I insisted that they give responses in complete sentences, using sentence frames with those who needed a bit of scaffolding. I required them to provide me with evidence from the story to back up their thinking. Is there a picture in the story that is making you think that way?.Be sure to use some words from the story to prove your idea is a good one. Turn and talk to you elbow partner about why you think having dinner together is so important in this family. Once we finished the story, I used prompts for student discussion, such as: Was there a clue in the story that helped you to make that prediction?.Why do you think it will be that family member?.Who might be missing from the dinner table on Tuesday?.What information from the story makes you say that?.Can you tell me why you think the mom was happy when everyone was at the dinner table?.They made predictions and answered my questions. During ReadingĪs I read the story, the children listened carefully. I charged them with making comparisons and contradictions to their own family practices as their purpose of listening intently. This got them interested in the family whom we would read about. Reading the Story Together Before Readingīefore I read the story, I built background with students by asking them about the make-up of their families and the ways they gathered for meals. A table of the standards I worked with is listed below. The activity reminded me that many of the things that I do naturally as an ESL teacher are effective for all students, and that they also are great strategies to use in implementation of the Common Core. With just this simple read aloud, I was able to work on the WIDA English Language Development ELA, Math, and Science Standards while I addressed the CCSS in Reading, Speaking & Listening, and Math.
The theme of the week was "Read around the World." The class had been hearing stories based on different cultures, so to go along with the theme, I chose a multicultural story entitled Let's Eat by Ana Zamarano. This past spring, I was in a classroom reading to eager first graders sitting attentively on their alphabet rug during Reading Week. To see more from Julie, take a look at her previous blog post focused on making curriculum units aligned to the Common Core accessible for ELLs!Īlthough I have been out of the classroom for a while as I have taken on more responsibilities as a central office administrator in Rhode Island, the best parts of my job remain spending time with students inside their busy classrooms and working with their teachers to continually advance their craft, especially in the multifaceted task of implementing the Common Core State Standards (CCSS) with ELLs. She also outlines the standards related to the activity. In this blog post written for Colorín Colorado, Rhode Island administrator and WIDA trainer Julie Motta walks through a read-aloud activity for first grade and highlights how she engaged the students with the story, brought in content-area connections, and included informal assessment to check comprehension.
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