Published at Monday, 15 April 2019. Worksheet. By Fayette Riviere.
The theme is what the story is about. A theme sometimes conveys a moral. If you have read the Aesop’s Fables you should know what I mean. All of those stories have a message. Some stories are written just for the purpose of conveying a message. The message could be any of the following: The victory of virtue over vice. Sportsman spirit: It is not about winning; it is about how you play the game. The righteous may have to face huge hardships. Honesty is the best policy. You don’t really have to state the message at the end of the story. As the story develops and ends the reader should be able to comprehend the message. Every story requires a plot. Actually, the story develops from the plot. You can indicate the plot in the opening lines and then develop it gradually. As the plot unfolds characters will appear on the scene and start interacting with one another. Complications and conflicts, These are an integral part of the plot. Complications and conflicts don’t have to be really complicated. Minor complications will do just fine – it depends upon the plot. Think about events that lead to the conflict. What are the problems that the characters encounter? You can develop complications and conflicts out of the interactions of the characters. Sometimes, destiny can play a role in making your characters’ life complicated.
There are many active, and far more interesting, ways for children to begin understanding words and numbers than via worksheets (Mason, 1986). A classroom with a developmentally appropriate curriculum is a print-rich environment. The walls are covered with signs naming objects, stories children have dictated, lists of words they have generated, pictures they have painted and labeled, and charts of classroom jobs (such as feeding the pet and passing out napkins for snack). At the small motor activities table there may be sandpaper letters to feel and puzzles to complete. Creative activities may include squirting shaving cream onto the table and having children make designs and write their names. And always there are many books to explore, examine, wonder about, listen to, and love as they are read aloud. In these ways, children learn that reading and writing are useful skills, not simply tedious activities adults invent to make school boring. It takes a lot of experience with words and print for children to understand why it is good to be able to read.
Conclusion, There are two fundamental problems with worksheets. First, young children do not learn from them what teachers and parents believe they do (Kostelnik, Soderman, & Whiren, 1993). Second, children’s time should be spent in more beneficial endeavors (Willis, 1995). The use of abstract numerals and letters, rather than concrete materials, puts too many young children at risk of school failure. This has implications for years to come. Worksheets and workbooks should be used in schools only when children are older and developmentally ready to profit from them (Bredekamp, S. & Rosegrant, T., 1992). Our challenge is to convince parents and others that in a play-based, developmentally appropriate curriculum children are learning important knowledge, skills, and attitudes that will help them be successful in school and later life.
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