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3.1 Cognitive Strategies

The document discusses cognitive strategies for readers. It describes cognitive strategy instruction as developing thinking skills to make students flexible learners. It lists and defines various cognitive strategies like planning, tapping prior knowledge, asking questions, monitoring comprehension, and reflecting. Examples are given of classroom activities that teach and practice cognitive strategies, such as word sorts, Venn diagrams, predicting vocabulary meanings, and practicing past tense verbs. The strategies are presented as tools to help students actively engage with reading materials.

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Hilierima Miguel
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83 views25 pages

3.1 Cognitive Strategies

The document discusses cognitive strategies for readers. It describes cognitive strategy instruction as developing thinking skills to make students flexible learners. It lists and defines various cognitive strategies like planning, tapping prior knowledge, asking questions, monitoring comprehension, and reflecting. Examples are given of classroom activities that teach and practice cognitive strategies, such as word sorts, Venn diagrams, predicting vocabulary meanings, and practicing past tense verbs. The strategies are presented as tools to help students actively engage with reading materials.

Uploaded by

Hilierima Miguel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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COGNITIVE STRATEGIES

COGNITIVE STRATEGIES

 Cognitive strategy instruction develops the thinking


skills that will make students strategic,flexible learners.
People use such strategies all the time,like writing a
note to remember an important fact.For some
students,cognitive strategies must be explicitly taught
so they will be able to consciously think,"This is the
information I want,and this is the tool I can use to get
it." Students must also have multiple opportunities to
practice cognitive strategies.Thus,strategies become
power tools,with greater flexibility.
COGNITIVE STRATEGIES: ATOOLKIT FOR
READERS
 Planning and Goal Setting
 Developing procedural and substantive plans /Creating and setting goal
 Establishing a purpose/ Determining priorities
 Tapping Prior Knowledge
 Mobilizing knowledge /Searching existing schemata
 Asking Questions and Making Predictions
 Generating questions /re: topic, genre, author/audience, purpose, etc.
 /Finding a focus/ directing attention/ Predicting what will happen next/
 Fostering forward momentum
 Establishing focal points for confirming or revising meaning
COGNITIVE STRATEGIES: ATOOLKIT FOR
READERS
 Constructing the Gist
 Visualizing/Making connections/Forming preliminary interpretations/
 Identifying main ideas/ Organizing information
 Expanding schemata/Adopting an alignment
 Monitoring
 Directing the cognitive process/ Regulating the kind,duration of activity
 Confirming -is on track/ Signaling the need for fix up strategies
 Revising Meaning:Reconstructing the DraftBacktracking
 Revising meaning/ Seeking validation for interpretations
 Analyzing text closely/digging deeper/Analyzing author's craft
COGNITIVE STRATEGIES: ATOOLKIT FOR
READERS
 Reflecting and Relating
 Stepping back
 Taking stock
 Rethinking what one knows
 Formulating guidelines for personal ways of living
 Evaluating
 Reviewing
 Asking questions
 Evaluating/assessing quality
 Forming criticisms
COGNITIVE STRATEGIES

STRATEGY EXAMPLES
“USAGE CHART”
(WORD SORT ACTIVITY

Given a list of vocabulary words, students sort them into


categories based on their usage

Person orThing ActionWord Describing


Word
VENN DIAGRAM
(VOCABULARY SORT)

Given a list of vocabulary words, students place them in a Venn


Diagram based on their relationships to two topics. For example:
ILLUSTRATEDWORDS

Students draw an illustration to represent the meaning of each


vocabulary word or phrase. Example:

tie the score bounce charge on field


PREDICT-O-GRAM
Students complete a chart predicting whether each vocabulary word will
relate to a character or an action.

Characters Actions
WORD ASSOCIATION
(VOCABULARY)

Given a list of vocabulary words, students tell what they think they mean before
reading the story and then after reading.

