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Task 1 (3 - 4 minutes) — Essential Question: Are students demonstrating complex understanding of concepts and themes central to the discipline?

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Task 1 (3 - 4 minutes) — Essential Question: Are students demonstrating complex understanding of concepts and themes central to the discipline?

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As a group, discuss (3 - 4 minutes) what it means to see and hear "students demonstrating complex understanding of concepts and themes central to the discipline."
Post the highlights of your discussion here ⬇️

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Task 2 — Read in Four Voices, Research and Rationale behind Instructional Value 1: Sustain Academic Rigor (8-10 minutes)

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Task 2 — Read in Four Voices, Research and Rationale behind Instructional Value 1: Sustain Academic Rigor (8-10 minutes)

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Directions:
- Each group member selects a numbered section, 1-4, to read aloud.
- Each group reads the text aloud (in four voices) two times.
- There should be no discussion at this time.
- Independently, students write down their initial understanding of the text in a comment below.

Research and Rationale behind Sustaining Academic Rigor

1. Learning concepts and analytical practices are conceived of as the integration of discrete understandings learned independently of language (Heritage, Walqui, Linquanti, 2016).

2. Learning needs to take place in the student's zone of proximal development, more recently referred to as the construction zone.

3. This metaphor refers to the area that lies beyond a student's ability to act on his or her own,

4. where socially mediated learning prompts development. (Vygotsky, Newman Griffin, Cole, 1989). (Heritage, Walqui, Linquanti, 2016).
------------------------------
After your 2nd read in four voices, independently consider this question: what is your initial understanding of the research and rationale for this Instructional Value? Write a post with your initial understanding below (3 minutes).

Then, share your responses with your group aloud. For 2 minutes, discuss: are your responses alike or different? How? Can you connect this understanding to past learning?

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Task 3 — Clarifying Bookmark, Promising Practices for Sustaining Academic Rigor while Teaching ELs (6-8 minutes)

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Task 3 — Clarifying Bookmark, Promising Practices for Sustaining Academic Rigor while Teaching ELs (6-8 minutes)

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Clarifying Bookmark Purpose: Develop students’ capacity to monitor and remedy their own comprehension difficulties.

Clarifying Bookmark Directions:

One (1) participant reads aloud the first "Promising Practice" in your group. Each participant will read a statement.

The 📖 👩🏾reader stops 🛑 reading after each sentence, phrase, or statement (their choice, but they must stop and share their reactions at least once).

The 📖 👩🏾 reader looks 👀 at the I'm Going to (column 1) section to decide how they will react to what they just read.

The reader thinks aloud (talks) 🧠 🗣 using one of the clarifying statements in "What I Can Say..." (column 2)

Someone other than the current reader will respond (talk) 🗣 using one of the clarifying statements in "What My Partner Can Say..." (column 3).

The 📖 👩🏾 reader will pick the next reader by saying 🗣, "[name], would you read the next part?"

The next participant reads  📖 the next "Student Look For" or statement (depending on how long each look for is).

📖 Reading 📖 : Promising Practices for Sustaining Academic Rigor while Teaching ELs

Promising Practice 1: Integrate and connect central ideas and themes of the discipline over time in order to promote deep disciplinary knowledge (deep focus on central ideas versus shallow coverage of several ideas)

Promising Practice 2: Invite students to build increasingly complex explanations of disciplinary concepts and processes

Promising Practice 3: Engage students in higher order thinking through complex texts, tasks, and talk

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Task 4 ( 2 - 3 minutes): Quick Comment  💬 on Other Groups

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Task 4 ( 2 - 3 minutes): Quick Comment  💬 on Other Groups

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Quick 💬 Comment 💬 Directions:

Look 👀 at one (1) other Breakout Room Group's section. Choose (1) of their Tasks (task 1, task 2, or task 3) to quickly read 📖.

After reading  📖 their task (and their written work if they had any), write 📝 a comment  💬  below it using one of these sentence frames:

My strategy is ......

I predict that .....

I agree with ___ because ......

I disagree with ___ because ......

I noticed ......

I’d like to build on what .... said ......

I didn’t understand ......

I think what ...... meant is ......

I think a more efficient strategy would be ....

Another possible strategy would be ...

