HANDBOOK STRATEGIES and More Strategies 4 Horas 2015

Handsonideas,easytocarryoutinyourdailyclass!
WORKSHOP: StrategiesStrategiesand more Strategies to build Comprehension

www.gracebertolini.com.ar
Make your teaching year not only

easier to manage
but more enjoyable
for both you and your students!!
TEACHERS
EDUCATORS
PARENTS
They continually ask students to read all sort of

materials.
- Instructions
- Novels
- Newspapers
- Tests
- Web sites
- Poems
- Reference Books: Dictionaries / Grammar
Much of the reading our learners do in the

classroom is based on:
- Individual sentences.
- Short reading passages from Course books.
- Exam practice papers.
The recipe for success in READING is simple:
The more students read
The more fluent readers they become!!
When selecting TEXTS, consider:

AGE
NEEDS
PREVIOUS LANGUAGE
LEARNING EXPERIENCE
LANGUAGE LEVEL
INTERESTS
DEGREE OF DIFFICULTY:
- Language
- Activities.

Students can absorb the structure of language

subconsciously as well as hear familiar words they
know.
A useful message can be contained in the story,
aside from language learning.
Using stories gives you another method of putting
language across and will lead to more variety in
your lessons.
You can use stories as quiet time in between boisterous
activities.
Stories, along with songs, allow students to hear and
understand far more English than any other
method.
Enhancing story telling with gestures, actions, colourful
illustrations, relevant games and role-plays increases
language retention and acquisition.
Give each student a picture that depicts the events of

the story and have them
line up in order of the events.
Have the students come up with a title for the story.
Repeat quotes from the story and ask the students

"Who said it?"
- LEAVE OFF THE ENDING of the story

- have the students PREDICT
what they think will happen.
- then, read the ending of the story.
Encourage the children to
look for patterns in the story.
Have them GUESS, for example,
what the character will say if
Teach them a SONG that goes along

with the theme of the story.
Teach them ACTIONS to go along with the songs.
Let them ACT OUT parts of the story.
Students dress up like characters in the story
and do things the characters in the story did.
Tell a story to INTRODUCE A UNIT

Give the students 3 EVENTS in the story
and ask them what came first.
Have the students draw a picture about their favorite
part of the story and then explain it to the class.
Let the students tell about a SIMILAR EXPERIENCE
they might have had.

Show the 1st PICTURE and you can ask the

children what they see,
see, asking them
to name the characters, animals or objects.
Use DRAMATIC VOICES
to fit the personality of your characters.
You can make the voice:
- loud or soft,
- slow or fast,
- breathlessness,
- sound sad or happy.
Use GESTURES
Add in ANIMAL NOISES,
or a little SONG or RHYME
that you might make up.
SOUND EFFECTS can

be:
- vocal,
- with instruments,
IMPROVISED
INSTRUMENTS can be:
- clapping
- tapping body parts of
items.
REMEMBER:
Understanding a story in a foreign
language is
HARD WORK !!
Students enjoyment increases if the

teacher ensures that their understanding is
supported in several ways.
HOW CAN THE TEACHER HELP STUDENTS TO

UNDERSTAND A STORY?
Using READERS successfully needs

careful planning!!
Simple reading a story to/with the class without
preparation can be disastrous!!
Teachers can loose:
- Students attention.
- Motivation.
- Self-confidence.
Not only giving definitions of words but

WORKING WITH THE WORDS !!
As students read , they come across words that

they do not know.
Prepared with strategies,
strategies students can approach
new vocabulary with confidence.
CONTEXT CLUES.
CLUES FROM ILLUSTRATIONS.
CHARTS.
help students to figure out
a words meaning.
Encourages students to talk about:

-
Words that might be similar in meaning.

Words that might be opposites.
People who might need to use the word.
How they have seen the word in a context.
1) Students retell 6 different word features or associations:
An illustration.
A synonym.
An antonym.
Word in a sentence.
Word in different forms.
People who might use the word.
2) Write one feature on each card.
RESOURCE: POCKET CUBE

-
Make a plain, colored cube.

