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Please use the Parking Lot to submit lingering questions.

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Respond to the reflection questions below.

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Respond to the reflection questions below.

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-How does the work Sam engaged with connect to the RBIS?​

-How do the RBIS and Bluebonnet Learning K–5 RLA work together to support student success?​

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All 4 RBIS were present in Sam's RLA work.

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Sam is building knowledge coherence as she views her teacher preview the vocabulary word. 

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Sam is building knowledge coherence as she views her teacher preview the vocabulary word. 

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Sam was given scaffolds and supports to ensure he read with comprehension. He was also given opportunities to speak and respond to questions using text evidence.

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Sam's teacher used the RBIS to avoid lowering the rigor of the lesson for her.

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By covering all components of the Simple View of Reading through RBIS, by Sam successfully answered questions using text-based responses she achieved the goal of reading comprehension.

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BL specifically addresses each of the RBIS. They are already part of BL and there for teachers. Not something a teacher has to "add" in. This endures the students are engaging in rich activities that support the RBIS.

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Bluebonnet is aligned to the RBIS and embeds the opportunities for students to engage with the reading and respond with text evidence. This supports the rigor of the text.

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RBIS 4: citing evidence and modeling for students using sentence stems was an impactful support

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All were present. Ex: The text was complex (which is why she had to pre-teach some) and the citing evidence was clear alignment to text based response

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The teacher was intentional during her internalization to ensure that her students had opportunities to provide contextual evidence by building her knowledge with vocabulary through the grade level text.

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The teacher was intentional during her internalization to ensure that her students had opportunities to provide contextual evidence by building her knowledge with vocabulary through the grade level text.

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Sam was able to access a complex text through adequate scaffolding. She had the opportunity to use her background knowledge to build more knowledge and vocabulary and to use the new vocabulary to answer questions about the text.

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Sam's work is directly linked to building knowledge coherence and evidence based writing. She was provided instructional scaffolds and allowed to leverage her knowleldge of the Spanish language.

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Sam’s teacher used by previewing vocabulary in both English and Spanish, which supports language development and comprehension. The teacher also checked for understanding throughout the lesson, aligning with RBIS practices of frequent formative assessment and scaffolding.

RBIS and Bluebonnet Learning complement each other by providing structured, evidence-based instruction with built-in opportunities for differentiation and scaffolding. When used together, they ensure all students, like Sam, can access grade-level content and build language and literacy skills effectively.

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RBIS were embedded throughout. Foundational skills were systematically and explicitly taught in order to then engage with complex text. The use of cognates and cross-linguistic connections allowed for deeper comprehension of text which facilitated Sam's work with text-based responses.

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I love the idea of taking it one protocol at a time.

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I can effectively internalize by following the steps as outlined. I will take it one step at a time and conduct with a co-worker as a thought partner.

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Beginning with the end in mind (exemplar) and working backwards set the level of instruction. 

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Beginning with the end in mind (exemplar) and working backwards set the level of instruction. 

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Follow the protocol - it breaks it down into bite sized chunks and looking at it through the lens of See It- Name It - Do It - makes it make sense and it is doable.

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I need to know where the destination is (assessment) and how all the checkpoints (lessons) will get me there successfully. If I can help my students make those connections with their prior knowledge, they will better understand where they are going and the current knowledge and skills.

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Internalize a unit by following the steps of the protocol. Do the work you expect the teachers to do and annotate the unit introduction. Do the work you expect the students to do and take the unit assessment.

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I'm considering the benefit of having a single document for group internalization? If we have, let's say 2 or 3 teachers, they could all work off of one online document and share ideas and thoughts...?

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To effectively internalize a unit, I need to read the selections and create an exemplar with lesson annotations. Using the process step by step.

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I really need to put myself in the perspective of the teacher to be effective at the right level of comprehension.

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I can effectively internalize the Bluebonnet unit by utilizing the protocol and breaking it down step by step.

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Having a very clear understanding of the objective of the unit and how each of the lessons build on each other and add to the overall understanding of the unit.

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Having a very clear understanding of the objective of the unit and how each of the lessons build on each other and add to the overall understanding of the unit.

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Creating a system and structure where I complete the full internalization process aligned to an appropriate timeframe prior to teaching the unit will ensure effectiveness in internalization. The benefit is clarity about what to teach, why it matters, what the focus should be, and how things fit together. It also gives you confidence in the approach and focus on learning outcomes.

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Using the internalization guide as a framework, I can (1) look at the unit intro and highlight 3-5 main takeaways of the unit as well as why it's important, (2) take the unit assessment from the lens of the student & use TEKS guide to have a clear understanding of what students should know and do by the end of the unit (3) look at the table of contents to highlight clear connections within the unit and (4) organize unit materials

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Take the time to follow the process one step at a time using the protocol and making thorough notes.  This process lets us keep the end goals in mind and narrow our focus for instruction.

