The Adelphi College

Lingayen, Pangasinan
S.Y. 2019-2020

CHAPTER 4:
TEACHING
STRATEGIES IN MTB-
MLE PROGRAM

Submitted to: Mrs. Dreama S. De Guzman

 The Adelphi College
Lingayen, Pangasinan
S.Y. 2019-2020

LESSON 1:
FROM ORACY TO LITERACY
DEVELOPMENT OF YOUNG
LEARNERS

Prepared by: Jessa C. Valenzuela

ORACY- has to do with oral expression and comprehension

LITERACY-has to do with the use of reading and writing in written communication

 Nevertheless, being different does not mean that the two are opposite each other, instead
they compliment and facilitate each other’s growth and development to help learners
become literate

What is the difference between oracy and literacy?

The term oracy presents two concepts:

1. The ability to express oneself in spoken language

2. The ability to understand spoken language

 These two reflect the connection between speaking and listening, in a way the language
the children hear/listen to becomes familiar to them, which consequently influences their
speech to a great extent.

How important is oracy for literacy development of young learners?

 Oracy is a bridge to children’s literacy development.

PRINCIPLES FOR GUIDING THE LITERACY DEVELOPMENT by Gunning (2005)

1. Reading, writing, speaking, listening, and thinking development simultaneously as learners

grow into literacy. This is called an integration of macroskills development rather than a
heirarchical isolated skill focus.

2. Individuals learn to read and write by reading, writing, and responding to their reading and
writing. This is learning by doing in pragmatic context of skills use.

3. Prior knowledge and background are major elements in one’s ability to construct meaning.
This explains the sources that children use as they interact with print and construct its meaning.

4. Comprehension is the process of constructing meaning by relating ideas from a text to one’s
prior knowledge and background. This shows that learners rely not only what the text contains
for meaning, but more importantly on their fund of experiences relevant to textual clues
presented by the author.

 Likewise, learners have to understand the concept called alphabetic principle, explaining
to them that what they can say can be written down by using symbols that represent the
sound in spoken words, stringing them together to stand for words that they say.
 This understanding is aided by the learners’ knowledge of concepts about print, which are
the rules required to record oral language into a written language.
4 categories of concepts about prints (Copper, J., 1993)

Books

Sentences

Words

Letters

Gunning (2005) also includes the following as part of concepts about print

1. What we say and what others say can be written down and read.

2. Words, not pictures, are read.

3. Sentences are made up of words and words are made up of letters.

4. Reading goes from left to write and from top to bottom.

5. A book is read from front to back.

6. What we say is divided into words.

7. Space separate written words.

8. Sentences begin with capital letters.

9. Sentences may end with periods, question mark or exclamation mark.

10. A book has a title, an author, and sometimes an illustrator.

11. Students may also develop phonological awareness and arrive at an understanding about
alphabetic principle.