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Module in (BEED 14)

Teaching English In The Elementary Grades Through Literature (Negros Oriental State
University)

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Module 1
In

(BEED 14) Teaching English

in the Elementary Grades
Through Literature

Module 1

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Introduction

Literacy is the ability to read, write, speak and listen in a way that lets
us communicate effectively and make sense of the world.

Lacking vital literacy skills holds a person back at every stage of their
life. As a child they won't be able to succeed at school, as a young adult they
will be locked out of the job market, and as a parent they won't be able to
support their own child's learning. This intergenerational cycle makes social
mobility and a fairer society more difficult. But beyond the functional level,
literacy plays a vital role in transforming students into socially engaged
citizens. Being able to read and write means being able to keep up with
current events, communicate effectively, and understand the issues that are
shaping our world. People with low literacy skills may not be able to read a
book or newspaper, understand road signs or price labels, make sense of a
bus or train timetable, fill out a form, read instructions on medicines or use
the internet.

This module is about understanding how to teach English to Primary

Grades through Literature and everything that relates to it. The discussions
in this module come from internet resources. As your facilitator of learning, I
will enrich our discussion by presenting information with citations. If you
have questions, please do not hesitate to give me a call, send me an email,
have a chat with me, or text me.

COURSE LEARNING OUTCOMES

At the end of the module, the students are expected to gain a clear
understanding of literacy, the reading process and its implications for
teaching beginning and good school readers.
They are also to understand and explain the relationship between beginning
and primary school readers and the goals and stages of literacy learning.
Moreover, they are to explain the learn teaching strategies to make the
literature class productive, meaningful, and engaging.

CONTENTS OF THE MODULE

This module contains the following lessons:
Lesson 1: Course Overview & What is Literacy?
Lesson 2: Content and Approaches: Developing Love for Reading

Lesson 1
Course Overview & What is Literacy?
Specific Learning Outcomes:
1. (K) Explain the importance of literacy and how it affects people.
2. (S) Differentiate emergent, beginning and good readers.
3. (S) Enumerate the ways on how to handle and develop emergent,
beginning and good readers.
4. (A) Relate how important literacy is.

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Motivation/Prompting Questions

What is litearcy? How does it affect people?

Discussion
What is Literacy?
Literacy development is learning about sounds, words and language. Literacy is the
basis for your child’s ability to read, write, communicate and socialize.
Literacy is most commonly defined as the ability to read and write.
But it’s not as simple as it sounds. Reading and writing abilities vary across different
cultures and contexts, and these too are constantly shifting.
Nowadays, ‘reading’ encompasses complex visual and digital media as well as printed
material. An elderly person who can read the newspaper might struggle to get
information from Google.
Similarly, different cultures will have different perceptions of literacy. The writing
traditions of the English language make reading comprehension an essential part of
literacy, but this might not be as important in cultures or groups that rarely read printed
material.
Add to this the many people who move between cultures and languages and you have
a world where ‘literacy’ is almost entirely relative.
These complex factors make it difficult to create a stable definition of literacy. But if
asked ‘what is literacy’, one could use UNESCO’s more complete definition:
Literacy is the ability to identify, understand, interpret, create, communicate and
compute, using printed and written materials associated with varying contexts.

Why is Literacy Important?

Students need literacy in order to engage with the written word in everyday life.
Think of how often you use your own reading skills in everyday life. It’s not just articles
like this one that require literacy, but signs, labels, and the messages on your phone,
too.
The same goes for writing. Nowadays, even phone calls have given way to instant
messaging and text-based communication, making the ability to read all the more
important.

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But beyond the functional level, literacy plays a vital role in transforming students into
socially engaged citizens. Being able to read and write means being able to keep up
with current events, communicate effectively, and understand the issues that are
shaping our world (https://www.3plearning.com/literacy-important/).

