BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM

College of Teacher Education

TEACHING STRATEGIES FOR THE

DEVELOPMENT OF LITERACY SKILLS
AND TEACHING RESOURCES
The Development of Literacy Skills is essential for the overall
growth of individuals, especially in the early stages of learning.
Literacy involves not only the ability to read and write but also
understanding and communication skills.

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This report will outline effective teaching strategies for fostering
emergent literacy skills and development of functional literacy
through participatory approaches. These strategies, combined
with appropriate teaching resources, play a pivotal role in shaping
a learner’s capacity to engage with text and language.

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STRATEGIES FOR THE DEVELOPMENT
OF EMERGENT LITERACY SKILLS AND
TEACHING RESOURCES
1. Pictures and Objects – pictures and objects are essential tools
in the early stages in literacy development. Visual aids help
children to connect words with images, enhancing comprehension
and retention. They also stimulate the learner’s imagination,
helping them to create associations between objects and their
written or spoken names. By incorporating familiar objects and
pictures in lessons, children can better understand vocabulary,
contextual meanings, and concepts.
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Teaching Resources:

• Flashcards

• Picture books

• Real-world objects (e.g. Toys, fruits, classroom materials, etc.)

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2. Letters and Words – Introducing children to letters and words
forms the foundation of reading and writing. Teaching the
alphabet, phonetics, and basic word recognition allows students
to familiarize themselves with the components of language.
Through the interactive activities, like letter matching and word
puzzle, learners can develop strong decoding skills which later aid
in reading fluency.

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Teaching Resources:

• Alphabet Cards

• Letter blocks or magnets

• Word games and puzzles

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3. Sounds – Phonological Awareness is a key part of emergent
literacy. It involves teaching children to recognize and produce the
sounds of that make up language, including phonemes (the
smallest sound units). Sound-based exercises, such as rhyming,
clapping syllables, and playing with alliteration, support auditory
discrimination and help students learn how sounds corresponds to
letters and words.

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Teaching Resources:

•Audio clips and recordings

•Rhyming Games

•Instruments for sound exploration

•Phonics apps or programs

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4. Read-Aloud Experiences – Reading aloud is one of the most
effective strategies for building emergent literacy skills. It exposes
students to the rhythm, intonation, and structure of language.
Additionally, read-aloud sessions help to cultivate listening skills
and sparks an interest in stories and books. Through engaging
story times, teachers can model fluent reading and promote
vocabulary growth.

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Teaching Resources:

• Storybooks (fiction and non-

fiction)

• Poems and nursery rhymes

• Audio books
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• Interactive e-books
BEGINNING READING SKILLS AND
TEACHING RESOURCES
Phonemic Awareness
Phonemic awareness is the prerequisite to learning to read. A
child who can write down sounds is said to be phonemically
aware. He is ready to learn to read. It is the first pillar of
reading instruction because it is a critical pre-reading skill.
Why” Because phonemic awareness in young children is the
basis for word reading and comprehension and helps
students learn to spell.

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Importance of phonemic awareness
Phonemic awareness contributes to word reading, and word
reading is necessary in reaching the ultimate goal for reading
text comprehension. Once word reading is learned,
comprehension of a text is possible.

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Phonics instruction
Reading research shows that phonics is an essential
component of reading development and that “explicit and
systematic phonics is superior to nonsystematic or no
phonics”. (Cunningham, 2002). Teaching phonics to
emergent readers is important because it begins the
transition from verbal language to print.

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Fluency for early readers
Fluency is the ability to read a text rapidly and accurately,
either silently or aloud. Because fluency depends on the
ability to decode words quickly, mastery of basic phonics
skills is necessary for fluency development. Fluency for early
readers is a task essential for establishing comprehension.
Fluency is important because it provides a bridge between
word recognition and comprehension.

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Vocabulary instruction
Vocabulary instruction plays an important part of learning to
read. Beginning readers must use the words they hear orally
to make sense of the words they see in print.
Developing a child’s vocabulary is crucial because he/she
will find it much easier to read and write words that are
already known.

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Comprehension instruction
Reading comprehension is the act of understanding what you
are reading. While the definitions can be simply stated, the
act is not simple to teach, learn, or practice. Reading
comprehension is an intentional, active, interactive process
that occurs before, during and after reads a piece of writing.

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DEVELOPING FUNCTIONAL LITERACY
What is “Functional Literacy?”
Functional Literacy is the ability to manage daily living and employment tasks
that require reading skills beyond a basic level.

