I will definitely be using these methods for my teaching career!

A) The teacher is starting the class by asking the class what they remember on what a symbol is and what an american symbol is.  When they get into groups to make a poster, they are supposed to write down facts and not opinion. Before getting into the groups, they do an exercise in order to practice sharing at least 3 facts so it can be fresh in their heads. During the group project, the students work together and try to assign who to write what. They go through facts that they remember and go through text to find more facts. Each group had an assigned symbol, the statue of liberty, the american flag, the bald eagle, etc. When it was a groups turn to present, they would each take a turn presenting at least two facts to the whole class through the microphone that the teacher provided. The teacher was nearby to help the group presenting just in case they could't decide on what fact to present and if they were too shy and weren't loud enough. After all the groups has presented, the teacher praises the class on a job well done and asked the class if they used any facts that their rug partner shared with them. It was about 50/50 split with the whole class. Finally the students thanked their rug partner for providing them with the information.

Lisa Zanetti watched, "Leprechaun traps", a math lesson focused on place value, skip counting and problem-solving. There was much participation from her kindergarten students. The teacher was in front of the students who were sitting on the carpet and she was going over her math lesson which was on the Promethean board.The teacher was showing A variety of ways to show place value, and problem-solving, like the teacher would choose a number, and the students were to round the number on there boards. Then she would clarify why it was that number. She also reviewed the expectations when they were getting ready to share. She asked a student up after asking who can skip count, one of the students wasn't quite grasping the concept, so the teacher restated the question in a different way. Then the student demonstrated her understanding by following through. The teacher was then asking students to show a different way to make equations, this also demonstrated their understanding. She had some of the students counting the dots on giant dominoes, and then adding them together. The students understand and expressed as well when they were called upon.

I believe the lesson was quite successful, she had good management and the students were on task following directions and participating. I believe one thing I would've done different was maybe get all students up and moving a few times during the lesson, just for a little movement...I would've tied it into the math lesson with moving while adding dominoe equations.

In the video, "Just the Facts", the teacher has a group of kindergarten students and directs them that they are going to share 2 facts of the American symbols. She's very clear about the expectations and procedure. The students are on a rug and they are going to share 2 facts of each American symbol with their partner.  The expectations are clear and reminding them of the sharing procedure the students demonstrate this quite well.

 Since I teach secondary level German, I am having a tough time trying to figure out which TESOL strategies are embedded in this lesson vs. regular English language development for non-ELLs. Is it possible that they are the same strategies that are effective for non-ELLs and ELLs because they are so young and all learning basic reading and writing proficiency?