Police Model Paper (Gujarat Police) No. 4
Complementing and
supplementing teacher inputs
Story reading
(as opposed to teaching stories as texts) can be developed into a classroom
methodology within a Whole Language perspective (Jangid 2005).11 Reading
stories out aloud, Repeated reading, Choral reading, Story Retelling, and
Rewriting activities can draw on and build on the existing language proficiency
and skills of teachers. Regular story reading triggers the acquisition process
in children, and will encourage reading in both the teacher as well as the
pupil. Important methods to explore are:
Shared reading of Big Books: large-sized
high-interest books with text and illustrations, used for group reading (cf.
the books from Spark India and The Promise Foundation, Bangalore). As the
teacher reads, pupils become familiar first with the story in spoken (read-out)
language and the illustrations; an acquaintance gradually develops with the
print code. (This replicates in disadvantaged situations the reading out of
stories to children in middle and upper-class families, a “pre-literacy”
activity shown to promote the development of literacy.)
The use of Reading Cards (for example, the
English 400 and English 100 cards developed by CIEFL) and the provision of
class libraries. The short graded passages of the Reading Cards (beginning with
four-sentence stories) allow individual learners to choose their level of
difficulty, and progress at their own pace in silent reading (hallmarks of
those who develop “the reading habit”), after some initiation by the teacher.
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