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Can you guess or if you would have know what will you say?

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Can you guess or if you would have know what will you say?

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A question I have is: What will the mini lesson look like virtually if we want to in real time model and adjust?

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A question I have is: What will the mini lesson look like virtually if we want to in real time model and adjust?

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A reflection I have is: Co-creating a chart to refer back too is helpful and a great reminder resource.
A pathy quote I read was: "The nice thing about the bookmark or sticky note is that each student has access to the strategies no matter where they are or where they sit in the classroom." Immediate access and reminders are essential for students this was a great reminder of that.

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A question I have is:Does the district have a standard list of grade level sentence stems? Or are these generated strictly by the teacher?

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A question I have is:Does the district have a standard list of grade level sentence stems? Or are these generated strictly by the teacher?

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A reflection I have is: Speaking in sentences help with reinforcement of writing, reading, and organization/generation of thought.
A pathy quote I read was: "Sentence frames are a great starting point for ELLs to begin forming answers on their own because they aren’t having to think about how to correctly phrase an answer and they can instead focus their cognitive effort on the academic content."

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A question I have is: Should I always give students an out when being called on or when do I require a response?

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A question I have is: Should I always give students an out when being called on or when do I require a response?

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A reflection I have is:Look at Flippity I add the name plicker to my slides for digital name calling and use it as a 15 sec. transition time too.
A pathy quote I read was: " Once students begin to realize that they may be called on at any given moment they generally will actively improve their levels of awareness and interest." This is so true alertness does increase with adults in staff meeting too.

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A question I have is: How can I keep consistent and meaningful signals and allow for individuals to feel heard when in use?

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A question I have is: How can I keep consistent and meaningful signals and allow for individuals to feel heard when in use?

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A reflection I have is: I need to be intentional about the making choices signals when we return on campus.
A pathy quote I read was: "I will ensure total participation in my classroom by..." Something to really focus on student connection and signals with intent.

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A question I have is: Why is it not stressed that we add images to our word walls?

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A question I have is: Why is it not stressed that we add images to our word walls?

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A reflection I have is: Visuals help to clarify the meaning of new vocabulary if the written definition for the word is confusing or contains unfamiliar words. Visuals should be more than words on our anchor charts. Investing time in these is not wasteful.
A pathy quote I read was: "In addition to the visuals, I also require students to draw their own picture to help them remember the meaning of new words." Connection is vital.

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A question I have is: How do you determine when and what Kagan strategy to introduce with solidity in mind?

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A question I have is: How do you determine when and what Kagan strategy to introduce with solidity in mind?

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A reflection I have is: I need to be okay with balancing conversation even when it may be distracting for some it's beneficial to open the lines up for student learning and comprehension.
A pathy quote I read was: "Language permits its users to pay attention to things, persons and events, even when the things and persons are absent and the events are not taking place. "

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A question I have is: On the forefront of the year, it seems relevant to teach the structures when to do determine focus on the structure or shift to focus on the content? What time frame of teaching the structures would you recommend for a first year teacher? (1 per 2 weeks?)

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A question I have is: On the forefront of the year, it seems relevant to teach the structures when to do determine focus on the structure or shift to focus on the content? What time frame of teaching the structures would you recommend for a first year teacher? (1 per 2 weeks?)

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A reflection I have is:Structures can be modified and adjusted however give time for a learning or re-teach timeframe when teach the structure.
A pathy quote I read was: "As Schmoker (2011) clearly explains, however, “It should go without saying that most students won’t optimally learn facts (much less care about them) without abundant opportunities to read, write, and talk.”"

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One reflection I have is the use of What would you say if you did know? That is an amazing way to flip it and will definitely use that at home with my boys and also at school. I've never hear that before and I think it takes the risk away because they 'aren't saying it' but they are. Love that!

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One reflection I had was how I love this part and I agree that it begins as teaching a procedure. I think we forget about this and it gets lost in the mix of all the other things. Also, I think this would helpl us with our SEL instruction and interactions with students. If they could start to speak in complete sentences when they are upset, that would help teachers be able to target what strategies they need rather than pulling it out of them like teeth.

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One reflection I had was how I used a lot of these when I was in SPED as part of our language and early reading curriculum and it worked really well in giving students a chance to think, formulate a response and give that response without someone else blurting out and 'stealing' their answer. Additionally, it was predictable and we know how well students do with predictability and routines. This can be done virtually too!

One Pathy quote read was in the sketchnote about how total response signals are not just for little kids but is actually used k-12 and also helps to give the opportunity for movement.

One question I have is can the QSSSA chart be posted in the room in which we plan (Jennifer's)? I found that so helpful to have that template to totally plan out.

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One reflection I had was remembering early on in my career I realized about Thanksgiving that there was a student that was incredibly smart but I NEVER called on during class. He had so much to offer and he never had a chance to share it. I remember feeling sooooo guilty. I then began calling numbers or sticks but that still wasn't working. I got to Miller and another teacher shared that she rotated her rows of students at whole group up a row every Monday so that she was having different students in her line of vision each week. I took it one step further and also have the columns move to the right one spot as well. I began seeing different behaviors (wanted and not) during this time and were able to address them where previously they had gone unnoticed.

One more reflection I had was how many of the scholastic ideas incorporated content: synonyms, communicative property, clock, compass, etc. WOW!

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One reflection I have is when they talked about scanning for unknown words before completing an assignment. How powerful would that be with our assessments if we allowed students to do that. I remember there being a question last year that had the word 'clerk' and a lot of kids didn't know what that was. It had nothing to do with the problem but it hindered them.

One question I have is can we look through our ITBS data to see how kids are really performing in the vocabulary section? I feel like its not just our ELLs that need this but out entire population.

One pathy quote I saw was the visuals brain jpg. That is totally my brain and when I see it I understand better than just reading. If its like that for me, an adult, how much more important is it for us to give kids those images!

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One reflection I have is on the accountable talk poster. That could be used in all sorts of scenarios, including SEL.

One question I have is about all the kagan strategies. It's not really a question but we're going to have to rethink these for this next year and see how to do something like them since kids may not be able to be close to each other. Is there a way to use flipgrid?

One pathy quote I read was "What makes me enjoy talking the most," explains Milo, a Year 3 student, "is that everybody’s listened to you, and you’re part of the world, and you feel respected and important." I mean this is everything! <3

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One reflection I have is how we can put to use writing frames. I believe that will help students not only get started, but build confidence.

One question I have is the best way to incorporate quickwrites where kids aren't nervous to participate. I would love to use them more next year but writing is very vulnerable and many kids (me included) don't like to share my writing; even with my teacher.

One pathy quote I read was ,"In order for students with a vast array of needs to master dense, rigorous curriculum and to demonstrate success on high-stakes assessments, they must have consistent opportunities to talk, read, and write about content-area concepts." I noticed that talk is first. It's first for a reason.

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Teaching different ways to communicate with teacher instead of saying I don't know.

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Teaching different ways to communicate with teacher instead of saying I don't know.

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We can post sentence stems that we use for writing and students can use them when answering questions.

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We can post sentence stems that we use for writing and students can use them when answering questions.