No Series: Foundational Literacy Skills (Uncut)
ELA.RI.9-10.10
Common core State Standards
- ELA: English Language Arts
- RI: Reading Standards for Informational Text 6-\x80\x9312
- 9-10: 9th & 10th Grades
-
10:
By the end of grade 9, read and comprehend literary nonfiction in the grades
9â-10 text complexity band proficiently, with scaffolding as needed at the high
end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high
end of the grades 9-10 text complexity band independently and proficiently.
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This 45-minute Uncut Classroom footage was used to create:
Foundational Literacy Skills with Newcomers
Split Dictation Activity
Write-On Tables: Tools for Communication
What you'll see:
- Strategies for newcomer ELLs
- Split dictation activity
- Phonics review
- Reading guides
- Fluency practice
Discussion and Supporting Materials
Newest
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4 MIN
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5 MIN
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5 MIN
UNCUT CLASSROOMS
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TCHERS' VOICE
English Language Arts
10 Comments
Meghan Tepfenhardt Apr 28, 2024 11:04pm
Wonderful differentiation and scaffolding. The facilitation of engagement was inspiring!
Zackery Whiddon Apr 3, 2024 9:28pm
It is a great lesson to observe because the teacher gives the students options, does not need to repeat himself (he is well-spoken), is respectful of the students, and uses randomization to allow the students to interact with the daily lesson. He begins his lesson by calling for the class's attention and clearly stating his expectations for the bell work. He then allows one of his students to choose how long they must spend on their bell work. He walks around his classroom with a helper who also assists the students with the warm-up and how they should formulate what they are trying to say. As both walk around, they explain only so far until they begin to ask the students questions that encourage them to think for themselves. For example, "How do you think she feels?" One takeaway from using questions to help students reach their goals is allowing them to use what they know or have just learned; you also give them a different angle on how they should think in an academic setting. Another thing that the teacher does effectively is ensuring he stays on time with the class without stressing out the students by telling them how much time they have left. It is subtle; however, he moves the kids along in a manner that does not require them to rush or take too long on an activity.
Laura Waitulionis Jul 22, 2021 1:56pm
The teacher built the lessons and exercises in a clear and logical order that allowed them to practice and build reading and speaking skills. The students had many opportunities to practice writing, speaking, and speaking aloud, as well as finding relationships of words and phrases to their native languages. The teacher did a great job at building students confidence and getting them involved.
Sharmin Motta Apr 8, 2021 11:27am
Excellent lesson! I loved it. This class reminded me how important is to build students' confidence.
Grace El-Fishawy Dec 14, 2020 8:19pm
Another really great lesson! I was currious, how does the teacher know that the students are saying the word i.e understanding the word correctly in their native language?
Yitong Liu May 11, 2022 2:45am
Hi Grace, I assume that the teacher somehow wants his students to know that their home languages are valued in the classroom or in English language development. I speak Chinese, and a funny thing I noticed is that the Chinese student actually gave the wrong Chinese words a few times when he was asked to translate the English words. I guess he is the only one in the class that speaks Chinese, so no one would ever know that. Cool!