Reading And Reflecting On Texts B.Ed Practical File, Assignment, And Project Notes Free Download PDF in English Language

Reading And Reflecting On Texts B.Ed Practical File, Assignment, And Project Notes Free Download PDF in English Language

Reading And Reflecting On Texts B.Ed 1st and 2nd Year / All Courses Practical File, Project and Assignment Notes in English Medium Free Download PDF | Reading And Reflecting On Text File | Reading And Reflecting On Texts B.Ed First and Second Year Practical File in English Medium Free Download PDF | Reading And Reflecting On Text Notes, Files, Assignment, Project and Text Book in English

Reading And Reflecting On Text File | Reading And Reflecting On Texts B.Ed First and Second Year Practical File in English Medium Free Download PDF | Reading And Reflecting On Text Notes, Files, Assignment, Project and Text Book in English

Hello Friends, Welcome To Our Website www.Learningclassesonline.Com. If You Are Looking For Reading And Reflecting On Text Practical File In English For B.Ed Or Any Other Course. So You Are In The Right Place.

Here You Will Get Free Notes And Sample Practical Files To Prepare The Reading And Reflecting On Texts File. The Button To Download The Reading And Reflecting On Text File In English PDF Is Given Below The Reading And Reflecting On Texts Notes. 

Just Click On The Button And Download The Reading And Reflecting On Texts File

We Have Also Provided Some Reading And Reflecting On Text Notes Below. You Can Make Your Reading And Reflecting On Texts Practical File, Project And Assignment Very Easily With The Help Of These Reading And Reflecting On Texts Notes.

Table of Contents

Reading And Reflecting On Texts Short Notes In English - Reading And Reflecting On Text Practical File Notes PDF For B.Ed 1st and 2nd Year in English Medium

Reflections on Literacy

What is Literacy?

Literacy in its simplest form means the skill of reading and writing.

Definition of Literacy:

Oxford dictionary explains it as 'ability to read and write' or competence or knowledge in a specified area.

But in the educational aspect, literacy is more functional in its application.

Therefore, United Nations Educational, Scientific and Cultural Organization (UNESCO) defines literacy as the "ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts.

  • Literacy in its meaning includes broader aspects than just reading and writing ability.
  • Literacy is the tool to make the true meaning of your environment.
  • Literacy, as defined in Census operations, is the ability to read and write with understanding in any language.
  • A person who can merely read and not able to write would not be considered to be literate.

Basic Braille Literacy

Literacy is the tool for equality and inclusion. Braille Literacy has a whole new meaning in India as half of the world population with blindness lives here.

Therefore, Braille literacy is of utmost importance in education.

  • Learning Braille would require a fundamental development of tactile movement and also the child must have exposure to the concept of reading and text.
  • Teaching and learning Braille is a skill-based activity that must be done under supervision.
  • Teachers must remember that it is a highly individualized process as the life experience of the learner varies greatly and affects his understanding.
  • Their skills and developmental levels vary radically.

There is a various institute which provides training for Braille learning.

  • Currently, the E-Braille transcript system on a computer made it user-friendly and more accessible.
  • With NGO and Govt. collaboration a greater number of institutes are able to provide e-Braille to the learner for their daily usage.

Reflections on Reading Comprehension

In education, Reflecting is the higher level of learning. Therefore, to reflect upon a text, to achieve comprehension in reading learner has to work hard on certain skills.

Practicing Responses to Text: Personal, Creative and Critical

Response to Text

  • Too often we have reduced reading into a phonics and grammar practice. But to be literate, one needs to read things critically. Proper reading is part of 'instrumental literacy'.
  • Instrumental literacy is made up of all those proficiencies one needs in order to be able to access a text and understand what it is doing to readers.
1. Personal Response

A personal response to a text involves almost the same format as any other response but the difference is in the element of response. Here subjectivity is much more appreciated.

The main concept is what the text tells us personally? For that past experience of the individual is the most influencing factor.

