ENGLISH CONVERSATION
PART ONE: DID YOW KNOW AND DO YOU KNOW….
DIFFERENCES EXAMPLES:
DID YOU KNOW THAT GABRIEL GARCIA MARQUEZ WON THE NOBEL
PRICE OF LITERATURE IN 1982?
DO YOU KNOW WHERE MY CELL PHONE IS?
YOUR TURN:
PART TWO: LEARN THIS…. COMMON VERBS IN ENGLISH
IRREGULARS VERBS IN SIMPLE PRESENT TENSE
BUY COMPRAR
COME VENIR
DRINK BEBER
DRIVE CONDUCIR
EAT COMER
FEEL SENTIR
GO IR
KNOW SABER/CONOCER
LEARN APRENDER
LEAVE SALIR O PARTIR
PUT PONER
READ LEER
RUN CORRER
SAY DECIR
SEE VER
SEND ENVIAR
SING CANTAR
SIT SENTARSE
SLEEP DORMIR
SPEAK HABLAR
SWIM NADAR
TEACH ENSEÑAR
TELL DECIR
THINK PENSAR
UNDERSTAND ENTENDER
WIN GANAR
REGULAR VERBS IN
SIMPLE PRESENT TENSE
NEED NECESITAR
REPEAT REPETIR
VISIT VISITAR
WAIT ESPERAR
WANT QUERER
ASK PREGUNTAR
COOK COCINAR
DANCE BAILAR
ERASE BORRAR
FINISH TERMINAR
HELP AYUDAR
LIKE GUSTAR
PRACTICE PRACTICAR
TALK HABLAR
WALK CAMINAR
WASH LAVAR
WORK TRABAJAR
ANSWER RESPONDER
ARRIVE LLEGAR/ARRIBA
CLEAN LIMPIAR
CLOSE CERRAR
ENJOY DISFRUTAR
LISTEN ESCUCHAR
LIVE VIVIR
LOVE AMAR
OPEN ABRIR
PLAY JUGAR
REMEMBER RECORDAR
SHOW MOSTRAR
STUDY ESTUDIAR
TRAVEL VIAJAR
TRY INTENTAR/TRATAR
EXAMPLES:
BUY:
I ALWAYS BUY BREAD FOR MY BREAKFAST BECAUSE I LIKE IT SO MUCH,
WHAT ABOUT YOU?
COME:
I COME FROM LONDON, WHAT ABOUT YOU?
DRINK:
I ALWAYS DRINK WATER EVERYDAYS, WHAT ABOUT YOU?
DRIVE:
I OFTEN DRIVE FROM MY HOUSE TO MY WORK, WHAT ABOUT YOU?
YOUR TURN:
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PART THREE: READING COMPREHENSION STEPS:
THE DIFFERENT LEVELS OF COMPREHENSION
READING COMPREHENSION IS THE ABILITY TO EASILY AND EFFICIENTLY
READ THE TEXT FOR MEANING. IT IS THE LAST STEP OF THE READING
PROCESS TAUGHT TO CHILDREN AFTER THEY’VE LEARNED PHONICS,
FLUENCY, AND VOCABULARY. FIVE LEVELS OF READING COMPREHENSION
CAN BE TAUGHT TO CHILDREN.
1. LEXICAL COMPREHENSION
2. LITERAL COMPREHENSION
3. INTERPRETIVE COMPREHENSION
4. APPLIED COMPREHENSION
5. AFFECTIVE COMPREHENSION
TO REALLY UNDERSTAND THESE DIFFERENT LEVELS, LET’S TAKE A
FAMILIAR TEXT AND SEE HOW DIFFERENT TYPES OF QUESTIONS PROBE
DIFFERENT UNDERSTANDINGS OF THE SAME STORY. THE FAIRY TALE
CINDERELLA TELLS THE STORY OF A YOUNG GIRL, WHOSE EVIL
STEPMOTHER WON’T LET HER GO TO THE BALL. CINDERELLA’S FAIRY
GODMOTHER, HOWEVER, MAGICALLY WHISKS HER OFF FOR THE NIGHT
AND CINDERELLA EVENTUALLY MARRIES HER PRINCE CHARMING.
