Module 3:

NEW LITERARCIES, FUNCTIONAL LITERACY AND MULTILITERACY

LEARNING OUTCOMES

1. Discuss new literacies and their impact on the teaching-learning process

2. Describe a multiliterate teacher
3. Define functional literacy
4. Cite how functional literacy and new literacies can be integrated in the curriculum and practiced
in the classroom
5. Draw relevant life lessons and signficant values from personal applocation of functional literacy
6. Analyze a research abstract on new literacies and their implications on teaching and learning
7. Make a project plan or action plan that presents functional literacy in action

INTERACTIVE PRESENTATION

Tableau Technique: This is an activity that depicts the students’ understanding of the concept of new
literacies including their expressions through tableau formation. (Tableau is a depiction of a scene
through monumental statue formation.) it enhances creativity, resourcefulness, and critical thinking.

Procedure

1. Group the students into 4 or 5 depending on the class size.

2. Give the ample time for each group to think of ideas that are related to the assigned new
literacy(i.e. social literacy, media literacy, multicultural literacy, digital literacy, creativity
literacy, and ecoliteracy.
3. Ask each group to form a tableau that portrays a scenario or scene of the assigned topic.
4. Explain the tableau. Let the group presenter do this.
5. Give the class time for a brief reflection.

CONCEPT EXPLORATION

Students are taught to read and write print with fluency, speed and comprehension of the
message of the writer and the interpretation of the content of the material. The United Nations
Educational, Scientific and Cultural Organization (UNESCO) asserts that a person, who is literate, can
comprehend and write simple and short sentences related to his/her daily life.

New Literacies

Between 1950 and 1970 , the development of literacy, both operational and functional, was
established. During this period, litearacy was defined as reading and writing skills necessitated for
activities in modern society(Gunes, 2000). Beyond the 1990s, the literacy had started to diversity in the
light of technological developments, change of living conditions in cities, and the new necessities.
Hereafter, literacy then became multi-faceted.

At first, literacy was used in various types, such as computer literacy, teachnology litearcy,
Internet literacy and media litearcy, respectively (Altun,2005). Later on, it became a lifestyle along with a
person’s entire life in a society that encompasses information litearcy, cultural literarcy and universal
literacy.

Truly, literacy has changed and developed through a multitude of phases within a specific period
based on societal needs.

However, along this line, literacy is not confined only to knowing how to read and write rather,
it is a matter of applying knowledge for specific purposes in particular contexts. It includes a socially-
driven and evolved a pattern of activities, such as writig correspondence, records keeping and
inventories, posting announcements, reporting , etc. As such, Lankshear & Knobel (2006) averred that
literacies intend to generate and communicate meanings through medium of encoded texts within
contexts in various discourses.

Kress(2003) posited that litearcy can only happen when having a kind of potential content
through interaction with the text. Likewise, a particular text may be understood for being connceted or
related. Although in a way, such meaning can be more relational than literal or expressing solidarity or
affinity with particular people, like understanding the Internet, online practices and online content.
Hence, anything available online can become a resource for making diverse meaning.

Literacies can bear a coding system that can capture the meaning, such as “letteracy” (i.e. within
language and recognition of alphabetic symbols).

Moreover, the Primary English Teaching Association Australia (2015) asserts that 21st Century
literacy has expanded to include social change, increasing field expertise and digital technologies. To be
literate requires comprehension, selection and use of multimodal codes and conventions to interpret
and express ideas, feelings and information. Subject-specific literacies are recognized to requir ethe
application of specialized knowledge and skills, information skills, and the creative imaginative language.
Literacy in the 21st Century, therefore, demands the ability to perform and act confidently, efficiently
and ethically with a wide range of written and visual, print, live, digital or electronic text types according
to purpose (www.petaa.edu.au).

