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Plans opportunities for students to write and respond in the home language - during each think pair share students are reminded that sharing in native language is okay. Students are usually strategically sat near a partner that can help translate for sharing out

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Model the type of language required by tasks-using sentence starters, and recasting.

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Ensures norms, routines, and accountability stuctures that are in place so that all voices are heard.

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Students are able to use each other as a resource during a productive struggle. They are arranged in an environment where students are facing each other, encouraging communication about a topic.

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Ensures norm, routines, and accountability structures are in place so all voices are heard. Modeling initially and revisiting throughout the year to reinforce.

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scaffolds tasks to support students in using language that they would not otherwise use— I created generic sentence frames that can be used across all subjects and that fit the academic level of my students so they feel confident in using them daily.

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Students refine communications using multiple examples.

Students receive a math problem and work in pairs to make a poster depicting at least two different subtraction strategies. Students share and explain.

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Bethann Pagano- 1st Grade Tenth and Green 

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Bethann Pagano- 1st Grade Tenth and Green 

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Use peers as resources as they engage in persevere through struggle.

Use norms, protocols, and familiar routines to support one another in learning tasks.

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Ensures norms, routines, and accountability structures that are in place so that all voices are heard

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organizes strategically instructional pairings and groups to maximize student engagement and are flexible depending on the activity.

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We have ensured our environment contains support for academic discussion by having word walls, sound walls, task cards all available at student eye level.

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Ensures norms, routines, and accountability structures are in place so that all voices are heard. Having the students work in pairs/groups of 3, completing turn and talks.

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Ensures norms,routines, and accountability structures are in place so that all voices are heard. Having the students turn and talk with a partner and explaining their reasoning.

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Ensures classroom environments contain support for academic discussions-- Thinking partners have been established utilizing the Class Dojo grouping tool. Strategic partners (Peanut Butter & Jelly, Ketchup & Mustard) have been established during specific subject areas.

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I have allowed for more discussion time, even if I don’t get everything “done.”

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Ensures norms, routines and accountability stuctures that are in place so that all voices are heard

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Building on prior knowledge and listening to ideas of others

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Uses norms, protocols, and familiar routines to support one another in learning task.

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Currently, math has provided great opportunities for students to use peers as resources to engage and persevere through productive struggle.

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Sierra Dittmar - 2nd Grade - 10th & Penn

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Sierra Dittmar - 2nd Grade - 10th & Penn

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Use peers as resources as they engage in and persevere through productive struggle - I have students use turn-and-talks to talk through problems and help each other work through it. I also sometimes call students up to the board to show their work when I know they have a mistake - this way their peers can help them through it.

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Deeper understanding by building on prior knowledge/ ideas or ideas of others.

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Ellie Denlinger 2nd Grade 10th & Penn Elementary 

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Ellie Denlinger 2nd Grade 10th & Penn Elementary 

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Models the type of language required by tasks (3a). Teacher models expectations with the use of sentence starters.

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Scaffolding task (with visuals) during science for vocabulary such as opaque, translucent, and transparent. Giving them opportunity to use the vocabulary across content areas.

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My classroom follows the same routines so students are not surprised and unsure what they should be doing. I have been teaching whole group math with all students on the front rug because I find it helps them focus and I am able to check in more to see who is off task.

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Ensures the physical learning environment is designed to invite and support high-quality interactions. Students sit in small groups when at desks and on the carpet. They are strategically paired with someone who can support their language development.

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Engages students in higher order thinking and facilitates thought-provoking questions in all subjects. Discourse between students is engaging and uses norms and protocol to maximize student participation.

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Use peers as resources as they engage in and persevere through productive struggle.

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ensures norms, routines, and accountability structures are in place so that all voices are heard. (2b)

I provide sentence frames for students to use with their thinking partners. At this point in the year students don’t need these as much. Students take turns speaking. I use a timer to keep students on track and give a countdown to bring students back together.

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-plans intentional opportunities for students to speak and write in their natuve language to deepen and express their content knowledge.

-I made sure to allow students to talk in their home language and encourage them to answer in English after small discussion about a topic

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Engages students in higher order thinking and facilitates thought provoking discussions.

We ask HOT questions throughout lessons and provide students with time for collaborative conversations.

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I have the quality interactions sentence starters in my room. They are in both English and Spanish and I remind students to use them. When we do math we do the "I agree/disagree with ______because" I model how to use them. I also make sure students are respectful to each other.

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Ensures norms, routines, and accountability structures are in place so that all voices are heard. Students get the opportunity to share with two different partners. Then through random selection, select students get to share ideas.

