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Establishes classroom practices that provide opportunities for most students to communicate effectively with the teacher and their peers.

Accomplished
Establishes classroom practices that encourage all students to
communicate effectively, including the use of visual tools and technology, with the teacher and their peers

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Recognizes student misunderstandings and responds with an array of teaching techniques to clarify concepts.

Accomplished
Anticipates possible student misunderstandings and proactively develops techniques to address obstacles to learning.

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Provides explanations that are clear and uses verbal and written communication that is clear and correct.

Accomplished
Provides explanations that are clear and coherent and uses verbal and written communication that is clear and correct.

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Asks remember, understand and apply level questions that focus on the objective of the lesson and provoke discussion.

Accomplished
Asks questions at the creative, evaluative and/or analysis levels that focus on the objective of the lesson and provoke thought and discussion.

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Uses probing questions to clarify and elaborate learning.

Accomplished
Skillfully uses probing questions to clarify, elaborate and extend learning.

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Provides wait time when questioning students.

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Looks like 2-way communication - table 4

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Looks like 2-way communication - table 4

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Students discussing - more than at a surface level

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TI - small group (purposefully planned) conversations

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TI - small group (purposefully planned) conversations

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this looks like the teacher anticipating scholar missteps - table 4

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this looks like the teacher anticipating scholar missteps - table 4

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this looks like adding support through language development - table 4

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this looks like adding support through language development - table 4

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SS - Turn and talks; sentence stems; Pear Deck student responses

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SS - Turn and talks; sentence stems; Pear Deck student responses

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intentionality in planning for student collaboration. Teacher determine what success looks like and sounds like.

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Table 11

Accountable talk
Use of academic language by students and teachers
Partnerships
Group work
Uses technology such as a Padlet as a way to respond (a discussion board).

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example: anticipates the "folding" misunderstanding and has a video ready to show if it comes to fruition during class

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Students knowing now how and what to share.

Intentionally planned

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Intentional monitoring

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this looks like scripting higher level questions that probes follow up questions, discussions, and connections - table 4

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this looks like scripting higher level questions that probes follow up questions, discussions, and connections - table 4

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Students are paired for speaking opportunities. Proper use of accountable talk stems are utilized, 

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Students are paired for speaking opportunities. Proper use of accountable talk stems are utilized, 

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To be accomplished we are looking for anchor charts, sentence stems, students providing feedback to each other. There are tools available for the student. 

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To be accomplished we are looking for anchor charts, sentence stems, students providing feedback to each other. There are tools available for the student. 

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RLT: Are students sitting in proximity to one another/groups such that communication can take place?

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TI - how does a teacher monitor the constructive verbal engagement (per kid, per content)

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TI - how does a teacher monitor the constructive verbal engagement (per kid, per content)

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this looks like planning for extension - table 4

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this looks like planning for extension - table 4

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Table 2: planning for misconceptions and knowing what feedback will be given.

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When T knows their kids they will plan accordingly and anticipate strategies.

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More of this indicator is in the planning part.  See - I'm seeing this error or this is where people get stuck.  Use of pre-teaching vocabulary.

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More of this indicator is in the planning part.  See - I'm seeing this error or this is where people get stuck.  Use of pre-teaching vocabulary.

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- Looks like shared time for talking. Not all teacher talk.
- Looks like calling on volunteers and non-volunteers.
- Looks like the students utilizing talk-moves.
- Sounds like instruction riding on a sea of talk.

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Teacher pulls out key terms in order to give students clear examples or gives students the opportunity to come up with examples of their own 

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Teacher pulls out key terms in order to give students clear examples or gives students the opportunity to come up with examples of their own 

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A balance of student talk and teacher talk...with purpose and intentionality.

Pending where you are in the unit will indicate who should be doing most of the discourse.

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RLT:  Are students required to speak in complete sentences, provided stems as needed, and accountable for participating?

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Preplanning/able to respond when students experience difficulty- tools in the toolbox. 

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Preplanning/able to respond when students experience difficulty- tools in the toolbox. 

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Cyclical and systematic Teacher->Student Student->Student and Student->Teacher interactions

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Accomplished - The teacher points out areas that the student will struggle and provides resources for the students. This will allow most students not having to struggle in anticipated areas. 

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Accomplished - The teacher points out areas that the student will struggle and provides resources for the students. This will allow most students not having to struggle in anticipated areas. 

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questions that are scripted need to be higher up on Blooms, so they require wait time - table 4

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questions that are scripted need to be higher up on Blooms, so they require wait time - table 4

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Accountable talk, thinking stems, student to student communication (turn and talks, etc) Table 12

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Accountable talk, thinking stems, student to student communication (turn and talks, etc) Table 12

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examples: has LT's written both on a board that is referenced and in the daily calendar that is accessible electronically (CANVAS).

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Explanations that are clear and multiple ways for students to access the information (anchor charts, schedule, verbal, etc).

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Explanations that are clear and multiple ways for students to access the information (anchor charts, schedule, verbal, etc).

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-Teacher providing specific feedback to students in the moment.
-Addressing the misconception in the moment
-No opting out.
-Pulling small groups to address misconception with the students who did not understand it.

Accomplished
-Pre-planning (guiding) questions
-Teacher exemplars
-Planned needed charts

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Table 2: LT is not a decoration. It is referenced by students and teacher and reflected in the learning and tasks.

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-Expectations are clear.
-Students can restate expectations and learning.
-Correct grammar (verbal and written)

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Use of academic vocabulary, anchor charts, delivered in "kid friendly" language, unpacked TEKS/targets.

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Use of academic vocabulary, anchor charts, delivered in "kid friendly" language, unpacked TEKS/targets.

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Teacher has subject knowledge that is spoken and written out accurately. Models explanations that students can understand and are able to communicate it effectively.  

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Teacher has subject knowledge that is spoken and written out accurately. Models explanations that students can understand and are able to communicate it effectively.  

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Table 12 - teacher has a knowledge of a variety of strategies to support misconceptions, teacher thinking and intentionally planning ahead of time 

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Table 12 - teacher has a knowledge of a variety of strategies to support misconceptions, teacher thinking and intentionally planning ahead of time 

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Think about how layout of the room impacts discussion

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Think about how layout of the room impacts discussion

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RLT: Teachers use formative check-ins/observation of students during the learning process to assess student understandings/misunderstandings and the makes "in the moment" adjustments to ensure progress.

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Has the teacher modeled and used economy of language when delivering the lesson

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Has scripted higher level questions, not just for the lesson itself, but as extensions to use with those classes/individuals that are learning quickly.

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Clearly communicated purpose for learning - Table 12

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Clearly communicated purpose for learning - Table 12

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Higher order questioning, use of depth and complexity.

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Higher order questioning, use of depth and complexity.

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Intentional time planned in the lesson for student-to-student talk, structures in place to support sentence starters (talk moves), and students being held accountable for academic language, and complete sentences.

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When students have misunderstandings, teachers need to know an array of clarifying techniques to support students.