alvindavis99

CIP School in the Phils.

Recalls essential points in text while reading; make and revise predictions about coming information.

on May 26, 2013

 

davaoeng@gmail.com

 

 

Fully English Proficient

Independent with Teacher as Monitor

2.3 Recalls essential points in text while reading; make and revise predictions about coming information.

_ Develop comprehension by asking literal, inferential, and interpretive questions

_ Use Directed Reading-Thinking Activities (DRTA)

_ Use literature discussion groups (literature circles)

_ Use summarizing and paraphrasing techniques

 

Limited English Proficient

Teacher Guided Instruction

2.3 Restates facts and details in order to recall the main idea of the text while reading.

_ Have students use the context of the read aloud to draw inferences

_ Revisit text to scan and skim for information and recall major points

_ Use George Gonzales techniques such as “Fact and Opinion” and the “Summary Glove.

 

Non-English Proficient

Teacher Modeled Instruction

2.3 Demonstrates reading skills that contribute to comprehension including recalling details of the text while reading, drawing conclusions and distinguishing between realism and fantasy.

_ Have students draw and label pictures related to a story topic or own experiences

_ Have students identify real and make believe through “read aloud.”

 

Non-English Proficient

Teacher Modeled Instruction

2.4 Retells details of text including central ideas in English.

_ Have students retell simple stories using drawing, words or phrases

_ Ask students’ factual comprehension questions using phrases or simple sentences

_ Have students act out stories using puppets

_ Use the retelling circle where the teacher starts the story, claps, points to a student to continue the story; claps, stops story; points to another student, etc.

Teacher Guided Instruction

2.4 Retells the main idea of text and form simple generalizations in English.

_ Read stories to students emphasizing the key details and concepts using both verbal and nonverbal responses

_ Provide opportunities for

– Story mapping

– Retelling the story

– Venn Diagramming*

_ Provide opportunities for students to respond to text through art, book-talks, drama, reader’s theatre,* role-playing

_ Diagram story plot

 

Fully English Proficient

Independent with Teacher as Monitor

2.4 Restates facts and details in text to share information, distinguishes main idea, and organizes ideas in English.

_ Have students retell story with detail about characters, setting and plot

_ Have students narrate and paraphrase events in sequence using greater detail with enriched vocabulary

 

Non-English Proficient

Teacher Modeled Instruction

2.5 Demonstrates directionality by tracking print from left to right, knowing concept of word and using return sweep.

_ Listen to and attend to shared reading of books, poems, songs, nursery rhymes

_ Point to words in simple patterned books

_ Reread interactive writing by pointing to words

_ Focus on:

– Left-to-right directionality

– Concept of word

– Use of return sweep

Interactive writing

– Top to bottom

– Front to back

– Right side-up

 

Limited English Proficient

Teacher Guided Instruction

2.5 Adjusts reading to suit difficulty of text.

_ Provide opportunities for students to read a variety of text, noticing how the demands of the texts change reading rate

– Previously read texts

– Textbooks

– Magazine articles and comic books

_ Provide opportunities for oral reading

– Repeated reading

– Choral reading

 

Fully English Proficient

Independent with Teacher as Monitor

2.5 Adjusts reading to suit difficulty of text.

_ Have student record his/her own reading and then listen

_ Use timer to time a passage for three minutes -rest – reread – rest – reread

Non-English Proficient

Teacher Modeled Instruction

3.1 Identifies characters, setting and sequence of events in English.

_ Use story Rapping*

_ Use retelling a story – with or without pictures

_ Act-out story by using hand, finger or stick puppets

_ Have students place picture cards from story in correct sequence

_ Have students sequence sentence strips with picture cues

_ Have students draw each character, full body. Teacher adds bubble dialogue or conversation

 

Limited English Proficient

Teacher Guided Instruction

3.1 Analyzes simple elements of a story such as settings, characters, and plot

(e.g., restates the logical and sequential development of a story and generates alternative endings to stories) answering literal, inferential, and interpretive questions in English.

Use NEP Activities and:

_ Model use of Venn Diagram to compare/contrast content characters

_ Retell stories and sequence the events with or without pictures

_ Use plot maps, story maps, and story boards

_ Use Gonzales techniques; e.g. Summary Glove

 

Fully English Proficient

Independent with Teacher as Monitor

3.1 Compares and contrasts plots, settings, and characters in a variety of works and by a variety of authors in English.

_ Have students use a Venn

Diagram to compare and contrast the story

_ Have students identify characters in stories, main ideas

_ Have students sequence the events using sentence strips

_ Have students write the sequence of events

_ Have students prove and support their conclusions

 

Non-English Proficient

Teacher Modeled Instruction

3.2 Listens to and reads stories from different cultures and eras in English.

_ Have students listen to story book tapes

_ Have students read repetitive books

_ Model reading and listening behavior, demonstrate directionality

_ Use songs and chants on illustrated charts and pocket charts

 

Limited English Proficient

Teacher Guided Instruction

3.2 Compares and contrasts stories from different cultures and eras in English.

_ Use NEP activities and:

_ Use Readers’ Theatre*

_ Model reading with expression

_ Develop fluency by rereading familiar text daily

_ Use choral reading

_ Have students recite and memorize poems

 

Fully English Proficient

Independent with Teacher as Monitor

3.2 Identifies and compares themes or messages in reading selections.

_ Compare and contrast different versions of the same story using

Venn Diagrams

_ Use Graphic Organizers

 

Non-English Proficient

Teacher Modeled Instruction

3.3 Reads and identifies poetry and prose in English

_ Use text to identify the difference between poetry and prose

_ Shared reading of songs, poems, characters, etc.

_ Use Read Aloud, Shared Reading,

Guided Reading from culturally diverse books and a variety of books

 

Limited English Proficient

Teacher Guided Instruction

3.3 Makes inferences/interpretations about characters

_ Use puppet plays

_ Ask questions about story characters

_ Use story mapping

_ Provide opportunities for students to match rhyming words verbally or with pictures

 

Fully English Proficient

Independent with Teacher as Monitor

3.3 Makes inferences about characters

_ Ask questions about characters’ points of view

_ Write character biographies or bio-poems (Linda Hoyt)

_ Have students design posters for characters

_ Help students create character webs

 

Non-English Proficient

Teacher Modeled Instruction

3.4 Identifies rhythm, rhyme, and alliteration in English.

_ Have students clap to the rhythm of the text

_ Use Shared Reading of nursery rhymes and songs with rhyming words

_ Read poetry (rhyme)

_ Model and guide practice in predictable text and poetry

 

Limited English Proficient

Teacher Guided Instruction

3.4 Compares rhythm, rhyme, and alliteration in poetry in English.

_ Use NEP activities and:

_ Use literature as a model; e.g. Quick as a Cricket

_ Have students act-out or draw similes

_ Write text innovation focusing on simile, metaphor, onomatopoeia, and hyperbole; e.g. “My Name is Alice”

_ Complete a metaphorical stem;e.g. “I am as happy as……….

 

Fully English Proficient

Independent with Teacher as Monitor

3.4 Identifies simile, metaphor, onomatopoeia, and hyperbole

_ Use NEP and LEP activities and:

_ Provide opportunities to replicate their own similes and metaphors

_ Use tongue twisters

 

Non-English Proficient

Teacher Modeled Instruction

3.5 Compares and contrasts different versions of the same stories from different cultures and eras, recognizing diversity through a variety of literature.

_ Use a variety of multi-cultural literature to read, discuss, and role play

_ Respond to stories using

– Venn Diagrams

– Art

– Drama/Readers’ Theatre

– Author Study

– Theme Study

 

Limited English Proficient

Teacher Guided Instruction

3.5 Compares and contrasts different versions of the same stories from different cultures and eras, recognizing diversity through a variety of literature.

_ Introduce Venn Diagrams

_ Using familiar stories such as “The

Three Little Pigs,” brainstorm themes with students

 

Fully English Proficient

Independent with Teacher as Monitor

3.5 Compares and contrasts plots, settings, characters, and points of view in a variety of works and by a variety of authors from different cultures and times.

_ Use Venn Diagrams to compare and contrast points of view

_ Change the point of view of a story by writing it from another character’s point of view

 

Limited English Proficient

Teacher Guided Instruction

3.7 Reads, listens to and identifies a variety of genres such as stories, plays, poetry, and nonfiction selections.

_ Distinguish among a variety of

Genres

 

Fully English Proficient

Independent with Teacher as Monitor

3.7 Reads, listens to and identifies a variety of genres such as stories, plays, poetry, and nonfiction selections.

_ Identify and study a genre using

a theme

Limited English Proficient

Teacher Guided Instruction

3.7 Reads, listens to and identifies a variety of genres such as stories, plays, poetry, and nonfiction selections.

_ Distinguish among a variety of genres

Non-English Proficient

Teacher Modeled Instruction

 

Non-English Proficient

Teacher Modeled Instruction

4.1 Locates and uses title, pictures, and names of author and illustrator to obtain information in English.

_ Use simple nonfiction text including Big Books to make predictions

 

Limited English Proficient

Teacher Guided Instruction

4.1 Locates table of contents, index, and chapter headings; interprets information from diagrams, charts, maps, graphs, and glossary in English.

_ Set up challenges; e.g. If I want to know ______, where do I look?

_ Use Read Aloud and Shared

Reading

– Guide students to use tables of contents, index, chapters and glossaries

_ Use bold print headings, italics, graphs, and charts to obtain important information

 

Fully English Proficient

Independent with Teacher as Monitor

4.1 Distinguishes essential information from titles, tables of contents, chapter headings, glossaries, indexes, diagrams, charts, maps, and diagram/map keys to locate information in texts for specific purposes.

_ Recall facts and details; draw conclusions, compare and contrast

– Use graphic organizers*

– Highlight main ideas in texts

– Identify (list) supporting details

_ Use Read, Cover, Remember,

Retell

_ Generate “I Wonder” questions about the text

 

 

 

 

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