ESL Department McKinney ISD ESL IDEAS Graffiti for ESL Students Mauris nec nisl a tellus eleifend mollis. Copy any article or reading passage onto 11 by 17 one- column pages bordered by wide margins, tape it to the walls and ask students gathered in groups of four or five to read and comment on it. The students may start at any place within the article; this prevents them from clumping around the page containing the first section of the article. Additionally, this allows for predictions of previous and future content. Their "graffiti" encompasses any range of responses and provides a way for the teacher to monitor the amount and type of interaction with the text. The teacher moves from group to group, participating in their discussion, answering questions, defining words. This serves to direct the students' activity by providing model behavior. Students will often ask for definitions of words that they would otherwise ignore and that the teacher would not otherwise recognize as an impediment to comprehension. http://iteslj.org/Techniques/Buhler-ContentBased.html
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ESL Department McKinney ISD
ESL IDEAS Graffiti for ESL Students
Mauris nec nisl a tellus eleifend mollis.
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Copy any article or reading passage onto 11 by 17 one-column pages bordered by wide margins, tape it to the walls and ask students gathered in groups of four or five to read and comment on it.
The students may start at any place within the article; this prevents them from clumping around the page containing the first section of the article. Additionally, this allows for predictions of previous and future content. Their "graffiti" encompasses any range of responses and provides a way for the teacher to monitor the amount and type of interaction with the text.
The teacher moves from group to group, participating in their discussion, answering questions, defining words. This serves to direct the students' activity by providing model behavior. Students will often ask for definitions of words that they would otherwise ignore and that the teacher would not otherwise recognize as an impediment to comprehension.
http://iteslj.org/Techniques/Buhler-ContentBased.html
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