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Living a Module Lesson Grade 7 M1U2L1 Work Time B

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Living a Module Lesson: Grade 1 M2U1L1 Closing Assessment

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Closing Assessment: Shared Writing: Noticing and Wondering about the Sun, Moon, and Stars

Watch students share and capture their writing together and engage in self-reflection using total participation techniques.

Special Thanks: Amana Academy (Alpharetta, GA), Akilah Abdulbarr, Patrice Combs, Tiffany Everett, Shaneka Palmer, Erica Young, and Liz Freitag

TRANSCRIPT:
- [Teacher] The first thing we're gonna do, right? 'Cause we wanna collect all our wonderful ideas. Thank you my darling. Right there, right? We're gonna do the things that we notice. Many of you stuck to the sun. I'm thinking that a lot of you love the sun. I saw some folks, some of y'all do, the stars, and I even saw a moon. So I know that there's so many wonderful ideas that we are now going to share out, right? And you have the papers in front of you that's gonna tell you. So let's start off with that first one. What did we notice about the sun, moon, and stars? Remember? 'Cause we are gonna ask and answer questions or wonders about what I notice in pictures and videos of the sun, moon, and stars. So what was something you noticed? What is something you noticed? I'm gonna pull out my equity six for this one because everyone did such beautiful work. Gianna, what was something you noticed?

- Oh, can you tell me in a full sentence? So you're gonna start off Gianna with, "I noticed." So let me write it for you. I, I'm gonna start off with my big capital letter I, 'cause it's the beginning of my sentence, right? Did I do that right? When I start my sentence, I start with a capital. I also wanna spell that word, notice, where can I find it? Oh my. It's underlined in my learning target. So I have notice. I notice. Thank you. We have it everywhere, right? It's right here. Thank you. Notice. All right, Gianna, tell us, what did you notice? I noticed? What did you write on your, what did you notice?

- [Gianna] I learned about moons and suns and stuff.

- Okay, you learned a lot. Can you tell me about the sun? What did you notice about the sun? I noticed the sun...what?

- [Gianna] The sun is light.

- It's light?

- [Gianna] And the sky is .

- Okay, so I notice that, let me check my word wall for that. The T-H-E. I notice the sun is, you said light or bright? Which one did you say? I wanna get it right. Did you say bright? Bright. B-right in the sky. So that was one. Thank you so much Gianna, for your notice. I noticed the sun is bright in the sky. The next thing, remember what our learning target said, right? Is that we wanna do our wonders or those questions. That was my question mark that we have about the sun, moon, and stars. So what were some of those wonders or questions that you may have? Tell me.

- [Student] I wonder how the sun gets .

- Ooh, I wonder. W-O-N-D-E-R. How. Say for me again, the? The sun. S-U-N gets it's heat. All right, let's do one more wonder. Go. What's your wonder?

- [Student] I wonder how the sun shines up.

- I wonder how the sun shines. You said up? Okay. Up. Wow. So I know that we didn't get question mark because remember, wait y'all, did I do it? Did I do this right?

- [Group] No.

- What happened on my both of these? What am I supposed to have? I have periods. What are they supposed to be?

- Question marks.

- Question marks! Ms. Palmer, what was I thinking? I can always go back though. This is a thing that we can always go back and we can always fix our work, right? So I'm gonna put my questions because our wonders, as y'all remembered, are questions. Wonderful job. So y'all, today we just started to learn all about what our learning is going to be in this new module. And we're gonna be learning all about the sun, the moon, and the stars. And guess what? Many of your questions are going to be answered. Beautiful job. What can y'all do now? Hug your brains. That's gonna be my new one. I love that one. Hug your brains. So flip your bodies back, y'all. So we did so much learning today. Papers in front of you. Please. Bodies come. Please. Drop it. So the first thing we just did, right? Remember, our first learning target was, I can describe what I observed in pictures and videos of the sun, mood and stars. We did that, right? We took a look at our pictures, we took a look at the videos, and we talked about all the things that we saw, right? And we told our friends all about it. Then, our next learning target is what we just did. I can ask questions or my wonders about what I notice in pictures in videos of the sun, moon, and stars. Y'all, we are going to learn so much about them. Just today. Y'all have learned so many things about the sun, moon, and stars. We know that it's in the sky. We know that the sun shines bright. We know the moon comes up at night and we know the stars. What do the stars do at nighttime?

