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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: 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: Louise Spear-Swerling (2005)
Less is known about the components of effective mathematics instruction than about the components of effective reading instruction, because research in math is less extensive than in reading.
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: 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: National Center for Learning Disabilities (2006)
The National Center for Learning Disabilities presents a basic fact sheet on dyscalculia, a term which refers to a wide range of learning disabilities involving math. The following questions are answered: What are the effects of dyscalculia in early childhood, during the school years, and on teenagers and adults? What are the warning signs? How is dyscalculia identified and treated?
By: Terri Sigueza (2005)
One common strategy for English language learners is to visualize concepts to help connect ideas. Graphic organizers apply this concept and allow ELLs to better understand the material while learning important vocabulary. Organizers provide a concrete representation of ideas that might be difficult to grasp otherwise.
By: Rosa Lizardi (2005)
All students learn in different ways, and ELLs are no exception. Creating opportunities for hands-on learning in the classroom can provide another way for students to grasp difficult concepts.
By: Diane Torres-Velasquez and Diane Rodriguez (2005)
By: Teaching Today (2005)
Science texts are often more challenging for students than other text types. This article contains strategies teachers can use to increase reading comprehension, helping students make sense of complicated science concepts.
By: Kristina Robertson (2006)
ELL students learn new words everyday, and it's essential that they have a deep understanding of what those words mean. Without comprehension, new words are useless. The key to helping ELL students succeed is to give them explicit instruction in the academic language of the content they are learning in class. This article offers some strategies and resources for getting started!
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: 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 (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: 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.
By: Judith Gold and Akimi Gibson (2001)
This article discusses the power of reading aloud and goes a step further to discuss the power of thinking out loud while reading to children as a way to highlight the strategies used by thoughtful readers.
By: Brenda Krick-Morales (2006)
Word problems in mathematics often pose a challenge because they require that students read and comprehend the text of the problem, identify the question that needs to be answered, and finally create and solve a numerical equation. Many ELLs may have difficulty reading and understanding the written content in a word problem.
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: Amy Hines (2006)
Educators may find timelines a useful strategy for a variety of educational purposes. They can be used to record events from a story or a history lesson in a sequential format. They can help students keep events in chronological order as they write summaries.
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