THE STEPS TO ENGLISH SUCCESS – THINKING & CREATIVE SKILLS
By the age of four years, most children are able to sustain eye contact, play interactively and develop improved attention skills. The Thinking & Creative Skills Programme (TCS) was developed in response to parents who requested a language-based programme which would be actively engaging for the child.
With oral language skills as the main focus of the programme, TCS students are encouraged to expand their vocabulary and expressive language skills. Vocabulary development is designed to operate within the context of whole spoken language with the teacher helping the child
to use an expanded vocabulary.
An expanded vocabulary encourages a child to develop new concepts and at this age, the child is able to appreciate that challenges may have more than a single correct response. This programme is loosely based on the concept of multiple intelligences, which assumes that children reflect various learning styles. Thus some children are better listeners and some respond better to a hands-on approach, for instance. The lesson is divided into activities that encourage the child to use additional intelligence modes. To this end, activities will focus on emerging phonological awareness, fine motor skills, memory development, spatial skills, sequencing skills, social skills and so forth.
The teacher will vary activities within the lesson while engaging students in expressive and receptive language exercises including active listening, speech and drama, recall and response making. Sometimes the child will colour precise items, or cut them out and talk about them. At other times the child will be challenged to solve some puzzles, all within the context of interactive language development. The activity book which accompanies this programme is intended for use at home to reinforce skills acquired in the classroom.
We aim to develop an emotionally intelligent child who can use emerging phonological skills as a prerequisite to moving on to the next programme. Phonological skills are an essential component of this programme and when the child is able to show that he or she has become aware that a spoken word is an assembly of little sounds and can access the first sounds in spoken words, then that child may be promoted to the I Can Read (Preliminary) Programme.
Parents are entitled to receive feedback regarding the progress made by their child so that they can see what outcomes the child has attained as he or she attends the programme. Reports are prepared twice yearly.
WHY CHOOSE THE I CAN READ SYSTEM?
Parents choose I Can Read because it is the one stop system for all skills related to fluent reading and writing.
Taught by qualified teachers specialising in literacy, it is a proven system which has never had a failure!
Read just a few of our amazing success stories, and digest our research and reports.
For further information, just give us a call – we love talking literacy…