NLC Building and Enhancing New Literacies Across the Curriculum PDF 2022-2023

MODULE 3: WEEKS 7-9 TEACHER EDUCATION PROGRAM NLC: Building and Enhancing New Literacies Across the Curriculum First Semester of A.Y. 2022-2023 Rationale Early literacy emergent literacy is the stage during which c...

MODULE 3: WEEKS 7-9 TEACHER EDUCATION PROGRAM NLC: Building and Enhancing New Literacies Across the Curriculum First Semester of A.Y. 2022-2023 Rationale Early literacy emergent literacy is the stage during which children learn the crucial skills that lead to writing and reading. Literacy builds on the foundations of language to include the advanced ways in which we use language to communicate — primarily through reading, writing, listening, watching, and speaking with one another. Basic literacy and skills is the ability to correspond visual shapes to spoken sounds in order to decode written materials and translate them into oral language. These 2 literacies are very important to be developed in every learner. Specific Learning Outcomes 1. Define the 4Cs of the 21st Century Learning Skill; 2. List samples of classroom activities for each learning skills; 3. Identify suitable teaching resources for every strategy for beginning reading skills; COURSE MODULE and 4. Realize the importance of emergent skills development. Activating Content Content/Discussion Topic 1: Unit 2. Teaching Strategies for the Development of Literacy Skills and Teaching resources B. Beginning reading skills and teaching resources 1. Phonemic awareness  One of the most compelling and well-established findings in the research on beginning reading is the important relationship between phonemic awareness and reading acquisition" (Kame'enui, et. al., 1997).  Phonemic awareness is the first pillar of reading instruction because it is a critical pre-reading skill.  It is the understanding that the English language is made up of sequences of individual sounds called phonemes.  Phonemic awareness in young children is the basis for word reading and comprehension and helps students learn to spell.  Developing phonemic awareness in young children is an important foundational task because it establishes the basis for reading and writing English.  Understanding that words are comprised of individual sounds helps children begin to hear words as the sum of these sounds and to identify and isolate them.  When children are able to speak and hear individual sounds, and also identify them, manipulate them, and substitute them, they are said to have phonological awareness--a critical first skill in learning to read.  Phonemic awareness in young children begins with identifying the sounds heard in simple, one-syllable words. For example, the word cap is made up of three sounds: /C/ /A/ /P/ When the sounds are combined, the word is created. Longer words are made up of syllables, units of speech with one vowel sound that form a word or part of a word. Children are often introduced to syllables by clapping as they hear each one. Once children gain phonemic awareness, often through games, they are ready to progress to the next level of phonological awareness that involves adding, deleting, substituting, and manipulating sounds.  MODULE 3: WEEKS 7-9  Providing instruction in phonemic awareness is an important first step in preparing students to learn the associations between sounds and letters—also known as phonics, the second of the five essential components of reading instruction. 2. Phonics instruction  The second pillar of reading is Phonics Instruction. Phonics is the instructional method that transitions learners from oral language to print and transforms meaningless marks on a page into letters of the alphabet that represent the sounds of English.  Phonics instruction appears to be most effective when delivered using a multisensory approach.  Phonics instruction and strategies provide the basic skills that enable learners to decode the words they read and to spell the words they write.  Phonics provides the explicit connection between individual sounds (phonemes) COURSE MODULE and letters (graphemes) and an understanding of the alphabetic principle, the predictable and systematic relationships that can be used to recognize, read, and spell words.  Phonics is especially important for beginning readers and English language learners.  Teaching phonics to young children begins the transition from verbal language to print.  By the time they are preparing to enter kindergarten, most children have the vocabulary to communicate fairly effectively using complete sentences. And moving from spoken language to written language, however, presents new challenges for young children that must be addressed before reading can occur. Teaching Phonics to Young Children Although there is no research that indicates a specific order in which letters of the alphabet should be taught, there is general support for the alphabetic principle. Some recommendations for effective instruction include: 1. Letters and sounds should be taught in an organized sequence and introduced in small groups to allow practice and mastery. 2. Common consonants and short vowels should be taught early because they are necessary for simple words. 3. Letters that look or sound similar should be separated to reduce confusion.  MODULE 3: WEEKS 7-9 Right from the beginning, the lessons introduce and practice the slide, a technique used to teach students to join consonant and vowel sounds. This essential preliminary step prepares them to build and spell words and to develop pronunciation fluency. Phonics Activities Games are one of the most effective ways to introduce and support phonics instruction. Some excellent examples are: 1. The Phonics Relay Race 2. Pass the Sound 3. Toss and Blend COURSE MODULE 3. Fluency instruction  The ability to read text quickly and accurately is called fluency.  