The incraesing complexity of modern communication gives rise to a number of distinct

capabilities and possibilities. Hence, 21st century literacy combines cross-curricular capabilities aslo
called “multiliteracies” and now commonly referred to as “new literacies”. These broad skills include
visual litearcy, information literacy, cultural literacy and digitl literacy dynamics. These new literacies
are fused with traditional print lliteracy to create opportunities and enable students to understand and
use new text types , while exploring knowledge and information with a wide array of technological tools,
such as blogging, fanfic writing, manga producing, meme-ing, photoshopping, anime music video (AMV),
podcasting vodcasting, and gaming, running a paper-based zine, reading literary novels and wordless
picture books, reading graphic novels and comics, and reading bus timetables. (Primary English Teaching
Association Australia, 2015).

Leander (2003) noted that new literacies are often flexible, continuous and open, where online
and offline lives and “literacyscapes” merge. Thus, when a literacy practice becomes a mindset with the
concept of Web 2.0, it can be regarded as a new literacy. New technologies enable and enhance these
practices in a way that is highly complex and exciting for students.

Exploring the New Literacies

There are seven new literacies that are stressed in the 21st century curriculum.

1. Multiculltural Literacy is about understanding ethnic groups that comprise the population and
focuses on complex issues of identity, diversity and citizenship.
2. Social Literacy is the development of social skills, knowledge and positive values in human
beings to act positively and responsibly in sophisticated complex social settings.
3. Media literacy is the ability to access, analyze, evaluate, and create media.
4. Financial literacy is the ability to make informed judgments and make effective decisions
regarding the use and management of money.
5. Digital literacy is the ability to effectively use digital devices fo purposes of communication,
expression, collaboration and advocacy in a knowledge-based society.
6. Ecological literacy is the ability to make original ideas that have value, and the ability to see the
worls in new ways.

The Truth on 21st Century Literacies According to Research

Since success with echnology depends largely on critical thinking and reflection, teachers with
relatively little technological skills can provide less useful instruction. Therefore, schools must support
the teachers by providing them professional training and up-to-date technology for utilization in
classrooms.

Global economies, new technologies, and exponential growth in information are transforming
our society. Since today’s people engage with a technology-driven, diverse, and quickly changing world,
teachers need to preapre students for this world with problem-solving, collaboration, and analysis, as
well as skills with word processing, hypertext, LCDs, Webscams, podcasts, smartboards, and social
networking software that ae centarl to individual and community success.

The National Council of Teachers of English (2013) came up with a reasearch that reveals the
following:

1. As new technologies shape literacies, they bring opportunities foe teachers to foster reading
and writing in more diverse and participatory contexts.
2. Sites, like literature;s Voice of the Shuttle, online fanfiction, and the Internet Public Library,
expand both the range of available texts and the social dimension of literacy.
3. Research on electronic reading workshops shows that they contribute to the emergence of new
literacies.
4. Research also shows that digital technology enhances writing and interaction in several ways.
5. K-12 students, who write with computers, produce compositions of gretaer length and higher
quality are more engaged with and motivated toward writing than those who do not write with
compputers.
6. College students, who keep e-portfolios, have a higher rate of academic achievement and
overall retention rate than those who do not keep e-portfolios. They also demonstrate a higher
capacity of metacognition, reflection and audience awareness.
7. Both typical ad atypical students, who receive an online response to writing, revise their works
better than those participating in traditional method.

Functional Literacy

The term functional literacy was initially defined by UNESCO through William S. Gray in his
Teaching of Reading and Writing (1956) as adult training to meet independently the reading and
writing demands placed on them. It stresses the acquisition of appropriate verbal, cognitive and
computational skills to accomplish practical results in specific cultural settings dubbed as survival
literacy and reductionist literacy.

Over the decades, as societeies have eveolved into technical innovations, the definition of
functional literacy has been modified to meet the changing demands (Concise Oxford Companion to the
English Language, 1998).

