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Students taking charge of their own learning using depth and complexity.

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Students discuss their thinking around the depth in complexity icons and how it relates to their thinking.

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Ss share responses to book utilizing dry erase board. T listens attentively and guides their reading. Ss interjects with D&C and students respond to reading utilizing depth and complexity icon of their choice

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Ss each working on a different presentation of the transcontinental project. T states I was so impressed with the details you added. I really want you to try...

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I love the way you incorporated text evidence into your writing. T guided student through her understanding of the immigrants feelings during this time period.

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Ss work independently on transcontinental railroad project.

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Student told another student that it is ok if your bean didn't sprout to make them feel better. Shared noticings about their beans.

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Asked students to repeat directions and praised students when giving correct responses. Validated answers by repeating what the student said to the class.

One student to another..."put your head down Logan!" so they could go get their seeds.

Praised correct behaviors.

One student helped another find the sprout on her seed.

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1st Grade T reviewed parts of a plant before planting their seeds.

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1st Grade T reviewed parts of a plant before planting their seeds.

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Asked what they know about plants. Restated comments. A student was stuck and asked the class to help him. Said since the plants are fragile what do we need to be sure to do? Students responded with ideas of how to be careful. Praised quiet scientific behavior.

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T reads aloud. Does a quick chant. Shares tasks and expectations. Ss move to work stations

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Teacher is reading a book with a fiesta theme. Also guiding a discussion on fiesta and getting the perspective of the kids when they think about fiesta. She incorporates lots of learning opportunities such as counting, colors, and discussion of the pictures. She allows kids to share their ideas.

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T: Look at what she is doing. She's sitting quietly raising her hand. B give your brain a kiss because you're being respectful. Teacher positively redirected expectations for small group work.

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I love how Sophia is sitting ... move your clip up. T then discusses landforms and then clarifies submarine to student. She then reviewed landforms. Give me 5...transition to snack

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1st Grade Sts taking a math quiz... Sts read their book while waiting for others to finish a quiz question... good use of time

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1st Grade Sts taking a math quiz... Sts read their book while waiting for others to finish a quiz question... good use of time

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Teacher told student who answered incorrectly, "thank you for trying."
She also said, "thank you, Sophia for sitting so quietly during the video, go ahead and move your clip up."

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Clear expectations on behaviors. Sts calling out & T asked what rule #2 was & Sts responded & corrected their behaviors

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Quiz on fractions. Reminded students what they were going to need to do before starting. Thumbs up to show they were ready for teacher to read.

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Giving feedback about behavior to a student very quietly so others didn't hear.

Said "rule #2" to remind students to correct behavior.

Had students use hand signals when ready or to signal what they were still doing.

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Teacher is guiding students through imaginary play (making addition stories) to understand the concept of addition. She changed her voice to make it fun. "That is absolutely correct 2+4 is 6." T commended students proper classroom behavior. I love the way you're shouting with your fingers as a quick check. After modeling she then allowed the students to try it in groups.

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Teacher is guiding students to create addition problems using manipulatives and toys to keep kids engaged. She consistently thanked the students for using their fingers to model the answer to the problem instead of shouting them out. She modeled her own thinking to help students come up with story problems to match their addition problem. T also said, "aqua row please pat yourself on the back for acting like first graders. I'm so appreciative of that!"

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T states, I love the way J shouted with his fingers...thank you for shouting with your hands. T states, that is absolutely correct...

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Ss giving feedback to each other as they solve problems, check for understanding, play a board game when getting correct answers and recording answers

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Provided feedback so others in guided math group could hear: " I like the way J drew her hairy money strategy. That's a great strategy to use." T is reviewing skills based on quick quiz using plickers, working it out "I like the strategy we used for the hairy money," thumbs up if you got this answer thumbs down if you got something else, reviewed strategy and allowed students to turn and talk about the strategy. Then retaught those who were still struggling.

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The students were giving the teacher feedback on her answers...

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Students were the teachers, using an abacus to correct the math problems...teacher gave behavioral feedback...

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Students are the teachers checking the Student's work. Using abacus to check number sentences for errors. Role played which engaged students giving feedback. Gave peer a Thumbs up for good job.

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Students giving feedback to teacher about incorrect math problems.

T reinforces positive choices by complimenting the way students were sitting. Gave feedback with hand signals.

Had students give feedback to each other using thumbs up/thumbs down.

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Students are allowed to pick their own activities to practice multiplication. Guided math groups students encouraged one another. S1: how did I get that wrong. S2:I think you need to reread it. T: that was a really great hint you gave S1.

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3rd T said, "that was nice of you."
T also give instant feedback to students in small group regarding problems that were not correct. She gave them opportunity to fix answers and guided them. Student asked for help and teacher said, "I would love to."

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Ss T responds, yeah! That's a really good idea! Ss T models problem.

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Kinder. It's clear that the Sts are very accustomed working in pairs in Rothenay's class

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Kinder. It's clear that the Sts are very accustomed working in pairs in Rothenay's class

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Noticed that some students hadn't started and reminded them of the directions.

