Getting Acquainted with the “E” Letter (The Literacy Lesson at the First Grade of Primary School)

2015 ◽  
Vol 3 (4) ◽  
pp. 33-36
Author(s):  
Шишкалова ◽  
N. Shishkalova
Keyword(s):  
Primary School ◽  
First Graders ◽  
First Grade ◽  
Literacy Teaching ◽  
Teaching Technique ◽  
Teaching Grammar

The paper describes the possible option for giving a literacy lesson on acquainting the first-graders with the E-letter of the Russian alphabet. The lesson is structured in terms of literacy teaching technique, developed by D.B. El’konin and based on phonic analysis and efforts to develop skills to operate with phonic models of words. Possibility to use differentiated approach in teaching grammar to first-graders is highlighted.

scholarly journals Identifying Common Errors of the First Graders in the Writing of Vertical Numbers

2019 ◽  
Vol 9 (1) ◽  
pp. 229
Author(s):  
Zeynep Doğan
Keyword(s):  
Data Collection ◽  
Primary School ◽  
First Graders ◽  
First Grade ◽  
Data Collection Tool ◽  
Research Writing ◽  
Literacy Teaching ◽  
Straight Lines ◽  
Made In

The aim of the study is to investigate the errors that first grade students have made in their writing of verticalnumbers which have just been applied by removing cursive writing. Considering the aim of the study, verticalnumber writing styles of the first-grade students in primary school were analyzed. The sample of the study consistsof 116 students who are studying in the first grade of primary school. The study was defined as a case study. A datacollection tool was developed for determining the mistakes that students made while writing the vertical numbers inline with the aim of the research. Through the data collection tool, all numbers from 0 to 9 are given as writtenstatements and it is required to write the numbers in the spaces left under them. The results obtained from theanalysis of the data include the existing types of errors that are relevant to the number writing in the students after thefirst literacy teaching processes. According to the results of the research, writing the numbers oblique,vertical-horizontal-diagonal straight lines are drawn in a curvilinear style, curvilinear and circular lines are distorted,numbers are not aligned in the direction of writing, and some numbers are written in reverse have been seen as themost common errors. In accordance with the types of errors identified in the research, it is thought that the emphasison dictation studies to increase the awareness of students will decrease these types of errors and their frequency. It isalso stated that it is important to diversify the related studies as much as possible, taking into consideration theindividual differences of the students.

Music and Physical Activity for L2 Vocabulary Acquisition in First Graders

2014 ◽  
Vol 23 (5-6) ◽  
pp. 267-286
Author(s):  
Anna Rita Calavalle ◽  
Riccardo E. Izzo ◽  
Romina Raimondi ◽  
Marco B. L. Rocchi ◽  
Davide Sisti ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Vocabulary Acquisition ◽  
First Graders ◽  
First Grade ◽  
Target Language ◽  
Psychomotor Development ◽  
Significant Difference ◽  
L2 Vocabulary ◽  
Experimental Group

Abstract The purpose of this work was to experiment a didactic method to enhance learning of L2 by using psychomotor development in a first class of an Italian primary school. Two fundamental questions were posed at the outset of the project: a) can activities based on psycho-motor tasks enhance target language vocabulary acquisition in a group of first graders?; b) can creating a reggae/hip-hop song, improve pronunciation and retention of basic target language vocabulary? The target sample, consisted of 66 children from first grade, was divided into two groups (control vs experimental group). The protocol contents were taught over a period of 20 weeks and were closely related to those of the program of English. The significance of score differences in the entrance test and the final test was quantified through the analysis of the variance. The analysis of the results showed an improvement in the experimental group compared to the control group with respect to the acquisition and retention of L2 vocabulary. On the other hand, the data regarding pronunciation of the target language vocabulary tell a different story, with no significant difference emerging between the two groups. This experimental project allowed us to verify how physical activity and play, used as the primary teaching tool, can enhance L2 learning in primary school.

scholarly journals Local Wisdom Values in Balinese Folktales That Are Relevant to Character Education for the First Grade at Primary School

2018 ◽  
Vol 9 (1) ◽  
pp. 155 ◽  
Author(s):  
Relin Relin ◽  
Rasna, I. W. ◽  
Binawati, W. S
Keyword(s):  
Primary School ◽  
Character Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
First Graders ◽  
First Grade ◽  
Recording Method

