Naditz-Lanphere+Resources

=STARTALK PowerPoints=





=__Bibliography__= 1. __I Read It But I Don't Get It: Comprehension Strategies for Adolescent Readers:__ Cris TOVANI (Copyright 2000 by Stenhouse Publishers, Portland Maine). 2. __Comprehension Connections: Bridges to Strategic Reading__ : Tanny McGREGOR (Copyright 2007 by Heinemann, Portsmouth, New Hampshire).
 * Books about developing reading skills:**

1. __Productive Group Work: Wow to Engage Students, Build Teamwork, and Promote Understanding__ : Nancy FREY, Douglas FISHER, Sandi EVERLOVE (Copyright 2009 by ASCD, Alexandria, Virginia).
 * Book about designing group work for students:**

=__Sample Activities for the language skills__=

Listening:

 * Listening ID: students record which image is being described by teacher or other students.
 * “Touch”: students touch images (on overhead or photocopy) as called by teacher.
 * “Touch-teacher”: student volunteer touches image on overhead as called by other student.
 * Colored cards: students raise one card or other to indicate their answer (can be used to identify gender, past/present, logical/illogical, etc.)
 * “Secret description”: students prepare written descriptions from overhead image. Students take turns reading a description, other students guess the identity of the image.
 * Total Physical Response (TPR): use to practice commands, tell stories, etc.
 * Cloze: students complete missing words from songs, stories, poems, etc.
 * Fly swatter game: students compete to touch an image first with fly swatter as called by teacher or other students.
 * Thumbs up/down: students indicate answers with their thumbs (or raised/lowered hands). Useful in yes/no, either/or question scenarios.
 * Loto/Bingo: listening game to review vocabulary, numbers, etc. Students select game board entries from designated list, teacher calls items, winners must repeat winning items from their board.

Speaking:

 * Inner/Outer Circles: students form two circles, facing partner. Inner circle has index card with question to repeat throughout activity. Outer circle answers question, then moves one space to right/left and answers next question. When students complete circle, switch inner/outer circles and repeat.
 * A/B dialog lines: same concept as Inner/Outer circles, but two lines. Simple dialog outline on overhead with elements of choice (e.g.: clerk and client in store, doctor/patient). When finished with dialog, each student moves one place to right/left, then repeats dialog with new partner.
 * Substitution conversations: simple dialog with highlighted items. Students replace each highlighted item with similar vocabulary (e.g.: choose another place, activity, weather, etc.) to slightly alter the dialog each time.
 * Verb/Vocabulary Ball Drill: use a kush ball to drill verb forms, vocabulary.
 * Illustrated Vocabulary: assign students 1+ words related to lesson which they must represent with an image (no words). Students can use images to participate in a variety of mixer activities, including introducing the word to classmates and quizzing them on the word by showing the image in their hands. Teacher can also follow up with whole-class review game using images.
 * Picture description: students tell story about what is happening in a picture or series of images (ideal practice leading up to AP levels)
 * Survey/Interview: students survey multiple classmates or interview 1-3 classmates on likes, activities, possessions, family, etc. Teacher provides
 * A/B Oral Description: students hold images with slight variations and must describe elements of the picture to each other, noting differences and similarities.

Writing:

 * Category Lists: students (individually or with partner) record lists of vocabulary according to specified categories, often with time limit. Great review prior to tests.
 * Sentence starters: teacher provides sentence beginnings, students complete idea.
 * Crossword Puzzle/Word Search
 * Cut & Paste Pictures: students cut images that represent likes & dislikes, activities they do and do not participate in, etc. Students paste images on paper and write statements to communicate their preferences.
 * Venn Diagram: can be used to review vocabulary, summarize a story, as a pre-writing activity, etc. Students categorize information or vocabulary using venn diagram (compare/contrast). Also appropriate graphic organizer for reading activities.
 * Guided Composition: teacher leads students through a composition with sentence starters. Students select appropriate individualized information to complete statements. Can be used with Venn Diagram pre-writing activity.
 * Picture description: see Speaking
 * Guided Poetry: students form a poem by selecting precise vocabulary to fill spaces as directed by teacher.

Reading:

 * Sentence Building: teacher creates index cards with elements of sentences which students must rearrange to create logical statements. Can be done individually, in pairs/groups, or whole class demonstration.
 * Find Your Partner: variant of Sentence Building, students circulate with one card, attempting to find other students with cards that will form logical statements. Once they do, this forms a group for a subsequent activity.
 * Read & Respond: students read a passage and draw an image in response (e.g.: create a map of a neighborhood, create a family tree, draw a picture of a person/animal). Can also be a partner activity with oral input.
 * Character Map: students use graphic organizer to track the development, changes in a character throughout a story/novel. May include notes on personality, actions, desires, faults, goals, etc.
 * Graphic Organizers for literature: check with your Language Arts colleagues to see what they use when studying literature. May include Mind Maps, Cause & Effect charts, Venn Diagrams.