Session-Guide-4_ENGLISH_ACTIVITIES-FOR-DEVELOPING-ORAL-LANGUAGE-NIMPHA-REYESSSSS.pptx

Department of Education-Division of Quezon
Registration Number:
QAC/R63/0216
ACTIVITIES FOR DEVELOPING ORAL
LANGUAGE, EXPERIENTIAL BACKGROUND,
AUDITORY DISCRIMINATION, VISUAL
DISCRIMINATION, AND PERCEPTUAL-
MOTOR SKILLS
NIMPHA L. REYES
PRINCIPAL I

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1. Provide the participants a review of some tested strategies in developing
oral language, experiential background, auditory discrimination, visual
discrimination, and perceptual-motor skills;
2. Give the participants an opportunity to contextualize/localize the strategies
in developing oral language, experiential background, auditory
discrimination, visual discrimination, and perceptual-motor skills; and
3. Compile the contextualized/localized the strategies in developing oral
language, experiential background, auditory discrimination, visual
discrimination, and perceptual-motor skills.
OBJECTIVES

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7 THREADS OF READING
Oral Language Development
Phonemic Awareness
Phonics and Decoding
Reading-Writing Connection
Comprehension
Fluency
Vocabulary and Word Recognition

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A. GETTING READY
 Oral Language
 Phonological Awareness/Phonemic Awareness
 Book and Print Knowledge
 Perceptual Skills
• auditory perception and discrimination
• visual perception and discrimination
 Fine Motor Skills
STAGES IN LEARNING TO READ (DECODE) IN ENGLISH

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 Situations and Activities
 In the blocks area
“Let’s build a tower.”
“There, it is so tall!”
“I’m a giant! I will destroy the tower!”
 In the creative drama area
(Lala picks up a doll)
“Are you hungry! Stop crying, Baby.”
ACTIVITIES THAT WILL DEVELOP ORAL LANGUANGE

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 Child to child interactions
“Are you my friend?”
“I’m finished.”
 Teacher to child interactions in large groups
Teacher: “Let’s sing Eency Wency Spider.
Child 1: “Teacher, I saw a spider in our garden.”
Child 2: “Eeeh, I’m afraid of spiders!”
 Child to teacher interactions
While preparing fruit salad
“Teacher, I know how to peel a banana.”
“Me, too and I like to eat bananas.”

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 During small group activities
Teacher assigns each group to cooperatively connect the dots to form a
figure, then color it.
“Look, this big piece first.”
“Next is this one. Look the color is the same as the big piece.”
“There, we formed the bear.”
“I will color the bear.”
“Will you write the words?
“I don’t want a brown bear. Are there yellow bears?”
“Yellow? That’s the color of tigers?”

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 Games
“I’m a doctor. You are sick. Lie down.”
“Don’t laugh. Doctors don’t laugh when they operate.”
Let’s sing a song.
“I’m a little teapot, short and stout.”
“I don’t want to be a teapot. I’m a little princess, tall and pretty.”

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 Literature Experiences
 Poems, Rhymes and Finger Plays
In the Garden
Nimpha L. Reyes
There is someone in the garden.
Rustle, rustle, rustle.
Who could it be?
Let’s go and see.
There is Nanay picking vegetables for me.
There is something in the garden.
Rustle, rustle, rustle.
What could it be?
Let’s go and see.
There is our dog Bantay waiting for me.

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 Shared Reading Experience
Down Came the Rain
Pitter, patter, pitter, patter,
Down came the rain.
It fell on hen, it fell on chicks.
It fell on hen, on chicks and me.
Pitter, patter, pitter, patter,
Down came the rain.
It fell on pig, it fell on piglets.
It fell on pig, on piglets and me.

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 Shared Reading Experience
 Storyreading
After reading The Seven Blind Mice, one activity could be using the lines
in the dramatization.
It’s a fan.
No it is’nt.
It’s a rope.

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 Postreading Activities
 Dramatize what Little Red Hen said to the dog, the cat and the pig
 Compose the Lost and Found Poster
 Give another ending for the story
 Complete the Letter of Advice
 Compare the two characters, using the Venn Diagram

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 Story Retelling by the Children
(after listening to a story)
The Old Woman who Lived in a Bottle
Stand up
Close your eyes,
Turn around three times,
Now, open your eyes.
 Composing a story as springboard

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1. Word Level is identifying word boundaries.
Example:
Henny Penny –Child can tell there are 2 words.
2. Syllable Level indicate that the learner can hear the component parts of the
word.
Example:
Henny Penny –Child can tell there are 2 syllables in “Henny” as well as in
“Penny”
LEVELS OF PHONOLOGICAL AWARENESS

