Picture Predictions
Before reading, examine the images in the book. Make predictions based on the images and discuss what will happen. As the kid reads the narrative, assist them by highlighting any accurate predictions. The benefits of making predictions are that it encourages kids to actively participate in reading, improve comprehension of the plot, foresee logical progression, and form connections to the narrative (Newton & Nation, 2020). If the kid is having trouble, help them by asking questions such as, “Do you perceive any hints as to the subject of the story?”
For children with developmental delays, scan, print, and label photographs to produce a list of story-specific vocabulary. Work on the kid’s vocabulary until they can easily identify them while reading. If the kid finds it too easy, have him/her only make predictions based on the front cover. Ask the kid to record any changes to their predictions and share them with you. For children with talents and gifts, after looking at the photographs, ask them to offer predictions and make comparisons and analyses.
Label Education
Sticky notes with names are placed on objects around the home. The kids are to read each sticky note as they go around the home. The kid may use the object as a clue to identify the word and gain from this practice by learning letter-sound association (Hung et al., 2018). If the child is having trouble, have a second set with image diagrams and have them practice them again and again. For kids with developmental delays use common things like shoes. Give the labels to the kids directly and have them read them out before sticking them on the appropriate things around the home if the task is too simple for them.
Journaling
Set up a daily journal and ask the kid to write about the day’s activities. Put family members’ names on the opening page so that kids may refer to them while writing. It helps kids communicate via writing; children will use vocabulary terms to express their thoughts; gives additional handwriting practice. If the kid is having trouble, offer suggestions to give them a broad subject.
For children with developmental delays, verbally create phrases with them and then write them down in a highlighter for them to trace. Give the kid blank spaces next to vocabulary terms they are acquainted with so they may fill them. If the kid finds the exercise too simple, encourage them to write more in the notebook and emphasize chronological order while describing the day’s activities. If the kid is creative, let them write a story instead of writing a notebook.
Letters to Friends
A family member should write a letter and have the kid read the letter aloud and ask him/her to reply to the letter. The kid will increase reading fluency and understanding by reading each letter. The letter aids in the child’s ability to express their ideas and enhances communication abilities (Brodin & Renblad, 2019). Use the hand-over-hand method to practice writing structures if your kid has trouble writing letters.
For kids who have developmental delays, use handwriting books to assist children with developmental disabilities practice writing their letters. Before trying to write the word, have the kid say it aloud. If he/she finds the exercise too simple, ask them to write a lengthier letter or a tale about their day. For children with talents and gifts, encourage the kid to write lengthy, descriptive letters.
Role Playing
Give the kid a position that necessitates verbal interaction, such as a mechanic, and urge them to stay in character and carry on a conversation as long as feasible. Role-playing enables the young ones to recall previously taught terminology relate it to experiences or feelings and realize that various contexts call for various spoken and written expressions (Bedir, 2019). If the kid is having trouble with this exercise, include pictures of objects appropriate for the scene playing out.
The roles may be reversed when asking a kid with developmental delays to react to someone else’s questions or statements rather than coming up with their conversation. If the kid finds the exercise too simple, ask them to interact with each other and solve a simple problem. For gifted children let them sort things in a grocery store into categories (such as fruits, vegetables, and dairy products).
Summary
Remember that every kid learns uniquely, so activities that are effective for one child may not be effective for another (Bedir, 2019). Recognize a child’s flaws and assist them in acquiring the abilities necessary to transform them into strengths. Ensure the activities are suitable for the kids’ ages or performance levels. To promote learning and skill-development tactics, home activities should be identical to those in class.
References
Bedir, H. (2019). Pre-service ELT Teachers’ Beliefs and Perceptions on 21st Century Learning and Innovation Skills (4Cs). Dil ve Dilbilimi Çalışmaları Dergisi, 15(1), 231–246. Web.
Brodin, J., & Renblad, K. (2019). Improvement of preschool children’s speech and language skills. Early Child Development and Care, 190(14), 1–9. Web.
Hung, H.-T., Yang, J. C., Hwang, G.-J., Chu, H.-C., & Wang, C.-C. (2018). A scoping review of research on digital game-based language learning. Computers & Education, 126, 89–104. Web.
Newton, J. M., & Nation, I. S. P. (2020). Teaching ESL/EFL Listening and Speaking. Routledge. Web.