This year, I teach the bridging graduating class. Their vocabulary base is really limited in the begining of the year.
As the year progresses, I feel that they should know enough words to start tackling comprehension passages in July.
Yet, I am surprised that they can't cope with simple MCQ. When I get them to read one to one to me, they can read 60 to 70 percent of the words, and yet they are not decoding the text. What a pity, I felt.
After more observations, I noticed that pupils tend to give up when their read long sentences, they might know most of the words in the sentence but not decoding.
Thus, without explaining a single word, I simply ask them to identify the verb and noun of a sentence (I dun use the term "verb" and "noun") I simply say, the word not useful for me to draw a accurate picture, what is happening ...
No teaching of words, just selecting of words, and if a sentence is too tough, they skip to the next.
As I draw, they get excited.
The words start flowing. Although most of the time they are complaining how ugly the drawings are, it doesn't bother me.
After the exercise, I ask them to retell the story.
Then, I ask them to try the questions again. Most pupils get most questions correct, this time round.
This exercise of visualization of a image with at least 2 words become a importing thinking process when the pupils decode a text. They start to try to make sense of a sentence despite having difficult words that they don't understand.
It also become more palatable to ask pupils to.keep reading and guessing. I ask, are u able to form an image? Nope, poor quality words, chose another to say if it helps.
Maybe there is still some novelty in this approach, and my pupils are willing to try.
This is a good way, also to explain the term "key words" now, so what is the question asking, what are the key words.
They know 2 words is all it takes to make some sense of a passage, of course the more words the more accurate the picture.
Don't give up. My pupils