Reading can be categorised as cyclic,intensive and extensive .Lets take a review of these categories which the teacher can employ to help children to develop their reading skills.
Cyclic reading is a system the teacher can divide the children into small groups of 5 or 6 with each group is given a unique task supported by reading materials These may be as follows:
•core reading
•aloud reading to an audience
•dictionary work
•comprehension exercise
•extensive reading
•reading for information enrichment using newspapers,pamphlets,magazines ,internet etc.
Cyclic reading is effective provided the materials are available and suitable for their level and achieve all the objectives set.
Groups rotate from from one activity to another as they can familiarise with all programmes and can devote three periods per week.
Intensive reading is more of comprehension execise using a text from any source which can be use with well constructed questions which help children to understand the text they read.It is only by outside free reading they can extend their knowledge of the language level and reinforce their lesson reading learning, by reading various reading sources and reference materials.
Extensive reading is suitable when the materials for reading and the content suit the cognitive level of the learners and is more convenient to language capability than the current published textbook. Extensive reading can be organised as one activity among athers in cyclic reading.
31 October 2010
Cyclic ,Intensive and Extensive Reading.
Reading can be categorised as cyclic,intensive and extensive .Lets take a review of these categories which the teacher can employ to help children to develop their reading skills.
Cyclic reading is a system the teacher can divide the children into small groups of 5 or 6 with each group is given a unique task supported by reading materials These may be as follows:
•core reading
•aloud reading to an audience
•dictionary work
•comprehension exercise
•extensive reading
•reading for information enrichment using newspapers,pamphlets,magazines ,internet etc.
Cyclic reading is effective provided the materials are available and suitable for their level and achieve all the objectives set.
Groups rotate from from one activity to another as they can familiarise with all programmes and can devote three periods per week.
Intensive reading is more of comprehension execise using a text from any source which can be use with well constructed questions which help children to understand the text they read.It is only by outside free reading they can extend their knowledge of the language level and reinforce their lesson reading learning, by reading various reading sources and reference materials.
Extensive reading is suitable when the materials for reading and the content suit the cognitive level of the learners and is more convenient to language capability than the current published textbook. Extensive reading can be organised as one activity among athers in cyclic reading.
Cyclic reading is a system the teacher can divide the children into small groups of 5 or 6 with each group is given a unique task supported by reading materials These may be as follows:
•core reading
•aloud reading to an audience
•dictionary work
•comprehension exercise
•extensive reading
•reading for information enrichment using newspapers,pamphlets,magazines ,internet etc.
Cyclic reading is effective provided the materials are available and suitable for their level and achieve all the objectives set.
Groups rotate from from one activity to another as they can familiarise with all programmes and can devote three periods per week.
Intensive reading is more of comprehension execise using a text from any source which can be use with well constructed questions which help children to understand the text they read.It is only by outside free reading they can extend their knowledge of the language level and reinforce their lesson reading learning, by reading various reading sources and reference materials.
Extensive reading is suitable when the materials for reading and the content suit the cognitive level of the learners and is more convenient to language capability than the current published textbook. Extensive reading can be organised as one activity among athers in cyclic reading.
The Presentation of Lesson on Development of Listening Skills.
Listening in most cases is regarded as a passive skill ,which is not given time in classroom activities as teacher thought it can be taught in conjunction with other skills like speaking ,reading and writing . yet listening is the backborne of all these skills to develop language skills for a child to be fluent in communication both orally and in writing.
When teaching language the item of new words should be introduced . This should come first because developing language based on the vocabulary which pupils need to develop in sound as they may have problem in mispronunciation of new words ,sentence structure or functional context.
The lesson progressions should be first presentation followed by practice and then reinforcement .During all the stages ,the teacher should always find way out to introduce vocabulary items so that pupils can understand more clearly.
Let now get into situation where the teacher is now make a lesson presentation on the words :hard ,soft ,flufy and smooth.
The media the teacher can use are balls . Now the teacher talk of the two balls presented in the lession :
"Now lets all of us look and listen.
Look at these balls.''
Someone to come upfront to take the ball.
