Monday, 29 December 2014

Benefits of Story Telling to Children

Story telling is an art that has mental, social and educational benefits on children. People of all ages love stories. Children are great fans of stories and love to listen to them. Storytelling literally means reading out stories to them or just telling a story from the memory to them. It is becoming a lost art today as many parents find very little time to spend with kids as the hustle and bustle of life demands them to reserve more time for the needs of life.
Storytelling is a great activity of learning. At each phase of the development of the story, kids ask questions. A proper teller can use tricks to make them curios and encourage them to ask questions. Storytelling is the basic training for academic learning. When they see images in the book and listen to the stories, kids learn to associate between images and story and later imagination and visuals. 
You can increase the memory capacity of children by asking them to remember the stories you have already read for them or asking them to remember where you stopped the previous day. Always demand kids to share their contribution in the stories. Ask them to narrate a possible climax or encourage them to create a new story with the same characters in a story. Imagination is the key to creativity and children can be trained in many ways to develop stronger skills of imagination.
The most bulging benefit of storytelling is increased knowledge in children. They get to know about various places, practices in life, relationships etc., through stories. Most of the stories depict good and bad characters. Listening to stories will help children to have an idea of accepted style of behaviors and must to avoid acts. Stories also allow children to know about their own cultural roots.
Differences between cultures and various lifestyles are introduced to kids through stories. All the stories are informative to children, as being new to the world; they may know very little things about the life in the world. Stories help kids to visualize the plot and characters.
Another advantage of listening to stories is that children grow in academic learning. Story telling introduces lot of new vocabulary to children. At homes, people communicate with limited number of words. But stories will have academic level vocabulary and lot of newer words for the kid to learn. It is easy to teach the meanings of the words as kids learn faster from the context of story.
Infancy is the period when children absorb most of the words they use in the future. Story telling also encourages children to participate actively in the learning process. It can enhance the listening skills of children. Kids love to talk instead of listening to anything. But this is not acceptable in the classrooms, thus storytelling gives them with the necessary training to listen and understand instead of talking.
Parents need to take care of certain aspects when reading out stories for children. If you want kids to listen actively and understand the story, you have to read out the stories emotionally. Change the pitch of sound according to the feelings and emotions depicted in the story. Use effective body language to convey ideas in the exact way. Perfect storytelling is acting out a story. Storytelling parents are found to have more emotional bond with the children. It teaches the children to be creative and make them dynamic thoughts and action.
Source: http://www.prokerala.com/kids/activities/storytelling-to-children.php

Monday, 22 September 2014

On and Off

It's not uncommon for Malaysians to say, "Please on the light", or, "Don't forget to off the fan." 

The words 'on' and 'off' are used as verbs in the two examples above. This is ungrammatical. If 'on' and 'off' can be used as verbs, then the following should be correct: 

1. "I am onning the light right now."- 'onning': continuous (progressive) tense of 'on'
2. "I offed the fan just a minute ago."- 'offed': past tense of 'off'

But they are not - because 'on' and 'off' are not verbs, and do not have tenses.

We use 'on' as a preposition ("The book is on the table"), an adjective ("The debate was on when we arrived"), or an adverb ("He looked on while others worked").

Similarly, we use 'off' as a preposition ("The ball is off the ground"), an adjective ("The other party can't come, so the debate is off"), or an adverb ("He ran off with the money when no one was looking").

But we don't use 'on' and 'off' as verbs.

So, don't say, "Please on the light." Say, "Please turn on the light."

Don't say, "Don't forget to off the fan." Say, "Don't forget to switch off the fan."  

Wednesday, 10 September 2014

How does the reading brain work?

Reading is a complex process. It requires different areas of the brain, namely temporal lobe, frontal lobe and angular gyrus,  to be activated in a coordinated and synchronised way.

We have made the following video to demonstrate the reading process of our brain. 




Click here for Chinese version of this video.

Monday, 8 September 2014

What's up?

I found this interesting write-up from the Internet about the word "up". The write-up is replicated on several websites, the following being just two of them: 

I don't know the original source, so I'm unable to give due credit to the author. The write-up is reproduced verbatim below, warts and all:

There is a two-letter word that perhaps has more meanings than any other two-letter word, and that is 'up'.

It's easy to understand up, meaning toward the sky or at the top of the list, but when we awaken in the morning, why do we wake up?

At a meeting, why does a topic come up?

Why do we speak
 up and why are the officers up for election and why is it up to the secretary to write up a report?

We call
 up our friends.

We brighten
 up a room, polish up the silver; we warm up the leftovers and clean up the kitchen.

We lock
 up the house and some guys fix up the old car.

At other times the little word has real special meaning:

People stir
 up trouble, line up for tickets, work up an appetite, and think up excuses.

To be dressed is one thing, but to be dressed
 up is special.

A drain must be opened
 up because it is stopped up.

We open
 up a store in the morning but we close it up at night.

We seem to be pretty mixed
 up about up!

To be knowledgeable about the proper uses of
 up, look the word up  in the dictionary.

In a desk-sized dictionary, it takes
 up almost 1/4th of the page and can add up to about thirty definitions.

If you are
 up to it, you might try building up a list of the many ways  up is used.

It will take
 up a lot of your time, but if you don't give up , you may wind up with a hundred or more.

When it threatens to rain, we say it is clouding 
 up.

When the sun comes out we say it is clearing
 up.

When it rains, the wets the earth and often messes things 
 up. When it doesn't rain for awhile, things dry  up.

I could go on and on, but I'll wrap it 
up, for now my time is up  so ... it is time to shut  up!

Can you think of other ways the word  up is used?

Thursday, 4 September 2014

Pronunciation gone awry...

The other day, I heard a newsreader use the word "awry" while reading the news on television. She pronounced the word as "awe-ree": /ˈɔ:ri/. I believe that's also how the majority of Malaysians pronounce the word.

Be honest, now - how do you pronounce it?

The correct pronunciation is "a-rye":  /əˈraɪ/.

Tuesday, 2 September 2014

The Reading Brain

For this topic, we have made a short video so that readers can easily understand the 'reading brain' and how does our brain acquire reading skill.



Click here for a Chinese version of this video. 

Thursday, 28 August 2014

What is segmenting?

Segmenting is an essential skill in learning to spell. 'Segment' means 'break' or 'separate'. When we segment a word, we break the word up into its individual sounds.  This video shows how segmenting is taught in Unik’s Phonics Fun programme.



Click here or Chinese version of this video.

Tuesday, 26 August 2014

What is blending?

Blending is an essential skill in learning to read. 'Blend' means 'join together'. Blending letter sounds means joining the sounds of letters together. We blend sounds to make a word.

For your better understanding, we have made this video to show how blending teaches reading.



Click here for Chinese version of this video.

Monday, 25 August 2014

When is a bungalow not a bungalow?

In Malaysia, a 'bungalow' is a large detached house, often with more than one storey. The operative word here is 'large'. Sure, we have mansions in Malaysia, but we hardly call them that - they are all huge bungalows. We of modest means often look at bungalow-dwellers with some envy, and bungalow-dwellers are understandably proud that they live in such grand houses.

An Englishman, however, would probably speak with more than some humility when he admits to living in a bungalow. That's because to an Englishman, a bungalow is not the abode of the rich. A bungalow is 
a low detached house having only one storey (Oxford Dictionary definiton). 

It's perhaps unfortunate that Malaysians associate bungalows with the rich. This opens up many opportunities for the word to be misused, mangled and corrupted. The property development fraternity is especially guilty of this: pamphlets abound that unabashedly advertise double-storey bungalows, 3-storey bungalows, semi-detached bungalows, linked bungalows, cluster bungalows, zero-lot bungalows - the list goes on. There are even 'sky bungalows' reported to be under development in Penang. I can only hazard a guess that these are 'bungalows' built on top of high-rise buildings.

So, when is a bungalow not a bungalow? Actually, we should rephrase it thus: When is [a house that is] not a bungalow a bungalow? When it is in Malaysia.

Note
Origin of the word: late 17th century, from Hindi baṅglā, meaning 'belonging to Bengal', referring to a type of cottage (in the style of a Bengal house) built for early European settlers in Bengal. 

Sunday, 24 August 2014

Why is reading especially difficult?

For this topic, we have made a 11-minute video so that audiences can get a clearer picture why reading is difficult: reading is not a skill acquired naturally, and it must be taught correctly!

This video links neuroscience to the teaching of reading with the systematic synthetic phonics approach.


Thursday, 21 August 2014

Why use the systematic synthetic phonics method in teaching to read?

Research has shown that phonics taught in a systematic or structured way - starting with the easiest sounds, then progressing through to the complex ones - is the most effective way to drive up standards in reading. This approach aligns with our brain’s ability to learn.

Additionally, as pointed out by neuroscientists and researchers of human cognition, the foundation of reading is speech, and the organization of reading skills in the brain must be built on this foundation. This is important because recent brain research suggests that we must set right any incorrect teaching methods used, since early instruction determines how the brain organizes itself for reading. The systematic synthetic approach builds on these findings, by teaching sounds before letters. 

Evidence from the Clackmannanshire Study (1997-2003) conducted in the United Kingdom showed that children who used this method became better readers much earlier compared to children who used the analytic phonics approach.

What is Phonics?

'Phonics' has become a hot topic amongst parents over these few years, especially when it was integrated into KSSR curriculum. There are a few types of phonics in the market, yet many parents are unaware of what type of phonics their children learn in kindergartens or schools. This post aims to give more insight about phonics and hopes to clear the confusion created by the different types of phonics.

What is phonics?

  •  A system of relationships between letters and sounds in a language
  •  A method of teaching reading by correlating sounds with letters

Phonics as a method of teaching

There are several approaches that use phonics as the basis of teaching reading: synthetic phonics, analytic phonics, analogy phonics and embedded phonics.

Synthetic phonics

-     The teaching of reading in which phonemes (sounds) associated with particular graphemes (letters) are pronounced in isolation and blended together (synthesised).

-     Children are taught to take a single-syllable word, e.g. “cat”, apart into its three letters, pronounce a phoneme for each letter in turn /k, æ, t/, and blend the phonemes together to form a word.

-     This method is currently adopted by the Malaysian Ministry of Education in the KSSR syllabus.

Analytic phonics

-     The teaching of reading in which the phonemes associated with particular graphemes are not pronounced in isolation.

-  Children identify (analyse) the common phoneme in a set of words in which each word contains the phoneme being studied. For example, teachers and pupils discuss how the following words are alike: pat, park, push and pen.

Analogy phonics

-     A type of analytic phonics in which children analyse phonic elements according to the phonograms in the word.

-     A phonogram, known in linguistics as a rime, is composed of the vowel and all the sounds that follow it, such as –ake in the word cake.

-     Children use these phonograms to learn about “word families”, e.g. cake, make, bake, take.

Embedded phonics

-     An approach in which phonics forms one part of a “whole language” programme.

-    Embedded phonics differs from other methods in that the instruction is always in the context of literature rather than in separate lessons, and the skills to be taught are identified incidentally rather than systematically.

Wednesday, 20 August 2014

To b or not to b?

Most Malaysians would've learnt about silent letters in school and are probably familiar with silent 'k' words (e.g. knife, knee, knight, knack, knob), silent 'p' words (e.g. psychic, pneumonia, pneumatic, psalm, pseudonym), and silent 'g' words (e.g. gnash, gnu, gnarl, gnaw, gnat).

There are many other silent letters, of course (practically all the letters of the alphabet are silent in some words), but one letter I think many Malaysians fail to keep silent when required is the letter 'b'.

In all of the following words, the 'b' is silent:
 
 
    aplomb /əˈplɒm/
    bomb  /bɒm/
    catacomb /ˈkætəˌkoʊm/
    climb  /klaɪm/
    comb /koʊm/
    crumb /krʌm/
    debt /dɛt/
    doubt  /daʊt/
    dumb  /dʌm/
    jamb /dʒæm/
    lamb  /læm/
    limb  /lɪm/
    numb  /nʌm/
    plumber  /ˈplʌmər/
    subtle /ˈsʌtl/
    succumb /səˈkʌm/
    thumb /θʌm/
    tomb /tum/
    womb /wum/

Are you guilty of not keeping the 'b' silent when pronouncing the words above?

Sunday, 17 August 2014

Me and I

Some years ago, I heard a jingle for an air conditioner over the radio.

The last line for the jingle went like this:

"Brand X, for a healthier you and I."

That line is grammatically incorrect. It should be:
"Brand X, for a healthier you and me."

Do you know why "me" should be used instead of "I"?

Here's the answer:

"for" required the object form of the pronoun. The object form of the pronoun "I" is "me".

If we remove "you" from the sentence, leaving only the first person "I", we can notice the mistake better:

"...for a healthier I."  --> Incorrect
"...for a healthier me."  --> Correct