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In the fields below, Use the linked resource to decide the type of student response and choose a response strategy.

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In the fields below, Use the linked resource to decide the type of student response and choose a response strategy.e.

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In the fields below, Use the linked resource to decide the type of student response and choose a response strategy.e.

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You ask, “Why is it important to think about who is stating the claims in the video and why this person is stating these claims?”

A student responds: “Because… they probably know a lot.” - EL Curriculum, Grade 7, Module 4, Unit 1, Lesson 4

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You ask, “What is important about the central message of a story?”

A student responds: “The Bunnyyarl wasted their time playing.”- EL Curriculum, Grade 2, Module 4, Unit 1, Lesson 8

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You ask, “What is important about the central message of a story?”

A student responds: “The Bunnyyarl wasted their time playing.”- EL Curriculum, Grade 2, Module 4, Unit 1, Lesson 8

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Use a conversation cue or prompt from an Anchor Chart

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incorrectly I would offer additional time

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Get behind student thinking (e.g” can you say more about that)

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Offer additional think time (5 - 10 seconds) to think about the response

“I’ll give you time/ a minute to think and write or sketch.”

“I’ll give you time to discuss with a partner.”

Indicate incorrectness

Cue or clue the student as appropriate

Use a prompt

Redirect the question if the student doesn't respond correctly

Make sure the class hears the right answer

Hold the original student accountable for a correct response

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Tell me more, what exactly do they know a lot about and what evidence in the text tells us that?

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Incomplete:

-rephrase the question

-"can you tell me more?"

-"what did the character learn from that?" (Cue)

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Ask follow up questions

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room 24- Try using the graphic organizer and try again using the tools we have. You can also try discussing with a partner. 

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room 24- Try using the graphic organizer and try again using the tools we have. You can also try discussing with a partner. 

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Good but how does that connect or relate to the message that author is trying to communicate to us as a central idea of the text

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You ask, “Why was it important for the character to tell the truth?”

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Liam replies, “Because… um… he just had to.”

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Offer additional think time (5 - 10 seconds) to think about the response

“I’ll give you time/ a minute to think and write or sketch.”

“I’ll give you time to discuss with a partner.”

Get behind student thinking (e.g. “can you say more about that?”)

Rephrase the question

Ask the student to restate the question

Cue or clue the student as appropriate

Use a prompt

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Ask the student to restate the question

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Ask a facilitative question to take thinking deeper

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Prompt the student. "Can you say more about that?"

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Get behind student thinking (e.g. “can you say more about that?”), Rephrase the question, Ask the student to restate the question, Cue or Clue the student as appropriate, or Use a prompt

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i would try and get behind the students thinking and get them to say moe about it

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Prompt for more explanation from the student. I would ask follow up questions to see where the student's thought process is going

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Prompt for more explanation from the student. I would ask follow up questions to see where the student's thought process is going

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Room 24- Try to answer the question using the words from the question, you can use the graphic  organizer. Sentence starter: I know this is the central idea _______ because ________. 

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Room 24- Try to answer the question using the words from the question, you can use the graphic  organizer. Sentence starter: I know this is the central idea _______ because ________. 

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Get behind student thinking (e.g. “can you say more about that?”)

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Redirect students to go back to the text ( story)

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Cue or clue the student as appropriate

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Answer needs more clarification. Seems incomplete. Would ask the student: why do you think that and get them to tell more.

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Incorrectly: I'll give you time to discuss with a partner.

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Encourage the student to add details to their answer, and explain why they choose that detail

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Encourage the student to add details to their answer, and explain why they choose that detail

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Provide sentence stems and/or give time to practice with a partner

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Repeat or phrase the question

Ask students to talk to an elbow partner

Cue or clue the student as appropriate

Redirect the question to another student if the student continues with no response

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incomplete: tell me more

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What is a central idea ? why is it important ? What is the question asking?

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Incorrect- Offer additional think time (5 - 10 seconds) to think about the response

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Room #22: Offer additional clues and use of anchor charts

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Room #22: Offer additional clues and use of anchor charts

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Incomplete Get behind student thinking (e.g. “can you say more about that?”)

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You're on the right track. They know a lot. Let us go deeper- why does it matter who is making this claim? could this person's job, experience or point of view affect what they say or why they say it?

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a lot of my students respond incorrectly

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a lot of my students respond incorrectly

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I'm not sure if that is a central message of a specific story, but I'd restate the question to make sure the student focuses less on one specific story and more of a general concept, then prompt the student to maybe use that knowledge of the Bunnyyarl as an example

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incomplete

Get behind student thinking (e.g. “can you say more about that?”)

Offer additional think time (5 - 10 seconds) to think about the response

“I’ll give you time/ a minute to think and write or sketch.”

“I’ll give you time to discuss with a partner.”

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Ask students more about their thinking.

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Redirect students to say more about their thinking and to go back to the story

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Incomplete: restate question and can you say more 

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Incomplete: restate question and can you say more 

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I'll ask the student to extend or say more.

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Incomplete: What is important about the central message of the story ? 

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Incomplete: What is important about the central message of the story ? 

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I'll ask the question differently and give time for thinking

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Ask them more about their thinking. We need to hear more.

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Room 1

Rephrase or Ask student to build on

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can you elaborate and add more details

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Get behind the students thinking or Rephrase the question.

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I'll ask them to extend their response. Most likely fit in a "Why" question.

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Explain to the student the meaning of the central message in a story. Go over the question to help students understand the question. Use clues from the text to help direct their answer.

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Room 1

Incomplete

Give them cues or clues to add on Who or How question

stop give student a minute to think

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Not at all

Redirect or ask them to show me your work privately