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What to do when I’m done?

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- Requires students to give text evidence
- Tutors actively working with students
- Students engaged in lesson in multiple ways
- Asked scaffolding questions to lead students to correct answer when their answers are not correct. Uses “better” verses “right or wrong”

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Integration of a small-group during MATHia time (STAAR alignment)

Capture data as circulate

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Word Wall has Spanish translation of vocabulary term

Posted STAAR Grade 7 Math Reference Materials form

Engaged in 20min Mathia

Students are excited about completing their modules and “getting the task”

Circulating checking in on individual student progress

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Small group and/or anecdotal notes

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- Roy was assisting London with solving a probability question.
- Students without Chromebooks are engaged with relevant work.
- Print rich room.
- 100% engaged
- Teacher checking in with student as they work.
- Students recognize others growth and celebrate it.

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Some students had computers; others were in the Carnegie consumable… are expectations the same??

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Management techniques should be employed

Move about the classroom (would assist with structure and management)

May need to assign groups for more productivity and effective communication

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Print-Rich classroom (an abundance of anchor charts)

Preparing students to work collaboratively in groups

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How are students paired? The pair in the front could not effectively communicate because one student understood little English.

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Attempts to use real world connections to teach concepts on equations

Word wall and instructional activities aligned to the objective

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- Chunk the lesson- instead of all the steps at once - use a timer for each step to assist with management
- Exemplar

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Reteach content and skills with emphasis on essential learning to ensure all students are ready to move on 

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Reteach content and skills with emphasis on essential learning to ensure all students are ready to move on 

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Actively/ Aggressively monitoring to check for student understandings/ misunderstandings
Randomly call on students not just a few students

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- Attempted thumbs up
- Real world connection with tiles
- Print rich room
- Student Feedback for paper or Peardeck
- Assignment is on higher level of Blooms

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Missed opportunity for student discourse

Accurately survey class (engagement, mastery)

Wondering about objective (building stamina??)

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- Print-Rich environment (references)
- Technology integration
- Use of drag & drops (aligned to STAAR 2.0)
- Great management; students engaged
- Using authentic text

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- How and when will she collect data for the assignment students completed?
- Why we’re students not able to use their computers for iReady.

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CFUs that are Tiered and randomly assigned to move all students to mastery

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STAAR 2.0 aligned Drag and Drop questions embedded in lesson.

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STAAR 2.0 aligned Drag and Drop questions embedded in lesson.

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Word wall pictorial representation is student friendly as well as the classroom environment is very print rich.
Agenda and instructional activities are aligned.
100 % student participation

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- Turn and talk to discuss what they remember from chapter 1 of Ghost
- Walk around and monitor students as they work

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- Print rich rooms
- Visual Word Wall
- Students reference anchor charts
- Discussed tomorrow’s connection to lesson