Introduction:
My early exposure about CORI came through while reading through a book on Content Area Literacy. It is put into my spotlight since in Malaysia; the implementation of Teaching Science and Mathematics In English Program has been implemented since year 2000. It is related to CORI as the subjects in Science and Mathematics in fact are related to concepts and understanding in content areas. Though I am going to teach English for future Malaysian teachers, however, it is important to see how Literacy is connected to content areas in order to develop proper understanding on how to teach them pertaining to it.

I am interested to know about CORI since science and mathematics subjects are content areas subjects whereby teacher must be able to help students learning to be skillful with reading, writing, speaking, listening and viewing in those areas (Conley, 2008). It becomes more pertinent as teachers must teach the subject in English language instead of our national language which is Malay. I still remembered prior continuing my study here, I had to teach Science and Mathematics teachers how to teach the subject in English that when I reflected back, show lots of defect in the behalf of me. I noticed, the main problem is not just about teaching them English,(which significantly adding the problem) in fact the main problem is related to shallow understanding on how to teach and incorporated Literacy and Content Areas together,
In Maryland, CORI is used and has been showing improvement (Guthrie et al, .2004).

This generates my interest to know in depth. Conley, (2008) believed that the best way to help students to learn is through Literacy as it will transform them into independent learner. He believes literacy is a vehicle for transformation. This notion sparks light as I start to assume that if content areas teachers know how to teach Literacy within content areas, problems will solve.

Through this study, I generate questions in order to gear my focus towards finding the answer. They are:

• What is CORI (Concept Oriented Reading Instruction)?
• What are the principles of CORI?
• What is Literacy and its definition according to various model of Instruction
• How CORI is effective when it comes to English Language Learner? From what aspect of CORI can be useful for CLD students?
• What are the key concepts and theories for CORI and Interactive Literacy?
• Are CORI and Interactive Literacy congruent? In what sense they are congruent or not congruent?
• What is the implication if CORI is implemented among CLD students?
• What is the implication if Interactive Literacy is implemented to content area subjects?

CORI: The Principles

CORI is a short term for Concept Oriented Reading Instruction and mainly used as reading lesson planning framework to gear up students motivation for content areas subject. It was developed in 1993 by Dr. John T. Guthrie and a team of elementary teachers and graduate students at the University of Maryland, College Park.(Swan, 2003) It is understood that it is built upon through various approaches mainly focus on student curiosity, social interaction and engagement (Conley, 2008). Through teacher observation on students’ motivation, teacher will try to engage them into reading materials. This process continues by developing conceptual knowledge on reading material, and lastly enhances their understanding by letting them communicating their findings and learning.

The main intention of CORI is to use motivation as a force to represent the lesson/reading material in interesting ways to students. Anyway, this only can be achieved if teacher really knows what are the motivations that he/she can manipulate that exist inside the students’ thinking. According to Conley, (2008) teacher must build curiosity according to students’ interest when using or adapting CORI (pg. 207). Swan (2003) believes the main idea of CORI is revolved around these three main ideas; social interaction, involvement (engagement) and lastly the idea of conceptual knowledge building.

Interactive Literacy: The Principles

According to Herrera et al, (2010) Interactive literacy has many elements inside it, ranging from research based, fundamental and biographical. Literacy is interactive because it is biographical when it incorporates sociocultural, linguistic, academic and cognitive dimension of students into daily lesson. Literacy is fundamental when it involves teaching listening, speaking, reading and writing to students. Lastly, literacy is research based because it focus on five elements of English language instruction which are: phonic, phonemic awareness, vocabulary, comprehension and fluency. Basically, it is very important to continually touching every of these aspects when teaching students (Herrera et al, 2010).

According to Harvery and Goudvis,(2007) English language explicit instruction is very important to teach literacy because importantly, by having variety of instructional techniques, this will be effective to keep them engaged and reached.(pg.45) Specifically, it is noted that language explicit instruction is not focusing only on modeling, rather it can be shown through guided practice, collaborative and independent practice. Many times modeling is avoided if teacher does not mention the specific purposes of the demonstration. It is understood that learning today must be student centered and not teacher centered. Furthermore, the purpose of language explicit instruction is to let students share, focusing on their attention and let them participate so that they can increase their engagement in learning.