Fluency is the third pillar of reading instruction and is based on a) the reader’s understanding of the alphabetic principle to accurately decode words, and b) a collection of common sight words (words that cannot be “sounded out”).  It has to do with the ability to decode words—apply knowledge of letter-sound relationships and letter patterns—accurately and automatically.  When readers are able to decode with automaticity, they can focus attention on the content and meaning of what they are reading.  Effective strategies for improving fluency include providing opportunities for students to read and re-read the same text aloud. This can be done initially with an adult or reading partner who models and provides guidance as needed.  Reading records can also be used to identify initial miscues and oral reading fluency rates and improvements after re-reading.  Fluency development for early readers is a vital task for establishing comprehension and creating advanced readers.  Fluency for early readers means that less time is spent on identifying and pronouncing words so that more time can be devoted to building vocabulary and attending to comprehension of the text that they are reading.  Because decoding skills are needed for fluency, and decoding skills depend on knowledge of the relationships between sounds and letters, students must have skills in phonemic awareness and phonics to develop fluency. Developing fluency for early readers is not just a good idea--it is essential for long-term academic success. 4. Vocabulary instruction  Early childhood vocabulary is viewed as one of the building blocks of a solid reading foundation and the preparation for phonemic awareness, the first pillar of reading.  Nearly everyone has heard very young children making sounds and trying to imitate spoken words, from their first coos and gurgles to milestone words like "Mama" or "Papa."  MODULE 3: WEEKS 7-9  In these earliest experiments with speaking and listening, we recognize that children are born with the ability to perceive and produce sounds that will eventually become words and then sentences.  This is the beginning of an emerging childhood vocabulary, an important foundation for language development and early reading skills.  Vocabulary is the fourth pillar of reading instruction  Vocabulary is the collection of words that are known and understood by the learner.  In many cases, vocabulary is first developed orally as students hear and repeat words and associate meaning with objects in their environment.  As they begin to decode, learners create associations between spoken words and the corresponding text. It is therefore much easier to introduce written words that are already part of the student’s spoken vocabulary.  Vocabulary instruction generally moves from common, more concrete items COURSE MODULE (car) to subject-specific and more abstract items (molecule).  Adding new words to vocabulary is important in order to develop comprehension.  Children learn a lot about language in their first year of life. Their amazingly absorbent brains soak up the words and meanings they are exposed to as they prepare to use this information.  Babies begin by vocalizing sounds and cooing, imitating speech using many different sounds (babbling), and then using simple words such as “cup” and “go”. And always they are listening - to the voices of their parents and siblings, to music, to the sounds made by their toys.  This may not seem important, yet research shows that early childhood vocabulary is essential to language development, and later reading, spelling, and writing skills.  Although vocabulary instruction doesn’t generally occur until children enter school, what they learn at home can determine the trajectory of their future vocabulary development.  Starting at about 12 months and continuing through adolescence, children learn an average of ten new words a day if they are in an environment where they hear new words (Bloom, 2002).  Children who are exposed to a vocabulary-rich environment in childhood begin kindergarten having heard approximately 45 million words while a child from a vocabulary-limited home will have heard only 13 million words. Early Reading Activities: Early Childhood Vocabulary 1. Engaging Children in Conversations 2. Reading with Young Children 3. Introduce New Vocabulary 5. Comprehension instruction  Comprehension is the fifth and last pillar of the 5 Pillars of Reading Instruction and is often identified as the ultimate goal of reading.  Learners who decode text but gain no meaning from what they read are unable to use or store the information available in print.  MODULE 3: WEEKS 7-9  Text comprehension strategies assist in developing skills that promote reading for understanding and include identifying the purpose and structure of the text, connecting to prior knowledge and personal experience, questioning, and summarizing.  Early reading comprehension means that emerging readers are able to decode the words and understand the meaning of the text.  A common adage regarding reading instruction is that children learn to read until third grade and read to learn for the rest of their lives.  Comprehension is the necessary reading skill that will allow students to access the curriculum and obtain information. C. Developing functional literacy Functional literacy is about emerging and enhancing the skills our whole society needs to function. COURSE MODULE 1. Participatory approach  The main goal of this approach is to have every student, as well as the teacher, actively participating in the activities.  