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BONUS RESOURCE — Student Look Fors: Sustaining Academic Rigor

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BONUS RESOURCE — Student Look Fors: Sustaining Academic Rigor

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Student Look For's:

Student Look For 1: Students are engaged in higher-order thinking through complex texts, tasks, and talk

Student Look For 2:  Students combine facts and ideas to synthesize, evaluate, and generalize

Student Look For 3:  Students solve problems and construct new meanings and understandings

Student Look For 4:  Students demonstrate complex understandings central to the discipline (through
questioning, discussions, arguments, etc)

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Task 1 (3 - 4 minutes) — Essential Question: Are all students supported in meeting grade-level standards? 

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Task 1 (3 - 4 minutes) — Essential Question: Are all students supported in meeting grade-level standards? 

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As a group, discuss (3 - 4 minutes) what it means to see and hear "students being supported in meeting grade-level standards."
Post the highlights of your discussion here ⬇️

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Task 2 (8-10 minutes) — Read in Four Voices, Research and Rationale behind Instructional Value 2: Hold High Expectations 

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Task 2 (8-10 minutes) — Read in Four Voices, Research and Rationale behind Instructional Value 2: Hold High Expectations 

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Directions:
- Each group member selects a numbered section, 1-4, to read aloud.
- Each group reads the text aloud (in four voices) two times.
- There should be no discussion at this time.
- Independently, students write down their initial understanding of the text in a comment below.

Research and Rationale behind Holding High Expectations

1. "Learning truly happens only if it is ahead of development. In response to teacher's worries, we would say that development occurs precisely because teachers plan lessons beyond the students' ability to carry them out independently.

2. The catch, of course, is that lessons be deliberately designed to present high support along with high challenge." (Heritage, Walqui, Linquanti, 2016).

3. ELs learn both through the language they encounter (input) and the language they produce (output).

4. Input should be at a level that is challenging but nonetheless comprehensible (Krashen, 1985).
------------------------------
------------------------------
After your 2nd read in four voices, independently consider this question: what is your initial understanding of the research and rationale for this Instructional Value? Write a post with your initial understanding below (3 minutes).

Then, share your responses with your group aloud. For 2 minutes, discuss: are your responses alike or different? How? Can you connect this understanding to past learning?

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Task 3 (6-8 minutes)— Clarifying Bookmark, Promising Practices for Holding High Expectations while Teaching ELs 

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Task 3 (6-8 minutes)— Clarifying Bookmark, Promising Practices for Holding High Expectations while Teaching ELs 

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Clarifying Bookmark Purpose: Develop students’ capacity to monitor and remedy their own comprehension difficulties.

Clarifying Bookmark Directions:

One (1) participant reads aloud the first "Promising Practice" in your group. Each participant will read a statement.

The 📖 👩🏾reader stops 🛑 reading after each sentence, phrase, or statement (their choice, but they must stop and share their reactions at least once).

The 📖 👩🏾 reader looks 👀 at the I'm Going to (column 1) section to decide how they will react to what they just read.

The reader thinks aloud (talks) 🧠 🗣 using one of the clarifying statements in "What I Can Say..." (column 2)

Someone other than the current reader will respond (talk) 🗣 using one of the clarifying statements in "What My Partner Can Say..." (column 3).

The 📖 👩🏾 reader will pick the next reader by saying 🗣, "[name], would you read the next part?"

The next participant reads  📖 the next "Student Look For" or statement (depending on how long each look for is).

📖 Reading 📖 : Promising Practices for Holding High Expectations while Teaching ELs

Promising Practice 1: Engage students at every proficiency level in grade-level tasks that provide high challenge

Promising Practice 2: Provide appropriate scaffolds by using the following techniques:
- Develop appropriate scaffolds for academic tasks and activities using the WIDA Can Do Descriptors and Model Performance Indicators (MPIs) as a guide
- Implement specific techniques to increase students’ comprehension of complex input and support students’ production of complex output and remove scaffolds as students progress
- Incorporate strategic use of L1 (first language) through translanguaging practices

Promising Practice 3: Use rubrics and other tools to ensure criteria for quality work is clear for students

Promising Practice 4:  Conduct metacognitive activities so that students gain knowledge of how to learn, how to monitor their progress, and how to self-correct

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Task 4 ( 2 - 3 minutes): Quick Comment  💬 on Other Groups

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Task 4 ( 2 - 3 minutes): Quick Comment  💬 on Other Groups

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Quick 💬 Comment 💬 Directions:

Look 👀 at one (1) other Breakout Room Group's section. Choose (1) of their Tasks (task 1, task 2, or task 3) to quickly read 📖.

