Toggle navigation

● Home
● Module Overview
○ Module 1
Foundations of Early Language & Literacy Development and Instruction
○
○ Lesson 1: The K-3 Learner in the Context of K-12: Who Are We Teaching?
○ Lesson 2: The Domains of Literacy: What Do We Teach?
○ Lesson 3: Early Literacy Instruction: How Do We Teach?
● Topics
○ 1.0 Teaching Literacy
○ 2.0 Literacy Domains 1-3
○ 3.0 Literacy Domains 4-6
○ 4.0 Literacy Domains 7-10
○ 5.0 Literacy Domains 11-14
○ 6.0 Stages of Literacy
○ 7.0 The Relationship Among the Domains
● Activities and Assignments
○ Pre-Lesson Activity
○ Activity 1
○ Activity 2
○ Activity 3
○ Activity 4
○ Assignment 2
● Checklists and Worksheets
○ 14 Domains of Literacy

● Introduction
● Learning Objectives
● Pre-Lesson Activity
● Topics
○ 1.0 Teaching Literacy
○ 2.0 Literacy Domains 1-3
○ 3.0 Literacy Domains 4-6
○ 4.0 Literacy Domains 7-10
○ 5.0 Literacy Domains 11-14
○ 6.0 Stages of Literacy
○ 7.0 The Relationship Among the Domains
● Reflection
● Lesson Synthesis
● Assignment
● References
This courseware is made possible by the generous support of the American People through the
United States Agency for International Development (USAID). The contents of this courseware
are the sole responsibility of the Foundation for Information Technology Education and
Development (FIT-ED) and do not necessarily reflect the views of USAID or the United States
Government.
Lesson 2

The Domains of Literacy: What Do We Teach?

Welcome to the second lesson of the course!

Learning Objectives

At the end of this lesson, you should be able to:

1. Identify the different domains of literacy in the K-12 Language and Literacy Curriculum.
2. Explain the connections among the different domains of literacy.

Pre-Lesson Activity

Before proceeding, read the following statements and check whether you agree or disagree with
each one. These statements will help you to reflect on what (you think) we should teach children
to help them become literate. After completing Lesson 2, you will need to review these
statements again to find out whether there are changes in what you know and in your
perceptions and attitudes.
1. Literacy development depends on the development of oral language.
Agree Disagree
2. Learning to read comes naturally to children.
 Agree Disagree
3. Phonemic awareness means knowing the letter that words begin with.
Agree Disagree
4. Children need to learn all the names and sounds of the alphabet first before they can be
taught to read words.
Agree Disagree
5. I have to plan one activity for each literacy skill that I want to develop in my students.
Agree Disagree
● Previous
● Next

1.0 Teaching Literacy

In the past, being literate simply meant being able to read and write. Today, in our changing
world, literacy has become more complex.
Literacy is now understood as the ability to read, view, write, design, speak, and listen in a way
that allows us to communicate effectively and to make sense of the world. Literacy allows us to
make sense of a range of written, visual, and spoken texts, including books, newspapers,
magazines, timetables, DVDs, television and radio programs, signs, maps, conversations, and
instructions.
● Previous
● Next

Learning to read and write is critical to a child's success in school and later in life. But the ability
to read and write does not develop naturally and thus requires careful planning and instruction.
The goal of literacy instruction is to enable children not only to read and write but also "to learn,
grow, and participate in a vibrant and quickly changing information-based world" (Reutzel &
Cooter, 2013).
The revised K-12 Language and Literacy Curriculum fleshes out the literacy areas that children
need to learn and which teachers need to teach. These areas are organized into the 14
domains of literacy.
14 Domains of Literacy

