Research on method of teaching direction information texts for primary students through vietnamese learning textbook 1 chân trời sáng tạo

The reason for undertaking this study

Information texts play a vital role in the educational journey of students globally, particularly in Vietnam, where primary education serves as the essential foundation for comprehensive development This initial stage of compulsory education equips the younger generation with the knowledge and skills necessary for national progress, aligning with the nation's historical mission The primary curriculum is crucial, as it lays the groundwork for the national education system and enhances students' quality of life Within this framework, the Vietnamese language is a central subject, integral to all grades and specified in output standards Therefore, it is imperative to equip students with Vietnamese language knowledge and skills, including listening, speaking, reading, and writing, to foster effective communication and critical thinking.

Vietnamese is a fundamental subject in primary education, serving as a gateway to the vast knowledge and scientific understanding of humanity It plays a crucial role in developing students' language competence, which is essential for their overall academic success Mastering the Vietnamese language not only enhances students' abilities to learn other subjects but also allows them to appreciate the beauty of their language Furthermore, it nurtures positive emotions and fosters the development of valuable skills and qualities in students The Vietnamese language curriculum of 2018, established by the Ministry of Education and Training, emphasizes these important aspects of language learning.

2018), students will have access to information and informationtexts Although

In the corpus system, informational texts represent a limited portion, highlighting the importance of effective teaching methods in enhancing students' reading comprehension skills These skills are crucial for meeting the primary school output standards.

The initial stage of primary education is crucial in shaping students' academic journeys, marking a significant transition from the playful environment of kindergarten to the structured learning of primary school Each year, over one million children in our country enter the first grade, drawing the attention of parents and society alike However, many students face challenges, particularly in Vietnamese, as they struggle to understand and engage with information texts, which are essential for everyday life Therefore, effective teaching methods for these texts are vital, enabling students to grasp scientific concepts and practical knowledge This study aims to explore strategies for teaching information texts to primary students using the Vietnamese textbook "Chân trời sáng tạo," focusing on enhancing students' cognitive processes to help them actively construct meaning from the texts.

The aim of the study

This study investigates effective methods for organizing the teaching of informational texts for primary students using the Vietnamese learning textbook "Chân trời sáng tạo." The goal is to enhance students' cognitive processes, enabling them to actively and positively construct meaning from texts As a result, students will develop essential Vietnamese language skills, including listening, speaking, reading, and writing.

Research objects and subjects

Teaching reading comprehension of information texts for 1st graders Vietnamese book series “Chân trời sáng tạo”

The process of teaching Vietnamese to 1st grade students in Primary School.

Research mission

Study the theoretical and practical basis of the topic

Proposing methods of teaching information texts for students in grade 1, Vietnamese textbook "Chân trời sáng tạo"

Instructions for teaching information text learning for grade 1, Vietnamese textbook "Chân trời sáng tạo".

The scope of the study

The topic delves into study and research on teaching direction information texts for grade 1 students, a set of Vietnamese books “Chân trời sáng tạo”.

Research methods

Theoretical research methods

To collect theoretical sources for teaching direction information texts to first-grade students, we examined various documents and materials from the Vietnamese book series "Chân trời sáng tạo." This involved a comprehensive analysis of multiple data sources to ensure a thorough understanding of the subject matter.

Using theoretical research methods to clarify concepts and methods in teaching reading comprehension of information texts in the Vietnamese book series

Practical research methods

The survey employs a structured set of questions to gather objective data reflecting the perceptions and attitudes of various participants, including administrators, teachers, students, and parents.

A study was conducted to assess the reality of teaching and learning reading comprehension among grade 1 students, focusing on capacity development The research involved a survey of 36 teachers from primary schools in Gia Lam district, including Trau Quy, Nong Nghiep, Cao Ba Quat, Yen Vien, Tien Phong, and Ninh Hiep The findings highlight the significance of information texts and underscore the urgent need for effective teaching strategies in this area.

Data processing method

After conducting a survey, it is essential to categorize the collected data by content type to assess the reliability of the information and evaluate its validity for the research study.

Data condensing involves refining collected information to highlight key concepts and their interrelationships This process occurs after data collection and coding, allowing for a thorough review of the document The primary objective is to understand the overall meaning of the material while identifying central themes and distinguishing them from sub-themes, as well as separating essential information from non-essential details.

To get such an overview of the material, the research used tables to summarized the collected data from the form of survey worksheets

After collecting secondary documents, it is necessary to classify them according to the following types: Documents providing theoretical foundations,

13 strategic documents, documents reporting short-term, medium-term and long-term plans And references in the form of seminars, conferences and reviews and analyzes about the company

Classifying documents lays the groundwork for effective analysis by outlining the essential content of each document type This allows for the synthesis and comparison of data, enabling the formation of general judgments and evaluations supported by statistics, descriptions, and visual aids such as charts and graphs Ultimately, this process facilitates the comparison of quantitative relationships, leading to informed judgments and conclusions.

Descriptive statistics play a crucial role in organizing and presenting data, particularly in assessing students' reading comprehension of informational texts through worksheets Data processors can utilize software to analyze correlations or employ historical data mining techniques for deeper insights This process involves categorizing and synthesizing comparisons, ultimately leading to statistical evaluations displayed in tables, all achieved through processing and calculations in Excel.

The significance of the study

The primary objective of the Vietnamese language course is to cultivate students' proficiency in using Vietnamese, with reading being a crucial skill for primary school learners Reading comprehension is essential for language competence and is a fundamental ability that must be developed in young students In many countries with advanced educational systems, informational texts are recognized as vital resources that enhance students' learning and daily life.

Information texts are crucial for enhancing reading comprehension among primary students, serving as a key resource for imparting essential knowledge in nature, science, and sociology These texts not only support educational development but also foster a deeper understanding of various subjects.

The article emphasizes the significance of developing essential communication skills, particularly reading and writing, in first-grade students through information texts It explores the role of reading comprehension within the Vietnamese 2018 curriculum and outlines the specific requirements for first graders Additionally, the article analyzes the characteristics of reading comprehension content in the "Chân trời sáng tạo" textbook series Finally, it suggests effective teaching strategies to enhance reading comprehension of information texts for first graders, aiming to improve the overall quality of reading instruction at the primary level.

The organization of the study

In addition to the Introduction, Conclusion and References, the main content of the subject is presented in three chapters:

Chapter 1: Theoretical and practical basis of the topic

Chapter 2: Guidelines for organizing teaching and reading information texts for 1st graders of the "Chân trời sáng tạo" book series

THEORETICAL BASIS AND PRACTICAL BASIS

Literature review

Reading comprehension has evolved significantly from ancient times to meet the demands of modern life It is an active cognitive process that enables individuals to evaluate and enjoy texts while expressing their unique perspectives This process plays a crucial role in character education, personal qualities, and cultural competency training for students Educators should focus less on the volume of information and more on foundational knowledge, allowing students to enhance their reading comprehension skills Consequently, readers gain a deeper understanding of the text, including its content and practical applications in real life.

Reasoning and reading comprehension extend beyond mere abstract generalizations about nature; they involve a cognitive process that transitions from vivid visualization to abstract thinking, ultimately influencing practical life Humans, as intelligent beings, must integrate wisdom into their thinking Effective reading comprehension materials should be designed to help readers grasp the meaning and content of texts, which encompass logic, emotion, generalization, evaluation, and judgment These texts also address real-life societal issues, highlighting the significance of reading comprehension as a vital skill It involves recognizing word forms as signals and understanding discourse within its appropriate context.

Effective communication aims to elicit a positive response from the audience, whether they are listeners or readers The essence of understanding in any work stems from the dialogue established between the author and the audience.

Thus, readers will notice the meaning of the work as the interaction between the writer and the text based on words

Reading comprehension is a vital language skill, prompting educational scientists and linguists globally, including in our country, to explore the intricacies of understanding text, particularly in the context of informational texts.

The theoretical aspects of reading comprehension have been extensively examined by both foreign and Vietnamese scholars Researchers like Anderson and Nguyen Thanh Hung focus on the core elements and significance of reading comprehension activities Additionally, authors such as Pham Thi Thu Huong, Harvey, and Hoang Thi Mai investigate the processes involved in information reception and understanding.

The field of reading and comprehending informational texts has experienced significant advancements, leading to numerous remarkable achievements Various comprehensive works and extensive summaries have been published to enhance and update topical research Each substantial volume highlights the complexity and appeal of the subject, reflecting the dedication and passion of researchers in this area.

The field of reading and understanding information texts has experienced significant advancements, leading to remarkable achievements Numerous comprehensive works and edited summaries have emerged, aimed at updating and enhancing topical research Each substantial volume highlights the complexity and appeal of the subject, reflecting the dedication and passion of researchers in this area.

The active engagement of readers, particularly students, in interpreting and understanding informational texts has become increasingly evident Researchers focused on reading comprehension in Vietnam have effectively analyzed and elucidated the typical research findings from around the world.

This article explores 17 comprehension activities that address various dimensions, including cognitive, psychological, cultural, and pedagogical aspects It highlights significant authors and their contributions to the research on reading comprehension and the teaching of reading skills in primary schools.

Teaching reading comprehension is crucial for equipping students with essential skills that extend beyond Vietnamese subjects Proficient reading comprehension enables individuals to engage with a reading culture, fostering education and enriching experiences Research by Nguyen Thi Hanh in "Teaching Reading Comprehension in Primary Schools" highlights the significance of this skill Additionally, Le Phuong Nga outlines key steps for organizing the reading process for elementary students, such as identifying the text's topic, title, and main ideas, and developing response skills In the Journal of Education, Do Xuan Thao emphasizes that reading informational texts serves the purpose of acquiring knowledge and practical information, distinguishing it from literary texts This focus on informational texts equips students with a wealth of scientific knowledge, enhancing their understanding of various subjects and real-life applications.

In the Vietnamese Language Curriculum 2018, information texts play a crucial role as one of the two primary text types for developing reading comprehension skills in primary school students Although information texts comprise a small portion of the overall curriculum, they are outlined with specific requirements that align with the output standards for each grade level Acknowledging the significance of information texts in education, the focus of this topic is on understanding their unique characteristics and their impact on teaching methodologies.

The textbook "Chân trời sáng tạo" provides various methods for organizing the teaching of informational texts, aiming to enhance students' cognitive processes and encourage active meaning-making This article focuses on researching effective teaching strategies for guiding primary students in understanding informational texts through the Vietnamese learning curriculum in "Chân trời sáng tạo."

