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I'm wondering what specific strategies Lisa has tried and have worked for her non-speaking EL student in the classroom (beyond sentence frames, TPR, etc.).

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Andi's class was a lot more discussion based. The students discussed about the cause and effects of 13 events that led to the Revolutionary War.

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How Lexi combined her Social Studies prompt into Language Arts.

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Students were working independently on their iPad for good amount of time. How do you make sure that they stay on their task ?

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I noticed that there is a lot of building behind the writing that we saw being done today, many steps of reading, building background knowledge, forming questions, that lead to the first draft of a paragraph.

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The students on the rug and will keep trying that when it makes sense. I love the closeness of bringing the class together.

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Both teachers pushed their students to look at problems in different ways, rather than just telling them the answers. For example......Barbara spent a great deal of time encouraging her students to come up with scientific questions that could be used to determine why ants marched in a particular way.

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The students were very quiet and I wondered if they were always like that. The answer is no!

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Students were focused on working independently on their iPad. How can teacher make sure that they are on their task?

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What I thought about today in Andi's room

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What I thought about today in Andi's room

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I thought about the guided comprehension questions and ways I could help guide the students to develop their understanding

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Lexi Monnet's 6th grade Social Studies lesson on Hammurabi's Code of Law had Argument writing lesson (based on Units of Study) weaved into it. The question the students were working on was whether or not Hammurabi's laws were fair or just. The students used the strategies they had learned for writers workshop on writing Argument essays to find evidence from the DBQ packet (consisting of 4 documents) to support their reason. I observed that Lexi modeled he writing for them. For example, she chose her claim to be Hammurabi's Code was just and fair. She supported this by typing in (this was projected on the screen for kids to see) that Hammurabi's Code of Laws was fair because it looked out for the weak. The slaves, women, and children felt safer with these laws protecting them. 

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Lexi Monnet's 6th grade Social Studies lesson on Hammurabi's Code of Law had Argument writing lesson (based on Units of Study) weaved into it. The question the students were working on was whether or not Hammurabi's laws were fair or just. The students used the strategies they had learned for writers workshop on writing Argument essays to find evidence from the DBQ packet (consisting of 4 documents) to support their reason. I observed that Lexi modeled he writing for them. For example, she chose her claim to be Hammurabi's Code was just and fair. She supported this by typing in (this was projected on the screen for kids to see) that Hammurabi's Code of Laws was fair because it looked out for the weak. The slaves, women, and children felt safer with these laws protecting them. 

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I noticed that teachers had routines in place that were effective in managing a positive learning environment. For example, students understood to show a quantity of fingers to allow the teacher to assess how many different ways the student could approach the problem. 

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I noticed that teachers had routines in place that were effective in managing a positive learning environment. For example, students understood to show a quantity of fingers to allow the teacher to assess how many different ways the student could approach the problem. 

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I wonder how teachers can continuously assess students throughout the lesson to CFU.

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The two teachers handled their student groups in different, yet effective ways for their subjects. For example...initially having the students work independently, then in pairs, and then in groups encouraged participation by all students. As she said, "there are no hitch hikers."

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students respond very well when we prompt them to ask questions, I have also noticed that students like to work in groups more than they like working individually, The teachers really pushed the students to loook at the problems in a  new way , Math talks helped me to realize that how important they are ....and I will also start doing that soon to break the monotony of everyday lessons..I really liked the way science teacher encouraged their kids to ask more questions and logged them down at the end .

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There is at least one student who does not engage in discussion/conversation

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I wonder how to get the students go beyond surface questions and facts and ask essential questions without me driving everything.

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I wonder how to get the students go beyond surface questions and facts and ask essential questions without me driving everything.