Referring to functional literacy, UNESCO states the following:

1. Literacy programs should be integrated to and correlated with economic and social
development palns.
2. The eradication of illiteracy should begin with population sectors, which are highly
motivated and need literacy for their own and their country’s benefit.
3. Literacy programs should be linked with economic priorities and carried out in areas
undergoing rapid economic expansion.
4. Literacy programs must impart not only reading and writing but also professional and
technical knowledge leading to greater participation of adults in economic and civic life.
5. Literacy must be an integral part of the over-all educational system and paln for aech
country.
6. The financial need for functional literacy should be met with various resources, as well as be
provided for economic investments.
7. The literacy programs should aid in achieving main economic objectives (i.e. increase in
labor productivity, food production, industrialization, social and professional mobility,
creation of new manpower and diversification of the economy.
 Thus, literacy materaials present reading, writing and numeracy concepts using words
and ideas needed in using information for learners to enhance sufficient literacy skills and
continue learning on their own.

A number of functional literacy programs have been carried out that focus on different
job skills and development aspects. To name a few, in the Philippine context, are
agricultural, health, industry, family planning, home making, arts and culture and technical-
vocational programs.

A new functional literacy aspect, called specific literacy, is becoming a trend, in which
the job of the student is analyzed to see exactly the literacy skills needed and those that are
only taught. This is to prevent job-skill mismatch. In specific literacy, the student may learn
very little but will be of immediate value that would result in increased learner motivation.

Therefore, the specific literacy strategy is a planning tool that allows the literacy
workers ro ficus on skills that are of value to the learners.

Significance of this approach includes literacy that: (1) starts in the workplace; (2) uses a
diagnostic approach (3) identifies turning points in eceonomic life that may act as an
incentive to learning; (4) assesses the limits of a short-term intervention; and (5) looks for
generic skills.

Gunes (2000) posited that functional literacy constitutes the second level of literacy next
to basic literacy, in which literacy and mathematical information and skills can be utilized in
one’s personal, social, economic and cultural endeavors. Therefore, the essence in
functional literacy is to learn basic related information and skills and use them in daily life.
Functional literacy level comprises both technical and functional skills while encompassing
social, citizenship, and economic roles.

In context, Capar (1998) cites that a functionally literate person is someone who is one
step ahead of literacy and amintains literacy activity throughout his/her life in order to keep
living and effectively accommodate him/herself to his/her sorroundings. It is, therefore, an
ongoing process.

UNESCO defines functional literacy as the ability of an individual to take part in

significant activities in professional, social, political and cultural aspects in society, where
he/she lives using her/his literacy skills (De Castel, 1971; Goksen, Gulgoz and Kagitcibasi,
2000; as cited in Savas, 2006).

Hatch (20100 defines it based on the American Heritage College Dictionary (ACHD).
Accordingly, the word “functional” means “building capacity” and “literacy” as “reading and
writing skills”. Therefore, it is the capability to proficiently read and write that can be used in
daily life routines.

Likewise, Knoblauch and Brannon (1993), as cited in Jabusch (2002) distinguished basic
literacy as having the expression “functional” to indicate performance with texts, including
mathematics.

The Education for All Global Monitoring Report (UNESCO,2006) states that functional
literacy means the ability to amke significant use of activities involving reading and writing
skills that include using information, communicating with others, and following a path of
lifelong learning necessary for the ability to express him/herself in daily life. UNESCO’s
definition also adds that functional literacy includes those skills essential for both official
and unoffivcial participation, as well as those which are necessary for national change and
development that can be used to aid an individual in contributing to his/her own
development and that of his/her family and the society. The National Statistics Authority
defines functional literacy as the level of literacy that includes raeding, writing and
numeracy skills that help people cope with the daily demands of life.

Based on these definitions, functional literacy can be concluded as an activity that

contributes to the development of an individual and the society, including the ability to use
information and skills related to listening, speaking, reading, writing, and arithmetic
necessary for daily life in social, cultural and economic aspects effectively.

Improving Functional Literacy in the Philippines

Over the years, the Philippines has continuously aspired to attain an increased
functional literacy rate.

