Language-Based Literacy Activities - College of … · Language-Based Literacy Activities Cindy...
Transcript of Language-Based Literacy Activities - College of … · Language-Based Literacy Activities Cindy...
Language-BasedLiteracyActivities
CindyBrunkenM.Ed,M.S.,CCC-SLP
SpecialEducationSupervisor
CertifiedBrainInjurySpecialist
LincolnPublicSchools
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VocabularyDevelopmentPurpose:Toworkonthemeaningofnewwordsfoundinyourclassroomtextbooksandassignments.Material:
Trytousematerialsfromtheclassroomtextbooksforthisactivityandtakealookatacoupleoftheexamplesthatfollow.
Procedures:1.Inthisfirstactivity,pickoutwordsfromanyofthetextbooksyouthinkmightbedifficultforstudentswhostruggletolearn.(Seepage2,Definition&Sentence:WaroftheWorlds).Thesearesomeofthewordsthatmightbedifficultforstudentsinthesixthgrade.2.Next,pickawordtoworkonandwriteitdownontheboardoronthestudents’paper,andreadasentencefromthebookthathasthewordinit.Forexample,forthewordjet,thesentence,“Thejettravelsatahighspeed,”couldberead.3.Next,comeupwithameaningoftheword,apicturefortheword,andawordthatmeansthesamething.4.Workwiththestudentsandprovideprovidesuggestionstomakethisameaningfulactivity.5.Thentakethetextandread,asaclassorinsmallgroups.Havestudentsraisetheirhandsiftheyunderstoodthesetargetwordsastheyoccurinthereadingtext.Provideenough“waittime”forallstudentstotaketurnsandparticipate.Thenletstudentscreatetheirowndefinitionsofthesewords.Ifneeded,thestudentscouldgobacktotheoriginalformcontainingthedefinitions.(Recall,youarefocusingonstudentswhostruggletolearnbutyoucanhaveallstudentsparticipateintheseactivities).AdditionalInformation:6.Therearesomanywaystoworkonwordmeanings/vocabulary.Forexample,youcouldmakeupcrosswordpuzzles,gamesorfunactivities(WaroftheWordsCrosswordPuzzle-seepage4).Itmightevenbeinterestingtohavethestudentswritetheirownsentenceoneachnewword.Possibly,theycouldquizeachotheraboutthewords.Anotherideaistouseamatchingorcompletethesentenceactivity.(Seeactivityonpage5)
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Word
Picture Vocabulary:Activity#1DefinitionandSentenceWaroftheWorlds
Synonym
astronomer Ascientistwhostudiesouterspace
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jet Averyfastplane
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meterorite Largerockfromouterspace
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ventriloquist Entertainerwhoperformswithadummywhoseemstospeak
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announcer Apersonwhomakescommentsorreadsnewsonradioortelevision
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broadcast Aradioortelevisionprogramortransmission
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account Awrittenorspokendescriptionofevents
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script Atextofaplay
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clues Factsthathelpsolveaproblemormystery
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Vocabulary Name:____________________________Date:_____________________________
Word Picture Definition Synonym1
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Name_______________________ Date________________
VocabularyActivity#2WaroftheWorlds
Account Astronomer BroadcastMeteorite Script Announcer Clues
Across5.Apersonwhoannouncesthingsinpublic,ontelevision,orontheradio.6.TheremainsofarockthatfellfromspaceandlandedontheEarth’ssurface.7.Thewrittentextofaplayormovie;incudeseverythingtheperformerssayanddo.Down1. Awrittenorspokendescriptionofwhathappened.2. Ascientistwhostudiesthesun,moon,stars,andplanets.3. Ashortfilmandcommentaryaboutcurrentnewsevens.4. Evidencethathelpssolveaproblem.
