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This morning my 5th grade group completed a TELPAS Photo writing prompt. Students had to write a story using a prompt that only included a middle picture. They had to write what they thought happened at the beginning, middle and end of the story. We discussed what a paragraph should look like, using transition words and using what they already know to write a story. I also wrote with them, then used my writing as a model.

Zenobia Howard

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in math, we will include peer speaking opportunities that will supplement Eureka and promotes student discourse, this is the one that 3rd grade will use next week

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in math, we will include peer speaking opportunities that will supplement Eureka and promotes student discourse, this is the one that 3rd grade will use next week

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During Math, I will continue to use the Hawk Elevation Strategy. My students enjoy using the strategy every day.

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Students will be practicing fluency through peer interviews and using Flip record with the microphone to improve speaking and listening. Goston

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In 5th grade Art, we discussed the history of art and the role it plays in propaganda. 2. Students analyzed sample products on tables and discuss how they could be improved aesthetically. 3. Students created entirely new products to market, along with a universal company logo for their mock corporation and product. 4. Students created commercials or sales pitches to promote their new product in a 5-7 minute oral group presentation in front of the class. Students had to utilize particular advertising techniques, such as promotion, bandwagon, repetition, endorsements. Perkins

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My students get plenty of opportunity to teach patterns and games to each other. I often have a student come to the front and explain in their own words to the class how the game is played.

I also allow students to use their own words to explain concepts to a partner, in which they have to start with a sentence stem.

Lastly, for English songs, we take the time to discuss what it means in Spanish. During that process, we also focus on pronunciation of the unfamiliar English words.

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Implementing strategies that support student discourse

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Continue to daily engage the students in summit k12 so they can develop their strengths and work on their weaknesses.

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goal setting with students & practicing their speaking skills through flip (flipgrid)

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Create academic and social opportunities for students to practice using speaking, listening, reading, and writing skills.

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I don’t have any ESL students but I can offer my support and assistant to those teachers who need it. I can also speak with the students I see in the hallway (or while waiting on a bus) to encourage them to speak more often. This could assist them with speaking in complete sentences.

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Having students speak in complete sentences and elaborate in as much detail as possible.

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Having students speak in complete sentences and elaborate in as much detail as possible.

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I try to engage the students with speaking opportunities by conversing with me or their peers with and without visuals.

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In our classroom, we practice quite a few Ellevation strategies. In particular, we will continue to use the “I notice, I wonder” strategy to promote student discourse as well as to increase engagement and observations.

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Approaching all students as if they are EB. All students have the opportunity to improve their language acquisition, partnering conversations, asking for more information and evidence, peer editing. Whole group modeling, then peer examples where the students can practice amongst themselves with each other as a guide

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In my class I create opportunities for my students to turn and talk using complete sentences. 

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In my class I create opportunities for my students to turn and talk using complete sentences. 

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My students will continue to solve problems and discuss solutions with their partners. I will provide multiple speaking opportunities for my students to practice student discourse through the lessons. 

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My students will continue to solve problems and discuss solutions with their partners. I will provide multiple speaking opportunities for my students to practice student discourse through the lessons. 

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During Developing Metacognitive Skills (DMS) lessons, we describe an object using our Describing Hierarchy. We also discuss how the object is similar/different.

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In our third grade classroom, I have been able to provide writing and speaking prompts related to our current topics. The students are able to plan their responses in writing and then are able to record them on FlipGrid. It's an easy way to integrate the student debrief section from our Eureka lessons.

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In our classroom, we prepare by doing numerous things. We spend time practicing Summit K12, turn and talks, using writing stems to help students speak and write. When my students practice the speaking component, I have them write their responses before they record their responses in their notebooks. For writing, we have been working on Extended responses, therefore practicing adding details to their explanations.