Area: ENGLISH
LET Competencies:
5. Application is the part of the lesson that helps readers see the relevance of
learning in their own life, or appreciate the nature of their environment and
understand the significance of knowing about the lessons discussed in the
classroom. This provides a ground for making students remember and value
insights learned in the class. Reading instruction can end by:
• Valuing
• Appreciating
• Relating lessons to own life
• Linking lesson to explain real-life contexts
• Responding creatively using multiple intelligence
1. The perspective or opening phase where the teacher gives a preview of the new
reading lesson that he/she will teach.
2. The simulation phase where the teacher poses a question (or questions) to get
the student thinking about the coming activity. This is used as a lead into the
main activity.
3. The instruction/participation phase introduces the main activity of the reading
lesson.
4. The closure phase is where the teacher attempts to get the students’ input
regarding what they have learned in the lesson that was just presented.
5. The follow-up and the final phase has the teacher using other activities to
reinforce the same concepts and introduce new ones.
What are the principles for designing effective and interesting reading
lessons?
1. The reading materials are interesting for the students.
2. The major activity of the reading lesson is students reading texts.
3. Activities and exercises reflect the purposeful, task-based interactive nature of
real reading (predicting, hypothesizing, and revising ideas about what was read).
4. Activities and tasks allow the learners to bring their knowledge and experiences
to the reading passage.
5. Instructional activities have a TEACHING rather than a testing focus.
6. A variety of different reading activities are used during each lesson ( to maintain
interest, motivation, and pace)
7. Lessons should be divided into pre-reading, during reading and post-reading
phases.
• One of the reasons for the increasing interest among educators in developing
content-based language instruction is the theory that language acquisition is
based on input that is meaningful and comprehensible to the learner (Krashen
1981, 1982).
• CBI approaches “… view the target language as the vehicle through which
subject matter content is learned rather than as the immediate object of study.”
(Brinton et al., 1989, p. 5).
• “When the learner’s second language is both the object and medium of
instruction, the content of each lesson must be taught simultaneously with the
linguistic skills necessary for understanding it “ (Cantoni-Harvey, 1987, p. 22).
A. Structural Analysis. It is the process of breaking up word parts into its meaningful
components: the root words, affixes and suffixes. In short, it is a process of decoding
unfamiliar words by visually examining the words to discover component parts, which
may lead to pronunciation and meaning. A person who uses structural analysis must
For example, the word biology can be analyzed by looking at the part bio (which
means life) and logos (which means the study of). Taken together, one could know
that biology, in its simplest meaning, is a study of life.
Find out how well you know the meaning of the following word components:
1. anthrop – _________ 11. inter -____________
2. bi, di –____________ 12. intra - ____________
3. biblio –___________ 13.mal -_____________
4. chron –___________ 14. mid -_____________
5. cosmos -__________ 15. mis -_____________
6. ex - _____________ 16. mono- ___________
7. ful - _____________ 17. phile - ___________
8. hydro -___________ 18. phobia- ___________
9. ism _____________ 19. phon - ____________
10. ist - _____________ 20. sym, syn - ________
11.
1. Definition Statements
2. Synonym
3. Antonym
4. Summary
5. Examples
6. Simile
7. Apposition
8. Groupings
D. Pleasure Reading. It is another way of making students read, but the materials or
selection that they have brought are for themselves or for sharing with friends and
classmates. Or it may be a selection chosen by the teacher, but for the purpose of
making students develop love for reading.
(-from Farrell, T.S.C., 2002)
Science Math
Topic: Tornadoes Topic: Multiplication With Decimals
Ask students, What do you know about Ask students, When are the decimals used in
tornadoes? What do you know about everyday life (e.g. money)? If you were
thunderstorms? Are they similar? What would purchasing several items at the same price, how
you do if you were caught in a tornado? could you quickly figure out the total cost?
Assessment
Discuss each question and determine from students’ answers which students need
additional information before beginning a lesson. As the lesson progresses, continue
discussion and questions to determine students’ comprehension of the topic.
Anticipation Guide
This strategy allows students to consider thoughts and opinions they have about various
topics in order to create an interest in the material that is being covered and to establish
a purpose for reading the material.
This strategy works best with topics such as literature, science, and social studies that
require information in order to develop opinions. Although subjects such as grammar
and mathematics are more skill related, there are instances in which an Anticipation
Guide with modification would be useful
Procedure
Begin by listing three or more debatable statements about a topic that students are
going to study. Ask the students to identify whether they agree or disagree with the
statements. Explain that the students need to read the text carefully and see if they can
find statements that support their own views. After they read the text, discuss the original
statements to see if the students maintain their original view or if they have changed
their opinion.
When constructing an Anticipation Guide, keep the following in mind:
• Analyze the material and determine main ideas.
• Write the ideas in short, declarative statements. Avoid abstractions.
• Put statements in a format that will encourage anticipation and predictions.
• Discuss reader’s predictions and anticipations before reading.
• Assign the text. Have students evaluate the statements according to the
author’s intent and purpose.
• Contrast the predictions with the author’s intended meaning.
Language Arts
Topic: Writing a persuasive paper
Statements: Students should wear uniforms in school. Teaching Reading and Writing |7
Students should be allowed to choose whatever classes they want to take.
There should be no dress code in schools.
ReQuest
This strategy encourages students to build on previous knowledge and think about what
might be important information in the assigned reading. It also gives them the
opportunity to write questions about things they do not understand. One of the
advantages to this strategy is that it breaks the text into short sections so it will not
appear overwhelming to students.
