HOW TO WIN

THIS GAME?
Let’s Start
Let’s Start
Let’s Start
Let’s Start
GOAL
 TEACHING
LITERATURE
GOAL
ACHIEVE
LITERACY

FINISH

START STRATEGY
STRATEGIES IN
TEACHING LITERACY
THROUGH LITERATURE
Unit 6
Let’s Start
A. KWL
KWL strategy comprises three basic concepts: Know, Want and
Learn
was first developed by Ogle in 1986 on the basis of the idea that
language learners gain knowledge by constructing meaning
good learners relate their prior knowledge to new information,
reorganize it, and create their own meaning (Anderson, 1984)
A. KWL
starts with recalling what the students know, continued to jotting
down what they want to know, and ended with listing what they
have learned and is yet to be learned
before reading, the teacher guide the students to brainstorm
everything they know about the topic.
A. KWL
What I Know column (K column), monitor their comprehension
Then, they specify what information they want to know, usually in
forms of questions
It may be done either before or during reading and intended to
stimulate the students’ interest and to help provide with the
purpose for reading.
A. KWL

Finally, during and after reading, the students give remarks about
what they have learned and still need to learn to link between
questions asked and information encountered.
A. KWL
All of those ideas coming from the students should be recorded in
the provided sheet
A. KWL
By the end of the teaching and learning process using this
strategy, the students not only improve their speaking but also
their writing skill as well since the scheme of KWL also works
efficiently in writing instruction
B. THINK-PAIR-SHARE
is a collaborative learning strategy where students work
together to solve a problem or answer a question about an
assigned reading
This strategy requires students to (1) think
individually about a topic or answer to a question;
and (2) share ideas with classmates
B. THINK-PAIR-SHARE
Why use think-pair-share?
It helps students to think individually about a topic
or answer to a question
It teaches students to share ideas with classmates
and builds oral communication skills
It helps focus attention and engage students in
comprehending the reading material
B. THINK-PAIR-SHARE
How to use think-pair-share
Decide upon the text to be read and develop the
set of questions or prompts that target key content
concepts.
Describe the purpose of the strategy and provide
guidelines for discussions.
Model the procedure to ensure that students
understand how to use the strategy.
B. THINK-PAIR-SHARE
How to use think-pair-share
Monitor and support students as they work through the following:
T : (Think) Teachers begin by asking a specific question about the text. Students
“think” about what they know or have learned about the topic.
P : (Pair) Each student should be paired with another student or a small group.
S : (Share) Students share their thinking with their partner. Teachers expand
the “share” into a whole-class discussion.
C. THINK-PAIR-SQUARE-SHARE
is a communicative strategy that encourages metacognitive
reflection, analysis, cross-articulation, and targeted language
use within a specific context and content area
promotes interaction among participants/students and
facilitates targeted language use across the content areas
is a strategy that can be used either as in “Into”, “Through”
and/or a “Beyond” type of literacy strategy
C. THINK-PAIR-SQUARE-SHARE
(1) As an “Into” type of activity:
Think-Pair-Share-Square can be used to tap into
participants/students Prior Knowledge. The facilitator/teacher
can spawn this type of interaction by posing a discussion
prompt/topic/theme and allowing students to engage in
reflective cross-articulation.
C. THINK-PAIR-SQUARE-SHARE
(1) As an “Into” type of activity:
Think-Pair-Share-Square can also be used to build Schemata,
particularly if the topic/theme is new to the participants/ students. And, so,
again, the facilitator/teacher would prompt the interaction among
participants/students by posing a guiding question, after having heard a
Read Aloud, viewed a snippet of a video or been involved in an engaging
brainstorm collaborative group activity
C. THINK-PAIR-SQUARE-SHARE
(2) As a “Through” type of activity:
Think-Pair-Share-Square can be used to build reading
comprehension as participants/students read through a difficult
text (expository/literary) and then turn and talk to their “Buddy”
after every two (2) pages or completing a section of an assigned
chapter.
C. THINK-PAIR-SQUARE-SHARE
(2) As a “Through” type of activity:
This type of interaction and cross-articulation helps
participants/ students to build meaning as they read
allows participants/students to ask “clarifying questions”, in
case they are not clear on what they have read
Parking Lot for Burning Questions
C. THINK-PAIR-SQUARE-SHARE
(3) As a “Beyond” type of activity:
Think-Pair-Share-Square can be used to lead
participants/students into using Higher Order Thinking Skills
(H.O.T.S.) after the completion of an entire text or a chapter
(literary or expository) to interpret, analyze, compare and
contrast events/segments of the text
C. THINK-PAIR-SQUARE-SHARE
(3) As a “Beyond” type of activity:
Again, the proposed questions/ prompts would be provided by
the facilitator/teacher to get the participants/students engaged
in targeted reflection and cross-articulation.
C. THINK-PAIR-SQUARE-SHARE
How do I implement Think-Pair-Share-Square in the classroom?:
1. The teacher posses a question/topic/theme to a whole group of students
situated in collaborative group arrangement of 4 or 6.
2. The students first “Think” of the prompt/topic/theme proposed by the
facilitator/teacher.
3. Then the students select a “Buddy” from their assigned group and
provide that individual a reflective thought of the question/topic/theme,
while the “Buddy” listens attentively.
C. THINK-PAIR-SQUARE-SHARE
How do I implement Think-Pair-Share-Square in the classroom?:
4. The “Buddy” responds by sharing his/her reflective thought in the same
fashion, while the first “Buddy” listens attentively.
5. Then each of the “Buddies” find a new “Buddy” (within their groups) and
they repeat steps 1-4.
6. Finally, the facilitator/teacher ensues into a Whole Group Share, asking
“Buddies” to volunteer reflective responses they heard from either of their
“Buddies” while they listened attentively.
C. THINK-PAIR-SQUARE-SHARE
How do I implement Think-Pair-Share-Square in the classroom?:
7. The facilitator/teacher asks the students to use the following language
function and form to share their reflective response they heard.
a. Language Function: Retelling
b. Language Structures/Stems:
i. Beginner: My Buddy said…
ii. Intermediate: My Buddy shared that…
iii. Advanced: My Buddy shared two main points: 1)_______ and 2)_________
C. THINK-PAIR-SQUARE-SHARE
How do I implement Think-Pair-Share-Square in the classroom?:
7. The facilitator/teacher asks the students to use the following language
function and form to share their reflective response they heard.
a. Language Function: Retelling
b. Language Structures/Stems:
i. Beginner: My Buddy said…
ii. Intermediate: My Buddy shared that…
iii. Advanced: My Buddy shared two main points: 1)_______ and 2)_________
8. The participant/teacher notes responses on a chart paper/white
board/smart board/overhead transparency
D. THE DRAMA METHOD
provides the context to improve writing skills, to develop realistic
dialogue and to extend vocabulary

