SCHOOL LEARNING ACTION CELL

on
ELLND
MODULE 1 LESSON 2
July 14, 2022
nationalistic song
prayer
 getting started

The Domains of Literacy:

What Do We Teach?
 learning objectives
1.Identify the different domains of literacy
in the K-12 Language and Literacy
Curriculum.

2.Explain the connections among the

different domains of literacy.
 small group discussion

LITERACY
Literacy is now understood as the ability to read, view,
write, design, speak, and listen in a way that allows us to
communicate effectively and to make sense of the world.
Literacy allows us to make sense of a range of written,
visual, and spoken texts, including books, newspapers,
magazines, timetables, DVDs, television and radio programs,
signs, maps, conversations, and instructions.
D o m a i n 1 - A t t i t u d e To w a r d L a n g u a g e , L i t e r a c y, a n d
Literature

Having a sense of being a reader, and

developing individual choices and tastes for
texts to read for various purposes, such as
for learning or for pleasure
D o m a i n 1 - A t t i t u d e To w a r d L a n g u a g e , L i t e r a c y, a n d
Literature
 remember
Reading aloud to children develops in
them a positive attitude toward language,
literacy, and literature.
 Domain 2 - Oral Language (in the language of
literacy)

Knowledge of the structure,

meanings, and uses of oral
language
Domain 2 - Oral Language (in the language of
literacy)
 remember
Literacy development depends on the
development of oral language in the language of
literacy. One cannot learn to read and write in a
language that one does not understand.
 D o m a i n 3 - L i s t e n i n g C o m p re h e n s i o n

Ability to understand and make sense of

spoken language; a complex and active
process requiring vocabulary knowledge and
intentional and thoughtful interaction between
the listener and the text
D o m a i n 3 - L i s t e n i n g C o m p re h e n s i o n
 remember
The best way to develop children's listening comprehension
is to read stories to them and pose questions that enable them
to discuss what they are listening to and connect it with what
they already know. Aside from developing a positive attitude
toward language, literacy, and literature, reading stories to
children improves their attention span, which allows them to
better understand what they are listening to.
 Domain 4 - Book and Print Knowledge

Knowing and being acquainted

with books and how print works
Domain 4 - Book and Print Knowledge
 remember
Book knowledge is developed when teachers
model proper book handling behavior and show
children the elements of a book, such as the
title, author, illustrator, and year of publication,
among others.
 Children have developed BOOK KNOWLEDGE when they

• Know that a book has an author and

• Hold the book right side up
an illustrator and can tell what they do
• Identify the parts of a book, including
• Know where a story begins
the front and back cover and the pages
of the book

• Make the correct return sweep (i.e.,

• Flip the pages of a book sequentially,
reading from the end of the first line
from the front to the back
to the start of the next line)
• Track the story line from left to right and
• Consistently look at the left page first
from top to bottom while the story is
before looking at the right page
being read to them
 Children have developed PRINT KNOWLEDGE when they

• Establish one-to-one • Can tell that print in the

correspondence between form of words
written and spoken words corresponds to speech

• Know that what is read in

a book is the print and not
the picture
• Understand the meaning of • Recognize that print
punctuation marks when messages represent spoken
they see them in print language and convey
meaning
 D o m a i n 5 - P h o n o l o g i c a l Aw a r e n e s s

Relates to the ability to think about the

sounds in a word rather than just the meaning
of the word; an understanding of the structure
of spoken language — that it is made up of
words, and words consist of syllables, rhymes,
and sounds
D o m a i n 5 - P h o n o l o g i c a l Aw a r e n e s s
Why is phonological awareness important?

This ability is important for using sound-letter knowledge

(phonics) effectively in reading (decoding) and writing (encoding).
Students who have difficulty with phonological awareness can often
learn phonics but have difficulty using this knowledge as they read
and spell. That is, they will have difficulty figuring out how sound
works in print. Therefore, a student's level of phonological awareness
at the end of Kindergarten is one of the strongest predictors of future
reading success in Grade 1 and beyond.
 There are four (4) levels of phonological
awareness.
1.Rhyme awareness is the recognition of
words that sound alike.

The best way to develop this is through songs

and poems.
2 Lesson - Module 1_ACTIVITY 1.html
#13
 remember
Reciting poems and singing songs that rhyme teaches
children to listen closely to sounds and develop a sensitivity to
their similarities and differences.

Rhyme recognition is easier than producing rhymes. When

asking students to produce rhymes, nonsense words are
acceptable because the focus is on their ability to perform the
rhyming task, not on their vocabulary knowledge.
 There are four (4) levels of phonological
awareness.
2. Word awareness develops from students' exposure to print
and classroom activities that help them to recognize how words
exist as separate entities.
Word awareness is evident when a child —
• Is able to count words in sentences
• Is able to track separate words in a text as each one is spoken without
necessarily being able to read each word
• Puts spaces between words when writing even when the words consist
only of random letter strings such as the one shown below
 There are four (4) levels of phonological
awareness.
3.Syllable awareness is the recognition that
words are divided into parts, each part
containing a separate vowel sound.
 There are four (4) levels of phonological
awareness.
4.Phonemic awareness is the most complex level
of phonological awareness. It is the awareness of the
smallest units of sound in a word. A student with
phonemic awareness hears three sounds in the word
bat: /b/, /a/, and /t/. This is quite evident when
children write, as shown in the next video.
2 Lesson - Module 1_ACTIVITY 2.html
 Domain 6 - Alphabet Knowledge

