‘ Module 3: New Literacies, Functional Literacy and Multliteracy 39 Module 3: NEW LITERACIES, FUNCTIONAL LITERACY AND MULTILITERACY LEARNING OUTCOMES Discuss new literacies and their impact on the teaching-learning process . Describe a multiliterate teacher . Define functional literacy Cite how functional literacy and new literacies can be integrated’ in the curriculum and |e practiced in the classroom . . Draw relevant life lessons and significant values from personal application of functional literacy . Analyze a research abstract on new literacies and their implications on teaching and learning . Make a project plan or action plan that presents functional literacy in action INTERACTIVE PRESENTATION ‘ Tableau Technique: This is an activity that depicts the students’ understanding of the concept of new literacies including their. expressions through tableau formation. (Tableau is a depiction of a scene through monumental statue formation.) It enhances creativity, resourcefulness, and critica2! thinking, Procedure: 1, Group the students into 4 or 5 depending on the class size. 2. Give ample time for each group to think of ideas that are related to the assigned new literacy (i.e. social literacy, media literacy, multicultural literacy, digital literacy, creativity literacy, and ecoliteracy) 3, Ask each group to form a tableau that portrays a scenario or scene of the assigned topic. i 4, Explain the tableau. Let the group presenter do this. 5. Give the class time for a brief reflection of the activity. CONCEPT EXPLORATION 2 Students are taught to read and write print with fluency, speed and comprehension of the message of the writer and the interpretation of the content of the material. The United Nations Educational, Scientific and Gultural Organization (UNESCO) asserts that a person, who is literate, can comprehend and write simple and short sentences felaied to his/her daily life.40 BUILDING ANO ENHANCING New LITERAGIES ACROSS THE CURRICULUM: New Literacies Between 1950 and 197 operational and functional,: wa: was defined as reading and writ At first, literacy wag literacy, technology litera respectively (Altun, 2005). Person’s entire life in a so Cultural literaey.and univer: phases within.a However, along this line, lite Specific purposes and evolved a Pattern records keeping and inventor etc. As such, Lankshear & Kn ‘obel to generate and communic; Literacies can bear i @ codi Meaning, such as “letter Moreover, the Py (2015) asserts. that 248 Ce ~ SOcial change, increasi be literate require pene codes and conventi information. Subject application of Special The’ increasin J complexit tise to a number ee Century literacy combi modern society (Gunes, 2000), Bey gical developments, change of living | necessities. Hereafter’ literacy then: used in various ty icy, Internet literacy, Later on, it became a ciety that encompasses information literacy, sal literacy, Truly, literacy ‘has changed and Of activities, ries, post Alphabetic symbols). (48> within language hee expertise. igit Ir@s comprehey sion, ney ata bs < "pret and express ; Specific literacie: al rec ees: es according to Purpose of distinct Capabilities ines Cross-curricular capal ‘0, the development of literacy, both is established. During this period, literacy ing skills. necessitated for activities in yond the 1990s, literacy had started pes, such as computer and media literacy, lifestyle along with a developed through a multitude of ‘Specific period based on societal needs, rac y Is not confined only to knowing. | how to read and write rather, it is a fi , v att Matter of applying knowledge for | In particular contexts, It includes a Socially-driven | such as writing correspondence; ting announcements, reporting, | (2006) averred that literacies intend the medium of tears More relati in solidarity ‘or affinity witt lational thal Particular People, like online content. Hence, Irce for making diverse ing system that can capture the’ and recognition of timary English Te; racy in the 24st. centur ul and act Confidently, efficientiy ‘en and visual, Print, live, digital Ao ( (Petaa.edu.au), lo Communication gj and Possibilities, Hence, ate bilities’ also called ssh Module 3: New Literacies, Functional Literacy and Multiliteracy 41 d to as ‘new literacies’. ‘multilit ies’ now commonly referre a S Those nae elle include visual peu Seat ey i igital literacy dynamics. These er a mine oa ie iitgracy to create SOE oee Hania eoare stntents 