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READING WORKSHOP AT BRICKS.pptx
- 1. Teaching Reading Comprehension Skills to ELLs @ BRICKS Manuel Peralta SEPTEMBER 1st. 2022.
- 2. Goal: to design a lesson applying 5 reading comprehension strategies by using a short text adequate to children. Objectives: At the end of this workshop participants will be able to: a. describe useful strategies to teach reading comprehension to help students learning. b. explain the benefits/importance of reading comprehension in the development of language skills. c. organize oral activities based on a text to integrate vocabulary along with sentence structure. Teaching is an act of faith accompanied by a lot of patience. Harvest the latter to reap the first. Anonymous 2
- 3. FIRST OF ALL, LETS WARM UP! HIGH 5! 3
- 4. the prefrontal cortex guides the inputs and connections, which allows for cognitive control of our actions Goldman-Rakic and Fuster. P HIGHER COGNITIVE FUNCTIONS decision-making, conscious thought, problem-solving, and attention. Specially ATTENTION This is why children are so impulsive because their prefrontal cortex is not well developed. COPY THIS LETTER TO GUESS THE SECRET WORD
- 5. What is the frontal lobe excited about? 5 (Rojas, M., 2020) A
- 6. 6 HOW ARE OUR CHILDREN OFTEN KEPT BUSY AT HOME? T
- 7. 7 WHAT HELPS CHILDREN DEVELOP THEIR FRONTAL LOBE? READING!!! I
- 8. MYTH OR REALITYOR A LITTLE BIT OF BOTH? 8 We only use 10% of our brain. Lateralization: There are left-brained and right-brained people. MYTH A LITTLE BIT OF BOTH CORPUS CALLOSUM E
- 9. FIVE HIGH FREQUENCY READING STRATEGIES HIGH 5!!
- 10. FIVE HIGH FREQUENCY READING STRATEGIES H i g h 1 ! Activating prior knowledge (schema). "As experiences happen and new information is presented, new schemas are developed and old schemas are changed or modified." JEAN PIAGET. The Dog & the Oyster 1. MAKING PREDICTIONS USING PARATEXT: TITLE, VISUALS, KEY WORDS. AESOPS FABLES -600 BC-560 BC -SLAVE -DEFORMITIES -MURDERED THINK ABOUT THE CONTENT OF A READING THAT HAS THIS PICTURE AND THIS TITLE. WRITE TWO SENTENCES INCLUDE ADVERBS LIKE PROBABLY, PERHAPS, MAYBE.
- 11. PAIR-SHARE Pair up with a partner who is not sitting next to you, and speak about your predictions. H i g h 1 ! Answer these questions with your partner: 1. What do you know about dogs eating habits? 2. Which type of seafood do you like to eat?
- 12. SET THE PURPOSE SKIM TO GET GIST. -First, to get the gist. Ss will read the first and last sentences of the fable. What do you think the rest of the text deals with? H i g h 2 ! There was once a Dog who was very fond of eggs. MORAL: Act in haste and repent at leisureand often in pain. He visited the hen house very often and at last got so greedy that he would swallow the eggs whole. One day the Dog wandered down to the seashore. There he spied an Oyster. In a twinkling the Oyster was resting in the Dog's stomach, shell and all. It pained the Dog a good deal, as you can guess. I've learned that all round things are not eggs," he said groaning.
- 13. SET THE PURPOSE SCAN TO IDENTIFY WRITE A WH-QUESTION BASED ON THE INFORMATION IN THE FABLE. IT COULD BE EXPLICIT OR IMPLICIT (INFERRED). H i g h 2 ! ASK YOUR QUESTION TO TWO DIFFERENT PARTNERS There was once a Dog who was very fond of eggs. He visited the hen house very often and at last got so greedy that he would swallow the eggs whole. One day the Dog wandered down to the seashore. There he spied an Oyster. In a twinkling the Oyster was resting in the Dog's stomach, shell and all. It pained the Dog a good deal, as you can guess. I've learned that all round things are not eggs," he said groaning.
