TESL 130 unit 3

This unit really showed me a lot about how much I predict what I will read. Using predictions based on title, images, content, figuring out a purpose for  the reading, determining who wrote the text, why, and where it is written. Realizing how much of this I need to convey to students and how much they themselves will be using these same strategies when they are reading was such an eye-opener. Teaching students to use strategies such as: 

using graphic organizers

looking for discourse markers

highlighting key words;

skimming

scanning

making predictions

reading for speed

re-reading

looking for context clues

think-aloud

text annotation.

will all be useful for students to know in order for them to be successful in the classroom.

My activity is based on the activity I did on food labels.
1) look at a food label and write on a white board each of the nutrients in a column on the board
2) under each nutrient ask the class if each is considered good or bad and write responses.
3) ask the class if they know any other words to describe each nutrient. i.e. sodium is salt, calorie is energy or any other examples.
This will give the students chances to get a better understanding of what other the nutrients are and how to determine which is good or bad when reading a label. 

References:

Brown, D. & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (Rev. 4th Ed.). Upper Saddle River: Pearson Education.