Share 1 or 2 strategies that are effective in teaching literacy from the reading and/or classroom experiences. by Heather Ballinger

hb481 — 2025-01-30 01:05:29 UTC

History – Instead of pre-teaching vocabulary before a unit, the teacher can introduce unfamiliar terms organically by encountering them in context and providing explanations as needed. According to Krashen, "Each time an unfamiliar word is read in context, a small increase in word knowledge typically occurs," reinforcing the natural acquisition of vocabulary through meaningful exposure.

2025-01-30 01:06:16 UTC

Having students complete a vocab chart (with pictures) and/or collaborative vocab comic strip
Pre-reading background knowledge: students craft slideshows highlighting key themes/events from the time/subject of the text

2025-01-30 01:06:44 UTC

Art Qweens

Taking five-ten minutes to allow them to free read from an art library

Taking fifteen minutes to draw and read from a supportive text (i.e., reading from a how to draw faces book when learning portraiture)

Vocabulary sheets for different tools and machines. Having students draw different machines and tools and label them independently.

Noticing the different topics students are interested in and making sure you have books that support these interests

2025-01-30 01:07:57 UTC

Math

Connecting math terms with real-world scenarios, both culturally relevant and age/grade-appropriate associations. Collaborative discussions about math support students' understanding.

2025-01-30 01:09:07 UTC

Sightreading skills: can a student look at a piece of music appropriate for their developmental stage and read it on first or second time.

2025-01-30 01:10:06 UTC

World Language - Spanish and French

Use sentence starters, incentives for reading, breaking down reading, annotations, partner reading. Also, allow free voluntary reading because it can help students increase their vocabulary and grammar.

2025-01-30 01:10:23 UTC

PE/Science Group Says...

Reading creative texts for science

Movement-based vocabulary learning for both

Reflections/journal entries after a PE (or science) activity