SAL Foundation College-Talayan Campus

Mapayag, Talayan, Maguindanao

Course Code: BELAC

Descriptive Title: Building and Enhancing Literacy Across the Curriculum
Instructor: HARON B. LGUIAMUDA, LPT
Course Unit: 3 Units

Prelim Module (Week 1-4)

LESSON 1
CONTENT LITERACY
Learning Outcomes

At the end of the lesson, the students can:

1. define content literacy;

2. give implications of content literacy to present teaching methodologies; and
3. make an interview on the use of Content literacy in teaching various field of
specializations.

Learning Content:

What is Content Literacy?

Content literacy can be defined as the ability to use reading and writing for the
acquisition of new content in a given discipline. Such ability includes three principal
cognitive components: general literacy skills, content-specific literacy skills (such as map
reading in the social studies,) and prior knowledge of content." (McKenna & Robinson
1990).

Content Area Literacy

Content Area Literacy focuses on the ability to use reading and writing to learn the
subject matter in a discipline teaches skills that a "novice" might use to make sense of
disciplinary text.

This emphasizes a set of study skills that can be generalized across content areas.
Content area Literacy is the ability to learn new things through reading and writing in
content.

Content area literacy might use strategies such as Monitoring, comprehension, pre-
reading, setting goals and a purpose for reading, activating prior knowledge, asking and
generating questions, making predictions, re-reading, summarizing, and making inferences.

Disciplinary Literacy

It focuses on how reading and writing are used in the discipline being studied. It
emphasizes the unique tools that the experts in a discipline use to participate in the work
of that discipline.
 Disciplinary literacy uses strategies including building background knowledge
specific to the discipline, learning specialized vocabulary, deconstructing complex
discipline-specific text structures, mapping graphic and mathematical representations
against explanations in the text, posing discipline-specific questions, and providing
evidence to support and evaluate claims.

In a social studies class, for example, students might write journal entries to show
their understanding of another cultures way of life or write newspaper articles to analyze a
historic event. In a Science class, students might write lab reports or proposals for a
pharmaceutical company.

Although the above definition is now over twenty years old, it still provides a good
general description of what content literacy is in today's context. In plain terms, content
literacy is the idea that learning how to read texts is not solely the English teacher's
responsibility. Reading strategies should be taught in all content classes: in math class,
students should learn how to read a math textbook. Here are some implications that
McKenna and Robinson found based on their above definition:

 Content literacy is not the same as content knowledge: It is the skills, not the facts
 Teaching content automatically makes students more content literate: "Teachers enhance the
ability of students to read and write about content simply by teaching it."
 Content literacy is content specific: Just because a student is highly literate in math, does
not imply that they will be highly literate in a history class
 In content literacy, reading and writing are complementary tasks: Writing can be used before
or after reading to activate background knowledge or help synthesize new information.
 Content literacy is germane to all subject areas, not just those relying heavily on printed
materials: Literacy activities specific to the content are in all classrooms, including art,
music, and physical education
 Content literacy does not require content area teachers to instruct students in the
mechanics of writing: "Writing to learn is not learning to write."
 Content literacy is relative to the tasks expected of students: Literacy activities must be on
the developmental level of the students
 Content literacy has the potential to maximize content acquisition: With the proper tools,
students will get more out of the text than you thought possible.

Content Literacy Today

Content area literacy is a cognitive and social practice involving the ability and desire
to read, comprehend, critique and write about multiple forms of print. [These] multiple forms of
print include textbooks, novels, magazines, Internet materials and other sociotechnical sign
systems conveying information, emotional content, and ideas to be considered from a critical
stance." (Moss 2005).
 As you can see from the above, more recent definition, content literacy has exploded past
the textbook, and now includes literacies that students need for day-to-day life. This means that
teachers in all disciplines need to be preparing their students to interact in today's highly literate
world.

Learning Activity:

1. In at least 3 sentences, make your own definition of Content Literacy.

____________________________________________________________________________________
____________________________________________________________________________________
______.
2. Draw implications of content literacy to present teaching methodologies. Give three
implications.

Learning Evaluation

Interview two (2) Teachers on the status of content literacy in their field of teaching.
Draw conclusion/s on their answers on the importance of content literacy in teaching the
English language. Please indicate the evidences of the documented interview (photos) on
the submitted output

You will be rated using the following criteria:

Content 10 points

Mechanics 5 points
Grammar 5 points

Total 20 points

References:

LESSON 2
ACROSS CURRICULUM LITERACY
Learning Outcomes
 At the end of the lesson, the students can:

1. define literacy across the curriculum;

2. explain the philosophical basis for teaching literacy across the curriculum;
3. compare and contrast the Common-sense and Technical Language;
4. analyze the use of media literacy and visual literacy in learning content areas; and
5. cite a classroom scenario where these philosophical bases will be best applied.

Learning Content:

• 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.

• Develops a sense of the way disciplinary knowledge is organized (for example, in

science, history or geography).

• Each subject or discipline, such as Science or History, has its own distinctive
literacy demands (Christie & Derewianka, 2008). 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.

Common-Sense and Technical Language

Defining Common-sense and Technical Language

• Common-sense language is language based on directly observable experience.

• Technical language is expert knowledge that goes beyond observable experience.

• Technical terms are the direct result of the kinds of knowledge scientists,
geographers and other specialists are involved in developing as they study, classify
and reclassify the world into taxonomies.

Essential for learning

 • Common-sense knowledge and understandings are therefore based on observable,
everyday criteria while technical knowledge goes beyond the observable.

• The vocabulary that is needed can either be technical or specialized.

• Understanding these terms is crucial to students developing competence in

comprehension.

Philosophical Basis for Teaching Literacy Across the Curriculum

JIM PATERSON

 * Educator and a writer.

“ As they explore ways to improve literacy in middle school, educators are finding that
sometimes there are opportunities to make out side the classroom where such efforts are
normally the focus.”

TERRY QUIN

 Planed school-wide reading activities and promotes literacy effort in a broad range of
areas.

 “Integration reading through the curriculum, recognize the multidisciplinary nature

of reading instruction”

 “Modelling and coaching to introduce new instructional strategies for reading

instruction across all subjects”

PATTY KINNEY

 Principal at Talent Middle School in Talent, Oregon and immediate past president of
NMSA, says that philosophy should include, but go beyond, other content areas.

 “We live a world where all our learning is connected.”

MARK FISH

 Principal at Oliver W. Winch Middle School in South Glens Falls, New York says that
“Alternative approaches to literacy allows students learning opportunities where they
can see how reading and writing skills are applicable to all content areas and in real
life. The stronger those connections are made, the stronger the literacy program will
be.”

SHANAHAN

 Professor at University of Illinois Center for Literacy and President of International

Reading Association.

 “Students should be expected to read and use their literacy skills throughout the day
and school year.”
VICTORIA RIDGEWAY GILLIS

 Professor in reading education in Clemson University, an author and director of

South Carolina Center of Excellence for Adolescent Reading.

 “The difficulty is teachers in content areas generally view reading as something they
will have to teach in addition to the topics they are responsible for instead of viewing
reading as one way to help students learn content.”

 She also says that “Educators also need to broaden their ideas, about what literacy
is.”

 She also says that it is hard for teachers to focus on those opportunities because of
the current climate that stresses test scores over critical thinking.

PENNY AXELROD

 Professor at College of Saint Rose in Albany and a literacy consultant.

 “It takes some work to help content area teachers see that reading is every teacher’s
responsibility.”

 “It is nearly impossible to be reading and writing, teacher meeting individual students
needs and teaching your subject matter when you have 75 to 125 students each
day.”

 She recommends that all teachers have student preview subject matter, be conscious
of vocabulary word, and review main ideas.

 “We have to see the problem as less one of encouraging literacy and more one of
motivating to love learning.”

Media and Visual Literacy in Learning the Content Area

What is media and visual literacy?

 Is an informed, critical understanding of the mass media.

 It is the ability to interpret, negotiate, and make meaning from information presented
in the form of an image.

Media Literacy – it is a repertoire of competencies that enable people to analyze,

evaluate, and create messages in a wide variety of media modes, genres, and formats.

 Media can be in form of text, images, video, audio or a mixture of any thereof.

Visual Literacy – deals with visual image media and is based on the idea that visual
images can be read.

 It implies in a person who have expertise in Visual, such as Image, video actual
photo.
Learning Activity:

Answer each of the following questions in at least five-sentence paragraph.

1. Define literacy across the curriculum.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_________________________________________.
2. Explain the philosophical basis for teaching literacy across the curriculum.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_________________________________________.
3. Using a graphic organizer, compare and contrast the Common-sense and Technical
Language.

Learning Evaluation

Choose two (2) philosophical bases for teaching literacy across the curriculum and
explain their point of views in at least 10 sentences. Then, cite a classroom scenario where
these philosophical bases will be best applied.

Think Critically: Reflective Writing

Analyze the use of media literacy and visual literacy in learning content areas by
citing classroom scenario. Identify some problems and its solutions to overcome the
problems.

LESSON 3
EFFECTIVE LITERACY PROGRAM
Learning Outcomes:

At the end of the lesson, the students can:

1. identify the components of effective literacy program;
2. explain effective literacy program; and
3. cite a literacy program that would be implemented for English learners.
Learning Content:

What Makes an Effective Literacy Program?

As an adult, you already know how to read and write. You were given skills and tools
in school to master reading and writing. These skills and tools came from a literacy
program. A literacy program contains all the components necessary for you to master
reading and writing. However, some literacy programs are more effective than others.
Today’s students are expected to master the same skills that you did, but at an earlier age.
Teaching children how to read and write are two of the hardest feats a teacher will be asked
to complete. Having an effective literacy program helps teachers complete that difficult task
effectively.

There are many different kinds of literacy programs out there, all of which use
different components. Everything from individual teaching experience to popular
educational theory can influence what components are used in a literacy program.
But we feel that no matter what program is popular at the time, an effective literacy
program should always encompass these six (6) basic components: phonemic awareness,
phonics, vocabulary, fluency, comprehension, and writing.
1. Phonemic Awareness
Phonemic awareness is the ability to hear that a spoken word is made up of a series
of discrete sounds. This is not just important in English, but phonemic awareness is
critical for any language that has an alphabetic writing system. Phonemic awareness is an
important component of a good literacy program for a few reasons:

 Teaching phonemic awareness allows for greater printed word recognition.

 Teaching phonemic awareness teaches children to identify, understand, and
manipulate sounds in spoken words.
 Teaching phonemic awareness helps teachers recognize if students will have
trouble with reading and spelling.
According to the National Reading Panel, the amount of phonemic awareness that a
child has been exposed to before the start of school is a strong factor in how well that child
will read by the end of first grade.
Phonemic awareness is also the precursor to phonics instruction. Phonemic
awareness is a necessary component for phonics instruction to be effective because the
students need to connect the units of the written word to the sounds in the spoken word.
Phonemic awareness is also a vital component in a child’s success in learning how to read.
The NRP suggests that including phonemic awareness is a necessary component in the
process of teaching children how to read. The NRP states that those who promote the use of
phonemic awareness believe that including phonemic awareness as a component in literacy
programs may finally prevent the massive rehashing that English instruction goes through
every five to ten years.

2. Phonics Instruction
Phonics instruction is teaching children that specific sounds belong to specific
letters and letter patterns. Phonics instructions helps children recognize and associate the
sounds of the letters and letter patterns in the words they read. Phonics instruction is a
vital part of a literacy program for these reasons:

 Phonics instruction helps children decode words by recognizing the sounds that
accompany letters and letter patterns.
 Phonics instruction increases fluency by helping children read more accurately
and with ease.
  Phonics instruction helps with reading comprehension. When a word is
pronounced correctly, it improves the understanding of the word.
 Phonics instruction helps children increase their everyday vocabulary. If children
feel comfortable in the correctness of the word that they are saying, they will use it
more often.
The NRP explains the goal of phonics instruction is to provide students with the
knowledge and ability to use the alphabet to make progress in learning to read, write, and
comprehend English.
3. Vocabulary
Vocabulary can be defined as the knowledge of words and their meanings. The
purpose of teaching vocabulary is for children to understand words and to use them to
acquire and convey meaning. Vocabulary is an important component of a literacy program
because the more words that a child knows and understands the more the child will
comprehend when reading. Vocabulary is an important component in a successful literacy
program because:

 Vocabulary knowledge increases comprehension, which is vital to a child’s ability to do

well in school.
 A greater vocabulary increases a child’s ability to read and write with fluency.
A few ways to increase a child’s reading vocabulary is to have them learn high frequency
words and have them read from a wide range of sources of both fiction and non-fiction.
4. Fluency
Fluency is a child’s ability to effortlessly and correctly read, speak, and write
English. Fluency in reading should include consistent speed, accuracy, and the use of
proper expression. Fluency is achieved when a child is no longer focusing on how to read.
Helping children read fluently is very important to a successful literacy program. Fluency is
linked directly to comprehension, and once it is achieved, a student can start focusing on
the meaning of what they read. Fluency can be achieved by using a literacy program that
combines phonemic awareness, phonics instruction, and vocabulary.

5. Comprehension
Comprehension refers to a child’s understanding of what they are reading. This not
only includes reading, but also what is written. Having students attain comprehension of
what they are reading and writing is very important. Comprehension is an important
component of an effective literacy program for a few reasons:

 Comprehension is important to success in academic and personal learning.

 Comprehension is important to becoming a productive member of society.
 Comprehension is important in obtaining and maintaining a job and being
successful in life.
 6. Writing
Writing is the process of students generating text, whether on paper or on a screen.
Some studies suggest that reading and writing are interconnected although they have been
taught separately for years. Writing is an important part of a literacy program:
 For younger children, writing helps to reinforce phonemic awareness and phonics
instruction.
 For older children, writing can help children understand the kinds of styles of text
they read.
 Writing about what a child has read helps develop their reading comprehension
skills.
Writing and reading strengthen and support each other, actively combining all the
other components of a literacy program together.

An effective literacy program should encompass all six of these components. Each
component is a piece of the puzzle that when assembled together in a coherent way results
in a successful literacy program.
Learning Activity:

Answer each of the following questions in a five-sentence paragraph.

1.Enumerate the six (6) components of effective literacy program and explain briefly in just one
to two sentences your understanding of each component.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
.

2. Briefly explain effective literacy program in at most two (2) or three (3) sentences only.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
______.
 SAL Foundation College-Talayan Campus
Mapayag, Talayan, Maguindanao

Course Code: BELAC

Descriptive Title: Building and Enhancing Literacy Across the Curriculum
Instructor: HARON B. LGUIAMUDA, LPT
Course Unit: 3 Units
Midterm Module (Week 5-8)
LESSON 4
ASSESSING OF STUDENTS AND TEXT
Overview

Student assessment is the process of evaluating students’ abilities and achievements.

This encompasses a variety of ways to determine how students are progressing in their
learning. Student assessment enables instructors and teachers to measure the
effectiveness of their teaching by linking student performance to specific objectives.

Learning Outcomes
At the end of the lesson the students can:

1. define what assessing student and the text are;

2. explain the approaches to assessment in education;
3. compare and contrast the two approaches in education; and
4. give 5 examples of each approach in assessment and describe how these assess
student’s learning and the content areas.

Learning Content:

Assessing students and texts to provide this kind of information means that there
is a direct connection between teaching and learning, between instruction and the
improvement of practice.
Assessment in content area classrooms means that students and teachers are
actively engage in a process evaluation and self - evaluation
(Authentic task).

Assessing students and texts is a process of gathering and using multiple sources
of relevant information for instructional purposes.

Two major approaches to assessment prevail in education today

1. Formal or high-stake one 2. Informal or authentic one

 Comparison of two Approaches to Assessment

An informal, authentic approach is often more practical in collecting and

organizing the many kind of information that can be inform in decisions, including

1. Students prior knowledge in relation to instructional units and text assignments

2. Students’ knowledge and use of reading and other communication strategies to learn
from text and

3. Assessment of materials. The use of portfolios, careful observation and weaknesses

as they interact with one another and with content-specific material, sheds light on
the why as well as what in teaching and learning.

Assessing the difficulty of the text material requires both professional judgment
and quantitative analysis. Text assessment considers various factors within the reader and
the text, the exercise of professional judgment being as useful as calculating a readability
formula. Teachers, therefore, must be concerned about the quality of the content, format,
organization and appeal of the material.

We supplied three types of procedures for assessing text difficulty

1. Readability formula

2. Cloze procedure

3. Readability checklists

Despite efforts to assess students and to scaffold instruction in ways that facilitate
text learning, some students will continually be struggling with literacy. Even though the
best readers and writers may struggle in certain situations, the struggling student often
has given up on literacy as a way of learning.

Learning Activity:

1. In at least five-sentence paragraph, discuss the approaches to assessment in

education today.
2. Make a diagram/graphic organizer showing the similarities and differences of the two
approaches in education.

Learning Evaluation

Give 5 examples of each approach in assessment and describe how these assess
student’s learning and the content areas.

LESSON 5
STRATEGIES FOR CRITICAL AND EFFECTIVE READING
Overview

Critical thinking is a technique for discovering information and ideas, for deciding for
what to accept and believe. This technique is useful for discovering information and ideas
within a text. Reading critically allows you to analyze topics, relate one piece of research to
others in the field and ultimately to establish your own on a topic and provide a well-
supported argument for this view in your reading and writing.

Learning Outcomes

At the end of the lesson, the students can:

1. define critical thinking;

2. identify strategies for critical and effective reading;
3. make an activity integrating the strategies for critical and effective reading; and
4. write a reflection paper on the importance of critical thinking skills in
enhancing and building literacy across the curriculum.
Learning Content:

Critical thinking is the ability to think clearly and rationally about what to do or what
to believe. It includes the ability to engage in reflective and independent thinking. Someone
with critical thinking skills is able to do the following: understand the logical connection
between ideas; identify, construct and evaluate arguments, detect inconsistencies and
common mistakes in reasoning, solve problems systematically; identify the relevance and
importance of ideas; and reflect on the justification of one’s own beliefs and values.

What is critical thinking?

 Purposeful goal-directed thinking

 Aims to make judgments based on evidence/fact rather than guesswork/opinion
 Reflective and reasonable thinking that focuses on what to believe and do
(Ennis,1985).
 Memorizing does not require critical thinking-application does!

Are you a critical thinker?

 Base judgments on facts and reasoning?

 Support views with evidence?
 Evaluate the credibility of sources?
 Turn mistakes into learning opportunities?
 Ask "why" and "why not"?

Critical Thinking Skills: You can improve yours!

 Learning is developmental
No limits to the development of the human brain or capacity to learn and the neuron's
ability to make and strengthen connections is lifelong.
 Students can improve critical thinking
skills with practice
 Gather objective information
 Put info in context
 Don't jump to conclusions

Reading Strategies

Preparing to Read

 Learn how to use your Preview the material by textbook: Find the reading index,
appendices and glossary.

