alvindavis99

CIP School in the Phils.

Uses prior knowledge/context clues for vocabulary

on May 26, 2013

 

 

 

Non-English Proficient

Teacher Modeled Instruction

1.6 Uses prior knowledge/context clues for vocabulary

_ Listen to, role play, act out in cooperative groups

_ Provide a variety of multicultural literature to read, discuss, and role play

_ Venn diagrams

_ Art

_ Drama

_ Readers’ Theatre

_ Author Study

Limited English Proficient

Teacher Guided Instruction

1.6 Uses context clues to determine word meaning.

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

_ Venn diagrams

_ Art

_ Drama

_ Readers’ Theatre

_ Author Study

Fully English Proficient

Independent with Teacher as Monitor

1.6 Uses dictionaries and glossaries to determine the meanings and other features of unknown words.

_ Provide a variety of multicultural literature to read, discuss, and role play

_ Compare and contrast using

Venn diagrams*

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

Ex.: In “The Three Little Pigs,” tell the story from the wolf’s point of view

 

 

 

 

 

 

 

Non-English Proficient

Teacher Modeled Instruction

2.1 Uses, with teacher assistance, prereading strategies that aid comprehension such as accessing prior knowledge, predicting, previewing, and setting a purpose.

_ Introduce a new book using a book walk* and brainstorm what students know about the topic

_ Ask questions about the words in context to elicit appropriate responses during the students’ reading, i.e.;

– Meaning: Does it make sense?

– Structure: Does it sound right?

– Visual: Does that look right?

_ Draw attention to pictures for added meaning before and during reading

_ Ask students to locate known words prior to reading

 

Limited English Proficient

Teacher Guided Instruction

2.1 Identifies pre-reading strategies that aid comprehension such as accessing prior knowledge, predicting, previewing, drawing conclusions, locating known and unknown words, and setting a purpose.

_ Draw on prior knowledge/personal experience

_ Preview and set purposes to make predictions and improve comprehension

 

Fully English Proficient

Independent with Teacher as Monitor

2.1 Uses pre-reading strategies such as accessing prior knowledge (schema), predicting, previewing, and setting a purpose to make reasonable predictions and to improve comprehension.

_ Anticipatory guide (true-false pretest)

_ Is my prediction right?

_ Use graphic organizers such as

K-W-L* chart

 

 

 

 

Fully English Proficient

Independent with Teacher as Monitor

2.2 Uses self-correcting strategies such as self-questioning; reading ahead and then rereading a word, phrase or sentence, and rereading to gain meaning from text.

_ Provide opportunities for students to self correct

– For example: student reads the word “road” instead of “street,” and then the teacher will say, “It makes sense and sounds right, but does it look right?”

– Ask the students to “Try that again.”

– Student will reread for clarification without teacher prompting

 

Non-English Proficient

Teacher Modeled Instruction

2.2 Uses, with teacher assistance, the three-cueing systems (contextual, structural, and visual clues), selfmonitoring, cross checking and selfcorrecting strategies such as rereading, substituting (replacing a known word), and reading on.

_ Use books with simple and predictable text to model language structure

_ Ask questions about words in context to elicit appropriate responses during the students’ reading, i.e.;

-Meaning: Does it make sense?

-Structure: Does it sound right?

– Visual: Does it look right?

_ Discuss book cover: “What do you think the story will be about?”

_ Share pictures – do a book walk.

Elicit responses from print, story, and experiences

_ Give students time and opportunities to correct errors

 

Limited English Proficient

Teacher Guided Instruction

2.2 Identifies self-correcting strategies such as self-questioning, selfmonitoring, cross-checking, reading ahead, and rereading.

_ Use self-monitoring, crosschecking, reading ahead, and selfcorrecting strategies to gain meaning

_ Guide students through threecueing systems

_ Guide the students in developing the use of meaning, structural and visual cues to self-correct by:

– Making logical word substitutions

Recognizing and self-correcting, errors and (miscues)

 

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.”

 

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

 

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

davaoeng@gmail.com

 

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