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how do we do student to student interactions for virtual instruction

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How are you suppose to see student practice when all my students are virtual and we only can see the students practice when they are on screen with us during whole group or small group.

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How are you suppose to see student practice when all my students are virtual and we only can see the students practice when they are on screen with us during whole group or small group.

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how do virtual teachers give assessments?
do we use breakout rooms?

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Students have a choice and are actively participating.

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Very detailed and specific indicators. Clear step by step process for observers.

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Connect learning target to previous lessons.

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virtual teachers- how do we assess and teach small groups? We have to do alot 1:1

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Group D How does this look in a virtual class with less time. 

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Group D How does this look in a virtual class with less time. 

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With connecting to previous lessons, are we adding an additional learning target to tie to previous lessons, or are we just reviewing in a quick discussion and making a quick connection?

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D

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Foundational skills by grade 3 isn't so much "foundational skills" - can we access and use other grade levels?

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D

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The key that is used- at the bottom of the document seems quite vague. What is the difference between some of the wording?

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D

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Are hybrid teachers supposed to be observed in classrooms while teaching in person and virtually?

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The document allows for students to revise their work post lessons

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Are all of these components supposed to be in the 35 minute lesson; or are the Environment, Aligned Content, Teacher Directed Instruction the whole group lesson and Student Practice and Assessment and Differentiation during small group?

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Will we be provided formal training for the program besides Lincspring?

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student choice and risk taking- Fundations is pretty scripted

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How do we allow for student choice and risk taking when Fundations is scripted?

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Will the Look For Tool be differentiated for full in person, hybrid, and full virtual classrooms?

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will walk throughs be "graded" if something isn't SEEN during the walk through as not seen?

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How do we know that each school is teaching fundations cohesively (i.e. are we teaching marking the same way, are we grading the same way, etc.?)

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Is this Foundational Skills Look-For tool for just a Fundations lesson, or for our whole group, small group lesson or a combination?

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Is this Foundational Skills Look-For tool for just a Fundations lesson, or for our whole group, small group lesson or a combination?

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The look for tool seems to follow the Fundations lesson sequence.

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Students need more practice with the skills from fundations because students are able to recite the letter-sound cards, but are then unable to transfer their knowledge to their own work. 

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Students need more practice with the skills from fundations because students are able to recite the letter-sound cards, but are then unable to transfer their knowledge to their own work. 

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Virtual teachers have less time to teach fundations so they need to condense the lessons. How would that look? Also, the same goes for fundations assessments for virtual teachers.

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Is this Tool being expected for the 20-21 SY or the 21-22 SY? What are the expectations as well? Will we be focusing on one section or all at the same time?

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How can assessments be made for the virtual learners and teachers?

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Students are actively participating

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Materials are not student friendly

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Virtual 20 mins.lesson and in person 35-45?  

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Virtual 20 mins.lesson and in person 35-45?  

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is the district going to move to using the LETRS program for all and not use fundations at all. 

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is the district going to move to using the LETRS program for all and not use fundations at all. 

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Magnetic easel with vowels and picture clues

Each student has alphabet name strip at seat.

Materials are easily accessible in bag attached on chairs.
word wall
Alphabet over board

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Fundations materials are displayed and utilized.

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A Is there a fundations section that goes into letter formation details/directions for kids?

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A Is there a fundations section that goes into letter formation details/directions for kids?

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Routines are clearly established and demonstrated by students. 

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Routines are clearly established and demonstrated by students. 

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Magnetic easel with vowels and picture clues.

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Magnetic easel with vowels and picture clues.

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Word Wall.

alphabet over board.

materials in bags attached to chairs - easily accessible by students.

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Students did practice the Fundations target skills. Good routine in place. Active participation.

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Walking around and giving reminders and feedback to students. (Feedback was typically general but there were moments of specific critique.)

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Prompting students to look back at chart, focus on lines

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Strong teacher to student interaction. Especially at end of video with letter formation.

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Differentiated to help students. Modeled for student again on how to form the letter E. Then watched the student try again.

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Students were actively engaged. They responded well to Echo. Teacher and students seemed very well versed in the lesson and routines. The transitions were smooth. Included whole brain learning to engage students throughout the lengthy lesson.

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Phonological awareness

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The materials were well displayed - however the teacher had a lot of space and a lot of resources to display the charts, word wall, etc.

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The materials were well displayed - however the teacher had a lot of space and a lot of resources to display the charts, word wall, etc.

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lesson was sequenced appropriately- followed the plan

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Print concepts

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Students participated in independent activity with adequate support.

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followed scope and sequence

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Visual aids were present throughout the classroom.
Many examples of modeling through all domains.
Student practice through hearing, saying, reading and writing were all present.
Many opportunities for student practice.
Pacing through the lesson was appropriate.
Teacher uses lesson specific vocabulary.

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Learning target, debrief and closure were not observed