This approach changes the role of the teacher. Instead of us giving instructions and then stepping back to allow students to work, the teacher works together with the students.  This approach forces us to practice our micro-teaching skills, as teachers help learners to accomplish the goals that we set.  Teachers must use realistic materials, because they are training students for realistic situations.  For large classes, it is impossible to give each student individual attention. So, teachers have students work in pairs or small groups, and give attention to the group as a whole.  Classroom activities must also include extra-textual components such as pictures, logos or objects, to reflect the realistic nature of the activities. D. 21st Century literacy skills and teaching resources 1. Student-led learning (Cooperative learning) A background on cooperative learning: The tradition of cooperative learning in higher education can be traced back thousands of years ago, when the Talmud recommended using “learning partners” to understand the legal codes and when Socrates engaged students in the “art of discourse” (Johnson, Johnson & Smith, 1998). Today’s cooperative learning involves students working in groups to accomplish shared learning goals (Johnson & Johnson, 1999). It is seen as an active learning strategy situated in a collaborative environment where students “discuss, debate, build, and present their understanding and hear the perspectives of their peers” (Tien, Roth & Kampmeier, 2002). More specifically, it uses small groups so that students can “maximize their own and each other’s learning” (Johnson, Johnson & Smith, 1991). However, cooperative learning is not about simply putting students together in groups, but about incorporating five essential elements into the group learning process: clear positive interdependence, members promoting learning and success face to face, individual accountability for work and contribution, use of interpersonal skills, and group processing (Johnson, Johnson & Smith, 1991).  MODULE 3: WEEKS 7-9  Student-led learning stands out in cooperative learning approaches as students collaborate on problems not under the instruction or facilitation of teachers, but that of peers. Implementation in university classrooms has been seen for over 40 years—such as in physiology (Clement, 1971), psychology (Castell & Bridges, 2007), accounting (Adler, Whiting & Wynn-Williams, 2004) and law classes (Greig, 2000).  In the last decade, this approach gained new momentum as innovative variations emerge, including Peer-Led Team Learning (PLTL) (Gosser et al, 2001) and near-peer instruction, most extensively researched in the teaching of chemistry (Tien, Roth & Kampmeier, 2002), among other undergraduate sciences, mathematics, engineering, and technology courses (Seymour, 2002).  Besides student-led learning strategies, a variety of techniques can be used to promote the five cooperative learning elements, such as jigsaw, debate, and discussion. COURSE MODULE Student Does  Self-selects to teach others during student-led instruction.  Explains solutions in their own way, possibly benefiting students who didn’t understand the teacher’s explanation.  Is a positive group member, encouraging others and disagreeing (when applicable) in a respectful manner. Teacher Does  Selects students to lead groups who may have a way of problem-solving that benefits other students.  Provides student-led lesson prompts with easy to follow instructions and challenging questions.  Occasionally checks in with the group to make sure they are on-task. Technology Does  Can serve as the repository for lessons.  Works as a tool that helps students collaborate over a common problem (e.g. projector). Please give time watching the video on this link: https://youtu.be/s1UoHgBhZ_w 2. Inquiry-based classroom environment  Inquiry-based learning is an approach to learning that emphasizes the student’s role in the learning process. Rather than the teacher telling students what they need to know, students are encouraged to explore the material, ask questions, and share ideas.  MODULE 3: WEEKS 7-9  Inquiry-based learning uses different approaches to learning, including small- group discussion and guided learning. Instead of memorizing facts and material, students learn by doing. This allows them to build knowledge through exploration, experience, and discussion.  Inquiry-based learning, just like experiential learning, actively engages students in the learning process. Students aren’t just hearing or writing what they are learning. Instead, students get the chance to explore a topic more deeply and learn from their own first-hand experiences. The Benefits of Inquiry-Based Learning 1. Enhances learning experiences for children Sitting in a classroom taking notes isn’t always the most effective (or fun) way to learn. Rather than memorizing facts from the teacher, inquiry-based learning enhances the learning process by letting students explore topics themselves. 2. Teaches skills needed for all areas of learning COURSE MODULE As they explore a topic, students build critical thinking and communication skills. The cognitive skills that students develop can be used to improve comprehension in every subject, as well as in day-to-day life. 3. Fosters curiosity in students An inquiry-based learning approach lets students share their own ideas and questions about a topic. This helps foster more curiosity about the material and teaches skills students can use to continue exploring topics they are interested in. 4. Deepens students’ understanding of topics Rather than simply memorizing facts, students make their own connections about what they are learning. This allows them to gain a better understanding of a topic than they would get by just memorizing and recalling facts. 