CORI: The Explicit Strategies Used in Teaching Reading
According to Guthrie, (2004) teachers use some strategies when using CORI Model and it is consistent with the National Reading Panel Report. Among the strategies used in CORI are:

a) Focusing on Background Knowledge:
Teacher will focus on recalling experiences and knowledge of reading texts before reading so that students will be able to bridge the content with their own understanding, though it may be irrelevant to the context/content, however teacher will help to rectify the problem by interconnected the concepts and information related to the text/topic through cognitive strategies by prompt them questions or using books/text/materials that have pictures to make sense of their thinking. (pg.93)

b) Questioning:
Through questioning, students will have opportunity to ask self initiated questions about the content of a text, before and during reading, to help them understand the text and topic. (pg 93) According to Guthrie, (2004) students cannot ask question about an unfamiliar topic so it is important for teacher to introduce the book/materials to students first and get them familiar with the text first before expecting them to ask higher level questions.

c) Searching for Information:
When searching for information, in CORI it emphasis on students seeking and finding information from the text by forming selecting goals. It is different from comprehension of a total text as it aims at comprehending relevant text related to goals.

d) Summarizing during Reading:
Students will be able to get gist of their reading by maintaining main ideas and supporting facts in what she has read. Students can achieve this as teacher will teach to identify key words and then omitting less relevant details.

e) Organizing Graphically:
It is basically similar to concept mapping, and it is related to the understanding that students who comprehend a text usually will be able to represent the data/information in a spatial format (Guthrie, 2004). Later, student will try to connect the main ideas/relevant information to central issue of the reading by showing relationships and interconnection.

f) Structuring Story:
Students’ understanding of the setting, plot, characters, motives, themes and their relationships in literary texts is called structuring story. This will reflect students’ awareness of the twists and complexity of the plot and main story line from any reading material especially related to literary piece.

Interactive Literacy: Strategies Based Comprehension Instruction
According to Herrera et al (2010), reading comprehension strategies that is taught through Strategies Based Comprehension Instruction will focus on CLD students background knowledge and experiences to make meaning from text by putting emphasis on their sociocultural backgrounds, linguistic, cognitive and academic knowledge because CLD students are very different from other students whom curriculum traditionally has been designed for them(pg 134). It means in order to create comprehension among CLD students, it is a must for teacher to connect CLD students background that she/he brings to the reading text (pg 136). This is helpful because it will build up schematic connections to text (pg 136).

Interactive Literacy basically will focus on variety strategies on teaching metacognitive, cognitive and social reading comprehension strategies. Among them are:

a) Metacognitive Strategy:
It is the ability for students in monitoring their thinking and understanding and making relation to text in order to build comprehension.( Herrera & Murry,2005). According to Perkinds et al (1992), there are four types of metacognitive readers, namely:

• tacit readers: This kind of readers have lack awareness of how they think when they read
• Aware readers: They have ability to recognize the confusion when it is set in however, they do not have sufficient strategies to fix the problem.
• Strategic readers: They have the abilities to use the strategy to understand and acquire knowledge as well as monitoring and repairing the meaning when it is disrupted.
• Reflective readers: They can apply the strategies flexibly according to their goals and purposes. They keep monitoring their thinking and able to ponder and revising the use of the strategies either it is relevant or not.
Among the metacognitive strategies available under Strategies Based Comprehension Instruction such as In My Head, True or False, Sticking to the Main Idea and Question Bookmark.

b) Cognitive Strategy:
According to Herrera & Murry, (2005) it means reading strategies that involve the mental or physical manipulation of the material to be learned so that CLD student can compare information and draws analogies from their existing background knowledge. Among the strategies are; SEA Box, Visualize Interact Predict (VIP), 1, 2,3 Imagery, Signature Lines and Story Retelling.

c) Social Affective Strategies:
It focus on making connection of cognitive and sociocultural dimensions of the CLD student biography and may involve the learner as an individual or the learner in interaction with another or others. (Herrera & Murry,2005,pg 43) importantly, teacher must use this strategies to foster communication for learning environment among CLD students. pg 43) Among the strategies are: Critical Questions, Through My Eyes.

Discussion: CORI vs. Interactive Literacy:
Reading about CORI is frustrating because though the writer emphasis on building up students’ competency, however it is demeaning when it is not connected to Prism Model or Biopsychosocial Approach. There are not enough explanations on building up students profile and connecting their demographic profiles to building up concepts especially related to CLD student, rather the writers believe that reading will be always effective when teachers manage to engage them with the lessons. This is believed will make them competent and want to study harder which I found quite untrue because in my opinion, CLD students will not be motivated to attend the lessons that do not related to their 4 Prism Model aspects because firstly, they will not be engaged as it is not meaningful to them. Swan (2003) agrees with it as CORI, if not focusing on building appropriate background knowledge can be a problem to students who are not familiar with particular themes and concepts. (pg 120)

It is important to emphasis that motivation and interest can only be geared if thorough understanding of Biopsychosocial and Prism Model is fully understood especially reading and literacy because literacy must be viewed as interactive. I am not saying that CORI is not interactive anyway, Prism Model and Biopsychosocial approach emphasis/have interactive elements thus it can positively affect the performance of students especially CLD students whom usually have to bear the difficulties to understand the subject/lessons from norms point of views (traditional classroom students).

