191. How can I do science demonstrations so that my student will understand what I am saying and doing without confusing what he may have read?

In several answers to questions posted on my Web Sites, I have indicated that the first step to effective and efficient teaching is providing VISUALS while SAYING the key vocabulary words that students must learn to master science concepts. Thus, ALL lessons -- lessons on science or any other content area, must include visual / manipulatives / realia / real objects / PLUS the key vocabulary words that name the key concepts to be perceived, recognized, understood, named and mastered in the lesson. The key vocabulary must be presented both ways, visually (in written form posted on the board or someplace in the classroom) and orally (the teacher names the key concepts while pointing to the visuals and to the written vocabulary words.)

The second step to effective and efficient teaching is to check for understanding. The teacher can check for understanding by (1) asking students to point to the reality (s)he is naming, (2) asking questions at different levels of language difficulty so that ALL students can actively participate in the lesson by responding orally to the questions, (3) making statements about the perceived reality; students identify the statements as TRUE or FALSE, (4) making statements (or asking questions) that allow students to respond YES or NO, etc.

AFTER the teacher has implemented the two basic and essential teaching steps described above, introducing ALL the vocabulary that the students will encounter about the key concepts or topic in the reading selection or textbook, the students should READ the textbook or reading selection. The students will read the textbook with 95-100% understanding.

In the first teaching step outlined above, students learned to perceive visually and orally the key concepts presented in the lesson. In the second step the students demonstrated understanding of the key concepts in the lesson. Next step is READING about the key concepts mastered visually, through listening (aurally) and speaking (orally). The final step is to write about the key concepts in the lesson.

This is the most effective and efficient way to teach ALL students. ALL students are mastering a new language: the language of the content are. Thus, the above steps, while designed specifically to meet the language development needs of Limited English Proficiency students, are basic and essential teaching steps in ALL lessons for ALL students.  ALL students are mastering the new language of the content areas.



For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.


For information and credentials please click on the link below or contact directly:


Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605

E-mail:  csssadek@gte.net