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Students are asked to explain their thinking/reasoning. The green images are for students to help respond. They are models to demonstrate how demonstrate how 76+14 is 90. They use the model to show how to regroup ones to make a new ten. Then they transfer that to the standard algorithm in which they are "carrying or regrouping." That same concept of regrouping is transferred into mixed numbers and fractions. The other 3 examples are different ability levels for students to explain what Puzzled Penguin did incorrectly and explain how teach him how to answer correctly.

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I use math talk to develop higher level thinking. During math talk I give students a math problem to solve and if they can solve it they have to explain how they solved it and tell me what strategy they used to help them solve the math problem. I use stem to help students with language and use academic language. I also use different passage that have comprehension questions and after we read a book I use the dice that have higher level questions that help students think about the book that we just read.

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These are 3 different activities with 2 different ability levels. The first images (top and bottom) are of students with different language proficiency levels of creating a food chain. The second image is of two different students who are reflecting on one STAR math assessment. The 3rd set of images correspond to students responding to literature and citing text evidence to explain their answer.

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For students voice I like to use a choice board that help them make a choice on what activity they would like to complete for the day. All activities need to be done by the end of the week. I also use a note taking jounal that helps students take notes in math and reading. For reading they are to write and questions before we read a book and then answer their question using their metacogniition and what they comprehend of the book.

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In our “language workshop”, as we call our Science class every Wednesday we make curricular connections of writing, reading, mathematics, we build “language bridges” exploring and discovering Science in many areas in activities and areas of life daily life and, above all, with personal significance to the culture and dynamics of social interaction of the students. Every Wednesday, through Science, students use strategies and methods to support and develop reading comprehension skills to show evidence in the arguments of the questions that students have to answer each Wednesday. We make use of grammar expressions in English using the vocabulary cards for each topic to be explored. Students use their language and content comprehension skills and strategies by conducting experiments and creating and discovering real and tangible concepts with their hands. All students are exposed to thematic content to show and understand evidence from a text and from their own experience. The beauty of Science and familiar cultural contexts allow all students to learn WHAT to think and NOT how to think through the senses that Science experiments require. In our class, by working in pairs, students are in constant dialogue in two languages, since ELL students are always with students who are more fluent in the language and are complemented by the cultural experience of ELLs.

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Students enjoy Science because all students make use of their own metalanguage by building and exploring different materials. The cultural context of ELL students helps phenomenally with language development and promotes self-confidence in communicating in another language supported by their coworker. Typically, students with more advanced literacy skills are complemented by those with technological and constructive skills to develop models using different materials. Arousing the curiosity and admiration of works of art similar to the art of their own cultures, attracts and gives confidence to get involved in another language. In this photo, the student built a robot inspired by the art in the magazine and a toy of her little brother. She mentioned that she likes to create legos with her brother and was fascinated to build hers of her own robot inspired by Art and Science.

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Competency 4.G: Candidates apply a range of teaching strategies, structures, and methods to support the development of higher level thinking skills at all levels of language proficiency.

1)TIERED SENTENCE FRAMES support all language proficiencies
and also promote the development of higher level thinking as students are able
to utilize the frames at their comfort level and also stretch to more rigorous
levels of proficiency.

2)Mr. Cruz employs a structure for learning by providing
students with differentiated support systems to get them to write. He
understands the use of release of responsibility and how important it is to
provide a wide range of strategies and methods to support proficiency growth.

3) Through the use of tiered sentence frames and content
specific vocabulary words, students were able to use scaffolds to explain their
thinking and learning on our classroom Class Dojo feed to all parents.

4)Using GLAD and AVID strategies, understanding how to
differentiate for Multilingual learners, growth mindset education, the
importance of embedding funds of knowledge and giving students a variety of
types of questions, Teachers understand that there is no one size fits all
approach and must meet every student where he/she is with high expectations.

