A COMPILATION OF LITERATURE TEACHING STRATEGIES
A COMPILATION OF LITERATURE TEACHING STRATEGIES
A. Pre-Reading Strategies
Strategy
Overview (What is the strategy about?)
Benefits
(Why use this strategy?)
Procedure/s
(When, Where, How to use?)
Opinionnaire
(Macalnas, Saidamen)
Consists of a series of statements (controversial) that students think about and on which they will form/state opinions
A tool for eliciting attitudes about a topic.
Allows students to begin about a topic and build background knowledge.
Promotes students becoming active class participants.
Helps students connect to the day’s lesson.
a) Provide a handout to each student.
b) The students will be tasked to complete the handouts which are answerable by yes or no. The answer “maybe” and the like are forbidden.
c) The class will be divided into groups and they will discuss their answers.
d) A representative from each group will explain the group’s answers.
e) After the presentation of a group, the other groups must ask questions to the presenting group to establish a discussion.
Anticipation Guide
(Paniango, Louie Nielsen)
A comprehension strategy that is used before reading to activate students' prior knowledge and build curiosity about a new topic.
Anticipation guides stimulate students' interest in a topic and set a purpose for reading.
They teach students to make predictions, anticipate the text, and verify their predictions.
They connect new information to prior knowledge and build curiosity about a new topic.
a) Write four to six statements about key ideas in the text; some true and some false.
b) Include columns following each statement, which can be left blank or can be labeled Yes, or No (Maybe can also be used).
c) Introduce the text or reading material and share the guide with the students. Model the process of responding to the statements and marking the columns.
d) Read each of the statements and ask the students if they agree or disagree with it. Provide the opportunity for discussion. The emphasis is not on right answers but to
A. Pre-Reading Strategies
Strategy
Overview (What is the strategy about?)
Benefits
(Why use this strategy?)
Procedure/s
(When, Where, How to use?)
Opinionnaire
(Macalnas, Saidamen)
Consists of a series of statements (controversial) that students think about and on which they will form/state opinions
A tool for eliciting attitudes about a topic.
Allows students to begin about a topic and build background knowledge.
Promotes students becoming active class participants.
Helps students connect to the day’s lesson.
a) Provide a handout to each student.
b) The students will be tasked to complete the handouts which are answerable by yes or no. The answer “maybe” and the like are forbidden.
c) The class will be divided into groups and they will discuss their answers.
d) A representative from each group will explain the group’s answers.
e) After the presentation of a group, the other groups must ask questions to the presenting group to establish a discussion.
Anticipation Guide
(Paniango, Louie Nielsen)
A comprehension strategy that is used before reading to activate students' prior knowledge and build curiosity about a new topic.
Anticipation guides stimulate students' interest in a topic and set a purpose for reading.
They teach students to make predictions, anticipate the text, and verify their predictions.
They connect new information to prior knowledge and build curiosity about a new topic.
a) Write four to six statements about key ideas in the text; some true and some false.
b) Include columns following each statement, which can be left blank or can be labeled Yes, or No (Maybe can also be used).
c) Introduce the text or reading material and share the guide with the students. Model the process of responding to the statements and marking the columns.
d) Read each of the statements and ask the students if they agree or disagree with it. Provide the opportunity for discussion. The emphasis is not on right answers but to