Training the reading comprehension skills of legend genre for students in grade 6

us authors, on the one hand, we inherit and develop PISA reading comprehension levels, and the required requirements for reading comprehension of literary texts of the General Education Program in Vietnamese Literature 2018, we outline reading comprehension skills that need to be trained for students in high schools as follows:: 2.3. Some principles of teaching reading comprehension in Literature in the direction of capacity development 2.3.1. Ensure the required requirements of the subject program Requirement of the program is the concretization of the subject's objectives. So it is imperative, a measure of the outcome of learning. That is why it is very important and should be considered the first principle.On the basis of the knowledge and skills requirements of the current Literature General Education Program (2006), combined with the required requirements of the Literature Program 2018 to generalize the reading comprehension skills of literary texts, including: reading comprehension, reading comprehension form, reading comprehension, connection extended beyond text. R ea d in g co m p re h en si o n sk ill o f Le ge n d ge n re st o ri es (1) Recognize facts, characters, details, plot ... in stories and factors related to historical truth (2) Analyze the content value and art form of the legend story (3) Comment, evaluate the attitude of the narrator (people) in the legend (4) Related to historical context, personal experience to draw lessons and current value of the legend 9 2.3.2. Sticking to the text of reading comprehension, in teaching reading comprehension with "alternate version" In teaching reading comprehension, students must work directly with the text under the guidance and support of teachers. Children must be guided to read and read by their own abilities, thoughts and feelings, not by the thoughts and feelings of the teacher. 2.3.3. Emphasize general and specific characteristics of type of document Focusing closely on the characteristics of the genre in the process of guiding students to read and understand text is a premise to teach students how to read, reading skills. Through clusters of text of the same category arranged into a topic, teachers will help students discover the value of content, art, and thought of each text while forming and developing reading comprehension skills to be able to actively conquer the value of new documents of the same category. 2.3.4. Associate the organization of reading comprehension teaching activities with innovation oriented assessment of students' competency development We define the central content of evaluating the reading comprehension skills of students in grade 6 in the direction of developing their competencies: (1) Read the content value of the legend - Remember the characters of the story - Get to know key details / facts - Be aware of the core historical factors involved - Stating the topic, message of the story - Summary of the main plot / content of the story based on the three-stage structure of the legend - Explaining the value of the content of the legend through the plot, title, character, and incident - Present your thoughts about the storyline, characters, and meaning of the story. (2) Reading comprehension of legend art form - Recognize magical factors, historical core - Point out the effects of magical factors, historical core on the meaning of the story - Get comments on storylines, characters, storytellers and other artistic elements - Explaining the artistic value of the legend through language, fantasy details, space time factor of the story. 3) Read connection to compare, contact application - Giving lessons about the individual's thinking and behavior prompted by the legend. 10 - Compare a highlight between legends / folk tales / modern stories, ... - Connecting a problem posed in legend with reality (history, society, local culture,) 2.4. Teaching reading comprehension towards capacity development 2.4.1. General requirements The first is to promote student activeness. The second is integrated and differentiated teaching. The third is to diversify teaching methods, techniques, forms of organization and means. 2.4.2. Specific requirements of the method of teaching text reading comprehension Inheriting the research results of the previous authors, we found that with readers in general and readers - students in schools in particular, reading comprehension skills (in general) and associated with characteristic of literary writing style (in particular) will consist of a series of reader's actions arranged in a certain structure or order. Detail: a. To perform reading comprehension, first, students need to know how to perform actions as a premise for reading comprehension: reading silently, skimming, scanning. b. Followed by the actions of remembering and identifying information. To perform this action, students must undergo one or more of the following actions: repeating textual information, repeating information verbally different from text, filling in text information in the blanks, select information in the text in the confusing context. c. Next is the act of understanding the meaning of the text. This type of action is performed by manipulations: understanding the meaning of the word, understanding the explicit and implicit meaning of the information, explaining, interpreting, classifying, connecting, comparing information, being able to grasp get the main idea of the paragraph in the text, outline textual culture, understand the relationship between information in the text, state the artistic tricks to create the meaning of the literary text. d. After the text-understanding action, it will be the action of applying the text to the tasks to change the perception, emotion, and opinion of the reader. This action is also known as low-level text manipulation. The action of applying low- level text is done by manipulating: giving the reader's personal opinion about some information in the