# data[].attributes.body
Long-Term English Learners:
-1/3 classrooms where LTEL participated in focused partner or group discussion
-3/3 classrooms where an LTEL sits in the back
-2/3 classrooms where LTEL student was silent
-0/3 classrooms where LTEL used Tier II or Tier III vocabulary

# data[].attributes.body
Questioning:
-1/3 classrooms where teacher asked "why" questions

# data[].attributes.body
Academic Language:
-3/3 classrooms students are provided the opportunity to use vocabulary in context
-0/3 classrooms where majority of students were not using Tier III vocabulary

# data[].attributes.body
Student Conversation Leading to End product: 2/3 classes there was a connection to big picture project.

# data[].attributes.headline
What are teachers doing to/how are they grouping students in order to support academic discourse

# data[].attributes.subject
What are teachers doing to/how are they grouping students in order to support academic discourse

# data[].attributes.body
Student Conversation leading to End product:

# data[].attributes.body
Teacher Questions at a variety of levels:
2/3 Low level fact checking 1/3 Analysis of personal experience

# data[].attributes.body
Use of vocabulary/syntax and organization to communicate well:
3/3 classrooms, students used voc/syntax to communicate with other students as well as communicating with teacher.

2/3 classrooms, the level of organization of ideas needed to communicate well was observed

# data[].attributes.headline
2.5/3 classes had DOK level questions of 2 or 3

# data[].attributes.subject
2.5/3 classes had DOK level questions of 2 or 3

# data[].attributes.headline
3/3 classrooms allowed for students to opt out

# data[].attributes.subject
3/3 classrooms allowed for students to opt out

# data[].attributes.body
2/3 Classes were conducting project preps for Thursday

# data[].attributes.body
Lesson Design:
-2/3 classrooms provided opportunity for pair or small group discussion
-2/3 classrooms where lesson is designed to facilitate conversation
-1/3 classrooms have a structure for students to engage in academic conversation

# data[].attributes.body
Student Conversations:
3/3 classrooms there was expressed relevant initial ideas.

2/3 classrooms there was student to student conversation.

# data[].attributes.body
Teacher set up:
3/3 classrooms sat in groups of 4 to facilitate conversations.

3/3 classrooms used scaffolds in the form of graphic organizers

2/3 classrooms teacher used a statement/question that promoted conversations