Social Affective Strategies: Critical Questions
A minimum of one-paragraph stating why you chose the strategy you selected with an emphasis on how you think this strategy will benefit your CLD students (focus on the linguistic, academic, cognitive, and sociocultural dimensions of the CLD student biography).
I choose this strategy because I realize my CLD students can be determined either they are proficient readers or not from the questions they ask. This strategy includes as well activation of prior experience and academic background knowledge. It also involves interaction with peers to verify and elaborate their learning.
In term of academic and cognitive, this strategy is good for CLD students because they will get involved with the passage (cognitively). This will help them to activate their past learning/schemata to ensure they will react to passage actively. When it comes to linguistic, teacher must choose text/articles/story that has connections with their L1/culture so that they can make meaningful association/connections.
I notice as well through questioning, teacher can help them to organize thinking and responding it in writing. Through organizing their thinking, teacher can make use of visual thus it helps CLD students who learn best visually. By responding to their thoughts, they can be in groups and this will assist cross information/discussion transfer through friends.
? A minimum one-paragraph description of how you introduced the strategy (was it modeled as a whole group, in a small group, pairs, etc.).
It can be done in a small group, after students finish reading the text, I will give the hand out and read them the questions there and ask any misunderstanding/confusion pertaining to the questions listed in the handout. I will explain them to write freely on what they think of the topic without having any fear to be evaluated as it does not involve any standardized measurements. I will stress to them that there is no right or wrong answer. I just need feedbacks.
? A minimum one-paragraph description of how the strategy was implemented (in what ways was the strategy practiced and applied by the students during the lesson).
First, the students have to ask questions to themselves to monitor their own understanding, they are going to jot down their thoughts on the hand outs given. Later, they are going to find their partner to see and compare each other responses.
? A minimum one-paragraph description of how the strategy was wrapped up at the end of the lesson (what was done to conclude the strategy with the students).
After they finish discussing their responses, I can ask them to share it with classroom. By doing this, they can compare different responses and listening to different answers. Not just that, I will share as well my responses towards the text.
I will tell them that when reading any text, they must be active reader and explaining to them that one of the criteria for active reading is by doing self reflection and checking on personal experiences.
? A minimum one-paragraph summary of the impact the activity had on your ELL students as a result of the adaptations.
In term of affective strategy, this activity is good as it develops mutual give and take of information and opinions between CLD students. As student can make relationship with the text that they read to their own experiences, this activity is meaningful.
? What recommendations would you have for implementing this strategy in the future (e.g., what additional adaptations or materials would you use to further enhance the strategy for CLD students).
I will allow them to write in their own languages (if they need to do that as to establish connection with their prism model elements). In this case, I need paraprofessional to help me. I can as well put them in same language pair to enhance the communication/information transfer, anyway, when it comes to sharing to classmates, they are going to use English. Though this strategy deals with social affective, but I can see it has deep impact to students’ cognitive as:
a) It teaches students to predict the key words, the story lines and establish connections with their previous knowledge.
b) If they can not make any connection, teacher can establish a new connection by partnering them with other students. Other students can help by explaining ( explaining as if in story retelling). This will also help them to lower their affective filters.
c) Students can make relationship with points and themes in the story in their mind. Comprehension will improve greater.
Tags: cognitive, diffrentiated strategies.literacy, metacognitive, reading lessons