During one of my professional development trainings during the summer, I was invited by Mrs. Nance to demonstrate the routine to students. We scheduled August 28, 2018 for me to come demonstrate the routine with a wide range of students from newcomers (little to no English language) to struggling readers without disabilities.
Ahead of time the teachers provided me with a short list of words that I used to created my models. The purpose in this was to use words that were relevant to the students' current learning.
During the newcomers class, the teachers intervened with me to help facilitate the language barrier so that the students could practice the routine.
In each class, the teachers were very interactive with the modeling process and giving feedback to students as we circulated the room. I was careful to explain the importance of each step.
I gathered artifacts by taking photos of student work and the models I used to adjust for different learning levels in each classroom.
Ahead of time the teachers provided me with a short list of words that I used to created my models. The purpose in this was to use words that were relevant to the students' current learning.
During the newcomers class, the teachers intervened with me to help facilitate the language barrier so that the students could practice the routine.
In each class, the teachers were very interactive with the modeling process and giving feedback to students as we circulated the room. I was careful to explain the importance of each step.
I gathered artifacts by taking photos of student work and the models I used to adjust for different learning levels in each classroom.