Cooperative Writing is a paired activity where two students complete a writing task together. Cooperative Writing can be an excellent support strategy for struggling students, students with special needs, or English Language Learners (ELLs), because it can be an opportunity for stronger writers to help their peers who might struggle with writing. For example, ELLs can learn new vocabulary from native English speakers and improve their speaking skills as they communicate together about the given topic. Or, advanced students can coach each other on ideas for providing additional detail within their sentences. Students can share ideas and collaborate verbally on the writing before drafting, which takes some pressure off the more struggling writer. It can also help to build the confidence of both students, encourage the growth of social skills, and help to improve the sense of classroom community. It's a simple, fun activity for students that maintain engagement throughout your lesson.
The Frayer Model was designed as a graphic organizer to help students learn the meaning of new vocabulary words. The vocabulary word is placed in the center of the page, and the definition, a picture or characteristic, example, and non-example surround the word in separate boxes. This structure allows for a visual representation of the vocabulary word that students are attempting to learn.
A simple verbal strategy to check for student understanding throughout your lesson is the Student Response System and is the focus of this article. This strategy presents questioning prompts in multiple-choice or true-false format for students to answer in real-time. Students will respond to the prompts using pre-made cards with A, B, C, D, True, False, or other information to indicate their selection of an answer choice displayed on the board. The student response system can be prepared easily by cutting out printed cards, laminating them, and making them available to each student in your classroom. If you have it available at your school, there are also electronic versions of this student response system, commonly known as Clickers. Physical devices may be available for use at your school, or you may have an app or website that you can access to employ an online student response system.
Multi-sensory structured teaching involves the use of visual (language we see), auditory (language we hear), and kinesthetic-tactile (language we feel) tools that can enhance student learning of language. When students struggle with a language-based skill, for example, children with dyslexia that may struggle with reading, teaching in multi-sensory ways can help improve a child’s skillset in certain areas. For students who struggle with spelling due to dyslexia, ADHD, an auditory or visual processing disability, or other unknown issues, multi-sensory approaches to teaching the phonological skills underlying spelling work can help improve student outcomes. This blog article will teach one method to help students improve their spelling, regardless of the cause of the spelling issue.
The writing process can be challenging for any student, but English Language Learners tend to need increased support and careful lesson planning by their teachers for the best success in class. English grammar differs greatly from grammar constructs of other languages, and some of our common writing structures, such as a topic sentence followed by supporting details for an organized paragraph, may be unfamiliar to them. ELL students also typically have a limited English vocabulary, making it challenging to write their thoughts. Children need to comprehend many components of the writing process, including the written prompt, the piece they are responding to, or other tasks and instructions. These challenges can lead to great frustration for some students, which can even manifest as a lack of motivation. This blog article will present some considerations for designing ELL-friendly writing prompts to help set your students up for success throughout the writing process.
This article provides you with one of many simple methods you can implement to help support ELL Vocabulary Understanding. By providing students with prompts and a word bank, you can help reinforce important vocabulary words within your content lesson to ensure you have multiple layers of support for your ELL students. This short article is an excerpt from our Simple ELL Vocabulary Strategies quick course, which provides additional ideas for vocabulary support.
Get the Most Out of Your Class’s Literature Studies: Movie Preview Projects-It’s All in the Storyboards
Lights! Camera! Dying to inject tech into literature while getting the comprehension Action! you crave for your students? Just as in any film making process, when using movie preview projects to engage your class of readers, you have to keep your own audience in mind. In this article, we’ll review a must for ensuring you get the product quality you demand, and your (student) film crew gets the experience and understanding that makes any literature study project worthwhile.
Identifying and writing the letters of the alphabet is a foundational step in every learner’s literacy knowledge. There are countless ways to practice these skills and it can be challenging to know which ones are most effective and engaging. We’ve explored hundreds of strategies and decided on our top 4 favorite ones. These engaging activities will give your young learners plenty of opportunities to grow their alphabet knowledge and practice identifying, writing, and using letters in a variety of ways.
Keep in mind as you read, we have also provided a number of great free resources below to help you teach your students the alphabet. We will discuss each resource in this article, so please take a look at these tools as you read! So, here we go!
Have you ever had students respond, “I don’t know. It just did,” when asked to analyze and interpret their classroom lab results? We all want our students to “think like a scientist,” but often they fall short in connecting the dots between the lab results and the science concepts. Claim-Evidence-Reasoning or CER is a writing strategy that can develop a student’s analytical thinking and argumentative writing skills to turn that “I don’t know” into “aha, so that’s why we got those results in the lab.”
The dreaded book report. Students don’t enjoy writing them, and if we are honest with ourselves, we as teachers don’t enjoy reading them. Yet we still need an effective way to assess our student’s knowledge and depth of understanding when they have completed a novel study. This article will provide you with one simple activity you can use with your students that can be customized based on specific skills you need to assess.