# data[].attributes.body
Grade: 4
ELL: Spanish
L1: 3rd Grade
L2: 2nd Grade

# data[].attributes.body
https://www.pinterest.com/pin/137359857358092528/

# data[].attributes.body
https://www.edutopia.org/blog/brain-movies-visualize-reading-comprehension-donna-wilson

# data[].attributes.headline
Source for Before, During, and After Questions

# data[].attributes.subject
Source for Before, During, and After Questions

# data[].attributes.body
https://www.pinterest.com/pin/234116880603457340/

# data[].attributes.body
https://www.pinterest.com/pin/250372060505755149/

# data[].attributes.body
https://www.storyboardthat.com/storyboards/ksmit/4th-grade-sample

# data[].attributes.body
https://www.lessonplanet.com/search?keywords=semantics

# data[].attributes.body
http://www.thehappyteacher.co/2013/07/back-to-school-printables.html
https://ablconnect.harvard.edu/quick-write

# data[].attributes.body
https://youtu.be/Atew4Zq6SEQ

# data[].attributes.body
https://www.responsiveclassroom.org/the-hot-seat/

# data[].attributes.headline
Example of Before, During, and After Questions

# data[].attributes.subject
Example of Before, During, and After Questions

# data[].attributes.body
Have the ELL student get their paper reviewed either by another ELL (if possible), or have it done with the teacher. The teacher could also have a copy of the altered guidelines for the ELL student’s assignment and attach it with their assignment and peer response sheet to be looked at with other students. When finished, make sure the students explain to the ELL what they wrote. As for looking at the other student’s assignment, the ELL should only worry about being able to read the whole thing and giving a good and bad opinion about it. If the ELL student can’t read it, then the owner of the assignment can read to them. The ELL student also wouldn’t have to worry about using the peer review sheet.

# data[].attributes.body
Rather than forming a poem or any other writing involved, the student can illustrate what they see. It would also be a good idea to teach vocabulary like “visualize” before the lesson.

# data[].attributes.body
The ELL student can just focus on the illustrations then verbally explain them to the teacher as they turn it in. If the student wants to use writing/text for the story board, they can form their sentences in simple sentences. Won’t really expect more than maybe two or three sentences on the text for the ELL’s storyboard.

# data[].attributes.headline
Before, During, and After Questions Scaffolded for ELL Student

# data[].attributes.subject
Before, During, and After Questions Scaffolded for ELL Student

# data[].attributes.body
The same can be applied to the student as the rest of the class. It would be good to encourage the student to ask questions that they’re able to form verbally. If they want to ask simple questions (like yes or no), that’s okay. Make sure the student has a third grade level book for native written or second grade level for English reading.

# data[].attributes.body
The ELL can do think alouds. They should be alright with making connections to their life, which could also happen to occur more often if the teacher includes some book with some form of aesthetic or setting from the ELL’s native country. The teacher should make sure that the student is reading a book that’s their reading level or can be translated into a third grade reading level in Spanish or have a second grade level book in English. Some of the questions asked about predictions or asking questions can be taught as a general whole, but with a quick meeting to check if the ELL student understands what to do.

# data[].attributes.headline
Semantic Feature Analysis Scaffolded for ELL Students

# data[].attributes.subject
Semantic Feature Analysis Scaffolded for ELL Students

# data[].attributes.body
The ELL student can use the chart. Though any words that they have the possibility of not understanding should be taught to them ahead of time before the analysis.

# data[].attributes.body
While also having minilessons for specific topics, the ELL student could have an extra session or two to help confirm that they’re able to understand what’s being taught. There also might be times where a teacher will have to pull the ELL student aside during an appropriate time to do a minilesson on topics such as phonics, sight words, writing, and understanding vocabulary within the academic environment.

# data[].attributes.body
Have the student use the prompt by either the teacher reading it to them or having it translated into Spanish using an iPad or having it printed on paper. It would also be beneficial for the student to write as much as they can. If they feel like they could do more, find a little bit more time when they can work on it.

# data[].attributes.body
Before their turn of hot seat, prime the student by having them practice an example of what might be done for hot seat. If the teacher gives them a character sheet, it will be done where it can be read at a third grade level in Spanish. It might also be a good idea to encourage students to ask simple questions for the ELL hot seat turn.

# data[].attributes.body
* Possible bias towards students who are friends or don't like each other
* May focus on one part longer than the other parts of the Peer Review

# data[].attributes.body
* A difficult concept to grasp when first taught
* setting up a detailed guidance lesson for Brain Movies takes a lot of time

# data[].attributes.headline
Disadvantages of  Before, During, and After Questions

# data[].attributes.subject
Disadvantages of  Before, During, and After Questions

# data[].attributes.body
* Even with some guidance before starting independently, there will be students who will struggle with the concept
* May form questions that may barely pertain to the story/book

# data[].attributes.body
* Time consuming
* Some students might see it as useless to repeat doing and disengage

# data[].attributes.body
* Students may focus longer on the illustrations than the text
* May have issues with sequences

# data[].attributes.headline
Disadvantages of Semantic Feature Analysis

# data[].attributes.subject
Disadvantages of Semantic Feature Analysis

# data[].attributes.body
* So many ways to do the analysis that it can be hard to determine the most effective one
* Unless for a general approach, the teacher needs to have a very specific focus for the analysis

# data[].attributes.body
* Some students may need more time to understand concepts taught in minilessons than others
* disadvantage for students absent that day; have to reteach quickly!

