This document discusses fundamentals of literacy and strategies to address literacy difficulties. It outlines the six elements of reading: oral language, phonological awareness, phonics, vocabulary, fluency, and comprehension. For each literacy skill area, examples of interventions are provided, such as using an alphabet chart, rhyming activities, and explicit phonics instruction. The document also discusses levels of comprehension and common reading errors. Suggested interventions include building background knowledge, developing vocabulary, using visual aids, reciprocal teaching strategies, and differentiated instruction based on assessment results. The overarching goal is for all learners to develop reading proficiency.

1. Fundamentals
of Literacy

2. Activity:
GROUP AURA AND
SHARE

3. Session Objectives
At the end of the session,the participants
can:
1. Identify the fundamental skills of
literacy;
2. Provide instructional strategies
to solve literacy difficulties;
3. Plan technical assistance based
on the fundamental skills of
literacy.

4. FUNDAMENTALS OF
LITERACY SKILLS
Literacy skills include listening,
speaking, reading , writing and
viewing . They also include such things
as awareness of the sounds of
language, awareness of print, and the
relationship between letters and
sounds. Other literacy skills include
vocabulary, spelling, and

5. Domains of Literacy- K to 12

6. Balanced Literacy Instruction
Listening
Speaking
Reading
Writing
Viewing

7. Elements of Reading
The ability to read is fundamental to learners’ learning, including their
development of broader literacy skills, and to their future successful
participation in society, including the workforce. Reading is a complex
process that involves both learnings to decode texts and learning to
make meaning from texts.
An Early Literacy Program, where learners ‘Learn to Read" should
have the following Elements which is called ‘The Big Six.”
1.Oral Language 4.Vocabulary
2. Phonological Awareness 5. Fluency
3. Phonics 6. Comprehension

8. 1. Oral language
Oral language (OL), sometimes called spoken
language, includes speaking and listening—the ways that
humans communicate with one another. OL skills provide
the foundation for word reading and comprehension.

9. 2. Phonological awareness
Phonological awareness refers to the ability to focus on the
sounds of speech. It encompasses an awareness of
rhythm, rhyme, sounds, and syllables. Awareness often
begins with rhythm, for example, children clapping the
beats of their names. The next step is often rhyme:
producing rhyming patterns like a king, wing, and sing.

10. 3.Phonics
Phonics is the study and use of sound/spelling
correspondences and syllable patterns to help
students read written words. The ultimate goal of
phonics instruction is to ensure that students can
read each and every word accurately and
automatically–that is, as a sight word.

11. 4. Vocabulary
Vocabulary refers to the body of words and their meanings that students
must understand to comprehend text. Vocabulary knowledge is one of the
strongest predictors of reading comprehension.
Vocabulary is, for the most part, learned through repeated exposure to
new words in conversations, by listening to stories, by reading, and through
different media. Exposure to words in meaningful contexts helps to make
meanings clear and children can then easily add them to their word bank.

12. 5. Fluency
The ability to read orally with speed, accuracy, and proper
expression.
Word recognition must be accurate, rapid and require little
conscious attention so that attention can be directed to the
comprehension process.
One reason students may not comprehend text is that
they are spending all their attention and energy on figuring out
the words.

13. 6. Comprehension
Comprehension—the ability to make meaning—is the ultimate goal of
reading. It is much more than a collection of skills and strategies that students
apply to text. It requires metacognitive skills, vocabulary, background
knowledge, and verbal reasoning ability.
2 Components of Reading Comprehension
a. Vocabulary knowledge the ability to understand the language being used,
b. Text comprehension is using this language to develop an awareness of
what the meaning is behind the text.

14. Literal level: who, what, where?
Answers are explicitly stated in the text.
Interpretation level: What do you think did the character feel? What
kind of boy is he?
Evaluation level: Do you think it will really happen? Is it right to . . .
Integration level: If you were the character in the story what would
you have done?
Creative level: present responses in a creative way: e. g. dramatize
the part . . .
F E L I C I T A S E . P A D O , P H D
Levels of Comprehension

15. What should the teacher do if the results
show that the learners…..
•did not manifest the book orientation skills?
•was not able to name most of the letters of the alphabet?
•did not sound correctly the letters of the alphabet?
F E L I C I T A S E . P A D O , P H D

19. Suggested Intervention:
• Show the pupils how you flip the pages of the book
until you come to the beginning of the story.
• Point where you will start reading.
• Show how you make the correct return sweep (when
you reach the end of the line, show which line you will
read next).
F E L I C I T A S E . P A D O , P H D

20. Result: The learner did not manifest
alphabet knowledge
Suggested Intervention
1. Have an alphabet chart in the
classroom.
2. Encourage the singing of the
alphabet song as you point to
the alphabet chart.
3. Introduce alphabet games.
4. Display the letter/s being
studied in the bulletin board.
F E L I C I T A S E . P A D O , P H D
Bb
bed

21. Suggested Intervention
5. Conduct explicit instruction in
introducing each letter of the alphabet:
• Introduction
• Teaching/Modeling
• Guided practice
• Independent practice
• Application
F E L I C I T A S E . P A D O , P H D

