teaching Oracy and Literacy

Question 1

Ability to understand and use language through speaking, and acquiring new vocabulary

Answer 1

oral language

Question 2

Ability to state what a book is and how is it to be used read

Answer 2

Book knowledge

Question 3

Ability to identify and manipulate sounds ( & letters) are combined to make words

Answer 3

Phonological Awareness

Question 4

Ability to identify and say the names and letters in an alphabet pave the way to Phonological awareness

Answer 4

Alphabet Knowledge

Question 5

Ability to identify and say the names and letters in an alphabet pave the way to Phonological awareness

Answer 5

Alphabet Kowledge

Question 6

the functions of printed symbols C letters, words,& picture) and of printed tex, and how it relates to meaning

Answer 6

Print awareness

Question 7

Encompasses the knowledge skills and attitudes that a child develops in relation to reading and writing before the onset of conventional reading and writing instruction

Answer 7

Emergent Literacy

Question 8

Refers not only to the ability to read & write meaningfully through language and text also includes multiliteracies

Answer 8

Literacies

Question 9

What are the 3 reading steps in Key Stage 1

Answer 9

Emergent literacy in Kindergarten
Beginning reading in Grade 1
Rapid growth and development in Grade 2 and 3

Question 10

5 Stages of Reading Development

Answer 10

Stage 1: Emergent Prereading, ages 0-5
Stage 2: Early Reading, ages 5-7 Stage 3: Transition Reading, ages 7-9
Stage 4: Intermediate Reading, ages 9-12
Stage 5: Advanced Reading, 12+

Question 11

The first stage of reading development, focusing on the foundational skills that pave the way for a child’s future reading success. At this stage, children are exposed to books, print, and spoken language, laying the groundwork for their literacy journey.

Answer 11

emergent prereading

Question 12

Children become aware of the existence and purpose of printed text. They learn how to hold a book, turn its pages, and understand that the text

Answer 12

Print awareness

Question 13

Children start to recognize that spoken words are made up of individual sounds (phonemes) and begin to identify rhyming words and syllables

Answer 13

Phonemic awareness

Question 14

Through listening and speaking, children expand their vocabulary and develop a grasp of sentence structure, grammar, and storytelling.

Answer 14

Oral language development

Question 15

Children experiment with writing by scribbling, drawing, and eventually attempting to form letters and simple words

Answer 15

early writing

Question 16

during which children begin to actively engage with the process of reading. They start decoding words using their knowledge of letter-sound relationships (phonics) and develop the skills needed to comprehend simple texts

Answer 16

early reading

Question 17

Children start to recognize and read high-frequency words by sight, without needing to decode them. This helps improve their reading fluency and speed.

Answer 17

sight words

Question 18

Children develop basic comprehension skills, allowing them to understand the meaning of the text they read. They begin to answer simple questions about the story or information presented.

Answer 18

reading comprehension

Question 19

: Children learn the relationship between letters and their corresponding sounds, enabling them to decode written words by sounding them out. This forms the basis of their reading ability.

Answer 19

phonics

Question 20

As children gain proficiency in decoding and recognizing sight words, their reading becomes more accurate, smooth, and expressive, increasing their reading fluency.

Answer 20

reading fluency

Question 21

during the Early Reading stage, parents and educators can provide them with

Answer 21

age-appropriate reading materials, practice phonics and sight words, ask questions to check comprehension, and encourage reading aloud to improve fluency.

Question 22

Building on their early writing skills, children start to compose more complex sentences and paragraphs, using a wider range of vocabulary, correct punctuation, and varied sentence structures.

Answer 22

writing development

Question 23

As their reading skills advance, children read not only for pleasure but also to acquire information, solve problems, and complete tasks.

Answer 23

reading for its purposes

Question 24

characterized by the transition from learning to read to reading to learn. At this stage, children become more independent readers as they improve their fluency, expand their vocabulary, and enhance their comprehension skills.

