Learn about 10 instructional practices for English language learners (ELLs) that research shows to be highly effective. These guidelines emphasize an asset-based approach to teaching ELLs and can be integrated into your regular teaching routines.
Drawing on research-based principles of vocabulary instruction and multimedia learning, this article presents 10 strategies that use free digital tools and Internet resources to engage students in vocabulary learning. The strategies are designed to support the teaching of words and word learning strategies, promote students’ strategic use of on-demand web-based vocabulary tools, and increase students’ volume of reading and incidental word learning.
There are many teaching methods that can help struggling readers, including children with dyslexia. Learn about the Orton–Gillingham approach and 10 other other methods to supplement your main classroom instruction.
Research-based reading instruction allows children opportunities to both understand the building blocks and expand their use of language, oral and written. These opportunities are illustrated by classroom activities in these twelve components of reading instruction for grades one through three.
Because success with technology depends largely upon critical thinking and reflection, teachers with relatively little technological skill can provide useful instruction. But schools must support these teachers by providing professional development and up-to-date technology for use in classrooms.
All students need digital citizenship skills to participate fully in their communities and make smart choices online and in life. Here are three ways to make digital citizenship part of how we teach, rather than a thing set apart.
Universal Design for Learning (UDL) is an approach to teaching aimed at meeting the needs of every student in a classroom. It can be helpful for all kids, including kids with learning and attention issues. But UDL takes careful planning by teachers. Here are just a few examples of how UDL can work in a classroom.
Most scholars believe that instruction in academic English ’ done early, consistently, and simultaneously across content areas ’ can make a difference in English learners’ ability to understand the core curriculum.
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 make 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.
Learning a second language for school is not simply a linguistic challenge; it poses social, cultural, academic, and cognitive challenges as well. This article describes a conceptual model for acquiring a second language for school that reflects all these challenges, and makes recommendations for instruction stemming from this model.
Learn about three common terms and descriptions related to reading instruction that may help give you a better understanding of what’s happening in your child’s classroom and what it means for your young learner.
Teachers of English learners should devote approximately 90 minutes a week to instructional activities in which pairs of students at different ability levels or proficiencies work together on academic tasks in a structured fashion.
For years, the field of reading education has been engaged in thinking about best practices. Explicit instruction in vocabulary, rereading and using digital textbooks to motivate children’s reading are among some of these updated best practices. Those in the reading community are urged to consider best practices, and how we may promote their uses, with high fidelity in classroom instruction.
Inferential comprehension requires both emotional intelligence and cognitive skills, however instructional comprehension strategies typically underemphasize the emotional contribution. This article documents an intervention used by diverse third grade students which centers on teaching story comprehension through character perspective-taking (i.e., Theory of Mind).
This is a checklist to help educators carry out the five recommendations made in the What Works Clearninghouse report Assisting Students Struggling with Reading: Response to Intervention (RTI) and Multi-Tier Intervention in the Primary Grades.
Teaching vocabulary is complex. What words are important for a child to know and in what context? In this excerpt from Bringing Words to Life: Robust Vocabulary Instruction, the authors consider what principles might be used for selecting which words to explicitly teach.
While most parents take a dedicated interest in their children’s schooling, particularly the first few grades, many may not be aware of what is considered proper curriculum and whether their children’s schools are teaching at an appropriate level.
Many teachers feel that they do not have enough time in the school day to work one-on-one with every student. Classwide Peer Tutoring is a way for all students to get one-on-one help and enough time to practice and learn. This brief looks at what peer tutoring is, what studies show about the effectiveness of peer tutoring, and how parents and teachers can support the practice in the classroom.