Given the robust nature of learning sciences research, this website is best viewed on tablets and computers. A small screen experience is coming in the future.
On June 22, 2021, we will launch updated strategies for the Math PK-2 model, as well as additional updates to the Navigator that highlight equity, SEL, and culturally responsive teaching. To learn more, visit our Site Updates (available in the "About" menu at the top of any page).
Hover to see how factors connect to Primary Language. Then click connected factors to explore strategies related to multiple factors.
Primary Language is the language a person has been exposed to from birth. Being bilingual or multilingual has cognitive advantages. However, when measured with assessments normed for monolinguals, students learning multiple languages can appear to experience slower acquisition of Vocabulary and Syntax knowledge in each language since these are spread across two or more languages. Students who attend schools that teach in a language other than their Primary Language can also have unique challenges developing their reading and writing skills due to entering school with fewer literacy skills in the school language.
There are many terms for students in the United States whose native language is not English (e.g., Dual Language Learners, English Language Learners). For our work, we use the terms bilingual and multilingual.
The number of students who are learning more than one language is growing rapidly every year. Bilingual and multilingual students can experience different language acquisition patterns:
Since they are mastering more than one complex language system, bilingual/multilingual students often learn each language more slowly than monolingual peers. It should be noted too that other factors, such as Socioeconomic Status, can contribute to different trajectories that are sustained over time. For example, a disproportionate number of bilingual students in the United States come from lower-SES homes, which is also associated with weaker reading and writing outcomes. Nonetheless, students' Primary Language, and accompanying cultural knowledge, can be considered Background Knowledge that can support their academic learning. Providing bilingual adolescents with educational support and motivation to learn to read and write in the school-based language helps them achieve.
Using language that is accessible and appropriately leveled for each student allows all students to feel successful and participate in learning.
Physically acting out a text or enacting major themes from texts enhances reading comprehension, particularly as texts become more complex.
Advance graphic organizers link prior knowledge to upcoming learning to help students anticipate and understand the structure of new information.
When annotating, students engage deeply with a text and make their thinking visible while reading.
Audiobooks allow students to hear fluent reading and experience books above their reading skills.
When adolescents can connect and communicate with authentic audiences about their interests and values, reading and writing become more personally meaningful and relevant.
Students practice making and finding meaning in texts through book discussions moderated by teachers to varying degrees.
When peers are able to work together to plan, draft, edit, and revise during the Composition process, their writing quality improves.
For adolescent learners, the Composition process can become more robust, as learners begin to express ideas through multiple media, which includes visual, audio, and digital production.
When students express information visually, they are activating more cognitive processes while problem solving and increasing their experience with alternate texts.
Daily review strengthens previous learning and can lead to fluent recall of information and application of skills.
When preparing for and debating with peers, students analyze, form, and express verbal arguments, fostering their critical thinking and literacy skills.
Dictation can allow students with transcription difficulties to still participate in the writing process and generate ideas.
Dictionaries and thesauruses can serve as resources for students to expand their Vocabulary knowledge, as they provide easy access to definitions and similar words to help students remember words and meanings more readily.
As part of a varied curriculum, explicit instruction in reading comprehension strategies from teachers can help older students use strategies meaningfully and flexibly.
Teaching students how to effectively search the internet is critical for helping them learn how to find accurate and relevant information and aids in developing information literacy.
Seeing and using new words repeatedly and in many contexts is critical for Vocabulary acquisition.
Research shows that, along with traditional reading comprehension strategies, students use unique strategies to read the non-linear, hyperlinked structure of online texts.
Interpreting and composing discipline-specific texts requires tailoring literacy strategies, like annotating or asking questions, to the disciplinary goals and practices.
During reading, giving students the opportunity to explain their thinking process aloud allows them to recognize the strategies they use, solidify their comprehension, and move knowledge into their Long-term Memory.
Increasing how much and how frequently students write improves both their writing quality and content knowledge.
Providing constructive feedback supports students' writing development by letting them know how to improve their writing.
Visiting places connected to classroom learning provides opportunities to deepen understanding through firsthand experiences.
As students move through multimodal stations pertaining to a particular unit, the social and physical nature of the activity supports deeper understanding.
Visualizing how ideas fit together helps students construct meaning and strengthens their recall.
During guided inquiry, teachers foster student autonomy by designing lessons centered on meaningful questions in which students locate, analyze, and present relevant information on their own or in small groups.
Opportunities for students to practice skills in context, with teacher support and also independently, helps to move concepts and ideas into Long-term Memory.
Independent reading promotes literacy by emphasizing student choice with teacher support in selecting books, as well as setting the expectations that everyone is a reader.
Practicing until achieving several error-free attempts is critical for retention.