Though CORI highly focus on its own rules of getting students engaged with reading materials, it will be a problem to gear up CLD students motivation because any materials that do not successfully addressed in whole, will make their affective filter high as they may lead to anxiety or culture shock. Again, CORI can successfully be implemented for CLD students if no single dimensions of them are isolated. This will need CORI to specifically focus on students’ biography profiles.

Though CORI emphasis on building up conceptual knowledge anyway, it must allow students to build up content knowledge according to their own background knowledge. This is parallel to ICB approach as for CLD students where they can transfer the unknown to known. In fact, this will strengthen their understanding. Failure to emphasis on building this connection is not good as CLD students profile is very important and well connected. It will be fatal as teachers are not able to integrate academic content( Content Subject) and language development (Interactive Literacy)due to misunderstanding of CLD students’ nature.

However, CORI can be improved if teachers allow feedback from students by letting them to to express ideas and opinion and take a stand and allow them to interpret it according to their own scope of culture. This will allow reflective thinking that is good for metacognitive development of CLD students.

I notice CORI is based upon its own principles, which can be very flexible as long as the principles I mention above are in place. This is good as it allows flexibility, for example,Swan builds up her own CORI according to 9 Principles that has all CORI elements such as building up background knowledge, questioning, searching for information, organizing graphically and structuring story as what Guthrie laid it out. She lays it out according to what she called as Coherent Instruction to expand more on CORI by having instruction that focusing on autonomy supports, real world instruction, collaboration support and etc.

In fact, based on its flexibility concept that can be used in its own teaching, CORI and Interactive Literacy can be applied together in some of its strategy because of the similar elements. For example the main idea of collaboration support in CORI classroom is to provide engagement in reading through sharing ideas, discussion, making decisions and collaborate for common goals. It does not differ much in Interactive Literacy because collaboration is used to support fluency development whereby students will have ample opportunity to read, write, speak and listen in all content areas. Teacher again, based/through assessment and CLD student’s biography card should use the information to put them in necessary group so that they can benefit and learn best. It is best to put them in a group that can ensure their affective filter does not go high.

In conclusion, I believe CORI is a good reading model because the strategies that are implemented in it are actually similar to strategies that I learn in Interactive Literacy, however, I prefer to choose Interactive Literacy as it supports CLD students development thoroughly by specifically focus on 4 aspects of Prism Model.

References:
1. Herrera S.G., Perez D.R.,Escamilla,K.(2010) Teaching Reading to English Language Learners: Differentiated Literacies. Boston,MA: Allyn & Bacon.
2. Herrera S.G.& Murry K.G.(2005) Mastering ESL and Bilingual Methods: Differentiated Instruction for CLD Students. Boston,MA: Allyn & Bacon.
3. Harvey, S.& Goudvis, A.(2007) Strategies That Work: Teaching Comprehension for Understanding and Engagement. Portland,Maine: Stenhouse Publishers.
4. Conley M.W.(2008) Content Area Literacy: Learners in Context. Boston,MA: Allyn & Bacon.
5. Swan E.A.(2003) Concept Oriented Reading Instruction: Engaging Classrooms, Lifelong Learners. New York: The Guilford Press.
6. Guthrie J.T.,Wigfield A,.Perencevich K.C.(2004) Motivating Reading Comprehension: Concept Oriented Reading Instruction. Mahwah,NJ: Lawrence Erlbaum Associates,Publishers.

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 like this strategy because it creates links between new vocabulary terms and past knowledge. Basically it will help CLD students in term of its cognitive and their biography as well. Students can see links between the concept and the knowledge teacher represents to them. The links are various and multiples so basically it will help them to associate it with their thinking and knowledge.

Through visualization, actually CLD students exposing their ability to make inference by using images. This actually can lead to discussion among students, thus it is good for his sociocultural dimension and cognitive thinking skills by reasoning out their thoughts to their friends. Visualized create meaning to CLD students especially those who are visual learner. It helps them to construct their own comprehension.