After reading  📖 their task (and their written work if they had any), write 📝 a comment  💬  below it using one of these sentence frames:

My strategy is ......

I predict that .....

I agree with ___ because ......

I disagree with ___ because ......

I noticed ......

I’d like to build on what .... said ......

I didn’t understand ......

I think what ...... meant is ......

I think a more efficient strategy would be ....

Another possible strategy would be ...

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BONUS RESOURCE — Student Look Fors: Holding High Expectations

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BONUS RESOURCE — Student Look Fors: Holding High Expectations

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Student Look For's:

Student Look For 1: Students at all proficiency levels are engaged in grade-level content
Student Look For 2: Students are able to explain the expectations of quality work
Student Look For 3: Students have opportunities to monitor their progress, self-correct, and provide feedback to classmates

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Task 1 (3 - 4 minutes) — Essential Question: Do students participate in extended interactions/discussions on academically relevant and challenging texts/ topics/content? 

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Task 1 (3 - 4 minutes) — Essential Question: Do students participate in extended interactions/discussions on academically relevant and challenging texts/ topics/content? 

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As a group, discuss (3 - 4 minutes) what it means to see and hear "students participating in extended interactions/discussions on academically relevant and challenging texts/ topics/content."
Post the highlights of your discussion here ⬇️

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Task 2 (8-10 minutes) — Read in Four Voices, Research and Rationale behind Instructional Value 3: Engage Students in High-Quality Interactions

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Task 2 (8-10 minutes) — Read in Four Voices, Research and Rationale behind Instructional Value 3: Engage Students in High-Quality Interactions

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Directions:
- Each group member selects a numbered section, 1-4, to read aloud.
- Each group reads the text aloud (in four voices) two times.
- There should be no discussion at this time.
- Independently, students write down their initial understanding of the text in a comment below.

Research and Rationale behind Engaging Students in High Quality Interactions

1. Conversation builds oral language, which is a foundation for reading and writing (Roskos, Tabors & Lenhart, 2009).

2. ELs’ vocabulary, grammar, and pronunciation develop faster when there are opportunities for interaction in the classroom using the language being learned (Mackey & Goo, 2007).

3. Students develop abilities to communicate complex ideas when there are many opportunities for authentic interactions with others (Zwiers, O’Hara & Pritchard, 2014).

4. Well over a century ago, linguist Wilhelm von Humboldt described expressions as having “meaning potential”, a potential that is realized in interaction.

1. To explore this meaning potential is what we want students in general, and English language learners in particular, to do: construct new knowledge by engaging in interactions that pursue understanding, enhance it, problematize central ideas, propose counter arguments, debate, and reach some sort of conclusion. (Heritage, Walqui, Linquanti, 2016)
------------------------------
After your 2nd read in four voices, independently consider this question: what is your initial understanding of the research and rationale for this Instructional Value? Write a post with your initial understanding below (3 minutes).

Then, share your responses with your group aloud. For 2 minutes, discuss: are your responses alike or different? How? Can you connect this understanding to past learning?

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Task 3 (6-8 minutes)— Clarifying Bookmark, Promising Practices for Engaging ELs in High Quality Interactions 

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Task 3 (6-8 minutes)— Clarifying Bookmark, Promising Practices for Engaging ELs in High Quality Interactions 

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Clarifying Bookmark Purpose: Develop students’ capacity to monitor and remedy their own comprehension difficulties.

Clarifying Bookmark Directions:

One (1) participant reads aloud the first "Promising Practice" in your group. Each participant will read a statement.

The 📖 👩🏾reader stops 🛑 reading after each sentence, phrase, or statement (their choice, but they must stop and share their reactions at least once).

The 📖 👩🏾 reader looks 👀 at the I'm Going to (column 1) section to decide how they will react to what they just read.

The reader thinks aloud (talks) 🧠 🗣 using one of the clarifying statements in "What I Can Say..." (column 2)

Someone other than the current reader will respond (talk) 🗣 using one of the clarifying statements in "What My Partner Can Say..." (column 3).

The 📖 👩🏾 reader will pick the next reader by saying 🗣, "[name], would you read the next part?"

The next participant reads  📖 the next "Student Look For" or statement (depending on how long each look for is).

