We've heard some great ideas in this discussion about ways to meet the needs
of literacy learners while keeping other learners engaged, particularly in a
large class. 

 

I wanted to recap a few of the ideas that have been suggested so far:

 

-- Creating classroom routines so that learners are comfortable and know
what to expect. 

-- Assessing students' language learning needs/goals and tailoring
instruction to them.

-- Organizing lessons by thematic, lifeskills-based units.

-- Scaffolding instruction so that literacy learners feel a sense of
accomplishment from completing a task along with the rest of the class,
albeit a slightly different one (e.g., tracing the sentences that other
learners are writing).

-- Using grouping strategies such as mixed-ability groups in which more
proficient students help those learning to read and write.

-- Working in explicit phonics instruction that helps students with both
pronunciation and sound-symbol correspondence.

 

How would these techniques play out in the classroom? I've attached a
snapshot of an integrated-skill, thematic lesson that addresses individual
literacy needs within a full-class setting. It is structured in a way that
allows for practice of individual sounds and words within a meaningful
context.

 

What are some other ways to work in explicit literacy-skill instruction
within lessons? 

 

What are some activities or techniques that you have used that have helped
the literacy learners in your classes?

 

I look forward to hearing more!

 

-----------------------------------

Betsy Lindeman Wong

Lead Teacher

Alexandria Adult and Community Education

 

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