Republic of the Philippines

University of Rizal System

Antipolo City
College of Education

Maryjoy Reanbel Angel Grace Kisses April Shane

Benavente Berja Fuentes Macalino Masias

Group Number: 2
Title of the Report: UNIT 2: Teaching Strategies for the Development of Literacy
Skills and Teaching Resources

I. INTRODUCTION

This unit, Teaching Strategies for the Development of Literacy Skills and
Teaching Resources, serves as your guide to navigating this evolving landscape. Here,
we delve beyond the traditional boundaries of reading and writing, exploring the
multifaceted tapestry of literacy that empowers learners to thrive in our dynamic world.

Think critical thinking, collaboration, problem-solving, and the ability to wield

technology as a tool for expression and understanding. These are the cornerstones of
modern literacy, and fostering them requires a shift in both mindset and methodology.

RECENT PROBLEM

A. Recent Problems with Strategies for the development of emergent literacy

skills and teaching resources

Equity and Access:

● Socioeconomic disparities: Children from low-income families often have

limited access to high-quality literacy experiences, creating an achievement gap.
● Diverse learners: Resources and strategies may not adequately cater to
children with disabilities, language differences, or unique learning styles.
 ● Limited technology access: Digital literacy tools can enhance learning, but
unequal access hinders their potential.

Engagement and Motivation:

● Standardized testing: Overemphasis on testing can prioritize specific skills over

fostering a love of reading and writing.
● Screen time vs. physical interaction: Balancing the allure of digital media with
hands-on, interactive activities that promote literacy development.
● Teacher training and support: Ensuring educators have the knowledge and
resources to implement effective emergent literacy practices.

Resource Availability and Quality:

● Culturally relevant materials: Finding age-appropriate, engaging books and

resources that reflect diverse backgrounds and experiences.
● Information overload: Navigating the vast amount of available resources and
identifying those that are aligned with best practices.
● Sustainability and funding: Securing funding for ongoing professional
development, high-quality materials, and technology tools.

B. Beginning reading skills and teaching resources

Challenges in Developing Beginning Reading Skills:

● Phonological awareness: Difficulties in blending and segmenting sounds within

words can hinder decoding and fluency.
● Phonics instruction: Debates continue about the most effective approaches to
phonics instruction, making it challenging for schools and educators to implement
the best methods.
● Vocabulary development: Lack of exposure to rich vocabulary can limit
comprehension and expressive language skills.
● Motivation and engagement: Children may struggle to find reading enjoyable,
leading to decreased practice and slower progress.
● Executive function challenges: Difficulties with attention, memory, and
self-regulation can impact learning to read.

Issues with Teaching Resources:

● Alignment with current practices: Some resources may not reflect the latest
research and evidence-based approaches to teaching reading.
 ● Differentiation: Providing resources that cater to different learning styles, ability
levels, and cultural backgrounds can be challenging.
● Digital integration: Balancing the use of technology with traditional literacy
materials to engage students effectively.
● Cost and accessibility: Schools and families may struggle to afford high-quality
resources, particularly in underserved communities.
● Overemphasis on specific skills: Resources may overemphasize isolated skills
like phonics at the expense of developing whole-language fluency and
comprehension.

C. 21st Century Literacy skills and teaching resources

● Limited understanding and definition: There's an ongoing debate about the

exact composition of 21st-century skills, making it challenging to create targeted
assessments and instruction.
● Integration into existing curriculum: Fitting these skills seamlessly into already
packed curriculums can be difficult, leading to superficial integration or neglect.
● Assessment challenges: Assessing authentically complex skills like
collaboration and critical thinking is demanding, with traditional methods often
falling short.
● Teacher training and support: Many educators lack the training and resources
needed to effectively teach 21st-century skills, requiring ongoing professional
development.
● Equity and access: Students from disadvantaged backgrounds may have
limited access to technology, learning environments, and experiences fostering
these skills.

RECENT TRENDS

A. Recent Trends in Emergent Literacy Development:

1. Play-based learning takes center stage: Research emphasizes the power of play
in building early literacy skills. Integrating literacy activities into dramatic play, pretend
play, and games fosters natural language development, phonemic awareness, and early
writing exploration.
2. Technology becomes a tool, not a crutch: Interactive apps, digital books, and
educational games can complement traditional methods, but shouldn't replace them.
The focus remains on active engagement, social interaction, and meaningful practice.