Review the material by reading:

 Chapter title and introduction

 Headings and subheadings
  Boldfaced/italicized words
 Visual cues
 Chapter summary and review questions

As You Read

 Pay special attention to main ideas and supporting details

 Reexamine graphs, charts and illustrations. Be sure to read captions under visual
aids
 Ask yourself questions:

“Do I understand what I’m reading?

“Does this make sense to me?

After You Read

Think about what you've learned.

 Can you answer chapter questions?
 Can you apply what you've learned to the read text?
 Can you restate the main ideas in your own words?

In Other Words….

 Reading the text several times is not enough!

 You must actively participate while you read.
 Think about what you already know.
 Identify topics you don't understand with questions.
 Reorganize information for better retention
 Pick out points you think will be on the test- apply what you are reading

Learning Activity:

1. In at least 2 sentences define critical thinking.

_________________________________________________________________________________________
_______________________________________.

2. Make one (1) activity integrating the strategies for critical and effective reading and
writing. Use the matrix below:

Name of the Description/Target/Skills Procedures

Activity to be developed
Learning Evaluation

Reflective Writing

In at least five-sentence paragraph, answer each of the following questions.

1. In what ways would you develop critical thinking skills in reading?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
________________________________.
2. Why critical thinking skills are important in enhancing and building literacy across
the curriculum?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
________________________________.

LESSON 6
WRITING EFFECTIVELY
Overview

Effective writing is writing which has a logical flow of ideas and is cohesive. This
means it holds together well because there are links between sentences and paragraphs.
Writing which is cohesive works as a unified whole and is easy to follow because it uses
language effectively to maintain a focus and to keep the reader ‘on track.’

Learning Outcomes

At the end of the lesson, the students can:

1. identify the effective writing strategies;

2. use the keys to effective writing;
3. critique a text applying the five keys to effective writing; and
4. give activities that would enhance/develop writing skills of the learners.

Learning Content:
 Effective writing is readable – that is clear, accurate, and concise. When you are
writing a paper, try to get your ideas across in such a way that the audience will
understand them effortlessly, unambiguously, and rapidly.

This can be achieved or improved through the use of a number of devices and
strategies.

Tips that can improve your writing in any medium

Five keys to effective writing

 Put the reader first

 Use simple words and short sentences

 Use jargon only when necessary

 Write with verbs and nouns

 Format to improve readability

Key #1: Put the reader first

 Communication = understanding

 Write to express not to impress

 Use words readers can picture

 Tie in to the readers’ experience

Key #2: Use simple words and short sentences

Example:

 Per our conversation, I am enclosing herewith a remittance of $25 for the balance
due on my account. (18 words)

 As we discussed, here is the $25 remaining on my account. (11 words)

 Here is the $25 remaining on my account. (8 words)

Tip

 Avoid wordy prepositional phrases

 In the amount of (for)

 In order to (to)

 Due to the fact that (because)

 In the event that (if)

 During the time that (when, while)

Key #3: Use jargon only when necessary

  What is jargon?

 Special words or expression that are used by particular profession or group and are
difficult for others to understand.

Example:

 The new FMIS system from Global provides VOR/DME nav redundancy, as well as
enhanced GPS capability.

 Global’s new flight management system provides several ways to navigate your
airplane, including the latest in satellite navigation.

 Five keys to effective writing

Key #4: Write with verbs and nouns

 Use the active voice

 When it is okay to use passive voice

Example 1

 The company (S) sells (V) insurance (O).

 Not: insurance is sold by the company.

 The construction crew repaired the road.

 Note: The road ways repaired by the construction company.

Example 2

 Choose the right verb and the right noun

 Mr. Johnson ran quickly across the four-lane street, almost falling down when he
stepped in a large hole in the concrete. (22 words)
 Mr. Johnson sprinted across the boulevard, stumbling when he stepped in a pothole.
(13 words)
Key #5: Format document to improve readability

 Use lists, bullets, charts, tables, indents, italics bolds, headings and subheadings
 The 100-word rule
Learning Activity:

Directions: Following the tips in effective writing strategies, write at least 10-
sentence paragraph about your experience during the Modified General Community
Quarantine (MGCQ). Then, evaluate your output by citing the five keys to effective writing
strategies you have used.

You will be rated using the rubric below:

Criteria Level of Performance

Excellent Very Good Good Needs
 Improvement
(4) (3) (2)
(1)

Content

Mechanics (Grammar,
Punctuation, Capitalization)
Appropriateness of the Five
Keys to Effective Writing

Learning Evaluation

Give 5 activities that would enhance/develop writing skills of the students.

Name of the Activity Writings Skills to be Developed/

Focus of the Activity
1.

2.

3.

4.

5.
 SAL Foundation College-Talayan Campus
Mapayag, Talayan, Maguindanao

Course Code: BELAC

Descriptive Title: Building and Enhancing Literacy Across the Curriculum
Instructor: HARON B. LGUIAMUDA, LPT
Course Unit: 3 Units
Semi-Final Module (Week 9-12)
LESSON 7
INSTRUCTIONAL STRATEGIES THAT FACILITATE LEARNING ACROSS
CONTENT AREAS
Overview:

Instructional strategies are techniques teachers use to help students become

independent, strategic learners. These strategies become learning strategies when students
independently select the appropriate ones and use them effectively to accomplish tasks or
meet goals.

Learning Outcomes:

At the end of the lesson, the students can:

1. identify lesson planning,

2. discuss different instructional strategies;
3. explain the importance of instructional strategies to facilitate learning across the
content areas; and
4. make a lesson plan.

Learning Content:

Research shows that teacher integration of literacy-related instructional strategies

facilitates student learning across all content areas. With the use of content-specific
information, it is through the literacy skills of reading, writing, listening, speaking, viewing
and presenting that students acquire and retain content knowledge and content-specific
abilities.

A variety of literacy-related instructional strategies that assist content-area learning

are included in this section. The provided instructional strategies are designed for use by
all content area teachers, as well as English language arts teachers, remedial reading and
language arts teachers, literacy specialists and literacy coaches. They are designed for
implementation by those teaching Grades 4-12. The instructional strategies presented are
not reliant on extra texts, supplies or funding.

The instructional strategies provided in this section are not exhaustive, they are only
representative of innumerable effective strategies a teacher may choose to use. Variety is
key. The instructional strategies are grouped by support for: comprehension, vocabulary,
fluency and spelling; within those categories they are randomly presented. The classroom
teacher must determine the most effective instructional strategy for her/his students.

The provided instructional strategies should be used with diverse fictional and
nonfiction texts; should be used before, during and after reading; should be used as pre-
and post-assessments, and should be used with students independently, in pairs, in small
groups and as a whole class. A varied approach is crucial to meeting the needs of all
learners.

The instructional strategies presented must be introduced with explicit instruction

and teacher modelling, and then continued with scaffolding and coaching from the teacher
as students apply them to a range of texts. The instructional strategies must be
implemented appropriately and with a specific purpose. It is critical teachers embed the
strategies into the content they are already using that is aligned with state standards,
district curriculum, school mission, and grade-level goals.

Lesson Planning

As part of choosing the instructional strategies, lesson planning deemed important

and relevant to teaching-learning process.

A lesson plan is a teacher’s “roadmap” for a lesson. It contains a detailed description

of the steps a teacher will take to teach a particular topic.

It's a step-by-step guide that outlines the teacher's objectives for what the students
will accomplish that day. Creating a lesson plan involves setting goals, developing activities,
and determining the materials that will be used.

Types of lesson plan

There are several types of lesson plan the following:

 Detailed Lesson Plan - In detailed lesson plan, the expected routines, lesson
proper, activities are presented. Questions and answer are written.

 Semi-detailed Lesson Plan - In semi-detailed lesson plan, it only contains

procedures or steps to be used in the lesson proper.

Detailed Lesson Plan

A detailed lesson plan is a thorough description of a teacher’s instructions for a

particular class.
 DLP - Parts of lesson plan

I. Objectives

A. Content Standards

B. Performance Standards

C. Learning Competencies

II. Content

III. Learning Resources

IV. Procedures

A. Before the Lesson

B. During the Lesson

C. After the Lesson

V. Remarks

VI. Reflection

VII. Assignment

Semi-Detailed Lesson Plan

I. Objectives

II. Subject Matter

Topic

Reference

Instructional Materials

III. Procedure (4A’s)

A. Activity

B. Analysis

C. Abstraction

D. Application

IV. Assessment/Evaluation

V. Assignment/Agreement

Who are required to prepare a DLP?

  Teachers with at least one (1) year of teaching experience, including teachers
with private school and higher education institution (HEI) teaching experience,
shall not be required to make a Detailed Lesson Plan (DLP).

 Newly-hired teacher without professional teaching experience shall be required

to prepare a daily Detailed Lesson Plan (DLP) for a year.

Detailed lesson Plan Sample

Semi-Detailed lesson Plan in English 6

I. Learning Outcomes
At the end of the lesson, the pupils can:
a. Identify context clues,
b. Show appreciation on the importance of context clues, and
c. Use sentence and word context to find the meaning of unknown words.
II. Subject Matter
Topic: Vocabulary Enhancement
Lesson: Context Clues
Materials: PowerPoint, Projector, Laptop, Pictures
References: English for All Times Reading 6
Parificacion C. Balingit
III. Procedure
 Review
Ask the class about the previous lesson.
What they learn in the previous lesson.
Ask the students if they really understand the past lesson.
 Motivation

Introduce the game “Guess the Word” game by giving a sample.

Plat the “Guess the Word” game.
Let the student guess the word.
Ask someone from the class to guess the word.

A. Activities
Divide the class into two groups. Each group will follow the instructions given in
the activity. The teacher will check the work of each group.

