INTRODUCTION

Education tends to raise productivity and creativity, as well as stimulate entrepreneurship and
technological breakthroughs. All of these factors lead to greater output and economic growth.
Improving the quality and relevance of education relates to improving educational management,
facilities, equipment, teacher/tutor competencies and professional development, curricular and
resource development, and strengthening capacity in learner-centered and adult learning
methodologies.

The K to 12 system aims to improve Filipino students' skills in mathematics, science, and
linguistics to further exhibit competence in the global job market. With the new curriculum, the
Department of Education promises to offer higher quality education through the strands. These include
the need to improve student learning and the relevance of the curriculum, increase access to education,
apply new understandings of human learning, and adapt to new technologies and an ever-increasing
body of knowledge.

CONCEPT AND DEFINITION

Bridging – a part of a lesson or unit where the focus is on instructing students in how to transfer what
they have learned and stored in one language into the other language.

Mother tongue –Children who benefit from mother tongue-based-multilingual education (MTB-MLE)
also perform better in their second language. The biggest benefit of MTB-MLE is that learners increased
their understanding of classroom content (increased comprehension) that in mother tongue they can
learn all the words and they can understand.

Note:

L1 - Tagalog/Filipino
L2 - English
 L1 is usually acquired in the process of growing up with the people who speak the same
language. L2 refers to two things; first, the study of individuals or groups who are learning a
language ensuing their L1 which they have learned as children and second, the process of
learning that particular language.
 the use of learners' home language (L1) in the classroom promotes a smooth transition between
home and school. It means learners get more involved in the learning process and speeds up the
development of basic literacy skills. It also enables more flexibility, innovation and creativity in
teacher preparation.
 teaching through first language will allows learners to make suggestions, ask questions, answer
questions and create and communicate new knowledge with enthusiasm. It gives learners
confidence and helps to affirm their cultural identity. This in turn has a positive impact on the
way learners see the relevance of school to their lives.
 Many studies indicate that students first taught to read in their L1, and then later in an L2,
outperform those taught to read exclusively in an L2. Learning to read in one's own language
provides learners with a solid foundation for learning to read in any L2.
Continue oral and literacy in L1as subject. L1 refers to a person's first language. It's the language
most prevalent in the home as learners are growing up and the first language used for
communication. There are several stages in the development of L1 that virtually all children will
go through as they learn to use the language.
Continue oral L2 as subject. Learning a new language(L2) pushes your brain to get familiar with
new grammar and vocabulary rules. It allows you to train your memory to remember new
words, make connections between them, and use them in contextual situations.
Introduce L2 as subject. Second-language acquisition (L2) assumes knowledge in a first language
and encompasses the process an individual goes through as he or she learns the elements of a
new language, such as vocabulary, phonological components, grammatical structures, and
writing systems.
Use L1-L2-L1 for teaching and learning. That is when translation can make a difference; teachers
can resort to translation in an attempt to make students feel more comfortable about following
 the lessons, facilitating the learning process and the transition from L1 to L2 and then L1.
Translation may also help learners to memorize words and ex- pressions.
 Continue oral and literacy L1 and L2 as subject. L1 literacy promotes L2 reading development.
Being fluent in more than one language contributes to academic success. In fact, supporting the
home language builds an important foundation for learning English and for all later learning.
Use L1 and L2 for teaching and learning to the end of elementary school according to domains
as illustrated in the table above.

WHAT DO I NEED TO REMEMBER?