Elementary Literacy
Literacy is a key to lifelong learning and opportunities for success. Effective elementary
literacy instruction develops students' linguistic and cognitive abilities through the
explicit integration of reading, writing, speaking, and listening into instruction across all
content areas and activities. Oral language, reading, writing, and content instruction
support and enrich each other. Students must be provided with experience in all these
areas if they are to achieve success.
The school curriculum poses many challenges to students for whom English is a second
language (ESL).

Emergent Reading
-emphasizes the developmental continuum aspect of learning to read and advocates
the importance of reading-related behaviors occurring before school.
-the term “emergent reading” is derived from “emergent literacy” and is used to
advocate that the development of reading starts early in a child’s life instead of school
years. The emergent literacy includes both reading and writing components. The
concept “emergent reading” emphasizes the developmental continuum aspect in
learning to read, rather than an all-or-none phenomenon that begins only when a child
starts school, suggesting there is a boundary between reading and pre-reading.

-Emergent reading consists of the skills, knowledge, and attitudes that are presumed to
be developmental precursors to conventional forms of reading [1, 3] and the
environments supporting these developments (e.g., home literacy environment, shared
book reading, etc.).

Components of Emergent Reading

Based on the literature, the main components of emergent reading include vocabulary
knowledge, decontextualized language skills, conventions of print, knowledge of letters,
linguistic awareness, and phoneme-grapheme correspondence.

Vocabulary knowledge is important in emergent reading. Reading requires decoding of

visual inputs into meaning. In the earliest stages, a child decodes a word letter by letter,
links each letter into its corresponding sound, and combines all the letter-sounds to a
single word. For example, in the beginning, a child decodes a word “cat” by sounding
out /k/ … /æ/ … /t/. The next stage is to extract the meaning of the word, which is
important since it motivates the child. If a child knows individual letters but does not

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know the meaning, he/she is unlikely enjoying the reading process since the child has
no semantic representation through which a child decodes the phonological information.
Decontextualized language skills refer to the language used in story narratives and
other written forms of communications to convey novel information to readers.
Conventions of print in English include the left-to-right and top-to-bottom direction of
print, the sequence in which the print progresses from front to back across pages, the
difference between pictures and print on a page, and the meaning of elements of
punctuation. Knowing these conventions helps a child learn to read. Decontextualized
language skills in children are related to conventional reading skills including decoding,
understanding story narratives, and print production.
Knowledge of letters is critical to learning the sounds associated with the letters.
However, only teaching letter names may only increase surface letter knowledge and
may not improve the abilities to learn to read.
Linguistic awareness involves the ability to take language as a cognitive object and to
understand how language is constructed and to use language as a way of
communication. Linguistic awareness develops over time, and a child may be aware of
some rules (e.g., that words are formed from phonemes) without being aware of other
rules (e.g., two words rhyme). Many studies have suggested that children good at
detecting syllables and rhymes are better readers.
Linguistic awareness involves the ability to take language as a cognitive object and to
possess information about the syntax. The relation appears to be reciprocal. Better
phonological skills led to quicker learning to read, while learning to read improves
phonological skills.
Phoneme-grapheme correspondence represents the links between phonemes and
alphabet letters. A child requires to understand both how individual letter sounds and
how combined letters sound. This ability has been related to higher levels of reading
achievement.

TOP TEN CHARACTERISTICS OF EMERGENT READERS

Emergent readers can be any age, but they are usually in preschool, kindergarten, or
first grade.
Emergent readers have not yet begun to read books independently.
Emergent readers often make up stories to go with the pictures in books with no
attention to print.
Emergent readers do not yet recognize many site words if any.
Emergent readers may not yet grasp concepts of print, including, but not limited to,
concepts such as understanding the difference between a letter and a word, knowing
that reading proceeds from left to right, and/or understanding word by word matching.
Emergent readers can come from extremely literate households or have a very limited
exposure to books.
Emergent readers are often very aware of more proficient readers around them.

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Emergent readers may be willing to attempt to read simple texts or they may be
unwilling to make any attempts at all.
Emergent readers are usually also emergent writers.
Emergent readers want to be able to read books independently.

