LFO Teacher's Guide - Book - Page 22
IX. Teaching
i. Heterogeneity
In the mixed ability classroom, it’s important to divide the given activities into different levels
thus enabling all the students to participate and work on the same materials. Keep in mind
that the level presented in the book is the average level for the grade. Let’s Find Out has a
wide variety of text types at different levels, enabling many students to work with the texts
and feel confident doing so. Furthermore, there are many activities at different levels, both at
the HOTS and the LOTS levels.
Some ideas for different levels in a variety of activity types
For less able students:
•
•
•
•
Find the words in the text and copy the sentence into your notebooks.
Write the words and their definitions in their notebooks.
Put the words in alphabetical order.
Copy the verbs from the text that are in the tense that was taught.
For more able students:
•
•
•
•
•
•
Write sentences using the vocabulary.
Make your own "fill in the blanks" and have your partner solve it.
Ask two more questions about the text and have your partner answer them.
Write another ending to the story.
Write to one of the characters and ask him/her a question.
Look up (whatever topic is being discussed) and teach your friends more about it.
In the Let’s Read! exercises in the Teacher’s Guide, the questions are graded and will lead to
different levels of work. In order to ensure that all the students are able to participate in the
reading of a passage, the questions range from simple to more sophisticated.
In the Let's Do It! exercises, you can have the less able students use the examples from the
book to ensure their success. The more able students could make up their titles, sentences or
writing where appropriate instead of using the suggestions in the book.
There are many Let's Write! exercises that have the students fill in the missing word/words.
Other tasks call for freer production. In the free production exercises, have the less able
students copy relevant sentences from the texts that were read in class, thus allowing them to
participate and succeed. The more able students should be encouraged to write twice as much
as what was requested in the task.
The Workbook is divided into levels, as demonstrated on page vi, so the less able students will
always be able to do the activities that are marked with an empty beaker. You should
encourage them to try to reach the activities with a half-full beaker since those are the
average level ones, and our desire is for everyone to at least reach the level of the class.
xviii