Now look at this white ball feel it its soft and fluffy. The yellow ball is Hard and Smooth.The use of all sense is essential for children to make lession live and more interesting children should be allowed to touch ,feel it and master the words being used to describe the object.
When presenting inifinitive of purpose:
I am going to the breaktime to have a cup of tea.
I am now pack my book to left my table tidy.
I am opening windows to let in some fresh air.
The teacher is speaking and doing as being said using the objects ,new words should be used more frequently ,whilst children listen ,watch and learn.
Then now at this stage children should be involve in sorts of activities to apply the concepts .
The teacher may read the statement and children listen to statements and respond with true or false.
In a week there are 10 days /false
In a week there are 7 days /true
Remmber lesson to be based on activities commonly done by children to capture their attention from what they know most.
We oftently go to church on Tuesdays /false
We should wash our hands under running water before we eat /true
The teacher should make the statement more clearly only once to promote concentration from children.
Following of instructions is a concept of listening which shall help children even when writing tests or use roads. The teacher should give children four instructions whilst they listen carefully and then follow them.
•write numbers 1-4 DOWN THE LINE OF THE PAGE.
1 write your name.
2 the name of your school.
3 the name of your country
4 write :where do you live?
On number its not a question to be answered but to write the questions as being said.
Children can mime or act as the teacher give instructions
"wash your face"
"run on the same spot"
"brush your teeth"
The other interesting topic in listening is story telling.The teacher should read or tell the story while children listen. The use of motivational stimulus ,thus use of gestures ,changes in voice projections ,rhythmic movement ,use of facial expressions help children to follow the story with interests.
Check comprehnsion as frequently ask questions from the story.Children should also asked to retell the story ,write the summary or discuss in groups.
They can also complete the story on their own.
Another way of developing listening skills is through use of dictation which we are not going to discuss in detail.
When teaching language the item of new words should be introduced . This should come first because developing language based on the vocabulary which pupils need to develop in sound as they may have problem in mispronunciation of new words ,sentence structure or functional context.
The lesson progressions should be first presentation followed by practice and then reinforcement .During all the stages ,the teacher should always find way out to introduce vocabulary items so that pupils can understand more clearly.
Let now get into situation where the teacher is now make a lesson presentation on the words :hard ,soft ,flufy and smooth.
The media the teacher can use are balls . Now the teacher talk of the two balls presented in the lession :
"Now lets all of us look and listen.
Look at these balls.''
Someone to come upfront to take the ball.
Now look at this white ball feel it its soft and fluffy. The yellow ball is Hard and Smooth.The use of all sense is essential for children to make lession live and more interesting children should be allowed to touch ,feel it and master the words being used to describe the object.
When presenting inifinitive of purpose:
I am going to the breaktime to have a cup of tea.
I am now pack my book to left my table tidy.
I am opening windows to let in some fresh air.
The teacher is speaking and doing as being said using the objects ,new words should be used more frequently ,whilst children listen ,watch and learn.
Then now at this stage children should be involve in sorts of activities to apply the concepts .
The teacher may read the statement and children listen to statements and respond with true or false.
In a week there are 10 days /false
In a week there are 7 days /true
Remmber lesson to be based on activities commonly done by children to capture their attention from what they know most.
We oftently go to church on Tuesdays /false
We should wash our hands under running water before we eat /true
The teacher should make the statement more clearly only once to promote concentration from children.
Following of instructions is a concept of listening which shall help children even when writing tests or use roads. The teacher should give children four instructions whilst they listen carefully and then follow them.
•write numbers 1-4 DOWN THE LINE OF THE PAGE.
1 write your name.
2 the name of your school.
3 the name of your country
4 write :where do you live?
On number its not a question to be answered but to write the questions as being said.
Children can mime or act as the teacher give instructions
"wash your face"
"run on the same spot"
"brush your teeth"
The other interesting topic in listening is story telling.The teacher should read or tell the story while children listen. The use of motivational stimulus ,thus use of gestures ,changes in voice projections ,rhythmic movement ,use of facial expressions help children to follow the story with interests.
Check comprehnsion as frequently ask questions from the story.Children should also asked to retell the story ,write the summary or discuss in groups.
They can also complete the story on their own.
Another way of developing listening skills is through use of dictation which we are not going to discuss in detail.
Teaching and Learning of Environmental Science
Education is now populary regarded as selection of culture.Curriculum planners had also realised the need to teach young children the importance of their environment in their life.According to the importance of our physical environment it is wise to explore why it is necessary to let children learn about their surroundings.
In the eary inception of Zimbabwe formal education the teaching and learning of environment was known as nature study.Lessons were mostly taught inside the classroom ,using teaching and learning aids like pligrams,charts,dead materials from dead animal.In the topic of animals pupils would be asked to draw animals and label the only ,even in higher grades.
The classrooms were entitled to have a nature corner/place which were put shells ,dead plants animal skeletons and other bones collected from the environment.
By 1990 the Germany Organisation initiated workshops on how best can environment science taught in the elementary/primary schools.The recommendations from these workshops among other things change the subject from nature study to Environmental Science.The theme of the newly designed syllabus is to do and participate.In other words learners should not just told what is in their environment ,but rather they should go into environment and find the relevant facts whilst actively participating in the lesson.
Environmental science is an integrated subject which encompasses all other taught subjects which include languages,social science,mathematics and moral studies.
The main aims and goals of the environmental science is to let pupils be aware of themselves ,environment as they focus on the five levels of knowledge which:
Basic Scientific Knowledge
Pupils acquire basic scientific knowledge
Comprehension
After acquired the knowledge of science ,then should understand to it,for example how cholera develops.
Application of Ideas
apply the knowledge and able to classify.In this case they are applying ideas.
Analysis
When they gathered facts should be able to analyse the classified and understood facts.They are sorting,comparing or analysing.
Synthesis
Pupils will be able to design /create and construct.
The methodology of environmental science is mainly child centred as learners are interacting with the teacher ,among themselves and their environment.
There should be a lot of demostrations ,experimentations,project work,problem solving,games,case study ,drama,discussions and fieldtrips.
The Science Process Skills
These are activities by learners to investigate a science phenomenon use to explore a particular topic or concept.Process skills are grouped into three distinct categories:
1.The Basic Science Process Skills
Pupils are observing,counting ,describing or explaining as they should be able to ask insightful questions.
2.Intermediate Process Skills
Learners are instructed to draw what they had observed .They also measure ,compare ,infer or conclude.
3.Abstruct or Complex Skills
Learners are now involved in the estimations ,hypothesizing ,create questions from every problem and make their own judgements and predictions.
Determinants of Process Skills
The topic to be taught ,lesson objective and what is wanted to be understood by learners.The teacher should take into consideration the cognitive level of the learners and whether the class is a mixed or else.
The teacher should develop the lessons fron known to unknown and the lesson should be mainly child centred ,hands on approach as learners are freely allowed to use all their senses ,touching ,seeing,feeling ,hearing and smelling.Let the learners compare ,measure until they form a concept.
Importance of Environment as laboratory/Media.
Environmental science is absolutely effective if taught using mainly outdoor lesson.Start from the classroom and then go outside.
Organisms such as animals and plants must be studied in their natural habitat.
It is unecessary to let pupils collect organism such as nests,leaves or bones to the classroom ,just teach them there so that they develop an awareness of the importance of environment to their life.
Unless the collection is very necessary ,don't destroy the environment,after use return the specimen to its original setting .
Suggestions for a Successful outdoor lesson
•Study the environment.
•Prepare all needed materials for the lesson before the lesson.
•Divide the class into smaller groups and train group leaders to lead other carefully.
•Give clear instructions as your introduction
•Give diversified exercises for different groups to do.
•Learner schould carry their notebooks,recorders or camera and let them discover for themselves and avoid telling them the answers.
•Teacher should be an active listener and guide.
•Show interes and enthusiasm in the lesson.
•Avoid disturbing natural environment.
•Check weather before letting go go outdoor lesson.
•Ask pupils to evaluate ,judge,conclude and consider themselves.
•Teacher should make follow -ups on children's reports.
In the eary inception of Zimbabwe formal education the teaching and learning of environment was known as nature study.Lessons were mostly taught inside the classroom ,using teaching and learning aids like pligrams,charts,dead materials from dead animal.In the topic of animals pupils would be asked to draw animals and label the only ,even in higher grades.
The classrooms were entitled to have a nature corner/place which were put shells ,dead plants animal skeletons and other bones collected from the environment.
By 1990 the Germany Organisation initiated workshops on how best can environment science taught in the elementary/primary schools.The recommendations from these workshops among other things change the subject from nature study to Environmental Science.The theme of the newly designed syllabus is to do and participate.In other words learners should not just told what is in their environment ,but rather they should go into environment and find the relevant facts whilst actively participating in the lesson.
Environmental science is an integrated subject which encompasses all other taught subjects which include languages,social science,mathematics and moral studies.
The main aims and goals of the environmental science is to let pupils be aware of themselves ,environment as they focus on the five levels of knowledge which:
Basic Scientific Knowledge
Pupils acquire basic scientific knowledge
Comprehension
After acquired the knowledge of science ,then should understand to it,for example how cholera develops.
Application of Ideas
apply the knowledge and able to classify.In this case they are applying ideas.
Analysis
When they gathered facts should be able to analyse the classified and understood facts.They are sorting,comparing or analysing.
Synthesis
Pupils will be able to design /create and construct.
The methodology of environmental science is mainly child centred as learners are interacting with the teacher ,among themselves and their environment.
There should be a lot of demostrations ,experimentations,project work,problem solving,games,case study ,drama,discussions and fieldtrips.
The Science Process Skills
These are activities by learners to investigate a science phenomenon use to explore a particular topic or concept.Process skills are grouped into three distinct categories:
1.The Basic Science Process Skills
Pupils are observing,counting ,describing or explaining as they should be able to ask insightful questions.
2.Intermediate Process Skills
Learners are instructed to draw what they had observed .They also measure ,compare ,infer or conclude.
3.Abstruct or Complex Skills
Learners are now involved in the estimations ,hypothesizing ,create questions from every problem and make their own judgements and predictions.
Determinants of Process Skills
The topic to be taught ,lesson objective and what is wanted to be understood by learners.The teacher should take into consideration the cognitive level of the learners and whether the class is a mixed or else.
The teacher should develop the lessons fron known to unknown and the lesson should be mainly child centred ,hands on approach as learners are freely allowed to use all their senses ,touching ,seeing,feeling ,hearing and smelling.Let the learners compare ,measure until they form a concept.
Importance of Environment as laboratory/Media.
Environmental science is absolutely effective if taught using mainly outdoor lesson.Start from the classroom and then go outside.
Organisms such as animals and plants must be studied in their natural habitat.
It is unecessary to let pupils collect organism such as nests,leaves or bones to the classroom ,just teach them there so that they develop an awareness of the importance of environment to their life.
Unless the collection is very necessary ,don't destroy the environment,after use return the specimen to its original setting .
Suggestions for a Successful outdoor lesson
•Study the environment.
•Prepare all needed materials for the lesson before the lesson.
•Divide the class into smaller groups and train group leaders to lead other carefully.
•Give clear instructions as your introduction
•Give diversified exercises for different groups to do.
•Learner schould carry their notebooks,recorders or camera and let them discover for themselves and avoid telling them the answers.
•Teacher should be an active listener and guide.
•Show interes and enthusiasm in the lesson.
•Avoid disturbing natural environment.
•Check weather before letting go go outdoor lesson.
•Ask pupils to evaluate ,judge,conclude and consider themselves.
•Teacher should make follow -ups on children's reports.
Vocabulary Development in Children
Before go through this article first ask yourself 'why teach /learn vocabulary?'
The rationale of teaching vocabulary is to make pupils familiarise with words and phrases .The promotion of comprehension in children is enhanced by their vocabulary capability.When they write articles or short stories they can able to use different words in different situations . Children will increase pressure and success in reading and they also enlarged their minds to new ideas.