14 Domains of Literacy

14 Domains of Literacy Definition

Domain 1 - Attitude Toward Literacy, Language, Having a sense of being a reader and
and Literature developing individual choices of and tastes for
texts to read for various purposes, such as for
learning or for pleasure
Domain 2 - Oral Language (in the language of Knowledge of the structure, meanings, and
literacy) uses of oral language
Domain 3 - Listening Comprehension The ability to understand and make sense of
spoken language; a complex and active
process requiring vocabulary knowledge and
intentional and thoughtful interaction between
 the listener and the text
Domain 4 - Book and Print Knowledge Knowing and being acquainted with books and
how print works
Domain 5 - Phonological Awareness The ability to think about the sounds in a word
rather than just the meaning of the word; an
understanding of the structure of spoken
language — that it is made up of words, and
words consist of syllables, rhymes, and sounds
Domain 6 - Alphabet Knowledge The ability to recognize, name, and sound out
all the upper and lower case letters of the
alphabet
Domain 7 - Phonics and Word Recognition The ability to identify a written word by sight or
by deciphering the relationship between the
sounds of spoken language and the letters in
written language
Domain 7 - Phonics and Word Recognition The ability to identify a written word by sight or
by deciphering the relationship between the
sounds of spoken language and the letters in
written language
Domain 8 - Spelling The ability to convert oral language sounds into
printed language symbols
Domain 9 - Grammar Awareness Knowledge of language features and sentence
structures in written language
Domain 10 - Composing The ability to formulate ideas into sentences or
longer texts and represent them in the
conventional orthographic patterns of written
language
Domain 11 - Fluency The ability to read orally with speed, accuracy,
and proper expression
Domain 12 - Vocabulary Development Knowledge of words and their meanings in both
oral and print representations
Domain 13 - Reading Comprehension The ability to understand and make sense of
written text; a complex and active process
requiring vocabulary development and
intentional and thoughtful interaction between
the reader and the text
Domain 14 - Study Strategies A general term for techniques and strategies
that help a person read or listen for specific
purposes with the intent to remember
Download and print this sheet
● Previous
● Next

2.0 Literacy Domains 1-3

2.1 Domain 1 - Attitude Toward Language, Literacy, and Literature

Definition:
Having a sense of being a reader, and developing individual choices and tastes for texts to read
for various purposes, such as for learning or for pleasure
Play the video to see how children show a positive attitude towards language, literacy, and
literature.

Your browser does not support the video tag.

Remember: Reading aloud to children develops in them a positive attitude toward language,
literacy, and literature.
● Previous
● Next

2.2 Domain 2 - Oral Language (in the language of literacy)

Definition:
Knowledge of the structure, meanings, and uses of oral language
Play the video to see how children demonstrate oral language development.

Your browser does not support the video tag.

Remember: Literacy development depends on the development of oral language in the
language of literacy. One cannot learn to read and write in a language that one does not
understand.
● Previous
● Next

2.3 Domain 3 - Listening Comprehension

Definition:
Ability to understand and make sense of spoken language; a complex and active process
requiring vocabulary knowledge and intentional and thoughtful interaction between the listener
and the text
Play the video to see an example of listening comprehension among children.

Your browser does not support the video tag.

Remember: The best way to develop children's listening comprehension is to read stories to
them and pose questions that enable them to discuss what they are listening to and connect it
with what they already know. Aside from developing a positive attitude toward language,
literacy, and literature, reading stories to children improves their attention span, which allows
them to better understand what they are listening to.
● Previous
● Next

3.0 Literacy Domains 4-6

3.1 Domain 4 - Book and Print Knowledge

Definition:
Knowing and being acquainted with books and how print works
Play the video to see an example of book and print knowledge among children.

Your browser does not support the video tag.

Remember: Book knowledge is developed when teachers model proper book handling
behavior and show children the elements of a book, such as the title, author, illustrator, and year
of publication, among others.
● Previous
● Next

Children have developed book knowledge when they —

● Hold the book right side up
● Identify the parts of a book, including the front and back cover and the pages of the book
● Know that a book has an author and an illustrator and can tell what they do
● Know where a story begins
● Flip the pages of a book sequentially, from the front to the back
● Track the story line from left to right and from top to bottom while the story is being read to
them
● Make the correct return sweep (i.e., reading from the end of the first line to the start of the
next line)
● Consistently look at the left page first before looking at the right page

Children have developed print knowledge when they—

● Establish one-to-one correspondence between written and spoken words
● Can tell that print in the form of words corresponds to speech
● Know that what is read in a book is the print and not the picture
● Understand the meaning of punctuation marks when they see them in print
● Recognize that print messages represent spoken language and convey meaning
● Previous
● Next

3.2 Domain 5 - Phonological Awareness

Definition:
Relates to the ability to think about the sounds in a word rather than just the meaning of the
word; an understanding of the structure of spoken language — that it is made up of words, and
words consist of syllables, rhymes, and sounds
Play the video to see an example of phonological awareness among children.