Teacher said, "There's a little mistake here...let's fix it."

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Students worked in pairs to write number sentences...when a student struggled she say with her and told her the first step..."first you need to set up your circles...

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Arranging dots on dry erase boards after demo on big board. Writing number sentence on boards. Corrected one groups mistake in counting.

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Teacher allowed students to talk through their thinking of mass. She guided the discussion but said things such as you're right but remember we are talking about it as mass. T provides lots of feedback.

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Teacher gave students opportunity to answer questions about mass out loud and asked them to explain why they chose a certain answer. 

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Teacher gave students opportunity to answer questions about mass out loud and asked them to explain why they chose a certain answer. 

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Allow Ss to try again. Ss share math reasoning acknowledging there answers and giving more opportunity to think through more problems. T acknowledges by stating you are right or okay. She also tells Ss good job!

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Teacher said ...Rider do you agree or disagree? How can we check? We can count them...

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Positives praise : "Loud & Proud" to hear St explanation 

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Positives praise : "Loud & Proud" to hear St explanation 

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The teacher used the answer from one student to prompt a second student...why would Genevieve say there were 4 stones under the egg?

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T asks students to show how Kindergarteners sit to reinforce positive choices. T asks student to read "loud and proud" when answering a question.

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How did you know how many there are? Gave praise for the explanation. A student struggled to answer a question so a friend whispered with her so she could answer. Asked class if they agree or disagree with the answer and why.
Redirected behavior.

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Kinder T allows St to explain their thinking

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Kinder T allows St to explain their thinking

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How did you know there was going to be one in the egg? Teacher guided student...you made a picture in your head right? You used your imagination...

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T redirects a non compliant studen in a positive way with a positive outcome

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T redirects a non compliant studen in a positive way with a positive outcome

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Teacher introduced math vocabulary surrounding capacity through a read aloud. She then had students write down the definitions for the vocabulary words in their own words. Before students wrote words she randomly called on students using an app (random name picker) and allowed that student to share their definition of the word. Teacher then provided students with visuals of different containers for capacity through a worksheet to add to their math journals. Think of some liquid in real life that fits in one of these containers. Teacher quickly affirmed if the students was correct.

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T gave was quick to assure student definition of capacity was correct and told students to write their own definition in their journal. T also received feedback from students regarding how much time was needed to finish activity.

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Teacher instructs Ss to think in their mind about capacity. Use of random name plicker. J responds. T responds you are exactly right. T and S write meaning in journals.

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After anchor chart review T says, these two boys did a great job. Boys will you share...T responded ooh! I like that inference...good job! L that is really good that you noticed... let me come back to you

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T provides Ss time to rate their book club session. Together Ss work on context clue activity in hallway.

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Ss giving feedback to one another as they reason a math problem. Ss responds to other Ss no, but look...Ss compare answers

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T states, very good after Ss responds to question. She then asks, very good guys

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Use of post it on writing sample. T stating I love the way R got started on his writing. I like your labeling on your picture

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T says, P thank you for raising your hand I'm giving you a dojo point. E thank you for raising your hand

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Ss writing displayed on projector. Ss gave feedback on what they liked. T gave specific feedback of punctuation...I love, love love how you started letters and punctuation.

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Use of plickers. Teacher/Student debate where student receives feedback from teacher to support correct answer and student provides feedback to teacher

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She gives clear directions about what she expects from the students. She compliments them as they are working ( you are doing a great job)

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Read p. 262 together ...here's my purpose for reading...why did the author pick this paragraph for starting the story...the teacher gave feedback about each answer...she gave them specific directions...only tell me facts...don't mix it with your schema... tall me something you can point to in the first paragraph and I will see the same thing...

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"Open up to the first page of your story. Read page 262 and then put your hands on your knees when your done." "There is a purpose...the first paragraph is pretty important. I want to know what is the authors purpose in it." The teacher asks a group to state the facts not what they think. Also, what they learned from reading it. The teacher has a visual that says facts(evidence) and authors purpose. "Can you put that into your own words." Student says, "yes, I learned that...

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The teacher asked a student that was not on the same chapter with his group...what do you think you will do differently next time?

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Flores- The teacher is going around to check on the groups before starting guided reading. The groups are quiet and engaged in their activities. 

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Flores- The teacher is going around to check on the groups before starting guided reading. The groups are quiet and engaged in their activities. 

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The teacher gave students a rubric  to use during book club...

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Uses a visual of a group rubric.
Group 1 reading group what chapter are you on in book club? We are on chapter 8 a student says.
Group 2 in the hallway
Group 3- ch. 4 students are reading and taking turns. When a student has difficulty pronouncing a word the group helps each other.
A at the tables- student is reading an article and after each paragraph summarizes what it was all about.

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Munoz- there are pencil name tags on the student desks with compliments on them. When reading the student responses she compliments them.

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Munoz- there are pencil name tags on the student desks with compliments on them. When reading the student responses she compliments them.

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Hands out a sticky and asks, does anyone like baseball. She asks students to write what they are most excited for until the end of the school year. Two students are talking to one another about what is it that they are excited. A boy said , "I'm not going to have enough money for that." The girl said, "I can just give you the money." The teacher said, "we are only putting positive things on the board. If it's negative then we're not putting it on there."

