Activity 1
- Units
- Individual Activities
The first of two cycles that introduce novices to the practice of eliciting and interpreting elementary English learners’ thinking.
Novices listen to students to practice connecting personal experiences to content instruction.
The unit could be adapted for elementary students more generally.
The second cycle introducing novices to the practice of eliciting and interpreting elementary English learners’ thinking.
Novice teachers engage in and scaffold conversation with English learners in a text-based discussion.
The unit could be adapted for elementary students more generally.
An introduction to the practice of eliciting and interpreting an individual student’s thinking about a text.
Appropriate for students in grades 4-12.
Select a quadrant below to view related activities:
Introduce
This introduction begins with the rationale for focusing on student thinking, followed by analysis of transcript and the decomposition of the practice.
Prepare
Preparing for their one-on-one conversation about student photos, novice teachers first analyze the images and come up with questions, and then practice eliciting with a peer.
Enact
Novice teachers engage an English learner in a short, one-on-one conversation about student photos with the goal of eliciting and interpreting their thinking.
Analyze
Novices identify successes and missed opportunities in their video and to look carefully for evidence of what the English learner knows and can do, revising their immediate impression if needed.
Select a quadrant below to view related activities:
Introduce
Novice teachers are introduced to considerations they may take as they choose content materials to use with English learners.
Prepare
Preparing for their one-on-one conversation about a text, novice teachers first analyze the text to anticipate student responses and identify potential obstacles and then practice eliciting and interpreting with a simulated student
Enact
Novice teachers engage an English learner in a short, one-on-one conversation about a text with the goal of eliciting and interpreting their thinking.
Analyze
Novices identify successes and missed opportunities in their video and to look carefully for evidence of what the student knows and can do, revising their immediate impression if needed.Novices identify successes and missed opportunities in their video and to look carefully for evidence of what the student knows and can do, revising their immediate impression if needed.
Select a quadrant below to view related activities:
Introduce
This four-part introduction begins with the rationale and ethical implications for focusing on student thinking in English language arts, followed by analysis of transcript and video using the decomposition of the practice.
Prepare
Preparing for their one-on-one conversation about a text, novice teachers first analyze the text to anticipate student responses and identify potential obstacles and then practice eliciting with a simulated student.
Enact
Novice teachers engage a student in a short, one-on-one conversation about a text with the goal of eliciting and interpreting their thinking.
Analyze
Novices identify successes and missed opportunities in their video and to look carefully for evidence of what the student knows and can do, revising their immediate impression if needed.