0 understand and use new text types, wi le exploring eso information with a wide array of Manes re eee ach i iting,. manga pro : , fanfic writing, . mi it rs Breuer irene music video (AMV), ra vedeasting, See nraG a. paper-based ee ea Se eee tl f ks, reading graphic nove s mics, and ee aianeebieed (onary English Teaching Association and re ipa : literacies are often flexible, 2 ted ‘that new litera 2 n ee ne a where online and offline ee prbeeee ee "Thus, when a literacy ere ee cece aii concept of Web 2.0, it can canes se iteracy, New technologies enable and enhance 7 literacy. Way that is highly complex and exciting for students. Exploring the New Literacies There are seven new literaci ene i derstanding ethnic groups that ic it is about unde! [ . ie ieopuration and focuses on complex issues of compris : or ne i ity, diversity and citizens! : : . al a ‘ the development of social skills, ere 2 Etats in human beings to act positively a pe in sophisticated complex social settings. ee ease is the ability to access, analyze, evaluate, 3. Media a eee ier ili ke informed judgments and jal lit is the ability to mal a Ee ene regarding the use and management of make et . money. is the ability to effectively use digital devices 5. Digital eee communication, expression, collaboration and for purpos = in jowledge-based sociely.. a Doane inerocy is understanding . the principles of 6. Ecologi Panag ward sustainal 7 / octet ae is the ability to make original ideas that " ee revand tia ability to see the world in new ways. have vi . The Truth on 21* Century Literacies According to Research he Truth o' ritical thinking i ith technology depends largely on cr t! o oe een with relatively little technological based ne et ful instruction. Therefore, schools must eas fe a “providing them professional training and up: technology for utilization in classrooms. ies that are stressed inthe 21%42 ae BUILDING aND ENHANCING New Literacies Across THE CURRICULUM, Global economies, new technologies, in information are transforming our societ engage, with a technology-driven, diver world, teachers need to Prepare students solving, collaboration, ‘and analysis, Processing, hypertext, LCDs, Webcam: Social networking software that are cent success, : The National Council of Teachers of English Tesearch that reveals the following: 1. As new technologies shape literacies, they bring opportunities for teachers to foster reading and writing in more diverse and Participatory contexts, Sites, like literature’s Voice of the Shuttle, online fanfiction and the Inte i Public Library, expand both the ra f available texts and the social dimension of literacy, noe oF aval Research on electronic reading workshops shows that ‘they and exponential growth ty. Since. today's people rse, and quickly changing for this world with problem- as well as skills with word 's, podcasts, smartboards, and itral to individual and community (2013) came up with a NS 9 and interaction in sever 5. K-12 students, who write with com, of ee length and higher qu: _ Nd Motivated toward writit computers, aoe 6. solege Students, who keep e+ “academic achievement and Overall retenti ni who do not keep &-portfolios. Thi demateg oeee Capacity for ™etacognition, 7. Both typical and atypical students, who response to writing, “revise their works Participating in traditional method. puters, Produce compositions. lality are more engaged with Feceive an online better than those Functional Literacy The term: functic through William gs, (1956) as a ional literacy ‘1 Specific tionist literacy, ; le decades, ag Societi innovations, 4 SF ——LrC— 5 10 meet tho ehantttOn of tnctonal nee NeS been mermat English Language, 1998), mands (Concise Oxford Compa it Over th INESCO States the folk : hould be integra peng: lent pl develop ted to and Correlated with lans, in those who do not write with | Module 3: New Literacies, Functional Literacy and Multiliteracy 43 icatic ili ji ith population dication of illiteracy should begin wil rn > ears are highly motivated and need literacy for their and their country’s benefit. ; oo 3. Literacy programs should be linked with: economic priorities and : carried out in areas undergoing rapid economic expansion. : 4. Literacy programs must impart not only reading and writing bu , -also professional and technical knowledge’ leading to greater articipation of adults in economic and civic life. ‘onal 5. ree must be an integral part of’ the over-all educational . stem and plan of each country. ; ; 6. a financial need: for functional literacy should be met with : various resources, as well as be provided for economic investments. 