This document provides information about implementing close reading strategies with students. It discusses using post-it notes and guided highlighted reading when doing a close analysis of texts. Examples are given of setting a purpose for reading, doing an initial independent reading, and then revisiting the text through a teacher-led discussion using text-dependent questions. The goal is to help students engage deeply with texts through multiple exposures and discussions.
This lesson plan try to guide teachers in order to improve Listening Skill in their classes. Because many students have a lot of problems with this skill.
Look back at our class lesson to get examples of a variety of topic sentence formats. You can also read some of the examples we shared and came up with together.
This lesson plan try to guide teachers in order to improve Listening Skill in their classes. Because many students have a lot of problems with this skill.
Look back at our class lesson to get examples of a variety of topic sentence formats. You can also read some of the examples we shared and came up with together.
Liberty UniversityEDUC 632 Language Acquisiton and Instruction.docxsmile790243
Liberty University
EDUC 632 Language Acquisiton and Instruction
Vocabulary Chart
1. Aesthetic Listening
2. Antonym
3. Basic Interpersonal Communication Skills
4. Bound Morpheme
5. Cognitive Academic Language Proficiency
6. Close Reading
7. Conventions
8. Constructivism
9. Critical Listening
10. Dialogue Journal
11. Discriminative Listening
12. Double-entry journal
13. D’nealian
14. Efferent Listening
15. Emergent Literacy
16. English Language Learners
17. Environmental Print
18. Etymology
19. Free Morpheme
20. Grand Conversation
21. Homonym
22. Idiom
23. Language Experience Approach
24. Learning Log
25. Listening
26. Literacy
27. Literature Circles
28. Phonemic Awareness
29. Phonetics
30. Phonics
31. Phonology
32. Phonological Awareness
33. Pragmatics
34. Reading Log
35. Response to Intervention
36. Semantics
37. Simulated Journals
38. Synonym
39. Syntax
40. Talking
41. Thematic Unit
42. Visual Literacy
43. Viewing
44. Visually Representing
45. Voice
46. Word Choice
47. Word Wall
48. Writing Traits
49. Zaner-Bloser
50. Zone of Proximal Development
Vocabulary Assignment
Pamela Campbell
February 3, 2017
EDUC 632 Liberty University
There is more to language and word understanding than just being able to read a word. Knowledge of words is a multi-faceted approach that takes many years to develop. Vocabulary should be included as part of the classroom instruction each and every day. There are unlimited strategies and techniques to teach children Vocabulary. Students come to preschool and Kindergarten classrooms with varying degrees of both basic interpersonal communication skills and cognitive academic language proficiency. The language and vocabulary that the child has learned up to this point has been taught and developed by parents or preschool environments. As a teacher, your role is to expand their language and make their cognitive academic language proficiency strong. Discussed in this paper are 5 different strategies or methods that can be used to teach vocabulary and vocabulary lessons. With definite planning by the teacher with an understanding of the different methods, teaching vocabulary can be more than the standard process of copying definitions from a dictionary and then writing a sentence.
Method #1 Developing a Thematic Unit
In this vocabulary teaching method, planning is the most important part. There are steps that you should take to be sure that you are paying close attention to a student’s emergent literacy. This means that you are acutely aware of the ways that they are learning to read or write. Everyone learns and develops through different means and by different teaching techniques and your thematic unit needs to include all of those appropriate types of instruction to be successful in your class. Much of the planning should fall under a constructivist approach, meaning that your lessons should be student centered. Your les ...
A reading program for Grade 9 in the Philippines. Note: This is not an official Reading program for grade 9. This is only a sample reading program that was made by the MAESL Students in Benguet State University as a requirement in Teaching Reading and Literary Appreciation. For Word Format just comment below.
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He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
7.
Strategy:
◦ Ask Questions Throughout the Reading Process
(Café)
◦ Think along questioning – example from story
“Fire!”
comprehension card 21
◦ Question – Answer – Relationship (QAR) (STARS)
Three Types of Questions:
Right There (The answer is in the text,
easy to find.)
Think and Search (The answer is in the
story, but you need to put together
different story parts to find it.)
On My Own (The answer is not in the
story. You use your own experience to
answer the question.)
- Request, Thick and Thin, Nonfiction, Openended
- Socratic Circles http://www.youtube.com/watch?v=YDP75I1b5Do
8. The use of questioning routines, such as
QAR, questioning the author, or
Bloom’s, is effective for developing textdependent questions.
Regardless of the system used, the
questions should be developed in advance
of the lesson to ensure that the discussion
regularly guides students back to the text.
( p 119 Text Complexity by Douglas
Fisher)
10. Independent reading of the text is
supported through a series of
instructional moves including:
setting the purpose, teacher
modeling, guided instruction, group
work, and independent tasks.
11.
Set Purpose: To engage 4th grade students
in a close reading of an excerpt from an
informational book on the history of the
development of “Post-it Notes.”
◦ Purpose is to discover how a familiar office product
was initially thought to be a failure and to trace its
development as a useful item.
Strategy Handout
12. Invite students to read it first to
themselves
Have them write on a
sticky note any words
or phrases they do not
know.
Also have students take
notes on sticky notes
listing major events.
Give extra support to
those students you
know will need it during
independent reading.
This will need to be
modeled the first time
you do it.
13. After students have
finished reading, have
them turn and talk to their
partner to describe one
surprising fact that they
learned about the invention
of Post-it Notes.
Write your amazing fact on
a sticky note to be used in
the discussion.
To start, use this language
frame: “I was amazed to
learn that _________!”
