MODULE 7

7.3: Instructional Support Materials to Promote Literacy

Introduction

To Synchronize and decentralized the production of indigenized teaching and learning

materials, monitoring of this MTB-MLE. The department of education (DepED) issued
the guidelines on the utilization of downloaded funds for the materials development
an production of the mother tongue based multilingual education(MTB-MLE) program.

Types of Materials to be develop and reproduced are the following:

✓ Story Book big and small book format for listening

✓ Flash/activity card (letters and number)
✓ Basic sight word (grade level word and pictures dictionary)
✓ Thematic picture for the oral and literacy

Big Book
➢ Big book are oversized book with encharged print. It is intended for shared reading
activity for the whole class.
➢ According to Holdaway(1979). The use of big book is a technique that foster
natural literacy development. It is also often an opportunity for sharing and
illustration with a whole group of children that might share a standardize with just
a few.

There are pedagogical reasons why big books are considered the best in promoting
literacy. Here are some of these beliefs;
• Use of big books fosters the skills of reading in use such as concepts about print,
left to right direction, etc.
• It encourages children to imitate and join in with literate behavior.
• It creates a non-threatening condition for learning.
• It promotes quiet intense concentration as the learners focus on the text that the
teacher tracks as well as the illustrations that suggest meaning of the text.
• It fosters non-competitive and cooperative learning.

Features of a Big book

A Big book has;
• enlarged text, extra spacing between words, and limited print; on each page so
everyone can read it;
• clear connection between the words and the pictures;
• repetition of words in the text;
• rhyme and rhythm;
• a story that is engaging, interesting, fun, and easily remembered, and
• predictable text that enables the reader to predict how the story will develop and
end.
•
Big Book events

✓ Shared Reading
Teachers and children read enlarged text together. Shared book reading is based
on the understanding that children learn to read by reading and seeing others
read. Reading big books or small books provide many opportunities for children
to develop understanding about reading. The focus should be on reading for
meaning and reading for enjoyment. Children in K to 3 should be read to everyday.
 Stories suitable for shared book reading have;
• Impact and excitement
• A good plot
• Interesting pictures that supports the text
• Rhyme, rhythm and repetition

Advantages of using shared book reading

• Builds a “community of reader”
• Promotes reading strategies
• Increases awareness of concepts of print
• Builds sight word vocabulary
• Develop fluency
• Increase Comprehension
• Expands childrens vocabulary

✓ Modeled Reading (The Read-Aloud)

This event using big books is where a teacher reads aloud selections to children.
The following are the benefits of Modeled Reading
• Provides a model of reading fluency with expression
• Develops story comprehension
• Enriches concepts and vocabulary development
• Provides opportunity to hear sophisticated story syntax
• Encourages prediction
• fosters enthusiasm for reading.

✓ Guided Reading
The teacher selects appropriate text for a small group of children who are similar
in strengths and needs to provide instruction that targets specific reading
strategies.
The following are usefulness off guided reading.
• Promotes student use of a variety of reading strategies
• Develop comprehension
• Encourages independent reading
• Strengths thinking skills

✓ Independent Reading
Children should read independently. Big books and small books in Mother Tongue
displayed in the classroom will expose the learners to the printed symbol of the
language they constantly hear. Eventually this print-rich environment will allow
them to read independently.

The values of independent reading cover the following;

• Extension of reading fluency
• Development of automaticity with word recognition
• Support writing development
• Promotion of reading for enjoyment and information;
• Fostering of self-confidence as children read familiar and new text.
 Small books
➢ Another proven effective material for enhancing language literacy is the use of
small books. Stories in big books can be utilized and produced in a reduced
version--the small book. The same procedure can be employed in its production.
The smaller size usually measuring 6x6 is ideal.

When to Use Small Books?

➢ Small books can also be used in Guided Reading. It is a small group instructional
model that allows the teacher to select appropriate text for a small group of
children of similar strengths and needs to provide instruction that targets specific
reading strategies.

