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Kindergarten students worked together to create their own picture word bank on chart paper.

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Share time DOK Discussion Protocol and Oral presentation rubric.

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When students are presenting their work, the rest of the class jots down one glow and one grow using the presentation rubric. Then students test the presenter's knowledge of the topic by asking DOK questions.

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Picture word inductive model/Carousel activity.  Students rotate across three pictures to label, write sentences, and make inferences.

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We used text sets that include a poem, videos, and The Very Hungry Caterpillar to learn all about a butterfly's life cycle.

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Mind Streaming Activity: Assessing and Building Background Knowledge.

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The identity map helped me plan instruction for my students. I was able to include vocabulary in multiple native languages and provide materials that interested the students. I was able to group students according to their shared interests during the nonfiction units.  This also allowed for students to build relationships with each other.

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Kindergarten students read

My First Biography: Martin Luther King, Jr. by Marion Bauer to learn about Dr. King's important contributions to history. Students were asked to share how they would make the world a better place.

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In second grade, students used the Picture the Feeling strategy with books for social emotional learning. Students explained whether or not they could connect to the main character. They shared words or sentences that helped them visualize in their books.

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Question-Answer Relationship: after a read-aloud about Ruth Bader Ginsburg, first grade students shared whether they agreed or dissented with teacher rulings.

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Language Experience Approach - fourth grade students had the option to share what they learned about the American revolution through a writing piece or poster.

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Logographic Cues - third grade students used pictures and symbols to share what they learned about Louis Armstrong.

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We use the books from our culturally responsive library with our ELL students. The books have characters that mirror are students culture. The child's culture is validated and they are able to share more with their peers. Each class has their own Rising Voices Library.

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Students are taught how to use a writing checklist in all grades. In the lower grades students buddy up to review their work. As they get older they are able to use the checklist to edit independently.

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During the month of Ramadan, students who fasted were able to teach others about Ramadan. During their lunch time, students would go into the lower grade classes and read books, color pictures and answer questions about Ramadan.

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Although some students are unable to write yet, they are able to speak. Therefore, the teacher scribes the students answers. All students are able to participate in the activity. In lower grades, students draw, label and explain using pictures for each column.

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Students in the lower grade participate in the lesson by using signals while they agree or disagree with an answer or idea.

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During a third grade lesson, students were asked to choose a word they wanted to further understand. Students used a Frayer Model to deepen their understanding.

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After reading many different culturally responsive books from our library with our ELL students, the kids were asked to write and explain how they felt about the books.

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After learning about character traits, students were given an opportunity to demonstrate their learning through an alternative assessment on Boom Cards.

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Students engaged in a turn and talk to share their ideas with one another.

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After a unit of study on influential women, students in the fourth grade demonstrated their learning through a project-based assessment. 

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PS 200K 3rd Grade Map- Stacy Battista & Carol Ferrantino

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PS 200K 3rd Grade Map- Stacy Battista & Carol Ferrantino

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We planned with the 3rd grade team in layering texts around our big idea, "A person can make a meaningful difference in their community." We incorporated books from the Sharroky Hollie CRSE kit, NewsELA, SS trade books, videos, and the rising voices sets. Through these texts, students were able to connect to the identities of the activists. Students were able to understand their role in making a difference in their own community.

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Students use vocabulary organizers to help them make connections to the new vocabulary that they are learning and gain a deeper understanding.

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After reading The Recess Queen by Alexis O'Neill, students discussed their thinking with their peers. Then, they used a graphic organizer to list traits to describe the characters based on evidence from the text.

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Our classroom library have a variety of texts that relate to the students' cultures. There are also culturally responsive texts that are embedded within the curriculum that we are using.

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Students learned about Ramadan through the text and engaged in conversations with their peers.  Students who celebrate the holiday had the opportunity to share facts about this special time with others.

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During our Poetry Unit, students had the opportunity to create acrostic poems that tell about themselves and illustrate self portraits.

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At PS 119 the students embrace cultural differences to find the common grounds and the “glue” that bonds us all together.
As part of our Annual Art and Culture Expo, students are able to learn about different countries, cultures, customs, and traditions as they share their diverse projects with the audience.

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The students painting pictures of Spring.  They used a graphic organizer to sort their stories about Spring into intro, details, closing.  They sang a song to the tune of frere jacques dormez vous nursery rhyme with the words intro, details, closing.