14. Take notes or record an
anchor chart listing the
amazing facts the
students share.
Recorded
responses will be
used to determine
what will be
modeled.
Record unfamiliar
or unclear words or
phrases and how
they attempted to
understand them.
15. Explain to students
that you will read
parts of the text
together, and from
time to time, you will
explain your thinking
to them.
Start by orienting the
students to the correct
part of the text you
wish to address:
For example, in
Paragraphs 7 and 8:
• “Fry used some to
coat his markers.”
After finishing the
shared reading,
transition students to
a discussion using a
series of textdependent questions.
16. Keep in mind that the purpose of textdependent questions are to prompt
rereading, encourage the use of textual
evidence to support answers, and deepen
comprehension.
Initial questions should be designed to
highlight the explicit meaning of the text.
However, do not stop there, but progress
toward more challenging questions.
17. 1. Post-it Notes began as an idea that didn’t work but then became a very useful
product. Using evidence from the text, describe the sequence of events that led to
this invention?
2. The author tells you twice when Spencer Silver first invented the adhesive that
would be used in the Post-it Notes. The first time is in the fourth paragraph, when
she tells us it was 1970. Then, she tells us the same information again later in a
different way. How did you figure out the answer?
3. Do you believe the author has a positive or a negative view of Post-it Notes and
its inventors? What words or phrases lead you to believe that?
4. What were some of the qualities of the inventors that you can infer from this text?
What passages helped you draw these conclusions?
18.
Students gather their Post-it Notes to use for
a journal or essay writing activity.
Prompt: What does it take to be an inventor?
Students will write a short summary of the
invention of Post-it Notes.
Students will identify at least two
characteristics of inventors, using at least two
quotations from the text.
19.
Frog and Locust
Set Purpose
First Reading
First Discussion
Second Discussion
Second Reading – Teacher led read aloud and
think aloud strategies
Third Discussion
Journal Writing
20.
Set Purpose: To engage 2nd grade students
to understand what a folktale is and why
people in the Southwest might have a folktale
about rain.
Strategy Handout
21. Invite students to read it first to
themselves
Have them write on a
sticky note any words
or phrases they do not
know.
Also have students take
notes on sticky notes
listing major events.
Give extra support to
those students you
know will need it during
independent reading.
This will need to be
modeled the first time
you do it.
22. After students have
finished reading, have
them turn and talk to their
partner to describe one
surprising fact that they
learned about the Pueblo
folktale.
Write your amazing fact on
a sticky note to be used in
the discussion.
To start, use this language
frame: “I was amazed to
learn that _________!”
23. Take notes or record an
anchor chart listing the
amazing facts the
students share.
Recorded
responses will be
used to determine
what will be
modeled.
Record unfamiliar
or unclear words or
phrases and how
they attempted to
understand them.
24. Explain to students
that you will read
parts of the text
together, and from
time to time, you will
explain your thinking
to them.
Start by orienting the
students to the correct
part of the text you
wish to address:
For example, in
Paragraph 3, “The
frog croaked – “ Did
the frog really die?
After finishing the
shared reading,
transition students to
a discussion using a
series of textdependent questions.
25. 1. What happened after the frog sang by himself?
2. Describe the setting of the folktale.
3. Do you believe the author has a positive or a negative view about
folktales?
4. What were some of the qualities of the folktales that you notice from
this text?
26.
Students gather their Post-it Notes to use for
a journal or essay writing activity.
Prompt: Why would people in the Southwest
have a folktale about rain?
Students will write a short summary of Frog
and Locust.
Students will use at least two examples from
the text providing evidence of what lack of
rain will do.
28. Chips
In Activity:
◦ How would you use this strategy in
preparation for a performance-task?
29. Is text driven and meaning-based
Focuses students on the context of text
Guides students to read for one reading purpose at a time
Invites and guides students to revisit the text more than once
Guides students to return to the same text for multiple purposes
Targets the acquisition of skills needed for close and critical reading
Builds fluency and stamina in readers
Uses multiple senses: visual, auditory, and kinesthetic
30. 1. Select Text
2. Identify vocabulary
that needs to be taught
in advance
3. Determine a context
for the information that
could frame it for the
students’ prior
knowledge
4. Consider what kind of
discussion you want to
come from the reading
of the text
5. Select the appropriate
information to be
highlighted based on the
goal for the discussion
6. Map out the text
paragraph by paragraph
with prompts to
highlight the information
7. Students use a
highlighter and follow
directions to highlight
the text requested by the
prompt
8. Students compare
their highlighted text
with one another
31. 1. Read the
Preamble of the
United States
Constitution
2. Highlight as
directed (p 74)
3. Review other
activities (p 7581)
4. What
discussion of this
content might
take place? (turn
and talk)
32. Frog and Locust
In line #1, find and highlight the length of time without rain
In line # 6, find and highlight what was left at the bottom of the canyon
In line #7, find and highlight what happened to the puddles
In line #13, find and highlight what would happened to the frog’s puddle and
the frog if it didn’t rain soon
In line #15, find and highlight what the frog did to bring rain
In line #20, find and highlight what lived on the top of the mountain
33. How
would you use this strategy
in preparation for a performancetask?
(Turn and Talk)
34. 1. Look at your next story
2. Decide on a Close Reading Strategy to
use (Post-It Notes or Guided Highlighted
Reading)
3. Create at least 3 questions, at various
levels, you would like the students to
answer
4. Plan when to implement the lesson
Editor's Notes
Focus on Writing StandardsGive them the Standards bookmarks for their grade level