3. Small group instruction gains traction: Providing targeted support in small groups
allows for differentiated instruction, addressing individual needs and fostering faster
progress. Evidence suggests consistency and high-dosage tutoring in these groups lead
to significant gains.

4. Multimodal learning goes beyond print: Educators are using diverse materials like
manipulatives, songs, rhymes, and visuals to engage various learning styles and make
literacy experiences more enriching and accessible.

5. Culturally responsive practices are key: Recognizing and incorporating children's

cultural backgrounds and home languages strengthens their engagement and helps
build bridges between home and school literacy environments.

B. Recent Trends in Beginning Reading Skills and Teaching Resources:

Emphasis on Foundational Skills:

● Phonemic awareness: Explicit instruction in manipulating sounds in spoken

language has gained importance, recognized as a crucial first step toward fluent
reading. Programs like Phonological Awareness Literacy Screening (PALS) and
Heggerty Phonemic Awareness (HPA) are widely used.
● Phonics: Structured, systematic phonics instruction remains a dominant
approach, with programs like Orton-Gillingham and Wilson Reading System
gaining popularity. However, the focus is shifting towards a balanced approach
that also integrates morphology and etymology.
● Fluency: Repeated reading, choral reading, and technology-assisted
interventions like Read Naturally are being used to increase reading speed and
accuracy.

C. Recent Trends in 21st Century Literacy Skills and Teaching Resources:

Shifting Focus:

● Beyond traditional literacy: Moving from a narrow focus on reading and writing
to encompass critical thinking, communication, collaboration, creativity,
problem-solving, digital literacy, media literacy, and global awareness.
 ● Developing lifelong learners: Cultivating the ability to adapt, learn
independently, and navigate information overload in a rapidly changing world.

Teaching Methods:

● Project-based learning: Real-world challenges engage students in applying

21st century skills collaboratively.
● Problem-solving activities: Design thinking, simulations, and open-ended tasks
encourage critical thinking and innovation.
● Technology integration: Tools like collaborative platforms, simulations, and
educational games enhance learning experiences and develop digital literacy.
● Focus on authentic contexts: Connecting learning to real-world issues and
local communities provides meaningful contexts for applying skills.

II. DISCUSSION

UNIT 2: Teaching Strategies for the Development of Literacy Skills and Teaching
Resources

D. Strategies for the development of emergent literacy skills and teaching

resources
E. Beginning reading skills and teaching resources
F. 21st Century Literacy skills and teaching resources

LITERACY
- This refers to the capability one acquires to read, understand, and construct
textual material. This ability is useful in regular academic and non-academic
situations and contexts within the school community and different occupational
areas.

TEACHING STRATEGIES
- These refer to techniques, practices, approaches, and systems teachers employ
in their classroom practice to advance student learning.

A. Strategies for the development of emergent literacy skills and teaching

resources

PICTURES AND OBJECT PICTURES

 - Teaching is enhanced by the use of photographs in the curriculum with three
objectives: enhancement in the perception level of students, easy interpretation
of context by the teacher, and smooth understanding of the learners.

LETTERS AND WORDS

- This instruction should include activities in which children learn to identify and
name letters and words.

SOUNDS
- This early learning is the beginning of a child’s awareness of sound and one of
the foundation blocks for communication through speaking, listening, reading, and
writing.

READ ALOUD EXPERIENCE

- You can define words during a read-aloud by pointing out part of an illustration
that shows the meaning of a word, showing facial expressions moving your body in a
way that explains, or giving a brief definition.

Reading aloud as part of your daily routine helps children to:

● hear language
● discover the way language works
● develop their imagination
● become familiar with letters and sounds.

B. Beginning reading skills and teaching resources

PHONEMIC AWARENESS
- Phonemic awareness has been recognized recently as an important skill for
learning to read and write. It is basically about tuning a child’ search to their culture’s
language. There is evidence that providing activities that raise children’s sensitivity to
sounds used in spoken language may prevent the difficulty some children experience in
writing and spelling (Snowball & Bolton, 1999).
PHONICS INSTRUCTION
- Phonics instruction is a way of teaching reading that stresses the acquisition of
letter-sound correspondences and their use in reading and spelling.

