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Respond to the reflection questions below.

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Respond to the reflection questions below.

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-How does the work Sam engaged with connect to the RBIS?​

-How do the RBIS and Bluebonnet Learning K–5 RLA work together to support student success?​

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Use the Parking Lot to submit lingering questions.

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Sam was given an opportunity to process and build understanding through knowledge and vocabulary (RBIS 3). 

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Sam was given an opportunity to process and build understanding through knowledge and vocabulary (RBIS 3). 

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Sam was able to get instruction that included RBIS such as academic vocabulary, reading grade level rigorous text, and opportunities to answer comprehension questions both orally and in written form with scaffolds to support her be successful in learning.

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Knowledge and vocabulary were built and supported. (RBIS 3) Sam was encouraged to cite evidence and given sentence stems to support her to do so. (RBIS 4)

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The RBIS are embedded throughout the structure of the lesson so students have opportunities to get research-based instruction daily. The RBIS are really the how students get that high-quality instruction.

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The side bar supports align well with the RBIS to support all learners. 

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The side bar supports align well with the RBIS to support all learners. 

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Sam was able to build background knolwdege using the vocabulary. She also was able use the text to answer using sentence stems, making RBIS evident and supporting the learner.

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RBIS and Bluebonnet work together by giving access to ALL students.

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Using Bluebonnet the teacher provided RBIS #2 through grade-level complex text and its academic language.

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Sam's work was connected to all 4 RBIS of RLA. The curriculum provided opportunities for Sam to engage in all 4

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Sam was able to have support as she processed the lessons.

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Sam was able to have support as she processed the lessons.

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Sam has multiple opportunities to practice foundational skills and to build on prior knowledge. Sam was asked specific questions related to the text and given the opportunity to cite evidence.

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The materials give her an opportunity to grapple with complex text and vocabulary while building background knowledge and providing evidence to support the reasoning. Student success is ultimately mastering the standards and we accomplish that practicing those skills in the context of rich grade level content

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Sam engaged in foundational skills practice, interacted with grade level text and practiced citing evidence

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BL aligns with the RBIS as it is designed so that students are engaging in many different ways with text so that they are developing the different components of language skills and not just focused on development of one component.

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Sam was provided explicit instruction on new vocab which relates to foundational skills. Sam used grade level material with supports and was given opportunities to share using academic language with peers which meets text complexity. The rich conversations and supports allowed for knowledge building and vocab which meets knowledge coherence. Finally he was speaking and reading using text with the supports the teacher provided noticing he was unable to initially respond appropriately without the scaffolds which meets the text based responses.

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RBIS are the foundation for the lesson structure and experiences (FS, complex text, vocab, text-based responses). Lesson provides diverse learners opportunities to develop deep understanding of content & standards.

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Building background knowledge, embedded supports, group work, scaffolding, sentence stems

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As Sam moved throughout the lesson, she engaged with all components of RBIS. For example, she engaged with explicit instruction with morphology and tier 3 vocabulary. She, also, received support with responding. The BBL lesson directly connects to RBIS ensuring students successfully engage with grade-level text with explicit and intentional supports.

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The work Sam engaged in directly connected to the RBIS. RBIS 1 was utilized when the teacher taught explicitly and gave Sam opportunities for practice. RBIS 2 was utilized when the teacher engaged Sam with the use of academic language within the text. RBIS 3 was utilized when the teacher pre-taught vocabulary to ensure understanding of the text. RBIS 4 was utilized during the small group learning portion when she ensured that Sam could cite specific details from the text.

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The student was able to access grade-level complex text and its academic langauge through scaffolds for all learners and differentiated instruction. She built knowledge and vocabulary through the embedded aspects of the text and lesson plan, and she was provided an additional scaffold (differentiation) to provide spoken responses with evidence from the text.

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The general premise is the same- what's the purpose and big idea, backwards design, see how the learning is connected across, and prep your resources.

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They are similar in that they both have an organized process so that teachers understand the big picture of either the unit or the lesson purpose, looking over and completing assessments and using a backward design approach. They are also similar in that the teacher understands the pacing and where the lesson fits into the scope and sequence, what the alignment is, and of course, preparing for the lesson itself.

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In both you spend time figuring out the purpose, how it flows from one thing to the next, and prepare your materials

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This process is similar, but the lesson internalization is granular.

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It's pretty much the same steps. Becoming a little more specific for the lesson.

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They follow a similar pattern in terms of the process.

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Each Lesson step, had a corresponding Unit level step.

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They both have the backward design in mind, looking at the assessment, TEKS and ELPS to target.

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In both, PA's will need to do what the teachers do - annotate and internalize the unit, identify key components, take the assessment, identify and craft probing questions (that lead back to the key takeaways), and prepare scaffolding questions to guide teachers. The process is pretty much the same

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The Lesson Internalization Process is similar to the Unit Internalization Process in that they are visually similar, and there are three steps. Both guide teachers to complete the student work. The difference is that it is a bit more granular and may take a little less time due to familiarity that is estbalished during the Unit Internalization Process.