Videos

Evidence-based teaching practices that support young children's social emotional development, as demonstrated by a high-fidelity Pyramid Model implementation site. A table of contents is provided at the beginning of each video so viewers can easily navigate to specific segments. (Length of video: 1:25:04)

The teacher joins two students playing at the pretend play area. As she facilitates play and conversation between the students, she also narrates and asks questions to expand their play. In doing so, she builds their vocabulary and provides words appropriate for their play scheme. (Length of video: 2:33)

In this video, the caregiver provides back-and-forth communication and narration of the child’s play. Additionally, her ability to read the child’s cues allows her to develop a strong rapport with the child during the play session. (Length of video: 2:24)

This video shows several clips of caregivers interacting with children during outdoor imaginary play. The children pretend to cook various foods and the caregivers participate in the imaginary play schemes with the children, facilitating interaction between the children. (Length of video: 1:45)

The teacher makes various Play Doh sculptures for the children as they request them, and carries on a conversation with each child about their sculpture. (Length of video: 2:02)

The children transition from indoor to outdoor play. The teacher begins by counting the students and giving them a choice about singing a song. As they begin playing at the sand table, the teacher then describes her behavioral expectations for the children. (Length of video: 2:26)

The child has just finished eating breakfast, so the caregiver takes him to wash his hands and clean up. The caregiver engages in self-talk by describing her actions, exposing the child to the opportunity to draw connections between her words and her actions. (Length of video: 1:18)

In this video, the teacher leads the students in a gross motor activity involving the parachute. She begins by priming the students of the behavioral expectations for the activity: When their popsicle sticks are drawn, students will make eye contact, give each other an air high five, and then run under the parachute to switch places. She offers the students an opportunity to shake the parachute while singing a song before selecting the first pair of students. The teacher also demonstrates how to develop and model respect towards one another's ideas and actions. (Length of video: 8:05)

After a student has completed her drawing at the easel, she labels each of the items in her drawing, code switching between English and Spanish. As she labels, the teacher transcribes her labels into written words in the corresponding language. (Length of video: 1:13)
 

The student verbalizes a story about a pumpkin to her teacher, and the teacher writes down the student's words in English print on the page. When the teacher tells the student to take the book home and tell her mom the story, the student explains that her mom doesn't know English. The teacher then helps the student translate the text into Spanish. (Length of video: 2:11)

The class is sitting together for a group read aloud about the book Carrot Soup. This video contains the introduction of the book, which includes identifying the author/illustrator and making predictions about the text. The teacher solicits predictions about what the story will be about, building upon and piecing together their ideas before beginning to read the book to them. (Length of video: 2:48)

This video shows clips of various circle time activities in a preschool classroom. The video begins with a Spanish lesson, in which the students learn Spanish through rhythm and song. Another activity is a cultural lesson about Chinese New Year. In it, the guest speaker dresses up as a lion and displays a traditional Chinese lion dance in order to grab the students’ attention before she explains some of the traditions. Later in the video, the students engage in gross motor and speech imitation activities through song. (Length of video: 9:54)

Working with a small group of three young students, the teacher explains how you play charades and then models what the students will do when it is their turn. The students then rotate through to take their own turns, picking a card from the teacher’s stack and offering their peers an opportunity to guess the emotion displayed. Though the students do not always accurately show the emotion depicted on the card, the teacher encourages the students’ responses and vocally reinforces them for displaying an emotion for their peers. (Length of video: 2:28)

The teacher encourages the child to express himself and supports his autonomy by allowing him to open the milk carton by himself and providing him specific, verbal praise when he does. Throughout the video, the teacher follows the child’s lead on conversation topic and pace. (Length of video: 1:33)

This kindergarten teacher integrates ELD and Science in a whole group lesson about causal relationships and sea otters. The students break into small groups to discuss the causal relationships in the sea otter's habitat, and then come back together to compose a sentence using the provided sentence frame. (Length of video: 10:40)

Using a combination of song, movement, real life contexts, and repeated practice with multiple materials, this teacher engages her students in whole group, small group, and individual activities about decomposing numbers. (Length of video: 53:11)

In this math lesson taught in Spanish, the teacher facilitates a game and offers opportunities to practice problems in which they use manipulatives to represent the ways that numbers can be decomposed. (Length of video: 28:00)

After reading the book “Roadwork” to the students aloud, the teacher breaks the students into pairs to discuss the steps and machines needed to build a road. Finally, the students write and illustrate one of the steps to build the road. (Length of video: 19:47)

This is a whole group lesson in which the teacher reads the book “Charlie Button Loses Power” and engages the students in discussing and acting out the new vocabulary words from the story. Together, the class writes about a section of the book. (Length of video: 19:57)

The video begins with a whole group lesson on the carpet, during which the students are given a number, and asked to identify the number needed to make a sum of 10. They then break into small groups for additional practice on worksheets before coming back together as a whole group to review and summarize the lesson. (Length of video: 30:23)

The strategy displayed in this video is Interactive Modeling, in which the desired skill is modeled by the teacher, students are asked what they notice about the modeling, and then a student is asked to demonstrate the skill before the rest of the class demonstrates the skill with feedback. In this particular video, the skill is using scissors safely. (Length of video: 3:38)