- Shine.

- They shine or?

- Bright.

- Yeah, they're bright or they twinkle, right? Or sparkle. Really nice work today, y'all.

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Living a Module Lesson: Grade 1 M2U1L1 Work Time C

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Work Time C: Independent Writing: Noticing and Wondering about the Sun, Moon, and Stars

Watch students as they write down and draw what they notice and wonder about the sun, moon, and stars using sentence frames, and unpack a learning target together.

Special Thanks: Amana Academy (Alpharetta, GA), Akilah Abdulbarr, Patrice Combs, Tiffany Everett, Shaneka Palmer, Erica Young, and Liz Freitag

TRANSCRIPT:
- [Teacher] In three, in two, in one. All right, y'all, so we are now gonna move on into our next part of the lesson. And remember, we have learned so many amazing things so far about the sun. Some of the things I heard that we were talking about when we watched the video, right? You shared all your notices and wonders. We talked about the way that we saw the sun rising, right? In the morning and then going down at night. We talked about how we saw the stars sparkling high in the sky. And so now, you're gonna take all those beautiful thoughts and you're gonna write them down. But before we can do that, we have to unpack our Learning Target. Are we ready? Are you sure you're ready? Okay, let's get ready for the next part. So, I can ask questions.

- [Students] I can ask questions.

- About what I notice.

- [Students] About what I notice.

- In pictures and videos.

- [Students] In pictures and videos.

- Of the sun, moon, and stars.

- [Students] Of the sun, moon, and stars.

- All right, so we know this word here is my ask, right? Like I can ask questions. So remember we talked about those wonders that we had, right? So wonders are our questions, right? So things that I wanna think about is my wonders. And I'm gonna do this special thing to help us remember. So I'm gonna write the word wonder. And I'm gonna put a little question mark for us to remember. So when we have our wonders, it's the things, the questions that we might have about something, okay? And then so, I can ask my wonders or my questions about what I notice. Notice, let's talk about that word. Y'all remember we've talked about that word notice?

- Mm-hmm.

- Right? So quickly turn and talk to your partners and tell them what I notice. What do you think about when you say notice? So you can even tell them something that you notice when we made our observations about the sun, moon, or the stars, all right? So tell your partner about that word, notice.

- That the sun is bright.

- [Teacher] Mm-hmm. What about something?

- And it's a big, big star.

- I noticed about the stars, about the sun that it's really bright.

- Right. Come on back, excuse me. In three, in two, in... So think about it. When you were looking at your pictures, right? Remember we talked about that? That we were talking about what we noticed? So when you were noticing something, what was your body doing? Thinking about maybe your eyes. What were your eyes doing?

- Looking.

- Looking, right?

- And then the things that you saw were the things that you what?

- Notice.

- Notice. So when we think about this word, notice, we wanna think about the things we see. Bodies still think you, so we can be safe. We wanna think about the things that we see, right? What do I see? What do I notice? So when you are today going to do our next part of this, you're going to be able to ask questions, right? Those wonders about what I notice. So what do we notice in those videos that we just watch? What do we notice in the pictures that we saw from the photographer, from Alvin? Okay? That's what we're going to do today. So one way that this is going to help us, and you're going to flip your bodies in three, that way. In two, nice and calm. In one... And so what you are going to do is y'all are going to go back to your tables when I tell you, right? And you are going to get to write about the things that you observed and noticed, right? You can ask questions, you can just talk about the things that you're observing and seeing. 'Cause we looked at so many things and talked about all those wonderful things that we saw. And remember, we even got to share what we noticed and wondered about those videos before about the sun, moon, and stars. So what you are going to do is when you go back to your seats, you are going to do just that. And I'm gonna put this right here so it can remind us what we are going to do. The first thing when we go, and your papers are gonna look just like this, whoopsie. Thank you so very much. Your papers are gonna look just like this when you have a seat, right? And so the first thing is, remember what our learning target says, "I can ask questions or our wonders about what I notice in pictures and videos of the sun, moon, and stars." We already did that big job. We looked at videos, we looked at pictures, we talked all about it. So when you first go down, we have what we notice about the sun, moon, and stars. So the first thing I would be doing in that first column is doing my notice. What were some of the things I noticed? So I might remember, 'cause from your discussi