Beginning Readers
They are building their fluency. This means they're working to make several skills, like
matching a letter to a sound and decoding, more smooth, accurate and automatic.
Without fluency, each word must be decoded, and that takes time and energy. This
means that other reading behaviors like reading with expression and comprehension
have less of a focus.
These aspiring readers are learning basic concepts about print and a book. For
example, we read left to right, top to bottom and print continues from the end of one line
to the beginning of the next (return sweep). They are also learning to identify the parts
of a book (e.g. title, title page).
How to Read with a Beginning Reader

When reading with a beginning reader, it's important to do the following:

Give them time to read. Reading is a skill, and like many other skills, it takes time to
develop. A beginning reader should spend at least 20 minutes a day reading to or with
someone. The books read during this time should be relatively easy for your child.
Let them reread the same books. Rereading the same words over and over again helps
build fluency. Over time, you'll notice that your child will stop less often to decode words.
Encourage attention to the print. If your child is stuck on a word, help him look at the
first letter(s) and encourage him to sound it out. If it's a difficult word, or one that can't be
sounded out, simply supply the word and continue reading.
Take turns reading. By listening to your fluent reading, your child will hear what good
readers sound like. After you've read a short passage, ask your child to reread the same
passage. This provides a chance for her to practice reading with expression.
Have realistic expectations. For example, students should be reading approximately 60
words per minute correctly by the end of first grade, and 90-100 words per minute
correctly by the end of second grade. Your child's teacher can help you learn your
child's reading rate.

Good Readers
One way that researchers have studied what good readers do, has been to ask them to
think aloud as they read. From these studies, researchers have determined that the
seemingly effortless activity described as "good reading" is made up of a set of highly
complex, well-developed, and well-practiced skills and abilities. Particularly impressive
is the way in which good readers actively and consciously coordinate these skills and
strategies before, during, and after reading a text.

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Before reading, good readers tend to set goals for their reading. They note the
structure, or organization of the text, and often create a mental overview or outline of
the text to help them decide whether it is relevant to their goals.
During reading, good readers read words accurately and quickly, and simultaneously
deal with the meanings of those words — as well as the meanings of the phrases and
sentences into which the words are grouped. Good readers connect the meaning of one
sentence to the meaning of another. If something is confusing to them, they use their
background knowledge to try to clarify the meanings of words and phrases. Sometimes
good readers interact with the text by asking themselves questions about its content
and reflecting on its ideas.
They are adept at using their background knowledge to make predictions about what
might happen next and to understand ideas as they encounter them. Good readers
continuously evaluate their predictions and revise them as needed.
Good readers are selective as they read. They are likely to focus more of their attention
on the parts of the text that are most closely tied to their reading goals. They may
decide to skip some parts of a text because they already understand the content or
because they do not think the parts are important to what they need (or want) to learn
from the text. They may decide, after reading several pages, to skip the rest of a
chapter because they recently read something similar.
On the other hand, they may decide — either because they do not clearly understand
the content or because they find the topic interesting — to reread a passage or chapter
before going on. They also may summarize the content of a passage as they read it. In
doing so, they may consciously determine what is important, what is supportive, and
what is less important.
As they read, good readers often make inferences. They may draw on their background
knowledge or look for clues in the text to supply information about characters or events
that the author has not provided directly. Some good readers may also create mental
images, or visualize a setting, event, or character to help them understand a passage in
a text. Good readers monitor their comprehension as they read.9 When they realize that
they do not understand what they are reading, they apply procedures to "repair" or "fix-
up" their lack of understanding. For example, they may ask themselves questions about
the meaning of what they are reading, they may rephrase a passage in their own words,
they may look up the meanings of difficult words, or they may outline the content of the
text.
After reading, good readers often think about, or reflect on what they read. They may
mentally summarize major points or events in the text, or even go to other sources to
find additional information about the topic of the reading.
In short, good readers are most often strategic readers. That is, they use a number of
comprehension strategies to get meaning from text. Comprehension strategies are
conscious plans or procedures that are under the control of a reader, who makes
decisions about which strategies to use and when to use them. In addition, good
readers engage in metacognition as they read. Cognition refers to mental functions
such as remembering, focusing attention, and processing information. Metacognition
refers to people's awareness of their cognition; that is, their thoughts about their own
thinking. From an array of possibilities, for example, readers with metacognitive

