How to teach literacy

1. Literature and literacy in Early English
Language Education
Silvia Bautista Martín

2. 
0.Teaching Literacy
1.Phonemic awareness
2.Decoding
3.Fluency
4.Vocabulary
5.Comprenhension
Content page

3. 
0.Teaching literacy

4. 
 Phonemic awareness is the ability to hear and manipulate sounds in words.
 It’s not phonics.
 Is auditory and doesn’t involve words in print.
 It’s essential to learning to read in an alphabetical writing system, because
letters represent sounds or phonemes.
 Critical Phonemic awareness skills students should learn are:
1) Sound isolation, example: The first sound in sun is /ssss/
2) Blending, example: /ssss/ - /uuu/ - /nnn/ is sun
3) Segmenting, example: The sounds in sun are /sss/ - /uuu/ - /nnn/
1.Phonemic awareness

5. 
Alphabetical
Principle
• The ability to associate sounds with letters
and use these sounds to form words
Decoding • The process of using letter-sound
correspondences to recognize words
2.Alphabetic Principle:
Decoding

6. 
Tasks Illustrating Alphabetic Understanding
1. Letter-sound associations: What is the sound of this
letter?
2. Soundblending: Blend the sounds of these letters to make
a word /mmmaaannn/
3. Segmenting: What sounds do you hear in this word?
4. Manipulating letter-sound correspondences in words:
What word would you have if you change the /n/ in /nap/
to /l/
5. Reading pseudowords: what is this word, mip?
6. Word identification: What is this word, map?
2.Alphabetic Principle:
Decoding

7. 
2.Alphabetic Principle:
Decoding
Letter-Sound Correspondence Knowledge
Decoding
Sight-Word Reading
• Identifies de letter when someone produces the corresponding sound.
• Says the most common sound associated with individual letters.
• Blends the sounds of individual letters to read one-syllable, short-
vowel, decodable words (e.g., sun; map).
• Recognizes some words by sight encluding a few common, high-
frequency words (e.g., a the, I my, you, of, is, are).
Skills that
children should
demonstrate at
the end of
Kindergarten

8. 
3.Fluency
Automaticity • The ability to translate letters-to-sounds-
to-words effortlessly.
Fluency • Reading words with no noticeable
cognitive or mental effort

9. 
 Vocabulary is the ability to understand and use
words to acquire and convey meaning.
 Vocabulary instruction is informed by two distinct
literatures:
o Vocabulary Literature
o Storybook Literature
Synonims
4.Vocabulary
Vocabulary Teaching Strategies
Modeling
Synonyms
Definitions

10. 
 Comprenhension is the complex cognitive process involving
the intentional interaction between reader and text to
extract meaning.
5.Comprenhension
Reader based
Factors
• Phonemic awareness
• Alphabetic
Understanding
• Fluency with the
Code
• Vocabulary
knowledge
Text Based Factors
• Narrative v.
Expository
• Genre condierations
• Quality of text
• Density and
difficulty of
concepts

11. 
5.Comprenhension
Beforereading
- Set objectives
for instruction
- Identify and
preteach difficult
to read words
- Prime students’
background
knowledge
- Chunk text
Duringreading
- Stop periodically
to ask students
questions
- Map text
structure elements
- Model onogoing
comprenhension
monitoring
Afterreading
- Strategic
integration of
comprenhension
instruction
- Planned review
- Assessment of
students’
understanding