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Reading and academic vocabulary

Common core+ reading+ Poway Unified
by

Prof. H. Lecakes-Jones

on 15 August 2014

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Transcript of Reading and academic vocabulary

"Effective reading is essential
for success in acquiring a second language...
it is an essential component
of every second-language curriculum"

Beatrice Mikulecky, Ed.D.
For each Learning Strategy taught the teacher should:
Here are the MOST common academic words in English broken down into 10 sublists!
The first sublist contains the most commonly used words across academic texts...
-Averil Coxhead
Where do
I get
readings?
THE TEACHER NEEDS TO...
What are
The Reading
Strategies?
Lecakes’ List of Reading Comprehension
SKILLS & Strategies:

Before you jump right in and read; it behooves you “read smarter” which will boost your comprehension of the text. Use the following set of strategies to read better.

1. Preview:
get an overview of the whole text. Look at the title, pictures, and graphs. Read the 1st and last sentences of each paragraph.
2. Prior knowledge Brainpower: What do you already know about this topic?
3. skim:
do a high speed run-through of the entire text. Just get the “gist”.
4. Topic:
In a word or two note the subject of the text.
5. Scan:
look at the questions at the end of the reading. See if you can find the answers in the text.
6. Note the organizational style:
a. Generalization
b. Sequence of events/steps
c. Compare/Contrast
d. Cause/effect
e. Problem/solution
7. Read:
Read out loud with a partner
Read in “thought units” (don’t translate word-for-word)
8. Unknown Vocabulary:
• Use Different color highlighters to mark up your test!
• “Know it/learned it/ Context clue guessed it”
a. Cognate: (educación=education)
b. Context clue: guess the meaning by the words around the unknown word.
c. AWL: Are any of the words on the Academic Word List?
REMEMBER…
d. You CAN SKIP over most unknown words and not have it impact your understanding of the text!!! but…
e. Look up a word if it impedes your understanding.
9. Main idea:
What is the point of the text?
Main idea=topic + the author’s opinion(s) about the topic
10. Summary: at the end of each paragraph (and at the end) summarize the author’s ideas.
11. Re-Read: Go back and re-read a paragraph if you can’t summarize it.
12. Inference : make inferences! What is the author’s hidden message?


http://www.bbc.co.uk/mundo/
BBC
MUNDO
Teen
tribune
http://tweentribune.com/teen
1. Describe the strategy that the kids will learn
2. Explain WHY this strategy is important
3. MODEL IT (teacher reads out loud, thinks out loud interacts with the text)
4. Point out to students WHERE strategy need to be employed
5. Teach students how they can evaluate their successful/unsuccessful use of the strategy.
-Winograd and Hare 1988



http://www.1jour1actu.com/Recherche/Index.htm
1jour1activite
http://www.languageguide.org/french/readings/
Language guide.org
http://german.about.com/library/bllesen_inhalt.htm
http://www.sos-halberstadt.bildung-lsa.de/indextexte.htm
duolinguo.com
http://www.bbc.co.uk/languages/german/comedy/
http://onlinebooks.library.upenn.edu/webbin/book/browse?type=lcsubc&key=German%20language%20--%20Readers&c=x
http://www.filipinoshortstories.com/category/filipino-short-stories-in-tagalog/
http://www.seasite.niu.edu/Tagalog/tagalog_short_stories_fs.htm
http://tagaloglang.com/top-10-books-of-filipino-stories-for-children.html
http://www.tom61.com/ertongwenxue/
http://www.minmm.com/minc/classes.php
http://www.uiowa.edu/~chnsrdng/Chinese_reading/Beginning/beginning.html
http://classes.yale.edu/chns130/Listening/index.html
The AWL=
The Academic Word List

Kids know 90% of words=
Kid comprehension
Después de leer los escritores del examen de AP usarán pregutas como:
¿Cuál es motivo…
¿Describe tú…
Comunícate…
¿Está ligada…? (linked)
¿Estás de acuerdo a _______?
¿Puedes inferir…?
¿Qué demuestra…?
¿Qué se puede apreciar en…?
¿Qué efecto provocó…?
¿Qué ocurrió…?
¿Qué implica…?
¿Qué transmite…?
¿Qué le atribuye…?
¿Cuál es la meta/ el reto? (goal; challenge)
¿Qué se usa?
¿Qué podemos observar?
¿Qué destaca el informe?
¿Cuál es la ventaja/desventaja de _______?
¿Cuál es el propósito? (purpose)
¿Cómo se caracteriza _(persona)_?
¿Cuál idea sobresale? (stands out)
¿Qué empleaba?
¿Qué se refiere?
¿Qué podemos predecir acerca de ________?
¿Cuál es el tema?
¿Qué le sugiere?
¿Qué cualidades comparten?
¿Cuáles rasgos tiene el carácter?
¿Qué podemos deducir?
¿Cuál es el remate/ la conclusión?