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4G hgher level thinking and lang proficiency.... WSU class Fall 2021

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Competency 4.H: Candidates apply a range of teaching strategies, structures, and methods to elicit student voice (e.g., including reflection related to learning targets, metacognition strategies, and effective use of resources) and engagement at all levels of language proficiency.
1)This teacher gives voice and choice to her Kindergarteners as they are giving the choice each morning to decide what centers they will participate in, the way they will fill another classmate’s bucket and a goal they will focus on for the day.
2)The best method to give students voice is through their own self-reflection as they think about their learning and how well they were able to comprehend it and/or if they mastered the learning target.
3)Former “Star Students of the Week” were selected to pick the next Star Student that demonstrated the expected “Star Characteristics” (AKA norms) the class came up with at the beginning of the year.
4)Mr. Cruz structures his classroom to support both voice and choice as he intentionally uses a timer to help students stay focused and engaged on the task at hand. However, always listens to their needs if they need more time using the Fist to 5 strategy.
5)Modified Morning Meeting – Students’ voice is fundamental piece as they are able to share their views, what’s important to them, what they want and need. Using tiered frames also helped support the discourse.

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4H student voice and lang proficiency.... WSU class Fall 2021

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Competency 4.G

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Competency 4.H

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For eliciting student voice, I employ a variety of strategies. To begin, when students are doing book clubs for our reading interventions, they will also be doing a choice board as part of their final assignment. On the choice board, there are 20 various activities that students can choose to complete to go along with their book. The students may choose any 3 out of the 20 total options. Additionally, I ask students to vote on classroom happenings all the time. I will have them put their heads down and vote by either raising their hands or by showing me a thumbs up. This way, students are able to express their want/need in a simple format. Another way I ask for student voice is when we grade things in class. I will ask them if they would like to self-correct or partner correct. Then I will give them the option of choosing an elbow partner or another randomized partner within the classroom. Not only does this help elicit student voice but it also makes the students feel as though they are in charge of their learning. Allowing students to have voice in the classroom, however it may look, makes them feel as though the classroom and learning is truly theirs.

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Competency 4.G--To support the development of higher level thinking skills I teach the following strategies: KWL charts, Compare and Contrast, Questioning, Inferencing, Story Maps and schema. Students love exploring about their learning. The examples I have provided are about two books: Creepy Rabbits and Muncha, Muncha, Muncha. The first one is in Spanish and the second one is in English. Through the reading, the students were already pointing out similarities in the stories. Together, we filled out a Compare and Contrast graphic organizer and drew pictures to go with our writing. My teaching partner, took it a step further and explored the characters' feelings and how they changed through out the stories. I was really impressed by the students' insights on the stories.

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Carlos Maya III Competency 4.G: Candidates apply a range of teaching strategies, structures, and methods to support the development of higher level thinking skills at all levels of language proficiency.

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Carlos Maya III Competency 4.G: Candidates apply a range of teaching strategies, structures, and methods to support the development of higher level thinking skills at all levels of language proficiency.

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While preparing and teaching my lessons that reflect strategies for higher level thinking skills at all levels of language proficiency, I may assign high rigor pathways in Imagine Math or Imagine Literacy. I may even collect and track student data in their Goal Setting Binders. For todays example I will provide you evidence using Dictado as a strategy. Dictado is a great way for students to visual and immediately see the result of their work. They also have a chance to correct it as they do their Dictado daily. At the end they are able to see their language skills development, the use of conventions in writing and learn how to express themselves through writing. In my examples I share you can see a student's writing of the initial dictado and then her progression with the dictado. I also provide the students with a Correction Sheet so they understand what to do when they have an error in their writing. I also provide a visual about why we do dictado in both languages. I also have differentiated the dictado for 5 students. The reason is that they have a sever lack of writing skill. They get a copy of it and they copy the dictado on another paper. With regards to the Imagine Learning you can see a picture if the different Pathways I can assign my students.