The ability to recognize, name,

and sound out all the uppercase
and lowercase letters of the
alphabet
 Domain 6 - Alphabet Knowledge

Mastery of the alphabet means knowing that each

letter —
• Has a name
• Has an uppercase and a lowercase
• Is written in a certain way (handwriting)
• Has a distinct sound
 Domain 6 - Alphabet Knowledge

Mastery of the alphabet means knowing that each

letter —
• Has a name
• Has an uppercase and a lowercase
• Is written in a certain way (handwriting)
• Has a distinct sound
 Domain 6 - Alphabet Knowledge
A beginning reader should be able to do the following:
• Identify the letters of the alphabet
• Name each letter
• Sound each letter (if teaching reading in Filipino)
• Sound each consonant (if teaching reading in English)
• Match the uppercase with the lowercase letters
• Write the uppercase and lowercase of all the letters of the alphabet
• Give the letter that begins or ends the name of a given object/picture
• Identify the letters in given words
 What is the connection between alphabet
knowledge and handwriting?
Handwriting is an essential component of alphabet knowledge. It
is the ability to form letters correctly in manuscript and cursive
styles.

However, the ability to write legibly is dependent on the

development of the child's fine motor skills. Reversals of letters and
words are still common among preschoolers and early graders but
should be substantially fewer by age 8.
 2 Lesson - Module 1_ACTIVITY 3.html
# 16

1. What activities did the teacher have with the students?

2. Which of the domains discussed previously were targeted in each

activity?

3. Does one activity address only one domain at a time?

Is it necessary to have one activity for each domain?

 D o m a i n 7 : P h o n i c s a n d Wo r d R e c o g n i t i o n

The ability to identify a written word by sight or by

deciphering the relationship between the sounds of spoken
language and the letters in written language
 D o m a i n 7 : P h o n i c s a n d Wo r d R e c o g n i t i o n

Word recognition is developed alongside

the development of vocabulary, spelling,
fluency, and reading comprehension.
D o m a i n 7 : P h o n i c s a n d Wo r d R e c o g n i t i o n
 remember

Reading and writing are interdependent and

develop simultaneously.
 Domain 8: Spelling

The ability to convert oral language

sounds into printed language symbols
Domain 8: Spelling
 Domain 9: Grammar Awareness

Knowledge of language features and

sentence structures in written language
Domain 9: Grammar Awareness
 remember

The teacher should be a good model of

grammar awareness.
 Domain 10: Composing
The ability to formulate ideas into
sentences or longer texts and represent
them in the conventional orthographic
patterns of written language
Domain 10: Composing
 remember

Help the children to understand that

reading and writing have their
purposes.
 Domain 11: Fluency

The ability to read orally with speed,

accuracy, and proper expression
Domain 11: Fluency
 remember

Fluency is the bridge between word

recognition and comprehension. It is
affected by the strength or weakness of
word recognition, and in turn affects
comprehension.
 remember

• Word recognition must be accurate, rapid, and require little

conscious attention so that attention can be directed to the
comprehension process

• One reason students may not comprehend text is that they are
focusing entirely on figuring out the words
 Domain 12: Vocabulary Development

Knowledge of words and their

meanings in both oral and print
representations
Domain 12: Vocabulary Development

VIDEO 25
 When does vocabulary development
happen?
• Vocabulary development happens when unlocking difficult words.
(This will be discussed in detail in Module 2.)

• Vocabulary development happens when introducing a letter of the

alphabet and during phonics instruction. (This will be discussed in
Module 4.)

• Vocabulary development happens when introducing concepts in the

content subjects. Every teacher is a reading teacher.
 Domain 13: Reading Comprehension

Ability to understand and make sense of

written text; a complex and active process
requiring vocabulary development and
intentional and thoughtful interaction
between the reader and the text
Domain 13: Reading Comprehension

VIDEO 27
 remember
Reading comprehension is developed
when children are helped to activate prior
knowledge that is conceptually related to
the text being read, and to establish a
purpose for reading
 remember
To shift from listening to reading comprehension, there is a need for
explicit teaching of the following comprehension skills:
 Noting details  Outlining  Summarizing
 Sequencing events  Understanding a poem
 Sensing cause and effect  Identifying the elements of a good
story
 Finding main and detail
 Noting information (in expository
sentences
text)
 Finding the main idea or  Understanding graphs, tables, and
topic sentence figures
 Domain 14: Study Strategies
Good study strategies are needed for comprehension of concepts in different
subject areas. Some examples of study skills or strategies are:
 Following directions
 Alphabetizing
 Getting information from the table of contents and/or glossary
 Getting information from tables
 Use of references such as a dictionary and/or almanac
 Interpreting graphs or representing information through graphs and
other visual representations (such as pictographs, line or bar graphs,
charts and tables, webs)
BIG group discussion
ACTIVITY 4
 ASSIGNMENT #2
1. What activities did the teacher undertake with the
students?

2. Which of the literacy domains discussed were

targeted in each activity?

3. Does one activity address only one domain at a

time? Is it necessary to have one activity for each
domain?
VIDEO 34
ASSIGNMENT #2
 looking forward for the
next session
MODULE 1 LESSON 3
Early Literacy Instruction:
How Do We Teach?
ACCOMPLISHMENTS OF
FORMS