How can we effectively use Reading Street Grade 4 Stories in English teaching?

We can use 'reading street basal stories' in English teaching by having students read them aloud. This helps with pronunciation.

Well, we can also use them for oral practice. For example, ask students to retell the stories in their own words. This can enhance their speaking skills. And it can also stimulate their creativity as they may add their own ideas while retelling.

We can use them as reading materials. Let students read and then retell the stories, which can improve their reading and speaking skills.

These stories are great for group activities. For example, students can discuss the characters and what they learned from the story in small groups. This promotes communication and critical thinking skills among first graders. Also, teachers can use the stories to teach basic grammar and vocabulary. Since the language is simple and age - appropriate, it's easier for the students to pick up new words and grammar rules while enjoying the story.

We can use the list of 1st grade stories for reading aloud sessions. This helps students improve their listening skills. For example, reading 'The Very Hungry Caterpillar' aloud and pausing to ask simple questions like 'What did the caterpillar eat next?'

You might be able to find it in your school library. Most schools keep textbooks and related reading materials for students.

One way is to start a discussion after reading a teaching tolerance story. For example, ask students how they would feel if they were in the character's situation. This makes them think about tolerance from different perspectives.

In English teaching, 'telling time stories' can be a great activity. Teachers can choose some classic stories that are related to time, such as 'Cinderella' which has elements like 'at midnight'. After reading the story, students can discuss how time is important in the plot. Then, they can be asked to rewrite the story changing the time elements. This makes them think about how time affects the sequence of events and also enhances their language skills as they have to use appropriate time - related words and phrases.

We can use them for reading comprehension practice. Just have the students read the stories and answer simple questions about what happened. For example, 'Who was the main character?' or 'What did they do in the story?'.

Another approach is to ask students to rewrite the 'teach story' in their own words. This requires them to have a good understanding of the grammar, vocabulary and sentence structure in the original story. It also encourages creativity in using language.