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http://www.khanya.co.za/blogs/get
Thursday, April 10, 2008
Tuesday, April 8, 2008
GET INTERVENTION
After the recent GET pre test in Mental Maths, reading (with comprehension) was one of the main problem areas to answer word sums. If you can’t read, you can’t calculate !
In the Foundation Phase the literacy learning program’s main focus should be to give learners the foundation of reading, writing and basic learning while in the Intermediate Phase the language learning program main aim is to develop the basic literacy skills that learners learned in the FP. What get added is their ability to use their thinking skills ! Educators in these 2 phases should work according to a hand-and-glove scenario so, the left hand must know what the right hand cannot do !
In every school the reading and writing time allocated on the timetable, must ensure that the basic teaching of literacy skills are strengthen. Every day, educators should ensure some valuable is added (30 – 60 minutes) to the reading & writing exercise time. Learners must be taught to become effective readers and writers. A learner who wants to be a fluent reader, must be able to write, spell and do some sentence construction ! This can be achieved with the following pie graph activities:
· 15 minutes whole class reading and writing;
· 15 minutes word level and sentence level; and
· 30 minutes teacher guided reading and independent reading.
Educators must also focus on phonics, spelling, vocabulary, grammar and punctuation. To complete the intervention process of a learner, listening and speaking skills should be developed. Although learners enter a school with the ability to listen and speak, the level of competency is far beyond expectancy, so it is important to teach learners specifically HOW to listen and HOW to speak – even to their friends, peers, parents and educators.
Finally, to ensure a successful process of intervention, writing and handwriting must be added. This means that the formation of letters, words and numbers must be legible.
You want some ideas on HOW to GET it done ? Visit the following website:
http://www.woodlands-junior.kent.sch.uk/
Albie Smith
After the recent GET pre test in Mental Maths, reading (with comprehension) was one of the main problem areas to answer word sums. If you can’t read, you can’t calculate !
In the Foundation Phase the literacy learning program’s main focus should be to give learners the foundation of reading, writing and basic learning while in the Intermediate Phase the language learning program main aim is to develop the basic literacy skills that learners learned in the FP. What get added is their ability to use their thinking skills ! Educators in these 2 phases should work according to a hand-and-glove scenario so, the left hand must know what the right hand cannot do !
In every school the reading and writing time allocated on the timetable, must ensure that the basic teaching of literacy skills are strengthen. Every day, educators should ensure some valuable is added (30 – 60 minutes) to the reading & writing exercise time. Learners must be taught to become effective readers and writers. A learner who wants to be a fluent reader, must be able to write, spell and do some sentence construction ! This can be achieved with the following pie graph activities:
· 15 minutes whole class reading and writing;
· 15 minutes word level and sentence level; and
· 30 minutes teacher guided reading and independent reading.
Educators must also focus on phonics, spelling, vocabulary, grammar and punctuation. To complete the intervention process of a learner, listening and speaking skills should be developed. Although learners enter a school with the ability to listen and speak, the level of competency is far beyond expectancy, so it is important to teach learners specifically HOW to listen and HOW to speak – even to their friends, peers, parents and educators.
Finally, to ensure a successful process of intervention, writing and handwriting must be added. This means that the formation of letters, words and numbers must be legible.
You want some ideas on HOW to GET it done ? Visit the following website:
http://www.woodlands-junior.kent.sch.uk/
Albie Smith
Sunday, March 9, 2008
NOTHING ESCAPES THE EARS AND EYES OF A YOUNG CHILD!
NOTHING ESCAPES THE EARS AND EYES OF A YOUNG CHILD!
What is Emergent Literacy?
The word literacy means both reading and writing skills. These two skills develop together and support each other. A child’s literacy skills develop from their speaking and listening skills as well as their first attempts at reading (pictures) and writing (scribbling). So, what is Emergent literacy? This is a child’s development of early reading and writing skills that help the child to progress to fluent reading and writing skills which are needed for learning and everyday activities. Children learn to read and write from the day they are born. They learn to understand language and use language to express their ideas, thoughts, and feelings, and to communicate with others. They watch the reading and writing activities of their families. Children see and interact with printed items such as grocery lists, magazines and storybooks everyday and come to realize that these print messages, that are part of their environment, carry very important messages to the people around them.
TIPS for teachers:
1. Read to your learners daily and allow them to take turns to read to each other.
2. Place name labels on most objects in the classroom (include a picture next to the word)
3. Share ideas and information with parents and give them some fun reading and writing activites to do at home with their children.
4. Use the KHANYA lab resource as an integral part of your daily routine.
Make reading fun!
I would like to challenge all GET Facilitators to contribute to the TEACHER TIP list within the following week! We can and will make a difference in our schools.
What is Emergent Literacy?
The word literacy means both reading and writing skills. These two skills develop together and support each other. A child’s literacy skills develop from their speaking and listening skills as well as their first attempts at reading (pictures) and writing (scribbling). So, what is Emergent literacy? This is a child’s development of early reading and writing skills that help the child to progress to fluent reading and writing skills which are needed for learning and everyday activities. Children learn to read and write from the day they are born. They learn to understand language and use language to express their ideas, thoughts, and feelings, and to communicate with others. They watch the reading and writing activities of their families. Children see and interact with printed items such as grocery lists, magazines and storybooks everyday and come to realize that these print messages, that are part of their environment, carry very important messages to the people around them.
TIPS for teachers:
1. Read to your learners daily and allow them to take turns to read to each other.
2. Place name labels on most objects in the classroom (include a picture next to the word)
3. Share ideas and information with parents and give them some fun reading and writing activites to do at home with their children.
