CCSS Reading Standards and ELLs Recommendations by liz pappas https://padlet.com/elizabethp22/tyufj4hyjx55 Generate three examples of connections to your placement and the recommendations en-us 2017-10-26 03:54:44 UTC 2017-11-05 22:07:29 UTC hello@padlet.com Maya Espiritu- 3 examples https://padlet.com/elizabethp22/tyufj4hyjx55/wish/203290154 1. My CT implements verbal and nonverbal responses during lessons. She has the children raise their thumbs either up, down, or in the middle to show whether they agree or disagree, or are in the middle. She taught them sign language to say they agree with something that was said. She has the student put a silent thumb over their hearts if they have an answer to share. She also elicits verbal responses by having the students partner share and share in triads with each other.
2. Mycurrent CT accesses prior background knowledge by using KWL charts. She starts with what the children know, and charts their responses so that they can see what they already know, and compare it later to what they were wondering about and what they learned. 
3. My current CT builds on and expands knowledge of text structures every day during Reading by implementing read aloud to point out different literacy strategies and structures. The students then get opportunities to practice these strategies in their own writing.

]]> 2017-11-03 13:58:09 UTC https://padlet.com/elizabethp22/tyufj4hyjx55/wish/203290154 Lauren Gold 1. My teacher uses nonverbal strategies in her class by asking students to quiet down by raising her hand. When they see her raise her hand, they follow with the same hand movement. She also does the, "thumbs up or down if you agree or disagree," which seems to be very common. 2. My CT makes sure that every child is participating by giving them all time to talk during morning meetings each day. She makes it mandatory to talk during this time, even if children do not want to. She tries to stretch them outside of their comfort zone. 3. My CT sets excitement for reading by asking students questions regarding a certain book that they are going to start reading. She often times asks students if they want to share a story about something they will be reading. For example, we were going to read the book Stellaluna, so she asked if anyone had seen a bat. One boy said yes, so she had him share his story to the class, which got the whole class excited and ready to begin the book. https://padlet.com/elizabethp22/tyufj4hyjx55/wish/203507543 2017-11-04 07:26:15 UTC https://padlet.com/elizabethp22/tyufj4hyjx55/wish/203507543 Amy Merryman https://padlet.com/elizabethp22/tyufj4hyjx55/wish/203568082 1. My CT integrates vocabulary building through meaningful activities when he meets with the English Learners for ELD. He reviews science material with them, helps them read and write about this material, and provides linguistic support by writing key terms and other notes on a whiteboard. He also has them engage in hands-on activities (e.g. making a tornado in a bottle) and teach their peers about them, which allows them to practice using scientific vocabulary (e.g. "clockwise" and "counterclockwise").
 2. The students in my placement classroom make a lot of videos, in which they write on slides and provide verbal narration. My CT and I talked about the possibility of students using both English and Spanish in the creation of these videos. This might help students compare grammatical structures and vocabulary (e.g. cognates) between their two languages.
3. One way that my CT expands knowledge of language is by focusing in on new/difficult words during novel study. He writes these words on the board and prompts students to break them apart and notice spelling/sound patterns. This explicit word analysis helps students decode and understand the new words they come across in the text.
]]> 2017-11-04 20:12:41 UTC https://padlet.com/elizabethp22/tyufj4hyjx55/wish/203568082 Hannah Johnson https://padlet.com/elizabethp22/tyufj4hyjx55/wish/203571236 My CT ensures participation of all students in every activity. There are ELL students, students with IEP's and students who just need some extra support, but all are encouraged to engage with the whole class discussion.

In terms of "Focus on the meaning of grammatical structures and compare them to native language when possible", my CT provides ELL students with some text structure keys that are in their desks. This gives the students a connection between similar language structures in both native language and english so they have a reference while reading or writing.

Lastly, my teacher really encourages reading and "Set's excitement and purpose for reading". We spend time in the library and the class has library cards which make them feel more independent in their reading. My class does a lot of silent and partner reading. ]]> 2017-11-04 21:02:00 UTC https://padlet.com/elizabethp22/tyufj4hyjx55/wish/203571236 Moises Jaramillo https://padlet.com/elizabethp22/tyufj4hyjx55/wish/203575115 1. My CT encourages students to respond to in-class literacy assignments through ASL video responses or writing paragraphs which are modeled by sentence frames. He tries to give the students options in whichever language they feel more comfortable with. 

2. Students within the class are focusing on The Giver, however the academic language of the text is difficult for them to follow on. Instead my CT modifies each chapter of the text into cloze readings (words modeled by images) which promote student's understanding the text through use of pictures.

3. My CT tries to have each student engage in class discussions by asking them questions and assess for their understanding. He does this by focusing on a comic strip each day and see what the students make out of it. Although it is not explicit which literacy strategy he uses, I can see the student's understanding through their explanations. ]]> 2017-11-04 22:10:56 UTC https://padlet.com/elizabethp22/tyufj4hyjx55/wish/203575115 Marlon Timog https://padlet.com/elizabethp22/tyufj4hyjx55/wish/203591208 1. In one of my past classroom experiences, I've seen my teacher instruct students in English and Spanish, even though it was not a bilingual class. She thought it was important to hear instructions both in English and in Spanish in order for to give ELLs another chance at receiving instruction.
2.  My current CT puts on a cape when she prepares the class for reading. With her costume, she puts excitement and purpose into reading, and teaches them to implement their reading super powers into practice.
3. In terms of non-verbal strategies, my CT tells the students to give her a quiet signal in order for her to move on. In regards to verbal strategies, she asks students to model their thinking and how they were able to come to that conclusion. ]]> 2017-11-05 05:49:36 UTC https://padlet.com/elizabethp22/tyufj4hyjx55/wish/203591208 Melina Munoz https://padlet.com/elizabethp22/tyufj4hyjx55/wish/203689632 1. In a past placement in a Spanish Immersion classroom, my teacher implemented many gestures all throughout the day to help students make connections. She expressed that this was especially important in the beginning of the school year when very few students knew any Spanish. 
2. My current CT has posters all around the classroom with reading and writing strategies accompanied with illustrations. None were hung up before being the central focus for a period of time, and used in pair-shares / classroom discussions.
3. Although I have not seen it in action yet, my CT has told me that when beginning a new unit or lesson with challenging words she pre-teaches and/or after reinforces vocabulary. She has also expressed providing sentence frames/stems.]]> 2017-11-05 21:51:34 UTC https://padlet.com/elizabethp22/tyufj4hyjx55/wish/203689632