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Date:________________ Name:__________________________
WaroftheWorlds
script jet newsreel broadcast ventriloquist
astronomer clues announcer account metorite
MatchingMatcheachdefinitionwithaword__________________________1.Thewrittentextofaplayormovie;includeseverythingthe
performerssayanddo__________________________2.Awrittenorspokendescriptionofwhathappened__________________________3.Averyfastplane__________________________4.Ashortfilmandcommentaryaboutcurrentnewsevents__________________________5.Scientistwhostudiesthesun,moon,stars,planets__________________________6.Someonewhoannouncesthingsinpublic,ontelevision,or
ontheradio__________________________7.Evidencethathelpstosolveaproblem__________________________8.Apersonskilledinspeakinginsuchawaythatthevoice
seemstocomefromanotherperson__________________________9.Theremainsofarockthatfellfromspaceandlandedon
theEarth’ssurface__________________________10.SoundorpicturestransmittedoverradioortelevisionCompletetheSentenceWritethewordthatbestcompleteseachofthefollowingsentences.
1. Actorsreadtheirlinesfromthe__________________________.2. Averyfast__________________________.3. Yearsagomanypeopledependedonthemovie_______________________fornews.4. CraterLakewasadebytheimpactofagiant__________________________.5. Whenthe__________________________performedwecouldn’tseehislipsmove.6. An__________________________usesatelescopetostudystarsandplanets.7. Thepolicemadeasweepofthearea,lookingfor__________________________.8. RodFowleristhe__________________________fortheChannel8eveningnews.9. Thefootballgamewas__________________________onchannel7.10. Judyhadtogivean__________________________ofheractionsduringtherobbery.
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FigurativeLanguagePurpose:Tohelpstudentsunderstandwhatismeantbyfigurativelanguage(usinglanguageinacreativeandimaginaryway,ratherthanhowittypicallyused).Materials:Possiblyabookofexamplesoffigurativelanguage.Procedures:1.Figurativelanguagemeansanylanguagethathasmeaningotherthanthemeaningstated.So,forexample,“She’sawalkingencyclopedia”,meansthatshejustknowsalotofinformation.Anothermightbe,“He’sdrivingmeupawall”.Thismeansthatheisbuggingmeormakingmecrazy.(Seepage7,AMissiontoOshkosh)2.Youcouldintroduceoneidiomtostudentseachdayorduringeachsession.3.Anidiomisawordthatcanhavealiteralmeaningandameaningthatisdifferentfromthewayit’susuallyused.Forexample,“bitoffmorethanyoucanchew”,or“gettheballrolling”,“knockitoff”,“ruleofthumb”,“sinkorswim”,or“underdog”.4.Askthestudentwhatsomeoftheseidiomsmean.Also,studentscouldthinkofotheridioms.5.Overtime,reviewthesetypesofidiomsandencouragestudentstolearnnewconcepts.AdditionalInformation:1.Encouragestudentstothinkofidiomsthattheyhaveheardathome,onTV,inbooks,etc.2.Usesomekindofgametopracticethemeaningsoftheidiomsthathavebeenlearned.
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AMissiontoOshKosh
nervous Millieshouldhavehadcoldfeetuponspyingthegreenalligator-likemonster
being brave changed really hard acrossthestreet.HavingastiffupperlipshehurledherselflikeaGreenBayPackerattheenormousalligator.ShejusthadtokeepherdogJackawayfromthe
flawless dangerousreptiles.Itseemedlikeafoolproofplanatthetime.ButwhenMillie
running into something that doesn’t move rammedintothemonster,itwaslikehittingabrickwall.Shefelltothegroudwith
made her breathless ahalfthewindknockedoutofher.
Millieshouldhavehadcoldfeetuponspyingthegreenalligator-likemonster
acrossthestreet.HavingastiffupperlipshehurledherselflikeaGreenBay
Packerattheenormousalligator.ShejusthadtokeepherdogJackawayfromthe
dangerousreptiles.Itseemedlikeafoolproofplanatthetime.ButwhenMillie
rammedintothemonster,itwaslikehittingabrickwall.Shefelltothegroudwith
ahalfthewindknockedoutofher.