Your browser does not support the video tag.

● Previous
● Next

Why is phonological awareness important?

Phonological awareness is sometimes called "the ability to listen inside a word" and "reading
with your eyes closed" because it is a listening skill.
This ability is important for using sound-letter knowledge (phonics) effectively in reading
(decoding) and writing (encoding). Students who have difficulty with phonological awareness
can often learn phonics but have difficulty using this knowledge as they read and spell. That is,
they will have difficulty figuring out how sound works in print. Therefore, a student's level of
phonological awareness at the end of Kindergarten is one of the strongest predictors of future
reading success in Grade 1 and beyond.
● Previous
● Next

There are four levels of phonological awareness.

Click on each tab below to read a short discussion of each level.

Rhyme awareness

Rhyme awareness is the recognition of words that sound alike.

The best way to develop this is through songs and poems.
Let's do this short exercise on rhyme recognition.

Word awareness

Word awareness develops from students' exposure to print and classroom activities that help
them to recognize how words exist as separate entities.
Word awareness is evident when a child —
● Is able to count words in sentences
● Is able to track separate words in a text as each one is spoken without necessarily being
able to read each word
● Puts spaces between words when writing even when the words consist only of random
letter strings such as the one shown below

Syllable awareness

Syllable awareness is the recognition that words are divided into parts, each part containing a
separate vowel sound.
Watch the video to see different ways to play with syllables.
Your browser does not support the video tag.

Phonemic awareness

Phonemic awareness is the most complex level of phonological awareness. It is the

awareness of the smallest units of sound in a word. A student with phonemic awareness hears
three sounds in the word bat: /b/, /a/, and /t/. This is quite evident when children write, as shown
in this video.

Your browser does not support the video tag.

Now let's play with phonemes.

● Previous
● Next

3.3 Domain 6 - Alphabet Knowledge

Definition:
The ability to recognize, name, and sound out all the uppercase and lowercase letters of the
alphabet
Mastery of the alphabet means knowing that each letter —
● Has a name
● Has an uppercase and a lowercase
● Is written in a certain way (handwriting)
● Has a distinct sound

A beginning reader should be able to do the following:

● Identify the letters of the alphabet
● Name each letter
● Sound each letter (if teaching reading in Filipino)
● Sound each consonant (if teaching reading in English)
● Match the uppercase with the lowercase letters
● Write the uppercase and lowercase of all the letters of the alphabet
● Give the letter that begins or ends the name of a given object/picture
● Identify the letters in given words

● Previous
● Next

What is the connection between alphabet knowledge and handwriting?

Handwriting is an essential component of alphabet knowledge. It is the ability to form letters
correctly in manuscript and cursive styles.
However, the ability to write legibly is dependent on the development of the child's fine motor
skills. Reversals of letters and words are still common among preschoolers and early graders
but should be substantially fewer by age 8.
● Previous
● Next

Activity 3

The first six domains of literacy that were discussed form part of an emergent literacy
instruction, covering preschool to early Grade 1. How do you put them all together?
Watch the video and then answer the following questions:
1. What activities did the teacher have with the students?
2. Which of the domains discussed previously were targeted in each activity?
3. Does one activity address only one domain at a time? Is it necessary to have one activity
for each domain?

Your browser does not support the video tag.

● Previous
● Next

4.0 Literacy Domains 7-10

Domain 7: Phonics and Word Recognition

Definition:
The ability to identify a written word by sight or by deciphering the relationship between the
sounds of spoken language and the letters in written language
Using letter and word cards helps to develop phonics and word recognition in young children.

● Previous
● Next

Word recognition is developed alongside the development of vocabulary, spelling, fluency, and
reading comprehension.