“Functional literacy” refers to practical skills needed to live a normal life. For
example: an illiterate person may not understand the written words “cat” or “dog”,
may not recognize the letters of the alphabet and may be unable to write their
own name. A functionally illiterate person will probably be able to understand
these things without any problems, however they cannot understand job
advertisements, newspaper articles, forms or posters.
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We need to select activities that practice realworld skills. The ideal method is the
“Participatory Approach” as defined by Peyton & Crandall (1995) and Huerta-
Marcia (1993)
Participatory Approach
The main goal of this approach is to have EVERY student, as well as the
teacher, actively participating in the activities This approach changes the role of
the teacher. Instead of us giving instructions and then stepping back to allow
students to work, the teacher works together with the students.

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Through this approach, students practice reading, writing and comprehension in
ways that directly relate to their surroundings and future needs. Activities like
reading instructions, filling out forms, or writing letters can make literacy skills
applicable and meaningful.
Teaching Resources:
• Newspapers, brochures, and flyers
• Real-world documents (e.g. applications, menus)
• Journals for personal writing
• Group projects and collaborative reading/ writing exercises

CHILDREN AND ADPLESCENCE LEARNERS

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Through this approach, students practice reading, writing and comprehension in
ways that directly relate to their surroundings and future needs. Activities like
reading instructions, filling out forms, or writing letters can make literacy skills
applicable and meaningful.
Teaching Resources:
• Newspapers, brochures, and flyers
• Real-world documents (e.g. applications, menus)
• Journals for personal writing
• Group projects and collaborative reading/ writing exercises

CHILDREN AND ADPLESCENCE LEARNERS

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College of Teacher Education
The development of literacy skills, especially in early learners, requires a
combination of targeted strategies and appropriate resources. By utilizing tools
such as pictures, sounds, and read-aloud experiences, educators can enhance
emergent literacy. As learners progress, a participatory approach to functional
literacy ensures they acquire practical skills that will be useful throughout their
lives. Teachers play a crucial role in shaping these literacy experiences, and by
incorporating diverse strategies and resources, they can help students become a
confident and competent readers and writers.

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21 CENTURY SKILLS AND TEACHING
st

STRATEGIES
Introduction
Reality dictates that schools face the fact that each classroom, especially
in the public or government schools may not be equipped with the
appropriate number of computers.
The creativity of the teacher will have to respond to the situation, and so
cooperative learning will likely be the answer to the implementation of IT
supported learning in our schools. But the situation may not be that bad
since there are motivational and social benefits to cooperative learning and
these can compensate for the lack of hardware that educators face.

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Cooperative learning (student-led learning)
Cooperative or collaborative learning is learning by small groups of
students who work together in a common learning task. It is often also
called group learning but to be truly cooperative learning, five (5) elements
are needed.

1. a common goal
2. interdependence
3. interaction
4. individual accountability
5. social skills

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Inquiry-based classroom environment
Teachers of all subjects must blend their traditional fact-based approach
with an emphasis on learner-based inquiry and the scientific inquiry
process (Lenox 1993). This means shifting some of the responsibility of
gaining knowledge to the student and allowing students to develop
questions. Strategies to search for answers, and formulate conclusions.

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Collaborative activities
One of the learning and innovation skills of the 21st century is collaboration.
To help millenials develop collaboration skills, teachers can design collaborative
course activities. Collaborative work in the classroom develops students’ skills in
learning to live together with classmates of diverse background. Teachers ought
to teach collaboration, instead of competition. If there is competition, it is a
competition against the self. Students set targets for themselves and will
compare performance against these self-targets not against others.

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Higher Order Thinking Skills (HOTS) activities
Twenty-first century learning requires the development of higher-order-
thinking skills. Technology has a great role to play in the development and
enhancement of these skills. By developing higher-order-thinking skills,
the schools today can inculcate the digital fluencies, while overcoming
limitations inherent in digital technology, resulting in superficial and
mediocre learning skills of new learners.

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Creative learning
Creativity is characterized as involving the ability to think flexibly, fluently,
originally, and elaborately (Guilford, 1986 & Torrance, 1974 in Egbert, 2009).
Flexibly means able to use many points of view while fluently means able
to generate many ideas. Originally implies being able to generate new
ideas and elaborately means able to add details. Creativity is not merely a
set of technical skills, but it also involves feelings, beliefs, knowledge and
motivation.

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THANK YOU SO MUCH FOR
LISTENING!
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D r. J u a n D e la C ru z
A s s i s ta n t Pr o f. 1

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