ByC.BrunkenDuplicationpermittedforeducationaluseonly
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ComprehensionofCharactersandSettinginaLiteratureBookPurpose:Tohelpstudentsunderstandcharactersandsettingsinthebooksthattheyreadinschool.Materials:1.Students’classroomliteraturebook.2.Attachedform.Procedure:1.Readtheliteraturebooktofindthesettingofthestoryandthedetailsaboutthecharacters.Thisinformationisusuallyinthefirsttwochapters.2.Then,studentscouldmakeaweborsomekindofchartofcharactersandsettingdetails.(Seepage9,graphicorganizer)3.Asstudentsreadthestory,theycanfillinthegraphicorganizer.4.Thisshouldhelpthemunderstandcharactersandsettingbettersotheycantalkaboutitinaclassdiscussion.Thisisespeciallyhelpfulforbooksthathavealotofcharacters,likeHowToKillaMockingbird.
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ToKillAMockingbirdByHarperLee
Plot
Robinson
Ewell
Haverford
Finch
Setting
CharactersRadley
Cunningham
OtherTownFolk
When Where
Resolution
ConflictRisingAction
Intro.
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InferenceingPurpose:Tohelpstudentsunderstandinferencing.Materials:1.Students’classroomtextbooks.2.Attachedforms.Procedures:1.Inferencingistheprocessthatthereadermustgothroughtounderstandthemeaningofwhatiswrittenandwhatthewritermeant.Forexample,ifatextbooksays,“Itwasfall,andwinterwascomingsoon”,thisimpliesthattheleaveswerechangingcolorsandfallingoffthetrees,theweatherwasbecomingcooler,itwasfootballseason,andschoolhadstartedagain.2.Ifstudentsread“Wehadaveryhardwinter”,theymightthinkthatitwascold,andtherewasalotofsnowandice(Seepage11)3.Takeanytextbookandworktogethertocomeupwithwords,phrases,orsentencesfromaparagraphwhereyouneedtouseinferencing(Showanothertextbookfromtheircurriculum)
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Inferencingis“Theprocessthatthereadermustgothroughtogetliteralmeaningofwhatiswrittentowhatthewriterintendedtoconvey.”Example:MorethanhalfofallaccidentsintheUnitedStateshappenonstreetsandhighways.Almost50,000peoplediedinautomobileaccidentsinarecentyear,andalmost2millionotherswereseriouslyinjured.Thesestatisticsincludepedestrians,bicycleridersandautomobiledriversandpassengers.WhatIinferencedfromtheparagraphabove:It’seasiertonotpayattentionwhendrivingandgetintoanaccident.
1) Whenpeopleinhalepollutedair,harmfulmaterialscalledpollutantsentertheirbodies.Regularlybreathingcertainpollutantsincreaseaperson’schancesofdevelopingcertaindiseases,suchaslungcancerandemphysema.Pollutedaircanalsomakediseasessuchasallergies,asthma,coldsandpneumoniamoresevere.
Whatdidyouinferencefromthisparagraph?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2) Smokersmayusemanydifferentmethodstostop.Somesmokersmaysmokefewerandfewercigaretteseachdayuntiltheyhavestoppedaltogether.Otherpeopleuseasetofspecialfilters,eachofwhichtakesalittlemorenicotinefromthesmoke.Otherpeopleareabletostopsmokingallatonceandneversmokeagain.Intimetheyfindthatthedesiregoesaway.
