HANDBOOK STRATEGIES and More Strategies 4 Horas 2015 (1)

WORKSHOP: StrategiesStrategiesand more Strategies to build Comprehension www.gracebertolini.com.ar

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Handsonideas,easytocarryoutinyourdailyclass!


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Make your Make your teaching yearteaching year not only not only easier to manage easier to manage

but more enjoyable but more enjoyable for both you and your students!!for both you and your students!!

They continually ask students to read all sort of materials.

- Instructions - Novels- Newspapers - Tests- Web sites - Poems- Reference Books: Dictionaries / Grammar

TEACHERSTEACHERS

PARENTSPARENTS

EDUCATORSEDUCATORS

Much of the reading our learners do in the classroom is based on:

- Individual sentences.

- Short reading passages from Course books.

- Exam practice papers.


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The recipe for success in READINGREADING is simple:

The more students read

The more fluent readers they become!!The more fluent readers they become!!

When selecting TEXTS, consider: When selecting TEXTS, consider: AGE NEEDS PREVIOUS LANGUAGE

LEARNING EXPERIENCELANGUAGE LEVELINTERESTS

DEGREE OF DIFFICULTY: - Language- Activities.


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Students can absorb the structure of language subconsciously as well as hear familiar words they know.

A useful message can be contained in the story,aside from language learning.

Using stories gives you another method of putting language across and will lead to more variety in your lessons.

You can use stories as quiet time in between boisterous activities.

Stories, along with songs, allow students to hear and understand far more English than any other method.

Enhancing story telling with gestures, actions, colourfulillustrations, relevant games and role-plays increases language retention and acquisition.

Give each student a picture that depicts the events ofthe story and have them

line up in order of the events.

Have the students come up with a title for the story.

Repeat quotes from the story and ask the students"Who said it?"


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- LEAVE OFF THE ENDING of the story- have the students PREDICT

what they think will happen. - then, read the ending of the story.

Encourage the children tolook for patterns in the story.

Have them GUESS, for example, what the character will say if

Teach them a SONG that goes along with the theme of the story.

Teach them ACTIONS to go along with the songs.

Let them ACT OUT parts of the story.

Students dress up like characters in the storyand do things the characters in the story did.

Tell a story to INTRODUCE A UNIT

Give the students 3 EVENTS in the story and ask them what came first.

Have the students draw a picture about their favoritepart of the story and then explain it to the class.

Let the students tell about a SIMILAR EXPERIENCEthey might have had.


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Show the 1st PICTURE and you can ask the Show the 1st PICTURE and you can ask the children children what they seewhat they see,, asking them

to name the characters, animals or objects.

You can make the voice:- loud or soft, - slow or fast, - breathlessness, - sound sad or happy.

Use DRAMATIC VOICESto fit the personality of your characters.

Use GESTURES

Add in ANIMAL NOISES, or a little SONG or RHYME

that you might make up.

SOUND EFFECTS can be: - vocal,- with instruments, IMPROVISED INSTRUMENTS can be:- clapping - tapping body parts of items.

REMEMBER:

Understanding a story in a foreign language is

HARD WORKHARD WORK !!

StudentsStudents enjoymentenjoyment increases if the teacher ensures that their understanding is

supported in several ways.


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HOW CAN THE TEACHER HELP STUDENTS TO HOW CAN THE TEACHER HELP STUDENTS TO UNDERSTAND A STORY?UNDERSTAND A STORY?

Using READERS successfully needs careful planning!!careful planning!!

Simple reading a story to/with the class without preparation can be disastrous!!disastrous!!

Teachers can loose:- Students attention.- Motivation.- Self-confidence.

Not only giving definitions of words but WORKING WITH THE WORDSWORKING WITH THE WORDS !!

As students read , they come across words that they do not know.Prepared with strategiesPrepared with strategies, students can approach new vocabulary with confidence.

