CHAPTER 1: Engaging Teachers in the Teaching of Literature

Lesson 1: The English Program in the K to 12 Curriculum

Studies show that improving language skills can have profound academic social benefits for childhood,
both in early childhood and later in life...as"[Language emerges as a strong predictor across subject
areas.”

This can also be said about developing and nurturing the appreciation skills of learners of literary texts.

Why K to 12?

 Scores of studies provide a quick glimpse of the current state of education of the Philippines.
Achievement scores in the National Achievement Test (NAT) administered by the Department of
Education in SY 2011-2012, the last year of basic education in the Philippines revealed in English
of only 66.27% for Grade 6, and even lower passing rate of 51.80% for high school.
 The result proved just as dismal with the set of standardized tests addressing the major subjects
taught in school with only 66.79% for Grade 6 and even lower passing rate of 48.90% for high
school.
 This low performance for Grade 6 in English and in the major subjects extends to even as far
back as SY 2000-2006.
 These findings on the deterioration of the country’s educational system have been perceived as
one of the factors contributing to the poor academic preparation of students in college,
prompting the Department of Education to adopt a K to 12 curriculum, arguing that the K to 12
program will be the solution to the yearly basic education woes and the deteriorating quality of
education”.
 Through the implementation of its English program over the span of 13 years of basic education
along the four key stages, it seeks to make learning meaningful through language via an
effective Language Arts and Multiliteracies Curriculum (LAMC).
 Today’s generation of learners, what we call “Generation Z” or “digital natives,” are the
stakeholders of the government’s educational program.

Literature Program of K to 12

 Cruz (2012) offers a glimpse at the learning competencies and standards in the new curriculum
to see if literature will finally be given its proper place in the education of our youth.
 The program prescribes that “after 12 years of pre-university education, a student wishing to
enter college should be able to (among others):
■ Analyze themes, structures and elements of myths, traditional narratives and classical and
contemporary literature.
■ Read a poem with proper pronunciation and appropriate emotion
■ Identify the characters, setting, theme, conflict, and type of a work of fiction.
■ Discuss the literary devices, such as point of view and symbolism, used in a work of fiction.”
Competencies

Article 1” A Competency” is an array of knowledge, skill, and abilities (KSAs) required to successfully
perform in a specific task (Competencies and Learning Objectives, 2020).

The following are competencies that are expected to be developed in the K to 12 learners:

1. Grades 1 to 3
Students from Grades 1 to 3 are expected to:
 Deal with simple literary elements of text such as character, plot and setting. This would
entail knowing the events that transpire in the story and identifying the problem and
the solution.
 Identify the characters, their individual traits and qualities from their thoughts, words,
and behavior.
 Make out the striking message and provide an explanation or rationale behind
occurrences in the story.

2. Grades 7 to 10 (Junior High School)

 Recognize literary devices and figures of speech that make writing interesting and
appealing. Flashback is an example of a literary device, and simile, metaphor, sarcasm,
and alliteration among others, are some examples of figures of speech.
 In regard to basic literary and expository discourse (fiction and nonfiction prose and
poetry), acquire and develop the effective use of theoretical devices such as repetition,
parallelism, pronoun, and cohesive devices such as induction, deduction, and climactic
order as crucial aspects of writing.
 Scrutinize portions of the literary text that are faithful to, or takes lightly, the practice in
the creation of literary works.
 Critique or analyze a text or reading selection in a way that is structured, organized, and
objective and that can stand on its merits.

3. Grades 11 to 12 ( Senior High School)

 The Senior High school core curriculum covers 21st century literature from the
Philippines and the world. The following are the expected competencies
 Identify the geographic, linguistic, and ethnic dimension of Philippine literary history
from precolonial to the contemporary.
 Identify representative texts and authors from each region (e.g. engage in oral history
research with focus on key personalities from the students’ region/province/town.
 Value the contributions of local writers to the development of regional literary
traditions.
 Appreciate the contribution of the canonical Filipino writers to the development of
national literature.
  Differentiate/Compare and contrast the various 21st century literary genres and the
ones from the earlier genres/periods citing their elements, structures, and traditions.
 Infer literary meaning from literal language based on usage.
 Value the contributions of local writers to the development of regional literary
traditions.
 Explain the literary, biographical, linguistic, and sociocultural contexts and discuss how
they enhance the text’s meaning and enrich the reader’s understanding.
 Situate the text in the context of the region and the nation.
 Explain the relationship of context with text’s meaning.
 Produce a creative representation of a literary text by applying multimedia skills; choose
an appropriate multimedia format in interpreting a literary text.
 Apply Information and Communication Technology (ICT) skills in crafting an adaptation
of a literary text
 Do self- and/or peer-assessment of the creative adaptation of a literary text, based on a
rationalized criteria, prior to presentations

PITOGO
LESSON 2: Hallmarks of Children’s Literature
What is Children’s Literature?
 It is defined as material written and produced for the information or entertainment of children
and young adults.
Characteristics of Children's Literature:
• Age-appropriate content and themes
• Engaging storytelling
• Colourful and expressive illustrations
• Valuable life lessons
• Diverse representation
• Language and reading level
• Encouragement of imagination and creativity
• Emotional resonance

