Instructional Strategies for Middle and High School

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  1. Tips for Teaching Middle and High School ELLs
  2. Managing Instructional Time
  3. 2nd Edition
  4. Instructional Strategies for Middle and High School

Chapters 5—11 include a new "Making Your Lesson More Meaningful for ELLs" feature, which provides ideas—based on current research and theories about learning language—for engaging ELLs, specific for each instructional strategy.

Tips for Teaching Middle and High School ELLs

Expanded discussion of the "Understanding by Design" model equips teachers to design learning experiences that promote student understanding by intentionally designing what happens in the classroom, and developing authentic formative assessments of student learning. The Social Studies Chapter 2: Lecture And Interactive Presentations Chapter 6: Concept Formation Chapter 8: Cooperative Learning Chapter 9: Discussion and Debate Chapter Inquiry and Student-Directed Investigations.

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Author s Bio Bruce E. Request an e-inspection copy. The Bookshelf application offers access: Offline Computer — Download Bookshelf software to your desktop so you can view your eBooks with or without Internet access. The country you have selected will result in the following: Luke Humphrey rated it it was amazing Nov 26, Sean Riley rated it liked it Dec 27, Elie rated it it was ok Feb 17, Tracy rated it liked it Oct 03, Claire Vanseth rated it liked it Apr 04, Patricia Stamm rated it really liked it Aug 12, Traci Remington rated it really liked it Jan 25, Myriad rated it liked it Jan 09, Amber And added it Nov 10, Molly Anna added it Aug 29, Muhammad Rahman marked it as to-read Sep 12, Mikayla Ludiker added it Oct 06, Mickslibrarian marked it as to-read Jul 09, Jenna Mackenzie is currently reading it Sep 02, Loan added it Oct 15, Scott added it Apr 12, Take a look at the author's tips for addressing the social and emotional needs of middle and high School ELLs.

Middle and high school students who come to the United States as teenagers may have attended school in their native country. If so, they are bringing a plethora of academic skills with them. It is up to the teacher to tap into those skills and help students to transfer them into English.

Managing Instructional Time

Teachers have to show students that the skills they possess in their native language are useful in English. Doing so gives students valuable confidence. If, however, the students do not come with academic skills, it is then up to the teacher and school community to identify the skills that students need and explicitly teach these skills.

Instructional Strategies for an ‘ELL Teacher's Toolbox’

If given the proper tools, literacy in a student's first language can be a major advantage for ELLs. Foster conversation and exploration that seeks to unfold similarities and differences in the students' first language and English.

2nd Edition

You will find that, contrary to an elementary student, students at this age level are capable of such conversations. For example, they will recognize similarities and differences in alphabet, cognates, or root words. For the more advanced learner, explore sentence structure: Ask them and guide them to help reveal and compare. Help students to make connections between their first language and English by tapping into background knowledge. If students attended school prior to coming to the U. In addition, make associations between things that students have experienced in their own lives and what they are about to be presented with.

Instructional Strategies for Middle and High School

When presented in English, students may be unfamiliar with the term "variable" in algebra or "photosynthesis" in biology, but when the concept is explained and they connect it to prior knowledge, you will see the light bulb turn on. If reading a story about a girl's first day of school in a new city, have the students access their own background knowledge about a time they felt new at something and what feelings were evoked. In science class, ask students to brainstorm what they know or think about the topics you are studying. Maybe they haven't formally studied rocks and geology, for example, but they have certainly looked at rocks before and probably have some idea of their composition.

These experiences are valuable to build upon. Provide bilingual dictionaries and glossaries, and teach students how to use them effectively.