Every time i'm with a child, i'm sure a lot of parents feel the same way i do: words, ancient poetry can get a full scoreRead and understandIt is the easiest to open a gap in completeness。
Today, four of the most common reading types at the primary level are organized, with simple and easy-to-understand thinking and examples, language is common and parents can practice with their children at home. The whole text does not promote the encapsulation, and it focuses on the method of combing and gradually helps children to read and express themselves。
I. Limiting the cluster questions first: synthesis of reading, not necessarily enjoyment weak
Many parents are prone to an inherent perception that children are dipping their reading points, that they are too little to read and understand, and that they are so crazy about adding extra-curricular readings and adding a lot more reading work。
However, the reality is that many children have enough extra-curricular readings to be able to express their thoughts when they read books, and there are often unnecessary deductions from the answers. The underlying reason is that primary school books are given points, and the judgement teacher refers only to the key information in the standard answers。
It is difficult to regulate the answers in their entirety, even if they are read in their own mind。
To give a simple example, the title requires an analysis of the verbs in the text. Many children would simply write a phrase, “simulate well,” and would only get a small fraction; if they answered in a hierarchical manner, the answer would be more complete。
It should also be made clear that the answer framework shared in the text is not a fixed thought, but rather a frame for children to think and help them learn to express their views in a normative and holistic manner. The day-to-day exercise combines framework thinking with a stable sense of answer. There are four broad categories of subjects to be studied in primary schools, which are broken down on a case-by-case basis, with templates and simple examples to facilitate understanding。
Ii. Category i: question of words, highest frequency of test papers
Questions were often asked about such topics: a word in the reward text, a underlined sentence; and whether a word could be deleted or replaced。
The child's answer is too general, and i've put together three simple sets of ideas for different questions:
Approach 1: individual word appreciation
The original meaning of the words, the content of the text, the character of the object/person, the emotion of the author
For example, the word "drilling" in the sentence "smuggle the grass out of the earth":
The term "drilling" is meant to push over the barrier, and the text's finger is the small grass that grows quietly into the earth, vividly reflecting its tenacity and vitality and expressing the author's love for spring and grass。
Ideas 2: speech-based sentence appreciation
Point out the type of speech + explain the sentence simply in the original text + write the character of the thing + write the author's emotions
In primary schools, it is common to read metaphors, drawings, drawings, and exaggerating, for example:
This phrase uses the human technique of depicting xx as a human being, giving it movement or dementia, a vivid image of xx and an expression of the author's inner feeling。
Approach 3: can words be deleted/replaced
A clear statement cannot be deleted/replaced + an explanation of the meaning of the word + a description of the expression that would be missing after the deletion, replacement + an inability to reflect the author's emotional orientation
Home practice small advice: instead of forcing children to recite the whole story in its entirety, just remember the four layers of thinking, organize answers in their own language, and reduce the memory burden。
Iii. Category ii: overview of concluding contexts
The general title is divided into a general article and a two-tier summary of individual paragraphs, with two general problems for children: either the content is too short, the key information is missing, or the original language is too long。
Ideas 1: complete narrative summary (authors, short notes are generic)
The character + the scene + the main event + the end of the story + the emotions the author wants to express
The three key messages of character, time and event are then followed by a series of statements, using reading and understanding issues in grades 3 to 6。
Figure 2: summary of single paragraphs
This paragraph describes/describes the characteristics of xx people/matters, related events and reflects xx
Simplified version of the paragraph: this paragraph depicts the xx view, gives a view of the xx, and bakes a comfort/hot atmosphere。
During the exercise, the child was reminded that the summary did not need to reproduce the entire sentence, extract the core message to streamline the expression, and match the page scoring criteria。
Category iii: paragraphs, analysis of the role of headings topic
Questions frequently asked: what is the use of a paragraph in its entirety? What's the title of the article? What's the effect of opening and ending lines
Depending on the sentence, the location of the paragraph, the lines of response are divided into three categories: first, middle and end, the distinction is clear and not easily confused:
1. Opening sentence/paragraph: summarize the full text, indicate the object of the article, extract the following description of xx content, set a simple suspense and attract readers ' interest in reading。