Add transparent pockets on each side.
Students write or draw on index cards.
Similar to WORD CUBING

Use a sentence strip for each word:
1) Write the word:
2) Make an illustration of the word.
3) Write synonyms.
4) Write antonyms.
5) Write the word in a sentence.

Similar to SENTENCE STRIPPING

1)Use index cards divided into 4 sections:
- The word:
- The synonyms / the antonyms.
- A drawing.
- A sentence.
TEACHING TIP:
Add new words to an
Interactive WORD BANK
To gather new
vocabulary words
(or pictures)

To learn new vocabulary words.

For each new vocabulary word
students write:
- the word.
- its definition.
- its part of speech (noun, verb, adjective, adverb,
etc.).
- a synonym.
- an antonym.
- draws a picture that illustrates the meaning of the
word.
- writes a meaningful sentence using the word.
To learn new vocabulary words.

For each new vocabulary word students write:

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1) Read the story, text or book with a

partner.
2) After you read, DISCUSS THE MAIN
EVENTS in the story with your partner.
3) Work together and record WORDS in the
NARRATIVE FAN.
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Students use different markers to differentiate

MAIN IDEAS SUBTOPICS DETAILS- NEW WORDS
Students freely mark up the text in the following way:

-
MAIN IDEAS: might be boxed in red.

SUBTOPICS : enclosed in parentheses in green.
DETAILS : Could be underlined in blue.
NEW WORDS : could be circled in brown.

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PREVIEWING
PREDICTING
VISUALIZING
SEQUENCING
RETELLING
QUESTIONING
GOODREADERSUSE
STRATEGIES:
Toconstruct meaning.
Tomonitorwhatthey
understandandwhat
confusesthem.
Tobeawareoftheparts
ofthetexttheyneedto
revisit.
Toengagewiththetext
whiletheyread.

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When readers make a prediction they :

a) Use what they know about the text.
b) Check Prior Knowledge to figure out what will happen
next.
c) Use clues:
- The title
- The illustrations
- The text
as evidence to support their predictions.
After reading: ask students to confirm their
predictions and adjust them.
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1) Give students a selection of key words in the same

order as they appear in the book.
2) Ask them to predict what happens in this part of the
book.
-
VILLAGE
STRANGER
BUYS HOUSE
SHOP
SPECIAL ROOM
UNUSUAL CUSTOMER
PALE AND FRIGHTENED
1) Choose a key passage in which an unexpected

event occurs.
2) Give students the first and last line of a
chapter.
chapter
3) Ask them to predict what they think will
happen in this part of the story.

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1) Give students a STORYBOARD, a

cartoon strip, of the main events in the story
already in the correct order (do not include
the ending!).
2) Ask them to predict the story.
3)Ask them to guess how the story ends.

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RETELLING is the oral reconstruction

of the key elements
After reading or listening to a piece of
- FICTION
- NONFICTION
With fiction:
fiction elements are retold in order.
With nonfiction:
nonfiction students retell in terms of
structure & categories.
The student
tells the story in his own words.
rebuilds and integrates the parts.
The process reveals not only what
students remember,
remember but also what
they understand.
understand
Retelling entire stories or texts

is an excellent way for students
to monitor how much they remember.
remember
The point is not to memorize the exact words,
but to recall:
- Details about characters.
- Setting.
- Plot.
- Dialogues.
- Information.
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SETTING
- Students can tell
where and when the story takes place.
CHARACTERS
Students name:
- Main characters.
- Other characters.
- and how they connect to each other.
.
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PLOT
Students:
Recall the important
events.
Sequence the events.
Include rich details.
Include
beginning/middle/en
d of story.
story
SOLUTION
Show how problems
were solved.

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Students can use:

-
Retelling cards.
Small props.
Puppets & Masks.
Story guideline posters.
Interactive Boards.
The book to help them as they learn to retell.
Others
Students love having hints in their hand

that help them improve their retelling.
2. Summarize
what you learned
from reading this
book.
1. What was
the book
mostly
about?
3. What did you

learn that you
didn't already
know?
4. Tell the main ideas in order.
5. What is the
most important
idea you learned?
learned
6. How has
reading this book
changed what
you believe?
7. How has
reading this
book changed
how you will
act?

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Aid in retelling a story.