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Living a Module Lesson: Grade 1 M2U1L1 Opening B

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Opening B: Picture Tea Party: Noticing and Wondering

Watch students engage in the Picture Tea Party Protocol as they make observations of the sun, moon, and stars and describe what they see.

Special Thanks: Amana Academy (Alpharetta, GA), Akilah Abdulbarr, Patrice Combs, Tiffany Everett, Shaneka Palmer, Erica Young, and Liz Freitag

TRANSCRIPT:
- [Teacher] And the way you're gonna do that is with our Tea Party Protocol. So everyone has their pictures in their hand, right? So your first job, and I'm going to signal this for you, and I'm gonna do it in chunks. I love the bodies that flipped so quickly to our picture Tea Party anchor chart. So the first thing you're gonna do, and I'm gonna give you a moment to put on our magic glasses and zoom in and make your observations about what you see in your picture. And then, when I tell you, you're gonna find your group to talk about it, your group of three, got it? Gimme a thumbs up if you are ready to observe your picture. Get those pictures in your hand. Put those magic glasses on, zoom in, observe what you see on your picture, go, observe. I love how I see some of you having your eyes glued to your picture, and you're taking a super close look at what you see. When you have made a good observation, and you know what you're going to tell your group, you're gonna put a thumb to your heart, so I know you're ready to talk. I see lots of thumbs. I see lots of thumbs ready to go. Thank you, we're just observing our pictures, so make your quick observation. Remember, when you hear the chime, you're gonna go, and you can, 'cause we remember our classroom norms. So you can be kind and respectful and decide who is gonna talk first, and everyone's gonna get a chance, okay? So I saw thumbs to the heart, so I know that everyone is ready to describe what they see, what their observations were on their pictures. When you all are done sharing, everyone gets a chance, you're going to raise your hand, so I know you're ready, and then I'm gonna tell you what's next. All right, ready? Flip those bodies back. Let's look at me. Beautiful work in your groups. And I actually loved how some of you chose who went first. I didn't even have to come help. You knew right away what to do, and you were following your classroom norms. You did it in such a respectful way. All right, so next up, we're gonna make new groups, okay? And so, we're still gonna be, remember our learning target, "I can describe or tell what I see, "the things that I'm observing in my pictures." All right, so this time, you're gonna make a new group, and I'm gonna show you how you're gonna do that. All right, so when I want to go, I'm gonna walk around the class, and I'm going to, can you stand, can you stand for me? Come here. We're gonna go, and again, I'm just gonna find anyone in the classroom. I'm gonna have my hands raised, and you're gonna raise your hand, so everyone's gonna walk around with their hands raised, and we're gonna walk, we're gonna find... Will you be in my group? And we're gonna go like this, and we're gonna hold our hands up, so that I can see that you have made a group, and you're gonna be ready to share, okay? When you are in your group, thank you, my lovelies, I'm gonna borrow you a picture. The next thing I'm gonna do when I'm in my group is I'm still going to be describing what I observe in my picture. And the way we're gonna do that, 'cause remember, we're now going to have to predict or make a guess about what we're learning about. Remember, we're going to learn a new module and new learning that's gonna happen, okay? So when I now am in my group, I'm going to tell my group about what I see, but this time, I'm gonna add a sentence. I'm gonna say, "I see, hmm." So in this one, "I see the sun, "so I predict we might learn all about the sun in the sky." So when everyone gets a chance to talk today, we are going to tell them what we see in our pictures, write our observations, and make a prediction or a guess about what we're about to learn. So what do you see?

