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Ms. Smith's used Talk Read Talk Write in her English III class. The class had a discussion, read the article, talked about what they had read, and started writing their AEC paragraphs.

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Ms. Smith front loaded vocabulary words for students to define before reading an article. This helps increase understanding.

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Ms. Sticklinski recorded her lesson in YouTube. Her beginner EL was able to turn on the closed captions and translate them into his native language. She provided examples and step-by-step instructions for review.

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Mr. Hickman used gestures, provided visuals, and multiple examples in his physics lesson.

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Ms. Smith gave her students sentence stems in her AP World History class.

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English I provided students with sentence stems to participate in a Socratic Seminar.

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Mr. Hickman used gestures, visuals, pre-taught vocabulary, provided a word bank, and sentence stems in his physics class.

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English III provided a non-example and example of acceptable writing. This set clear expectations.

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Ms. Gray provided visuals as an example for creating infographics in her English III class. This was helpful to both ELs and non-ELs.

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English II provided sentence stems to encourage students to speak in complete sentences for the upcoming Socratic Seminar.

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Coach Curtiss provided his World History students with sentence stems/frames, visuals, and vocabulary words. He gave students time to discuss answers together and share with the class.

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World History teachers provided a lesson that was full of visuals and vocabulary terms. They provided videos for reference and color coded their slides.

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Students were given two questions, time to think, and were instructed to type their response in the chat. The teacher did the 3-2-1 countdown and students pressed "enter" at the same time. The teacher gave feedback.

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A poll was used in Zoom to engage students. Students that were having trouble completing a task online were given assistance.

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In Ms. Guirola's English II, she provided a character chart, a variety of visuals, videos, vocabulary words, and summaries in bullet points to support student comprehension while reading The Tempest.

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Wheel of Names helps teachers randomize and rotate when calling on students. Students were given time to discuss and share their answers with small groups. A few students were selected randomly to share their answer with the whole group.

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In English III, Ms. Gray encouraged student participation by giving students the option to respond on camera, use reactions on Zoom, or type answers in the chat.

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Ms. Pana added Structured Conversations into the daily warm up for English I. Students had time to write, talk, and shared their responses with the class using sentence stems.

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Mrs. Guirola's English II class had a Structured Writing assignment. Students collaborated on this document together in class. She gave them immediate feedback as well.