety of 3. Development of Book and Print Orientation Skills
literature
 Has an attitude of anticipation of and expectancy about
books and stories? Lesson Rules
 Expects books to entertain
 Expects stories and books to make sense  enjoys new  Provide goals for each lesson.
books  Make reading a habit
 Enjoys listening to favorite books read and reread   Look for other references.
wants to read  Please ask questions after reading the lessons
 Knows how stories and books work  handles books  Give feedback
Confidently.  Please submit requirements on time ( Thursday and
 Makes predictions Friday )
 Recognized book language (once upon a time; the end;  Teaching will be sending Feedback Forms
author Illustration) and sometimes uses these words  If you can’t understand my lesson message me via chat /
 Understands that the text as well as the illustrations carry messenger.
the Story.  Cheating and plagiarism is not acceptable
 uses prior knowledge to create meaning
 interprets pictures
 retells a story Initial
Time: 10 minutes
 LEARNING OBJECTIVES Lesson Rules
1. Provide goals for each lesson.
What is Children’s Literature?
What are the stories for young children? 2. Make reading a habit
How to make Big Book and Small Book? 3. Look for other references.
4. Please ask questions after reading the lessons
KEY TAKEAWAYS 5. Give feedback
 Comparison and Contrast FAIRY TALES vs FOLK 6. Please submit requirements on time (Thursday and Friday)
TALES 7. Teaching will be sending Feedback Forms
 Similarities 8. If you can’t understand my lesson message me via chat /
 Differences Fairy Tale messenger.
 magic elements 9. Cheating and plagiarism is not acceptable.
 helpful friends
 happy ending narratives Fables
 Folk Tales 1. day-to-day
 shorter 2. animal characters
 For the elite beautiful settings 3. message/lesson explicit by the reader.
 Grand characters
1. Longer 2. For the common people One diary that has touched the world is the Diary of
3. Ordinary settings 4. Simple characters Anne Frank. It was written by a teenage girl who kept a journal
while hiding from the Nazis in an attic. Although her culture
FOR YOUR REVIEWS: (Jewish) and background (World War II) are far removed from
those of young Asian readers, she writes of universal pains and
Parables hopes peculiar to growing observers of the changing and often
cruel world. She also had an extraordinary faith in the goodness
1. Narratives 2. Short 3. Moralistic of humankind, boldly declaring that “in spite of everything (the

1. Religious 2. Human characters 3. Message/lesson not explicit Holocaust and the Gestapo) I still believe that people are
really good at heart. A biography may be a straight biography,
Fables 1. Day-to-day 2. Animal characters 3. Message/lesson fictionalized biography, or biographical fiction.
explicit
A STRAIGHT BIOGRAPHY
Unit III Pre- , During and Post Reading Activities Takes pains to share only documented facts about a
Week Topic /Theme particular individual. In style, it resembles history textbooks.
1 What is Pre – Reading Activities According to May Hill Arbuthnot, the expert on children and
2 What to do on During Reading Activities books,
3. What is Post – Reading Activites
FICTIONALIZED BIOGRAPHIES Here, the animals have the added attribute of being able to talk.
Are also based on research, but know facts are often Examples of this would be EB White’s popular Charlotte’s Web.
presented in dramatic episodes complete with conversation. Charlotte is a spider and her best friend is Wilbur the big. But
they converse like people and even learn to read! For older
In BIOGRAPHICAL FICTION, there are more authorial children, there’s George Orwell’s Animal Farm, where the
liberties taken, especially in the inclusion of (several) imaginary animals speak the language of humans. Most fables are “talking
beast” tales. In the third type of animal story, people “hide”
characters. If we are to differentiate them in terms of attachment
behind the features of animals. In Sylvester and the Magic
to cold facts, straight biography would get a rating of 100%; Pebble are a family of donkeys wearing pants and aprons and
fictionalized biography, 75%; and biographical fiction, 50% or a using umbrellas and fans. In Unang Baboy sa Langit, Rene
little less. Ironically, the first is expected to have a smaller Villanueva and his illustrator, Ibarra Crisostomo, show Butsiki,
readership. It is assumed that young readers all wish to have a a saintly pig wearing the long white gown of a saint and playing
bit of “embroidery” and “icing” in reading materials because a harp in heaven, while earthly pigs venerate his image. What
these helps them sense the color and the pulse beat of life. could be the reason for having animal characters don people’s
clothes? Well, perhaps, some harsh realities are better expressed
However, a biography writer must be committed to truth. An
that way; or it could be just for the humor of it, something that
example of straight biography would be the Tahanan series on children love to respond to. With humor, the morsel of truth is
Filipino heroes, including Jose Rizal and his mother, Teodora made more palatable and therefore, acceptable.
