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For my TK/4 students I like the idea of modeling using student A (the teacher), and student B (the students) as a way to show and help students think of moves and ways to deepen our conversations. 

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For my TK/4 students I like the idea of modeling using student A (the teacher), and student B (the students) as a way to show and help students think of moves and ways to deepen our conversations. 

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It is very empowering to have the flexibility to adapt lessons around four basic tenets: to interpret the meaning of informational and literary texts, to explain thinking and build on other's ideas, to offer and support opinions and to produce written texts in a variety of disciplines. I think that for second graders, getting them to listen and acknowledge each other's thinking is rigorous, as most students are wrapped in their own individual thoughts. Getting the extension and reflection is huge!

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Giving students the opportunity to come up with their own ideas from previous schema helps the teacher understand where each student is at when starting a lesson. Students also do not have to feel rushed to have an answer if they are provided with individual think time. Giving students time to collaborate while the teacher walks around helps the students expand ideas and the teacher is able to clarify any misconceptions.

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Personal thinking time is so important for the student to organize their thoughts before being asked to present or answer before the entire class.  It also does away with the "I forgot" line when you call on the student who has been waiting to give an answer.  

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Personal thinking time is so important for the student to organize their thoughts before being asked to present or answer before the entire class.  It also does away with the "I forgot" line when you call on the student who has been waiting to give an answer.  

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Conver-stations, talking rock, talk moves... I like how all these scaffolds focus on having students lead the conversations and thinking!

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Great instructional routine to use.

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I plan to model slowly, practice and tighten the management of partner talk and discussions around math and literacy.

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I love the way to use this strategy  "Talking Rocks" where students have the opportunity to share their ideas or thoughts. It is a fun and learning activity where students can learn from their small groups or partner by using the sentence starters in the way to use Language Development.

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Setting goals with students for participation in academic conversations in Math and ELD classrooms.  Working with students to describe what meaningful  participation looks and sounds like.  Supporting students with talk moves and giving specific feedback around the student's goal.  

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Setting goals with students for participation in academic conversations in Math and ELD classrooms.  Working with students to describe what meaningful  participation looks and sounds like.  Supporting students with talk moves and giving specific feedback around the student's goal.  

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This is an interesting tool for use with students of all grade levels.

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This is an interesting tool for use with students of all grade levels.

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Teaching academic vocabulary is important through out the subjects. Modeling is imperative. Reinforcement of the language is huge!

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Teaching academic vocabulary is important through out the subjects. Modeling is imperative. Reinforcement of the language is huge!

# data[].attributes.body
I can't wait to use these in my classroom. It make so much sense....to use a standards based resource to plan lessons around language.

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The thing that sticks most in my head is that all students are second language learners in content domain related vocabulary.  Knowing that science terms and math terms are a second language that must be mastered by all students makes it easier to understand how content specific vocabulary can be taught in all classrooms.  That specific vocabulary can then also be shared with a designated teacher, who can reinforce students' understanding using the same basic tools that were used in the content classrooms.  

# data[].attributes.subject
The thing that sticks most in my head is that all students are second language learners in content domain related vocabulary.  Knowing that science terms and math terms are a second language that must be mastered by all students makes it easier to understand how content specific vocabulary can be taught in all classrooms.  That specific vocabulary can then also be shared with a designated teacher, who can reinforce students' understanding using the same basic tools that were used in the content classrooms.  

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It's a new way to do a Jigsaw, with the idea of a continuation of learning by having new people join in the conversation.

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Student think time and discussion before writing

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Student think time and discussion before writing