Build students
students memory skills.
Help listeners to remember better what was told.
After teacher demonstration, props can be used
for:
Practical Retellings.
Peer discussion.
Role-playing.
Students begin to visualize:

The proper chronology.
The link to a variety of ideas and situations.

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Aid in retelling a story.

Build students
students memory skills.
Help listeners to remember better what was told.
AIM:
AIM Identify the 5 Key elements
that make up a story:
Each finger is assigned one of the

5 KEY STORY ELEMENTS
As students retell an element, they hold up
one of their fingers:
- As a prompt.
- As a way to register that a particular element
has been covered.
USE OF FINGERS FOR RETELLING:
1) THUMB : for the
SETTING
2) INDEX FINGER:
FINGER for the
3) MIDDLE FINGER:
FINGER for the
CHARACTERS
CONFLICT
4) RING FINGER:
FINGER for the Attempts to solve the conflict
5) PINKIE FINGER:
FINGER for the
CONCLUSION

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Pre Reading Technique: The story in

sentences
1) Write a predictable story on a
construction paper.
2) Cut out the different sentences.
3) Give out the sentences among your
students.
4) Each one will read his sentence guessing
the sequence of the events.
STORY: THE WISE MEN AND THE ELEPHANT
Once upon a time, six wise men lived together in a small town. All six were
blind. One day, they heard of a new creature being brought to town; an elephant.
The men all wanted to know what the elephant was like, but being unable to see,
how could they? I know, said one. Lets feel the elephant. Good idea, said
the others, and off they went.
The first man felt the elephants big flat ear moving slowly back and forth. The
elephant is like a fan, he said.
The second man, feeling the elephants large, round legs replied, No, it is like a
tree.
Youre both wrong, said the third man. The elephant is like a rope, he said,
as he felt the elephants tail. What are you all talking about? cried the fourth
man, as he pricked his finger on the point of the elephants tusk. It is surely like
a spear. Feeling the elephants side, the fifth man confidently asserted,
Nonsense. The elephant is very much like a wall. The sixth man, feeling the
elephants long trunk, said, None of you knows anything. The elephant is quite
like a snake.
And at that point the six men began to argue and bicker loudly, criticizing each
other, each insisting that he alone knew the truth.
They shouted and insulted each other for well over an hour.
And they never came to understand what the elephant was like.
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Students use a RETELLING ROPE

ROPE to retell the 5 story
elements.
Use a thick piece of rope with icons signifying the 5 elements
of the story.
Each image represents one element in general
Example:
- a clock for the setting.
- a key for the solution.
- Staple the images along the length of the rope, at even intervals
(you can also use safety pins)
STUDENTScreate:
Amural.
Craftstickpuppetsthatmovethroughthe
mural toretellthemajoreventsofthestory.
Idealtoprocessinformationvisually.
STUDENTScreate:
Abox
Craftstickpuppetsthatstudentsinsertinthe
boxtoretellthedifferenteventsofthestory.
WORKSHOP:CreativeStorybasedActivities &Strategies

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Students:
Create vests with brown paper bags.
Illustrate story elements with markers,
paint and other craft materials.
Students arrange the 5 elements into the 3

sections of the vest:
- On the left panel: illustration of settings and
characters.
- On the back panel: illustrate the conflict and
the attempts at resolving it.
- On the right panel: illustrate the story
resolution.

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Three dimensional, three sided triangular displays.

USING THE STRATEGY:
1) Make the Triarama display.
2) Use it to retell the parts of the story:
1st side: Setting & characters.
2nd side: Conflict and attempts to solve it.
3rd side: Conclusion.

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1. Fold paper in half and crease.

2. Depending on how many sections you need,
cut that number of slits on one side of the folded paper.
3. Write question or word on the top of

the flap
and the answer under the flap with an
illustration.
FICTION TEXT:
SETTING
CHARACTERS
CONFLICT
Attempts to solve the
conflict.
CONCLUSION

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NON-FICTION TEXT: Students write 4

problems about a topic on each of the FLAPS
and illustrate the solution inside.
1) Students make their STORYBOARDS:

- Decide how many pictures they will need to retell the story.
- Take a long, thin strip of paper and section off a number of
franks.
2) Illustrate each major event in the story on the strip of
paper.
3) Cover a box with plain paper.
4) Cut a slit in one side.
5) Introduce the story in the can.
6) Perform the retelling with a partner:
- One person tells the story and holds the can.
- The other takes out the strip of paper from the can slowly
retelling the story.
- Then switch roles.

