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What do you do to prepare for each component of the lesson?

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What do you do to prepare for each component of the lesson?

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What strategies do you use to ensure you complete each lesson in a day?

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What strategies do you use to ensure you complete each lesson in a day?

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What do you do for Fluency in each lesson?

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What do you do for Fluency in each lesson?

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What do you do for Application in each lesson?

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What do you do for Application in each lesson?

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What do you do for the Debrief portion in each lesson?

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What do you do for the Debrief portion in each lesson?

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What do you do for Concept Developement in each lesson?

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What do you do for Concept Developement in each lesson?

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We skip count by what the book is asking us to skip count by. We also use the Sprint if one is available.

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We skip count by what the book is asking us to skip count by. We also use the Sprint if one is available.

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We skip count by 2's, 3's, 4's, and 5's. Then we complete the sprint if there is one available for that lesson.

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I use the application as a warm up. I allow the students to think and solve  on their own. Then I solve the problem using the RDWW strategy step by step with them. I try to let the students see my thinking. If time allows, I pick 2 students to share the way they solved their problem. 

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I use the application as a warm up. I allow the students to think and solve  on their own. Then I solve the problem using the RDWW strategy step by step with them. I try to let the students see my thinking. If time allows, I pick 2 students to share the way they solved their problem. 

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I show the video that follows along with the lesson for time purposes.

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I show the video that follows along with the lesson for time purposes.

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We come together to discuss the days lesson. We follow it with the Exit ticket.

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We come together to discuss the days lesson. We follow it with the Exit ticket.

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This is where we really hit the RDWW process. We have the chance to hit each one. I also let the students tell me other ways they solved the problem.

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We read the lessons while we are team planning. We discuss what the purpose of the lesson is so that we can make sure we help the students make the connections.

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We read the lessons while we are team planning. We discuss what the purpose of the lesson is so that we can make sure we help the students make the connections.

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Here I show the video as it helps keep me on track. The video paces me to so that I do not take to much time.

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At the end of the lesson we take a few minutes to discuss with a partner how they felt about the lesson and one thing they learned. Then we follow-up with the exit ticket.

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We meet as a team one to two days a week and review the lessons. We discuss how each lesson will be taught for the next week.

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I have to set a timer and on several days 3rd grade has to use their science time in order to complete a lesson a day.

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We skip count and use the sprints.

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We really work on our RDW process on this question. I use it more as our warm-up before we get going on the daily lesson.

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I use the video and stop along the way to discuss the answers and let students have input.

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I let the students give me their input on what they thought the lesson was supposed to show them. Then we use the exit ticket for review.

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We meet as a team to plan the lessons. We go over each lesson and decide what information and process we will use for the best student engagement. We will agree as a team as to how to we structure each lesson.

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I use the video to keep my time. I also use a timer to ensure we are sticking to the time limits give to complete the sections.

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We use the fluency when it’s available in the practice book, and we do multiplication fact flash cards.

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I show the video for that lesson. We workout and discuss the problems throughout the video. 

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I show the video for that lesson. We workout and discuss the problems throughout the video. 

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If we have time we discuss the problem set questions and do the exit ticket. 

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If we have time we discuss the problem set questions and do the exit ticket. 

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We discuss the upcoming lessons in planning time. 

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We discuss the upcoming lessons in planning time. 

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We use the fluency activities for each day from the daily lessons and we use the sprint activities from the practice book.

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We work of the RDW process for this question I use it as a warmup before the lesson.

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We work and discuss the example problems in our journals. I show the video to and stop and discuss along the way.

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We go over what we discussed that day and complete the exit ticket.

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We meet as a team and discuss the upcoming lessons. We use that time to see if there are any unfamiliar concepts that we are going to be introducing.

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I use the timer on my cell phone to help keep track of time.