  • One same text can mean various different things to the reader as the experience involving the general area will be different.
  • While responding to the text the reader must remain personal as you are responding to something of your choice.
Forms of Personal Response Texts

Personal responses can be made using any of the forms like :

  1. Short Stories
  2. Editorial
  3. Letter
  4. Screen Play
  5. Diary Entry
  6. Speech
  7. Anecdote
  8. Commentary Etc.
2. Creative Response

Being able to respond creatively is one of the highest achievements in learning but it requires a free and spontaneous environment. To respond creatively to a text student, need to practice main to skills thinking and responding on that thinking creatively.

For a creative response, the reader must have a good grasp of the text.

After that reader has a choice to follow the writer’s way of thinking and add something or can present an argument against it.

Keys to Creative Response

The key to a creative response is

  1. Asking in-depth questions to find new answers.
  2. Choosing the right character or idea to emphasize is very important.
  3. In fiction, the reader may go beyond the time frame of the text to be creative.
  4. Getting your thinking cap on.
  5. Text can be analyzed as a whole or in parts that make sense to you.
  6. The response may be practiced verbally or non-verbally.
3. Critical Responses

To be able to make a critical response requires a heist of abilities and practice. World-renowned teachers help built various models to aid students in this style.

While analyzing the Critical Response Process Deborah Lee Luskin mentioned workshop is one of the best techniques to develop critical responses.

In a workshop on responses on text (ideally in presence of creator or writer, the teacher being the facilitator) the below-mentioned steps can be followed:
  • Statements of meaning on the basis of the text.
  • Thinking like the creator/writer of the text.
  • Questions from reader
  • Interaction with follow up questions
In another view Bartholomew Brinkman gives away three secrets to respond critically:
  1. Imitation
  2. Manipulation
  3. Interpretation

For beginners, it is advised to start practicing critically respond to a text by following criticisms already present on the text, if any. This reception is the primary step for responding critically later.

Meta Cognitive Awareness And Reading Processes

Metacognition can be defined as "thinking about thinking."

Good readers use metacognitive strategies to think about and have control over their reading.

  • Before reading, they might clarify their purpose for reading and preview the text.
  • During reading, they might monitor their understanding, adjusting their reading speed to fit the difficulty of the text and "fixing" any comprehension problems they have.
  • After reading, they check their understanding of what they read.

Students can be asked to share the following:

  1. Identify where the difficulty occurs?
  2. Identify what the difficulty is?
  3. Restate the difficult sentence or passage in their own words.
  4. Look back through the text
  5. Look forward to the text for information that might help them to resolve the difficulty.

How To Develop Good Reading Skills and Habits in Primary Level Students?

There are various ways to help students develop good reading skills in Primary level students. Some of them are as follows:

1. Using Various Type Of Material:

Different format of material helps students of this standard to remain motivated and become curious to explore new.

2. Playing With Words:

It is very important to enrich students' word storage.

3. Reading Must Be Communicable:

Students must be encouraged to use reading in communication.

4. Reading In A Group:

Group activity is beneficial for so many reasons in the teaching-learning process.

5. Continuous Assessment:

It is not easy to measure reading skills if not done methodically and continuously. It must be documented from the very beginning and in detail.

Understanding of Reading Comprehension of Children with Hearing Impairment and Learning Disability

Comprehending a text has various techniques. For a learner with a hearing impairment or learning disability, the question remains what more technique should we involve so that the student is able to comprehend the text.

For a hearing-impaired learner, the difficulty in comprehending a text is because of missing out on significant auditory information.

Also, in formal education more than often comprehension of text is compromised for time restraints, and the impact of this trend of hearing-impaired learner effects far more gravely as they do not only fail to learn the process but now have to adjust with artificial inactive learning.

  • Research summarized by Snow, Griffin, and Burns (2005) encourages conversations with peers and grown-ups before, during, and after read-aloud time to nurture literacy, as well as routine conversations with expert communicators such as teachers, peers, and parents to help children develop their background knowledge of the language.
  • They also encourage the development of phonemic awareness in meaningful contexts through wordplay activities, such as reading in character and using interactive books.

