B) guide to using hots in a reading classroom

HEBAT Bacaan Bahasa Inggeris
Guide to Using HOTS in a Reading Classroom
 
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BAHAGIAN PEMBANGUNAN KURIKULUM
KEMENTERIAN PENDIDIKAN MALAYSIA
2016
HOTS
GUIDE TO USING
IN A READING
CLASSROOM

 
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1.0 Introduction to HOTS ………………………………………………….
2.0 Revised Bloom’s Taxonomy ………………………………………….
3.0 Steps to Developing Questioning Skills …………………………….
4.0 Features of A Good Question ……………………………………….
5.0 Developing Teacher’s Questioning Skills ………………………….
6.0 Types of Questions …………………………………………………..
7.0 Thinking Maps & Activities …………………………………………
8.0 Using Graphic Organisers to Develop HOTS …………………….
9.0 Promoting HOTS in Reading ………………………….……………
10.0 Teaching Vocabulary ………………………………………………
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43
TABLE OF
CONTENTS

Higher Order Thinking (HOT) is thinking on a level that is higher than memorising facts
or telling something back to someone exactly the way it was told to you. HOTs takes
thinking to higher levels than restating the facts and requires students to do something
with the facts — understand them, infer from them, connect them to other facts and
concepts, categorize them, manipulate them, put them together in new or novel ways,
and apply them as we seek new solutions to new problems.
The diagram below shows the questioning levels of Bloom’s categories of educational
objectives for classifying questions.
Revised Bloom's Taxonomy Cognitive Domain
(Anderson and Krasthwohl-Bloom’s Taxonomy Revised-2001) 
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Highest
Lowest
I N T R O D U C T I O N T O H O T S

The most famous question taxonomy was designed by Benjamin Bloom and his
associates in 1956. Called Bloom's Taxonomy of the Cognitive Domain, or, more
commonly, Bloom's Taxonomy, it comprises six levels of intellectual behaviour. Each
question level requires a greater amount of mental activity to formulate an answer than
the previous level.
The first level, Knowledge—asks students to recall information.
("Name the three branches of government.”)
The second level, Comprehension—asks students to put
information in another form. ("Write the chemical equation for
water.”)
The third level, Application—asks students to apply known facts,
principles, or generalizations to solve a problem. ("Use the
Euclidean algorithm to find the greatest common divisor of 42
and 100.”)
The fourth level, Analysis—asks students to identify and
comprehend elements of a process, communication, or series of
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R E V I S E D B L O O M ’ S T A X O N O M Y
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS

events. ("Compare and contrast a capitalist economic system
with a socialist economic system.”)

The fifth level, Evaluation—asks students to determine how
closely a concept or idea is consistent with standards or values.
("After examining criticism of the U.S. immigration system and
proposals for change, which proposed change do you think
would be the most democratic? Defend your choice.”)
The sixth level, Synthesis—requires students to engage in
original creative thinking. ("Write a script for a television
commercial highlighting the dangers of global warming.")
Based on Bloom’s Taxonomy, these are the examples of questions to be asked: 
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EVALUATION
SYNTHESIS
Guidelines of asking questions using Bloom’s Taxonomy
LEVEL QUESTIONS TO BE ASKED
REMEMBER Can you.. ?

Where…?

Who…?

How would you describe..?

Could you explain ……?
UNDERSTAND What is the main idea from …..?

Can you ﬁnd the example …?

What might happen next?
APPLY How would you solve this problem?

Who do you think …?

What would happen if …?
ANALYSE Why do you think …?

Can you compare…?

Can you contrast..?
EVALUATE Which is more important?

Is there a better solution than..?

What are the pros of …?

What are the cons of…?
CREATE Could you invent ways to…?

Design …….

Create ……

Let’s Practise Asking Questions
There were once five-and-twenty tin soldiers, who were all brothers, for they had been
made out of the same old tin spoon. They shouldered arms and looked straight before
them, and wore a splendid uniform, red and blue. The first thing in the world they ever
heard were the words, "Tin soldiers!" uttered by a little boy, who clapped his hands with
delight when the lid of the box, in which they lay, was taken off. They were given him for
a birthday present, and he stood at the table to set them up. The soldiers were all
exactly alike, except one, who had only one leg; he had been left to the last, and then
there was not enough of the melted tin to finish him, so they made him to stand firmly on
one leg, and this caused him to be very remarkable.
Hans Christian Andersen
Categories of Questions
Knowledge/
Comprehension
Application/Analysis Synthesis/Evaluation Creation
What were the
soldiers made of?
Why do you think the
boy clapped his
hands?
The one legged tin
soldier was
considered
`remarkable’. In your
own words, explain
why.
Create a soldier
of the future
Imagine that…
(scenario)
6

