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Students were able to repeat and understand the expectations using "I can" statements

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I noticed that students had prior knowledge

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I noticed that students had prior knowledge

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Students understood what was expected of them.

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I noticed students recalling information

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I noticed students recalling information

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how the teacher is going to incorporate the "We Do" and "Ya'll Do" steps.

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I noticed that the teacher had the class repeat the "I Can" statement 2 times and then had the students tell her what they think that it meant.

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I noticed that the teacher had the class repeat the "I Can" statement 2 times and then had the students tell her what they think that it meant.

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I wonder what she does to refocus the lesson at the end of the lesson.

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students were responsive to the teachers requests and that they seemed focus on learning.

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I noticed that students read the "I can" statement aloud more than one to understand what was going to be taught for the day.

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I noticed that students read the "I can" statement aloud more than one to understand what was going to be taught for the day.

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I noticed that the teacher clearly utilized the I Can statement to provide a purpose for learning

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I noticed that the teacher clearly utilized the I Can statement to provide a purpose for learning

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The students read the statement out loud and spent time interperting the meaning of the I can statement before beginning the next step.

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that students were engaged and were focused on thier I can statement for the day.
I wonder what the students are going to do with the tablets/laptops on eClass.

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Students were engaged and responsive  when the teacher asked for thumbs up and down.

I wonder....
How many students have devices available

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I noticed that students put the I can statement in their own words.

I wonder how long it takes each student to log on to e-class.

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If all students

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if all students will be on their eclass page with their individual devices.

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I wonder what the kids are going to do using technology.

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I noticed that the students could say the I can statement

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if the students had access to computers and tablets in the classroom daily.

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that the students recalling information

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I noticed that the students were able to recall information from the previous lesson to tie into the day's activity. The students were asked to reword the day's "I can..." statement in their own words. I wonder if the eClass pages are differentiated for the various student levels.

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the students collaborative responses and use of tablets and e-class.

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I noticed recitation.  I noticed quick pacing during review and slow waiting during student answers.  I noticed acknowledgement of all answers with little judgment or cluing.  I wonder how much background they already have to guess from.

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I noticed recitation.  I noticed quick pacing during review and slow waiting during student answers.  I noticed acknowledgement of all answers with little judgment or cluing.  I wonder how much background they already have to guess from.

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The students were able to discuss what they thought the "I can" statement meant in regards to their learning for the day. It was an effective use of students using prior knowledge and inquiring about their learning for the day.
I wonder if they read and repeat the I can statement each day?

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the students were reciting the "I can..." statement. They were engaged in the lesson and engaging background knowledge.

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that the teacher was using and in charge of the technology, and pointing out the information for students to look at for the day

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Students were engaged in the lesson and accessing background knowledge.

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The students reviewed the previous days content, recited and explained the "I can" statement and then began logging onto e-class page.

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The teacher set the purpose for the lesson, and the students had to recite the "I can..." statement.

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I noticed that all students were engaged with saying the I CAN statement. I wonder if the students keep the I CAN statement in mind as they complete assignments. I wonder if it helps them make a daily connection as to what is going in class.

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I noticed that all students were engaged with saying the I CAN statement. I wonder if the students keep the I CAN statement in mind as they complete assignments. I wonder if it helps them make a daily connection as to what is going in class.

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that having the students recite the I Can statement made them more focused on their expectations for the day.

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During the "I do" the teacher set the purpose for the activity she is getting ready to do. She uses a small period of time to make sure the students knew the learning outcome.

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I noticed that students were encouraged to put meaning in their own words.

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I noticed that students were encouraged to put meaning in their own words.

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The students were engaged and the I can statement was recited as a whole.

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The students were engaged and the I can statement was recited as a whole

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I noticed in the beginning of the lesson, the teacher did a quick review from her e-class page about the standards already covered. In beginning the lesson, she began with the end in mind. Students had to give examples of ..... In order to continue with the lesson of the day, she had to review what they knew in order to tailor the lesson to the objective of the day. Good teacher led introduction. 

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I noticed in the beginning of the lesson, the teacher did a quick review from her e-class page about the standards already covered. In beginning the lesson, she began with the end in mind. Students had to give examples of ..... In order to continue with the lesson of the day, she had to review what they knew in order to tailor the lesson to the objective of the day. Good teacher led introduction. 

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I noticed that the students not only read the I Can statement, but showed their understanding of what was the statement required by giving examples of expectations.

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I noticed that the students not only read the I Can statement, but showed their understanding of what was the statement required by giving examples of expectations.

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The kids not only recited the I can statement, but explained what it meant in their own words.

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The I Can statement was recited as a class as an introduction to the day and then students were asked what they thought that meant.

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Students appear to be engaged with the lesson and they are able to recall the previous day's lessons.

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all students were engaged and on task, and read aloud together. The teacher led the discussion, but the students were highly involved.