ACTFL Handout – Play and Learning Strategies
Predict! Elaborate!
Teaching Learning Strategies Through Play In Elementary Classrooms
ACTFL 2002 Salt Lake City, Utah
Presenters:
Catharine Keatley,
Associate Director National Capital Language Resource Center
Jill Robbins,
Language Learning Specialist
As you play the games or use the toys, please try to be aware of your thoughts. Write your thoughts here:
| Blocks Build a bridge | |
| Dolls / CarsPlay with a partner |
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| Brain teasers Solve the brain teasers |
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| Mystery bag Guess what is in the bag. |
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| Matching Game FriendsEach thing in Tray A has a friend in Tray B. They share the same first sound. Put the friends together. |
LEARNING STRATEGIES
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STRATEGY |
DESCRIPTION | ||
1 |
Organize / Plan | Set goals.Plan how to accomplish the task.Plan the task or content sequence. | |
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2 |
Manage My Own Learning | Focus my attention on the task.Determine how I learn best.Arrange conditions that help me learn.
Seek opportunities for practice.
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3 |
Monitor Task | Check my comprehension: Does it make sense?Check my production: Does it make Check my progress on the task.
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| 4 | Evaluate | Check how well I have accomplished the learning task. Check how well I have applied the strategies. Decide how effective the strategies were in helping me accomplish the task. | |
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5 |
Use Background Knowledge | Think about and use what I already know to help me do the task. | |
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6 |
Make Predictions | Make logical guesses about what will happen. Anticipate information to come. | |
| 7 | Make Inferences | Use context to make logical guesses about meaning. | |
| 8 | Personalize | Relate new information to myself. | |
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9 |
Use Real Objects / Role Play | Manipulate real objects as I use the target language.Act out roles in the target language speaking either out loud or silently. | |
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10 |
Use Selective Attention | Listen or read for specific information.Focus on key words, phrases, or ideas. | |
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11 |
Find/Apply Patterns | Apply a rule.Make a rule.Sound out and apply letter/sound rules. | |
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12 |
Use Resources | Use reference materials.Ask questions.Use a model.
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| 13 | Transfer, Use Cognates | Apply my linguistic knowledge of a different language to the target language. Recognize cognates. |
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| 14 | Substitute / Paraphrase | Use a similar word or descriptive phrase for unknown words. | |
| 15 | Summarize | Create a mental, oral, or written summary of information. | |
| 16 | Group/Classify | Relate or classify words or ideas according to attributes. | |
| 17 | Use/Create Graphic Organizers | Use or create a visual representation (such as Venn diagrams, time lines, and charts) of important relationships between ideas. |
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| 18 | Take Notes | Write down important words and ideas. | |
| 19 | Talk Myself Through It(SelfTalk) | Reduce anxiety by reminding myself of my progress, the resources I have available, and my goals. | |
| 20 | Cooperate | Work with others to complete tasks, build our confidence, and give and receive feedback. | |
| 21 | Use Imagery | Use or create an image to understand and/or represent information. | |
RELATING PLAY STRATEGIES TO
ACADEMIC LEARNING STRATEGIES
| Toy or Game |
Strategies | Academic Applications |
| Blocks | ||
| Dolls / Cars |
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| Brain Teasers |
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| Mystery Bag |
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| Matching Game |
Reading Comprehension –
Making Inferences
French
Level:
Grades 1 2
Materials:
A cloth or paper bag, small identifiable objects to put in the bag, and an attractive, interesting book at students’ instructional level
- Preparation:
Students work in pairs. Each pair has a bag. Each student has a selection of small objects – unknown to the other student.
They take turns with one student putting an object in the bag and the other student guessing what it is, only by feeling the bag.
Teacher asks students how they are able to identify the objects, and helps students articulate idea that they are using “clues” even though they cannot see the objects.
Teacher shows students the book to be read and asks if they know all the words. (If the book is at the instructional level the answer should be “no.”) The teacher then asks the students how they might read the book anyway and understand the story. Lead students to make the connection that one way is related to how they identified objects in the bag – guessing from clues.
2. Presentation:
Teacher models – or asks a student to model – using clues picture, word, title, or text clues – to make guesses about the story and/or the meaning of vocabulary words. When students understand the process, explain that this strategy is called “making inferences” (you might want to call it a shorter name like “guessing”) and compare again to the mystery bag game. Explain that we make inferences all the time. Elicit examples of when we make inferences in normal life and in play (if someone is wearing a heavy coat we assume it is cold, if your friend has a big smile, you assume he is happy.)
3. Practice:
Ask students to work in pairs or small groups reading together, making and discussing inferences about the story.
Move from group to group and ask them what clues are helping them understand the story and/or vocabulary. Encourage students to make inferences – and to check the inferences as they progress through the story.
4. Evaluation:
Ask the students if making inferences is helping them to understand the story. Discuss why and/or why not.
5. Expansion:
Give students an example of another situation where making inferences can be helpful in school, for example in a specific science setting. Ask the students for more examples where using inferences can help them do their current school work.
References
Chamot, A. U., & J.M. O’Malley (1994). The CALLA Handbook. White Plains, NY: Longman.
Chamot, A. U., S. Barnhardt, P.B. ElDinary, J. Robbins (1999). The Learning Strategies Handbook. White Plains, NY: Longman.
Chamot, A. U. & K.
Anstrom, J. Delett, V. Karwan, A. Bartoshesky, C. Keatley (2002). The Elementary Immersion Learning Strategies Resource Guide. National Capital Language Resource Center, Washington, DC: National Capital Language Resource Center.