✓ Literacy is the ability to decode text and to produce text to make meaning. It is both a science and a
skill.
✓ Literature is the art of reading and writing. It is cerebral and visceral-explicit and implicit.
What are the Genres of Children’s Literature?
1. Traditional Literature - It is a literature that has no known author and stories that have been
handed down orally from one generation to the next, with each storyteller adding slight
variations.
The most popular sub-genres of traditional literature:
 Folktales - are stories from the common folks and sometimes talking animals and usually
happen in a village, cottage, and forests. Ex: Little Red Riding Hood, Puss in Boots, and The Three
Little Pigs
 Fairy tales - have characters of nobility and royalty and they occur in the palaces or kingdoms.
Ex: Sleeping Beauty, Cinderella, The Princess and the Pea, and The Frog Prince
 Myth - expresses and confirms society's religious values and norms. Ex: Malakas and Maganda,
Kabunian (Pure myth - talks about gods and goddesses like Zeus of the Greeks, Odin of the
Norse, Amun Ra of the Egyptian, and Bathala of the Filipinos.)
 Epics - are heroic tales of extraordinary mortals. Ex: Iliad, Odyssey, Beowulf, Ramayana, Lam-
ang, Indarapatra, and Labaw Dungon.
 Legends - are stories that talk about origins. Ex: Why the Fish has Scales, Mount Mayon
 Fable - is a short tale to teach a moral lesson, often with animals or inanimate objects as
characters. The most famous storyteller of fables is Aesop. Ex: The Crow and the Pitcher, The
Fox and the Grapes, and The Sun and the Wind.
 Parable - is taken from the bible specifically the New Testament. It was used by Jesus Christ to
teach. Ex: The Good Samaritan
 Tall tales - are stories that are told as if they were true but contain exaggerated or unbelievable
parts. Ex: Davy Crockett, Johnny Appleseed (Two types of tall tales: Exaggerated versions of
reality & Make-believe stories)
 Folk songs - are songs sung by common folks. It is used as a human expression in order to
describe one's way of life. Ex: Ang Pipit, Sa Ugoy Ng Duyan, Magtanim Ay 'Di Biro, Pakitong
Kitong, Bahay Kubo
 Riddle - is a statement or question or phrase having a double or veiled meaning, put forth as a
puzzle to be solved. Ex: Riddle: What goes up but never comes down? Answer: Your age
 Chant - it is the iterative speaking or singing of words or sounds, often primarily on one or two
main pitches called reciting tones.

2. Poetry - is a type of literature or artistic writing that attempts to stir a reader's imagination or
emotions.
There are several types of poetry for children:
 Nursery Rhymes - are basically short poems which are read or sung to babies and young
children. Typical children's poetry has its roots firmly planted in Mother Goose rhymes. Ex: Jack
and Jill, Humpty Dumpty, Twinkle, Twinkle Little Star, Mary Had a Little Lamb, London Bridge is
Falling Down
 Limerick - is a five-line humorous poem, with the first, second and fifth lines rhyming and the
third and fourth lines rhyming. It follows the pattern a-a-b-b-a. Ex: Imagine a skunk who
proposes, To his true love, surrounded by roses. It may turn out just fine, When she falls for his
line, But I wonder if flowers have noses.
 Narrative Poems - tell stories in verse. Ex: Ballads
 Lyric Poetry - typically describes the poets innermost feelings or candid observations and evokes
a musical quality in its sounds and rhythms.
 Haiku - a lyric, unrhymed poem of Japanese origin with seventeen syllables divided into three
lines. It is structured as 5-7-5. Ex: The moon is a week old A dandelion to blow Scattering star
seed. (Ruby Lytle)
 Cinquain - is a five-line stanza apparently of medieval origin, often with two, four, six, eight and
two syllables respectively in the five lines. Ex: Listen... With faint dry sound, Like steps of passing
ghosts, The leaves, frost crisp'd, break from the trees And fall.
 Acrostic Poems - encourage children to think creatively within a structure. It takes as its
structure the letters of a word representing the theme of a poem. Ex: M - Magical O -
Outstanding beauty T - Tremendous teacher H – Helpful E - Extraordinary R - Reliable and rich
with love
 Concrete Poetry - is described as having words of a poem arranged to form a pictorial
representation of the poem's subject.
 Free Verse - adherse to no predetermined rules but usually with its intricate patterns of rhyme
and rhythm.
 Didactic Poem - usually preaches. It gives a serious and formal tone. It usually has a four-line
stanza with abab, aabb, abba patterns.

3. Fiction - is a literary work based on imagination rather than on fact. It is a written narrative in
prose commonly known as short stories or novels.
Sub-genres include:
 Adventure fiction - is a story that usually presents a danger, or gives the reader a sense of
excitement. Ex: Pirates of the Caribbean
 Fantasy fiction - concentrates on imaginary elements. Ex: Narnia, Harry Potter, BFG
 Mystery Thriller - whose primary feature is that it induces strong feelings of excitement,
anxiety, tension, suspense, fear in its readers or viewers. Ex: The Graveyard Book, Coraline and
The Flying Dutchman
 Science fiction - often called "sci-fi," whose content is imaginative but based on science. Ex:
Tomorrow Land, Jurassic Park
 Historical fiction - presents a story set in the past, often during a significant time. Ex: Number
the Stars, The Boy in Stripes Pajamas
 Realistic fiction - is a genre consisting of stories that could have occurred to people or animals in
a believable setting. Ex: Wonder, Bridge to Terabithia
 Growing-up stories - they show painful challenges and hopeful futures. Ex: Fly Away Home,
Frindles
 Romance story - they are meant for young adult. Ex: A Little Romance, Tuck Everlasting
 Animal stories - they have animals as characters, which can be grouped into three types; animal
as an animal, animal as talking animal and animal as people. Ex: Charlotte's Web, Stuart Little,
Lion King

