The document discusses strategies for teaching various literacy skills. It begins by explaining the difference between oracy and literacy, noting that oracy refers to speaking skills while literacy encompasses reading, writing, and language skills. It then provides details on several instructional approaches for developing literacy, including literature-based approaches, phonological awareness activities, decoding strategies, and techniques for improving fluency. Specific goals, principles, and methods are outlined for teaching each of these areas.

1. TEACHING
STRATEGIES IN MTB-
MLE PROGRAM
TEACHING AND LEARNING LANGUAGES AND
MULTILITERACIES

2. FROM ORACY TO
LITERACY DEVELOPMENT
Lesson 1 By Danyelle Dimaala

3. Difference Between Oracy and
Literacy
■ Oracy is to speaking what numeracy is to mathematics or literacy to reading and
writing. In short, it’s nothing more than being able to express yourself well. It’s
about having the vocabulary to say what you want to say and the ability to
structure your thoughts so that they make sense to others. Oracy was coined by
British researcher and educator Andrew Wilkinson in parallel with Literacy and
Numeracy so he could emphasize the idea that oral skills have been forgotten in
education.
■ Literacy has traditionally been thought of as reading and writing. Although these
are essential components of literacy, today our understanding of literacy
encompasses much more. Alberta Education defines literacy as the ability,
confidence and willingness to engage with language to acquire, construct and
communicate meaning in all aspects of daily living. Language is explained as a
socially and culturally constructed system of communication.

4. The Two Concepts of Oracy
1. The ability to express oneself in spoken
language.
2. The ability to understand spoken language.
These two concepts reflect the connection
between speaking and listening.

5. Principles of Guiding the Literacy
Development by Gunning (2005)
1. Reading, writing, speaking, listening and thinking develop simultaneously as
learners grow into literacy. This is called an integration of macro skills
development rather than a hierarchal, isolated skill focus.
2. Individuals learn to read and write by reading and writing and by responding to
their reading and writing. This is learning by doing in pragmatic context of skills
use.
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 idea of the
text to one's prior knowledge or background.

6. By Cooper, J., 1993
■ "Learners have to understand the concept of 'alphabetic
principle', explaining to them that what they can say
can be written down using the symbols that represent
the sounds in spoken words. This understanding is aided
by the learners' knowledge of 'concepts about print',
which are rules required to record oral language into a
written language, divided into four categories – books,
sentences, words, and letters."

7. Concepts About Print
■ 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,
quotation, exclamation
■ Words: identifies words
■ Letters: letter order, upper and lower case

8. Gunning (2005) included the
following:
1. What we say and what others say can be written down and read.
2. Words, not pictures, are read.
3. Sentences are made up of words and words are made up of letters.
4. Reading goes from left to right and top to bottom.
5. A book is read from front to back.
6. What we say is divided into words.
7. Space separates written words.
8. Sentences begin with capital letters.

9. Gunning (2005) included the
following:
9. Sentences may end with periods, question marks or exclamation
marks.
10. A book has a title, and author and sometimes an illustrator.
11. Students must also develop a phonological awareness and arrive
at an understanding about alphabetic principles.

10. APPROACHES AND
STRATEGIES IN TEACHING
COMPREHENSION
Lesson 2 by Via Galagate, Monique Domingo and Rosshena Adena

11. Introduction
■ COMPRESSION According to durkir (1993) the essence of reading
without which there is no reading at all.
■ List to remind the teachers about importances of planning for
and facilitating the teaching - learning process of comprehension
■ 1) The teacher serve as a Model of everyday language use
■ 2) The teacher is provider of Experience
■ 3) the teacher is an Interactor

12. Literature-Based Approach (LBA)
■ A literature-based approach offers a variety of benefits. It encourages sense-
making or meaning-making of a whole text (story, poem, etc). once students
understand the general meaning of the whole text, they are better prepared to
deal with the analysis of the parts. A literature-based approach also promotes
active engagement and collaborative work so that learners contribute to class
activities through direct interaction with either the teacher or with peers. They
also participate through sharing information, asking questions, and reflecting
on their understanding, as well as working together to make sense of the text
under study. Another advantage of this instructional approach is its
incorporation of a human component so that learners can identify with
characters who face common human conflicts and problems, such as fear, hate,
love, etc. Learners have the opportunity to reflect on the characters’ actions
and choices and then discuss whether they agree or disagree with the
characters’ decisions

