Posts by beth

That’s exemplary!

Posted by on Dec 27, 2016

That’s exemplary!

“For all the correcting we do, directions we give, and rubrics we create about what good work looks like, students are often unclear about what they are aiming for until they actually see and analyze strong models.” Ron Berger, Leaders of their own Learning

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Webinar on “The Language of Math”

Posted by on Nov 27, 2016

Webinar on “The Language of Math”

In this webinar, I share some of the issues English Language Learners face with the “Language of Math”.

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Learning the Language of Music

Posted by on Jun 30, 2016

Learning the Language of Music

Last week I participated in a marimba camp with David Alderdice and Arlyn Deva of Embodying Rhythm. What I learned during the week of afternoon marimba lessons was much broader than the melody and chord lines to each of the three songs we worked on; I learned the importance of listening, following the pulse, and playing within the musical framework or grid,

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Snapshot of Engagement with Language and Content

Posted by on Apr 9, 2016

Snapshot of Engagement with Language and Content

Sometimes when I walk into a classroom, students have such a sense of focus and purpose, that they don’t even look up or notice me. I recently had the opportunity to observe a second grade science class that epitomized that kind of classroom. Located in a small, rural school district in a Title One school with over 80% English Language Learners, this room buzzed with excitement and interest. Students were working at round tables asking each other questions, sharing information, or writing and reading independently. At first, I didn’t even notice the teacher in the room. When I found her, she was kneeling next to a student discussing his research and asking probing questions about his next steps.

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Writing to Read

Posted by on Apr 8, 2016

Writing to Read

This brief video clip addresses the 'writing to read' strategy.  Participants use a labeled picture with sentence frames to orally generate sentences before doing a quick write about the content picture.  Then, they compare their academic text to the scientific text noticing the differences between their writing and the academic writing.  

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