Practices that improve literacy levels, including reading, writing and comprehension
Students are struggling in Reading, writing and arithmetic (3Rs)
The students use English language tree as a reminder of their progress such away every tree branch has a meaning in learning the language (first branch means Nouns and pronouns). The English language tree comprises seven branches which carry linguistic skills.
Fostering school language culture policy to address students linguistic needs
The Shadow Theater will be organized with the aim of developing children's communication skills. Shadow Theatre with using the puppet performance adds another dimension of curiosity to story telling and imaginative play. Playing with puppets children will learn new words and develop their speaking as well as listening skills.
Majority of pre-primary students are stuggling in reading, writing, and counting (3R). The Letter is my room is name given to how we adress the problem. We prepare a room with more letters, numbers and pictures of common items found in the environment for the students to be able to be familiar with them. We are making various teaching aids that students capture the students attention towards learning letters and numbers. So far we have make several aids such as numbers and letters on paper plates, drawing of different commonly use items and their respective names. Students are rely enjoying.
Instead of learners using digital devices to play games or watch videos, they can use digital devices to practice reading and complete assignments. This way they will be able to use the devices more effectively for learning.
How to expand a child's vocabulary in a fun and engaging way? In this practice, you create a 'word jar' with a 4–8-year-old and learn how to use new words creatively.
Our practice with the help of teachers helps children
Students should attend a consolidation class for 50 min each day to improve their reading and writing skills.
To conduct different session like diversity day celebration, art project day awareness sessions..through these activities we can over come the bullying problem from our school premises .
Using props to tell stories and demonstrating techniques of effective storytelling with creativity and imagination.
Teaching numeracy and literacy to pre primary pupils needs creativity and improvement of learning environment (class). Therefore, By using T - Learning Model, children will be able to learn numbers, sound and names of letters as well words will be easier. Children will be given opportunity in a competitive way and funny to identify numbers and letters and allowed to insert in T learning tree.
The ‘T – learning model’ supports students in basic reading, writing and arithmetic (3Rs) skills. It encourages children to work together, makes them able to identify vowels and numbers, and to write words.
Welcome to My Restaurant combines role play and language learning in the classroom. It helps students to learn helpful vocabulary within a context, and teaches them how to order and behave in a restaurant. The practice can be also used to discuss how to behave when you have food in your mouth or how to address the waiter when you need something. Complete the same activity in a different language or in a different location (different type of restaurant, etc.) You can also play the same activity but focus on the mathematical calculations of the menu.
Struggling with mastering essential reading, writing and arithmetic (3Rs) skills
World of Books is an extra-curricular reading program for children. As part of the program, students in grades 4-9 will have access to a variety of books, and during monthly extracurricular activities, children will have the opportunity to discuss, analyze books, express their point of views, dramatize, play role-playing games.
The Adventure Club aims to enrich the vocabulary and communication skills of 5-6 year-old children through various games and playful activities. The club will be organized by considering the conditions for the personal development of children, ensuring the speech development of the child through fairy tales, encyclopedias, and filmstrips. Children will learn about the environment, animals, insects, rocks, herbs and plants. The lessons and events of the club will be tutored by educators, and involvement of parents is essential, especially fathers in delivering some activities for children.
First, we want teacher to hold a remedial class for students after school and give them worksheets to exercise at home once a week. then we hold a "teacher listens to the student" program so that students can share their problems with their teachers without hesitation.
The Intellectual Library will be equipped with books according to the age and interests of students in grades 4 and 9. It will be a great place to gather students to impact positively on improving reading and comprehension skills by encouraging students to read books. At library special events will be planned jointly with parents, famous community members, teachers and school administration. These activities will not only improve students' reading and comprehension skills, but also involve their parents to stimulate their children's interest in learning.
A professional expert, speech therapist will train our teachers on basic logopedic methods. We have already one session where an expert showed us several exercises how using fine motor children can improve their speech. Further teachers could apply this with several children and it was amazing to see how it affected children. We would like to have some more sessions on these kinds of logopedic methods and apply them in practice. Also, for applying some of them we need logopedic equipment. So our team decided to establish logopedic laboratory as well.
Engaging children in reading experiences presents infinite opportunities for developing language and emergent literacy skills. "Start with a book" aims to help children to get familiar with a book, recognize letters and sounds that will be initial skill for school-preparedness. During the reading process with children the opportunities provided for interaction by educators to increase children’s understanding of the book. After each reading activity the educators will resume how the characters, events, and messages within the story appeal to children, and ask them to retell the story.
