SOCIAL LITERACY
Group 3 Members:
Rizalyn Maningding
Elvie Andres
Gabriela Changroyen
Mae Pulano
Creann Rachel Dionisio
CHAPTER
Lesson 1: Social
literacy skills
OBJECTIVE PER
CHAPTER
At the end of the
period, the student
are able to:
Demonstrate
mastery of the
subject matter
through:
1. Explaining the
relationship between
social literacy and
failures.
2. Justifying the
social literacy as a
skills is needed in the
21st century.
3. Designing
activities appropriate
the development of
literacy skills.
CONTENT
Social literacy is an essential skill
for every child enrolled in an
academic program. It transcends
a student’s capability to read or
write and includes the mastery
of literacy skills gained through
social interactions with other
children and adults both in or
outside a formal or informal
curriculum (Blair et al., 2018).
According to Kirova and Jamison
(2018), children also learn social
literacy through interaction with
themselves,
their teachers, families, peers,
and even people whom they
have not engaged with on a oneon-one basis.
AUTHOR/S
Name of the author’s
Merfat Ayesh Alsubaie
Title of material/
book/journal
Distance education and
the social literacy of
elementary school,
student during the covid
19 pandemic
Year Publishes
2019
Web link
https://sg.docs.wps.com/
l/sIEnQ-umnAdXzkp4G
All adults need strong social
skills to find and keep a job,
establish relationships, and
participate fully in adult life—
but building these skills can be a
special challenge for people with
autism, Asperger syndrome,
nonverbal learning disorder,
social anxiety, and other
disorders affecting social
learning. Give them the essential
support they need with this
field-tested curriculum for highfunctioning adults, designed to
build a broad range of social
skills through explicit instruction
and coaching. Based on the
highly acclaimed Social Skills
Seminar at the University of
Pennsylvania, this engaging,
hands-on curriculum is an
invaluable addition to college
counseling programs, vocational
rehabilitation groups, and any
other program helping people
with social learning disorders.
The first program of its kind to
target the social learning needs
of young adults and adults,
Social Literacy
Name of author:
Mary Riggs Cohen Year
Published:
April 26,2011 s
Title of materials:
Social Literacy:A Social
Skills Seminar for young
Adults with ASDS, NLDS
and Social Anxiety
Publishing company:
Brookes
publishing;Pap/cCdr
edition
Web link:
https://www.amazon.com
/Social-Literacy-SkillsSeminarAnxiety/dp/1598570684
Role of parents and Teachers in
Teaching Social skills to children
parents:
Parents typically play the major
role in teaching children social
skills.
social skills by modeling, roleplaying & providing
opportunities for their child to
rehearse and practice new skills.
should encourage and
praise the child for successfully
using a new skill.
Children must then generalize
new skills they learn in the
group to school & other
personal social situations.
Lesson 2: The
role of parents
and teachers in
social skills to
Teachers also play an important
role by helping children practice
negotiation and leadership skills,
which help them navigate
difficulties at school (Zhu et al.,
Author:GOVENOR
MARIANO E. VILLAFUERTE
Topic of materials:Chapter
3 EDUC213 Social Literacy
Published: CEB-Res. No.
955-2017
Publishing
company:Pambuhan,
Garchitorena Camarines
Sur
Web link:
https://www.google.nl/url
?sa=i&source=web&cd=&v
ed=0CAMQw7AJahcKEwjIr
tG2qMz8AhUAAAAAHQAA
AAAQAg&url=https%3A%2
F%2Fwww.studocu.com%2
Fph%2Fdocument%2Funiv
ersity-of-nuevacaceres%2Fbachelor-ofsecondaryeducation%2Fchapter-3educ213-socialliteracy%2F23487213&psi
g=AOvVaw2ugKgoWq5ZpQ54OAcVtcr&u
st=1673966260918204
Name of the author’s
Merfat Ayesh Alsubaie
Title of material/
learners.
