Cognitives and metacognitives stratiegies
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This document lists and describes various language learning strategies. It discusses strategies for imitating speech, using reference materials, taking notes, translating, deducting rules, contextualizing words, asking clarification questions, inferring meanings, transferring knowledge from one's first language, self-evaluation, directed attention, selective attention, self-monitoring, self-reinforcement, planning tasks, checking comprehension and production, assessing learning, seeking practice opportunities, and more. The strategies provide ways for language learners to study, practice, and improve their skills.
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This document provides strategies for integrating reading and writing instruction. It recommends that teachers 1) tap into students' background knowledge, determine the purpose, and make predictions before reading or writing, 2) have students do an initial draft while monitoring comprehension, 3) have students revise and clarify meaning based on feedback, and 4) have students share their work and apply strategies in future tasks. The document also stresses making reading and writing meaningful and developmentally appropriate.
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2. It outlines 5 factors that affect reading development: physical/clinical issues, predictors of school entry, acquired literacy knowledge, family risks, and neighborhood/community/school factors.
3. It lists the 5 core reading skills identified by the National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension.
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The document outlines various strategies for solving problems and developing skills. It discusses planning goals and tasks, monitoring comprehension and progress, and assessing outcomes. Specific strategies mentioned include using context clues, anticipating information, relating new concepts to prior knowledge, applying knowledge of other languages, using synonyms for unknown words, creating mental images, reading aloud, and imagining different roles. The strategies are meant to help readers think through problems and improve their thinking abilities.
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The document discusses how to write more clearly by having good structure and cohesion. It states that if a writer receives feedback that their writing is hard to follow, not organized, unclear in meaning, or illogical, then it needs clearer structure and cohesion. It explains that structure organizes ideas and information into functional stages, while cohesion provides a logical flow of ideas through connections. The document also notes that a course it references will teach about paragraph structure, information structure, vocabulary/reference, and logical relations to help improve clearer academic writing.
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The document discusses the key skills required for proficient reading, including phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. It defines reading as an active process where readers shift between different information sources to elaborate meaning and check their understanding. Some common reasons for reading are entertainment, obtaining information, and performing tasks.
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Presentation assessing reading
This presentation displays my perspective of SLA in terms of language skills development for EFL learners. As well this presentation shows some reflective aspects for reading before dealing with aspects to consider when assessing reading.
Writing assessment. 8
This document discusses different types of writing and approaches to writing assessment. It describes informative, expressive/narrative, and persuasive writing. It also outlines holistic, primary trait, and analytic scoring approaches. Key aspects of the writing process like prewriting, writing, and post-writing are explained. Strategies for writing instruction, self-assessment, peer assessment, and using assessment to inform instruction are provided.
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The document discusses reading skills and provides information on the components of reading, why students struggle with reading comprehension, the importance of reading, strategies for reading, and types of readers. It identifies three main components of reading as decoding, comprehension, and retention. It also lists reasons why students may not understand texts, such as not choosing appropriate books, lack of motivation, and limited vocabulary. Additionally, it outlines benefits of reading such as enhancing language skills and strengthening memory.
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An essay is a piece of writing that discusses an issue or problem. It includes an introduction with a thesis statement, body paragraphs with arguments and evidence, and a conclusion. Essays are structured with an introductory paragraph, 3 body paragraphs, and a concluding paragraph. To write an essay, a writer should brainstorm ideas, research the topic, develop paragraphs with a topic sentence and supporting details, and use linking words to connect ideas. The introduction should present the topic and thesis statement, while the conclusion should summarize the main points and end with a statement of the writer's opinion.
Kinds of Readers
The document outlines reading development levels from emergent to advanced. It describes the reading abilities and behaviors typical of students at each level, including their use of illustrations, letters, decoding strategies, comprehension, and independent reading skills. As students progress through the levels, they gain greater fluency, can read more complex texts, and participate in more analytical discussions about literature.
How to teach reading
This document provides an overview of teaching reading. It defines reading as receiving and interpreting information from print. Key aspects discussed include the importance of teaching reading for different purposes. It also outlines lower level reading processes and comprehensive teaching approaches, including before, during, and after reading activities. The benefits of extensive reading are explained, such as reading for pleasure. Balancing intensive, extensive, vocabulary, and skills development is emphasized for an effective reading program.
