Students in a Spanish I classroom simultaneously review and preview vocabulary by assembling a puzzle the teacher made. The teacher circulates among the students posing questions or offering help based on the student’s level of understanding.
Teacher Brandy Roberts embeds literacy instruction in her Spanish I class at Newport Middle School in Newport, Ky. She plans her instruction so that students with different learning styles and varied abilities can engage in the content and succeed. As she works with students, she uses formative assessment to guide her questioning and support for each student.
In this video, the students simultaneously review and preview vocabulary by assembling a puzzle the teacher made. As Brandy circulates, she poses questions or offers help based on the student’s level of understanding.
This video was originally part of a multimedia professional development resource, Literacy Without Limits, produced by KET in 2007 in collaboration with the Kentucky Department of Education.
How will using this strategy help your students understand the text? What changes (if any) will you need to make to your current instructional practice in order to utilize the strategy?
What characteristics of highly effective teaching and learning do you observe?
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We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.