4. Use the KHANYA lab resource as an integral part of your daily routine.
Make reading fun!
I would like to challenge all GET Facilitators to contribute to the TEACHER TIP list within the following week! We can and will make a difference in our schools.
Monday, February 18, 2008
Strong LIT and NUM Branches
Are 6-8 year olds ready for the lab? Can Grade R classes help themselves and are they in a position to help each other in the lab? Are the 9 -13 year group ICT literate enough to progress on their own? These are just a few of the many questions that concern the educator committed to the effective use of technology in the classroom.
The GET Willow tree is closely linked with the specie (Foundation Phase) and from the same genus / class / kind. Both species have many branches, but the two most important branches are Literacy and Numeracy. These branches are still in their infancy stages, one might say they are still twigs, at some schools; at others, they are fully developed branches with bark and leaves. At some schools they sway and move with the strong winds without breaking or losing a leave; at other schools, the bark gets bruised, the leaves drop and some years later, the branches are “dead”. Naturally, we are led to question why this is so and whether there is anything that we can do about it. Questions abound but the evidence is irrefutable: some schools allow their learners to develop in the ICT field and the labs in these schools are used daily to strengthen the twigs, bark and leaves, enabling them to withstand the onslaught of stormy weather during the years to come.
Year after year GET often plays second fiddle in the media to the Matric results; there is constant debate about which subjects are the most relevant if learners are to be properly educated and are to meet the demands of society. GET, while often ignored by the media, is the phase where the all-important building blocks, the twigs, bark cells and leaves are strengthen and layered. This is where all the roleplayers in education should focus attention, where they can strengthen the two underestimated and less focused on twigs – Literacy and Numeracy – so they can develop and strengthen into branches that will geed and nourish the tree of education as the learner approaches Grade 12, ultimately giving them the skill to flourish, blossom and bear fruit in the Grade 12 year. It is clear that ICT can play a vital role for the 6 - 8 -13 year olds as they work towards a dramatic improvement in the LITNUM area.
Dedicated facilitators, supportive EMDC Advisors, diligent teachers, supportive parents and dedicated learners who are willing, eager and sometimes SELF-equipped to use ITC are all key players in the quest to strengthen these two twigs, in the battle to help them grow into strong branches that will continue to feed and sustain the tree that is the learner’s education. The biggest challenge during the GET intervention program will be the schools’ and educators’ ability, willingness and determination to buy into the plan of ICT action and to run with it.
Do you agree or not?
Are 6-8 year olds ready for the lab? Can Grade R classes help themselves and are they in a position to help each other in the lab? Are the 9 -13 year group ICT literate enough to progress on their own? These are just a few of the many questions that concern the educator committed to the effective use of technology in the classroom.
The GET Willow tree is closely linked with the specie (Foundation Phase) and from the same genus / class / kind. Both species have many branches, but the two most important branches are Literacy and Numeracy. These branches are still in their infancy stages, one might say they are still twigs, at some schools; at others, they are fully developed branches with bark and leaves. At some schools they sway and move with the strong winds without breaking or losing a leave; at other schools, the bark gets bruised, the leaves drop and some years later, the branches are “dead”. Naturally, we are led to question why this is so and whether there is anything that we can do about it. Questions abound but the evidence is irrefutable: some schools allow their learners to develop in the ICT field and the labs in these schools are used daily to strengthen the twigs, bark and leaves, enabling them to withstand the onslaught of stormy weather during the years to come.
Year after year GET often plays second fiddle in the media to the Matric results; there is constant debate about which subjects are the most relevant if learners are to be properly educated and are to meet the demands of society. GET, while often ignored by the media, is the phase where the all-important building blocks, the twigs, bark cells and leaves are strengthen and layered. This is where all the roleplayers in education should focus attention, where they can strengthen the two underestimated and less focused on twigs – Literacy and Numeracy – so they can develop and strengthen into branches that will geed and nourish the tree of education as the learner approaches Grade 12, ultimately giving them the skill to flourish, blossom and bear fruit in the Grade 12 year. It is clear that ICT can play a vital role for the 6 - 8 -13 year olds as they work towards a dramatic improvement in the LITNUM area.
Dedicated facilitators, supportive EMDC Advisors, diligent teachers, supportive parents and dedicated learners who are willing, eager and sometimes SELF-equipped to use ITC are all key players in the quest to strengthen these two twigs, in the battle to help them grow into strong branches that will continue to feed and sustain the tree that is the learner’s education. The biggest challenge during the GET intervention program will be the schools’ and educators’ ability, willingness and determination to buy into the plan of ICT action and to run with it.
Do you agree or not?
Tuesday, January 29, 2008
The GET Willow
The
Healing Power:The downward willow branches reminds one of the gentle and inward aspect of the human emotions, bringing our attention inward.
Stabilizer of the Environment: The
Medicinal Qualities:
Beautifier of the Scenery: The tree serves also as a visual and auditory screen.
Life Supporting: The leaves support the larvae of moths and butterflies. The soft twigs provide winter food for small animals.
The new GET blog is designed to act like a humble Willow Tree and encourage debate on e-curriculum issues. It will try to - bring healing power to the GET curriculum; stabilize the facilitating process at schools and act like medicine to readers via the contributions and related comments. Further, the outcomes of workshops will be posted on the blog to clarify GET concepts; it will strive to beautify all relevant documentation so that the deliverables are understood by all and it will seek to give life to education and its stakeholders, the learners.
By contributing to the Willow Tree you can help to ensure successful delivery of LIT/NUM and Roxy & Robo to our schools and learners as well as posting requests regarding what you would like to gain from the GET Willow Tree blog.
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