teaching literacy skill ppt for learner to achieve their particular goal.

1. Teaching of literacy skill
Literacy: Literacy refers to the ability of people to read and write (UNESCO, 2017).
▪ Reading and writing in turn are about encoding and decoding information between written symbols and sound (Resnick, 1983; Tyner, 1998).
▪ More specifically, literacy is the ability to understand the relationship between sounds and written words such that one may read, say, and understand them (UNESCO, 2004; Vlieghe,
2015).
Teaching literacy: Teaching literacy is the ability to communicate clearly and
effectively and form the foundation of modern life. Students that can’t
read effectively fail to understanding important concepts, score poorly
on tests and finally, fail to meet educational milestones. Literacy skills
allow students to seek out information, explore subjects in-depth and
gain a deeper understanding of the world around them. When they can
not read well, they become discouraged by school, which can result in
high school dropouts, poor performance on uniform tests, increased
nonattendance and other negative reactions, all of which can have
major and long-lasting effects. By teaching students to communicate
effectively, you help create engaged students who learn to love the act
of learning. This is why it is so important to think about your approaches
for teaching literacy skills in your classroom.

2. Literacy Skills:
Reading, writing, listening and speaking,
Reading : Is the process of looking at a series of written symbols and
getting meaning from them.
Types of Reading Skills:
1 Skimming
2 Scanning
3 Intensive reading
4 Extensive Reading.
• 1 Skimming : Skimming means reading a text quickly to get the main
ideas. At this stage, you don’t need to know every detail of the text—
you just want to know what it is about. If you are taking a school
course and you need to read a chapter of your textbook, it is a good
idea to skim it first to see what it’s about. You can (and should!) go
back later to read it more carefully.
• Example: If you are writing an assignment for a course, you might find a
book or website that you think will be useful. Before you read the material
in detail, you should skim it first. You may find that it is not useful after all,
and you have saved yourself a lot of time

3. • Scanning: Scanning is a useful reading
strategy to use when you want to find a
specific piece of information. Example look for
your best friend's phone number in your cell
phone.

4. Intensive Reading:
Reading in detail with specific
learning aims and tasks.
Example :This is what we will do in class.
Extensive Read ing: Reading longer
texts for enjoyment and to develop general reading skills.
Example: You will do this by yourself outside of class

5. Skill of writing
Writing skills are specific abilities which help writers put their thoughts
into words in a meaningful form and to mentally interact with the
message.
• There are some basic writing skills include punctuation , spelling,
capitalization, handwriting and keyboarding, and sentence structure.

7. Comprehension
Phonemic
awareness
Phonics
Vocabulary
Fluency
Components of
Reading

8. • Phonemic awareness: phonemic awareness is the
understanding that words are created from
phonemes. Phonemes are sounds only. Example ( A
phoneme is a single sound, such as /m/ or /a/. The
word ''sit'' is composed of three phonemes, or
sounds: /s/, /i/, /t/.
• Phonics : Is the connection between sounds and
letter symbols. It is also the combination of these
sound symbol connections to create words.
Without phonics, words are only a group of doodles
and lines on a page. Example: when a child is taught
the sounds for the letters t, p, a and s, they can start
to build up the words: “tap”, “taps”, “pat”, “pats”
and “sat”.

9. • Vocabulary :Is the process of learning new words and
increasing one’s understanding of their meanings. It is
an important component of reading because a strong
vocabulary is essential for good reading
comprehension. Example: collection of words.
• Fluency: It is a ability to read with speed, accuracy and expression.
Thus, it requires him to combine and use multiple reading skills at the
same time. While fluency is most often measured through oral
readings, good readers also exhibit this skill when they are reading
silently. Example: to-read stories, poems, jokes and reading passage
etc.
• Comprehension : comprehension is understanding what a
text is all about. It is more than just understanding words in
isolation. It is putting them together and using prior knowledge
to develop meaning. Example , chapter titles, section
headings.

10. Oral language as the foundation of reading
• Oral language plays a important in development of
different reading skills including
1 .phonological awareness
2.Vocabulary
3.Fluency
4.Syntax and grammar
1. phonological awareness :The ability to recognize
and manipulate the sounds of spoken language, such
as rhyming, segmenting words into syllables, and
identifying individual sounds .Children learn the
correct pronunciations of words and letters by
listening other. Example family.

11. 2.Vocabulary:
• Being connected to rich and diverse oral language
environment helps build a strong foundation of words,
increase a child vocabulary, which is essential for
reading comprehension.
3.Fluency:
• Child learn and read fluency by listening words through
oral language which helps him/her to develop a sense
of natural rhythm ,pace and expression, contributing to
improved reading fluency.
4.Syntax and grammar:
• Oral language also contributes to understanding of
sentence structure, grammar and syntax, which are
essential for decoding written language.

