Examples Of Literacy Strategies

The second lesson introduces visualizing as making a movie in students’ brains. “Honey, I Love” by Eloise Greenfield gives students

Students were to tell me if it happens in the beginning, the middle, and the end of the story. They could use those events to help them in this writing assignment. This was also a great way for me to assess before giving them the writing assignment, if they understood how to recall events in order. This really help to limit misunderstandings or confusions. Also, I had stated above, that I had students to do several writing assignments about recalling events in order. This extra practice really help to make more meaningful writing for my

4. Write one sentence that would introduce each graphic (the text that would be just before each graphic), and one or two sentences to explain each graphic's significance (the text that would follow each graphic in the

At the end of each part of the story, teacher must stop to ask a question that related to that part. For example, asking question after reading the “raising action

Students will read and identify the beginning, middle, and end of a mini story provided for them.

Tell students that you are going to read a story to them that involves states of matter such as water, fog and ice. Tell them that it is graphic novel and that you will show them the pictures under the document camera. Tell students that they can raise their hands, and notify the class when any state of matter is mentioned or referred to in the story. Tell the class that when this happens they can check their word maps to see if it is something new that they can add.

Semester B Unit 1 Lesson 4 Introduction and Objective As you read a story, characters struggle with conflicts as events unfold. No matter the conflict that occurs in a story plot, the character typically goes through changes. The changes could be good to bad, but usually bad to good. Today's lesson objective is: • Students will be able to describe how the characters respond or change as the plot moves toward a resolution.

After students will have a chance to utilize graphic organizers to organize and explain every day activities. To start, students will write a paragraph describing how to do some task they are familiar with (making a

I like the fact that when she asked the question about what happened to her sweater, her students immediately raised their hands. They were all into the story. They wanted to know more about the story. She taught her lesson very well. After telling her story and giving clues that defines main idea, she asked her class what they think main idea means. I think that it is a brilliant way to make your students think and connect. Her students were able to use context clues, and they were able to come up with their own definition of main idea. I noticed that Ms. Bannon used a projector to project the pages of the book so that her students can read along. It is a good way of getting student involved. It also allows for students to practice reading, while Ms. Bannon’s reading out loud. After that, she made her students communicate with one another. It is important to let students communicate with one another. Students interacting with one another is a positive learning technique because they can learn from one another. Also, that way Ms. Bannon is not the only one doing the talking, and that way there wouldn’t be so many teacher to student

In Hour One, we explored the play by using two explorative strategies, which are still image and thought tracking. Task One was to create four still images that showed

Slide 4 – 15 – Inform the students that the teacher is going to read them a story of Billy and after each short passage there will be an inferencing question. Tell the students that after the teacher finishes reading the question and possible answers, each student is to write the answer on the whiteboard and raise it up. Ask the students to take out their whiteboards and markers. Go through the slides. When you see that a student wrote an incorrect

**For students who need more help: If students struggle with incorporating the key details of the story, the teacher could provide cut out pictures of the main character and the main objects, which the students who need more help can color and include the picture which they believe are key details.

illustrations used. In addition, the plot of the story must be highlighted and informed through the

3. Read a section of text or show another picture and then have students predict what is going to happen next.

After student A reads the line “my senses are especially keen” present the slide of the Prezi that corresponds with the term “keen” and ask her to provide a definition based on the context clues given in the sentence.