Some basic concepts

In primary education, students must develop both reading skills and reading comprehension abilities For those in early grades, specifically grades 1 and 2, it is essential to emphasize accurate reading at a suitable pace while also ensuring they understand the basic content of the text.

3, 4, and 5, more emphasis is placed on reading comprehension of specific content, understanding topics, and understanding lessons learned from the text

In primary schools, Vietnamese serves as a foundational tool for developing students' language abilities, enabling them to excel in both Vietnamese and other subjects Mastery of the language is demonstrated through essential skills such as listening, speaking, reading, and writing Among these, reading stands out as the most crucial skill for primary students, as it allows them to access information quickly and efficiently Through reading, students can enhance their knowledge, inherit valuable experiences from past generations, and stay informed about advancements in science, thereby contributing to societal progress and the promotion of human rights.

According to M.R Levov in the Russian Language Teaching Manual, Reading is a form of language activity, the process of converting written form into speech with

19 sound and understanding it (corresponding to forms of reading aloud), and also the process of converting directly from written form into soundless meaning units (for silent reading)

Hoang Thi Tuyet (2013) highlights five distinct conceptions of reading from various foreign authors, all emphasizing that comprehension is the core purpose of reading This thesis aligns with the perspective that reading involves the reader utilizing language skills and decoding knowledge to derive meaning from written texts, facilitating communication with authors, enhancing knowledge, and fostering personal growth.

Reading encompasses various meanings, primarily distinguishing between the technical skill of decoding written words into sounds and the broader comprehension of texts In educational psychology, reading is defined as a speech activity involving three key components: receiving written words, converting them into sounds through pronunciation or fluent reading, and comprehending the material at multiple levels, from words to entire articles This complex skill develops over time and is categorized into three stages: analysis, synthesis (or generation), and automation, each contributing to the mastery of reading.

In the book of higher education issues, a definition was given: The form of

20 teaching organization is the mode of interaction between the teacher and the learner

In which, the content of teaching methods is implemented

In her article, author Nguyen Thao emphasizes that teaching organization represents a dynamic interaction between teaching and learning activities This process involves a structured collaboration between teachers and students, executed through specific methods Within this framework, teaching and learning activities are interconnected in a dialectical manner.

Teaching organization refers to the structured approach to facilitating the learning process for students, aligning with the lesson's objectives and content to maximize educational outcomes In her article "What is the Form of Teaching Organization," author Nguyen Thanh Hoa discusses various organizational methods currently employed in primary schools.

Teaching organization is influenced by several key factors, including whether the instruction is collective or individual, the structure of individual and group learning, and the level of independent activity expected from students It encompasses various methods for managing and guiding students' learning activities, with specific objectives such as acquiring new knowledge, practicing skills, and conducting reviews or tests Additionally, the organization of teaching is affected by the study environment and timing, whether it occurs at home or in the classroom.

Informational texts play a crucial role in the education and daily lives of students, serving as essential resources for conveying knowledge According to Do Xuan Thao (2021), these texts are designed to provide objective information about people and phenomena, as well as to guide activities based on factual data and scientific understanding Unlike literary texts, which focus on storytelling and artistic expression, informational texts prioritize the clear communication of information and knowledge.

Information texts serve to transform knowledge for learning and practical use, as emphasized by Pham Thi Thu Hien (2014) These texts primarily aim to convey information about individuals, objects, or phenomena, guiding activities through objective data, facts, and scientific insights Commonly found in articles, magazines, dictionaries, textbooks, and various other formats, information texts are integral to society They often take the form of biographies, travel guides, medical references, and cooking manuals, and are typically presented in multimodal formats that combine written content with images and sounds.

Reading informational texts differs from other forms of reading due to its specific purpose: to equip students with the skills to read critically and accurately across various formats This ability is essential for effective communication, learning, and productive work, ultimately enhancing learners' knowledge and life skills Additionally, comprehension of informational texts aims to cultivate students' capacity to appreciate and understand information, thereby enriching their cultural capital through language and literature This process contributes to the development of students' values and humanistic perspectives.

Information texts often appear in subject textbooks, brochures, newspapers or websites, Therefore, it can be either traditional printed text or technical documents digital.

Psychological characteristics of grade 1 students in the process of learning to

To achieve high teaching results, educators must understand the psychological characteristics of each age group, as this comprehension is crucial for successful instruction Primary school students, typically aged 6 to 11 years, primarily engage in learning activities, making it essential for teachers to tailor their approaches to meet the developmental needs of these young learners.

Grade 1 is the first stage of primary school, so there are quite obvious physiological and psychological changes At this stage, the physiological development has some notable points as follows:

Perception is often limited and lacks detail, leading students to be drawn to vibrant colors and images The recent compilation of new textbooks, including Vietnamese literature, features visually stimulating content that enhances student engagement and fosters a greater interest in the subject matter This approach not only encourages enjoyment in reading but also lays the groundwork for understanding informational texts Additionally, it is crucial to guide students on effective listening and the organization of activities to further enhance their learning experience.

First graders exhibit specific thinking and clear intuition, progressing from external to internal perception through each lesson They are capable of making basic generalizations and comparisons, yet often struggle with comprehending informational texts To enhance their thinking skills, it is essential to adapt teaching methods and formats For instance, the textbook “Chân trời sáng tạo” introduces new concepts about life and the world that may be challenging for them Thus, students require time to process this information and engage in research to fully grasp the lessons.

Students often possess a simple and fluctuating imagination that requires visual aids for enhancement Consequently, educators should focus on fostering the elements that nurture students' imaginative capabilities, as this development not only enriches their vocabulary but also promotes critical thinking and supports their overall growth.

Learning from highly abstract information texts can greatly benefit students, as seen in the textbook “Chân trời sáng tạo,” which features various images on diverse topics These visuals help students visualize concepts, enhancing their understanding and fostering a greater appreciation for the lessons.

Students often retain information about machines, objects, and phenomena more effectively than words and definitions As a result, they struggle to recall all the text they read and require extensive repetition for retention Teachers play a crucial role in highlighting key concepts for students to remember, helping them avoid rote memorization Relying solely on memorization can limit students' ability to think creatively and express their ideas Therefore, educators should encourage open expression of thoughts within a structured framework to foster independent thinking and creativity.

During primary school, children's language skills in phonology, grammar, and vocabulary develop significantly; however, they often struggle with word meanings, leading to incorrect word usage and limited writing richness To address this, teachers should guide students in interpreting words and applying them in context In grade 1, while students may still face challenges in pronunciation and word comprehension, their reading speed begins to improve Therefore, it is essential for educators to focus on enhancing students' reading comprehension, particularly with informational texts Students typically express themselves using short sentences and simple vocabulary, so teachers should encourage silent reading to help them recognize sentence structure, grammar, and literary techniques that enhance their understanding of the text.

In first grade, children's attention spans are typically brief, making them easily captivated by new experiences However, engaging them with overly complex concepts can be challenging.

To enhance reading comprehension, teachers must diversify and enrich their content, incorporating varied teaching methods and resources By refreshing their instructional approaches and utilizing engaging teaching aids, educators can stimulate student interest and encourage active participation in the learning process.

In grade 1, students require guidance to learn effectively, particularly in reading and understanding informational texts Their limited attention spans often lead to boredom, necessitating the incorporation of engaging activities that blend play with learning to capture their interest To enhance their language and critical thinking skills, teachers should organize small competitions, such as debates and reading festivals, as well as extracurricular visits to provide practical knowledge Given their young age, appropriate assessment methods are essential, and educators must exercise patience and adaptability to ensure a successful teaching process.

Scientific basis of teaching reading information texts to grade 1 students

1.4.1 Mechanism of reading and its application to determine the process of forging skills in reading information texts for students in grade 1

Reading is a dual activity involving two key aspects: the physical process of eye movement that interprets the word-sound code to accurately convey text, and the cognitive engagement of thoughts and feelings that utilizes the word-meaning code to connect words with ideas and concepts, enabling comprehension and retention of the material.

Reading involves various interconnected factors, including visual perception, vocal organ function, auditory processing, and comprehension of the text These elements increasingly influence one another, creating a more integrated reading experience.

The ultimate goal of reading development is to synthesize the various aspects of the reading process, a skill that differentiates beginner readers from proficient ones A higher ability to integrate these components leads to more complete, accurate, and expressive reading.

Reading is a multifaceted skill that develops over time through consistent practice This skill can be broken down into three key stages: the analysis stage, the synthesis stage—often referred to as the generation stage, where a comprehensive action structure is formed—and the automation stage.

The teaching of reading progresses through distinct stages, starting with the analysis of letters and sounds, leading to the synthesis of whole words where visual and vocal recognition aligns with meaning As students advance to 2nd and 3rd grades, they develop comprehensive reading skills, and by high school, reading becomes more automated, shifting focus from the reading process to understanding the text's content, structure, and themes Recent emphasis highlights the interconnectedness of reading skill development and text engagement, necessitating organized reading practice that fosters both content analysis and conscious reading abilities.

Reading is fundamentally about comprehension; a child can only truly read when they grasp the meaning of the text If children struggle to understand the words presented to them, their interest in learning diminishes, hindering their chances of success Thus, fostering an understanding of what is being read is essential for cultivating motivation and enthusiasm for reading.

Reading is inseparable from the acquisition of a linguistic tool (in this case, Vietnamese) This goal can only be achieved through the path of conscious

26 communication An important means of practice as well as a goal to be achieved in language acquisition is reading, both aloud and silently

Studies on the mechanism of reading show that, when reading, our eyes

Reading involves a process of "surfing" through text, characterized by successive jumps rather than a continuous flow Each jump allows the reader's eye to pause and register a segment of text, known as the field of view, which varies in size depending on the reader's skill Research indicates that the duration of these pauses is similar for both proficient and struggling readers, typically ranging from 1/4 to 1/3 of a second However, skilled readers capture more words during each pause Additionally, readers may occasionally regress, or look back, to comprehend previously missed words; advanced readers require fewer regressions, resulting in faster reading speeds Therefore, effective reading training should focus on expanding the field of view and minimizing regression steps to enhance reading efficiency.

1.4.2 From the sound level of language and the application of practicing reading aloud information text for students in grade 1

Phonetics serve as the pronunciation standards of a language, ensuring both validity and social acceptance In primary education, the focus on correct sounds is essential for standardizing and preserving the purity of the Vietnamese language The goal is to cultivate a unified and aesthetically pleasing Vietnamese voice among students To achieve this, teachers must address dialectal differences and encourage students to read and communicate beyond their local dialects When enhancing pronunciation culture, it's crucial to recognize that each region has its own pronunciation standards, ensuring that students aim for clarity without losing regional identity.

