What are the sample creative essays on the story "Sự tích cây thì là" under the 5th-grade Vietnamese language curriculum? What is the reading teaching methodology for the 5th-grade Vietnamese Language curriculum?

What are the sample creative essays on the story "Sự tích cây thì là" under the 5th-grade Vietnamese language curriculum?

Students can refer to the following sample creative essays on the story "Sự tích cây thì là":

Note: The information is for reference purposes only!

What are the sample creative essays on the story "Sự tích cây thì là" under the 5th-grade Vietnamese language curriculum? What is the reading teaching methodology for the 5th-grade Vietnamese Language curriculum? (Image from Internet)

What is the reading teaching methodology for the 5th-grade Vietnamese Language curriculum?

Under subsection 3 Section 6 of the general education program for Literature issued with Circular 32/2018/TT-BGDDT, the regulations on the reading teaching methodology for primary school students in the Vietnamese Language subject are as follows:

(1) Teaching reading comprehension for texts in general:

- Require students to read the entire text directly, pay attention to observe the formal elements of the text to have a general impression and summarize its main content;

- Organize for students to search, detect, analyze, and infer the meaning of information, messages, viewpoints, attitudes, ideology, and emotions,... embedded in the text; guide students to relate, compare texts, and connect the text with historical, cultural, social contexts, connect the text with students’ personal experiences,... to deeply understand the value of the text, know how to apply, transform those values into personal belief and behavior in daily life.

(2) Teaching reading comprehension for literary texts: Literary texts are also a type of text, so teaching reading comprehension for literary texts also needs to adhere to the general text reading comprehension approach.

However, literary texts have their own characteristics, so teachers organize for students to explore, and decode literary texts according to a process suitable to the characteristics of artistic texts.

- Students should be guided and practiced in reading literary works from linguistic perception to exploring the world of artistic images and seeking, and instilling the content meaning; skills in searching, and interpreting the relationship between the "whole" and the "part" details of the text, discovering the integrity, consistency in content and completeness in form of literary works.

- The teaching reading method should focus on activating positive and creative reading in the reader.

- Guide and encourage students to be proactive, and confident, playing the role of "co-creators" in receiving works; enthusiastically participate in creating meaning for the text; know how to compare, contrast, relate extensively, utilize personal knowledge, use life experiences to read, understand, and experience literature, discovering ethical, cultural values, and humanistic philosophy, so as to apply and transform them into living values.

- When teaching reading comprehension, teachers should help students to discover messages and meanings themselves, contributing to filling the "gaps" of the text. Teachers provide suggestions but do not let their analyses, critiques replace students' thinking; avoid rote memorization and excessive note-taking.

- Use a variety of questions at different levels to implement differentiated teaching and guide students in reading comprehension, and forming reading skills.

Depending on the student's level in each grade, class, and genre of literary text, apply appropriate methods, techniques, and forms of reading comprehension such as:

- Expressive reading, role-playing, storytelling, role-playing to solve a situation, theater, using questions, guiding note-taking during reading using note sheets, learning sheets, reading diaries, organizing student discussions about the text, transforming literary works from one genre to another, painting, filmmaking, experiencing situations that characters have gone through,...

- Some other teaching methods such as conversation, question-answer, lectures, and problem-solving,... should also be appropriately applied according to the requirement of developing students' competencies.

How many levels are there in the design of periodic question papers for the 5th-grade Vietnamese language subject?

Under Point c Clause 1 Article 7 of the Regulations on the Assessment of Primary School Students issued with Circular 27/2020/TT-BGDDT, the periodic question papers must conform to the requirements to be achieved and specific display of capacities of subjects and consist of questions and exercises designed in levels as follows:

- Level 1: Recognize, repeat or describe learned contents and adopt to deal with several familiar situations and issues in learning;

- Level 2: Connect and arrange learned contents to deal with similar issues;

- Level 3: Apply learned contents to deal with new issues or provide reasonable responses in learning and life.