- I see the sunset and a flood.

- Ooh, what do you predict We're gonna learn about?

- I predict that we're gonna learn about the sunset.

- [Student] Going down to .

- [Teacher] Oh, what do you predict we're gonna learn about, tell them.

- [Student] The stars and the .

- Okay, raise your hand when I know. Remember, when everyone has had time to share, you're going to raise your hands. Beautiful, oh, you can if you want, but gently. If you see that we're still waiting, feel free to share one more thing or make a new prediction. All right, you can stand, come on back to your spots, walking calmly, quietly, walking feet, and go back to your seats and have a seat. Sit on down, come on. So, three, by two, by one, bottoms are flat. Beautiful, and then in one and two and three, my voice is on, all right, my darlings. So I heard such amazing predictions and conversations in our group. So I wanna see if y'all made some great predictions abo

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Living a Module Lesson: Grade 1 M2U1L1 Opening A

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Opening A: Reading Aloud: "Elvin, the Boy Who Loved the Sky," Part 1. 

This video introduces the module topic (sun, moon, and stars) through a narrative about a young boy named Elvin and highlights the use of total participation techniques and unpacking a learning target.

Special Thanks:
Amana Academy (Alpharetta, GA), Akilah Abdulbarr, Patrice Combs, Tiffany Everett, Shaneka Palmer, Erica Young, and Liz Freitag

TRANSCRIPT: 
- [Teacher] I am so excited to start off a new module. That means we're gonna learn some new and exciting things. So we're gonna start it off with this brand new story. And this story, the title is Elvin, The Boy Who Loved the Sky. So I want y'all to think about what might this story be about based on the title, Elvin, the Boy Who Loved the Sky. Put those thinking fingers on. Think about it. And when you think you have an answer to what this story might be about, I want you to put a thumb to your heart. So Elvin, The Boy Who Loved the Sky, what do you think this story is going to be about? I see some thumbs that are ready to share. I see some folks are still thinking. We'll give them a few more seconds. All right, I see some more thumbs. All right, turn and tell your partner. What do you think this story is going to be about? Elvin, The Boy Who Loved the Sky.

- I think Elvin, The Boy Who Loved the Sky will be up at like the sky above.

- All right, so we're gonna jump into our last part, and let's see more about what Elvin is doing. 'Cause now we're gonna see those observation, remember. So here's the thing about Elvin, right? He has so much curiosity about the sun and the moon. So let's see what else happens. One day while the boy was wondering deeply about the sun and moon, he decided he must find someone with whom to share his wonderings. So he walked along until he found a photographer. And a photographer is someone who what? Takes pictures. He told the photographer all that he wondered, but the photographer did not answer his questions. Instead, she gave him something special. Do you wanna see what she gave? So she, the photographer, printed out these amazing pictures. 'Cause remember, a photographer takes pictures of things. This photographer took some special pictures, and it connected to the wonders and the questions that Elvin had about the sun and the moon. So you are gonna get your chance now to talk and do observations about the sun and the moon. And let's take a look at our learning target for the day. So our target says, I can describe what I observe in pictures and videos of the sun, moon, and stars. Wow, that is a big learning target that we have here. So I want us to zoom in on a very big word that we have here. And this word is pretty great because I know it's a word y'all know all about. This word is describe, right? And so you've done a lot of times where you've described. Like maybe in our, remember in our last module when we were talking about our magnificent things, and we had to describe the different tools and the way we worked with our partners. Well, this word describe, when I think about the word describe, I think about the way I might tell something. When you hear describe, what do you think about? How would I define the word describe? Let's think about it. How would I tell someone what describe might mean? Go ahead, my love.

