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Encouraging students to use drawings to express their thinking, especially in situations with complex content language

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Addressing and supporting students' language in writing, especially with content-specific words.

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amplification of domain specific science vocabulary , "Extract"!

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Use of peer pairings to to make sense of information.

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Appreciating and encouraging students to share connections between the material and their home lives.

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Related the lesson to something in students' lives that they all had some familiarity with- antibiotics or remedies.

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Students chose topics based on high interest , civil rights movements, such as BLM and Dreamers, climate justice, etc. and worked in small groups and completed 3 culminating assignments.

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Students chose topics based on high interest , civil rights movements, such as BLM and Dreamers, climate justice, etc. and worked in small groups and completed 3 culminating assignments.

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Oral presentations on hand on math concept project

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Asked students to gather evidence from an experiment to support the guiding claim of the lesson.

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Graphing and building math concepts, lkeads to # 6 oral presentations

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Mentorship suppot systems

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Use analytical skills, unpacking sentences, and are prepped for their Socratic Seminar, roles are co-taught  by both teachers. Anchor chart gives them a frame to work with and examples.

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Use analytical skills, unpacking sentences, and are prepped for their Socratic Seminar, roles are co-taught  by both teachers. Anchor chart gives them a frame to work with and examples.

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Similar to our SDAIE in terms of strategies(not content); thematic, interrelated content, less NEW content as it transfers over, can go deeper and allow for better comprehension via “artful repetition”.

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Similar to our SDAIE in terms of strategies(not content); thematic, interrelated content, less NEW content as it transfers over, can go deeper and allow for better comprehension via “artful repetition”.

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They use explicit heterogeneous grouping. They reflected upon how the students did and the patterns they found,  and gave specific feedback to each student.

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They use explicit heterogeneous grouping. They reflected upon how the students did and the patterns they found,  and gave specific feedback to each student.

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Vignette 6.2

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Vignette 6.3

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Vignette 6.4

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Vignette 6.5

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Vignette 6.6