1. LEXICAL COMPREHENSION
CHARACTERISTICS:
IT DEALS WITH THE UNDERSTANDING OF THE WORDS IN A TEXT.
THE READER MUST BE EQUIPPED WITH THE KNOWLEDGE OF
UNLOCKING THE MEANING OF THE TERMS IN A TEXT.
QUESTIONS THAT START WITH THE FOLLOWING ARE USUALLY
LEXICAL:
WHAT DOES ‘ENCHANTED’ MEAN?
WHAT WORDS ARE MOST LIKE ‘ENCHANTED’: MAGICAL OR FUNNY?
SCARY OR SPECIAL?
2. LITERAL COMPREHENSION
CHARACTERISTICS:
IDENTIFY THE MAIN IDEAS OF THE PARAGRAPH.
RECALL DETAILS TO SUPPORT THE MAIN IDEA.
ORGANIZE THE SEQUENCE OF MAIN EVENTS THAT OCCURRED.
EXAMPLE QUESTIONS
WHO WAS THE GIRL WHO LOST THE GLASS SLIPPER?
WHERE DID CINDERELLA GO TO LIVE AT THE END OF THE STORY?
WHAT HAPPENED…?
HOW MANY…?
HOW DID…?
WHO…?
WHAT IS/ARE…?
WHICH…?
3. INTERPRETIVE COMPREHENSION
CHARACTERISTICS:
READING BETWEEN THE LINES.
PREDICT ENDINGS AND ANTICIPATE CONSEQUENCES.
STATE REASONS FOR EVENTS.
MAKE GENERALIZATIONS.
UNDERSTAND THE FACTS THAT ARE EXPLICITLY STATED IN THE
TEXT.
EXAMPLE QUESTIONS
HOW DID THE PUMPKIN TURNED INTO A CARRIAGE?
WHAT WOULD’VE HAPPENED TO CINDERELLA IF SHE HASN’T LOST
HER SLIPPERS?
WHY DID…?
WHAT WAS…?
WHAT DO YOU THINK ABOUT…?
CAN YOU EXPLAIN…?
HOW WAS THIS SIMILAR TO…?
4. APPLIED COMPREHENSION
CHARACTERISTICS:
READING BEYOND THE LINES.
READER LINKS BETWEEN THE TEXT AND HIS OWN EXPERIENCE AND
KNOWLEDGE TO DEVELOP AN ANSWER.
A READER ASKS OPEN-ENDED QUESTIONS TO PROMOTE DEEPER
UNDERSTANDING.
READERS SUPPORT THEIR ANSWER WITH A LOGICAL REASON.
READERS DO THE FOLLOWING:
1. MAKE GENERALIZATIONS.
2. MAKE COMPARISONS.
3. MAKE JUDGMENTS.
4. MAKE RECOMMENDATIONS AND SUGGESTIONS.
5. MAKE DECISIONS.
6. CREATE ALTERNATIVE ENDINGS.
EXAMPLE QUESTIONS
DO YOU THINK CINDERELLA WAS WRONG FOR GOING TO THE BALL
WHEN HER STEPMOTHER SAID SHE COULDN’T GO?
HOW WOULD YOU…?
DO YOU AGREE…?
WHAT WOULD HAVE HAPPENED IF…?
HOW MIGHT…?
WHAT EFFECT DOES…?
IF YOU WERE… WHAT WOULD YOU…?
5. AFFECTIVE COMPREHENSION
CHARACTERISTICS:
PREVIEWS SOCIAL SCRIPTS TO ENSURE UNDERSTANDING OF PLOT
DEVELOPMENT.