7 . _ : 2 hieving main econdmic literacy programs should aid in acl lev r if pees tie. increase in labor productivity, food ee fpiietioneation’ social and professional mobility, creation. o' new manpower and diversification of the economy). i i iti id numeracy it terials present reading, writing ani r ng ing. word and ideas needed in using information for Ieerreestis enlante sufficient literacy skills and continue learning. on their own. : ‘ed-out i is have been carrie of functional literacy, programs 5 ae aiteront job skills and development aspects. To name a hs pete “Phil pine context, are agricultural, health, industry, an an Safe neki arts and culture and technical-vocational planning, A ae i lled specific literacy, is i literacy aspect, calle p p i a etal eth eo job of the student is analyzed to has Seal literacy skills needed and those that are only coe Z a stop nt job-skill mismatch. In specific literacy, the. stu may le 2 eal ittle but will be of immediate: value that would result. it earn : i vation. increased learner motivati LS 7 Re tannnteaies , the specific literacy strategy aE worker to focus on skills that are of value to the ‘samers. ; includes literacy that: (1) starts in jignit f this approach includes h S See) uses a diagnostic approach; (3) identifies turing a eae ae life that may act as an incentive to learning; (4) fee Z “the limits of a short-term intervention; and (5) looks for SSESSES tite Si ctopet com/humanities/encyclopedias-almanacs-transcripts-and- 1s Viwww.en . mapeffimotionat-iteracy) . ic literacy constitutes the (00) posited that functional i cons| sect a nea ees next to basic literacy, in which en mathematical information and skills can be utilized, in eee A social, economic and cultural endeavors. Therefore, the e:44 Likewise, Knoblauch and Brann . (2002) disting steph ince Buitoine AND ENHANCING New LiTeractes Across THE ‘Curricutum : : | functional literacy is to lear basic related information and skills and | use them in daily life. Functional literacy level comprises both technical | and functional. skills while encompassing social, citizenship, and economic roles, 7 to take part in Significant activities in Professional, social, Political arid ale oo a norte where he/she lives using his/her literacy astel, 3 Goksen, Gul itcibasi, 7 : Ged in Saver 2606) Igoz and Kagitcibasi, 2000; as | Hatch (2010) defines it based on the American Heri : : i leritage College Dictionary (AHCD). Accordingly, the word “functional” eae “building the cater literacy” as. “reading and writing Skills.” Therefore, it is oe Baas ity to proficiently read and write that can be used in daily | | : | UNESCO defines functional literacy as the ability of an individual | | ), a8 cited in Jabusch ‘al literacy ag having the icate performance with texts, including luished basic literacy and functior &xpression “functional” to indi at Fe mathematics. a s a 2 3 2 3 a #8 a a4 2 o S$ a e Zz m ao Q oO N ° 3 2 profficial Particip: for national change and devel Anptonel a Contributing to he er family and the socie Tl i defines functional literacy as ris lover atonal be reading, writing and nui eae the daily demands of life til Based on these’ defi as an activity that Contrib the society, including the abili to distening, Speaking, Treading, daily life in Social, cult , Cultu Semanticscholar.org). ral sid atistics Authority cy that includes Is that help People cope with nitions, utes to | | | | feel peracy can be concluded ©opment of an individ id to use information ils relate x i nd skills d etna, and arithmetic necessan for lomic aspects effectively (https://pats. Improving Functional Lite Over the years, t . he Phili ine: ir an increased functional iteracy rate has Continuously aspire to attain racy in the Philippines Module 3: New Literacies, Functional Literacy and Multiliteracy 45 2013 Functional (2019) reported that based on the 20 Pe rae sion yt Mass Media Survey (FLEMMS), the county registered a 90.3% rate, which means that nine out of every fy Filipinos aged 10-64 were functionally ee e aa Seve al the community level. ‘In the study conducte B : 7 results thawed that the proportion ‘4 oe eee fa who ionally literate, placed at a crit 14%, 50% A eraiiens were able to read with comprehension by the end of their