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Ask students to elaborate on their responses; ask students to respond to each other’s comments

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Ask student to think then share with others inferences or connections they made in the lesson.

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Ask student to think then share with others inferences or connections they made in the lesson.

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Having my students do turn and talk or think pair share

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Having my students do turn and talk or think pair share

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Using turn and talk to assess student understanding and take away from the lessons.

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Using turn and talk to assess student understanding and take away from the lessons.

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Content Delivery Respects Diverse Groups

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Content Delivery Respects Diverse Groups

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Research, select and utilize resources, tools, etc., that reflect the cultural make-up of students. Have students identify interests and from this research to find resources and tools to use in the class.

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Pedagogical and Content Knowledge

-Utilzing data to accommodate for students during lessons/independent work.

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Ask students to self assess how they think they are doing on a specific subject

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Use questioning to get more students actively participating in class

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During math we ask students to not only share the answer, but come to the board and show their work so others can see it.

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modifying the mini lesson or exit ticket to be inclusive and/or more interesting to the students.

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Making sure that we all are assessing our students at the end of the lesson. Even if it is thumbs up or down for clarity

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Having the students fill out a chart showing what they have learned with smiley faces.

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Having the students fill out a chart showing what they have learned with smiley faces.

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create a kahoot at the end of the lesson for all students to praticipate

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I will use inquiry to have student think deeper and share their thoughts

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I will use inquiry to have student think deeper and share their thoughts

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- Connect discussion points to relevant real life experiences of students
- Provide sentence starters to initiate conversation (provide anchor charts in class)
- Have students work in pairs and share out in larger groups

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Clearly stating the criteria before sending them into individual work.

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Questioning and Discussion: Making plans to engage each student in discussion that draws on unique interests of target students.

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Have students talk with each other and bounce around ideas.

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Have students talk with each other and bounce around ideas.

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Student self-evaluation sheets throughout lessons
Check-ins with thumbs up/down or 1-5 fingers for comprehension
More simple formative assessments like KWL charts

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Asking a student to add more to their answer. I will say can you please add more to your answer.

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I will use wait time

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I will create a rubric for me to assess students’ learning

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How can some of these elements be adapted in a classroom like Read 180 or System 44 with a pre-made curriculum?

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How can some of these elements be adapted in a classroom like Read 180 or System 44 with a pre-made curriculum?

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Using purposeful questions for discussion during read aloud that connect to students and their daily life. At the same time, making sure questions are culturally relevant during the planning process of the lesson.

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Teach and encourage active listening skills in class discussions

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Equitably choosing students to participate.

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* Reflect research and best practices
* Related to lessons and assessments of students in class

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I will use multiple means of representation to measure how students are engaging with the content in my lesson. I can have the higher students write their responses and create sentence stems for lower students to fill in their responses.

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Math: Word Problems uses names of diverse groups such as: Pa has 3 bags of apples.  Each bag has 12 apples.  How many apples does Pa have altogether.

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Utilizing data to accommodate for students.

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Remember to use higher level questioning and provide opportunities for every student to participate.

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I will scaffold lesson questions to lead to students to the lesson’s desired outcome. I will also provide students wait time to construct their thoughts with turn and talks to share their voice with a partner and offer student sharing to the whole group to further discussion among the students and provide them an opportunity rethink and revise their answers.

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Asking a student to build on something another student has said.

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Increase student self-reflection/evaluation

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Question and Discussion: Have a pail with each student’s name written, draw names to promote equitable participation.