How to motivate children to read Task with labels
I teach English language and literature and often bring photographs of advertising signs and labels to my classes. For example, I show students a photo of a shelf with different brands of the same product and ask: “What would you buy?” Opinions either differ, or the guys say: "Well, what's the difference, condensed milk is condensed milk." And here we start to read carefully. It turns out that our colloquial version of the word, "condensed milk", migrated to the labels. How could this happen? As a result, we find out that “condensed milk” and “condensed milk” are different products. Moreover, the first one is of lower quality, containing vegetable fats. A very similar example is a wrapper with the word "Milk". Although we may assume that we are talking about chocolate, in fact we are buying a "milk confectionery bar." Why did the gender change? It's just a cheaper product. It turns out such an advertising trick, which is designed for inattentive buyers.
All these small examples can be tied to specific topics. For example, "condensed milk" is tied to word formation in the 6th grade, and "confectionery bar" - to any repetition of gender as a grammatical category. Here it is also important to set a cumulative effect and form the very habit of being attentive to the language and inscriptions that surround us. But you need to do it wisely. You need to develop this habit correctly just like you can write a written work. Using https://editius.com/academic-editing/ will help to qualitatively develop this skill and it will help to form this habit.Thus, it will help to be attentive to the inscriptions.
Working with facts
The main task of the teacher is to teach children to work with information. At the same time, they are constantly given refined texts from the textbook, which are examples in their genre. We went from the opposite: the students brought a selection from the Internet "100 interesting facts about the writer." And when we look here then we could work with the information qualitatively. This helped to correctly analyze the information and then write written work. Even before validation, work with style and creative revision, we used editius.com is resume proofreading service to filter out all the garbage, remove stylistic contradictions, uninformative facts and those sentences in which there is not enough information. Thus, we managed to completely preserve the theme of the lesson, but we did what the guys are used to. So we were able to work with both functional and (in this case) reading literacy.
Intermediate link - situational tasks
If you have like-minded colleagues among your colleagues, you can try to organize situational tasks with them. These are team games in which the children are given problem situations in the form of text tasks. Students should give open-ended or mock answers.
This format is not valid. The very process of learning, working with functional literacy takes place if the guys discuss the answers in groups, present the results to the jury and listen to the comments of the teacher.And after the lesson, they come out as interested as possible and already begin to tell their friends and parents interesting facts that they learned in the lesson and can apply in life. This is what functional literacy is all about. Not only in theory, but in practice.