Activity 6: Learning Strategies for Students
with Limited English Proficiency
1. Point out new vocabulary in context. Practice using the words as much
as possible.
| volcanic island |
tropical forest |
succession |
pioneer community |
| coastal |
inland |
annual |
climax community |
| perennial |
primary |
secondary |
temperature pattern |
| seral stages |
biota |
biomass |
rainfall pattern |
| organic matter |
|
|
|
2. Discuss with the class the questions in For You To Do. Ask the students
what the questions mean to them. This way, you can have the students fully focused with a clearer understanding of what they are supposed to target in
their diagram analysis.
3. Discuss the difference between terms that qualify numbers like few, some,
many, and abundant.
4. Have the students work in groups of four. Each student assumes a role from
the four possible responsibilities – reader, clarifier, questioner, and summarizer.
The reader reads what the book says and at the same time records what the group’s answers are to the questions. The clarifier takes note of unfamiliar words that need to be made clear for the group to have a better understanding of the reading material. The questioner reminds the group of the questions that need
to be answered like those found in For You To Do. This student also writes
down any possible question that the group can think of. The summarizer synthesizes the concepts that the group was able to learn in the activity. |