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Skill-development Activities Take: This method requires skillful reading t who plan efficiently and organize well. R tional reading periods in which no diagn skill-development activities take place ca considered to be individualized reading.
In conclusion, evidence indicates that tl to good grouping practices is flexibility, different types of grouping—whole class, by ability, by skill, and by interest—sh alternated throughout the year. No single grouping can meet all the reading needs group of pupils.
Infant or pre-school children's drawings are sometimes considered to demonstrate 'Jow level' observational skills, but it could be argued that young children provide a different rather than a low level response. However, it may well be 'low-level' judged against a continuum of skill development, but nevertheless be highly sophisticated in its own right.
Low level development of this skill is characterized by global rather than detailed observation, attention to what is expected rather than what is actually there and a greater attention to differences than similarities.
Yet they ai interests that have to be satisfied, responses thi have to be made before he can go on to othi responses, and therefore they are not unimportan Once he has found out what he must find ou he will begin to engage in other activities thi will lead more directly to the skill of using tl hammer.
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