basic education. : . It was also evident. that. school ‘dropouts contributed to ee functional literacy. Obviously, .one’ in oo a % oe ‘n mil lion ilipit i ind youth were out-of-school: in 2013. ae eae married, 19.2% lacked a family income to be sent to school and 49.1% lacked interest in attending schools. In order to address illiteracy issues; creating eee or formal ae it i articipation of local stakel S, .capa naearere see Gavelopment of contextualized or oe (ania materials, and tracking of improvement of reading, basic el and essential life skills outcomes were desired. el included improvement of classrooms and several reading facili ses establishing. a culture of reading program, ‘parental training an learning, and skill integration in the curriculum. . (htips:/www. worldvision.org. ph/stories/improving-functional-literacy-in- ve igi study by World Vision in- 2016, the eee literacy rate ‘went up ‘at. 76.53%. In the community level, the i i y 2.64%, or around -50%-70% of the students were al toroed ie ‘i om rehension by the end of their basic education. The eee al nificant within the 3-year interval but it also indicated mora Pencil is expected considering that rate remained 17.36% shot Site 80% threshold (https://pdfs.semanticscholar.org). An analysis’ shows. that low functional literacy could ieee ili to respond to abnormal conditions and incréase a vunoeabiy to exploitation. This could also result in unpreparedness ieorenieele employment and eventually increased dependency on ‘ograms. a ees * the government initiatives to address this is es ees Learning System (ALS) that provides an opportunity r le 19 -of-school youth for them to land in better jobs. thie ip semanticscholar.0rg/3941/28e7d8e26167db495 1 eb527 13964298546ec. pdf) tps://pdts. g ; Integration of New Literacies in the Curriculum . To address the call for literacy. in today’s world, aoa ms become proficient in the new literacies of 21% century ones The International Reading Association (IRA) believes net bak cy educators have the. responsibility to integrate ea sre Ae communication technologies into the curriculum to prepare studel the future they deserve.46 BuipIne AND ENHANCING New LiTERACIES Across THE Curricuum The multiliterate learner. Today, the Internet and other forms of information and communication technologies (ICTs) are redefining the nature of reading, writing, environment. :- Students’ ir 3 r ; would desire for: (1) teachers who use ICTs skillfully) for teaching a who. share thei and students. _ Coiro, et, al (2008) noted dimensions. of New literacies, to. ae Gy the | eae Meal Social Practices, skills, Strategies, and a sei (2) New literacies are ‘Central to full beta nal participation in a global community; 3) ee ‘as defining technologies change; a ple, multimodal and multifaceted, thus. the : » (ney: lenses seeking to digital age. 1° understand how to’ better Supt i erat nulimeda, intertextual and” nga recom i ait rif fe the defining technolo, 7 Although, literacy and cor and. Reinkirig’ 1999); j experiences at schoo! % pels piel and in Sveryday lives. As there are multiple ways to vie logy im, Su Leu, et. al (2004) posited ther ty Students’ ilteracy literacy a innovati clea Hs eae ee new lteracies of todey will b : as new it globalized Community of learn ve alee implications to instructi ear research, on, assessment, Profession ind learning; (2) peers who use ICTs responsibly and! ternet, and. other ICTS) 3) new literacies rapidly’ id (4) new literacies are) - Additional changes | GY for to to learn h e < Such changee 22 in a more} and communication. New literacy skills and! each new ICT as it emerges and evolves.’ dispositions for theit| Civic,. economic, and! benefit from, multiple! ort the students in 4’ es, to be successful’ environments. The! day's youth and’ ‘ow to manipulate’ literacy changes || Ch, rapid profound | Journey, Hence: | re ‘Confronted bY Teplaced by evel | 9€8 bear important ‘al development and | Module 3: New Literacies, Functional Literacy and Muttliteracy 47 Multiliteracies in the Educational Reform ~ - Be In a broader essence, the concept of 21% century skills is motivated by the belief that teaching students the most relevant, useful, in-demand, and universally applicable skills should be prioritized in today’s schools. : aS As. such, students need to.be taught different skills that should- reflect the specific demands of a complex, competitive, knowledge- based, information-age, technology-driven economy and society. 