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Thumbs up, sideways, down associated with colors.
thumb up (green),
sideways thumb (yellow),
thumb down (red)

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red, yellow, green slides at desk
success criteria up on smart board

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1st grade - discuss target, strategies, SC.  Students write/draw goal and intention (what will do) in nb.  Students refer to SC midway and when 'done' with tasks. 

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1st grade - discuss target, strategies, SC.  Students write/draw goal and intention (what will do) in nb.  Students refer to SC midway and when 'done' with tasks. 

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Thumbs up, Thumbs to the side, Thumbs down

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Thumbs up (green), thumbs sideways (yellow), thumbs down (red).

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Smiles on a card with colors green, yellow and red

checklists

red target to hit after they have assessed their work and reached the learning target.

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Zoom Reactions: yes or no
Thumbs up, sideways, down

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Success Criteria during lessons and attached to assignments.

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Zoom Emojis

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At the beginning of every lesson we go over the learning target and success criteria together and return to it throughout the lesson during guided learning, independent work and share outs.

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Emoji reactions on Zoom

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1 in the the chat if they have a question.

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Checklists linked to Learning Target and Success Criteria Steps

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Smiley face colors above student friendly rubrics with picture models

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1st grade - Bridge familiar components of teacher modeling/explaining exemplar work, with modeling/ explaining understanding of LT and self-assessment using SC with exemplar.  

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1st grade - Bridge familiar components of teacher modeling/explaining exemplar work, with modeling/ explaining understanding of LT and self-assessment using SC with exemplar.  

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Break out rooms with a teacher 1:1 or in small group.

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At the beginning of a lesson we discuss the learning target, success criteria and refer back to it throughout the lesson.

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Modeling and using a checklist on a dry erase board. Attaching the checklist to the Classroom in advance for parents to print out.

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-generating success criteria with students and using them for self assessment
- teacher explains learning target, student engages in guided practice, teacher scaffolding students understanding of success criteria, students engage in performance of understanding, teacher provides formative feedback to help students improve their performance

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After checking over their work, asking them if they can add more details to writing or reading responses and what could they add.

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Using the idea on page 86 of charting for students to see their own progress. I thought this was a great idea to help the students see that they are capable of reaching the lessons goal and then also reflect on what they could do to improve their work further.

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Private chat with teachers for responses and their next steps.

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1st grade - Go over independent work together as students self-check; give immediate feedback.  Then students work independently again

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1st grade - Go over independent work together as students self-check; give immediate feedback.  Then students work independently again

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After each lesson students are asked to assess their understanding and students who are on a yellow or red stay after class for additional support.

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Reassuring them I can support their spelling and writing questions in the chat and they can "catch" my response.

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Green, yellow, & red cards with smiley faces and words expressing where they are in the task.

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GR 5 -midway checkpoints throughout lesson (thumbs up, thumbs in the middle, thumbs down) 

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GR 5 -midway checkpoints throughout lesson (thumbs up, thumbs in the middle, thumbs down) 

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Success criteria at the beginning of the lesson and how it relates to the content. Student checklist to be completed at the end of the lesson which allows them to review what was done.

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In the beginning of the lesson, referencing success criteria and learning target, in the middle of the lesson encouraging a look back at these components that they have printed out and on their desks, thumbs up and down or 1-4 self-reflect check with fingers in the air throughout, end of lesson, review of success criteria, learning target (did you hit the bulls eye or an outer ring) and 1-4 rubric with written choice on exit ticket and 2 sentence explanation of self-assessment.

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End of lesson discussion incorporates routines for self-reflection with success criteria check-ins

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post-it note on jam-board
Finding evidence in their work that supports their assessment

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Providing the LT at the beginning of the lesson, ways this lesson will help us get there, and then an opportunity to rate how successful they feel with that at the end.

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They get a stop light or 3 circles that are red, yellow, green throughout the lesson. They use thumbs up, down or two the side so I get a pulse of the room. I give questions throughout the lesson and ask them to use their dry erase boards to put down an answer or response so I can see who is comprehending.

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GR 5. Put in the chat how you feel about today's learning target- 1-4 on the bullseye (1s and 2s stay on for extra help)

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GR 5. Put in the chat how you feel about today's learning target- 1-4 on the bullseye (1s and 2s stay on for extra help)

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Two independent questions followed by a self-reflection: 1, 2, 3, or 4 and have students type their level of understanding in the chat.

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* thumbs up/down
* success criteria checklist
* independent work choice: sit alone, next to a partner (to bounce ideas off), sit w teacher (for more focus)
* quiet fist

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virtual thumbs up or down. Check in call...students are asked to please unmute to check in with their understandings throughout the lesson. Student friendly rubrics.

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Students have the opportunity to work with their teachers in small groups based off of their performance on the exit slips. Students are asked to give a thumbs up or thumbs down based off of how they feel about the content. Teachers provide the students with success criteria and LT, as a class we have discussions based off of how they felt about the content.

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Review learning target and success criteria at beginning of the lesson. During the lesson/upon completion of the task, students can identify which part(s) of the success criteria they did correctly using a self-assessment tool of their choice.

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Post the bullseye next to the learning target, also post the 3 questions 1. Where am I going? Where am I now? How can I close the ha-between where I am now and where I want to go?

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Success Criteria, Color Coded Criteria, 1:1 Conferencing and peer conferencing with discussion for next steps

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Success Criteria
Checklists
Thumbs Up/Down
3, 2, 1, exit slips
Google forms

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1, 2, 3, or 4 chart with levels of understanding in addition to the learning target and success criteria displayed on screen.

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pop in pop out
use of rubric to assess in the chat.
4,3,2,1 or a,b,c,d, on white boards
use of peardeck

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Zoom emojis with reactions, thumbs up/thumbs down/thumbs to side

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checklists with the success criteria
exit slips
reflections

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Writing in the chat using self assessment tools (1-4, green/red, etc.)

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End of lesson discussion incorporates opportunities for self-reflection using success criteria and quick checks, thumbs up, down and to the side and scale of 1-4 self-assessment for understanding

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Also provide those levels of progression so that the students have an idea of where they need to go and they can also see where they are now also.
Have checklists with the success criteria
use the 3 questions - Where am I now? Where am I going? How do I close the gap?
I think I will make copies of these for each lesson to give to the students so they have meaningful feedback.

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use of the same reflective language throughout the lesson, questioning , vocab criteria,
What are we learning today? Why is it important? is related to Where will I be able to go next? Or what do I need to get there?

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Possibly adding strategies from Table 5.4 on page 93 where student's have to reflect on their ability to self-assess using I can statements:
-Describe success criteria for today's lesson in their own words
-Apply the success criteria to their work
-Determine the accuracy and fairness of their self-assessment
-Set a Goal for Improvement
-Select a strategy to improve work using success criteria
(Possibly give students list of mastery goals and improvement strategies to use as a reference until this becomes like second nature for them)

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Success Criteria, Checklist, color coded criteria, 1-4 level of understanding, quick checks, next steps self-reflection

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Google forms mini quizzes after chapters

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exit slips/tickets including questions kids might have

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publish writing with success criteria and rubric, students peer assess with glow/grow form. after student presents we have whole-class discussion of the glows and grows in language of SC and LT

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In regards to strategies listed on page 93, chart 5.4 -After describing learning target and success criteria, have students paraphrase in their own language, include an area of strengths and needs in the next steps self-reflection section of student's self-assessment

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Have students become familiar w the learning target, summarize it. Refer back to LT . Success criteria should be steps to achieving LT. Do the students understand the success criteria?