CONNECTS MOTIVE TO PLOT AND CHARACTER DEVELOPMENT.
EXAMPLE QUESTIONS
WHAT DO YOU DO WHEN YOU’RE DISAPPOINTED BECAUSE YOU
CANNOT DO ANYTHING FUN? IS THAT HOW CINDERELLA REACTED.
DO YOU THINK WHAT … HAS DONE IS APPROPRIATE?
WHAT IS READING COMPREHENSION?
READING IS NOT ONLY A NECESSITY OF LIFE BUT AN ACTIVITY FROM
WHICH TO DERIVE ENJOYMENT. HOWEVER, IN AN EDUCATIONAL SETTING,
SIMPLY DECODING WORDS IS NOT ENOUGH. INSTEAD, ONE MUST
UNDERSTAND WHAT THEY ARE READING. THIS IS THE GIST OF READING
COMPREHENSION OF WHICH THERE ARE SEVERAL TYPES.
TYPES OF COMPREHENSION THAT WILL BE DISCUSSED IN THIS LESSON
INCLUDE:
LITERAL
INFERENTIAL
EVALUATIVE
COMPREHENSION DEFINITION
A GOOD READING COMPREHENSION DEFINITION IS THE ABILITY OF A
READER TO INTEGRATE A VARIETY OF SKILLS IN WHICH TO PROCESS AND
UNDERSTAND A GIVEN TEXT. READING COMPREHENSION CAN BE VIEWED
AS AN UMBRELLA TERM THAT IS GENERAL IN ITS DESCRIPTION. TO GET TO
THE ROOT OF WHAT READING COMPREHENSION IS, AND HOW TO IDENTIFY
IT AND TEACH IT, ONE MUST ANALYZE THE SPECIFICS OF WHAT IT ENTAILS.
FIVE ESSENTIAL ASPECTS OF READING COMPREHENSION INCLUDE:
IDENTIFYING THE MAIN IDEA OF A TEXT AND ITS DETAILS
CHRONOLOGICAL SEQUENCING OF EVENTS FROM BEGINNING,
MIDDLE, AND END
ANSWERING THE RECALL QUESTIONS OF WHO, WHAT, WHEN, AND
WHERE
MAKING PREDICTIONS
LEARNING UNFAMILIAR VOCABULARY
BEYOND THE ESSENTIAL ASPECTS OF COMPREHENSION, EDUCATORS MUST
ALSO BECOME AWARE OF A STUDENT'S STAMINA, OR ABILITY TO READ FOR
SUSTAINED PERIODS, AS WELL AS SELF-MONITORING SKILLS. STUDENTS
MUST HAVE THE ABILITY TO IDENTIFY WHEN THEY ARE NOT
UNDERSTANDING A TEXT. IN THIS CASE, THEY SHOULD GO BACK AND
REREAD THE TEXT, OR ADJUST THEIR PACE. READERS STRUGGLING TO
DECODE THE TEXT WILL MORE THAN LIKELY STRUGGLE WITH READING
COMPREHENSION. IN THIS CASE, REMEDIAL STRATEGIES TO STRENGTHEN
THE OTHER COMPONENTS OF READING, INCLUDING PHONOLOGICAL
AWARENESS, PHONICS, VOCABULARY, AND FLUENCY, SHOULD BE
IMPLEMENTED.
LEVELS OF COMPREHENSION
THE LEVELS OF READING COMPREHENSION CAN BE ARRANGED AS A
HIERARCHY. AT THE LOWEST LEVEL IS LITERAL COMPREHENSION. NEXT IS
INFERENTIAL COMPREHENSION, FOLLOWED BY EVALUATIVE
COMPREHENSION AT THE TOP. EACH LEVEL HAS A PURPOSE AND WORKS TO
SUPPORT THE FIVE ESSENTIAL ASPECTS OF READING COMPREHENSION.