Manuyo (2019) reported that based on the 2013 Functional Literacy, Education and
Mass Media Survey (FLEMMS), the country registered a 90.3% rate, which means that nine
out of every 10 Filipinos aged 10-64 were functionally literate. In 2003, there were still gaps
at the community level. In the study conducted by World Vision, results showed that the
proportion of girls and boys aged 11-13, who were functionally literate, placed at a critical
rate of 44%, or below 50% of the students were able to read with comprehension by the
end of their basic education.

It was also evident that school dropouts contributed to low functional literacy.
Obviously, one in every 100 or about 4 million Filipino children and youth were out-of-
school in 2013. Of the total number, 22.9% got married, 19.2% lacked a family income to be
sent to school and 19.1% lacked interest in attending schools. In order to address illiteracy
issues, creating formal and non-formal learning environments, active participation of local
stakeholders, capacity building of teachers, development of contextualized or indigenized
learning materials, and tracking of improvement of reading, basic math and essential life
skills outcomes were desired. Interventions also included improvement of classrooms and
several reading facilities, establishing a culture of reading program, parental training and
learning, and skill integration in the curriculum.

In a follow-up study by World Vision in 2016, the functional literacy rate went up at
76.53%. in the community level, the rate inclined to 62.64%, or around 50%-70% of the
students were able to read with comprehension by the end of their basic education. The
increase was significant within the 3-year interval but it also indicated more improvement is
expected considering that rate remained 17.36% short of the 80% threshold (
https://pdfs.semanticscholar.org).

An analysis shows that low functional literacy could mean low resilience to respond to
abnormal conditions and increases a child’s vulnerability to exploitation. This could also
result in unpreparedness for gainful employment and eventually increased dependency on
welfare programs.

One of the government initiatives to address this is the Alternative Learning System
(ALS) that provides an opportunity for learning among out-of-school youth for them to land
in better jobs.

Integration of New Literacies in the Curriculum

To address the call for literacy in today’s world, students must become proficient in the
new literacies of 21st century technologies. The International Reading Association (IRA)
believes that literacy educators have the responsibility to integrate information and
communication technologies into the curriculum to prepare students for the future they
deserve.

The multiliterate learner. Today, the Internet and other forms of information and
communication technologies (ICTs) are redefining the nature of reading, writing, and
communication. New literacy skills and practices are required by each new ICT as it emerges
and evolves. Thus, these new literacies need to be integrated into the curriculum to prepare
students for successful civic participation in a global environment.

Students would desire for: (1) teachers who use ICTs skillfully for teaching and learning;
(2) peers who use ICTs responsibly and who share their knowledge; (3) a literacy curriculum
that offers opportunities for collaboration with peers around the world; (4) instruction that
embeds critical and culturally sensitive thinking into practice, standards and assessments
that include new literacies; (5) leaders and policymakers who are committed advocates of
ICTs for teaching and learning; and (8) equal access to ICTs for all classrooms and students.

Coiro, et. Al (2008) noted four common elements as broader dimensions of new
literacies, to wit: (1) the Internet and other ICTs require new social practices, skills,
strategies, dispositions for their effective to use; (2) new literacies are central to full civic,
economic, and personal participation in a global community; (3) new literacies rapidly
change sas defining technologies change; and (4) new literacies are multiple, multimodal
and multifaceted, thus, they benefit from multiple lenses seeking to understand how to
better support the students in a digital age.

Impact of new literacies on instruction. Addtional changes are taking place in literacy
instruction (Grisham and Wosley, 2009). Henry (2008) restated that engagement in literacy
activities is being transformed today like at no other time in history. As students turn to the
Internet and other information communication technologies (ICTs) at increasing rates to
read, write and interact with texts, they must develop new skills and strategies, or new
literacies, to be successful in these multimodal, intertextual and interactive environments.
The Internet has become the defining technology for today’s youth and may be the most
important ICT for students to learn how to manipulate successfully.