CONTEXT CLUES. CONTEXT CLUES. CLUES FROM ILLUSTRATIONS.CLUES FROM ILLUSTRATIONS.CHARTS.CHARTS.

help students to figure outa worda words meaning.s meaning.


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Encourages students to talk about:

- Words that might be similar in meaning.similar in meaning.- Words that might be opposites.opposites.- People who might need to use the word.use the word.- How they have seen the word in a context.word in a context.

1) Students retell 6 different word features or associations:

An illustration. A synonym. An antonym. Word in a sentence. Word in different forms. People who might use the word.

2) Write one feature on each card.

RESOURCE: RESOURCE: POCKET CUBEPOCKET CUBE- Make a plain, colored cube.- Add transparent pockets on each side.- Students write or draw on index cards.

Similar to WORD CUBINGSimilar to WORD CUBING

Use a sentence strip for each word:

1) Write the word:2) Make an illustration of the word.3) Write synonyms.4) Write antonyms.5) Write the word in a sentence.


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Similar to SENTENCE STRIPPING

1)Use index cards divided into 4 sections:- The word:- The synonyms / the antonyms.- A drawing.- A sentence.

TEACHING TIP:Add new words to an

Interactive WORD BANKInteractive WORD BANK

To gather new To gather new vocabulary words vocabulary words (or pictures)(or pictures)


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To learn new vocabulary words.To learn new vocabulary words.For each new vocabulary word

students write:- the word.- its definition.- its part of speech (noun, verb, adjective, adverb, etc.).- a synonym.- an antonym.- draws a picture that illustrates the meaning of the word.- writes a meaningful sentence using the word.

To learn new vocabulary words.To learn new vocabulary words.For each new vocabulary word students write:


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1) Read the story, text or book with a partner.

2) After you read, DISCUSS THE MAIN EVENTS in the story with your partner.

3) Work together and record WORDSrecord WORDS in the NARRATIVE FANNARRATIVE FAN..


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Students freely mark up the text in the following way:

- MAIN IDEAS: might be boxed in red.- SUBTOPICS : enclosed in parentheses in green.- DETAILS : Could be underlined in blue.- NEW WORDS : could be circled in brown.circled in brown.

Students use different markers to differentiateMAIN IDEAS SUBTOPICS DETAILS- NEW WORDS


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PREVIEWING PREDICTING RETELLING

QUESTIONINGVISUALIZING SEQUENCING

GOODREADERSUSESTRATEGIES:

Toconstruct meaning. Tomonitorwhatthey

understandandwhatconfusesthem.

Tobeawareofthepartsofthetexttheyneedtorevisit.

Toengagewiththetextwhiletheyread.


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When readers make a prediction they :a) Use what they know about the text.b) Check Prior Knowledge to figure out what will happen

next.c) Use clues:- The title- The illustrations- The text

as evidence to support their predictions.

After reading:After reading: ask students to confirm their predictions and adjust them.

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1) Give students a selection of key wordsselection of key words in the same order as they appear in the book.

2) Ask them to predict what happens in this part of the predict what happens in this part of the book.book.

- VILLAGE- STRANGER- BUYS HOUSE- SHOP- SPECIAL ROOM- UNUSUAL CUSTOMER- PALE AND FRIGHTENED

1) Choose a key passage in which an unexpected event occurs.

2) Give students the the fifirstrst and last line of a and last line of a chapterchapter.

3) Ask them to predict what they think will predict what they think will happen in this part of the story.happen in this part of the story.


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1) Give students a STORYBOARDSTORYBOARD,, a cartoon strip, of the main events in the storyalready in the correct order (do not include the ending!).

2) Ask them to predict the story.predict the story.

3)Ask them to guess how the story ends.guess how the story ends.


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RETELLING is the oral reconstruction RETELLING is the oral reconstruction of the key elementsof the key elements

After reading or listening to a piece of-- FICTIONFICTION-- NONFICTIONNONFICTION

With fictionWith fiction: elements are retold in order.

With nonfictionWith nonfiction: students retell in terms of structure & categories.