 
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Balance both simple and complex questions. Challenge
your students with questions that stimulate critical thinking.
Planning
Distribute questions to all students.
Use the overhead technique:
1) question, 2) pause, 3) call the student
Be loud and clear.
Encourage students to speak.
Allow individual thinking time before sharing in pairs and in
groups.
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2
3
4
5
6
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S T E P S T O D E V E L O P I N G Q U E S T I O N I N G S K I L L S

 
8
Adapted from
Karron G. Lewis Ph.D
Center for Teaching Effectiveness,
The University of Texas
F E A T U R E S O F A G O O D Q U E S T I O N
PURPOSEFUL
Asked to achieve a
specific purpose
CLEAR
Students understand
what they mean
BRIEF
Stated in as few words as
possible
NATURAL
Stated simply in
conversational English
THOUGHT-PROVOKING
They stimulate thought
and response
STRENGTHENS
LEARNING
Review & summarise
what is taught
ADAPTABLE
Tailored to the students’
proficiency
A GOOD
QUESTION
Good
Question

 
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Q U E S T I O N T Y P E S T H A T S H O U L D B E A V O I D E D
Adapted from
Karron G. Lewis Ph.D
Center for Teaching Effectiveness,
The University of Texas
ELLIPTICAL
These draw one-word
answers: What is your
favourite colour?
YES-NO
These only allow two
possible responses: Do
you live in a bungalow?
VAGUE
These don’t give students
a clue as to what is called
for: Tell us about concave
lenses.
GUESSING
These encourage
speculation rather than
thought: How long do you
think man has been on
earth?
TUGGING
These are vague: Come
on, think of a third
reason…
LEADING
These tend to give away
answers: How do vitamins
help to build strong bodies
and make up
deficiencies?
QUESTIONS
THAT SHOULD BE
AVOIDED

 
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1. Avoid question that requires single answer

2. Use questions that invite students to talk and engage in discussion.

3. Put them in pairs or groups.

4. Give them time to think.

5. Encourage them to share or write down the answer.
WHAT IS A GOOD
QUESTION
WHAT MAKES A GOOD
QUESTION
D E V E L O P I N G T E A C H E R ’ S Q U E S T I O N I N G S K I L L S
1. Short

2. Thought provoking

3. Relevant

4. Related to objects

5. Straight forward

6. Clearly stated

As teachers, we want students to think with us as we teach or guide a
discussion, but how do we ask questions that stimulate this kind of intellectual
engagement? We can best promote critical thinking by asking open questions that
cannot simply be answered “yes” or “no” or with a single “right” answer. Our questions
can invite students to analyze, synthesize or evaluate lesson material. “Why?” and
“How?” can be more profitable for discussion than “What?”

Ask your students to clarify their comments or answers. You
might do this even when the comment is clear to you. This can
be helpful for other students in the class.
“Are you saying that…?”
“Could you give me an example?”
Ask questions that probe your students’ assumptions. They
may be unaware of their assumptions until asked to articulate
them.
“What are you assuming here?”
“What could we assume instead?”
“Is this always the case?”
“Why do you think the assumption holds here?”
Ask questions that probe reasons, evidence and causes. Lead
students to support their arguments.
“What are your reasons for saying that?”
“What other information do we need to know?”
“Is there good evidence for believing that?”
“What do you think the cause is?”
 
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CLARIFY
COMMENTS
AND
ANSWERS
PROBE
ASSUMPTIONS
PROBE
REASONS,
EVIDENCE &
CAUSES

Ask questions that probe implications and consequences.
“When you say___, are you implying that____?”
“If you do that, what will happen?”
“How is that connected to the question?”
“How does that bear on ____?”
“How does that follow?”

Ask questions that help students recognize, and clarify, their
own thought processes.
“Could you explain further where you’re having difficulties?”
“Could you express that point in another way?”
“Could you be more specific?”
“Have you thought of…?”
“What factors make this a difficult problem?”
“What would this look like from the point of view of ___?”

Ask questions that require students to defend their positions.
Play “devil’s advocate,” even with students you agree with or who
articulate their points most cogently. All students can benefit from
this intellectual exercise.