This study was aimed at finding out: 1) what folklores are suitable to be taught to the first graders at primary school and 2) what local wisdom values are there in the folklores. For this purpose, the sample was determined purposively, i.e., the first grade teachers who teach Balinese language, experts in folktales (Made Taro, DK Djareken, Buda Gautama, Suardiana and education experts. The data were collected through documents recording method, data cards and interview. The data were processed descriptive- qualitatively. The results showed that 1) the folktales that are suitable to be taught to the first graders at primary school are as follows: 1) folktales that teach the students to speak interact and socialize politely, education, and storytelling for 5 minutes. The local wisdom values contained in folktales are: 1) compassion (karuna); 2) Tri Hita Karana; 3) Tri Parartha; 4) Lascarya 5) alertness; 6) Kharma phala; 7) politeness; 8) Tri Dandim; 9) Mitia Hrdaya. In this context, the suggestion made is that the folktales that are suitable to be taught should meet the criteria (honesty, faith, and respect) that facilitate the teaching and learning process.

scholarly journals Social behavior of School first-year pupils, enrolled and not enrolled in kindergarten

2019 ◽  
pp. 117-128
Author(s):  
Hussein Al-Quraishi ◽  
Hiam Abdul Al-Hamad
Keyword(s):  
Social Behavior ◽  
Primary School ◽  
First Graders ◽  
First Grade ◽  
First Year ◽  
The Social ◽  
Significant Difference

The study relied on the closed questionnaire, which included (15) paragraphs for the measurement of the social behavior of the first grade pupils, those who were enrolled and not enrolled in kindergartens, by (25) students enrolled and (25) students who were not enrolled and randomly selected from the mixed primary school. The conclusion we reached in this study is that there is a significant difference between the first graders and those who are not enrolled in their social behavior. As a result, we recommend that take care of the teacher of the first grade of primary and pay attention to the preparation and rehabilitation during the profession because it has an important role in the child's learning.

EVALUATION OF 1ST GRADE PRIMARY STUDENTS’ COGNITIVE AND PERSONAL DEVELOPMENT WITHIN DYNAMIC MODEL OF TEACHING AND LEARNING IN RICH OF TECHNOLOGIES ENVIRONMENT

2021 ◽  
Vol 12 (1) ◽  
pp. 7-16
Author(s):  
Nadezhda Kaloyanova ◽  
◽  
Rumyana Papancheva ◽  
Keyword(s):  
Primary School ◽  
Dynamic Model ◽  
Personal Development ◽  
Teaching And Learning ◽  
First Graders ◽  
First Grade ◽  
Project Work ◽  
Expert Assessment ◽  
The Government ◽  
Long Term Observation

This study presents the results of expert assessment of cognitive and personal development of 7–8-years-old students as a result of the implementation of educational project The First graders’ New Start“. The project aims to apply an innovative model of competency-based teaching and learning in rich of technologies environment with application of Dynamic Model of work in primary school. „The First Graders’ New Start“ is a project initiated, implemented, and supported by the government – Municipality of Burgas, Bulgaria. The expert evaluation is realized from Primary school teachers, who are involved in the project activities. The expert assessment is done according to the methodology „The Students’ Profile“ of Gilbruch (according to Dragolova, 2007). It is realized through long-term observation of the student by the teachers during the project work. 320 first-grade students from 17 schools in Municipality of Burgas, Bulgaria are evaluated. Data on the degree of cognitive and personal development of students are derived. The level of development of various skills that are important for this age and that are related to the objectives of the project are analysed. The adequacy of the expert assessment is compared with standardized methods of research. The conclusions correspond to the achievement of the goals defined within the Dynamic model of work during „The First graders’ New Start“ experiment.

scholarly journals Articulation of speech sounds of Serbian language in children aged six to eight

2015 ◽  
Vol 68 (7-8) ◽  
pp. 240-244
Author(s):  
Biljana Mihajlovic ◽  
Bojana Cvjeticanin ◽  
Mila Veselinovic ◽  
Renata Skrbic ◽  
Slobodan Mitrovic
Keyword(s):  
Preschool Children ◽  
Primary School ◽  
First Graders ◽  
First Grade ◽  
Cross Sectional Study ◽  
Linguistic Community ◽  
Speech Sounds ◽  
Cross Sectional ◽  
Novi Sad

