Module 4

MODULE 4
Strategies for the development of emergent literacy skills and

teaching resources of which the strongest predictors of future
reading success are:
1. Pictures and objects
Struggling students can share and explain their pictures with a
partner, in a small group, or in a gallery walk. They may draw in
different ways:
To add to a picture
To create an original picture
To draw and label a picture
To draw and to annotate a picture
2. Letters and words
Activities can be developed for vocabulary such as these three
different definitions for bank:
The land alongside or sloping down to a river or lake
An institution for receiving, lending
To tip or incline an airplane
3. Sounds
Phonological awareness is the ability to analyse and dissect the
sound structures within language. Phonological awareness,
particularly at its earliest emergence, is shown through a child’s ability
to manipulate sounds, such as in rhyming, syllabication,
segmentation, and blending activities.
4. Read aloud experiences
A text can be read aloud to students at any grade level.
The sound of a human voice reading a text may be one of the best
ways to help struggling readers develop an ear for language.
Reading aloud is modelling, and students can make meaning from
someone's phrasing and intonation when reading a text.
Children have opportunities to expand their use and
appreciation of printed language. Children must become aware that
printed language is all around them on signs, billboards, and labels,
and in books, magazines, and newspapers, and that print serves many
different purposes.
Children have opportunities to understand and manipulate the
building blocks of spoken language. Their ability to think about
individual words as a sequence of sounds (phonemes) is important in
learning how to read an alphabetic language. They learn that
sentences are made up of groups of separate words, and that words
are made up of separate sounds.
They have opportunities to learn about and manipulate the
building blocks of written language. They must also become expert
users of the building blocks of written language. Knowledge of letters
(graphemes) leads to success with learning to read. This includes the
use, purpose, and function of letters.
Children have opportunities to learn decoding strategies. They
must learn to identify words quickly and effortlessly, so that they can
focus on the meaning of what they are reading. Decodable stories
provide children with the opportunity to practice what they are
learning about letters and sounds. As children develop effective
decoding strategies and become fluent readers, they read books and
other texts that are less controlled in their vocabulary and sentence
structure.
It is important that teachers read aloud to children and
encourage them to do voluntary and independent reading. Children
should be encouraged to attend to the meanings of new words.
Phonemic awareness is not phonics. Phonemic
awareness is the ability to hear, identify, and manipulate
individual sounds-phonemes-in spoken words. Before children learn to
read print, they need to become more aware of how the sounds in
words work.
Why Phonemic Awareness Is Important?

