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Kindergarten--A third party recorded data on student interaction on a seating chart. 

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Kindergarten--A third party recorded data on student interaction on a seating chart. 

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2nd--Students had to mark up and write directly onto their assigned poem to show their thinking.

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2nd--Students had to mark up and write directly onto their assigned poem to show their thinking.

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1st - Carrie and Marco (or Carrie and Debbie) circulated and recorded what the partnerships shared during TPS time.

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1st - Carrie and Marco (or Carrie and Debbie) circulated and recorded what the partnerships shared during TPS time.

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5th students produced written work and shared orally, observers listening for specific language/vocab

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5th students produced written work and shared orally, observers listening for specific language/vocab

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2nd--We had just begun our poetry writing unit.

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2nd--We had just begun our poetry writing unit.

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We were using the UC Berkeley Social Studies PDs already which led us to searching to lessons that encouraged student talk for our Gold Rush unit.

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We were using the UC Berkeley Social Studies PDs already which led us to searching to lessons that encouraged student talk for our Gold Rush unit.

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ask & answering questions, KWL chart

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Kindergarten--We were already studying historically significant women, so we decided to deepen student understanding.

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Kindergarten--We were already studying historically significant women, so we decided to deepen student understanding.

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1st: We looked at our plan book and taught the lesson we had planned for the day(s) we needed to have the 3rd party there. We had done math in fall trimester, and decided to do social studies once we learned Rachel would be helping us during the staff meetings in January.

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1st: We looked at our plan book and taught the lesson we had planned for the day(s) we needed to have the 3rd party there. We had done math in fall trimester, and decided to do social studies once we learned Rachel would be helping us during the staff meetings in January.

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4th- Analyze student/partner work to see if students were sharing ideas equally and transcribing each other's ideas

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Students were able to answer questions and share ideas to each other

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Students were able to answer questions and share ideas to each other

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5th - it was based on the time and where they were in the curriculum, and the UCBHSS project PD. 

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5th - it was based on the time and where they were in the curriculum, and the UCBHSS project PD. 

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1st: During Carrie's lesson, her students were distracted by one of the images, so we changed it for Debbie's turn.

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1st: During Carrie's lesson, her students were distracted by one of the images, so we changed it for Debbie's turn.

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2nd--We will use this type of poetry discussion and analysis when we teach this unit again.

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2nd--We will use this type of poetry discussion and analysis when we teach this unit again.

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we decided to do a read aloud, bringing in background knowledge, pausing to do comprehension checks, to make predictions and share what they were curious about

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1st: This was powerful. The two extra adults helped us hear the comments of the students that we don't always get to hear.

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1st: This was powerful. The two extra adults helped us hear the comments of the students that we don't always get to hear.

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5th -- during the debrief we decided to revise questions and language to be more specific. 

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5th -- during the debrief we decided to revise questions and language to be more specific. 

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Kindergarten--We made clearer questions.  We shortened the presentation.  Modeling sentence stems.

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Kindergarten--We made clearer questions.  We shortened the presentation.  Modeling sentence stems.

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Ein decided to change up the setting for her kids, who are more kinesthetic.  They were on the carpet, then their desks, then back on the carpet

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Kindergarten--It was useful to give background information and authentic materials to help student understanding.  

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Kindergarten--It was useful to give background information and authentic materials to help student understanding.  

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3rd - Students were totally engaged in many hands-on activities, questions, and sharing their thoughts. 

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3rd - Students were totally engaged in many hands-on activities, questions, and sharing their thoughts. 

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We decided on revisions after each presentation. For example, we decided to shorten the teacher example to allow for longer student talk.

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We decided on revisions after each presentation. For example, we decided to shorten the teacher example to allow for longer student talk.

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my students really enjoy being read to in a way that builds suspense

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Students were more engaged with this lesson format. Students put in good effort to speak and listen to each other, but some responses to the questions could have had more depth.

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5th -- We realized that students needed more time with the content to take full advantage of the discussion and to think more deeply about historical significance. We've been trying to apply that reflection to the next unit by encouraging students to think more about the "so what" in the historical content they are exploring. 

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5th -- We realized that students needed more time with the content to take full advantage of the discussion and to think more deeply about historical significance. We've been trying to apply that reflection to the next unit by encouraging students to think more about the "so what" in the historical content they are exploring. 

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2nd--The second lesson (Melia) had a lot more guided practice and demonstrating for students; the expectation for full engagement and thought explanation was raised.

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2nd--The second lesson (Melia) had a lot more guided practice and demonstrating for students; the expectation for full engagement and thought explanation was raised.