| Using cards and performance forms are two | | | | down all the adjectives that can describe each |
| useful teaching techniques for encouraging | | | | item. Example: apple - round, red, hard. |
| struggling and reluctant readers. In a mixed ability | | | | These learning cards can be used once a week |
| classroom, teachers need easy to implement | | | | for part of a lesson; usually twenty to thirty |
| strategies for encouraging all individual students to | | | | minutes suffices. The teacher should put random |
| progress and close any learning gaps, but | | | | piles of learning cards on two or three tables in |
| especially for struggling readers who need to close | | | | the classroom, so that students have free access |
| their gaps in reading quickly and consistently. | | | | to come and choose what they would like to |
| Although preparing these cards requires an initial | | | | work on. Since these cards should include an |
| investment of time, they can be used for many | | | | answer key on the other side, the teacher only |
| years. When first introducing the use of cards in | | | | needs to check that the student is progressing |
| the classroom, the teacher needs to explain their | | | | and correctly checking his or her own work. |
| purpose. | | | | How to Use Performance Forms with Struggling |
| Students should understand that using learning | | | | Readers |
| cards provides an opportunity for each student to | | | | Teachers can use performance forms to indicate |
| work at his or her own level, to choose the kind | | | | what kind of individual work the student has been |
| of activity her or she is interested in working on | | | | doing and at what level. Teachers can easily keep |
| and to learn how to be independent in his/her | | | | track of students' work by updating performance |
| reading and responsible for correcting his or her | | | | forms. Extra clues, such as definitions of the |
| own work. | | | | more difficult vocabulary can be provided on the |
| The following is a list of ideas of different tasks | | | | other side of the card and referred to as |
| that can be used for work cards. | | | | necessary. |
| - Put different postage stamps on a card. Ask | | | | Here is what should be included on the |
| the student to identify what countries the stamps | | | | performance form of the work card: |
| are from. A word bank can be supplied. Higher | | | | - the date |
| performing students can be asked to add the | | | | - the name of card |
| capital of the country, name of language spoken, | | | | - the level of the card |
| etc. | | | | - a 'yes' or 'no' comment if the answers to the |
| - Read and draw. The teacher writes a description | | | | card were corrected |
| of a place or a person. The students have to | | | | - any comments - to be used for both teacher |
| draw a picture of the description. | | | | and student |
| - Things in common. Teacher gives lists of 3-4 | | | | The teacher can also use the comment column of |
| words. The students write what the words have | | | | the performance form to give any feedback and |
| in common. | | | | to guide the student in choosing those activities |
| - Teacher makes up two lists, one of countries | | | | which will be most beneficial for his or her |
| and the other of capitals. The students match the | | | | progress. |
| country with its capital city. | | | | Using cards and performance forms are two |
| - Homonyms - teacher makes up two lists of | | | | techniques for teaching struggling readers who |
| homonyms. The students have to match the | | | | need to progress steadily at their own pace of |
| words that sound alike. This can also be done with | | | | learning. It is recommended that the staff work |
| opposite words and words that rhyme. | | | | together in preparing cards and picture learning |
| - Give a list of adjectives and words (or pictures) | | | | cards.The content can be adapted to suit any |
| of different items. Ask the students to write | | | | subject. |