B. Abstraction
Proceed to the next lesson which is vocabulary enhancement. Ask the students
about their ideas in vocabulary enhancement. Introduce the meaning of vocabulary
enhancement Introduce the vocabulary in context or context clues. Discuss the
context clues and its type.
C. Application
The teacher let the students read the question on the screen and let them answer
each number.
IV. Evaluation
The students will answer the given statement by filling the correct words using
vocabulary in text. Then use the words in the context in a sentence.
 V. Assignment
Give example for each type of context clues.
-rewording the word
-giving its synonyms
-giving its antonyms
-giving details about it

The Directed Reading-Thinking Activity (DRTA)

 USE: All Content Areas - All Grade Levels - Before and During Reading
 FOCUS: Comprehension Strategies: Prediction, Inference and Setting Reading
Purpose
 FOR DETAILED INFORMATION SEE: Stauffer, 1969; Readence, Moore,
Rickelman, 2000.

The DRTA is a discussion format that focuses on making predictions. It requires

students to use their background knowledge, make connections to what they know, make
predictions about the text, set their own purpose for reading, use the information in the
text and then make evaluative judgments. It can be used with nonfiction and fiction texts.

PROCEDURE (begin by explaining and modelling):

1. The teacher divides the reading assignments into meaningful segments and plans
the lesson around these segments.
2. In the class introduction, the teacher leads the students in thinking about what
they already know about the topic. (“What do you know about ...? What
connections can you make?)
3. The teacher then has the students preview the reading segment examining the
illustrations, headings and other clues to the content.
4. The teacher asks students to make predictions about what they will learn.
5. Students may write individual predictions, write with a partner or contribute to an
oral discussion creating a list of class predictions.
6. Students then read the selection and evaluate their predictions. Were their
predictions verified? Were they on the wrong track? What evidence supported the
predictions? Contradicted the predictions?
7. Students discuss their predictions and the content of the reading.
8. The teacher and students discuss how they can use this strategy on their own and
how it facilitates understanding and critical thinking.
9. The teacher and students repeat the process with the next reading segment that
the teacher has identified.
10. The teacher closes the lesson with a review of the content of the reading and a
discussion of the prediction strategies students should use as they read any text.
 What the text actually
My Predictions
stated

A teacher may use a simple two-column guide (my predictions/what the material
actually said) or a KWL chart as an organizing format. After having done the DRTA several
times with the whole class, the teacher can then have students work in small groups and
follow the DRTA steps.

Question-Answer Relationship (QAR)

 USE: All Content Areas - All Grade Levels - During and After Reading
 FOCUS: Comprehension Strategies: Determining Importance, Questioning and Synthesizing
 FOR DETAILED INFORMATION SEE: Raphael, 1982; Readence, Moore, Rickelman, 2000

QAR is a strategy that targets the question “Where is the answer?” by having the
classroom teacher and eventually the students create questions that fit into a four-level
thinking guide. The level of questions requires students to use explicit and implicit
information in the text:

 First level: “Right There!” answers. Answers that are directly answered in the text.
For example, using the story of Cinderella, a “Right There” question might be “How
many stepsisters did Cinderella have?”
 Second level: “Think and Search.” This requires putting together information from
the text and making an inference. Again, with the Cinderella story, a second-level
question might be “How did the fairy godmother help Cinderella?” or “What tasks did
Cinderella have to do at home?”

 Third level: “You and the Author.” The answer might be found in the student’s
background knowledge, but would not make sense unless the student had read the
text, e.g., “How did the author make the characters in the story believable? How is
the main character like or unlike anyone you know or have read about?”
 Fourth level: “On Your Own.” Poses a question for which the answer must come
from the student’s own background knowledge, e.g., “What do you think would have
happened if the prince had broken the glass slipper?

PROCEDURE (begin by explaining and modelling):

 1. The teacher makes up a series of QAR questions related to the materials to known
to the students and a series of QAR questions related to the next reading
assignment.
2. The teacher introduces QAR and explains that there are two kinds of information in
a book: explicit and implicit.
3. The teacher explains the levels of questions and where the answers are found and
gives examples that are appropriate for the age level and the content. A story like
Cinderella that is known by most students usually works well as an example, even
in high school classes.
4. The teacher then assigns a reading and the QAR questions he/she has developed
for the reading. Students read, answer the QAR questions and discuss their
answers.
5. The teacher and students discuss how they can use this strategy on their own and
how it facilitates understanding and critical thinking.
6. After using the QAR strategy several times, the students can begin to make up their
own QAR questions and in small groups share with their classmates.
7. The teacher closes this activity with a discussion of how students can use this
strategy in their own reading and learning.

The ultimate goal of this activity (and most of the activities presented here) is for
students to become very proficient in using the activity and eventually use the activity
automatically to help themselves comprehend text.

KWL Chart

 USE: All Content Areas - All Grade Levels - Before, During and After Reading
Expository Text
 FOCUS: Comprehension Strategies: Activating Background Knowledge, Questioning,
Determining Importance
 FOR DETAILED INFORMATION SEE: Ogle, 1986; Readence, Moore, Rickelman, 2000;
Beers, 2003

The KNOW/WANT-TO-KNOW/LEARNED (KWL) CHART guides students’ thinking as

they begin reading and involves them in each step of the reading process. Students begin
by identifying what they already know about the subject of the assigned reading topic, what
they want to know about the topic and finally, after they have read the material, what they
have learned as a result of reading. The strategy requires students to build on past
knowledge and is useful in making connections, setting a purpose for reading, and
evaluating one’s own learning.

PROCEDURE (begin by explaining and modeling):

 1. The teacher shows a blank KWL chart and explains what each column requires.

2. The teacher, using a current reading assignment, demonstrates how to complete the
columns and creates a class KWL chart.

K W L

 For the know column:

As students brainstorm background knowledge, they should be encouraged to group
or categorize the information they know about the topic. This step helps them get
prepared to link what they know with what they read.

 For the want-to-know column:

Students form questions about the topic in terms of what they want to know. The
teacher decides whether students should preview the reading material before they
begin to create questions; it depends on the reading materials and students’
background knowledge. Since the questions prepare the students to find information
and set their purpose for reading, previewing the material at this point often results
in more relevant questions. Students should generate more questions as they read.

 For the learned column:

This step provides students with opportunities to make direct links among their
purpose for reading, the questions they had as they read and the information they
found. Here they identify what they have learned. It is a crucial step in helping
students identify the important information and summarize the important aspects of
the text. During this step, students can be reflective about their process and make
plans.

1. The teacher on the next reading assignments can ask students individually or in pairs
to identify what they already know and then share with the class, create questions for
the want-to-know column either individually or in pairs and share with class, and
finally after reading, complete the learned column.
2. The teacher closes this activity with a discussion of how students can use KWL charts
in their own reading and learning. Also, a discussion can take place about pertinent
variations of the KWL chart’s columns.

Comparison Matrix
  USE: All Content Areas - All Grade Levels - Before, During and After Reading
 FOCUS: Comprehension Strategies: Recognizing Similarities and Differences
 FOR DETAILED INFORMATION SEE: Marzano, 2001

PROCEDURE (begin by explaining and modelling):

1. The teacher writes the subjects/categories/topics/etc. across the top row of boxes.
2. The teacher writes the attributes/characteristics/details/etc. down the left column of
boxes.
3. Use as few or many of rows and columns as necessary; there should be a specific
reason student need to recognize the similarities and differences between the
provided topics and details.
4. Explain to and model for students what each column/row of the matrix requires.

ENGLISH

Dragon Kite Knots on Pepito’s Flossie

of the August the Story and the
Moon Counting Fox
Rope
Characters

Settings

Theme

Point of
View

MATHEMATICS

Addition Subtraction Multiplication Division

symbols

Relationships

Related
Vocabulary
Methods
SCIENCE
 Venus Mars Earth Jupite Neptune Mercur Satur Uranu
r y n s

Mass

Diamete
r
Temp.

Distanc
e from
the Sun

SOCIAL STUDIES

United Canada Mexico

States
Area

Longitude/latitude

Climate

Physical Structure

Response Notebooks

 USE: All Content Areas - All Grade Levels - Before, During and After Reading
 FOCUS: Comprehension Strategies: Questioning, Inferring, Activating Background
Knowledge
 FOR DETAILED INFORMATION SEE: Readence, Moore, Rickelman, 2002; Hinson,
2000

Writing is a very powerful learning tool. Students benefit greatly from exploring
their thinking through writing. They clarify their ideas, identify confusing points, integrate
new information with their background knowledge, and deepen their understanding and
memory of the reading. Response notebooks provide many opportunities for students to use
writing as a tool for learning. Teachers can use response notebooks or journals before
students read an assignment, during the reading, and/or after the reading.

Response notebook entries can be as simple or complex as the teacher chooses. One
effective, efficient, simple way to use a response notebook is to pose an open-ended
question before reading, have students respond after reading and then have students share
with partners. Open-ended questions that have no single correct answer provide students
with many possibilities for extending meaning.

Here are just a few examples of possible open-ended questions: Was the title of the
book/ chapter a good one? Why or why not? How is this book similar to or different from
other books you have read? Is there anything in the reading so far that you do not
understand, and if so, what is it? What makes a book a “good” one for you, and is this book
in that category? Do you like the author’s style of writing? Why or why not? If you could
change the ending of the book, would you change it? Why or why not? Response entries
may also require students to document their ideas with evidence from the text or react to
another student’s entries.

