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The kids like to share how they would teach Puzzled Penguin what he needed to know or understand to see his mistake.

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When I have students working in a small group, I encourage open dialogue in working on the math problem. For example In multiplication, if a student is solving a multiplication problem I have them discuss and show how many groups and how to draw a picture before solving... this brings alot  of academic vocabulary discussion to dig deeper into the surface level problem

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After doing the Estimation Clipboard activities individually, start to do them in small groups agreeing on an appropriate estimate and justifying answers.

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I do hangman with my students to introduce the important vocabulary words I would like for them to use. Then we talk about what it means and how it relates to math. (Ex: decade numbers; we talked about what it means and what some examples are.)

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When studying fact families, have the students work in groups to show various ways to represent the family with manipulatives and then report to the whole group  using academic language.

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During Kindergarten "what if" stories, have students work in pairs to create story problems and discuss with partners. Justify problem and answer

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During Kindergarten "what if" stories, have students work in pairs to create story problems and discuss with partners. Justify problem and answer

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Present tasks that are worthy of, and lend themselves to, discussion. Use open ended problems or problems with more than 1 solution (besides memorization, what is the most efficient strategy for finding 9 + 9 + 9 + 9)

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Present tasks that are worthy of, and lend themselves to, discussion. Use open ended problems or problems with more than 1 solution (besides memorization, what is the most efficient strategy for finding 9 + 9 + 9 + 9)

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Use the agree/disagree signals to promote discussion.

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We do this in whole group to build confidence and for other students to see it modeled by peers. We have been defending answers.

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Geometry: Display different shapes and have students identify using math language to tell all they know about that shape... #sides, angles, geometric shape names, etc...

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Geometry: Display different shapes and have students identify using math language to tell all they know about that shape... #sides, angles, geometric shape names, etc...

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Small group work on identifying geometry polygons, justifying their identification, finding examples of those polygons throughout the classroom.

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During number talk in kindergarten, incorporate students to agree/disagree and justify their anwsers.
In small groups, partner up students to share their anwser and justification.