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Students chose to write on a post it note to answer question...what are you most exciTed about for the test of the school year...

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Immediate specific feedback during small group

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Guerra- she complimented a student who was already writing during guided reading. Teacher is giving very detailed explanations of everything. 

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Guerra- she complimented a student who was already writing during guided reading. Teacher is giving very detailed explanations of everything. 

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Partners help each other when they are stuck...

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In guided reading group, the teacher was redirecting student responses and guiding them to higher order thinking  about the story. 

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In guided reading group, the teacher was redirecting student responses and guiding them to higher order thinking  about the story. 

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The teacher asked comprehension questions...she  reminded them about inferences...she asked how do you think they move him?  Teacher said, that's a good observation, that's a big estimate...

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The teacher asked comprehension questions...she  reminded them about inferences...she asked how do you think they move him?  Teacher said, that's a good observation, that's a big estimate...

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Group 1 working on writing compounds
Group 2 small reading group - you guys you heard quiet...let's be quiet. Students are taking a reading walk. They are noticing the puppets come from Sesame Street. Asked lots of open ended question. A student predicted 5 to 10 people would need to carry a person. The teacher said that is a good observation.
Group 3 listening to a story then they go back to table and do a character sheet.
Group 4 reading out loud
Group 6 abc ya

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Students talked about gravity on the sun...I'm pretty sure there is no gravity on the sun...teacher said...I was really impressed by the conversations...the teacher

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Ms. Deamers- a student gave her explanation of why there is gravity on the sun. Another student told her great job, you are so smart. 

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Ms. Deamers- a student gave her explanation of why there is gravity on the sun. Another student told her great job, you are so smart. 

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partnerThe teacher was using plickers for a science review. A little over half of us missed this...turn to your and talk about why you picked the choice you picked...

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Teacher is using Plickers about science. A little over half of us missed this one. She told students to tell a friend why they picked the one they did. The teacher made it a point to go group to group and see why the students chose their answer. The teacher was specific and gave students feedback. She asked does everyone understand why the answer is what it is? A student shouted I don't understand. Students connected with one another and helped each other understand that there is no gravity on the sun.

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Student gave answer ...teacher repeated it...said perfect! I'm noticing your vocabulary with geometry is getting better...

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I like that you used the term regroup...as I walked around I saw a lot of regrouping going on...

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I see that Kelly is just solving but I want you all to talk about it first...

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Teacher said what I just heard the middle gRoup say is ...why did you all pick 90? Student answered...teacher responded ...You used the correct term...

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Teacher said what I just heard the middle gRoup say is ...why did you all pick 90? Student answered...teacher responded ...You used the correct term...

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Ms. arce - She had the students turn and talk about what they knew about angles. She told them she heard great responses & gave encouraging feedback. She said "I like how he is raising his hand" to reinforce classroom expectations. She is going around to check their understanding and providing instant feedback for students to correct their mistakes

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Ms. arce - She had the students turn and talk about what they knew about angles. She told them she heard great responses & gave encouraging feedback. She said "I like how he is raising his hand" to reinforce classroom expectations. She is going around to check their understanding and providing instant feedback for students to correct their mistakes

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Turn to your neighbor and tell them what you know about a right angle. Teacher guides partners to understand what a right angle is. She said, okay perfect I heard some good things. She lets kids know what's next by saying we're going to take this a step further. She said, okay I want you to turn and talk to your neighbor about...she said okay, I heard this group say they'll use a number sentence. Some students were shouting out and she complimented a student saying thank you for raising your hand.

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Talk to your partner about what a 90,degree a angle is...

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The teacher asked Does this make sense?

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Mrs. E - students are playing a game with cards to create fractions. Students are working together and providing feedback to one another. The student I observed was teaching the other student and providing feedback to her on what she was doing wrong and how to fix it. 

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Mrs. E - students are playing a game with cards to create fractions. Students are working together and providing feedback to one another. The student I observed was teaching the other student and providing feedback to her on what she was doing wrong and how to fix it. 

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Students give each other feedback as they play a math fraction game.

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The teacher used big idea and ethics to allow for HOTS

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Watson- students are given clear, specific directions 

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Watson- students are given clear, specific directions 

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The teacher provided immediate feedback to the tables who followed directions

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The teacher asked questions and students answered. The teacher repeated their answer after they said it.

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The teacher gave gems to group 2 because they complied with her direction right away.

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The teacher gave gems to group 2 because they complied with her direction right away.

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Directed students what to put away. Complimented a student saying, good job you were the first one who followed directions. The teacher then asked the whole class to push in chairs and come to the carpet. The teacher is working on folktales with students. She activated prior knowledge using the folktake, The Little Red hen. Asked a lot of who and what questions. The students are all looking at the teacher. They raise their hand before speaking. The teacher directed the conversation. The teacher uses the depth and complexity icons. Used the big idea and ethics icon. Teacher is going to read another version of the Little Red Hen.