4. Nonfiction - is content that purports in good faith to represent truth and accuracy regarding
information, events, or people.
Some sub-genres of nonfiction are the following:
 Biography - is a literary genre that portrays all the events occurring in a person's life, mostly in
chronological order. Ex: The Life of Abraham Lincoln, Carlos P. Romulo, and Jose Rizal
 Autobiography - is one type of biography, which tells a life story of its author, meaning it is a
written record of the authors life. Ex: Charles Dickens' David Copperfield and J.D. Salinger's The
Catcher in the Rye.
 Memoir - is a written factual account of somebody's life. Ex: The Diary of Anne Frank, published
in 1947.
 Essay - is generally a short piece of writing outlining the writer's perspective or story. Ex: The
Lottery (Jackson), The Necklace (Maupassant)
 Documentary genre - a documentary is a broad term to describe a nonfiction movie that in some
way "documents" or captures reality.
 Reference books - they are used to get quick, specific facts or information or an overview of the
subject. Ex: Dictionaries, Encyclopedias, Bibliographies, Almanacs, Directories, Handbooks
 How-to-do-it books - are self-help books that instruct how to do something.
  Concept books - they are best as board books for infants and toddlers and are meant to teach
concepts like letters, numbers, colors and shapes.
 Infographics - are graphic visual representations of information, data, or knowledge intended to
quickly and present information. Ex: Charts, Brochures, Posters, Flyers, Billboards, Ads

TALISAYSAY

Needs, Interests, and Values of Children’s Literature

Children’s reading materials, when chosen in the light of their needs and interests, serve as one of the
essential factors in their development in the various phases of growth.
Before the age of two years: The beginning of this early interest in books is observed in the child’s
handling of books, his interests in looking at pictures, his poses as though he is reading and making baby
sounds as he looks at the pictures, and his desire for storytelling and being read to.
From three to six years: At this age group children show love for factual stories with attractive
illustrations that can be discussed with an older person.
Children from six to seven: Much of their literature is simple in content and style and often they are
read to them by adults. Children want stories about children of their own kind. They like funny stories
and animal tales.
Children eight and ten: Their interest is in folk and fairy tales. Along with these tales they love stories
about real children.
Children around eleven to twelve years: Girls show more interest in stories about home life and
domestic happenings, in romance and in quiet social situations. Boys show greater interest in vigorous
adventure and aggressive action.
High school age level: The older group of children show interest in history, biography, magazine articles
dealing in social and natural environment. They enjoy humor and reading about hobbies, about children
and their own age group.

Children’s Literature and Personal Values

i. Enjoyment - Children need to discover delight in books before they are asked to master the
skills of reading. Parents and teachers should guide children in selecting interesting books.
ii. Narrative as a way of thinking - The teacher should ask children to tell about their
experiences during the weekend or about their school holidays. These children will organize
their remarks in narratives about where they went, what they did and what they saw.
iii. Imagination - Literature develops children’s imagination and helps them consider peoples,
experiences, or ideas in new ways. Literature helps children entertain ideas they never
considered before. Teachers need to help them see with their inner eye to develop a
country of the mind.
iv. Vicarious experiences - Children’s experiences of the world give them new perspective of
the world. Literature provides vicarious experiences of adventure, excitement and
sometimes struggle.
v. Insight into human behavior - Literature reflects life, yet no book can contain all of living. By
its organizing properties, literature has the power to shape and give coherence to human
experience. Literature can show children how others have lived and become no matter
what the time or place.
vi. Universality of experience - Literature continues to ask universal questions about the
meaning of life and our relationships with nature and other people. Every story provides a
point of comparison for our own lives. Literature enables us to live many lives, good and bad
and to begin to see the universality of human experience.
Children’s Literature and Educational Values
i. Reading aloud and learning to read - Studies shows that reading to children and giving them
a chance to work with real books helps them learn to read.
ii. Developing a sense of book language - Hearing books read aloud is a powerful motivation
for the child to begin to learn to read. Listening to stories introduces children to patterns of
language and extends vocabulary and meaning.
iii. Developing Fluency and Understanding - Studies show that the extent to which children
read is a significant contributor to their developing reading ability, and suggest that reading
self-selected books in school and reading outside of school for enjoyment – including
informational books as well as stories were important to growth in reading.
iv. Literature and writing - Teachers have always believed that there is a relationship between
reading and writing- that the good writers are avid readers, and that good readers often are
the best writers. If reading provides models for children’s writing then the kind of reading
children are exposed to become even more important.
v. Literature and critical thinking - Call for reform in education has stressed the need for
children to become better critical thinkers and problem solvers. One of the benefits of using
literature in early childhood education is that it encourages critical and creative thinking in a
more natural way than worksheet exercise in logic do.
vi. Literature across the curriculum - The widely read person is usually the well informed
person. Fiction includes a great deal of information about the real world, present and past.
All areas of the curriculum can be enriched through literature. Literature has the power to
educate both the heart and the mind.
vii. Introducing our literary heritage - We must never forget that as children have experiences
with books, they are also learning about literature. As they enjoy nursery rhymes, traditional
literature, and well-loved classics, they build a background for understanding genre, story
structure and many literary illusions.

Choosing Books for Children

Babies and Toddlers
• Very young children are attracted by brightly colored pictures of simple objects.
• They are listeners, and respond well to books with simple texts and good rhythms.
• Wordless books stimulate them both visually and mentally,
• ·They are delighted with board books and cloth books, which have the virtue of being
practically indestructible.

Preschool and Kindergarten

• Mother Goose, nursery stories, and other books depicting familiar objects and
experiences are enjoyable to children in this age group.
• ·These children like listening to slightly complex texts with good rhythm and effective
word repetition.
• ·They are also coordinated enough to have constructive fun with toy-like books that may
pop up, move, or provide other astonishments.