Introduction. Phonetic and phonological system of the healthy members of one linguistic community is fully formed around 8 years of age. The auditory and articulatory habits are established with age and tend to be more difficult to be upgraded and completed later. Material and Methods. The research was done as a cross-sectional study, conducted at the preschool institution ?Radosno detinjstvo? and primary school ?Branko Radicevic? in Novi Sad. It included 66 children of both genders, aged 6 to 8. The quality of articulation was determined according to the Global Articulation Test by working with each child individually. Results. In each individual vowel, plosive, nasal, lateral and fricative, the quality of articulation was statistically significantly better in the first graders compared to the preschool children (p<0.01). In each affricate, except for the sound /c/, the quality of articulation was statistically significantly better in the first graders than in the preschool children (p<0.01). The quality of articulation of all speech sounds was statistically significantly better in the first graders than in the preschool children (p<0.01). Discussion and Conclusion. The most common disorder of articulation is distortion, while only substitution and substitution associated with distortion are less common. Omission does not occur in children from 6 to 8 years of age. Girls have slightly better quality of articulation. The articulatory disorders are more common in preschool children than in children who are in the first grade of primary school. The most commonly mispronounced sounds belong to the group of affricates and fricatives.

scholarly journals Subversive compliance and embodiment in remedial interchanges

2020 ◽  
Vol 40 (5) ◽  
pp. 669-693
Author(s):  
Asta Cekaite
Keyword(s):  
Primary School ◽  
Adult Child ◽  
First Grade ◽  
Moral Emotion ◽  
Multiple Modalities ◽  
Temporal Duration ◽  
One Year

AbstractThis study examines normativity of affect and the affective embeddedness of normativity, instantiated as verbal and embodied stances taken by the participants in adult-child remedial interchanges. The data are based on one year of video fieldwork in a first-grade class at a Swedish primary school. An ethnographically informed analysis of talk and multimodal action is adopted. The findings show that the children’s affective and normative transgressions provided discursive spaces for adult moral instructions and socialization. However, the children’s compliant responses were resistant and subversive. They were designed as embodied double-voiced acts that indexed incongruent affective and moral stances. The findings further revealed several ways of configuring embodied double-voiced responses. The children juxtaposed multiple modalities and exploited the expectations of what constitutes appropriate temporal duration, timing, and shape of nonverbal responses. They (i) combined up-scaled verbal and embodied hyperbolic rhetoric when the teachers’ talk required but minimal responses, and (ii) configured antithetical affect displays, e.g., crying and smiling, or overlaid bodily displays of moral emotion (sadness, seriousness, and smiling) with aligning but exaggerated gestures and movements. Subversive, embodied double-voiced responses simultaneously acquiesced with and deflected the responsibility and effectively derailed a successful closure of remedial interchange.

Media Words Card to Improve Reading Skills at the beginning of the First Grade Students in Primary School

2021 ◽  
Vol 5 (2) ◽  
pp. 531-537
Author(s):  
Agusalim Agusalim ◽  
Suryanti Suryanti ◽  
Irwan Irwan
Keyword(s):  
Primary School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Reading Skills ◽  
Mastery Learning ◽  
First Grade ◽  
Student Learning Outcomes ◽  
Beginning Reading ◽  
Average Value ◽  
Class Room

This study aims to find the use of word cards to improve reading skills at the beginning by using the action class room method. Based on the results of research conducted in 2 cycles. In cycle I showed that through the Use of Word Card Media in Beginning Reading the average value of student learning outcomes obtained was 68.84 and mastery learning reached 53.85% or there were 14 students out of 27 students who had finished learning. These results indicate that in the first cycle the criteria for student learning are not yet completed, because students who score> 65 are only 68.84% smaller than the desired completeness percentage of 85%, and (2) Furthermore, the results of the study cycle II shows through the Use of Word Card Media in Reading the Beginning obtained the average value of student learning outcomes is 76.92 and mastery learning reaches 88.46% or there are 23 students out of 26 students have finished learning. These results indicate that in the second cycle classically students have finished learning, because students who score> 65 are 92.30% greater than the desired completeness percentage of 85%.

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