GROUP 1

Bonifacio, Maryjoy S.
Guanzon, Nel Jane T.
Junio, Micaella F.
Pataroque, Carlmarich F.
Ramiso, Gail Raphunzel I.
Resurreccion, Cherry May A.
BEED 2A

READING NOTE CHART

Author: Ianiro, S.
Article: Professional Development: Authentic Materials
Website: California Adult Literacy Professional
Development Project (CALPRO)
Publisher/Sponsor: California Department of Education
Page number: Fact Sheet 1: 2 pages
Website details: https://www.calpro-online.org
https://www.calpro-online.org/documents/AuthenticMaterialsFinal.pdf

NOTES COMMENTS ON INFORMATION

PARAGRAPH 1:
Authentic Materials
Includes print, video, and audio materials that learners can use
in their daily lives not only with specified use inside the
classroom but also serves as an effective tool for real-life
encounters
- print and auditory
- Print materials include; Utility bills, Packing slips, Order
forms, ATM screens, ATM receipts, Web sites, Street
signs, Coupons, Traffic tickets, Greeting cards,
Calendars, Report cards, TV guides, Food labels,
Magazines, Newspapers
Authentic materials are interesting for students, and help them
develop understanding of what real-life materials look like and
how they will use it.
As future generalist teachers, it is important to understand that
learning materials do not need to be textbooks and test papers.
Learners learn best with materials to be related, seen and used
in the real world.
The materials needed for learning should not be abstract where
students only imagine what they will fill-out or what type of
authentic material they encounter with. Teachers do not want
their learners to be ignorant of how a simple coupon looks or
when learners do not know how to look at a newspaper or even
fill-out bio-datas.
Different materials are needed for different types of learner’s
 - Auditory materials include; Phone messages, Radio
broadcasts, Podcasts, E-books, Movies, Videos and
DVDs, Television programs
PARAGRAPH 2:
Benefits of Authentic Materials
- Bridge the gap of the classroom to the real-world
- Teachers identify learner’s motivation and goals, whilst
determining how to achieve these goals with authentic
materials
PARAGRAPH 3:
How Can Teachers Incorporate Authentic Materials into
Teaching and Learning
Role of the teacher:
1. Always start with needs assessment
a. Identify learner’s needs and goals, pinpoint each
learner’s goals; continuous assessment is needed to
reach vague and simple goals of learners.
b. One-on-one interview, weekly learners’ focus group
discussion, written needs assessment, surveys,
2. Invite learners to participate in the process of
identifying authentic materials
a. Introduce authentic materials by asking learners to bring
or study sample materials; order forms, coupons, recipes
b. Introduce the concept of authentic materials that learners
will use in the real world
c. Engage learners in conversations about authentic
materials’ uses
3. Collect local materials.
a. Teachers collect original materials wherever they go as
authentic texts differ depending on the type, locality, and
circumstance.
b. There is a wealth of authentic local materials available
online, such as agendas for city council meetings, library
schedules, and recipes for favorite regional dishes.
4. Use of authentic materials in authentic ways
development. Teachers need to know how will these materials
meet the needed development of each learner, whilst teachers
need to determine what goals do the learners need or intend to
achieve as well as what will make them achieve these goals.
Authentic assessments’ focus is more on how to
apply–application rather than what to apply–memorization. If
learners only memorize what they are learning from the class, it
is not learning at all because memories would only be forgotten,
but when learners apply and use the knowledge they gain in
their daily life, retention of learning is possible even if they are
not in class.
Authentic materials and assessment are needed because
people will not only answer test papers and rely on textbooks
when they apply for jobs (although some jobs requires them to
do so), or when they go register their babies’ name on the civil
registrar, when they have coupons and vouchers or gift
certificates, and when the real-world requires real-life or general
knowledge without the basis of abstract materials. Authentic
materials does not only help the teachers as aid in learning but
learners as well, because with real-life materials, they will be
prepared for real-life tasks.
 a. The purpose of authentic materials often determine how
teachers use them.
b. Keeping authenticity at the forefront, teachers can help
students;
a. create and update personal calendars and
address books,
b. write postcards they will mail after class,
c. make shopping lists they will use that evening,
and
d. respond to e-mail from their children’s teachers.
5. Warn students of the challenges ahead
a. Authentic texts can be difficult for students to
understand, so teachers help students improve their
check-writing although students are not permitted to read
or write.
b. Practicing with real-life materials helps with
6. Assess in authentic ways
a. The teacher can keep a chart comparing performance on
the same task week to week until the student masters
the skill needed. Authentic assessments measures
exactly what the student came to class to learn.

“...using authentic materials and instruction can increase

students’ reading gains on standardized tests”
-Condelli, Wrigley, Yoon, Cronen, and Seburn, 2003

“When they used authentic materials inside the classroom, they

were more likely to engage in literacy activities outside the
classroom”
- Purcell-Gates,
Degener, Jacobson, and Soler, 2001

“...students will benefit more from using local authentic materials

than using ones that are a step removed from their lives”
-Jacobson, Degener, and Purcell Gates, 2003