Instructional Support for Student Learning in English Language Arts

   General Education Practices

 1.     Provide clear explicit instruction that includes a framework for learning: begin each class with a description of where the students will ‘end up’ at the end of a lesson or unit.

2.     Modeling: provide a model of what you want the student to do (e.g. samples of outcome, demonstration of task).

3.     Present information in multiple ways (e.g. hands-on, visual, and oral).

4.     Provide meaningful, relevant and age appropriate content/material.

5.     Allow students to demonstrate learning in multiple ways.

6.     Utilize grouping strategies that provide opportunities for interaction and discussion between teacher/student and among students: small group, peer group.

7.     Use memory strategies such as mnemonic strategies, rehearsal, and organized association.

8.     Pre-view and Re-view vocabulary during each lesson prior to introducing a new skill, concept, or lesson.

9.     Provide teacher notes and/or outlines of lecture and daily classroom activities.

10. Use self regulation and self monitoring (e.g. self-check list for assignments).

11. Provide opportunities for extended practice such as individual review and maintenance checks.

12. Use learning tools and aids such as graphic organizers, study guides, multimedia, calculator, or computer.

13. Adjust time requirements as needed.

14. Utilize a combination of time on and off lecture (e.g.10 min. of lecture, 5 min. of review or check for understanding).

15. Explain and clearly write down homework assignments; check for understanding of homework assignment prior to the conclusion of class.

General Reading Literacy Strategies

1.   Begin each new text by reading the first two or three pages orally with the class to establish setting, tone, narrator, character, dialect, etc. as appropriate.

2.   Before students read, give them an idea of what to look for as they approach a particular text.

3.   Paraphrase sections of complex texts or offer alternate translations.

4.   Focus on reading comprehension and active questioning of the text before moving to more complex analytical and critical thinking skills.

5.   Break extensive reading assignments into manageable amounts. Suggest the amount of nightly reading in order to complete the long-term assignment.

6.   Use charts or other visuals that students create to identify and track characters, stories, ideas, etc.

7.   Structure class discussion so that students who are reticent to talk about the text in class will be able to participate.

8.   Give all students post-it notes and ask them to flag important passages or quotes as they read. (Many students have difficulty scanning for details after they have read a book.)

9.   Provide concrete options for journal assignments and projects along with open-ended questions. (Encourage students to explore language and ideas, but also offer them the opportunity to demonstrate their knowledge in a concrete fashion.)

10. Help students stay organized by providing spiral notebooks or journals for their class notes and responses to readings.

11. Provide (or have students create) review sheets before exams.

12. Be aware when you are asking students to multitask (e.g. taking notes while watching a film). Some students will need an outline or film guide.

13. Students who get class notes from peers need to rewrite them into their own notebooks.

14.  When possible, allow students the opportunity to revisit assignments and reading materials with your help or that of a reading support teacher. 

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