THE PRIMARY GRADES ENGLISH LANGUAGE ARTS – KINDERGARTEN THROUGH THIRD GRADE
Learning to read is by far the most important task for children in primary school education. If this does not happen in the first few years, it will be very hard to make up the lost ground later.
Children who do not have school often start to have serious problems in their fourth grade, when they have to apply their reading skills seriously to other academic subjects. Therefore, your goal is to ensure that your child reads at the grade level and at the end of the third grade with interest.
Most primary teachers begin the year in which they expect to find a room full of children reading at various levels. This is partly because, as children do not all begin to walk at the same age, they read at different rates. It’s also partly because some children (almost always the ” advanced ” readers) are lucky enough to have parents reading at home with them. It takes a skilled teacher to keep everyone moving, bringing some kids up to speed, even though she helps the faster readers to move forward. It’s a good idea to talk to her and watch her in action to find out how she is doing this hard job.
You should see a lot of explicit and systematic phonics. Expect to pitch in at home to help your child use word identification strategies to sound words and break long words into smaller pieces. Since children learn to read at different rates, some finish most of the necessary phonics in the first grade, others in the second grade or the beginning of the third grade. At the end of the primary grades, phonics work should be complete for the class as a whole, which means that all children in the class have internalized these vital reading skills and strategies.
You should also see a lot of emphasis on reading understanding. After all, the purpose of reading is not just to understand the words, but also to understand and appreciate the content. At the beginning of a reading lesson, you will often see good teachers passing on the meaning of new words that young people will meet. Teachers can also conduct a brief discussion to provide the background information needed to understand the choice. ” Today we’re going read an English king story called King Alfred. Who can tell me where Great Britain is? Who knows what a king is? “) Teachers ask questions after reading the story to help children understand the plot and key ideas. ” Why disguised King Alfred as a pastor? Why was he not angry with the old woman when she scolded him? “) This type of work is essential for a better understanding of the reading.
Students who work hard to learn how to read will lose their appetite if the books they have been given are stupid or stupid. Schools should offer first-class, exciting stories with fresh vocabulary, valuable knowledge and a sense of fun reading.
Child literature classics–The Littlest Angel, The Cat in the Hat, The]ust So Stories–should have a prominent place in the curriculum. Primary school students can even enjoy wonderful stories such as The Scarlet Pimpernel and travel to the Earth Center if these works have been adapted in imaginative and challenging ways for children. Ask the teacher to show you the study program and a list of the stories that the class reads. Look for a mini, library or reading corner in your classroom. Take a couple of moments to see what’s there and how much.
Ensuring that children learn the basics of writing is an absolute in the primary degrees. Students learn the basics of placing on paper letters, words, sentences and paragraphs. After they start writing formal lessons, you should see a lot of regular practice. Skill sheets and workboo.ks can help children to learn basic lessons, but most of the writing should be in the form of short compositions that are corrected by teacher stories, letters, short descriptions of things seen, regular journal entries, etc. It is critical to study the basic rules of grammar, language use, and writing mechanics; if children do not know the rules of writing, it is difficult to expect them to write well. Care should also be shown for good handwriting habits. Students should be comfortable to come up with ideas and express them legibly with their pencils at the end of the third grade.
Vocabulary and spelling should be learned in several ways. Children acquire spellings and meanings of words by frequently exposing them to read tasks. New words should also be learned through non-contextual approaches, such as lists of words, rules of spelling, analogies and synonyms and antonyms.
Children should spend a lot of time practicing oral language learning to express their thoughts clearly, to describe things vividly, to talk and to talk to groups. They learn these skills in a variety of ways: reading aloud, explaining topics, telling the class about things they saw and did, or telling stories. Speaking habits are built during these early school years. They ‘re a little like tables. There are good, polite ways to eat and right, civil ways to talk. English class-and parents should address the label and correct use.
It is also critical to learn how to listen closely and politely. During his academic career, a great deal of your child’s class time is spent listening to him. To listen to directions, to listen to the teacher explain ideas, to listen to what colleagues have to say. This basic skill depends on a tremendous amount of learning. Do not overlook it. Watch to see if your child strengthens his ability to pay attention when you speak with others. One of the authors had a teacher saying, ” You’ve got two ears and a mouth. Use them to this extent. ”
Many studies and research skills are taught in English courses. In the primary degrees, children learn the layout and rules of the library and practice finding books. You visit the library regularly for independent reading books. Students practice skills such as word literacy and look for topics in an index. They learn to make use of basic resources such as dictionaries, encyclopedias, atlases, and the Internet.
Since nothing else is half as important to learn in these first years, be not surprised to see that ” language arts ” consume at least half the average school day’s learning time. Reading and writing should be integrated into all facets of the curriculum of the school. Learning history should include reading biographies and past stories; science lessons should include writing experimental reports. You should have books, books, and more books everywhere, no matter what the subject is.