Term
2010
Capstone
Restricted Access Thesis
Degree Name
MAESL
Abstract
The study seeks to find if explicitly teaching logical connectors through the use of graphic organizers is helpful for newcomer secondary students in an American history class. This is a case study of three secondary students who moved to the United States within one year of this study. All students are literate in their respective native languages with beginning level English skills. Teaching plans and reflective logs, student graphic organizers, and student surveys were used for data collection. Students used a logical connector matrix to write summaries. Findings encourage teaching language strategies for newcomers in the task of summarizing. Students successfully used graphic organizers to incorporate logical connectors in summaries and reflected on the usefulness of the strategy. Through reflective teaching logs and examination of student summaries, teachers can learn how to use explicit strategy instruction to impact student learning.
Recommended Citation
Marr, Jeanette, "Summarizing strategies for newcomers: explicit strategy instruction in an American history class" (2010). School of Education and Leadership Student Capstone Theses and Dissertations. 414.
https://digitalcommons.hamline.edu/hse_all/414