2020). Wang et al. (2018)
illustrate that social literacy
enables elementary students to
ascertain their strengths and
contribute to teachers' group
assignments or forum
discussions. According to Teo
and Divakar (2021), teachers can
teach elementary school students
to manage conflict with peer
mediation, which is a
fundamental problem-solving
approach that helps them resolve
disputes and achieve integration
in the classroom (Ay et al.,
2019).
Role of parents and Teachers in
Teaching Social skills to children
book/journal
Distance education and
the social literacy of
elementary school,
student during the covid
19 pandemic
Year Publishes
2019
Web link
https://sg.docs.wps.com/
l/sIEnQ-umnAdXzkp4G
parents:
Parents typically play the major
role in teaching children social
skills.
social skills by modeling, roleplaying & providing
opportunities for their child to
rehearse and practice new skills.
praise the child for successfully
using a new skill.
Children must then generalize
new skills they learn in the
group to school & other
personal social situations.
Lesson 3: Issues
in teaching
social literacy.
Advance literacy is a
prerequisite to adult success in
the twenty-first century. By
advanced literacy we do not
mean simply the ability to
decode words or read a text, as
necessary as these elementary
skills are. Instead we mean the
ability to use reading to gain
access to the world of
knowledge, to synthesize
information from different
sources, to evaluate arguments,
and to learn totally new
subjects.These higher-level skills
are now essential to young
Americans who wish to explore
fields as desperate as history,
science and mathematics; to
succeed in post secondary
education, whether vocational
or academic; to earn a decent
living in the knowledge-based
globalize labor market; in to
participate in a democracy
facing complex problems.
The literacy challenge
confronting children, their
families, and schools in the
United States has two parts. The
first is the universal need to
better prepare students for 20first -century. The second is the
specific need to reduce the
disparities in literacy outcomes
between children from
disadvantaged backgrounds in
those from more privileged
homes.
Name of author;s
-richard murnane, isabel
sawhill and catherine
snow
Title of
material/book/journal
-LITERACY CHALLENGES
FOR THE TWENTY-FIRST
CENTURY: INTRODUCING
THE ISSUE
Year publishers
- 2012
Web link
https://www.jstor.org/sta
ble23317408
Children with disabilities may
experience social difficulties, low
levels of social interaction,
limited friendships, extended
solitary play, low levels of social
acceptance, poor social skills,
and negative responses to their
attempts at social interaction
when placed in mainstream
schools (Baker & Donelly, 2001;
Coster & Haltiwanger, 2004;
Curtin & Clarke, 2005). Social
competence is defined as the
general quality of a child’s
performance in a social situation
(Hops, 1983).
Name of the author’S
Kellie S. Bennett & David
A. Hay
Title of material/ book/
journal:
Development of Social
Skills in Children with
Physical Disabilities
Year Published
19 Oct 2007s
Web link:
https://doi.org/10.1080/
10349120701654555
Issues in teaching social literacy:
1. Children learn through social
practices, both explicit and
implicit, and become human
through social interaction.
social before they learn what
sociability is all about.
2.Children learn customs that
provide them with a guide to act
in ways that minimize conflict.
3. The social order of children is
created by explicit and implicit
agreements entered into by selfseeking individuals to avert the
worst consequences of their
Author:GOVENOR
MARIANO E. VILLAFUERTE
Topic of materials:Chapter
3 EDUC213 Social Literacy
Published: CEB-Res. No.
955-2017
Publishing
company:Pambuhan,
Garchitorena Camarines
Sur
Web link:
https://www.google.nl/url
?sa=i&source=web&cd=&v
ed=0CAMQw7AJahcKEwjIr
tG2qMz8AhUAAAAAHQAA
AAAQAg&url=https%3A%2
selfish instincts.
confer personal advantage on a
child.
4.Children are persuaded of the
moral force of acting socially
through their voluntary
associations with others, both in
their immediate circle such as
the family and community
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st=1673966260918204