Strategies to use in any content area to help students better understand the content and to enhance student learning.

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Students must learn the appropriate, content-specific vocabulary in order to fully understand the contentwhether reading or writing about it.
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Students often have a hard time with the Kinetic-Molecular Theory concept.  I do a brief demonstration of how a drop of food coloring disperses in cold water, room temp water, and hot water to provide a visual of how molecules are moving and at different rates.  Then I give them the writing prompt to apply to the 3 basic states of matter.
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This article pairs with the Reading For Meaning questions uploaded as an example of how this activity could be used to help students understand content and gauging what they know already before reading compared to after.
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This set of questions include a pre-reading assessment and a post-reading assessment centered around a specific article, also attached.  The article and questions could be changed to fit any content or reading level.
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Vocabulary Notebook

by Pennye Rogers

Vocabulary understanding is so important to enhanced comprehension of content.  This is one activity that could help students build greater understanding of content specific vocabulary.
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Writing Process Rubric

by Pennye Rogers

A rubric designed to measure only the writing process for any on-demand writing.
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This template, adapted from the LDC, is used to guide students' planning when writing an argumentative (persuasive) piece.
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http://www.rosalindflynn.com/EdThtrScripts.htmlother reader's theater samples for teachers
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Students are more likely to have an opinion on something they are familiar with.  I allow them to read articles on the pros and cons of tanning and then write an opinion piece on the topic.
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A note making template to guide student's reading from a passage from the text that then enhances their understanding by having them compare and contrast the specific content vocabulary.  Even though this example is science, it can be adapted to any subject.
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