- Describe means say the name.

- Yeah, like say the name, or maybe you might tell something. So if you were, for example, to describe my dress today, what might you say? What might you say about my dress?

- It's purple.

- It's purple. What else might you say? Right here. Oh, 'cause we kind of match in our purple. What might you say?

- It has flowers.

- It has flowers. Our hands. So when you describe, you're telling what you see. So I'm gonna put that right up here. Tell what you see. Okay. And then I can describe, right, tell what I see, what I observe. Here's the thing. Observe. Describe, right? It kind of makes me think about the same things. When I observe something, you know what I do? I put on my magic goggles. Who can put on their magic goggles. And I zoom into the thing I wanna look at. And then I what? I observe it, I take a look at it, and then I describe what I see. Okay, so when I observe, and I'm gonna draw my little glasses here to show you, that that means, whoa, my glasses are uneven. I'm gonna fix that.

- Add some eyes.

- Right? Add some eyes, but in my glasses? So when I observe, right, I tell the things that I see, right? Like I wanna describe it. I zoom in, I look at it, and then I tell what I see. So we're going to do that today in pictures, in a video of the sun, moon, and stars. Are y'all ready?

- Yes.

- To make your observations?

- Yes.

- And describe what you see?

- Yes.

- All right, let's do it.

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Sentence Language Dive: Students Deconstruct, Reconstruct, and Practice Diverse Sentence Structures

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How do multilingual learners turbocharge their language skills? 

Follow along with Adrian Cabezas’ class of second graders at EnCompass Academy in Oakland, CA. Notice what it looks and sounds like for students to analyze, play with, and practice academic English sentence syntax. In this Sentence Language Dive in a Language Arts Module Lesson, multilingual learners discover how time phrases impact the meaning and structure of a sentence, and then practice using different time phrases. This EL Education Language Maker Routine helps multilingual learners acquire the language they need to write a focused moment narrative about dinosaurs and fossils for the connected core 2025 EL Education Language Arts Module 2 Innovator assessment. At the same time, all students use Sentence Language Dives to meet college- and career-ready standards. Sentence Language Dives are featured in the 2025 EL Education Language Arts Curriculum as well as its companion, Unlock ELD.

For more information about the 2025 EL Education Language Arts Curriculum or Unlock ELD, please contact salesinquiry@eleducation.org

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Living a Module Lesson Grade 7 M1U2L1 Closing & Assessment

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Living a Module Lesson Grade 7 M1U2L1 Opening A

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In Detroit Public Schools Community District, 1st grade Teacher Tawana Jordan and 4th grade teacher Kaitlyn Billops are engaging students in the Read-Think-Talk-Write framework. The framework gives students an opportunity to synthesize evidence, play with ideas, develop arguments, and “rehearse” various forms of communication during lessons, in order for them to demonstrate a deep knowledge and understanding of the topic in writing.  This approach integrates reading, speaking and listening, and writing, and results in the production of high-quality, evidence-based writing for students of all ability levels and learning styles.

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Students Discuss the Power of Learning Targets

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Seventh- and eighth-grade students in Jeanne Boland's class at the Odyssey School in Denver, CO, discuss the power of “unpacking” learning targets so that they can articulate a clear vision of the intended learning and criteria for success.

This video accompanies the book Leaders of Their Own Learning: Transforming Schools through Student-Engaged Assessment.

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Using a Learning Target Throughout a Lesson

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Kindergarten students in Lori Laliberte's class at the Odyssey School in Denver, CO, engage in “unpacking” learning targets that will guide their work writing thank you letters. Learning targets articulate a clear vision of the intended learning as a first step toward achieving success. 

This video accompanies the book Leaders of Their Own Learning: Transforming Schools through Student-Engaged Assessment.