Although, there are multiple ways to view the changes in literacy and communication
emerging from new technologies (Labbo and Reinking, 1999), it cannot be ignored that
literacy changes experiences at school and in everyday lives. As such, rapid profound
changes in technology impact students’ literacy journey. Hence, Leu et. Al (2004) posited
that changes in literacy are confronted by innovation, that the new literacies of today will be
replaced by even newer ones tomorrow as new ICTs continuously emerge in a more
globalized community of learners. And such changes bear important implications to
instruction, assessment, professional development and research.

Multiliteracies in the Educational Reform

In a broader essence, the concept of 21st century skills is motivated by the belief that
teaching students the most relevant, useful, in demand, and universally applicable skills
should be prioritized in today’s schools.

As such, students need to be taught different skills that should reflect the specific
demands of a complex, competitive, knowledge-based, information-age, technology-driven
economy and society.

21st Century skills may be taught in a wide variety of school settings. Teachers may
advocate teaching cross-disciplinary skills, while schools may require 21st century skills in
both instruction and assessment processes. Schools and teachers may use educational
approaches that inherently expedite or facilitate the acquisition of croos-disciplinary skills.

Educational strategies, that include authentic, outcome-based learning, project-based

learning and performance-based learning tend to be cross-disciplinary in nature. Students
complete a research project, create multiple technologies, analyze and process information,
think creatively, plan out the process, and work collaboratively in teams with other
students.

Likewise, schools may allow students to pursue alternative learning pathways, in which
students earn academic credit and satisfy graduation requirements by completing an
internship, apprenticeship or immersion experience. In this case, students can acquire a
variety of practical, job-related skills and work habits, while also completing academic
coursework and meeting the same learning standards required of students.

Assessment of multiliteracies. Assessment moves from usual memorization of facts and

disconnected processes to demonstration of understanding through application in a variety
of contexts. Real-world audiences are imporatant part of the assessment process, including
self-assessment.

Media literacy skills are honed as students address real-world issues from the
environment. Students use the technological and multimedia tools now available to them to
design and produce websites, television shows, radio shows, public service announcements,
mini-documentaries, electronic portfolios, DVDs, oral histories and even films.

In a way, students can freely express their points of view as they create projects using
multimedia and deliver these products to real-world audiences, realizing that they can make
a difference and change the world. They learn what it is to be a contributing citizen, and
carry these citizenship skills throughout their lives.

As a result, standardized test scores are higher because students have required the skills
and content in a meaningful connected way with profound understanding. They actually
master the content on a much higher level and develop their basic skills by constant
application throughout their schooling.

Preparing teachers for multiliteracies. New London Group (1996) underscored multi-
literacies as multimodal ways of communication that include communications between and
among other languages using diverse channels within cultures and an ability to understand
technologyand multimedia. As such, applying multiliteracies to teaching offers a new
classroom pedagogy that extends and helps manage classrooms.

Biswas (2014) asserted that one challenge for educators is to help students create a
sustainable literacy development throughout schooling, so that students can develop strong
literacy skills (Borsheim, et. al, 2008). Certainly, multiple and new literacies require students
to integrate technology-enhanced educational tools into their work. Ajayi (2011)
recommended that teacher education must prepare teachers to teach multiliteracies and
classroom pedagogy (Pennington, 2013). Given globalization and technological changes,
teaching multiliteracies is indispensable to literacy teaching and learning in the 21st century.

Therefore, Newman (2002) in Biswas (2014) suggests that teachers integrate four
components of multiliteracies in teaching:

1. Situated practice leads students towards meaningful learning by integrating primary

knowledge.
2. Overt instruction guides students to the systematic prcatice of learning process with
tools and techniques.
3. Critical framing teaches students how to question diverse perceptions for better
learning experiences.
4. Transformed action teaches students to apply the lessons they learn to solve real-
life problems.

Thus, teaching multiliteracies can inform, engage, and encourage students to

embrace the multiplicity of learning practices (New London Group, 1996). Moreover,
teaching multiliteracies can help teachers blend and apply the following four
instructional processes of multiliteracies in classroom to ensure successful teaching and
adavancing students’ learning processes.

