By Roberta L. Sejnost, Sharon M. Thiese
This advisor provides research-based ideas that allow secondary academics to extend adolescent studying whereas assembly criteria via incorporating studying, writing, and important pondering into content material instruction.
Read or Download Building Content Literacy: Strategies for the Adolescent Learner PDF
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Extra info for Building Content Literacy: Strategies for the Adolescent Learner
What’s Old? What’s New? 1. Divide students into small groups, and assign each group a text chapter to review. 2. Ask students to peruse the topics and special features they find within their chapter. 3. Have each group compile a list of primary topics the chapter covers and list them on a chart under either the heading What’s Old? for content that has been covered in past classes or What’s New? for material that is new or unfamiliar. ) In addition, she stresses that it is especially crucial that the teacher model this step first before asking students to complete it.
The Question: What is the name of the animal and how is it unique? The Clues: 1. It is distinguished by the absence of a nonliving membrane or cell wall. 2. Its external layer is an integral part of its existence. 3. It reproduces asexually by division, sometimes called binary fusion. 11 Example of Word Mystery for Biology The Case: He is a military leader who gave hope to thousands during the Depression by working tirelessly to create reforms in labor laws and housing. Although he did not fight in World War II, he delegated power to others to fight.
2. Identify a series of terms or two- to three-word phrases that are related to significant concepts. 3. List the words or phrases in the order that students will find them in the text. 4. Create a work sheet with the terms arranged in a vertical column connected by arrows to indicate the order. To Teach 1. Students can work with a partner or in small groups to brainstorm possible connections among the terms and to make predictions about the content and the meaning of unfamiliar words. 2. Continuing in their pairs or small groups, students work together to write a paragraph that represents their interpretations of the words.