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Samantha Jimenez-Bosetti- 1st Grade- 10th & Green

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Samantha Jimenez-Bosetti- 1st Grade- 10th & Green

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plans intentional opportunities for students to speak and write in their home language to deepen and express their content knowledge

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Building background knowledge bilingually

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Organizes strategically instructional pairings and groups to maximize student engagement and are flexible depending on the activity

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Expresses beliefs that all students can learn at or above grade level-Students have exposure to grade level content. All students are present for grade level instruction-using peers as resources. Differentiate in small groups later.

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Ensures the physical learning environment is designed to invite and support high-quality interactions

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Use peers as resources as they engage in and persevere through productive struggle.

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We use peers as resources as they engage in and persevere through productive struggle. Second grade students complete lots of turn and talks using the “accountable talks” math cards.

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Respond to teachers or peers with questions that are elaborated, using multiple words, phrases, or statements.

Students are using deeper language to respond to questions. When students are responding they are restating the question prior to their response to questions.

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Ensures norms, routines, and accountability structures are in place so that all voices are heard.

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Organizes strategically instructional pairing and groups to maximize student engagement and are flexible depending on the activity. Groups and pairs are utilized and changed daily to maximize engagement, build confidence and increase student achievement.

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Use peers as resources as they engage in a persevere through productive struggle. Through sharing with each other and having quality interactions, students use each other as their resources.

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Plans intentional opportunities for students to speak and write in their home language to deeper and express their content knowledge--I model for my students speaking in another language while expecting them to develop their English skills. When students reach the limit of their ability to participate in discussion in English, they are allowed to answer in Spanish, and I translate for the class (and model the English of their response).

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use peers as resources as they engage in preserver through productive struggle.

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Engages students in higher order thinking and facilitates thoughts provoking discussion. Students like to share and explain their thinking while the teacher guides the discussion.

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Throughout our daily math lessons I use peers as resources as they engage in and persevere through productive struggle. I encourage mistakes happening in math because I tell them that is how we can learn each skill better. We never make each other feel bad for errors, we encourage each other through them.

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Use peers as resources as they engage in and preserve through productive struggle. Students work in pairs and check and support each other in math and ela. Partners have different strengths and are paired together to support each other.

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respond to teachers or peers with questions that are elaborated, using multiple words, phrases, or statements

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Students can discuss and explain processes with each other during the productive struggle and share the process they have used with each other when they solve a problem a different way.

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Use peers as resources as they engage in and persevere through productive struggle.- Students are paired in math. After completing problems students are to check with partner to agree or disagree and explain their reasoning to partner or elicit assistance.

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Ensure norms, routines, and accountability structures so all students voices are heard. Giving students the students to reword and build upon their answers.

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use peers as resources during productive struggle in math, build on prior knowledge during turn and talks, use norms, protocols, and familiar routines all throughout the day, use lots of open ended questions to encourage higher order thinking skills, model how to respond to questions (sentence starters/sentence frames), plan seating and groupings according to student needs (someone who can translate sits with a newcomer, students who struggle with reading are paired with readers during group projects)

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Engage in sustained oral interactions focused on disciplinary ideas and central content-area practices. We accomplished this through turn and talks, and group discussions. Students would participate in sharing what they "Notice and Wonder" about a new topic.

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Purposefully creates groups and pairs to ensure that students feel comfortable speaking whether its in their home language or English

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Engage students in higher order thinking and facilitates thought provoking discussions.  

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Engage students in higher order thinking and facilitates thought provoking discussions.  

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Carol Elko

2nd Grade

Riverside

I make sure that the students are not just giving the answer. They must show me or explain how they got the answer and or how they got to that answer.

I will then use sentence frames to ask the students if they agree/disagree and why or why or why not.

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Patty Hartman-2nd Grade AES                                             Students are becoming more proficient in responding to questions and explaining their thinking with their group/peers.  They are more engaged as they are listening and expanding on each other's answers and ideas.  Everyone is able to restate the question when answering during discussions in ELA, Math, and Science/Social Studies.        

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Patty Hartman-2nd Grade AES                                             Students are becoming more proficient in responding to questions and explaining their thinking with their group/peers.  They are more engaged as they are listening and expanding on each other's answers and ideas.  Everyone is able to restate the question when answering during discussions in ELA, Math, and Science/Social Studies.        

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My physical learning environment is inviting for all types of learners. Students are in groups facing each other which allows for a lot of conversations, partner work and helping each other. We also do a lot of turn & talks on the carpet which allows for students to interact with different students (those not in their desk groups). We use a lot of thumbs up/down, I agree/disagree & why opportunities to keep all students engaged.