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Parent Involvement in Pre-reading Literacy
Bysterská, Kateřina ; Laufková, Veronika (advisor) ; Havlová, Jana (referee)
The aim of the thesis is to show how important is the role of parents in the development of pre-literacy reading. In the theoretical part, I focused on the definition of reading literacy and pre-literacy reading and explanation the difference between them. I also described components and phases of the pre-literacy reading and possibilities of its development. I tried to emphasize the role played in the development by not only teachers, but also by parents, and to describe the methods which can enhance readership. Furthermore, I mentioned the types of reading strategies. In conclusion of the theoretical part I pointed out the influence which the reading has on the development of children's personality and what the research says about the role of parents. In the empirical part I analysed questionnaires filled out by parents from kindergarten with an effort to develop a typology of parents who do read to their children and who do not. Additional conversations helped me clarify what affects the reading of the parents has - it turned out that it is all about relationship to reading; parents who were in childhood read aloud, now they read to their children. Educated parents are more likely to accompany reading by other activities and rituals. In conclusion, I tried to figure out how can one lead...
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Czech as a second language for a pupil with a different mother tongue in primary school
Helclová, Tereza ; Horáčková, Klára (advisor) ; Laufková, Veronika (referee)
This thesis deals with teaching Czech as a second language for pupils with a different mother tongue at primary school. Collects and presents professional findings on this topic. Diploma thesis explains the difference between Czech as a second language and Czech as a foreign language and compares them. The thesis examined what is necessary when the teacher is planning the lesson. Further, describes in detail the various materials and textbook Domino 1 in terms of a beginning teacher of Czech for foreigners. In the practical part of the thesis submitted to analyse three topics. Based on this analysis and complete analysis of theoretical knowledge, textbooks, and materials originated recommendations for a beginning teachers. The thesis also deals with a utility of textbooks of Czech as a second language in a regular classroom. The practical part includes ideas for games in a lesson or samples of worksheets. The result of the work is to evaluate teaching materials and sample other tools that can be used in the Czech lessons for foreigners. KEYWORDS Pupil - foreigner, Czech as a foreign language, Czech as a second language, teaching foreigners, working with foreign pupils, integration, pupil with a different mother tongue, cultural differences, primary school, textbook
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Formative Assessment
Laufková, Veronika ; Starý, Karel (advisor) ; Šalamounová, Zuzana (referee) ; Kratochvílová, Jana (referee)
This dissertation thesis is focused on the theme of formative assessment on a secondary level of education. The aim of this thesis is to define formative assessment and to show how it is implemented to the teaching process of the Czech language and literature on a secondary level of education. The theoretical part presents a review based on major international and national sources. Formative assessment is defined as an evaluation which brings valuable information concerning the knowledge and skills of the given pupil during the process of education. The typology and function of formative assessment, questions linked to its successful implementation are elaborated together with this methods: goals, criteria, feedback, self-assessment and peer assessment. The aim of the empirical part is to define the real form of the implementation of formative assessment in six targeted Czech schools. This thesis also presents the attitude of students towards the implementation of this method. A qualitative research method was chosen and a multiple case study was used as a form of research strategy. The data collection consisted of observation, document analysis and interviews with teachers and pupils. The formative assessment methods were best implemented under the supervision of a skilled mentor. Contrary to...
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Formative Assessment in Primary School Education
Kopecká, Jana ; Stará, Jana (advisor) ; Laufková, Veronika (referee)
This diploma thesis Formative Assessment in Primary School Education deals mainly with the classroom assessment, which provides the pupils with purposeful feedback on their learning at the time when their performance can still be improved. It is a very frequent assessment of pupil's progress. The first part of this diploma thesis deals with classroom assessment and describes the different types of assessment, its forms and tools. After embedding formative assessment to the context of classroom assessment, the thesis deals with the definition of this term and it closely clarifies its history, different approaches, and it especially specifies the use of formative assessment in practice. Part of the text, which is concerned with formative assessment strategies, closely explains concepts such as feedback, dealing with mistakes, questioning or peer-feedback. Major part of this work is dedicated to formative assessment techniques, which may function as a collection of valuable ideas and recommendations for teachers about working with pupils and assessing them in class. The second part of this diploma thesis presents an empirical research concerned with assessment of two teachers of Social Science and Czech language and literature at the selected primary school. Through case-study are examined these: in...