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The studenttells the story in his own words. in his own words.

rebuilds and integrates the partsrebuilds and integrates the parts..

The process reveals not only what students rememberremember, but also what

they understandunderstand.

Retelling entire stories or textsis an excellent way for students to monitor how much they rememberto monitor how much they remember.

The point is not to memorize the exact words, but to recall:to recall:

- Details about characters.- Setting.- Plot.- Dialogues.- Information.


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SETTINGSETTING- Students can tell

where and when the story takes place.

CHARACTERS CHARACTERS Students name:

- Main characters.- Other characters.- and how they connect to each other.

.


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PLOTPLOTStudents: Recall the important

events. Sequence the events. Include rich details. Include

beginning/middle/enbeginning/middle/end of storyd of story.

SOLUTIONSOLUTION Show how problems

were solved.


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Students can use:

- Retelling cards.- Small props.- Puppets & Masks.- Story guideline posters.- Interactive Boards.- The book to help them as they learn to retell. - Others

Students love having hints in their handthat help them improve their retelling.

1. What was the book mostly about?

2. Summarize what you learnedfrom reading this book.

3. What did you learn that you didn't already know?

4. Tell the main ideas in order.

5. What is the most important idea you learnedyou learned?

6. How has reading this book changed what you believe?

7. How has reading this book changed how you will act?


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Aid in retelling a story.

Build studentsBuild students memory skills.memory skills.

Help listeners to remember better what was told.

After teacher demonstration, props can be used for:Practical Retellings.Peer discussion.Role-playing.

Students begin to visualize:

The proper chronology.proper chronology.

The link to a variety of ideas and situations.


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Aid in retelling a story.

Build studentsBuild students memory skills.memory skills.

Help listeners to remember better what was told.

Each finger is assigned one of the 5 KEY STORY ELEMENTS5 KEY STORY ELEMENTS

As students retell an element, they hold up one of their fingers:- As a prompt.- As a way to register that a particular element has been covered.

AIMAIM: Identify the 5 Key elementsthat make up a story:

USE OF FINGERS FOR RETELLING:

1)1) THUMBTHUMB : for the

2) INDEX FINGERINDEX FINGER: for the

3) MIDDLE FINGERMIDDLE FINGER: for the

4) RING FINGERRING FINGER: for the

5) 5) PINKIE FINGERPINKIE FINGER: for the

SETTINGSETTING

CHARACTERSCHARACTERS

CONFLICTCONFLICT

Attempts to solve the conflictAttempts to solve the conflict

CONCLUSIONCONCLUSION


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Pre Reading Technique: Pre Reading Technique: The story in The story in sentencessentences

1) Write a predictable story on a construction paper.

2) Cut out the different sentences.3) Give out the sentences among your

students.4) Each one will read his sentence guessing

the sequence of the events. STORY: THE WISE MEN AND THE ELEPHANT Once upon a time, six wise men lived together in a small town. All six were blind. One day, they heard of a new creature being brought to town; an elephant. The men all wanted to know what the elephant was like, but being unable to see, how could they? I know, said one. Lets feel the elephant. Good idea, said the others, and off they went. The first man felt the elephants big flat ear moving slowly back and forth. The elephant is like a fan, he said. The second man, feeling the elephants large, round legs replied, No, it is like a tree. Youre both wrong, said the third man. The elephant is like a rope, he said, as he felt the elephants tail. What are you all talking about? cried the fourth man, as he pricked his finger on the point of the elephants tusk. It is surely like a spear. Feeling the elephants side, the fifth man confidently asserted, Nonsense. The elephant is very much like a wall. The sixth man, feeling the elephants long trunk, said, None of you knows anything. The elephant is quite like a snake. And at that point the six men began to argue and bicker loudly, criticizing each other, each insisting that he alone knew the truth. They shouted and insulted each other for well over an hour. And they never came to understand what the elephant was like.


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Students use a RETELLING ROPERETELLING ROPE to retell the 5 story elements.

Use a thick piece of rope with icons signifying the 5 elements of the story.

