Reflection: ELL Students Introducing the Microtheme - Section 2: Anticipatory Set


I use quite a bit of highlighting and color-coding in my classroom, particularly when teaching about microtheme writing. I do this because I have found that a majority of students are better able to make connections with the procedure and set-up when they have established both linguistic and non-linguistic understanding of a microtheme. They may not remember all of the notes, but they are more quickly able to recall the color scheme, which helps to recall what all that means. Research shows that color-coding is incredibly helpful for students with Special Needs and ELL students in particular. I have found that color-coding makes for a  great universal intervention that can be beneficial for all.

  Why All the Highlighting?
  ELL Students: Why All the Highlighting?
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Introducing the Microtheme

Unit 1: Argument Writing
Lesson 2 of 13

Objective: Students will learn about the microtheme format and process.

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