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Storytelling for Better Vocabulary and Speaking Skills

Conducting storytelling practices will ensure that the children can attain better vocabulary and speaking skills. Vocabulary and talking skills is one of the major aspects of language and literacy among early learners (Rao, 2019). The number of children that will be included in the practice is 20 between the age groups of 5-6 years. Each child will be allotted a time frame of 5 minutes. Therefore, the entire activity can be completed with a time frame of 1hour 40 minutes.

There are majorly five aspects associated with Early Years Learning Framework (EYLF) which includes reciprocal and respectful relationships, partnership, equity, respect for diversity and an ongoing learning and reflective practice (Pinter, 2017). The aspects that can be connected with storytelling includes the learning and reflective practice within the children. The stories that will be written by themselves will be reflected upon and then narrated in the classroom which will enhance their writing and vocabulary skills (Bidzan & Lipowska, 2018). Some of the teaching materials that will be utilized are charts, blackboard for any pictorial depictions that they would want to make while narrating the story. The activity will begin serially with the roll numbers of the children. Each child will be given a time span of five minutes to narrate their creative stories. The role of the educator will be to correct the grammatical mistakes that are present in the stories and encourage the children to write more such creative stories. This will bring out their creativity and enhance their grip over language. The parents can play a role in helping the students to write the story by helping them with the story line and providing them with ideas. The students who narrate the best story can be awarded with a small gift in order to encourage the others to perform better the next time. The rationale of this activity is to enhance the listening and speaking skills of the students through storytelling.

Dictation will ensure that the spelling and sentence formation of the early learners are made better. The writing speed of the students can also be increased with the aid of this competition. About 15 children can be included in the dictation competition between the age ranges of 4-5 years. The activity can be completed within a time span of 30 minutes.

The ongoing learning procedure can be made better among the students with the inclusion of the EYLF Framework. The dictation competition will ensure that the listening and perceiving capabilities of the students are enhanced to a great extent (Ramadhan et al., 2019). Some of the teaching materials and resources that can be utilized are textbooks, blackboards, and chalks. The teaching procedure will include the teacher selecting a text and narrating it at a medium pace for the students to write it down. This factor will enhance understanding of the text which is directly related to an enhancement of the listening capabilities of the students. The speed of writing of the students can also be increased with this practice. The educator will check all the copies and correct all the spelling mistakes. The parents can also help the children to develop their writing speed and skills of the children by narrating to them short passages or some words at home. This aspect will increase the ability of the students to perceive a particular text quickly and make less spelling errors.

The Benefits of Dictation Competition

The picture description can increase the cognitive ability of the students to think more critically. About 15 children in the age groups of 7-8 years can be included in this particular activity. The provision of 6 minutes can be allotted to each group to describe a particular picture. The EYLF will be included through this practice in the classroom as it will help the students to be more reflective and work in groups (Pace et al., 2017). The teaching materials that can be utilized are charts, blackboards, and chalks.

The process of teaching will include the teacher making 5 groups that includes 3 children each. Every group will analyze a given picture and describe it in their own words within the allotted time-frame. The role of the teacher will include guiding the children through the parts that they will not be able to comprehend and proving the groups with hints. The parents can also include similar activities at home which will help in enhancing the descriptive capability and attention span of the children. The activity will end with the teacher praising the team that has described the picture the best and encourage others to perform better. The major rationale related to this topic includes enhancing the capabilities of the students to evaluate critically.

The aim of singing nursery songs along with the children will help them to memories new words that are repeated throughout the songs. Around 18-20 children of the age of 4 will be included in this activity. This activity can be done repeatedly up to 20 minutes. The reciprocal relation of the students with the teachers will be facilitated from the EYLF through this activity. The major teaching materials that will be utilized is the blackboard, books and chalks.

The teachers along with the students will sing the nursery rhymes. This factor will enhance of the listening and memorizing abilities of the children (Saxton, 2017). The educator will correct the pronunciation of each child during the procedure. The parents can sing the children lullabies at home which will increase their interest to participate in such activities at school. The major rationale of this particular activity is to ensure that the students are able to pronounce each word distinctively and their listening abilities are increased. Listening to songs will increase their memorizing abilities to a great extent.