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Students Unpack a Learning Target and Discuss Academic Vocabulary

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Sixth-grade students in Jon Exall's class at the Odyssey School in Denver, CO, actively engage in “unpacking” learning targets—including embedded academic vocabulary—in preparation for developing research question for an immigration case study. Learning targets articulate a clear vision of the intended learning as a first step toward achieving success.

This video accompanies the book Leaders of Their Own Learning: Transforming Schools through Student-Engaged Assessment.

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Fourth- and fifth-graders in Jason Shiroff's class at the Odyssey School in Denver, CO, actively engage in “unpacking” a learning target related to transitional words and phrases in their writing. Learning targets articulate a clear vision of the intended learning as a first step toward achieving success.

This video accompanies the book Leaders of Their Own Learning: Transforming Schools through Student-Engaged Assessment.

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The gist is your initial thinking about what the text is mostly about. The main idea is the key point the author wants you to take away from reading the text, and is found by careful analysis of the text for details. Sometimes our initial thinking about the text (the gist) is the main idea, but this is only confirmed through careful analysis of the text and finding details to support it. 

See this in action and hear this explained by fifth graders in Detroit Public Schools, as they analyze Article 2 of the Universal Declaration of Human Rights, as part of the EL Education Language Arts Curriculum.

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This video illustrates 8th grade students from Rich Richardson's class at the Expeditionary Learning Middle School in Syracuse, New York engaging in the praise, question, suggestion protocol. This protocol can be used to offer critique and feedback for revision of any kind of work during a draft phase. The protocol helps students see the strengths of their work and consider questions and suggestions that will lead to revision and improvement.

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Interactive Word Wall: Management in the Active Classroom

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Rich Richardson's eighth-grade students at the Expeditionary Learning Middle School in Syracuse, New York, use an interactive word wall to demonstrate their conceptual understanding of words in context. A word wall in the classroom is a powerful instructional tool to strengthen content vocabulary or concepts. A word wall can be an organized collection of words (and sometimes phrases) displayed on a wall or other space in the classroom. In this example, however, the "wall" moves to the floor to allow students to easily connect to one other's ideas and show their collective understanding. It allows both the students and the teacher to see how their knowledge has grown or perhaps where gaps may still exist.

In this video, students and teachers are engaged with a protocol/engagement strategy from EL's grades 3-8 ELA curriculum.

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Jigsaw: Management in the Active Classroom

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Jennifer Dauphinais leads her fifth-grade students from Brennan Rogers Magnet School in New Haven, CT, through a jigsaw protocol. In a jigsaw protocol small groups of students become experts in one section or text and hear oral summaries of the others. The protocol allows students to synthesize across texts and gain new understandings from their classmates about the topic as a whole.

In this video, students and teachers are engaged with a protocol/engagement strategy from EL's grades 3-8 ELA curriculum.

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Chalk Talk: Management in the Active Classroom

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Seventh-grade students in Lisa Zeller's class at World of Inquiry School in Rochester, New York, engage in a Chalk Talk protocol, which allows them to have non-verbal "discussion."

In this video, students and teachers are engaged with a protocol/engagement strategy from EL's grades 3-8 ELA curriculum.

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Classroom Protocols in Action: Back-to-Back and Face-to-Face

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This video shows primary students using the Back-to-Back and Face-to-Face protocol as a simple and fun way for all students to get a chance to move, think, talk, and learn from others. The teacher first has students model: stand back-to-back with a partner, listen to the question and think, turn face-to-face, taking turns speaking and listening, then turning back-to-back. The class next practices with an easy question from personal experience, then with one that is text-based. This video is narrated by students, and can be shown to students to help them learn this simple routine for productive conversations.

