Learning Process

UNIT 14 RECITATION AND NARRATION

Structure
14.1 Introduction
14.2 Objectives
14.3 Recitation
14.3.1 Components of the Skill of Recitation
14.3.2 Guidelines for the Use of the Skill of Recitation
14.3.3 Recitation – A Learning Experience
14.4 Narration
14.4.1 Components of the Skill of Narration
14.4.2 Guidelines for the Use of the Skill of Narration
14.4.3 Story Narration – A Learning Experience
14.5 Let Us Sum Up
14.6 Unit-end Exercise

14.1 INTRODUCTION
In this block we have dealt with the learning process in detail. We have talked about the
classroom management, selection of learning activities, evaluation and recording of pupils
progress etc. in preceding units.
In this unit we shall make an attempt to find out the role of recitation and narration in
learning process. Since, children learn better at early age through recitation and narration,
we will discuss about the components or recitation and guidelines to the use of skill of
recitation in this unit along with this we elaborate the components of narration and the
guidelines to be used by the teacher in the classroom for the skill of narration. We will also
throw light on the learning experiences through recitation and narration in this unit.

14.2 OBJECTIVES
After reading this unit, you will be able to :
l explain the meaning of recitation;
l name the activities involved in the act of recitation;
l list the components of the skill of the recitation;
l describe the guidelines for the use of the skill of recitation;
l explain the meaning of narration;
l describe the components of the skill of narration;
l explain the guidelines for the use of the skill of narration.

14.3 RECITATION
To ‘receite’ means to repeat aloud poems, passages etc. from memory before others. The
act of recitation, therefore, involves the following activities:
i) Repeating what has been said or written earlier;
ii) Repeating it loudly; and
iii) Repeating it before others.
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If an individual reads a passage or poem from a book, it is not termed as recitation. This Recitation and Narration
is because recitation is not simply reading but it is the reproduction of the content from
memory.
This is important to remember that a reciter does not add anything from her/ his own while
in the process of recitation. He/ she simply expresses the feelings of the author before the
audience. Further, when a reciter recites a poem/passage, he/she has some purpose in
hislher mind. He/she thus communicates to his/her audience the purpose/objectives of
recitation of the poem/passage and endeavours to realize the same.

14.3.1 Components of the Skill of Recitation

1. Clarity of Voice
2. Correct Pronunciation
Clarity of Voice: It depends on clear and distinct speech. Nasal sound creates nothing but
confusion. The clarity of voice also depends upon its tone, pitch, speed etc. A teacher
should, therefore, use appropriate intensity and speed keeping in view the age and grade
of his/her pupils.
Correct Pronunciation: Mispronunciation of words or phrases ruins the effect of the
recitation process. The cause of mispronunciation on the part of a reciter may be either
his/her ignorance of the corret pronunciation or regional variation in the pronunciation of
certain words or phrases. Correct pronunciation provides children an opportunity for
improving their articulation. In this context, it is important to focus on following experiences.
l Hearing the difference between a letter’s sound made correctly and incorrectly.
Use of jingles, stories and rhymes to illustrate the sounds made correctly and
incorrectly.
l Provide the children many chance to hear the sounds of letters that are being
mispronunced in isolation and in words.
l Distinguishing between sounds often confused. Use games, rhymes and songs for
practicing these, and reinforcing their correct forms.
l Developing rhythm. Use choral speaking and group recitation of poetry for rhythm
setting in speaking and in helping children to learn timing and coordination.
l Using intonations to suit meaning. Find out if the children can show varied meanings
of the same word by changing the intonation, posture and gesture.

14.3.2 Guidelines for the Use of the Skill of Recitation

The following are the guidelines which a reciter should keep in mind to make an effective
use of the skill of recitation.
- Learn the content by heart before you decide to recite the poem passage.
- Ensure pupils attention before you start reciting.
- Use correct pronunciation of words/phrases. If need be, you may seek experts’ help
in this regard.
- Get feedback from your pupils as well as expert with regard to your speed of recitation
and appropriateness of the rhythm.

