Children's Writing

June 28, 2018 By Harshita Das

Children’s Writing – Concluding Piece – Some Reflections

In this concluding piece, Harshita Das from the ELI team, takes us back to all the enriching blog-posts that we engaged with in the last three months, in order to deepen our understanding of Children’s Writing.

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Children's Writing

February 20, 2019 By Shubhra Chatterji

Children’s Talk and Writing

What we write doesn’t exist in isolation from us. It is deeply embedded in our talk, thoughts, emotions and experiences. Vikramshila Education Society(VES), Kolkata has been working towards empowering children by creating an uninhibited and safe space for them to express. In this blog piece, Mrs. Shubhra Chatterji, Founder-Director of VES talks from her experience about how a culture of talk, reading and exposure to diverse experiences creates a space for rich and authentic children’s writing.

Comprehension

December 28, 2018 By Shuchi Sinha

Reading Comprehension: A Conclusion

Our need to explore reading comprehension with practitioners, researchers and academicians arose from our deep discomfort with the lack of attention given to it within classrooms. By exploring this theme, we hoped to build a shared understanding of a variety of processes and strategies that support meaning-making capabilities in readers. Shuchi Sinha from the ELI team sums up our key learnings through this theme in the last three months.

Comprehension

December 24, 2018 By Shailaja Menon

Connecting Texts to Life: The Double-Edged Sword of Prior Knowledge

In this final piece on our current theme Comprehension, Dr. Shailaja Menon draws upon data from the Literacy Research in Indian Languages (LiRIL) study to problematize the role of prior knowledge in comprehension, at least, in the manner in which it is currently used in classrooms. She points out that prior knowledge was currently being used ineffectively by children, and not being successfully used in building a coherent representation of the text.

Comprehension

December 17, 2018 By Harshita Das

From Theory to Practice: Guided Reading Strategies to Support Fluency and Comprehension

This blog piece hopes to add to our understanding of guided reading , its purposes, and how a teacher could practice this in class. Harshita Das enriches this piece by connecting the theories and processes explained with her own classroom experiences as a language teacher.

Comprehension

December 6, 2018 By Sujata Noronha

Selecting Texts to Foster Comprehension during Read Alouds

Appropriate book selection plays an important role in children’s engagement with literature and meaning-making. This could be affected by many factors such as age, readers’ motivation, culture and prior knowledge. Sujata Noronha from Bookworm, Goa talks about their process of text selection and preparation that support comprehension in a language/ library room.

Comprehension

November 28, 2018 By Manjiri Nimbkar

Use of Shared Activity, Language and Drawing to Understand the Rain Cycle

In this anecdotal piece about water-cycle, Dr. Manjiri Nimbkar from Pragat Shikshan Sanstha, Phaltan writes about how talk, emergent writing and shared activities are used in their school to aid comprehension and concept formation.