David begins to feel more hopeful, realizing that he now has strategies to try. In addition, Donna offers to come into the classroom, in a co-teaching capacity, to provide support. On one occasion, she models the Interactive Read Aloud strategy, while the students develop a repertoire of thoughtful questions and relevant connections.
As David becomes more comfortable implementing the concepts Donna explained, he notices a dramatic shift in the class and the classroom atmosphere. His ELL students seem more relaxed and, at the same time, energized. His native-English speaking students are also benefiting from David’s attempt to make his lectures more comprehensible. They have all become more engaged and on-task and are beginning to use the science terms that he has introduced to them. David knows that he has not “fixed” the problem of helping his students to better read on their own, but he is happy with the progress thus far.
As he begins to sit in a circle with his students, blending lecturing with strategies such as the Interactive Read Aloud, David relaxes and enjoys teaching this capable group of students.
Next Step >Synthesize and Personalize