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What Is The "Painted Essay™"? Download a PDF that explains and gives a sample of a Painted Essay™ When we write, we are both constructing and communicating meaning about some body of knowledge or set of ideas. To be effective,

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Close Read-Aloud in the Primary Grades, Part 2: Deeper Analysis and Culminating Task

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This is the second video in a two-part series that features Sara Metz and her Kindergarten class at Explore Elementary in Thornton, Colorado. Using the EL Education Language Arts Curriculum and its Close Read-Aloud guide, Sara and her students engage in analysis of the text, Come On, Rain!, as part of a module on the topic of weather. Sara strikes a balance of rigor and joy as she guides her students through a carefully crafted sequence of text-dependent questions driving toward a focus question, total participation techniques to engage all learners, and a culminating task. To hear Sara describe her process, watch the companion video, Behind the Practice: Close Read-Aloud in the Primary Grades with Sara Metz.

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Close Read-Aloud in the Primary Grades, Part 1: First Read, Focus Question, and Interactive Analysis

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This is the first video in a two-part series that features Sara Metz and her Kindergarten class at Explore Elementary in Thornton, Colorado. Using the EL Education Language Arts Curriculum and its Close Read-Aloud guide, Sara and her students engage in analysis of the text, Come On, Rain!, as part of a module on the topic of weather. Sara strikes a balance of rigor and joy as she guides her students through a carefully crafted sequence of text-dependent questions driving toward a focus question, total participation techniques to engage all learners, and a culminating task. To hear Sara describe her process, watch the companion video, Behind the Practice: Close Read-Aloud in the Primary Grades with Sara Metz.

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Close Reading: An Instructional Strategy for Conquering Complex Text

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Reading Closely with Middle School Students

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Small Group Language Dive -- Long Version

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This video is a long version of a small group Language Dive with Stephanie Clayton and 3rd graders at Lead Academy in Greenville, South Carolina. This small group consists of six English language learners whose native language is Spanish, and two language minority students, all on various academic levels. 

A Language Dive empowers students to analyze, understand, and use the language of academic sentences by slowing down to have a conversation about the meaning, purpose, and structure of a compelling sentence from a complex text or tool. Following the engaging deconstruct-reconstruct-practice routine of the Language Dive, students play with the smallest “chunks” of the sentence, paying close attention to how language works, acquiring the necessary facility with academic English, and fostering overall language ability.

Language Dives promote equity for all learners, and are a key part of the EL Education K-5 Language Arts Curriculum, created by teachers for teachers.

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Supporting English Language Learners through the Curriculum and Beyond

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ESL expert Rebecca Blum-Martinez guides us through four high-leverage approaches to supporting English Language Learners (Language Dives, Conversation Cues, Levels of Support, and Diversity & Inclusion) as we see this in action across grades and disciplines at Lead Academy in Greenville, SC.

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Behind the Practice: Approaching Language Dives with Sarah Mitchell, Stephanie Clayton, and Sloane Young

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Dive into Language Dives with the instructional coach and two reflective teachers at Lead Academy in Greenville, SC. Sarah, Stephanie, and Sloane describe their approach to Language Dives and Conversation Cues as we see them in action, supporting English Language Learners and all learners to access complex topics and texts and explore how language works with rigor and joy. Topics covered are: Understanding the Purpose, The Heart of the Practice, Making it My Own, Responsive Teaching, Using Ongoing Assessment, Why This Matters. This is a companion video to Implementing Language Dives and Small Group Language Dive - Long Version.

Language Dives are based on the "juicy sentence" research by Lily Wong Fillmore.

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See the rigor and joy of Language Dives in a fourth grade classroom at Lead Academy in Greenville, SC. During a Language Dive, teachers and students slow down to have a conversation about the meaning, purpose, and structure of a compelling sentence from a complex text and topic, in this case, the American Revolution. Following the engaging deconstruct-reconstruct-practice routine, students play with the smallest "chunks" of the sentence, acting them out, rearranging them, or using them to talk about their own lives. For more on Language Dives and Conversation Cues, also watch Behind the Practice: Approaching Language Dives with Sarah Mitchell, Stephanie Clayton, and Sloane Young, Small Group Language Dive - Long Version, and Supporting English Language Learners through the Curriculum and Beyond.

Language Dives are based on the "juicy sentence" research by Lily Wong Fillmore.