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awareness are able consciously and automatically to select the appropriate

comprehension strategies for use with a particular text.
https://www.readingrockets.org/article/what-research-tells-us-about-reading-
comprehension-and-comprehension-instruction

Characteristics of Good Readers

Interact with text
Have goals for reading
Evaluate text for important ideas
Note structure of text before reading
Make predictions
Contruct, revise, and question as they read
Monitor their understanding as they read
Read different kinds of text differently
Process text during and after reading
Find comprehension of text to be productive
Create visual images based on text they have read
Draw inferences
Synthesize information
Repair understanding
Enjoy and appreciate literature
Block and Pressley(2001) Harvey and Goudvis (2000)
https://www.lcps.org/Page/50594

Learning Activities/Exercises
Exercise:
Enumerate the ways on how to handle and develop emergent, beginning,
and good readers.

Teacher Intervention
It is suggested that you will call this number,09264629995/send Email to
[email protected], or DM on messenger whenever you have
queries on the lessons presented. Your instructor may also meet you through
GC in your assigned class schedule.

Practice Task/Assessment.
Suppose you are a Kinder teacher, how will you teach these type of readers.

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Feedback to Assessment

Assignment:
Enrichment Activity
How does literacy affect people?
Personal Reflection
What have you learned today?
Grading Rubric

https://studylib.net/doc/8250135/grading-rubric-for-written-assignments

References:
https://www.3plearning.com/literacy-important/
https://www.readingrockets.org/article/what-research-tells-us-about-reading-
comprehension-and-comprehension-instruction

https://www.lcps.org/Page/50594

Lesson 2
Approaches to Cultivate a Love of Reading in Students &
Role of Children’s Literature in Developing Love for Reading
Specific Learning Outcomes:
1. (K) Explain the importance of developing children’s love for reading.
2. (S) Enumerate the ways on how to develop children’s love for reading.

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3. (S) Demonstrate the approaches to develop learner’s love for reading.

4. (A) Show interest in developing love for reading.

Motivation/Prompting Questions
Lesson 2

10 Approaches to Cultivate a Love of Reading in Students

1. Read. Simple first step! If we're going to encourage kids to read we

need to do it too. Read for pleasure, information, instructions,
connecting with others, and so on. Read. Read a little more than
you've been reading lately.

2. Share your reading experiences. Share with colleagues, friends and

students. Tell them what you've been reading, what you've gained or
learned from these texts, what you recommend. As a teacher, I very
intentionally and regularly told my students what I was reading, where
I read, ("in the bath!"); I brought in the books I read, I read passages
to them, I read during silent reading, I told them about how I couldn't
wait for the weekend so that I could read, about my book club
arguments, the stories my husband I read aloud to each other...and so
on. Help them see what a reader does. Also -- I recently
discovered Goodreads where you can share, get recommendations,
and read reviews that friend have written -- I had so much fun on this
site and was reminded of how socializing and reading are a perfect
match. If you are on Goodreads, or join, find me there! I'd love to hear
about what you're reading. I also wonder if there's an equivalent for
kids to use -- anyone know?

3. Invite students to socialize around reading. Set up book clubs,

reading groups, literature circles. Many students (especially boys)
need to interact with each other around texts. It greatly enhances
their comprehension and makes it so much more enjoyable. Adults
know that (we join book clubs and spend hours on Goodreads) so let's
help kids have this experience too.

4. Organize a Read-a-Thon. A beautiful event that parents and

administrators can take a lead on setting up. My son's school recently
did a Read-a-Thon and it was the highlight of the year for my boy. Kids

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wore PJs, took their pillows and stuffed animals to school, were invited
to re-read their favorite books or select a "challenge book." Parents
supplied snacks, teachers and administrators read. It was fun and
community building and they raised a lot of money.