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1) Assign geometric figures to various

elements:
a) TRIANGLE: to setting and characters.
b) RECTANGLE: to conflict and
attempts to solve them.
them
c) CIRCLE: to conclusion & message.
2) Select illustrations and glue them to
the geometric shapes.
3) Tie the string to a coat hanger to make
a retelling mobile.
4) Students retell to their partner / to the
whole class.
TECHNIQUEStousewithYoungLearners:
PREDICTION
ANTICIPATION
STORIESshouldbe:
Simple.
Ageappropriate.
STORIESshouldhave:
Goodplot.
Wonderfulpictures
Repetitivepatternswithrhythm&
rhyme

29
READING ONE-PAGE STORY

1) Tell the children that you are going to tell them a story.
2) Read the story to the children (alternative way: record it into a CD or Pen Drive) at a slow, even pace.
3) Show them some pictures of the characters( drawings, photocopies, puppets, etc)
4) Mime the actions: use facial expression and gestures.
5) Make sure that everybody is quiet, attentive and sitting comfortably.
6) Keep eye contact with the children : it helps to maintain their interest.
7) Ask them if they know the tale of The enormous turnip
8) Once you have read the story: Retelling: ask the children to tell you (can be in L1) what they think
happened.
9) Re-reading: read the story again stop after each section to ask the children to summarize what is
happening.
THE CHARACTERS:
Grandpa
Grandma
the boy
the girl
the dog
the cat
the tiny little mouse.
THE ENORMOUS TURNIP

Lookthese are Grandpa, Grandma, the boy, the girl, the dog and the cat.
They are all in Grandpas garden. Theyve got some seeds. Lets plant the seeds,
says Grandpa. Good idea say the boy and the girl.
They plant the seeds: 1,2,3 carrots; 1,2,3 potatoes; 1,2,3 tomatoes; 1,2,3 turnips.
On Monday the boy asks, Whats the weather like today?
Its raining, says Grandpa.
Every day the boy asks, Whats the weather like? and every day Grandpa says Its
raining!
Then, one day the boy asks, Whats the weather like today? and Grandpa says, Its
sunny and hotLets look at the garden!
They look at the vegetables.
Look at the carrots: they are big!
Look at the potatoes: They are big!
Look at the tomatoes: they are big!.
And look at the turnips. They are very big too!
Yes, and this turnip is enormous! says Grandpa.
Grandpa pulls the enormous turnip. Pull, pull, pull, 1,2,3. I cant move it! Help me
please!, he says.
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Then GRANDMA helps Grandpa. Pull, pull, pull, 1,2,3. We cant move it! Help us
please!, they say.
Then THE BOY helps Grandpa. Pull, pull, pull, 1,2,3. We cant move it! Help us
please!, they say.
Then THE GIRL helps Grandpa. Pull, pull,pull,1,2,3. We can t move it. Help us
please! they say.
Then THE DOG helps Grandpa. Pull, pull, pull, 1,2,3. We cant move it! Help us
please! they say.
Then THE CAT helps Grandpa. Pull, pull, pull, 1,2,3. We cant move it! Help us
please! they say.
A TINY LITTLE MOUSE is hiding behind the turnip. He is watching everybody:
Pull, pull, pull, 1,2,3. We cant move it!
Everybody is sad.
Its OK, says the tiny little mouse. I can help you
Then everybody pulls the enormous turnip:
Grandpa pulls. Grandma pulls, the boy pulls, the girl pulls, the dog pulls,
the cat pulls, and the tiny little mouse pulls!
and Pull, pull, pull, 1,2,3. WE CAN MOVE IT!!!
Thank you mouse !! Now everybody is happy!!
They look at the enormous turnip. They touch the enormous turnip.
They dance round the enormous turnip.
Together they carry the enormous turnip into the kitchen. And Grandpa makes some
delicious turnip soup.
Mmm!!! This soup is delicious !!!
Thank you mouse!, says everybody.
THE END
GRANDPANUMBERSDAYSOFTHEWEEK
KITCHEN
GRANDMABOWL
SOUP
DOG
CATSAD
MOUSEHAPPY
HEAVY
GARDEN/SEEDS
BIGDELICIOUS
SUNNYVEGETABLES/TURNIPSENORMOUS
HOTTOMATOES/POTATOESLITTLE/TINY

