1. Background To Literacy 1-2-3

2. “LITERACY 1-2-3” An Early Literacy Programme for Grades 1-3

3. Introduction
“LITERACY 1-2-3” is the Ministry of Education’s National Literacy Strategy for Grades 1-3 in Primary schools.
It is designed to support the Language Arts Window of the integrated curriculum for Grades 1-3.
Literacy is an integral part of the integrated curriculum.

4. Introduction
“LITERACY 1-2-3” is governed by the Language Experience and Awareness (LE&A) approach and the use of Big Books and Little Books to teach literacy.
“LITERACY 1-2-3” is designed to work specifically in Grades 1-3 in the designated one hour slot for the Language Arts Window of the integrated curriculum.

5. Literacy 1-2-3
Concentrates on teaching language and literacy using culturally relevant literature based materials.
The instructional support materials are designed to match with the themes in the integrated curriculum.

6. Literacy 1-2-3
Literacy is built on pedagogical principles, which allows pupils to use their experiences to become active learners and problem solvers as they move towards the acquisition of literacy.
Literacy encourages process oriented teaching and learning

7. Literacy 1-2-3
Literacy recognizes that the whole class context is needed for practical guidance and for building identity as a community of classroom members while learning together.
It also supports grouping as a strategy to allow for more active participation.

8. Literacy 1-2-3 Promotes the development of literacy skills though
Speaking about common experiences
Listening to audio tapes, the teacher and to each other
Reading the specially developed core literacy texts and illustrations
Writing own texts and responses to core literacy texts and other texts to which they are exposed in the classroom library.

9. The Literacy 1-2-3 approach
Let us now explore the Language Experience and Awareness approach and how it will work to promote and build a meaningful literacy context.
The following venn diagram shows how language experience and language awareness can work together to develop literacy skills supported by the use of authentic texts and activities.

10. LITERACY Speaking Listening Reading Writing ICT skills
LANGUAGE EXPERIENCE
Speaking about a common experience
Transfer to written language by teacher
Teacher reading (modeling)
Students re-reading, decoding and analyzing words, phonics, text
Shared discussion on meaning
LANGUAGE AWARENESS
That words are made up of speech sounds
That words are made up of pieces of language that carry different meanings
Words are put together to create different meanings
Language usage in different situations
LITERACY
Speaking
Listening
Reading
Writing
ICT skills
Meaningful Literacy Context: Authentic texts and activities

11. The Language Experience and Awareness (LE&A) approach
It is a method of understanding and utilizing the pupils’ existing language experience to help them to become aware of how language works in order to make meaning.
In “LITERACY 1-2-3” this approach is used within a structure.
Let us now examine the structure.

12. Using Literacy 1-2-3 within a structure (General structure for one hour daily)
Time
Estmated
Organization
Type of Instruction 10
Whole group
Introductory instruction
Directions to the groups 20
Group work
Language Experience and Awareness, or Big Books/Little Books or Textbooks
Closing discussion and evaluation

13. Programme Materials/Resources to be used within the Structure. (Print)
All grades will use the LE&A approach. Grades 1-2 will use Big Books/ Little Books along with activity books to build awareness and understanding about how language works.
At Grade 3, the type of instruction changes from that of Grades 1 & 2. There is less emphasis on how spoken language is converted into print because children have typically mastered decoding skills at grades 1 & 2.
More challenging texts to read and more time to read independently is encouraged at this level using literacy material and classroom library resources.
Phonics charts for Grade 1 and anthologies of culturally relevant reading texts are also developed to meet the needs of Grade 2 & 3 pupils. A classroom library with supplementary literacy materials is also to be used in the structure.

14. Programme Materials/Resources to be used within the Structure
Programme Materials/Resources to be used within the Structure. (Non-print)
Audio CDs for Big Books
Audio CD for Phonics Chart
Desktop easels for Big Books
CD player

15. Programme Materials/Resources to be used to support the Structure” (Teacher materials)
The Literacy Model
Teachers' Companion Manual and Guides for each grade
Training Manual with training videos for school based training
Web based Professional Development tool

16. To make “Literacy 1-2-3”work
Teachers of Grade 1-3 must understand the premise of the Literacy Model and utilize the literacy strategy. Grouping must be utilized in accordance with the model
Teachers must become familiar with the principles of the Language Experience and Awareness approach and be guided by them.
The Big Book must be placed on the Desktop easel to display big book and to facilitate shared reading practices.
Literacy Activity Books must be used to practice literacy skills learnt

17. To make “Literacy 1-2-3”work
Audio CDs for Big Books must be used to encouraged development of listening skills
Phonics Charts, Phonics audio CD and Alphabet song must be used to help students to master decoding skills.
Teachers must use Literacy materials/strategy daily, following the given guidelines in the Literacy Teachers’ Guides.
Literacy Training Manual, and Professional Development tool must be used to train new users of the Literacy programme.

18. Expected Outcomes After using “Literacy 1-2-3” programme
Grade 1-3 pupils should demonstrate the use of basic relevant literacy skills required to read, write and understand simple stories, factual texts etc. in English at grade level.
Grade 1-3 pupils should respond appropriately to various types of texts, printed, recorded or spoken directly in English.
Write and illustrate personal stories using English.