- 14. ANALYZING A. DEFINE THE TEXT STRUCTURE (DESCRIPTIVE, CAUSE-EFFECT, ARGUMENTATIVE. B. ANALYZE IDEAS: 1. Giving opinions: Use "I think..." to show personal considerations about the text. 2. Paraphrasing: In other words,... to clarify ideas. 3. Giving examples: For instance,...to apply the idea in the opinion to real-life scenarios. ORAL PRACTICE: IN PAIRS AND BASED ON THE FABLE (MORAL), DEVELOP A BRIEF ANALYSIS, USING THE THREE TRANSITION PHRASES ABOVE. WRITING: I think.In other words,...For instance,.... H i g h 3 !
- 15. INCORPORATING VOCABULARY -Creating a Word Wall to collect active vocab with the words in bold in the fable, -Providing context for the rest of the class to guess. Participants will roll a die to 1. RELATED WORDS (3) 2. INCOMPLETE SENTENCE (CLOZE) 3. DESCRIPTION 4. GESTURES 5. EXAMPLE OF SITUATIONS 6. DRAWINGS H i g h 4 !
- 16. SUMMARIZING -graphic organizers (Venn diagram, word webs, mind maps, concept maps, timelines); -writing paragraphs; -speaking through micro-presentation; -posters, minizines. H i g h 5 ! c b a
- 17. SUMMARIZING a Dog hen house the seashore an Oyster stomach all round things 2. USE THE WORDS BELOW TO RETELL THE FABLE. REFER TO THE MORAL AT THE END.. 1. MAKE A MIND MAP OF THE GIST AND THREE SUPPORTING IDEAS BASED ON THE FABLE. H i g h 5 !
- 18. WRAPPING UP!!! 1. Depending on the genre or text kind, give choices for Ss to pick from. 2. Choose complete texts (not pieces, not excerpts) so deep reading be encouraged. 3. Complete the whole process. though, not necessarily in the same class session. 4. Increase the comprehension level gradually, leading Ss toward a more critical view of the ideas. 5. Ask plenty of questions after each stage of the process to activate as much knowledge as possible, about the facts; research questions will encourage Ss to dig into the topic in the text. 6. Use different means to summarize. 7. Have Ss read aloud. Read to them too. 8. Have patience, have patience. Don't get in such a hurry. When you get impatient, you only start to worry. Remember, remember that God is patient too. And think of all the time when others have to wait for you N
- 19. FOLLOW UP CHOOSE A SHORT TEXT (OR A FABLE). DEVELOP A 1 遜 HOUR LESSON APPLYING SOME OF THE STRATEGIES WE DISCUSSED IN CLASS. C
- 20. REFLECTIONS 1. DISCUSS THE LEARNING ORDER/CRITERIA IN WHICH THE HIGH-5 STRATEGIES WERE DEVELOPED. 2. GIVE YOUR OPINION ABOUT WHICH READING STRATEGIES YOU HAVE BEEN USING AND WHICH YOU CONSIDER YOUR STUDENTS SHOULD ENFORCE. 3. MENTION SOME OF THE BENEFITS OF TEACHING READING COMPREHENSION. 4. EXPLAIN HOW READING COMPREHENSION AFFECTS THE REST OF LANGUAGE SKILLS (SPEAKING, WRITING, AND LISTENING). 5. COMMENT THE QUESTIONS YOU WOULD LIKE TO ASK. E
- 22. USE CHARTS TO EXPLAIN YOUR IDEAS Gray White Black 22
- 23. OUR PROCESS IS EASY first second last 23
- 24. LETS REVIEW SOME CONCEPTS Yellow Is the color of gold, butter and ripe lemons. In the spectrum of visible light, yellow is found between green and orange. Blue Is the colour of the clear sky and the deep sea. It is located between violet and green on the optical spectrum. Red Is the color of blood, and because of this it has historically been associated with sacrifice, danger and courage. 24 Yellow Is the color of gold, butter and ripe lemons. In the spectrum of visible light, yellow is found between green and orange. Blue Is the colour of the clear sky and the deep sea. It is located between violet and green on the optical spectrum. Red Is the color of blood, and because of this it has historically been associated with sacrifice, danger and courage.
- 25. You can insert graphs from Google Sheets 25