PROCEDURE (begin by explaining and modelling):

1. The teacher introduces the response journal and models how to respond to open-
ended questions, make connections to background knowledge, share feelings, justify
opinions, etc.
2. Students then read and create their own responses in their notebooks or journals.
3. The teacher then asks students to share with the class and/or collects the journals,
reads each student’s journal entry and gives feedback.
4. The teacher and students discuss how they can use this strategy on their own and
how it facilitates understanding and critical thinking.
5. Students throughout the year write regularly in their response notebooks and use
their entries for class discussion, personal reflection or the basis for writing more
formal pieces.

There are many models for a reader-response notebook. One model asks readers to
write specific passages in one column and respond to them in an adjacent column.
Students should be encouraged, through modeling, to provide extensive personal responses
that include their own questions and reflections.

Text Response or Question

The teacher or students provides
The student responds to the quote by
a direct quote from the text that is predicting what will happen, what
challenging, interesting and/or is confusing and why the quote is
confusing. interesting (or uninteresting). It is
a personal response to the
passage chosen.

To avoid the common occurrence of the one or two short, superficial responses or a
listing of facts only, the teacher needs to model a complete, thoughtful response and
discuss his/her thinking process. Students should be encouraged to share quotes and
responses in the discussion about the text.

Another variation of the response notebook is the dialogue notebook. Students share
notebooks and respond to one another in a third column. The dialogue notebook
emphasizes the important connection between reading and writing; it is this connection
that leads to improved reading comprehension.

Text Response Dialogue

The student chooses a He or she writes an Another student reads
challenging, initial response to the the passage and the
interesting or passage. This response response and offers
confusing passage. may be only further further insight or
questions about the perhaps even more
passage. confusion.

While the students are engaging in a written dialogue with one another, they are
constructing meaning and deepening their understanding of the text. Again, it is necessary
for the teacher to model this process initially with teacher-selected passages and teacher-
prepared responses.

The dialectical notebook is another response journal format. It asks students to

respond to and make sense of a text. They are asked to write what they find interesting,
boring, amusing, terrifying and/or confusing. They can relate what they are reading to
other parts of a text, other texts and their own experience.

Every response they make must be grounded on a piece of the text, some word,
phrase, sentence or paragraph that is the focus of their comment. Types of responses may
be (1) their first reaction to the text: what is confusing, annoying, intriguing, and why; (2)
what the text reminds them of from their own experience or other texts; and (3) the bias of
the writer/ narrator and indicators of the bias. The dialectical notebook is designed for the
students to use as a learning tool. It is an opportunity to dialogue with authors, to question
their perceptions and ideas and to extend knowledge.

Anticipation Guides

 USE: All Content Areas - All Grade Levels - Before, During and After Reading
 FOCUS: Comprehension Strategies: Activating Background Knowledge,
Inferring/Prediction
 FOR DETAILED INFORMATION SEE: Buehl, 2001

An Anticipation Guide is a series of statements that require students to use their

background knowledge and make predictions. Students are asked to read each statement
of the Anticipation Guide before they read the assignment and decide whether they agree or
 disagree with the statement. After they have completed the reading assignment, they go
back to each statement and again decide whether they still agree or disagree, given their
new knowledge. Anticipation guides provide connection to prior knowledge, engage
students with the topic and encourage them to explore their own thoughts and opinions.

Anticipation Guides follow a prescribed format. In this activity, the teacher creates a
series of general statements related to the topic the students are going to read about.
Typically, the statements are not specific details such as dates, definitions or numbers.
Rather each statement is a more general statement that relates to the content but often
involves some judgment. For example, a very general statement on an Anticipation Guide
about the Civil War might be: “The Civil War was unavoidable” or “The Civil War still
influences life in the United States.”

PROCEDURE (begin by explaining and modelling):

1. The teacher analyses the material to be read; determines the major ideas – explicit
and implicit – with which the students will interact; creates short, clear declarative
statements that reflect the world in which the students live or know.
2. The teacher then puts these statements into a format that will elicit anticipation or
prediction making.
3. Students complete the Anticipation Guide before reading and the teacher leads a
discussion and encourages the students to defend their positions with examples from
their own background. This gives students opportunities to share their thoughts with
others to increase their exposure to different perspectives.
4. The teacher assigns the reading selection.
5. Students then revisit the statements and evaluate them in light of the information in
the text and the author’s purpose.
6. The teacher encourages students to reflect on their earlier predictions and feelings
about ideas compared to their feelings after they have read the text.
7. The teacher and students discuss how this strategy facilitates understanding and
critical thinking.

BEFORE READING GENERAL AFTER READING

PREDICTION STATEMENTS SUPPORT

Chapter Tour
  USE: All Content Areas – All Grade Levels – Before, During and After Reading
Expository Texts
 FOCUS: Comprehension Strategies: Prediction, Determining Importance
 FOR DETAILED INFORMATION SEE: Buehl, 2001

Students benefit from learning how to use information in textbooks to construct

meaning and improve comprehension. Reading-around-the-text is a pre-reading strategy
used to preview text. The text preview prepares students to understand what they will be
reading. This strategy can be adapted to use with any text but works best with text that
contains chapter introductions and summaries, chapter questions, pictures, diagrams and
other graphics, and bold or coloured vocabulary words or concepts.

PROCEDURE (begin by explaining and modeling):

1. To begin, ask students to look at the pictures. Ask: What do the pictures seem to be
about? Why do you think the author may have included these in the chapter?
2. Ask students to read the picture captions. Ask: Do the captions provide additional
information about the pictures? Do the captions help confirm or change your
predictions of what the chapter will be about?
3. Ask students to look at any maps, graphs or charts. Ask: What types of information
do the graphics provide? Why did the authors include it in this section? What do the
graphics tell me about the types of information that will be in this section?
4. Ask students to look for indications of big ideas: words or headings in bold type,
colored words, or words with their pronunciations given. Ask: Do you already know
any of these words? Do these words give any clues about the subject of this section?
5. Ask students to read the first paragraph of the text (introduction) and the last
paragraph (conclusion). Ask: What seems to be the major focus of the chapter
according to the introduction and summary? What key ideas are mentioned? Based
on this information, what do you think you will learn in this chapter? Why do you
think so?
6. Tell students that any questions that appear at the end of a text section or chapter
are very helpful when preparing to read. Model this stage of the strategy by using the
following example: “At the end of the section, I see the ‘Content Check’ questions. I
know these questions are important because we often discuss them in class.
Sometimes similar questions are on a test. The first question asks me about some
vocabulary words from the section. What important terms should I know and
understand after reading this section?”
7. Ask students to look at the remaining questions and ask them to consider what they
will be expected to know after reading the section. Remind students that the text
preview strategy is an important pre-reading technique. Encourage them to think
about the ideas and information they learned from this strategy as they read.
 8. The teacher models this strategy several times with the entire class and discusses
how the students can use the strategy in their own reading and learning.

The strategy can be adapted or modified to fit the text or the student. For instance,
one group may be assigned to focus on the picture cues and captions, another group to
focus on the big idea, and so on. Teachers may want to make a poster of the steps to
display in the classroom and give students a smaller model that they can keep in their
textbook.

Classification Chart

 USE: All Content Areas – All Grade Levels – Before and After Reading
 FOCUS: Comprehension Strategies: Determining Importance FOR
 DETAILED INFORMATION SEE: Marzano, 2001

PROCEDURE (begin by explaining and modeling):

1. The teacher writes subjects/categories/topics/etc., across the top row of boxes.

2. Use as few or many of rows and columns as necessary; there should be a specific
reason student need to recognize the similarities and differences between the
provided topics and details.
3. Ensure the boxes are large enough to write in.
4. Charts can be provided in a variety of forms (e.g., varied sizes of paper, white boards,
technology programs).
5. Explain to and model for students what each column/row of the matrix requires.

ENGLISH
Man vs. Man Man vs. Man vs. Self Man vs. Man vs.
Nature Society Humanity

MATHEMATICS
Cubes Spheres Prisms Cones Cylinder Pyramids

SCIENCE
Oceanography Zoology Geology Meteorology Botany
 SOCIAL STUDIES

Nature Humanity Art History Politics Religion/

Philosophy

MUSIC
Composer Genre Style Title Time/Period

Visualizing

 USE: All Content Areas - All Grade Levels - Before, During Reading
 FOCUS: Comprehension Strategies: Monitoring for Meaning
 FOR DETAILED INFORMATION SEE: Keene and Zimmerman, 1997; Boyles, Southern
Connecticut State University, 2004

Good readers create visual images or pictures in their minds as they are reading.
Visualizing helps enhance a student’s comprehension and memory of the text. Texts that
evoke strong emotions often do so because readers can picture a particular situation.

PROCEDURE (begin by explaining and modeling):

1. The teacher reads a short selection aloud and models how he/she as a mature reader
visualizes while reading.

2. The teacher reads another short selection and asks students to visualize as they listen.
Discuss with the students what pictures they created in their minds and what words or
ideas in the selection helped them create the pictures.

3. The teacher repeats the procedure several times until the students are comfortable with
the concept of visualizing.

4. The teacher then asks students to read and visualize while they are reading and uses
prompts such as: a. When you were reading the story, did you make any pictures or
images in your mind? Tell me everything you can about that picture or image. b. What
do you see in your mind when you read this particular sentence? c. Do the pictures or
images help you to understand the story? How?