Early School Years (Ages 5-8)

• ·A few children may learn to read before they are in the first grade. Most learn during
first grade. Many learn even later.
 • ·For reading to or with children, select picture books with strong storylines and
character development.
• ·For the child who is reading independently, choose a book with a straightforward story
employing words that will be familiar from everyday use. Some publishers produce
books, generally called “easy readers,” which independent readers often enjoy.
• Third-graders are often able to handle stories of some complexity. The vocabulary
should be relatively familiar while including some challenging words.
• ·A lot of informational books have been published for the early grades. These non-fiction
books encourage children to read about topics that interest them and to satisfy their
curiosity about complex subjects.

Older Children (Ages 9 and up)

• Consider who the child is his or her personality traits and personal preferences when
choosing a book.
• ·Make a selection with the child in mind; choose an informational book or a novel in an
area of specific interest.

Criteria for Book Selection

THEME - The theme of a book reveals the author's purpose in writing the story. It is the idea of the story,
the meaning behind the story.
PLOT - The plot is the plan of the story; it tells what the characters do and what happens to them. It is
the action of a story built around a theme.
QUALITY OF CONTENT - The story must be worth telling or reading. Is the story appropriate to the
experience and background of the children for whom it is intended.
CHARACTERIZATION - The characters in the story whether they are people or animals should be
convincingly real and lifelike. The characters should be so depicted that everything they do, think, and
say will seem natural and true.
STYLE - The style of a book refers to the manner or the way the author has written it. Every author has
his own individual style. A good writing style must be appropriate to the plot, subject, theme, and
characters of the story. Ex: A.A. Milne's Winnie the Pooh, Grahame's Wind in the willows, E.B. White's
Charlotte's Web, De Jong's The House of Sixty Fathers
FORMAT - The physical aspects of the book must also be considered. The quality of paper must be
considered. Typography is also important.
ILLUSTRATION - The illustrations for a picture book are as important as the text. The illustration should
be appropriate to the text. Children are fond action in pictures as well as in stories. A book is made more
desirable to children by the presence of numerous illustration.

Tips for Choosing Books for Kids

• Choose good books that are easy to relate to
• Opt for books that teach kids important things
• Choose books that may not be your personal pick
• Find books that are not too difficult to read for kids
• Look for kids' books with strong illustrations
• Choose books that are fun to read aloud
• Look into kids' books that are trending
• Good books can simply be the books your child desires
ABELLA J, JACOBE
CHAPTER 2: Engaging Learners to Literature Reading

Lesson 1. Approaches in Teaching Literature

Approach, according to the MacMillan dictionary, is the “particular way of thinking about or
dealing with something.“
Moody (1983) refers to this as an operational framework applicable to realities on the
ground in the classroom.
Importance
● Acquainted with variety of approaches, techniques, activities
● Stimulate and develop students’ interest
● Knowledge of literature

The teaching of literature can be achieved using one, or a combination, of three approaches
namely: traditional approach, language-based approach, and reader-response approach.
1. Traditional Approach
The teaching of literature in our schools has become mainly lecture-based with the
conventionally used traditional teacher-centered approach.
Many of us must be familiar with this approach where the teacher spells out important
terms and concepts as a necessary part of the discussion (Pugh, 1998), and the student has
no choice but to listen and regurgitate what teacher says (Rashid et al., 2010).
Miliani (2003;2) states “thus, the course (of literature) becomes a simple transposition of
the teacher’s impressions and feelings to the learner toward a literary work, and not an
intellectual exercise for the latter who should seek and discover meaning by himself with
the means and strategies provided by the teacher”
Example
 Reading and acting out a play, such as “ The Three Little Pigs”.
 Creating a story map or timeline to visually represent the sequence of events in story.
 Writing a book or recommendation for a favorite story.
 Comparing and contrasting different versions of Cinderella from different cultures.
 Conducting a character analysis by traits, motivations, and actions in a story.

2. Language-Based Approach
Milliane (2003:2) affirms “literature rarely seems to like an opportunity for language use,
hence, the need for language-based approach to the teaching of literary texts to develop
knowledge of literature not about literature.”
Arab (1993:135) also affirms “this is why language-based approach, which not only softens
the sudden exposure to marked texts but extends the students’ word repertory.”
Savviduo(2004), who asserts this approach as using literary test as a means for linguistic
practice and literature as the source of language activities.
 As early as 1991, McRae (1991) and Vethamani (1999) were already espousing language-
based framework or context that would progress accordingly from vocabulary, sentence
and discourse.
Example
1. Analyzing and interpreting a poem by identifying poetic devices like rhyme, rhythm, and
imagery.
2. Creating a vocabulary word wall with words from a story or novel, and discussing their
meanings and usage