To enhance pronunciation skills, it is essential to embrace local accents and acknowledge various pronunciation standards without imposing rigid rules Students should not be compelled to practice pronunciation in an unnatural manner; instead, regular and consistent reading aloud sessions should be integrated into daily routines This approach allows educators to identify and address incorrect reading habits effectively Additionally, incorporating pronunciation practice within other subjects through integrated teaching can further reinforce language skills.

Stress in pronunciation highlights key information in a sentence, with strong stress placed on words that convey new or important concepts Weaker stress is assigned to words that contribute little new information This principle aids in clear reading, allowing for emphasis on significant words Each sentence typically concludes with a stressed word, except when ending with an adverbial phrase, which helps identify breaks in sentences and verses, as well as appropriate pauses during reading In written texts, strong stress is often indicated by underlining the words that require emphasis.

Intonation refers to the variation in voice, encompassing changes in pitch, intensity, speed, length, and timbre It plays a crucial role in speech, helping to convey grammatical meanings and emotional nuances To effectively use intonation, students must master tonal parameters, including controlling loudness, speed, and pitch These elements work together to express the speaker's attitude and emotions, creating a cohesive intonation that enhances communication.

To effectively practice expressive reading, teachers should guide students in identifying intonation elements and mastering their use This involves combining sound and language to convey the author's emotions while also expressing their own feelings during the reading Additionally, incorporating non-verbal factors such as facial expressions and eye contact is essential for a comprehensive expressive reading experience.

1.4.3 From the semantic aspect of the text and the application to practice reading comprehension of information texts for students in grade 1

A text is a structured product of speech that consists of coherent sentences and headings, designed for specific communication purposes It demonstrates unity in topic, cohesion in content, and a clear purpose Formally, a well-crafted text exhibits integrity through a tight structure, with interconnected parts that enhance its overall coherence.

Reading comprehension involves grasping the semantic meaning of a text to fully understand its content It is essential to differentiate between two types of semantic information: explicit semantic information, which is directly stated, and implicit semantic information, which is suggested but not directly expressed.

Explicit meaning refers to the information directly conveyed through the words and grammatical structures of a sentence In contrast, implicit meaning involves insights derived from the explicit content and the specific context in which the communication occurs Typically, common text documents focus primarily on explicit information, rather than incorporating implicit meanings.

The position and role of teaching reading information texts for grade 1

Texts play a crucial role in education and daily life, particularly for primary school students They are instrumental in developing essential life skills and comprehensive competencies Written content aids students in acquiring effective learning methods, fostering interpersonal relationships, and affirming their personal values By enhancing reading comprehension of informational texts, educators can equip students with the necessary skills to succeed academically and navigate life's challenges.

The Primary Vietnamese curriculum features various textual types, including rules, single words, letters, lists, reports, news articles, and texts that present and explain historical, cultural, and community issues These narrative texts are crafted in an objective and honest manner, devoid of fiction or fantasy, allowing readers and listeners to gain a clear understanding of the subjects discussed As primary school students are naturally curious about the world beyond their immediate environment, they seek to explore the wonders of nature, society, and science In the 1st grade Vietnamese curriculum, the focus is on written texts that introduce animals and everyday utensils.

30 that guides a simple activity including the form of symbols is the list of students, the table of contents of the book, the timetable, the timetable Text is about 110 -

140 words in length Therefore, the written communication provides simple knowledge and skills (of a daily nature), suitable for age psychology so that students can easily absorb knowledge

When teaching visual texts to primary school students, it is essential to extract relevant information that connects to their life skills education This process involves forming a general understanding of the text and explaining its content and structure to the students By doing so, educators can effectively instill the knowledge and information contained within the text, ultimately enhancing the learners' capabilities.

1.5.1 Requirements for students to read information texts in grade 1

Effective reading involves progressing through levels from simple to complex, mastering normal reading, standard phonics, and knowing when to pause and modulate voice for clarity It requires careful and deep engagement with the text to grasp the author's arrangement of ideas, word choices, and sentence structures, ultimately leading to a comprehensive understanding of the message conveyed.

Students must infer and analyze the relationship between details in informational texts to understand the main ideas They should assess the topic, title, and author, while identifying and evaluating the writer's purpose and perspective Furthermore, students need to evaluate the selection and arrangement of information, as well as the reliability and novelty of both primary and secondary data Reading should foster connections and comparisons, allowing students to articulate the significance of the text and form opinions about its content and the writer's viewpoint.

A number of requirements to be met about the ability to read information texts for students of grade 1 are specified in the 2018 Vietnamese curriculum:

To enhance reading skills, it's essential to practice with various languages, including challenging rhymes and less common phrases Readers should aim to articulate passages, stories, poems, and concise informational texts accurately and clearly Additionally, mastering the appropriate pauses at commas and punctuation marks is crucial for effective reading.

Reading speed is about 60 hours in 1 minute

Identify the information on the cover of the book: illustrations, title, author's name, publisher

Practice filling out the reading sheet

Know how to pause according to the rhythm of the poem

The first step is to distinguish between the characters' words in the dialogue and the narrator's words to read with appropriate intonation

Can raise and answer questions about outstanding details of VB such as: Who? What? Doing what? When? Where? How? Why?

Based on the prompts, answer: what the text is about and what information is interesting

In the lesson "Dolphins Know How to Save People," found on pages 156-157 of volume 2, a question asks, "What is the reading about?" The correct answer to this question is c Dolphins know how to save people.

Understanding various types of informational documents is essential, as they often feature distinct characteristics Common examples include tables of contents, student lists, and timetables Additionally, texts introducing animals, objects, or literature, as well as instructions for performing activities, are also prevalent Recognizing these formats can enhance comprehension and organization of information.

Recognize the sequence of events and phenomena stated in the text

For example: In the lesson: “Biển báo”, page.103-104, volume 2, there is a question “Bài đọc nêu mấy loại biển báo chính”

State useful information for yourself from the text

Recognize the basic information of the text expressed through titles, illustrations and image captions

For example: In the lesson, “Cầu vồng”, page 40-41, volume 2, there is question “Em có thích cầu vồng không? Vì sao?”

In school year grade 1, extended reading has at least 18 information texts and length equivalent to the learned texts

1.5.2 Teaching content to read information texts for grade 1 students in the book series "Chân trời sáng tạo"

1.5.2.1 The curriculum to teach reading information texts for 1st grade students

The Vietnamese Primary School curriculum emphasizes two primary types of written texts: explanatory texts and Japanese texts, the latter derived from practical communication forms like reports and letters Teaching reading comprehension focuses on extracting information and applying common scientific knowledge to real-life situations According to Anderson (1998), readers engage with informational texts to locate information and apply it to solve problems, highlighting the necessity for students to acquire knowledge about nature, society, and science Additionally, learners must develop skills to create and utilize informational texts effectively The 2018 General Education Curriculum underscores the significance of written communication at the primary level, making it essential to guide students in reading and comprehending these texts for practical application.

1.5.2.2 Textbooks for teaching reading information texts for grade 1 students

In the Vietnamese language curriculum (Ministry of Education and Training,

In 2006, reading comprehension materials for first-grade students were primarily focused on Reading Practice However, the Vietnamese 2018 curriculum shifted to encompass a comprehensive approach, integrating listening, speaking, reading, and writing skills Consequently, the reading comprehension resources for first graders in the "Chân trời sáng tạo" book series are now categorized under Reading activities, featuring textual readings included in the first volume of the Vietnamese textbook.

“Chân trời sáng tạo” in reading activities as follows:

Table 1: Information text readings in the "Chân trời sáng tạo" book series, volume 1

No Week - Topic Unit Title Page

Unit 2 Người sáng chế chuột máy tính 163

2 Unit 3 Thiên tài Ê - đi - xơn 165

The first grade Vietnamese textbooks, specifically volume 2 of the "Chân trời sáng tạo" series, incorporate readings from traditional text styles into their reading activities.

Table 2: Information text readings in the "Chân trời sáng tạo" book series, volume 2

No Week - Topic Unit Title Page

1 Topic 22: Mưa và nắng Unit 3 Cầu vồng 40-41

2 Topic 23: Tết quê em Unit 3 Mâm cơm ngày Tết 49

3 Topic 26: Những người bạn im lặng Unit 3 Mũ Bảo Hiểm 76-77

4 Topic 27: Bạn cùng học cùng chơi Unit 2 Vui học ở Thảo Cầm Viên 83

5 Topic 28: Trong chiếc cặp của em Unit 3 Những điều cần biết về bút chì 94-95

6 Topic 29: Đường đến trường Unit 3 Biển báo 103-104

No Week - Topic Unit Title Page

7 Topic 30: Làng quê yên bình Unit 3 Làng gốm Bát Tràng 112-113

8 Topic 31: Phố xá nhộn nhịp Unit 2 Bưu điện thành phố

9 Topic 32: Biển đảo yêu thương Unit 3 Nữ hoàng của đảo 130

10 Topic 33: Chúng mình thật đặc biệt Unit 2 Mọi người đều khác biệt 137

11 Topic 35: Những điều em đã học Unit 3 Cá heo biết cứu người 156

The Vietnamese 1 textbook from the "Chân trời sáng tạo" series effectively enhances reading comprehension skills for first-grade students through a diverse range of engaging topics The texts are tailored to the knowledge and experiences of young learners, fostering curiosity and interest while expanding their understanding of the world Additionally, these written materials provide valuable educational information, aligning with curriculum goals and supporting students' overall development.

1.5.2.3 Types of reading comprehension exercises of information text in

Vietnamese textbook grade 1, book series "Chân trời sáng tạo"

Reading comprehension is a crucial skill developed through various exercises that not only assess reading ability but also enhance text understanding In Vietnamese 1 textbooks, each reading passage typically includes questions or comprehension tasks at the end of the lesson, aimed at improving students' reading and comprehension skills These exercises can be categorized into different types to facilitate effective learning.

Table 3: Types of reading comprehension exercises of information text in Vietnamese textbook grade 1, book series "Chân trời sáng tạo"

Types of exercises Conception Example

This exercise involves answering straightforward questions regarding key details in a text To successfully complete it, students depend on prompts and guidance from teachers to articulate their understanding by responding to the question, "What is this text about?"

For example: “Học sinh, sinh viên đến bưu điện Thành phố Hồ Chí Minh để làm gì?” (Bưu điện Thành phố Hồ Chí Minh, page.118-119, volume 2)

This exercise focuses on identifying various common forms of written communication by examining specific text features, such as a book's table of contents, student lists, timetables, animal introduction texts, object descriptions, and instructional guides for activities.