Improvisation and storytelling develop children's

understanding of narrative structure with a consequent
impact on speaking and writing skills
D. THE DRAMA METHOD
Drama for second language learners can provide an
opportunity to develop the imagination of the students
students can go beyond the here and now and even 'walk in
the shoes' of anothe
provides an opportunity for independent thinking students
are encouraged to express their own ideas and contribute
to the whole
D. THE DRAMA METHOD
Role of Dramas in Language Teaching:
The broadening of students’ horizons by giving them a
knowledge of the classics of literature;
The student’s improvement in general cultural
awareness;
The students’ creativity and literary imagination and to
develop their appreciation of literature;
D. THE DRAMA METHOD
Role of Dramas in Language Teaching:
The broadening of students’ horizons by giving them a
knowledge of the classics of literature;
The student’s improvement in general cultural
awareness;
The students’ creativity and literary imagination and to
develop their appreciation of literature;
D. THE DRAMA METHOD
Benefits of Using Drama

The acquisition of meaningful, fluent interaction in the

target language;
The assimilation of a whole range of pronunciation and
prosodic features in a fully contextual and instructional
manner;
D. THE DRAMA METHOD
Benefits of Using Drama

The fully contextualized acquisition of new vocabulary

and structure;
An improved sense of confidence in the student in his or
her ability to learn the target language.”
D. THE DRAMA METHOD
Benefits of Using Drama

The fully contextualized acquisition of new vocabulary

and structure;
An improved sense of confidence in the student in his or
her ability to learn the target language.”

