Some of the main points that I gathered from the article are that, the main focus for a teacher in a world language classroom are the interpretative listening and the interpersonal speaking activities before any reading or writing activity.

By having the students practice their oral skills can improve the literacy of the second language and strenghten the firrst language.

As a teacher, it is important to find texts or contexts that make the students feel connected to their experiences. Things such as stories, painting, videos, or folkore can be good examples.

Teachers can help students by highlighting vocabulary that they might encounter on the text, make predictions, ask questions, and walk them through the main ideas of the story can help students become present and active during the lessons.

Teachers need to plan the following: Pre-reading, during-reading, and post-reading methods to have it accesible for students.

Some of this examples are:

Pre:

Brainstorming, concept or mind mapping, or vocab. preview.

During:

Mini lessons that focus on specific strategies, pause-think-retell, and small group work.

Post:

Storyboards, photo caption, and "How to" guides.

and strategies for engaging in civic discourse around a range

of issues, including potentially controversial topics"

This method can help students learn the etiquette of listening to the input of their classmates and what is deemed acceptable and not.

Content-area literacy emphasizes teaching students to think about what they read through questioning, interpreting, and evaluating. This way they build their knowledge about a subject. Ultimate goal to create an understanding the content influenced by their own passions and interests.

processes, strategies, and conventions, and

attention as to why those writing norms exist

in the discipline, particularly those involving

researching, planning, and revising historical

accounts and making social science arguments in

other social science discipline"

A history teacher can have their students read articles or book chapters of the same topic, but from different times. It shows how we as a society have progressed on how we view and treat others with the words that we use. It is also important for students to be acquainted with certain writing styles from various authors.

“A Purpose for Reading”: The teacher sets a purpose for the story or article in order to direct their reading towards a goal and to focus attention on key ideas. The teacher may pose questions, lead a brainstorming activity, or invite ideas from individual students. Along with the question, it is a good idea to pose predictions of the outcomes and problems, which need to be solved”.

headings from the text students will be reading. Have students examine the illustration, photo, or list and, based on what they see, come up with three questions they think will be answered in the text."

This is a "Before Reading: Admit Slip", I thought it was a very interesting way to engage students right away. It promotes critical thinking which is a great warm up for a classroom. This helps them recall their prior knowledge and preps them for the new topic to read.

"One of the distinct differences in the

world languages classroom is the focus on

interpretive listening and interpersonal

speaking before students begin to read and

write formally in the language."

This article discusses how to use strategies to help students understand literature. It should be noted that, regardless of the language used, teachers should use appropriate strategies when introducing the reading of a text. These strategies include the cover illustrations, the theme they think the text will address, naming objects that can provide ideas or clues, and encouraging dialogue among students. These activities will help students develop an interest and participate in class so they can be successful in reading.

Teachers were focused on building literacy in different ways, with a focal point on interpretative listening and interpersonal speaking before students start reading and writing in their native language. Some strategies that teachers can use include asking questions about the text so students respond to them. Having students talk to a partner and share ideas or make predictions. With those activities, students will build confidence in speaking, will show more interest in the text, and participate.

An anticipation guide gets students talking by asking them to decide if statements are true or false before a lesson. After choosing, they explain their reasoning to a partner or the class. To make it interactive, students can move left or right in the room to show their answers, then explain why. This sparks discussion and helps activate prior knowledge.