Besides, students also recognize the sequence of events and phenomena mentioned in the text

For example: “Kể tên hai, ba món đồ gốm được nhắc đến trong bài đọc” (Làng gốm Bát Tràng, page 112-113, volume 2)

Types of exercises Conception Example

METHODS FOR DEVELOPING THE LEARNING

Principles of organizing teaching reading information texts for grade 1

Teaching to cultivate qualities and competencies is a method of gradually accumulating elements of learners' qualities and abilities to transform and promote the formation and development of personality

Teaching aimed at developing learners' qualities and competencies is essential in education, utilizing methods like problem-solving pedagogy to enhance student motivation The distinction between various teaching methods lies in the increased demands on learners' abilities and the complexities involved, necessitating that educators possess higher levels of teaching competence and quality.

Compared to traditional teaching philosophies, a focus on cultivating qualities and abilities enhances the alignment of teaching and learning methods with the ultimate goals of education and personal development.

The new teaching concept emphasizes enhancing motivation, self-discipline, initiative, and creativity among both teachers and learners to improve knowledge and develop practical skills It aims to foster self-study methods and positively influence thoughts and feelings, creating an engaging learning environment While adhering to traditional educational goals and subject characteristics, innovative teaching methods require teachers to facilitate learning activities that focus on cultivating critical thinking, self-study abilities, and confident attitudes in students This approach promotes multidimensional interaction between teachers and students, enriching the educational experience.

45 between students at the same time focusing on teaching activities of teachers and students, learner activities

This article emphasizes a blended learning approach that integrates individual and cooperative learning, enhancing knowledge through practical skill training relevant to real-life situations It highlights the importance of modern teaching methods and the use of information technology in education, while also focusing on teacher evaluations and encouraging students to engage in self-assessment.

2.1.2 Diversify the forms, methods and means of teaching

In capacity-oriented teaching, educators should prioritize flexible approaches over rigid methods, focusing on adapting teaching strategies to align with the subject matter and course objectives Mastery of innovative teaching techniques is essential for effective classroom management, and lesson preparation requires specific skills Various pedagogical methods, such as the tablecloth, puzzle, fish tank, XYZ, and one-minute performance methods, can enhance learners' competencies However, regardless of the chosen method, it is crucial to uphold the principle that "students complete their own learning tasks," guided and organized by the teacher.

To enhance student engagement, teachers should focus on integrated and differentiated learning approaches Integrated teaching involves recognizing connections within subjects; for instance, when reading informational texts about nature, educators can link concepts from both Nature and Society This connection allows teachers to explain natural phenomena effectively, reinforcing the reading content through interdisciplinary relationships By doing so, the teaching of reading becomes interconnected and relevant across various subjects.

The accumulation of knowledge and reading comprehension skills from various texts enhances students' abilities in reading, listening, and speaking The insights and expressions gained through reading also serve as a foundation for writing practice Furthermore, teachers can effectively integrate interdisciplinary education into reading, writing, speaking, and listening lessons, addressing essential life skills, environmental protection, and defense education For instance, in the lesson on “Bien bao” from Vietnamese Book 1, students not only comprehend signs but also receive education on traffic safety laws, equipping them with practical skills for real-life situations.

Vietnamese book series “Chân trời sáng tạo”

The visual method

Visual methods, including the use of pictures, objects, charts, and tables, are essential in teaching reading comprehension to first-grade students These visual aids not only enhance students' understanding but also allow them to verify and adjust their knowledge against real-world contexts By employing visual methods, educators foster students' learning abilities, observational skills, curiosity, and engagement, empowering them to apply their acquired knowledge independently in everyday situations.

In primary schools, it's essential for teachers to align visual forms in information texts with lesson content Educators should take notes and highlight challenging concepts on the blackboard or in textbooks to assist students in effective reading comprehension.

To enhance reading fluency, teachers can create a sample passage or display it on the blackboard for students to read repeatedly Additionally, incorporating illustrations while taking notes on vocabulary is essential, as it helps students grasp the meanings of words and comprehend the lesson content effectively.

Step 1: Determine the content and topic of the lesson

Step 2: Find images, videos, movies, related to the teaching content (images, video vivid and attractive, do not contain objectionable content, not culturally correct)

Step 3: Teachers let students observe pictures, watch videos, and give orientations such as: questions, zoning of scope, for students to observe purposefully and intentionally

Step 4: Let students state their personal opinions, express their views and thoughts

Step 5: The teacher summarizes and gives the most general answer

Visual teaching methods in primary schools significantly enhance the teaching and learning process by making knowledge transmission easier for teachers Utilizing images, illustrations, and videos allows students to grasp concepts without excessive imagination, leading to better understanding and retention These engaging visuals make lessons more dynamic and captivating, sparking students' interest in learning As a result, children's cognitive abilities are developed, enabling them to memorize information more quickly and retain it longer This approach also boosts students' attention, observation skills, critical thinking, creativity, and language development.

While visual teaching methods can be engaging for primary school students, there are notable limitations Young learners are often captivated by vibrant images, such as cartoons and animations; however, if educators fail to provide clear guidance in utilizing videos and illustrations, it may lead to a loss of focus This distraction can hinder students' understanding of the lesson content, impede their ability to recognize key concepts, and ultimately stifle their critical thinking and imagination.

48 method that requires teachers to have a lot of time to learn: students' abilities, interests, illustrations, videos must be related to the lesson content to suit the teaching time

When teaching the lesson "Luỹ tre" and "Cánh đồng quê em," educators can enhance student engagement by incorporating visual imagery of bamboo trees and ripe rice fields This approach helps students appreciate the unique characteristics and beauty of these natural elements, effectively stimulating their imagination.

Some notes when using visual

Ensure visual aids must be rich, follow a reasonable process, consistent with the characteristics of the curriculum and teaching content

Ensure the initiative and positivity when using visual aids - It is necessary to maximize the knowledge and imagination of students from visual aids

Ensure a harmonious combination of speech and presentation when using visual aids

In the lesson "Biển báo" (Volume 2, pages 103-104), teachers should utilize videos and visual illustrations to effectively demonstrate various types of signs, as different colors correspond to distinct meanings By engaging with these visuals, students will learn to identify the colors and shapes of the signs while also understanding their specific functions based on their design.

Conversational method

The conversational method is an interactive teaching approach that fosters dialogue among teachers and students, as well as peer-to-peer conversations, centered around a series of questions When applied to reading informational texts, this method encourages students to draw conclusions and utilize their knowledge to explore various issues related to their learning, the natural world, and society.

Teachers can enhance student learning by posing individual questions and assigning each student to provide their answers These student responses serve as a foundation for new knowledge and contribute to their understanding.

In Method 2, the teacher presents a central topic or overarching question, prompting students to provide suggestions and answers for each aspect of the question The teacher then synthesizes the students' correct responses, ensuring clarity and alignment with the main question This process enables students to gain insights from their peers' contributions, as well as the teacher's summarization, enriching their understanding of both minor and major concepts during the learning experience.

In the Vietnamese textbook "Làng gốm Bát Tràng" (Volume 1, Lesson 2), teachers can enhance student engagement by first asking location-based questions such as "Where is Bát Tràng?" and "What types of utensils are typically produced in Bát Tràng?" before introducing the main question, "What ceramic items are produced in Bát Tràng?" This approach fosters curiosity and contextual understanding among students.

In Method 3, the teacher presents a central question and offers suggestions for students to engage in discussions and exchanges with one another The teacher may also pose guiding questions to facilitate peer support in finding accurate answers This approach encourages diverse opinions among students, leading them to form groups that defend their viewpoints Ultimately, the teacher plays a crucial role in summarizing the discussions and guiding students toward a coherent conclusion The content generated through these debates and discussions enriches the students' knowledge and understanding of the main question.

In the lesson on "Helmets" from Vietnamese Textbook 1, Volume 2, teachers can engage students by asking questions such as, "What are the benefits of wearing a helmet?" and "Is wearing a helmet important?" This approach encourages critical thinking and emphasizes the significance of helmet use for safety.

Skillful use of the conversation method, particularly through question and answer techniques, significantly enhances classroom dynamics by effectively engaging students' cognitive processes This approach not only stimulates active learning but also fosters students' abilities to articulate scientific concepts accurately and concisely Additionally, it enables teachers to gather valuable feedback from students, facilitating a more interactive and responsive learning environment.

50 students quickly and in a timely manner to timely adjust their activities and those of students

Improper use of conversational teaching methods can consume valuable class time and hinder other activities, leading to student boredom To maintain engagement, it is essential to blend these methods with various teaching strategies Additionally, questions that do not align with students' abilities or rely on rote memorization can disrupt critical thinking and stifle creativity Therefore, careful consideration is crucial when implementing conversational techniques in the classroom.

Some notes when using visual

Questions should be clear, precise, and easy to understand

The question system must be logical, suitable to the topic, teaching content and capacity of students

The question must stimulate and develop students' thinking and language, avoiding students guessing

The requirements of creating a system of questions in conversation are very diverse

To create an effective question system, it is essential to align the questions with the lesson's purpose and content while considering the students' proficiency levels The questions should be systematically arranged, progressing from easy to difficult, and should encompass a variety of specific and diverse inquiries This system must address all aspects of the reading material and incorporate questions that connect the lesson to students' real-life experiences While the questions should be based on the textbook, it is important to limit the number of questions per lesson to maintain focus and clarity.

For example: Lesson “Mũ bảo hiểm” (Vietnamese textbook 1, volume 2)

Question 1: What should we do when we wear a helmet?

- Teacher call students to answer

+ Why do we have to wear helmets properly?

- Teacher required students to discuss in group of 4

- Teacher calls students to comment each other

- Teacher repeat the correct answer

Question 3: If we do not wear helmets properly, how dangerous will we be when participating in traffic?

- Teacher required students in group of 4, students answer in the worksheet:

• What happen if people do not wear the helmet when they travel?

• What people can meet when they have a trouble if they do not wear helmet

- Students answer: We should wear following to the right way

Practice method

The practice method aims to reinforce and enhance the theoretical knowledge students have gained By focusing on repetition during practice, students are encouraged to memorize key information, ultimately making the application of their skills automatic and instinctive.

