| A | B |
|---|
| Word banks | a lists of content-related words or phrases |
| Assign fewer questions | assign only the questions that are important to remembering facts |
| Allow extra time | increasing wait time allows students an oppt. to relate new and old inform. |
| Talk slower | reduce the rate of speech for student understanding |
| Repeat, rephrase, restate | use words that are similar but more understandable |
| Enunciate, pronunciate | students need to hear, beginings and ending sounds |
| Model | Model expectations, use examples |
| scaffold materials | Build on prior learning- new and old |
| Use activities that are appropriate for proficiency levels | give activities that students can perform |
| Use graphic organizers | Visuals help students to see the information |
| K-W-L Charts | What you know, what you learned, what you want to know |
| TPR Storytelling | Using TPR strategies to read stories |
| Graphic Organizers | organizers (visuals) to help students in understanding details and story parts |
| 3-2-1 | A way to summarize key ideas |
| Venn Diagrams | provide an easy visual way to compare and contrast two stories, people, animals, time periods, planets, etc. |
| Story Map | helps to set the purpose for reading in a before reading activity, and also helps students organize information after reading a story or chapter |
| Story WEB | used to organize factual information, or for brainstorming a writing topic |
| Inquiry Chart | a chart to aid students in thinking through a story |
| K-W-L Charts | What you know, what you learned, what you want to know |
| TPR Storytelling | Using TPR strategies to read stories |
| Graphic Organizers | organizers (visuals) to help students in understanding details and story parts |
| 3-2-1 | A way to summarize key ideas |
| Venn Diagrams | provide an easy visual way to compare and contrast two stories, people, animals, time periods, planets, etc. |
| Story Map | helps to set the purpose for reading in a before reading activity, and also helps students organize information after reading a story or chapter |
| Story WEB | used to organize factual information, or for brainstorming a writing topic |
| Inquiry Chart | a chart to aid students in thinking through a story |
| Portfolio | student collected materials |
| Observation | montoring classroom work, participation |
| Performance tasks | a way of students applying info. learned. |
| Anectodotal records | descriptions of students' actions written as they occur or soon afterwards |
| Audio/Video Tapes | Taping what students do and say |
| Logs and Journals | noting information in writng in an orderly manner |
| Checklist | tools for organizing and visually identifying accomplishments |
| Rubrics | a rating scale that identifies the degree to which a student has met standards |