5. The teacher closes this activity with a discussion of how students should use visualizing
in their own reading and learning.
 Think-Alouds / Metacognitive Process

 USE: All Content Areas - All Grade Levels - Before, During Reading STRATEGY
 FOCUS: Comprehension Strategies: Monitoring for Meaning, Predicting, Making
Connections
 FOR ADDITIONAL INFORMATION SEE: Hinson, 2000; Wilhelm, 2001

The think-aloud is a powerful, versatile teaching tool. It is an activity in which the

“expert reader” (the teacher) demonstrates for students the thinking that occurs as he/she
constructs meaning from a text. The “expert” reader makes visible to the students the
thinking, questioning, predicting, reflecting, connecting and clarifying that occurs during
reading. A think-aloud allows the student “to see” the reading strategies an “expert” reader
uses.

PROCEDURE (begin by explaining and modeling):

Wilhelm (2001) suggests following these steps in planning and using a think aloud:

1. The teacher chooses a short piece of text.

2. The text should be interesting to students and at their instructional level.

3. The teacher explains how a think-aloud works and identifies the strategies being used.

4. Select one or two of the core reading strategies.

5. Tell students the purposes for reading the text.

6. Tell students to listen for the strategies the teacher is using as he/she thinks aloud.

7. The teacher reads the text aloud and thinks aloud as he/she reads.

8. Read the text slowly and stop frequently to “think-aloud” — reporting on the use of the
targeted strategies — “Hmmm….” can be used to signal the shift to a “think-aloud” from
reading.

9. Students underline the words and phrases that helped the teacher use a strategy.

10. The teacher and students list the strategies used.

11. The teacher asks students to identify other situations in which they could use these
strategies.

12. The teacher reinforces the process with additional demonstrations and follow-up lessons.

13. When students are comfortable with the procedure, they can “help” the teacher as
he/she does the think-aloud. The teacher models this process several times and students
discuss how they might use the strategy and how it facilitates comprehension. Eventually,
students should be able to do think-alouds on their own. A teacher may have students
work with a partner or in small groups and practice thinking aloud.
Semantic Map

 USE: All Content Areas - All Grade Levels - Before and After Reading
 FOCUS: Comprehension Strategies: Activating Background Knowledge, Predicting
 FOR DETAILED INFORMATION SEE: Stevens and Brown, 1999; Readence, Moore,
Rickelman, 2000

A semantic map is a visual presentation of a person’s knowledge of and

experiences with an identified concept. Creating a semantic map activates background
knowledge and encourages making predictions about the text to be read.

PROCEDURE (begin by explaining and modeling):

1. The teacher selects a big idea or topic in the passage, writes it on a chart, overhead or
board, and puts a circle around it.

2. Students brainstorm subtopics related to the topic. Lines are used to connect these to the
main topic.

3. Students then brainstorm specific vocabulary or ideas related to each subtopic. Record
these ideas to each subtopic.

4. Students read the text and revise the semantic map to reflect new knowledge or add new
circles. There is no limit to the subtopics.

5. The teacher closes this activity with a discussion of how students can use semantic maps
in their own reading and learning

Sub
topic

Sub Big Idea Sub topic

topic

Graphic Thinking Organizers

 USE: All Content Areas - All Grade Levels - Before, During and After Reading
 FOCUS: Comprehension Strategies: Organizing information,
Synthesizing/Summarizing, Determining Importance
  FOR DETAILED INFORMATION SEE: Hinson, 2000; Readence, Moore, Rickelman,
2000; Marzanno, 2001

Graphic thinking organizers are visual representations of the organization of the

ideas. These representations clarify the relationships of ideas and for many students make
remembering the ideas easier. Students must have a wide variety of organizers to fit varied
learning styles and situations. They make excellent pre-assessment, monitoring and post-
assessment tools for teachers. Organizers must fit the text and purpose.

PROCEDURE (begin by explaining and modeling):

1. The teacher chooses an organizer that matches the organizational structure of

the material to be read. There are graphic organizers for most organizational
patterns.

2. The teacher introduces the organizer and models how to fill in the important
information based on the reading assignment.

3. Students then read and complete the organizer. This may be done individually,
with a partner, or in small groups.

4. The teacher then discusses with the class how they completed the organizer,
what ideas they included, and how this organizer summarizes the important
ideas in the reading.

5. The teacher closes this activity with a discussion of how students can use
organizers in their own reading and learning.
 Fact and Opinion

Fact Opinion

Obstacle Course (Physical Activity)

 USE: All Content Areas – All Grade Levels – During or After Reading
 FOCUS: Comprehension Strategies: Activating Background Knowledge, Questioning

PROCEDURE: (This is a great activity for reviewing information.)

1. The teacher organizes information that students will need to review.

2. The teacher plans obstacles that must be overcome by solving problems. This works
best when a physical challenge and a mental challenge are put together. If the
students are young the physical challenge can be simple; as they get older the
 physical challenge should increase. Obstacle courses should have enough stations so
that two to three students could be at a station together.
An example for language arts:
 Station 1 – Students must spell a word then hop to the next station.
 Station 2 – Students must write an answer to a question then skip to next
station.
 Station 3 – Students must match vocabulary words with meanings. Students
jump the note card with the word to the note card with the definition (then
replace them when they are done for the next student coming through).
An example for math:
 Station 1 – Students can step only on numbers that are multiples of threes
(make steppingstones out of paper, tape or hot spots).
 Station 2 - Students must solve a problem and use the answer to lead them to
the next obstacle (like the number of steps).
 Station 3 – Students must divide the area into fractions and can safely travel
through that area only (1/4 of area is safe for stepping).
3. Students’ progress through the obstacle course reviewing information. Students
should start at different points so that there is no waiting. Students should travel in
the same direction through the obstacle course (clockwise). If two to three students
are traveling together, they can either work on the same problem together or have
separate problems that they can choose to do. Students should replace any items
that were disturbed while they were at a station.

Walk This Way – Talk This Way – Look This Way

 USE: All Content Areas – All Grade Levels – During Reading

 FOCUS: Comprehension Strategies: Questioning, Analyzing, Evaluating
 FOR DETAILED INFORMATION SEE: American Medical Association, 1990;
Gardner, 1999; Meckler, 1985

Literacy includes the ability to see and interpret messages that are read, seen, and
heard from all types of sources. Students will identify sources of media messages that
promote dress, behavior, and body type, and analyze the messages — either obvious or
cloaked. They will develop their own media message that promotes healthy behaviors —
magazine, TV or radio ad, bulletin board message, webpage, billboard, pamphlet, or flier —
making a clear statement to persuade others to make health-enhancing decisions.

This activity provides a strategy for teaching/reinforcing visual arts and literacy skills
while identifying, accessing, evaluating and applying health skills and concepts at the same
time.

Students are exposed to an onslaught of media messages every day, from television,
radio/iPod, magazine and Internet. Advertisers promote products by making certain
appearances and body types appear cool and acceptable. By interpreting media and
applying messages to themselves, adolescents and teens develop self-concepts that are
positive or negative, self-acceptable or unacceptable in comparison to these images.

Adolescents and teens are increasingly uncomfortable with their body images. The
media set unrealistic standards for the way people should look, dress and act. Individuality
and a healthy body are more important than current fashions. In this activity, students will
explore messages in the media and advocate more healthy and realistic role models.

PROCEDURE (adjust to age/grade appropriateness):

1. Invite students to check out the cover and advertisements of any magazine they
read. Ask the students to discuss whether the images are really what normal
people look like, if this is what people are supposed to look like, and if it is
realistic to look like the people in the pictures.
2. Challenge students to explore the media’s effects on body image.
3. Challenge students to create an advertisement targeted to people their own age
that advocates a healthy body image based on individual differences while
promoting healthy lifestyles and behaviors.

Key concepts to incorporate into this activity include body types, components of body
image, and elements of fitness. Let students know they will be assessed on their
ability to show concepts and skills that advocate for healthy role models, healthy
body and healthy behaviors.

Concept of Definition Map

 USE: All Content Areas - All Grade Levels - Before Reading

 FOCUS: Vocabulary
 FOR DETAILED INFORMATION SEE: Schwartz and Raphael, 1985; Buehl,
2001

A word map is a diagram of a word’s meaning that includes what it is, what
characterizes it and what are examples of it. The purpose of a word map is to build
personal meanings by connecting the new information with prior knowledge. It is a simple
strategy that works well with content vocabulary.

PROCEDURE (begin by explaining and modeling):

1. The teacher selects or has students select a word to be explored and places the
word in the center of the word map.
2. The teacher asks students to determine a definition that best describes the word
and write it in an appending box.
3. Next the students provide some words that are synonyms.
4. The students then provide some specific examples of the word.
 5. The teacher and students discuss the word map and relate it to the reading
assignment.
6. Students read the text, revisit the map, and make modifications or additions.
7. The teacher closes this activity with a discussion of how students can use word
maps in their own reading and learning.

Learning Activity:

1. Differentiate the types of lesson plan in your own words.

_________________________________________________________________________________
_________________________________________________________________________________
________________________________.
2. Discuss different instructional strategies. How can you integrate them in your
instructional preparation?
_________________________________________________________________________________
_________________________________________________________________________________
________________________________.

Learning Evaluation

1. Explain the importance of instructional strategies to facilitate learning across the

content areas.
____________________________________________________________________________________
____________________________________________________________________________________
__________________________.
2. Choose your own topic and make one (1) type of Lesson Plan.
____________________________________________________________________________________
____________________________________________________________________________________
__________________________.
 LESSON 8
INTRODUCTION TO 21ST CENTURY LITERACIES
Overview

With the wealth of information that can be easily accessed through various media –
the internet, TV, radio, printed material, formal and informal instruction – how do we guide
our students in learning skills or competencies that have great use for them to adjust to the
demands of the 21st century. As a 21st century teacher, you must be familiar with the new
literacies, or new areas of learning, that you have to emphasize and prioritize when
handling teaching and learning activities.