The major aim of this activity is to expand the vocabulary and the cognitive development of the children. A total of 25 children of the age group of 6-7 years of children will be included in the activity. The activity will be conducted for about 30 minutes in the classroom. As per the EYLF there will be high expectations on the part of the teacher from the students regarding the cognitive development of the students. There will also be an increase in the sense of partnership among the students (Bernhardt & Stemberger, 2020). Some of the teaching materials that can be included are textbooks, blackboards, charts and so on.

The teaching process will include the inclusion of scrabble as a word game in the classroom. The game will include the teacher providing the students with few words and then they will have to bring up words that overlap those words. The educators will actively participate in this game and help the students with clues to develop their vocabularies. The parents can also play other word games at home such as Hangman, word association, word scramble and so on. The main rationale of this game is to enhance the reading capabilities of the students and to enhance their vocabulary capabilities (Ahmed, 2017).

Reference List

Ahmed, S. (2017). Authentic ELT materials in the language classroom: An overview. Journal of applied linguistics and language research, 4(2), 181-202. 

https://scholar.google.com/scholar?start=10&q=importqace+of+developing+language+learning+activities+in+children&hl=en&as_sdt=0,5&as_ylo=2017&as_yhi=2022

Bernhardt, B. M., & Stemberger, J. P. (2020). Phonological development. Child Bilingualism and Second Language Learning: Multidisciplinary perspectives, 10, 223. 

https://books.google.co.in/books?hl=en&lr=&id=s2sHEAAAQBAJ&oi=fnd&pg=PA223&dq=importqace+of+developing+language+learning+activities+in+children&ots=jJqTOyrtYF&sig=OoenyVEjfM7S-uKbTC2lOc16kIE&redir_esc=y#v=onepage&q=importqace%20of%20developing%20language%20learning%20activities%20in%20children&f=false

Bidzan-Bluma, I., & Lipowska, M. (2018). Physical activity and cognitive functioning of children: a systematic review. International journal of environmental research and public health, 15(4), 800. https://www.mdpi.com/1660-4601/15/4/800

Pace, A., Luo, R., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). Identifying pathways between socioeconomic status and language development. Annual Review of Linguistics, 3, 285-308. 

https://www.annualreviews.org/doi/abs/10.1146/annurev-linguistics-011516-034226

Pinter, A. (2017). Teaching young language learners. Oxford University Press. 

https://books.google.co.in/books?hl=en&lr=&id=0BvzDQAAQBAJ&oi=fnd&pg=PT13&dq=importqace+of+developing+language+learning+activities+in+children&ots=eAgjjOA271&sig=ydkTriR5aRuBMDBFGTebrk1HmsY&redir_esc=y#v=onepage&q=importqace%20of%20developing%20language%20learning%20activities%20in%20children&f=false

Ramadhan, S., Sukma, E., & Indriyani, V. (2019, August). Environmental education and disaster mitigation through language learning. In IOP conference series: Earth and environmental science (Vol. 314, No. 1, p. 012054). IOP Publishing. 

https://iopscience.iop.org/article/10.1088/1755-1315/314/1/012054/meta

Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6-18. 

https://www.researchgate.net/profile/Parupalli-Rao/publication/334283040_THE_IMPORTANCE_OF_SPEAKING_SKILLS_IN_ENGLISH_CLASSROOMS/links/5d21b2db458515c11c18dbf3/THE-IMPORTANCE-OF-SPEAKING-SKILLS-IN-ENGLISH-CLASSROOMS.pdf

Saxton, M. (2017). Child language: Acquisition and development. Sage. 

https://books.google.co.in/books?hl=en&lr=&id=vvk2DwAAQBAJ&oi=fnd&pg=PP1&dq=importqace+of+developing+language+learning+activities+in+children&ots=c1S3TeEJWv&sig=l_Y3jURxkaWeLdm50bRcLz3l3l8&redir_esc=y#v=onepage&q=importqace%20of%20developing%20language%20learning%20activities%20in%20children&f=false

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