Alonso, Andres Bonifacio, Apolinario Mabini, Emilio
Aguinaldo, and Gabriela Silang. SPECIAL TYPES OF BOOKS
There is a minor classification of books that looks like at
the way a book is packaged (format) rather than the way it is
ANIMAL STORIES
written (genre).
These stories are a subtype of fiction but they deserve a
special discussion. Animals figure very prominently in these PICTURE BOOKS
narratives. There are three types of animal stories: stories that Books of whatever type – fiction, poetry, traditional,
present animals as they are, stories that depict talking animals, biographical, or informational – when told in pictures, are
and those that show animals as people. A good example of the infinitely enhanced. Picture books, as the name suggests, carry a
first type is Anne Sewell’s classical Black Beauty, about the life rich set of pictures for young readers to enjoy. Picture books are
of a race horse and the young people who loved and cared for it. sometimes totally devoid of text. They are a hundred percent
For younger readers, there’s Leaf’s the Story About Ferdinand, purely visual. Some, like the well-awarded books, are 75-50%
the story of a good-natured bull who refuses to fight in corridos pictures and 50-25% text. As children grow older, pictures
de toro. He prefers to smell the flowers under a cork tree. hardly figure in their books. Picture books were first tried out by
Although he seems odd for a regular bull, he is still a bull. The the monks and priests who hand-printed books letter by letter
second type of animal story is sometimes also known as “talking and volume by volume. To make his young, restless pupils more
beast” tales. attentive to his catechetical lessons. John Amos Comenius
created via primitive woodcuts the first picture book ever, Orbis
Pictus, which literally meant “pictures of the world.” Since
Comenius, many illustrators have created a new delightful world
for young learners. Among the early illustrators were Randolph
Caldecott, in whose honor the annual illustrator’s prize is
named, Kate Greenaway, Walter Crane, and Howard Pyle.
These artists relied very much on the help of excellent
engravers, as color separation was invented only recently.
Picture books as we know them today were actually started by a
quiet little lady from England, who created a tiny book about a
naughty little rabbit. She wrote and illustrated it to entertain the
sick child of a former governess. Her name was Beatrix Potter.
In 1901, she published this little book, which she entitled A Tale
of Peter Rabbit. Peter’s various relatives and friends figured in
the rest of Ms. Potter’s delightful menagerie of characters that
have entertained generations of little children all over the world.
LEARNING OBJECTIVES
BOARD BOOKS 1. What is English as a Second Language?
Board books are basically picture books. However, they 2. What is the motive of Mother Tongue Based Curriculum?
generally have only about 8-12 pages because their pages are
thick and layered. Publishers of these books consider the fact KEY TAKEAWAYS
that little children are mostly unaware of or untrained in the way
they should handle books. Thus, it is important to give the pages 1. What are the five stages of reading development?
and their pictures adequate protection from little hands that
might be soiled, moist, or richly “flavored” with jam and/or
peanut butter. POP-UP BOOKS Pop-up books at first glance FOR YOUR REVIEWS:
look like a cross between board books and picture books. But as
one opens the colorful pages – surprise! Up pop three FIVE STAGES OF READING DEVELOPMENT
dimensional pictures of birds on the verge of flight, or maybe a “In a developmental theory, literacy is not a single skill
unicorn staring at you in all its shining beauty, or a dragon’s that simply gets better ... Being literate is very different for the
skilled first grader, fourth grader, high school student, and adult,
breath reaching out to the tip of your nose! It’s a great fun for
and the effects of school experiences can be quite different at
children who loved to be surprised. Some critics, however, do different points in a child’s development.” — Catherine Snow,
not quite like the idea of turning books into toys. Books, they et al, 1991, p 9
say, are not to be played with but to be read. What do you
think? 
