INTEGRATED UNITS #7

Reading Strategies and Literary Elements, Grade 9, North Carolina Department of Instruction

Part 3:   Focus Lesson: Dialog, FROM: Edwidge Dandicat's BREATH, EYES, MEMORY

VOCABULARY

MOVEMENT

forward
came up to me
walked over
walked away
bowed
raised
heading
go home

LOCATION

here
a corner
inside
outside
sidewalk

LANGUAGE

Creole (French)
Thank you

ACTIONS

grabbed
spin
look at / looked on
saying / say something
stay
whispered
handed
seemed
cannot
wave good-bye
turned
disappear
see
kissed
pinched
patted
urged
speak
hear
pressed
held fast
nodded
shivered
bring
put over
dropped
took off
have on / wear
guided

OBJECTS

top
money
the gate
plane / plane flight
suitcase
something
denim jacket
dress / sleeves

WEATHER

overcast
cool

PEOPLE

I – me
mother
woman
little girl

BODY PARTS

hand
her back
my lips
my cheeks
head
voice
face
scrawny body / lean, thin body
arm

EXPRESSIONS

"there is no need"
"it was as though I had disappeared"
"My goodness!"
enough
though
slightly
anymore
against

For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

• Training VIDEOS on the following topic:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

• Training programs relating to E.S.L. instruction:

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for Paraprofessionals: Number 3.
Web Site Programs for New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

• Question-&-Answer Technical Assistance Service:

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.

 

For information and credentials please click on the link below or contact directly:

CARMEN SANCHEZ SADEK, Ph.D.

Educational Consultant, Program Evaluator

E-mail:  csssadek@gte.net