Oral Language Fluency: 2

In this clip, Anna is providing additional scaffolding for a beginning EL student in her class. You’ll see that she asks a direct question to the student and the student cannot answer. Next, she asks another student to answer the question but returns to the first student to repeat the answer for the class to hear.

By doing this she is allowing other students in the class to be good language models for the students with less proficiency in English while still allowing all students at varying language levels to be engaged in grade level content. Additionally, it is evident that students don’t know the term “setting the table” so the teacher gently corrects students while she is eliciting responses from them in the retell.


Classroom Reflection

Why might it be important for Anna to correct the student on their use of the phrase setting the table instead of the student's response putting the table?


Anna models the next activity for the students which is the pair story retell activity. Notice how the students have already retold the story as a whole class and now Anna is asking them to practice this skill in pairs. Since she has provided for student practice throughout the lesson, students have adequate vocabulary to complete the task successfully.


Classroom Reflection

How does Anna ensure that students are successful using the retelling strips?


Here, the students are paired up and retell the main events of the story in sequence. The teacher is available for support as needed, but spends time listening to the oral language practice of students as she moves around the room.


Classroom Reflection

How does Anna differentiate her support for the students during their paired retell time?