14.3.3 Recitation – A Learning Experience

For small children poems are better for recitation purpose. Children enjoy reciting as well
as improvising new poems based on existing patterns or structures. Through listening to
poetry we can teach children to use their voices with melody, range and variety. Listening
to poetry helps children appreciate harmony, rhythm, and beauty in sound and language.
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Learning Process Poem recitation can serve as a learning experience or to reinforce the learning by using
certain activities at different stages
i) pre-listening;
ii) while listening; and
iii) after listening.
i) Pre-listening activities are mainly to build children’s interest. It could be an activity
like giving rhyming words/opposites/guess from where these words have taken from.
ii) While listening activities: To keep ‘children’s attention level high while listening
children may be required to listen to something specific/the words that have been
changed/or asked to circle words that did not appear/show the picture related to
what was heard. However, care should be taken that these do not distract children
from listening.
iii) After listening activities: After listening activities are based on memory i.e. recall or
recognition. It may be a reconstruction/pointing out the mistakes/follow up activities
like questions, dramatizations etc. to enable them to give personal expressions.
You can use your imagination to create several such activities. Nonsense, rhymes
picturesque poems, story poems provide plenty of opportunity for word play and
improvisation. At this juncture we are listing some of them as examples.
1. Identifying sound alike words
Here the teacher would ask for words with matching sounds regardless of their spelling
i.e. sugar and shells for /sh/ : cheese, chutney, chair for /ch/ and so on.
2. Distinguishing between same and different initial sounds
Here the teacher would ask for words either with same or different initial sounds.
See Sit
Boy Toy
Town Table
3. Give Rhyming words
Teacher would read out a poem and ask the children to call out the two rhyming
words in each line. Let the children also listen to the rhythm of the poem.
For eg.
A sheep can’t weep,
A cow can’t bow,
You may ask the children to write a similar poem of their own as a follow-up activity.

Activities to develop the skill of Recognizing and Matching Sounds

To keep children attentive during recitation they can be asked to respond with an action to
specified words such as -

i) Clapping
This develops the skills of listening attentively for particular words/responding with an
action. The teacher may read out or play the tape of some reading the familiar novel,
poem about farm animals. The children should be ask to clap their hands whenever they
hear the name of an animal.
Children can be asked to give rhyme words/word beginning with specific sounds such as
that of earlier word’s end.

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ii) Listening and Following Directions Recitation and Narration

There can be very simple activities, where the children listen to simple instruction and do
an action, or they listen to a story or song which gives directions, and they perform the
action accordingly.
For example:
“If you’re happy and you know it
Clap your hands
Clap, clap.”
(Repeat)
Keep changing the action
The teacher should be careful while asking the children to follow directions. The age of
children reading in 1st, 2nd, 3rd grade should be kept in mind while engaging children for
this activity.
Following directions, can become more complex, as the teacher may read out a set of
instructions for making an object, and the children would be required to follow them as
they listen and actually make the object. There can be several variations to this activity
depending on the age level and particular interests of the children.
Therefore the important thing is to make the directions very simple and clear, and to read
out one set of directions at a time. Each direction may be repeated twice to make children
comfortable to follow the directions.

Check Your Progress

Notes: a) Write your answer in the space given below.
b) Check your answer with the one given at the end of this unit.
1. Mention the components of the skills of ‘Recitation’.
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14.4 NARRATION
The word ‘narration’ has been derived from the word ‘narrate’ which means to give
‘continuous accounts’. Narration, therefore, means telling a story or giving an account of
an event which has happened. The word ‘narration’ is slightly different from the word
‘description’. Stories, experiences are narrated whereas events are described. Description
is actual whereas narration has an element of feeling also.
Narration requires clear diction, expressive speech and contact with the audience.

