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Pick out and name a specific strategy in the video that you find useful.  How would you use this in your context? What would you do differently if anything?

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Common Core Demonstration Teacher Sharon Alvarado uses Close Reading in her first and second grade combo classroom as a way to gain a deeper understanding of informational text with emerging/beginning readers.

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Pick out and name a specific strategy in the video that you find useful?  How would you use this in your context?  What would you do differently if anything?

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Pick out and name a specific strategy in the video that you find useful?  How would you use this in your context?  What would you do differently if anything?

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Reading and Thinking Like Scientists—Day 1: Strategies for Making Meaning from Complex Scientific Text

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Science teacher Peter Hill, from King Middle School in Portland, Maine, carefully guides his students through a challenging scientific text on electricity. Working with the school's ELL teacher, Hill scaffolds his lesson to best support his students.

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Pick out and name a specific strategy in the video that you find useful?  How would you use this in your context?  What would you do differently if anything?

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Socratic Seminars Strategies for the Second Grade Classroom

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Common Core Demonstration Teacher Kristi Leader uses the Socratic Seminar strategy in her second grade classroom.

For Lesson Plans and other resources used in this video, please visit:
https://sbcusd.com/UserFiles/Servers/Server_59869/File/video_resources/Socratic_Seminars_Strategies_ Second_Grade.zip

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Pick out and name a specific strategy in the video that you find useful?  How would you use this in your context?  What would you do differently if anything?

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Thought starters

1. How does Ms. Horwitz's use of the checklist help students focus on their speaking and listening goals?

2. How does Ms. Horwitz use the data from the checklist?

3. How could you adapt this checklist for use in your own classroom?

School Details

Acorn Woodland Elementary School
1025 81st Avenue
Oakland CA 94621

Data Provided By:

Teachers

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Listening & Speaking: Formative Assessment

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Sarah Horwitz explains how she uses a checklist to formatively assess listening and speaking skills during academic conversations. She uses the checklist to target specific goals, and says that her use of the checklist encourages the students to focus on those goals.

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Pick out and name a specific strategy in the video that you find useful?  How would you use this in your context?  What would you do differently if anything?

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Discussion and Supporting Materials

Thought starters

1. How does this strategy encourage student-led conversations?

2. What are the benefits of using movement during class discussions?

3. How could this strategy be adapted to other activities?

Teachers

English Language Arts / 10 11 12 / Teacher

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Sarah Brown Wessling uses movement during small group discussion to help students deepen their conversations. Sarah asks only some students in each small group to move with each topic switch, allowing those students to carry the conversation from their previous group to the new group.

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Pick out and name a specific strategy in the video that you find useful?  How would you use this in your context?  What would you do differently if anything?

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Pick out and name a specific strategy in the video that you find useful?  How would you use this in your context?  What would you do differently if anything?

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Discussion and Supporting Materials

Thought starters

1. How does Deeper Learning happen in science with students who are new to English?

2. In what ways do students and teachers both leverage students' native languages as an asset for learning?

3. How does project-based learning lead to deep and integrated learning of language and content?

School Details

Flushing International High School
144-80 BARCLAY AVE
FLUSHING NY 11355

Data Provided By:

Teachers

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Supporting ELLs Through Project-Based Learning

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Jordan Wolf, a science teacher at Flushing International High School, describes how he designs projects to meet the content and language needs of his students. Jordan talks about how he simultaneously develops content and language skills through small group work, hands-on activities, and heterogeneous group work.

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Pick out and name a specific strategy in the video that you find useful?  How would you use this in your context?  What would you do differently if anything?

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Integrating ELD Instruction Using The Text Reconstruction Strategy

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Second grade demonstration teacher, Rosa Gordon, shows how she uses the text reconstruction ELD strategy as a way to provide integrated instruction to her second grade students. Ms. Gordon demonstrates how using this strategy encourages her English Learners to communicate as they tackle a piece of informational text.

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Pick out and name a specific strategy in the video that you find useful?  How would you use this in your context?  What would you do differently if anything?

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Discussion and Supporting Materials

Thought starters

1. How does Deeper Learning happen in science with students who are new to English?

2. In what ways do students and teachers both leverage students' native languages as an asset for learning?

3. How does project-based learning lead to deep and integrated learning of language and content?

School Details

Flushing International High School
144-80 BARCLAY AVE
FLUSHING NY 11355

Data Provided By:

Teachers

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Supporting ELLs Through Project-Based Learning

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Jordan Wolf, a science teacher at Flushing International High School, describes how he designs projects to meet the content and language needs of his students. Jordan talks about how he simultaneously develops content and language skills through small group work, hands-on activities, and heterogeneous group work.

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Pick out and name a specific strategy in the video that you find useful?  How would you use this in your context?  What would you do differently if anything?

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Elementary science teacher Jackie Lacey has her students complete an inquiry-based lab where ELD strategies are used to aid students in their writing of Claims, Evidence, and Reasoning. Over this two-day CER lab, students wrestle with the question, "Can You Separate Salt From Pepper?"

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Pick out and name a specific strategy in the video that you find useful?  How would you use this in your context?  What would you do differently if anything?

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ELA.RF.K.2c

Common core State Standards

ELA: English Language Arts

RF: Reading Standards: Foundational Skills (K-5)

K: Kindergarten

2c:
Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).

a. Recognize and produce rhyming words.

b. Count, pronounce, blend, and segment syllables in spoken words.

c. Blend and segment onsets and rimes of single-syllable spoken words.

d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes)
in three-phoneme (consonent-vowel-consonent, or CVC) words.* (This does
not include CVCs ending with /l/, /r/, or /x/.)

e. Add or substitute individual sounds (phonemes) in simple, one-syllable
words to make new words.

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. Notice the progression from whole group, to guided practice and then individual assessment. How does acting out words help with both vocabulary development and engagement?

2. How does this lesson balance between sounding out words and blending?

School Details

Fairmont Private Schools - Anaheim Hills Campus
5300 E La Palma Ave.
Anaheim Hills CA 92807

Data Provided By:

Teachers

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Kindergarten teacher Heather Lopez works with her students on consonant-vowel-consonant (C-V-C) single-syllable words as they learn to read. Some students need to sound out some of the words while others are already able to blend the onset with the rime.

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Pick out and name a specific strategy in the video that you find useful?  How would you use this in your context?  What would you do differently if anything?

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Discussion and Supporting Materials

Thought starters

1. How do open-ended questions empower students, especially English Language Learners?

2. What advice does Ms. Gelormino have for using open-ended questions?

3. How do you use questions in your own classroom?

School Details

Think College Now School
2825 International Boulevard
Oakland CA 94601

Data Provided By:

Teachers

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Open-ended Questions to Encourage Conversation

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Julia Gelormino shares how she uses open-ended questions to empower her students. She explains how using open-ended questions builds trust and leaves room for students to share their academic thinking. She gives tips for how you can remember to use them.

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Pick out and name a specific strategy in the video that you find useful?  How would you use this in your context?  What would you do differently if anything?