5. Allows students to take ownership of their learning Students have the opportunity to explore a topic, giving them more of a sense of ownership over their learning. Instead of the teacher telling them what they should know, students are able to learn in a way that works for them. 6. Increases engagement with the material As a form of active learning, this approach encourages students to fully engage in the learning process. By allowing students to explore topics, make their own connections, and ask questions, they are able to learn more effectively. 7. Creates a love of learning Inquiry-based learning is designed to teach students a love of learning. When students are able to engage with the material in their own way, not only are they able to gain a deeper understanding—they are able to develop a passion for exploration and learning. 3. Collaborative activities Being an effective collaborator means not only being able to work with others, but also being able to learn from, share with, and express oneself to them. Most importantly, an openness to collaboration and sharing creative ideas means that children communicate with each other more in class. How Educators Can Provide Flexible, Collaborative Learning Environments  Provide collaborative learning spaces that are flexible and offer good movement and circulation patterns (Tanner, 2009).  MODULE 3: WEEKS 7-9  Provide alternative seating arrangements with face-to-face contact, which facilitate inquiry and discourse more than row and column seating (Marx, Fuhrer & Hartig, 1999).  Enable students to use the resources in the room according to their own choices and needs in groups or individually, accessing materials and digital tools as needed, rather than being confined to rows of seating that can stifle creativity (Wesblat & McClellan, 2017). 4. HOTS activities These are the Higher Order Thinking Skills (HOTS) which need teachers to practice them as well while teaching. Content is the bedrock on which teachers can help students to develop these skills. As students move from Lower Order Thinking skills (LOTS) to HOTS, they start focusing on these very important skills. Here are sample HOTS activities: 1. Drawing pictures of a particular event / make a coloring book: This activity is COURSE MODULE for a very creative mind and a very good technique for students to remember an important event in the text. 2. Make up a puzzle or a game about the topic of study: The sky is the limit for this activity as students can create vocabulary games or quizzes about quotes / characters, points of interest. This activity also takes care of collaboration as it works best with groups. 3. ‘Gamification’ can enhance and bring out creativity as well as critical thinking skills. 4. Write a biography of any one of the characters: Writing a biography needs an in depth analysis of characters. This can also be taken up as a follow up activity of ‘interview with ------------- (character)’. 5. Dramatize the content: One of the best collaborative activities, dramatization brings out the best from all the students involved as everyone has something to contribute. 6. Conduct a debate about an issue of special interest: Debating is a skill which needs a critical analysis of the issue. It also brings out the best reasoning abilities of students. 7. Write a different ending to the story /play: This activity would bring out the critical thinking and creative skills of students, the teacher may ask the students to justify the ending that they have thought of for the particular stor y / play. 8. Acrostic making: This also encourages students to think creatively. 9. Asking questions like: What do you think could have happened next? If you were the character what will you do? If were to create a title for the story, what would it be? 5. Creative learning Creative learning encourages group work and team building while interacting with peers teaches children how to socialize positively. Listening to others' ideas, brainstorming together, and playing encourages children to listen, share, and build boundaries. Why Is Creative Learning Important? Learners engage deeply with creative learning experiences. The more that learners engage with the process, the longer they retain knowledge and expand their understanding. But that’s just the beginning. Learning creatively does way more than that.  MODULE 3: WEEKS 7-9 1. Stimulates problem-solving. Creative learning experiences change the way learners approach problems. They become more imaginative and innovative, and they cope better when they don’t know the answer. Creative learners start visualizing alternatives or possibilities from different perspectives. This perspective shift allows them to anticipate difficulties and overcome them. 2. Develops critical thinking. Learners propose innovative ideas and resolutions. Then, they review the progress of implementing them and adjust the process for improvement. 3. Promotes risk-taking. Creative learning exposes learners to failure. They have the opportunity to make decisions and, inevitably, some of them won’t lead to solutions. But learning creatively provides learners with a space where they feel comfortable taking risks and seeing different outcomes. Getting comfortable with “failure” allows learners to take more risks with less fear. COURSE MODULE 4. Builds a curious mindset. Creative learning solutions are unconventional. Unconventional ways of learning make learners curious about the process and the topic and foster learning itself. Creative learning sparks curiosity and discussion and leads learners to interesting insights. 