Reading-Strategies Discussion

{| border="0" cellpadding="1" cellspacing="1" class="article-table article-table-selected" style="width: 500px;" ! scope="col"| ! scope="col" |Main Points Major Aspects of
 * +Main Discussion Points

Written,oral,

Visual Literacy 1. Influenced by environment.

2. All literacy develops from birth and some argue that

literacy begins to develop from before birth.

3. The highest levels of Bloom's Taxonomy are

required when developing literacy. Reading Circles/

Student Centered appraches

in Studying Literature

Lit Circles are student centered activity that is completely student led. - Jaylani Roberts
1. Students set their own norms and decide the pace of their readings weekly.

2. Teachers should review roles to ensure all members are clear, active and contribute meaningfully to each lit circle session.

3. Students will have weekly discussions about the text and each student will contribute by carrying out their individual roles.

4. Roles should switch from week to week.

5. Students must be responsible for their reading even if they are absent. However, team members must be patient and help students that are absent by summarizing the last meeting.

Lit Circle Activities include: Different Strategis for
 * Silent reading
 * Read aloud
 * Academic discussion
 * Debates
 * Vocabulary dives
 * Oral Presentations (Concluding Assessment)

Reflective Readers 1.Understand word meanings and connection of text, plot, character, theme

2. Make connections 3. Choice of topic that interests students (enable connection)
 * Text to real world and self
 * Recognize similarities and differences in story and reality
 * Front-loading context, vocabulary, and theme

4. Ask questions 5. Inferencing Text Strategies for Building comprehension,
 * Create safe,respectful classroom culture
 * Develop questions based on text (orally/written)
 * Students answer questions orally/written in different ways (whole, small group, think pair share, or individually in writing)
 * Pre-reading questions and discussions
 * Personal connections to text
 * Posing questions for comprehension to students on text like the following:
 * What do you think the author meant by that
 * Do you think the author's word choice was deliberate?
 * Does it carry a meaning or other understanding/connotation?t.

and Vocabulary Skills in Reading
 * 1. Ask questions about the text.

2. Put the text into your own words.

3. Reread the text.

4. Use of graphic organizer

Vocabulary Building Strategies: 1. Visual support for new words through pictures, objects, or actions

2. Opportunities to hear new words in context

3. Connect oral/written forms of new reading words

4. Have students use new words in sentences

5. Self-monitor for understanding of word meaning

sorting words they know/don't know

6. Check frequently for understanding of student comprehension” (Helman & Burns, 2008, p. 17).

7. Build upon students’ prior knowledge of language

8. Expose students to vocabulary frequently through reading, writing and speaking. Appropriate Meaning-Making Strategies

Forms of Critical analysis for

Understanding Text and Novels
 * 1) Write in the Margins
 * 2) Mark the Text
 * 3) Connect background knowldge
 * 4) Text-to-text
 * 5) Text-to Self
 * 6) Text to world
 * 7) Question
 * 8) Visualize and illustrate text
 * 9) K-W-L
 * 10) SDAIE
 * 11) Visualize and Summarize
 * 12) Reflect and Respond
 * 13) Clarify and Connect
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Duscussion Questions to review and or perform a critical analysis of a textbook and/or novel Cory Bracy de Zapata
The following are some questions a teacher and/or student can use to evaluate a 'novel.
 * 1) What is the genre of this work?
 * 2) In what literary tradition was this work written?
 * 3) How would you describe the language of this work?
 * 4) How is technique related to what the works says?
 * 5) What happened in the work?
 * 6) Who is the narrator?
 * 7) What is the setting?
 * 8) What is the significance of the setting?
 * 9) Does this work describe the world as it is? Do you find the world like the way it is described in the work?
 * 10) What emotions or feelings does the work arouse in you?
 * 11) Does the work succeed in getting you involved in its situation?
 * 12) Did anything like this ever happen to you or someone you know?
 * 13) Did you find that any of these people (characters) are like people you know?
 * 14) What is the author teaching us?
 * 15) What is the work, if anything, criticizing?

 

The following are some qustions an instructor can use to evaluate a textbook.


 * 1) What kind of grammar focus does your textbook have?
 * 2) What kind of vocabulary focus does your textbook have?
 * 3) What kind of listening focus does your textbook have?
 * 4) What kind of speaking focus does your textbook have?
 * 5) What kind of pronunciation focus does your textbook have?
 * 6) What kind of redaing & writing focus does your textbook have?
 * 7) What kind of cultural focus does your textbook have?
 * 8) Does your text have an audio and/or video program?