(Johnson, Johnson, & Holubec, 1986).
Science reading comprehension activities – Cloze (2.1) and jigsaw (2.2) are two techniques for developing and assessing reading comprehension, and can be used when making formative assessments of language and science learning.
First, organize your class into heterogeneous groups of four.
Helman, L. A. (2004). Building on the sound system of Spanish: Insights from the alphabetic spellings of English-language learners. The Reading Teacher, 57(5), 452-460.
McGee, L. M., & Richgels, D. J. (2003). Designing early literacy programs: Strategies for at-risk preschool and kindergarten children. New York: The Guilford Press.
These students are given the task of being the map readers.
Bear, D. R., Templeton, S., Helman, L. A., & Baren, T. (2003). Orthographic development and learning to read in two different languages. In G. G. GarcÃa (Ed.), English learners: Reaching the highest level of English literacy (pp. 71-95). Newark, DE: International Reading Association.
But, they are still somewhat limited in conversation.
Ballantyne, K. G., Sanderman, A. R., & McLaughlin, N. (2008). Dual language learners in the early years: Getting ready to succeed in school. Washington, DC: National Clearinghouse for English Language Acquisition.
The members of this group will be the illustrators.
National Early Literacy Panel. (2008). Developing early literacy: A scientific synthesis of early literacy development and implications for intervention. Washington, DC: National Institute for Literacy.
But, how do you know that any shared learning has taken place?
Aukrust, V. G. (2007). Young children acquiring second language vocabulary in preschool group time: Does amount, diversity, and discourse complexity of teacher talk matter? Journal of Research in Childhood Education, 22, 17-38.
You give them a quiz, of course!
The good news, however, is that recent research has shown that high-quality early childhood education programs can have a significant impact on children's later academic achievement (Barnett, 2008). Programs that provide research-based, age-appropriate instruction in early language and literacy skills can ensure that English language learners enter school equipped with the tools they need to be successful learners in kindergarten and beyond (Ballantyne et al., 2008).
In each home group, students count off from 1-4.
Tabors, P. O. (2008). One child, two languages: A guide for early childhood educators of children learning English as a second language (2nd ed.). Baltimore: Paul H. Brookes Publishing Co.