text, extracting information from the details in the text, use the information in the text to practice simple problem solving similar to the problem stated in the text 11 e. Text response action takes place on the basis of text comprehension. To perform text feedback, students need to perform actions: linking information in the text with their experiences, with the things they are interested in; Give comments on the reliability of the text, make comments on the necessity of the text content with the learning tasks they are doing, with their own experiences in life. 2.4.3. Requires formation and practice of reading comprehension skills of legend genre To apply specifically to the formation and practice of reading comprehension skills, it is necessary to establish a process of teaching reading comprehension with scientific basis. Firstly, learners also need to work through and practice; directly make products; Secondly, learners have to do it over and over again; have to practice a lot; Thirdly, it should be combined with test and evaluation to continue to consolidate and complete reading comprehension skills. 3. PRACTICAL BASIS 3.1. Grade 6 curriculum and textbooks with the practice of legend genre reading comprehension skills for students 3.1.1. Current Literature Program requirements for teaching the legend genre - Understand and able to feel the main features of the content and art of some typical Vietnamese legends (Mountain Spirit and Water Spirit; Thanh Giong; Children of the Dragon, Grandchildren of the Immortal; The tales of Banh chung and Banh giay; The Legend of Hoan Kiem Lake): reflect the reality of life, the history of the struggle to build and retain the country, the desire to conquer nature, the use of mythical and magical elements. - Remember the plot, characters, events, some typical artistic details and the meaning of each story: explanation of the origin of the race (Children of the Dragon, Grandchildren of the Immortal); explain natural and social phenomena (Mountain Spirit and Water Spirit; The tales of Banh chung and Banh giay); aspiration for independence and peace (Thanh Giong; The Legend of Hoan Kiem Lake). - Recognizing art uses mythical elements, the relationship between mythical elements and historical truth. 3.1.2. Content of reading comprehension training of legends of textbooks and books for teachers of grade 6 Literature In the current grade 6 Literature textbook, students can learn 5 texts arranged in clusters of categories. Questions in Grade 6 Literature Textbook have focused on training students in reading skills to remember characters and events, 12 summarize the story, understand the content and art of the story. However, the questions have not focused on forging students skills to explain the content values, the art of the legend closely adheres to the basic characteristics of the genre; has not paid attention to the questions to connect and expand the problems posed in the text. This also causes certain limitations in forming students' reading comprehension skills. 3.2. Survey the current situation of teaching reading comprehension of legend genre in grade 6 Nguyen Van To Junior High School, Hau Giang Junior High School, Viet My Junior High School, Le Quy Don Junior High School, Chu Van An Junior High School, Nguyen Van To Junior High School, Le Anh Xuan Junior High School, Phu Tho High School, and Lu Gia Junior High School District 11 in Ho Chi Minh City Minh and 239 students of 7 grade 6, at the two schools mentioned above (Nguyen Van To Junior High School - District 10), Hau Giang Junior High School. The survey is conducted in combination by the following forms: using questionnaires, attending lesson time, learning lesson plans, exchanging, chatting, directly interviewing of teachers and students in order to find out the current state of teaching reading comprehension of legend genre for students in grade 6. On that basis, there are specific orientations on how to practice reading comprehension skills of legend genre in order to contribute to developing students' capacity which will be deployed in chapter 2. The survey process focus on the following main contents: (1) Survey lesson plans of teachers teaching reading comprehension and practicing reading comprehension skills of legend genre. (2) Types of questions for training text reading comprehension skills are used by teachers in teaching hours of reading comprehension in three aspects (reading comprehension of content; reading comprehension of art forms; related reading, applying, connecting with reality) and the quality of questions used in lessons (relevance, ability to attract, effect in the formation of reading comprehension practice by genre) Survey results are specifically as follows: 3.2.1. Survey lesson plans of teachers teaching reading comprehension of legend genre In general, the lesson plans are the same in how to demonstrate the teaching process with three basic stages. However, the way of designing teaching content has some differences. The question system in the lesson plans is mainly built to exploit specific aspects of content and art of the text, almost absent the 13 generalized question of instrumental nature to form reading comprehension skills of text by genre for students. 3.2.2. Types of questions and quality of questions in reading comprehension skills are used in class 3.2.2.1. About types of questions to practice reading comprehension skills used in class It can be said that the types of questions used in teaching reading comprehension in grade 6 are relatively rich. Some teachers have initially boldly experimented with new questions that are not in the textbooks but stick with the teaching orientation of capacity development. But most teachers still depend on the system of teaching guiding questions in current textbooks. The training of text reading comprehension skills by category is perceived correctly by most teachers, but there are still significant gaps from awareness to action. Teachers are still confused when explaining the effectiveness of the system of reading comprehension guide questions that they themselves use. Students are still confused about how to solve the system of learning instruction questions. 