Learning Outcomes

At the end of the lesson, the students can:

1. define 21st century literacy;

2. determine 21st century literacy skills; and
3. explain the roles of the 21st century teacher.
Learning Content:
In the twenty-first century, literacy skills increasingly reflect technology use and the
abilities necessary to problem-solve, collaborate, and present information through multi-
media. As technology becomes more readily available to all students, concepts of literacy
change. Researchers and theorists from various disciplines define and describe 21st
century literacies using many terms that are inadvertently interchanged and/or unfamiliar
to teachers. The purpose of this article is to review contemporary definitions of literacy to
clarify what is currently known about 21st century literacy skills.

Literacy in the 21st Century

When viewed from the perspective of conventional/traditional literacy, the concept of
“new” literacies is a bit of a misnomer, as even these new literacies of the 21 st century
makes generous use of being able to read and write, rather than supplant them as skills
necessary for survival.
However, when viewed from the perspective of literacy as knowledge, the new
literacies begin to make sense as they are the “skills and bodies of knowledge” that are
necessary for survival and productivity in the information age.
Case in point: throughout history, humans have communicated on levels apart from
the spoken and written word, for example, visually, using the long-distance communication
system of smoke signals used by the ancient Chinese, the ancient Greeks, and the
indigenous peoples of North America.
 In the Victorian era, there was such a thing as the “language of flowers” where the
kind, color, and arrangement of a bouquet of flowers were used to communicate messages
that could not otherwise be spoken aloud in Victorian society (Greenaway, 1884). For
example, a bouquet of oak leaves (representing strength), purple roses (sorrow), white lilies
(resurrection), and pale-yellow tulips and rosemary (memory of remembrance) would all
together communicate a message of sympathy, usually over the death of a loved one.
Another difference involves the questions of necessity: one did not need to be literate
in the language o flowers to live s fruitful and fulfilled life in Victorian – era England, but to
be not media or digitally literate in the 21 st century makes one vulnerable to manipulation
by those who are, and such manipulation can easily cost an individual time, money,
property, and even life.
These so-called “new” literacies arose from the increasing availability of
communication technologies that were once unavailable to the average individual.
Technologies like blogging and vlogging, social networking, and even text-messaging change
and expand both the extent and the form of our communication – blending text, sound, and
images in ways unforeseen and unprecedented (Richard, 2014).
Three things have been critical in the rise of the new literacies:
1. Increased Reach - We are communicating with more people, from more diverse
cultures, across vaster distances than ever before.
2. Increased Means of Communication – we are communicating in more ways and
at faster speeds than ever before.
3. Increased Breath of Content – we are communicating about more things than
ever before.
How do we work together with people of different cultures who might have vastly
different perspectives on communication, work ethics, values, religious, beliefs and
worldwide?
What do we do when some of these might be mutually exclusive to our own?
In an age where information is power – where knowing more and knowing first can
spell the difference between success and failure – how do we leverage both current
and emergent technologies so that our endeavors are both productive and profitable?
How do we navigate and manage the veritable minefield of information that was once
considered taboo and private and is now online, for all the world to see and judge,
whether we like it or not?

To better address the need for teachers to be literate in these new literacies, this book
discusses and explores them in the ensuring chapters, namely:
 Globalization and Multicultural Literacies discusses how our increasing ability to
communicate with almost anyone, anywhere, in real time requires new skills and
attitudes in interacting with people with cultures, perspectives, worldviews, and
priorities and different from our own, particularly with the end – view of not only
peace and understanding, but also mutual benefit and productive.
  The Chapter on Social and financial Literacies meanwhile explores the need for the
ability to navigate our own social networks – of both the online and off – line variety –
to not only communicate clearly, but also to leverage resources which we ourselves
might not possess.
 Media and Cyber/Digital Literacies explore the emerging need to locate, verify, and
ultimately manage online information, especially in an age where information is
power and were having the right (and wrong) information and the ability to
communicate it with others and use it to address real – world problems easily spell
the difference between both personal and career success and failure.
 Eco literacy and Artistic and Creative Literacy explore the emerging demands for
knowing how to effectively and sustainably manage the natural resources that our
increased industrialization and demands for productivity are so rapidly eating up.

 Critical Literacy address the increasing need to discern the underlying (and often
tacit) messages behind the new “texts” of the 21st century, particularly in an ever –
increasingly multicultural society where ideas, cultures, and ideologies vie with one
another for power and dominance in the minds of the masses.
What Are 21st Century Skills?
21st Century skills are 12 abilities that today’s students need to succeed in their
careers during the Information Age.
The Three 21st Century Skill Categories
Each 21st Century skill is broken into one of three categories:
Learning skills
Literacy skills
Life skills

Learning skills (the four C’s) teaches students about the mental processes required
to adapt and improve upon a modern work environment.
Literacy skills (IMT) focuses on how students can discern facts, publishing outlets,
and the technology behind them. There’s a strong focus on determining trustworthy
sources and factual information to separate it from the misinformation that floods the
Internet.
Life skills (FLIPS) take a look at intangible elements of a student’s everyday life.
These intangibles focus on both personal and professional qualities.

CATEGORY 1. LEARNING SKILLS (THE 4 C’S)

Critical thinking: Finding solutions to problems.

Creativity: Thinking outside the box.
Collaboration: Working with others.
Communication: Talking to others.

CATEGORY 2. LITERACY SKILLS (IMT)

Information literacy: Understanding facts, figures, statistics, and data.

Media literacy: Understanding the methods and outlets in which information is published.
Technology literacy: Understanding the machines that make the Information Age
possible.

CATEGORY 3. LIFE SKILSS (FLIPS)

Flexibility: Deviating from plans as needed

Leadership: Motivating a team to accomplish a goal
Initiative: Starting projects, strategies, and plans on one’s own
Productivity: Maintaining efficiency in an age of distractions
Social skills: Meeting and networking with others for mutual benefit

Literacy is defined by dictionaries as the state of being able to read and write
(literacy, literate, n.d), although it is the ultimate thesis of this chapter that such a
traditional definition no longer suffices in the information age, thorough understanding of
literacy and its past nuances will give us a solid foundation exploring and discussing the
“new” literacies of the 21st century and why possessing them is now mandatory for both
teachers and students in all levels of education.

Traditional or conventional literacies

The word “literacy” stems from the word “literate” which first appeared in the 15 th
century and is in turn derived from the Latin word litteratus, meaning “(a person) marked
with letters”- that is “distinguished or identified by letter”-and it carried with it the idea
that such a person was cultured and educated. Since the subject of the time (e.g.,
grammar, logic, arithmetic, geometry, etc.) all had written text (which were composed of
letters) that had to be studied, the ability to read and write was therefore of prime
importance, leading to the strong association of being “literate” with the ability to read and
write.
Traditional or conventional literacy is a type of literacy that deals with reading and
writing skills of letters in a particular language. It involves issues such as knowing the
alphabet, phonetics, phonology, morphology, syntax, semantics and pragmatics that govern
the reading and writing skills in a conventional manner. McGee and Richgels (1996:30)
describe the use of conventional literacy in terms of the behavior manifested by readers,
“conventional readers and writers read and write in ways that most people in our literate
society recognize as “really” reading and writing.”
 Miller (1973) divides this conventional concept at literacy into three sub-
categories:
1. Basic literacy it is the ability to correspond visual shapes to spoken sounds in
order to decode written materials and translate them into oral language. Simply but, it is
the ability to recognize letters and words. This would be akin to recognize that the sequence
of letters “b-a-s-a” forms the word basa in filipino, even without understanding what it
means.
2. Comprehension literacy it is the ability to understand the meaning of what is
being read. To capitalize on the example above, this would be like knowing that basa can
mean either “to read’’ or ‘’to be wet’’
3. Functional literacy it is the ability to read (i,e,,decode and comprehend) written
materials needed to perform everyday vocational tasks. This is the equivalent or reading the
text “ang bata ay nagbabasa” and being able to understand that basa here refers to reading
and not to being wet.
Based on this conventional view of literacy, we notice two things for reading (and
therefore literacy) to exist: (1) a text (consisting of symbols and grammar) to be read; and (2)
a meaning or message being communicated by the text for the reader to extract. Without a
text, there will be nothing to read; without meaning, the text is reduced to series of
incomprehensible doodles.
Base on this, Schlechty (2001) defines the concept of functional literacy as the state
of being able to read, but not well enough to manage daily living and employment tasks
that require reading skills beyond a basic level. As the rest of the chapter will argue, this
synchronicity between decoding textual symbols and being able to extract and understand
their meaning is a necessary part of being literate, even as the new contexts of 21 st
century change the nature of what the “text” is, and what it means to “read” and ‘’write’’.

Expanded Views of Literacy

Despite the popularity of American films in the Philippines, many Filipinos cannot
follow the actor’s dialogue, and thus resort to questing the overall story based on the
actions onscreen. Despite the ubiquity of the traditional view of literacy, Roberts (1995)
notes that “in the past fifty years, hundreds of definitions of ‘literacy’ have been advanced
by scholars, adult literacy workers, and program planners,” with even the United Nations
Education, Scientific, and Cultural Organization (UNESCO, 2006) acknowledging that
literacy as a concept has proven to be complex and dynamic, it being continually defined
and interpreted in multiple ways. In 2004, UNESCO formally defined literacy as ‘the ability
to identify, understand, interpret, create, communicate, and compute, using printed and
written materials associated with varying contexts. Literacy involves a continuum of
learning in enabling individuals to achieve their goals, to develop their knowledge and
potential, and to participate fully in their community and wider society.
Note that “reading” does not appear in UNESCO’s definition of literacy, instead,
literacy has taken on a definition more akin to “knowing about something and what to do
with it.” In this vein, Mkandawire (2018) more succinctly posits that literacy is “a form of
knowledge, competence, and skills in a particular field or area, “ being supported by
UNESCO (2006), Barton (2007), and Mkandawire, Simooya-Mundenda, & Cheelo (2017),
which acknowledge that-as we have just painted out-modern views appear to equate
literacy with knowledge. This shift in the definition of literacy from “reading and writing” to
“knowledge” is especially important as we explore the “new” literacies of the 21 st century
that seem far-removed from the contexts upon which conventional literacy is base.
Learning Activity:
Answer the activity in five-sentence paragraph.
1. In your own words, define 21st century literacy.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_______________________________.