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Teaching vocabulary and site words with poetry

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PS 197's ENL department hosted a multicultural festival. The weeks leading up to the festival students created posters that shared cultures, practices, and beliefs. The posters were displayed at the festival. The festival included performers, food and music that were representative of our school community.

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P.S. 127 Tuesday Traditions - Windows & Mirrors

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P.S. 127 Tuesday Traditions - Windows & Mirrors

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Students were encouraged to think and write about what they would change in the world after reading a variety of texts on Malala Yousafzai.

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This cooking show started off as a pandemic project as a way to bring the school community together. This year the cooking show has continued to evolve not only by representing various cultures through the food represented, but also by incorporating student voices in some of our episodes. We hope to continue using this as a tool to create unity within our community.

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Just A Taste - YouTube

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Share your videos with friends, family, and the world

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The second grade students learned about clouds. In our ENL class, the students painted pictures of their favorite cloud, and then wrote details about how that cloud looked and why it was their favorite. The students used a graphic organizer to organize their writing, and then shared their paintings and essays with their classmates.

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22K207 Donna KellyA teacher at our school wrote a book called "I'm Unique".  After reading the story, the children drew self portraits and filled in a graphic organizers about how they are unique.

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22K207 Donna KellyA teacher at our school wrote a book called "I'm Unique".  After reading the story, the children drew self portraits and filled in a graphic organizers about how they are unique.

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Students were asked to share special facts about their names.

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Students have been researching athlete leaders and reflecting on the factors that helped them to effect social change. As we worked in a small group setting to present our opinions, sequence ideas logically, use appropriate facts and details to support main ideas, we kept reinforcing academic and domain-specific vocabulary.  In this cumulating task student pairs focused on key vocabulary and phrases necessary to discuss their selected professional athletes who have been leaders of social change. Students synthesized their research by sharing their thinking about the key factors that support success in being an effective leader of social change in a blackout poem.

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Students compared the main characters in the Into Reading Module by using a graphic organizer to analyze the character's traits.

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Students connected to the main characters by analyzing the character's traits that helped them overcome a challenge. Students were then asked to reflect on a time they also experienced a challenge and how they portrayed the same/similar traits as the characters.

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The first module of Into Reading, in 4th grade, is "What makes us who we are?" There are 5 texts in this module that address identity, heritage, and personal experiences. Students are encouraged to use the "Mirrors/Windows" protocols to connect or learn from each text/character. The module ends with a personal narrative.

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We use the "Click and Clunk" protocol to help students improve their reading comprehension by focusing on vocabulary.

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We use the Back to Back Face to Face Protocol across all grade levels. " This protocol provides a method for sharing information and gaining multiple perspectives on a topic through partner interaction."

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We use sand boxes to assess letters, sounds, sight words, and word family words. The students really like writing in the sand. We also use white boards and markers. They really like writing with the markers too.

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Writing "at" word family words like cat.

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Students in the 4th grade class are learning about the American Revolution. This class in particular loves to perform. Instead of testing them with a standard test, the students created songs to perform and included vocabulary and facts they learned about the American Revolution to demonstrate their knowledge. They are also performing them for the parents next week. :-)

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Students are able to see themselves in different texts and make connections.

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Students were able to represent themselves and their identities and what "makes me me" through these posters. It also opens up doors and allows teachers to learn more about their students and to make connections with them.

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 Amy Finegold (Kindergarten-ESL) P.S. 225 Pre-K- 8th Grade: Literacy:  Read the story of "Chrysanthemum" with ESL , Special ED, and General Education Students.  We learned about our names, and talked about the long name of the little girl in the story with some of our longer names.  We gained a new appreciation for our names.  Upper Grade ELL's created an "All About Me" face and biography incorporating their names, and cultural identity.   

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 Amy Finegold (Kindergarten-ESL) P.S. 225 Pre-K- 8th Grade: Literacy:  Read the story of "Chrysanthemum" with ESL , Special ED, and General Education Students.  We learned about our names, and talked about the long name of the little girl in the story with some of our longer names.  We gained a new appreciation for our names.  Upper Grade ELL's created an "All About Me" face and biography incorporating their names, and cultural identity.   

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Grounded in the work we've done with Gholdy Muhammad's book Cultivating Genius, we sparked the idea that when students write and tell their name stories, they begin to learn more about their identity. Our whole school community engaged in project based learning activity to give them voice. We read the anchor text, "My name is Yoon." Each student wrote about their names on name banners. Kindergarten and Grade 1 students created self portraits with Art Teacher. The students in the upper grades wrote more detailed pieces of writing.