Forms of Learning Disability:

Learning disabilities are related to neurological processing problems and these interfere with learning abilities. Learning disabilities are of various forms like

  1. Auditory Processing Disorder
  2. Dyscalculia
  3. Dysgraphia
  4. Dyslexia
  5. Language Processing Disorder
  6. Non-Verbal Learning Disability
  7. Visual Perceptual / Visual Deficit And Many more.

All of these are related to specialized counseling. Therefore, the teacher has to go through proper training on how to help these learners. But the key approach is to enhance the ability of the environment so that differently-abled learners become as comfortable as any other.

Skill Development in Responding to Text

The most fascinating part of learning is to achieve higher skills and the path to travel for that. In-text response skill development too, various type of text demands different skills be developed.

Text Comprehension

Reading comprehension is a much-required quality in education. Teachers need to understand all aspects of comprehension to help students develop them.

Comprehension can be achieved through various using different methods. There are conscious plans - sets of steps that good readers use to make sense of the text. These instructions help students become purposeful, active readers who are in control of their own reading comprehension.

Some of the comprehension skills to be taught and applied in the teaching-learning situation are:

  • Retelling
  • Summarizing
  • Answering
  • Predicting
  • Commenting
  • Discussing
  • Sequencing
  • Inferencing
  • Comparing
  • Contrasting And
  • Ask Question

1. Retelling

Retelling is when a reader tells the story in his / her own words with great detail.

  • Retelling gives an opportunity to the reader to process what they have read, seen, heard, smelled, or touched by organizing it and explaining it to others.
  • Therefore, it involves good communication skills too.
  • Retelling would typically involve two processes, deconstruct and reconstruct.

2. Summarizing

Summarizing is a higher-level activity in reading text.

Summarizing requires students to apply the skill of determining importance in text and then express the important ideas in their own words.

Propose Of Summarizing
  1. To identify and organize important information
  2. To verify the meaning of the text
  3. To get the core of the text and understand the main idea
  4. To make whole sense of the text

3. Answering

The most used comprehension process in teaching-learning is answering. Answering question from a text is the basic and easiest process to evaluate the degree of comprehension.

For students, it is always advised to make themselves familiarize themselves with the type of question they can face. Questions give a direction on how the students need to study the text.

While preparing the answer one important step is to identify the main idea and then identify the supporting ideas. To the point, the answer is primarily finding out the main idea rightly.

4. Predicting

Predicting is a tool for attentive reading. Before or during reading we could train ourselves to predict the text and that would engage the mind to stop it from deflecting to anything else.

Basically predicting gives us purpose to read and it gets our mind ready to read.

Different aspects of predicting text :
  1. The title of the text lets the reader predict the content of the text
  2. A reader can think about the structure of the text beforehand too
  3. Prior knowledge and experience of reader helps to predict too
  4. Ask question within like who might be, what might happen etc
  5. During reading prediction must be regularly updated and refined to a new understanding, this would keep the reader engaged

5. Commenting

To make a comment is based on judging.

  • Comments are not just arbitrary remarks but based on value judgment.
  • Linguist says that commenting involves the process of deconstructing the text to be able to make a comment.

6. Discussing:

  • Discussion holds a very important place in comprehending a text.
  • Discussion not only helps in understanding the text but also helps the learner to acquire the skill of presenting personal arguments properly.

Practicing Responding to Text

Responding To Recreational Reading Material:

For the earliest of time, educators have incorporated recreational reading into classrooms to practice reading. Research studies show that students who read by choice read more than others (Aranha,1985).

In education, recreational study is not a standalone activity. It incorporates all the other activities in a literacy process involving learners.

'Tips' For Successful Implementation Of Recreational Reading (RR)

  1. Make RR one element of a balanced reading program
  2. Incorporate teaching word identification and comprehension strategies to supplement RR
  3. Introduce the material through book walks to increase children's interest
  4. Schedule RR at the same time daily
  5. Change the physical environment
  6. Read daily for an appropriate time length
  7. The teacher must start knowing about individual students liking and level of reading
  8. Teachers must also guide students on their book selection and reading habits like bookmarking etc
  9. Establish classroom libraries with a wide array of reading material
  10. Rotate and add new material to the classroom library
  11. Students should be given some goal, page number wise or any other way

Responding to School Textbooks

School textbooks are mostly non-fictional and therefore at times fail to motivate a student to study.

