Avoiding Assignment Abandonment

Many students need to learn that the word “due” has great importance in the academic world. When something is due, it is time to pass in. If students can master this simple three letter word, then their personal life will become much more manageable. If students can learn that an assignment is due, and if it is not done there are consequences, then they are more readily accepting that bills are due, rent/mortgage is due, and so on.

Here are a few suggestions to reinforce the concept of “due”:

Collect it: when the time is up, collect what the student has done. If they want to finish at home, take what they have done, and let them continue at home, but at least you will have in hand what they have done.
Call home and leave yourself a message.
Text yourself and leave yourself a message.
Email yourself and leave yourself a message.
Back up all computer work.

Tip from Robin Letendre

By |February 7th, 2017|ABE, Diploma, ESOL, HiSET, Organization|Comments Off on Avoiding Assignment Abandonment

A few close reading tips

Teaching your students to be close readers doesn’t have to be complicated if you teach them a few strategies at a time. Learning this process will enable our HiSET students not only to deepen their comprehension of difficult texts, but also they will learn to cite and refer to text for their persuasive essays.

When we do a close reading activity, we do little in the way pre-reading activities with our students. In fact, it is even recommended that the teacher does not pre-teach “unknown” vocabulary prior to a close reading. Rather, the student becomes a detective and ferrets out the meaning. The teacher sets the specific purpose for the reading and asks the students to read.

But modeling your own close reading of a text must come before students are asked to do this on their own. Showing students how you would “attack” an article that you wanted to absorb is crucial. Show them and narrate every step of your thinking as you mark up a text. For many students, marking up a text is a foreign concept, so start by simply numbering the paragraphs. Next show how the article can be “chunked,” that is how several paragraphs may form idea units. For instance are the first three paragraphs introducing the author’s thesis? Are the following three showing the evidence for the claim, and the last two summing up?

Next, circle new vocabulary, key terms and key words—those that are repeated again and again or those ideas that are defined by the author. Another part of marking up the text is underlining. Teach students to underline only the ideas that they want to take from the text. This will take lots of practice because in some texts, […]

By |November 30th, 2016|HiSET, Reading|Comments Off on A few close reading tips

HiSET Website

More and more information is becoming available about the On the ETS website, www.HiSet.org, there are many new items for both students and teachers. Now available is an informative 10 minute test overview video and a 10 page study companion for students. Students can find interactive practice tests that provide immediate feedback as well as free practice tests. If you work with HiSET students, be sure to check out this site.

Tip from Denise Reddington

By |November 8th, 2016|HiSET, Teacher Resources|Comments Off on HiSET Website

Reading for specific information

This idea was thought of for ESL students learning to read in English but certainly can be used in any discipline, ABE, HiSET or AHS.

Many ESL students feel they need to know every word on the page in order to understand what they are reading. Learning to skim or scan is hard as they want to learn as much as they can and as many words as they can. It is important for them to learn that reading is for ideas and concepts and if they stop with each word that is new, they will learn words, but not comprehend what they are reading.

In small groups or pairs have student talk about the topic of what they will read. This could be the headlines of a newspaper story or the story title for example. On the board write a True/False statement from the story that you feel will give the students a good idea of the reading. Students will read the statement and then know what they need to focus on as they read. They can highlight, underline or write in a notebook the line(s) that support their answer.

Follow-up with class discussions and/or writing supporting the line they chose. It is important to have students know that they can be “right” as long as they support their answer. This can lead to a lot of conversation and discussion. In an ESL class if using a newspaper, it will also touch upon American Culture.

Tip from Christine Powers

By |October 25th, 2016|ABE, Adult High School, All Levels, HiSET, Reading|Comments Off on Reading for specific information

Persuasive Essays

Do you want to teach students to write great persuasive essays? First teach them to “unpack” the prompt.

Teach students to identify the audience and purpose behind the prompts.
Teach students to identify what readers will look for and how they can present themselves as experts on the issue.
Teach students how to search through each writing prompt for significant words—both those that give clues to the content expected and those that suggest the type of essay required.
Teach students how to find clues to the content and scope required by each prompt as well as to the organization and development that will be necessary for the response.

From Susan Bubp

By |May 2nd, 2015|HiSET, Writing|Comments Off on Persuasive Essays