21% Century skills may be taught in a:wide variety of school settings. Teachers, may advocate teaching -cross-disciplinary skills, while schools may require 21% century skills-in both .instruction and assessment, processes. Schools and teachers may use educational approaches that inherently expedite or facilitate the! acquisition of cross-disciplinary skills. . Educational strategies, that include authentic, outcome-based learning, project-based learning and performance-based learning tend to be cross-disciplinary in nature. Students compléte a research ' project, create multiple technologies, analyze and process information, think creatively, plan out'the process, and’. work collaboratively’ in teams with other students. _ : : Likewise, schools ‘may allow . students; to pursue alternative learning pathways, in’ which students eam academic credit and satisfy graduation requirements by completing an internship, apprenticeship or immersion. experience. ‘In this case, students can acquire a variety of practical, job-related skills and work habits, while also: completing academic coursework and meeting the same learning standards required of students. e Assessment of multiliteracies. Assessment moves from usual memorization of facts and disconnected processes to demonstration of understanding through application in a variety of contexts. Real-world’ ~ audiences are important part-of the assessment process, including self-assessment: 7 7 Media literacy skills are honed as- students address’ real- world issues from the environment. Students use the technological and multimedia tools now. available to.them to. design and produce websites, television shows, radio ,shows, public service announcements, mini-documentaries, electronic portfolios, DVDs, oral histories and even films. . . Ke . In.a way, students can freely express their pointsiof view as they create projects using multimedia and delivef:these products to real- world audiences, realizing that they can make‘ difference and change the world. They learn what it isto be a contributing citizen, and carry these citizenship skills throughout their lives. As a result, standardized test scores are higher bééause students have acquired the skills,and content in a meaningful connected way with profound understanding. They actually master the content on a48 Burtoins avo Enwancine New Literacies Across THe CuRRICULUM much higher level and devel lop their basic skills by ‘constant application throughout their schooling. . 1 Preparing - teachers for Group (1996) , underscored multi-| gommunication- that include com ‘other languagés using diverse multiliteracies. New London literacies as multimodal ways of munications between and f&mong° channels within cultures and an ability to understand technology and multimedia. As such, applying multiliteracies fo ‘teaching offers a new classroom Pedagogy that extends and helps manage classrooms, Biswas (2014) asserted that one challenge for educators is to help Students create a sustainable literacy development throughout Schooling, So- that students can develop strong literacy. skills (Borsheim, et.al, 2008). Certainly, multiple and new literacies require Students to integrate technology-enhanced educational tools into 7 their’ work. Ajayi (2011) recommended that teacher education must Prepare teachers to teach multiliteracies in their Schools where there is a critical’ gap between multiliteracies and Class; (Pennington,-2013), Given globalization and teaching Mmultiliteracies is indi learning inthe 21% century. Therefére, Newman (2002) teactiers integrate four componer 1. Situated Practice leads by integrating Primary kni Overt instruction guides students to learning process with tools and techniques. 3. Critical framing teaches stude Perceptions for better learning expereee 4. Transformed action te ; = learn to’ Solve reaklfe probe tasents ‘© apply the lessons they Thus, teaching multiliteracie, i S can inform, en, ; students ceusrnace the Multiplicity of learning proce a 7 ~ Moreover, teachin, ili i teachers blend and apply the following four etl oracies eee of Multiliteracies’ in Classy raeaatonal ieee advancing students’ learning Processes. SUCCessfyl teaching and Research shows that effective inst takes an integrated @pproach, i access, evaluate, synthesize, Ail London Group, 1996). ; Teachers insist to: (1) a ; 3 ni on ithe hi of technology in ther lesan onts ° invite