# data[].attributes.body
In my classroom we utilize scaffolding to build rigor by starting with foundational level material and using higher-order thinking skills through proficiency based learning. Allows for high-flying students to work independently and lower-achieving to remediate.

# data[].attributes.headline
In our classroom we utilize debating while learning material.  Students don't just answer questions for ELA , Math or Science...they share out strategies, models, pictures, ideas.  They are encouraged to debate one another. In our room this encourages respect for others' ideas and allows students to share different approaches and strategies. 

# data[].attributes.subject
In our classroom we utilize debating while learning material.  Students don't just answer questions for ELA , Math or Science...they share out strategies, models, pictures, ideas.  They are encouraged to debate one another. In our room this encourages respect for others' ideas and allows students to share different approaches and strategies. 

# data[].attributes.body
Third grade does a See, Think, Wonder board as an introduction to a new unit. This allows me to see what each student know. I can see what I need to teach or reteach. It also gives me questions to ask in our unit as well.

# data[].attributes.body
In guided reading, I try to use differentiated texts or concepts that connect with a topic we are currently learning about or have learned about....and allow for this time to not only practice our reading skills but help deepen their understanding, at their comfort level. I also them support student inquiries that result from this shared time in reading.

# data[].attributes.body
I use rigor in my classroom by focusing on higher-order thinking skills. Specifically, I use various question prompts based on Bloom's Taxonomy during my guided reading groups. It's fun to see what kind of answers I can get from 5/6 year olds when they're given enough time to be creative.

# data[].attributes.body
In Math my AIG group has been completing projects that are student designed to implement new learning and incorporate STEM ideas. Currently they have studied
the CCES playground and designed a survey (which they studied in Math) that was given to all 4th graders. They sought out engineering input as well as cost analysis. They incorporated what they have learned about erosion from Science. They have conferenced with Mrs. Fail to get input. Recently, they began a fundraiser with student created items to sell during recess. In two days they have raised over $40 to donate to PTO. They have reached out to the other 4th grade classes and involved the entire
community.

# data[].attributes.body
Great article on rigor ! A lot of these is what is happening in your inquiry cycles, your number talks and guided lessons! 💥

https://www.teachhub.com/22-ways-add-rigor-your-classroom

1. Create an environment conducive to personal growth. Know what that means for each student.

2.  Focus on exceptional expectations.

3.  As students participate in class conversations, expect them to use academic and domain-specific vocabulary. If they use words like “something,” “you know,” “that,” or “like,” prod them to come up with specifics. Like what? No I don't know.This immerses them in learning, discovering, and thinking critically.

4.  As students answer questions, expect evidence to support their answer. This can come from personal experience, but more often will find relevance from learning resources.

5.  Listen to student answers. Pay attention. Challenge them to be thorough.

6.  Don't draw conclusions for students. Present them with evidence. See where it takes them.

7.  Expect students to build on classmate comments and understand their perspectives.

8.  Support students so they can reach high expectations. If they are thinking outside the box, don't pull them back in. Ask questions: Is this approach going to meet expectations, solve problems, achieve desired results? If it is, let them do it!

9.  Provide a way for each student to demonstrate learning even if it isn't a way you've thought of. Applaud them if they devise an approach that works for them.

10.  Differentiate for student needs. If you have a project that seems to fit everyone, it doesn't. How do I know that? Because no project does.

11.  Expect students to analyze data during reading. Ask why -- determine if the author provided proof or simply made a statement -- and know the difference.

12.  Expect problem solving. Don't jump in to solve problems. Provide students with strategies they can use and let them try them.

# data[].attributes.headline
This year, I am using math projects to implement rigor in my classroom. We are completing projects weekly that have rubrics that students are given from the beginning. Today, students in my classroom worked on the "Real-Life Math" Project where they had 8 tasks that they had to pay for and record by check and check register. Students were able to practice their decimal computations during this activity. For me, projects are a way to differentiate instruction to meet student needs. The rubric included gives students an idea of what meets the developing, proficiency, and mastery standard. 

# data[].attributes.subject
This year, I am using math projects to implement rigor in my classroom. We are completing projects weekly that have rubrics that students are given from the beginning. Today, students in my classroom worked on the "Real-Life Math" Project where they had 8 tasks that they had to pay for and record by check and check register. Students were able to practice their decimal computations during this activity. For me, projects are a way to differentiate instruction to meet student needs. The rubric included gives students an idea of what meets the developing, proficiency, and mastery standard. 