14.4.1 Components of the Skill of Narration

We are now clear about the meaning of ‘narration’. We may now try to understand how
the narration can help children to learn effectively.
The components of the skill of narration are:
i) Language appropriate to the learner’s level
ii) Change in voice
iii) Gestures
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Learning Process iv) Change in form of speech, and
v) Continuity in narration.

i) Language appropriate to the learner

Language used in narration needs to match the age and grade of pupils-target population.
For very young children, short sentences, simple words and phrases within the vocabulary
of these children, need to be used in narration. Fluency of narration is equally important.
It stands for the rate of delivery of narration. It should be neither too fast nor too slow. It
should have an appropriate speed suited to age group of the target population of pupils.

ii) Change in voice

Change in voice refers to change in tone and pitch. It needs to vary according to the
situation. Such variation brings life in narration. Narration highly charged with emotions
requires a rising pitch whereas narration with plain and sorrow requires falling pitch.
Further, the pitch of voice needs to match the size of the class. It needs to be higher when
you deal with a large class, and lower when you deal with a small class.

iii) Gestures
Narration is full of life when the narrator uses gestures to emphasize emotions, feelings
etc. Gestures, however, need to be in consonance with the verbal communication. Further,
these must be appropriate in relation to the idea being communicated. Thus, appropriate
use of gestures makes the narration interesting for pupils and is useful in securing and
sustaining their attention.

iv) Change in the form of speech

The narration of events or occurrence is made through statements which are linked with
each other. These statements are made in either direct or indirect forms. The narrator
should, however, make use of direct speech rather than indirect. This is because it adds to
the richness of narration besides making it lively and realistic. It further helps the narrator
to adjust the pitch of his/her voice according to the situation.

v) Continuity in narration
An event or occurrence takes place in a sequence. An appropriate narration of an event
should present it logically in the same sequence. If the sequence is slightly disturbed, it
will stand in the way of understanding the event properly by pupils. During narration, we
should be very careful about sequencing the events.

14.4.2 Guidelines for the Use of the Skill of Narration

The skills of a teacher play a vital role in making teaching-learning effective how to make
use of a skill is equally important. Following guidelines would help you to make an effective
use of the skill of narration:
l creation of proper climate in the classroom before you start narrating a story or an
experience.
l ensure that you remember the story or the experience very well to be narrated. If you
forget the story in the process of narration and start recollecting, you can hardly
achieve the objective of narration.
l narration is oral. Hence consultation of notes is permissible.
l step by step evaluation of narration would help you to assess the effects of narration.
l add beginning and concluding statements to make your narration effective.

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14.4.3 Story Narration: A Learning Experience Recitation and Narration

Story narration can be utilized in number of ways by imaginative teachers to improve

upon children’s attention, comprehension and imagination. Some of the activities that can
enhance the learning during story narration are explained in the following pages.
a) make a response
b) use of Topsy-Turvey sentences in story narration
c) find the odd one out
d) spot the sound like word
e) make children listen to the main idea
f) make children to reconstruct a story or build stories.

a) Make a response
Read “a story of animals” to your class and ask the children to make a sound or sign
whenever one of the animals is mentioned - for example a big grrr for father bear, a middle
sized grrr for mother bear and a very faint grrr for baby bear.

b) Use of Topsy-Turvy sentences in story narration

Read or tell the sequential parts of a story in the correct order. Then repeat the same story.
but this time change the order of some of the sentences. Ask the children to call the
incorrect sequential order. Do not use too many sentences - not more than 6 and 8 initially.
Using a familiar story such as the ‘Lion and Mouse’ or the ‘Hare and the Tortoise’, is a
good idea as the children are then dealing with a familiar sequence.

c) Find the odd one out

Read out six to eight sentences related to a particular topic.
One of the sentences will not be related to the topic. Ask the children to listen carefully
and tell which sentence is not part of the theme or story.

d) Spotting the sound-alike word

Read out a simple story for the children to hear. The children could be made to hear the
story on tape. Tell the children to listen very carefully to the story, as you will repeat it
again, but the next time you will change some of the words in the story with different
words which sound, like the earlier words. The children will have to spot the changed
words. Let the children number the words and tell you how many words have been changed.
Let them note the words that have been changed. However, this exercise you may do
keeping in view the age and grade of the children. The sentences or the words may be
framed according to the level of the children. This is very important.
In the story given below, the words in bracket are the words that have been changed.
You can use any suitable story. Do not make the story too long.