1. Learning to speak in the mother tongue is very important for a child's overall development.
Being fluent in the mother tongue, which is also known as the native language, benefits the child
in many ways. It connects him to his culture, ensures better cognitive development, and aids in
the learning of other languages.
2. Using the learners' mother tongue provides a strong foundation by developing cognitive skills
and comprehension of the academic content from day one. Learning a new language pushes
your brain to get familiar with new grammar and vocabulary rules. It allows you to train your
memory to remember new words, make connections between them, and use them in
contextual situations.
3. Learners begin their education in the language they understand best—their mother tongue—
and need to develop a strong foundation in their mother language before effectively learning
additional languages. Learning other languages to develop appropriate cognitive and reasoning
skills, enabling children to operate equally in different languages – starting with the first
language of the child.
4. That is when translation can make a difference; teachers can resort to translation in an attempt
to make students feel more comfortable about following the lessons, facilitating the learning
process and the transition from L1 to L2. Translation may also help learners to memorize words
and ex- pressions.
5. The goal of strong MTB MLE programs is that students will become fully bilingual, biliterate and
bicultural and achieve a quality education. MTB MLE-specific curriculum. Curriculum developed
specifically for children who do not understand or speak the official school language when they
begin school.
6. Acquisition is the way we learn our first language, i.e. through being involved in real
communication, and without formal teaching. As we learn, we hypotheses rules, and use these
to communicate until we notice that the rule is different, or has exceptions.
7. Language is needed for all aspects of their education in the classroom as they connect with
peers and teachers, and throughout their lives as they grow into adulthood. So, developing
language skills is of absolute significance for every child’s progress in later life span both as
social beings and in pursuing an education.

WHAT DOES RESEARCHER SAY ABOUT THIS?

On the importance of Oral Language:

 Oral language is often called a "bedrock" of reading and writing. Students' comprehension of
spoken language is a defining factor for their reading comprehension — the ultimate purpose of
reading — as well as for writing ability. Oral language has numerous dimensions; two that are
particularly important for the development of literacy are vocabulary and syntax. There is no
one set time in the literacy block for working on language. Development of language occurs
throughout all three components of the literacy block and throughout the school day. Language
develops through high-quality interactions between students and teachers as well as through
explicit instruction.

Planning a strong foundation and a "Good Bridge". What Theorists and Researcher Say?

Building a strong foundation in the L1.

  One cannot fully discover a child’s full potential if one only emphasizes on completing the set
curriculum and content. What is key is nurturing essential life skills. When children are given
sufficient time and space to build strong foundations with respect to skill development, it paves
the way a future where they can make decisions and continue to be critical, creative thinkers
and doers. Educationists need to emphasize on building strong foundations in terms of activities
such as playing, singing, running, painting. The importance of unstructured learning too cannot
be emphasized, enough. These activities may be said to be simple activities but their role in a
child’s learning foundation is indispensable. They play a crucial role in building important
cognitive, social and emotional skills. They also help build visual skills, listening skills, speaking
skills, communication skills, interpersonal skills and enhance cognitive ability and decision-
making.
 The replication of rules from our first language (L1) to the second language (L2) is called
language transfer. Our knowledge and understanding of L1 impact our understanding of L2. We
can transfer grammar, vocabulary, syntax, semantics, spelling, morphology, pronunciation,
structure, and culture to the L2 language.

Introducing the L2 through listening and responding (no speaking at first):

 One of the most important goals of learning English in a second or foreign learning (L2) context
is to be able to speak the language for a variety of communicative purposes. However, in many
L2 learning contexts, students often find it challenging to express themselves fluently in the
target language (TL). They may be able to listen or read with a fair degree of comprehension and
they may even be able to communicate in writing, but communicating orally in the language
poses a special challenge. They often report experiencing a wide range of speaking-related
problems such as lack of vocabulary and grammar knowledge, poor pronunciation skills, lack of
knowledge about how to start, maintain and end a conversation politely and lack of confidence
when speaking with more competent speakers of English.

Usually, students are comfortable expressing what they understand and know how to do when the
context for doing so is not threatening. When they have finished writing the completions to the
sentences, there is period when I ask each student to tell the class what it is they understand and know
how to do. “We know generating explanations leads to better educational outcomes generally. When
children explain events, they learn more than when just getting feedback about the accuracy of their
predictions,” said Cristine H. Legare.

Getting a K-12 education can open new doors and increase the opportunity of getting a stable job.
Learners can get the opportunity to build a network, acquire more skills, and find the career that they
certainly love. K-12 can get learners to access all these great opportunities and have fulfillment during
this learning experience. Acquiring a K-12 diploma will make students more likely to be hired since
employers usually assume that someone who completed the K-12 curriculum has the basic skills
necessary for the job, have enough communication skills, can get along with the rest of the group, and
follow objectives like they are supposed to.

