READY Teacher's Guide-April 2026 - Flipbook - Page 14
more practice, so it is vital to enable them to redo the exercise if they do not succeed the first time.
Rewriting gives pupils an opportunity to notice mistakes or to learn new ways of doing something.
Remind pupils to take their time with writing, working gradually, from writing correctly structured
sentences, to sentences that are connected to each other, and eventually to being able to write a
short paragraph.
READY offers progressive writing opportunities, beginning from very structured compositions, and
leading to creative writing passages. Throughout, the writing tasks included in the program
continuously utilize the vocabulary and grammar forms that have been taught.
14. Grammar
Language and grammar structures follow the guidelines of the Grammar for Band I Elementary School
Ministry curriculum and are presented in the Teacher’s Guide and Course Book under the heading
“Grammar.” The process of teaching grammatical structures is consistent, enabling pupils to learn and apply
the material appropriately. The structures are taught using the context, themes, and vocabulary of the
accompanying unit.
The methodology for teaching grammatical structures in READY uses both inductive and deductive
approaches (Cortez and Genisan 2021) to enable both strong and more challenged learners. Initially, pupils
are presented with a real -life communication scenario and/or examples representing a particular
grammatical structure at the beginning of every grammar point. They are encouraged to act out, discuss, and
attempt to detect the patterns in the given interaction. Next, the grammar rule is described in a clear and
concise manner. Visual learners are aided at this stage by colored scaffolding of the target pattern. Teachers
and pupils alike should read the sentences aloud, focusing on the pattern presented.
This presentation is immediately followed by guided practice in a variety of ways. Sentence Builder activities
allow pupils to manipulate words and sentences, bringing language structures to life. Visualizing syntactic
patterns in this way particularly benefits pupils with a tendency towards kinesthetic learning. Exercises in the
Course Book and Workbook reinforce the structure, advancing from receptive knowledge to semiproductive and finally productive. Scaffolding supports learners as they progress from controlled accuracy
toward more independent, meaningful language use. Reading passages in both books include the target
grammar points, giving pupils an opportunity to encounter what they have just learned within a meaningful
context. The structures continue to be re-entered throughout the units of the book, so pupils are
continuously reminded of the patterns as they reappear.
15. Heterogeneity
In the mixed ability classroom, it is important to divide the given activities into different levels, enabling all
the pupils to participate and work on the same materials (Vladimirovna Grecu 2023). It is important to note
that the level presented in the Course Book is the average level for the grade. READY has a wide variety of
task types at different levels, enabling many pupils to work with the texts and materials, and feel confident
doing so. Furthermore, there are many tasks and activities at different levels, which include both HOTS and
LOTS.
Tasks in the READY Workbook are divided into three levels (see Structure of the Workbook). Less-able
pupils can do the activities that are marked as “easiest.” However, the pupils should always be encouraged
to try to reach the activities marked with “at level,” as those are designed for the average level. Finally,
more-able pupils should be encouraged to strive to complete the tasks marked “more advanced.”
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