3.2.2.2. About the quality of the question system for training reading comprehension skills used in class Survey results from students show that many questions are still difficult compared to the level of the majority of students; 328/339 students surveyed (accounting for 96.7%) agreed with this statement. Commenting on the novelty of the question system used by teachers in teaching and reading, there are 321/339 students surveyed (accounting for 94.6%) that the question system that teachers use is question system in textbooks. Up to 187 students being consulted (accounting for 55.1%) disagree when they think that many questions used by teachers in class are capable of stimulating creativity in students. Regarding the readiness level to read and understand other documents of the same genre, there are 213 students (accounting for 62.8%) that they are not really confident; only 31 students (9.1%) confirmed their confidence level; This rate in the quite confident group is 43 students (accounting for 12.7%). And when dealing with five required requirements of the legend genre reading comprehension skills (mentioned in the theoretical basis), there are only 102 students (accounting for 30.1%) self-evaluate themselves at the level of confidence and quite confident in solving these requirements. Results of the survey of 88 teachers on some limitations of the question system for training reading comprehension skills used in basic lessons showed similar results with the comments of the group of students. However, the majority of teachers (51/88) surveyed agree that the question system when using reading 14 comprehension has not focused on guiding students to read. Up to 59.1% of teachers (52/88) admit that the question system in the lessons is less new, mainly questions in textbooks and 53.4% of teachers (47/88) stated that quite a few questions are difficult compared to grade 6 students. CONCLUSION OF CHAPTER 1 In chapter 1, we have clarified the theoretical and practical basis of the problem of forging reading comprehension skills for students in grade 6. It can be seen that teaching reading comprehension by genre characteristics is in the right direction and with the right scientific basis. However, the teaching of reading comprehension in junior high schools has not achieved high results; the matter of training the legend genre reading comprehension skill for the students of the teachers was not truly effective; The students were not able to fully undersood the value of the legend genre texts in the text book's program, they are yet to possess the skill of reading comprehension of legend genre. CHAPTER 2: THE TRAINING METHODS OF LEGEND GENRE READING COMPREHENSION SKILL FOR GRADE 6 STUDENT 1. Some general requirements 1.1. Organizing teaching through activities Turn the activities of students become more active in teaching reading comprehension means: During Literature hours, teachers do not read for them, not understand the lesson for them, not impose their understanding for students, but organize and guide students to find ways to approach and decode, able to read and comprehen of the text, helping students know how to listen, speak, read, write, enjoy literature. 1.2. Stick to category characteristics The methods of teaching reading comprehension of the legend must adhere to the characteristics of the genre as presented in the previous chapter. For junior high school students, we emphasize three basic characteristics of the legend that teachers should pay attention to in the process of guiding students to read and understand texts. At the same time, when instructing students to read and understand the legends, the teacher should also encourage them to compare the variations associated with the text with historical and local contexts to realize the features of the legend. 1.3. Ensure fitting of students' capability To ensure the fitting of students' capability, teachers must pay special attention to implementing differentiated teaching, not assigning equal tasks to students, but based on the capacity of each group to move towards their "near development area". 15 1.4. Meeting the requirements of forming skills in reading comprehension of legendary stories Legend is a genre of folk tales, a literary form of text that has its own distinctive characteristics. Therefore, the specific goal of teaching legend lessons helps students discover the specific beauty of a particular legend and form reading comprehension skills of this genre. First of all, it is necessary to ensure the requirements of teaching reading comprehension of literary texts and then ensure the requirement of reading comprehension of the text according to the characteristics of the legend genre. 1.5. Diversity in teaching organizing The selection of teaching methods, techniques, forms of organization in accordance with teaching content and student's audience is important to achieve new goals. The diversity of requirements of learning tasks also contributes to students' excitement when performing, improving learning quality. 2. How to form and practice reading comprehension skills of legend genre Outline the process of forming and practicing reading comprehension skills The steps Yêu cầu Hình thức 1. Forming knowledge and reading comprehension skill a) Recognize factors related to historical facts (stories, events, characters) b) Content and form value analysis (plot, characters, mythical, fantasy details) c) Comment and evaluate the attitudes of the narrator; d) Contact to draw lessons of topical value of the legendary text - Teachers organize and guide students in reading comprehension skills through a specific text. 2. Practice training Focus on the four requirements of step 1, but to a different extent. Students do it mainly. - Students perform reading comprehension in class with the help of teachers Stick to the requirements formed and practiced in the first 2 steps. - Students read and 16 3. Practice reinforcement present their results in class by themselves. 