Here is a Sample Format for Guided Reading Lesson Using Small Book

• Story Introduction
✓ Read the title of the author’s and illustrator names.
• Story Walk/Picture Talk
✓ Assess children’s prior knowledge.
✓ Ask questions.
✓ Cover text if desired, and have children predict the story line through the
pictures.
✓ Highlight and glorify concepts. Explains unusual language or language
patterns. Model and call attention to appropriate reading strategies.
✓ Here is a Sample Format for Guided Reading Lesson Using Small Book
• First Reading of the Story
✓ Teacher models reading. ( The teacher only holds a copy of the small book )
✓ Model the language patterns and concepts about print.
✓ Model the awareness and use of reading strategies
✓ The teacher may now distribute copies of small books. Children read silently.
✓ Ask focus question.
✓ Guide children to silently read selection.
✓ Discuss the meaning of text, and invite children to read aloud to confirm
answers
• Second Reading(Each child has a copy of the small book)
You may do any of the following:
✓ Have children read aloud simultaneously.
✓ Have children read quietly but simultaneously.
✓ Ask children to read the story silently.
✓ Prompt and praise children’s reading strategy use and awareness of concepts
of print.
✓ Discuss the story.
✓ Talk about the literary elements.
✓ Talk about ideas and feelings about the story to connect it to children’s live.
✓ Retell the story.
✓ Present the skill lesson.
✓ Talk about concepts of print, vocabulary and language structure.
✓ Highlight sight words.
✓ Discuss literary elements.
• Independent Practice or Follow-Up Activities
✓ Have children read independently or in pairs
✓ Have children read chorally.
✓ Ask children to respond in writing.
✓ Have children participate in one or more follow-up activities.
 ✓ The purpose of guided reading is to encourage reading and the focus is on
mastery of reading strategies and elements of literature.

Alphabet Chart
➢ Another print-based material for effective teaching of Mother Tongue is the
alphabet chart. This can easily be generated when there is an accepted and well-
established orthography or writing system for a mother tongue.
➢ Alphabet chart shows off a big letter and small letter followed by a representative
image beginning with that letter. The name of the image is printed below it.
It is means to enhance the following literacy skills;
✓ Letter recognition/alphabet knowledge
✓ Letter order;
✓ Phonological skill and Picture identification.

Alphabet Primer
➢ As teachers, we want to help our students become fluent readers. We want them
to understand that reading is a meaningful process. We want them to understand
that the symbols on a page are associated with certain sounds, that the sounds
go together to form words and the words go together to communicate meaning.

The best way to help students understand that printed texts have meaning is;
✓ To read stories to and with them in the language they know best;
✓ To provide them with a variety of short, easy-to-read stories in
✓ their L1 about people, places, and activities that are familiar to them; and
✓ To encourage them to write their own stories--even before they can form all
the symbols correctly--and then encourage them to “read” their stories to
their classmates.

➢ The best way to help new readers learn to read accurately is to teach them to the
sounds that are associated with each symbol(or letter) of their alphabet so they
can put the symbols together to form words and then put the words together to
form sentences.
➢ An adjunct of the alphabet chart is the basic literacy concepts and eventually
beginning reading in Mother Tongue, an alphabet printer can be the instructional
material that best fit the need.
➢ An alphabet primer may not be in chart form but in booklet form. It is sometimes
called the “Sound of Language Book.”

Why do we need the Sound of Language Book?

➢ The sound of language book introduces students to the sounds that are associated
with the symbols that are used to write in their language. It also teachers students
how to put the sounds together to read the words and sentences on a printed
page.
Each lesson in the Sounds of our Language book has the following parts:
✓ The new symbol that is to be learned in that lesson
✓ The key word which contains the new symbol
✓ The key word picture which represents the key word
✓ Syllable boxes(if the key word has 2 or more syllables)
✓ The “Break-the-Word and Make-the-Word” activity using the new key word.
✓ The Big Box with syllables or symbols from the key word plus other syllables
or symbols that the students have already learned.
✓ The “Break-the-Sentences and Make-the-Sentence” activity
✓ Short text(1-2 sentences) for reading practice(usually starts about lesson 10)
✓ Spelling and handwriting practice
 ma lan
u tan

Sentence Making Word: uma ulan utan

Key Sentence: May uhong sa uma.

Nag-ulan sa uma.

Picture File
➢ A good picture or photograph can be used as a prompt for oral discussion. It can
learned or locally familiar scenes like market, church, mountains, events, etc.
These pictures can also be visual images of name words and action words. These
can be mounted on a frame or board to make it more durable. If resources are
available, laminating these pictures will make them last. Through time, the
materials can be reused for skills development.

Activity Cards
➢ Instructional games can be played with this cards that may support development
of the following competencies;
➢ Speaking skills as learners respond to questions elicited from the photos.
➢ Critical thinking skills as they do the sorting, matching, and associating related
themes to the visual images.
➢ Multisensory awareness can be strengthened as more senses react to the visual
stimulus presented by the teacher and manipulated by the learners.

Chart Stories
➢ These are charts with pictures and stories that are usually used to develop
listening skills, oral language skills and fluency among young learners. They aim
to develop spontaneity in learners when they repeat experiences culled from prior
knowledge which are stimulated by pictures in the chart.
➢ These picture files must represent community knowledge and cultural practices
that learners should be made aware of. Just like big books chart stories can be
used in shared reading activity.

Realia
➢ These are real objects that can be used in the lesson. These instructional materials
take out learning from the four walls of the classroom and expose learners to
multisensory learning in borderless setting where culture and prior knowledge of
the language is the essence.

Prepared by;
Anabel Francisco
BEED-2B

Teresita Almoite
Instructor, MTB/MLE