Praxis II: English Language Arts: Content Knowledge (5038) Teaching Strategies Graded A

Praxis II: English Language Arts: Content Knowledge (5038) Teaching Strategies Graded A Semantic Feature Analysis A strategy for categorizing terms by characteristics. Set in columns of characteristics. Rows of words or themes and put a + or - sign if they fall into the column characteristics. Ex: grid of vocabulary and then use a + or - to see what the students know about that word. Background Building Using connections in a student background. Anticipation Guide Before reading to activate prior knowledge. A series of questions or statements students work on silently and either agree or disagree with each statement. Ex: a teacher prepares a list of statements about what constitutes a tragedy, and asks students to indicate whether they agree or disagree with each statement. After reading the play, the class will discuss what their misconceptions were and how they have revised their thinking. Purpose • Help students to activate their prior knowledge and experience and think about the ideas they will be reading. • Encourage students to make a personal connection with a topic or unit of work so that they can integrate new knowledge with their background experience and prior knowledge. Visual Example: Metalinguistic Awareness Is the ability to think and talk about language as language. Native speakers generally come by this naturally but still need to be taught. Ex: "can" has two meanings "Nail" has two meanings Example from study guide: The strategy of teaching Ella that words can have multiple meanings Kinesthetic Activity Students draw pictures to define the vocabulary words. Vernacular Language The dialect, or normal spoken form of language of a specific population Colloquial The use of informal words and expressions that are not considered standard Guiding Strategy in Prewriting Having students brainstorm a variety of situations in which they have been asked to express their opinions. Visual Aids for an Oral Activity Accessing integrated Web content for the audience to view during a lecture. Displaying multiple charts and graphs during a presentation. Showing photographs during the delivery of a speech. 5w's Used for basic information gathering. Who? What? Where? When? Why? And how? Metacognition Often described as thinking about one's thinking; it is also being aware of what one knows and does not know. Students use these skills: -develop a plan of action -maintain/monitor the plan -evaluate the plan Metacognitive Awareness- Before Reading Questions Developing the plan - what is my purpose for reading? -what do I already know about this topic? -how long do I think it will take for me to read it? Metacognitive