Teaching reading IS rocket science.
For best results printing, please access the PDF version 89K of this document. The real voyage of discovery lies not in seeking new landscapes but in having new eyes. Petras, How can this profound quote by Marcel Proust help all of us metaphorically understand the powerful relationship of our minds, emotions, and bodies to our different ways of knowing; the varied paces at which we learn; and the input we need for motivation and success?
As teachers, we continue to search and explore new ways to design and deliver instruction in order for our students to reach their learning potential, starting them from where they are and moving them forward on a learning continuum. But for many students, the traditional approaches to learning seem limiting, and many of them feel frustrated and discouraged.
With the advent of studies in cognitive science and brain-based learning research along with the powerful advancement of technologies, we are beginning to unlock the mysteries of the human brain and its possibilities.
Our language classrooms are tapestries of the world around us. Students come to us with varying ability levels, a myriad of language and cultural backgrounds, an abundance of interests, and an assortment of learning profiles.
These students need inspiring, engaging lessons that will permit them to reach their highest potential and meaningful tasks that are relevant both to them and to the world in which they live. These students need variety, choices, challenges, complexity, and opportunities to demonstrate their capabilities.
They need to experience differentiated instructional opportunities Heacox, What is Differentiated Instruction? In a level one Spanish class, students want to find out more about the countries where Spanish is spoken, so the teacher provides a variety of resources including sample texts, authentic documents, and Internet sites that students can choose from in order to gather more in-depth information.
In a level three Spanish class, students read and create a graphic representation mind map of an Aztec legend. Each student then chooses one other Aztec or Mayan legend to read and study from the four provided by the teacher.
German II students are studying the weather.
The teacher creates seven learning centers where students can practice various aspects of the weather unit, including listening activities, a video clip of a TV weather report, and German weather maps from a newspaper.
Students then choose four of the seven centers that best help them use the weather unit and complete the activities at their chosen centers. One third of the class understands most of the unit and has performed most of the interpersonal and interpretive tasks with just some difficulty.
One third of the class is experiencing a considerable degree of difficulty and needs more direct instruction and concrete examples. In order to provide challenging practice to all, the teacher tiers three different homework assignments from the book and ancillaries.
Students do the assignment that best matches their readiness level. All of the preceding activities and strategies are examples of differentiation.
Differentiated instruction is a philosophy of teaching and learning which recognizes that each learner is unique. Rigorous, relevant, complex and flexible, differentiated instruction is a response to that uniqueness.
Consequently, in a differentiated classroom, not every student is doing exactly the same thing in exactly the same way at exactly the same time.
Differentiation is an effective way for teachers to offer meaningful instruction delivered around challenging content and designed to meet the needs of students at their appropriate levels and to help them achieve maximum growth Center for Advanced Student Learning, A differentiated classroom offers a variety of learning options to tap into different readiness levels, interests and learning profiles.
When differentiated instructional strategies are used, there is more access to learning by more students, more effective use of time, and more evidence of motivated students.Using Graphic Organizers with ELLs. By. Terri Sigueza. On this page. Ideas for Graphic Organizers; Hotlinks; Graphic organizers are a great tool to use when teaching English language learners (ELLs).
Visual illustrations allow ELLs to better understand the material while learning important vocabulary. research-based information, activities. Grounded in research and practical expertise, this volume helps K–6 teachers skillfully support all of their English language learners (ELLs)—from a single student to an entire barnweddingvt.com for teaching ELLs across different grade and proficiency levels include ways to link instruction to students’ lived experiences, use a variety of motivating print and electronic texts and materials.
Using Poetry to Develop Oral Language Skills Give students the chance to read poems out loud. Reading poetry aloud is a great way for ELLs to practice pronunciation and fluency, as well as a chance for students to play with rhymes and language. Phonemic Awareness and English Language Learners.
Phonemic awareness is one of the best predictors of how well children will learn to read during the first two years of school instruction. Sometimes it is nearly impossible, however, for speakers of a second language to "hear" and say sounds in the language they are learning.
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Writing across Culture and Language: Inclusive Strategies for Working with ELL Writers in the ELA Classroom [Christina Ortmeier-Hooper] on barnweddingvt.com *FREE* shipping on qualifying offers. Imagine being asked to write an essay in a language you don't know well or at all, to have to express yourself--your knowledge and analysis--grammatically and clearly in.