Ave Maria College

COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077

KEY ANSWERS

Weekly Exam 3 – Applying Learning

A. Instruction: Using the table below, identify one strategy/teaching tip mentioned in the lesson for
each skill given. Discuss how the strategy/teaching tip is done and how it hones the skill it is applied
to.

Skills Strategy/Teaching Tip Procedure Implication to the Skill

Reading  Modeled Comprehension At any grade level, students need reading

role models -- teachers, parents and other competent readers -- to
demonstrate what comprehension sounds like when a skillful reader
thinks about a text. Meaningful comprehension, demands more than
recalling and retelling what the text says. Readers need to interpret
the author‘s language, make inferences from clues in the text and
explain the relevance of the content. That type of thinking is
unfamiliar territory to struggling readers. Hearing the way good
readers think can facilitate better thinking when struggling readers go
at a text on student‘s own.
Writing  What? So What? Now what? To begin to explore an idea first ask
yourself, ―What do I want to explore? and write about that topic for
a page or more. Then read what you have written and ask ―So what?
of the ideas expressed so far. Again, write for a page or more. Finally
ask yourself, ―Now what? to begin to think about what else you
might consider or where you might go next with an idea.
Speaking When teaching speaking skills, focus on the following:

 Low Beginning – Focus on simple information exchange, expressing

thoughts and asking questions
 High Beginning – Focus on using language to accomplish simple
personal objectives appropriately
 Low Intermediate – Focus on general discussion of a variety of
topics and functioning well in social situations
 High Intermediate – Focus on elaborating and supporting opinions
as well as simple formal presentations
 Advanced – Focus on formal presentations, polished conversation
skills and idiomatic expression

 Story completion. This is a very enjoyable, whole-class, free-

speaking activity for which students sits in a circle. For this activity,
a teacher starts to tell a story, but after a few sentences he or she
stops narrating. Then, each student starts to narrate from the point
where the previous one stopped. Each student is supposed to add
from four to ten sentences. Students can add new characters, events,
descriptions and so on.
Listening  Listening for details
 Similarly, when listening for details, you are interested in a specific
kind of information – perhaps a number, name or object. You can
ignore anything that does not sound relevant. In this way, you are
able to narrow down your search and get the detail you need.
 In a listening test, if you are asked to write down the age of a person,
listen for the words related to age ('old', 'young', 'years', 'date of
birth', etc.) or a number that could represent that person's age. If it is
a conversation, you might wait to hear someone beginning a question
with 'How old…?'
 Practice listening for details: Decide on a type of detailed
information you want to practice listening for and watch programs
where you would expect to get that information. For example, you
could listen to a weather report to get details about the weather, or
you could follow the sports news to find out the latest results.
 Tip: If you are taking a test, as soon as you get the question paper,
skim through the questions, underline the important words and
decide what kind of detail you need to identify in the listening text.
Viewing The Visual Thinking Strategies (VTS)

It finds meaning in imagery and develops visual literacy skills through

learning in the arts, fostering thinking and communication skills through
listening carefully and expressing oneself. The approach works in the
following way:

 Students silently examine carefully selected art images

 The teacher asks these three open-ended questions : What‘s going on
in this picture? What do you see that makes you say that? What more
can we find?
 Students then …
 Look carefully at the image
 Talk about what they observe
 Back up their ideas with evidence
 Listen and consider the views of others
 Discuss many possible interpretations
 Construct meaning together
 The teacher …
 Listens carefully to each comment
 Paraphrases student responses demonstrating language use
 Points to features described in the artwork throughout the
discussion
 Facilitates student discussions
 Encourages scaffolding of observations and interpretations
 Validates individual views
 Links related ideas and points of agreement/disagreement
 Reinforces a range of ideas
B. Instruction: Answer the question that follows based on your objective insight and critical
understanding?

1. What do you think are the essential characteristics of an Elementary English teacher in order to
effectively teach the English language?
 Immersive
 Interactive
 Adaptive