Step 1 Identify the right materials for students to practice and practice This step usually involves focusing the student's attention on a particular skill or event that requires practice

Step 2 Introduce the practice or practice model The model for students to grasp or follow is introduced by the teacher, possibly through specific examples

Step 3 Practice or practice through Students will learn about materials to practice or practice Students can test their own skills and can ask questions about them Repetition can be carried out in whole class activities under the guidance of the teacher If you practice or practice an automatic skill, each step needs specific instructions and instructions This type of exercise should be continued until the students know exactly what they are supposed to do and the level of completion they need to achieve

Step 4 Practice variety Teachers give exercises that require students to use a lot of knowledge, theorems, formulas, The more diverse the exercises, the more opportunities students have to practice skills and apply different knowledge to solve the given task

Step 5 Individual exercises Students can practice, practice the exercises in the textbook or SBT or other reference exercises to develop problem-solving skills and train thinking

This method enhances students' associations and skill development, effectively consolidating memory and refining learned abilities It lays a strong foundation for further skill building among students.

53 cognitive skills to a higher level This is an effective method to expand associations and develop skills

When teachers fail to clearly articulate the purpose of practice methods, students may become disengaged and bored This lack of clarity can foster a reliance on templates, stifling creativity The repetitive nature of these methods often hinders students' alertness and concentration, leading to rote learning, especially when foundational understanding has not been established.

Some notes when using this method

To be able to apply the practice method with high results, the teacher must clearly define the goals and objectives when conducting practice and practice for students

Effective practice should follow a structured sequence, beginning with simple modeling and instruction before progressively introducing more complex tasks It's essential to tailor the difficulty level to suit various situations, ensuring that students engage in self-help practices that match their individual needs and capabilities.

The time for practice and practice should not be too long, causing blandness and boredom

It is advisable to design exercises with differentiation to encourage all students to participate in practice and to suit their abilities

Organizing diverse learning activities, such as educational games, can enhance student engagement and improve essential skills These interactive methods not only make learning enjoyable but also effectively train and develop students' abilities.

For example: In the lesson "Bưu điện thành phố Hồ Chí Minh" (Volume 2, page.118-119)

- After completing the reading comprehension passage, there will be a lot of information that you need to receive and understand Remember like “What

Teacher’s activities Students’activities is another name for the post office, what do people go to the post office for?”

- To correctly remember new information from that reading, teachers need to have effective memory training methods to help students remember quickly and accurately

Teachers often encourage students to create mind maps to visually organize the information covered in lessons Additionally, students may be tasked with preparing presentations to summarize and introduce the key concepts they have learned.

- Students listen and draw mind map

Problem-based teaching method

The problem-based teaching method involves teachers creating problem situations that guide and engage students in actively discovering and solving issues This approach encourages students to take initiative and responsibility, facilitating the acquisition of knowledge, skills, and techniques necessary to meet educational objectives.

Problem raising is an innovative teaching method that fosters student creativity and enhances knowledge acquisition while encouraging the application of learning to real-life situations By presenting engaging problems, students are inspired to think critically and explore various solutions, leading to a deeper understanding of the material This approach promotes the development of essential skills such as research, communication, and collaboration among peers as they work together to solve challenges Additionally, problem-solving activities cultivate logical reasoning abilities and contribute to a dynamic and interactive learning environment.

In primary school education, teaching information texts involves posing questions rather than delivering knowledge in a fixed format By presenting problem situations, students engage in problem-solving to uncover and comprehend the subject matter This problem-based approach fosters deeper understanding and critical thinking skills.

Effective instruction relies on questioning to gather data on students' creative thinking Teachers must guide students through problem-solving scenarios, ensuring they lead discussions effectively Proper management of class time is crucial; without it, lessons can become disorganized, making it challenging to cover essential content and allowing some students to disrupt the learning environment.

Step 1: Research the content of the lesson topic to choose the content that meets the problem situation

Step 2: Lead into a problem situation: some questions can be used to lead Step 3: Students receive the problem, think and give their thoughts and arguments

Effective reading comprehension teaching methods engage students in problem-solving, fostering their creativity both academically and in everyday life By leveraging their existing knowledge, students can tackle classroom tasks and apply valuable insights from informational texts to real-world situations Challenging scenarios encourage critical thinking and exploration, leading to a deeper understanding of the material Additionally, the learning process enhances essential skills such as collaboration and communication, motivating students to share their perspectives This dynamic approach not only invigorates the classroom environment but also increases student interest and participation.

Implementing this teaching method demands significant time and effort from teachers, along with a strong teaching capacity Effective communication management is crucial; otherwise, classes can become disorganized, making it challenging to cover the course content and allowing individual students to disrupt the learning process In primary education, this approach involves teaching through problem-solving rather than directly imparting knowledge.

In a learning environment, students encounter 56 problem situations that require them to engage in problem-solving to grasp subject content effectively Teachers play a crucial role by posing questions that often revisit prior knowledge, serving as a foundation for fostering students' creative thinking The teacher's responsibility in problem-solving is to guide students into these scenarios, facilitating their ability to navigate and resolve the challenges presented.

Some notes when using this method

There are lessons with simple content, without problems, so teaching methods to raise problems cannot be applied

Teachers need to possess a profound comprehension of students' unforeseen challenges, as they frequently struggle to proactively facilitate lesson progress, especially when students are unaccustomed to active learning methods.

For example: In the lesson "Làng gốm Bát Tràng", (Volume 2, page.112)

- The teacher raised the question: "Where is the most famous pottery making place in Vietnam?", "Where is

Bat Trang pottery village?" or "How does Bat Trang pottery village produce products?"

- Ask students to find out in the text, think, and maybe ask their classmates for ideas

- The teacher agrees on the ideas and closes the lesson

Group discussion method

The discussion method in teaching information involves grouping students to facilitate discussions, enabling them to exchange ideas and learn collaboratively This approach aims to harness collective wisdom to achieve specific goals or tasks The primary purpose of group discussions in teaching information texts is to promote cooperative learning, fostering students' initiative, self-reliance, and teamwork skills Additionally, it enhances their communication abilities, active listening, and critical thinking, while encouraging them to articulate and defend their viewpoints effectively.

Through group discussions and self-help problem-solving in class, students cultivate scientific research methods and enhance their scientific skills applicable to various life situations Collaborative learning enables students to better understand subject content and fosters creativity through individual reflections from each group member.

Step 1: Prepare (Teachers must choose the right content for the lesson, choose the place of discussion, time of discussion, purpose of discussion, )

Step 2: Divide groups and assign tasks

Step 3: Conduct discussion (During the discussion, teachers can come to each group to help or give suggestions to students, )

Step 4: The groups report the results of the discussion

Group discussion teaching is highly effective in fostering interaction between students and teachers, enhancing student initiative and motivation through active participation in individual and group tasks This pedagogical approach cultivates essential skills such as cooperation, teamwork, and soft skills, while also promoting behaviors like caring, tolerance, and active listening Additionally, it encourages students to express and defend their opinions, develop critical thinking, and engage in constructive criticism Moreover, it nurtures creativity and confidence, empowering students to internalize knowledge and make it their own.

Inexperienced teachers may struggle to maintain order in the classroom, resulting in a chaotic and noisy environment Large class sizes can prevent teachers from effectively engaging all groups, while some students may hesitate to share their opinions, relying instead on their peers This reluctance can hinder collaboration and prolong discussions, ultimately preventing the completion of tasks.

Some notes when using group discussion methods

When implementing information text teaching through discussion methods, teachers should focus on crafting questions that highlight a problem, bridging the gap between the known and the unknown This approach not only creates engaging problem situations but also encourages positive, proactive, and creative thinking among students during information reception In forming discussion groups, teachers can utilize various flexible grouping methods, such as random grouping by table or number order, ability-based grouping to categorize students into strong, average, and weaker groups, and mixed-level grouping to foster mutual support during discussions Additionally, maintaining fixed groups for several weeks or months can enhance collaboration and continuity in learning.

The group discussion method emphasizes the significance of presenting and evaluating results, where group representatives showcase their findings through oral presentations or written reports The teacher acts as a facilitator, finalizing key content, rewarding effective discussion groups, and fostering motivation and enthusiasm among students.

For example: Lesson “Cá heo biết cứu người” (Volume 2 - page.156-157)

- Answer the question “Do you like dolphins Why?"

- The teacher divides the class into groups of 4, the children discuss, share together and give reasons that they like or dislike dolphins

- After discussing in groups, the teacher will let you take turns sharing your answers

- Students answer in group of 4

Learning game method

The game is not only an activity for the purpose of fun and entertainment to help people's spirits and minds be comfortable after boring working and

59 studying hours but is now used to help students Rehearse what you have learned very effectively

Incorporating games into reading comprehension instruction allows teachers to align activities with the objectives and content of the texts, fostering the development and reinforcement of new knowledge and skills in an engaging manner This approach creates a light, natural, and comfortable learning environment, leading to increased student self-discipline, self-direction, and interest in the learning process.

Step 1: Build a game suitable for the content and objectives of the lesson Step 2: Introduce the game, the purpose of playing

Step 3: Guide students how to play, game rules, playing time

Step 4: Organize and proceed to play

Step 5: Give comments and rate the game results

Organizing and playing learning games is an effective method for teaching information texts to grade 1 students, aiming to enhance quality competence and foster creative thinking This approach prevents student boredom by creating an engaging classroom atmosphere that encourages participation from all students, including those who may struggle By implementing this method, teachers promote an active and creative learning environment, encapsulated in the philosophy of "Learn to play, play to learn." As students collaborate and engage with information texts, they develop essential skills such as teamwork, self-discipline, active learning, and problem-solving, ultimately leading to a more dynamic and effective educational experience.

Engaging 60 students in learning through games fosters an agile and enthusiastic approach to education Incorporating games into teaching enhances students' focus and eagerness to participate, leading to quicker absorption of new knowledge and exposure to previously unfamiliar information.

While game-based teaching methods offer several benefits, they also come with limitations Without effective class management skills, teachers may struggle to maintain order, leading to increased noise and distraction among students Furthermore, this approach can hinder the systematic consolidation of knowledge, as students may become overly focused on the games themselves rather than the educational content.

Some notes when using teaching and learning games

To engage students effectively, games should be both interesting and diverse, ensuring they appeal to a wide audience It's essential to choose simple games that are easy to implement and appropriate for the students' age and the educational content being taught Additionally, the rules of these games should be straightforward and memorable, facilitating better participation and enjoyment.

Simple and easy-to-prepare tools and tools

The game should not take too much time

Focus on engaging games that enhance students' critical thinking and intelligence Teachers can utilize interactive activities like "Who Wants to Be a Millionaire," "Democratic Flower Picking," "Happy Farm," and "Gold Digging" to foster an energetic classroom environment, making lessons more enjoyable and facilitating quicker content absorption.

