https://padlet.com/jennyeisenhauer/412lce18dd9k9wky https://www.colorincolorado.org/videos/classroom-video en-us 2020-05-16 14:05:25 UTC 2020-05-16 14:52:44 UTC hello@padlet.com https://padlet.net/icons/png/1f4dd.png jennyeisenhauer https://padlet.com/jennyeisenhauer/412lce18dd9k9wky/wish/576748295 2020-05-16 14:20:44 UTC https://padlet.com/jennyeisenhauer/412lce18dd9k9wky/wish/576748295 jennyeisenhauer https://padlet.com/jennyeisenhauer/412lce18dd9k9wky/wish/576748900 This video shared the use of pull-out groups to teach those basic reading strategies for older students. In fifth-grade many native English speakers are using more developed language skills like reading more complex text or chapter books. For newcomer ELLs, they need the basics. This process is best done in a closed environment where they feel safe to use the tap out method of sounding out the letters. The ELD specialist is also versed in the connections that her ELLs can make with their native language to English. ]]> 2020-05-16 14:21:14 UTC https://padlet.com/jennyeisenhauer/412lce18dd9k9wky/wish/576748900 jennyeisenhauer https://padlet.com/jennyeisenhauer/412lce18dd9k9wky/wish/576752479 2020-05-16 14:24:14 UTC https://padlet.com/jennyeisenhauer/412lce18dd9k9wky/wish/576752479 jennyeisenhauer https://padlet.com/jennyeisenhauer/412lce18dd9k9wky/wish/576752583 The video depicts a prime example of the ways that collaboration is the key in truly helping to bring lessons to our ELLs in the most effective way possible. These planning meetings consist of the general-education teachers and the ELD specialist. With the collaborative model they show that its a collective effort to address the needs of not only the ELLs, but of all students. ]]> 2020-05-16 14:24:21 UTC https://padlet.com/jennyeisenhauer/412lce18dd9k9wky/wish/576752583 jennyeisenhauer https://padlet.com/jennyeisenhauer/412lce18dd9k9wky/wish/576757731 2020-05-16 14:29:28 UTC https://padlet.com/jennyeisenhauer/412lce18dd9k9wky/wish/576757731 jennyeisenhauer https://padlet.com/jennyeisenhauer/412lce18dd9k9wky/wish/576759201 In the video, the teacher took language used in text to provide pre-reading meaning. Many of the idiomatic expressions were pulled out of the text, students had the ability to thing about the meaning of the expression. They were explicitly instructed to not take the meaning literally. 
1. Identify the key words in the phrase.
2. The teacher defines the key words. 
3. The students use the context clues to determine the meaning. ]]> 2020-05-16 14:30:59 UTC https://padlet.com/jennyeisenhauer/412lce18dd9k9wky/wish/576759201 jennyeisenhauer https://padlet.com/jennyeisenhauer/412lce18dd9k9wky/wish/576764531 2020-05-16 14:36:25 UTC https://padlet.com/jennyeisenhauer/412lce18dd9k9wky/wish/576764531 jennyeisenhauer https://padlet.com/jennyeisenhauer/412lce18dd9k9wky/wish/576764678 In the continued discussion of the short story, students were lead to think deeper about the meaning of the story. They were starting to question the text elements/story line as well as the structure of the text. This development came when they were prompted with higher-level thinking questions. It went beyond just general comprehension. This happens with several reads and them feeling more comfortable about the text. ]]> 2020-05-16 14:36:33 UTC https://padlet.com/jennyeisenhauer/412lce18dd9k9wky/wish/576764678 jennyeisenhauer https://padlet.com/jennyeisenhauer/412lce18dd9k9wky/wish/576768658 2020-05-16 14:40:48 UTC https://padlet.com/jennyeisenhauer/412lce18dd9k9wky/wish/576768658 jennyeisenhauer https://padlet.com/jennyeisenhauer/412lce18dd9k9wky/wish/576770222 Small group instruction was used here to dive deeper into making inferences. This is a skill that is troublesome for early readers as well as ELLs. It's important to remind students that the authors don't include all the words and they want you (the reader) to find more of the meaning. ]]> 2020-05-16 14:42:25 UTC https://padlet.com/jennyeisenhauer/412lce18dd9k9wky/wish/576770222