Research shows that effective instruction in 21st Century literacies takes an

integrated approach, helping students understand how to access, evaluate, synthesize,
and contribute to information (New London Group, 1996).

Teachers insist to: (1) encourage students to reflect regularly on the role of
technology in their learning; (2) create a website and invite students to use it to
continue class discussions and bring in outside voices; (3) give students strategies for
evaluating the quality of information they find on the Internet; (4) be open about one’s
own strenghts and limitations with technology and invite students to help; (5) explore
technologies students are using outside the classroom and find ways to incorporate
them into one’s teaching; (6) use wiki to develop a multimodal reader’s guide to a class
 text; (7) include a broad variety of media and genres in class texts; (8) ask students to
create a podcast to share with an authentic audience; (9) give students explicit
instructions about how to avoid plagiarism in a digital environment; and (10) refer to the
Partnership for 21st Century Skills website.

For schools and policymakers: (1) Teachers need both intellectual and material
support for effective 21st century literacy instruction; (2) Schools need to provide
continuing opportunities for professional development, as well as up-to-date
technologies for use in literacy classrooms; (3) Address the digital divide by lowering the
number of students per computer and by providing high quality access (broadband
speed and multiple locations) to technology and multiple software packages; (4) Ensure
that students in literacy classes have regular access to technology; (5) Provide regular
literacy-specific professional development in technology for teachers and administrators
at all levels, including higher education; (6) Require teacher preparation programs to
include training in integrating technology into instruction; (7) Protect online learners
and ensure their privacy; (8) Affirm the importance of literacy teachers in helping
students develop technological proficiency; and (9) Adopt and regularly review
standards for instruction in technology.

The integration of new literacies and the teaching of multiliteracies open new
pedagogical practices that create opportunities for future literacy teaching and learning.
Multiliteracies can also help teachers provide equal access to learning for all students. In
effect, students learn to collaborate by sharing their thoughts with others in online
spaces where they can engage in different forms or modes of learning process.
Consequently, students can be expected to become more confident and knowledgeable
in their learning through participatory and collaborative practices as a result of this new
literacy integration in the curriculum for teacher education (New London Group, 1996).

QUESTIONS FOR DISCUSSION

1. What is meant by new literacies? What is their impact on the teaching-learning process?
2. Describe a multiliterate teacher.
3. Distinguish between basic and functional literacy.
4. How can we integrate new literacies and functional literacy in the curriculum an din
classroom practice?

Life and Values Integration

Share a personal experience where you have exhibited functional literacy. What life lessons and
values have you realized and learned?

RESEARCH ANALYSIS AND IMPLICATION

Direction: Analyze the following research abstract and cite its implication on teaching-learning.

New literacies integration by student teacher/cooperating teacher dyads in elementary

schools: A collective case study Friedrich (2014)

Abstract

Situated in Technological Pedagogical Content Knowledge (TPACK) and collaborative inquiry,

this collective case study examines new literacies integration by student teacher/cooperating
teacher (ST/CT) dyads supported by a coach in elementary schools. The study took place at a
large Midwestern public school district where many STs from a large Midwestern public
university complete their student teaching experience. Through detailed vignettes of five ST/CT
dyads, this study provides an explicit view of varieties of dyad collaboration when a new literacy
emphasis is included in the student teaching semester. Research questions prompt the
 examination of dyad new literacies integration through (a) enacting professional development in
the classroom, (b) planning lessons to involve children with new literacies, and (c) impacting
dyad collaboration. ST and CT detailed descriptions provide a valuable insight into processes
and effects of this integration focus. Lessons learned include collaborative approaches to
integration that work, teacher growth comes with empowerment and dyad partners become
learners together when adding a new literacy focus. An innovative student teaching design
arises to prepare teachers for 21st century classrooms.

Analysis: How are new literacies integrated by student teachers and cooperating teachers
in their schools?

Implication: How did the results of the study on new literacies in a Midwestern public
university impact the student teaching design?

