https://www.colorincolorado.org/new-teaching-ells

1. Purpose: This assignment is linked to Meaning Making/Comprehension. Candidates will learn more about different types of comprehension and apply the learning to their learning segment assignments and future professional practice.

2. Directions: Watch the Video and then answer the following questions and include 2-4 examples observed throughout the video   https://www.youtube.com/watch?v=4gV2jdXNJNg

• What strategies did you learn that will help students in meaning making by building on prior knowledge and using complex literary and informational texts to engage in higher-order cognitive skills of reasoning, perspective-taking, and critical reading, writing, listening, and speaking across the discipline U7.6,

• What strategies will actively promote students’ content knowledge by engaging students in literacy instruction in all pertinent content areas that integrate reading, writing, listening, and speaking in discipline-specific ways. U7.9

• How do your reflections affirm and challenge your understanding of a teacher’s professional responsibility for all aspects of student learning and classroom management, including responsibility for the learning outcomes of all students U6.5

1. Purpose: This assignment is linked to Foundation Skills and Meaning Making/comprehension. Candidates will learn more about Tier 2 and Tier 3 interventions and apply the learning to their learning segment assignments and future professional practice.

2. Directions: Watch the Video and then answer the following questions  and include 2-4 examples for the questions that you found throughout the video https://www.youtube.com/watch?v=cpPZjcFw7xc

• How did the teacher actively combine the principles of evidence-based literacy instruction with Universal Design for Learning; California’s Multi-Tiered System of Support (Tier 1–Best first instruction, Tier 2–Targeted, supplemental instruction, and Tier 3–Referrals for intensive intervention); and the California Dyslexia Guidelines? U7.2

• How do your reflections affirm and challenge your understanding of a teacher’s professional responsibility for all aspects of student learning and classroom management, including responsibility for the learning outcomes of all students? U6.5

  
  

1. Purpose: This assignment is linked to Effective Expression. Candidates will closely observe writers' workshop learning activities and apply what they have learned to their assignments and future teaching.

2. Directions: Watch the following Video and then answer the following questions, including 2-4 and examples throughout the video   https://www.youtube.com/watch?v=FXTA_mUYPKU

• How can the Writer’s Workshop activity help students develop effective expression as they write, discuss, present, and use language conventions? U7.8, 7.8

• How do your reflections affirm and challenge your understanding of a teacher’s professional responsibility for all aspects of student learning and classroom management, including responsibility for the learning outcomes of all students U6.5

• Within the lesson, how did the teacher actively implement evidence-based literacy instruction (and integrated content and literacy instruction) grounded in an understanding of applicable literacy-related academic standards and the themes of the California English Language Arts/English Language Development Framework U7.1

  
  

• Focus: Local government, community helpers, civics

• Activity: Students draw or build (with paper, Legos, etc.) their community, including fire stations, schools, stores, etc. Discuss what each part contributes.

  
  

  
  

Around the World Culture Week (K–6)

• Focus: World cultures, geography, traditions

• Activity: Each student (or small group) explores a country and shares traditional food, music, flag, or clothing.

  
  

Classroom Time Travel (3–6)

• Focus: Historical events and figures

• Activity: Assign students roles from a historical time period (e.g., Ancient Egypt, Colonial America, Civil Rights Era). Create “time-travel” skits or journal entries.

• Focus: Comprehension, sequencing

• Activity: After reading a story, students retell it using stick puppets or finger puppets they make themselves.

  
  

Book Character Day (K–6)

• Focus: Reading engagement, character analysis

• Activity: Students dress up as a favorite book character and give a short “in-character” presentation.

  
  

Sentence Scramble (K–3)

• Focus: Grammar, sentence structure

• Activity: Cut sentences into individual words. Students put them in the correct order and read them aloud.

  
  

“Reading Detectives” (2–5)

• Focus: Inference, context clues

• Activity: Provide short passages with missing info and let students use evidence to “solve” what’s happening.

• Students find examples of rhyme, alliteration, imagery, etc. in a poem.

• Can use printed poems or books from your classroom library.

Poem Picture Match

• Read a short poem aloud and have students draw a picture of what they visualize.

• Helps build imagery and comprehension skills.

Poetry Stations (Grades 2–6)

• Rhyme sort

• Build-a-verse with magnetic poetry

• Silly similes & metaphors creation

• Acrostic name poems

• Students choose a poem and create a painting or drawing inspired by its mood or imagery.

"What’s in a Portrait?"

• Students create self-portraits or character portraits based on a descriptive poem.

• Students turn a short poem into a simple song or chant with claps/snaps.

Instrument Match Game

• Match sounds (clips) of instruments to emotions, colors, or characters from poems/stories.