As students work with and process information by discussing, organizing, and sharing it together, they deepen their understanding.
Journaling allows students to reflect on their thinking and feelings, process their learning, and connect new information to what they know.
By observing, rereading, and closely analyzing published writing, students see examples and learn the strategies of good writing that they can integrate into their own Composition.
By talking through their thinking at each step of a process, teachers can model what learning looks like.
Instruction in multiple formats allows students to activate different cognitive skills and Background Knowledge that are necessary to remember procedural and content information.
Providing multiple texts on the same topic or theme allows students to interact with multiple perspectives and develop their critical thinking skills.
Connecting information to music and dance moves enhances Short-term and Long-term Memory by drawing on auditory processes and the cognitive benefits of physical activity.
When students provide constructive feedback on each other's work, they learn to give relevant suggestions, receive specific ways to improve their writing, and engage in Metacognition.
Having students teach their knowledge, skills, and understanding to their classmates strengthens learning and increases Motivation.
Using visual aids, such as pictures, diagrams, and charts, allows for additional processing time and supports learners by breaking down content and skills into more manageable parts.
When teachers ask questions or have students create questions before introducing a text, they activate student interest and help them assess what they already know about a given topic.
When students write from a non-dominant or marginalized perspective, they consider and give voice to points of view that are often missing.
Providing guiding prompts and questions for students to use when reading or participating in discussions deepens their understanding of texts and gives them space to question and grapple with issues of power, justice, and equity.
When teachers provide students with model texts for their writing, they learn to identify effective elements to incorporate into their own writing.
Reading aloud to adolescents models Reading Fluency as texts become more complex and disciplinary in nature and therefore, more difficult to understand.
Using texts to discuss complex emotions and perspectives with students can help them see how they influence behavior and draw their own personal connections.
Teachers can provide individualized support through one-on-one conferences to assess reading comprehension, understanding of content, and spark further interest in reading.
When students explain to others, they deepen their understanding and gain confidence in their learning.
Students build their confidence, strategy use, and comprehension by reading and rereading multiple texts.
Response devices boost engagement by encouraging all students to answer every question.
Providing texts in braille, large font, and with text-to-speech allows learners with visual needs to access content.
Reading materials of varying complexity and levels are necessary for all students to experience success.
Having culturally relevant reading materials, including multicultural and diverse texts, are critical for supporting all students.
Providing access to a variety of multimodal texts that align with the interests of learners allows them to practice digital, information, and Critical Literacy.
With figurative language and creative sentence structure, poetry supports the development of a deeper understanding of the different ways language makes meaning.
Books on social and emotional learning (SEL) topics, such as developing empathy and productive persistence, help teach these skills.
When students monitor their comprehension, performance, and use of strategies when reading and writing, they build their Metacognition and actively participate in the reading process.
Sentence frames or stems provide language support for students' writing and participation in academic discussions.
Providing a story or concept map prior to lessons or having students create their own maps during or after reading helps learners identify and organize key elements of a text.
Bringing students' every day literacy practice of texting into the classroom provides regular, low-stakes practice communicating with authentic audiences.
Transforming written text into audio supports learning by activating different parts of a learner's brain for comprehension.
Think-pair-share encourages meaningful student discussion by allowing for extra processing time and multiple shares.
Having students verbally repeat information such as instructions ensures they have heard the information and supports remembering, particularly for those students who struggle with Attention.
Providing visuals to introduce, support, or review instruction activates more cognitive processes to support learning.
Wait time, or think time, of three or more seconds after posing a question increases how many students volunteer and the length and accuracy of their responses.
Research has shown that students write longer pieces with stronger quality when they use word processing software.
Word sorts are multisensory activities that help learners identify patterns and group words based on different categories while promoting Vocabulary development.
Displaying academic Vocabulary on a word wall can reinforce key terms and concepts that students are learning.
Writing conferences allow students to fully immerse, share, reflect, and receive feedback during the writing process, promoting Motivation for continuing the sometimes lengthy revision process that occurs in the upper grades.
Are you sure you want to delete this Workspace?
Enter the email address of the person you want to share with. This person will be granted access to this workspace and will be able to view and edit it.
Adjust the permissions of your Workspace.
This Workspace is .
This Workspace's Reflection Area is .
Create a new Workspace for your product or project.
Make a copy of this workspace.
Generating summary page
On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Summary" to view your Design Summary Report.
On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Report” to view your Design Summary Report.
By selecting "Show Report" you will be taken to the Assessment Summary Page. Once created, you will not be able to edit your report. If you select cancel below, you can continue to edit your factor and strategy selections.
Item successfully added to workspace!
Issue adding item to workspace. Please refresh the page and try again.