READING AND REFLECTING ON TEXTS
B.ED SYLLABUS
OBJECTIVES, PURPOSE, AND IMPORTANCE OF STUDYING READING AND REFLECTING ON TEXTS SUBJECT:
After completion of the course, student
teachers will be able to:
1.
Read and
respond to a variety of texts in different ways, maybe personal, creative or Critical.
2.
enhance
their capabilities as readers and writers by becoming participants in the
process of reading
3.
get involved
in the reading interactively – individually and in groups
4.
become
resources for one another
5.
comprehend
and think reflectively on spoken or written texts
6.
read
critically and analyze course readings, ideas presented in the class and
experiences in schools
7.
write with a
sense of purpose and for an audience
8.
learn to
think together and develop metacognitive awareness to become conscious of
their own thinking process
COURSE
CONTENT (SYLLABUS)
UNIT I
Reading as a Language Skill
·
acquisition
of reading skills
·
reading for
global and local comprehension
·
reading a
wide variety of texts such as descriptive, narratives, conversations,
biographical sketches, plays, poems, letters, screenplays, reports, news reports
·
Attentive/Close
Reading and Reflecting on Texts
·
Identify and
select the texts: course text and beyond
·
Understanding
the process of critical reading
·
Ways of
reading: pre-reading and post-reading
UNIT 2
Developing Writing skills
·
Writing for the specific purpose and specific audience
·
Experience
the classroom process of Writing (including collaboration, editing)
·
Recognizing
errors as part of the learning process
·
Editing the
written texts in terms of discoursed, syntax, morphology and writing conventions.
·
Writing and
Reflecting on Text
·
Understand
the concept of reflective writing
·
Distinguish
Features of reflecting writing’s
·
Read,
reflect, and think critically: recognize the benefits of reflecting on
developing teaching philosophy
·
Includes
knowledge of types of texts: their structure, language features, word knowledge
·
and content
knowledge acquired through learning and personal experience
Task
and assignment:
·
Read a book,
a journal article, or a chapter and write personal responses and summarize.
·
Prepare
presentations on literary TEXT – Autobiography / ethnographic text.
·
Beyond the
textbook: reading comprehension and question
–answers.
·
Preparing a
Vocabulary Book (50 words), with Meanings and
Usage.
·
Writing a
book review and critically analyze the Content and Language of the text.
·
Any other
project/assignment given by the institution.
NOTE: External practical will be conducted by an external examiner at the
end of the semester.
LIST
OF SUGGESTED READINGS AND BEST BOOKS FOR READING AND REFLECTING ON TEXTS:
Agnihotri, R.K. and
Vandhopadhyay, P.K. (ed.) (2000). Bhasha, bhubhashita or Hindi: Ekanthsamvaad,
New Delhi: Shilalekh.
Anderson R.C. (1984). Role of the
Reader’s Schema in comprehension, learning and
memory. In R.C Anderson, J. Osborn, & R. J. Tierney (Eds.), Learning
to read in
American Schools: Basal readers and content texts. Psychology Press.
Butler, A. and Turbill, J.
(1984). Towards Reading-Writing Classroom.
New York: Primary English Teaching Association Cornell University.
Grellet, F. (1981). Developing Reading skills: A practical guide to reading
comprehension exercise Cambridge University Press.
Mason, J. M. and Sinha, S.
(1992). Emerging Literacy in the Early Childhood Years. Applying a Vygotskian
Model of Learning and Development in
B. Spodek (Ed.) Handbook of Research on the Education
of Young Children, New York: Macmillan.137-150.
NCERT (2005). National Curriculum
Framework (NCF). New Delhi: NCERT.
Reading Development Cell, NCERT
(2008).Reading for meaning. New Delhi: NCERT.
Rosenblatt, Louise M. (1980).
What Fact Does This Poem Teach? Language
Arts.57(4).Tompkims, Gail E.
(1994). Teaching Writing: Balancing Process and Product. Macmillan.
California Yule, G. (2006).The
study of language. Delhi: Cambridge University
Press.
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