5. Increases confidence levels. Creative learning techniques build confidence. The result? Learners are more likely to apply the lessons they learned. By developing creativity skills in learners, you develop professionals who can:  Welcome others’ views with an open mind  Constructively inquire  Use imagination and tenacity to solve problems and innovate  Be resilient to difficulties  Tolerate uncertainties with courage Topic 2: Unit 3. 21st Century Skill Categories A. Learning Skills (The Four C’s) Learning skills (the four C’s) teaches students about the mental processes required to adapt and improve upon a modern work environment. 1. Critical thinking: Finding solutions to problems  Critical Thinking: looking at problems in a new way.  Part of critical thinking is problem solving, working through things like puzzles that challenge the brain, and simply asking “Why?”. But in today’s world where we can get information at the click of a button, a large part of critical thinking is being able to look at information and decide if it is credible or not. 2. Creativity: Thinking outside the box  MODULE 3: WEEKS 7-9  Creativity: trying new approaches to solve problems.  Being creative is often thought of when students are artistic or musical, but it is so much more than that. Creativity simply just means to think outside the box and that can be in any area. Creativity can be taught and fostered by encouraging children to try new things and by creating a safe space for them to express themselves. 3. Collaboration: Working with others  Collaboration: working together to reach a common goal.  Most career paths require people to work together in some capacity. It is important for kids to start learning how to problem solve and tackle issues in which the bigger picture involves more than just themselves. It can be difficult for younger children to see the side or stance from someone else's point of view. This is a skill that takes lots of time practicing. 4. Communication: Talking to others COURSE MODULE  Communication: sharing thoughts, ideas, and questions.  Teaching children that communication can come in many ways is important. It is not just speaking verbally with someone to communicate but can also be non- verbal cues such as hand gestures and facial expressions. Now that we live in such a digital world, it is also important to teach children how to navigate digital spaces with responsibility. Design Spaces that Promote Development of 21st Century Learning Skills The Four Cs for Diverse Students  Communication: Communicate effectively in diverse environments that include multilingual and Emergent Bilingual Students aka English Language Learners (ELL).  Collaboration: Student-led, inquiry driven, interdisciplinary projects where students work effectively and respectfully with diverse teams.  Critical Thinking: Making decisions, evaluating, risk-taking, flexible thinking, analyzing complex systems.  Creativity: The freedom to decide, student centered learning, visualization, design thinking, open and responsive to diverse perspectives, incorporating group feedback into work. The 4 C’s go hand in hand with each other and children need to be equipped with the skills in all four areas to help them succeed in their future. Hiring managers and employers seek out candidates with these skills, so it's important to instill them in our youth early on.  MODULE 3: WEEKS 7-9 Setting Application A. List 5 sample classroom activities or teaching resources (no definition or explanation needed) for each of the 21st Century Learning skills (The Four C’s). B. Video Creation. What to do? 1. Choose 2 basic words (1 syllable and 2 syllables) from the list that you wish to teach to a 3-year old child: CAT, BALL, GREEN, MOM, UP; UNDER, DADDY, COLOR, FLOWER, PUPPY. 2. Prepare a lesson presentation containing the two words. 3. Applying the beginning reading skills and teaching resources, make a 3-5 minutes video lesson on how you will teach and develop learner’s phonemic and phonics awareness, fluency and vocabulary. 4. Answer the questions found in the “Establishing Feedback” part of the module. COURSE MODULE Put your answers in the “Private Comment” once you turned in your output.  MODULE 3: WEEKS 7-9 Establishing Feedback Direction: Answer the following question as your guide questions for your reflection: 1. What surprised you with this topic, and why? 2. What’s the most important thing you learned in this lesson? Why do you think so? 3. What do you want to learn more about, and why? 4. What can/should you do with what you have learned in this lesson? Resources and Additional Resources Alata, EJP., et.al.2019. Building and Enhancing New Literacies Across the Curriculum. Rex Printing Comp. Manila, Philippines. Sibayan, M.G. 2011. Critical Attributes of 21st Century Education - BUILDING AND ENHANCING. Retrieved. September 2, 2022. From:https://www.scribd.com/do COURSE MODULE cument/502748768/Critical-Attributes-of-21st-Century-Education-BUILDING- AND-ENHANCING https://www.readinghorizons.com/literacy-articles/early-literacy/early-reading-skills/ https://www.cde.ca.gov/ls/fa/sf/documents/centurylearningenvironments.pdf https://www.teachingenglish.org.uk/blogs/sakilandeswari/higher -order-thinking-skills- hots https://elmlearning.com/blog/creativity-vs-creative-learning/#:~:text=Creative%20lear ning%20is%20not%20memorizing,instruction%20process%20using%20creative%20 methods.