It is of utmost importance to find a proper text for students. Otherwise, the way of responding is similar to narrative text.

Only the content varies and therefore while writing an answer it becomes a more formal affair than a liberal one.

Reflecting Upon Writing

Understanding Writing as a Process: Content (Intent Audience and Organization)

To understand writing as a process, one has to think like a reader.

  • What do we like to read?
  • How the presentation affects our reading quality?
  • What makes a good read?
  • How much of that is latent in writing quality?

Even a good plot falls flat as a thriller because of bad writing. If each idea blurs into the next without serving any purpose, then the writing fails to impress.

A. The audience of a Content:

The first step of content writing is identifying the target audience to understand their demand. A detailed and accurate understanding of whom you are writing to is of much importance.

Type Of Information One Need To Understand About The Audience

The type of information one need to understand about the audience are as follows:

1. Demographics:
These measure important data about a group of people, such as their age range, their ethnicity, their religious beliefs, or their gender. Certain topics and assignments will require these kinds of considerations about your audience.
2. Education:
  • Education considers the audience's level of schooling.
  • If audience members have earned a doctorate degree, for example, you may need to elevate your style and use more formal language.
  • Or, if audience members are still in college, you could write in a more relaxed style.
3.Prior knowledge:
This refers to what the audience already knows about your topic. If your readers have studied certain topics, they may already know some terms and concepts related to the topic.
4. Expectations:
These indicate what readers will look for while reading your assignment. Readers may expect consistencies in the assignment's appearance, such as correct grammar and traditional formattings like double-spaced lines and legible font

B. Organizing Content:

Content refers to all the written substance in a written document. Organizing content is done after selecting the purpose and audience. The main objective is to choose what kind of information will be given in that content.

Content may consist of:
  1. Examples
  2. Statistics
  3. Facts
  4. Anecdotes
  5. Testimonies And
  6. Observations

But no matter the type, the information must be appropriate and interesting for the audience and purpose.

Key To Develop A Good Content

The key to developing good content has the following rules:

  1. Find the key concept
  2. Title
  3. Outline
  4. Review, research and start writing
  5. Edit
  6. Final edit to get the finished product
LearningClassesOnline
Process Of Content Writing

The process of content writing, in general, involves the following steps:

  1. Prewriting
  2. Drafting
  3. Revising
  4. Editing
  5. Final product

Practicing Self-Editing and Peer Editing of Sample Texts

Editing is done after the draft text is ready and needs to be screened for a final copy. Editing can be done by the writer himself or herself and also by someone other than the writer.

Self Editing

Self-editing is the process that every writer goes through after they complete a draft of their written work.

Editing, in general, includes checking things like:

  • Grammar
  • Continuity
  • Spelling
  • Typing Error
  • Missing Words
  • Repetition
  • Clarity Etc.

Peer Editing

  • Peer editing adds to the knowledge of the writer and many types of research show that peer editing also affects motivation for a good write-up.

Peer editing helps students explore learning opportunities and build new knowledge by directing their limited and selective attention to problems of content and organization in their text.

Practicing Independent Writing

Writing is primarily of two kinds,

  1. FREEHAND OR
  2. STRUCTURED

But to practice writing, there are different stimuli involved. A picture description, some idea to expand or to write an essay or story, are the perfect practices to develop writing skills.

Writing A Picture Description:

The primary purpose of any kind of descriptive writing is to write in a way that a picture is formed in the minds of the reader. It may be about some

  • Person
  • Place Or
  • Thing

The description writing can be practiced by using pictures and giving it a voice through words.

The main focus in describing a picture is to pay close attention to details. That can not be achieved through one single step. Therefore students must be guided through the following steps:

Steps of Writing A Picture Description

  1. Selection of an appropriate picture
  2. Discussing main issues in the picture
  3. Let the student write the first draft description on the picture
  4. Discussing and feedback for the final draft
  5. An open discussion to evaluate each progress
  6. Suggestion for further development

Expansion Of Idea

To explain an idea properly the writer must be clear on two things.

