# data[].attributes.body
- They generate their own questions related to the substance / content (not process)
- They don't get it exactly right the first time.
- They get better over time.

# data[].attributes.body
- They stay on task / persist
- They exhibit perceptive confusion
- They self-direct / answer their own questions
- They have fun
- They learn or do something NEW

# data[].attributes.body
Time spent on task might be an indicator.

# data[].attributes.body
If they need to ask questions, seek additional resources, make use of teacher-provided materials, and are engaged and active throughout the activity.

# data[].attributes.body
Students engage in the task and aren't "shut down" or finishing early. They ask questions and engage in discussion.

# data[].attributes.body
-If the students are not lining up at the door ready to leave
-If they are engaged in the tasks/reading
-If they have something to say
-If they feel the need to go back to the task
-It might look different for different students: some talking, some quiet, some writing, some searching additional information, some working with the teacher...

# data[].attributes.body
1. Students ask questions for clarification (to peers and teacher)
2. They look up answers on Google in order to further comprehend or to get clarification

# data[].attributes.body
- They don't immediately pull out their cell phones
- They ask questions to further their own learning

# data[].attributes.headline
They are engaged in thoughtful dialogue either in small groups or whole group.  They are asking critical questions.

# data[].attributes.subject
They are engaged in thoughtful dialogue either in small groups or whole group.  They are asking critical questions.

# data[].attributes.body
On task
Asking challenging questions
Discussing independently
Thoughtful responses / work
*wendy*

# data[].attributes.body
- Students are engaged and interested in the text or the task
- Students are willing to take risks by asking questions about the text or the task
- Students express frustrations with the work, but willing accept scaffolding/guidance
- Students don't shut down or give up

# data[].attributes.body
Students are talking, asking questions, seeking answers.

# data[].attributes.headline
They have to think before they can write/produce work. 

# data[].attributes.subject
They have to think before they can write/produce work. 

# data[].attributes.body
They ask good questions
They can spontaneously elaborate on what they are learning
They want to research or read further
The students "take over" the discussion
They struggle with what they are learning but embrace the difficulty
Frustration leads to more effort not demoralization

# data[].attributes.body
They are actively involved in learning, may show some frustration or have questions, but they are persisting.

# data[].attributes.headline
Students are on task, digging in, rather than socializing while they work.  

# data[].attributes.subject
Students are on task, digging in, rather than socializing while they work.  

# data[].attributes.body
Students might get a little grumpy-- try to stall on engaging--require two or three starts.

They might try to get us to sit with them and take the lead.

# data[].attributes.body
Students are  asking good questions about what they are reading or writing. They do not finish quickly.

# data[].attributes.headline
When they say, "That was hard.  Will you read what I wrote about... because I think ..."

# data[].attributes.subject
When they say, "That was hard.  Will you read what I wrote about... because I think ..."

# data[].attributes.body
When they say, "It's not fair because I have to think about what I"m writing in your class."

# data[].attributes.body
Mainly through discourse and the writing process. You can see some struggle and need for support from teachers or peers.

# data[].attributes.headline
They analyze the author's language choices - to determine purpose and effect. Evidence of same - close reading and annotation of a complex text

# data[].attributes.subject
They analyze the author's language choices - to determine purpose and effect. Evidence of same - close reading and annotation of a complex text

# data[].attributes.headline
Students are wanting to continue reading

# data[].attributes.subject
Students are wanting to continue reading

# data[].attributes.body
Asking great questions about what they don't understand to clarify

# data[].attributes.body
Students look forward to the opportunity to engage with the text they have selected. They are happy and excited to discuss the text with their peers.

# data[].attributes.body
Their last draft is better than their first