Each image represents one element in generalrepresents one element in generalExample:

- a clock for the setting.- a key for the solution.

- Staple the imagesStaple the images along the length of the rope, at even intervals (you can also use safety pins)

STUDENTScreate: Amural. Craftstickpuppetsthatmovethroughthe

mural toretellthemajoreventsofthestory.

Idealtoprocessinformationvisually.STUDENTScreate:

Abox Craftstickpuppetsthatstudentsinsertinthe

boxtoretellthedifferenteventsofthestory.

WORKSHOP:CreativeStorybasedActivities&Strategies


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Students arrange the 5 elements into the 3 sections of the vest:

- On the left panel: illustration of settings and characters.

- On the back panel: illustrate the conflict and the attempts at resolving it.

- On the right panel: illustrate the story resolution.

Students: Create vestsvests with brown paper bags. Illustrate story elements with markers,

paint and other craft materials.


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TThree dimensional, three sided triangular displays.

USING THE STRATEGY:USING THE STRATEGY:

1) Make the Triarama display.2) Use it to retell the parts of the story:1st side: Setting & characters.2nd side: Conflict and attempts to solve it.3rd side: Conclusion.


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1. Fold paper in half and crease.

2. Depending on how many sections you need, cut that number of slits on one side of the folded paper.

3. Write question or word on the top of the flapand the answer under the flap with an

illustration.

FICTION TEXT:FICTION TEXT: SETTINGSETTING CHARACTERSCHARACTERS CONFLICTCONFLICT Attempts to solve the Attempts to solve the

conflict.conflict. CONCLUSIONCONCLUSION


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1) Students make their STORYBOARDSSTORYBOARDS::- Decide how many pictures they will need to retell the story.- Take a long, thin strip of paper and section off a number of

franks.2) Illustrate each major event in the story on the strip of

paper.3) Cover a boxa box with plain paper.4) Cut a slit in one side.5) Introduce the story in the can.6) Perform the retelling with a partner:- One person tells the story and holds the can.

- The other takes out the strip of paper from the can slowly retelling the story.

- Then switch roles.

NON-FICTION TEXT: Students write 4 problems about a topic on each of the FLAPS and illustrate the solution inside.


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1) Assign geometric figures to various elements:

a) TRIANGLE: to setting and characters.setting and characters.b) RECTANGLE: to conflictconflict and

attempts to solve themattempts to solve them.c) CIRCLE: to conclusion & message.conclusion & message.2) Select illustrations and glue them to

the geometric shapes.3) Tie the string to a coat hangercoat hanger to make

a retelling mobile.retelling mobile.4) Students retell to their partner / to the

whole class.

TECHNIQUEStousewithYoungLearners: PREDICTION ANTICIPATION

STORIESshouldbe: Simple. Ageappropriate.

STORIESshouldhave: Goodplot. Wonderfulpictures Repetitivepatternswithrhythm&rhyme


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READING ONE-PAGE STORY 1) Tell the children that you are going to tell them a story. 2) Read the story to the children (alternative way: record it into a CD or Pen Drive) at a slow, even pace. 3) Show them some pictures of the characters( drawings, photocopies, puppets, etc) 4) Mime the actions: use facial expression and gestures. 5) Make sure that everybody is quiet, attentive and sitting comfortably. 6) Keep eye contact with the children : it helps to maintain their interest. 7) Ask them if they know the tale of The enormous turnip 8) Once you have read the story: Retelling: ask the children to tell you (can be in L1) what they think happened. 9) Re-reading: read the story again stop after each section to ask the children to summarize what is happening.

THE CHARACTERS: Grandpa Grandmathe boythe girlthe dogthe catthe tiny little mouse.