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Learning Process
The Story: The best time of the year
It was winter. It was cold (bold).
Spring (Bring) came. It was warm. The sun (been) was bright. The Donkey had plenty
to eat. But he had to work very hard. When night (flight) came he was tired.
“When will summer come!” said the Donkey “in summer I will not have so
mush to do”
Summer came. Days were long (strong) and nights were short. It was hot (not). The
Donkey had no time for sleep (creep). He was tired.
“I Dot’t like summer. Oh when will autumn come!” cried the Donkey.
Autumn came, the crops (drops) were harvested and the Donkey carried hay(gray)
and straw upon his back (sack) all day long. He had no time for sleep (sleet).
“Oh, when will winter come !” cried the Donkey.
“In winter I have not must work to do. Oh, how happy, I shall be in winter! It is the
best rest time of the year !”

e) Making listening children to the main idea

Read aloud short paragraph of 5 to 6 sentences based on a particular topic. Give the
children two or three main ideas as options. Let them listen and then mark the main idea
that the paragraph/story is about. To increase the level of difficulty with older children, do
not give the options to the children, but let them identify and write down the main idea
after listening. Some samples are given below:
“I can’t find my little dog” said Salim. “I saw him at the back of the house. He was
playing there. He was running and jumping. I just went out to look for him. He’s not there
now’
What is the main idea?
A. Salim can’t find his dog.
B. Salim has a new house.
C. Salim likes to read books.

More advanced level

Water is many things to many people. To the captain and the sailors of a ship, water is
their road. To a fireman, water is a weapon to drown the flames. To the farmer, water
means crops to sell. To the Engineer, water is a power that creates electricity. To people
dying of thirst, water is life itself.
The Story mainly tells:
A. Why firemen need water.
B. Why everyone needs lots of water.
C. What water means to different people.
Problems-solving or finding clues from the heard passage to solve a problem is a variation
that can be tried with older children.

f) Reconstruct a stroy
Let the children sit around and listen to a short story of about 3 to 5 minutes. Choose a
story where there is a clear flow of events. Make sure that the story is suitable for the age
level and interest of the particular class. Choose a longer story for older children. After
the story is over. Let the children individually fill in a story map (given below).
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Story - Map Recitation and Narration

Title :
Character :
Events :
First :
Next :
Then :
Finally :
For younger children simplify the story-map to include just the flow of events. The children
could work in paris of individually. As a variation children could be asked to arrange
pictures in the order in which they appear. Older children could be asked to fill in a flow
chart as they listen to a story, It’s up to the discretion of the teacher to decide whether the
children should fill in the story man/flow chart while listening or after listening. Build
stories. Provide a starting sentence. Let each child in turn add on a sentence, to make a
whole story. Encourage children to be imaginative.

Check Your Progress

Notes: a) Write your answer in the space given below.
b) Check your answer with those given at the end of this unit.
2. Explain the term ‘Narration’. How is it different from the term ‘Recitation’?
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3. Mention the components of the skill of ‘Narration’.
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4. Specify guidelines for an effective use of the skill of ‘Narration’
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14.5 LET US SUM UP

Recitation means to repeat loud poems, sentences or passages from memory before others.
It involves activities of repeating what has been said or written earlier and repeating it
loudly before others.
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Learning Process Clarity of voice, correct pronunciation, rhythm, speed and fluency are the component
behaviours of the skill of recitation.
The skill of recitation depends on clear and distinct speech of the teacher involving good
tone, pitch and speed suitable to the age and grade of children. The emphasis is on correct
pronunciation.
Narration means to give ‘continuous accounts’. It means telling a story or giving an
account of an event which has happened. It is slightly different from ‘description’.
The components of the skill of narration are: (i) language appropriate to the learner and
situation; (ii) change in voice and in the form of speech; (iii) gesture; and (iv) continuity in
narration.

14.6 UNIT-END EXERCISE

I. Describe some activities which you would like to plan/undertake in your school for
developing the skills of:
i) Recitation
ii) Narration
Among the children. Please mention the grade/class of the children with the type of
activities.

