Reflection: ELL Students Viruses, Part 2 - The Write Way to Talk About Viruses - Section 3: Guided Practice


I make it a practice to use the LCD projector and IMMpad to write and project everything I say when I am teaching.  In an environment of students with varying reading and comprehension skills, as well differing attention spans, I find that this practice allows me to better meet the needs of all students since some are better able to comprehend instructions by viewing instructions and others by hearing instructions.  

I couple this practice with frequent checks for understanding while I am teaching.  I find it effective to make it a point that the student who I ask to restate the instructions is one of my students who I know has a challenge with listening and following instructions.  Based on their ability to restate instructions, I quickly gauge whether or not my challenged students are likely “with” me or not.  If needed, I go back and review the instructions before I release students to complete a task.

By projecting the same instructions that I give verbally, I allow students to have multiple ways to comprehend what they are being asked to do.  I like to think that this double approach helps my struggling readers, as well since I ask students to follow along by reading silently what is projected on the screen as I read instructions aloud.    I also use the digital overhead projector for documents that I have not scanned in advance, as a tool for this type of visual support e while I am teaching, as well.


  ELL Students: Verbal and visual explicit instructions
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Viruses, Part 2 - The Write Way to Talk About Viruses

Unit 1: Unit 1- Organization and Relationships
Lesson 6 of 23

Objective: Students will be able to reflect on what they have learned about viruses and use that knowledge and vocabulary to create a Haiku about viruses.

Big Idea: The “write” way to talk about viruses.

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