Language Arts
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ScribdTranslationsLANGUAGE ARTS
Language arts include Receptive: Listening and Reading and Expressive: Speaking and Writing.
Although they are usually treated individually in class, these aspects are interconnected and must
be integrated into the curriculum.
HEAR:
Active listening means hearing and understanding communication from the speaker's point of
view. What is the difference between hearing and listening? There are big differences. Hearing is
simply perceiving sound vibrations. While listening is understanding, comprehending or giving
meaning to what is heard. Effective listening must necessarily be active rather than passive.
Active listening refers to the ability to hear not only what the person is directly expressing, but
also the feelings, ideas or thoughts underlying what is being said. To understand someone, you
also need a certain amount of empathy, that is, knowing how to put yourself in the other person's
shoes.
TALK:
Think back to your child as a baby and remember how he cooed, gurgled and cooed, even before
he said his first word. Her son was practicing to communicate later in life, but his brain and vocal
apparatus were not yet developed enough for him to use words to convey his needs. However, as
children grow, they come to realize that a specific set of sounds, arranged in a certain way, has
meaning. Little by little, they also learn that words can be combined in many ways and that they
can be used to convey their ideas to other people. Most people develop these language skills
automatically by listening to their family members and talking to them regularly.
In fact, studies show that it's important to talk to toddlers and that every family is different in
how much they talk to their babies. Research that studied how families communicate before the
age of 18 months indicates that children whose parents have talked to them a lot have better
skills when they start school than children whose parents have talked to them less. For the
average child, the best foundation for academic success is increased exposure to language.
READ:
When one does not understand what one reads, one naturally becomes demotivated, and one's
enjoyment of reading decreases or sometimes loses.
Developing reading skills is one of the keys to good learning in all areas of knowledge, both in
school and outside of it. The practice of reading develops the capacity for observation, attention,
concentration, analysis and critical thinking, in addition to generating reflection and dialogue.
Studies have shown that good development of reading skills is one of the elements that increases
the probability of having a better job and better salaries.
Through reading one can have fun, reflect, stimulate and satisfy curiosity about topics of interest.
READING SKILLS
Reading involves two main activities: Word identification or “decoding.” Understanding the
meaning of the text. Reading needs to be fluid so that the mind can retain a sentence long enough
to understand it. If there is no understanding there is no reading, so the reader must be able to
understand and reflect on what he reads.
With the support of various specialists, the Ministry of Public Education has defined the
standards to determine and record: How many words per minute does the student read aloud
(Reading Speed)? How much does the student understand of what he reads (Reading
Comprehension)?
How does the student read aloud (Reading Fluency)?
They are the stage that allows generating interest in the text you are going to read. It is
time to review prior knowledge and prerequisites; prior knowledge is acquired within the
environment that students bring, while formal education gives us prerequisites such as:
vocabulary, notions of reality and use of language. In addition, it is an opportunity to motivate
and generate curiosity.
WRITE:
Understanding the sound-graphic relationship. The child is encouraged to put what he says in
writing.
1. Maturation exercises
2. Pre-syllabic process
3. Syllabic process
4. Word formation.
Reflection on language: awareness of language uses, such as grammar, spelling, punctuation, and
vocabulary.
ANNEXES:
LITERATURE:
ALVAREZ, Antxon. Grammar in the classroom: resources and materials. Spanish language
and culture course for Brazilian teachers. University of Granada, Spain, 2008.
AYALA, Berenice Férez de. A study on the pedagogical practice of the Spanish language
teacher. Master's dissertation. Itajaí:UNIVALI, 2004.