Answer 24

transition reading

Question 25

Children continue to develop their reading fluency, reading with greater accuracy, speed, and expression. Fluent reading

Answer 25

reading fluency

Question 26

Children encounter new and more complex vocabulary in the texts they read, helping them broaden their word

Answer 26

expanding vocabulary

Question 27

Children develop strategies to aid their understanding of texts, such as making predictions, visualizing, summarizing, and asking questions. These strategies enable them to actively engage with and comprehend a variety of texts.

Answer 27

comprehension strategies

Question 28

Children begin to explore and read various types of texts, including fiction, non-fiction, and poetry, which expose them to different styles, structures, and content.

Answer 28

varied text genres

Question 29

where adolescents and adults demonstrate the ability to read and understand a wide range of texts, including complex literature, nonfiction, and technical materials. At this stage, readers are capable of critical analysis, synthesis, and evaluation of the information they encounter.

Answer 29

advanced reading

Question 30

where children further refine their reading skills and engage with a wide range of texts independently. They read for various purposes, including learning, entertainment, and personal growth. At this stage, children develop the ability to think critically about what they read and comprehend more complex texts.

Answer 30

intermediate reading

Question 31

*Reading comprehension *Critical thinking *Text analysis *Diverse reading materials *Reading stamina *Writing skills

Answer 31

key aspects of intermediate reading

Question 32

Deep comprehension Critical analysis Synthesis and evaluation Advanced vocabulary Reading for various purposes Advanced writing skills

Answer 32

key aspects of advanced reading

Question 33

The dynamic stages of reading development chart the progression from the first recognition of print to the critical analysis of complex texts. These stages—

Answer 33

Emergent Pre-reading, Early Reading, Transitional Reading, Intermediate Reading, and Advanced Reading

Question 34

It is well understood that early childhood ------ plays a direct role in cognitive development.

Answer 34

nutrition

Question 35

encompasses the knowledge, skills, and attitudes that a child develops in relation to reading and writing before the onset of conventional reading and writing instruction.

Answer 35

Emergent Literacy

Question 36

Ability to understand and use language through listening, speaking, and acquiring new vocabulary.

Answer 36

oral language

Question 37

Ability to state what a book is and how it is to be used or read (relates to having exposure to books and print rich environments

Answer 37

book knowledge

Question 38

Ability to understand the functions of printed symbols (letters, words, and picture) and of printed text, and how it relates to meaning

Answer 38

print awareness

Question 39

Ability to identify and manipulate sounds and the understanding that sounds (and letters) are combined to make words.

Answer 39

phonological awareness

Question 40

Ability to identify and say the names of letters in an alphabet paves the way to phonological awareness.

Answer 40

alphabet knowledge

Question 41

during circle time you can

Answer 41

story read aloud / picture reading language, literacy, and communication

Question 42

young Filipino learners who are literate and communicative in the language with a ?

Answer 42

great sense of cultural identity

Question 43

refers not only to the ability to read and write meaningfully through language and text but also includes multiliteracies,

Answer 43

literacy

Question 44

cover various means of communication using multi-modal texts and multimedia, which highlight visuals and embedded texts

Answer 44

multiliteracies

Question 45

refers to understanding and creating texts in a variety of settings and for different purposes, through the macroskills: speaking, listening, reading, and writing. This domain ensures that knowledge about language is put to practical use.

Answer 45

literacy domain

Question 46

The languages curricula offered in Key Stage 1 (KS1) primarily develop learners’ literacy by focusing on different literacy domains. It consists of three reading stages

Answer 46

(1) emergent literacy in Kindergarten; (2) beginning reading in Grade 1; (3) rapid growth and development in Grades 2 and 3

Question 47

young learners to develop their basic literacy skills and fluency in their use of L1, Filipino and English (oral and written) in understanding and expressing familiar and developmentally- and grade-level appropriate texts (70% narrative and 30% informational).

Answer 47

the main goal of KEY STAGE 1

Question 48

At the end of Key Stage 1, learners are expected to be able to use their

Answer 48

conversational language skills in day-to-day activities and their academic language in understanding and discussing various specific contents and in the learning areas.

