Rusciel M.

Evangelista MTB_MLE

3rd year/BEED Prof. Rona M. Saulon

Module 4

Learning Activity 4.1

Lesson 1: From Oracy to Literacy Development of Young Learners

1. On pages 117 - 121 of our reference book, the author explains about the interrelatedness of oracy
and literacy, and its importance to the language development of young learners. There were also
different activities proposed to develop the oracy and literacy skills of young learners as well. It is
highly essential that you read these pages thoroughly for you to be effective and efficient in developing
the oracy and literacy skills of your future students.

2. Answer ‘Activate Your Prior Knowledge’ on page 118.

Answer: Strongly disagree Agree Disagree

1. Adults who spend time speaking with children promote the

/
latter’s oracy development.

2. Children’s listening vocabulary is the same as their speaking /

Vocabulary.

3. Adults reading aloud to children at home and in school help

/
build the children’s vocabulary and label possible experiences

in their lives.

4. Children’s experiences with other people have little

/
contribution to their language development.

5. Literacy precedes oracy.

/

3. Answer ‘Enhance Your Understanding’ on page 121. This is an individual task and please follow the
instructions as stated. Write your answer in your capstone logbook to be submitted at the drop off
center assigned in your place on October 16 (Friday).

Answer:

4. Answer ‘Test Yourself’ on page 121. Please accomplish only questions 1 to 3. Write it in your
capstone logbook to be submitted at the drop off center assigned in your place on October 16 (Friday).

Q: 1. How does oracy differ from literacy?

Answer: Oracy has to do with oral expression and comprehension, while literacy has to do with the use
of reading and writing in written communication. Nevertheless, being different does not mean that the
two are opposite each other; instead, they complement and facilitate each other’s growth and
development to help learners become literate people who contribute to the progress of society by
productivity performing the expectations of their own social content.

2. Are oracy and literacy related? Show how?

Answer: According to Wilkinson in 1965, oracy, a term coined, is used to represent oral language ability
parallel to literacy. It has later been superseded by the term, orality, referring to using speech to
construct knowledge and make meaning. Oracy and literacy are like two sides of a coin.

3. On groups of at least 5, plan activities for young learners’ oracy and literacy development. What
would be?

Oracy Activities Literacy Activities

Let them do the following:
 Introduce words by using poems,  Tracing and cutting
nursery, rhymes, and songs.  Using marking tools
 Read aloud decodable text, alliterative  Dictating words or sentences
books, and books with tongue twister.  Creating their own stories
 Familiarize themselves to a sense of  Attempting simple dot-to-dot drawings
rhythm, sequence, and patterns of
something heard.
 Recite their own simple rhyme and word
plays.
 Tell a story with picture clues.

Learning Activity 4.2

Lesson 2: Approaches and Strategies in Teaching Comprehension

1. On pages 122 - 129 of our reference book, the author further discussed the importance of oracy and
literacy competencies as two of the essential skills in developing comprehension. There were several
teaching approaches and strategies introduced to explicitly present the step by step procedures in
developing the reading comprehension among young learners. It is highly essential that you read these
pages thoroughly in order for you to recognize whether the learner has acquired the necessary
comprehension skills. In case the learner is encountering difficulties, you as a teacher can immediately
implement the intervention measures to resolve the learning difficulties encountered.

2. Answer ‘Activate Your Prior Knowledge’ on page 123.

Anticipation Guide. How much do you know about teaching strategy? Find out by drawing a smiley face
each statement that you AGREE WITH.

1. A teaching strategy does not include the choice of reading materials.

2. More important consideration in the choice of teaching strategy is the teacher’s interest
and needs.
 3. A teaching strategy reflects instructional goals based on the learners’ developmental
needs.
4. One principle in designing effective, engaging lessons is the actual time on task spent
by the learners.

5. Language Experience Approach (LEA) is used as a strategy for beginning reading

instruction derived from the natural environment of the child by incorporating oral language,
literature, and writing.

3. Answer ‘Enhance Your Understanding’ particularly Letter A only on page 129. This is an individual
task and please follow the instructions as stated. Write your answers in your capstone logbook to be
submitted at the drop off center assigned in your place on October 16 (Friday).