# data[].attributes.body
* Not the best practice for those who physically cannot write fast
* Not the best practice for students with slower processing skills (ex. Dyslexia)

# data[].attributes.body
* Timid students may not be too fond of being put on the spot
* Students called to act may not have a full understanding of the character/book
* Students interviewing may bring up questions either too hard to answer or inappropriate to ask

# data[].attributes.body
* Students learn more about one another
* It can help develop their writer’s voice
* Provides improvement on their assignments
* Students who peer review others’ work could also take some of the problems or ideas seen in papers and apply it to their work
* Students who peer review others’ work provides more understandable feedback than from the teacher

# data[].attributes.body
* Creativity is involved in the process
* Viewpoints of each student is unique; can provide a unique twist to each brain movie developed
* It’s fun for the whole classroom
* Touches on Visual-Spacial abilities
* Can be applied to multiple activities
* Can build relatability in cognitive thinking

# data[].attributes.headline
Advantages of Before, During, and After Questions

# data[].attributes.subject
Advantages of Before, During, and After Questions

# data[].attributes.body
* Help guide students’ thinking as they read
* Provides the opportunity for students to take responsibility for their own learning
* Provides a sense of achievement when a student’s question(s) are answered as they read.

# data[].attributes.body
*Teachers can see what they students are thinking
* Encourages higher-order thinking
* Connects memory connections to real-life and what they read

# data[].attributes.body
* Help students visualize all the events and key points in the book
* Helps students further understand the book they read in a general whole
* Sparks creativity in illustration

# data[].attributes.body
* Organizes students’ thoughts clearer
* Easy for students to recall to at later times
* Can be applied to multiple subjects and topics
* Can provide students insight into the topic being taught

# data[].attributes.body
* Teachers are able to quickly teach concepts needed for bigger lessons and for projects/assignments
* Minilessons can help struggling students catch up through quick review minilesson sessions
* Can be used as an introduction into themed units

# data[].attributes.body
* Quick thinking development
* Condense thinking into a simplified version
* Can work with whatever part of the lesson (beginning, middle, end)
* Can be used to introduce a new topic or lesson
* Can be used for any subject

# data[].attributes.body
* Students develop a deeper understanding of the story and characters, which helps strengthen comprehension
* Helps develop quick-thinking skills
* Helps develop critical-thinking skills
* Makes it fun and engaging for the whole class

# data[].attributes.body
Usually done as part of the formal writing process, students students trade each other’s written/typed work and look over it using a rubric and set guidelines established for the assignment. Students provide feedback on the rough draft as honest and close as they can and give it back to its owner. The students then look over the feedback to revise their rough draft into a finer-tuned final draft.

# data[].attributes.body
Students learn to translate what they read into a visualization inside of their minds, hence the term “brain movie”. Students can visualize what goes on in a specific scene of a book, seeing what character or conflict(s) occur.

# data[].attributes.body
A set of questions students form and ask themselves as they read a piece of literature. Specifically focused for stories and can be applied to reading textbooks, students ask questions before reading the text, during the reading of the text, and after reading the text. Depending on how the teacher decides to do it, the questions can extend from one chapter to the whole book.

# data[].attributes.body
Think alouds have students think explicitly. Think alouds can vary on how it can occur, but it does have students use the following approaches to look at literature, both fiction and nonfiction (and can vary from library books to textbooks): Responding to the text, ask self-questions, make connections, find solutions to problems that might arrive, and reflect the use of strategies used while reading.

# data[].attributes.body
Pictures and text combined to sequence the events and key ideas of a story. Older students can apply this to chapter books as review over the entire book, or do it throughout to record key points that occur as they read the book. They can also create their own stories using story boards.

# data[].attributes.body
Usually done as a whole-class activity, but can be applied in a guided practice. The teacher creates an axis/grid to have students analyze literature, concepts in specific topics/themed units, and vocabulary.

# data[].attributes.body
Lessons taught by the teacher for around fifteen to thirty-minutes. Minilessons touch on skills/quick concepts/vocabulary that a teacher deems necessary for students to know so it can be applied to later lessons and projects.

# data[].attributes.body
Students are given a prompt provided by the teacher then have a few minutes to write their response to the prompt. Depending on what the teacher wants to do, they can either have the prompts collected or have students share their responses to the class.

# data[].attributes.body
One student assumes the role of a character in a story/book while the rest of the students in the class form questions to ask the student acting. The student has to answer as if they were the character.

# data[].attributes.body
https://www.amazon.com/Codys-Block-Class-Siriannis-Grade/dp/1547251565

# data[].attributes.headline
Collaborative Books Scaffolded for ELL Student

# data[].attributes.subject
Collaborative Books Scaffolded for ELL Student

# data[].attributes.body
Still have the student as part of a group, whether it be all English speakers or a mixture of English speakers and ELLs. For their contribution, depending on what the topic of the book is, the student can contribute by having assistance with writing the sentences with the teacher. If the teacher wants the student to write sentences on their own, then it will be in a similar form to what’s taught in second grade.

# data[].attributes.body
* It could lead to disputes in groups where students don’t get along well
* May lose focus on the book during the process

# data[].attributes.body
* Build social relationships within the classroom
* Breaks down established cliques
* Develop collaboration skills
* Practice the writing process

# data[].attributes.body
Students work in small groups to create a book. Students the group contribute to the book by creating a page or section that will go in the book. Older students, depending on what they’re doing for the book, will follow the formal writing process (and research on the topic, if needed) to fine tune their contributions; similar to how a book is published.