Comprehension Focus View and Reflect Activity
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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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