Have them write their own 60 second commercials and read them out loud.
I agree, if students are already insecure about there reading ability having then reading out loud in class may have a negative effect. However, while at home, reading out loud may help so they can hear it as well.
You should never have students read out loud--it can be embarrassing and humiliating for the poor reader or second language speaker. Additonally the class may become restless or impatient while listening to a struggling reader.
Better to give plenty of real life examples of the word use and make reall life application of vocabulary accessible.
Hi Joseph!
It sounds like you will use everyone technique in helping students with reading challenges. What's important is that each student can relate the word to the automotive field and apply as needed. This approach prepares them for the real world and helps them be successful in the work environment.
Good job!
Jane Davis
ED106 Facilitator
When presenting a topic to the class. I frequently stop and ask the class (or student) what a word means. I do this to get a quick check to see if the class is comprehending the material being presented. If they have difficulty with the word I pause and describe it in more detail before continuing.
I agree with this.If they are poor readers then putting them in the spotlight will only embarass the individual who may struggle.
Hi Steve!
A great approach to not putting those students who have reading challenges on the spot. BRAVO!
Keep up the good work!
Jane Davis
ED106 Facilitator
I only choose students who are willing to read. Sometimes the students choose their replacement.
This is often an issue when relating material to studnets in the automotive field. I will do as the module suggested and first sound the word out, then explain and make comparisons...use examples of the word and its meaning...connect the meaning by life examples or similies and then challenge the student by giving them more material where they will be exposed to the word or concept in the context of a service manual or online refernce sourse.
When I was young, we were separated into John, Jean and Judy reading groups based on our ability. I was a Judy. As a substitute teacher, I only choose students who are willing to read. Sometimes the students choose their replacement.
We have a wonderful student services department that allows us to take extra time with students that have disabilities as well as reading/writing challenges where there is less stress and a quieter environment.
Hi Manilee!
I like the idea of having students tutor each other. It sounds like your discussion includes all students in the class. I like this approach - everyone benefits.
Keep up the good work!
Jane Davis
ED106 Facilitator
assign reading materials and then have a comprehension session.. of discussion so everyone can give their ideas and it might help the other students understand where to look
Hi Marc!
As a partner in reading, I will often take my turn at reading and have the student follow along. I have found that students really connect and appreciate this technique.
Keep up the good work!
Jane Davis
ED106 Facilitator
i help students with reading opertunities by directing the reading assinment to the realivent content
I have students repeat the new words that have been introduced and afterwards I read sentences where they need to plug in the new words. then I give them a work sheet that contains the new words and let them work in groups.
Have the students read slowly and do not overwhelm them with too much content. Have them use a dictionary if necessary either in English or their native language if English is their second language.
I often reframe statements and questions. This allows students to see the meaning of the course content in a context they can better comprehend.
Put what they read in context of action or activity. First, have students read a short section of text, maybe aloud. Then, using same words, illustrate graphically or practically what it means; step by step if possible, repeating the words or phrases. Have student repeat back to you in same words what you're doing. If practical, have students perform action and tell you what they are doing, using words from text. Maybe even have them write the word(s) that apply; same words or short phrases that are in text that they read.
Give them smaller assignments and monitor their progress.
