Reading: Classroom Instruction That Works chapter 2

Summary: Chapter 2 primarily covers the different methods that can be used in a class in regards
to teaching similarities and differences. It outlines a number of topics and subtopics that can be
used in order to cover the topic. What is shown are a variety of different methods and possible
resources such as different graphs, tasks and concepts that can be used, all of which link back to
the overarching topic of similarities and differences.

Classroom Recommendation: Two primary types of methods are discussed in the chapter, those
being teacher and student oriented methods corresponding to the different subtopic of similarities
and differences. Paying attention to who each activity is largely focused around, either the
teacher or class, will greatly strengthen the potential strength the activities tied to it as the focus
will be much clearer.

Reading: Classroom Instruction That Works chapter 3

Summary: Chapter 3 covers the topic of summarizing and Note taking. To do this, it breaks
down many of the key traits of working with literature, such as examining different types of texts,
different literary standards, and finally literary structure. By covering all of these different
aspects of literature, it clarifies the most important details for students to take note of when
trying to summarize and take notes.

Classroom Recommendation: Making sure that students are capable of effectively summarizing
and taking notes is incredibly important when it comes to them effectively learning in the class.
By giving them details of the numerous aspects of your average text, they are then equipped
with the ability to recognize those same aspects in other texts in the future and accurately
extract what they need.

Reading: Classroom Instruction That Works chapter 6

Summary: This chapter specifically covers the difference between linguistic and non-linguistic
activities in the class, as well as methods that can be used in class that don’t involve language,
instead focusing on things such as visual activities with pictures, charts or organizers. It lists
multiple different potential organizers that can be used, and explains the different purposes and
niches each one may be capable of filling.

Classroom Recommendation: Especially in a class that potentially contains non-English

speaking students, knowledge about possible methods of teaching that don’t rely as heavily on
linguistics would be invaluable. Along with some of the organizers being much more accessible
for ELL students, they create a much more interactive and involved activity for average
students, diversifying the type of methods they are experiencing to learn.