3. Reader- Response Approach

Rosenblatt (1978) is said to be the best known theorist of this approach. In her
“transactional theory,” she distinguishes clearly between utilitarian reading and aesthetic
reading.
This is echoed by Parsons (1978), as cited by Pugh (1988), referring to this as “ the meeting
of two meaning makers over literature which produces changes in both, author’s text and
the reader’s growth.”
This synergy, Rosli (1995)claims, drives, and impels a learner to read as he/she finds
meaning in what he/she reads. This approach, rich in student-centered activities, draw out
from the learner.
Diyanni, 2000; Kirszner and Mandell , 2001; Padley, 2006; Tyson, 2006 (Journal of
Language…., 2011) affirm this view which is similarly in accord with psychologists who
likewise regard the personal response approach as a potent and powerful way of teaching
literature and optimizing learning.
Example
1. Keeping a reading journal to record personal thoughts, connections, and questions about
a story or poem.
2. Creating a visual representation, such as a drawing or collage, to depict a key scene or
event from a story.
CEBALLOS, MATURAN
Lesson 2. Selecting Materials for Teaching Literature
 What materials are used in teaching literature?
 Considerations in Selecting Materials in Teaching Literature
Selecting Appropriate Materials for Teaching Literature
 Textbooks and Anthologies
Textbooks and anthologies compile literary works, providing comprehensive overviews,
analysis, and definitions of literary terms.
 Literary Works
Primary source materials, such as novels, plays, and poems, form the foundation for
studying literature, allowing students to engage directly with the text.
  Critical Essays and Articles
Critical essays offer interpretations and analyses of literary works, helping students
develop a deeper understanding of themes, characters, and literary techniques.
 Multimedia Resources
Multimedia resources, such as film adaptations and online platforms, complement
traditional texts, offering alternative perspectives and enhancing comprehension
through visual and interactive elements.
 Journals and Magazines
Journals and magazines publish scholarly articles and critiques, exposing students to
current research and diverse interpretations within the field of literature

Bulusan (2019) suggested four major criteria to consider in selecting instructional materials for
literature teaching
“CARE”
1. CULTURAL ENRICHMENT

 Incorporating culturally bound materials is important due to the inseperable nature of

language and culture. (Erkaya 2005)
 Teaching culture in EFL classroom allows learner to reconsider their cultural system,
appreciate , modify and potentially reject and replace it. (Nashramadi et al. 2014)
 The learners cultural background influences the selection of activities for literature teaching.
 Potential materials for literature teaching should align with the cultural frame of the
learners.
 Culture learning is considered the “fifth dimension "of language learning complementing the
four major language skills in traditional communicative language teaching. (Damen,1967)
 Selecting instructional materials that acknowledge the cultural aspect of language learning
makes second language instruction more meaningful and contributes positively to society.
 Potential materials for literature teaching should align with the cultural frame of the
learners.
 Culture learning is considered the “fifth dimension "of language learning complementing the
four major language skills in traditional communicative language teaching. (Damen,1967)
 Selecting instructional materials that acknowledge the cultural aspect of language learning
makes second language instruction more meaningful and contributes positively to society.
 Using culturally filled materials can create a “colorful world” that help learners understand
the codes and preoccupations that shape a real society through literature.

2. AUTHENTICITY OF MATERIAL

 Literature provides authentic language samples for real life-like settings in the classroom
context.
 Authenticity in literary material is related to learners motivation, needs, and backgrounds.
  Good instructional material for literature teaching become authentic when it contextualized
learners activities and engage meta- cognitive awareness.

3. RELEVANT LANGUAGE ENRICHMENT, AND

 Literature provide a wide range of lexical and synthetic items, helping student to become
familiar with written language and develop their writing skills.
 Good literature materials improve learners language skills, especially in reading and speaking.
 Good literary material should not only enhance linguistic and grammar competence but also
communicative competence (Raffi, 2014).
 Literature teaching should enrich learners linguistic skills, including grammar mastery,
vocabulary expansion and communicative competence.

4. EASE REQUIREMENT IN READING AND UNDERSTANDING

 Literature text should neither too easy nor too difficult for students to read and understand
(Karvonen et al., 2017).
 Materials for literature teaching should help students adapt to their needs and situation.
(Karvonen et al., 2017)
 When student easily understand the text, it becomes authentic and lead to higher fluency in
reading and motivation for speaking (Nasihramadi et al. 2014).
 According to the input +1 theory of Stephen Krashen teachers should provide literature
materials that are one step higher than the students current level, challenging them while still
being easy to comprehend

TADEM, OPPUS, MORENA

Lesson 3. Developing Literacy in the Young
 Emerging Ways to Read Aloud

What is Read Aloud?

It is an instructional practice where a teacher reads a text aloud to learners incorporating pitch,
tone, pace, volume, pauses, eye contact, questions and comments to create a fluent and
captivating reading experience.
Read-aloud is a key instructional practice to foster engagement, according
to Johnston (2016) and Morrison and Włodarczyk (2009).

Other benefits of reading aloud include the following:

1. It engages discussion (Barone & Youngs, 2008; Wilhelm, 2008).
2. It develops listening habits (Bandre, Colabucci, Parsons, & Son, 2007).
3. It motivates pupils to read (Serafini & Giorgis, 2003; Esquith, 2007).
4. It causes easy and quick reading (Peterson & Eeds, 2007; Tompkins, 2010).
5. It provides an easy assessment of readers' comprehension (Serafini & Giorgis, 2003)
6. It prolongs the learner's attention span (Fox, 2008)
7. It enriches the child's vocabulary bank (Fox, 2008).
1.Interactive Reading Aloud
Definition: Engaging students in dialogue, questions, and discussions during the reading.
Key Points:Encourages critical thinkingEnhances comprehensionFosters active participation
Example: Asking open-ended questions, pausing for predictions or reflections

2.Retold or Dramatized Reading Aloud

Definition: The teacher or students retell the story or act it out after hearing it read aloud.
Key Points:Encourages creativityBoosts comprehension through visualizationPromotes
collaborative learning
Example: Students reenacting key scenes, creating alternate endings.
3.Multiple Pieces, Similar Topic Reading Aloud
Definition: Reading aloud several texts on a related topic to deepen understanding and make
connections.
Key Points:Broadens perspectivesReinforces thematic conceptsBuilds background knowledge
Example: Reading various folktales from different cultures on the theme of bravery.
4.Description-initiated Reading Aloud
Definition: Inviting students to describe what they imagine based on a brief description before
reading the full text aloud.Key Points:Stimulates imaginationActivates prior knowledgeEnhances
engagement
Example: Providing a descriptive passage about a mysterious forest before reading a fantasy story
set in that forest.