Many teachers are dissatisfied with only using traditional testing methods. They believe that
authentic assessment aims to evaluate students' abilities in 'real-world' contexts. In other words,
students learn how to apply their skills to authentic tasks and projects. Authentic assessment does not
encourage rote learning and passive test-taking. Instead, it focuses on students' analytical skills; ability
to integrate what they learn; creativity; ability to work collaboratively; and written and oral expression
skills. It values the learning process as much as the finished product.

Why was the K to 12 Curriculum introduced?

K-12 as a learner-centered curriculum can influence the learners to take a more active role in the
learning process. With the flexibility and freedom to choose what they will learn, how they will learn,
and how they can assess their own learning, this would be a way to train them regarding independence
and how to be a reliable team member. Not only will this make learning very interesting and easier for
learners, but it will also assist in addressing diverse needs, which comprise special cases and those that
come from indigenous populations, which make the K-12 education system very inclusive for every
individual.

Many students who finish basic education do not possess sufficient mastery of basic competencies. One
reason is that students do not get adequate instructional time or time on task. This quality of education
is reflected in the inadequate preparation of high school graduates for the world of work or
entrepreneurship or higher education.

The TIMSS and TIMSS Advanced assessments are developed through an international collaborative
process involving input from the U.S. and international experts in mathematics, science, and
measurement. These experts develop frameworks that define the knowledge and skills to be assessed
and are designed to align broadly with mathematics and science curricula in the participating countries.
The results, therefore, suggest the degree to which students have learned mathematics and science
concepts and skills likely to have been taught in school.

WHAT DO I NEED TO REMEMBER?

The K to 12 Basic Curriculum has the following salient features:
1. It has mandatory Kindergarten. Republic Act 10157, or “The Kindergarten Education Law” made
Kindergarten the compulsory and mandatory entry stage to basic education. Section 2 of this Act
provides that all five (5)-year old children shall be given equal opportunities for Kindergarten
Education to effectively promote their physical, social, emotional and intellectual development,
including values formation so they will be ready for school.
2. Mother Tongue is a new subject from Grade 1-3 and is the medium of instruction from K to 3. As
a subject, mother tongue education focuses on the development of speaking, reading, and
writing from Grades 1 to 3 in the mother tongue. As a medium of instruction, the mother tongue
is used in all learning areas from Kinder to Grade 3 except in teaching Filipino and English
subjects.
3. MAPEH is introduced as a subject with each subject given separate time allotment starting
Grade 1. MAPEH, which stands for music, arts, physical education, and health, has great
importance in everyday life. At the very least, music and arts provide an outlet for relaxation.
Physical education teaches the importance of keeping the body active and moving. Health helps
to teach one how to stay well and things that they should and should not do to their bodies.
4. Math, Science and other subjects are taught with the spiral progression approach. Ensuring
Integrated and Seamless Learning (Spiral Progression) Subjects are taught from the simplest
concepts to more complicated concepts through grade levels in spiral progression. As early as
elementary, students gain knowledge in areas such as Biology, Geometry, Earth Science,
Chemistry, and Algebra.
5. TLE as a subject is based on Training Regulations of TESDA to enable a student to obtain an NC I
in Grade 10 to be ready for work. When the K-12 curriculum was implemented, all the teachers
handling Technology and Livelihood Education subjects were required to take the training as
well as undergo and pass the assessment for a certain specification. That is why most of the
teachers in TLE nowadays have one or more NC and it is now a basic requirement for new
passers to submit upon ranking.
6. Senior high school offers five career paths in addition to a core of academic subjects. These core
academic subjects make the Grade 12 graduate also college-ready. The senior high school offers
specializations where different tracks and strands are available. This makes it easier for your
child to adjust to new environments once they graduate from Senior High School. The additional
two years meant more time for students to contemplate. This became a way to determine if the
student is interested on their desired college course, if they choose to continue into higher
education.
7. The K to 12 curricula is focused on the development of 21 st century skills, namely: a) effective
communication skills, b) information, media and technology skills, c) learning I EA and
innovation skills, and d) life and career skills. As K to 12 will teach them, first, Information, media
and technology skills will surely expand course offerings, experiences, and learning materials.
Second, learning and innovation skills recognize students who are prepared for increasingly
 complex life and work environments in the 21st century. This helps them think creatively, work
creatively with others and implement innovations. As they create new and worthwhile ideas,
they must also be open and responsive to new and diverse perspectives and incorporate group
input and feedback into the work. Therefore, they can act on creative ideas to make a tangible
and useful contribution to the field in which the innovation will occur.
8. The K to 12 Curriculum goes beyond memorization, the telling and isolated methods of highly
constructivist, inquiry- based, integrative, collaborative and teaching because it is reflective in
approach. Life and career skills, makes them mentally equipped with whatever profession they
choose. Thus, as 21st century learners became more prepared for their career, it can help them
find job easier and look for better work. Hence, given that 21 st century learners will acquire
those skills, it will showcase the prominence of K to12 integration in accordance to diverse
innovation of skills well-matched for the learners.

