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By: Alice Thomas and Glenda Thorne (2009)
Parents and teachers can do a lot to encourage higher order thinking. Here are some strategies to help foster children's complex thinking.
By: Alice Thomas and Glenda Thorne (2009)
As students grow older, they are asked by their teachers to do more and more with the information they have stored in their brains. These types of requests require accessing higher order thinking (HOT).
By: Barbara Marinak and Linda Gambrell (2009)
Exposing young children to informational text early on can help them to handle the literacy demands of fourth grade and beyond. Practical instructional techniques can be used to promote understanding and enjoyment of informational texts. The three techniques described here — Text Impression, Guiding Questions, and the Retelling Pyramid — can help children become familiar with the language and structure of non-fiction books.
By: Kristina Robertson (2009)
Language plays an important part in math instruction, particularly for ELLs. This article offers some strategies for making language an integral part of math instruction, and for ensuring that ELLs have the tools and language they need to master mathematical concepts, procedures, and skills.
By: Reading Rockets (2009)
By: Reading Rockets (2009)
What is Concept-Oriented Reading Instruction (CORI) and how does it work? Find out more about CORI and how it helps children's comprehension and motivation through science inquiry.
By: National Association for the Education of Young Children (2009)
Young children are naturally curious. Early childhood educators and parents can build on children's questions, eagerness, and enthusiasm to help them learn science.
By: Rebecca Silverman (2009)
The principles of a multidimensional vocabulary program hold promise for supporting the vocabulary development of all students, especially English language learners. Eight characteristics of a multidimensional approach are described. The first is the introduction of new words through engaging children's literature.
By: Kristina Robertson (2008)
One of the most important skills students learn as they transition into middle and high school is how to get information from a non-fiction text. This skill can be especially challenging for ELLs, who may not have had much experience working independently with expository texts. This Bright Ideas article offers ways that teachers can help ELLs work effectively with non-fiction texts and includes strategies for introducing components, structure, and purpose of expository texts.
By: Susan M. Ebbers (2008)
Rather than introducing a new word in isolation, teachers should introduce students to a rich variety of words that share the same root. This approach should help diverse learners including English language learners, make important connections among vocabulary words within the same family, and transfer core ideas across content areas.
By: Reading Rockets (2008)
Reading Rockets has developed a set of family literacy bags to encourage hands-on fun and learning centered around paired fiction and nonfiction books.
By: E. Sutton Flynt and William G. Brozo (2008)
Concerns about how to build academic vocabulary and weave its instruction into curricula are common among classroom teachers. This article reviews the research and offers some practical suggestions for teachers.
By: Voice of America (2008)
Dyscalculia is a learning disability that affects the brain's ability to process and understand the meaning of numbers. Learn about the symptoms and what can be done to help.
By: Angela McRae and John T. Guthrie (2008)
Using Concept-Oriented Reading Instruction (CORI) or practices to encourage engagement, educators can advance the breadth and depth of students' reading by explicitly and systematically nourishing students' motivations as readers.
By: Kristina Robertson (2007)
As you teach content areas to ELLs of diverse backgrounds, you may find that they struggle to grasp the content, and that they approach the content from very different perspectives. Drawing on your students’ background knowledge and experiences, can be an effective way to bridge those gaps and to make the content more accessible. This article offers a number of suggestions to classroom teachers as they find ways to tap into the background knowledge that students bring with them.
By: Reading Rockets (2007)
By: Colorín Colorado (2007)
An English language learner may not have an advanced English vocabulary, but with the right kind of curriculum and instruction, teachers may be surprised at the knowledge ELLs can gain. Science lends itself well to developing ELL students' language and content knowledge because there are so many opportunities for hands-on learning and observation.
By: John T. Guthrie, Angela McRae , and Susan Lutz Klauda (2007)
Concept-Oriented Reading Instruction (CORI) teaches children reading comprehension through the integration of science and reading. Learn more about how CORI aims enhances students' reading engagement in order to increase reading ability.
By: The Access Center (2007)
The literacy-rich environment emphasizes the importance of speaking, reading, and writing in the learning of all students. This involves the selection of materials that will facilitate language and literacy opportunities; reflection and thought regarding classroom design; and intentional instruction and facilitation by teachers and staff.
By: Kristina Robertson (2006)
Language learning offers a unique and exciting opportunity to integrate music. Many people have had the experience of learning a world language and singing simple, silly songs in class. The introduction of music provides a light-hearted and fun way to interact with another language and culture.
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