Learning Experience For Oracy For Literacy Proposed activity

Dev’t? Dev’t?
1. Sharing experience Impromptu sharing
Not all sharing needs to be planned out. When I
see a student do something great, I try like to
give them an opportunity to share it – giving
/ them confidence and their peers some great
tips/knowledge. Sometimes this sharing is by
simply writing a new word they learned on the
word wall, or sometimes I have everyone stop
what they’re doing and freeze so the student
can share right then and there.
2. Listening the stories / Guess what it is
Put students into teams of 3 or 4. Then
everyone sits and listens carefully to the
teacher for a description of something or
someone (e.g. “This is an animal which lives in
Africa and Asia loves taking baths. It flaps its
ears to keep cool. It has a really long nose” –
answer: elephant). Then each team discusses
what they think it is before giving an answer.
You can give the description sentence by
sentence, encouraging the students to guess
each time, until one group wins. You can start
off with easy clues and slow speech but then
progressively choose more difficult words and
speak more quickly so the students really have
to concentrate.
3. Telling stories / DIY finger cone puppets
DIY finger cone puppets are extremely good for
creating dialogue between characters. You can
 make some quick finger puppets out of paper,
using this tutorial. Your paper puppets can be
any characters you like, such as some fairy-tale
characters or even family members. Try
practicing dialogue between the characters in
different scenarios, such as “You stole my
toy…” or “I’m going on holiday to…” If your
child gets stuck you can use the 5 W’s and 1 H
technique as a prompt. For example, “What is
your character doing?” or “describe who your
character is in this story?”
4. Dictating words, Social Studies subject
sentences and stories Teachers can follow up with a read aloud by
/ asking students to summarize a read aloud on a
social studies topic. Teachers can write the
student dictations on chart paper. Summaries
can be read by the whole class.
5. Writing Give students writing choices
Independently / Teachers should provide opportunities for
student choice in writing assignments — for
example, choice in selecting writing topics or
the freedom to modify a teacher-selected
prompt. One way to foster choice is for
students to keep a notebook in which they
record topics for writing. Teachers also need to
provide instruction and opportunities for
students to practice writing to prompts.
6. Writing individual
books /
7. Conceptualizing
relationships between
speaking, writing, and
reading
8. Expanding
Vocabulary
9. Reading a variety of
symbols
10. Developing
awareness of common
vocabulary
11. Improving writing
12. Studying words
13. Reading whole
stories and form
14. Using variety of
resources
15. Comprehending
 what is read
16. Summarizing
17. Organizing ideas
and information
18. Integrating and
assimilating ideas
19. Reading critically
4. Answer ‘Test Yourself’ on page 131 particularly number 1 only. Write your answer in your capstone
logbook to be submitted at the drop off center assigned in your place on October 16 (Friday).

Learning Activity 4.3

Lesson 3: Activities and Strategies for Phonological Awareness Development

1. On pages 132 - 136 of our reference book, the author emphasizes the need to hone the auditory and
visual discrimination skills of the students. These are classified as priority skills needed for phonological
awareness / instruction in order to produce learners who are literate communicators of ideas. It is
highly essential that you read these pages thoroughly so that you know how to prepare teaching
materials which will promote phonological awareness.

2. Answer ‘Activate Your Prior Knowledge’ on page 133.

3. Answer ‘Enhance Your Understanding’ on page 136. Table 7 is found on page 135. This is an
individual task and please follow the instructions as stated. Write your answer in your capstone logbook
to be submitted at the drop off center assigned in your place on October 16 (Friday).

4. Answer ‘Test Yourself’ on page 136. Write your answer in your capstone logbook to be submitted at
the drop off center assigned in your place on October 16(Friday).

Learning Activity 4.4

Lesson 4: Strategies in Teaching Decoding

1. On pages 137 - 145 of our reference book, the author discusses about the importance of decoding
skills as strongly linked to fluency. Moreover, there are varied teaching strategies and activities
presented for young learners who are having difficulty in decoding. It is highly essential that you read
these pages to help you visualize the kind of learning environment that you will create to your future
learners - an environment which is full of encouragement most especially for your young learners who
are encountering difficulties along decoding skills application.

2. Answer ‘Activate Your Prior Knowledge’ on page 138.

3. Answer ‘Test Yourself’ on page 145. This is an individual task. Write your answer in your capstone
logbook to be submitted at the drop off center assigned in your place on October 16 (Friday).
Learning Activity 4.5

Lesson 5: Strategies in Teaching Fluency

1. On pages 146 - 151 of our reference book, the author explains the important role of fluency in the
life of young learners. The various instructional strategies and activities were enumerated to help the
teachers develop fluency in their learners. It is highly essential that you read these pages thoroughly
so that you will know what to do to improve the fluency skills of your future learners.

2. Answer ‘Activate Your Prior Knowledge’ on page 146.

3. Answer ‘Test Yourself’ on page 152. This is an individual task and please follow the instructions as
stated. Write your answer in your capstone logbook to be submitted at the drop off center assigned in
your place on October 16 (Friday).