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explor

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analyze using text evidence

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https://evidentiasoftware.com/wp-content/uploads/sites/2/2014/05/JobSeekingDescription_crop380w1.jpg

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observe

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Total Physical Response while using the vocabulary for the younger groups, even for the older ones. 

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Total Physical Response while using the vocabulary for the younger groups, even for the older ones. 

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https://img.brainjet.com/filter:scale/slides/2/7/2/0/2/4/2720240390/6e98b32d81c87c8cacd76426aaf4148a30a74675.jpeg?mw=615

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Text evidence

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GIFS work great too! Simply right click on one , then save image as, go to your slide and insert an image. Watch your GIF move and studentes engage!

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GIFS work great too! Simply right click on one , then save image as, go to your slide and insert an image. Watch your GIF move and studentes engage!

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When someone is afraid, they ...

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station activities to allow peers to work

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station activities to allow peers to work

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model, visuals, word walls, cognates

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word walls
visuals

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Conversation stems in groups

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model, model, model

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Students can model to each other what their understanding of the sentence stem is and how it looks maybe a visual they drew themselves.

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Give examples, turn and talk to elbow before Student is asked to share out

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model everything

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Photos are a great way to differentiate vocabulary for all students

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Give an example of what should be written and read it so student know how to pronounce the academic vocabulary

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Simplify stem and allow partner or group responses or turn and talk with a partner before they share out

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Simplify stem and allow partner or group responses or turn and talk with a partner before they share out

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Students using hand gestures for I agree and I am thinking will make a safe environment for learning.

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Echo read the sentence stem and the choral read together with a partner. Stem sentence will help them speak orally

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Echo read the sentence stem and the choral read together with a partner. Stem sentence will help them speak orally

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group work

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Writing

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Di

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Have them on anchor charts

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Buddy reading, choral reading, listening to reading (ipad)

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Buddy reading, choral reading, listening to reading (ipad)

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pgallardo , Close reading seems to really help clarify what students understand and what misconceptions they may have.

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I allow my students to converse together so the pressure is taken off in front of others

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I allow my students to converse together so the pressure is taken off in front of others

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Sjaime

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My students use the sentences stems any time they answer a question orally or in written form.

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My students use the sentences stems any time they answer a question orally or in written form.

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Make sure everyone can see it and know how to use so say it together first

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“So what you are saying is...”
Be sure to use the stem

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Students will read, write, and discuss the passage using text evidence to support their answers.

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Students will read, write, and discuss the passage using text evidence to support their answers.

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aguerraestrada

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My students read the object chorally (whole group) everyday 

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My students read the object chorally (whole group) everyday 

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Group work

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Power points up throughout lesson when possible. With a modeled example

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aguerraestrada

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Group work

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Partner discussion

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Have the ones reviewed written on the first page of their journal, and anchor charts,
Also model or restate their language correctly.
"So what your saying is...”

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aguerraestrada

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whole group
partn

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Partner reading is a must

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I can

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Content: paired passages

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I can solve word problems with mixed measures

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Co: Recognize the transformation of energy through the process of photosynthesis.

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Co: Recognize the transformation of energy through the process of photosynthesis.

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Lo: Students will diagram and label.
In photosynthesis energy transforms from ________ to _______.

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My evidence is,,,

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Hopefully throughout the day

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I want my students to be able to communicate using complete sentences

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They use in close reading and writing

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I will differentiate between weather and climate.

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I will differentiate between weather and climate.

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dslavin

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Students will be able  to discuss ideas orally and work in partners or individually

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Students will be able  to discuss ideas orally and work in partners or individually

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students will be able to identify author's purpose when reading various passages.

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students will be able to identify author's purpose when reading various passages.

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students will read and discuss the text using text evidence to support their answers.

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how to explain their mathematical processes.

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Today we will be able to create a metaphor for the introduction of our expository narrative.

Language Objective:
Define and create a strong metaphor.

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The character feels_________ I know this because

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I can identify character traits using text evidence. 

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I can identify character traits using text evidence. 

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I infer the character is ____ because the text says ___ - Erika Arrieta

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I can discuss with my partner ......

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Students will be able to determine the tone used in the text

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I can infer that the author meant ____________ because ________

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I can infer that the author meant ____________ because ________

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Cbarrios Woodlawn Hills Here

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we will compare and contrast different characters in our book

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I will be able to identify if my problem is a ____ step problem an choose the appropriate strategy to solve.

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I will be able to identify if my problem is a ____ step problem an choose the appropriate strategy to solve.

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today we

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I feel the authors purpose is to ________________________ because I see______ in the text

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I feel the authors purpose is to ________________________ because I see______ in the text

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CO: I am able to identify the details that support the main idea

LO: The detail .... support the main idea ....

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Students will be able to differentiate between perimeter and area, and solve for both . Students will discuss pictures and describe the perimeter and area of the models

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Students will be able to differentiate between perimeter and area, and solve for both . Students will discuss pictures and describe the perimeter and area of the models

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explain, compare, draw conclusions, infer 

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explain, compare, draw conclusions, infer 

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SWBAT to analyze energy transformations.

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I want my students to learn to identify key vocabulary using subtraction.

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I want my students to learn to identify key vocabulary using subtraction.

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o.valenzuela

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I will be able to identify the main idea and distinguish it from the topic.

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I will be able to identify the main idea and distinguish it from the topic.

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Today we will be able to create a metaphor for the expository introduction essay.
Language Objective:
Define and create a metaphor.

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Individual writing, small group discussion, ThionkPairWriteShare, graphing, data analysis

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Individual writing, small group discussion, ThionkPairWriteShare, graphing, data analysis

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Today we will be able to multiply and divide polynomials of degree one or degree two by explaining what happens to the coefficients and exponents using the sentence stem: When multiplying terms with a ______ ______, I will ______ the coefficients and ____ the exponents.