THE ENORMOUS TURNIP Lookthese are Grandpa, Grandma, the boy, the girl, the dog and the cat. They are all in Grandpas garden. Theyve got some seeds. Lets plant the seeds, says Grandpa. Good idea say the boy and the girl. They plant the seeds: 1,2,3 carrots; 1,2,3 potatoes; 1,2,3 tomatoes; 1,2,3 turnips. On Monday the boy asks, Whats the weather like today? Its raining, says Grandpa. Every day the boy asks, Whats the weather like? and every day Grandpa says Its raining! Then, one day the boy asks, Whats the weather like today? and Grandpa says, Its sunny and hotLets look at the garden! They look at the vegetables. Look at the carrots: they are big! Look at the potatoes: They are big! Look at the tomatoes: they are big!. And look at the turnips. They are very big too! Yes, and this turnip is enormous! says Grandpa. Grandpa pulls the enormous turnip. Pull, pull, pull, 1,2,3. I cant move it! Help me please!, he says.


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Then GRANDMA helps Grandpa. Pull, pull, pull, 1,2,3. We cant move it! Help us please!, they say. Then THE BOY helps Grandpa. Pull, pull, pull, 1,2,3. We cant move it! Help us please!, they say. Then THE GIRL helps Grandpa. Pull, pull,pull,1,2,3. We can t move it. Help us please! they say. Then THE DOG helps Grandpa. Pull, pull, pull, 1,2,3. We cant move it! Help us please! they say. Then THE CAT helps Grandpa. Pull, pull, pull, 1,2,3. We cant move it! Help us please! they say. A TINY LITTLE MOUSE is hiding behind the turnip. He is watching everybody: Pull, pull, pull, 1,2,3. We cant move it! Everybody is sad. Its OK, says the tiny little mouse. I can help you Then everybody pulls the enormous turnip: Grandpa pulls. Grandma pulls, the boy pulls, the girl pulls, the dog pulls, the cat pulls, and the tiny little mouse pulls! and Pull, pull, pull, 1,2,3. WE CAN MOVE IT!!! Thank you mouse !! Now everybody is happy!! They look at the enormous turnip. They touch the enormous turnip. They dance round the enormous turnip. Together they carry the enormous turnip into the kitchen. And Grandpa makes some delicious turnip soup. Mmm!!! This soup is delicious !!! Thank you mouse!, says everybody. THE END

GRANDPANUMBERSDAYSOFTHEWEEKKITCHENGRANDMABOWL

SOUPDOGCATSADMOUSEHAPPY

HEAVYGARDEN/SEEDSBIGDELICIOUS

SUNNYVEGETABLES/TURNIPSENORMOUSHOTTOMATOES/POTATOESLITTLE/TINY


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Everyday TogetherSome OnedayToo ButYes owEverybody

Others

Goodidea!!LetsItsokHelpme,pleasethankyou

Whatstheweatherliketoday?

GointothesayrainingPulllift

Carryaskmakegive

Expressions

Verbs

.Lookattobehavegotplant

TEK COURSE: Teaching English at Kindergarten & Early Primary Grades

CHECKING COMPREHENSION: Ask children some questions about the story. Use language that reflects: - The language content - The level of the story Example: What animals are there in the story ? What vegetables do we plant ? Are the vegetables small ? Can Grandpa pull the turnip ?

Quicktosetupandquicktoplay.Tokeepearlyfinishersbusy!Togiveextrapractice.

ChaingamesExamples:Whatsmissing?

Categories(Tutti Frutti)FlashcardMatching.

TEK COURSE: Teaching English at Kindergarten & Early Primary Grades


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WORKSHOP: Creative Story-based Activities & Strategies

1 2

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INSTRUCTIONS:a) In Number 1: Write in Capital Letters your

NAME or Nickname.b) In number 2: Where do you live?c) In number 3: What do you do during your free

time?d) In number 4: What would you like to do...that

you havent done yet?e) In number 5: Write 1 or 2 words related to

STORIES BOOKS WORKSHOP: Creative Story-based Activities & Strategies


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f) We share with everybody:1 Your name.4 - What would you like to do...that you

havent done yet?5 - 1 or 2 words related to STORIES-BOOKS

___________________________________________________________________________

WRITINGWRITING is a natural follow upa natural follow upto ORAL RETELLING:

OPTIONS: Students can more easily begin to write:

a summary.

a composition.

a compare-and-contrast essay using a similar story.

an alternative ending for the final retelling.

