Chapter 10 Content Reading and Writing: By: Deborah Paul, Ashley Crouthamel, and Caitlin Linden

Post Reading Strategies for Organizing and Remembering

Providing a Meaningful Learning Context Introducing the Topic and Choosing Study Questions: This helps students focus on the general theme that is being taught through meaningful questioning. Organizing Instruction: Organizing a Unit plan brings all of the lessons into perspective with the Big Idea being taught. Instructional Modifications for ELL students: Modifications for ELL students should be done as the lesson is being planned, not after.

Semantic Feature Analysis Research indicates that vocabulary is best learned by connecting new words, concepts and ideas to what the student is already familiar with. In the Semantic Feature Analysis students use a chart to fill in the information they have learned to connect to ideas and concepts they are already familiar with. This method is a visual learning tool for the students to connect and organize the information they have learned.

Semantic Analysis for vocabulary development after reading : graphic method of listing and analyzing the essential traits or features that define member or examples. Examples : listing different features of animals in the zoo. MemberFeatures landwaterwingslegsfur Tiger Zebra elephant Flamingo This method can be helpful in analyzing abstract relationships. After the matrix is set up, student and teacher check off traits and discuss.

Rehearsing : The reformulation of presentation again of information to oneself or others. Using different diagrams or mapping helps illustrate this concept. Examples : Venn Diagrams, Mapping, and group mapping illustrations. LionsTigers Cat s StripesHairy Venn Diagram History of Florida Mapping

Journal Research indicates that using journals and allowing students to draw pictures of the information they have learned helps to strengthen and reinforce the information the student has learned. During the journal process, the students will draw a picture depicting information they have learned and write a sentence to describe their activity/picture. By allowing the students to demonstrate the information they have learned in writing and illustrations, the teacher can assess the students’ learning.

Differentiation Instruction for Content Areal Learning This requires teachers to teach all students the grade level curriculum in all subject areas. It is important to know the: Content of Instruction Oral language Writing Abilities of the students The combination of content and English language development (ELD) standards provides an outline for selecting lesson content that matches expectations appropriate to different ELD levels

Research Research indicates that incorporating both pre-reading and post-reading activities into the English curriculum contributes to a more successful reading experience for students of all ages and backgrounds. The primary advantage of using either (or both) strategies is that they actively involve students in what they are reading and studying, enhancing both comprehension and appreciation of what is being read. (Pre- and Post-Reading Strategies for Fiction. ) ERIC Topical Bibliography and Commentary. Smith, Carl B., Ed. b/84/2a.pdf

Assessment All students, especially non-native English speakers, should be assessed in a great varieties of ways such as: Group Work Participation in projects Drawing Experiments Oral talk Reading and writing Portfolio Assessment If they are not assessed in different ways, it is difficult to find out what they really know.

Our Microteaching Lesson Kindergarten

Microteaching Lesson Strategies “The season of winter” In this lesson the students will: Use oral vocabulary to discuss the season of winter. Use the semantic feature analysis to describe animals in winter. Use a journal activity to draw a picture and write (with assistance) the favorite winter activity of their choice. (These activities will help teach and reinforce the information taught on the season of winter. )