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Grade 4 are doing Class Meetings where students and teacher will check in and greet each other, celebrate growth, reflect on things to work on and create a sense of belonging.

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Within your grade-level team, collaborate to identify one routine and one ritual that you will all commit to implementing across your classrooms. Consider how these practices will promote student agency, build a sense of community and belonging, and create a cohesive learning environment across the grade.

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Within your grade-level team, reflect on and share how pre-assessments inform teaching and learning.

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Slides 23-35

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Think-Pair-Share: How have you seen language diversity benefit student inquiry?

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Theme: Who we are?

Literacy activity: role play (tell a story about a time they celebrate their culture)

-show and tell

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In an English/Arabic language speaking pair, choose a transdisciplinary theme and design one balanced literacy activity considering dual-language.

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One practical change I will make to support dual language literacy is...

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Manal R.

Grade 3-5 students choose a book from " Quick Choice " tub of books and start reading for 5 minutes until the whole class finishes checking in their library books.

Ritual: students read a story that they wrote for the whole class.

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Incorporating a daily check-in that the whole class is participant in and looks forward to as a safe space to start the day. 

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Incorporating a daily check-in that the whole class is participant in and looks forward to as a safe space to start the day. 

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نحمس الأطفال على التعبير عما تعلموه وعن أفكارهم بطريقتهم الخاصة وبلهجتهم الخاصة المريحة لهم في التعبير، وبعد ذلك نساعده في لوحة من لهجتي إلى لغتي بتصحيح أقواله بالأسلوب اللغوي الصحيح ، كما أنه ومن خلال الروتين اليومي أن يكتب الطفل في دفتره ماذا تعلم اليوم فبالتالي يصبح التلميذ مسؤولا عما تعلمه.   

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نحمس الأطفال على التعبير عما تعلموه وعن أفكارهم بطريقتهم الخاصة وبلهجتهم الخاصة المريحة لهم في التعبير، وبعد ذلك نساعده في لوحة من لهجتي إلى لغتي بتصحيح أقواله بالأسلوب اللغوي الصحيح ، كما أنه ومن خلال الروتين اليومي أن يكتب الطفل في دفتره ماذا تعلم اليوم فبالتالي يصبح التلميذ مسؤولا عما تعلمه.   

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Rim N. & MAnal R.

In the library, I also use pre-assessment to guide learning. For example, before teaching a new library skill—like how to find books on the shelf—I check what students already know, such as whether they can recognize call numbers or navigate the catalog. This helps us adjust my lesson: if students already know the basics, we can move on to higher-level skills; if not, we slow down and give more practice. Pre-assessment makes sure we meet students where they are and build on that.

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I will provide more opportunities for students to read, speak, and write in Arabic through engaging and meaningful activities, while supporting their individual language needs.

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سأساعد الطلبة على التفكير والبحث عن طريق لغته وليس فقط دراسة اللغة بشكل منفصل عن الواقع ، بحيث تكون أداة فاعلة للتعبير عن نفسه وأفكاره