For example: Lesson “Biển báo” (Volume 2 - page.103-104)

- Instead of the teacher asking like: "Tell me one or two other signs you know", the teacher can turn those reading comprehension questions into a system

- System of questions in the game such as a competition about the signs between the teams/teams

- Since then, students not only acquire knowledge from the lesson, know more types of signs, expand their knowledge, but also make the class more exciting and dynamic

Organize teaching reading information text for students in grade 1

To effectively align lesson objectives with curriculum standards, it is essential to focus on the necessary knowledge, skills, and attitudes Modern teaching aims to invigorate students' enthusiasm, fostering an engaging classroom atmosphere that energizes learning This approach not only sparks excitement upon entering the classroom but also stimulates students' curiosity and desire to explore and discover new concepts.

To effectively prepare for a lesson, it is essential to thoroughly study textbooks and related materials This process enables educators to fully grasp the lesson content, identify key knowledge, skills, and attitudes to be developed in students, and establish a logical progression for the lesson Additionally, it helps assess students' abilities to tackle cognitive tasks, recognize their existing knowledge and skills, and anticipate potential challenges and solutions that may arise during instruction.

Select appropriate teaching methods, teaching means, teaching organization and assessment methods to help students learn actively, actively and creatively

Effective lesson planning involves creating engaging content, tasks, and operational modes, along with clearly defined timeframes and requirements for both teaching and learning activities To foster a positive learning environment, it is essential for students to actively participate in discovering the lesson from the outset Consequently, teachers must meticulously design lesson plans that captivate and engage learners right from the warm-up activities.

Lesson objectives: Specify the level of knowledge, skills and attitudes that students need to achieve; goals are expressed by specific, quantifiable verbs

Effective teaching requires careful preparation of methods and materials Educators should gather essential teaching tools such as images, models, artifacts, and chemicals to enhance the learning experience Additionally, teachers play a crucial role in guiding students to prepare for lessons by organizing their study materials, exercises, and relevant documents This thorough preparation fosters a more engaging and productive classroom environment.

When organizing teaching activities, it's essential to clearly outline the implementation process for each activity This includes specifying the activity's name, its goals, and the steps for execution, along with the duration required Educators should also provide insights on the necessary knowledge, skills, and attitudes students should acquire post-activity, along with practical applications of these learnings Additionally, identifying common mistakes and the potential consequences of inadequate solutions is crucial for effective teaching and learning outcomes.

Guide continuation activities: Identify what students need to continue to do after school to reinforce, deepen, expand old lessons or to prepare for learning new lessons

2.3.3 Steps to class in teaching reading information texts in grade 1

Warm-up activities are not a novel concept in education; they have traditionally been included in lesson plans as an introduction to the lesson or new material, typically comprising 5-10 lines Teachers often spend minimal time preparing these warm-ups, leading to a predominantly one-sided approach where the teacher actively delivers content at the start of class Consequently, this results in limited interaction between teachers and students during this phase.

Teachers can use a variety of forms to warm-up activities close to the content of the text read and arouse students' interest

Students observe pictures, listen to a song or watch a video clip with content related to the topic of the text

Students answer questions or share thoughts and feelings about what is observed, heard, and seen

The teacher raised an issue related to the content of the text for them to think, exchange, discuss and present in groups and in front of the class

In the "Biển báo" lesson from the "Chân trời sáng tạo" textbook (volume 2), the teacher initiates the class with an engaging game called "Flip the Puzzle." This game involves six questions corresponding to six puzzle pieces, all focused on traffic-related topics Once the pieces are flipped, they reveal a picture that serves as the focal point of the lesson The teacher then provides positive feedback to students who answered correctly Following the game, the final image is unveiled, leading the teacher to introduce the lesson's title, along with its objectives and requirements.

Practice reading: The teacher guides the whole class

The teacher engages students by introducing the reading material with intriguing details, avoiding a full summary to spark interest As the teacher reads a sample of the entire passage, students follow along silently, enhancing their comprehension To support their learning, the teacher addresses challenging words and guides students in practicing the pronunciation of long sentences Additionally, the text is divided into manageable paragraphs to facilitate better understanding and retention.

Students practice reading in groups: Students continue to read each paragraph in groups until the end of the lesson

The teacher supports students struggling with reading by offering assistance and recognizing their progress To enhance understanding, the teacher invites 1-2 students to explain the meanings of specific words in the text Finally, one student is called upon to read the entire text aloud again.

In the "Biển báo" lesson from the "Chân trời sáng tạo" textbook (volume 2), the teacher reads a complete article sample clearly and loudly, emphasizing key terms such as "sign," "danger," "red border," "white background," and "scene newspaper." Following the reading, the teacher engages students with questions to reinforce understanding.

The teacher engages 64 students in reading practice by encouraging them to repeatedly read challenging sentences, focusing on difficult words such as "signs," "instructions," and "warning." Students are then guided to practice longer sentences related to signage, including shapes and colors like "square," "rectangle," and "blue background." Following this, the teacher facilitates group reading by dividing passages for students to read in turns Ultimately, the lesson concludes with the teacher modeling fluent reading of the entire text, reinforcing the students' reading skills.

Reading comprehension (Answering the questions):

In a classroom setting, one student reads the question aloud while the rest of the class engages in silent reading Teachers can encourage students to revisit the relevant text to locate the answer Subsequently, the teacher selects 2-3 students to share their responses, followed by a discussion where both the teacher and the class provide feedback and finalize the answers.

After concluding the discussion, teachers can delve deeper into the topic based on the student's subject matter For instance, in the story "I Miss You," the characters, ants and squirrels, express their strong friendship through letter writing This raises the question: "What actions do you take to demonstrate your close friendships?"

While students work in groups, teachers need to monitor groups and support students who have difficulties in groups

Practice after reading: This is a continuation of Answering questions, helping students practice words, practice sentences and develop skills in using speech etiquette

Students engage in group discussions and participate in role-playing activities to enhance their speech etiquette Additionally, they present their exercise outcomes either within their groups or in front of the class when focusing on word and sentence practice.

After the Practice part, the teacher let a student read the whole text again, the whole class read it silently

For example: In the lesson “Biển báo”, “Chân trời sáng tạo” textbook (volume

2), teacher allows students to discuss in pairs to answer the questions in book

1/ What are the main types of signs in the passage?

What kind of signs are those?

2/ Name one or two other signs you know?

1/ What do you understand by side signs? Please describe the secondary sign 2/ What is the command sign used for?

Teacher say: Basically, Vietnam's road traffic signs have 4 types: forbidden signs, danger signs, command signs, direction signs and some other auxiliary signs

When participating in traffic, if we encounter a traffic sign, what will we do? What happens if we don't follow the signs?

From that, student can know and talk about the content of lesson

Teacher will asks students to read the whole article After that, students can comment and vote the person who have the clear voice in the class

Teacher summaries of lessons and comments on class time as well as advise students to improve their skill reading

In the "Làng gốm Bát Tràng" lesson from the "Chân trời sáng tạo" textbook (volume 2), the teacher engages students by asking, "Do you know why Bat Trang pottery village exists?" This prompts a discussion about the significance of Bat Trang as a vital site for preserving the traditional cultural heritage of Vietnam The teacher emphasizes the importance of appreciating and promoting the products of this craft village Finally, the teacher concludes the class with comments and rewards for the students.

Conclusion

Information texts are increasingly vital in daily life, particularly in Vietnam's evolving educational landscape, which emphasizes innovative and comprehensive development This approach enriches students' learning experiences by integrating practical knowledge alongside traditional academic content As students engage with written communication, they gain valuable life and soft skills, enhancing their understanding of the world around them For first graders, who are transitioning from play to structured learning, lessons that incorporate familiar topics like landscapes, society, and science not only make learning enjoyable but also provide essential knowledge that prepares them for the future.

The written text is crucial for teaching and developing reading comprehension in grade 1 students An analysis of the "Chân trời sáng tạo" curriculum reveals that information text is one of the two primary types of texts introduced to first graders, providing essential knowledge about nature, science, and society Additionally, it fosters vital communication skills, specifically reading and writing Given the significance of information text in enhancing reading comprehension, this topic emphasizes its role for grade 1 students and outlines the reading comprehension expectations set forth in the Vietnamese 2018 curriculum, including the characteristics of content relevant to teaching reading comprehension.

The "Chân trời sáng tạo" textbook series provides effective strategies for teaching reading comprehension of informational texts to grade 1 students By implementing these methods, educators can enhance students' reading comprehension skills, ultimately improving the quality of reading instruction at the primary level.

Recommendation

Based on the results obtained from the research process, the study have some recommendations as follows:

Regularly enhancing the pedagogical and professional skills of teachers is essential for effective education Teachers should embody qualities such as dynamism, creativity, and mastery of content and teaching methods They must create engaging learning experiences and utilize concise, targeted questions to tap into students' prior knowledge It is crucial to promote reforms in primary school teaching, particularly by incorporating innovative teaching methods that foster student engagement and initiative in the learning process.

Innovating teaching methods involves focusing on student-centered activities that promote discovery and the acquisition of new knowledge and skills through personal experiences Teachers play a crucial role by encouraging students to share their ideas, fostering creative thinking, and presenting problem-solving scenarios By organizing discussions and collaborative problem-solving sessions, teachers leverage students' experiences to enhance their abstract thinking and language development.