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Lookattobehavegotplant
Gointothesayraining
Verbs
Pulllift
Carryaskmakegive
Goodidea!!LetsItsok
Helpme,pleasethankyou
Expressions
Whatstheweatherliketoday?
Others
Everyday Together
Some Oneday
Too But
Yes ow
Everybody
TEK COURSE: Teaching English at Kindergarten & Early Primary Grades
CHECKING COMPREHENSION:
Ask children some questions about the story. Use language that reflects:
- The language content
- The level of the story
Example:
What animals are there in the story ?
What vegetables do we plant ?
Are the vegetables small ?
Can Grandpa pull the turnip ?
Quicktosetupandquicktoplay.
Tokeepearlyfinishersbusy!
Togiveextrapractice.
Chaingames
Examples:Whatsmissing?
Categories(Tutti Frutti)
FlashcardMatching.
TEK COURSE: Teaching English at Kindergarten & Early Primary Grades

32
WORKSHOP: Creative Story-based Activities & Strategies
a)
b)
c)
d)
e)
INSTRUCTIONS:
In Number 1: Write in Capital Letters your
NAME or Nickname.
In number 2: Where do you live?
In number 3: What do you do during your free
time?
In number 4: What would you like to do...that
you havent done yet?
In number 5: Write 1 or 2 words related to
STORIES BOOKS

33
f) We share with everybody:

1 Your name.
4 - What would you like to do...that you
havent done yet?
5 - 1 or 2 words related to STORIES-BOOKS
___________________________________________________________________________
WRITING is a natural follow up

to ORAL RETELLING:
OPTIONS:
Students can more easily begin to write:
a summary.
a composition.
a compare-and-contrast essay using a similar story.
an alternative ending for the final retelling.
Students can more easily begin to write:

a detailed time line on a historical event.
a dramatization of an event based on the retelling.
a mock interview with information from the retelling.

34
CLASS ORAL STORYMAKING:

The teacher tells the traditional opening of a classic fairy story:
Once upon a time there was a little boy called Jack who lived with
his mother in a little cottage in the countryside. They were very
poor
Ask students what information they have been given in these
opening sentences
Give them questions to work with by writing on the board:
WHEN? Unspecific, in the past: Once upon a time
WHO?
A little boy (Jack) His mother
WHERE? In a cottage in the countryside
WHAT? Mother and son live together and they were very poor.
1) Write A on the board.

2) Elicit a NOUN to follow: Teacher: A WHAT?
3) Write what they offer: A MAN
A man DID WHAT? : A man walked
4) A man walked WHERE?
- WHEN?
- WHY?
- HOW DID IT END?

35
isthestartingpointforStoryWriting.
Createthecharacter:
personality
abilities
concerns
Usedescriptivewords:
extrovert,
clever,
etc
Howtheperson:
dresses,
speaks,
walks,
etc
PHYSICAL
MENTAL
SOCIAL
PERSONALITY
EXPERIENCE
Describe a well-known fictional character in one sentence.

Students identify him/her
For example:
He is handsome, clever and brave, and beautiful women
fall in love with him ?
WHO IS HE?

36
1) You will sit quietly for one minute

2) Close your eyes
3) Listen to the music
4) FEEL
- images
- thoughts
- sensations
4) Open your eyes.
5) Write down whatever has come to your mind in the
form of single words or short phrases.
6) Stand up and circulate, telling others what you:
- thought,
- felt,
- saw,
- heard
7) Get in pairs (or group) with those who thought/ felt similar
things.
8) ALTERNATIVE: match with a student with very different
sensations.
9) Now, imagine being in a street,
- with no urgent job to do,
- just walking down
10) Note down what you might:
- think,
- feel,
- see,
- hear,
- smell.
11) Compare ideas and images with a
partner
POSSIBLE CONCLUSION:
Many people can be in the same place but think and feel differently.