Using Big Books for Read-Alouds in the Philippines

●Effective read-aloud practice in the Philippines includes using sophisticated stories through big
books and picture books to enhance literacy skills.
Importance of Big Books:
●Big books and picture books expand vocabulary and improve oral comprehension, crucial for
kindergarten and elementary literacy.
●DEPED Order 90, series of 2011, emphasizes the importance of producing big books to enhance
elementary graders' literacy.
Examples of Big Books: Henny Penny, The Monkey and the Turtle, and various regional-based
legends are typical examples used in Filipino classrooms
Some prominent techniques in doing read aloud in literature classes include the following:
1. Strongly imply the main problem or the overview of the literary piece.
2. Sustain the children's attention using dramatic pauses, appropriate gestures, a variety of pacing,
and plenty of eye contact.
3. Select the best location or make-shift ambiance to suit the theme of the piece. For kindergarten
pupils or early elementary learners, Teale (2008) suggested that they be positioned closest to the
teacher because, in that way, they can reap the most benefit during the read-aloud activity.
4.Conduct follow-up activities after the read-aloud activity by conducting writing or drawing-
related tasks.
5. For older elementary learners, teachers must vary their location during the read-aloud activity.
In that way, they can accommodate all pupils to maximize their participation.
6. When reading a picture book, children must see the pages of the material.
7. Giving opportunities for pair and small group discussion before, during, or after the read-aloud
activity also promotes high engagement. Serafini and Ladd (2008) called this as interpretive space.
8. Using the power of technology, teachers may use smart e-books from online sources as a
variation for the printed ones.
9. Teachers may also invite a person to do the reading. For instance, asking one teacher wearing an
animal costume to read the story of The Monkey and the Turtle will sustain more the readers'
attention span.

 Differentiated Literature Circle

Literature Circles
It is a strategy that aims to engage students in critical thinking and reflection as they need to
discuss and respond to a text
(Whittingham, 2014).
 It aims to promote collaborative discussions to construct new knowledge.
 These approaches will make learners engaged in classroom discussion, achieve set of
outcomes, and accomplish the prepared task.
LITERATURE CIRCLES ON EDUCATIONAL PSYCHOLOGY
 It banks on the idea of social constructivism by Lev Vygotsky.
 This theory suppose that learning exist through socialization and the aid of
“MORE KNOWLEDGEABLE OTHER”
“MORE KNOWLEDGEABLE OTHER” (MKO)
 Does not dominate the group. He/she facilitates the learning of the other members by
clearning mental blocks like;
 Difficult concepts, vocabulary, themes, interpretation and others
LITERATURE CIRCLES ON LANGUAGE EDUCATION FROM ROSENBLATT’S TRANSACTIONAL
THEORY(1978)
 It aims to immerse learners in comprehensively understanding a text and eventually
responding to literary pieces in different ways
 This theory proved that it develop the children’s positive attitude toward literature and
reading.
Latendresse (2004)
 He also believed that literature circles are enjoyed especially in elementary grades because
this methodology provides socialization opportunities that learners enjoy.
SHELTON STRONG (2012)
 Literature circles is used of small led discussions, involved in the reading the same piece of
literature. The group member come together to share interpretations and insights about
what they read
common roles and functions of members in a group

using literature circles has other research-proven benefits:

1. It develops responsibility among the learners.
2. It engages learners in total participation by eliminating timidity in big group sharing.
Subsequently, it builds learners' confidence to verbalize their ideas.
3. It promotes collaboration among the team members.
4. It provides scaffolding to break down reading difficulties and to improve reading comprehension.
5. It rejuvenates excitement about teaching and invokes eagerness about literature reading.
6. It helps the children learn appropriate responses to literature and basic comprehension
strategies used in group strategy discussions about the literary text.
7. It relieves the learners of the pressure to perform in large group conversations, and provides an
environment promoting safety and intimacy.

DANIELS (2002)
The focus of the literature circles is to combine literary skills and strategies, typically given in a
non- threatening and supportive atmosphere.
foundational procedures of literature circles:
 Form a group of four to eight members.
 Assign individual roles.
 Select a literary piece and give each member a copy.
 Read aloud some parts of the piece. While reading, demonstrate the expected work or
function of each member.
 Present thought-provoking or enduring questions to stimulate debate, to act as a compass
in their study, or to solve after the activity.

Differentiated Literature Circles

 In a differentiated classroom, teachers engage learners in instruction through different
approaches to learning by appealing to a range of interests and by using varied range of
instruction, mixed range of task complexity, and different support systems (Tomlinson,
2014).
In the Philippines, the Department of Education, through the Department Order 42, series of
2016, lists that differentiation is one of the major features of the K to 12 curriculum.
Research-based ways to format differentiated literature circles
 Teachers differentiate roles according to learners' interests and abilities.
 Teachers differentiate tasks associated with roles to be scaffolded. The complexity will later
be escalated to motivate learners to discuss the text at deeper levels.
 Teachers provide learners with flexibility in role assignments to ensure that children have a
differentiated experience.
 Teachers differentiate the content, process, product, and even environment according to the
learners' readiness, interests, and learning profile of students.

Online literature circles

With the fast technological advancement, online literature circles have emerged
Online literature circles are also an avenue where exchanges of cultural learning take place,
especially when done by different races from various countries, Day and Kroom (2010)
reported that online literature circles helped techno-savvy learners to become more
engaged in the classroom.