The independent learner is able to set goals, make choices, and decisions about how to meet his
learning needs, take responsibility for constructing and carrying out his own learning, monitor his
progress toward achieving his learning goals, and self-assess the learning outcomes.

There are three kinds of development on which a learner-centered MTBMLE is focused. They are as
follows:

LANGUAGE DEVELOPMENT. Is the process through which children acquire the ability to process speech
and communicate. During this process, a child may slowly understand basic linguistic patterns and
expand their vocabulary gradually before achieving fluency.

ACADEMIC DEVELOPMENT. Academic development provides students with goals and skills in the
classroom that will help them achieve professional success later in life.

SOCIO-CULTURL DEVELOPMENT. Students involves a process of learning and improvement, and children
can only learn when others are there to support them, like parents, teachers and siblings. This does not
conflict with Piaget’s stage theory but does extend it to explain how some of the environmental
experiences that children receive can allow them to move from one stage to another, in line with
Vygotsky’s socio-cultural approach.

Changing Views of Education (Thompson and Henley, 2000)

Information literacy is the ability to find, evaluate, organize, use, and communicate information in all its
various formats, most notably in situations requiring decision making, problem solving, or the
acquisition of knowledge.

For students, the sense of failure may cause them to misbehave, be apathetic, not pay attention or
disrupt the class. The multiple intelligence theory can draw students back into learning. Using the
different intelligences to teach a concept allows each of your diverse learners a chance to succeed at
learning. Multiple intelligences learning/teaching should focus on the particular intelligences of each
person. For example, if an individual has strong spatial or musical intelligences, they should be
encouraged to develop these abilities.

Learning
 Learning is “a process that leads to change, which occurs as a result of experience and increases
the potential for improved performance and future learning” (Ambrose et al, 2010, p. 3). The
change in the learner may happen at the level of knowledge, attitude or behavior.
Curriculum
 All curriculums share one goal: to help students learn. No matter what country or district your
school is in, student outcomes start with a solid plan. But a curriculum does much, much more
than guide lessons in math, reading and history. It can benefit schools just as much as students,
from teachers to administration.
Classroom
 Your classroom environment is a blend of the social, emotional, and instructional elements of
your class. Research shows that many aspects of your classroom environment can affect student
motivation and that students who are more motivated, put more effort into learning activities
(Ambrose, 2010).
Information
 Educational Information means a presentation of information whose primary purpose is
imparting knowledge related to the history, culture, significance, agriculture, manufacture,
flavor profile, the effects of alcohol, or any combination of the foregoing.
Students
 Students learn by connecting new knowledge with knowledge and concepts that they already
know, most effectively in active social classrooms where they negotiate understanding through
interaction and varied approaches.
Teachers
 a teacher is to deliver classroom instruction that helps students learn. To accomplish this,
teachers must prepare effective lessons, grade student work and offer feedback, manage
classroom materials, productively navigate the curriculum, and collaborate with other staff.
Assessment
 Authentic assessment is where students thoughtfully apply their acquired skills to a new
situation or environment. Assessments are authentic if they are realistic, require judgement and
innovation and assess students' ability to effectively use their knowledge or skills to complete a
task.
Libraries and Librarian
 libraries provide access to other valuable resources such as research materials, reference
guides, and educational resources. They also offer programs and events such as book clubs,
workshops, and lectures so people can learn new things and interact with others.
Methods of Teaching
 The term teaching method refers to the general principles, pedagogy and management
strategies used for classroom instruction. Your choice of teaching method depends on what fits
you — your educational philosophy, classroom demographic, subject area(s) and school mission
statement.

