Lesson Delivery
Heading into Questions:
Component: Lesson Delivery
Grade Level: 1-12
Subject: All
Grouping Configuration: individual, partners, small group or whole class
Time: 5-30 min
Materials: text for students to read
Description: The purpose of this strategy is to help students have a purpose for reading so that they can see a path they are to follow. This is especially helpful for ELL’s because questions give them a purpose/something to look for/reference. This should be initially modeled by the teacher for the entire class. The teacher will demonstrate how to turn headings/subheading into questions as well as what kind of questions to look for when reading (who, what, where, when, why and how). These questions become the focus/purpose for reading.
Chunk and Chew
Component: Lesson Delivery
Grade Level: All
Subject: All
Grouping/Configuration: individual, partners, small group or whole class
Time: Duration of lesson
Materials: None
Description: This strategy ensures that students are not inundated with input from the teacher without enough time to process the input. The teacher delivers the information in small “chunks” giving the students’ time to “chew” the information. (Rule of thumb: For every 10 minutes of teacher input, students should be given 2 minutes to process the information. This should be adjusted depending on English proficiency/difficulty of information/etc.) This is especially helpful for ELL’s because they often times simply need a bit more time to process information.
Magic Buttons
Component: Lesson Delivery
Grade Level: k-4
Subject: All
Grouping/Configuration: Individual or partners
Time: 1 min
Materials: Handout with magic button or student created magic buttons
Description: This strategy allows students thinking time during a lesson. Each student is given two buttons: an “I’m thinking!” button and an “I got it!” button. After the teacher poses a question the students hand should remain on the “I’m thinking” button until they have had sufficient processing time. They will then move their hand to the “I got it” button. This allows students time to process and gives the teacher a quick visual of where the class stands. The buttons can also be changed and used to agree/disagree non-verbally with a statement.