Play the video to see how children show competence in this domain.

Your browser does not support the video tag.

Remember: Reading and writing are interdependent and develop simultaneously.
● Previous
● Next

Domain 8: Spelling

Definition:
The ability to convert oral language sounds into printed language symbols
Play the video to see how children show development of spelling skills.
Your browser does not support the video tag.
● Previous
● Next

There are five stages of spelling development according to Lutz (1986).

Click on each tab to learn more about each stage.

● Pre-communicative
Stage
● Semi-phonetic
Stage
● Phonetic
Stage
● Transitional
Stage
● Correct Spelling
Stage

Pre-communicative Stage
Typically between 2 and 4 or 5 years old

Writing looks like random strings of letters, mostly in uppercase, and symbols; letters and
sounds don't match; illegible scribbling

Semi-phonetic Stage
Typically between 3 to 6 years old

Writing consists of recognizable letters; main sounds especially at the beginning and end of
words are spelled — for example, KR for ‘car'; begins to use vowels, mostly incorrectly — for
example, BET for ‘bat'

Phonetic Stage
Typically between 5 to 7 years old

Spellings show the sequence of sounds in how words are pronounced; letters are usually
assigned based on the sound — for example, QEEN for ‘queen' and DUN for ‘done'; writing is
readable and meaningful to someone who knows how to read

Transitional Stage
Typically between 6 to 11 years old
Writing shows phonological, sight, and morphemic knowledge; transition from reliance on sound
for representing spelling to use of visual and morphological information; accurate spelling of
common words; spelling of syllables with two vowels creating one sound (for example, SHOES)
but with some reversals due to more reliance on sight (for example, RAOD for ‘road')

Correct Spelling Stage

Typically between 10 to 11 years old

Correct spelling for majority of words seen; ability to spot misspellings and look up words to
check spelling; almost complete mastery of sound-symbol principles

"Invented spelling" plays an important role in learning how to write. According to Lutz (1986),
teachers should do the following in order to nurture spelling development in the classroom:
● Avoid over-emphasis on absolute correctness, mechanics, and memorization
● Use instructional games
● Relate spelling to purposeful writing rather than conduct rule-based instruction
● Previous
● Next

Domain 9: Grammar Awareness

Definition:
Knowledge of language features and sentence structures in written language
Play the video to see an example of children demonstrating grammar awareness.

Your browser does not support the video tag.

Remember: The teacher should be a good model of grammar awareness.
● Previous
● Next

Domain 10: Composing

Definition:
The ability to formulate ideas into sentences or longer texts and represent them in the
conventional orthographic patterns of written language
Play the video to see how children show development in composing.

Your browser does not support the video tag.

Remember: Help the children to understand that reading and writing have their purposes.
● Previous
● Next

5.0 Literacy Domains 11-14

5.1 Domain 11: Fluency

Definition:
The ability to read orally with speed, accuracy, and proper expression
Play the video to see how children show fluency.

Your browser does not support the video tag.

Remember: Fluency is the bridge between word recognition and comprehension. It is affected
by the strength or weakness of word recognition, and in turn affects comprehension.
● Previous
● Next

Speed
(appropriate)

Accuracy
(correct enunciation)
Proper Expression
(reading in thought groups, following intonation dictated by punctuation marks)

Fluency

Things to remember about fluency:

● Word recognition must be accurate, rapid, and require little conscious attention so that
attention can be directed to the comprehension process
● One reason students may not comprehend text is that they are focusing entirely on
figuring out the words

● Previous
● Next

5.2 Domain 12: Vocabulary Development

Definition:
Knowledge of words and their meanings in both oral and print representations
Play the video to see an example of vocabulary development in children.

Your browser does not support the video tag.

● Previous
● Next

When does vocabulary development happen?

● Vocabulary development happens when unlocking difficult words. (This will be discussed
in detail in Module 2.)
● Vocabulary development happens when introducing a letter of the alphabet and during
phonics instruction. (This will be discussed in Module 4.)
● Vocabulary development happens when introducing concepts in the content subjects.
Every teacher is a reading teacher.
● Previous
● Next

5.3 Domain 13: Reading Comprehension

Definition:
Ability to understand and make sense of written text; a complex and active process requiring
vocabulary development and intentional and thoughtful interaction between the reader and the
text
Play the video to see an example of reading comprehension in children.