 The Story and Science of the Reading Brain. “I do not remember
Literacy is not something that just happens. One does not wake that first moment of knowing I could read, but some of my
up literate nor does one become literate in the same way that one memories - of a tiny, two-room school with eight grades and
learns to walk. It is not intuited from the environment nor is it two teachers - evokes many pieces of what the language expect
simply a matter of physical maturation. Literacy learning Anthony Bashir calls the ‘natural history’ of the reading life.
requires instruction and practice, and this learning occurs across The natural history of reading begins with simple exercises,
discrete stages. The following notes explore the five stages of practices, and accuracy, and ends, if one is lucky, with the tools
reading development as proposed by Maryanne Wolf (2008) in and the capacity to ‘leap into transcendence.’” (Wolf, 2008, p
her book Proust and the Squid: The Story and Science of the 109) “My other vivid memory of those days centers on Sister
Reading Brain. These five stages are: Salesia, trying her utmost to teach the children who couldn’t
 the emerging pre-reader (typically between 6 months to 6 seem to learn to read. I watched her listening patiently to these
years old); children’s torturous attempts during the school day, and then all
 the novice reader (typically between 6 to 7 years old); over again after school, one child at a time ... My best friend,
 the decoding reader (typically between 7 - 9 years old); Jim, ... looked like a pale version of himself, haltingly coming
 the fluent, comprehending reader (typically between 9 - 15 up with the letter sounds Sister Salesia asked for. It turned my
years old); and world topsy-turvy to see this indomitable boy so unsure of
 the expert reader (typically from 16 years and older). himself. For at least a year they worked quietly and
Preliminary Note #1: “As every teacher knows, emotional determinedly after school ended.”
engagement is the tipping point between leaping into the reading (Wolf,2008,pp111-112)
life ... An enormously important influence on the development
of comprehension in childhood is what happens after we Stage 1
remember, predict, and infer: we feel, we identify, and in the The Emergent Pre-reader (typically between 6 months to
process, we understand more fully and can’t wait to turn the 6 years old) “The emergent pre-reader sits on ‘beloved laps,’
page. The child ... often needs heartfelt encouragement from samples and learns from a full range of multiple sounds, words,
teachers, tutors and parents to make a stab at more difficult concepts, images, stories, exposure to print, literacy materials,
reading material.” (Wolf, 2008, p 132) “Without an affective and just plain talk during the first five years of life.
investment and commitment, our words become unintelligible
and empty; with that commitment words begin to show other The major insight in this period is that reading never just
manners of signification beyond the realm of literal meaning happens to anyone. Emerging reading arises out of years of
and correspondence.” (Krebs, 2010, p 138) Preliminary Note #2: perceptions, increasing conceptual and social development, and
Across this lengthy period of development, leaners are required cumulative exposures to oral and written language.” (Wolf,
to consolidate certain skills only to encounter new challenges. 2008, p 115) “Although each of the sensory and motor regions is
The one rule that applies equally is as follows: “Experts [agree] myelinated and functions independently before a person is five
that readers, no matter which reading philosophy is followed, years of age, the principal regions of the brain that underlie our
have to practice, practice, practice.” (You Need /r/ /ee/ /d/ to ability to integrate visual, verbal, and auditory information
Read). There is no better way to exemplify this than in the rapidly -- like the angular gyrus -- are not fully myelinated in
following anecdote from Maryanne Wolf's book Proust and the most humans until five years of age and after ...What we
Squid: conclude from this research is that the many efforts to teach a
child to read before four or five years of age are biologically
precipitate and potentially counterproductive for many
children.” (Wolf, 2008, pp 94 - 96) By the end of this stage, the “A useful method for helping novice readers with phoneme
child “pretends” to read, can - over time - retell a story when awareness and blending involves ‘phonological recording.’ This
looking at pages of book previously read to him/her, can names may seem to be just a pretentious term for reading aloud, but
letters of alphabet; can recognizes some signs; can prints own ‘reading aloud’ would be too simple a term for what is really a
name; and plays with books, pencils and paper. The child two-part dynamic process. Reading aloud underscores for
acquires skills by being dialogically read to by an adult (or older children the relationship between their oral language and their
child) who responds to the child’s questions and who warmly written one. It provides novice readers with their own form of
appreciates the child’s interest in books and reading. The child self-teaching.” (Wolf, p 118) “Reading out loud also exposes for
understands thousands of words they hear by age 6 but can read the teacher and any listener the strategies and common errors
few if any of them. Stage 2 The Novice Reader (typically typical for a particular child.” (Wolf, p 119) “In every domain of
between 6 to 7 years old) In this stage, the child is learning the learning - from riding a bike to understanding the concept of
relationships between letters and sounds and between printed death – children develop along a continuum of knowledge,
and spoken words. The child starts to read simple text moving from a partial concept to an established concept.”