Ask a question with multiple possible answers. Write all options
on the board without commenting on the list being produced.
Then have the class discuss the options, explaining why some
answers are better than others.
When you ask open questions, be sure to allow students time to respond
(between 10 and 30 seconds). This time feels longer than it is; try not to rush in too
soon to rephrase the question or answer it yourself. If the silence is protracted,
however, you might try: rephrasing the question, having a student rephrase it for you,
giving students a few minutes to write about the question or discuss it with a peer.
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PROBE
IMPLICATIONS &
CONSEQUENCES
RECOGNIZE &
CLARIFY
DEFEND
POSITIONS
MULTIPLE
POSSIBLE
ANSWERS

There are various types of questions teachers could use in class in order to
check their students’ understanding and to encourage critical thinking. In order to
develop good questions, it is vital that teachers build questions based on objectives of
the teaching and learning.
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3 S T E P S F O R I M P R O V I N G T E A C H E R S ’ Q U E S T I O N S
1. Get students to take part in the discussion.
(Students should be put in groups).
2. Prepare the questions.
3. Scaffold the questions.

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T Y P E S O F Q U E S T I O N S
1. Open or Close Ended Questions
2. Leading or Loaded Questions
3. Probing Questions
4. Increasing Critical Awareness
5. Prompting
6. Redirecting to Another Student
7. Factual Questions
8. Simple Bits of Information
9. Facts Organised into a Logical Order
10. Divergent Questions
11. Higher Order Questions

1. Open or Close Ended Questions
Close ended question
Usually has short answer
Limited choice
Useful for fact finding
Example : Who is the first Malaysia Prime Minister?
Open ended question
Usually has longer response
Wide choice of answer
Example: Do you agree with the opinion?
2. Leading or Loaded Questions
Leading questions – subtly points the response answer
in certain direction
Example: Did you have a good time at school?
Loaded questions – Indirectly and less leading, so vague
and does not focus on certain direction and therefore
encourage students to give their opinion freely.
Example : How was your day at school?
3. Probing Questions
Series of questions which require students to go beyond
the first response. Subsequent teacher questions are
formed on the basis of the student's response.
Types:
Clarifying

Eg: "What, exactly do you mean?"
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T Y P E S O F Q U E S T I O N S
OPEN OR
CLOSE ENDED
QUESTIONS
LEADING OR
LOADED
QUESTIONS
PROBING
QUESTIONS

"Will you please rephrase your statement?"
"Could you elaborate on that point?"
"What did you mean by the term. . .?"
4. Increasing Critical Awareness
Eg: "What are you assuming?"
"What are your reasons for thinking that is so?"
"Is that all there is to it?"
"How many questions are we trying to answer here?"
"How would an opponent of this point of view
respond?"
Refocusing

Eg: "If this is true, what are the implications for . . . ?"
"How does John's answer relate to . . . ?"
"Can you relate this to . . . ?"
"Lets analyze that answer."
5. Prompting
Eg: Teacher : "John, what's the square root of 94?"
John : "I don't know."
Teacher : "Well, what's the square root of 100?"
John : "Ten." Teacher: "And the square root
of 81?"
John : "Nine."
Teacher : "Then what do we know about the
square root of 94?”
John : "It's between nine and ten."
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INCREASING
CRITICAL
AWARENESS
PROMPTING

6. Redirecting to Another Student
Eg: Teacher : "What is the theme of Hemmingway's
'Old Man and the Sea'?"
Sam : "It's about an old man's courage in
catching a fish."
Teacher : "Mary, do you agree?"
or : "Mary, do you think it's that simple?"
or : "Mary, can you elaborate on Sam's
answer?"
7. Factual Questions
Questions which require the student to recall specific
information s(he) has previously learned. Often these use
who, what, when, where, etc.
8. Simple Bits of Information
Eg: "Who was the leader of the Free French forces
during W.W.II?"
"Who is the main character in Margaret Mitchell's
novel, Gone With The Wind?"
"During which century did Shakespeare live?"
"What is the Spanish verb meaning to run?"
9. Facts Organized into a Logical Order (Sequence of
Events)
Eg: "What are the steps a bill goes through before it
becomes a law?"
"How were the American and French forces able to
bottle up Cornwall and the British at Yorktown?"
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REDIRECTING
FACTUAL
QUESTIONS
BITS OF
INFORMATION
SEQUENCE OF
EVENTS