LITERAL COMPREHENSION
LITERAL COMPREHENSION IS THE BASIC UNDERSTANDING OF A TEXT,
INCLUDING FACTS AND INFORMATION THAT ARE DIRECTLY STATED.
LITERAL COMPREHENSION IS THE MOST BASIC FORM OF COMPREHENSION;
THEREFORE, IT MUST BE DEVELOPED FIRST AND IS USUALLY FOCUSED
UPON DURING THE EARLIEST STAGES OF LITERACY. WHEN RESPONDING TO
LITERAL COMPREHENSION QUESTIONS, A STUDENT SHOULD BE ABLE TO
LOCATE THE ANSWER DIRECTLY FROM THE TEXT. LITERAL
COMPREHENSION APPLIES THE FIRST THREE ESSENTIAL ASPECTS OF
COMPREHENSION, INCLUDING LOCATING THE MAIN IDEA AND SUPPORTING
DETAILS, SEQUENCING EVENTS, AND ANSWERING RECALL QUESTIONS. THIS
TYPE OF COMPREHENSION GENERALLY HAS ONE, EXACT ANSWER.
THE FOLLOWING ARE EXAMPLES OF LITERAL COMPREHENSION QUESTION
STARTERS THAT A PARENT OR TEACHER MIGHT ASK A CHILD WHEN
ASSESSING THEIR BASIC UNDERSTANDING OF A STORY.
WHAT HAPPENED...
WHO WAS RESPONSIBLE...
WHICH CHARACTER...
WHEN DID THIS OCCUR...
WHERE DID IT HAPPEN...
WHAT IS THE MAIN IDEA...
HOW MANY...
FURTHERMORE, TEACHERS SHOULD BE FAMILIAR WITH STRATEGIES THAT
TEACH LITERAL COMPREHENSION. THIS MAY INCLUDE IDENTIFYING
KEYWORDS AND UTILIZING SKIMMING AND SCANNING TECHNIQUES TO
LOCATE THE MAIN IDEA AND DETAILS OF A TEXT. FOR EXAMPLE, YOUNG
STUDENTS MAY READ ALONG WITH A TEACHER USING A BIG BOOK, WHICH
IS AN ENLARGED TEXT WITH ILLUSTRATIONS USED TO GUIDE THE READING
PROCESS FOR SMALL GROUP INSTRUCTION. THE TEACHER MAY ASK THE
STUDENTS TO TELL HER WORDS THEY DON'T UNDERSTAND. SHE MAY ASK
QUESTIONS ABOUT WHAT THE MAIN CHARACTER LIKED OR DISLIKED, OR
WHAT COLOR THE COTTAGE WAS IN THE STORY. STUDENTS WITH MORE
DEVELOPED LITERACY SKILLS MAY ANSWER QUESTIONS REFERRING TO
THE NAMES OF THE CHARACTERS, OR THE SETTING. THEY MAY BE ASKED
TO SKIM THE TEXT TO FIND OUT WHY THE MAIN CHARACTER DID WHAT HE
DID, OR RETELL THE STORY IN THE CORRECT CHRONOLOGICAL SEQUENCE.
INFERENTIAL COMPREHENSION
INFERENTIAL COMPREHENSION REFERS TO THE IMPLIED MEANING OF A
TEXT THAT IS DERIVED USING CLUES. IN OTHER WORDS, INFERENTIAL
COMPREHENSION REQUIRES CRITICAL THINKING SKILLS TO GARNER
UNDERSTANDING. THIS INFORMATION ISN'T DIRECTLY FOUND IN THE TEXT,
AS IS THE CASE WITH LITERAL COMPREHENSION.
THE FOLLOWING ARE EXAMPLES OF INFERENTIAL COMPREHENSION
DISCUSSION STARTERS THAT A PARENT OR TEACHER MIGHT ASK A CHILD
WHEN ASSESSING THEIR BASIC UNDERSTANDING OF A STORY.
EXAMPLE:
YOUR TURN:
