Commands that are written on cards for example stand

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commands that are written on cards, for examplestand sit run sleep walk.The teachercues the children by saying the word and doing the action but the children will learn torecognise these words as they begin to build a sight vocabulary. They will have fun doingthe actions slowly, then quickly, then one after the other to see who can keep up with you.This reading is not assessed in any way but builds up beginning reading skills byrecognising that way words look.
HLT3701/501/0/202039Activity 1.7Make a set ofcommand cardsand a set ofclassroom labelsfor your teachingpractice portfolio.1.Choose six command words, e.g.smile, hop, jump, sleep, sit, stand.2.Choose six classroom labels, e.g.door, table, board, cupboard, chair, window.3.Pack each set together using an elastic band and keep in a plastic file for teachingpractice.1.3.4Beginning to make children aware of sounds in wordsIntroducing children to rhymes is an important pre-reading skill. Children listen to soundsand sound patterns in songs and rhymes in order to understand spoken language better.Simple, traditional rhymes can be used, for example Twinkle, twinkle little star.You can access it on the internet by clicking this link:1.3.5 Section 3 summaryIn this section we looked at beginner reading skills which encompasses pre-reading andemergent reading. Children come to school with different exposure to texts and languagedepending on their individual contexts, which teachers need to acknowledge and adapttheir teaching to.Begin with what is familiar to the child when teaching something new andbuild their frame of reference, vocabulary and exposure to text in an enjoyable way.Incidental reading is not a formal programme and is not assessed. Use name cards,classroom labels, command cards, songs and rhymes to enhance language learning.1.4Section 4: How do we approach the teaching of language skills in theFoundation Phase?
401.4.1 Outcome: Teaching and learning of the language skills is reflected upon andadapted accordingly.Based on what we have learnt in the previous three sections, we are going to reflect howwe could approach the teaching of language skills in the Foundation Phase. Our approachto language learning should be underpinned by the insights we have learnt so far in thisunit. Our approach will be framed by six of these insights, which are explained below. Thesection will end with three activities that are based on these six insights.1.4.2Developing the home language is vitally importantThink of the four language skills and how important they are in your own daily life.Listening: think of how often you listen and how important this is in your own life.Does ithelp you establish relationships? Learn new information? Understand aspects of life youdidn’t know before? Do you wish you were a better listener?Linking this to the child and school, how will being a good listener help a child to succeed atschool? What advantages will they have?Speaking

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Term
Fall
Professor
NoProfessor
Tags
Home language, FACILITATION OF LANGUAGE SKILLS

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