students to use it to contin, ; ae, ‘ lue class discusgj ‘ing it of ifomaton gy BN SE Sages SeCUONS and ng ley find on the Internet: (4) be open about eee Out one’s own ) in Biswas (2014) suggests that nts: of multiliteracies in teaching: Students towa ds meaningfi ins jowledge. gful learning 2 question diverse room to ensure truction in 24s Cc Ing students uni nd contribute to nerstand how t0 reflect regularly (2) create a website and entury literacies | information (New | Module 3: New Literacies, Functional Literacy and Multiliteracy 49 strengths and limitations with technology | ag ee ay alae (slneree them into one’s teaching; (6) use wiki irasvees @ multimodal reader's guide fo adass | aye @) ined He a ie i in * n ee at prea eee an authentic audience; (9) ave - poison instruction about how to avoid Plagiarism ina digital cavemen and (10) refer to the Partnership for 21 Century website. ic kers: (1) Teachers need both intellectual Paertetecen te lenacive a century literacy instruction; (2) ca vole \eéd to’ provide continuing opportunities for profession: Sib it, as well as up-to-date technologies for use in literacy eae i 3) Address the digital divide by lowering the, number Snie ee computer and by providing high quality a oan d-and multiple locations) to technology and multiple ae sckages: (4) Ensure that students in, literacy classes ee nae eee to technology; (5) Provide regular Le Hale 1 ovofessional development jin technology for teachers rn STARE aoa it all levels, including higher education; (6) Require Sahar wen ration programs to include training in integrating ieee int instruction: (7) Protect online learners and ensure eae ‘i 8) Affirm the importance of literacy teachers in helping Saeed tectinological proficiency; and (9) Adopt and regularly ue standards for instruction in technology. : — i ration of new literacies and the teaching of multi eracl Wd nies jogical practices that create opportunities for future neegieen pend learning. Multiliteracies can also help teachers ae ate, ss to learning for all students. In effect, Students oa es by sharing their thoughts with others in online ee they can engage in different forms or modes of learning eee ere equenty, students can be expected to. become oe Conecen nd knowledgeable in their learning through participatory an Seca tices as a.result of this new literacy integration in the SGT eecie education (New.London Group, 1996). (Gs QUESTIONS FOR DISCUSSION : ; 1. What is meant by a literacies? What is their impact on the : teaching-learning process? 2 Describe a multiliterate teacher. ; / Distinguish between basic and functional literacy. 5. How ean we integrate new literacies and functional literacy in : the curriculum and in classroom practice? >50 Buiwoe AND ENHANCING New LireRACIES Across THE CURRICULUM ® 1 Life ah Values Integration Share a personal experience where you have exhibited functional literacy. What life lessons and values have you realized and learned? a a ) RESEARCH ANALYSIS AND IMPLICATION Direction: Analyze the following fesearch abstract and cite its implication on teaching-learhing. Abstract Situated in Technological (TPACK) and Collaborative examines new literacies integi Pedagogical Content Inquiry, this collective Case study ration by student teacher/cooperating “in elementary large Midwestern public Te many STs from a large Midwestern public 9. experience, Through ST/CT dyads, this study Provides Oration when a new Knowledge F < of dyad New literacies. eee _ &nacting Professional development in He classroom, (b) Planning lessons to involve children. with new sania and (c) 'Mpacting dyad Collaboration, ST and CT detailed UPtlons provide a valuable insight into Ir of this integration focus. L¢ Meigen tees al ‘ iteracy focus, An arises to prepare te (Source: Friedrich, 1. innovative Stude ‘achers for 248 century Classrooms. 2014), New iiteracies. ;, i SRoperatng tescher dyads 9 slementary schoois: a eaten ey Student teacher/ ccess Theses and Dissenaigee College of Education av C2S° Study. Public 214, hitp:/digitalcomm ication IONS. unl. edufe and Hum ehsdiss/214) an Sciences. Module 3: New Literacies, Functional Literacy and Multiliteracy. 