12. Phases of reading development:
Stage Zero. Pree reading( 6 month to 6 years):The child
understand thousand of words of words but can read
few if any of them.
Stage 1. Initial reading decoding(6 years to 7 years
old):Child learns relation between letters and sounds
printed and spoken words and can read simple text,sound
out new syllable words .

13. Stage 2. Confirmation and fluency( 7 years to 8 years
old):The child can read simple, familiar and selection with
increasing fluency listening is still more effective than reading.
Stage 3.Reading for learning the new (9 to 13 years old):A
learner learns idea given new knowledge and experiences new
feelings at the beginning of this stage listening is more
comprehensive and at the end ,reading is comprehensive .

14. Stage 4.Reading at multiple view point(15 to 17
years):Readers read from board range of complex materials.
Reading comprehension at this stage is better than listening
comprehension.
Stage 5.Construction reconstruction(18 years and up):Readers
read for ones own purposes. Reading at this stage is more
efficient that listening.

15. Stages of writing development: There are four stages.
1 Preliterate Stage
2 Emergent Stage
3.Transitional Stage
4. Fluent Stage
1.Preliterate stage: Drawing is good (4 to 5years):In
the first stage of writing development any drawing a
child does is writing. As they watch you and other
grown-ups write, young kids are encouraged to pick
up crayons and start drawing. This kind of pretend
play shows that your child is thinking, "I'm a writer,
too!"

16. 2. Emergent stage: Letters appear in writing (5 to 7
years):Kids in this stage are taking the big step from
scribble writing to appreciating that the "scribbles"
grown-ups use for writing are symbols called letters.
They're not quite matching letters to sounds – at least
not consistently – but they are beginning to
understand that letters play a special role in writing.
At the start of this stage, children might still use other
symbols like drawings or squiggles.

17. 3.Transitional stage: Letters start to become words (6
to 8 years):When kids start to realize that words are
made up of sounds, and that letters represent these
sounds, they stop using random letters in their
writing. Instead, they start trying to match the sounds
they hear in a word to letters they know.
• During this stage, kids often reverse letters or mix
them up. It might be attractive to fix your child's
mistakes, but instead focus on the fun. Mistakes like
this are common at this age and are part of the
learning process. Encourage your child's writing and
communication, and save the spelling lessons for
when he's/she's older.

18. 4. Fluent stage: Spelling starts to have meaning (8 to
10 years):In this stage children begin to use
"dictionary" spelling rather than "invented" spelling.
The spelling may not be accurate, but children are
now aware that different spellings can have different
meanings. They'll even begin to memorize some
words, especially tricky but common words (like
"was," "and," "the"), so that they can spell them
correctly.

20. Phonological awareness Alphabetic Principle:
Alphabetic Principle:
• Connecting letters with their sounds to read
and write is called the “alphabetic principle.
Letters in words tell us how to correctly “sound
out” (i.e., read) and write words. To main
the alphabetic principle, readers must
have phonological awareness, skills and be able
to recognize individual sounds in spoken words.
Learning to read and write becomes easier
when sounds related with letters are accepted
automatically.
• There are two part of alphabetic principle

21. 1.Alphabetic understanding:
Is knowing that words are made up of letters that
represent the sounds of speech.
2.Phonological recoding:
Is knowing how to translate the letters in printed
words into the sounds they make to read and
pronounce the words perfectly. example “a”and
“t,at
• The alphabetic principle is critical in reading and
understanding the meaning of text. In typical
reading development, children learn to use
the alphabetic principle easily and automatically.
This allows them to focus their attention on
understanding the meaning of the text, which is
the primary purpose of reading.

22. • Learning and applying the alphabetic
principle takes time and is difficult for most
children. There are many letters to learn the
sounds of, and there are many ways to arrange
the letters to produce the huge number of
different words used in print. Also, in English,
the same letter can represent more than one
sound, depending on the word (e.g., the /a/
sounds are different in the words “mat” and
“mate”).
• Explicit Phonics Instruction: How the alphabetic
principle works, step by step—and general
practice allows most children to learn
the alphabetic principle.

23. • All alphabetic languages can be taught
using phonics and the alphabetic principle to guide
instruction. However, alphabetic languages—
English, Spanish, French, Turkish and many
others—differ dramatically in their alphabetic
principle complexity. For example, English is rather
complex—there are many rules and exceptions to
those rules that need to be learned to read and
write correctly. (Rules Vowels in syllables, Short and
long vowels and Silent e ).
• Spanish is much less complex. Letters typically
make only one sound regardless of the word they
are in and rule exceptions are very few compared
to English. For example, Spanish vowels only make
one sound. In some cases, the vowel is silent as the
letter “u” is in the word, “que.”