Basic Reading skills:
How do we create
reading questions that support
Common Core?
•Build content knowledge by increasing exposure to informational text.
•Utilize textual evidence to answer a question or support an argument.
•Utilize context clues to derive the meaning of Tier II or academic vocabulary.
•Analyze text structures to better understand complex texts.

-scholastic.com
http://www.scholastic.com/teachers/top-teaching/2012/05/designing-common-core-multiple-choice-questions
What kinds of questions should I be asking my students about assigned readings?

The Common Core calls for text-dependent questions that encourage students to read, ponder, and reread.

Such questions should ensure that students have a deep understanding of the text.

Great questions:
•can be answered only by referring explicitly to the text
•require close reading of and careful attention to the text
•require an understanding that goes beyond factual recall
•ask students to make inferences
•target academic vocabulary
•do not rely on personal opinions or feelings.

http://commoncore.scholastic.com/answers/what-questions-should-i-be-asking-students-after-they-finish-assigned-reading
Lecakes-Jones 2013
memorize sight words (AWL)
preview
predict
purpose
genre
questioning ("converse and question author's viewpoint)
scan quickly for discreet points
Recognize the "Topic"
Classify ideas into main topics and ideas
Find topic sentences (TS= Topic+ author's opinion on topic)
State main idea/thesis of author
Recognize pattern of ideas/structure of text
Identify/use words that connect ideas (First, then,next)
Infer main idea
Recognize/use pronouns, referents as clues to cohesion
Guess the meaning of unknown words via context
Understand word parts, syntax, relationship patterns
Skim quickly to get the gist or overview
Paraphrase to monitor reader's comprehension
Summarize restating ideas and leaving out details
Draw conclusions. Put together info from text to create new ideas
Draw inferences and use evidence to see UNstated ideas
Visualizing via mental picture/actual pictures,diagram of text description
Read critically to judge accuracy of passage relying on prior knowledge
Read faster to allow the brain to process the input as ideas rather than disconnected words
Adjust the rate of speed according to the material and purpose
-Beatrice S. Mikulecky
READING
SKILLS:
What is
reading?
Classroom
activities?
Post reading activities:
Read again in pairs
Stop and paraphrase each paragraph
Make a newspaper headline
Create a Cloze passage (http://edhelper.com/cloze.htm)
Create Bloom and Common core questions
Video a news report
Create Photostory (http://en.wikipedia.org/wiki/)
Create comic book (http://www.toondoo.com/)
Tertulia/ kaffeklutch /Book chat/ Lit Circles
Debate

Pre-reading activities:
video
thought provoking question
Prediction activity (What would happen if...)
Skim text in group
Scan for one discreet item as a group
Brainstorm prior knowledge
Pre-teach important lexical items
interview classmates on topic
Some "during reading" activities:
teacher copies a paragraph or short story and cuts up the parts.The students in groups put the story back together.
highlight words that student knows
sticky notes write main idea about each ____.
How can we
develop
academic
vocabulary?
Worksheets:
Fiction:

http://teacher.depaul.edu/Documents/ComprehensiveReadingQuestions--Fiction.pdf


http://teacher.depaul.edu/Documents/Common%20Core%20Constructed%20Response%20Organizer.pdf
http://teacher.depaul.edu/html/Guide_Assess_Fiction.html
What do good readers do?
WORKSHEETS!

http://teacher.depaul.edu/html/Guide_Assess_Fiction.html
http://teacher.depaul.edu/html/Guide_Assess_Fiction.html
http://teacher.depaul.edu/
Bilingual resources!
Polk Brothers Foundation
Center for Chicago Education

Beatrice Mikulecky, Ed.D.
Practice
http://www.cram.com/cards/spanish-academic-word-list-sublist-1-1587692
Academic word list in Spanish/English
AWL German/English
http://quizlet.com/15719037/academic-word-list-sublist-1-englishgerman-flash-cards/
Author's purpose= P.I.E= persuade, inform, explain
CRAM.com!!!
http://www.nyraen.org/wp-content/uploads/2014/07/AcademicWordFamilyList-K-Mastropietro-7.30.14.pdf
http://www.esldesk.com/vocabulary/academic
Here is a clickable list:
1.
2. Look at your AP exam
What words do you KNOW that your kids don't know from 1-2, 3-4, 5-6, 7-8? Make a list.
Everyday words/ AP Academic words
2.
3.
4.
Read/listen to authentic materials!
Students pull out meaning via the academic vocab and then
DO something FUN with the words!
5.
(The easy part, yeah?)
Select a task:











interpersonal,
presentational, or
interpretative
6. Test time! Can they do the task on their own?
Spanish basic list:
http://babel.hathitrust.org/cgi/pt?id=mdp.39015005168409;view=1up;seq=43
that requires the students to incorporate an AWL word that was learned. This step is done with support of: lists,teacher, friends,books,i-net...
+5
-10
+0
+20
+15
-todo
X 2
-15
to get
Let's use sublist 2
Full transcript