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Competency 4G Candidates apply a range of teaching strategies, structures, and methods to support the development of higher level thinking skills at all levels 

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Israel Garcia Duran 1st Grade Bilingual 

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Israel Garcia Duran 1st Grade Bilingual 

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I use this Entry Task every morning from the beginning of the year to the end of the school year. At first it starts with very simple things like crossing out and circling the figures, counting and connecting, following a pattern of two figures, simple addition and subtraction where everything is visual. Later it gets more difficult because the patterns already have more shapes and the shape that is needed to complete the pattern is not always at the end. Additions and subtractions are already more complicated because students must think about what the unknown number is to find the total and there are also different things that students must count and connect but above all it helps students with vocabulary since there are things that some students have not seen them, or if they have seen them but they do not always know what their name. In this way students can share and compare their previous knowledge with other and learn more.

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To elicit student voice, I use the following: choices in writing, author's chair, students working in groups, thumbs up & down, SEL during morning meeting activities and goal binders. My picture attachments are as follows: 1. Students choose/highlight the different ways they can reach their nightly reading goal. 2. Students graph their reading levels. 3. Students choose and plan a reading goal. 4. Students write a personal reflection on what they are good at and something they want to improve on.

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Competency 4H Candidates apply a range of teaching strategies, structures, and methods to elicit student voice (e.g., including reflection related to learning

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Israel Garcia Duran 1st Grade Bilingual 

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Israel Garcia Duran 1st Grade Bilingual 

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I like that my students participate at all times, that way they can share their ideas, their knowledge and their personal experiences. One of the ways that everyone can participate using their own voice is in writing; they have the opportunity to choose what they are going to write, and they can first share it orally with the class and then they write it in their writing journal.
I also like to know the levels in which my students are to make interventions in time and help them achieve the goals. In reading I put something visual so that students can see what level they are at and what is the goal that we must achieve or show progress.

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 Competency 4.G: Candidates apply a range of teaching strategies, structures, and methods to support the development of higher level thinking skills at all leve

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In my classroom I like to introduce the standard with "I can statements" that are student friendly. These statements still have the important vocabulary words that students should be using for higher level thinking. It allows students to know what they are learning and why they are learning it. I try to chant them with the students every day before the lesson. Through repetition, is how my students learn best. I also included a picture of sentences frames. Sentences frames allow students to chose the one they feel most comfortable with responding, but it also allows students to push themselves to the higher level option. They both have worked great in my classroom and with every subject.

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4.G: Candidates apply a range of teaching strategies, structures, and methods to support the development of higher level thinking skills at all levels of langua

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Student voice is something I would like to work on a little more this year. I tend to just move on, instead of asking them how they feel about their learning. Sometimes I do ask them if they understood the lesson, and how they feel about it but not often enough. One resource that I do have to record their personal goals is a reading sheet. I tell them what reading level they are at and they chose what their goal will be for the end of the trimester. Another resource I use is making my anchor charts that are relevant to their interest. I try to make my anchor charts fun and colorful to engage them in the lesson. The last resource I provided was the sounds sheet they learn about in kindergarten. I try to provide them with resources they have already seen in previous grades. This allows them to make recall and make connections a lot easier.

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Competency 4.G :
For this competency I like using Costas Level of Thinking to develop students’ higher level of thinking skills and develop their language proficiency. Although most of my classroom is composed of struggling readers. I do know that once students start to decode text they will then need to read to learn. I use Costas for almost every activity we do in the classroom. I use it as a reference when questioning students, when participating in different learning activities. Informing students of the why and setting the purpose engages students not only in the lesson but its aides in their thinking skills. I also have begun transitioning my students to formulating their own questions. I like having Costas as a guide not only for students but for myself as a guide when creating lessons, it ensures I’m also creating activities and opportunities for my students to engage in higher level thinking. The scaffolds I use in my classroom range from leveled questioning, discussions and sentence structures.

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Competency 4.H: Candidates apply a range of teaching strategies, structures, and methods to elicit student voice (e.g., including reflection related to learning targets, metacognition strategies, and effective use of resources) and engagement at all levels of language proficiency.

For this competency I use a range of different teaching strategies to elicit student voice. I use COSTAS level of thinking to ensure I’m using student voice at a higher rigor. When using level 3 learning activities students are creating, imagining, and analyzing. I use these for student to express what they know in a format of their choice. I believe that student voice is a essential in the classroom and one way this can be done is in the activities they participate in class.