"How did Robinson Crusoe react when he
discovered footprints in the sand?"
"What is the commercial method for producing
hydrochloric acid?"
10. Divergent Questions
Questions with no right or wrong answers, but which
encourage exploration of possibilities. Requires both
concrete and abstract thinking to arrive at an appropriate
response
Eg. "What might happen if Congress passes a law
preventing the manufacture and sale of cigarettes in
the United States?"
"How would the story have been different if John had
been a tall, strong boy instead of disabled?"
"If you were stuck on a desert island and the only
tool you had was a screwdriver, what use might you
make of it?"
"In what ways would history have been changed had
the Spanish Armada defeated the English in 1588?"
11. Higher Order Questions
Questions which require students to figure out answers
rather than remember them. Requires generalizations
related to facts in meaningful patterns.
Types:
a) Evaluation: Requires judgment, value or choice based
upon comparing of ideas or objects to established
standards.
Eg: "Which of the two books do you believe contributed
most to an understanding of the Victorian era?
Why?”
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DIVERGENT
QUESTIONS
HIGHER ORDER
QUESTIONS
Evaluation

"Assuming equal resources, who would you rate as
the most skillful general, Robert E. Lee or Ulysses S.
Grant? Why?
b) Inference: Requires inductive or deductive reasoning
c) Inductive: Discovery of a general principle from a
collection of specific facts.
Eg: "We have examined the qualities these world leaders
have in common. What might we conclude, in
general, about qualities necessary for leadership?
Why?" (Inductive)
d) Deductive: Logical operation in which the worth of a
generalization is tested with specific issues.
Eg: ”If the temperature of the gas remains the same, but
gas is taken to an altitude of 4000 feet higher, what
h a p p e n s t o t h e p r e s s u r e o f t h e g a s ?
Why?" (Deductive)
e) Comparison: Requires student to determine if ideas/
objects are similar, dissimilar, unrelated, or contradictory.
Eg: "Is a mussel the same thing as a clam?"
"What similarities and differences exist between
Lincoln's Gettysburg Address and Pericles' Funeral
Oration?"
"What is the connection between Social Darwinism
and the Supreme Court actions of the late nineteenth
century?”
f) Application: Requires student to use a concept or
principle in a context different from that in which she/he
learned it.
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Inference
Inductive
Deductive
Comparison
Application

Concept = Classification of events/objects that have
common characteristics.
Principle = A relationship between two or more concepts.
Eg: "How was Gresham's Law demonstrated in
the Weimer Republic of Germany?"
"Can you think of an example to fit this
definition?"
g) Problem-solving: Requires a student to use previously
learned knowledge to solve a problem. Students must
see relationships between knowledge and the problem,
diagnose materials, situations, and environments,
separate problems into components parts, and relate
parts to one another and the whole. This question may
generate answers the teacher hasn't anticipated.
Eg: "Suppose you grow up with the idea that dogs were
bad. Out of the many dogs you came into contact
with, none bit you when you were quite young. How
would you react towards dogs now? Would the
type, size, etc., of the dog make any difference as to
how you react? Explain the notion of prejudices
using this example."
h) Affective Questions

Questions which elicit expressions of attitude, values, or
feelings of the student.
Eg: "How do you feel about that?”
"Is that important to you?”
"Would you like to . . . ?"
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Problem-
Solving
Affective
Questions

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THEDO’S&DON’TSO F E F F E C T I V E Q U E S T I O N I N G
1.Match questions to objectives. Use a
variety of question levels and types.
2.Ask many questions throughout the
lesson.
3.Ask a question, pause, and then call on a
student by name to respond.This allows
them to think of the answer.
4.Ensure that all students get equal
opportunities to successfully answer
questions.
5.Follow up lower-order, inaccurate, and
incomplete answers so students are
aware of their errors.
6.Write questions, especially critical
questions, into your lesson plan.
7.Keep questions clear, brief, and to the
point to avoid students confusion.
8.Ask questions to keep students engaged
in discussion.
9.Write the objectives and summary of the
lesson as questions.
10. Match non-verbal behaviour with the
questions you ask.
1.Emphasize only lower-order or
convergent questions.
2.Use questions mainly to review at the
end of the lesson.
3.Allow callouts or fail to include pauses
after your questions.
4.Rely on volunteers.
5.Overlook or allow to go uncorrected
inappropriate or incomplete answers.
6.Rely solely on your ability to generate
spontaneous questions during
interaction.
7.Use long questions or ask multiple
questions simultaneously.
8.Ask questions as a punitive, disciplinary
tool.
9.Use questions only on major points.
10. Show disinterest in asking questions
or in students’ responses.
DO’S DON’TS