Procedure
The first step is to choose the text to be covered. Make sure students are familiar with
the entire selection. Next, have the students read the paragraph or short section and
have them think of questions to ask about the topic as they read. After the read, have
students ask their questions and use the text to answer. Next, ask higher level questions
you have prepared. Continue reading the entire selection and have a question-answer at
the end of each section.
Language Arts
When discussing a topic such as sound waves, ask
students how they think Helen Keller learned to speak or
how Beethoven was able to compose music even after
he became deaf
Assessment
Discuss and evaluate teacher’s and student’s questions and answers. Discussions can
be used to determine students’ level of comprehension by assessing their responses
after reading. Encourage responses from students who appear off task. Students should
correctly respond to 80% if the questions during a discussion.
Procedure
Before reading, ask students to brainstorm what is known about a topic. They should
categorize what is prior knowledge, predict or anticipate what the text might be about,
and create questions to be answered. During reading, have the class discuss the
information, write responses to their questions, and organize the information.
Social Studies
Topic: Ancient Egypt
Procedure
Model an example of a map for students, talking through each step and having students
assist in filling in the different areas. After comprehension of this strategy is assured,
have students complete various maps on their own.
Language Arts
Characters:_______________________________________________________________
Setting: Place_____________________________________________ Time: ___________
Problem: ________________________________________________________________
Events: __________________________________________________________________
________________________________________________________________________
Resolution:________________________________________________________________
Outcome: ________________________________________________________________
Social Studies
Topic: Ancient Egypt
Pharaohs medicines pyramids afterlife gods
mummification
__________ ___________ ___________ ___________ ___________ ________
__________ ___________ ___________ ___________ ___________ ________
Assessment
Evaluate students’ maps to determine level of comprehension by the percentage of
correct responses.
PLAN
This is a graphic organizer in which students create a map to visually organize and
better understand the information that has been covered.
Procedure
There are four steps in this process:
[P]redict the content/structure by using chapter titles and subheadings.
[L]ocate known and unknown information. Students can indicate this by placing a
__ by things they know and a ? by things they do not know.
[A}dd words or phrases to the ? as students locate information about the topic.
[N]ote new understanding of information and use it in instruction.
article?
noun adverb
preposition?
social groups? religion?
adjective pronoun
verb
Economic political
connotation? conjunction?
Systems? systems?
denotation? language
Science Math
WAVES
GEOMETRY
vibrations? trough?
wavelength? shapes
measurement?
Characteristics? formulas?
Writing is among the most complex human activities. It involves the development of an
idea, the capture of mental representations of knowledge, and of experiences with
subjects. It can be viewed as involving a number of thinking processes which are drawn
upon in varied and complex ways as an individual composes, transcribes, evaluates,
and revises (Arndt, 1987; Raimes, 1985 as cited in White, 1995).
In first language settings, the ability to write well has a very close relationship to
academic and professional success. Grabowski (1996 as cited in Weigle, 2002, p.4)
notes that:
Brown (1994), as cited in Weigle, 2002, pp.15-16) provides the following list of
characteristics that ordinarily differentiate written language from spoken language:
• Production time: writers generally have more time to plan, review, and
revise their words before they are finalized, while speakers must plan,
formulate, and deliver their utterances within a few moments if they are to
maintain a conversation;
• Distance: between the writer and the reader in both time and space,
which eliminates much of the shared context that is present between
speaker and listener in ordinary face-to-face contact and thus
necessitates greater explicitness on the part of the writer;
In contrast, Weigle (2002) posits that the same cannot be said of L 2 writing because of
the wide variety of situations in which people learn and use second languages, both as
children and as adults, in schools and in other settings. She further emphasizes that one
cannot write in L2 without knowing at least something about the grammar and vocabulary
of that language.
Thus, the differences between L1 and L2 writing are considerable, and in particular the
variety is much greater for L2 writers than for L1 writers.
Tribble (1996, p.430) enumerates the range of knowledge that writers need to know in
order to write effectively when undertaking a specific task:
1. Content Knowledge – knowledge of the concepts involved in the subject area
2. Context Knowledge – knowledge of the context in which the text will be read
Writing Theories
• Writing as a social and cultural phenomenon
It is important to note that writing is not solely the product of an individual, but as a
social and cultural act. Hamp-Lyons and Kroll (1997 as cited in Weigle, 2002) claim
that writing is an act that takes place within a context, that accomplishes a particular
purpose, and that is appropriately shaped for its intended audience. Expanding in the
social nature of writing, Hayes (1996 as cited in Weigle, 2002, p.19) states that:
“Contrastive rhetoric, on the other hand, gained respectability when it became clear
to researchers that many aspects of writing are influenced by culture”.
Leki (1992) and Grabe (1989, as cited in Weigle 2002) point out that variation in
writing in different cultures does not reflect inherent different in thought patterns but
rather “cultural preferences which make greater use of certain options among
linguistic possibilities
Cultural expectations can have a consequence for the coherence of texts – that is,
the organization of a text into meaningful whole. Coherence, as Leki (1992) notes is
not an inherent quality of the text itself, but rather comes from the accuracy of the
• Hayes (1996)
- Viewed the writing process as consisting of two main parts: the task
environment and the individual. The latter is the focus of the model.
Individual aspects of writing involves interactions among four
components:
1. Working memory
3. Cognitive processes
4. Long-term memory
1. Reading to evaluate
3. Reading instructions
The table below presents the distinct features of the various approaches to teaching
writing: