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    © All Rights Reserved
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    12 views4 pages

    ULTRA

    Uploaded by

    Emmy Cañeda

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    of 4
    ULTRA HANDOUT STEPS (Please MEMORIZE them.) Sitvational Language Teaching 1 | Ustening practice 2 | Choral imitation 3 | Individual imitation Iolation PEDAGOGY Language Teaching Approaches say Corso GOR on | eos ‘Structuralist systematic cequisition of Integrative concemed primary with and the 4 § | Building vp to a new model 6 | Elicitation 7 | Substitution Drilling 8 | Question-answer drilling 9 | Conection Function of Language Tests Reading Process Sequence ot IN LEARNING 1] Pesan aSraoas 2| Reading 3 | Responding ‘and fo MOTIVATE SIUDENTS in learning 4 | Exploring INTEACHING | ensure effective teaching, 5 | Extending Eee on scent Big FIVE of Reading IN RESEARCH | related fo the nature of Tl Phanies! 2| Phonemic Awareness 3 | Fluency 4 | Vocabulary 5| Comprehension Teacher's Role in Learning Stages (PRE-PRA-PRO) PRESENTATION | Tre Infreauces sometring nwo be leornec. Teacher's main fosk: INFORMANT Shared Reading in Content Literacy 1 | INTRODUCE the STORY (alscussing the fille, cover, ane autherfilustrator) 2 [Ask ine students to MAKEPREDIGHIONS "RACTICE aaa Thisstoge isa ‘cated ine While (or Main) Activity ‘or the Speaking Activiy slage, The tencher's tasks ko the 3 | READTHE STORY ALOUD! to the stunts using appropriate inflection and tone. 4| Ask students te check and revise Predictions PRODUCTION Tresor become Roem ot uaniaceas curbs, on abuses DRIA (Directed Reading Thinking Activity) 1 | Introduce BACKGROUND KNOWLEDGE 2| Ask the: = to invite 3] Reach a section of text, stopping at Predetermined places in the text Steps in SPAWN Model 4| Ask briel gustan Ee, 1 ] EHOO8E what ype ol inking you wont vou fuse fe somite: of Noes of romps Sean 2.| INTRODUCE the shategy and each tyne of prompt tothe close, 5 | After the reading is completed, use student predictions as a discussion toal 3 | SELECT RI FROMPTTO MODEL for ino clas. (Choore 9 fama sory: provicis short summary 6 any relevant bocksround infexmation Writing Process Sequence 4 | PROVIDE ono of your OWNIRESFONSES to tho [prompt ond exploin the thaugh! proces thot fod vow to that response § | CHOOSE o series of events from tne 1 | Pre-weriting brainstorming ist 2| Composing «| ea in Fe coir 3 | Revisiting 7 | Have ine clots wate o SHORINESPGNEE 0 she 4 | Ealing ‘oda sve 5 nebing tre ter resones 8 | SHARE student responses. Writing a Literature Test 1 | Identity the context 9 | PRESENT cioss anew prompt that is the same ype 0s the medialod prompt. Plan for the Test 10 | REPEAT process 2 3 | Select Texts 4 | Group Skilis Common Teaching Strategies Word Cline Sfep-stairstralegy: build. 5| Match text fo task tafine, and use vocabulary threugh synenye anc 6 | Write test items cennatations 7 | Clarity making criteria (rom most positive to most negative) &x. captivating-pratty nice. Summarization ugly-disqusting-hideous 1 | SKIMATHETEXT 10 get an idea of what snowball Tass | used for collaboration the text Is about 2 | CROSS OUT SENTENCES tha! are not Necessary or that are redundant student thelr thoughts 3 | CHOOSE THE WORDS & PHRASES Har tok about the man iaea nen tone Hot Seat Speckers seat ideniifera character and provides empathy for tie character “4 | EREATE TEXT the topic sentence and sentences supporting the main idea Round Robin | ideal for Buninstarming: fakes turn in responding a uestion; The SPAWN MODEL S| Speciat Powers F | problem saiving 1 | Alternative Viewpoint KL tigre ow wat ou ant ts knew what you nove learned) ideal for processing especially in ranging campeohencian w | What 6 | vest ‘Common Teaching Strategies Millenial/Genz Terms DRIA rected Becaing inking a thily [s¢0 steps presented inthe previous pagel “CAUGHT IN 4x | Caught doing vomoting wrong Guides students in ating est | Canton ovghing aes”. Tam [eee tend andr certo nr =e louse ‘Anticipation | a comprehension srategy, GHosTED | cus etwinout explonation ate cited 0 cura | oreatmint athe mosasige onc bale ade GOAT _| Greatest of cl time cunesity about topic Sak finey- Beeson toos, any [tom wim you ita, and Review MOM | lnm opinion my hone! SQ4R wey. Question, ead, opinion spond, Record, and a ren | fou know, you koow Language Assessment Strategies aa =o dK Just kidding Clore ‘ili the Blank type of text ae Ex__ is the Bord of Avon Salty __| Gelling upset ever at hing C-clore oliest but wit shook | Shocked/aurisd f, Shake__isthe Bard of ne man ‘Sus Somathing wipicious; suspect Dictogis | spc tppared an Tebononer Twit___| fvng not ough Children Language Development Strategies Vine CHECK | How you oeteetng Recasting | phrating the same ara similar WYWH | Wish you were here teaning of a ama NK ‘You never know “te-fom statement tn quesion yo1o | Yovenyive once Echaing | repeating what the child saysito you Idioms & Vocabulary Expanding | repe cs what ca a.“ soysto chats. ‘o.waste product from grain: aylgnt | exeranty #omeore charger you Labeling living the names of robbery 9 great deol of money for something: onayoumirihe euntorer Crrearonbe ‘saveitienne | limalaherebackeidar Vocabulary ‘stosanes [going enaeum an SLANG | iia er: | grosing. GOAT caransiviony. ‘ne lain aves ofa ngs ot ‘OBSOLETE | Nolongeresed | wonshope (despa Ser |e as meckiioest Untat ono.e ars Sw Jollipops and | idiomatic exprassion: «and rosas: ARCHAIC | Katelin? | prithee iolecre (end vee) iveceiinecreemed prevent tore | hee fou ‘ke my day | shawl and araitode wien = paren oroeonie, so eomeming Good ou rmareoned xnecialy onion Idioms & Vocabulary SOME KEY LITERARY TERMS mecromencw | he pects oases rvcies communication wih hs bby summoning tek spits as pporiions or visons for the purpose af divination write-off total boss consonance | jrcrary device that refers to. bat the Raven 0 beguiling all my fac eto amin ‘on real avents but ‘amploying dramatic icense {forinstance theaugh the ‘use of imagined, wanton | en otic maou ne [ae = « we Uterary Movements sounds in LITERATURE ling of text. SOME KEY LITERARY TERMS POLYFTOTON pao ‘enbbeabies GH sraTus 0 x Enalsh ond LANGUAGE ragatog” imavoraty thaPhiiepines of ways: ‘carton many

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