📖 Reading 📖 : Promising Practices for Engaging ELs in High Quality Interactions

Promising Practice 1: Structure tasks for extended interaction and discussion, in order for students to use language to co-construct knowledge and meaning

Promising Practice 2: Provide students with multiple opportunities to interact with peers in deliberate and sustained conversations on academically relevant and challenging
texts/topics/content

Promising Practice 3: Ensure all students participate in discussion activities with multiple opportunities to provide corrective feedback aligned with instructional goals

Promising Practice 4: Ask open-ended questions that engage students in higher-order thinking

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Task 4 ( 2 - 3 minutes): Quick Comment  💬 on Other Groups

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Task 4 ( 2 - 3 minutes): Quick Comment  💬 on Other Groups

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Quick 💬 Comment 💬 Directions:

Look 👀 at one (1) other Breakout Room Group's section. Choose (1) of their Tasks (task 1, task 2, or task 3) to quickly read 📖.

After reading  📖 their task (and their written work if they had any), write 📝 a comment  💬  below it using one of these sentence frames:

My strategy is ......

I predict that .....

I agree with ___ because ......

I disagree with ___ because ......

I noticed ......

I’d like to build on what .... said ......

I didn’t understand ......

I think what ...... meant is ......

I think a more efficient strategy would be ....

Another possible strategy would be ...

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BONUS RESOURCE — Student Look Fors: High Quality Interactions

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BONUS RESOURCE — Student Look Fors: High Quality Interactions

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Student Look For's:

Student Look For 1: Students participate in sustained verbal interactions about disciplinary ideas with other students and with the teacher

Student Look For 2: Students interact in dialogue which involves the exchange of ideas and is not scripted or dominated by one or two students

Student Look For 1: Student responses to teacher or peer questions are elaborated to make complex points (beyond a single word response)

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Task 1 (3 - 4 minutes) — Essential Question: Do students use the language of the discipline in meaningful ways? 

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Task 1 (3 - 4 minutes) — Essential Question: Do students use the language of the discipline in meaningful ways? 

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As a group, discuss (3 - 4 minutes) what it means to see and hear "students using the language of the discipline in meaningful ways."
Post the highlights of your discussion here ⬇️

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Task 2 (8-10 minutes) — Read in Four Voices, Research and Rationale behind Instructional Value 4: Sustain a Language Focus 

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Task 2 (8-10 minutes) — Read in Four Voices, Research and Rationale behind Instructional Value 4: Sustain a Language Focus 

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Directions:
- Each group member selects a numbered section, 1-4, to read aloud.
- Each group reads the text aloud (in four voices) two times.
- There should be no discussion at this time.
- Independently, students write down their initial understanding of the text in a comment below.

Research and Rationale behind Sustaining a Language Focus

1. ELs who appear to be fully fluent in English may nonetheless struggle to express themselves effectively in academic settings (Cummins, 2000; Scarcella, 2003; Short &
Echevarria, 2005).

2. Research shows that students should be explicitly taught, in context, the language skills they need to succeed in the classroom (Saunders & Goldenberg, 2010).

3. As ELs use more complex forms of language to accomplish interesting tasks, they learn more content and their language skills improve (Zwiers, O’Hara, & Pritchard,
2014).

4. ELs benefit from many of the teaching practices that are effective for all students; however, these learners also require modifications to make instruction meaningful (August & Shanahan, 2006, 2010).

1. Students learning rigorous content in a language they do not speak or comprehend completely requires specialized teaching techniques to make the message understandable (Echevarria, Vogt & Short, 2012).

2. Students retain more language and content concepts when they create and communicate original messages (Swain, 1985; Walqui, 2006).
------------------------------
After your 2nd read in four voices, independently consider this question: what is your initial understanding of the research and rationale for this Instructional Value? Write a post with your initial understanding below (3 minutes).

Then, share your responses with your group aloud. For 2 minutes, discuss: are your responses alike or different? How? Can you connect this understanding to past learning?

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Task 3 (6-8 minutes) — Clarifying Bookmark, Promising Practices for Sustaining a Language Focus 

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Task 3 (6-8 minutes) — Clarifying Bookmark, Promising Practices for Sustaining a Language Focus 

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Clarifying Bookmark Purpose: Develop students’ capacity to monitor and remedy their own comprehension difficulties.

Clarifying Bookmark Directions:

One (1) participant reads aloud the first "Promising Practice" in your group. Each participant will read a statement.