containing high frequency words and phonically regular words, (Wolf, p 116) Orthography. “Orthographic development consists
and uses emerging skills and insights to “sound out” new one- of learning the entirety of these visual conventions for depicting
syllable words. There is direct instruction in letter-sound a particular language, with its repertoire of common letter
relations (phonics). The child is being read to on a level above patterns and of seemingly irregular usages ... Children learn
what a child can read independently to develop more advanced orthographic conventions one step at a time.” (Wolf, p 120)
language patterns, vocabulary and concepts. “However, one labels it, orthographic development for novice
readers requires multiple exposures to print - practice by any
In late Stage 2, most children can understand up to 4000 other name.” (Wolf, pp 120 - 121) “Explicit learning of common
or more words when heard but can read about 600. “Whatever vowel patterns, morpheme units, and varied spelling patterns in
her literacy environment, whatever her methods of instruction ... English (e.g. the prickly clusters of consonants that precede
the tasks for ... every novice reader begins with learning to many a word) aids the work of the visual system.” (Wolf, p 121)
decode print and to understand the meaning of what has been Semantics (vocabulary). “For some children, knowledge of a
decoded. To get there, every child must figure out the alphabetic word’s meaning pushes their halting decoding into the real
principle that took our ancestors thousands of years to discover.” thing.” (Wolf, p 122) “For thousands of code-cracking novice
(Wolf, p 116) “The major discovery for a novice reader is ... readers ... semantic development plays much more of a role than
[the] increasingly consolidated concept that letters connect to many advocates of phonics recognize, but far less of a role than
sounds of the language.” (Wolf, p 117) “Learning all the advocates of whole language assume.” (Wolf, p 122) “If the
grapheme-phoneme correspondence rules in decoding comes meaning of the child’s awkwardly decoded word is readily
next for her, and this involves one-part discovery and many available, his or her utterance has a better chance of being
parts hard work. Aiding both are three code-cracking capacities: recognized as a word and also remembered and stored.” (Wolf,
the phonological, orthographic, and the semantic areas of p 123) “Explicit instruction in vocabulary in the classroom
language learning.” (Wolf, p 117) “Gradually they learn to hear addresses some of the problem, but novice readers need to learn
and manipulate the smaller phonemes in syllables and words, much more than the surface meaning of a word, even for their
and this ability is one of the best predictors of a child’s success simple stories.
in learning to read.” (Wolf,p117)
They also need to be knowledge and flexible regarding a word’s LEARNING OBJECTIVES
multiple uses and functions in different contexts.” (Wolf, p 124)
1. Why do we use stories as springboard to a lesson?
2. What is explicit Instruction?
Stage 3
3. How to design a grammar lesson?
The Decoding Reader (typically between 7 - 9 years old)
In this stage, the child is reading simple, familiar stories and
selections with increasing fluency. This is done by consolidating
KEY TAKEAWAYS
the basic decoding elements, sight vocabulary, and meaning in
the reading of familiar stories and selections. There is direct
“If you listen to children in the decoder reader phase,
instruction in advanced decoding skills as well as wide reading
you will ‘hear’ the difference. Gone are the painful, if exciting
of familiar, interesting materials. The child is still being read to
pronunciations ... In their place comes the sound of a smoother,
at levels above their own independent reading level to develop
more confident reader on the verge of becoming fluent.” (Wolf,
language, vocabulary and concepts. In late Stage 3, about 3000
p 127)
words can be read and understood and about 9000 are known
when heard. Listening is still more effective than reading.
“In this phase of semi-fluency, readers need to add at
least 3,000 words to what they can decode, making the thirty-
Unit Oral Lanuage Development and Grammar seven common letters patterns learned earlier are no longer
IV Awareness enough. To do this, they need to be exposed to the next level of
( Integration og Literature and Skills) common letter patterns and to learn the pesky variations of the
Week Topic /Theme vowel-based rimes and vowel pairs.” (Wolf, pp 127 - 128)