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The formatting is a little off due to not having access on this device to the fonts I used, but here is one example I made and use of Competency 4.G. Another 2 page version has a box for each subject - I would typically use that version. Students choose one of the options to reflect with after each subject. This allows some students to reflect in a couple different ways, of their choice, to promote higher level thinking and student engagement with self-assessment.

My struggle with this is where to keep the paper handy for the students and how to have time to consistently do it all day. Another thought that I haven’t tried, is having students set a goal for the subject time and then reflect after. That would be interesting!

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Here is an anchor chart of a brainstorming session we did as a class. I noticed students were struggling in reading specifically with behaviors and engagement. Since I had already tried a few things without results, I elicited their help! These are their ideas of how they could be better.

Then I chose some to implement such as: The morning snack - we went outside, sat 6 feet apart on the grass, ate a snack, and shared about our lives. We even took turns encouraging one another. Another idea I used was changing up reading, and adding in a fictional story to Friday if we finished the text early. This was a great motivator.

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In my class I have my students make connections with different ways of representing numbers, for example, when they are working on number order, I have them draw quantities before they can cut and paste the numbers in order. By doing this they have to recall what the number is, what the quantity for that number is, and which number comes first. Recently. I switched my students to small groups (distancing still in place) and during their phonics time they work together as a pair to match letters with the beginning sound of a specific image. Here the students are having a conversation with each other to determine the letter name/sound and which image belongs with that letter. Since I have some English speakers, I try to partner them with student that speaks both languages. During our reading time, I began the chart above where we have a discussion of characters and settings of different stories we read together. I encourage students to use the vocabulary like "personajes" "escenario" when giving an answer. I use storyline sometimes for my read alouds.
Something that I need to implement is writing out sentence frames.

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Competency 4.H: Candidates apply a range of teaching strategies, structures, and methods to elicit student voice.

1.  The first visual example is of a fictional narrative checklist. This checklist allows students to reflect on their writing in relation to the checklist of items that were identified in an excellent narrative. Students go through every item and depending on whether they included that element they circle yes or no. This allows students to self-reflect on their writing and identify elements that they need to include to make their writing better. A way you can differentiate this rubric for struggling learners is by only including a few elements rather than all of them and to add pictures.

2.  The second visual example is of an EDL (Spanish reading assessment) goal setting sheet. Students color in their beginning of the year EDL level and set a goal that will allow them to continue improving. Each time the student is assessed they will continue charting their growth and record their goals. For those students that struggle in creating a goal, we will create a list of goals as a class with the sentence frame My goal is________.

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Competency 4.G: Candidates apply a range of teaching strategies, structures, and methods to support the development of higher-level thinking skills at all levels of language proficiency.

1.  The first visual is an example of two dictados, one being a differentiated one. Dictados are a great way to improve fluency, capitalization, punctuation, spelling, and grammar. Usually, I incorporate many words that follow a word pattern such as hard and soft g that we studied in our spelling lesson. In addition, I add a concept that was covered in the grammar lesson. The picture in the top is an example of how I would scaffold for a struggling learner. Students would follow along as I read the dictado, and only fill in the blank spaces. As the week progresses, I could add more blank spaces if students are ready.

2.  The collection of images that I included at the end are a collection of graphic organizers. The use of graphic organizers promotes the development of higher-level thinking skills because students must demonstrate their understanding of the reading comprehension skill by filling it out. A way to differentiate the graphic organizers is to have part of it filled out. For example, the main idea and a supporting detail could be identified, and the student would just have to fill out the other two supporting details. To practice the use of academic language, differentiated sentence frames could be added to the bottom of graphic organizers.

