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Literacy: History (Teaching Strategies (Teaching Vocabulary Before Reading…
Literacy: History
Teaching Strategies
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Choral Reading: This reading strategy enables ELL's to participate in the reading process while being scaffolded by the teacher's reading as well as the of the other students. Texts with repetition are useful, because they allow many repetitions of sentences, phrases, and words. The teacher provides a large text for the class to read together or individual texts for each student. The class is encouraged to read along with the teacher. The teacher's voice acts as a model for the reading process.
Cognates: Teachers use cognates in content classes to increase comprehension and learning of academic and technical vocabulary. Cognates are foreign words that share roots with English words.
Graphic Organizers: Text structures and their accompanying signal words can be learned by students through the use of graphic organizers. Graphic organizers scaffold the organization of academic writing, provide a visual of the organization, and support the transitional thought process that occur throughout the writing.
CA ELD Standards
Interpretive
- Demonstrate active listening in oral presentation activities by asking and answering detailed questions, with occasional prompting and moderate support.
- Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/effect, problem/solution) based on close reading of a variety of grade-appropriate texts and viewing of multimedia, with moderate support.
Productive
1.Plan and deliver longer oral presentations on a variety of concrete and abstract topics using reasoning and evidence to support ideas and using a growing understanding of register.
- Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
- Justify opinions or persuade others by providing relevant textual evidence or relevant background knowledge, with moderate support.
Collaborative
- Engage in conversational exchanges and express ideas on familiar topics by asking and answering yes-no and wh- questions and responding using simple phrases.
- Engage in short written exchanges with peers and collaborate on simple written texts on familiar topics, using technology when appropriate.
Collaboration
Teacher/Parent: I believe for the student to develop literacy it requires parent involvement. Literacy requires for the students to not only make sense of the classroom but of their community and the world around them. With parent involvement they can help and aid in the development of the students cognition and language development.
Teacher/Teacher: Literacy I believe extends outside my classroom, it requires an interdisciplinary approach. With the support of teachers from other departments I believe we can bridge the students development implementing a cross-curriculum vocabulary and content. With the repetitive practice and application of vocabulary the students will develop the strength and confidence to synthesize and apply the term.
Definition: The ability to read and write in addition to make meaning of our surroundings and environment. Literacy goes beyond just reading and writing it includes listening and speaking.
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