Strategies for Teaching Science to English Language Learners exerpt from chapter 24 In42 percent of American public school students were of racial or ethnic minorities, up 22 percent from 30 years before.
Knowing this can help supply the context for what they are about to read. Look for meaning through context of the paragraph. Are there context clues present? Often academic texts supply definitions of terms or phrases within the text itself.
Look for phrases such as"called", "known as", "is the name applied to", "in other words", "that is", "is said to be", to signal examples or definitions. Use the dictionary hard copy or online Provide academic word lists for students to study and encourage them to use them in both oral and written work.
Think about how important words such as however, additionally, in contrast, as a result of, first, second, third,etc. They are often the icing on the cake when we write, so point them out and get students used to noticing them when they read.
They can't read challenging material if there are other mental distractions going on. Multi-tasking is impossible when you need to attend with full attention to this type of reading. No longer can they leaf through a book, listen to music, IM a friend, and glance at their favorite TV show and expect to have learned anything from the text.
Do a "read aloud" with your students- articulate the mental processes that are going on as you approach and begin reading. What are you actually doing? Do you take breaks more often than when you read for pleasure?
Students need to know this. It is good to get up, clear the cobwebs, then return to the reading when your head has cleared. There's a reason why people study in the library!
Using English for Academic Purposes. You may highlight the main points, or take notes as you go. Perhaps you've jotted down questions or connections in the side margins. You may even stop periodically to summarize what you've read. These are all great strategies to share with your students.
One other method for staying actively involved in the reading is the SQ3R method. Survey - students look globally at the reading selection. They skim for main ideas, notice headings and first sentences in paragraphs, graphics, introductions, and anything in boldface Question - Turn section headings into questions, or design questions they have about the topic.
Use these to focus your reading Read - Try to answer the questions as you read. Make up new questions as you go through the material Recall - Pause when you get to the end of each section and make sure you can answer the questions you posed Review - When you get to the end of the section, review all the questions and make sure you can answer them.
If not, go back to review. Retrieved July 18,from Academic Skills: University of Southampton Web site: The amount of reading required is also greatly increased, so their behaviors in high school will most likely not lead to success in a college environment.
No longer is it enough to simply read and reproduce the material in a text, students will need to learn how to think in more complex ways, to approach texts critically. How, then, can faculty support students' intellectual development?use of language learning strategies” (Oxford & Leaver, , p.
). Studies investigating the influence of writing-strategy instruction have been both descriptive and interventionist in nature. Using Writing in Mathematics to Deepen Student Learning elements of current writing instruction that help young people learn to write well and to use writing as a tool for learning.
1. Teach students strategies for planning, revising, and editing. Using Writing in Mathematics to Deepen Student Learning. Teaching Strategies for Helping Children with Autism Bridgette R.
Buehrly () "All Children Can Write! Teaching Strategies for Helping Children with Autism,"Language Arts Journal of Michigan: Vol.
Iss. 1, Article that he was better able to learn nouns because he could picture them in his head. When teaching the.
Teaching Special Education History Using Writing-to-Learn Strategies Ray Marik Seattle School District, Washington It is easy to believe that special education students have many problems. This article shows teachers how to use general classroom teaching skills and technology to teach students with an intellectual disability.
For a beginning teacher, teaching students with intellectual disabilities can be daunting, but with time and careful planning and preparation you will find your job gets easier. One of the keys to achieving good outcomes when teaching students with.
Strategy 3: Differentiate Learning Through Group Work Sharing low-stakes writing through group work is also an opportunity to differentiate learning. All students are differentiated within groups.