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3. Word Family
The word family is defined by the word endings
Onset and Rime Level
• Children learn to identify onsets-rimes simultaneously with the
identification of phonemes.
4. Phoneme Level
Phonemic level phonological awareness indicates that persons can
identify the smallest parts of a spoken word.
Example:
H-e-nn-y P-e-nn-y ----- The child can tell that in each word there are only 4
phonemes
LEVELS OF PHONOLOGICAL AWARENESS

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 Phonemic Isolation- recognizing individual sounds in words.
“Tell me the first sound in sun.” (/s/)
“Tell me the last sound in cat.” (/t/)
ACTIVITIES TO DEVELOP PHONEMIC AWARENESS

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 Phoneme Identification- requires recognizing the common sound in
different words.
“Tell me the sound that is the same in
bike, boy, bell.” --- /b/
“Tell me the sound that is the same in
hop, lip, mop.” --- /p/

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 Phoneme Categorization- recognizing the word with the odd sound in a
sentence of 3 or 4 words.
“Tell me the word that does not belong.”
bus, bun, rug --- /rug/
“Which word does not belong?”
mat, men, big, mop--- /big/

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 Phoneme Blending- listening to a sequence of separately spoken sounds
and combining them to form a recognizable word.
“What word is /h/ /ae/ /t/?” --- hat
“What word is /s/ /k/ /u/ /l/?” --- school

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 Phoneme Segmentation- breaking a word into its sounds by tapping out
or counting the sounds or by pronouncing or positioning a marker for each
sound.
“How many sounds/phonemes do you hear in bell?”
three (3) : /b/ /e/ /l/ /l/
“How many sounds/phonemes do you hear in write?”
three (3) : /r/ /ay/ /t/

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 Phoneme Manipulation
 A. Phoneme Deletion- stating the word that remains when a specified
phoneme is removed.
“What is smile without /s/?” --- mile
 B. Phoneme Addition- stating the word that is formed when a specified
phoneme is added.
“What is pot with /s/ at the beginning?” --- spot

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Phonological Awareness
 Rhyme Detection - identifying rhymes.
Humpty Dumpty sat on a wall.
Humpty Dumpty had a great fall.
 Manipulating Syllables- blending and splitting syllables.
How many syllables do you hear in Roberto? Caterpillar?

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 Auditory Perception and Discrimination
- It is the ability to differentiate differences in the sounds that they hear such
as animal sounds, sounds of different musical instruments, sounds of
different sounds of transportation, sounds that people produce, and other
sounds that the children may hear in their surroundings.
PERCEPTUAL-MOTOR SKILLS

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 Visual Discrimination
It is the ability to differentiate differences in size, shape, color, etc. It is
said that the children who can discriminate shapes, colors and sizes are
ready to read. This skill can be best taught by letting the children identify
things and actual objects with emphasis on color, size and shape
discrimination
PERCEPTUAL-MOTOR SKILLS

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“emerge”
 Something is there
 It is ready to come out
 The environment must be right
THE EMERGENT LITERACY PERSPECTIVE

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 A perspective in early reading and writing
 Tells us that every child in a literate society learns to read and write in early
life.
 The roots of literacy is the home.
 When he child comes to school for the first time, she already has concepts
about reading and writing
 Emergent literacy precedes conventional literacy
EMERGENT LITERACY

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 Book and print knowledge
 Holds the book properly
 Knows the front and back of the book
 Opens the book to the correct beginning of the story
 Flips the book pages one at a time, and sequentially
THE EMERGENT LITERACY BEHAVIORS

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 Book and print knowledge
 Looks from the top to the bottom of the page
 Consistently looks at the left page first before looking at the right page
 Tracks the storyline from left to right
 Makes the correct return sweep
 Says (or points) to the text as the carrier of story message
 Reads (Recognizes) some familiar letters/words in the text

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 Writing
 Consistently uses the preferred hand in writing (lateral dominance)
 Knows what a pencil(pen, crayon) is for
 Holds a writing material properly
 Writes from left to right/from top to bottom
 Makes firm strokes
 Attempts to compose, using invented spelling

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 Letter names
Upper and lower case
 Writing the letter form
 Learning the consonant sounds (if the children are being prepared to read
in English)
B. LEARNING THE LETTERS

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• It is the ability of a reader to recognize written words correctly and virtually
effortlessly.
• Rapid and effortless Word Recognition is the main component of fluent reading.
• Its two-fold process includes:
a. the recognition of printed symbols by some method so that the words can
be pronounced; and
b. the association of meaning with the word after it has been properly
pronounced.
WORD RECOGNITION

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 The beginning readers identify words in four ways:
1. Sight
2. Decoding
3. Analogizing
4. Contextual Guessing
WORD RECOGNITION