EDUCATIONAL IMPLICATOONS:
Literacy has long been defined as the ability to read and write; and “reading’ and writing’” have
long been considered essential components of “schooling’.” The need for reading and writing skills is
based on the fact that the accumulated knowledge of humankind is largely contained in books. Those
who can read and write have access to this knowledge while those who cannot read and write (ie. the
illiterate) have limited opportunities in a society, and an economy, that for decades has become
increasingly based on written information.
Teachers are responsible for the conduct and safety of students, and will see that safety rules
are observed. In an extreme emergency, the teacher shall make every effort to provide adequate
supervision during his/her absence. Teachers shall hand in lesson plans each Friday for the following
week.
Information literacy is important for today’s learners, it promotes problem solving approaches
and thinking skills – asking questions and seeking answers, finding information, forming opinions,
evaluating sources and making decisions fostering successful learners, effective contributors, confident
individuals and responsible citizens.
Students felt that the text-based discussions were more engaging and interactive than the
video-based discussions, although the results could have been skewed based simply on a student
preference for the familiar format. Keeping in mind the practical applicability of video-based discussions
and the potential benefits to the students with this teaching method, it is in the best interest of student
learning to continue using this modality moving forward.
Teacher must develop the critical thinking of the students? They practice the thinking art of
analyzing and evaluating as they consider both day-to-day activities and long-term teaching and learning
goals. They evaluate what they have, determine what they will need, and decide how and when to
assess student progress.
Explicitly-stated learning goals give students a way to think and talk about what they have
learned. They make it easier for students to “know what they know” and give students a language to
communicate what they know to others. Such awareness is considered central to learning that lasts.
Teachers should also provide students with reliable media sources. This means teaching students how to
evaluate websites and digital resources for trustworthy content. For instance, there are several
databases designed for students to use for safe resources.
In general, everything is already said and written. The student task is to read and to identify the
information, and to learn how in their own words to tell about what someone learn from the book or
article during their research process in the requested writing assignment.
The Education and Behavioral Sciences Section of the Association of College and Research
Libraries (a division of the American Library Association) exists to serve the common interests of
education and behavioral sciences librarians. Formed in 1968, EBSS now boasts about 1,000 members
who are concerned with a host of issues in the areas of library instruction, applications of technology,
collection development, library management, and communication of research findings in education and
behavioral sciences librarianship.

