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MTB-MLE-TEACHING-STRATEGIES

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8 views

MTB-MLE-TEACHING-STRATEGIES

Uploaded by

sinoyrochelle
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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TEACHING STRATEGIES

In MTB-MLE
Oracy vs Literacy
• Oracy has to do with oral expression and
comprehension.
• Literacy has to do with the use of reading and writing in
written communication.
• Although both are considered opposite each other, but
they complement and facilitate each other’s growth and
development to help learners become literate people
who con- tribute to the progress of society by
productively performing the expectations of their own
social context.
About ORACY AND LITERACY
Two concepts of oracy:
First- it refers to the ability to express oneself in spoken
language.
Second-it is also the ability to understand spoken language.
Therefore, these two reflect the connection between
speaking and listening, in a way that the language children
hear/listen to becomes familiar to them. which mostly
consequently influences their speech.
How important is oracy for literacy
• The role of oracy is to bridge children’s literacy
development.
• This means that their everyday lan- guage use and
encounters in communication should not be limited to
speaking and listening alone, but there must be a
purposive, deliberate instruction that allows them to see
the role of reading and writing in their daily
communication and real-Life functions.
• To do this, they must realize that societies rely heavily
not only on oral communication but more so on written
communication to put the message across.
Gunning Principles for guiding the
literacy development
1. Reading, writing, speaking, listening, and thinking
develop simultaneously as learn- ers grow into literacy.
2. Individuals learn to read and write by reading, writing,
and responding to their reading and writing
3. Prior knowledge and background are major elements in
one’s ability to construct meaning.
4.Comprehension is the process of constructing meaning
by relating ideas from a text to one’s prior knowledge
and background
Cooper Alphabetic Principle
• Learners have to understand the concept called
alphabetic principle, explain- ing to them that what they
say can be written down by using symbols that
represent the sounds in spoken words, stringing them
together to stand for the words that they say. This un-
derstanding is aided by the learners' knowledge of
concepts about print, which are the rules required to
record oral language into
Language divided into four categories books. Sentences,
words, and letters
• Books: cover; title, author, illustrator; beginning, ending; left/right
orientation; top/ bottom orientation; print tells stories, not pictures
• Sentences: identifies sentence; beginning, ending; capital letter
at beginning; punctuation, period, comma, question mark,
quotations, exclamation
• Words: identities words
• Letters: letter order; upper and lower case
• The teachers’ skills in planning for oracy literacy Instruction
should also be honed so that children’s use of oral language can
find a significant piece in their learning experiences characterized
as fun-filled, enjoyable and satisfying as they are integrated in the
children’s real-life contexts.
The table below lists down common oracy-literacy
activities appropriate for young learners
Oracy Activities Literacy Activities
• Introduce words by using poems, Let them do the following:
nursery rhymes, and songs. • Tracing and cutting
• Fill in the blank at the end of • Using marking tools
lines, • Dictating words or
so they can demonstrate what sentences
they • Creating their own stories
know about sounds and the • Attempting simple dot-to-
word dot
within the context. drawings
• Read aloud decodable text, • Making lines and simple
allitera- tive shapes
books, and books with tongue • Discussing uses of writing
Approaches and Strategies in Teaching for
Comprehension
• Comprehension, according to Durkin (1993), is the essence of
reading, without which there is no reading done at all. This goes
to show that it is the heart and goal of reading instruction.
• Teachers play importance in planning and facilitating the
teaching-learning
process of comprehension because:
1. The teacher serves as a model of everyday language use. What
is
communicated and how it is communicated are important.
2. The teacher is a provider of experiences. Many of these events
are planned;
others happen in normal course of activities.
3. The teacher is an interactor, sharing experiences with the
Strategies and approaches in teaching beginning
reading: Literature-Based, Whole Language Approach,
and language Experience Approach (LEA).
1. Constuctivist- Learner Centered Activities
20 activities
2. Literature Based Approach (LBA)
Pre-reading, Actual-reading, Post reading
Thematic planning and organization and choosing appropriate stories
Provider of learning experiences
When you conduct read and loud and shared writing activities-
teachers act as a coach and model of grammar usage, and spelling
By taking part in shared reading literature discussion circles and
reader response activities- teachers serve as interactors
Teachers should serve as experts in planning themes assisting learners
in using their wealth of experience in relation to story and supporting
them in reading and responding to literature in appropriate always.
Reading Aloud
1. Read aloud with expression using the correct intonation.

2. Observe punctuation marks so children can discriminate


meanings based on their use in the selection.
3. Read aloud with fluency. Model fluent reading by having
appropriate speed, accurate expression, and prosody. Mark
the phrases with bar lines to mean short or long pauses, and
practice repeated reading to feel what the story wants to
reveal.
4. Change voices to represent the different characters in the
story.
5. Involve children in the read aloud by asking questions, making
them act out some parts, and repeating alliterative lines and
dialogue.
Whole Language Approach (WLA)/ the Psycho
Linguistic Approach/Instructional Method
• The whole language approach is a teaching philosophy focused on
helping learners understand language as a complete system of
communication, rather than breaking it down into isolated skills like
phonics or grammar rules.
• Example of the Whole Language Approach in Action: Imagine
teaching young children to read using this method. Instead of drilling
them on individual letters and sounds, a teacher might:
1. Read an engaging storybook to the class.
2. Discuss the story with students, asking questions about the plot,
characters, and what might happen next.
3. Encourage children to write about their favorite part of the story or
create their own endings.
4. Use a shared reading or writing activity, like composing a class
letter to the book’s character
Language-Experience Approach (LEA)/literacy development
approach
A learning experience approach focuses on designing activities
and environments that actively engage learners in acquiring
knowledge and skills through meaningful experiences. It
emphasizes learner-centered methods rather than traditional
lecture-based teaching, allowing individuals to learn by doing,
exploring, and reflecting
Steps:
1.Begin the class by doing an activity together.
2. Recreate the shared experience verbally as a group.
3.Write and transcribe the learners’ words on the board in an
organized way to create the text.
4. Let the class read the story' aloud and discuss it
5. Read the final story in a choir or echo style, or both
6. 6. Provide variety of literacy activities like creating questions,
Note
LEA lessons convey messages about writing and its
nature, and understanding how print works.
Like WLA and LBA, LEA makes learners see the links
between oracy and literacy, an awareness that writing
arises from speaking, leading them to consider literacy as
a natural part of their oral language development

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