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- The power of text choices: The notion of choosing texts to read is one of the most fundamental issues English teachers grapple with, if the heated text selection debates we’ve witnessed are anything to go by!
- 2. Does the text offer a window into experiences, voices and stories different from my students’ own? As teachers, we know it’s also important for students to see the world through the eyes of someone else, especially if they belong to social groups that are well represented in the majority of texts on offer.
- 3. Will this text spark interest and curiosity? Will it help my students build more motivation to read? Think about who your students are. What kinds of texts will spark their interest and curiosity?
- 4. Does interacting with this text offer opportunities for students to develop relevant and enduring knowledge, skills and understandings? What particular knowledge, skills and understandings are you seeking to develop in your students?
Nov 6, 2014 · A text that satisfies this criteria should ideally create a desire in readers or listeners to discover more. Consequently, texts need to be authentic and googleable, and this should be true for all levels. So, while a text chosen for elementary learners will need to be adapted in terms of language, we need the content to be real.
Use graphic organizers to respond to a text’s meaning or its structure. Get students to ask and answer questions about the text. Reread a sentence or paragraph if meaning was unclear. Revisit and practice key vocabulary orally or in writing. Ask questions that require students to make local and global inferences about the text.
(Text-work is an awfully convenient way of filling up a language lesson, and teachers often feel that any text-based activity is bound to be beneficial. This is not necessarily the case.) One approach to ‘going through’ is the traditional pseudo-intensive lesson where the teacher uses a text as the basis for a kind of free-association fireworks display.
- Author. All authors are able to write about diversity. Many misconceptions stem from the idea of infusing our shelves with diverse literature and banning white authors from shelves.
- Published/Copyright Date. I tend to favor recently published material. I want my students to have what is current in their hands the same way I want what is currently published in my hands.
- Lexile. I feel like this debate has been everywhere right now in the world of English Education. Should we talk to kids about their Lexile or reading levels?
- Grade Level. Just like Lexile, grade-level content also matters to the book selection. Think of these criteria in terms of grade-level appropriateness.
Jan 14, 2015 · In essence, I am arguing that the unique pedagogical characteristics of text are as follows: text is particularly good at handling abstraction and generalisation, mainly through written language. text enables the linear sequencing of information in a structured format. text can present and separate empirical evidence or data from the ...
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Jun 29, 2021 · To make sure students understand the versatility of writing, teachers in English language arts courses should expose students to different kinds of texts. This exposure not only builds better writers, but also supports improved reading comprehension, creativity, and reference skills. Let’s explore the educational benefits of teaching specific ...