Click this to access the file

on how to implement the drama method
E. IMAGE ANALYSIS
the process of acquiring information from images
through a close analysis
contribute to students’ ability to weave context, make
meaning of text/ images
students develop awareness of historical context,
develop critical thinking skills, enhance their
observation and interpretive skills, and develop
conceptual learning techniques
E. IMAGE ANALYSIS
How to use image analysis
1. Select an Image: Select an image that lends itself to an in-
depth analysis by learners. This analytical method works
best when the image is one that reflects a particular opinion,
point of view, or perspective. Visual art, propaganda images,
photographs, and political cartoons are good examples of
visual media that reflect a particular viewpoint.
E. IMAGE ANALYSIS
How to use image analysis
2. Lead Learners through Analysis: Share the image with
learners by providing copies or by projecting or displaying it
in the classroom. Lead learners slowly through the following
six steps, pausing between each step to give them significant
time for thinking and writing.
E. IMAGE ANALYSIS
How to use image analysis
Step One: Ask learners to observe the photo intently. Have
them find shapes, colors, textures, the position of people or
objects, etc.
Step Two: Have learners write down what they see without
making any interpretation about what the picture is trying to
say.
E. IMAGE ANALYSIS
How to use image analysis
Step Three: Ask learners what questions they have about the
picture that must be answered before they can begin to
interpret it.
Step Four: Have learners discuss their questions with two
other learners to try to find some answers.
E. IMAGE ANALYSIS
How to use image analysis
Step Five: Given the context and subject of the piece, ask
learners what they think the artist is trying to say, and who
they believe is the intended audience.
Step Six: Talk through your interpretation with the class and
be ready to support your view by alluding to specific elements
of the image and what you know about it.
E. IMAGE ANALYSIS
How to use image analysis
3. Discuss the Process: Take a few moments to discuss with
learners their reflections on the experience of analyzing
different types of visual media. By practicing and explaining
this process, learners will begin to respond more thoughtfully
and critically to the images they encounter every day.
F. GRAPHIC ORGANIZER
graphic organizers are excellent for teaching students
about relationships in a text
help break down the whole text into manageable
pieces and show the relationship of those pieces to
each other.
help students show understanding of the “big picture”
from a lesson or book
F. GRAPHIC ORGANIZER
Types of graphic organizers for reading comprehension
(1) T-Chart
A T-chart graphic organizer consists of 2 columns that
can be used to classify 2 concepts, objects, or events
T-charts can be used in reading to examine reading
concepts such as cause and effect, problem and solution,
or facts and opinions.
F. GRAPHIC ORGANIZER
Types of graphic organizers for reading comprehension

(1) T-Chart
T-charts can simply be labeled with the 2 concepts (such
as problem and solution)
Students then identify and write about each concept or
identify each one as they read and find them in the text.
F. GRAPHIC ORGANIZER
Types of graphic organizers for reading comprehension

(2) Venn-Diagram
this graphic organizer is used to compare and contrast 2
or more groups or things
Venn-diagrams can be used to increase understanding
of relationships between two or more concepts or ideas
F. GRAPHIC ORGANIZER
Types of graphic organizers for reading comprehension
(3) Sequence Chain
an excellent tool to help students keep track of the order in which
things happen in a story
this graphic organizer is a series of boxes and arrows that help
students visualize the sequential events in the text
can be used to record a timeline of events, steps in a process, or it
can even be used to record the main idea and details in a text.
F. GRAPHIC ORGANIZER
Types of graphic organizers for reading comprehension
(4) Tree Chart
The top section of a tree chart graphic organizer is used
to record the topic of the text
Below the topic, main ideas, or subtopics can be listed
Below each subtopic, relevant information, examples, or
details about the subtopics can be given
F. GRAPHIC ORGANIZER
Types of graphic organizers for reading comprehension

(4) Tree Chart

This graphic organizer is an excellent tool for students to
use to classify concepts such as types of trees, animal
families, or even types of sentences
F. GRAPHIC ORGANIZER
Types of graphic organizers for reading comprehension
(5) Question Organizer
help students ask and answer questions about their
reading
Asking questions helps students with comprehension
A basic question graphic organizer includes the 5
questions, Who? What? When? Where? and Why?
F. GRAPHIC ORGANIZER
Types of graphic organizers for reading comprehension

(6) Spider Web

this type of graphic organizer is great for brainstorming
and/or recording the main idea and details of a
nonfiction text
F. GRAPHIC ORGANIZER
Types of graphic organizers for reading comprehension

(6) Spider Web

the center of this graphic organizer is where students
record the central idea of a text
the details that support the central idea are listed in the
branches around the center circle
F. GRAPHIC ORGANIZER
Types of graphic organizers for reading comprehension
(7) Cause and Effect
help students chart the cause and effect situations that
they identify in a text
there are several formats of cause and effect graphic
organizers. T-charts can be used to list several cause
and effect situations, with the cause listed on one side of
the T and the effect listed on the other
 END Unit 6

Prepared by:
Chin Cielo O. Cabase, LPT