Thinking Maps are a set of graphic organisers or visual tools for learning used in
primary and secondary education. There are eight diagram types intended to
correspond to eight different fundamental thinking processes. They are supposed to
provide a common visual language to information structure, often employed when
taking notes. Teachers may apply these Thinking Maps in all content areas to support
students‟ development through the cognitive process.
Thinking
Processes
Thinking Maps Questions Key Words
Circle Map
Defining in
context
How do you define
this idea?
Give the context
List
Define
Brainstorm
Identify
Associate
Bubble Map
Describing
qualities
What adjectives
would best describe
this?
Attributes
Qualities
Characteristics
Properties
Describe
Double Bubble
Map
Comparing and
contrasting
What are the
similarities and
differences? Which
do you value the
most?
Compare
Contrast
Similarities
Differences
Distinguish
Differentiate
Tree Map Classifying
What is the main
idea and supporting
details?
Sort
Group
Classify Categorise
Main Idea and
supporting ideas
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T H I N K I N G M A P S

Adapted from
Thinking Map, INC
Brace Map
Seeing whole-to
part relationships
What are the parts
of this object?
Components
Parts
Show
Identify the
relationship
Flow Map Sequencing
What are the various
stages in this
process?
Sequence
Put in order
Retell/ Recount
Patterns
Cycles
Process
Multi-flow Map
Analysing cause
and effect
What happens next?
What is the cause
and effect of this
event?
Causes and effects
Discuss the
consequence
Predict
Describe the
change
Bridge Map
Seeing analogies
and relationships
Identify the
relationship
Symbolism
Metaphor
Allegory
Analogy
Simile
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1. Circle Map
After reading the passage, list 10 words all the words related to this topic.
Example: Smoking- Lung infection/heart disease/
2. Bubble Map
List 5 qualities of the main character in the reading passage given.
Example:
Character 1: compassionate/loyal/brave/talented/filial
3. Double Bubble
Identify the similarities and differences between two characters in the
passage.

Example:
Character 1 & Character 2
Similarities:
▪ attend the same school
▪ farmer’s children
▪ same family.
▪ talented
Differences:
Character 1 Character 2
hardworking lazy
compassionate aggressive
rational impulsive
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S U G G E S T E D A C T I V I T I E S B A S E D O N E A C H M A P :

4. Tree Map
Classify the modes of transport given in the text and state their advantages.
Example:
1. Car 2. Train 3. Aeroplane
Advantages:
a. Car
• less expensive
• can go anywhere
b. Train
• less stress
• more space
• dining car
c. Aeroplane
• saves time
• reach destination very quickly
• less stress
5. Brace Map
Draw the outline of an essay.
Example:
ESSAY
Introduction: Hook
Elaboration
Thesis Statement
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Content
Paragraph 1: Topic Sentence
Elaboration
Example/s
Elaboration
Example/s
Elaboration
Example/s
Conclusion: Reflective/Reinforcing thesis statement
Sum-up
6. Flow Map
Example: Rearrange the sentences according to the plot of the story.
7. Multi-Flow Map
Example: Identify the causes and effects of smoking from the passage given.
8. Bridge Map
Based on the text given, what does the object symbolise.
e.g. a type of kebaya saree
attire Malay Indian
26
as

Graphic Organisers Help Students Organise Their Thinking
Source: http://teaching.colostate.edu/tips/tip.cfm?tipid=176
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When to use graphic organisers:
• Pre-reading : graphical reading guides showing sequences and relationships prepare
students for the important themes of concepts they will encounter in their assigned
readings.
• Prewriting: brainstorming and drawing or mapping the relationship between a topic and
its details will help students narrow down and select a topic before beginning the writing
process.
• Note taking: codifying information in graphical form (such as two-column compare and
contrast chart), while reading, helps students lock down and retain pertinent concepts
facts, figures, etc.
• Summarizing: summarizing information (such as cause and effect factors) in a cause/
effect diagram helps students follow processes, make inferences and draw conclusions.
U S I N G G R A P H I C O R G A N I S E R S T O D E V E L O P H O T S

Examples:
1. CARTOON STRIPS (PLOT)
- Transfer information from the text into dialogue
http://www.edutopia.org/blog/graphic-novels-comics-andrew-miller
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T Y P E S O F G R A P H I C O R G A N I S E R S

2. TIMELINE
https://printables.scholastic.com/shop/prcontent/Graphic-Organizer-Timeline/98765432ORG00-006
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3. STORY TRAIN
https://printables.scholastic.com/shop/prcontent/Graphic-Organizer-Story-Train/9780590769907-998
30

4. PREDICTION BUBBLE
http://www.keansburg.k12.nj.us/cms/lib02/NJ01001933/Centricity/Domain/798/Graphic%20Organizers.pdf
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5. VENN DIAGRAM
http://www.keansburg.k12.nj.us/cms/lib02/NJ01001933/Centricity/Domain/798/Graphic%20Organizers.pdf
32