Title of the Research: Information Literacy Standards for Teacher Education

Research: EBSS Instruction for Educators Committee 2006?2007 - 2010?20011
The Findings:
1. Information literacy is a building block for lifelong learning, it encourages and informs problem
solving and critical thinking. They can locate, use and evaluate information to inform their
decision making. Students use appropriate resources to produce high-quality assessments.
2. Information literacy skills are vital to success in your personal, professional, and academic life. In
college, you use these skills to perform well on research papers, projects, and presentations. At
work you will likely encounter situations where you must seek out new information to make
logical decisions.
3. The development of information literacy tools and knowledge is fundamental to teacher
education students' abilities to evaluate and use diverse and continually changing information
sources in their academic work and pre-service teaching.
4. The applications of multiple intelligence theory in education are wide. Students apply the
learning in the classroom according to their own dominant intelligence and learning style, which
is most effective for them. Combining learning styles with dominant intelligences enhances the
students' learning processes.
5. The information literate teacher education student organizes and analyzes the information in
the context of specific information needs and the developmental appropriateness for the
audience. Is also the set of integrated abilities encompassing the reflective discovery of
information, the understanding of how information is produced and valued, and the use of
information in creating new knowledge and participating ethically in communities of learning.
6. Teachers can teach information literacy by including it in the curriculum, inviting librarians to
speak to the class, directly teaching about plagiarism and copyright, discussing the use of
keywords and proper search terms, and sharing their own search results with students.
7. The main purpose of the Information Literacy Standards for Teacher Education are to:
 Information literacy is a building block for lifelong learning, it encourages and informs
problem solving and critical thinking. They can locate, use and evaluate information to
inform their decision making. Students use appropriate resources to produce high-quality
assessments.
 Information about student learning can be assessed through both direct and indirect
measures. Direct measures may include homework, quizzes, exams, reports, essays,
research projects, case study analysis, and rubrics for oral and other performances.
 Support Your Students. Use positive reinforcement whenever you can by appealing to their
interests. Learn what they like to do outside of school and give them a chance to share these
interests. Let them know that you believe in them and their abilities.
 Teachers should also provide students with reliable media sources. This means teaching
students how to evaluate websites and digital resources for trustworthy content. For
instance, there are several databases designed for students to use for safe resources.
8. Information Literacy Standards for Teacher Education
Standard 1. Information literacy is the set of integrated abilities encompassing the reflective
discovery of information, the understanding of how information is produced and valued, and the
use of information in creating new knowledge and participating ethically in communities of
learning.
Standard 2. Information literacy is knowing when and why you need information, where to find
it, and how to evaluate, use and communicate it in an ethical manner. Information literacy
forms the basis for lifelong learning.
Standard 3. Determine the extent of information needed. Access the needed information
effectively and efficiently. Evaluate information and its sources critically. Incorporate selected
information into one's knowledge base. Use information effectively to accomplish a specific
purpose.
Standard 4. Information literacy skills are vital to success in your personal, professional, and
academic life. In college, you use these skills to perform well on research papers, projects, and
 presentations. At work you will likely encounter situations where you must seek out new
information to make logical decisions.
Standard 5. Information literacy can also make students learn to find, evaluate and synthesize
information thus developing critical thinking skills which hope- fully leads to better research.
Better research should lead to more success in studies thus increasing the retention rates of
students.
Standard 6. The aim of information ethics is to deal with information ethically, therefore moral
literacy is an essential part in teaching information ethics and should not be overlooked.
Without moral literacy we cannot reach (and teach) information ethics, information literacy
without ethical aspects is meaningless.

STORYTELLING: WHAT IS IT?

Storytelling uses words to create new worlds and experiences in a reader or listener's
imagination. Storytelling can impact human emotions. It can also lead people to accept original ideas or
encourage them to take action. Since storytelling can take so many forms, creating a good story can be
challenging.
STORY - A narrative, story, or tale is any account of a series of related events or experiences, whether
nonfictional.

TELLING - to say something to someone, often giving them information or instructions

(Webster's Ninth New Collegiate Dictionary) According to the National Storytelling Association of the
United States of America, STORYTELLING as an ancient art form and a valuable form of human
expression. Because story is essential to so many art forms, however, the word “storytelling” is often
used in many ways.

Values

Experiences
Habits

Stories are used to share

Attitudes
Belief

Wisdom

Stories preserve culture and pass on cultural knowledge from one generation to another. In essence,
stories keep cultures alive. Stories provide a timeless link to ancient traditions, legends, myths, and
archetypes. But they also connect us to universal truths about ourselves and our world.

 Entertain - to hold the attention of pleasantly or agreeably; divert; amuse.

 Inform - to give information so as to accuse or cause suspicion.
 Persuade - to cause (someone) to do something by asking, arguing, or giving reasons.
 Instill moral values - teaching moral values like honesty, loyalty, respect, self-reliance, self-
discipline, patience, kindness, gratitude, forgiveness, personal responsibility and courtesy.
 Transmit culture - Cultural transmission is the process through which cultural elements, in the
form of attitudes, values, beliefs, and behavioral scripts, are passed onto and taught to
individuals and groups.
 Inspire - Inspire means to excite, encourage, or breathe life into.

Good stories have following elements or tools for their messages to be more effectively conveyed
their audience and listeners.

Settings: A setting is the time and place in which a story is told.

Characteristics: A character trait is a literary term for adjectives and descriptions that writers use to add
personality and depth to characters.
Plot: is the sequence of events within a story: a description of what happens and why it happens.

Conflict: Conflict in a story is a struggle between opposing forces. Conflict in a story creates and drives
the plot forward.

Theme: A story's theme is what the story is about—but not in the way you might initially think. A theme
isn't the work's literal details like its character or setting. It's the universal message the story
communicates.

The most compelling speakers engage the audience with a succinct speech, speak from the heart and
inject some light humor into their presentation. Being able to inspire an audience through delivering a
clear speech and engage through storytelling is a vital characteristic of personal branding and leadership
presence.

Capture your audience's attention by telling a story that connects on an emotional and personal level.
This will help your listeners imagine themselves experiencing something similar to your story even in a
small way.

Part of being an effective storyteller requires three (3) preliminary steps:

1. Finding the correct story

The best story is a well-told tale about something the reader feels is relevant or significant. The best
stories are more complete and more comprehensive.
 Appropriateness to the topic. involves a topic that is especially suitable or compatible with your
audience's interest, expectations, norms, or customs. Everyone will have expectations about
roles and outcomes associated with your speech.
 Length and complexity of the story. Complexity is a factor in the number of points a product
backlog item should be given. But it is not the only factor. The amount of work to be done is a
factor. So, too, are risk and uncertainty.
 Time and availability materials available. the fact that something can be bought, used, or
reached, or how much it ...

2. Know your audience

Knowing your audience helps you figure out what content and messages people care about. Once you
have an idea of what to say, knowing your audience also tells you the appropriate tone and voice for
your message.
 Age of your learners. Age-appropriate learning can also help to identify any delays in mental or
emotional development. Knowledge and information remain useless, unless an experience or
the skills to process the information are developed in early years.
 Vocabulary ability of your learners. It is crucial that children have explicit and robust instruction
in vocabulary, to support their verbal and written communication. The explicit teaching of
vocabulary allows students to access academic language and discourse, and facilitates their
comprehension of increasingly complex texts.
 Size of your audience. Current Audience Size is the number of unique visitors in a segment based
on segment duration in days. This is the total number of visitors who can be targeted using this
segment.

3. Pre-reading. all the things a reader does before reading in order to engage with the text and increase
capacity to understand it. “If you build the big picture before you start, you begin reading the text with a
conceptual framework already in place.

 Read and re-read the story. Rereading books provides an opportunity to develop a deep
understanding of a book's plot or character development something not possible reading a book
once.
 Analyze where the major/interesting points in the story are. When analyzing a novel or short
story, you'll need to consider elements such as the context, setting, characters, plot, literary
devices, and themes. Remember that a literary analysis isn't merely a summary or review, but
rather an interpretation of the work and an argument about it based on the text.
  Decide where to stop or pause for effect. Pausing helps to convey the message more effectively.
It allows you to collect your thoughts and your audience to follow what you're saying. It helps to
keep them engaged. “Messages aren't just conveyed by what we say, but also by what we do
not say.”
 Identify with the characters in the story. A character is someone in a story - either a human, a
fantastical or mythical creature. They could even be a talking animal. Characters have character
traits that define them and influence how they act in the story.

Before beginning a reading, ask students to activate their schema on the new topic during class time. For
example, write the title of the chapter or article on the board and ask students to write down whatever
they already know about that topic. Related ideas are fine also.

 Assess students' background knowledge of the topic and linguistic content of the text.
Background knowledge helps students make connections with new information and helps them
understand concepts. When teachers make connections between the lesson and their ELL
students' backgrounds, they validate their culture and experiences and may facilitate greater
interest in the lesson.
 Give students the background knowledge necessary for comprehension of the text, or activate
the existing knowledge that the students possess. There is a virtual consensus that background
knowledge is essential for reading comprehension. Put simply, the more you know about a
topic, the easier it is to read a text, understand it, and retain the information.
 Classify any cultural information which may be necessary to comprehend the passage.
Comprehension is the understanding and interpretation of what is read. To be able to accurately
understand written material, children need to be able to (1) decode what they read; (2) make
connections between what they read and what they already know; and (3) think deeply about
what they have read.
 Make students aware of the type of text they will be reading and the purpose(s) for reading. The
ability to visualize the features of a text type, and how those features are arranged, is vital to
the construction of meaning when reading. When a student is able to visualize in this way, they
understand texts at a much deeper level, and so have real control over them.
 Provide opportunities for group or collaborative work and for class discussion activities.
Collaborative activities are any activities where learners are working co-operatively in pairs or
groups. For example: Pair or group discussions. Completing shared tasks in a pair or group, e.g.
matching, sorting, ranking.