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Take the time to follow the process one step at a time using the protocol and making thorough notes.  This process lets us keep the end goals in mind and narrow our focus for instruction.

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Follow the internalization protocols starting with the big picture and understanding what students are expected to do at the end of the unit. Making sure to understand the knowledge and skills (TEKS) students need will guide your instruction.

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The benefits of working through each step of the protocol enables teachers to have time to unpack and dig deeper into the intentions of the lesson.

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I can effectively internalize the unit by going through the steps one at a time. The benefit of this process is that you "start with the end in mind," by really understanding what the students are to learn and how you will make sure that the learning is attained.

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I can follow the protocol to effectively internalize a unit, just as the teachers will. The benefits of this process are that we can work through it, just as the teachers will and we can have the end in mind. 

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I can follow the protocol to effectively internalize a unit, just as the teachers will. The benefits of this process are that we can work through it, just as the teachers will and we can have the end in mind. 

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Keeping our eyes on the prize--end in mind. Staying on track--intentional internalization.

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Keeping our eyes on the prize--end in mind. Staying on track--intentional internalization.

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Using the unit internalization protocol provides a framework for thinking through and understanding a lot of information.

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Understanding the unit as a whole helps put guardrails on the instruction each day. Teachers can take comfort in knowing "this is my goal for today" and it can alleviate the stress of trying to do too much all at once because we know what tomorrow will bring, and the day after that, etc...

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The units are organized so well! Love the sections for foundational skills and "why the ___ is important" and prior knowledge- everything is outlined easily to help internalize!

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The units are organized so well! Love the sections for foundational skills and "why the ___ is important" and prior knowledge- everything is outlined easily to help internalize!

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Internalization helps teachers chunk how they look through the unit material and see the connections from step to step.

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Beginning with the end in mind and following the steps sure are going to help the teachers. I hope instructional coaches and administrators get to understand the importance of planning time.

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teachers should be doing the heavy lifting to internalize just as students are expected to do

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Utilizing the protocol will enable you to effectively internalize each piece of the unit introduction. 

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Utilizing the protocol will enable you to effectively internalize each piece of the unit introduction. 

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Deeper teacher understanding of the content, more intentional instruction, and increased confidence in delivering rigorous, grade-level lessons.

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Step 1: the Overveiw-annotate for key takeaways and pacing

Step 2: the Assessment-complete and know the TEKS to be assessed

Step 3: Understand how the lessons build on one another

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Internalization really helps teachers see pitfalls and focus on the most important skills and knowledge in the unit.

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The protocol provides a habit of approach. Having a consistent habit makes it become natural. Benefits of internalization - esp with RLA - are clear learning goals for the teacher so instructional is clear, concise, and connected.

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I can effectively internalize a Bluebonnet Learning unit by ensuring that I thoroughly go through each section as well as following the See It-Name It-Do It as a guide.

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This internalization process ensures that instruction is purposeful, coherent, and rigorous. It also helps anticipate misconceptions and integrate research-based instructional strategies (RBIS).

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This internalization process ensures that instruction is purposeful, coherent, and rigorous. It also helps anticipate misconceptions and integrate research-based instructional strategies (RBIS).

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It has clear, well well-thought-out components for the teacher to focus on and it requires getting the bigger picture first while keeping the end in mind.

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The steps are very similar just a more zoomed in focus to the individual lessons themselves. You still begin with the overview, understand the sequence of the lesson, dive in to the materials, and gather your resources.

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Similarities - unit & lesson internalizations

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Similarities - unit & lesson internalizations

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(1) Specific steps in the process

(2) Purpose and Prework

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Still internalizing with the end in mind--broad to specific lens.

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Still internalizing with the end in mind--broad to specific lens.

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The each begin with understanding the purpose. They have the same amount of steps written in the same structure, each very deliberate and intentional.

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bite sized chunks that help guide the teacher

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Ultimately, the HQIM content can be strong but without the understanding of all the parts the delivery/instruction can fall flat, which means the most important part of our work (student learning) doesn't happen. The unit internalization is on a more macro level and the lesson internalization is more micro

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Similar steps--examining standards, completing assessment/cfu's, identify skills and vocabulary, pacing, alignment

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The Unit Internalization starts with the overall picture to bring all lessons together.  The Lesson Internalization builds on the Unit Internalization protocol.

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Still do overview, see the scope and sequence, look at elps and TEKS, embedded supports

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Still have to keep the end in mind by going through the materials and complete them as if you were the student.

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Starting with the end in mind- assessments and knowledge and skills

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Unit internalization gives you the broad view and lesson internalization focuses attention to the individual level