6. STORY MAP
http://www.readingrockets.org/strategies/story_maps
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7. STORY PYRAMID
http://www.sanchezclass.com/reading-graphic-organizers.htm
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8. COMPARE AND CONTRAST
http://www.scholastic.com/teacher/images/articles//i//lessonplans_charactercompar.gif
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9. CAUSE AND EFFECT
https://www.teachervision.com/reading/graphic-organizers/55667.html
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10.THREE PARAGRAPHS, MAIN IDEA AND DETAIL CHART
https://www.teachervision.com/reading/graphic-organizers/55667.html 
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https://tesolatrennertnyc.files.wordpress.com/2012/10/jigsaw.png
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1. After reading the text, students sit in groups of 5.
2. One member is appointed as the manager. He /She keeps the answers.
3. Each group is given 2 sets of cards (question cards and answer cards).
4. Answer cards are left on the table.
5. Question cards are distributed to the members.
6. They read one question at a time and then ﬁnd the right answer card.
7. The manager is consulted and gives the right answer.
8. If the answer is wrong, the card is placed back on the table.
9. If it is correct, the member keeps the card.
10. At the end of the activity, the member who has the most number of cards is the winner.
2 . M I X - N - M A T C H
S A M P L E A C T I V I T I E S T O P R O M O T E H O T S I N R E A D I N G
1. Students get into groups of 4
2. Assign each member a number (1,2,3,4)
3. Every group is given a different part of the story.
4. Group members read individually.
5. Gather all the members according to number at different parts of the classroom.
6. The members of the new group try to sequence the story..
1 . J I G S A W R E A D I N G

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1. All students are given a text to read.They are divided in groups of four.
2. Teacher prepares a different question for each group based on the text.
3. Students work independently and write a response on a piece of paper and place it on the table.
4. Once all the group members have answered, they discuss and decide on the best answer.
5. They write the best answer on a piece of paper and put it in a box.
6. On the signal, students move as a group to another group and respond to
the question which that group has. They discuss and decide on the best
answer.They write their response and place it in the box.
7. Students continue to move from group to group clockwise until they
return to their own table. When they are back at their table, they read the
responses given by the other group members.
4 . T R E A S U R E H U N T I N G
1. After reading the text, students get into groups of 4.
2. Students are given Question Cards which have answers at the bottom of the card.
3. Each student has his own set of cards.
4. Student 1 holds the cards like a fan.
5. Student 2 will pick a card from student 1.
6. Student 2 will read the question and student 3 will answer. Student
two will conﬁrm the answer.
7. If it is correct, the card is placed on the table. If it is wrong then, the
student who answers wrongly adds the card to his fan
8. Then student 3 will pick a card from student 2, read the question and
student 4 will answer
9. This will go on until all the question cards are picked and answered.
10. The student who has the most number of cards on the table is the winner.
3 . F A N - N - P I C K

40
1. Students read a text.
2. Students work in pairs.
3. Student 1 answers question 1.
4. Student 2 acts as a coach, gives praise and checks answers.
5. Student 2 answers question 2 (reverse roles)
6. Then students swap with another pair and check answers again and tick if
agree
7. Students then go back to answering questions 3 and 4 before swapping again.
8. Teacher then goes through all the answers at the end of the session.
5 . P A I R S C H E C K
1. Teacher gives the reading text.
2. Students read individually.
3. Students are given a set time to think about what they have read.
4. On a signal, students pair up.
5. Pairs have a set time to discuss what they have read.
6. Rotate partners every 30 seconds and share thinking different partners.
6 . P A R T N E R S

41
1. After reading a text individually, students work in groups of 4.
2. A question is given to each group.
3. Each group is given a piece of A5 paper,
4. Fold the paper into 4s and draw a circle in the middle.
5. Students write their responses to the text read in their own
quadrant.
6. At the signal, students read each other’s responses.
7. Similar responses are written in the circle.
8. A representative presents.
7 . B R A I N S T O R M I N G
1. Students are given reading texts.
2. Students read the text individually.
3. They discuss as a group and choose statements which
are facts and opinions.
4. They try to distinguish one from the other.
5. They are then given a mah-jong paper on which they draw a
suitable thinking map to present their statements.
6. Gallery walk activity may be carried out after this.
8 . F A C T O R O P I N I O N
1. Students read and express what they have read in actions
9 . R E A D E R ’ S T H E A T R E

42
1. Students work in groups of 4.
2. Students read a passage.
3. Each group is given different question.
4. Group members discuss the question and express their
responses in thinking maps.
1 0 . T H I N K I N G M A P S