Some strategies for pre-reading. May include:

 Anticipation - is a comprehension strategy that is used before reading to activate students' prior
knowledge and to build their curiosity about a new topic.
 Motive Questions - motive question is a query that is left hanging until the last part of the
reading proper. The question usually centers on an analysis of the entire reading selection or a
question that generalizes the entire reading question.
 Opinionnaires/Questionnaires - a survey activity that gives students voice as they begin to
immerse themselves in a major theme, Essential Question or inquiry question for a
reading/viewing.
 Brainstorming - strategy that can be used to activate students' prior knowledge and cause them
to begin thinking about the topic that will be addressed in the reading.
 Concept Mapping/Mind Mapping - A concept map connects many ideas or concepts, while mind
maps focus on one idea. Conceptual maps have tree structures of many branches and clusters,
whereas mind maps have a radial configuration.
 KWL Chart - K-W-L charts are graphic organizers that help students organize information before,
during, and after a unit or a lesson. They can be used to engage students in a new topic, activate
prior knowledge, share unit objectives, and monitor students' learning.

Multiple intelligences refer to a theory describing the different ways students learn and acquire
information. These multiple intelligences range from the use of words, numbers, pictures and music, to
the importance of social interactions, introspection, physical movement and being in tune with nature.
A good storyteller will typically identify their two most salient points and bookend their story with them
—they will open with an exciting anecdote to grab the audience's attention, and then they will make
sure the last thing they say is something that can resonate with the audience long after the story is over.

 Sincerity and Wholeheartedness. Some common synonyms of wholehearted are heartfelt,

hearty, sincere, and unfeigned. While all these words mean "genuine in feeling," wholehearted
suggests sincerity and earnest devotion without reservation or misgiving.
 Enthusiasm. According to psychology, the meaning of enthusiasm differs according to person,
though the literal meaning is an 'intense feeling of happiness or joy. ' One can be enthusiastic
about anything in life; work, passion, routine, etc. It is usually a positive feeling that propels one
to do good.
 Animation. Animation is a method by which still figures are manipulated to appear as moving
images.

McWilliams further added particular oral storytelling skills that storytellers must possess:

Emphasis. reflect the audience response in the way that they tell a story, and (in the most flexible
performances) incorporate the audience and their suggestions into the telling.
Repetition. a literary device that involves using the same word or phrase over and over again in a piece
of writing or speech.
Transition. a word or phrase that connects one idea to another. This connection can occur within a
paragraph or between paragraphs.
Necessary. it lets you show the world in a different light, helps people visualize themselves within the
story, and gives purpose to change or action.
Pause. More often pauses are provided by a storyteller to capture the audience's attention by
emphasizing keywords, focusing emotion-salient words, and to separate key phrases in an utterance.
Proportion. the amount of details you give, and the time you spend giving them, versus the importance
of those details and the length of the scene.

The storyteller takes the audience on a journey and keeps the listeners engaged and wanting more.
Listener's imagination – Storytelling allows the listener to create a world of his own through the
storyteller's rich narration that encourages the listener's imagination and leaves a lasting impact.

Storytelling helps your audience relate to the material you share. Storytelling engages their imagination
and brings concepts to life with each twist and turn of the story. A great storyteller can take the
audience on a journey and help them better understand the message and information you want them to
digest.

 Active involvement of the listeners - is a way of listening and responding to another person that
improves mutual understanding. It is an important first step to defuse the situation and seek
solutions to problems.
 Shifts and projection of the voice- Projecting your voice means speaking clearly and confidently.
This gives your audience the impression that you're capable of holding a one-on-one
conversation, a group meeting or a speech in front of a crowd.
 An unexpected twist in the narration - is an unsuspected occurrence or turn of events in the
story that completely changes the direction or outcome of the plot from the direction it was
likely to go.
 Constant animation - Animation appeals to people of all ages and backgrounds because
animation is a compelling way to tell a story. Learn more in: Reflection of the Cultural Values in
Animation Stories into Transmedia