 Multisensory Literature Teaching

Multisensory teaching banks on the power of using combined senses (sight, hearing,
movement and touch) to create meaningful learning.
• does not only engage children to learn, but also create a strong relationship with experience
and concept
• anchored on the whole based learning
• can be combined with the theory of multiple intelligences by Howard Gardner
• However, researchers have emphasized that it mostly benefits those learners with learning
disabilities, with sensory integration challenges, and in Early elementary grades.
• Readers at risk can be aided with multisensory learning because they are forced to use all of
their senses while browsing a text and rely on their critical thinking.
• can be used during actual teaching or remedial instruction
• Using multisensory activities for advanced elementary grades can develop critical thinking
and higher level of reading comprehension.
• Multisensory storytelling is one emerging modification of multisensory teaching ( Preese &
Zhao, 2015)
-it is the art of using words, images, sounds, smells, tastes, and touch to create vivid and
immersive stories
A very popular technique in the use of multisensory teaching to enhance reading
comprehension is using story sticks.
 These colored popsicle sticks will represent each element of the children’s short story.

Techniques in using multisensory teaching

1. Try playing an audio recording or watching a video clip of the narrator while reading a
literary piece as a class.
2. As a way to enhance kinesthetic skills, let the learners build vocabulary words using letter
magnets.
3. Give students video or audiobook assignments to take home instead of pure print books.
4. Provide children opportunities to draw the meaning of words that they have difficulty to
understand in the text.
5. Teach students to sound out words while pointing at each letter to solidify a link between
sounds and print letters.

EDGAR DALE’S CONE OF EXPERIENCE

 Pupil-Led Book Talks

Book talks...
• According to Atwell (2007) book talks are brief, enthusiastic oral descriptions of a book that a
learner has entertainingly read.
• Book talks are not primary used to prove to the teacher that the pupil has read a book (Miller,
2009).
• Aronzon (2012) noted that book talks are used to familiarize the audience with the specific book
in just a short period, particularly in two to three minutes.
 Benefits of conducting book talks
1. Book talks do not only engage young pupils read but also develop a community of readers. In
that way, collaboration and communication are developed.
2. Conducting book talks is a way of introducing students to a vast array of texts because they can
be exposed to many authors, genres, and series within minutes.
3. Introducing book talks can be extremely advantageous for struggling readers.
4. Conversations arising from the book talks serve as improvement of comprehensions in the part
of the sharer-reader.
5. Engaging in book talks also targets some core reading and speaking (including listening)
standards and competencies inscribed in the current K-12 English curriculum. They include the
following:
a. Asking and answering questions about key details in a text;
b. Retelling stories and noting details;
c. Describing characters, setting, and major events in a story; and
d. Participating in the collaborative conversations with diverse partners.

Primary criteria for conducting book talks

These steps are specifically contextualized in the primary and early intermediate elementary grades.
1. Model how book talks are conducted.
For beginning teachers like you, it is advantageous to look for sample videos on how to conduct
book talks.
2. Scaffold their early attempts to conduct book talks
Providing an anchor chart, doing a pair work, or providing them a copy of the book may all be
good ways to scaffold them in this part.
A sample book talk anchor chart is provided below;
 3. Practice makes perfect.
This stage prepares them for the actual presentation of their book talks.
4. Engage in a real book talk.
Select a fixed schedule of book talk. Discuss with them the schedule and the mechanics of
conducting the book talks.
5. Gather feedback from the book talks.
One good way to improve the conduct of book talks is by gathering feedback from the
participants. Using graphic organizers or short evaluation discussion may be a few of the many
ways to get feedback from them.
• Books talks are not limited to a certain type of reader or a certain type of text.
• Remember, by properly implementing this strategy, you can improve pupils’ comprehension
and develop their love for reading at the same time.
• As an assessment strategy to monitor if pupils are progressing or otherwise, you may use
anecdotal records or checklists.
• Pupils who may still have difficulty coping with the requirements of book talk may be given
ample assistance and appropriate encouragement.
• Note that pupil-led book talks is an authentic way assist in developing a vibrant reading
community.
•
NARBAY, OSER, LASTRA, DUAZO
CHAPTER 3: Developing Children’s Understanding of literary texts

Developing Critical Thinking among Literature Learners

• WHAT IS CRITICAL THINKING?

It helps student gain confident in the intrepretaion of the literary works.
• Critical thinking involves abilities like identifying a problem, looking for assumptions, and trying
solutions from inductive and deductive logic (Kennedy, Fisher, & Ennis, 1991 .Sometimes,
• Critical thinking skills are equated to higher-order thinking skills. The term "higher-order
thinking skills" has stemmed in Bloom's taxonomy of learning.

Lower- order thinking skills allow the learners to plainly give back what the teachers provided them or
what the book gave them. The material learned goes through no changes at all.
Higher-order thinking skills involve the use of the piece of learning given to the learners in order to take
concepts, combine the pieces of learning, evaluate something, or create something out of the learning.

• One adopted teaching strategy to achieve appropriate questioning and ensuring class
participation is the "Six Thinking Hats" by Edward de Bono in 1985.
• Six Thinking Hats" can help you approach problems and inquiries from different perspectives,
but one at a time, to avoid confusion from too many angles crowding your thinking.

The following are some of the benefits of using the Six Thinking Hats as a teaching strategy to develop
higher-order thinking skills:
1. It is a powerful decision-checking technique while promoting collaboration among pupils.
2. It helps the learners explore the situation from each perspective at the same time.
3. It forces the learners to move outside their habitual thinking styles.
4. It allows the learners to look at things from several different perspectives, thus, teaching them to be
critical thinkers.
5. It permits the pupils to get a more rounded view of the literary piece and the context upon which the
piece is related.