51 1d How are new literacies integrated by student teachers an pie iat cooperating teachers in their schools? jc dy on new literacies in a ication: the results of the stu ibid eS public university impact the student teaching design? Yj swmess AND LEARNING REFLECTION ERACY AND CIES, FUNCTIONAL LIT! Area MULTILITERACY ii tly, efficiently and it the ability to move confident y Gear ccHen rt nece mote rine and via Sate ‘aigital or electronic text types according to purp: : if nt, live, P g e i literacy is the level of literacy that ean a i cil but also numeracy skills that would help ps east i nds of life. with the daily demar ; eh re various plans and programs of the governmentin improving Rene i hilippines. “ional literacy in the Philippi wy eee can be integrated into the curriculum through effective liters l d Soanaioariny implementation. "ae iple literacies are multimodal ways of commu ato an Meee nications among different languages, usi a aed Tens arene cultures, and the ability to understand tec! within n , and multimedia. v v v SYNTHESIS i i ctional Literacy on the i ing insights on Fun al | iene SE He Barohvil from the word “Literacy”. faModule 3: New Literacies, Functional Literacy and Muliiteracy 53 52 Buiowic avo Entiancine New Literacies Across THE CURRICULUM TIME TABLE u DAY 2/ DAY 3/ DAY 4/ von 1 WEEK 2 WEEK 3 > WEEK 4 INDICATORS Date: Date: Date: ate: Task/Activity Lead Coordinator — g F i Us 2 z z ii all Counterpart : Expected Accom- : : | plishment yu . | & CURRICULUM APPLICATION | PROCESS AND PROCEDURES Direction: Nee @ project plan or activity that presents functional | lieracy. in action (le. service learni ity | integration, immersion ot bene | activity, industry visit, b ing, | etc). Use the provided template sample below, eae ve PROJECT PLAN Name of Project Brief Description Leader Members Beneficiaries PROGRAM OF ACTIVITIES IN-CHARGE get Success TIME ACTIVITY Tar Objectives | indicators eo Resources Accomplishment man, : Material, Financial)54 BUILDING AND ENHANCING New LirerAcies ACROSS THE CURRICULUM LET. SAMPLERS: TAKING THE EXAMINATION Direction: the best answer. 1. What are the possible c: y skill among Grade 4 pupils? |, - The use of Mother-Tongue from grades 1-3 Il Inability to master the Previous level |. Reduced time allotment - for developing reading skills IV. Non-contextualized strategies and reading materials to address indigenization Perspective A, and I only C. Ill and IV only and Ill-enly D.1, I, ill and Iv 2. Which instructional material is tl attaining functional literacy? A. Community resources and real-life fields B. Simulation laboratory apparatuses C. Audio-visual tools and films D. Research Survey facts and data 3. Which of the following. activities in the curricul im Lo functional literacy to its Optimum? ee devel I. Industry Immersion, TechVoc students are sei y . Nt to the foo Production company and trained in Processing meat, culminating activity in their food technology subject. |: Service Leaming. The Education stud : c ming. 7 its render fre! teaching services to Street kids on week ids % Edukalye, an extension program, epemebetclt ResearchiCapstone, The Crimi the findings of their s dy we nology Students share i s tudy with the ci jlovernme consideration regarding traffic reductoe managemecr Vv. Experiential/Participa a roa tory Leaming. AB p, lit , students join a Public fory . ‘litical Science insights and perspectives ai thee they lay down their tl. discussed, : the Siven issue being A. 1, Hand til C. 1, and ty B. 1, Ill and Iv D.1,1, Il and ty Read and analyze each item carefully. Choose the letter of uses of lack of reading comprehension Prerequisite skills in reading in the’) he best self-directed. means of | | | d al 6: if Medule 4: Integrating New Literacies in the Curriculum 55 4, The K to 12 curriculum aims at raising the quality of Filipino ites while empowering them for lifelong : one ia eee functional literacy. Maes aed the following are the perspectives of this new oa Jul : mn A. Providing more focus’on the total learning areas towarc , the development of metacognitive skills ; B. Implementing a unidisciplinary approach in treating every facet and component of the curriculum ; C. Providing experiential learning areas wherein learners can , apply knowledge and life skills ‘ei D. Making values development integral across disciplines. ilipi lue of respect for instills to the students the Filipino val e et old y that is shown through the provision of spaces in He irae granting of discount privileges and prioritizing them in * buil , ry stores and LRT. stations. What literacy is being implied? grocet re at literacy A. Multicultural Literacy Cc. Financial Literacy B. Social Literacy. D. Media Literacy