The 📖 👩🏾reader stops 🛑 reading after each sentence, phrase, or statement (their choice, but they must stop and share their reactions at least once).

The 📖 👩🏾 reader looks 👀 at the I'm Going to (column 1) section to decide how they will react to what they just read.

The reader thinks aloud (talks) 🧠 🗣 using one of the clarifying statements in "What I Can Say..." (column 2)

Someone other than the current reader will respond (talk) 🗣 using one of the clarifying statements in "What My Partner Can Say..." (column 3).

The 📖 👩🏾 reader will pick the next reader by saying 🗣, "[name], would you read the next part?"

The next participant reads  📖 the next "Student Look For" or statement (depending on how long each look for is).

📖 Reading 📖 : Promising Practices for Engaging ELs in Sustain Language Focus

Promising Practice 1: Provide opportunities for students to use the language of the discipline (e.g. the language of math, science, social studies, and language arts) both orally and in writing

Promising Practice 2:  Explicitly teach the language of the discipline including word, sentence, and discourse level

Promising Practice 3:  Model and explain the nuances of language specific to the discipline (formulaic expressions, text structures, active versus passive voice, etc.)

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Task 1 (3 - 4 minutes) — Essential Question: Are lessons designed to simultaneously develop language proficiency and content knowledge? 

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Task 1 (3 - 4 minutes) — Essential Question: Are lessons designed to simultaneously develop language proficiency and content knowledge? 

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As a group, discuss (3 - 4 minutes) what it means to see and hear "lessons designed to simultaneously develop language proficiency and content knowledge."
Post the highlights of your discussion here ⬇️

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Task 2 (8-10 minutes) — Read in Four Voices, Research and Rationale behind Instructional Value 5: Develop Quality Lesson Plans

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Task 2 (8-10 minutes) — Read in Four Voices, Research and Rationale behind Instructional Value 5: Develop Quality Lesson Plans

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Directions:
- Each group member selects a numbered section, 1-4, to read aloud.
- Each group reads the text aloud (in four voices) two times.
- There should be no discussion at this time.
- Independently, students write down their initial understanding of the text in a comment below.

Research and Rationale behind Developing and Delivering Quality Unit/Lesson Plans

1. ELs need multiple opportunities to see and hear modeling of the target language, to try and modify their language output, with teachers offering specific feedback that describes progress and focuses on areas for revision. (Zwiers, 2008).

2. Using formative assessment on a regular basis has a strong effect on student learning, and can help raise achievement for below-grade level students while also benefiting all students.

3. Students who are involved in assessing their own learning significantly outperform students who
are not involved (Black and Wiliam, 1998).

4. Numerous studies show that students perform better when their home culture and background knowledge are welcomed, respected and incorporated into the academic environment (Doherty, Hilberg, Pinal, & Tharp, 2003; Gonzalez, Moll & Amanti, 2005; Nieto, 1999).
------------------------------
After your 2nd read in four voices, independently consider this question: what is your initial understanding of the research and rationale for this Instructional Value? Write a post with your initial understanding below (3 minutes).

Then, share your responses with your group aloud. For 2 minutes, discuss: are your responses alike or different? How? Can you connect this understanding to past learning?

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Task 4 ( 2 - 3 minutes): Quick Comment  💬 on Other Groups

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Task 4 ( 2 - 3 minutes): Quick Comment  💬 on Other Groups

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Quick 💬 Comment 💬 Directions:

Look 👀 at one (1) other Breakout Room Group's section. Choose (1) of their Tasks (task 1, task 2, or task 3) to quickly read 📖.

After reading  📖 their task (and their written work if they had any), write 📝 a comment  💬  below it using one of these sentence frames:

My strategy is ......

I predict that .....

I agree with ___ because ......

I disagree with ___ because ......

I noticed ......

I’d like to build on what .... said ......

I didn’t understand ......

I think what ...... meant is ......

I think a more efficient strategy would be ....

Another possible strategy would be ...

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Task 3 (6-8 minutes) — Clarifying Bookmark, Promising Practices for Lesson Planning for ELs

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Task 3 (6-8 minutes) — Clarifying Bookmark, Promising Practices for Lesson Planning for ELs

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Clarifying Bookmark Purpose: Develop students’ capacity to monitor and remedy their own comprehension difficulties.

Clarifying Bookmark Directions:

One (1) participant reads aloud the first "Promising Practice" in your group. Each participant will read a statement.

