ORACY

- Learning to talk and understand

- Express one’s self fluently and communicate effectively with other people
- Oral language where we engage with others

Oracy is to speaking, numeracy is to mathematics or literacy (reading and writing)

Having the vocabulary to say what we want to say and structure our thoughts
Articulate ideas, develop understanding and engage with others through spoken language
The heart of approaches to reading at all stages of schooling
Ways of talking shape ways of thinking, and ways of thinking are expressed in ways of talking.

Poorly developed oracy skills

- Lesser chance to take active part , learning is affected
 LITERACY
Baysa, Fauna
Merculio, Lyndel
Sabado, Hannah

Oracy- Express oneself and understand spoken language; If there is oracy, there is harmony.

Literacy

 refers to the ability to read and write.

 the foundation for reading, writing, communicating, and socializing.
 learning about sounds, words, and language.

 Functional Literacy- application of what they read and write

Pre-literacy skills
 These are the foundational skills that children develop before they can read and write.

Emergent Literacy

 This stage involves the development of skills that are precursors to reading and writing, like
recognizing print, understanding that words convey meaning, and enjoying books and stories.

Early reading and writing

 children start to decode written language, recognize sight words, and attempt to write letters
or simple words.

WHY LITERACY IS IMPORTANT?

Because it develops the following skills

 Cognitive development
 Communication
 Social and emotional development
 Life skills
 Love for learning
 Academic success

WHAT ARE THE DIFFERENT LITERACY SKILLS?

Decoding
The process of working out how to say (or how to begin sounding out) an unfamiliar written
word.

Phonemic Awareness
ability to hear, identify, manipulate, and substitute phonemes.

Phonics
ability to understand that there is a predictable relationship between phonemes and graphemes.

Fluency
ability to read text accurately, quickly, and expressively, either to oneself or aloud.

Vocabulary
compilation of words that students understand and use in their conversation and recognize in
print.

Comprehension
ability to understand, remember, and make meaning of what has been read this is the purpose for
reading.

HOW ARE LITERACY SKILLS DEVELOPED?

Children needs plenty of experience with:
 pictures and objects
 letters and words
 sounds

These activities can help with all areas of child's literacy development:
 Talking and communicating with the child
 reading books together
 playing with rhyme and other sounds with the child

STAGES OF LITERACY DEVELOPMENT

5 Stages of Literacy Development

Stage 1: Emergent Literacy (4-6 years old)
 In this stage, children will start recognizing letters and words.
 It is also referred to as the pre-illiterate phase.
 The initial stage of literacy development sees children acquire literacy skills in informal
settings before their formal schooling begins.
Here are some behaviors of Stage 1 learners:
 Pretending to read books that they have previous been exposed to
 Holds the book correctly and enjoys playing with them
 They have the growing interest in holding pencils, paper, crayons, scissors, etc.
 Recognize some letters and potentially their sound
 Singing the ABCs
At later ages in this stage, children may able to:
 Recognize and be able to write the letters
 Distinguish between uppercase and lowercase letters
 Start identifying more and more high-frequency words
Stage 2: Alphabetic Fluency (6-7 years old) at this stage, typically around kindergarten or
early first grader
 Children begin to recognize relationship between letters and sounds
 Can read out loud word by word
Here are some behaviors of Stage 2 learners:
  Kids is no longer “pretend” reading
 Finger-pointing to words while reading them
 When spelling they may still reverse letters
Stage 3: Words and Patterns (7-9 years old)
 This stage of literacy development sometimes referred to as “transitional” stage
 Children begin to recognize syllables and phonemes
 the words and patterns stage is when children begin to develop stronger reading skills
Here are some behaviors of Stage 3 learners:
 Children can read without the guidance and assistance
 Silent reading without vocalizing
 By the end of this stage, children can read and understand around 3000 words at this
stage children acquiring more and more knowledge and vocabulary
Stage 4: Intermediate Reading (9-11 years old)
 This is when children become able to write out sentences with fewer and develop
stronger fluency
 A child’s reading comprehension becomes equivalent to listening comprehension
Here are some behaviors of Stage 4 learners:
 Reading longer materials such as textbooks, newspapers, and dictionaries
 Children have more strategies in place for understanding unfamiliar words
 They begin reading at a faster rate
Stage 5: Advanced Reading (11-14 years old)
 Readers can comprehend long and complex text without assistance
 They can read long, complex texts and novels with no assistance
Here are some behaviors of Stage 5 learners:
 The desire to read numerous types of reading materials
 Reading becomes a daily tool for learning new information
 The ability to formulate longer texts such as essays or book reports

 Alphabetic readers and spellers – Ex: d – o- g

 Word pattern readers – ex: deep-dip
 Syllables and affixes (intermediate)
Breaking down unknown words by syllables

5 levels of Phonological Awareness

1. Rhyming and alliteration
2. Sentence segmentation- counting the #s of words in sentence
3. Syllables- isolation, counting
4. Onset and rhymes-
5. Phonemic awareness