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This lesson plan was developed with backward design in mind so that each part of the lesson has purpose toward the end goal.

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THINK ALOUDS-
Think Alouds have been a daily routine in my classroom. At the beginning of the year they were around 10 minutes in length, but based on PLC, I have shorten them quite a bit. They are specific, focused and

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This SLP has two slides in a Jam  Board. The second slide has accountable talk that has sentence frames included on the left hand side of the slide to help students when building their "tower". Students were given instructions to take turns, with each student going (not necessarily in order) before the round of discussions continued.

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BICYCLES - This was my best interaction think aloud with students this past year. It created my best discourse and student work. Could be stolen and used for future brain breaks.

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This SLP has two slides in a Jam  Board. The first slide allows students to work together in the main classroom in a fishbowl style discussion of what the first step is in solving a volume problem, using a virtual "4-corners" activity. The second slide continues with the same problem, having students complete the problem using a "tower".

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SLP- I have students going into breakout groups. Students have been talking all year in my breakout rooms, but utilizing the SLP (talking chips) supported bringing a stronger balance of students monitoring discourse not only for themselves, but also the others within the group.

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This was my tracker system for student growth elementary SLO. Fitness movement understanding over time.

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This was a Think Aloud on Translations. Specifically, this Think Aloud gave students insight into how I think through a translation in the coordinate plane of a geometric figure. Students often struggle with translations of geometric shapes because they lose track of which points were translated and which ones were not. This Think aloud gives them insight into how to approach the translation so that they do not get lost part way through their work.

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Students were put into groups to discuss their answer to questions faced by newly freed individuals. A Jamboard was provided as well as an accountable talk sheet to help guide dialogue. Each students was accountable for four contributions ("Build a tower" activity)

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DBQs - the DBQ projects for each class required me to understand the different components of the final essay and narrow the focus of each day's lesson to concentrate on background, CER, conclusions and fitting it all together for a functional essay.

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This was a CER practice where students used the document and discussed in break out rooms with talking chips

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I "thought aloud" in how I analyzed the article, looking for a claim, evidence and reasoning. Then demonstrated a proficient response for students.

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This activity was created and the lesson was backtracked from here.

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This was part of a week long investigation of the Columbian Exchange. Here I modeled how to take a piece of informational text, annotate and then complete the Venn diagram with positive and negative effects of the exchange. I walked through five elements/ items that were transferred and explained how I thought it was going to be pos/ neg.

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Virtual Structured Language Practice PD - Heather and Laura

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This was a 7th grade unit on scarcity. The standard was understanding how scarce resources effects societies. I pulled and lesson from the Indus Valley on how societies dealt with these choices. I front loaded the lesson with key vocabulary words, checked again with them in the middle of the lesson and at the end we went over the terms and how this impacts societies.

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This interactive notebook was done done through a collective effort of think alouds by the teacher and students.

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Students were put in groups to work through this assignment. They were each to use two talking chips to contribute to their group's discussion and come to a consensus.

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A big help to my backward design was the spreadsheet I used to track my student's growth on their mastery of CERs thoughout the year.

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This lesson includes sentence frames and starters to encourage students to start the conversation. It also guilds them on how to create a complete answer to the questions.

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This lesson utilized talking chips and held students accountable with a slide to track their use of the language.

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Students used sentence stems while talking in breakouts with guiding questions.

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Attached is a recording of a writing think aloud

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Here are my Google slides that utilize talking chips.

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Here is a think aloud on Jason Naylor art.

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This is a proficient response that was used in the backwards planning process that my DDI group used in our planning of lessons on color theory. I used this for my SLO.

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The IMPACT curriculum ends each unit with a writing assignment. This assignment is very minimal and it does not always tie together the unit. In my backward design process, I have pulled out the key language demands and vocabulary to elevate this assignment into a unit assessment.

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In this lesson slidedeck, students had to converse, using their knowledge of quadrilaterals, to determine if statements were true or false.

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This is the Think Aloud form I use to plan my Think Alouds. I find it very helpful.

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Video of Virtual "Talking Chips"

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I used the 4 corner quad (with 3) for this writing task. Students had independent reasoning time to write their individual responses on sticky notes. In groups, students took turns sharing and then wrote one shared idea together to respond in the bottom box.

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Wonders Unit 5 Week 4 Day 7 Group Jamboard - Google Jamboard

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This math lesson on Angles demonstrates evidence of SLPs using A/B Partners and accountable talk, using sentence stems. In this lesson, students discussed examples and nonexamples of angles in A/B partnerships.

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This think aloud plan was constructed for a math lesson. During the planning, I considered the background knowledge students might be lacking, how to scaffold my thinking when modeling to students, and what targeted focus of my instruction would be.

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This artifact is a Wonders Unit plan. We used the backward design planning, keeping the end in mind, to help us plan for exit tickets, differentiation and misconceptions.

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When unit planning for Wonders, the priority standards were targeted to focus instruction. Assessment questions were selected prior to teaching to determine the end goals.

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Unit planning with a mix of small and large activities have help students make better connections and better end of unit projects.

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Plan for platform/materials
While I was planning this year I realized that, whether in person or online, especially when we've got one-to-one technology, we need to include what platform/materials we're using for each step of our lesson. I started putting the links actually in the planning spreadsheet so had access to everything.

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4 Corners, Plus Talking Tower SLP! -
This was a really casual Accountable Talk method -- students had to take notes on their Breakout Room (small group) discussion but color code who said what! So, students each chose a color for themselves at the start of the conversation (everyone recorded each other's color on their own sheet), and then everyone would keep track of who contributed what comment to the conversation. (Erin D)

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In my walk through videos I was able to verbalize the technical and creative processes needed to create a project.

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4 Corners, Plus Talking Tower SLP! -
This is a We Do from CMAS Prep, getting students used to the 4 Corners and Talking Towers SLPs. Please feel free to borrow either. For the Talking Tower SLP (frame 2 and 4 on this example), students put a brick in the center each time they talk, with the intention that their color won't repeat twice in a row (for equity of voice). (Erin D)

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7th Grade CMAS Test Prep - We Do - Google Jamboard

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Use planning documents to help, not hinder
- While I was planning this year I realized that, whether in person or online, especially when we've got one-to-one technology, we need to include what platform/materials we're using for each step of our lesson. I started putting the links actually in the planning spreadsheet so had access to everything.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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This is a culmination activity that goes through understanding rubrics and how to review others work.

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Google Forms - create and analyze surveys, for free.

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'Using a Rubric' Think Aloud
I was able to really intentionally plan and use academic language in my Think Alouds once I had done a few with students! (Erin D)

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Accountable talk works best when kids know what kinds of things they can/should say.

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7th Grade Unit Planning
By Unit 4, I was able to very intentionally plan Exit Ticket questions around the end of unit prompt. The pieces fit together more smoothly. (Erin D)

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