I.

JIM CUMMINSS BICS and CALP LM or, that is, aka, consisting of, seems,
BICS CALP
1. Acronym Basic Interpersonal Cognitive Academic c. Clues that give antonyms clues to meaning that uses words having
Communication Skills Language Proficiency opposite meaning to the unfamiliar word
2. Basic Features - day to day language - used for formal academic LM however, nevertheless, but, yet, on the contrary, on the other
- used in social situations learning
hand, in contrast
- context embedded - essential for students
- not cognitively success in school
demanding - language tasks are context d. Clues that give the general sense of the passage clues to meaning
- specialized language is reduced that uses phrases or clauses about which inferences or conclusions have
not required -more cognitively demanding to be made in order to get the meaning of the unfamiliar word.
-information is read from
books or presented by the IV. HIGHLIGHTING AND NOTE TAKING
teacher
3. No of years 6 mos. 2 years 5-7 years
4. People expected Children Professors A. Highlighting Key Ideas
to possess such Farmers Lawyers a. Key Word what/who is being talked about the simple
proficiency Streetsweepers Doctors subject!
5. Settings/situation - at the playground - during recitations b. Key Idea includes:
s the proficiency - at home - answering quizzes i. Key Word +
is used - talking on the - writing research papers ii. what is said about the person being talked about
telephone simple predicate (verb + related words to complete
6. Microskills/ - introducing oneself - recognizing issues on a text
the meaning)
specific Skills - asking directions - synthesizing complex ideas
- ordering food - report preparation B. Key Parts of a Written Text
- writing personal letters - writing reviews a. Topic the subject of the whole text what is being talked
- listening to - evaluating contrasting ideas about
conversations in a text b. Main Idea the sentence containing the topic.
c. Supporting details expounds the main idea
II. PARTS OF THE WORD: i. Major Detail elaborate on main idea
a. Root has its own meaning. Can stand on its own. ii. Minor Detail elaborate the major detail
b. Affix attached to the root to change its meaning: C. Notetaking:
i. Prefix Beginning; changes the meaning of the word a. Summary Note best for long article; lines from original +
ii. Suffix end; changes the part of speech/use of the word. own words
b. Paraphrase Note retain the approach, tone and message of
III. CONTEXT CLUES clues to meaning provided by some words or even original; restatement at same length as original (aka same # of
sentences surrounding the unfamiliar word. sentences) but use different words.
*linguistic markers words found before the context clues to indicate them c. Quotation Notes copying the entire passage; may delete, but
use ellipsis
a. Clues that give example clues that indicate the meaning by d. Personal Comment Notes text 100 % copied; personal
providing examples comments own analysis of the text.
LM: including, for instance, such as e. Diagramming presents the topic, main idea, major and
minor detail; used for procedures and classification (eg. Tree
b. Clues that give synonyms clues to meaning that uses words having diagram, cycle diagram)
same meaning to the unfamiliar word
 f. Information Mapping relationship between ideas; more
complex; combination of different paragraph organization

V. OUTLINING to organize all info gathered in a very systematic layout;

arranging concepts/ideas according to their level of importance

A. Rules:
a. As importance decreases; indention increases
b. Align ideas with same level of importance
c. Observe parallelism same structure use words with same
parts of speech as the starting word
B. Types accd to format:
a. Standard Format number-letter format
Main topic - Roman numeral
Capital Letters Subtopic
number; small letter; small letter.number (a.1)

b.Number Format decimal system

Number 1; for subtopics, copy former, start numbering (1,
1.1)
C. Types accd to content
a. Topic Outline word/phrase
b. Sentence Outline sentence
c. Paragraph Outline paragraph

VI. SKIMMING AND SCANNING

A. Similarity quick reading

B. Difference
a. Skimming main idea; organization of the text
b. Scanning specific information
c. Intensive Reading close reading; accuracy activity; short text;
reading for details
d. Extensive Reading for pleasure; longer text; fluency activity;
global understanding