Developmental/Re

fining skills
Group5
Degusman, Razma
Estioca, Shaira
Lasay, Camille
Gemarino,Junrey
Maninggo, Riza Mae
Enriquez, Kim John

Promoting Early
Literacy.

EARLY
LITERACY

Early literacy is what children

know about
reading and writing before they
can actually read and write.

Promoting Early Literacy..

Explain the relationship of the home

and school to the childs oral
language, reading and writing
development. Discuss their
implications to early literacy
development.
HOME

CHILD

SCHOOL

Vehicles to Early Literacy

The natural
development of
children is an
important
consideration in
promoting early
literacy.

Vehicles.

To become
literate, children
must learn about
the functions and
uses of literacy.

Vehicles

Three ways by
which families
influences literacy
development

1. Intrapersonal
Interaction
Intrapersonal Interaction
literacy experiences shared by parents/adult family
members
Promote early literacy to the child
Include:
1.home practices, social functions of teaching
2. Reading and writing
Interactions
Storytelling, reading aloud, reading
newspapers/letters, etc.

Physical Environment
Physical Environment
Literacy materials (available in the home)
Appropriate & readily accessible literacy
materials
help promote interest & love for reading
e.g. Picture, concept books, story books, TV
program

Parents help children - acquire familiarity with

environmental print
E.g. Logos, label of food containers, etc.

motional and motivational clima

Emotional and motivational climate
Relationship among family members
parents attitude toward literacy and aspirations for their childs
achievement

Family members (models of involvement in literacy

involvement)
Parents/whole family- actively and highly involved in
early literacy
Child sees purpose & need for:

Language
Speaking
Reading
Writing

Emotional.

Teale (1987)
to become
literate, children
must learn about
the functions
and uses of
literacy.

Reviewing

Early Literacy
Implications of early literacy at home
and school.
Three ways by which the families
influence literacy development
1. Interpersonal interaction
2. Physical environment
3. Emotional and motivational climate

The role of the Home in Promoting Early

Literacy

The role of the Home in Promoting

Early Literacy
Family members, particularly parents, must
initiate literacy activities for the child.
The home must provide opportunities to naturally
develop the childs ability and desire to read.
All family members must read to a child and
must be responsive to his queries.
Parents themselves read, collect, share books
regularly

Home
.

Parents involve the child in their

reading and take him in bookstores
and libraries.
Parents help the child with his reading
and writing.
Parents communicate with the child
through writing as often as possible.

School

Playtime at home is spent in reading,

browsing books, writing, drawing and
other informal activities that would
eventually develop his literacy.
Parents must provide literacy materials
and nurture his interest and skills.
Parents must take ownership of their
critical role in their childs literacy as
the child takes ownership of his/her
own learning.

The Role of the School in Promoting

Early Literacy

The Role of the School in

Promoting Early Literacy
The school must take home literacy as
the basis for early literacy instruction.
The school must collaborate with the
parents to better understand the early
literacy of an individual learner.
The school must always recognize the
individuality of each learner to better
understand his being an emergent
reader and writer.

School.

The school must always consider that

every child is an emerging learner.
The school must provide meaningful
literacy events for emerging learners.
The school must recognize that children
are active constructors of their own
learning, but the teachers scaffolding is
necessary, and is minimized until they
can work independently.

School.

The school must create a literacy

environment both with guided and freeplay, sensitive and circle time. In this way,
the young learners will realize that learning
is pleasurable but needs discipline, and is
successful with adult super-vision.
The collaboration of parents, teachers,
school administrators and the active
participation of the young learners is the
key to effective early literacy education.

The Value of Language in

Promoting Early Literacy

The Value of Language in Promoting

Early Literacy
Language is
Frequently used meaningfully
Regularly used in social context
Used to comprehend print materials and audiovisual materials.
Used to promote oral communication, encourage
correct pronunciation and develop vocabulary.
Used to explore reading materials and to process
writing activities.
Associated with pleasure and enjoyment.
Provide opportunities for play to use
language.

The Value of Reading in

Promoting Early Literacy

The Value of Reading in Promoting

Early Literacy
1. Create a rich reading environment
by providing varied reading
materials

Picture
Books

Traditional
Literature
Books

Participation
Books

TV PROGRAMS

Childrens
Dictionary
Magazine, Newspaper and
Comics

Reading

2. Promote awareness in environmental print.

3. Enrich emergent reading through school
reading and writing materials like papers,
pencils, crayons, clay or play dough, drawing
pads, boards, manipulative toys, puppets and
puzzles.
4. Enhance interest in early reading through
audio-visual materials, computer software for
sound-letter discrimination, vocabulary, and
childrens stories.
5. Nurture love for reading through whole family
involvement in reading activities.