FLUENCY INSTRUCTION
- It is a teaching method that aims to improve reading among students. It is
where students can practice speed and expression rather than decoding.
 WAYS ON HOW TO IMPROVE FLUENCY:
● Repeated Reading - 50-200 words
● Model Fluent Reading-By listening to good models of fluent
reading.
● Goals setting- A teacher should identify the correct words of the
students per minute of reading.

VOCABULARY INSTRUCTION
Vocabulary instruction is the process of teaching students new words and their
meanings. Explicitly teaching vocabulary can measurably improve reading
comprehension.

5 KEY PRINCIPLES
1. Focus on rich meanings, not just dictionary definitions.
2. Emphasize the connections among words.
3. Promote usage of the words.
4. Review is important.
5. Involve students in identifying some of the words to be studied.

COMPREHENSION INSTRUCTION
- Critically and analytically digesting text to understand their meaning holistically.
It is one of the essential skills to become a good listener.

METHODS IN DEVELOPING COMPREHENSION

● Monitoring Comprehension
● Metacognition
● Answering questions
● Generating questions
● Recognizing story structure
● Summarizing
 C. 21st Century Literacy skills and teaching resources

STUDENT-LED LEARNING (COOPERATIVE LEARNING)

● It is where the students themselves facilitate their learning
● developing critical thinking and problem-solving skills
● increasing engagement in the classroom

HOW TO CREATE STUDENT-LED CLASSROOM

1. Rearrange the classroom
2. Develop self-awareness
3. Use individualized learning applications
4. Aim for conceptual understanding
5. Encourage reflection

FIVE BASIC ELEMENTS FOR SUCCESSFUL SMALL-GROUP LEARNING

- According to Johnson and Johnson (1990)

1. Positive interdependence
2. Face-to-face interaction
3. Individual and group accountability
4. Social Skills
5. Group processing

INQUIRY-BASED CLASSROOM ENVIRONMENT

- Inquiry-based learning is a student-centered teaching method that
encourages students to ask questions and investigate real-world
problems.

ESSENTIAL COMPONENTS OF INQUIRY-BASED LEARNING

1. Orientation/Observation
2. Question/Conceptualize
3. Investigating
4. Conclusion
5. Discussion/Sharing

FOUR TYPES OF INQUIRY-BASED LEARNING

1. Structured Inquiry
2. Controlled Inquiry
3. Guided Inquiry
4. Free Inquiry
 INQUIRY-BASED LEARNING EXAMPLES
1. Science Experiments
2. Field Trips
3. Classroom Debates
4. Projects
5. Group Work

COLLABORATIVE ACTIVITIES
- Collaborative learning is group learning coupled with peer review and
exchange of information which are keys to success in the modern world of
work and professions.

HOTS ACTIVITIES
- a series of important competencies individuals can utilize to improve
learning progress and critical thinking.
Some activities that teachers can do to develop critical thinking in students

● Ask the right question

● Use critical thinking tasks with appropriate levels of challenges

CREATIVE LEARNING
- Creativity is characterized as involving the ability to think flexibly, fluently,
originally, and elaborately.
People define creativity in many ways which is a reflection of their experience
and expertise

● ability to see things in fresh ways

● learning from past experiences and relating this learning to new situation
● creating something unique

Through creativity and imagination, learners can

● communicate their feelings in non-verbal and preverbal ways. For example

(using gestures, movement, song and dance)
● express their thoughts (painting, drawing, writing

III. IMPLICATIONS
 ● Literacy development is a complex process that takes time and effort.
However, it is an investment that is well worth making. By using effective
teaching strategies and resources, we can help all children develop the
literacy skills they need to succeed in school, work, and life.

IV. REFERENCE
1. Unit 2: Teaching Strategies for the development of Literacy skills and Teaching
Resource | PUP BSEDMT 2024 (April 27, 2024)
https://youtu.be/qmt1kB9l3VA?si=Mmwcbumah1XHlO3I