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·       4.G Candidates apply a range of teaching strategies, structures, and methods to support the development of higher level thinking skills at all levels of language proficiency.

o   Questioning: Ask open ended questions, why, keep probing for more, come back give students time to think

o   Blooms taxonomy: Move away from recall

o   Inferences: Using graphic organizer to facilitate responses

o   RACE to respond to written questions

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·       4.H Candidates apply a range of teaching strategies, structures, and methods to elicit student voice (e.g., including reflection related to learning targets, metacognition strategies, and effective use of resources) and engagement at all levels of language proficiency.

o   Voice is choice

o   Teaching different strategies to solve a math problem, conceptual vs procedural

o   Sharing the pen, allow students to show how they solved a math problem

o   Thumbs up, thumbs down, thumbs to the side

o   Free choice: Independent work: Raz Kids, Multiplication.com, IXL skills, Epic Books!, High Frequency words

o   Consequences: Democratic classroom, voting to make changes, letting teacher know if something is not fair

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In my teaching strategies I use Bloom’s Taxonomy to focus on higher order thinking skills.  Depending on the student’s proficiency and level of understanding I ask questions specific questions during whole class instruction and small group instruction. I may also conference with them and ask questions then. Assessments may also be adapted to meet the students’ at their level.

During Instruction we use a lot of visuals. Students participate in whole class discussions as a formative assessment method. This helps me assess what students may know about a specific content.  Visuals also help students develop language such as vocabulary and making sense of the topic at hand.

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Students are assessed daily in formative ways. However, there are summative monthly assessments on certain content. In kinder, we assess the recognition of upper/lowercase letters and letter sounds. Students create learning targets on a student page and I record them digitally. The student version allows them to track their progress and create a learning target. We talk about areas of strength and areas they can work on. I also let them share their thoughts on their learning development and what they see in their progress.

Another area students have a voice is during writing. They are provided the tools and resources to create their own written product. In the example provided, the topic is narrative writing. After I model and we a class discussion on a topic student can write their own piece. There are tiered sentence frames students can use to create their writing piece. I conference with them and provide scaffolding as needed to help create their written piece. Some students are proficient and can self-assess their writing piece using a checklist.

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4G- Here are examples of GLAD, Think/Pair/Share, Anchor charts with pics, Daily 5 choice board.
4H- What I put on my input charts all come from what students express to me, with help and input from myself. I use goal folders so students can take control over their learning and set goals according to what they would like to achieve for themselves. I also have students share their math strategies and writing daily. I group students according to ability, to support our think/pair/shares. Students are also to self asses to see if they have all the required things in their writing in order to publish a story. A checklist is provided for them to see what they need.

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4G- Here are examples of GLAD, Think/Pair/Share, Anchor charts with pics, Daily 5 choice board.
4H- What I put on my input charts all come from what students express to me, with help and input from myself. I use goal folders so students can take control over their learning and set goals according to what they would like to achieve for themselves. I also have students share their math strategies and writing daily. I group students according to ability, to support our think/pair/shares. Students are also to self asses to see if they have all the required things in their writing in order to publish a story. A checklist is provided for them to see what they need.

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To support the development of higher level thinking skills  at all levels of language proficiency , I use different strategies. The first two pictures students were learning two digit addition and skip counting. To practice and to review, each student had a dry erase sheet so they could practice as a class, in groups and individually. For the  "live number line" students were asked to place a sticky note to the numbers by skipping by 2's, 4's, 5's and 10's.
Pictures 3 and 4, for the final project for our science unit, students had a research project ere they had to share with their partner their thinking, their findings and their decisions how to design their poster.
Picture 5: I used GLAD strategies where students were able to input their opinion  and their learning.
The last strategy, is called TPR ( Total Physical Response). This strategy is a great way to introduce new vocabulary, develop it and support all levels of Language Proficiency.

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To elicit student voice and engagement at all levels of language proficiency, I use different strategies in my classroom. First thing in the morning, we have morning meetings where students can share their feelings, what their goals are for the day, their weekend plans etc. to create that safe environment for them and elicit student voice.  I also show inspirational clips for them to reflect and share their thinking.
| I use exit tickets through out the unit to check their understanding and they also reflect on their own learning.  I also have students share their learning strategies with the class in all subjects. For example, in Math they love to come up front and show their thinking on how they solved their word problem. Students also have an interactive notebook where they can write anything they want to share with me.
| After learning on how to write a Personal Narrative, I had students bring a picture from home and write about it. I provided sentences frames to, writing examples, anchor charts to engage and support at all levels of language proficiency.
Students had the opportunity to work as a team to discuss their learning in Science and to work together in a research project ( organism of their choice ) and to create their own poster using their creativity and deciding how to design it.