22. Result: The learner did not give the correct
sound of each letter.
Suggested Intervention
1. Develop phonological awareness by
introducing:
• recitation of nursery rhymes, short poems,and
songs. Let them listen to and give the rhyming
words in these poems/ songs.
• detecting the number of syllables in words.
Let them clap the syllables in their names . . . in
the common words . . .
F E L I C I T A S E . P A D O , P H D

23. Result: The learner did not read the words
correctly
Suggested Intervention
1. Review the letter name, letter sound and
letter form.
2. Help the child read a syllable by sounding the
letters.
3. Help him read words with the use of flash
cards, alphabet blocks, and worksheets.
4. Post the words being studied in the bulletin
board.
F E L I C I T A S E . P A D O , P H D

24. Sa Marungko Technique:

25. Result: The learner experienced difficulty in
reading with proper expression
Suggested Intervention:
1. Conduct phrase reading (phrases in the story containing words difficult to
decode) prior to reading a selection
Pre reading Activities:
a. Phrase Reading
b. Unlocking difficult words
c. Motivation
d. Motive Question
2. Have a regular oral reading activity. Take note of the miscues and drill then
on these.
3. Conduct differentiated instruction.

26. Result: The learner experienced
difficulty in spelling the words.
Suggested Intervention
1. With the use of alphabet cards or blocks, show
the learners how the letters are arranged to form
a word.
2. Have spelling contests, games and other fun
activities.
3. Always display on the bulletin board the words
studied for the day.
F E L I C I T A S E . P A D O , P H D

27. Result: The learner does not know the rules
on capitalization, punctuation, left-to-right
direction and spacing between words.
Suggested Intervention
1. Strengthen the teaching of the mechanics
of writing.
2. Have a regular exercise on dictation and
let the pupils pay attention to these
mechanics.
3. Be a good model.
F E L I C I T A S E . P A D O , P H D

28. Common Miscues of Readers
F E L I C I T A S E . P A D O , P H D

29. Result: The learner experienced
difficulty in understanding the selection
that he/she listened to.
Suggested Intervention:
1. Always accompany the introduction of
words with objects, pictures, actions so
that whatever the pupil hears, he will
understand.
F E L I C I T A S E . P A D O , P H D

30. 3. Prior to reading a story, conduct an effective strategy for
unlocking new/difficult words.
Real objects
Pictures/illustrations
Action/demonstration
Synonym/antonym
Context clues
Explanation/definition
4. Have a regular lesson on vocabulary development. Post on
the bulletin board pictures and words being studied.

31. Result: The learner had difficulty in
understanding the selection what s/he read.
F E L I C I T A S E . P A D O , P H D

33. 10 Ways to improve reading comprehension
skills
1. Build on existing knowledge
2. Identify and summarize key ideas
•As you model the practice, teach students how to:
• Separate facts from opinions
• Find key ideas amid extra information
• Identify important words and phrases
• Look up vocabulary they don’t understand

34. 3. Use online resources
4. Use visual aids
5. Develop vocabulary skills
6. Implement thinking strategies
To encourage students to engage critically with a text, ask questions
about:
Where they can spot bias in the material
Why the author chose a particular genre or style
What they think happened before or after the story
Why characters responded to situations the way they did

35. 7. Create question and answer scenarios
Use questions that challenge students to find the answers:
•In several different parts of the text
•On their own, using background knowledge
•In their own opinions and responses to the text
8. Encourage reciprocal teaching
Reciprocal teaching gives students four strategies for reading comprehension and uses
specific techniques to get them involved in interrogating a text.
Using the “I do, we do, you do” method, follow the four building blocks of reciprocal
teaching:
•Predicting — Asking questions about what’s going to happen in the story and after it’s
done.
•Questioning — Asking questions about the who, what, when, where, how and why of a
story.
•Clarifying — Helping students recognize their confusion, identify what’s confusing
them and taking steps towards understanding.

36. 9. Use summarizing techniques
Ask clarifying questions to guide their writing, including:
•What is the main idea of this passage?
•What details support the main idea in the story?
•What unnecessary information did the author include?
This helps them see how parts of a story are connected and
emphasizes the importance of providing textual support to
their argument and summaries.

37. 10. Ask students to make predictions
Predictions happen when students use the evidence from
the beginning of a text to guess:
•What will happen next?
•What they think the text will be about?
•What details an author will use to support their argument?

38. Effective Reading Comprehension
Word recognition
Fluency = COMPREHENSION
Vocabulary
F E L I C I T A S E . P A D O , P H D

39. Suggested Intervention:
Conduct story reading (read-aloud) regularly
and ask comprehension questions (different
levels)about the story: literal, inferential, evaluation,
integration, and creative.
Introduce phrase reading prior to asking the
pupils to read independently.
Introduce differentiated instruction.
F E L I C I T A S E . P A D O , P H D

42. Reflection
To increase the literacy
performance of learners, I
will………………..

43. Our Goal: Learners who CAN read and learners who WILL read.
Attainable? YES! No learner should go to the upper grades as a non-reader!
And the KEYS are the reading teachers ….. and US !