Question 49

* Oral Language * Phonological Awareness * Phonics * Word Study * Grammar Awareness * Vocabulary * Comprehending and Analyzing Texts * Creating and Composing Texts

Answer 49

the essential subdomain for developing key stage 1

Question 50

is a critical early literacy skill that helps kids recognize and work with the sounds of spoken language.

Answer 50

phonological awareness

Question 51

A child’s skill in phonological and phonemic awareness is a

Answer 51

good predictor of later reading success or difficulty.

Question 52

Phonological awareness is a critical early literacy skill that helps kids recognize and work with the sounds of

Answer 52

spoken language

Question 53

is the ability to hear, recognize, and manipulate with the individual sounds (phonemes) in spoken words.

Answer 53

Phonemic awareness

Question 54

Phonological and phonemic awareness refer to spoken language — the understanding that the sounds of spoken language work together to make

Answer 54

words

Question 55

Phonics refers to the connection betweent — it’s the instruction that teaches that letters represent the sounds of spoken language, or the alphabetic principle. Phonics is the tool teachers use to facilitate making print-sound associations.   

Answer 55

sounds and print

Question 56

Phonological Awareness is like an--- . Phonemic awareness and other skills exist under this umbrella with phonemic awareness being the most advanced skill of phonological awareness.

Answer 56

umbrella

Question 57

rhyming alliteration sentence segmentation

Answer 57

word level

Question 58

phonemic awareness is the most ------- of phonological awareness

Answer 58

advanced skills

Question 59

what is the first/ last sound in ‘cat’? (c/t) 

Answer 59

isolating phonemes

Question 60

separate the phonemes in a word, for example mop (m-o-p)

Answer 60

segmenting phonemes

Question 61

say “snail” now say it without the ‘n’ (sail)

Answer 61

Deleting phonemes

Question 62

change the ‘c’ in cat to ‘b’ (bat)

Answer 62

Substituting phonemes

Question 63

lap” now put a ‘c’ at the beginning (clap)

Answer 63

adding phonemes

Question 64

blend the phonemes together to make a word, for example “r-u-g” (rug)

Answer 64

blending phonemes

Question 65

Dyslexia is a learning difficulty which primarily affects accurate and fluent reading and spelling

Answer 65

dyslexia

Question 65

The earliest clues involve mostly spoken language. The very first clue to a language (and reading) problem may be

Answer 65

delayed language

Question 66

Trouble learning common nursery rhymes such as “Jack and Jill” and “Humpty Dumpty” Difficulty learning (and remembering) the names of letters in the alphabet Seems unable to recognize letters in their own name Doesn’t recognize rhyming patterns like cat, bat, rat Mispronounces familiar words; persistent “baby talk” A family history of reading and/or spelling difficulties (dyslexia often runs in families)

Answer 66

The preschool years

Question 67

Reading errors that show no connection to the sounds of the letters on the page — will say “puppy” instead of the written word dog on an illustrated page with a picture of a dog Does not understand that words come apart Does not associate letters with sounds, such as the letter ‘b’ with the /b/ sound

Answer 67

Kindergarten and first grade

Question 68

Research shows that challenges in phonemic awareness and other phonological skills both

Answer 68

predict and cause poor reading and spelling development Bryant et al., 2014; Ehri et al., 2001

Question 69

Tips for Teaching Phonological Awareness

Answer 69

Practice regularly make it playful Seek out Professional Learning Opportunities Use Assessment to Guide Instruction Focus your instruction

Question 70

Phonological and phonemic awareness are important pre-reading skills, related to the ability to hear, identify, and play with the sounds in spoken language — including rhymes, syllables, and the smallest units of sound (phonemes). Children with strong phonological awareness skills are ready to become readers.

Answer 70

basaha

Question 71

Oral language is defined as the system through which we use spoken words to express knowledge, ideas, and feelings (Moats, 2010). 

Answer 71

Oral Language

Question 72

Vocabulary refers to the words a child understands and uses in order to communicate whether it is speaking, listening, reading, or writing. Vocabulary is acquired over time through continued exposure and practice with words.

