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Respond to the reflection questions below.

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Respond to the reflection questions below.

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-How does the work Sam engaged with connect to the RBIS?​

-How do the RBIS and Bluebonnet Learning K–5 RLA work together to support student success?​

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Please use the Parking Lot to submit lingering questions.

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I love how BBL and RBIS are intertwined to support student learning. Frontloading information for student understanding benefits all students!

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The opportunity for students to participate in text based responses by citing material helps support comprehension.

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Pre-teaching vocabulary aligned with knowledge coherence by building on background knowledge and making connections. Also, there was opportunity to answer questions with text evidence for text-based responses.

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The work Sam was engaged in connects to the RBIS by, ensuring the text complexity was integral and adding scaffolds to be able to engage at grade levels. Text based responses was also scaffolded to be able to maintain rigor for all students.

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Where can we access the teacher slide decks? I don't see them in the portal.

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By leveraging the unit internalization protocol. It deepens teacher understanding of the material, assessment, and expected student outcomes

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I can effectively internalize a BBL lesson by using the internalization protocols and go through the lesson like we want teachers to go through them. Use the coaching guide to establish the process of learning for the teachers. Students will be the winners!

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The steps that were in the unit protocol are the same in the lesson protocol.

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Both protocols:

Require completion of prerequisite.

Emphasize alignment with research-based instructional strategies embedded in the Bluebonnet curriculum.

Support high-quality instruction.

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System to internalize the information to make informed decisions for teaching like unit internalization. You are ensuring the teacher has systematically thought through the student learning through a four step process like the unit internalization process. The teacher is examining the assessments and TEKs to prioritize delivery of information aligned to assessments and objectives. The teacher is diving deep into the resources and materials to seek alignment and connections across the lesson to the bigger picture within the unit.

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There is an opportunity to follow learning progression in terms of connections to TEKS and take time to organize resources.

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Both protocols begin with reviewing the big picture.

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They both start with understanding the big picture and end with ensuring teachers have resources and materials to deliver the lesson.

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One similarity that I love and call out to teachers is completing the assessments. Teachers are used to giving summative assessments that they didn't create, but using formative and in-lesson checks for understanding and assessments that they did not create may be new. In order to know how to support students as well as how to evaluate their responses, they need to be familiar with what students are being asked to DO.

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both have the end in mind; steps one and two are very similar just in different order

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In both, teachers are understanding the takeaways/objectives. TEKS and ELPS are reviewed in addition to teaching with the end in mind by reviewing assessments.

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Both the unit and lesson protocol require the teacher to know the end goal.

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Steps are similar with purpose and objective, sequence and pacing, considering assessments, annotate with side bars, and organize.

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know the destinaion

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Both have pre-work and are very explicit steps that should be followed to fully understand the unit/lesson.