5. Take a field trip. This is another way to make reading social and
exciting. Visit your local library, a university library or a bookstore. It's
not about checking out or buying books -- it's about being surrounded
by thousands of books, touching their gorgeous pages, seeing the
world of possibility in print, salivating over what there is to know and
explore. In my family, we often take weekend trips to explore different
bookstores in the area. We make it an adventure and talk about what
constitutes a "good bookstore;" it's just fun. This is another event that
parents can organize and administrators can support or encourage.

6. Listen to audio books. Invite students to listen to them; play short

passages. To me, audio books "count" as reading. While you're not
developing decoding or fluency skills, you are acquiring vocabulary,
applying comprehension strategies, and enjoying stories or accruing
information. Some of the audio books I've listened to have stuck with
me in ways that reading text hasn't. My mind was free to visualize the
scenes in a way that creating lasting images. (One such book like this
was Native Son by Richard Wright. A phenomenal listen).

7. Invite authors to speak. Another activity that can be supported by

admin and parents. Kids can be greatly impacted from hearing an
author (if possible, especially one from a similar background to theirs)
speak about reading and writing.

8. Make connections between reading and other issues. I just read

this this fascinating article in Harper's about how people in Mali hid
their ancient sacred texts as Islamic militants took over Timbuktu.
Books and reading have always been political (think banned books,
prohibitions on slaves becoming literate, etc.). Help students see the
wider, historical and political context of the importance of reading to
enhance their appreciation.

9. Learn about specific needs for specific populations. Those

responsible for teaching literacy also need professional development

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in how to serve specific vulnerable populations. One book that

dramatically changed how I taught reading in middle school
is Reading Don't Fix No Chevys , by Wilhelm and Smith. If you teach
boys, you must read this book! Another equally impactful book for me
was Teaching Reading to Black Adolescent Males , by A. Tatum. We
need to meet the needs of all learners.

10. Teach reading strategies. Finally, I believe that all teachers, in

every content area, should be responsible for teaching reading. Text
genres are different in every content area -- teachers should receive
PD in how to teach reading strategies so that they can do so with
students. Kids won't enjoy reading if they can't do it -- no one loves
doing something that's really hard. We must give them the skills to
read at the same time that we cultivate an attitude.

https://www.edutopia.org/cultivating-love-reading-students-elena-aguilar
Role of Children’s Literature in Developing Love for Reading

*Children’s Literature as a Space for Thoughtful Discussion:

Texts teachers read to students can be more complex than the texts students
read independently. The interactive read-aloud allows opportunities for teachers to
introduce new types of stories and information and allows readers to share their ideas
and learn from others.

*Children’s Literature as a Catalyst for Building a Community of Readers:

Teachers can engage students in thoughtful dialog about important topics such
as bullying or making a difference. Book clubs, literature discussion groups, and book
talks are all great opportunities for building a community of readers through student-led
interactions and conversation.

*Children’s Literature as a Vicarious Experience:

Children’s literature provides a platform for children to experience people,
places, and circumstances that they may not be able to experience in real life. This
helps foster tolerance and acceptance in our children.

*Children’s Literature for Developing Curiosity and Imagination:

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Reading aloud to children and letting them discuss what they have visualized
during the read-aloud fosters imagination and supports for the understanding of text and
the world around them.

*Children’s Literature as Example of Language Play:

Reading aloud stories with a whimsical language encourages students to
explore ways to experiment with oral and written language

*Children’s Literature for Developing Narrative Competencies:

Wordless picture books develop a sense of story and the various ways that
narratives work.

*Children’s Literature as Mentor Texts for Writing:

“Reading like a writer” is a phrase surrounding the use of mentor texts in reading
and writing workshops. Mentor texts can encourage children in their own writing and
enjoyment.
*Children’s Literature for Developing a Sense of Being a Reader:
The challenges of reading can be highlighted to help students deal with the
complexities of the reading process. Literature enables students to share their own
concerns and successes in a relatively risk-free environment.