Whatdidyouinferencefromthisparagraph?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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VisualStrategies
Purpose:Tohelpstudentsunderstandinformationintheirtextbooksbyusingpicturesthatrepresentthekeypointswithinthetext.Materials:1.Students’classroomtextbooks.Procedures:1.Useastorythathaspicturestohelpthestudentsunderstandthestory.(Showatextbookfromtheircurriculum)2.Ifusingastorywithoutpicturesstudentscanworktogethertocomeupwithpicturestohelpmakethestoryeasiertounderstand.(Showatextbookfromtheircurriculum)
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WrittenLanguage:CompleteVersusIncompleteSentencesPurpose:Tohelpstudentsunderstandthedifferencebetweencompleteandincompletesentences.Alotofstudentsdonotwriteincompletesentences,butthisisaveryimportantskilliftheywanttogetajob.Materials:1.Students’classroomtextbooks.2.Attachedforms.Procedures:1.Sentenceshavetwopartsasubjectandapredicate.Thesubjectnamessomeoneorsomething.Predicatestellwhatthesubjectisordoes.Aneasywaytothinkofit;Subject:Whoorwhatisthesentenceabout?Predicate:Whathappened?2.Trytomakeacoupleofcompletesentences.(Talktostudentsaboutsentences,subjectsandpredicates,andexplainwhythesentenceiscomplete)3.Nexthavestudentstrytocomeupwithacoupleofincompletesentences.What’smissingfromthesesentences?Whyaretheynotcomplete?Howcouldyoufixthem?4.Topractice,studentscoulddoaworksheetthathassentencesfromoneoftheirtextbooksinschool.Studentscouldfigureoutifeachsentenceiscompleteorincomplete.(Seepage14)
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Date:____________________Name:__________________________
CompleteorIncompleteSentencesCrash
Directions:WritetheletterCinfrontofthesentenceifitisacompletesentence.WritetheletterIinfrontofthesentenceifitisanincompletesentence.____1.Pennturned,sagging.
____2.Hesniffed.
____3.ButIwashavingproblemshatinghim.
____4.Draw!
____5.Iglaredathim.
____6.ButyourrealnameisJohnPatrickCoogan
____7.Becauseyou’remybestfriendinPennsylvania.
____8.Iwaskindofcurioustogetalookatthebossdorks.
____9.AndIdidn’tlikehimcallingmefriend.
____10.Icouldn’ttellthismoronanything.
____11.Iputtheturtleonitsbackinthemiddleofthesidewalk.
____12.SoIgaveitbacktohim.
____13.Ifyoubeatmeinwrestling.
____14.DidyouknowyoursonisaQuaker?
____15.Idumpedthemeatballinthemiddleoftheirfrontsteps.
ByC.BrunkenDuplicationpermittedforeducationaluseonly
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TestModificationsPurpose:Tohelpstudentsbesuccessfulwhentakingtestsatschoolbyhelpingthemshowwhattheyunderstand.Materials:1.Trytogetacopyofthetestthestudentswouldtakefromtheirteacher.Thenuseittoshowthestudentshowtobemoresuccessfulwhentakingthattest.2.Somechangescouldbemadetothetestssuchas;addingawordbankforfill-in-theblankquestions,reducingthenumberofchoicesinmultiplechoicequestions,andtakingoutconfusingwords.3.Anotherexampleistheuseofhighlightingkeywordsineachquestiontoletthestudentsknowwhattopayattentionto.(Seepage16)
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SocialStudiesChapter9Test
Name:________________________ Date:_______________________Choosethecorrectanswerandwriteitontheline.____1.TheMayasgrewonemaincrop.Itprovidedthepeoplewithplentyoffood.
Whatcropwasit?
a. Tomatoes b.Corn c.Squash
____2.TheMayaswerethefirstpeopletodevelopasystemforwritingdowntheir
ideas.Thesystemwascalled___________.
