Reasons to Read and Listen
Coordinator
Retreat
2012
Warm-up
(Individually - 2 min.)
For a typical listening and reading activity:
1)When do you check their comprehension?
2)How do you check their comprehension? How
do you know if they answered correctly?
Predicting the Pattern
(Pairwork - 2 min.)
1.Activate Prior Knowledge
2.______________
3.Check comprehension
4.Ask a specific question
5.______________
6.Ask an abstract question(s)
7.______________
8.Post-activities
Modeling the Pattern
Show me you’re ready to listen!
Reason #1 for Listening
Is the singer rich or poor?
.
CCQ
Reason #2 for Listening
Show me spirit fingers when
you hear….
•
•
•
•
•
Group 1 – If I had
Group 2 – If I had
Group 3 –Million dollars
Group 4 – I’d buy
Group 5 -- I’d buy
CCQ
Reason #3 for Listening
What would he buy?
Put a check mark next to what he would buy.
CCQ
Checking Reason 3
If yes =
If no =
A More Difficult Question
(Pairwork - 1 min.)
Why would he buy all these things?
Share your answer with this language:
Partner A:
He'd buy these things because he wants ….
------Partner B:
Yes, I agree. He really wants…
No, I disagree. He really wants…
CCQ
Going Deeper - Share
Why would he buy all these things?
Share your answer with this language:
He'd buy these things because he wants ….
Identifying the Pattern
(Pairwork - 2 min.)
1) How many times did I play the song?
2) What was the purpose?
3) How did I know if you achieved the purpose?
4) What kinds of support did I give when checking
your comprehension?
Check Your Answers: Part 1
(Pairwork – 30 sec..)
1) How many times did I play the song?
• 3 times
2) What was the purpose?
• 1st - general understanding
• 2nd -specific, repetitive chunks of language
• 3rd - specific, isolated words
Check Your Answers: Part 2
(Pairwork – 1 min.)
3) How did I know if you achieved the purpose?
• 1st - showed comprehension with rich fingers/poor
pockets,
• 2nd - showed comprehension with spirit fingers
• 3rd - showed comprehension with body check marks
• 4th – elicited answers from teams
4) What support did participants have?
• 1st - two simple choices
• 2nd - physically answered (didn't produce language)
• 3rd – picture choices, physically answered (didn't
produce language)
• 4th - language provided (stem completion)
How I Modeled the Pattern
1. Listen for two simple choices (rich or poor)
 Trainer checked - Show me the money!
2. Listen for Specific chunks of language
• Trainer checked - Show me spirit fingers!
3. Listen for Specific words
• Trainer checked -Show me check marks!
4. Asked Why would he buy & He’d buy …
• Discuss with partner
• Trainer checked - Do you agree…
Confirm the Pattern
(Pairwork - 2 min.)
1.Activate Prior Knowledge
2.______________
3.Check comprehension
4.Ask a specific question
5.______________
6.Ask an abstract question(s)
7.______________
8.Post-activities
Confirm the Pattern
(Pairwork - 1 min.)
1.Activate prior knowledge
2.Ask general question
3.Check comprehension
4.Ask specific question
5.Check comprehension
6.Ask abstract question(s)
7.Check comprehension
8.Post-activities
Moving From
Listening to Reading
Applying the Pattern
Skimming the Reading
(Individually-1 min.)
1) Skim this reading from a 7th
grade English textbook.
2) When you finish, examine
question #6.
a) Is it general or specific?
b) How might you check your
students’ comprehension?
3) CCQ
--Captains, come get handouts for
your team.
Instructions for Ordering Questions
(Pairwork – 2 min.)
1. Examine the
questions.
2. Put the questions in
order from:
- easy
– general
- difficult
– specific
General to Specific
(Pairwork – 2 min.)
A. What are three ways to help the environment?
B. Why (or how) will reducing, reusing, and recycling
help the environment?
C. Does this article give advice for helping the
environment or helping artists?
D. What is the difference between reuse and
recycle?
Comparing Answers
(Teamwork – 2 min.)
A. What are three ways to help the environment?
B. Why (or how) will reducing, reusing, and recycling
help the environment?
C. Does this article give advice for helping the
environment or helping artists?
D. What is the difference between reuse and
recycle?
Reviewing: General to Specific
C. Does this article give advice for helping the
environment or helping artists?
A. What are three ways to help the environment?
D. What is the difference between reuse and
recycle?
B. Why (or how) will reducing, reusing, and recycling
help the environment?
Remember the Pattern
1.Vocabulary Pre-teaching
2.General question(s)
3.Check comprehension
4.Specific question
5.Check comprehension
6.Abstract question(s)
7.Check comprehension
8.Post-activities
Checking Comprehension
(Teamwork – 3 min.)
With your team, decide how you will check
comprehension for each question. (4 total)
For ex: Having students stand up to show
agreement.
Remember: 10 classes , 45 students. Check quickly!
Checking Comprehension
(Teamwork 3 min.)
C. Does this article give advice to help the
environment or help artists?
A. What are three ways to help the environment?
D. What is the difference between reuse and
recycle?
B. Why are scientists so concerned about the
environment?
What are some of you ideas?
C. Does this article give advice to help the
environment or help artists?
A. What are three ways to help the environment?
D. What is the difference between reuse and
recycle?
B. Why are scientists so concerned about the
environment?
Last Chance! Tell Me!
1.Vocabulary Pre-teaching
2.General question(s)
3.Check comprehension
4.Specific question
5.Check comprehension
6.Abstract question(s)
7.Check comprehension
8.Post-activities
Great Job!!!!
Symbolic Reflection
(Write Individually-3 min.)
1) Please add the shape, design, word or image that
best represents this workshop for you.
Thank You.