Accompanying the innovation of teaching methods is the greater use of modern methods, which require the attention of schools, levels, local agencies and students' families

1 Bộ GD-ĐT Chương trình giáo dục phổ thông môn Ngữ văn (ban hành kèm theo Thông tư số 32/2018/TT-BGDDT ngày 26/12/2018 của Bộ trưởng Bộ GD-ĐT)

2 Đặc điểm tâm lý của học sinh tiểu học

Truy cập tại: https://luanvanaz.com/dac-diem-tam-ly-cua-hoc-sinh-tieu

3 Đỗ Xuân Thảo (2021) Dạy học đọc hiểu văn bản thông tin ở tiểu học Tạp chí Giáo dục, 495, 1-4

4 Dương Thị Hương (2015) Giáo trình Cảm thụ văn học NXB Đại học Sư phạm

5 Hoàng Bách Việt (2019) Nghiên cứu đọc hiểu văn bản và dạy học đọc hiểu tác phẩm văn chương trong nhà trường phổ thông, Tạp chí Giáo dục, 469, 31- 34

6 Lê Phương Nga – Đặng Kim Nga Phương pháp dạy học Tiếng Việt ở Tiểu học, NXB Giáo dục và Đại học sư phạm

7 Lê Phương Nga (2018) Dạy học môn Tiếng Việt lớp 1 theo chương trình giáo dục phổ thông mới, NXB Đại học Sư phạm

8 Nguyễn Minh Thuyết (tổng chủ biên kiêm chủ biên) - Trần Mạnh Hưởng - Đặng Kim Nga - Nguyễn Thị Tố Ninh Tiếng Việt 2, tập 1, 2, bộ “Cánh diều”

9 Nguyễn Thị Hạnh (2014) Xây dựng chuẩn năng lực đọc hiểu cho môn Ngữ văn của chương trình giáo dục phổ thông sau 2015 ở Việt Nam Tạp chí Khoa học, Trường Đại học Sư phạm Thành phố Hồ Chí Minh, 56(90), 88-97

10 Phạm Thị Thu Hiền (2014) Một số đề xuất để đổi mới dạy học đọc hiểu văn bản trong nhà trường phổ thông Tạp chí Khoa học, Trường Đại học Sư phạm Thành phố Hồ Chí Minh, 56, 166-178

11 Pisa (2015) Định nghĩa về năng lực đọc hiểu

Truy cập tại: https://pisavietnam.moet.gov.vn/news/linh-vuc-doc-hieu-cua- pisa-2015/dinh-nghia-ve-nang-luc-doc-hieu-35.html

Sách giáo viên NXB Đại học Sư phạm Thành phố Hồ Chí Minh

12 Thiết kế giờ dạy học theo định hướng đổi mới phương pháp dạy học Truy cập tại: https://hoatieu.vn/thiet-ke-gio-day-hoc-theo-dinh-huong-doi- moi- phuong-phap-day-hoc-124498

13 Trường THPT Chuyên Lào Cai (2018) Rèn kỹ năng đọc – hiểu văn bản văn học ngoài chương trình cho học sinh chuyên văn

14 Vũ Thị Thu Hương (2020) Khởi động để kích hoạt kiến thức nền cho học sinh khi dạy học đọc hiểu văn bản thông tin Tạp chí Giáo dục, số 470, (Kì 2- 1/2020), tr.20-23

Survey sheet “The reality of teaching reading information texts for grade 1 students”

2 Survey sheet “The reality of learning to read information texts for grade 1 students in the direction of capacity development”

Designing lesson plans, worksheets for reading exercises "Bi ển báo" (The

"Biển báo" (The book series “Chân trời sáng tạo”, Vietnamese textbook 1, volume 2)

- How to know difficult words in the lesson: signs, instructions, red border, white background, warning, danger and find the rhyme inside and outside the lesson

When traveling, it's essential to understand the three main types of traffic signs: prohibition signs, danger signs, and direction signs Each sign serves a unique purpose and comes with specific regulations that drivers must follow to ensure safety on the road.

- Correctly read difficult or confusing words and words: signs, danger, red border, white background, warning

- Fluently read the whole text, pause, pause slightly after punctuation marks, between phrases, stress on words that give important information

- Show the appropriate reading voice for each passage

- Students study hard and actively in learning activities

4 Ability to form and develop:

- Ability to work in groups

- Videos, illustrations of reading exercises

Time Content work Teacher's activities Students’ activities

- Stabilize order, prepare students to be ready to learn

- Game rules: There will be 6 questions related to 6 pieces

The question is about the topic an all traffic After flipping all the pieces, a picture will appear and that is also the key of today's lesson now

- Teacher comments, declares positive with students who answered correctly

- Students fine determined, take book notebook subject

- Students play the game under the guidance of teacher

4 minutes Activity 2: Introduce the lesson

- Arousing curiosity, wanting to learn the reading

- From the game, the flipping puzzle reveals the final picture which is the key of the lesson

- Teacher asked: In the picture what you see the scene drawing?

+ What the little friend in the

Time Content work Teacher's activities Students’ activities picture stopping to do?

- Before going through an intersection, What I have to do?

- Teacher for students to discuss to group about keeping safe traffic when going through the intersection

+ I see something special at street intersections to help people and vehicles stop or run next?

- Teacher introduces the title of the lesson, stating the purpose and requirements of the lesson

- Teacher writes the title of the lesson on the board

- The little boy stopped to wait to cross the street

- Before going through an intersection, you must pay attention

- Discussion: when going through the intersection need to pay attention, no hustle…

- To ensure safety when crossing the road

- Students repeats and write the title

Time Content work Teacher's activities Students’ activities

- The entire text is read in a loud and clear voice, Emphasize important signage information

A, Read the full article sample

- Teacher reads the whole sample post

- Teachers note the voice of reading: The whole text is read in a loud and clear voice clear, emphasis on the pine news about important signs

- Emphasize the words : sign, danger, red border, white background, scene newspaper,…

- The teacher asks the students to read the sentences again and again first

- Teacher lets students distribute presently difficult words to read and practice reading difficult words: signs, instructions, rim red, background white, warning, danger dangerous

- The teacher asks the students to read the sentences

- Students take turns reading the sentences one after another first

- Students read the words difficult

- Students take turns reading the sentences one after another 2

- Students practice reading long sentences

Time Content work Teacher's activities Students’ activities again and again 2

- Teacher asks students to practice reading sentences long:

/blue background, / drawing on white background,/ directions for travel

- Teacher asks students to share paragraph

- The teacher asks the students to read the passages (first round)

- The teacher asks the students to read the passages (second round)

- - Lesson divided into 4 paragraph + Paragraph 1: From the beginning to the sign is + Paragraph 2: Continue to the forbidden thing

+ Paragraph 3: Next comes the danger warning

- Students in turn read the paragraph first time

- Students time in turn read the paragraph 2nd

Time Content work Teacher's activities Students’ activities interpretation of difficult words: instructions, warnings

- Teacher asks students to practice reading the next paragraph group

- Teacher for exam groups read

E, The teacher reads the sample, practices reading the whole lesson

- Teacher calls on students to read the whole thing post

The teacher reads a sample of the entire lesson, focusing on proper accentuation This includes clear instruction to guide students on how to perform specific activities effectively Additionally, the teacher provides a warning about potential emergencies that may arise, ensuring students are prepared for any unexpected situations.

- Group leader runs the group read connect next in group times

- Reading and cross-commenting groups together

Time Content work Teacher's activities Students’ activities

When traveling on the road, it is essential to understand the three main types of road signs: prohibition signs, which indicate restrictions; danger signs, which warn of potential hazards; and direction signs, which provide guidance on navigation Familiarizing yourself with these signs enhances safety and ensures a smoother journey.

Each type of sign has its own characteristics and regulations to apply when participating in traffic

- Students can answer the questions in the textbook

- Teacher allows students to discuss in pairs to answer the questions in book

1/ What are the main types of signs in the passage?

- What kind of signs are those?

2/ Name one or two other signs you know?

- Invite representatives of each group to present

1/ What do you understand by side signs? Please describe the secondary sign

2/ What is the command sign used for?

- Teacher say: Basically, Vietnam's road traffic signs have 4 types: forbidden signs, danger signs, command signs, direction signs and some other auxiliary signs

- Read silently and take turns answering

Time Content work Teacher's activities Students’ activities traffic, if we encounter a traffic sign, what will we do?

- What happens if we don't follow the signs?

- What do we need to do to ensure safety when participating in delivery pine?

- Teacher closes and records board

5 minutes Activity 5: Practice re-reading

Review the difficult rhymes you have learned

- Teacher asks students to read the whole article

- State the content and meaning of the lesson

– Ask students to vote for active classmates, students with progress

- Teacher comments on class time:

+ Probe: Reread the article for your loved ones to listen + Remember the content of lesson

Designing lesson plans, worksheets for reading exercises "Mũ bảo hiểm" (The

Education encompasses a wide range of subjects and activities that foster essential skills such as self-control, self-study, communication, cooperation, problem-solving, and creativity Drawing from personal experiences, I emphasize the importance of wearing a helmet while participating in traffic, highlighting how these educational principles contribute to safety and responsible behavior in our daily lives.

- Read: correct sounds, words: beckoning, hissing, school, very dangerous Read the passage smoothly, initially pausing in the right place with punctuation marks

- Students identify rhymes through activities of finding sounds in the lesson and words outside the lesson containing rhyming sounds, ang and making sentences

- Correctly read difficult or confusing words

- Fluently read the whole text, pause, pause slightly after punctuation marks, between phrases, stress on words that give important information

- Show the appropriate reading voice for each passage

- Students study hard and actively in learning activities

4 Ability to form and develop:

- Ability to work in groups

- Some pictures and real objects are used to illustrate words containing sounds with g/gh and uôn/uông

- Video clip of the song I wear a helmet (Nguyen Bang)

- Slide show the article, the content that needs attention to practice reading (marked with breaks, breaks, words to practice reading)

- Textbooks, notebooks, exercise books, teacher's books

- Uppercase letterforms and letterform frames

Time Content work Teacher's activities Students’ activities

- Stabilize order, prepare students to be ready to learn

- Stabilize the class and check the old lesson

- Let students play the game

- Call on 3 students to reread the article “Ngưỡng cửa” and answer questions related to the passage they just read

- Teacher comments, declares positive with students who answered correctly

- Students play game following to teacher

Time Content work Teacher's activities Students’ activities

4 minutes Activity 2: Introduce the lesson

- Arousing curiosity, wanting to learn the reading

- Teacher asks students to open their books, page 76 (Teacher guides students to open the book, find the right page of the lesson)

- The teacher let students look at the picture on page 76 and asked the students to answer the question: Why are all motorcyclists wearing helmets?

- Teacher calls students to comment on your answers and supplement (if any)

Introduce new lesson (Hold hat) call students to repeat the title of the lesson

- Students comment to the answers

- The entire text is read in a loud and clear voice, Emphasize important signage information a Practice reading sentences

- Teacher reads the sample once, ask students to listen and look at the book

- Teacher asks students to read each sentence silently in groups of 4

- The teacher observes the class doing the request

Time Content work Teacher's activities Students’ activities

- Teacher calls on students to continue reading the sentences b Practice reading language, words

Teachers often provide challenging or easy-to-misread words, such as "outside," "sharp," "close," and "underlined." They may also utilize reading samples or enlist proficient readers to demonstrate correct pronunciation and assist struggling students in improving their reading skills.