13. Literature-Based Approach (LBA)
■ A literature-based approach supports integrated as opposed to segregated
skills and, as a result, its associated activities usually target in one lesson all
the skills involved in reading, writing, listening, and speaking.
■ Literature-based approach is the type of instruction in which authors' original
narrative and expository works are used as the core for experiences to support
children in developing literacy. The types of activities done with the literature
are the natural types of things children and adults would do when reading and
responding to any good book. For example, it is natural to share and talk
about a good book after reading it; it is not natural to answer ten questions
about the book.

14. Literature-Based Approach (LBA)
■ Literature-based approach is much more than giving
students quality literature; it is doing the authentic
things with the literature that all writers and readers
would naturally do, and giving students support with
the activities as they need it. Children and young adults
develop literacy by having real literacy experiences and
getting support from more-experienced .

15. ACTIVITIES AND
STRATEGIES FOR
PHONOLOGICAL AWARENESS
DEVELOPMENT
Lesson 3 by Rovic Flores

16. STRATEGIES IN
TEACHING DECODING
Lesson 4 by Teresa Fuertes, Linda Daep and Angelika Delos Angeles

17. What is Decoding?
■ The Term decode, according to Literacy Dictionary (Harris and Hodges, 1995),
is to analyze spoken or graphic symbols of a familiar language to know their
intended meaning. It refers to word identification.
■ Decoding is the ability to apply your knowledge of letter-sound relationships,
including knowledge of letter patterns to correctly pronounce written words.
Understanding these relationships gives children the ability to recognize
familiar words quickly and to figure out words they have not seen before.
■ Word identification is the realization or knowledge that "the phonemes
(sounds) of English, correspond more or less well, to graphemes (letters).." -
(Miller 1995)
■ The word identification skills includes phonic analysis, structural analysis,
context clues, configuration clues, dictionary skills and sometimes picture
clues.

18. What is Decoding?
■ Decoding is also the process by which a word is broken into
individual phonemes and recognized based on those phonemes.
■ For example in the word gap, proficient decoders, separate the
sounds "guh" "aah" and "puh." But struggling decoders who
experience difficulty in reading may not hear and differentiate
those phonemes. It might be meaningless to them.

19. From the Constructivist Stance
■ Learners have already begun reading the world before they learn
to read the words.
■ Woody Allen an actor, writer and comedian who believes that
reading really matters, because according to him, "You have to
read to survive."
■ Vacca and Vacca (2005) support this by saying that people need
advanced level of literacy to perform their jobs, run their
households, act as citizens and conduct personal lives.
■ High level demand for literacy makes decoding skill significant.
■ Learners combine sources of information and shift between the
text, print knowledge, and personal knowledge to figure out
what the text says in order to decode the message or the text.

20. From the Constructivist Stance
■ When learners are trying to read written texts, whether
short (like the name of a store) or long (like newspaper
or novels) they need to have technique for "breaking
the written code" of the words. Not knowing the process
for this, they would not see words; instead, they would
just see series of meaningless marks on a page.

21. Techniques or the Raw Material in
order to decode messages:
■ Demands for Literacy
■ Learning the alphabet and the sounds associated with individual
letters.
■ These decoding strategies provide them with the process for
determining how to read and pronounce the combinations of
letters that form words.

22. In preparation for decoding, learners must
have with them an understanding of the
following:
■ Phoneme Awareness
This refers to learners' awareness that spoken words are made
up of distinct sounds.
■ The Sound of Written Language
This helps children to realize that conventions in writing such as
space, punctuation, capitalization, and indention, among other
rules, govern the writing system.