The 📖 👩🏾reader stops 🛑 reading after each sentence, phrase, or statement (their choice, but they must stop and share their reactions at least once).

The 📖 👩🏾 reader looks 👀 at the I'm Going to (column 1) section to decide how they will react to what they just read.

The reader thinks aloud (talks) 🧠 🗣 using one of the clarifying statements in "What I Can Say..." (column 2)

Someone other than the current reader will respond (talk) 🗣 using one of the clarifying statements in "What My Partner Can Say..." (column 3).

The 📖 👩🏾 reader will pick the next reader by saying 🗣, "[name], would you read the next part?"

The next participant reads  📖 the next "Student Look For" or statement (depending on how long each look for is).

📖 Reading 📖 : Promising Practices for Engaging ELs in Develop & Deliver Quality Unit & Lesson Plans

Promising Practice 1:  Design units for continuity and coherence

Promising Practice 2:  Design lessons that:
- Provide opportunities for students to actively engage with the language and content of the discipline
- Make connections between subject matter and students’ lives and experiences
- Connect the tasks/activities to the instructional objectives so students know where they are headed and what is expected of them
- Incorporate frequent opportunities to check comprehension/understanding, using a variety of formal and informal assessment techniques, to assess and promote student learning of language and content
- Allow for adjustment of instruction in response to student learning with the goal of students monitoring their own learning

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Task 4 ( 2 - 3 minutes): Quick Comment  💬 on Other Groups

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Task 4 ( 2 - 3 minutes): Quick Comment  💬 on Other Groups

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Quick 💬 Comment 💬 Directions:

Look 👀 at one (1) other Breakout Room Group's section. Choose (1) of their Tasks (task 1, task 2, or task 3) to quickly read 📖.

After reading  📖 their task (and their written work if they had any), write 📝 a comment  💬  below it using one of these sentence frames:

My strategy is ......

I predict that .....

I agree with ___ because ......

I disagree with ___ because ......

I noticed ......

I’d like to build on what .... said ......

I didn’t understand ......

I think what ...... meant is ......

I think a more efficient strategy would be ....

Another possible strategy would be ...

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BONUS RESOURCE — Student Look Fors  (Lesson Planning)

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BONUS RESOURCE — Student Look Fors  (Lesson Planning)

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Student Look For's:
Student Look For 1: Students can explain the key concepts and central ideas of the unit and lesson

Student Look For 2: Students are actively engaged with academic content and language of the discipline

Student Look For 3: Students interact in dialogue which involves the exchange of ideas and is not scripted or dominated by one or two students

Student Look For 4: Students are involved in assessing their own learning

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BONUS RESOURCE — Student Look Fors: Sustaining a Language Focus

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BONUS RESOURCE — Student Look Fors: Sustaining a Language Focus

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Student Look For's:
Student Look For 1: Students practice and produce language of the discipline orally and in writing at the word, sentence and discourse level.

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How to Remake a Padlet to Use this tool for a Turn Around PD at your School

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How to Remake a Padlet to Use this tool for a Turn Around PD at your School

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The five values detailed on this Padlet and in this Slide Deck are aligned to the Danielson Framework, and are what we look for in all classes (both content and ESL) that support ELs. Together they provide high impact on outcomes for English Language Learners (ELs). Teachers can use this tool to identify steps towards making their instruction more effective for ELs. This tool can also be used to guide and inform instructional feedback. For supports or suggestions in any of these areas, contact OMCP at mulltilingual@philasd.org.

Make sure you are logged into your SDP Google Account to view. Feel free to make your own copy.

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Summary, ELD Instructional Guide K-12, with Promising Practices

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Summary, ELD Instructional Guide K-12, with Promising Practices

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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The ELD Guide Look Fors are organized in the Three-Moment Lesson Architecture (Preparing the Learner, Interacting with Texts/Concepts, and Extending Understanding).

1st: Select the Section of the Lesson (Moment 1, 2, or 3).

2nd: Select the Instructional Values 1-5

3rd: Prioritize Teacher and Student Actions to be viewed in the lesson

4th: Administrator notes whether selected actions are:
- Fully evident
- Partially evident
- Not evident
- Not observed

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Sample Three-Moment Lesson Tasks with Links

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Sample Three-Moment Lesson Tasks with Links

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If you have any questions after this PD please feel free to contact me at: bstuetz@philasd.org. C: 215-264-0761.