NAME: ____________ PROFESSOR: ____________

SUBJECT: _______ PERMIT N0.:______

I. What is Literacy in kindergarten?

-Literacy in kindergarten encompasses the foundational skills of
reading and writing that children begin to develop through
engaging activities such as listening to stories, recognizing
letters and sounds, understanding the concept of print,
expressing thoughts through drawings and early writing, and
participating in discussions that enhance their vocabulary and
comprehension, all of which lay the groundwork for effective
communication and critical thinking as they progress through
their education.

II. What is development?

- Development refers to the comprehensive and dynamic process of
growth and change in individuals or systems over time,
encompassing physical, cognitive, emotional, and social
dimensions, and it involves a series of stages or phases
characterized by the acquisition of new skills, knowledge, and
behaviors, as well as adaptation to environmental influences, all
of which contribute to a person's overall maturation and
functioning in society.

III. What are the five

stages of literacy development? Briefly explain each.

- The five stages of literacy development include: emergent

literacy, where children begin to understand that print carries
meaning, often demonstrated through activities like pretending to
read or recognizing logos; early literacy, in which they start to
develop phonemic awareness and the ability to connect sounds with
letters, often through rhyming games and simple reading; initial
reading and decoding, where learners can sound out fluency words
and read simple texts, demonstrating basic comprehension skills;,
characterized by the ability to read with speed, accuracy, and
expression, allowing for better understanding of larger texts;
and reading for comprehension and critical reading, where
individuals read to gain knowledge and critically evaluate texts,
engaging with more complex materials and synthesizing information
to form opinions or arguments.

IV. What is/are the importance of

developing Code-focused skills in kindergarten?
-Developing code-focused skills in kindergarten is crucial
because these foundational skills, which include phonemic
awareness, phonics, and the ability to decode written language,
serve as the building blocks for effective reading and writing;
they enable young learners to connect sounds with letters,
recognize patterns in words, and understand the structure of
language, all of which are essential for literacy development,
fostering early academic success and encouraging confidence in
communication, while also laying the groundwork for lifelong
learning and critical thinking by promoting an understanding of
how language works.

V. Differentiate Print awareness and Phonological

awareness as to its application in kindergarten Education and as
to how it is incorporated in activities and
daily routines.

- Print awareness refers to the understanding of the forms and

functions of written language, including recognizing that print
carries meaning, understanding that books have titles and
authors, and learning concepts such as print directionality (left
to right and top to bottom), whereas phonological awareness
involves the ability to recognize and manipulate the sounds in
spoken language, including skills like rhyming, syllabication,
and identifying individual phonemes; in kindergarten education,
print awareness is incorporated through activities like shared
reading sessions where children observe and engage with texts,
labeling classroom objects, and using big books with
illustrations, while phonological awareness is cultivated through
interactive games that involve singing songs and chants, playing
rhyming games, and conducting sound discrimination activities,
all of which can be seamlessly integrated into daily routines
such as circle time, story time , and transitions throughout the
school day.

VI. Give at least three (3) activities that

show Print Awareness and Phonological
Awareness. (Discuss each).

1. Storytime with Big Books: During story time , teachers can use
big books with large print and illustrations to demonstrate print
awareness, allowing children to see the text as the teacher reads
aloud; this activity encourages students to track the print with
their fingers, identifying features such as the title, author,
and different punctuation marks, while also fostering
phonological awareness through the rhythmic and repetitive nature
of the story, enabling children to clap out syllables or identify
rhyming words, enhancing their engagement and understanding of
both the meaning of printed words and the sounds associated with
language.

2. Print-Savvy Scavenger Hunt: By organizing a scavenger hunt

where children search for print-related items in the classroom or
school environment, such as signs, labels, and posters, teachers
promote print awareness as students learn to recognize how print
is used in real-life contexts, discussing what the words mean and
how they are organized; simultaneously, phonological awareness
can be integrated by asking students to find items that start
with specific sounds or to clap out the syllables of the words
they discover, reinforcing their ability to connect sounds with
the printed words they encounter.

3. Rhyme and Sound Play Stations: Setting up play stations with

various activities focused on rhyming words, such as matching
picture cards that depict items that rhyme or using musical
instruments to create beats while chanting nursery rhymes, allows
for a dynamic exploration of phonological awareness, as children
learn to identify and produce rhyming sounds; in conjunction,
incorporating print awareness by having children label their
rhyme cards with the words or phrases representing the pictures
supports their understanding of how words are formed and how they
relate to their spoken sounds, combining both skills in an
engaging and interactive manner.
VII. Give at least five (5) types of
activities in teaching alphabet knowledge.

(Explain each).
VIII. As a reading teacher what are the challenges
that you have experienced in
teaching 21st Century learners?

- As a reading teacher, one of the significant challenges I've

experienced in teaching 21st-century learners is the pervasive
influence of technology, which often leads to shortened attention
spans and a preference for multimedia content over traditional
reading, making it difficult to engage students with printed
texts and fostering a deeper understanding of complex literary
materials; additionally, the diverse range of ability levels and
learning styles in a single classroom requires differentiated
instruction that can be time-consuming and challenging to
implement effectively, as meeting the individual needs of each
student while adhering to curriculum standards demands
substantial resources and planning; moreover, the lack of
intrinsic motivation among some students, compounded by exposure
to instant gratification through digital devices, can result in
reluctance to tackle reading activities, necessitating innovative
strategies to cultivate a genuine love for reading and
comprehension rather than merely focusing on skill acquisition.