Consider these questions as you select instructional materials for your course: Is the scope and coverage appropriate? Will you find or create this material? Do materials and media support and align with the stated learning objectives? Is there sufficient interactivity and engagement? Examples of Instructional Materials The following table provides examples and links to resources and tips for the common types of instructional content. Note: If you are viewing this table on a mobile device and the table is cut off, try swiping your finger over the table to view the content.
Create accessible course materials Develop instructions using the online activity worksheet. Screencast information, resources, and more examples How to use CaptureSpace Lite to upload video, create a screencast, and record audio record.
Tips to create an introduction video. On the other hand, a modification might be to only read part of the book. Or to read a simpler book. See a chart that compares modifications and accommodations. Individualized Education Program. Share What are academic modifications? Podcast Wunder community app. Main menu Our work Blog Surveys and research. Join our team Privacy policy Terms of use Fundraising disclosure Sitemap. At a Glance An academic modification is a change to what a student is taught or expected to do in school.
An example of a modification is less homework or easier assignments. Dive deeper Deciding whether to use a modification. Alternatives to modifications. Related topics School supports.
Communication, Pattern, and Variability 3. Five Curriculum Guidelines 3. Indicators of Instructional Conversation IC 3.
Indicators of the Standards for Effective Pedagogy 3. Standards for Effective Pedagogy 3. Examining Current Realities 4. Input 4. Input and Native Language Acquisition 4. Input and Second Language Acquisition 4.
The Interdependence Hypothesis 4. The Threshold Hypothesis 4. Vocabulary Development and Language Transfer 4. Text Modification 5. Interaction 5. Code Switching and Interaction 5. Characteristics of Modifications for Interaction 5.
Classroom Routines and Participation Structures 5. Stages of Development 6. Proficiency Levels Defined 7. Errors and Feedback 7. Points to Remember About Errors 7. Effective and Appropriate Feedback for English Learners 8. Types of Proficiencies 8. Instructional Conversation in Native American Classroom 8. Student Motivation to Learn 8. Language Learning Strategies: An Update 8. Three Misconceptions about Age and L2 Learning 9. Types of Performances 9. Schumann's Acculturation Model 9.
Implications From the Threshold and Interdependence Hypotheses 9. Classroom Practices and Language Acquisition Index. Mary F. Matching Comprehension Strategy Instruction to Text Monitoring comprehension is a thinking disposition. Activate and Connect to Background Knowledge When you are trying to help students activate and connect , we suggest you choose a topic about which kids are likely to have sufficient background knowledge.
Ask Questions When you are trying to get the students to ask questions , you might choose text that is a little less familiar and nudges kids to wonder. Infer and Visualize When you want kids to draw inferences , consider choosing text that has some ambiguity, where all the information is not explicitly stated. Determine Importance It is hard to find a nonfiction text where determining importance is not a handy thing to do.
Summarize and Synthesize If you are searching for articles to teach your kids to summarize and synthesize information, many texts will work. Source: Harvey, S.
Implementing Standards-Based Vocabulary Instruction Words power our language and power comprehension. Some Criteria for Identifying Tier Two Words Importance and utility: Words that are characteristic of mature language users and appear frequently across a variety of domains Instructional potential: Words that can be worked within a variety of ways so that students can build rich representations of them and of their connections to other words and concepts Conceptual understanding: Words for which students understand the general concept but provide precision and specificity in describing the concept.
Sources: Beck, I. Using and Producing Multiple Texts There are two ways to talk about multiple texts. Start Small It is not necessary to make every unit one where multiple conflicting documents are used. Choose Texts that Will Invite Critical Thought The texts that the teachers choose and the teacher should choose the first time this is done should take a critical stance on a topic or add new insight. Consider Source and Context Teachers should know about the context of the creation around the documents used in class initially.
Engage Students Eventually, the students are prepared to locate and evaluate the materials themselves. Audio-Visual Text Modification One common way to attempt to support readers in comprehending written text is to provide audio or visual support.
Audio-Visual Materials Do Not Guarantee Comprehension Oftentimes, teachers assume that if students can view the movie or listen to a book from a digital file, this is sufficient support to promote comprehension.
Rewriting the Text Rewriting ensures that the text is at the appropriate level for the students because you are directly in charge of vocabulary and content. When time and resources permit, the teacher may read parts of the textbook to the classroom or to certain learners. Audio books are also an option. Some textbook companies provide audio or web-based supplements of their books as part of the textbook package to the school.
In other cases, the teacher may need to create his or her own audio. Some students may want to assist in creating these resources. In one school, the theater club created a set of audio recordings for a high school English teacher as a way to practice reading dramatically. Another way to adapt textbooks is to help students focus on the most important concepts presented in the chapter. The teacher, along with the students, can decide which concepts, terms, and ideas are the most important for all students or for individual students to know.
Several different tools might be used to help students learn these concepts. Advance organizers might be introduced, for instance. Teachers can demonstrate how to use this tool and then have students teach each other and review together using their organizers.
The teacher might also use the following techniques to showcase key concepts:. To supplement text reading, the teacher should provide additional materials that will boost learning. Books, magazines, newspapers, videotapes, DVDs, visuals, models, interactive CDs, and web pages are all examples of materials that will help students understand course content in a deeper way. Consider these examples:.
To use this strategy, the teacher divides the class into small groups and assigns one section of the chapter to each group. Each group takes a few moments to share the critical elements from their section of the text and to explain their visual. Then the presentations are displayed around the room and students can be given time to walk around and study the work displayed. The visuals then serve as a learning tool throughout the unit.
Students can also work with a partner to learn from the textbook. Another version of this peer support strategy is the cross-age support strategy.
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