? A minimum one-paragraph description of how you introduced the strategy (was it modeled as a whole group, in a small group, pairs, etc.).

There are various ways to introduce it, firstly, it can be initiated by discussions/conversations when teacher ask questions related to words and students answer. From the answers, teachers can make links to the words; it means other ideas that have sort of relations to the words will be written to see the linking/connections.

? 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).

The strategy is implemented in order to create hypothetical thinking in students’ minds. Teacher must know how to make connections to what are they going to read and study. Comprehension can be developed through elaboration of the links to students past knowledge.

? 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).

Teacher will celebrate the linking made by students and related it to the text they are going to read, as well as the past lessons.

? A minimum one-paragraph summary of the impact the activity had on your ELL students as a result of the adaptations.

The more links students provide, it will assist understanding better as long as teacher can make sense and relations to it. Post discussions will assist understanding. It opens up for discussion that I think can lower the students’ affective filters.

? 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 am thinking that we can refine semantic map by stressing it as a graphic structure, where it can be a place to organize students’ thoughts. It is because visualization can interact with reader’s background knowledge to create vivid pictures in our mind. This is authentic as it is developed by those who can see the vivid pictures in their mind from their own perspective that is highly influenced by culture( CLD students)

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 like this strategy because it is very useful for limited English speaking skills. They will have guideline before they speak and it is crucial to develop self confident. Not just that, they can relay what they have by not specifically using words and sentences but using pictures as well including using their native languages. I like it because I can know individual students’ understanding as CLD students bring rich information pertaining to their culture and knowledge that we don’t have access to it and need to tap into.

This strategy is interesting to me as metacognitive strategy can be used in showing/reflecting comprehension of students. Students show their understanding through putting his/her self in the situation, for example, reflecting the drawing that they made and perceive it as themselves. I can understand the story of Pocahontas because I have a spirit like Pocahontas.

If the reader can/show some reflection upon their readings by specifically having inner conversation during reading, this might be jotted down in their note books. Not just that, this can be very obvious if students clarify their reading with teacher but asking/requesting the lesson that they should get from their reading materials.

? A minimum one-paragraph description of how you introduced the strategy (was it modeled as a whole group, in a small group, pairs, etc.).

First will be distributing the handouts and when they finish reading, ask them to write/draw what they are thinking. Tell the students that they can use their native language to record their thoughts.

? 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).

The strategy is implemented to know students realize on their own thinking. This is to develop good readers that monitor their thinking and understanding. This is to build their comprehension by their ability to verbalize their thoughts aloud while reading. Students will be thought to unleash anything that they have in mind without having fear that it might be discriminated.

? 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 the students explaining their thinking verbally/through writing, teacher will comments on students’ thoughts. Teacher will make comparisons with the students ‘thoughts and with others as well, to enrich variety of views as there are wide ranges of cultures and background experiences of CLD students.

? A minimum one-paragraph summary of the impact the activity had on your ELL students as a result of the adaptations.
It’s a good activity as students can freely put their thoughts on the materials that they read. They can express it through writing/ by drawing pictures and at the same time get helps from paraprofessional to assist them in conveying the information and understanding that they have in minds.

? 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).

Teacher can make it more meaningful by finding the texts according to students’ culture rather than the whole class share the same text.. Teacher must be aware that whatever responses that he/she receives either in form of oral or written responses, it is actually a reflection of how kids show/monitor their comprehension. It is good if teacher can get overall ideas of his/her responses(students) before giving comments/judgment.

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.

One of the important purposes for story retelling is that CLD students can benefits for comprehension and memory retention through interaction with students. Students can get into groups, thus helping them to interact with their friends and this is very helpful as they can extend ideas by communicating with their friends, changing ideas and in fact learning language by reflecting from their friends without jeopardizing their affective filters. Basically, story retelling is beneficial for social and academic development, which I already mentioned the positive impact it has towards students’ social skills and in term of academic development, CLD students can gain benefit because listening to story again, help CLD students to reconstruct their understanding/comprehension towards the story through putting the concepts that they read into their own words.

I notice kids that I plan to teach loves talking. He and his brother love discussing the activities that they do together with friends at school with me and sometimes asking me about the recent video games I play online. By having Story Retelling as one of my strategies for them, I can see what is happening inside their brains (their thinking), their understanding, especially their preferences over the texts that I bring to them. Not just that, I will have opportunity to engage with my critical thinking questions pertaining to the topic to assist their further understanding.

? A minimum one-paragraph description of how you introduced the strategy (was it modeled as a whole group, in a small group, pairs, etc.).

I bring two different texts on the same topic. The texts have two different levels ; easy and difficult. Both of the texts related to Pyramid and Sphinx as both of them are from Egypt. I will give the easy texts first, when they are done reading, I will ask them questions pertaining to the text( main idea) and then ask them to story their experience/views as they are Egyptian.

They can choose from which aspects they want to tell me, maybe the history of pyramid, the scientific aspects or anything that captures their interest. From their stories, I will make connections with their readings.

Then from there, we are going to move on to the second texts which is more difficult. I will assist them with pictures and open ended questions to activate their thinking, this time, I will let them to refer to the text in order for them to understand and able to make connection between my questions and the texts.

? 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).

I will know more about my students’ ability to comprehend text, so basically, I will ensure to put them together in the groups so that they can discuss first within their group members to exchange thoughts. If they want to tell in their native language, I think that will be fine. I will prepare paraprofessional to help me.As they are CLD students, it is not necessarily one to one questioning them; in fact, their group members can help assisting the story teller.

? 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).

I will wrap it up by doing summary of the texts, telling them what the text is all about. I will make corrections on misunderstandings pertinent to main ideas of the two texts. I will repeat the main ideas few times to ensure they listen and know what’s going on. I am expecting the answers/responses might be differences as it depends so much on students past knowledge and how they use their past knowledge to understand/construct the story again in their own words.

? A minimum one-paragraph summary of the impact the activity had on your ELL students as a result of the adaptations.

This activity will help teachers to identify the weaknesses in pronunciations that the students have. While speaking, teacher can listen to words that they utter, so it will be helpful to teacher because it provides plan for appropriate instructional designs and plans for remedy. Retelling provide significant amount of students’ understanding. Students view it meaningful because they will construct their own questions based on their schemata/past knowledge. It is authentic.
? 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).

This can be done in group works. This will help to lower the affective filter of CLD students. Also, teacher must give students time to articulate/mentioning/explaining because sometimes CLD students are not familiar with the terms, but again through retelling, they can explain the concept very well. It is just that they need more time because they have to analyze their thinking first and then transferred to their L2.

The teacher using questioning strategies by asking related questions to students, plus providing photo to help the students. Before that, students were sit according to their reading groups. Felicita provided big cardboards that in the middle of the cardboards have photos taken from students previous reading. Please notice the teacher gives clear instruction including minutes and what should they do, this is to focus their attention and students will discuss pertaining to the topics and pictures. Teacher specifically mentioned, “You write what you see, what you know, you can label, you can draw, and I am giving you two minutes to do this.” This is meaningful for students as first, their affective filter level is low because they were grouping according to the reading group that makes them familiar with their friends. Regarding to the activity, nothing to be worried about as the activity is solely based on their previous learnings. The reading material itself is about ants which I assume is a common knowledge among CLD and Non CLD students.
Teacher focuses on students work, evaluating their work and focusing asking questions. Teacher can evaluate his students responses/understanding by repeatedly saying, “ I want you to write down your good thinking on the piece of paper.”Take notice as well teacher allows students to draw but at the same time reminding him to put his thinking on the photo. This I believe has elements of metacognitive in her teaching. In the bilingual classroom setting, teacher allows /using Spanish to help/ assisting bilingual student.Take notice the teacher herself explaining in Spanish especially when it is related to direction as it is mostly about playground language. The student himself arrived in United States not long time ago.
Later, the teacher asks the students to present and they do it in groups. Teacher uploads all the students’ work and pastes it so that everyone can see and discuss their works. Prior to that, groups will move from one group to another to view others’ works. They can comment and discuss as well as ask questions to respected groups.After that, students discussing their works while teacher observe and listen and correcting misconceptions that might arise. After that, teacher reviews/explaining what they learn and at the same asking questions to expand the thoughts and concepts that students already learn.
Teacher now moves on to second strategy on teaching reading/vocab. Every student was given a word. This strategy is to enhance students’ vocab. Students were given vocabulary quilt activity. Teacher gave instruction what they should do with the word that they were given. They will use the book and the word, finding/giving the definition, finding the word in the book, construct their own sentences using it and lastly draw pictures. While students completing this activity, again, Teacher provides questioning strategies to students, guiding them what to do, letting the students use the book to refer.
In conclusion, Felicita uses various strategies incorporating her reading lesson to the students. I feel glad being able to observe this great teaching that reflect her deep understanding on Teaching Reading using Differentiated Literacies Strategies.