2. Intermediate paragraph: to carry on the initial transitional role, and to carry on with the above-mentioned xx elements, the following illustrations will naturally be drawn and the structure of the articles will be smoother。
3. Concluding paragraph: summary of the full text, highlighting the central thrust of the article, raising the level of emotion inherent in it, and echoing the beginning of the article to complete the structure of the article。
Supplement: heading function to answer
Summarizes the main contents of the articles; highlights the central idea of the full text; serves as a thread through the full text; sets up suspenses and draws reader interest in reading。
These types of topics can easily be confused with “open-up” and “summary text” and can be easily distinguished by making them in order to place the child in the paragraph and practice them several times against thought。
V. Category iv: professional investigation, longer than the last questions
Almost every last question to read a brief is an awareness-raising exercise and a key to the gap in completeness. Regular question: what do you know after reading this article? Talk about your experience with your life。
Many children simply say, "i'm going to learn from the master," and it's hard to get the answers out of a thin sheet, and they say the following:
1. Brief summary of the core story of the brief
2. Elaborating the rationale behind the articles and the valuable qualities of the person
3. Examples of everyday learning and everyday life
4. Describe the direction and achievements of their subsequent improvements。
A simple demonstration: the short story of old people growing trees on a perennial basis, transforming the desert mountains into green lands。
Reference: the short story is about an old man who has been growing trees for decades and has made the desert mountains green. The article tells us that it's important to stay the course, and that you can get what you want. I've been reciting my ancient poems before, and i'll stick to accumulation every day in the future and not give up。
Four layers of the logical layer are progressive, and the answers are full of originals, rationales, and examples themselves, making it easier to get a standard score。
Vi. Three areas of error where parent counselling is easy to step on and avoid curves to improve efficiency
After four types of responses, you can also talk to your parents about the wrongs that are common in home-based counselling, reducing the amount of useless work:
Zone 1: make the child remember the full answer
The answer framework is merely a guide to thinking, not a standard answer. If a full paragraph is forcibly recited, the child's flexible profile is used only in a rigid and non-flexible manner. Just remember the level of reflection, the language of free organization。
Error 2: number of brushes only sought, no errors
Two or three readings per day were performed, only to check right or wrong, without analysing the missing sub-problems and with low impact. The brushes are not too many, and it's much more efficient than blind brushes to get through the same type of puzzles when they're done with the idea of cutting points。
Error 3: focus only on extra-curricular reading and ignore the response code
Many parents think that reading can be done with more reading and ignore the logic of answering questions at the examination. After school reading can improve understandingAnswering thoughtAddressing the irregularity of the responses, combined with exercises, has a more visible impact。
Vii. A home-based approach to quantitative exercises and the easy consolidation of responses
Without additional heavy work, it can be steadily consolidated in 15 minutes:
1. Organization of two to three simultaneous readings of short texts per week, followed by self-checking against the corresponding theme
2. Preparation of simple notebooks, recording the type of subject with frequent deductions, which are carried out on a simple weekly basis
3. Parents in the lower grades read the questions to guide their children to a stratification of the answers; the upper grades allow the children to think of logic independently。
The improvement of reading skills is a gradual process, which does not require a short period of time to achieve perfection. Each practice optimizes the response details and accumulates over time, and the child's linguistic ability to answer questions and express logic increases steadily, without parental anxiety。
At the end
Languages of primary schoolThe unnecessary deductions from reading are mostly due not to the lack of understanding of the child, but to the lack of a clear logic of thinking and of precision in the reading points. Word analysis, summary of content, paragraph function, outreach to four high frequency (hf) types, covering the vast majority of primary school readings。
A clear framework for thinking would be tantamount to giving the child a clear direction and would not have to answer at will. A small number of targeted exercises were combined to rationalize the response logic and gradually reduce unnecessary deductions。
There are no shortcuts to language learning, but there are viable approaches. Read the core questions carefully, learn the basics, make the children more qualified, and save a lot of attention from home-based counselling。
Interactive question: what kind of topics do your children most easily deduct points for reading in their language? Do you have practical reading skills? Welcome to the comment section. Parents share their experiences
