Question 1

How can your strategies help my students avoid plot summary?

Accepted Answer

Once you teach students what the “L2 Play” means, they can quickly discern between plot and an interpretive idea. When giving feedback to students who are merely re-telling the details of the story, you’ll just say, “I haven’t heard any L2–increase the quantity.”

Question 2

How do I use the strategies in a classroom of all intellectual levels of students?

Accepted Answer

Once you teach students what the “L2 Play” means, they can quickly discern between plot and an interpretive idea. When giving feedback to students who are merely re-telling the details of the story, you’ll just say, “I haven’t heard any L2–increase the quantity.”

Question 3

Can students of any skill level use the reading and writing strategies?

Accepted Answer

Once you teach students what the “L2 Play” means, they can quickly discern between plot and an interpretive idea. When giving feedback to students who are merely re-telling the details of the story, you’ll just say, “I haven’t heard any L2–increase the quantity.”

Question 4

Do the reading strategies work with poetry? Visual texts?

Accepted Answer

Once you teach students what the “L2 Play” means, they can quickly discern between plot and an interpretive idea. When giving feedback to students who are merely re-telling the details of the story, you’ll just say, “I haven’t heard any L2–increase the quantity.”

Question 5

What are the essential principles of neuroscience that I can immediately use in my classroom?

Accepted Answer

Once you teach students what the “L2 Play” means, they can quickly discern between plot and an interpretive idea. When giving feedback to students who are merely re-telling the details of the story, you’ll just say, “I haven’t heard any L2–increase the quantity.”

Great Expectations

Great Expectations

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Great Expectations

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