STRATEGIES of teaching CT in integrated english
Strategies for Reading and Writing
1. Structured overview(for informational text): A brief lecture to set the stage for the lesson
- Step1: Think over the ideas or issues that students will be familiar with and interested in, the concept or vocabulary students should understand before learn a lesson.
Step2: Prepare maps, diagrams or relevant objects, videos etc. that will spark student’s interest.
Step3: a short talk nor more than five minutes that will present the key points
Step4: make the talk engaging and interactive: ask questions and encourage comments
Step5: create a sense of anticipation
- The K-W-L activity can be used to structure a whole lesson
Step 1: Ask students to think of what they already know about a naming topic.
Step2: Create a K-W-L chart
Step3: ask students to call out what they know about the topic
Step4: Raise the questions and write them down on the chart the column marked: What do we want to know?
Step5: read a text/ listen a lecture/ do other kind of investigation, look for the answers to their questions.
Step6: Students report the things they learned and teacher records on the chart in the column: what did we learn?
- What?---The teacher ask students to summarize the most important ideas they have just discussed about the topic
- So What?--- The teacher ask students to think of practical implications of those ideas.
- Now what?--- The teacher ask the students what they can do about the problem or issue they have been discussing.
5. Semantic Map (for narrative text)--- Introduce a vocabulary concept from the story.
6. Prediction from terms(for narrative text)---assess the student’s background knowledge
7. Mix/Freeze/Pair
- Think of a question or a series of questions ahead of time
- Tell students that when you give the signal, they are to get up and move around the room. When you say “freeze” they should stop and pair up with the person closest to them.
- Give the students a fixed amount of time to accomplish their task. Then ask them to go back to their seats.
9. Paired reading/ paired summarizing: allows students to take more initiative in their own and each other’s learning.
- One give summary-share with partner-share with the whole class
Another ask questions- share with partner-share with the whole class
11. Close reading with text coding
- Think of four or five kind of information you wish students to locate in a text. Come up with a simple symbol for each kind.
- Carefully explain to the students the kinds of information you want them to look for as they read the text and mark each one with symbols.
13. Value line
Recognizing and respecting differences of opinion is a useful disposition to have. It is useful for students to stand up for their beliefs even when friends disagree. The Value Line is intended to help students pay attention to an issue and decide what they think about it; recognize that there can be varying opinions about the same issue; and take a position on an issue and state their reasons for it.
- Step1: The teacher poses a question to the whole class.
- Step2: Each student considers the question alone and may write their answer
- Step3: Two students stand at the opposite ends of the room, each state an extreme position on the issue, and their two statement are diametrically opposed to each other.
- Step4: The students are asked to take their place along an imaginary line between the two extreme positions, choose the side whose argument they agree with more.
- Step5: Students discuss with other students in the line their responses to the question, to make sure they are standing among people who share their position, if not they can move one way or another.
- Step6: students may continue to discuss their responses with the students on either side of them
- Step7: students state that small group’s position on the issue; students can change their position after hearing a statement.
15.Short essay writing: use the new vocabulary of the text to write a short passage with the topic they just discuss on Value line activities
16. Question Board---prompt students to seek out information from multiple sources and provide motivation for further studies.
- Teaches fix a topic in corresponding what students have read
- Every group or individual must raise some open-ended questions on forum, and answer others’ questions
- Each group will write a report or do a presentation for the topic
- Students think of individual answers to a question posed by teacher
- Share their answers with a partner
- Share their answers with the whole class
- Completion of character map: the name of the character, the traits for each character with evidence.
- Predictions about characters based on character traits.
20. One stay/ three stray
21. Academic controversy--- students argue different sides of an issue
22. Discuss activities
23.Shared inquiry
24.Discuss web
25.Debate
26. I-search procedure
A somewhat informal approach to writing a research paper, in which students are asked to write in the first person as they explore their topic and their relation to it later reflect on the process of conducting research.
27. Research plan: A graphic used to frame the students’ research. The students list their research questions and the sources they will use to find answers to those questions.
28. Pros-Cons &Questions(PCQ): Assist students in writing a report or assignment on a topic; it can also be used as an effective self-assessment tool whereby a student examines their own work before submitting it for assessment. The question part could be used to ask how they can improve the piece of work, especially by removing the Cons. The Pros deal with the extent to which the student has met the criteria or addressed any rubrics.
29. SWOT Analysis: This commonly involves categorizing both internal and external factors as Strengths, Weaknesses, Opportunities and Threats
STRATEGIES FOR VOCABULARY INSTRUCTION
In critical vocabulary instruction process, students take responsibility to memorize the word, through thinking, clarifying, analyzing and evaluating the meaning of the words, noting significant similarities and differences. Then they they how to use those vocabulary and put then into their long term memory.So teacher will instruct students use cognitive and meta-cognitive strategies to build up vocabulary knowledge.
The followings are the example we can use :
1. Stoplight vocabulary
Ask students to describe where they come across the words, whether they meet the word before, what strategies they can use to memorize the words, what’s the meaning of the words and then construct a sentence with the word to prove his understanding of the words in real experience.
3. Expressive vocabulary cloze
6. Word prediction: Student infer text meaning from pictures and identify keys words associated with the topic.
---Picture prediction: is a prereading activity that entails the use of a picture to generate vocabulary words likely to be found in a text.
1) Prepare a picture and form, student should think about:
The followings are the example we can use :
1. Stoplight vocabulary
- Students figure out the words they don’t know a word at all, color the stoplight beside it read.
- Ask students if they have heard of the word but aren’t sure what it means, color the stoplight yellow.
- Ask students if they know the word and can use it while speaking or writing, color the stoplight green.
- Use their clarifying strategies as they read and try to figure out what the stoplight vocabulary words mean in group. As they learn the words, color the traffic lights again to show how well they know the words now.
- Teachers will decide which words are needed explicit instruction according to student’s stoplight vocabulary sheet.
Ask students to describe where they come across the words, whether they meet the word before, what strategies they can use to memorize the words, what’s the meaning of the words and then construct a sentence with the word to prove his understanding of the words in real experience.
3. Expressive vocabulary cloze
- Teacher prepare cloze passages by writing short stories with key words that convey meaning.
- Students learn to fill in the blanks, altering the story through their vocabulary selections.
- Teacher give each table group a different label that student must use to guide their selection of words for the cloze passage.
- After filling the blank, students can draw a person, animal etc. according to their story.
- Teacher has created a semantic feature analysis matrix listing various types of characters, phenomena etc. that discussed in the article. Vocabulary words that are found in the text are listed across the top of the matrix.
- Students read the text and try to discover which words are associated with each types of character.
- After completed the sematic feature analysis chart, students choose two character to compare in writing a composition.
6. Word prediction: Student infer text meaning from pictures and identify keys words associated with the topic.
---Picture prediction: is a prereading activity that entails the use of a picture to generate vocabulary words likely to be found in a text.
1) Prepare a picture and form, student should think about:
- What important words they predict will be in the story?
- How can they tell---what is the reason for their prediction?