Children’s Literature as a Way of Coming to Know the World:

Informational texts spark curiosity, encourage further reading and research, and
answer many questions students pose.

Children’s Literature as a Way of Developing Reading Abilities:

Teachers can demonstrate proficient reading through think-alouds making
available their questioning and meaning-making strategies during the act of reading.
https://www.nwaea.org/connections-blogs/reading-blog/2014/03/18/the-roles-of-
children-s-literature-in-the-primary-grades

10 Tips on How to Share Stories with Children

Sharing stories aloud is a fantastically fun way to celebrate the joys of books and spark
young imaginations and reading together for just ten minutes a day can help create
readers for life.
1. Be prepared

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Sharing a story should be fun for everyone, even grown-ups! Read it yourself first and
have a think about the characters and plot. If you love it, chances are they will too! This
also means that there will be no surprises that might trip you up as you read.

2. Get comfy
Are there enough cushions and blankets to sit on? Can you be heard? Is there enough
light? If your children are easily distracted, they can draw or play games quietly while
you read; they’ll still reap the benefits of your storytelling.

3. Holding the book

Now it’s time to tame those pages so you can read the text and your kids can see you.
You can hold the book wide open and to the side or put it between laps. Plus, you can
use your free hand to point out pictures and for grand gestures.

4. Get into character

Using voices and songs is a great way to bring the story to life. You can go high or low
or change the speed from fast to slow to show the difference between characters.
Songs are also great and you can write your own catchy tune or borrow a well-known
melody.

5. Mix it up
Changing tempo is a great way to grab children’s attention and build suspense or add
humour. Try slowing down or speeding up for different scenes. With emotional books,
it’s especially important to keep it real, so make the differences subtle.

6. Vary the tone

If you’re ready to more add strings to your bow, try contrasting your tone which is good
for sharing both voices and narration. How about switching from monotone to musical?
Whispering can also be great fun as it feels like a secret and kids love secrets!

7. Add movement and props

You can take it to another level by adding movements and props. Make your
movements as big or small as you like and invite the kids to join in. Maybe their arms
become flapping wings or a wooden spoon becomes a paintbrush.

8. Make it interactive
Involve your listeners! You can ask them to repeat sentences, encourage them to add
sound effects, get them to count and name what they see and even let them guess
what’s coming next.

9. Discuss as you read

Speak your thoughts aloud as you read. Is there something similar you remember
happening in the world? Or a related memory from your childhood? Set an example and
your listeners will become active, engaged readers who make their own connections.

10. Take it to a new level

Challenge kids with stories above their reading level. When you get to something
difficult or new in the book, stop and repeat it slowly. Tell them what it means, what it
makes you think of, other words that mean the same thing and use it again in another
context.

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https://www.penguin.co.uk/articles/children/2019/feb/tips-for-sharing-stories-with-
children.html

Learning Activities/Exercises
Exercise:
Enumerate the roles of children’s literature in developing love for reading.
Teacher Intervention
It is suggested that you will call this number,09264629995/send Email
to [email protected], or DM on messenger whenever you have
queries on the lessons presented. Your instructor may also meet you through
GC in your assigned class schedule.

Practice Task/Assessment.
What are the ways to cultivate children’s love for reading? Discuss your
strategies.

Feedback to Assessment

Assignment:
Enrichment Activity
Demonstrate how to share stories with children.
Personal Reflection
What have you learned today?
Grading Rubric

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https://studylib.net/doc/8250135/grading-rubric-for-written-assignments

References:
https://www.penguin.co.uk/articles/children/2019/feb/tips-for-sharing-stories-
with-children.html

https://www.writeawriting.com/writers/literature-and-its-many-types/

https://www.edutopia.org/cultivating-love-reading-students-elena-aguilar
https://www.nwaea.org/connections-reading-blog/2014/03/18/the-roles-of-
children-s-literature-in-the-primary-grades

https://www.penguin.co.uk/articles/children/2019/feb/tips-for-sharing-stories-
with-children.html

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Downloaded by Ellen Shermaine Bajo ([email protected])