A teacher cannot really teach vocabulary but she could help students develop
strategies to expand the pool of vocabulary that a student has. In order to read and
understand a text, the reader must know the meanings of at least ninety percent of the
words in the text. Without this knowledge, students will not be able to answer
questions which require higher order thinking skills.
Therefore, it is important for teachers to plan a list of vocabulary items that students
need for a particular theme or topic and aid them in acquiring the meanings. This kind
of vocabulary scaffolding will greatly improve the students’ ability to comprehend
content of the reading lessons in the future.
PLANNING
1. Make a list of the vocabulary items that are related to a theme / topic. It would be
good if the list has word collocations related to the topic.
2. It is recommended that the word list is derived from the reading passages given for
the theme or others which are related.
ACTIVITIES TO DEVELOP VOCABULARY ITEMS
1. Select the vocabulary you want to revise and write each word on slips of paper. On
the other side Is the meaning of the word. Students can find the meanings on their
own and prepare the slips of paper. They then work in pairs and ask their shoulder
partner the meaning of the word that they have. Once the person has answered they
reverse roles. When they are done, they go around the classroom to find new
partners.
2. Alternatively, the slips of paper can be placed in a box and teacher reads out the
definition and the student who gives the correct word receives a token according to
the difficulty.
43
I N T R O D U C T I O N T O D E V E L O P I N G V O C A B U L A R Y

3. Pick a list of words you want the students to use and they work in groups to write a
short story . Teacher can give the beginning of the story or the end.
4. BINGO GAME using the words.
5. Students look at a list of words and try to divide them into 5 categories.
6. Students try to find a partner for the words they have. Eg. If they have the word
‘bright’ the partner will add bright student.
7. Students brainstorm other words that belong to the same category.
8. Students link two or more words in a category by finding some feature they have in
common and they have to say what the connection is.
FEEDBACK AND REINFORCEMENT
Reinforce the words learnt for the theme after obtaining feedback on their acquisition
of the vocabulary item learnt.
44

Suggested Vocabulary Activities
1. The Frayer Model
• Students are divided into groups. The teacher will give a different word for every
group according to a chosen theme.
• In groups, students discuss to answer and complete the required sections in the
handout given.
• Students share their answers with the entire class. The teacher will facilitate a
class discussion based on each group’s answers.
a) For advanced students
45
V O C A B U L A R Y A C T I V I T I E S

b) For intermediate and lower intermediate students
(an alternative to Frayer’s Model)
http://
learningtasks.weebly.com/vocabulary-strategies.html
46

2. Making Meaning
• The teacher will choose selected vocabulary words from the text and fill it in the
handout. These are the words students will need to understand in order to
comprehend the text.
• Before reading the text, students are put into groups and given a handout. In
groups, they will discuss and brainstorm on the meaning of the words, without
any guidance from the teacher.
• After reading the text, students will get into their groups again and brainstorm to
guess the meaning of the selected words. They will use contextual clues
provided in the context to give meaning to the words. Teacher will provide
guidance if necessary.
Example:
http://learningtasks.weebly.com/vocabulary-strategies.html
New Word Before Reading After Reading
Earthquake
Landslide
Flood
Drought
47

3. Vocab Shot
• The teacher divides the class into two groups. Each member of the group is
asked a vocabulary question (definition, spelling, pronunciation, etc.).
• If the student answers correctly, he or she wins a point for the group and can
shoot a basketball into a ready-made basketball hoop. If the ball goes inside the
hoop, that student can answer another question.
• If the question is answered correctly again, that student has a second chance to
shoot the basketball, but this time he or she must take two steps back.
• This continues until the student misses a shot or gets a question wrong. Then,
the next question goes to the other team. After everyone has had a turn, the
team with the most points wins.
Materials Needed:
- Foam basketball and hoop (or alternatively use a recycling bin or waste paper
basket as a basketball hoop)
- List of words for teacher
https://www.flocabulary.com/vocabulary-mini-games/
48

4. First Letter, Last Letter
• The teacher divides students into pairs or groups, according to students’ abilities
and suitability of task given.
• The teacher will start by giving the first word to students, for example ‘APPLE’.
• The first group will continue by saying the word that begins with the last alphabet
of the previous word, for example apple ! elephant.
• Each group will continue with a new word made up from the last
Example :
APPLE ELEPHANT TAIL
LETTER READ DONKEY
http://www.eslcafe.com/idea/index.cgi?display:913501734-8336.txt
49

