Some more comprehension strategies, courtesy of Kelly

In order to increase the comprehension of my students, I really like to use graphic organizers. I find that graphic organizers are especially helpful tools for English Language Learners because they help students organize the information from the content area in a very clear and organized way. Certain graphic organizers can also help students express their reactions/connections to what has been taught. Organizing their personal thoughts, feelings, and connections to classroom content helps ELL students improve their comprehension and facilitate their own learning. Here are some teacher resources that have great graphic organizers:

1.     Great Teaching with Graphic Organizers (Grades 2 – 4)

By: Patti Drapeau

ISBN 0-590-12876-0

$12.95

 

2.     50 Graphic Organizers for Reading, Writing & More (Grades 4 – 8)

By: Karen Bromley, Linda Irwin DeVitis & Marcia Modlo

ISBN 0-590-00484-0

$14.95

 

3.     Graphic Organizers and Activities for Differentiated Instruction in Reading (Grades 4 – 8)

By: Nancy L. Witherell and Mary C. McMackin

ISBN 0-439-33165-X

$14.95

 

 

My students love science! They like to do the experiments and learn about new things. However, I noticed that my English Language Learners often had difficulty understanding the scientific concepts behind the experiments. A fellow teacher recommended that I try doing an interactive writing after each experiment to reflect on the learning objective for that activity. I tried this idea and it worked!!!  Not only were my students understanding the science better, they were also becoming better writers. The science experiments created a common experience for us to write about!

 

 

Dictoglos are a great way to increase the listening comprehension of high school students while still focusing on content. A teacher using the dictoglos activity in his/her classroom would begin by selecting a relevant text to read aloud. The teacher then reads the text aloud to the class once with the directions to “listen carefully”. After the first reading the teacher asks the students to listen to the same text a second time while writing down everything they can. Next, the students get together in pairs and compare their notes. They work together to recreate as much of the text as possible. Next, the students work in groups of 4 to compare notes and recreate the text as closely as possible to the original reading. Finally, one member of each foursome reads their recreated passage to the class with dramatic flair.