Carrousel Carrousel is an active, interactive summarizing activity in which learners share something they have learned and listen to and analyze what others have learned about a topic. Target Learning Strategies: summarizing, listening, presenting, analyzing Lesson Stages: Beyond: After reading (or writing, or as a theme-concluding activity) Language Levels: All Procedure (for Carrousel as a summarizing activity for a theme): Compose about 8 summarizing questions for a theme you are completing. Write each on a piece of paper and post on the wall of the classroom or the hallway. Divide learners into 8 groups. Teach the roles for various group members and language they will need, e.g., Writer: Writes down what group members say; asks questions to clarify. Do you mean...?” Leader: Initiates discussion of each question, leading the group to analyze what has been written and asking for new ideas. What can we add to the comments here? Reader: Reads what has already been written on each new question; reads and summarizes information on the last question visited for the group. Almost everyone agreed that .... Includer: Makes sure that everyone contributes to the discussion. Tara, what do you think? Groups assign roles. Each group stands next to one question posted on the wall. Groups take a few minutes to read, discuss, and write answers to the first question. The teacher gives a signal, and groups rotate clockwise to the next question. There they read what has already been written, discuss what they have to add or comment on, and write it down. Groups continue until they get to the last question. There, all the other members sit down, and the readers stay to share with the class what answers have been written to their last question. Class and teacher can summarize and clarify answers as needed. Example: Have learners present narratives they developed from the point of view as one of the family members in the personal narrative, “Are We Having Fun Yet,” by Ryan Levy. 4 CREATING IMAGERY Proficient readers create mental images as they process a text. They engage with the text and envision or respond to what they read by visualizing it. Creating this visual imagery requires interaction with the text and deep and careful mental processing. This results in better recall and comprehension of the reading material (Buehl, 2008; Gambrell, Kapinus, & Wilson 1987).
Carrousel Carrousel is an active, interactive summarizing activity in which learners share something they have learned and listen to and analyze what others have learned about a topic. Target Learning Strategies: summarizing, listening, presenting, analyzing Lesson Stages: Beyond: After reading (or writing, or as a theme-concluding activity) Language Levels: All Procedure (for Carrousel as a summarizing activity for a theme): Compose about 8 summarizing questions for a theme you are completing. Write each on a piece of paper and post on the wall of the classroom or the hallway. Divide learners into 8 groups. Teach the roles for various group members and language they will need, e.g., Writer: Writes down what group members say; asks questions to clarify. Do you mean...?” Leader: Initiates discussion of each question, leading the group to analyze what has been written and asking for new ideas. What can we add to the comments here? Reader: Reads what has already been written on each new question; reads and summarizes information on the last question visited for the group. Almost everyone agreed that .... Includer: Makes sure that everyone contributes to the discussion. Tara, what do you think? Groups assign roles. Each group stands next to one question posted on the wall. Groups take a few minutes to read, discuss, and write answers to the first question. The teacher gives a signal, and groups rotate clockwise to the next question. There they read what has already been written, discuss what they have to add or comment on, and write it down. Groups continue until they get to the last question. There, all the other members sit down, and the readers stay to share with the class what answers have been written to their last question. Class and teacher can summarize and clarify answers as needed. Example: Have learners present narratives they developed from the point of view as one of the family members in the personal narrative, “Are We Having Fun Yet,” by Ryan Levy. 4 CREATING IMAGERY Proficient readers create mental images as they process a text. They engage with the text and envision or respond to what they read by visualizing it. Creating this visual imagery requires interaction with the text and deep and careful mental processing. This results in better recall and comprehension of the reading material (Buehl, 2008; Gambrell, Kapinus, & Wilson 1987).
Strategies%20DeKalb%202014-04-18.docx