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1/3 classrooms provided scaffolding for student academic language use

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1/3 classrooms had lessons set up for student to student talk

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All LTELS are one way listening (mostly to the teacher)

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3/3 Were using Academic Language
1/3 Intentionally built in students talking to each other

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2/3 classrooms had 3 or 4 depth of knowledge questions

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2/3 classrooms had 3 or 4 depth of knowledge questions

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3/3 Used graphic organizers

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Writing sample does not contain academic vocabulary

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2/3 Moving towards end of unit written product

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2/3 Moving towards end of unit written product

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2/3 LTELs asked questions or pushed the thinking of group members

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2/3 LTELs asked questions or pushed the thinking of group members

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1/3 were citing evidence

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In 2/3 classrooms teachers exhibited a variety of levels of question.

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3/3 classrooms used text as base of discussion

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3/3 classrooms used text as base of discussion

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2/3 classrooms provided opportunity and scaffold for student to participate in academic discourse

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2/3 classrooms provided opportunity and scaffold for student to participate in academic discourse

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2/3 students used academic vocabulary specific to the subject

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2/3 students used academic vocabulary specific to the subject

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1/2 student spoke in small groups
1/2 had a written product