# data[].attributes.body
3/3 rooms were set up for discourse

# data[].attributes.body
1/3 sentence frames on wall

# data[].attributes.body
Language- In 2/3 classrooms, the language of the discipline was highlighted (modeled, bolded, put on a chart, etc) during student talk time.

# data[].attributes.body
3/3 classrooms where teachers are asking varied levels of DOK questions

# data[].attributes.body
1/3 classrooms where students are developing high-level questions

# data[].attributes.body
1/3 use of equity cards

# data[].attributes.body
2/3 had opportunities for critical thinking

# data[].attributes.body
1/2 classrooms  where LTEL student spoke minimally
0/2 classrooms where LTEL student participated in whole group discussion

# data[].attributes.body
3/3 students agency in completing task

# data[].attributes.body
1.5/3 classrooms where students were explicitly applying academic language

# data[].attributes.body
Opportunity to talk:
2/3 classes provided students an opportunity to speak to each other

Student engaging in conversation:
In all classrooms, less than 70% of students took the opportunity to speak to each other in small groups.

# data[].attributes.body
Equity of voice:
1/1: LTEL invited into the conversation

# data[].attributes.body
Teacher set up:
In 1/3 learning objectives related to academic discourse.

# data[].attributes.body
LTEL- In 1/3 classrooms, there was evidence of LTEL student thinking through writing and speaking.

# data[].attributes.body
1/3 classrooms had scaffolds in place for discussion

# data[].attributes.body
3/3 classrooms had clear protocols for partner sharing and group discussion

# data[].attributes.body
Scaffolds/ protocols:
In 0/3 classrooms, there was evidence of scaffolds and protocols for talk, though in 2/3 classrooms , there was teacher modeling and an opportunity for students to write before speaking.

# data[].attributes.headline
Team 3:  Students using vocabulary, syntax, and organization

# data[].attributes.subject
Team 3:  Students using vocabulary, syntax, and organization

# data[].attributes.body
3/3 the activity was framed to access thinking (perspective drawing, scientific observation, brush styles).

0/3 students used verbal communication to share their thinking

# data[].attributes.body
Questioning:
In 3/3 classes, all questions were Level 1 (Who, What, When)

# data[].attributes.body
Questioning:
In 2/3 classrooms, teachers ask questions and encouraged pair or group discussion

# data[].attributes.body
2/3 observations, students did not speak

# data[].attributes.body
0/3 High level questioning
1/3 - explain
1/3- reflect
1/3- opinion

# data[].attributes.headline
Team 3:  High Level Questions, Scaffolds, Protocols

# data[].attributes.subject
Team 3:  High Level Questions, Scaffolds, Protocols

# data[].attributes.body
3/3 students know their classroom rules to answer a question.
0/3 we observed protocols for students to use academic conversations

2/3 scaffolds were used to access understanding

# data[].attributes.body
1/3 Protocol for discussion; 2/3 Protocol for task, not necessarily discussion- Was there a requirement for student discussion?

# data[].attributes.body
3/3 Using language of the discipline

# data[].attributes.body
3/3 Discussion tied to writing;
1/3- Explanations
2/3- Opinions

# data[].attributes.body
0/3 observations students participated in purposeful conversations.