SYNTHESIS AND LEARNING REFLECTION

NEW LITERACIES, FUNCTIONAL LITERACY AND MULTILITERACY

S ˃ New literacy demands the ability to move confidently, efficciently and ethically
Y between and among a wide range of written and visual, print, live, digital or electronic
N text types according to purpose.
T ˃ Functional literacy is the level of literacy that includes not only reading and writing
H but also numeracy skills that would help people cope with the daily demands of life.
E ˃ There are various plans and programs of the government in improving functional
S literacy in the Philippines.
I ˃ New literacies can be integrated into the curriculum through effective teaching-
S learning implementation.
˃ Multiple literacies are multimodal ways of communication, which include
communications among different languages, using language within different cultures,
and the ability to understand technology and multimedia.

Direction: Write your learning insights on Functional Literacy on the fan and make an acronym from the
word “Literacy”.

L-
LEARNING REFLECTION
I-

T-

E-

R-

A-

C-

Y-
 CURRICULUM APPLICATION

Direction: Make a project plan or activity that presents functional literacy in action (i.e.
service learning, community integration, immersion activity, industry visit,
benchmarking, etc). Use the provided template sample below.

PROJECT PLAN
Name of Project
Brief Description
Leader
Members
Beneficiaries

Target Success Date Persons Resources Accomplishmen

Objective Indicator and Involve (Human, t
s s Venu d Material,Financial
e )
1.
2.
3.
4.
5.

TIME TABLE
INDICATORS DAY 1/ DAY 2/ DAY 3/ DAY 4/ DAY 5/
WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5
Date:_______ Date: _______ Date: _______ Date: _______ Date: _______
Task/Activity
Lead
Coordinator
Counterpart
Expected
Accomplishmen
t

PROCESS AND PROCEDURES

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

PROGRAMS OF ACTIVITIES
TIME ACTIVITY IN-CHARGE
LET SAMPLERS: TAKING THE EXAMINATION

Direction: Read and analyze each item carefully. Choose the letter of the best answer.

1. What are the possible causes of lack of reading comprehension skill among Grade 4 pipils?
I. The use of Mother-Tongue from grades 1-3
II. Inability to master the prerequisite skills in reading in the previous level
III. Reduced time allotment- for developing reading skills
IV. Non-conteextualized strategies and reading skills address indigenization perspective
A. I and II only C. III and IV only
B. II and III only D. I,II,III and IV
2. Which instructional material is the best self-directed means of attaining literacy?
A. Community resources and real-life fields
B. Simulation laboratory apparatuses
C. Audio-visual tools and films
D. Research survey facts and data
3. Which of the following activities in the curriculum help develop functional literacy to its
optimum?
I. Industry Immersion. TechVoc students are sent to the food production company and trained
in processing meat, a culminating activity in their food technology subject.
II. Service Learning. The Education students render free teaching services to street kids on
weekends as part of their Edukalye, an extension program.
III. Research/Capstone. The Criminology students share the findings of their study with the city
goverment for connsideratio regarding traffic reduction management.
IV. Experiental/Participatory Learning. AB Political Science students join a public forum where
they lay down their insights and perspectives on the given issue being discussed.
A. I, II and III C. II, III and IV
B. I, III and IV D. I, II, III and IV
4. The K to 12 curriculum aims at raising the quality of Filipino learners and graduates while
empowering them for lifelong learning that requires functional literacy. Towards this end, the
following are the perspectives of this new curriculum EXCEPT:
A. Providing more focus on th etotal learning areas towards the development of metacognitive
skills
B. Implementing a unidisciplinary approach in treating every facet and component of the
curriculum
C. Providing experiental learning areas wherein learners can apply knowledge and life skills
D. Making values development integral across disciplines.
5. The teacher instills to the students the Filipino value of respect for the elderly that is shown
through the provision of spaces in the building, granting of discount priveleges and prioritizing
them in the grocery stores and LRT stations. What literacy is being implied?
A. Multicultural Literacy C. Financial Literacy
B. Social Literacy D. Media Literacy