Using Text, Stories, Song and Rhymes

A. Definition

Using text, stories, songs and rhymes method is a linguistic method that involves using different types of texts, stories, songs and rhymes as authentic and engaging materials to teach and practice various language skills and items. This method can help students develop their vocabulary, grammar, pronunciation, rhythm, intonation, listening, speaking, reading, writing, comprehension, creativity, and cultural awareness. This method can also expose students to different genres, styles, themes, and contexts of language use. This method can be adapted to different levels, interests, and needs of the students by selecting appropriate texts, stories, songs and rhymes and using various techniques and activities to present and practice them.

Received message. The definition of using text, stories, songs and rhymes method is: Using text, stories, songs and rhymes method is a linguistic method that involves using different types of texts, stories, songs and rhymes as authentic and engaging materials to teach and practice various language skills and items. This method can help students develop their vocabulary, grammar, pronunciation, rhythm, intonation, listening, speaking, reading, writing, comprehension, creativity, and cultural awareness. This method can also expose students to different genres, styles, themes, and contexts of language use. This method can be adapted to different levels, interests, and needs of the students by selecting appropriate texts, stories, songs and rhymes and using various techniques and activities to present and practice them.

B. Significance

Using text, stories, songs and rhymes method is a significant linguistic method that can bring many benefits to the language learners and teachers. It can enhance the learners’ linguistic skills, improve their comprehension and critical thinking skills, stimulate their creativity and imagination, motivate them by providing them with enjoyable and meaningful materials, enrich their cultural awareness and appreciation, and facilitate the teachers’ work by offering them a flexible and adaptable method. It is an effective and engaging way to teach and practice various language skills and items using authentic and varied materials.

D. Reflection

In this assignment, I used the linguistic method of using text, stories, songs and rhymes to teach and practice the skill of making inferences. I chose this method because I think it is an effective and engaging way to help students use clues from the text and their own background knowledge to make logical guesses about what is not explicitly stated. Making inferences is an important skill for reading comprehension and critical thinking, and it can be applied to various types of texts, stories, songs and rhymes.

To integrate this method with the topic of “Making Inferences” in a lesson plan, I followed these steps by first, I selected a text, story, song or rhyme that contained some implicit information that required inferencing to understand. I made sure that it was relevant to the topic of my lesson and the level and interest of my students. I used online sources to find examples of suitable texts, stories, songs and rhymes for inferencing. Second, I pre-taught the vocabulary and grammar that were essential for understanding the text, story, song or rhyme. I used pictures, definitions, synonyms, antonyms, examples, etc. to introduce the new words and structures. I also elicited them from the students if they had some prior knowledge. Third, I played or read the text, story, song or rhyme to the students and asked them to listen or read carefully. I played or read it more than once if necessary. I also used gestures, facial expressions, voice modulation, etc. to make it more engaging and comprehensible. Fourth, I checked the comprehension of the students by asking them some questions about the text, story, song or rhyme. I used different types of questions such as yes/no, wh-, multiple choice, true/false, etc. I also asked them to summarize, retell, or paraphrase the text, story, song or rhyme in their own words. Fifth, I focused on the inferencing skill by asking the students to make inferences based on the text, story, song or rhyme. I used different techniques such as think-alouds, graphic organizers, evidence-based statements, etc. to guide the students through the inferencing process. I also explained the steps and strategies of inferencing if needed. Sixth, I practiced the inferencing skill by asking the students to use it in different contexts and situations. I used different activities such as role plays, dialogues, games, puzzles, quizzes, etc. to make the practice more fun and interactive. I also provided feedback and correction if needed. Lastly, I created my own text, story, song or rhyme that contained some implicit information that required inferencing to understand. I worked individually or in groups and used my imagination and creativity to produce something original and meaningful. I also shared my work with my classmates and teacher and gave feedback and appreciation.

I learned a lot from this assignment about how to use text, stories, songs and rhymes as a linguistic method to teach and practice making inferences. I think this method is very useful and enjoyable for both teachers and students. It can help students develop their language skills and creativity while improving their reading comprehension and critical thinking skills. It can also expose them to different types of texts, stories, songs and rhymes that can enrich their cultural awareness and personal expression.

E. Prepared by

Jimbo II M. Suazo

BSEd-English 2A

F. References

https://literacyideas.com/teaching-inferences/