23. ■ Concept of Story
This refers to the idea that every narration has a beginning,
middle, and ending and that children who have the experiences of
reading to come to know these parts that they expect whenever
they hear or read a story.
■ Decoding Ability
This requires applying letter-sound knowledge to "sound-out"
unknown words. This helps them to apply alphabet knowledge and
rules in producing the sounds of letter combinations to determine
how these are read correctly.
In preparation for decoding, learners must
have with them an understanding of the
following:

24. ■ Spelling Ability
This means matching the sounds heard to alphabet letter
names, a transition or matching of phoneme to grapheme cues for
writing down oral texts.
■ Children must have a firm grasp of the basic concepts mentioned
earlier to help them succeed in learning how to decode. These
pre-requisite concepts, skills, and understanding will aid them in
establishing connection to word identification skills.
In preparation for decoding, learners must
have with them an understanding of the
following:

25. What are the causes of difficulty in
reading English?
1. English is not spelled phonemically consequently, the visual
auditory perception affects the vocalization.
2. English becomes a difficult process of word and sentence analysis
for secondary clues, meaning, structural and form clues, to word
attack and pronunciation.
3. The letter is used as primary clue to vocalization
4. most teachers separate reading and writing processes.
5. children lack of the oral-aural familiarity with words and the
meanings attached to them.

26. What principles should guide
decoding instruction?
1. Begin all instructions with meaning text experiences.
2. Children needs and texts being read should determine the word
identification element being supported or emphasized.
3. Model the element of the word identification being emphasized
using the texts children are reading.
4. Practice in word identification comes through repeated reading
and writing, establishing the relevance of literacy skills in and out
of the classroom.
5. Allow and encourage children to take risk as they read, trying
words before you tell them what they are.

27. What are the symptoms of Decoding
Difficulty?
1. Learners have trouble sounding out words and recognizing word
out of context.
2. They are confused between letters and sound they represents.
3. They have slow oral reading rate.
4. They ignored punctuation marks.

28. What activities can be done to help
struggling decoders?
1. Occasionally points to letters and ask them to name them
2. Let them sing the alphabet with audio, video and audio- visual
report support.
3. Encourage them to use what they know about sounds letter to
write notes and emails.
4. Talk about sight words and irregular words
5. Teach them to sort/categories pictures and objects by the sounds
they contain while simultaneously saying the letter sound
repeatedly
6. Used manipulative to help teach letter sounds relationships.

29. Goals in teaching Phonics:
a. Teaching learners phonics skills by embedding phonics
instructions in text reading, a more implicit approach that relies to
some extent on incidental learning.
b. Teaching them segment words into phonemes.
c. Teaching them explicitly to convert letters into sounds and blend
the sounds to form recognizable words.
d. Improving the ability of good readers to spell.
e. Providing children with key knowledge and skills to ensure that
they know how to apply that knowledge in their reading and
writings.

30. Goals in teaching Phonics:
f. Ensuring that children understand the purpose of learning letter
sounds and they are able to apply these skills.
g. Helping children map the relationships between letter and sounds
effective phonics and word recognition strategy instructions should
provide them with opportunities to become comfortable with a
number of aspect of reading.
h. Permitting children to quickly and automatically translate the
letters or spelling patterns of a written words into speech sounds.
i. Giving opportunities to children with reading disabilities to write
and relate their writing to spelling and reading.

31. How to Conduct Phonics Instruction?
1. Develop general concept of Alphabetic reading with simultaneous
inclusion of the writing activity as a necessary component in the
development of reading concept.
A. Showing each letter in only one phonetic value.
B. Excluding words with silent letters, double letters, nor combinations of
letters.
C. Using two-letters and the three-letter words in which letters have
sound value assigned at the outset.
D. Using short sentences.
E. Introducing double consonants and other digraphs that appear in
consistent uses.
F. Taking up words whose spelling may be called semi-irregular
G. Introducing irregularly-spelled words.

32. How to Conduct Phonics Instruction?
2. Only the five vowels letters, and perhaps seventeen consonants letters would
be used, each with only one sound-value.
3. Two letter and three letter words, referring to familiar or easily explained
concepts would be composed from the above material and divided into five
groups according to the vowel letter involved .
Pan Pen Pin Pot Pun
Bat Bet Bin Bag Bug

33. How to Conduct Phonics Instruction?
4. Compose short phrases and sentences referring to familiar concept with about
type words. Requires gradual information of small set of the commonest irregular
spelled words such as I, is, the, a, thus, etc.
The Red hen The big dog
The bad cat The fat pig
I am big Ted is not big
Nat had a bat The cat sat on a log
5.Develop basic visual and auditory discrimination skills involved in the
perception aspects of the reading process by doing the steps repeatedly.
6. Developed the ability and fluency to read and write.

