Comprehension Focus View and Reflect Activity Note: I highly recommend that you use Internet Explorer to access these videos. Also, you will need to copy and paste the provided URL into the browser’s address bar. I apologize for the difficulty with these URLs. Video Activity Directions: To successfully complete this assignment, first view and/or review videos of instructional activities found in column one that demonstrate procedures for teaching key vocabulary and for utilizing comprehension strategies. After viewing the video, you will then complete the second column of the table. In the second column, record the step by step procedures demonstrated in the video that a teacher would use to implement the activity during instruction. Next, in the third column, identify two instructional goals at the 4th to 8th grade level. The first goal identified in column three must correspond with an English Language Arts (Reading Strand) objective and the second objective must be a science, social studies, or math content specific objective. Both objectives must be at the same 4th to 8th grade level and the content area objective must be science, social studies, or math. In other words, finally complete column three by going to the Virginia Department of Education (VDOE) Website by clicking on the following link: http://www.doe.virginia.gov/testing/index.shtml where each content area standards of learning can be found in the column on the right side of the VDOE webpage cited above.(After you click on the above URL; click on the subject area on the right side of the webpage; scroll down the page until you see the curriculum framework for the grade level you choose between 4th to 8th, open the curriculum framework to identify the objectives. ) Example: The first item includes an example of how to complete each of the items in this assignment. What are the procedures for implementing Identify one English and one content area instructional this strategy? Name the step by step objective in either science, math or social studies in a procedures to implement this activity. grade level between grade 4 to grade 8 that can be taught using this procedure Example : Teaching Content Vocabulary Using a Words Alive Map Slide Show Me (May 16, 2016) Wordsalive A Vocabulary Acquisition Program for Middle Schools, Retrieved from https://www.youtube.com/watch?v=MpTbMhYVJo A 1. Teacher introduces the Words This strategy can be used to meet the following Alive Map. Teacher informs seventh grade state standards: students that they will use the EnEnglish 7.4 The student will read to determine the Words Alive Map to learn meanings and pronunciations of important vocabulary related to unfamiliar words and phrases within current topic. authentic texts. 2. The teacher explains the a) Identify word origins and derivations. components of the Words Alive Map: a) sentence with the key b) Use roots, cognates, affixes, vocabulary; b) guessed, dictionary, synonyms, and antonyms to expand and paraphrased definition of the vocabulary. word; c) synonym, antonym, etymology, and related words; d) e) Use context and sentence structure to sketch of word and caption. determine meanings and differentiate 3. The teacher reads aloud the among multiple meanings of words. sentence that contains the key word providing the context for the key vocabulary term, writes the sentence into the speech bubble on the overhead. Students complete the same activity with their personal WA map. 4. The teacher asks the class to develop a guess for the word meaning based on the word in context allowing them to access background knowledge. An actual dictionary definition is then found that best defines the key vocabulary. The term is then paraphrased using kid friendly terminology. 5. Multiple exposures to the term are then provided by identifying synonyms, antonyms, the history of the word, and words from the same word family thus facilitating deep knowledge of the term. 6. Students are then asked to generate their understanding of the term by creating a picture and a caption for the term. 1. Word Bugs and Word Flowers http://www.vdoe.whro.org/middleengli sh.1/Reading4B/DOE_READING_4B.swf uses graphic organizers to teach vocabulary. 2. Word Sketches http://www.vdoe.whro.org/middleenglish.1/Read ing5B/DOE_READING_5B.swf shows an instructional strategy of teaching vocabulary through students' illustrations of words. LS.9 (Life Science 7th grade) The student will investigate and understand how organisms adapt to biotic and abiotic factors in an ecosystem. Key concepts include a) differences between ecosystems and biomes; 3. Analogy Hangman http://www.vdoe.whro.org/middleenglish.1/Reading9B/ DOE_READING_9B.swf demonstrates an innovative lesson teaching analogies using the synonym/antonym pattern with the game hangman. 4 Reinforcing Vocabulary http://www.vdoe.whro.org/middleenglish.1/Read ing12B/DOE_READING_12B-2.swf incorporates visualization and kinesthetic movement into vocabulary instruction. 5. Word Splash http://www.vdoe.whro.org/middleenglish.1/Reading10 B/DOE_READING_10B.swf connects prior knowledge and vocabulary instruction in the content area. 6. Think-Alouds http://www.vdoe.whro.org/elementary_reading/ThinkA loud1-20-2010_F8_FastStart_512k.swf Think-Alouds help students understand the mental processes readers engage in when constructing meaning from texts. SOL: 3.5 3.6, 4.5, 4.6, 5.5, 5.6 7. Think-Pair-Share http://www.vdoe.whro.org/elementary_reading/Thin k-Pair-Share1-20-2010_F8_FastStart_512k.swf Think-Pair-Share is a discussion strategy that can be used as a prereading activity, problemsolving strategy, or as a followup.activity. SOL: 3.5, 3.6, 3.9, 4.5, 4.6, 4.7, 5.5, 5.6, 5.7 8. Frayer Model Martin, K. (June 15, 2015). Frayer Model Demonstration Retrieved from https://www.youtube.com/watch?v=E2WHIhRNdPY 9. Reciprocal Teaching http://www.vdoe.whro.org/elementary_reading/Reci procalTeaching1-20-2010_F8_FastStart_512k.swf Reciprocal teaching uses the skills of predicting, questioning, clarifying, and summarizing to interact with challenging text SOL:3.4, 3.5, 3.6, 4.4, 4.5, 4.6, 5.4, 5.5 5.6 10. Making Connections http://www.vdoe.whro.org/early_literacy/ER13/E R13.swf Three strategies are demonstrated to activate background knowledge, text-to-self, text-to-text, and text-to-world.SOL: 1.9, 2.8, 3.5 11. Directed Reading and Thinking Activity (DRTA) http://www.vdoe.whro.org/early_literacy/ER14/ER14 .swf The teacher conducts the Directed Reading and Thinking Activity (DRTA), an instructional strategy that provides ongoing support and guidance to students before, during, and after reading.SOL: K.9, K.10, 2.8, 3.5, 3.6, 4.5, 4.6 12 Question-Answer Relationships http://www.vdoe.whro.org/elementary_reading/QAR 1-25-2010_F8_FastStart_512k.swf Question-Answer Relationships (QAR) is the basis for three comprehension strategies, including 1) locating information; 2) determining text structures and how these structures may convey information; and 3) determining when an inference would be required or invited. SOL: 3.5, 3.6, 4.5, 4.6, 5.5, 5.6
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