Alan Luiz 10
Motivating children to read
But how to motivate a child to read educational material, and not just limit himself to personal experience or the experience of parents, watching videos on the Internet? The second question: how to organize a control system for the whole class in a lesson with the aim of in-depth mastering of the material?
I’ll tell you about my experience using the example of the “Story about the Word” project from the 3rd grade textbook for the program. This is teamwork, which, in addition to functional literacy, also develops in children the “4K” skills (critical thinking, creativity, communication, cooperation), which we have all been talking about lately. These skills are important for children to be able to express their thoughts competently and write well. In order to improve these indicators, you can use the college essay editing service and this will encourage children to develop these skills. Thus, with the help of these skills, functional literacy will develop even faster.
The groups are roughly equal. In each there is a student - a generator of ideas. He distributes assignments, who will do what when working on the project. Other children, of course, also offer their own ideas and options. They themselves are called to work on that part of the project that is closest and most understandable to them. The role of the teacher is to observe and direct in the right direction, to provide dosed assistance. If the teacher sees that the children are not succeeding, use the paper editing service - editius.com to help them. This will help to increase the friendly atmosphere in the team.
For example, children rely on the example of parsing the word "frost".Each group was offered its own word, with which it is necessary to do a similar analysis: “grandmother”, “hero”, “friendship”, “good”, “labor”. Children write transcription, name orthograms and determine their type. To help the children was offered a resume proofreading service, a dictionary of synonyms and antonyms. There is only one copy, so the groups skipped tasks while waiting for the dictionary, and then returned to them again. When selecting phraseological units, children used smartphones. It was the same in the case of riddles, examples of the use of the word from literary texts. Plus, the children were asked to draw and illustrate the given word.
The same work is applied in other lessons. So, on the art we are engaged in the manufacture of finger puppets and scenery models for the performance. Making scenery alone is difficult, but in a group the work goes well. Children made paper chains to decorate the class - we previously wrote instructions for creating these decorations in the language lesson.