Students can more easily begin to write:

a detailed time line on a historical event.

a dramatization of an event based on the retelling.

a mock interview with information from the retelling.


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CLASS ORAL STORYMAKING:The teacher tells the traditional opening of a classic fairy story: Once upon a time there was a little boy called Jack who lived with

his mother in a little cottage in the countryside. They were very poor

Ask students what information they have been given in these opening sentences

Give them questions to work with by writing on the board:WHEN? Unspecific, in the past: Once upon a timeWHO? A little boy (Jack) His motherWHERE? In a cottage in the countrysideWHAT? Mother and son live together and they were very poor.

1) Write A on the board.2) Elicit a NOUN to follow: Teacher: A WHAT?3) Write what they offer: A MANA man DID WHAT? : A man walked

4) A man walked WHERE? - WHEN? - WHY? - HOW DID IT END?


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Createthecharacter: personality abilities concerns

Usedescriptivewords: extrovert, clever, etc

Howtheperson: dresses, speaks, walks, etc

isthestartingpointforStoryWriting.

PHYSICAL

SOCIAL

EXPERIENCE

MENTAL

PERSONALITY

Describe a well-known fictional character in one sentence.Students identify him/her

For example: He is handsome, clever and brave, and beautiful women

fall in love with him ?WHO IS HE?


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1) You will sit quietly for one minute2) Close your eyes3) Listen to the music4) FEEL- images- thoughts- sensations

4) Open your eyes.

5) Write down whatever has come to your mind in the form of single words or short phrases.

6) Stand up and circulate, telling others what you:- thought, - felt, - saw, - heard

7) Get in pairs (or group) with those who thought/ felt similar things.

8) ALTERNATIVE: match with a student with very different sensations.

9) Now, imagine being in a street,- with no urgent job to do, - just walking down

POSSIBLE CONCLUSION:Many people can be in the same place but think and feel differently.


10) Note down what you might:- think, - feel, - see, - hear,- smell.

11) Compare ideas and images with a partner


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1) GROUPS will cut out the picture of a famous person.

2) Then, they will cut out (or draw) pictures which illustrate the persons:

- home- social life- work- hobbies- pastimes.

3) Create the life of that person on a Poster.4) Describe the created person to others.

Learners can explore the idea of place,starting with familiar places, moving to imagined ones.


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1) Give students a picture of a place.2) In groups, they brainstorm all the information that

occurs to them: - ideas, - feelings, - associations,

both positive and negative.

Being able to create an IMAGE OF AN OBJECT, is as important as

creating an image of a person or a place.

In terms of: - weight, - size, - shape, - color, - texture, - etc

In terms of associative connections:- age, - value, - significance, - etc

Develop awareness of objects:



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1) Students bring objects which are important to them personally.

2) They show it to the class and other students ask questions about it:

- Where did it come from? - How did you get it?- Why is it important to you?

3) In groups, students brainstorm and write downeverything they can think about, related to their own object.

1) Students choose an object.2) Then, think about a character and a situation in

which the character finds or uses the object.

They should also deal with:- the characters feelings about that object,- its importance in the story.

Examples:

BOOTS for Puss-in-boots.

TECHNOLOGICAL DEVICESfor James Bond.


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A picture is worth, a thousand words!

Convert and compress complex information into- a structured

- simple-to-read- meaningful graphic display.

Focus purpose. Make interpretation and understanding much

easier. Guide the gathering.


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Making interpretation and understanding much easier.

Clarifying information.

Creating interest.

Organizing ideas.

Providing motivation.