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To elicit student voice I typically use a thumbs up thumbs down quick check. This helps me see the students that are understanding the concept. I also allow for student choice when it comes to specific activities we work on. For example, during writing I model my writing and before they are allowed to begin theirs I typically have them tell me what they will be writing about and try to give me a sentence of what their story will be about. Here I am able to know which student can verbally construct a clear sentence and which students may need more help.

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his competency 4g, I discuss how I use content in a differentiated way to support the develpment of higher level thinking. In writing, the students know the goal to writing on or above level for first grade. To begin, the students took a writing assessment to see where they were at according to the different rubric levels. The students had the opportunity to view on level and below level writing examples and then after reviewing the criterias for success, we focused on selecting the "just right" planning and writing pages for their learning. I use the upside down stoplight to scaffold writing a well structured paragraph. The students reflected a lot on their abilities and while many of them wanted to write in the on/above level plan, they thought about their learning growth and many enede up chosing the right plan for them. I will conference with them and 1 to 2x a week and discuss where they are at in their learning. The students also have the opportunity to reflect in their own and in their own peer's learning by using an editing and revising checklist. My below level writers pair up with the approaching standard writers and my on/above level writers meet with one another to provide constructive feedback, with the use of sentence frames. To celebrate their hard work, the students get to publish their books and enjoy reading their book to the class. The families also enjoy seeing their student's pictures in Classdojo.

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For compentency 4H, I disscuss how I give students choice when it comes to their learning and thinking based on the learning targets. I like to make sure cross content connection and incorporate reading, math and science as much as possible and give them choice in how they complete the tasks. The first example is a STEM activity to connect to our reading. We read the Three Little Pigs to connect to our Journey's book of the ween and extended the learning further with this fun and engaging activity.
In math I also prepare tasks where students are challenged to think about their reasoining and share their thinking and math strategies with the class.

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Students in my classroom show evidence of Competency 4.G when they respond to readings using sentence frames. Providing students with sentence frames supports students at all writing proficiency levels. The scaffolding of sentence responses allows equitable access to materials and content, while encouraging higher level thinking. It also incorporates higher level thinking as students have to read, then process the information read prior to answering any comprehension questions. Dictado is an additional way in which I support the development of higher level thinking. Students have to listen to the sentences, speak the sentences to themselves, write the sentences, and read the sentences as they are correcting. Another structure that students are encouraged to try in my classroom is to attempt higher level grade IXL skills.

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Competency 4.G: Candidates apply a range of teaching strategies, structures, and methods to support the development of higher level thinking skills at all levels of language proficiency.

In ELA, there are many ways I support my students so that they develop higher level thinking. Some of the examples I have included in the word document are using R.A.C.E, the writing strategy where students answer in paragragh form and find evidence to support their answer. I have also inculded an example of a reading menu/ reading Tic Tac Toe, that I have student complete during reading interventions. Instead of just having them read independently, they are also responsible for answering three prompts completely, this expands their knowledge on the book and helps with ELA practices such as summary, find definitions, asking questions and so on. Lastly, there is a graphic organizer I use to help my students make inferences of a character  by finding evidence in the text.

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Competency 4.H: Candidates apply a range of teaching strategies, structures, and methods to elicit student voice (e.g., including reflection related to learning targets, metacognition strategies, and effective use of resources) and engagement at all levels of language proficiency.

One of the ways I elicit student voice is by doing the KWL activity with sticky notes. During the introduction of a lesson I ask students to write what they know about the topic, then I have them post their sticky note on the chart paper, I ask them what they want to know about the topic and towards the end of the lesson we reflect on what we learned.

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One the ways that I help my reading students use higher level thinking is by asking questions. At first the questions are just recall, but then the questions cause my students to think deeper into the text and then to verbalize their responses. They relate the text to things in their own lives and make the learning deeper.

