# data[].attributes.headline
The class was very small--both independent and small group work.

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The class was very small--both independent and small group work.

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It was facilitated whole group- with one on one attention to a couple of students when needed( more redirecting of other students

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Agenda - review of goals prior to starting work - review of past lessons to connect - scaffolding to meet student needs.

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Agenda - review of goals prior to starting work - review of past lessons to connect - scaffolding to meet student needs.

# data[].attributes.body
Student led and encouraged communication. Great discussion about diversity and cultures in the Olympics.

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Teacher approached individual students privately by standing close to their desks and speaking in a quiet voice. In one or two cases, the teacher sat next to students and conversed quietly.

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Teacher approached individual students privately by standing close to their desks and speaking in a quiet voice. In one or two cases, the teacher sat next to students and conversed quietly.

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The class was small only 4 students and most lessons were independent

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there are only 4 kiddos in the class so everything can be done in a small group

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The teacher encouraged students to help each other using their home language (Spanish).

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Gradual release of responsibility was used to complete writing + coloring tasks. Students completed tasks independently and did not have any directions to interact with each other.

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2 groups of 2 students. They worked in partners.

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There was independent reading, an article was read as a group with discourse, and writing in partners as they explored different story books. Loved the variety and I thought the most powerful learning was in partner peers.

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We observed a math lesson where students worked in partners. After partner work, the teacher brought the class together to review the problem.

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The lesson was introduced whole group, but students completed work one on one with a teacher. We had a small class, so we were fortunate enough tot pair one or two students with an educator. 

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The lesson was introduced whole group, but students completed work one on one with a teacher. We had a small class, so we were fortunate enough tot pair one or two students with an educator. 

# data[].attributes.body
Lesson started with an engaging video or song, then concepts were reinforced, finally an independent activity was given for students to complete at their desk.

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Kids knew where all of their materials were; lining up and transitions were smooth and relatively quick

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Kids knew where all of their materials were; lining up and transitions were smooth and relatively quick

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two small groups (pairs) of students, opposite sides of room, group work and then whole group share 

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two small groups (pairs) of students, opposite sides of room, group work and then whole group share 

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There was clear directions around cleaning up materials and lining up for specials 

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There was clear directions around cleaning up materials and lining up for specials 

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Student Centered, Engagement of all students 

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Student Centered, Engagement of all students 

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Teacher used close proximity, eye contact, multiple questions and reaffirming statements. 

# data[].attributes.subject
Teacher used close proximity, eye contact, multiple questions and reaffirming statements. 

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Class began with a Good-Morning, How do you feel Today activity.

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whole group and then centers that consisted of 2 teacher led groups and 1 independently led

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whole group and then centers that consisted of 2 teacher led groups and 1 independently led

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The teacher checked in frequently to make sure students had clarity on words and their usage
Teacher:"I have to understand what a container is to understand this question."
T: "What is a container?"
Student: "tote"
Student: "plate"
"You may go to the store to and buy olives, or mayonnaise in a jar or container."
Later... Teacher: What is a clerk? What might another word for clerk be?
Student: Cashier, Worker

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There was a combination of whole and small group work.

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There was a combination of whole and small group work.

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Teacher used speaking, drawing pictures, visuals, manipulatives...

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Teacher used speaking, drawing pictures, visuals, manipulatives...

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The schedule/routine was posted on the board for scholars to see.

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kids were given the opportunity when they had something to say to say it and in any language they felt comfortable in in terms of getting their point across

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kids were given the opportunity when they had something to say to say it and in any language they felt comfortable in in terms of getting their point across

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The lesson was delivered whole group, and then most work was completed independently.

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Teacher spoke Spanish to students struggling to understand English directions

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The lesson was facilitated using both group work and independent work time. The instructor introduced the assignment, explained the directions, and then modeled how to complete the work on the board.

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The lesson was mostly whole group with individual intervention as needed, the class was only 4 students so the teacher was able to work as if it was small group instruction

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The lesson was whole group and independent work.  Students were sitting in groups of 2

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The lesson was whole group and independent work.  Students were sitting in groups of 2

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The schedule and agenda was posted for students to see. 

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The schedule and agenda was posted for students to see. 