Your browser does not support the video tag.

Remember: Reading comprehension is developed when children are helped to activate prior
knowledge that is conceptually related to the text being read, and to establish a purpose for
reading
● Previous
● Next

To shift from listening to reading comprehension, there is a need for explicit teaching of the
following comprehension skills:
● Noting details
● Sequencing events
● Sensing cause and effect
● Finding main and detail sentences
● Finding the main idea or topic sentence
● Outlining
● Summarizing
● Identifying the elements of a good story
● Understanding a poem
● Noting information (in expository text)
● Understanding graphs, tables, and figures
● Previous
● Next

5.4 Domain 14: Study Strategies

Definition:
A general term for techniques and strategies that help a person read or listen for specific
purposes with the intent to remember
Good study strategies are needed for comprehension of concepts in different subject areas.
Some examples of study skills or strategies are:
● Following directions
● Alphabetizing
● Getting information from the table of contents and/or glossary
● Getting information from tables
● Use of references such as a dictionary and/or almanac
● Interpreting graphs or representing information through graphs and other visual
representations (such as pictographs, line or bar graphs, charts and tables, webs)
● Previous
● Next

Activity 4

How well do you know the domains? Read each teaching situation given and click on the
domain of literacy that you think is being targeted.
What domain is being developed among the students when the teacher —

1. Reads the title, author, and illustrator before reading a storybook, then models the flipping of
the pages sequentially, one page at a time?
-- Select -- Oral language development Writing and composing Book and print knowledge
Grammar awareness and structure
The correct answer is: Book and print knowledge
2. Pauses while reading a story and asks a question that invites the students to make
predictions?
-- Select -- Book and print knowledge Phonological awareness Listening comprehension
Phonics and word recognition
The correct answer is: Listening comprehension
3. Introduces to the students the correct use of pang-uring paghahambing using "mas,"
"kasing," and "pinaka"?
-- Select -- Oral language development Grammar awareness and structure Alphabet knowledge
Vocabulary development
The correct answer is: Grammar awareness and structure
4. Asks the students to dramatize how to ask permission using the polite expressions taught to
them?
-- Select -- Oral language development Writing and composing Alphabet knowledge Vocabulary
development
The correct answer is: Oral language development
5. Challenges the students to read and interpret a pictograph, a line graph, and a bar graph?
-- Select -- Fluency Attitude toward language, literacy, and literature Spelling Study strategies
The correct answer is: Study strategies
6. Asks the students to clap the number of syllables in words that they listen to?
-- Select -- Vocabulary development Phonological awareness Listening comprehension Phonics
and word recognition
The correct answer is: Phonological awareness
7. Discusses the meaning of the difficult words in a story before asking the students to read it?
-- Select -- Vocabulary development Phonological awareness Listening comprehension Study
strategies
The correct answer is: Vocabulary development
8. Uses the story that the students read as a springboard for discussing the principle of cause
and effect?
-- Select -- Listening comprehension Phonics and word recognition Reading comprehension
Fluency
The correct answer is: Reading comprehension
9. Introduces words with initial consonant blend l (fl-, bl-, cl-, pl-) and drills the students on how
these words are read?
-- Select -- Phonics and word recognition Reading comprehension Fluency Spelling
The correct answer is: Phonics and word recognition
10. Encourages the students to write a thank you letter as a response to a story about a brother
who shared his food?
-- Select -- Writing and composing Attitude toward language, literacy, and literature Spelling
Study strategies
The correct answer is: Writing and composing
11. Guides the students in reading phrases, sentences, or short stories with proper phrasing
and expression?
-- Select -- Phonics and word recognition Reading comprehension Fluency Attitude toward
language, literacy, and literature Study strategies
The correct answer is: Fluency
12. Asks the students to write the words that were taught to them during decoding/word
recognition?
-- Select -- Phonological awareness Listening comprehension Attitude toward language, literacy,
and literature Spelling Study strategies
The correct answer is: Spelling
13. Teaches the students the name of each letter, its sound, and how to write it correctly?
-- Select -- Grammar awareness and structure Alphabet knowledge Attitude toward language,
literacy, and literature Study strategies
The correct answer is: Alphabet knowledge
14. Reads stories to the students and exposes them to good storybooks?
-- Select -- Fluency Attitude toward language, literacy, and literature Spelling Study strategies
The correct answer is: Attitude toward language, literacy, and literature
Check your answers