a. Hieroglyphicsb.Pyramids c.Chinampas
____3.WhowasatthebottomoftheMayansocialpyramid?
a. Priests b.Farmers c.Nobles
____4.WhowsatthetopoftheMayansocialpyramid?
a. Farmers b.Traders c.Priests
____5.TheAztecsusedfloatinggardenstogrowtheirfood.Thesewerecalled______.
a. Chinampas b.Hieroglyphics c.Causeways
____6.TheAztecsrequiredallchildrento____________.
ByC.BrunkenDuplicationpermittedforeducationaluseonly
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ParagraphOrganizersPurpose:Togivestudentsanoutlineforwritingparagraphsinaregularclassroom.Materials:1.Students’classroomtextbooks.2.Hangouts.Procedures:1.Manystudentshaveahardtimewritingparagraphs,eveninhighschool.Often,theorganizationdoesnotmakesensetothem,anditishardtounderstandhowtowriteagoodparagraph.2.Thefirstexamplewehaveisanorganizerthatworkswellwitholderstudents.Studentswouldcomeupwiththemainideaandsupportingdetails.(Seepage18)
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ParagraphOrganizerTopicSentence:_________________________________________________________________________________________________
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SupportingDetails:
1)______________________________________________________________________________________________
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2)______________________________________________________________________________________________
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3)______________________________________________________________________________________________
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4)______________________________________________________________________________________________
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Conclusion:___________________________________________________________________________________
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Paragraph
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ByC.Brunken
Duplicationpermittedforeducationaluseonly
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ClassroomBehaviorRatingScalePurpose:Togivestudentsatoolforratingtheirongoingcommunicationbehaviorintheclassroomsetting.Materials:1.Seeattachedexample.Procedures:1.First,observethestudentsandtalktothem,theirteachers,andtheirparentstofigureoutwhichcommunicationbehaviorstotarget.Forexample,studentsmightneedtoworkontakingturnsinaconversation,stayingontopic,ornotinterruptingthepersontheyaretalkingto.2.Onceseveralcommunicationbehaviorsthatarechallengingforthestudentisdecided,aratingscaleisdeveloped.(Seepage20)Itmaybehelpfultomeetwiththestudent,theirteachers,andtheirparentstoshowhowtousetheratingscale.3.Forexample,thestudentcouldratethemselfattheendofeachclassperiod,andtheteachercouldalsoratethestudentsattheendofeachclass.4.Attheendoftheday,thestudentcouldreviewtheform.Thestudentcouldcomparetheiranswerswiththeteacher’s.
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1=Never2=Occasionally3=Halfofthetime4=Mostofthetime5=Always
1stPeriod SelfRating TeacherRatingIwatchedtheteacherwhilehe/shewastalked. 12345 12345Iignoredotherstudentsintheclass. 12345 12345ILeftmyschoolsuppliesalone. 12345 123452ndPeriod SelfRating TeacherRatingIwatchedtheteacherwhilehe/shewastalked. 12345 12345Iignoredotherstudentsintheclass. 12345 12345ILeftmyschoolsuppliesalone. 12345 123453rdPeriod SelfRating TeacherRatingIwatchedtheteacherwhilehe/shewastalked. 12345 12345Iignoredotherstudentsintheclass. 12345 12345ILeftmyschoolsuppliesalone. 12345 123454thPeriod SelfRating TeacherRatingIwatchedtheteacherwhilehe/shewastalked. 12345 12345Iignoredotherstudentsintheclass. 12345 12345ILeftmyschoolsuppliesalone. 12345 123455thPeriod SelfRating TeacherRatingIwatchedtheteacherwhilehe/shewastalked. 12345 12345Iignoredotherstudentsintheclass. 12345 12345ILeftmyschoolsuppliesalone. 12345 123456thPeriod SelfRating TeacherRatingIwatchedtheteacherwhilehe/shewastalked. 12345 12345Iignoredotherstudentsintheclass. 12345 12345ILeftmyschoolsuppliesalone. 12345 123457thPeriod SelfRating TeacherRatingIwatchedtheteacherwhilehe/shewastalked. 12345 12345Iignoredotherstudentsintheclass. 12345 12345ILeftmyschoolsuppliesalone. 12345 12345
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Date:_______________ StartTime:____:____ EndTime____:____ TotalTime:_________Pretendyouaretheteacheratthelastschoolyouattended.Whatwouldyouhavedoneastheteachertomakeschoolmoresuccessfulforstudentslikeyourselves?StudentIDNumbers:__________________________________________________________________*TrytoprecedeeachutterancewithindividualIDnumbersifpossible.ID# Comments