- Teacher guides students to analyze and re-read difficult words

- Teacher points out any difficult words in no order

- Students read difficult words: foam, buckle, pad

- Teacher explains words that students do not understand (if any) c Practice reading passages

- Teacher and students divide the passage for the reading

- Students take turns reading the sentences

- Students read again the difficult words

- Students read following to teacher

- Lesson divided into 3 paragraph + Paragraph 1:

From the beginning to “cố định mũ”

Time Content work Teacher's activities Students’ activities

- Teacher guides to pause each sentence and paragraph

- Teacher organizes for students to read each passage in groups

- Teacher calls on students to read each paragraph

- Teacher calls 3 groups to read in front of the class and make comments

- Teacher guides students to comment on readers d Practice reading the whole article

- Organize for students to read in groups of 3

- Let students read well and re- read the whole article

- Students time in turn read the paragraph first time

- Students in turn read the paragraph 2nd

- Group leader runs the group read connect next in group times

- Reading and cross-ommenting groups together

Time Content work Teacher's activities Students’ activities

- Students identify rhymes through activities of finding sounds in the lesson and words outside the lesson containing rhyming words

- Answer a simple question about the content; know how to contact yourself

- Ask students to silently read paragraph 1 and answer:

1 How many parts does a helmet consist of? which parts?

- Ask students to read paragraph 2 and the text:

2 What should we do when wearing a helmet?

3 Find words about how to fasten helmet straps when wearing?

- Teacher comment Teacher: What are helmets used for?

Why should you wear a helmet when riding a motorbike?

- Who must wear a helmet when riding a motorbike?

- Who in your class has practiced wearing helmets when riding motorbikes?

- Can you tell me what to do and what not to do while on the road?

- Teachers make practical connections to educate students to wear helmets when riding motorbikes to protect their own safety

Time Content work Teacher's activities Students’ activities

5 minutes Activity 5: Practice re-reading

Review the difficult rhymes you have learned

- Teacher asks students to read the whole article

- State the content and meaning of the lesson

– Ask students to vote for active classmates, students with progress

- Teacher comments on class time:

+ Probe: Reread the article for your loved ones to listen + Remember the content of lesson

Designing lesson plans, worksheets for reading exercises "LÀNG GỐM BÁT TRÀNG" (The book series “Chân trời sáng tạo”, Vietnamese textbook 1,

COURSE PLAN SUBJECT: VIETNAMESE LÀNG GỐM BÁT TRÀNG

- Reading: Read the passage correctly and clearly; reading speed is about

60 hours in 1 minute; know how to interrupt, take a short break in the right place

- Fluently read the whole text, pause, pause slightly after punctuation marks, between phrases, stress on words that give important information

- Show the appropriate reading voice for each passage

- Correctly read difficult or confusing words

- Fluently read the whole text, pause, pause slightly after punctuation marks, between phrases, stress on words that give important information

- Show the appropriate reading voice for each passage

- Students study hard and actively in learning activities

4 Ability to form and develop:

- Ability to work in groups

Designing lesson plans, worksheets for reading exercises "NHỮNG ĐIỀU CẦN BIẾT VỀ BÚT CHÌ" (The book series “Chân trời sáng tạo”, Vietnamese

COURSE PLAN SUBJECT: VIETNAMESE NHỮNG ĐIỀU CẦN BIẾT VỀ BÚT CHÌ

- Reading: Read the passage correctly and clearly; reading speed is about 60 hours in 1 minute; know how to interrupt, take a short break in the right place

- Fluently read the whole text, pause, pause slightly after punctuation marks, between phrases, stress on words that give important information

- Show the appropriate reading voice for each passage

- Correctly read difficult or confusing words

- Fluently read the whole text, pause, pause slightly after punctuation marks, between phrases, stress on words that give important information

- Show the appropriate reading voice for each passage

- Students study hard and actively in learning activities

4 Ability to form and develop:

- Ability to work in groups

- Pictures: Illustrated according to the reading exercise

- Additional table or slide show (or writing board) with text content, mark sentence breaks, paragraph breaks, bold (or underline) difficult words

- Textbooks, notebooks, exercise books, teacher's books

Time Content work Teacher's activities Students’ activities

- Stabilize order , prepare students to be ready to learn

- The teacher organizes for students to play a guessing game to name the school supplies

- Call on 3 students to recite

1 stanza from their briefcase and answer questions related to the passage they just read

4 minutes Activity 2: Introduce the lesson

- Arousing curiosity, wanting to learn the reading

- Teacher asks students to open textbook, page 94 (Teacher guides students to open the book, find the right page of the lesson)

Time Content work Teacher's activities Students’ activities

- Teacher lets students observe pictures on page 94 and ask students to answer the question: name two or three types of pens that you know

- Teacher calls students to comment on their answers and supplement (if any)

Introduce a new lesson (things you need to know about pencils) and ask students to repeat the title of the lesson

- Teacher asks students to tell what they know about pencils (shape, material, shell, core, color)

- The entire text is read in a loud and clear voice, Emphasize important signage information a) Practice reading language, words

- Teacher read the sample once, ask students to listen and look at the book

- Teacher gives difficult or easily misread words, read samples or ask students who read well to read samples and correct mistakes for

Time Content work Teacher's activities Students’ activities students who do not read well: type, write, draw, core, smudge, indent,

- Teacher guides students to analyze and re-read difficult words

- Teacher points to any difficult words out of order b) Practice reading passages

- Teacher and students divide the passage for the reading

- Teacher guides to pause each sentence and paragraph

- Teacher organizes for students to read each passage in groups

- Teacher calls on students to read each paragraph

- Teacher calls 3 groups to read in front of the class and make comments

- Lesson divided into 3 paragraph + Paragraph 1:

From the beginning to “lõi mềm”

+ Paragraph 2: Continue to “có chữ HB”

Time Content work Teacher's activities Students’ activities

- Teacher guides students to comment on readers

- Teacher guides students to learn keywords

- Students read difficult words: imprints, cores, smudging,

- Teacher explains words that students do not understand (if any)

- Students explain the key word

- Students identify rhymes through activities of finding sounds in the lesson and words outside the lesson containing rhyming words

- Answer a simple question about the content; know how to contact yourself

- Teacher lets students read the lesson again

- Teacher allows students to discuss in groups of 2 to answer the questions:

1 How many types of pencil cores are there in the lesson?

2 What symbol does the pen have, the core of the pen is softer?

3 Name two or three pencils that you know

- Teacher gives student comments and teacher comments

- Students read in the textbook

Time Content work Teacher's activities Students’ activities

- Teacher evaluates students, students evaluate each other

- Students read the whole article

- Students discuss in the group of 2

5 minutes Activity 5: Practice re-reading

Review the difficult rhymes you have learned

- Teacher asks students to read the whole article

- State the content and meaning of the lesson

- Do you know the content of leson

- Teacher comments on class time and rewards

- Teacher comments on class time:

+ Advising students + Listen and observe

TRƯỜNG ĐH THỦ ĐÔ HÀ NỘI CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc

BẢN XÁC NHẬN CHỈNH SỬA KHÓA LUẬN TỐT NGHIỆP

Họ và tên sinh viên: Nguyễn Lê Hải Trang Mã sinh viên: 219202342

Lớp: GDTH D2019 Tiếng Anh khoa: Sư Phạm khóa học: 2019-2023

Số điện thoại liên hệ: 0904786658

Tên đề tài KLTN: Research on method of teaching direction information texts for primary students through vietnamese learning textbook 1 - "Chân trời sáng tạo”

Chuyên ngành: Giáo dục Tiểu học

Tác giả đã chỉnh sửa sau góp ý của Hội đồng đánh giá Khóa luận Tốt nghiệp như sau:

STT Góp ý sửa của Hội đồng Chỉnh sửa của tác giả

- Tiếp thu (Sửa cụ thể như thế nào)

- Bảo lưu (không sửa, lí do cụ thể)

Đã tiến hành xem xét và chỉnh sửa phần lịch sử nghiên cứu vấn đề, tập trung vào trọng tâm phát triển của văn bản thông tin Đồng thời, bổ sung các trích dẫn liên quan đến văn bản thông tin để tăng tính chính xác và đáng tin cậy.

2 Xem lại phần thực nghiệm - Tiếp thu: Bỏ phần thực nghiệm vì phần thực nghiệm ở hai lớp đối chứng và lớp thực nghiệm chưa đúng hướng của đề tài

1 Các câu hỏi nghiên cứu cần xem lại và đưa ra câu hỏi chính xác hơn trong nghiên cứu

Chỉnh sửa các câu hỏi nghiên cứu theo cấu trúc câu hỏi phù hợp trong bảng khảo sát dạy và học văn bản thông tin của giáo viên và học sinh là bước quan trọng để đảm bảo tính chính xác và hiệu quả trong quá trình thu thập dữ liệu Việc này giúp nâng cao chất lượng thông tin thu được, từ đó cải thiện phương pháp giảng dạy và học tập.

2 Cần xem lại các thuật ngữ tiếng anh chuyên ngành trong chương 1

- Tiêp thu: Chỉnh sửa lại tất cả các lỗi về thuật ngữ như “information texts” và chỉnh sửa lỗi ngữ pháp tiếng anh trong bài

3 Tiểu kết chương 2 còn dài và lan man

- Tiếp thu: Đã chỉnh sửa lại tiểu kết để đúng trọng tâm với chương 2

4 Mục lục tham khảo còn lộn xộn - Tiếp thu: Sắp xếp lại mục lục tham khảo theo đúng thứ tự

III Các ý kiến khác của Hội đồng

1 Các số liệu trong khảo sát cần cụ thể, địa điểm cần rõ ràng là khảo sát tại các trường nào trên địa bàn

- Tiếp thu: Chỉnh sửa lại số liệu cụ thể và bổ sung cụ thể các trường mà đã khảo sát trên địa bàn

2 Không nhất thiết phải nghiên cứu văn bản văn học trong đề tài nghiên cứu về chủ đề văn bản thông tin

- Tiếp thu: Đã chỉnh sửa các phần nghiên cứu văn bản thông tin và bỏ phần nghiên cứu văn bản văn học vì không trọng tâm với đề tài

IV Tác giả tự hoàn thiện thêm:

(1) Chỉnh sửa lại phần mục lục bảng biểu theo đúng cấu trúc của văn bản

Chỉnh sửa phương pháp nghiên cứu bằng cách loại bỏ phần quan sát do chưa áp dụng trong nghiên cứu Đồng thời, bổ sung và điều chỉnh phương pháp phân tích số liệu, bao gồm việc xây dựng bảng Excel để tối ưu hóa quy trình phân tích.

(3) Sửa lại giáo án theo đúng thuật ngữ chuyên ngành: sửa “Requirement” thành “Objectives”

Hà Nội, ngày 27 tháng 5 năm 2023

HỘI ĐỒNG KHOA SƯ PHẠM

TS Trần Thị Hà Giang

(Kí, ghi rõ họ tên)

(Kí, ghi rõ họ tên)