2013). As students mingle and move around, they ask and answer questions and compare their responses about a topic. Eventually, they find their position according to some criterion that can be ordered. The line-up can be used as a quick warm up, a review of a topic, for dividing students into pair or groups by matching those standing next to each other or those standing at the end of the line etc. Target Learning Strategies: cooperative learning, comprehension, fluency, critical thinking Lesson Stages: Into, Through, Beyond Language Levels: All Procedure: Ask a question that results in answers that can be ordered, for example, What time do you get to school in the morning? How far do you travel to school? What is the month and day of your birthday? What is your favorite number? Model asking and answering the question so that everyone has the language they need. Ask students to interact with one another, sharing information about the question in order to identify their place in line, for example, the earliest to the latest morning risers. Students line up in the correct order. Ask students to share their responses with the whole class (for example, I got up at 6:25 this morning) to check if they have positioned themselves correctly in the line. Conclude the activity, or... “Fold” the line in half to create partners for the next activity. Example: A variation of the activity can be used when teaching the poem, “Fears and Loves” by Sharon Creech. Students write down their own fears and loves and/or fears and loves from the poem. Each fear/love is put on a card. Pass out the cards (do fears and loves separately), and ask students to try to line up from smallest fear to greatest fear. This should lead to discussion about how a fear/love may be greater for one person than another. 7 MAKING INFERENCES Proficient readers are able to actively interact with a text, link their own knowledge and experience with information in the text, and make inferences about possible implied messages in the text (Gallagher, 2004). “Reading between the lines” means learners can infer ideas about characters, places, writer’s views, etc. This graphic organizer scaffolds inference-making and allows learners to identify meanings that are perhaps implied but not stated in the text. Target Learning Strategies: deduction, elaboration, making inferences Lesson Stage: Beyond Language Levels: Low-Intermediate to Advanced
2013). As students mingle and move around, they ask and answer questions and compare their responses about a topic. Eventually, they find their position according to some criterion that can be ordered. The line-up can be used as a quick warm up, a review of a topic, for dividing students into pair or groups by matching those standing next to each other or those standing at the end of the line etc. Target Learning Strategies: cooperative learning, comprehension, fluency, critical thinking Lesson Stages: Into, Through, Beyond Language Levels: All Procedure: Ask a question that results in answers that can be ordered, for example, What time do you get to school in the morning? How far do you travel to school? What is the month and day of your birthday? What is your favorite number? Model asking and answering the question so that everyone has the language they need. Ask students to interact with one another, sharing information about the question in order to identify their place in line, for example, the earliest to the latest morning risers. Students line up in the correct order. Ask students to share their responses with the whole class (for example, I got up at 6:25 this morning) to check if they have positioned themselves correctly in the line. Conclude the activity, or... “Fold” the line in half to create partners for the next activity. Example: A variation of the activity can be used when teaching the poem, “Fears and Loves” by Sharon Creech. Students write down their own fears and loves and/or fears and loves from the poem. Each fear/love is put on a card. Pass out the cards (do fears and loves separately), and ask students to try to line up from smallest fear to greatest fear. This should lead to discussion about how a fear/love may be greater for one person than another. 7 MAKING INFERENCES Proficient readers are able to actively interact with a text, link their own knowledge and experience with information in the text, and make inferences about possible implied messages in the text (Gallagher, 2004). “Reading between the lines” means learners can infer ideas about characters, places, writer’s views, etc. This graphic organizer scaffolds inference-making and allows learners to identify meanings that are perhaps implied but not stated in the text. Target Learning Strategies: deduction, elaboration, making inferences Lesson Stage: Beyond Language Levels: Low-Intermediate to Advanced
Strategies%20DeKalb%202014-04-18.docx