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Largely independent for the most of the day, paired work the last 20 minutes

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Teacher helped students work together to think of the Spanish word in English

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Teacher helped students work together to think of the Spanish word in English

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The teacher allowed shy students the time and space to become more comfortable with the new adults in the classroom.

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Whole class and independent work on research topic

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Whole class and independent work on research topic

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The lesson was primarily partner work with whole group sharing. Lots of think pair share with the teacher checking-in and conferencing to clarify and prompt thinking.

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The lesson was primarily partner work with whole group sharing. Lots of think pair share with the teacher checking-in and conferencing to clarify and prompt thinking.

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The teacher used lots of hand gestures when speaking and used different checks for understanding (thumbs up, hand raising, showing number on fingers)

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The teacher used lots of hand gestures when speaking and used different checks for understanding (thumbs up, hand raising, showing number on fingers)

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Students raised their hands, took turns, were polite

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There was a model and guided practice before independent work so students could be successful

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The teacher had the students repeating sentences throughout the lesson

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The teacher had the students repeating sentences throughout the lesson

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The class was very small (3 students) Students had time to work independently.

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The class was very small (3 students) Students had time to work independently.

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The all 6 weeks were posted on the board, along with the daily schedule.

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The all 6 weeks were posted on the board, along with the daily schedule.

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Most of the the lesson was guided by the teacher at the beginning (when giving directions)but students then worked in pairs. They both read in pairs and they also wrote in pairs. Teacher tone was very nurturing and student pronunciation was corrected by teacher at times but in a way that it did not impeded the student from continuing to read and feel safe. 

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Most of the the lesson was guided by the teacher at the beginning (when giving directions)but students then worked in pairs. They both read in pairs and they also wrote in pairs. Teacher tone was very nurturing and student pronunciation was corrected by teacher at times but in a way that it did not impeded the student from continuing to read and feel safe. 

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Small class...teacher facilitated lesson followed by independent work. 

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Small class...teacher facilitated lesson followed by independent work. 

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independent work and partners

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Same schedule every day - students knew what to expect

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Combination of small group and whole group instruction based on academic needs.

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Combination of small group and whole group instruction based on academic needs.

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The teacher would say things verbally, have students repeat, the students were also encouraged participate and be patient with each other

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small group seated around a table "family style" to encourage eye contact and group work

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small group seated around a table "family style" to encourage eye contact and group work

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The teacher has a routine for every day.

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Clear Agenda and use of google classroom. Teacher hyperlinked everything on the google slides. Students were stymying jungle Animals and each student picked a n animal to research. The teacher hyper linked in sentence starters. 

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Clear Agenda and use of google classroom. Teacher hyperlinked everything on the google slides. Students were stymying jungle Animals and each student picked a n animal to research. The teacher hyper linked in sentence starters. 

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Students were able to work independently and in pairs.

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Students were able to work independently and in pairs.

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teacher encouraged English speaking, gave visual reminders -thumbs up, thumbs down

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teacher encouraged English speaking, gave visual reminders -thumbs up, thumbs down

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Students sit in groups of 4, facing each other to facilitate discussion

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kids already knew the flow of the day (as there were only 4 blocks) 

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kids already knew the flow of the day (as there were only 4 blocks) 

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Teacher walked around the room and engaged with students, scaffolded students as necessary

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All students were respectful of the teacher and other students when teacher was working one on one

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All students were respectful of the teacher and other students when teacher was working one on one

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teacher always said thank you and you have a great reading voice

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teacher always said thank you and you have a great reading voice

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Students knew what was expected of them, smooth flow

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Teacher knew aspects of kids' lives and drew on those during interactions

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Teacher knew aspects of kids' lives and drew on those during interactions

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Previewed the schedule for students, stayed on time 

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Previewed the schedule for students, stayed on time 

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A teacher popping into the room handled a minor conflict between students where a student was accusing the other of copying. The teacher explained that we can share information and that we were writing about our opinions separately. Students ceased the discussion after these reinforcements.

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Whole group and ind. work - activating prior knowledge by building on previous lessons, lots of kin movements to aid in recall of vocab

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The teacher encouraged students to communicate in their native language or English. Students also used Google translate to help with remembering words or phrases.

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Teacher called students by name, repeated directions, and encouraged students to help each other.

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I saw a combination of both independent work and partner work.

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I saw a combination of both independent work and partner work.

