Filipino culture is diverse and
rich, with various languages,
traditions, and practices across
different regions.
-Cultural relevance
Contextualizing literacy
lessonsallows educators to
incorporate cultural elements
that are familiar to Filipino
learners, making the content
more relatable and engaging.
-cultural relevance
Many Filipino learners come
from multilingual backgrounds,
where they may speak different
languages at home and in their
communities.
-Language Proficiency
By contextualizing literacy
lessons educators can leverage
learners' existing language skills
and knowledge to scaffold their
understanding of new concepts.
- Language Proficiency
Contextualizing literacy lessons
helps learners see the practical
relevance of what they are
learning.
-Real-world Application:
By connecting literacy skills to
real-life situations, such as
reading newspapers,
understanding government
documents, or interpreting local
literature, learners can better
grasp the importance of literacy
in their daily lives.
-Real-world Application:
By examining texts within their
cultural and societal contexts,
learners develop critical thinking
skills.
- Critical Thinking Skills
They learn to analyze and
evaluate information, consider
different perspectives, and make
informed interpretations, which
are crucial components of
literacy education
- Critical Thinking Skills
By incorporating Filipino
literature, history, and cultural
references into literacy lessons,
educators can foster a sense of
identity and belonging among
learners.
- Promoting Identity and
Belonging:
Seeing their own culture
represented in educational
materials validates learners'
experiences and identities,
enhancing their motivation and
self-esteem.
- Promoting Identity and
Belonging
are the smallest sound units
used to form spoken
words.
-Phonemes
refers to the student’s ability to
focus on and manipulate
phonemes (sounds) in spoken
syllables and words.
-phonemic awareness
This includes giving children
exposure to and experience with
hearing and identifying similar
word patterns (sound
matching) and listening for and
detecting
spoken syllables (counting
syllables).
-phonemic awareness
is essential because children
must be able to hear and
manipulate oral sound patterns
before they can identify these
patterns in print.
-phonemic awareness
Contextualizing literacy lessons
can also contribute to the
preservation and revitalization of
indigenous languages and
dialects in the Philippines.
- Language Preservation:
Reading programs that
include systematic instruction for
connecting oral language to
print lead to higher achievement
in word recognition and
spelling.
-phonemic awareness
By incorporating local languages
into literacy instruction,
educators can help maintain
linguistic diversity and support
efforts to preserve cultural
heritage.
- Language Preservation:
teaches students how to use
these relationships to read and
spell words.
- Phonics instruction
associates sounds to written
symbols (the alphabet).
-Phonics
is an astoundingly complex
cognitive process.
-reading
helps children develop critical
word recognition skills. Children
can then apply the soundsymbol relationship to read print.
-phonics
- Vocabulary development and
instruction play
the ability to read and write.
is the relationship between the
letters in written language and
the individual sounds in spoken
language.
-phonics
are able to read orally with
appropriate speed, accuracy,
and proper expression.
-fluent reader
is the ability to read as well as
we speak and to make sense of
the text without having to stop
and decode each word
-fluency
is closely connected to
comprehension.
-vocabulary
can be learned incidentally
through storybook reading or
listening to others, and
vocabulary should be taught
both directly and indirectly.
-vocabulary
Students should be actively
engaged in instruction that
includes learning words before
reading, repetition, and multiple
exposures, learning in rich
contexts, incidental learning,
and use of computer technology.
-vocabulary
is the complex cognitive process
readers use to understand what
they have read.
-comprehension
a critical role in comprehension.
-literacy
is the capacity to communicate
using inscribed, printed, or
electronic signs or symbols for
representing language.
-literacy
is the ability to understand the
relationship between sounds
and written words such that one
may read, say, and understand
them.
-literacy
are a set of key components
developed by the National
Reading Panel essential for
reading proficiency.
- pillars of reading instruction/
pillars of early literacy
is essential because children
must be able to hear and
manipulate oral sound patterns
before they can identify these
patterns in print.
- Phonemic awareness
is basically oral in nature.
- Phonemic awareness
is to help children hear specific
sounds, identify sound
sequence, and understand the
role phonemes (sounds) play in
word formation.
-goal of phonemic awareness
associates sounds to written
symbols (the alphabet)
-phonics
helps children develop critical
word recognition skills.
-phonics
is the quality of being able to
speak or write a language,
especially a foreign language,
easily and well
-fluency
is also the ability to read as well
as we speak and to make sense
of the text without having to stop
and decode each word.
-fluency
refers to the ability to read a text
accurately, quickly, and with
expression
-reading fluency
they recognize words
automatically, group them
efficiently, and focus on
understanding the text rather
than decoding individual words.
-fluent readers
In order to read words, we must
first know them
-vocabulary
These are basic words that are
used by most students in
everyday conversation like cat,
dog, chair, teacher, etc...
