Does Student Retention Work?
We give five-minute presentations on ways of checking different mistakes. Teachers were reminded of the rules of apostrophes and asked to highlight mistakes in work they marked, irrespective of the subject.
Set students a reading challenge: Create a reading wall: I saw a lovely reading wall in a school cafeteria area recently. Small pieces of coloured card were pinned to a board showing the name of the teacher or student, what they were currently reading and a sentence about the book.
If the book was available in the school library or local library, this was also mentioned. There were even print outs of the book covers dotted around the board — it looked amazing. Take advantage of short stories: Reading short stories has proved popular with our students.
We have always taught a short story unit, but this term I decided to find the more unusual and challenging texts for my class. A speaking and listening activity that never fails is the word carpet, and it fits any age and text. You use the text to showcase good examples of describing a scene and write them on large pieces of card.
The children are asked to contribute some descriptive words and phrases of their own and write these on pieces of card as well.
You can add your own words that you would like the children to learn. One of the pair becomes the guide and the other shuts their eyes. The guide leads their blind partner slowly through the word carpet narrating the scene as they travel.
The pairs then swap over roles. After they have both walked through and narrated the scene, sit them down in silence and ask them to write the description of the scene from memory. The work can be edited later on for accuracy.
Give it a go — it really works. We discovered that the boys who were reluctant readers were completely hooked. We knew we had it right when one of our boys who previously hated literacy asked if he could stay in during lunchtime to catch up on the part of the story he had missed from being off school for a couple of days.
Celebratory events such as World Book Day are nice, but they are a sideshow to the day-to-day graft we need to put in to provide students with the time, space and tight structure they need to sit down and read. No amount of talking about reading amounts to the act of reading itself.
Every Wednesday morning my form group will engage in DEAR — drop everything and read — for 20 minutes, as does every form group in the school. I have heard some outside the school criticise this method, the reason being that it does not solve the literacy issues of the very weak. There may always be one or two children pretending to read, but to deny this opportunity in school to those who do not have the encouragement at home would be wrong in my opinion.
Often in class we can rush students from one piece of writing to another and in doing so inadvertently embed poor literacy. When children start to take pride in their writing, they are willing to work on their errors. We tend to remember the things we take pride in as well.
Redrafting and slowing down the writing process are key. You can read about some of the strategies I use to do this on my blog, Reflecting English. John Murphy, an English and history teacher in Ireland and blogger at Web of Notesjohncmurphy7 Use improvisation and role play: Get students to read a text aloud in different ways to demonstrate expression and intonation.
You can then take this a step further by getting them to improvise a scenario to explore how a character may feel about a certain event or situation. Also, both techniques can be useful and fun ways of developing oral skills.
Alan Gillepsie, an English teacher at a large secondary school in Glasgow and a widely-published short story writer, afjgillepsie Have a universal marking code: The idea is that class teachers across all subjects use the same marking style, which is quite straightforward — SP in the margin for a spelling mistake, P for an item of misplaced punctuation, etc.
By doing this we hope to help students realise that technical accuracy is a vital part of all kinds of writing and is not the preserve of formal essays in English classes.5 Surefire Strategies for Developing Reading Fluency By Lisa Blau Give students the practice to read with ease and confidence, and watch accuracy and understanding soar.
Storytelling as a Strategy to Increase Oral Language Proficiency of Second Language Learners. by This unit will encompass many of the techniques and strategies used to increase language skills as stated by Crevola and Vineis (MONDO ).
*How to improve oral language of ESL learners. Yolen, Jane.
Favorite Folktales from aound the World. Yet, often what happens is this: students just read aloud what another student has copied from a resource -- and opportunities for oral language development are lost. To improve this strategy, you can have the experts engage in a discussion of what to put, in their own words, onto paper.
In this article written for Colorín Colorado, Dr. Lindsey Moses Guccione shares five key challenges related to the oral language development of ELLs, as well as tips for addressing each of the challenges.
Dr. Moses Guccione is the co-author of Comprehension and English Language Learners: 25 Oral Reading Strategies That Cross Proficiency Levels (Heinemann, ). Here are a few teaching strategies to help struggling students get excited about writing.
K News, Lessons & Shared Resources By Teachers, For Teachers. Provided by the K Teachers Alliance 10 Teaching Strategies to Improve Writing.
By: Janelle Cox. Janelle Cox. Teaching Strategies: Educational Curriculum and Assessment for Children For 40 years, Teaching Strategies has provided early childhood educators with innovative, research-proven, effective resources to help build a strong foundation for our youngest learners.