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UNIVERSIDAD AUTÓNOMA DE CHIRIQUIÍ FACULTY OF HUMANITIES SCHOOL OF ENGLISH PowerPoint Presentation
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UNIVERSIDAD AUTÓNOMA DE CHIRIQUIÍ FACULTY OF HUMANITIES SCHOOL OF ENGLISH

UNIVERSIDAD AUTÓNOMA DE CHIRIQUIÍ FACULTY OF HUMANITIES SCHOOL OF ENGLISH

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UNIVERSIDAD AUTÓNOMA DE CHIRIQUIÍ FACULTY OF HUMANITIES SCHOOL OF ENGLISH

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  1. UNIVERSIDAD AUTÓNOMA DE CHIRIQUIÍ FACULTY OF HUMANITIES SCHOOL OF ENGLISH STRATEGIES FOR ESL TEACHERS STRATEGY # 3 METHACOGNITION AND AUTHENTIC ASSESMENT DUE BY: BETZABE QUINTERO RONALD VILLARREAL

  2. 1. Guidedreading: • 1.1. CompletingChapterpre’reading guides. • 1.2. Reciprocalteaching. • 1.3. Directedthinkingactivity. (DRTA). • 1.4.Anticipation guides. • 1.5. Doubleentryjournals. • 2. Thinkalouds, K W L. • 3. Learninglogs/ journals, quickwriters. SAMPLE ACTIVITIES/ ASSESMENTS

  3. Guided reading is a popular and highly effective strategy for helping students become proficient and masterful readers. 

  4. Before reading. During reading. After reading. There are three basic steps in guided reading: 

  5. I have just read ………………………………………………… • By……………………………………………………………………… • I liked • ……………………………………………………………………………………… • ……………………………………………………………………………………… • Draw a picture • I didn’t like • ……………………………………………………………………………………… • ……………………………………………………………………………………… • ……………………………………………………………………………………… • Draw a picture ACTIVITY

  6. ACTIVITY

  7. Directed Reading-Thinking Activity (DR-TA) is a teaching strategy that guides students in making predictions about a text and then reading to confirm or refute their predictions. This strategy encourages students to be active and thoughtful readers, enhancing their comprehension. READING THINKING ACTIVITY

  8. READING THINKING ACTIVITY

  9. The following steps outline the DR-TA process. • Introduction • What do you already know about this subject? • Predict • Looking at the title, what do you think the story is about? Why? • Looking at the pictures, what do you think the story will be about? Why? example

  10. Prove or Modify Predictions • After reading each section, answer the following: • What do you think now? • Can you prove your predictions, or do you need to modify them? • What do you think will happen next? Why? • Reflect • After reading the entire selection, answer the following: • What did you find in the text to prove your predictions? • What did you find in the text that caused you to modify your predictions?

  11. ANTICIPATION GUIDE

  12. Prestwick PowerPacks Name: ________________________________ Date:_________________ Activity I: Anticipation Guide Pre-Reading Answer the following questions that relate to the novel. Relax—there are no right or wrong answers. You will find it helpful when reading Holes to know where you stand on these issues. 1. What makes a true friend? 2. What freedoms do you have every day that you take for granted? 3. Describe a time in your life when you were accused of doing something that you had not done.

  13. 4. Do all people—even criminals—have some good in them? Explain. 5. If you could choose your own nickname, what name would you choose? Why? 6. Do you believe in fate? What about luck? Explain. 7. Describe an important part of your family history and tell how this makes your family special.

  14. 8. Is it more important to help yourself or to help others? Explain and give an example. 9. Does a person’s level of education determine that person’s worth in society? For example, are smart people more important than average people? Explain and give an example. 10. Is it okay to have a relationship with someone from another race or ethnicity? Why or why not?

  15. THINK ALOUD STRATEGY The think-aloud strategy asks students to say out loud what they are thinking about when reading, solving math problems, or simply responding to questions posed by teachers or other students.

  16. Activity Sheet: Student Think Aloud • Leading Statements/Questions: • The title makes me think of...and the following comes to mind.... • Based on the title, I predict that.... • The author is familiar/unfamiliar..../I expect/don’t know what to expect.... • I have had similar/dissimilar experiences to the ones portrayed in the text and I can relate.... • I predict...because.... • Based on the genre of the work, I predict that.... • This reminds me of.... • The shape of the text on the page represents or makes me think of.... • Some words that stand out...because.... Explanation process

  17. THINK ALOUD WORKSHEET

  18. K W L KWL is instructional technique used to improve reading comprehension and a student's ability to remember the material. KWL is most often used with expository reading materials such classroom textbooks, research articles, and journalistic pieces.

  19. K W L WORKSHEET Name: ________________________________ Date:__________________________________ Subject: _____________________________________ Passage: ____________________________________

  20. LEARNING LOG The learning log is a technique to help students focus on what they are learning in their classes by writing their thoughts, reactions, and responses to class lectures, videos, or discussions. A learning log is a written reflection of the student’s perceptions of what is being learned and how they are learning.

  21. Example of learning logs:

  22. Strategy: Quick Writes Overview: Quick Writes is a motivating pre-reading activity that prepares students either for reading new material or reviewing material in preparation for understanding new information to be read. • Procedure: • Begin by asking students to respond in writing to a question that relates to material that has already been explored or a new curriculum topic to be taught. • After the students have written down their answers to the questions posed, ask the students to share their ideas. • The teacher can then determine the prior knowledge of the class before necessarily introducing a new unit or to determine their level of understanding of material already taught. Quick Writes also helps students self-assess their own pool of information, as well as to monitor their own understanding.

  23. THANK YOU