GROUP 1

Arlene Gabotero Joar Santiago

Angela Patrice Mendoza Nhermae Muhali
Jenica Galvez Patricia Mar Patawaran
Mariah Tanghal Roseann Flores
Dianne Maniego Tricia Mae Muceros
Myra Delos Santos Marilene Capule

BEED 2-B
LITERACY AND TEXT
 TEXT LITERACY
• It is the ability to gather
information to communicate in
text.
• It is the ability to read and
write competently.
 TEXT LITERACY BY:
• Bloome and Egan-Robertson
(1993)
• Lotman (1988)
 ADVANTAGES OF TEXT
LITERACY
• Availability
• Economical
• Flexibility
• User Friendly
 LIMITATIONS OF TEXT
LITERACY
• One way presentation
• Memorization
• Reading Level
• Vocabulary
• Cursory Appraisal
 DECODING TEXT LITERACY

• Ability to interpret words by

translating sounds of spoken
language.
 FEW BASIC ELEMENTS FOR
TEXT-BASED MATERIALS:
• Front Choice
• Background and Patterns
• Arrangement
• Check and Revise
 ENCODING TEXT LITERACY

• It is the process involved in

changing message into symbols.
As children learn to convert oral
sounds and language into a text
or spelling.
 STEPS TO UNDERSTAND
TEXT SUCCESSFULLY:
• Predictions
• Making connections
• Text to Self
• Text to Text
• Text to World
• Asking Questions
 TEXT LITERACY IN
TEACHING
• Use texting to launch discussions on formal
versus informal language, comparing syntax,
language, grammar and usage of text and instant
messaging with formal, written English.
• Have your students use texting to create short
summaries of longer, more formal pieces of
literature.
• Allow students to text responses during class
discussions.
 LITERACY ACROSS THE
CURRICULUM
• Literacy across the curriculum
requires children and young people to
have skills which enable them to
interpret and compose texts across
different disciplines.
This involves teaching that prompts
learning that:
• Embeds a grasp of how different
language choices and patterns represent
and document ideas and views of the world
through a range of genres
• Develop a sense of the way disciplinary
knowledge is organized (for example, in
science, history or geography).
• Curriculum requires students to have
literacy skills which enable them to
interpret and compose texts across
different disciplines.
This involves teaching about how
different language choices and
patterns represent and document ideas
and views of the world through a range
of genres.
• It requires developing a sense of the
way disciplinary knowledge is organized,
for example in science or history or
geography.