In primary grades, six thinking hats may be used with literal colored hats to stimulate the pupils'
curiosity. One good technique is that, as you give the colored hats to each group of pupils, each hat has
one question inside it. You, therefore, allow them to brainstorm, use the hats as a guide, and add a color
of suspense. If you opt for individualized learning, you may bring in class different colored hats. As you
put on your head a colored hat, you walk around the class and ask question/s reflecting the color of the
hat being worn.

WHITE
It is used to record information that is available from the text.
It helps the learners identify further information that may be needed.

RED
It is associated with feelings and emotions.
It allows the learners to talk about their feelings without prejudice.

YELLOW
It is used to elicit positive thoughts and views.
It leads the learners to look for the benefits in the given context.
BLACK
It is associated with thinking caution.
It allows the learners to think about critical judgment.

GREEN
It is used to generate creative thoughts,
It allows the learners to think of new ways, sound solutions, and better plans to solve problems at hand.

BL.UE
It is related to controlling a process.
It is used for thinking about thinking.

Combining the manner of questioning with learner-centered and enjoyable techniques like "Passing the
Bouquet," "Trip to Jerusalem," or "Question-Prompts Wheel" will ensure higher engagement of the
learners while developing their critical thinking skills. Here are the mini steps to implement the following
learner-centered techniques:

It is important to emphasize the significance of asking the right questions when analyzing a literary text.
This can greatly aid learners in their understanding and interpretation of the text.

The questions can be used in several ways:

1.They can serve as your resources to help the learners delve more deeply into specific aspects of the
text.
2. They can be used as guides for the learners to arrive at an answer or a decision.
3.They can be used as triggers for communication.

Strategies in Developing children’s understanding of Literary texts

a. Rippling and Bouncing Answers

Suggested by Himmele and Himmele (2011), this teaching technique is used to elicit answers to be
processed by the whole class. It is lodged under a collaborative teaching approach. This technique can
be used either as a before-reading or after-reading activity.

Step-by-Step Directions:
• The teacher writes or shows a controversy or an open-ended question related to the text.
• Provide ample time for the pupils to think about their answers.
• All pupils respond individually to the prompt or question or controversy.
• All pupils share their responses in dyads or triads.
• Volunteers then share. Pairs or small groups call out a sentence summary when they are called
on to share.

b. Link-It Cards!

banks on the power of scaffolding or learner-support in the initial stage of thought processing for
him/her to be an active learner. This activity uses prompting statements as scaffolds.

Step-by-step Directions:
1. The teacher writes or shows instructions, plus the prompts.
2. The prompts are then written on the cards.
3. Distribute the cards or let each pupil pick a card.
4. Allow time for conversation.
5. Process the answers in big group sharing.

c. Finding Partner in a Music Mingle

This activity is a discussion-based technique that ensures total participation (Himmele, P., Himmele, W.,
& Potter, 2014). Pupils are blindfolded as they look for partners to converse with later. Music plays an
essential role in this activity as a variation to consider auditory learners. Controversies, open-ended
questions, and reflective questions related to the text are needed to be prepared by the teacher.

• The teacher prepares a piece of lively music-something that the pupils can relate to and enjoy.
• The controversy or open-ended question about the text to be read is posted on the board.
• Allow time for the conceptualization of answers.
• Blindfold the pupils.
• Rearrange their positions and remind them to keep quiet.
• Play the music and let them roam around the room.
• Stop the music and allow them to find their pair.
• Let them take off their blindfolds and allow time to share.

d. Expanding Your Network

This activity is best used for debriefing or as a lesson-ender. Again, the teacher's role is to provide
debriefing prompts, questions, or incomplete statements. The teacher should offer metacognitive
questions to engage the pupils in conversation effectively.

Step-by-Step Directions
1. The debriefing question or prompt is posted on the board.
2. Allow time for the conceptualization of answers (wait-time).
3. Ring a bell or use any sound signal for them to look for a partner with whom they have not talked to
in the whole period.
4. Allow time for conversation and sharing.
5. Ring a bell again or play the sound signal.

e. Human Likert Scale and Savvy Survey

Through this activity, pupils will have the chance to enhance their decision- making skills and to let them
make a stand on an issue. At the same time, they will have the opportunity to discuss with their
classmates whose stand is the same as theirs. It is an excellent way to focus on themes and concepts
within the text being discussed.

Step-by-Step Directions
1. The teacher identifies four spots in the room, namely: Strongly Disagree, Disagree, Agree, and
Strongly Agree
2. The highly debatable question or issue is posted on the board.
3. Allow time for the conceptualization of answers (wait-time).
4. Ring a bell or use any sound signal for them to stand at the designated post that corresponds to their
level of agreement.
5 Allow time for conversation and sharing with their groupmates.
6. Ring a bell again or play the sound signal.

One variation of this is the use of the savvy survey. It integrates the use of the gadgets of the pupils
(practically for older elementary grades) to answer survey questions. It allows them to discuss and
defend their answers. One app you can use is Kahoot, which can be an interactive way to conduct a
survey.

THE TOTAL PARTICIPATION TECHNIQUES PROVIDED IN THIS LESSON ARE JUST A FEW OF THE MANY
TECHNIQUES YOU CAN USE. JUST REMEMBER, WHAT MATTERS IN THE CLASS IS NOT THE
ENTERTAINMENT, BUT THE LEARNING AND LITERACY ENHANCEMENT OF THE PUPILS. AFTER ALL
ACADEMIC TIME IS PRECIOUS.