ANALYZINGANALYZING

BRAINSTORMINGBRAINSTORMING

COMPARING & CONTRASTINGCOMPARING & CONTRASTING

EVALUATINGEVALUATING

HYPOTHESIZINGHYPOTHESIZING

INTERACTINGINTERACTING

SEQUENCINGSEQUENCING

VISUALIZINGVISUALIZING

For active classroom participationFor active classroom participation

1) Create a Chart on construction paper.2) Protect it with transparent contact paper.3) Prepare small name cards for each student.4) Using Velcro or tape to place the name

cards in appropriate categories.


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Help study skills: - Taking notes.- Reading.- Doing homework.- Memorizing.

Can be used to describe the key points of a storynoting the 5 W's of the story:

who, when, where, what, why.

DDescribe the stages or steps in a process. The student must be able to identify:- the stages of an event.- the actions of character.- the steps in a procedure.

Students realize how one step leads to the next in the process, and eventually, to the outcome.


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Good for retelling books, plays or stories.



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Student think about and draw the "Who, When, Where, What, and Why""Who, When, Where, What, and Why"

of a story or event in a simple visual way.


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1) Write the articles subject in the Subject box.2) After reading, draw and write notes that answer each

question in the boxes.3) This step will help you identify the 5Ws and H: - Who?- Where?- When?- What happened? - Why?- How?



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WORKSHOP:CreativeStorybasedActivities&Strategies


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KK stands for what you already KNOW about the subject.

WW stands for what you WANT to learn.

HH stands for figuring out HOW you can learn more about the topic.

LL stands for what you LEARN as you read.


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Made up of two or more overlapping circles.

Venn Diagrams are useful for examining:- Similarities and differences in characters, - Stories, poems- Groups of people, animals etc.

Frequently used as a prewriting activity.


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Students examine:- the Plusses.- the Minuses.- the Interesting things.- the Implications associated with a topic, a decision or idea. For example:- To help organize their thoughts about making a making a decision.decision.

Students list and examine list and examine two facetstwo facets of a topic:

Evaluating the pros and cons of a topic.Enumerating the problems and solutions associated with an action. Listing facts and opinions of a theme. Explaining the strengths and weaknesses of a piece of writing. Making a decision by comparing Advantages and Disadvantages.


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To organize what they know about

3 aspects of a topic.

For example: what the topic:- Looks like.- Feels like.- Sounds like.


To get the most out of Reading, Speaking and WritingTo get the most out of Reading, Speaking and Writingteachers should help students learn STRATEGIES to:teachers should help students learn STRATEGIES to: Activate Prior Knowledge. Make predictions. Preview texts. Retell. Ask questions. Sequence events. Make connections. Compare and contrast. Identify cause and effect. Determine main idea. Build vocabulary.

and so much more!!!and so much more!!!


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REFERENCES: We are grateful for permission to reproduce material from:

Retelling strategies to improve comprehension (Darla Shaw ) Scholastic. Learning through story (Val Emblem) Scholastic. The storytelling handbook for primary teachers (Penguin) Quick & creative Literature response activities ( Jane Fowler) Scholastic. Storytelling with children ( Andrew Wright). 25 terrific Literature Activities Scholastic. Storytelling ( Juan Jess Zaro) Heinemann. Good Times storyboards (Richmond) Retell Karen Haag Writing stories Andrew Wright David Hill. Hebling Languages

WORKSHOP: StrategiesStrategiesand more Strategies to build Comprehension Copyright 2015 By Graciela Bertolini

www.gracebertolini.com.ar All rights reserved. No part of this Workshop/ publication may be reproduced or transmitted in any form or by any means, electronically or mechanically, including photocopying, recording, computer bulletin board (BBS), Internet, or by any information storage retrieval system, without written permission of the author. This legal protection not only applies to the name but also to the format and contents of this course. Any copying or similar course/ handbook, will be seen a breach of copyright and legal action will be sought. Please do not email the Workshop/ HANDBOOK to anyone else, as I do not want free copies being emailed all over the internet. I appreciate your integrity on this point. Thank you! Grace Bertolini.

HANDBOOK STRATEGIES and More Strategies 4 Horas 2015 (1)

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