- It improves students' word reading and comprehension.
- It helps students learn to spell.
Phonics instruction
The primary focus of phonics instruction is to help beginning
readers understand how letters are linked to sounds (phonemes) to
form letter-sound correspondences and spelling patterns and to help
them learn how to apply this knowledge in their reading.
Fluency instruction
Fluency is the ability to read a text accurately and quickly. When
fluent readers read silently, they recognize words automatically.
They group words quickly to help them gain meaning from what
they read.
Vocabulary instruction
Vocabulary instruction aims to engage students in actively thinking
about word meanings, the relationships among words, and how we
can use words in different situations. This type of rich, deep
instruction is most likely to influence comprehension.
SOCIAL LITERACY
Social Literacy is a students successful performance and
understanding of social Skills, organizational skills, and
communication skills. It is the students ability to connect effectively
with those around them. Social literacy spans across interacting
with peers, family, co-workers, teachers, and even people we may
not have met face to face. In reality, every single setting of our
lives: school, home, work, clubs and activities, interacting with
people (whether face to face or behind technology), we use our
social literacy. We play so many roles everyday and we socially
need to understand how to play those roles appropriately.
Social cognition, sometimes called emotional intelligence, plays a
major role in children’s social and emotional development. It is
therefore important to understand what it is and how a child’s
environment can affect the development of this skill.
Social cognition means different things to different people. Most
generally, social cognition is defined as any cognitive process that
involves other people. These processes can be involved in social
interactions at a group level or on a one-to-one basis. It refers to the
unique processes that enable human beings to interpret social
information and behave appropriately in a social environment. As in
other domains of cognition, social information processing relies
initially on attending to and perceiving relevant cues.
Emotional intelligence has been defined, as "the ability to
monitor one's own and other people's emotions, to discriminate
between different emotions and label them appropriately, and to
use emotional information to guide thinking and behaviour".
Different models of EI have led to the development of various
instruments for the assessment of the construct. While some of
these measures may overlap, most researchers agree that they tap
different constructs.
Aspects of emotional facilitation factor is to also know how to
include or exclude emotions from thought depending on context and
situation. This is also related to emotional reasoning and
understanding in response to the people, environment and
circumstances one encounters in his or her day-to-day life.
People skills are patterns of behavior and behavioral interactions.
Among people, it is an umbrella term for skills under three related
set of abilities:
personal effectiveness
interaction skills
intercession skills
This is an area of exploration about how a person behaves and how
they are perceived irrespective of their thinking and feeling. It is
further elaborated as dynamics between personal ecology
(cognitive, affective, physical and spiritual dimensions) and its
function with other people's personality styles in numerous
environments (life event's, institution's, life challenges...etc).
People Skills :
Ability to effectively communicate, understand, and empathize.
Ability to interact with others respectfully and develop productive
working relationship to minimize conflict and maximize rapport.
Ability to build sincerity and trust; moderate behaviors (less
impulsive) and enhance agreeableness.
GLOBALIZATION & MULTICULTURAL
Multicultural Literacy consists of the skills and ability, to
identify the creators of knowledge and their interests , to uncover
the assumptions of knowledge to view knowledge from diverse
ethnic and cultural perspective
to use knowledge to guided action that will create a humane and
just world
Multicultural Literacy then, brings attention to diversity, equity
and social justice to foster cultural awareness by addressing difficult
issues like discrimination and oppression towards other ethnicities .
Global Literacy aims to address issues globalization, racism,
diversity and social justice. It requires awareness and action,
consistent with a broad understanding of humanity, the planet, and
the impact of human decision on both. It also aims to empower
students with knowledge and take action to make a positive impact
in the world and their local community. Every classroom contains
students of different race, religion, and cultural groups. Students
embrace diverse behaviours, cultural values, patterns of practice,
and communication. Yet they all share one commonality: their
educational opportunity.
The OECD GLOBAL Competence Framework
The Organization for Economic Cooperation and Development
(OECD) proposes that improving students’ “multidimensional
capacities” through ‘global competence’ education can result in a
more ‘inclusive and sustainable’ world.
The OECD GLOBAL Competence Framework
OECD envisions an ‘inclusive and sustainable’ world where citizens
will have a capacity for:
 living harmoniously in multicultural communities
 thriving in a changing labour market
 using media platforms effectively and responsibly,
 supporting the United Nation’s Sustainable Development
Goals
Ultimately, the organization offers its policy as a solution for

improving the world through education. OECD intends to unify
learning by taking a global approach to maintain a standard of
education that will deliver ‘globally competent’ graduates. The term
"globalization" means integration of economies and societies
through cross country flows of information, ideas, technologies,
goods, services, capital, finance and people.
Cross border integration can have several dimensions –
cultural, social, political and economic. In other words, "The total
education system of the world under one roof."
Globalization require that people develop new skills, new
experiences, new knowledge and schools have an important role in
this sense. The role of the teachers and the way they should teach
in this new high-tech global economy,
Multicultural education refers to any form of education or
teaching that incorporates the histories, texts, values, beliefs, and
perspectives of people from different cultural backgrounds. At the
classroom level, for example, teachers may modify or incorporate
lessons to reflect the cultural diversity of the students in a particular
class. In many cases, “culture” is defined in the broadest possible
sense, encompassing race, ethnicity, nationality, language, religion,
class, gender, sexual orientation, and “exceptionality”—a term
applied to students with specialized needs or disabilities.
Multicultural education aims to improve the learning and
success of all students, particularly students from cultural groups
that have been historically underrepresented or that suffer from
lower educational achievement and attainment.
Intercultural Communication. The primary purpose of
intercultural communication is to increase understanding of
culturally mediated communication phenomena. There are three
distinct research avenues: culture specific, culture general and
intercultural interaction.
The “culture specific” focuses on identifying the
communication behaviours of a specific culture.
The “culture general” seeks to identify commonalities or
universalities across cultures. A combination of both culture-specific
and culture general integrates different cultures interacting hence
called intercultural interaction.
Otherwise, communication could be a source of frustration,
misapprehensions, intercultural conflict and ultimately school
failure. Thus cross-cultural communication is complex and
potentially problematic in education.

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MODULE 4

Strategies for the development of emergent literacy skills and

Why Phonemic Awareness Is Important?

Ultimately, the organization offers its policy as a solution for

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