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How might you model finding evidence?

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--If 12 students needed reteaching, should the reteach been whole group

--How are students prepared to help themselves and each other when you are working with a small group

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What was the purpose of the activity? How is it related to the standards?

How was this communicated to student’s?

How do they know they are successful? What if they aren’t?

What are the opportunities for retracting?

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Routines, modeling of asking as, sentence frames, A/B partners

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How do you know students are ready to engage w/ the task independently?

How do you feel explicit instruction would impact student understanding of the objective?

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How might the teacher have used the structures in place to tap into the funds of knowledge of diverse students?

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How might the teacher have used the structures in place to tap into the funds of knowledge of diverse students?

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- Make personal connections to the text (no need to share aloud) but it could build the relationship with new students to show them that they are scene and valued for their lives experiences

- How are the newcomer students being purposefully grouped to support their learning?

- How do you strategically group AB partners and 1-4 partners?

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Affirm

Random sort to create partners

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Students are off the scope and sequence. What concepts were skipped or took longer?

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There was clear identification of students who needed a reteach of previous concepts based on their work.

Interactive glossaries is a great strategy to support students in developing their academic language.

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Strong structures and procedures lead to deeper understanding and more participation. 

# data[].attributes.subject
Strong structures and procedures lead to deeper understanding and more participation. 

# data[].attributes.body
Is there a protocol for students to help the themselves when the teacher isn't available

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Engaging in reteaching

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--Attempt was made to reteach a skill based on data from previous assignments

--vocab words in inactive math notebook

--Active monitoring and feedback

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What are ways to pull forward Ss’ funds of knowledge

T doesn’t actually state what they are learning/what are the objectives for the day?

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Affirm: Rigorous, student-driven lesson plan. Ask: How can you ensure that all students have learned the foundational content necessary to meet the expectations of your lesson? What are in-room supports that could be made available to reinforce and support content specific language acquisition?

# data[].attributes.subject
Affirm: Rigorous, student-driven lesson plan. Ask: How can you ensure that all students have learned the foundational content necessary to meet the expectations of your lesson? What are in-room supports that could be made available to reinforce and support content specific language acquisition?

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Where can student access vocab if they don’t remember ?

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Is a re-visit of ethos, pathos, and logos necessary? Where can they find this info for recall?

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What does the scaffold look like for the practice of the asking/answering independent time

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How can you utilize some visuals to help students as they work independently or in small groups? What sentence stems or talk structure can you use to help them engage with the task?

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How do you know the students know the meaning of ethos, pathos, and logos?

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Target is visable

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How can you add more visual cues to support learners?

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-Modeling with a sentence stem

- Explicit directions

-Highlighting text evidence

- Established partners

-Overall routines and transitions

-Teacher roving

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Great use of task analysis

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The use of randomized student pairing.

Peer editing.

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Lots of student talk with limited teacher talk

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The target for the day was a task not an objective.

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students know the classroom format for partner work.

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Do students know how to give purposeful feedback? Do you have a teacher exemplar or checklist for feedback?

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Strong vocab and “living” learning targets.

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Strong vocab and “living” learning targets.

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Support for students identified with data/reteach.

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Great that some students are able to get teacher feedback.

Great way to pair up students.

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How can you model how asking questions deepens comprehension?

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How does the teacher assess that students know how to ask and answer questions after this lesson?

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Systems are clear and strong

Sentence frames

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Allows students to co-create questions and captures on chart

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Teacher used grouping & movement by using a deck of cards.

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Affirm: the initial structures seem track.

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Teacher has routines in place and has students write definitions in notebook- putting load on the students

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Objective is put into practice

Procedures are in place.

Ask:

How do you help support students who might not understand the task at hand based on the evidence highlighted.

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Teacher's first think aloud question was modeled and recorded for students to refer to

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What could be done to ensure students are in task while small group instruction is happening?

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Sentence frame is provided for language learners.

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Ask - the learning target is a task, not a standard to be worked on

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Ask - the learning target is a task, not a standard to be worked on

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Students had clear expectations for work time.

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Three student have no clue on the vocab and there are no examples present.

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Scaffolds and talk structures in place, clear purpose for reading, evidence of 7 steps

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Teacher attempts small group instruction based on data from previous lesson.

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Teacher focused on inclusion and belonging!

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Affirm - provided formative feedback on draft writing

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Affirm - provided formative feedback on draft writing

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How could your objective be re-worded to be more robust, specific, explicit? Include figurative language in the objective

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Students seem to be purposefully grouped for talk structures (numbers on tables). Also, A/B partnerships are set up.

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Learning target is where student can see.

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Affirm - clear structures in place to engage all students (eg numbersd places, turn and talk, partners)

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Affirm - clear structures in place to engage all students (eg numbersd places, turn and talk, partners)

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Think aloud

Signaling

Structures for interactive collaboration that the students clearly knew how to use

text evidence

Numbered heads

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Tons of classroom wide clear expectations and systems for working with partners and tables, and sharing out