1 Using Story as a Springboard in a grammar lesson
2 Expicit Instruction in a grammar lesson “In addition, they learn to ‘see’ the chunks automatically.
3. Designing a Grammar Lesson ‘Sight words’ add important elements to the achievements of
novice readers. ‘Sight-chunks’ propel semi-fluency in the
Lesson Rules decoding reader. The faster a child can see that ‘beheaded’ is be
1. Provide goals for each lesson. + head + ed, the more likely it is that more fluent word
2. Make reading a habit identification will allow the integration of this awful word.”
3. Look for other references. (Wolf, p 128)
4. Please ask questions after reading the lessons
5. Give feedback “Fluent word recognition is significantly propelled by
6. Please submit requirements on time (Thursday and Friday ) both vocabulary and grammatical knowledge. The increasingly
7. Teaching will be sending Feedback Forms sophisticated materials that decoding readers are beginning to
8. If you can’t understand my lesson message me via chat / master are too difficult if the words and their uses are seldom or
messenger. never encountered by the children.” (Wolf, p 129)
9. Cheating and plagiarism is not acceptable
 “With each step forward in reading and spelling, children
Unit V Comprehension : The Ultimate Goal of Reading
tacitly learn a great deal about what’s inside a word – that is, the
Week Topic /Theme
stems, roots, prefixes and suffixes that make up the morphemes 1 Listening and Reading Comprehension ( Micro Teaching
of our language.” (Wolf, p 129) Activities in Integrated Way)
2 Formulating Questions of Different Levels About
And they begin to see that many words share common Selection Read ( The Art of Questioning)
orthographically displayed roots that convey related meanings 3 Explicit Instruction of Composing Skills ( Micro
Teaching Activities addressing differences in Handling
despite different pronunciations (e.g. sign, signer, signed,
in Handling Ability Differentiated Instruction.
signing, signature).” (Wolf, pp 129 - 130) “Fluency is not a
matter of speed; it is a matter of being able to utilize all the Lesson Rules
special knowledge a child has about a word -- its letters, letter 1.Provide goals for each lesson.
patterns, meanings, grammatical functions, roots and endings -- 2.Make reading a habit
3.Look for other references.
fast enough to have time to think and comprehend. Everything 4.Please ask questions after reading the lessons
about a word contributes to how fast it can be read. The point of 5.Give feedback
becoming fluent, therefore, is to read -- really read -- and 6. Please submit requirements on time ( Thursday and Friday )
7. Teaching will be sending Feedback Forms
understand.” (Wolf, pp 130 - 131) “To be sure, decoding readers 8. If you can’t understand my lesson message me via chat /
are skittish, young, and just beginning to learn how to use their messenger.
expanding knowledge of language and their growing powers of 9. Cheating and plagiarism is not acceptable
influence to figure out a text. The neuroscientist Laurie Cutting
of John Hopkins explains some nonlinguistic skills that
LEARNING OBJECTIVES
contribute to the development of reading comprehension in
these children: for example, how well they can enlist key 1. What is comprehension in Reading?
executive functions such as working memory and
comprehension skills such as inference and analogy.” (Wolf, p KEY TAKEAWAYS
Answer the following
131)
“Fluency does not ensure better comprehension; rather, fluency
“The use of a DLL (Daily Lesson Log) supports teachers gives extra time to the executive system to direct attention
in upholding quality education standards and helps them plan where it is most needed - to infer, to understand, to predict, or
lessons efficiently and effectively," the department said in a sometimes to repair discordant understanding and to interpret a
statement meaning afresh.” (Wolf, p 131) “It is the moment when children
first learn to go ‘beyond the information given.’ It is the
beginning of what will ultimately be the most important
contribution to the reading brain: time to think.”
 (Wolf, p 132) “A child in this phase of development also needs “At this time teachers and parents can be lulled by fluent-
to know simply that he or she must read a word, sentence, or sounding reading into thinking that a child understands all the
paragraph a second time to understand it correctly. Knowing words he or she is reading.” (Wolf, p 136) “Even when a reader
when to reread a text (e.g. to revise a false interpretation or to comprehends the facts of the content, the goal at this stage is
get more information) to improve comprehension is part of what deeper: an increased capacity to apply an understanding of the
[is referred to] as ‘comprehension monitoring.’” (Wolf, p 132) varied uses of words – irony, voice, metaphor, and point of view
- to go below the surface of the text.” (Wolf, p 137) “The world
“[It] emphasizes the importance of the child at this phase of of fantasy presents a conceptually perfect holding environment
development of a child’s being able to change strategies if for children who are just leaving the more concrete stages of
something does not make sense, and of a teacher’s powerful role cognitive processing. One of the most powerful moments in the
in facilitating that change.” (Wolf, p 132) Barrier for the reading life ... occurs as fluent, comprehending readers learn to
Decoding Reader --- “30 to 40 percent of children in the fourth enter into the lives of imagined heroes and heroines.” (Wolf p
grade do not become fluent readers with adequate 138) “Comprehension processes grow impressively in such