The approaches a teacher can adopt in teaching vocabulary includes:
(A)Language experience which requires to integrate life's experience with new vocabulary . There are four types of vocabularies that can be employed:
(1)The name for familiar experience of reference ,for instance a child swim in the bay ,but not know what is it called here the emphasis in teaching will focus primarily in the utilisation of words recognition. This is usually the situation for beginner readers. The terms may be familiar but pronunciation and identification of words are unfamiliar..
(2)Expanded meaning for a familiar references. This particular important for words for feelings like abstract words freedom .The emphasis on teaching is on exposure on different situations .
(3)Additional names for a familiar reference involve learners' experiences through senses. They explain ,describe ,make comparisons and contrast with known things ,experiences and works.For example pupils say cheetah ,make comparisons with a cat. The teacher should avoid teaching a word in isolation use verbal context even when you have to give a meaning of isolated words. Immediately use it in an illustration this helps pupils to understand word usage. The teacher and pupils can discusss meaning and give meanings related to the words. Then children should be allowed to use words in context and pronounce these words.
(B)Semantic approach is to comprehend the meaning and it is not necessarily what the word stand for only ,but also its relationship with other words in the language. Semantic networks extend children's background which in turn increases comprehension.
In the semantic webs ,the teacher chooses one or two keywords from an experience and then brainstorm children to know what comes to mind when they hear the words. Children thereafter may write the association individually or they write in groups. for example the word {FEAR}They can come up with words like fear of places,things,death ,war ,hunger,backgrounds,examinations ,friendships and so on.
The semantic feature analysis is categorise words grasped in a certain features. This can be done on chart as it shows similarities and difference among the words.
(C)Alternatively pupils can brainstorm all the related ideas and words after a discussions and other activities pupils can then add other related words.
{OCEAN} found in water ,ships ,fish ,beach etc.
There some useful which we left which include word trees and word forks all if employed in the teaching and learning situation of developing vocabulary in children they greatly benefit out of it.
The rationale of teaching vocabulary is to make pupils familiarise with words and phrases .The promotion of comprehension in children is enhanced by their vocabulary capability.When they write articles or short stories they can able to use different words in different situations . Children will increase pressure and success in reading and they also enlarged their minds to new ideas.
The approaches a teacher can adopt in teaching vocabulary includes:
(A)Language experience which requires to integrate life's experience with new vocabulary . There are four types of vocabularies that can be employed:
(1)The name for familiar experience of reference ,for instance a child swim in the bay ,but not know what is it called here the emphasis in teaching will focus primarily in the utilisation of words recognition. This is usually the situation for beginner readers. The terms may be familiar but pronunciation and identification of words are unfamiliar..
(2)Expanded meaning for a familiar references. This particular important for words for feelings like abstract words freedom .The emphasis on teaching is on exposure on different situations .
(3)Additional names for a familiar reference involve learners' experiences through senses. They explain ,describe ,make comparisons and contrast with known things ,experiences and works.For example pupils say cheetah ,make comparisons with a cat. The teacher should avoid teaching a word in isolation use verbal context even when you have to give a meaning of isolated words. Immediately use it in an illustration this helps pupils to understand word usage. The teacher and pupils can discusss meaning and give meanings related to the words. Then children should be allowed to use words in context and pronounce these words.
(B)Semantic approach is to comprehend the meaning and it is not necessarily what the word stand for only ,but also its relationship with other words in the language. Semantic networks extend children's background which in turn increases comprehension.
In the semantic webs ,the teacher chooses one or two keywords from an experience and then brainstorm children to know what comes to mind when they hear the words. Children thereafter may write the association individually or they write in groups. for example the word {FEAR}They can come up with words like fear of places,things,death ,war ,hunger,backgrounds,examinations ,friendships and so on.
The semantic feature analysis is categorise words grasped in a certain features. This can be done on chart as it shows similarities and difference among the words.
(C)Alternatively pupils can brainstorm all the related ideas and words after a discussions and other activities pupils can then add other related words.
{OCEAN} found in water ,ships ,fish ,beach etc.
There some useful which we left which include word trees and word forks all if employed in the teaching and learning situation of developing vocabulary in children they greatly benefit out of it.
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