How can we teach ELL's to make predictions in a story?
To teach ELL's to make predictions in a story, use visual aids. If the story has a picture at the beginning, talk about what the picture shows and what could happen based on it. Also, have students make a list of things they expect to happen before starting to read. As they read, they can check off if their predictions were correct. For instance, in a story about a journey, they might predict the traveler will meet different people. This helps them focus on the plot development and improves their comprehension.
First, build their vocabulary related to common story elements like characters, settings, and actions. When they have a better understanding of these words, they can more easily make predictions. For example, if they know the words 'thief' and 'treasure', in a story about a hidden treasure, they can predict that a thief might be involved. Then, encourage them to share their predictions with the class. This not only helps them practice but also exposes them to different perspectives from their classmates. Additionally, after reading the story, discuss how accurate their predictions were and what they could have done differently to make better predictions.
One way is to start by asking simple leading questions about the story title and cover. For example, if the title is 'The Mysterious Castle', ask 'What do you think might be inside the castle?'. This gets their minds thinking about possibilities. Another method is to pause during the reading at key points, like when a new character is introduced. Then, ask students what they think this character will do next. It encourages them to use the clues from the story so far to make educated guesses.
What are the effective strategies for teaching ELL's to make predictions in a story?
A great strategy is to introduce the concept of cause and effect. Explain that in a story, things happen for a reason. So, when something occurs, they can predict what the result will be. For instance, if a character finds a magic key in a story, they can predict that it will open something important. Also, group work can be useful. Have students work in small groups to discuss their predictions. They can learn from each other and build on their ideas.
How to teach story retelling to ELL's kindergarten students?
Well, make the stories fun and engaging. Act them out with the kids. Encourage them to add their own words and ideas as they retell.
How can we make predictions based on information in a novel?
To make predictions based on information in a novel, you simply have to read closely. Notice the dialogue. If a character says something like 'I have a bad feeling about this place', it could be a sign that something bad is going to happen there. Examine the relationships between characters. A love - hate relationship might lead to either a reconciliation or a complete break - up. Moreover, look at the narrative structure. If the story is building up tension steadily, you can predict that there will be a climax soon.
How can 1st grade students make predictions to the story?
Another way is by listening to the beginning of the story. If the story starts with 'Once upon a time, there was a little girl who loved to explore', students might predict that the girl is going to go on an exploration journey. They could think about places she might go, like the mountains or the beach. Also, they can use their own experiences. If they like exploring in their own lives, they can imagine what the girl in the story will do based on that.
How can we create a story using 'ell family words'?
First, pick some 'ell family words' like 'sell', 'fell', 'hell'. For example, a man tried to sell his old bike. But as he was riding it to the market to sell, he fell off. He thought it was like his own little 'hell' moment. He then told his friend about this misfortune. You can start with a simple situation, choose relevant 'ell family words' and build the story around them.
How can we make activities to teach story setting more engaging?
To make activities more engaging, you can encourage collaborative storytelling. Have students work in pairs or groups to create a story set in a particular setting. They can bounce ideas off each other and build on each other's creativity. Another option is to use multimedia. Show a short clip of a movie with an interesting setting and then have students recreate that setting in their own story. You can also make it cross - curricular. For example, if the setting is a historical place, incorporate some history lessons about that place into the activity. This gives the students more context and makes the activity more complex and engaging.
How can we teach pasatiempos with story?
We can teach pasatiempos with story by making the story interactive. Start with a story that involves the pasatiemo, like if it's gardening, tell a story about a magical garden. As you tell the story, pause and ask questions like 'What do you think the gardener should do next?' or 'How would you design this part of the garden?'. This gets the audience involved and makes them think about the pasatiemo in the context of the story. Then, they can apply what they've learned to their own gardening pasatiemo.
Previous ell in schools shares story. Who might this 'ell' be?
It could be an elderly teacher. They have a lot of experiences in the school over the years and would have many interesting stories to share.
How can we teach the importance of dialogue in a story?
We can also highlight how dialogue moves the plot forward. Take a mystery story. The clues are often shared through dialogue between the detective and witnesses or suspects. Without these exchanges, the story would be static. So, dialogue is essential for driving the story's action.
How can we teach future with a short story?
One way is to create a short story set in the future. For example, you can write about a world where environmental issues have been resolved. Describe how people live in harmony with nature, use clean energy, and have advanced technologies for waste management. This kind of story can inspire students to think about how they can contribute to a better future in terms of environmental protection.