This video illustrates the Literacy Curriculum and Co-Teaching Model at PS 29 in Queens illustrates a curricular and pedagogical approach that is based on a coherent set of beliefs about how students learn best and designed to engage and challenge all students. (QR Indicators 1.1, 1.2, 1.3). In this case, the focus is on ELL students.
All ESL services are delivered through a push-in rather than a pull-out model in which ESL teachers partner with classroom teachers during content area studies. The “thinking curriculum” focuses on the cognitive development of learners in which all skills, language, texts support the strengthening of inquiry and investigation skills in speaking, reading and writing. Teachers study research-based practices and develop new, effective ways to teach academic language and vocabulary at varying grade levels using “deconstruct and reconstruct of juicy sentences” and word play. The benefits of this practice are:
• ELL students scoring higher on the NYSESLAT and making more significant progress on NYS ELA and Math assessments than native English speakers.
•Teachers are collaborating and planning more. Teams of teachers (classroom, ESL and content) that may not have come together to collaborate are now working together, sharing their collective expertise and knowledge.
•Having a school-wide vision for ELL practices around academic language in the content area has made the entire staff "language watchers."
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