- Tier 1 Vocabulary Words
These are more complex
contextual words that students
encounter in text and that often
need direct instruction like
adequate, adjacent, ambiguous,
and assimilate.
- Tier 2 Vocabulary Words
These are genre, subject, or
domain-specific, low-frequency
words. For example, in
mathematics, words like
numerator, quadrilateral,
quartile, rhombus, and trapezoid
are Tier 3 words.
- Tier 3 Vocabulary Words –
This involves someone telling
you how a word is pronounced
and what its meaning is
- explicit instruction.
That “someone” might be a
teacher, a dictionary, a
vocabulary guide or any other
resource offering definitions and
pronunciations.
-explicit instruction
are the “hints” contained in a
text that help a reader figure out
the meaning of an unfamiliar
word.
-context clues
They include other words in a
sentence or paragraph, text
features (ie. bold print, italics),
illustrations, graphs and charts.
-context clues
are basically any item in the text
that points to the definition of a
new word.
-context clues
also helps children comprehend
the meaning of the words they
are reading and make sense of
the text as a whole, which is
essential for good reading
comprehension.
-strong vocabulary
can be learned incidentally
through storybook reading or
listening to others, and
vocabulary should be taught
both directly and indirectly.
-vocabulary
is the understanding and
interpretation of what is read. It
is a complex neurological
process that allows readers to
understand what they are
reading
-reading comprehension
is the understanding of key
vocabulary in the text
-Lexical comprehension
is finding meaning as you read
the text by asking questions like
who, what, where, and when.
- Literal comprehension
is inferring meaning in the text
by asking what if, why, and how
questions
- Interpretative comprehension
is relating the text to a student's
existing opinion or knowledge,
and then asking them to support
their opinions logically.
- Applied comprehension
is the ability to understand the
various aspects of the plot,
motive, and characters in the
story.
- Affective comprehension
(being able to decode the
symbols on the page)
- word reading
(being able to understand the
meaning of the words and
sentences
- language comprehension
s an intentional, active,
interactive process that occurs
before, during and after reading,
and is influenced by outside
factors.
-reading comprehension
It requires making connections
between what is read and what
is already known, and making
inferences based on prior
knowledge.
-reading comprehension
is exactly what the text says. It is
the exact events of the story,
explicit facts stated in an
informational text, characters in
a story, and any other
information that is “right there on
the page.”
- Literal comprehension
(Looking for Literal Meaning)
refers to what the stated text
actually means. Types of
information that students can
find at the inferential level of
reading comprehension include
generalizations, future
predictions, cause and effect
relationships, and unstated main
ideas/information.
-inferential comprehension
requires readers to use the
inferred meaning of texts and
form their own thoughts, beliefs,
and opinions in relation to the
text
- Evaluative comprehension
At this level of reading
comprehension, students can
justify an opinion about the text,
argue for a certain viewpoint
using information from the text,
critically analyze content,
determine the position of the
author, develop compare/
contrast relationships between
concepts within one or multiple
texts, and find theme,
symbolism, and/or motifs based
on the text.
- Evaluative comprehension
is the highest level of reading
comprehension. It involves each
prior type of understanding, as
well as the student’s personal
experiences, opinions, etc.
-applied reading comprehension
The arrangement of words in a
specific form and structure
-poems
Can also be epic, narrative,
dramatic, or lyrical.
-poems
is “not in the text, but in your
head.” Since students will
intellectually and emotionally
respond to a text in different
ways, there is no one right or
wrong answer to questions at
this level of comprehension.
-applied comprehension
serves as a means to provide
readers, especially children and
young adults, with moral and
ethical guidance
- Didactic literature
The art of using words and
language to evoke a writer's
feelings and thoughts
-poetry
The process of creating a
literary piece using metaphor,
symbols and ambiguity
-poetry
Uses words and speech in
rhetoric, drama, song and
comedy
-poetry
uses symbols and has lines and
stanzas, metaphor and
alliteration. especially in poems
for children. Can either be
rhyming or non-rhyming.
-poems
Can be written on its own or in
combination with other arts as in
poetic drama, poetic hymns,
lyrical poetry
-poetry
A long poem, typically one
derived from ancient oral
tradition, narrating the deeds
and adventures of heroic or
legendary figures or the history
of a nation.
-epic
Poetry has its origin in Asia
popularly known for its precise
punctuation marks and syllables
on its first three opening lines
the first line has five syllables,
the second line has seven.
-haiku
In contrast, the third line has
another five bringing the total
syllable to seventeen
-haiku
The poet narrates an event in
the form of a poem
-narrative
A poem or song expressing
sorrow or lamentation,
especially for one who is dead
-elegy
A literary technique that is lyrical
in nature, but not very lengthy
derived from a Greek word
aeidein, which means to chant
or sing
-ode
A humorous, frequently bawdy,
verse of three long and two
short lines rhyming aabba,
popularized by Edward Lear.
-limerick