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Stages of Reading Development
The document summarizes 5 stages of reading development from early childhood through adulthood. Stage 1 (grades 1-2) focuses on decoding letters and associating them with sounds. Stage 2 (grades 2-3) focuses on consolidating decoding skills and reading for fluency. Stage 3 (grades 4-8) requires using prior knowledge to understand new concepts. Stage 4 (high school) includes considering multiple viewpoints. Stage 5 (college and beyond) uses reading to synthesize one's own knowledge with others'.
Developmental Reading
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1. It identifies 5 common causes of reading problems: inadequate instruction, lack of materials, large class sizes, poor attitudes, and conflicts with interests.
2. It outlines 5 factors that affect reading development: physical/clinical issues, predictors of school entry, acquired literacy knowledge, family risks, and neighborhood/community/school factors.
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cognitive strategies and metacognitive strategies
this work traying ebout the cognitive strategies and metacognitive strategies that are important for our autonomous learning
cognitive strategies and metacognitive strategies
this work traying ebout cognitive strategies and metacontive strategies that are very important in our autonomous learning.
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- Planning strategies include setting goals, organizing tasks, and previewing materials. Monitoring strategies involve checking comprehension and progress. Evaluation happens after tasks by assessing performance and identifying improvements.
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Cognitives and metacognitives stratiegies
- 2. REPETITIONS: when imitiating others’ speech RESOURSING: haveing recourse to dictionaries and other materials NOTE-TAKING: notes and main ideas TRASLATION: that is , using their mother tongue as a basis for understanding and producing the target language DEDUCTION: Concious application of L2 rules
- 3. CONTEXTUALISATION: when embedding a word or phrase in a meaningful sequence QUESTION FOR CLARIFICATION: when asking the teacher to explain, etc. INFERENCING: when matching an unfamiliar word against available information (a new word etc.) TRANSFER: that is , using knowledge acquired in the L1 to remember and understand facts and sequence s in the L2
- 4. SELF-EVALUATION: i.e., appraising one´s performance in relation to one´s own standards DIRECTED ATTENTION: when deciding in advance to concentrate on general aspects of task SELECTIVE ATTENTION: payin attention to specific aspects of task SELF-MONITORING: i.e., cheking one´s performance as one speaks SELF-REINFORCEMENT: regarding oneself for success
- 5. BEFORE BEGINNING A TASK PLAN HOW TO ACCOMPLISH THE TASK (CHOOSE STRATEGIES) PREVIEW A TEXT SET GOALS PLAN THE TASK OR CONTENT SEQUENCE
- 6. While working on a task: Check your progress on the task Check your comprehension as you use the language. Do you understand? If not, what is the problem Check your production as you use the language . Are you making sense ? If not , what is the problem
- 7. After completing a task: • Assess how well you have accomplished the learning task. • Assess how well you have used learning strategies • Decide how effective the strategies were • Identify changes you will make in the next task
- 8. Determine how you learn best Seek opportunities for practice Focus your attention on the task Arrange conditions that help you learn
- 10. Think about and use what you already know to help you do the task Make associations between new information and your prior knowledge Use new information to clarify or modify your prior knowledge
- 11. Read and listen between lines Use contex and what you know to figure out meaning Go beyond the text to understand it´s meaning
- 12. Make a hypothesis (science) Anticipate information to come Make logical guesses about what will happen in awritten or oral text Make an estimate (math)
- 13. Relate new concepts to your own life, to your experiences ,knowledge, beliefs and feeling
- 14. Apply your linguistic knowledge of other languages (including your native language ) to the target language Recognize cognates
- 15. use synonym or descriptive phrase for unknown words or expressions
- 16. Use or create an actual or mental image to understand and represent information Use or draw a picture or diagram See it in your mind
- 17. Say or read aloud a word, sentence, or paragraph to help your understanding Sound out / vocalize Use your “mental trape recorder” to remember sounds, words, phrases, and/or conversations
- 18. Act out a role, for example, in readers´theater, or imagine yourself in idifferent roles in the target language Use real objects to help you remember words, sentences,or content information
- 19. Sequence events in history Classify living things; identify natural cycles Categorize words or ideas according to attributes Identify order and sequences in math, science, and social studies.
- 20. Write down important words and ideas while listening or reading List ideas or words to include in speaking ar writing
- 21. Use or create visual representation(such as venn diagrams, time line webs, an charts) of importan relationship between concepts
- 22. Create a mental, oral, or written summary of information. Use selective attention focus
- 23. Focus on specific information, structures, key words, phrases,or ideas
- 24. Work whitn other to complete tasks, build confidence, and give and receive feedback
- 25. Use your inner resources. Reduce your anxiety by reminding yourself of your progress, the resource you have available and your goals