37
1) GROUPS will cut out the picture of a famous person.
2) Then, they will cut out (or draw) pictures which

illustrate the persons:
- home
- social life
- work
- hobbies
- pastimes.
3) Create the life of that person on a Poster.

4) Describe the created person to others.
Learners can explore the idea of place,

starting with familiar places, moving to imagined ones.

38
1) Give students a picture of a place.

2) In groups, they brainstorm all the information that
occurs to them:
- ideas,
- feelings,
- associations,
both positive and negative.
Being able to create an IMAGE OF AN OBJECT,

is as important as
creating an image of a person or a place.
Develop awareness of objects:
In terms of:
- weight,
- size,
- shape,
- color,
- texture,
- etc
In terms of associative connections:

- age,
- value,
- significance,
- etc

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1) Students bring objects which are important to them

personally.
2) They show it to the class and other students ask
questions about it:
- Where did it come from?
- How did you get it?
- Why is it important to you?
3) In groups, students brainstorm and write down
everything they can think about, related to their
own object.
1) Students choose an object.

2) Then, think about a character and a situation in
which the character finds or uses the object.
They should also deal with:
- the characters feelings about that object,
- its importance in the story.
Examples:
BOOTS for Puss-in-boots.
TECHNOLOGICAL DEVICES
for James Bond.

40
A picture is worth, a thousand words!
Convert and compress complex information into

- a structured
- simple-to-read
- meaningful graphic display.
Focus purpose.
Make interpretation and understanding much
easier.
Guide the gathering.

41
Making interpretation and understanding much

easier.
Clarifying information.
Creating interest.
Organizing ideas.
Providing motivation.
ANALYZING
BRAINSTORMING
COMPARING & CONTRASTING
EVALUATING
HYPOTHESIZING
INTERACTING
SEQUENCING
VISUALIZING
For active classroom participation

1) Create a Chart on construction paper.
2) Protect it with transparent contact paper.
3) Prepare small name cards for each student.
4) Using Velcro or tape to place the name
cards in appropriate categories.

42
Help study skills:

- Taking notes.
- Reading.
- Doing homework.
- Memorizing.
Can be used to describe the key points of a story
noting the 5 W's of the story:
who, when, where, what, why.
Describe the stages or steps in a process.

The student must be able to identify:
- the stages of an event.
- the actions of character.
- the steps in a procedure.
Students realize how one step leads to the next in the
process, and eventually, to the outcome.

43
Good for retelling books,

plays or stories.

44
Student think about and draw the

"Who, When, Where, What, and Why"
of a story or event in a simple visual way.

45
1) Write the articles subject in the Subject box.

2) After reading, draw and write notes that answer each
question in the boxes.
3) This step will help you identify the 5Ws and H:
- Who?
- Where?
- When?
- What happened?
- Why?
- How?

46
WORKSHOP:CreativeStorybasedActivities &Strategies

47
K stands for what you already KNOW about the

subject.
W stands for what you WANT to learn.
H stands for figuring out HOW you can learn
more about the topic.
L stands for what you LEARN as you read.

48

49
Made up of two or more

overlapping circles.
Venn Diagrams are useful
for examining:
- Similarities and
differences in characters,
- Stories, poems
- Groups of people, animals
etc.
Frequently used as a
prewriting activity.
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Students examine:
- the Plusses.
- the Minuses.
- the Interesting things.
- the Implications associated with a topic, a decision
or idea.
For example:
- To help organize their thoughts about making a
decision.
Students list and examine

two facets of a topic:
Evaluating the pros and cons of a topic.
Enumerating the problems and solutions associated
with an action.
Listing facts and opinions of a theme.
Explaining the strengths and weaknesses of a piece
of writing.
Making a decision by comparing Advantages and
Disadvantages.

51

52

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To organize what they

know about
3 aspects of a topic.
For example: what the
topic:
- Looks like.
- Feels like.
- Sounds like.
To get the most out of Reading, Speaking and Writing

Writing
teachers should help students learn STRATEGIES to:
Activate Prior Knowledge.
Make predictions.
Preview texts.
Retell.
Ask questions.
Sequence events.
Make connections.
Compare and contrast.
Identify cause and effect.
Determine main idea.
Build vocabulary.
and so much more!!!

