262.  How do you help high school students with so much reading to comprehend in a short time in order to graduate?

ANSWER:

Indeed, ALL high school students have so much to read and so very little time in which to comprehend everything they must read before they graduate! 

I am always thankful that there is always “mañana,” that is, that if we manage to truly motivate and inspire our students, ALL our students but our high school students in particular –even with just a little amount of reading and some basic understanding—our students WILL CONTINUE TO READ AND LEARN FOR A LIFETIME!!!

All high school teachers –I believe—understand that they have to be selective:  There may be –out of the many concepts and key ideas within each of the content areas—there may be just A FEW, SOME TRULY CRITICAL and ESSENTIAL concepts and ideas that students absolutely MUST comprehend.  

I think we need to focus thoroughly on those for ALL students; then we can introduce and “cover” the other less essential and critical ideas and concepts.  

I know that it is hard to determine which ideas and concepts are absolutely critical and essential.   But only through prioritizing and selecting will we be able to give students the very solid foundation they need to fully learn ALL other key concepts and ideas throughout a lifetime.  

So, do NOT despair!!!   Prioritize, select, and teach thoroughly these high priority, selected ideas.  Introduce and cover as many lower priority not-selected ideas as desired or needed.  Motivate students to continue to learn for a lifetime.   And remind them at graduation time HOW MUCH MORE they still need to learn (we do too, right?)

 

 

 

 

 


For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.

 

For information and credentials please click on the link below or contact directly:

CARMEN SANCHEZ SADEK, Ph.D.

Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605

E-mail:  csssadek@gte.net