  1. What constitutes that idea and
  2. what the writers stand on it.

One has to be very clear about these before starting to write about them.

While writing, the topic must be stated clearly. Else readers won’t be able to follow the logical progression.

Writing an Essay

The main objective of writing an essay is to clearly and logically express an idea or theme. But essays are not mere paragraph writing, generally, more than four paragraphs are there in an essay and each paragraph stands on its own yet interwoven to uphold one theme or idea throughout the essay.

Basic Structure Of An Essay Is

  • Introduction
  • Body (2/3 or more paragraphs)
  • Conclusion

Writing a Story

Practicing writing stories would be considered the highest level of creative expression as far as practicing writing is involved. Like any other creative output, it would be completely wrong to give some methodical steps for story writing.

But students writing stories as creative expression involves multiple benefits and needs to be supported.

Practicing Daily Living Writing

Application Writing:

Each application has specific agenda to present but overall the structure is formal and does not vary much.

In the body of an application, three things must be stated clearly.

  • What you are applying for,
  • why you are suited and
  • what you are looking for.

While writing we have to remember that applications should always remain formal and can never be written in a personal tone.

Agenda Or Minutes Writing:

Agenda and minute both are related to the meeting.

  • Agenda is the outline of what to be discussed in a meeting.
  • Minutes are the summarized proceeding in a meeting.

These are formal writing formats but vary from institute to institute.

Note Taking Practice:

In the classroom, one major challenge for students is how to balance between listening to what is going on in the classroom and also keep a note about it. Note-taking is a purely skill-based activity that involves more than one senses to be at their best skill at the same moment.

Therefore one has to learn

  • What To Write And
  • What To Discard In A Note.

Practicing Converting Written Information Into Graphical Representation

Graphical representation became a mandatory part of any representative format in this technical age. As technology made things easier to apply now there are various apps available for converting information into a meaning full presentation via graphics.

These representations include

  • Diagrams
  • Timelines And
  • Table Etc.

In school education representation of mere data or information into graphics is very important in modern education. Graphics make information more meaningful and related to reality also easily related to life experiences.

How To Use Graphics?

  1. Show the data
  2. Induce the viewer to think about the substance rather than about methodology
  3. Represent large data sets in a relatively small space
  4. Make large data sets in a relatively small space
  5. Encourage students to make comparisons between different pieces of data
  6. Reveal the data at several levels of detail
  7. Serve a reasonably clear purpose
  8. Be integrated with the statistical and verbal descriptions of the data

Reading And Reflecting On Text B.Ed Practical File in Englsih Download PDF

List of The Topics Covered IN Reading And Reflecting On Texts PDF File in English:

  • Reading Skills and Its Acquisition
  • Reading for Global and Local Comprehension
  • Close Reading and Reflecting on Texts
  • What is Critical Reading?
  • Different Ways of Reading: Pre-Reading and Post Reading
  • Writing skills and its Importance
  • Writing for Specific Purpose and Specific Audience
  • Classroom Process of Writing
  • How to Recognize Errors?
  • Writing and Reflecting on Text
  • Concept of Reflective writing
  • Features and Benefits of Reflective Writing
  • What is Text? – Its Types and Structure
  • Features of Language
  • Word Knowledge and Context Knowledge

www.LearningClassesOnline.com/

Tags:

Reading And Reflecting On Texts File English

Reading And Reflecting On Text File In English Pdf

Reading And Reflecting On Texts B.Ed Practical File Free Download Pdf

Reading And Reflecting On Text B.Ed 1st And 2nd Year And All Semester Practical File, Project, Assignment, Notes, Study Material, Book In English Medium Pdf

Reading And Reflecting On Text Practical File In English Langauge For B.Ed Students

Reading And Reflecting On Text Practical File In English

Reading And Reflecting On Texts Practical File

Reading And Reflecting On Texts Project In English

Reading And Reflecting On Text Assignment In English

Reading And Reflecting On Texts Pdf Handmade Short Exam Notes And Book

Reading And Reflecting On Text File in English for B.Ed 1st Year

Similar Posts


Related:


Post a Comment

Please Share your views and suggestions in the comment box

Previous Post Next Post