ANSWERS TO CHECK YOUR PROGRESS

1. Components of the skill of recitation are
a) clarity of voice,
b) correct pronunciation,
c) rhythm,
d) speed, and
e) fluency.
2. Narration stands for telling a story or giving an account of an event which has
already happened. Recitation however, means repeating aloud a poem or a passage
from memory before someone or others.
3. Appropriate use of language change in voice gestures, change inform of speech, and
continuity in narration are the components of the skill of narration.
4. The following are the guidelines for the skill of narration:
a) The narrator should follow the sequence in which the events or occurrence
happened.
b) The narrator, before starting the process of narration, must ensure that he/she
remembers the event or occurrence fully.
c) Beginning and concluding statements in the process of narration should be
such which make the narration effective.
d) Consultation of notes in the process of narration is not permissible.

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 Appendix A Recitation and Narration

CUMULATIVE RECORD FORM

Name of the Institution ___________________________________________________

Name of the Student _____________________ Scholar’s Register No. ______________

Class and Section ______________________ Date of Birth _______________________

Date of Admission or Promotion to Class _________ Date of leaving the School _______

I. Attendance
Class Class Class Class Class Total
Session Session Session Session Session attendance

No. of
working
days
No. of
days on
which
present
Percentage
of attend-
ance

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Learning Process II. Physical Health
Class & Session
S. Time of Class Class Class Class Class
No. Assessment Session Session Session Session Session

Areas of
Assessment

July Jan July Jan July Jan July Jan July Jan
1. Height

2. Weight

3. Grade of
Ht. - Wt.
Ratio

4. Chest
a) Normal
b) Expanded

5. Grade of Chest
Expansion

6. Physical
defects or
ailments
(Ear, Eye,
Nose, Teeth,
Skin, etc.)

7. Name of the
serious or
chronic
diseases
suffered from
and the period
of such illness

8. Grade of
General
Condition of
Health

9. Steps taken
for the
improvement
of health
i) By the
School
ii) By the
Parents

10. Remarks’

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 III. Scholastic Achievement Recitation and Narration

Total of
Class Class Class Class Class Class classes
and Session Session Session Session Session for the
Session school
exam.
passed

Subjects Max. Marks Max. Marks Max. Marks Max. Marks Max. Marks Max. Marks
Marks Obtained Marks Obtained Marks Obtained Marks Obtained Marks Obtained Marks Obtained

IV. Personal and Social Qualities

S. Class Class ... Class ... Class ... Class ...
No. Qualities and Session.... Session.... Session.... Session....
Session

Category A

1. Discipline

2. Punctuality

3. Regularity

4. Cleanliness

Category B

I. Emotional
Stability

2. Sense of
Responsibility

3. Initiative

4. Industry

5. Co-operation

6. Spirit of Social
Service

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Learning Process V: Interests and Attitudes
S. Interests Class Class ... Class ... Class ... Class ...
No. and and Session.... Session.... Session.... Session....
Attitudes Session

Interests
1. Literacy

2. Artistic

3. Musical

4. Scientific

5. Social Service

Attitudes towards
1. Studies

2. Teacher and
elders

3. School
Programmes

4. School Property

VI. Intelligence
Class and Nature of Intelligence Test Raw Standard *Grade’s
Date of Administering the Test Score Score

Class... 1. Verbal Test

2. Non-verbal test

Class... 1. Verbal Test

2. Non-verbal test

Class... 1. Verbal Test

2. Non-verbal test

Class... I. Verbal Test

2. Non-verbal test

Class... I. Verbal Test

2. Non-verbal test

* Grade:
A = Superior
H = Above Average
C = Average
D = Below Average
E = Dull
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 VII. Co-Curricular Activities Recitation and Narration

Activities Class... Class... Class... Class .., Class ...

participated in Session.... Session.... Session.... Session.... Session....

Literacy,
Cultural and
Club Activities:
(one compulsory)
I.
2.
3.

Other Activities
(one compulsory)

VIII. Special Feature or Outstanding Ability

Class and Session Any outstanding, distinctive or worth
mentioning ability

Class..... Session.....

Class.....Session.....

Class.....Session.....

Class... ..Session.....

Class.... .Session.....

Signature of the Headmaster/

Headmistress/Principal
Date....................................