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1. Sight-retrieve information from memory based on prior experiences with that
word.
Beginning readers recognize very few words instantly. Through repeated
exposure to the same words, instant recognition vocabulary grows. It is particularly
that developing readers learn to recognize those HIGH FREQUENCY WORDS.
WORD RECOGNITION

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2. Decoding – sounding out letters and blending the sounds together to pronounce a
a. Short vowel words in CVC pattern - short e as in pen, short a as in pin
b. Words with consonant blends - initial: l blends as in clap; final: -st as in nest
c. Words with consonant digraphs- sh as in ship ; ch as in church
d. Long vowel words - (ending in silent e) bake, here, bike tube
e. Words with vowel dipthongs - oil, toy, taught, saw, out, how
f. Words with vowel digraphs - goat, sheep, beat, pail
g. Homonyms - pale, pail ; sea, see ; meet-meat
WORD RECOGNITION

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3. Analogizing
Using knowledge of a similar familiar word to identify an unknown word.
Example: to read the unfamiliar word mellow, you think about how it is similar to the
word yellow.
WORD RECOGNITION

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4. Contextual Guessing - students can use meaning or context clues to help
identify words and that instruction can help improve their use of such clues (such as
words in the sentence, syntax, pictures).
WORD RECOGNITION

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The Fuller Lessons are from the ABC’s of Reading by Richard and Elizabeth
Fuller.
• It is a combination of the alphabet, the phonetics, and the whole word
method as the approaches to teaching of reading.
TEACHING WORD RECOGNITION IN ENGLISH:
THE FULLER TECHNIQUE

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 The Fuller Technique requires that the beginning reader should first have
the following:
 Mastery of the names and forms of the letters of the alphabet;
 Adequate vocabulary so that the words used in the Fuller lessons will have
meaning for them.
TEACHING WORD RECOGNITION IN ENGLISH:
THE FULLER TECHNIQUE

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• In the first 21 lessons, one set of three and then four-letter words with
uniform sound endings are arranged in a column.
• The rhyme facilitates the pupils’ learning.
• Because the pupils have previously mastered recognizing all the letters of
the alphabet and sounding all the consonant, this leaves them with only
one problem-giving the sound of the word in combination with the
consonant that follow them.
FULLER LESSONS

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1. Present the words in each of the lesson in a column. Read aloud to pupils
the word in the first column downward. The rhyme will make the
recognition of the words in the column pleasant and easy.
Note: For pupils who are second/foreign language users, there is a need for
an adequate vocabulary development that will make every word meaningful.
HOW IS FULLER LESSON DONE?

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LESSON I
a as it sounds as in cat
(short sound of a)
ab ad ag am an ap at
cab lad bag dam man cap sat
nab had rag jam can map cat
tab fad wag ham pan lap vat
yam fan tap hat

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2. Go to the next column. At the beginning of each new column, point out to
the pupils that the final letter in the column is changed and that the rhyme is
changed too. Tell the new rhyme.
Note: In Lesson 6 and in each succeeding lesson, begin again by having the
child read downward the column following the procedure previously
enumerated.

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2.1. After presenting the words, present them in phrases. Provide situation or
picture that will make pupils understand the meaning of the phrases.
Examples:
a cat on the mat
a fat cat
has a bat

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2.2. Present sentences with phrases previously introduced. Present this in
meaningful situation. Using picture will help the pupils have visualization.
The bat is on the van.
The jam has a tag.
I pat the fat cat.
The man is sad.

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2.3. Present a paragraph made up of the previously made sentences. Ask
comprehension questions after letting the pupils read the paragraph.
Ana has cap. It is in the bag.
The bad rat is in the cap.
Oh! The rat is in the bag. Ana is sad.
1. Who has a cap?
A. Ana B. Jan C. Sam
2. Where is the cap?
A. In the van B. in the bag C. in the cab
3. What is in the cap?
A. bad cat B. bat rat C. bad man

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1. Mm 7. Cc (k) 13. Dd
2. Ss 8. Rr 14. Jj
3. Ll 9. Nn 15. Ww
4. Ff 10. Bb 16. Vv
5. Tt 11. Gg (go) 17. Zz
6. Hh 12. Pp 18. Yy
SEQUENCE IN PRESENTING THE CONSONANT SOUNDS

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 Vowel sounds are not taught in isolation when preparing the children to
read in English.
(Remember: each vowel has more than one sound).
 The sound of consonants x, k, and q are not taught.
 Consonants C and G have two sounds. Teach the hard sound of these
letters.
GUIDELINES IN TEACHING THE LETTER SOUNDS

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THANK YOU!
“Reading maketh a full man; conference a ready man;
and writing an exact man.”
-Francis Bacon

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