Answer 72

Vocabulary

Question 73

or the ability to hear and understand the language or languages of their environment

Answer 73

Receptive language skills

Question 74

or the ability to take turns or use gestures while speaking

Answer 74

* Interactive language skills

Question 75

or the ability to make or use the sounds of their language or

Answer 75

expressive language skill

Question 76

listening + reading

Answer 76

receptive

Question 77

speaking + writing

Answer 77

expressive

Question 78

-oral language forms the------ of early literacy - one of the greatest predictors of a child’s success in school Given the crucial stature of phonological awareness and reading comprehension in evidence-based literacy, mastering oral language early on is key to reading successfully!

Answer 78

bedrock

Question 79

“Oral language is a predictor of reading ability and includes a range of skills. It refers to expressive skills, such as the ability to comprehend vocabulary, along with expressive abilities in putting words together to form grammatically appropriate phrases and sentences, and combining words together in meaningful ways.”

Answer 79

basaha

Question 80

child’s earliest understanding that written language carries meaning. The foundation of all other literacy learning builds upon this knowledge.

Answer 80

Print Awareness

Question 81

is the understanding of how books and print work, like how to turn the pages of a book.

Answer 81

Book Knowledge

Question 82

involves interactive, shared book reading and conversation about the book using a set of prompts to explicitly develop and extend a learner's oral vocabulary and listening comprehension skills

Answer 82

Dialogic Reading

Question 83

Early reading-related behaviors—including book handling, language comprehension, and emergent reading—lead to actual reading later in childhood. Helping very young children engage with print and learn as much as possible about its forms and functions will ease children’s transition into reading and writing. When adults show an interest in books and print (in any language), noting the differences between print and pictures, they help develop children’s later reading and writing skills.

Answer 83

according to research

Question 84

are made of fabric and can include squeakers, crinkle sounds, and tactile objects. Infants can easily grab them when learning to reach and hold.

Answer 84

Cloth books

Question 85

are sturdy cardboard or plastic books designed for infants and toddlers to mouth and explore. They may be on any topic and adults can use them with all ages.

Answer 85

Board books

Question 86

usually include engaging illustrations and may contain simple or complex stories or information. Picture books may be hardcover or paperback and may be on any topic. They, too, are appropriate for all ages.

Answer 86

Picture books

Question 87

Here are some ways adults can promote children’s print concepts.

Answer 87

explore discover enjoy

Question 88

Include print in the pretend play area, such as

Answer 88

food containers, recipes, menus, etc.

Question 89

Children build book knowledge and print concepts from activities and experiences with print at home, in the community, and in early learning settings.

Answer 89

basaha

Question 90

, also known as alphabet recognition, is the ability to identify letters by name, shape, and sound

Answer 90

Letter recognition

Question 91

refers to the ability to write or trace a letter.

Answer 91

Letter writing 

Question 92

is recognizing letter shapes and associating them with a letter name.

Answer 92

Letter naming 

Question 93

the alphabetic principle, is understanding that letters represent the sounds of spoken language

Answer 93

Letter-sound knowledge

Question 94

When children learn how to look a print, they construct a personal classification system that is organized around the differences and similarities that they perceive in the printed word. This system of organized information has generative value for children. They learn --- for linking known information to new items

Answer 94

strategies of comparison

Question 95

children do not have to know all the letters or words in order to begin reading

Answer 95

basaha

Question 96

It is important to understand that readers do not learn to recognize letters by memorizing the shape of the letters.

Answer 96

true

Question 97

a letter can only exist through its relationship to another letter, sound or word

Answer 97

true

Question 98

s, a, t, p, i, n, d, e, m, h, and, b.

Answer 98

easiest letters

Question 99

As children acquire knowledge of letters, they are prompted to search for known letters that are embedded within words

Answer 99

To encourage this type of processing, teachers should emphasize letter learning in multiple ways: The name of the letter The way the letter looks The sound the letter makes The feel of the letter in the mouth The movement of the letter as it is written A word associated with the letter The way the letter looks embedded within a word