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Essay / Research Paper Abstract
3 pages in length. Applying Directed Reading/Thinking Activity (DRTA) to help ESOL students achieve the dual objective of reading and comprehending is an instrumental component in the overall intent toward social, cultural and academic assimilation for those students who struggle with the very basics of English. No bibliography.
Page Count:
3 pages (~225 words per page)
File: LM1_TLC_ESOL.rtf
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Unformatted sample text from the term paper:
life cycle. Every living thing goes through a cycle of four basic stages: a beginning, a growth period, reproduction, and death. Plants that begin, grow, reproduce and
die all in one year are called annuals. Most trees and shrubs are perennials. They live from one year to the next and continue to grow and reproduce.
Some plants, such as carrots, are called biennials. This means that they produce leaves and food in one year, and the next year they reproduce and die.
Applying Directed Reading/Thinking Activity (DRTA) to help ESOL students achieve the dual objective of reading and comprehending the above paragraph from a 6th grade science lesson is an instrumental component
in the overall intent toward social, cultural and academic assimilation for those students who struggle with the very basics of English. This approach is applicable all the way through
the reading process from the very first point of preparation to the actual task of reading and then in post-reading reinforcement, ultimately encouraging students to bring forth the knowledge they
may already have about the given subject matter, learn new words in association with the topic and further discuss the lessons premise within the interactive environment of group sharing. Directed
Reading/Thinking Activity is accomplished in five specific steps: preview, predict, read, check and summarize. Pertinent to the above paragraph, the teacher begins by asking the students what they already
know about plants, how they grow, what types there are and if they notice how plants, trees and flowers seem to disappear for a while only to reappear at certain
times of the year. Once the students have had a chance to reflect on their existing knowledge of plants and their lifecycle, the teacher guides the students to focus
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