Sandra  Vega  Carrero  UNAC  

TEACHING ENGLISH TO CHILDREN

Rearrange  the  mixed  –  up  le9ers  to  make  words  for  jobs.  The  first  le9er  is  underlined.  

racto   __________________  

suren   __________________  

eclipo   __________________  

rawyel   __________________  

ioplt   __________________  

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Why reading comprehension skills are particularly important?

Why reading comprehension skills are particularly important?

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Students will still need a lot of vocabulary development and

teaching of comprehension

strategies.

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1. Build background knowledge Look  for  opportuniGes  to  make  associaGons  

between  students'  experiences  and  new  content.  

Bra

inst

orm

Look  for  opportuniGes  to  make  associaGons  between  students'  experiences  and  new  content.  

AVALANCHE  

1. Build background knowledge

Build  students'  background  knowledge  

Students  with  limited  or  interrupted  schooling  may  not  have  the  same  level  of  knowledge  as  

their  peers.    

1. Build background knowledge

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Take  students  on  a  tour  of  the  text.  

Explain  how  the  text  is  organized  

1. Build background knowledge

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Take  students  on  a  tour  of  the  text.  

Explain  how  the  text  is  organized  

Point  out  bold  print.  

1. Build background knowledge

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Take  students  on  a  tour  of  the  text.  

Explain  how  the  text  is  organized  

Point  out  bold  print.  

Chapter  headings  

1. Build background knowledge

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Take  students  on  a  tour  of  the  text.  

Explain  how  the  text  is  organized  

Point  out  bold  print.  

Chapter  headings  

Chapter  summaries  

Once  students  learn  how  to  recognize  these  elements,  they  will  be  able  to  preview  the  text  

independent.  

1. Build background knowledge

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2. Teach vocabulary explicitly

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2. Teach vocabulary explicitly

Because,  Explain  

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2. Teach vocabulary explicitly

Because,  Explain  

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2. Teach vocabulary explicitly

Once  students  know  a  new  word's  definiGon,  ask  them  to  connect  those  new  words  to  the  pictures  they  see  in  the  text.  

Because,  Explain  

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2. Teach vocabulary explicitly

Once  students  know  a  new  word's  definiGon,  ask  them  to  connect  those  new  words  to  the  pictures  they  see  in  the  text.  

Because,  Explain  

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3. Use  informal  comprehension  checks.  

Place  the  events  in  order  (1  being  first)  by  using  1  –  6:  

___  Mr.  Ma9ers  went  to  the  doctor  ___  Mr.  Ma9ers  helped  prune  Ms.  Stewart’s  garden.  ___  He  walked  two  miles.  ___  He  would  ride  his  bike  to  work.  ___  Mr.  Ma9ers  did  a  full  body  stretch.  ___  Mr.  Ma9ers  ate  a  grapefruit.  

Place  the  events  in  order:  

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4. Test  comprehension  with  student-­‐friendly  quesFons:

Literal  level  

InterpreGve  level    

Applied  level  

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5. Ask quesFons  that  require  higher-­‐level  thinking

What  ideas  can  you  add  to...?  

Do  you  agree?  Why  or  why  not?  

What  might  happen  if...?  

How  do  you  think  she  felt...?  

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6. Use  graphic  organizers

Venn  diagrams  

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6. Use  graphic  organizers

Title  and  author  

Problem  

SeLng  Main  Characters  

SupporFng  Characters  

SoluFon  

Story  maps  Sp.  Sandra  Vega  Carrero  

6. Use  graphic  organizers Cause  and  effect  charts  

Cause   Effect  

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7. Provide  students  with  many  different  ways  to  show  what  they  know.

Drawings

Graphs

Oral interviews

Posters

Portfolios

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8. Summarize

Retell what you read, but keep it short.

Include only important information.

Use key words from the text.

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