reading

All aspects of learning which help build the ability to read, begin at birth and continue through very early childhood. Recognising how we can facilitate experiences for young children, so that they are well prepared to build up multiple skills such as decoding, predicting, understanding and enjoying the wonderful gift of reading, is a key factor in successfully teaching young children.

The fifth issue of LLT, brought out in January 2014, deals with a range of topics with articles like 'What Esperanto Offers Language Teachers' and 'Teacher Talk in the Second Language Classroom' to ones that look at e-learning and give an analysis of how the government is speaking to the masses. The issue also comes with book reviews and classroom activities.

Do you remember the days when you curled up in a chair with a book (anything from Tom Sawyer or Little Women to The Final Diagnosis) and a plate of munchies, oblivious to the rest of the world, especially calling parents? The book-reading child is slowly becoming a rare sight. The place of pride that the storybook occupied is being taken over by the ubiquitous television and the computer. This is not to say these are ‘bad’ per se, but I’m sure you’ll agree that the book is indeed something special.

Magic happens when you integrate library books with classroom learning...as was done in Apna Vidya Bhavan.

English

In this article D. Annarathinam talks about reading corners - how they can be set up and used to create learning spaces for children.

I clearly remember the moment when I realized that I could read. I must have been five years old. I was at home, sitting on the floor with a storybook, reading a story one word at a time. And suddenly (this is how I remember it, at least) - I was reading whole sentences from beginning to end, without stopping. I could read!

Every English teacher has experienced it – the ennui and the lack of interest displayed by students when confronted with poetry lessons. Here is a novel approach to poetry teaching that shows how poetry can be fun.

“Children, let’s do poetry today,” and the teacher gets an assortment of reactions. Tense “oh’s” of boredom and occasionally, a delighted squeal of joy (if only a few more would).

Most subject teachers handle reading as a process of acquiring information about the subject. But there is much more to reading – subject teachers too can help students discover the joys of reading, with little extra effort. A history teacher shares her experiences...

Learning about Indian history from 3500 BC onward, through the daily lives of people, becomes an absorbing experience through this highly interactive classroom aid filled with fun, games and more…  

Simple ideas and activities centred on reading, listening and engaging with visuals can be used to get children to use a familiar language to learn an unfamiliar one.

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