This practice can be used to acquire and use a variety of thematic vocabulary to use when talking about students' environment. It helps them to name, label and arrange objects into groups based on their different characteristics. Self-efficacy of students improve as them confidently take the visitor(s) around the museum.
English village is the students learning centered which will provide room / chance for student to speak and write different issue or activities he/ she will encounters. The village will made up with three simple house (house made up with timber and tins), two gardens (vegetable garden and sitting garden) and small shop. Inside of two house will have short stories, letters pictures and drawings, etc Sitting garden will have seats for conversations (debate, dialogue) and TV & Radio for watching and listening different stories ( from student themselves or other people) .
In this practice, we combine learning alphabet with storytelling. Children share new words with each other and learn how to use their existing vocabulary inside stories that they themselves create.
To address the problem in developing the children's speech, our team implements Play-based learning center to improve communication skills of children. According to national standard, it is necessary to create favorable conditions for the overall development of the health and safety of the child in the game developing environment and in the process of playing. In the center children's communication skills will be improved through performancing, role-playing games, additional folk and intellectual games, as well as the ability to follow the rules of daily games, lessons and exercises.
The talking walls are made up of literacy materials and artwork made by students and teachers. These materials and artwork contains new vocabulary that students can then engage with by reading out loud as they walk around the school.
Practicing new words and phrases in different situations and describing the meaning of words or phrases using appropriate actions. Helps with listening attentively and respond appropriately.
Expressing written appreciation and practicing the value of appreciation. Also, identifying and describing the components of a ‘thank you note’.
The Center aims to involve parents in reading books with their children and participating in the performance of fairy tale characters. After having read the books with parents, children will be able to compare different situations, sharing ideas about the plot of picture books, create own stories of illustrations. Every week parents are invited participate in master classes with children and be a guest-reader during the reading hours. Parents will be trained on reading techniques by the AKF's Reading for Children project facilitators and selection of children age-appropriate book.
With special lessons session twice a week for four months, students learn the following topics and their problems in the field of Dari grammar are solved: 1. Pregraph writing 2. Principles of punctuation
Policy design Zero tolerance policy for teachers and students also motivate stakeholders to take their commitment for the success.working with struggling students and the specific areas with to enhance their abilities working close coordination with parents grandparents to strengthening bounding for the language development
The sonko game is derived from a Ugandan childhood hop and skip game called Sonko.To play sonko,childern draw a box with different shapes and sizes on the ground .The drawings have provinsions for a dice that is thrown around the box and the child should be able to skip the box that houses the dice. Teachers of Biina Islamic P/S re-imagined the game by enriching it with sounds and words.As the learners hop and skip,they sound and practice using the sound in words and sentences.
The Learning Wheel enables students to solve challenges with confidence, receiving advice and feedback from others while learning. The Learning Wheel is a puzzle game in which a student will be required to turn a wheel containing words to find the correct synonyms and create meaningful sentences by arranging randomly-placed words on the wheel.
critical thinking book will help a students to make brain exercise by using different critical question which give a student to be able to explain him or her self, to build confidence, to be creative and to solve their own problem while are in school and after schooling.
The idea of this practice is to write stories by using similar kind of styles than some well-known authors do, e.g. Hemingways, Kafka or Dostojevski.
working booklet is like a book which will help student to improve their language skills ( speaking, writing, reading and listening) through giving them work to do especially critical question which may requires learners to answer in their working booklet and sending their teacher for marking through reading what they have written which help them to get quick feedback and correction in their reading, speaking and writing. working booklet intends to solve English language problem facing form two students in all language skills
Libraries are mostly used as detention centers and detested by many learners in many modern schools. This practice transforms the library into a center of interest for the learners by the learners by asking learners to participate in theme selection via secret ballot and the most popular themes are allocated time frames (months) during which design materials on the current theme will be on display in library while learners are expected to read on and make summaries on read titles in a journal. They are then expected to participate in debates on the topic of the month.
Students in our school get less chance to practice the English language as the school has no language culture. Majority of the teachers and students use local language in school for formal and informal discussions. Due to it students linguistic skills are not improved the way it is required.
Each week one migrantparent tells story to children. Teachers work with the parents to get ready for the storytelling, help them select the story, provide some effective and interactive story telling techniques so children can enjoy. Parents can conduct exercises with children related to the story content for better understanding and learning of children. Teacher will provide technical support to the parents and help to facilitate storytelling. During the sorytelling classes we will take photos of the process, so by the end of the project we can develop a book of "Migrant parent storyteller".