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Learning Process Appendix B
PROGRESS REPORT
Session ( )

Name of the Institution ...................................................................................................................

Name of the Student ......................................................................................................................
Scholar’s Register No. ....................................................................................................................
Class .............................. Section ..................................Date of Birth ..................................

I. Scholastic Progress
Subject PERIODICAL TESTS Half yearly Annual Grand Passed
Exam exam total failed

FIRST SECOND THIRD

Max. Marks Max. Marks Max. Marks Max. Marks Max. Marks Max. Marks
Marks Ob- Marks Ob- Marks Ob- Marks Ob- Marks Ob- Marks Ob-
tained tained tained tained tained tained

Hindi
English
Gen.Science
Ele. Maths
Opt. Subject.....
Opt. Subject.....
Total
Third language
................
Arts and Crafts
.............
Remarks
Suggestions

II. Attendance
First Second Half Yearly Third Annual
Periodical Periodical Exam. Periodical Examination
Test Test Test
I. 2. 3. 4. 5.

Total No. of meetings ,

upto the end of the
previous month

No. of meetings
attended

Percentage of
attendance

Remarks

Suggestions

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 III. Physical Health Recitation and Narration

July January

Height

Weight
I. Grade of height-weight ratio
Chest i) Normal
ii) Expanded

2. Grade of Chest Expansion

Physical Defects or ailments:

(Eye/Ear/Nose/Teeth/Skin)

3. Grade of General Health

4. Any other Point

Remarks:

Suggestions regarding follow-up Steps

Note: Grade mentioned above at Serial 1, 2, 3, indicate the following:

I. Height-weight Radio: A-Normal, C-Slightly over/under weight, E-over/under weight
2. Chest Expansion: A-above 5 cm., C-3.5 to 5 cm., E-Below 3.5 cm
3. General Health: A – Rarely or Never fell ill, C – Occasionally ill, E – Often ill.

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Learning Process IV. Participation in Co-curricular Activities
Activities Grade for the Grade for the Annual Grade
1st term 2nd term

Literacy
1. Debate
2. Essay writing
3. Recitation
4. Drawing and Painting
Cultural
5. Dramatics
6. Music
7. Dancing
Club Activities
8. Science Club
9. Commerce Club
10. Other Activities: (Physical
Health and Health Education)
I.
2.
3.
11. Sports
Tracks Events
1.
2.
Field Events I.
12. Swimming
13. Gymnastics
14. N.C.C.
15. Scouting or Guiding
16. Social Service
(Community Service)
17. Physical Training
18. Other activities (approved
by the Board)

Remarks

Suggestions

Note: Grades

a. Superior
b. Above average
c. Average
d. Below Average Teacher’s Signature................................
e. Very Poor Date................................

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 Recitation and Narration

V: Social Qualities
Qualities Grade for the Grade for the Annual Grade
1st term 2nd term

Discipline

Punctuality

Regularity

Cleanliness

VI. Attitudes
Attitudes Grade for the Grade for the Annual Grade
1st term 2nd term
Towards Studies

Towards Teachers

Towards School
Programmes

Towards School Property

VII. Personal Qualities and Interests - Remarks, if any

Qualities Personal Qualities Interests

First Term

Second Term

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Learning Process VIII : Suggestions (General)

..........................................................................................................................................................................

..........................................................................................................................................................................

..........................................................................................................................................................................

..........................................................................................................................................................................

..........................................................................................................................................................................

..........................................................................................................................................................................

..........................................................................................................................................................................

Class Teacher’s Signature Headmaster’s Signature Guardian’s Signature

1. .................................. 1. .................................. 1. ..................................

2. .................................. 2. .................................. 2. ..................................

3. .................................. 3. .................................. 3. ..................................

4. .................................. 4. .................................. 4. ..................................

4. .................................. 5. .................................. 5. ..................................

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 Appendix C Recitation and Narration

ANECDOTAL RECORD FORM

Name of the Student .............................. Class ................. Section ............... Date...................

Occasion and Place Incident or Situation as observed Teacher’s Comments and

by the Teacher (a factual account) Suggestions, if any.

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