LANGUAGE LEARNING RESOURCES
TASK DESIGN PROJECT LUZ ADRIANA SOLANO B2010
PROFESSOR: EDGAR ALIRIO INSUASTY
READING COMPREHENSION INSTRUCTION
This task project was applied with children from first grade.
Language level: false beginners
Skills: reading, speaking and writing
Hours: 4
Numer of students: 25
CONTEXTThe Colombus American School is a bilingual private institution located in Rivera. It has 367 students, from primary and secondary.
STUDENTS` PROFILEI work with students from first grade. I am a home room teacher in charge of 25 students.
My students range in ages between 6 and 7 years old. They belong to a high socio economical status. Most of them have had the opportunity to travel abroad or take english courses after school.
RATIONAL I have been teaching at this school for two years in first grade, which has given me a lot experience to see the importance of introducing children to literacy at an early age, so learners can learn more about vocabulary, reinforce their reading comprehension, get the identification of important events, sequences and improve the other language skills. Based on my experience and knowing the english level of the school I decided to guide this task to use content based reading and applied word recognition exercises and reading aloud strategies in order to improve the reading comprehesion of my students.
OBJECTIVES
•To apply reading aloud strategies and word recognition exercises to promote the reading comprehension.
• To improve the reading comprehension of the students in first grade by using content based reading
ACTIVITYWhere the frogs come from?
Pre- reading While reading
Post reading
Task 1: Pre- reading
•Bring to class slides of pictures of different kind of frogs in Colombia.
•Ask students to describe them orally, using colors, size, parts of the body. Here students can practice structures with verb to be.
•Show learners a video of frogs to have fun and ask them to identify events, feelings.
Video of Two frogs
Harlequin frog of the Atelopus
Genus
Nymphargus were
discovered in the hills fo
Tacarcuna
Rain frog. Pristimantis
Genus
Nymphargus Genus discovered in the Mountain of the Darien in Colombia
Poison frog of the
Dendrobatidae family
Poison frog.
Salamander
Task 2
• Show flashcards to introduce new vocabulary such as egg, tapole, pop out, frog
• Ask students to repeat it.
• Stick on the board the flash cards and ask students to point out them.
FLASH CARDS
Task 3: While- reading
• Review vocabulary
• Distribute the books in pairs
• Read aloud the story slowly, students follow the text
• Stop. Make sure students understand the reading
• Ask some volunteers to read aloud part of the story
Task 4: Post- Reading • Show students the frog life cycle and ask them to retell the story based on that.
• Write next to each step a short sentence telling the changes of the frog.
• Distribute a worksheet related to the story. Here students identify main events, characters, setting, vocabulary.
• Distribute strips of construction paper and ask students to draw the metamorphosis of the frog
• Then students will make a chain with the strips of construction paper.
• Volunteers will describe the metamorphosis of the frogs.
Frogs come from eggs.
Tadpoles have big bodies and
long tails.
Tadpoles grow back legs
Tadpoles grow front legs
Tadpole become in frogs
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