4. Evaluating examination Adhering to the requirements that have been formed and trained to set out, check reading results. - Students perform their tests 2.1. Forming skills of reading comprehension of legendary stories through teaching activities. 2.1.1. Form skills to recognize characters, events, details, storylines and factors related to historical truths of legends Legend belongs to the category of folk tales, so the character in the legend is a highlight to pay attention to when teaching text reading comprehension. The life of the main character in legends is often presented in three stages. Besides the character, the incident is also a characteristic aspect of the textual content of the narrative genre. The literary theory affirms that the story is a series of events that happen consecutively for the character in space and time, with the beginning, the development and the end to show relationships, contradictions to reflect a certain progress in character's life. The organization of events is the way to create the plot for a literary work. Accurately identify the typical events of the story will help readers grasp the story more easily. One of the typical characteristics of the legend is also the appearance of magical and mythical details with profound symbolic meanings. However, with grade 6 students, especially with the first lesson in the series of legends, teachers can just stop at the request to identify details of fanciful fantasy and initially state the meaning of those details with showing the content of the story and effect on the reader. 2.1.2. Form skills to analyze the content value and art form of the legend story This skill will, basically, put on higher requirements than the first skill. Analysis of the content value and artistic form of a legend firstly aims to read and understand in detail the elements of the story, then generalize, comment / evaluate the value of the work. These are also tasks aimed at the reading comprehension requirement of the textual art form and content of the Literature Program 2018. In PISA's opinion, this question group is in the task of analyzing and explain the information, requires thinking mainly is applying, besides still need questions at cognitive level. Because it is the first lesson aimed at forming legend reading comprehension skills, for difficult questions, 17 teachers need specific instructions and suggestions to help students think step by step to get the correct answers. 2.1.3. Forming skills of commenting and evaluating the attitudes of the narrator (people) in the legend In order for students to form this skill, teachers need to emphasize when talking about the characteristics of legends. Research results on folklore have shown that in each legend, we not only find there the spirit of fighting against foreign aggression and natural disasters, but also many lessons about the way of life, the view of human life, about customs and habits, social relations, and practices of production and its usage, 2.1.4. Develop skills related to historical context, personal experience to draw lessons about current value of the legend In order for students to know the relationship with the historical context, mobilize personal experiences to draw lessons and current value of the legend, when teaching each specific text, the teacher should choose some typical details to guide students to think and comment in order to create their deep reading habits. Or find problems that relate the text to real life. 2.2. Practice reading comprehension skills of legend stories through guided practice activities 2.2.1. Guided practice reinforces character recognition, facts, details, storylines, ... and other factors related to historical facts.. In order to reinforce this reading comprehension skill in students, the questions about characters, events, details, storylines, and elements related to historical facts continue to be repeated as in activities that forming the skill. Doing so will create "grooves" in students' thinking; Students will understand that, in order to read and understand the legend, first of all, you need to remember and explain about those factors. 2.2.2. Guided practice reinforces the skills of analyzing the content value and art form of a legend story In practice activities with instructions so that students know to analyze the content value and artistic form of the legend stories, the teacher continues to give a system of questions and exercises that require students to explain the content value of the legend text through the title, storyline; typical details,; explains the artistic value of the legend through language, fantasy details, storytellers' words, the time and space elements of the story. This skill students have gained from formative activities, here repeats and is at a higher level. 2.2.3. Guided practice reinforces the emotional awareness skills and attitudes of the narrator (the people) in the legend 18 In order to reinforce the skill of commenting and assessing people's attitudes towards events and characters that being told in guided reading comprehension practice, teachers continue to design similar learning tasks as in skill formation activity, to help students can once again perform those tasks - but illuminate another legendary text. The questions and exercises to guide students to practice this skill can be basically repeated as forming activities. 2.2.4. Guided practice reinforces the skill of relating to historical contexts, personal experience to draw lessons and topical value of a legend story In guided practice activities, teachers can expand and engrave more deeply on two key issues expressing the content and meaning of folk legends. Understanding issues related to the historical context of the legends will help students recognize ideological lessons and profound current value of the legends.. 2.3.