Explanations are all fine and dandy, but sometimes we need to pick up a board marker and organize concepts, vocabulary or grammar in a way that is easier and much simpler for our ESL students to grasp.
Montgomery Public Schools, Maryland Leaders: In my classes, learning appeared to be an endless battle between what my students were expected to gain by reading books and what they actually understood.
I worked with some teachers who said these students were lazy and did not pay attention. Even when students could demonstrate oral comprehension, many were unable write what they just articulated. Here is an excerpt of my research and observations. OutLoud, an accessible text reader with reading comprehension support; Co: Writer, a word prediction tool that helps students write with correct spelling and grammar; Draft: Builder, a graphic organizer and Write: OutLoud, a talking word processor.
While learning to use these tools, I worked with second and fourth graders in a general education setting. These students used Read: Writer in our learning instruction with fifth graders who had trouble reading and writing.
With these AT tools, students appeared to read with more comprehension and write with a greater command of vocabulary compared to initial assignments completed without the tools. From this experience, I chose SOLO for my digital fluency research to answer the following questions: Would the use of the assistive technology AT in small groups improve the reading and writing skills of low to mid-level readers?
Could a text reader Read: OutLoud improve reading comprehension? Could the use of supportive writing tools Write: Writer increase writing quantity and improve writing quality?
We tell students there are no levels in reading classes. It was evident to students who struggled that they were put into different reading groups.
Reading and Writing with e-Text Working closely with third graders, Level 3 ESOL, students completed fifteen weeks of informational readings using e-text.
OutLoud can read text from the Internet, we used the Kids Lab website http: When possible, I integrated science and social studies units. This was contingent on my ability to create e-text or find suitable content for students. Although there was a plethora of e-text available, much of the text I found was written for highlevel readers.
Our class talked about how good readers engage in the thinking process as they read. I taught my students how to use reading strategies to control and self-regulate their learning.
We discussed what good readers do and how they weave their personal experiences with what they read to actively construct meaning. We discussed rereading text as a strategy and to listen to books on tape while they read text from a book. The audio text-to-speech with visuals helped my students read with comprehension.
Parlato, ; Skouge, ; Waxman, H.
During my research, as students read more e-text, their comprehension skills improved. They produced higher quality work and showed increased motivation using Read: When students were given time to learn to use the software, their skills and attitudes improved.
They were excited to learn and participate. It was clear that the students who were introduced to good reading comprehension strategies were trying to use the strategies as they read. For the ESOL writers in my research, translating thoughts into writing was overwhelming at first. Their writing often suffered from phonetic or inventive spelling, lack of richness, limited detail, and incoherence.
When the students used Co:The CAELA Guide for Adult ESL Trainers III-E-4 Teaching Writing to Adult English Language Learners Trainer Guide Teaching Writing to Adult English. 🔥Citing and more! Add citations directly into your paper, Check for unintentional plagiarism and check for writing mistakes.
Graphic organizers are a critical part of teaching students to use the pre-writing phase. It helps them to get their thoughts down and to give order and focus to their writing.
Use graphic organizers to structure writing projects, to help in problem solving, decision making, studying, planning research and brainstorming.
Select a Graphic Organizer from the following list of links. The Purdue Online Writing Lab Welcome to the Purdue OWL. We offer free resources including Writing and Teaching Writing, Research, Grammar and Mechanics, Style Guides, ESL (English as a Second Language), and Job Search and Professional Writing.
The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing .