CUES, QUESTIONS, ANDADVANCEORGANIZERS

Classroom Recommendations

Cues and questions need to be used before a lesson begins in order to activate background knowledge and to help students focus on what they will be learning. There are three recommendations from Classroom Instruction That Works for the use of cues and questions in the classroom.

1. Use explicit cues to access prior knowledge. Figure 1 depicts a K-W-L chart, which directly asks students what they already know about a topic.

English-dominant students as well as Speech Emergence, Intermediate, and Advanced Fluency learners can write about what they already know in a K-W-L format, while Preproduction and Early Production students can draw what they know. Use explicit cues to find out what students do and do not already know.

2. Ask questions that elicit inferences. Intermediate and Advanced Fluency students can make inferences in English, but Preproduction, Early Production, and Speech Emergence ELLs will have more difficulty because their levels of language acquisition limit their verbal and written output. To engage Preproduction students, ask questions that require a pointing or gesturing response. For Early Production students, ask yes/no questions, either/or questions, or questions requiring a one- or two-word response. Speech Emergence students can answer questions with a phrase or a short sentence.

3. Use analytic questions. These types of questions will pose difficulties for students at early stages of language acquisition—not because the students do not possess the cognitive skills needed for analytical thinking but because of limits placed on their output by how far along they are in acquiring their second language. Therefore, you need to once again match the level of the question to the stage of language acquisition. Your skill at doing so will be challenged as you try to implement these recommendations. (You may wish to consult Figure 1 in THE STAGES OF SECOND LANGUAGE ACQUISITION, which depicts the stages of language acquisition along with appropriate teacher prompts for each stage.) You’ll also want to keep Krashen’s i+I hypothesis and Vygotsky’s zone of proximal development in mind when posing questions.

اخر الاخبار

اخبار العتبة العباسية المقدسة

معهد القرآن الكريم النسويّ يعقد الجلسة الرابعة من مسابقة فضة القرآنية

العتبة العباسية المقدسة تهيّئ الصحن الشريف استعدادًا لمهرجان رحمة للعالمين الدولي الأوّل

بمشاركة عددٍ من الطلبة.. المجمع العلمي ينظّم دورة مختصّة بالتجويد في محافظة الديوانية

العتبة العباسية المقدسة تنشر لافتات احتفائية بذكرى المولد النبوي الشريف

المزيد

الآخبار الصحية

هل من الآمن شرب القهوة على معدة فارغة؟

تحذير: مرض السكري يسرق طاقة قلبك

حقيقة صادمة.. لماذا يجب أن تتوقف عن شراء الجزر الصغير؟

بعد عمر الستين.. توقيت وجبة الإفطار مؤشر على صحتك

المزيد

الآخبار التكنلوجية

تركيب مقعد الطفل بأمان في سيارتك: دليل كامل وسهل

مليار مليار عملية في الثانية.. ألمانيا تدشن الحاسوب الفائق

أخيرا.. إنستغرام يصل رسميا إلى آيباد

حل يثير جدلا طبيا.. حقنة قادرة على إخفاء الشيب من رأسك ؟!

المزيد

مواضيع ذات صلة

COOPERATIVE LEARNING Generalizations from Classroom Instruction That Works

COOPERATIVE LEARNING

CUES, QUESTIONS, AND ADVANCE ORGANIZERS Summary

CUES, QUESTIONS, AND ADVANCE ORGANIZERS Classroom Example

Classroom Recommendations

CUES, QUESTIONS, AND ADVANCE ORGANIZERS Generalizations from Classroom Instruction That Works

Advance Organizers

CUES, QUESTIONS, ANDADVANCEORGANIZERS Generalizations from Classroom Instruction That Works

CUES, QUESTIONS, AND ADVANCE ORGANIZERS Cues and Questions

NON-LINGUISTIC REPRESENTATIONS Summary

NON LINGUISTIC REPRESENTATIONS Classroom Example

NON-LINGUISTIC REPRESENTATIONS Classroom Recommendations