Word Before Reading After Reading


SYNONYMS
(VOCABULARY)
Given a list of vocabulary words, students choose a synonym to match
each word.

Example:
1. corner sun edge angle
2. escaped ran away hid danced
3. scared afraid happy frightened
ONE ORTHE OTHER

Students choose the word or phrase that best matches the vocabulary word.

Example:
1. understand
be confused
know the meaning

2. breaking
putting together
coming apart
ASSOCIATION CHART

Given a list of vocabulary words, students write something they associate


with each word.

Word Association

creeks

flood

mountains
SYNONYMS /ANTONYMS CHART

Word Synonyms Antonyms

breeze

smooth

howled
WORD CATEGORY CHART

Word Where in Story What It Means How I Know


VOCABULARY EXPLORE PASTTENSE

 Example:
 I like to wander in the museum.
 I wandered in the museum
PRACTICING
Repeating
 Imitate a native speaker (pronunciation,intonation,vocabulary,etc)
 Listen regularly to the news in English,the weather report,etc.,in order to
get familiar with the new vocabulary in context.(listen to it every morning)
 Repeating a song several times (play karaoke)
 Look for patterns in written documents (something you can consider for
writing next time)
 Read a paragraph several times for different purposes (to get a general idea,
to look for details,to predict,to write down questions,etc)
 When you write,check the paragraph to see if you have the main ideas,then check
punctuation.
 Use the“Suggestopedia” Method. Play music and repeat the same oral
passage several times at different speeds.
FORMALLY PRACTICING WITH SOUNDSAND
WRITING SYSTEMS

 Record your voice and then compare it with a native


speaker’s voice
 When you have a clear understanding of the pronunciation,
say the words and look at yourself in the mirror.
 Compare similar sounding words in terms of their written
representation (symbols) (minimal pairs)
Minimal Pairs
LOOK VS LUKE
PULL VS PUL
FULL VS FOOL
HAT VS HUT
RECOGNIZING AND USING FORMULAS AND
PATTERNS

How are you? I'm all right.


Can't complain.
Awesome! Couldn't be better!
Fantastic! Never better!
Phenomenal! I wish I could say things are good.
Could be better. I'm having an off day.
Things could be better. I'm having a bad day.
Terrible! Don't ask!
Pretty good. Don't get me started!
Great!
Wonderful!
Fine.
PRACTICING NATURALISTICALLY (ALL SKILLS)

 Write an e-mail in English/ Chat with your friends.


 Read or listen to something you can use in your
daily activities (familiar topics).
 Create role plays or simulations with your friends
(for example, a telephone conversation).
 Speak to a native speaker whenever you have the
chance.
RECEIVINGAND SENDING MESSAGES

Getting the idea quickly


Use skimming to get a general idea of a text
Read the first sentence of each paragraph
Read the first and last paragraphs
Use scanning to look for specific information
You search for key words or ideas.In most cases,
you know what you're looking for,so you're
concentrating on finding a particular answer.
USING RESOURCES FOR RECEIVING AND
SENDING MESSAGES (ALL SKILLS)

 Always use printed/online resources such as dictionaries


 Consult grammar books,encyclopedias,websites,glossaries on
different topics.(grammar in use)
 www.englishclub.com
 www.thesaurus.com
 http://dictionary.cambridge.org/
 www.wordreference.com
 http://www.rhymezone.com/
 http://www.mansioningles.com/
 http://www.eslflow.com/
 http://www.merriam-webster.com/dictionary/bag
ANALYZING EXPRESSIONS

 A PREMIDITATED CRIME
CRIME (BADACT)- MEDITATE
(THINK BEFORE) – PRE (BEFORE)
ANALYZETHE FOLLOWINGWORDS.WHAT DO
YOUTHINKTHEY MEAN?

 Harmless
 Unhealthy
 Prehistoric
 Unfair
 Disobey
 Rewrite
 Unhappy
 Dishonest
 Brainstorming
 Icebreaker
 Feedback

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