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Innovative forms of assessment in the present school focusing on project learning progress map
Neckář, Dalibor ; Chvál, Martin (advisor) ; Laufková, Veronika (referee)
This thesis explains important concepts, procedures and forms of assessment in current school with a focus on new trends in this area. The thesis aim is to find out how is formative assessment and learning progress maps represented in the school assessment, whether created by SCIO or interviewed teachers. The theoretical part deals primarily with the formative school assessment, its functions and specifics. The second area on which the theoretical part focuses are innovations in the field of evaluation in connection with technology steeped era. Emperical part presents a report on whether and how is worked with progress maps on basic schools. Whether the teachers at these schools know this concept and optionally use learning progress maps in whatever form. Keywords Assessment, formative assessment, constructivist approach in teaching, portfolio, progress maps, reading continuum
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Workshop reading in kindergarten to support the development of pre-literacy
Sedláčková, Magdaléna ; Laufková, Veronika (advisor) ; Wildová, Radka (referee)
The thesis Reading Workshop in Kindergarten as a support for the development of reading literacy deals in the theoretical part with the characteristics of pre-school children and their capabilities. It further investigates the methods that could be used for and are essential for the development of reading literacy in the pre-school age and the role of the family in this respect. The theoretical part is concluded with the introduction of the scheme Reading and Writing for Critical Thinking mentioning its basic resources. It shows that the reading workshop methods are very efficient for the active learning of children. The practical part describes 7 reading workshops that have been implemented in a typical kindergarten and this is supplemented with detailed comments. The empirical part investigates the family environment of children and, as based on parents' observations, it evaluates the contribution of reading workshops to the development of reading literacy of pre- school children. Reading workshops proved to be beneficial especially in terms of the growing interest of children in reading and also in terms of children's creativity development. KEYWORDS Reading Workshop, reading literacy, kindergarten, work with book, Reading and Writing for Critical Thinking (RWCT), family, reading, literary education
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Support and the development of pre-reading literacy by way of modern authorial fairy tales
Dudková, Dominika ; Laufková, Veronika (advisor) ; Ronková, Jolana (referee)
The thesis is devoted to the promotion and development of reading pre-literacy in kindergarten through modern authorial fairy tales. The theoretical part is focused on the development of preschool age children in various aspects related to the development of reading and language skills - in terms of psychology, early childhood education and Framework educational program for preschool education. With respect to the theme of the thesis is part of the theory also definitions of reading literacy and reading pre-literacy and its content in the context of selected procedures for development of reading in kindergarten. There are also itemized some of the methods RWCT (Reading and Writing for Critical Thinking), which are used in order to develop literacy skills. Theoretically, they are also gripped the literary and drama education in kindergarten, the specifics of the modern fairy tale and the role of projective methods in kindergarten. In the practical part there are present projects: What would happen, if there were walking around Brno giant and Lichožrouti. Projects were developed based on the book Daisy Mrázková (What would happen, if ...) and Paul Šrut (Lichožrouti). Both projects were developed in accordance with the Framework educational program for preschool education and the recommendations of...
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Reading corner and his role in reading preliteracy
Vohralíková, Zuzana ; Laufková, Veronika (advisor) ; Starý, Karel (referee)
This thesis is in its theoretical part focusing on reading literacy, reading pre-literacy, projects to promote literacy in the Czech Republic and reading corner in kindergarten.The research is based on qualitative research using a strategy of multiple case studies of purposely chosen kindergartens and methods of observation, interviews and content analysis.The aim of this research was to determine how and for what purpose the reading corner in kindergartens is used. The basic research questions are: How the reading corners help in the development of reading literacy in kindergartens, specific research questions elaborate it as follows: How can reading corner be equipped in kindergarten; how kindergarten schools receive books and magazines; how well do they know today's market offerings; what activities are implemented in reading corner in kindergarten; what led the teacher / director to create a reading corner; how does children feel about the reading corner themselves. The results showed a diverse approach to the phenomenon of kindergarten reading corner. Kindergartens agreed on the positive impact of reading corners on the development of reading pre-literacy of girls and boys, especially in the case of free children's games, as well as in controlled activities. We can indicate a weak spot in a lack of...
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Reading strategies for preschool children which promote an understanding of text
Rybárová, Eva ; Laufková, Veronika (advisor) ; Kropáčková, Jana (referee)
The aim of the study was to demonstrate that the reading strategies can be applied even for the preschool children. These strategies help children to understand the text read out aloud. In the theoretical part I am devoted to define the concept of pre-reading literacy, its connection with critical thinking and introducing the program Reading and Writing for Critical Thinking. I also clarified the relationship between reading skills and reading strategies, approached selected reading strategies and possible methods for their development. In conclusion of the theoretical part I outlined some of the strategies that might be suitable for working with preschool children. In the practical part I focused on the acquisition of individual strategies for preschool children, for the exact strategies: connecting (text to self, text to text, text to world), visualizing, predicting, reasoning, summarizing and questioning. Each of them I presented on concrete examples. I also proposed an integrated project involving work with these strategies, which I realized and then analysed. Based on the results of research, I have concluded that preschool children can work very well with these strategies, while indicating that these significantly contribute to the comprehension of the text of preschool children. Keywords:...
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