PARI Progressively learning how to read and understand

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PARI Progressively learning how to read and understand written texts Cycle 1 to. LUCAS Dominique,Nursary School 54410 CIREY sur VEZOUZE. Classe s MS GS,PADAR Monique,Nursary School Emile Gebhart 54000 NANCY. Classe s MS GS,MISSIOS Christine, Nursary School Marcel Pagnol rue P de Coubertin 54600 VILLERS LES NANCY. Phone 03 83 28 09 47,School mail ce 0541805u ac nancy metz fr. Contact person christine missios club internet fr,Classe s GS.
SIEBERT Marie Ang le, Nursary School Paul Bert All e des Acacias 54500 VANDOEUVRE ZEP. Phone 03 83 55 14 12,School mail ce 0541110n ac nancy metz fr. Contact person ce 0541110n ac nancy metz fr,Classe s GS. HENRY Solange, Nursary School Paul Bert All e des Acacias 54500 VANDOEUVRE. Phone 03 83 55 14 12,School mail ce 0541110n ac nancy metz fr.
Contact person ce 0541110n ac nancy metz fr,Classe s GS. BONNEAU Isabelle, Primary School Marcel Pagnol rue Valdriche 54600 VILLERS LES NANCY. Phone 03 83 28 28 65,School mail ce 0541790c ac nancy metz fr. Contact person christine missios club internet fr,Classe s CP 1st year in primary school. TISSERAND B n dicte, Primary School V Hugo 4 rue de Besan on 54180 HEILLECOURT.
Phone 03 83 55 04 71,Fax 03 83 55 04 71,School mail ce 0541904b ac nancy metz fr. Contact person xb tiss free fr,Classe s CP,LEVERNIER Fr d rique. Primary School Mar chal Ney 8 rue Fran ois Evrard 54140 JARVILLE. phone 03 83 57 96 93,School mail ce 0542005l ac nancy metz fr. Contact person chlevernier wanadoo fr,Classe s CP,54E 2 2006a PASI Nancy Metz page 2 11. PARI Progressively learning how to read and understand written texts Cycle 1 to. EL HAKIMI Odette, Primary School P Brossolette 14 rue de Lisbonne 54500 VANDOEUVRE.
phone 03 83 56 51 81,Fax 03 83 57 84 88,School mail ce 0542240s ac nancy metz fr. School website www brossolette net,Contact person el hakimi odette free fr. Classe s CE1, Children don t understand like aduts do which makes our usual questions uneffective. We want to make them enter what we think to be the objective meaning of a text. whereas it is only our own perception and interpretation of this text. Rewording in a more explicit way and confronting these different rewordings are in. favour of a better understanding telling stories debating This is true from the 1st year in. nursary school on, The reminding rewording of a text by a child without having any pictures in front of. them evocation language,is a real learning situation.
gives the primary school teacher important information about how the child. understands a story, The reminding activity can be based on oral stories first and then on written texts. without pictures, In addition to this reminding activity others are proved efficient. Debates after a questionnaire The schoolteacher asks for explanations. Children s reactions to reminders produced by the schoolteacher and other children. The use of pictures to help comprehension, Explicit building of the reference universe of the awaited horizon. Key words literature text reminder,Structures Devices Practical Themes Subjects. Nursary School Educational Evaluation French,Pimary School diversification Mastering languages.
Our approach to comprehension, Understanding is interpreting integrating what the story tells into one s own experience. and knowledge of the world into one s emotional reactions. Understanding is infering filling in the blanks of a text understanding what s implicit. Each person has got its own interpretation of a text. Every interpretation is possible as far as the text doesn t go against it. Our options to work on comprehension, Learning comprehension starts Nursary school and continues Cycles 2 and 3 with the. comprehension of texts read by the schoolteacher Official Curriculum. 54E 2 2006a PASI Nancy Metz page 3 11, PARI Progressively learning how to read and understand written texts Cycle 1 to. The rewording of a text or parts of a text by the child or by a group of children is an excellent. means to work on comprehension and to compare different interpretations. M E N Document of presentation Evaluation CE2 2004. Rewiew by the research team,1 TEXTS and COMPREHENSION PROBLEMS. a Difficulties due to situations, We often have difficulties understanding what children don t understand because for us.
adults it seems very easy, When reminding texts it appears that children don t always understand the reason why. something happened and we are always surprised, The multiplicity of characters and their interaction are difficulties to the understanding of a. text it is the same for the sequence of events the simultaneity of events can be a problem. b Difficulties due to the vocabulary, Even if the reference universe and the vocabulary are explained beforehand we are always. surprised by the lack of comprehension of certain words and expressions which seem quite. simple to us, It seems that we have to correct the comprehension mistakes due to vocabulary after the. reminding activity working on the reference universe and the necessary knowledge to. access the vocabulary, The initial telling by the many rewordings induced by the children s reactions helps us get.
rid of these difficulties A written version of the text can then be read. c Difficulties due to the notion of beginning and ending of a story. Some children don t know what beginning and ending of a story mean during the. reminding activity, They tell one fact that had a great impact on them. The beginning is not the same for everyone it is understood as the first action and not the. introduction of the story, Hence the importance in cycle 1 to choose simple books in terms of comprehension and. vocabulary,2 EDUCATIONAL PRACTICES,a Chosing the story. When we work on a story with children we must read the text many times beforehand. without the pictures to make sure that the text stands on its own and that pictures are not. required to undersdand it or to explain vocabulary or reference universe. Analysing the text beforehand is necessary to pinpoint the possible difficulties the child might. be faced with,b Awaited Horizon reference universe. For difficult text it makes it easier to tell them the story before reading it. 54E 2 2006a PASI Nancy Metz page 4 11, PARI Progressively learning how to read and understand written texts Cycle 1 to.