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The class was small-3 students-and 4 teachers with a TA. We had a small group session on the rug to talk about how we were feeling to start the day. Then, we moved on to ELA, Art, and Math

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The teacher greeted every student warmly as they entered the classroom. There were feeling charts on the tables with emojis for students to indicate how they were feeling. The teacher was phenomenal and kept the learning highly interactive. There was a student from Guatemala who has been in the country for 2 months and it was her first day! The teacher welcomed the student using her home language and got her ready with all class materials (folders, chromebooks, setting up google classrom).

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The teacher greeted every student warmly as they entered the classroom. There were feeling charts on the tables with emojis for students to indicate how they were feeling. The teacher was phenomenal and kept the learning highly interactive. There was a student from Guatemala who has been in the country for 2 months and it was her first day! The teacher welcomed the student using her home language and got her ready with all class materials (folders, chromebooks, setting up google classrom).

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Gives one on one attention to each of the students based on their independent work.

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Students and Teacher were respectful. All students participated in partner work. One student raised hand to go the bathroom.

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Routines were well established and the students moved from activity to activity.

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independent work to demonstrate lesson and then students moved into group work to discuss and ended with individual work

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Follows a similar flow day in and day out so students know what's coming and where the materials will be

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Students have been given the opportunity to work independently on their tasks or with a partner. There is lots of student choice on activity to work on and how to work on it, but it is organized and productive.

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both formal and informal

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All four domains were incorporated into the lesson.

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All four domains were incorporated into the lesson.

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Schedule was on the board.  materials were easily accessible.  Routine was structured and similar for both ELD & Math.  Classroom was bright, warm, and welcoming. Lots of posters to help students with basic skills that they could refer to.

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Schedule was on the board.  materials were easily accessible.  Routine was structured and similar for both ELD & Math.  Classroom was bright, warm, and welcoming. Lots of posters to help students with basic skills that they could refer to.

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The teacher gave specific feedback "that was a good way to say that"

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Picture cues were labeled in both Spanish and English. Students were allowed to respond in writing using the language of their choice.

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Picture cues were labeled in both Spanish and English. Students were allowed to respond in writing using the language of their choice.

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Routines have been clearly established. Students knew what they were expected to do during whole group and independent time. There were also routines for getting and returning Chromebooks.

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Visuals were provided for those students who had trouble brainstorming

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Visuals were provided for those students who had trouble brainstorming

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Teacher engaged the class in a discussion, children were asked to share if they wanted to

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Teacher engaged the class in a discussion, children were asked to share if they wanted to

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Students knew exactly what they were doing and where the materials were in the room. Very routine atmosphere

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Students knew exactly what they were doing and where the materials were in the room. Very routine atmosphere

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there was an agenda, students had little baggies with materials, when the teacher said a specific activity or game the students knew what she was referring to

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The teacher used Spanish when she could to help the students understand the objective of the task

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Schedule was written on board and time reminders were given

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Schedule was written on board and time reminders were given

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Teacher was patient. Teacher used Spanish or allowed student to speak in Spanish. She also made connections between languages so students could start to identify similarities.

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Teacher was patient. Teacher used Spanish or allowed student to speak in Spanish. She also made connections between languages so students could start to identify similarities.

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Community has been established in the classroom where students feel comfortable working together and with the teacher.

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The teacher respected students' preferred communication and interaction styles; some students liked to work away from the group and remain at a distance while other students wanted to work next to and with someone. The teacher's tone of voice was always calm and they spoke clearly so that students could hear and understand the directions (even with the mask and background noises).

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teacher said thank you all the time and told her students they had great reading voices.

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teacher said thank you all the time and told her students they had great reading voices.

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There was a sense of routine, students had materials that they needed for the lessons

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The class was small. Both independent and group work was completed.

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The class was small. Both independent and group work was completed.

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Teacher utilizes visuals (maps, symbols, vocab lists, etc) for individual student work spaces.

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There was equity of voice in the classroom. Students took turns and each comment was expanded upon. Teacher also used multiple languages in the classroom. 

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There was equity of voice in the classroom. Students took turns and each comment was expanded upon. Teacher also used multiple languages in the classroom. 

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The environment was safe, and welcoming for all. When students made mistakes with language acquisitions it was clear the relational trust was there to correct the student :)

# data[].attributes.body
Largely independent for the most of the day, paired work the last 20 minutes