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How to Use the Frayer Model in Your Classroom

By |2022-05-11T12:03:29-05:00May 10th, 2022|Categories: English Language Learners (ELLs), Lesson & Curriculum Planning, Reading/ELA Instruction, Teaching Strategies, Writing Instruction|Tags: , , , , , |

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.

Simultaneous Oral Spelling (SOS): A Simple Method to Support and Improve Spelling

By |2022-04-06T13:55:43-05:00April 6th, 2022|Categories: Reading/ELA Instruction, Special Education, Teaching Strategies, Uncategorized, Writing Instruction|Tags: , , , , , |

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.

Building ELL-Friendly Writing Prompts

By |2022-02-14T16:07:26-06:00February 14th, 2022|Categories: English Language Learners (ELLs), Lesson & Curriculum Planning, Reading/ELA Instruction, Teaching Strategies, Writing Instruction|Tags: , , , , |

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.

Claim-Evidence-Reasoning (CER)

By |2021-11-09T15:40:06-06:00January 29th, 2019|Categories: Lesson & Curriculum Planning, Science Instruction, STEM & STEAM, Teaching Strategies, Writing Instruction|Tags: , , , |

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.”

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