comprehension ... One nearly invisible issue ... is the fate of places as these, where children learn to connect prior
young elementary students who read accurately (the basic goal knowledge, predict dire or good consequences ... interpret how
in most reading research) but not fluently in grades 3 and 4.” each new clue, revelation, or added piece of knowledge changes
(Wolf, p 135) --- “Reasons ...lend themselves to diagnosis: such what they know.” (Wolf, p 138) “The reading expert Richard
as, a poor environment, a poor vocabulary, and instruction not Vacca describes the shift as a development from ‘fluent
matched to their needs. Some of these children become capable decoders’ to ‘strategic readers’ - ‘readers who know how to
decoding readers, but they never read rapidly enough to activate prior knowledge before, during and after reading, to
comprehend what they read.” (Wolf, p 136) Stage 4 The Fluent, decide what’s important in a text, to synthesize information, to
Comprehending Reader (typically between 9 - 15 years old) By draw inferences during and after reading, to ask questions, and
this stage, reading is used to learn new ideas in order to gain to self-monitor and repair faulty comprehension.” (Wolf, p 138)
new knowledge, to experience new feelings, to learn new
attitudes, and to explore issues from one or more perspectives. “One well-known educational psychologist, Michael Pressley,
Reading includes the study of textbooks, reference works, trade contends that the two greatest aids to fluent comprehension are
books, newspapers, and magazines that contain new ideas and explicit instruction by a child’s teachers in major content areas
values, unfamiliar vocabulary and syntax. There is a systematic and the child’s own desire to read. Engaging in dialogue with
study of word meaning, and learners are guided to react to texts their teachers helps students ask themselves critical questions
through discussions, answering questions, generating questions, that get to the essence of what they are reading.” (Wolf, p 139)
writing, and more. At beginning of Stage 4, listening “Van den Broek, Tzeng, Risden, Trabasso, and Basche (2001)
comprehension of the same material is still more effective than studied the effects of influential reading comprehension
reading comprehension. By the end of Stage 4, reading and questioning on students in the fourth, seventh, and tenth grades,
listening are about equal for those who read very well, reading as well as on college undergraduates. They found that questions
may be more efficient. “The reader at the stage of fluent posed during the reading of the text aided in shifting attention to
comprehending reading builds up collections of knowledge and specific information for older and more proficient readers.
is poised to learn from every source.” (Wolf, p 136)
However, it interfered with the comprehension of the fourth- and “Cognitive neuroscientist Marcel Just and his research team at
seventh-grade students, who performed better when the Carnegie Mellon hypothesize that when experts make inferences
questions came after, not during, the reading. (Fisher, Frey & while reading, there is a least a two stage process in the brain,
Hattie, 2016, p. 38) “This is a period of growing autonomy and which includes both the generation of hypotheses and their
fluent comprehension. The young person’s task in this extended integration into the reader’s knowledge about the text.” (Wolf, p
fourth phase of reading development is to learn to use reading 160) “The degree to which expert reading changes over the
for life -- both inside the classroom, with its growing number of course of our adult lives depends largely on what read and how
content areas, and outside school, where the reading life we read it.” (Wolf, p 156) By this stage, the learner is reading
becomes a safe environment for exploring the wildly changing widely from a broad range of complex materials, both
thoughts and feelings of youth.” (Wolf, p 140) Stage 5 The expository and narrative, with a variety of viewpoints. Learners
Expert Reader (typically from 16 years and older) “All reading are reading widely across the disciplines, include the physical,
begins with attention -- in fact, several kinds of attention. When biological and social sciences as well as the humanities, politics
expert readers look at a word (like ‘bear’), the first three and current affairs.
cognitive operations are: (1) to disengage from whatever one
else is doing; (2) to move our attention to the new focus (pulling Reading comprehension is better than listening comprehension
ourselves to the text); and (3) to spotlight the new letter and of materials of difficult content and readability. Learners are
word.” (Wolf, p 145) “William Stafford expressed the first regularly asked to plan writing and synthesize information into
element in these changes when he wrote how ‘a quality of cohesive coherent texts. “The end of reading development
attention’ is given to us.” (Wolf, p 156) “How we attend to a doesn’t exist; the unending story of reading moves ever forward,
text changes over time as we learn to read ... more leaving the eye, the tongue, the word, the author for a new place
discriminatingly, more sensitively, more associatively.” (Wolf, p from which the ‘truth breaks forth, fresh and green,’ changing
156) the brain and the reader every time.” (Wolf, 2008, p 1
Resources
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best practice in Mother Tongue-Based Multilingual Education
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Philippines MTB-MLE: Phase 1 Progress Report. University of
the Philippines: Assessment, Curriculum and Technology
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