The teacher can, first tell the story once explaining with his own words according to the children s reactions. we noticed that children who are not accustomed to reading situations pay more attention. to the teachers when they tell stories,then read the written text. c How to read the story, From the first year in nursary school on it is best to read the whole story without giving the. title and without showing the pictures or the book cover which gives hints in order to. accustom them to listen to words and to create mental images then after a collective. reminder we can show the title the cover and read with the pictures. When the story is rewritten by the teacher he must explain the children it is the same story. It is better not to give the title because it gives hints to the children and can sometimes put. them on false tracks, We noticed that showing the pictures paralysed the reminding activity as the children would. simply tell the pictures and describe them one after the other we are in the say about. the pictures activity There are no logical and time connectors. If after the reading we put the book back into the class library the reminders refer to the. pictures only, Using other class material video photos presents the same risk You must be able to analyse.
Pictures can be used for differentiation to help children after reminders. In general we think we should use books where picures and rewritings are not necessary. cognitive clarity about reading, We aim at the autonomous comprehension reading we find at cycle2. d The reminding activity children s representation problems. We noticed that some children most of the time pupils with good results are stuck during. the reminding activity because they want to say the exact words of the text. One thing we have to work on with children is the rewording part and not the reproduction. part That s why it is best to make deferred reminders. With these children we can work on prerecorded tapes to make them react Is it a problem. if words are different, When in the learning stage of reminding we noticed that children often repeated the. words they had heard before,It s a repetition a necessary stage. In order to know where the child stands we have to make him do a reminder away from the. The longer the time the best the reminders no reproduction of the text babbling of the. If we want to work on reminders it is best to start at the beginning of the school year to. accustom the children and to evaluate their comprehension progress it s a long term job. e About recordings, It allows the teacher to keep tracks for further study. This practice is intimidating for 1st years PS,54E 2 2006a PASI Nancy Metz page 5 11.
PARI Progressively learning how to read and understand written texts Cycle 1 to. For the child to be at ease he must have played with the microphone beforehand inside the. classroom and listened to his voice, It s necessary to have a quiet area inside school where the child is alone or with an adult. during the reminding activity, When children hear reminders from previous years what story is it did you. understand the same thing they get more confident as it is a proof children can do. reminders it s not only the schoolteacher, This practise develops one particular skill comprehension self regulation. f Other ways to work on comprehension, Reminders are not the only means to check the children s comprehension. When the child draws characters or one moment of the story he starts thinking and he enters. comprehension, When the main character changes during the story and we ask the child to draw this character.
at the beginning and at the end of the story there is a problem with the beginning and the. end Bon app tit Monsieur Lapin La f e au long nez, We suggest children to draw the beginning and the end of the story together after a group. discussion in order to help them, Learning how to remind a story and learning how to draw a story is done in the same way At. the beginning it s a collective work done with the schoolteacher To your opinion. what s the beginning of the story If we drew it what would we do Therefore it. becomes a guided activity children say that the teacher is drawing. g When a child doesn t get into a story don t insist. It means that the story didn t have a symbolic dimension To check his comprehension level. we can ask him to tell his favorite story We can measure his evocation vocabulary or. language by asking him to tell something he actually lived. 3 THE NECESSITY TO WORK ON NETWORKED STORIES, We noticed that children have difficulties to remember stories we ve told them if no links are. made during the schoolyear and the school career they get confused and mix different. stories when they relate one story with the wolf character for example it is therefore. important to work within a network and on a school schedule. We can indeed choose the archetype of a character as a theme but we cannot limit our. choices to this even with first years other criteria can be chosen like. Tricks not to be eaten,Tricks to eat,see work on networks. We can say that some tales which cannot be overlooked like. the three bears the three little pigs the little red riding hood the little red hen. roule galette can be read or told as soon as the first sections PS without doing any. reminding activities Moreover the more you read these tales the more things they. understand,54E 2 2006a PASI Nancy Metz page 6 11, PARI Progressively learning how to read and understand written texts Cycle 1 to.
The school schedule allows the teacher to reactivate the memory of stories worked in the. previous years and to link these stories together In that way the child gradually builds his. literary culture, The building of a personal reading notebook My favorite stories promote the access to. 4 THE NECESSITY OF THE GIFT READING, We must not systematically do reminding activities. Children need to knit the stories on their own, The ideal is to have a moment every day to tell it can be from pictures or to read a story. which can be split up and introduced on several days in nursary schools or primary. schools Of course we must not tell a new story every day. The teaching staff,54E 2 2006a PASI Nancy Metz page 7 11. PARI Progressively learning how to read and understand written texts Cycle 1 to. EVALUATING THE DEVICE PROGRESSIVELY LEARNING HOW TO. UNDERSTAND STORIES FROM CYCLE 1 TO CYCLE 2,1 Research field.
Our research places us in the third pedagogical issue didactics and knowledge. meanings of the PARI academic program of research and innovation. Our research goals come within the tricky implementation of a real learning of. comprehension Many studies show the limits of the traditionnal teacher s questionning to get. expected answers this way of working initiated in nursary schools is followed in cycle 2 by. non less traditionnal silent reading questionnaires. PARI Progressively learning how to read and understand written texts Cycle 1 to Cycle 2 54E 2 2006a PASI Nancy Metz page 3 11 EL HAKIMI Odette Primary School P Brossolette 14 rue de Lisbonne 54500 VANDOEUVRE phone 03 83 56 51 81 Fax 03 83 57 84 88 School mail ce 0542240s ac nancy metz fr

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