2. What are the 21st century skills that every individual must possess in order to compete
in this battlefield of life? Enumerate and briefly explain each.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________.
Learning Evaluation
Answer me!
What is your role as a future 21 st century teacher and how these can help the
learners in developing their skills in literacy? Cite an example with an attachment of
image/s to support your answer.
__________________________________________________________________________________________
_____________________________________.
CRITERIA
Organization of ideas/
Mechanics 5 points
Content 5 points
Example/Support 5 points
Total 15 points
 SAL Foundation College-Talayan Campus
Mapayag, Talayan, Maguindanao

Course Code: BELAC

Descriptive Title: Building and Enhancing Literacy Across the Curriculum
Instructor: HARON B. LGUIAMUDA, LPT
Course Unit: 3 Units
Final Module (Week 13-17)
LESSON 9
GLOBALIZATION, CULTURAL AND MULTICULTURAL LITERACIES

Overview

This lesson explores globalization knowledge of cultures and languages. We live in

multicultural societies, teach in multicultural settings, and our students interact with
those who come from a different place. Awareness of and sensitivity to culturally
determined norms promote understanding.

Learning Outcomes

At the end of the lesson students are expected to:

1. discuss globalization and its implications on both the national and individual level;
2. explain cultural and multicultural literacy in the Philippines; and
3. draw a diagram to differentiate globalization, cultural and multicultural literacies.

Learning Content:

Globalization is the process of interaction and integration between people, business

entities, government, and cultures from other nations, driven by international trade and
investment and supported by information technology (Levin Institute, 2017).

The Effects of Globalization

The effects of globalization are multi-dimensional, as shown earlier, they range from
economic to cultural on both national and individuals’ levels:

Meyer (2000) summarizes the effects of globalization as follows:

Economic, political, and military dependence and interdependence between nations.

1. Expanded flow of individual people among societies;

2. Interdependence of expressive culture among nations; and
3. Expanded flow of instrumental culture around the world.

Economic Dependence/ Inter dependence

When the term globalization entered the Philippine public mind set in the early 90s it
was popularly understood to be a mainly economic phenomenon and a negative one of that.

57
This does not mean, however that there have been no negative effects of globalization.
Kentor (2001) notes that foreign capital dependence increases income inequality in four (4)
ways:

 It creates a small, highly paid class of elites to manage these investments, who
create many but low-pay jobs.
 Profits from these investments are repatriated, rather than invested in the host
country, therefore inhibiting domestic capital formation.
 Foreign capital penetration tends to concentrate land ownerships among the very
rich.
 Host countries tend to create political and economic climates favorable to foreign
capital that turn limit domestic labor’s ability to obtain better wages.

Political and Military Dependence / Interdependence

A survey conducted in a late 2018 found that three (3) in five (5) Filipinos believe that
the United States would intervene on behalf of the country in case of war (Viray, 2018).

Expanded Flow of Expressive and Instrumental Culture

Expressive culture as the term suggest deals with how a particular culture expresses
itself in its languages, music, arts, and the likes.

Expanded Flow of People among Societies

The fact that globalization encourages the movement of people between nation states
should come as no surprise to us.

Meyer (2000) Observes three (3) reason:

1. Socio economic migration

2. Political explosion

3. Travel for the sake of leisure

Cultural Literacy

Is a term coined by Hirsch (1983) referring to the ability to understand the sign and
symbols a given culture and being able to participate in its activities and customs as
opposed to simply being a passive (and outside) observer.

Cultural Literacy in the Philippines

The National Commission for Culture and the Arts (NCCA) is the government body
tasked with the documentation, preservation and dissemination of Philippines culture, both
locally and abroad.

Cultural Education- and thus Cultural Literacy

58
 In the Philippines is quite a challenge given that Philippines cultures is a complex
blend of many indigenous and colonial cultures and varies widely across, region, and the
average citizen is almost as ignorant of other Philippines cultures as foreigners are.

Challenges for Cultural Literacy in the Philippines

 What kinds of knowledge constitute cultural literacy? Is it knowing facts, names, and
dates, or is it something more experiential like being familiar with a story or a
particular song?
 If culture is more ‘’ caught than taught”. should cultural literacy be one of the goals
of education?
 Whose cultures must we be literate in to be considered “culturally literate?
 Is cultural literacy education simply a means for the dominant culture to express its
dominance over minority cultures?
 How is cultural literacy to be assessed and evaluated? How can we know someone is
“culturally literate”?
Learning Activity:

Directions: Using a diagram, differentiate globalization, cultural and multicultural

literacies in your own words.

Criteria:
Organization 5 points
Content 5 points
Total 10 points

Learning Evaluation
1. In at least 10-sentence paragraph answer this question: What makes a person
Filipino? If a person has Filipino parents but is born in another country, is he/she
still a Filipino? What about a person with foreign parents is born and raised in the
Philippines, is he/she Filipino? Explain your reasoning.
2. Interview students in your school who are part of the cultural minority. They could
be foreigners or fellow Filipinos who belong to a different ethno-linguistic group. Ask
them about their culture, their difficulties in adjusting to the mainstream culture,
and how students a like you help them.

59
 LESSSON 10

TRADITIONAL OR CONVENTION LITERACY AND EXPANDED VIEW OF

LITERACY

Overview

Conventional literacy refers to reading and writing that follow the form, content and
use of standard conventions. It is built on discoveries and understandings made during the
emergent literacy phase of development. The integration of listening, speaking, reading,
writing and critical thinking, and includes a cultural knowledge which enables speaker,
writer or reader to recognize and use language appropriate to different social situations.

Learning Outcomes

At the end of the lesson, students can;

1. explain conventional literacy; and

2. demonstrate expanded view of literacy by citing classroom scenarios.

Learning Content:

Traditional or Conventional literacy

Literacy is defined by dictionaries as the state of being able to read and write. The
word literacy stems from the word literate, which first appeared in the 15 th century and is
in turn derived from the Latin word litteratus, meaning “a person,” - and it is carried with
the idea that such person is was cultured and educated.

Miller (1973) divide this conventional concept of literacy into three sub-
categories:

1. Basic Literacy – ability to correspond visual shapes to spoken sound in order to

decode written materials and translate them into oral language. Ability to recognized
letters and words.
2. Comprehension Literacy – ability to understand the meaning of what is being read.
3. Functional or practical literacy – ability to read (i.e., decode and comprehend)
written materials needed to perform everyday vocational tasks. This is the equivalent
of reading the text “ Ang bata ay nagbabasa” and being able to understand that basa
here refers to reading and not being wet.

Based on this conventional view of literacy, we notice two things for reading (and
therefore literacy) to exist:

1. A text (consisting of symbols and grammar) to be read

60
 2. A meaning or message being communicated by the text for the reader to extract.
Without a text, there would be nothing to read: without meaning, the text is reduced
to series of comprehensible doodles.

It should therefore be noted that even in Miller’s definition of literacy, the act of reading
implies a level of understanding. Simply knowing how to say a word (or a series of words) is
not the same as being able to understand what it means. Without understanding the
meaning of the words, reading has not taken place.

Expanded views of Literacy

o In 2004 UNESCO formally defined literacy as “the ability to identify,

understand, interpret, create, communicate, and compute, using printed and
written materials associated with varying contexts.
o Literacy involves a continuum of learning in enabling individuals to achieve
their goals, to develop their knowledge and potential, and to participate fully in
their community and wider society.
o Note that “reading” does not appear in UNESCO’s definition of literacy. Instead,
literacy has taken on a definition more akin to “knowing about something and
what to do with it.”
o It is a form of knowledge, competence, and skills in a particular field or area.
Mkandawire 2018

Activity

Answer the question in five-sentence paragraph.

1. What is traditional or conventional literacy? How does this literacy can be applied in
learning the content literacies?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________.

Learning Evaluation

1. How can you distinguish conventional literacy to the expanded views of literacy? Cite
classroom scenarios where these literacies can be demonstrated or applied by the
teacher. Your answer should be uploaded in our Facebook page.
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________.

61
References:

A. Books
Alata, Elen P, et al (2018). Building and Enhancing New Literacies Across the Curriculum.
Lorimar Publishing Company, Quezon City, Philippines.
Bilbao, Purita P. et. al. (2008). Curriculum Development II.
Chauvin, R. et al. (2015). Teaching Content Area Literacy and Disciplinary Literacy. SEDL
Insights. Vol.3, No. 1, Spring 2015.
Ulit, Enriqueta, et al. (1999). Teaching the Elementary School Subjects: Content and
Strategies in Teaching the Basic Elementary School Subjects. Rex Book Store
856 Nicanor Reyes, Sr. St., Manila, Philippines.

B. Online sources:
http://www.sedl.org/insights.
http://www.deped.gov.ph/k-to-12
https://www.aeseducation.com/blog/what-are-21st-century-skills

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