34. Gillingham-Stillham Method
Purpose
To provide the reader, “disabled “ or “potentially disabled” who has a specific
language difficulty, with a method for learning to read that is consistent with the
evolution of language functions.
Rationale
• With the Gillingham-Stillman method students with specific language
disabilities will learn to read successfully only with methods that are consistent
with the evolution of language functions.
• Provides a “phonetic method” and allows students to engage in this exclusive
method.
• The best teachers for this method are those familiar with traditional reading
and spelling instruction.
Intended Audience
• Students who, due to specific languages disabilities, have had or may have
difficulty learning how to read or spell. Students who show either low mental
abilities or sensory abilities are not included.

35. Procedures
Suggested Narrative to use- “The Growth of Written Language”
1. Letters- Teaching sounds represented by the letter and build these into
words.
First Associate Process- Show the students a letter and say it.
Second Associate Process- Make the sound represented by letter and let the child
name the letter.
Third Associate Form- Explain and write letter form. And let the students trace
the lines, copy, write the word from memory, and write the word without looking
at what has being written.
2. Words- Students blend letters into words.
3. Sentences and Stories- Students read “Little Stories” silently until they can
read it perfectly.
4. Others- Teacher uses further guidance after students’ reading skills have
developed.
Gillingham-Stillham Method

36. STRATEGIES IN
TEACHING FLUENCY
Lesson 5 by Kim Castro, Rhoneth Fernandez, Jhaira Cervantes and
Resalyn Romanillos

37. Fluency
■ Fluency is reading with speed, accuracy and proper intonation
(National Reading Panel, 2000).
■ Harris and Hodges (1985) describe it as expressing oneself
smoothly, easily, and readily, having freedom from word
identification problems.
■ Ford (2002) explains fluency as the ability to read words
accurately and automatically with expression.
■ Fluency serves as the bridge between word recognition and
comprehension.
■ Fluency components: speed, accuracy, and proper intonation.

38. Fluency
■ Accuracy – Read the words correctly.
■ Intonation – Read smoothly and with feelings / expression. Must follow the
punctuation marks in the text.
-Change your voice to match the expression.
-Change your voice to match the expression!!!!
-Change your voice to match the expression????
■ Speed - Fluent readers read at an appropriate rate of speed for their age or
grade level, usually measured in words per minute (wpm) or correct words per
minute (cwpm). The appropriate rate for each grade level shown below serves
as standards for assessing the wpm/cwpm of learners.

39. GRADE LEVEL RATE (WPM/CWPM)
1 50-60
2 80-90
3 110-120
4 140-150
5 170-180
6 200-210
To determine a learner’s reading rate, follow these steps:
1. Choose a conducive place.
2. Select a grade-appropriate short selection.
3. Make the child feel comfortable.
4. Inform the child on what he/she will be doing.
5. Give the selection to the child. Make sure that you also have your copy of the text so you
can write down your observations or make some intonations.
6. Tell the child to start reading. After a minute, tell the child to stop and encircle the last
word read.
7. Count the number of words read.
8. Determine the child’s rate and compare it with the given standard.

40. Fluency Components:
1. Reading rate - first fluency component
2. Accuracy - refers to the child's close reading of
what is written in the text, without error or
mistake
3. Intonation - refers to the appropriate use of
intonation and phrasing in reading

42. To help learners fluency, Rasinki (1989)
suggested what teachers need to do, such as
the following:
1. Model fluent reading
2. Provide direct instruction and feedback
3. Provide reader support
4. Do repeated readings of one text
5. Give cueing phrase boundaries in text
6. Provide learners with essay materials

43. How can children be taught fluency?
Vaughn and Thompson (2004) cited 5 Reading and rereading
exercises to improve fluency of children in kindergarten up to 3rd
Grade and these are:
1. Reading with a model
2. Choral Reading
3. Tape Recorded Readings
4. Reader's Theatre / Reading Performances
5. Partner Reading

44. Summary of Activities includes:
(1) providing an explicit model of fluent reading. Models
could be teachers, well-trained adult, student.
(2) giving the students multiple opportunities to read the
same text, teachers or adults should give feedbacks.
(3) teachers should established base lines for the number
of words children read correctly per minute as well as
monitoring the fluency progress.