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Instructional Strategies. ESL Department Information: Power Point: Rebecca Manriquez/ESL Specialist. Cueing Questions. Next to the question, write down on what page the information may be found. (Information can also be color coded)
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Instructional Strategies ESL Department Information: Power Point: Rebecca Manriquez/ESL Specialist
Cueing Questions • Next to the question, write down on what page the information may be found. (Information can also be color coded) • Number the paragraphs of a chapter and cue answer with number of paragraph. • Same as above, but underline or color code answer in the paragraph. • As questions occur, either within the context of the chapter or text list the questions with the correct answer. Record the page number where the questions/answer may be found • EXAMPLE: • What is community? (Pg. 2)- Answer: “A group of people living together…”
Study Sheets/Guides and Test Modifications • Provide students with review outlines to guide their studying/reading. • List steps in a mathematical process or a lab activity so that the student knows exactly what/he/she is to do. • Ask the student to create his/her own study sheet by listing important people, events or facts. Then ask him/her to list relationships between the items. • Have students write their own study questions/reflections after lectures, discussions and reading assignments. • Teach students to recognize • Teach students to recognize signal words in lectures and written material to guide studying. • Example: “most of all,” “a key feature,” “a major even,” “above all,” “especially valuable,” “remember that,” “the principal item,” etc.
Shortened Assignments • Identify terminology, concepts and skills that are most important and require that these items be complete first. • Star the essential items, allowing bonus points for other items completed. • Reduce the number of questions or problems to be done at one time. • Allow the student to tape responses – tape/record your lectures, assignments… • Teach the same concept with information at their reading level. • Provide a file where students have a personal dictionary of frequently used words.
Note-Taking • Provide a skeleton outline (advance organizer) that includes main ideas. Ask students to complete the supporting details. (or reverse) • Allow time at the end of the class for students to compare notes with classmates. • Use a handout/ projector image to show a model set of notes before note taking is completed. • Have students skilled in note taking sit near a student that needs extra help. (This encourages note sharing) • Allow time at the end of the class for note reviewing. • Assist students in highlighting or point out important sections of class notes. • Provide a partially completed outline and emphasize topics to be filled in while lecturing and using the projector and/or visual aids.
Pre-Teach Content Vocabulary Students need to: • Learn and recognize terms that are unique to content area • Learn specialized meaning of common words • Learn symbols and abbreviations unique to subject • Learn word connotations • Understand that words change in meaning and pronunciation • Learn skills to continue increasing vocabulary independently Decide Which words to teach: • List key concepts • Pick out the most crucial terms • Find out which words they already know • Teach words that will lead to the learning of additional words Teaching content vocabulary: • Teach meaning – Tie to concepts • Avoid lists of words • Avoid unrelated exercises • Teach strategies for learning new words • Use new words repeatedly in conversation • Teach use of dictionary • Teach ways to figure out new words: • Context clues • Phonic analysis • Structural analysis • Combination • authority
Vocabulary Sheets • Extract all boldfaced, italicized or new concept words from the chapter. (The words should be listed in the order they occur within the chapter/text. The corresponding page number can be recorded to the left of the word. Example: • pg. 2 Community – a group of people living together • pg. 3 Village – a collection of houses in a rural area. • Using the vocabulary sheet, place all vocabulary words for the chapter/text on cards/power point/ word etc. (your choice) for students to go back and view. (Black Board, e-mail it to them, put it on your website…ect.). • You may record/tape the vocabulary words for each chapters. *State the word- page number where the words may be found *State the definition as recorded on the vocabulary sheet. (You may have your advanced students do the “leg work” for you for extra credit!)
Highlighted Texts and Materials, Visual Aids • Use markers to highlight important material in texts (information given). This will help to make the most important information clear. • Highlight key words • Highlight maid ideas • Highlight graphs, maps, charts, boldface type, terms, important names, dates, places, vocabulary and picture captions • Different colors can be used to emphasize important elements • Teach identification of key points by starring them. Highlight the corresponding details. (may increase interest and emphasize meaning) • Write directions on the board/projector/power point for student to use for future reference. • Use charts, posters, flash cards, sentence strips and other visuals to increase interest and meaning • Videos to reinforce concepts • TEACH highlighting techniques: Provide exercises which allow students to work together in highlighting important information