5. Last Man Standing
• The teacher chooses a category or theme, such as things found in a kitchen, food,
occupation and so on.
• To play the game, prepare a ball and have all the students form a circle. Begin by
tossing the ball at a student. That student will shout a word related to the theme and
throw the ball to another student.
• As each person catches the ball, they need to come up with another word that fits
the theme.
• If they repeat a word that has already been said or cannot think of a new word within
5 seconds, then they are out and must sit on the sidelines.
http://www.fluentu.com/english/educator/blog/esl-tefl-ell-vocabulary-games/
50

6. Stop the Bus
• The teacher divides students into groups and gives all of them a handout.
• The teacher draws a table on the whiteboard, exactly like the handout given to
students earlier.
• The teacher asks students to think of one item to match in each category
provided, beginning with the chosen alphabet. For example here, the chosen
alphabet is ‘T’.
• Students have to discuss in their groups and fill in the required answers. The first
group to complete all the answers will raise their hand and shout, “Stop the
Bus!”
• Students will write their answers on the whiteboard and if all answers are correct,
then that group wins a point. If there are any mistakes, another group gets the
chance to answer.
Example:
https://www.teachingenglish.org.uk/article/stop-bus
Animals Colours Food Clothes Countries Sports
T tiger turquoise tuna trousers Tunisia tennis
51

7. Pop Song Vocabulary
• The teacher plays a song in class and asks students to listen to it for a few times.
• The teacher chooses a few selected words from the song and asks students to
draw pictures of the words in the handout provided.
• From the pictures, students write sentences using the words chosen to show that
they understand the meaning of the words.
• This activity can be done to make a weekly vocabulary list for students.
Example of handout:
Word Picture
Raindrops Sentence : ……………………………………………………
Roses Sentence : ……………………………………………………
Whiskers Sentence : ……………………………………………………
Kittens Sentence : ……………………………………………………
Kettles Sentence : …………………………………………………
52

Example of an excerpt from the lyrics:
My Favourite Things – From The Sound of Music
Raindrops on roses and whiskers on kittens 
Bright copper kettles and warm woolen mittens 
Brown paper packages tied up with strings 
These are a few of my favorite things.
Full Lyrics of the song:
My Favourite Things – From The Sound of Music
Cream colored ponies and crisp apple strudels 
Doorbells and sleigh bells and schnitzel with noodles 
Wild geese that fly with the moon on their wings 
Girls in white dresses with blue satin sashes 
Snowflakes that stay on my nose and eyelashes 
Silver white winters that melt into springs 
When the dog bites, when the bee stings 
When I'm feeling sad 
I simply remember my favorite things 
And then I don't feel so bad.
Cream colored ponies and crisp apple strudels 
Doorbells and sleigh bells and schnitzel with noodles 
Wild geese that fly with the moon on their wings 
Girls in white dresses with blue satin sashes 
Snowflakes that stay on my nose and eyelashes 
Silver white winters that melt into springs 
When the dog bites, when the bee stings 
When I'm feeling sad 
I simply remember my favorite things 
And then I don't feel so bad.
http://www.fluentu.com/english/educator/blog/songs-for-teaching-english/
53

8. Roll Call Round Robin
• The teacher will have a roll call and ask students to answer their names with an
additional English word.
• The Lower Intermediate students must name a food or color or an animal and add
it to their names. For example, Farah Pizza, Farah Purple and Farah Fox.
• The Intermediate students can use emotions, occupations or hobbies and add it
before or after their names. For example, Happy Farah, Teacher Farah and
Singing Farah.
• The Advanced students can use adjectives with the same alphabet as the
student’s name. For example, Fascinating Farah, Adventurous Ai Hui and
Hardworking Harvinder.
http://www.eslcafe.com/idea/index.cgi?display:919305019-11070.txt 
54

9. Dressed to Impress
• The teacher prepares items that will be the focus of the lesson, such as hats,
pants, shoes, shirts, or accessories and brings them to class.
• The teacher asks for volunteers among the students to model the items.
Students will wear one or a few items and show them off in front of the class.
• The other students will raise their hands and name all the items that is shown to
them. For example, "Henry is wearing a red bandana, brown shoes and a white
shirt” and “Selina is wearing a tall black hat, black and purple tights and holding a
broom".
55

10.Word-in-a-Word Competition
• The teacher divides students into pairs or groups.
• The teacher chooses a word, for example ‘TEACHER’, and tells students that
each group must construct as many words as they can from the letters in the
word ‘TEACHER’.
• The teacher will go around the class to check on every group from time to time.
• The group with the most number of new words made up from the given word
(TEACHER) will the winner.
http://www.eslcafe.com/idea/index.cgi?display:913583045-24279.txt
56

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