The document discusses strategies for making content comprehensible for English language learners. It recommends providing opportunities for students to use common strategies like reciprocal teaching, graphic organizers, and repeated readings. Teachers should consistently use scaffolding techniques such as think-alouds, paraphrasing, and partnering to help students apply strategies. They should also employ a variety of question types and encourage students to ask questions using strategies like "Question Cubes" to promote interaction and language development.
This document is a plan by Secondary 3 students to create a collaborative dictionary about various cyber risks. The students will each choose a risk topic such as cyberbullying, grooming, internet addiction, phishing, or sexting to create 1-2 slides defining the risk and illustrating it with pictures, videos, podcasts and links. The slides will be compiled into a collective presentation and will cite sources using BibMe.
The document discusses strategies for making content comprehensible for English language learners. It recommends providing opportunities for students to use common strategies like reciprocal teaching, graphic organizers, and repeated readings. Teachers should consistently use scaffolding techniques such as think-alouds, paraphrasing, and partnering to help students apply strategies. They should also employ a variety of question types and encourage students to ask questions using strategies like "Question Cubes" to promote interaction and language development.
This document is a plan by Secondary 3 students to create a collaborative dictionary about various cyber risks. The students will each choose a risk topic such as cyberbullying, grooming, internet addiction, phishing, or sexting to create 1-2 slides defining the risk and illustrating it with pictures, videos, podcasts and links. The slides will be compiled into a collective presentation and will cite sources using BibMe.