What domain is being developed among the students when the teacher —

1. Reads the title, author, and illustrator before Book and print knowledge
reading a storybook, then models the flipping of
the pages sequentially, one page at a time?
2. Pauses while reading a story and asks a Listening comprehension
question that invites the students to make
predictions?
3. Introduces to the students the correct use of Grammar awareness and structure
pang-uring paghahambing using "mas,"
"kasing," and "pinaka"?
4. Asks the students to dramatize how to ask Oral language development
permission using the polite expressions taught
to them?
5. Challenges the students to read and interpret Study strategies
a pictograph, a line graph, and a bar graph?
6. Asks the students to clap the number of Phonological awareness
syllables in words that they listen to?
7. Discusses the meaning of the difficult words Vocabulary development
in a story before asking the students to read it?
8. Uses the story that the students read as a Reading comprehension
springboard for discussing the principle of
cause and effect?
9. Introduces words with initial consonant blend Phonics and word recognition
l (fl-, bl-, cl-, pl-) and drills the students on how
these words are read?
10. Encourages the students to write a thank Writing and composing
you letter as a response to a story about a
brother who shared his food?
11. Guides the students in reading phrases, Fluency
sentences, or short stories with proper phrasing
and proper expression?
12. Asks the students to write the words that Spelling
were taught to them during decoding/word
recognition?
13. Teaches the students the name of each Alphabet knowledge
letter, its sound, and how to write it correctly?
14. Reads stories to the students and exposes Attitude toward language, literacy, and
them to good storybooks? literature
● Previous
● Next

6.0 Stages of Literacy

The 14 domains of literacy are taught and developed from Kindergarten to Grade 12.
Achievement of some domains is targeted at certain points of children's academic life. For
instance, the domains of phonological awareness, book and print knowledge, alphabet
knowledge, and phonics and word recognition are expected to be achieved by the end of Grade
3.
The table below shows the domains emphasized at each key stage:
Domains K-3 4-6 7-10 11-12
Oral language
Phonological
awareness
Book and print
knowledge
Alphabet
knowledge
Phonics and word
recognition
Fluency
Spelling
Writing and
composition
Grammar
awareness and
structure
Vocabulary
development
Reading
comprehension
Listening
comprehension
Attitude toward
language, literacy,
and literature
Study strategies
● Previous
● Next

Try to recall the characteristics of K-3 learners discussed in Lesson 1. How do we reconcile
these characteristics with the development and teaching of each domain?
Click on each literacy stage below to see the relevant learner characteristics and the literacy
domains focused on at each stage.

Emergent Literacy Stage

Learner characteristics:
● Gains control of oral language
● Relies on pictures in text
● Pretends to read
● Recognizes rhymes
● Starts recognizing letters
● Writes own name
Literacy domains:
● Attitude toward language, literacy, and literature
● Listening comprehension
● Oral language development
● Phonological awareness
● Book and print orientation
● Alphabet knowledge, handwriting

Initial Reading and Decoding Stage

Learner characteristics:
● Grows aware of sound-symbol relationship
● Focuses on printed symbols
● Uses decoding to figure out words
● Is developing listening and reading comprehension
Literacy domains:
● Phonics and word recognition
● Vocabulary development
● Spelling
● Grammar awareness
● Composing
● Comprehension
 ● Listening comprehension
● Reading comprehension
● Previous
● Next

7.0 The Relationship Among the Domains

There are five important principles to remember about developing literacy skills in children.
Click on each link below to learn the principle.

Oral language development is the foundation of reading and writing.

Oral language development is the foundation of reading and writing in the target language of
literacy.
Words are representations of children's experiences, and these words come in the form of
spoken and written language. Children first need experiences to talk about. They need to hear
the sound of the language that they are learning. These sounds are then associated with their
appropriate symbols (written language).
When children are learning a second language, they do not need a new set of experiences to
talk about but they do need to hear their current experiences represented orally in the second
language.

Literacy sub-skills or domains must be interrelated through ample and regular

opportunities for reading authentic and meaningful texts.

To be able to read for a variety of purposes, the sub-skills or domains must be interrelated
through ample and regular opportunities for reading real and meaningful texts.
It is natural to think of each domain as a separate sub-skill of learning to read. If one is to learn
to read, the sub-skills or domains should be consciously derived through direct instruction. But
the ability to read for a variety of purposes requires that the sub-skills or domains be interrelated
and applied through actual reading of texts (Hermosa, 1996).

A sub-skill or domain can be applied to reading text, and new sub-skills

introduced, even prior to mastery of the sub-skill or domain.
It is not necessary for every aspect of a sub-skill or domain to be mastered before introducing
other sub-skills or before applying the sub-skill being learned to reading text.
We must be flexible in following whatever sequence seems natural for sub-skill instruction
(Hermosa, 1996). For example, it is not really necessary that a child should learn to read first
before being taught how to write. Reading and writing can be taught and developed
simultaneously in appropriate ways.

Reading materials for children should enable them to practice the sub-skills or
domains that they have learned.

The materials that we make children read should enable them to practice the application of the
sub-skills or domains that they have learned.

All of the domains should be given attention through appropriate teaching

approaches beginning in Kindergarten.

All of the domains should be developed using appropriate teaching approaches from the very
beginning of children's school life.
● Previous
● Next

Assignment 2

Watch the demonstration video and observe the activities that the teacher and students are
doing.
Then answer the following questions:
1. What activities did the teacher undertake with the students?
2. Which of the literacy domains discussed were targeted in each activity?
3. Does one activity address only one domain at a time? Is it necessary to have one activity
for each domain?

Your browser does not support the video tag.

Be ready to share your reflection and insights at your next LAC session.
Check your answers by clicking here.
● Previous
● Next
References

Hermosa, N.N. (1996). Psychology of reading. Diliman, Quezon City: UP Open University.
Lutz, E. (1986). Invented spelling and spelling development. ERIC Digest.
Pado, F.E. (2014). Handouts for "Domains of Literacy". Early Literacy and Numeracy Training.
Philippines: Department of Education.
Reutzel, D.R. & Cooter, R.B. (2013). The essentials of teaching children to read: What every
teacher should know! (3rd ed.). Boston, MA: Pearson Education.
● Previous
● Next
1. 1
2. 2
3. 3
4. 4
5. 5
6. 6
7. 7
8. 8
9. 9
10. 10
11. 11
12. 12
13. 13
14. 14
15. 15
16. 16
17. 17
18. 18
19. 19
20. 20
21. 21
22. 22
23. 23
24. 24
25. 25
26. 26
27. 27
28. 28
29. 29
30. 30
31. 31
32. 32
33. 33
34. 34
35. 35
Previous Next

×
Close
Close

Activity 1

Directions: For each item below, click on the audio icon to hear the instructions.
Your browser does not support the audio element.
1.
Your browser does not support the audio element.
2.

3.

Your browser does not support the audio element.

4.

Your browser does not support the audio element.

Remember: Reciting poems and singing songs that rhyme teaches children to listen closely to
sounds and develop a sensitivity to their similarities and differences.

Rhyme recognition is easier than producing rhymes. When asking students to produce rhymes,
nonsense words are acceptable because the focus is on their ability to perform the rhyming
task, not on their vocabulary knowledge.
Close

Activity 2

Directions: For each item below, click on the audio icon to hear the instructions.
Your browser does not support the audio element.
1.
Your browser does not support the audio element.
2.
Your browser does not support the audio element.
3.
Your browser does not support the audio element.
4.
Your browser does not support the audio element.
5.
Your browser does not support the audio element.
6.
Close