The Value of Writing in

Promoting Early Literacy

The Value of Writing in Promoting

Early Literacy
1. Create a rich writing environment by
providing varied materials for
writing.

Writing
.

2. Recognize environmental print

Food
Labels
Food chains,
amusement centers,
parks and malls

Writing

Logos

Sign
s

Writing...

3.Enrich emergent writing by providing

audio-visual materials and computer
software for sound discrimination
and letter writing, picture recognition
and number writing, for signs and
logos discrimination.

Writing

4. Nurture emergent writing

through whole family
participation in writing
activities
First marking attempts on papers, or
even on walls
Scribbling, squiggling
Copying, imitating adult writing,
tracing
Drawing, finger-painting
Invented writing, producing letters in
long strips

 Writing letter like forms, writinglike sounds

Invented spelling
Writing his name
Drawing as if telling a story
Drawing images of family
members, playmates and cartoon
characters
Drawing plant like and animallike images
Producing lines, shapes
Communicating to family
members through writing simple
notes or letters, sending greeting
cards and texting

Writing

5. Establish pleasurable and enjoyable writing

through the following:
Assistance to childs writing attempts
Encouragement to identify what he writes
Interaction with the child about what is being
written
Invitation to observe adult writing and to try make
one for himself
Display of early writings to be enjoyed
Response to his queries with information and
explanation

Recognizing authors purpose

and point of view

Activity.

Within 60 seconds, form a

group with 3 members.

A priest noticed that people were restless and some yawning, in

fact, others were already slumbering while he was delivering
his homily. He then said, Well, I have a story to tell you And
he noticed the congregation flexing their muscles and
preparing to home their attention to the preachers story. The
preacher then blurted out, Thats the trouble with you people,
when I tell you the truth you sleep, and when I tell lies you are
sure wide awake. Lessons We Laugh 2 Learn Again

What is the passage about?

2. What does the priest mean when he said Thats
the trouble with you people, when I tell you the truth
you sleep,
and when I tell lies you are sure wide awake?
3. What is the authors intention for writing the
passage
4. Is it important to identify an authors purpose and
point of view? Why?
1.

Recognizing authors purpose

and point of view

Authors purpose is the reason or

reasons an author has for writing a
selection.

Recognizing.

Authors Purpose
Type of Writing

Authors
Purpose

Narrative
Descriptive

To tell a story
To illustrate a person, event,
place; to portray a mood

Expository

To explain, illustrate, or
present information

Persuasive

To express an opinion and

convince the audience to
think or feel a certain way.

Authors Point of View

Type of Writing

Elements of Point of View

Fiction (including short stories,

poems, and novels)

The author may use characters or

narrator to express attitudes in the
story.

Non-fiction (including informative

news accounts, articles,
biographies, and documentaries)

The authors point of view is

primarily neutral. Typically the
author is writing in order to
explain, describe, or instruct.

The point of view clearly reflects

the authors attitude about a
subject. Sometimes the opinion is
Persuasive (including editorials and directly stated and other times it is
advertisements)
implied (like main idea). The
author is either trying to convince
the audience to believe something
or take action by appealing to their
feelings

Activity

Making inferences

Good readers are able to establish the

relationship between what the author
explicitly declares and what he
implicitly says. They use not only the
clues found in the text but also their
schema. Anderson and Pearson
(1984) agree that proficient readers
use their prior knowledge and textual
information to draw conclusions,
make critical judgments, and form

Making inferences
Reading between the lines
Good readers are able to establish the
relationship between what the author explicitly
declares and what he implicitly says.
They use not only the clues found in the text but
also the schema.
Anderson and Pearson
Proficient readers use their prior knowledge and
textual information to:

Making inferences

To draw conclusions
Make critical judgments
Form unique interpretations from text.
INFERRING
They give you hints or clues that help you read
between the lines.
Inferring-giving you a clues for you to have a
deeper understanding about the reading.

Inferences
.

Evidence based guesses.

Kurland- describes an inference as mental
process by which one reaches an
conclusion based on specific evidence.
We interpret actions to be examples of
behavior characteristics, intents or
expressions of particular feelings.