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I have found that writing can be a great way for them to show student voice and metacognition. Students have to think about the text, think about what they want to say about it, and then put those words onto paper. This voice can also be show through illustrations also.

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Competency 4.H: Candidates apply a range of teaching strategies, structures, and methods to elicit student voice (e.g., including reflection related to learning targets, metacognition strategies, and effective use of resources) and engagement at all levels of language proficiency.

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Competency 4.H: Candidates apply a range of teaching strategies, structures, and methods to elicit student voice (e.g., including reflection related to learning targets, metacognition strategies, and effective use of resources) and engagement at all levels of language proficiency.

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Second submission.

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This photograph is from my metalinguistic wall with my 3rd grade Spanish. Students were learning about inventions, inventors, how to investigate specifically as it applied to the invention of the television in their classroom. In collaboration with the classroom teacher, I used a GLAD chant to depict the steps needed to conduct and investigation. I used the chant to develop oracy using TPR movements which lowers the affective filter, and engages all learners regardless of abilities. The metalinguistic charts were co-created with students after noting the Spanish vocabulary, then during the bridge we added the English vocabulary for language contrastive analysis. This allows students to "see" how English works as well as compare and contrast the two languages.

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In this image I was teaching an English Science unit on Living and Non-living things to Dual language Kindergarteners. The top image shows oracy development using the strategy called concept attainment. With this strategy I first introduce the language they are going to use to discuss the images as they appear one by one alternating between blue and orange column. The purpose is for students to "discover" the "rule" in a whole group setting using TPR movements for how they will convey their ideas. This strategy allows students to develop theories by bouncing off ideas from their peers. The sentence frames develop language and content vocabulary for all. After the concept is established then students conduct their own picture sort with a partner as they both talk about the images in a pair/share situation. The other 3 images show how I developed writing. I used a graphic organizer. As a group we wrote our draft and concluded with the shared writing piece.

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1. Scaffolded support. Scaffolded support to allow students to access the information and express their ideas. This support comes in the form of vocabulary practice, word bank, translated documents, sentences frames, etc.
2. Open ended questions with choice. Allowing students to
3. Standards or skills based grading with lots of feedback and practice opportunities. This grading has help shift the learning responsibility to the student. Students aren't completing assignments for points but are doing an assignment to learn and share their ideas. We are having more of a conversation then a information dump onto the students.

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This year I have been intentionally asking for students to evaluate their understanding and learning. Hopefully students will see learning as a process. Inspired by this and this summer's class, I allowed students to complete their reflection assignments in a group or individually, and in any format that they chose. Most students chose to write their responses and those that didn't needed a lot of prompting. This is something that I hope to grow in my practice and see more student development with it as they get more practice with it.

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In addition to TPR, chants, and visuals, students also have access to word banks. There are many times in which multiple strategies are used simultaneously. In this example, students are discussing if an object can move without anything touching it. Prior to writing their explanation, students worked with the materials to determine their answer. They then used the word bank, along with the gestures we use for each word, to explain their thought process. This student also used visuals to describe what was happening to the objects.

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In order to elicit student voice, one method I use frequently is thumbs up/thumbs down/thumbs sideways (understand, don’t understand, kind of understand). I have students keep this on their chest and their eyes on me so they are focused on their understanding and aren’t swayed by peer pressure. Another strategy I use is the 0-4 scale and I have students write their number on their paper. I usually do this in the middle of our math block when we leave for specialist as it allows the student to privately convey how they feel about the content thus far. It allows me to see how students are doing and who needs additional support when we come back.

We use “I can” statements in all of our lessons (picture 1 is a math example). When there is new vocabulary, we go over what the word means using hand gestures and TPR. We also use chants (picture 2) when we have concepts that are historically challenging. We repeated this particular chant half a dozen times as a class while we practiced together. Kids then used it during independent work and in small groups with me with great success.

There are a lot of opportunities for student choice in my classroom; which books to read, where they work, which problems they do in class, which animals they want to research, etc. When students have a say in at least part of the activity, they are more likely to engage with the content, use the strategies and lessons, and commit the information to memory.