54
REFERENCES:
We are grateful for permission to reproduce material from:
Retelling strategies to improve comprehension (Darla Shaw ) Scholastic.
Learning through story (Val Emblem) Scholastic.
The storytelling handbook for primary teachers (Penguin)
Quick & creative Literature response activities ( Jane Fowler) Scholastic.
Storytelling with children ( Andrew Wright).
25 terrific Literature Activities Scholastic.
Storytelling ( Juan Jess Zaro) Heinemann.
Good Times storyboards (Richmond)
Retell Karen Haag
Writing stories Andrew Wright David Hill. Hebling Languages

Copyright 2015 By Graciela Bertolini
All rights reserved. No part of this Workshop/ publication may be reproduced or transmitted in any
form or by any means, electronically or mechanically, including photocopying, recording,
computer bulletin board (BBS), Internet, or by any information storage retrieval system, without
written permission of the author. This legal protection not only applies to the name but also to the
format and contents of this course. Any copying or similar course/ handbook, will be seen a breach
of copyright and legal action will be sought. Please do not email the Workshop/ HANDBOOK to
anyone else, as I do not want free copies being emailed all over the internet.
I appreciate your integrity on this point. Thank you!
Grace Bertolini.

55

HANDBOOK STRATEGIES and More Strategies 4 Horas 2015

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WORKSHOP: StrategiesStrategiesand more Strategies to build Comprehension

Make your teaching year not only

They continually ask students to read all sort of

Much of the reading our learners do in the

The recipe for success in READING is simple:

The more students read

The more fluent readers they become!!

When selecting TEXTS, consider:

WORKSHOP: StrategiesStrategiesand more Strategies to build Comprehension

Students can absorb the structure of language

Give each student a picture that depicts the events of

Repeat quotes from the story and ask the students

- LEAVE OFF THE ENDING of the story

Teach them a SONG that goes along

Tell a story to INTRODUCE A UNIT

WORKSHOP: StrategiesStrategiesand more Strategies to build Comprehension

Show the 1st PICTURE and you can ask the

SOUND EFFECTS can

Students enjoyment increases if the

HOW CAN THE TEACHER HELP STUDENTS TO

Using READERS successfully needs

Not only giving definitions of words but

As students read , they come across words that

Encourages students to talk about:

Words that might be similar in meaning.

1) Students retell 6 different word features or associations:

2) Write one feature on each card.

RESOURCE: POCKET CUBE

Make a plain, colored cube.

Similar to WORD CUBING

WORKSHOP: StrategiesStrategiesand more Strategies to build Comprehension

Similar to SENTENCE STRIPPING

WORKSHOP: StrategiesStrategiesand more Strategies to build Comprehension

To learn new vocabulary words.

To learn new vocabulary words.

WORKSHOP: StrategiesStrategiesand more Strategies to build Comprehension

1) Read the story, text or book with a

Students use different markers to differentiate

Students freely mark up the text in the following way:

MAIN IDEAS: might be boxed in red.

WORKSHOP: StrategiesStrategiesand more Strategies to build Comprehension

WORKSHOP: StrategiesStrategiesand more Strategies to build Comprehension

When readers make a prediction they :

1) Give students a selection of key words in the same

1) Choose a key passage in which an unexpected

WORKSHOP: StrategiesStrategiesand more Strategies to build Comprehension

1) Give students a STORYBOARD, a

WORKSHOP: StrategiesStrategiesand more Strategies to build Comprehension

RETELLING is the oral reconstruction

Retelling entire stories or texts

WORKSHOP: StrategiesStrategiesand more Strategies to build Comprehension

Students can use:

Students love having hints in their hand

3. What did you

4. Tell the main ideas in order.

WORKSHOP: StrategiesStrategiesand more Strategies to build Comprehension

Aid in retelling a story.

Students begin to visualize:

WORKSHOP: StrategiesStrategiesand more Strategies to build Comprehension

Aid in retelling a story.

Each finger is assigned one of the

USE OF FINGERS FOR RETELLING: