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My students are now using the word analyze independently when describing inferences they are making. e.g. "I analyzed the text, but I haven't found an answer to the question yet."

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I am using academic language in my objectives and students are reading them, but we need work on students speaking the academic language on their own.

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I have been using the words analyze/justify/context daily in lessons.
I have been working weekly with our literacy context clue  g.o. to identify unknowns words.

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I have been using the word Justify daily in my language objective. The students are starting to realize a lot of the time it means showing all steps in math

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Academic language is impressed on students every day. Students are asked to use academic language on a daily basis in the proper context. New academic vocabulary is built on old

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The students are becoming more comfortable using "justify" in all content classes. The sentence stems created at GLT.

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My quarter one strategic plan is going very well! 8th grade is focusing on using "justify." Students are beginning to use justify and text evidence in their every day conversations.

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My students are participating more and really being honest when completing their self-assessment rubrics.

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Yesterday I presented my content and language objectives with the academic language color coded - the overarching words "analyze" and "identify" were green. The ELA academic words were underlined. The words "discuss" and "write" were purple. The kids seemed to get how the overarching words are used across all subjects.

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Students have been able to write and orally present to us about their participation and describe what they have learned. We are still working on teaching them to be more specific and understand about the higher participation expectations.

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Our strategic plan is continuing to improve! I like that some students really want to read their answers to their teachers! =)

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Our strategic is coming along well.  Because our team is using the same academic language, students have more opportunity to practice the skills.

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Stratigic plan so far still is work in progress. Some rooms are doing great, one room is requiring a lot of work. 

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Stratigic plan so far still is work in progress. Some rooms are doing great, one room is requiring a lot of work. 

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So far, students have created 4-column vocabulary for each of the sections we have read.

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Students are reading more carefully and beginning to analyze the text better! :)
We are also doing a lot of speaking in class to practice.

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Our strategic plan is challenging for our students. I think it is a good EOY goal that needs a lot of scaffolding to get there. We have started but have a long way to go.

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We are using the academic language orally.

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We are using the academic language orally.

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The strategic plan is going well. Students are able to speak, read and write 2 out of the 5 academic language terms that we identified as part of our plan in the GLT. 

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The strategic plan is going well. Students are able to speak, read and write 2 out of the 5 academic language terms that we identified as part of our plan in the GLT. 

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The strategic plan for Q1 is progressing in the right direction. Students are starting to use some of the focus language covered when speaking and challenging themselves to do so. I need to get better at including the terms even more.

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The strategic plan for Q1 is progressing in the right direction. Students are starting to use some of the focus language covered when speaking and challenging themselves to do so. I need to get better at including the terms even more.

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The focus words are posted in English and Spanish, and are referred to during class activities.  Students will be using these words in their responses as they explain their responses to class questions and activities. The first two focus words are visualize and participate.

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The strategic plan is going well. Students are incorporating our academic language goal throughout activities. 

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The strategic plan is going well. Students are incorporating our academic language goal throughout activities. 

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The strategic plan is going well. Most of the students understand what many of our academic vocabulary means, however we are working on getting them to use it in a sentence. We are trying to end the class with students trying to choose which words were used in class that day and explaining how. 

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The strategic plan is going well. Most of the students understand what many of our academic vocabulary means, however we are working on getting them to use it in a sentence. We are trying to end the class with students trying to choose which words were used in class that day and explaining how. 

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I feel the specials team needs more time to implement our plan as we have only seen each class at a max 6-8 hours this school year.

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The strategic plan is going quite well. Students are getting used to finding evidence and responding to questions in complete sentences while giving justification. 

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The strategic plan is going quite well. Students are getting used to finding evidence and responding to questions in complete sentences while giving justification. 

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The students are getting the hang of using the terms "justify" and " evidence" - mainly in math so far.  They need to work on what valid evidence looks like and not just say what they think.

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The students are getting the hang of using the terms "justify" and " evidence" - mainly in math so far.  They need to work on what valid evidence looks like and not just say what they think.

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I think that the strategic plan is coming along - it is in action! We have incorporated our academic language goal during Daily 5 where we have made a connection between supporting details as forms of examples. This prompts students to say "For example" when they begin sharing their answers. We still need to work on saying "For example" independently, but we are on our way!

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Strategic plan is going well. They are getting some good practice, but can always improve.

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Strategic plan is going well. They are getting some good practice, but can always improve.

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Strategic plan is going well. We are working on comparing/contrasting genres. Students are working on finding more evidence in their answers. Also, we are using the compare/contrast academic language to share aloud from the anchor chart! :)

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We have implemented the Q1 strategic plans in our classrooms by using language to verbally compare and contrast. We have started using the matrix but many students, especially DL or ESL students, have difficulty with the writing demands of the matrix.

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Students know what it means to compare and contrast, but I noticed when we started using our matrix that they don't realize they have to compare similar traits or features. They were trying to compare two unrelated things so they would automatically be different rather than finding similarities.

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Q1 strategic is going well. The students are getting used to utilizing the rubric as they complete their graphic organizer. They are also aware of the help all around the classroom (anchor chart, sentence stem, etc.).

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The students have been doing a good job analyzing the texts--they have been using Thinkmarks and love it! They are also able to infer the correct traits and are working on justifying their reasoning.

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The Q1 strategic plan is in action in my classroom. My students are working on identifying character traits in different texts. I need to reinforce academic language.

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Students in Ms. Kronthal's class are still solely focusing on Wilson.

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My students are acquiring the academic vocabulary. We are constantly practicing and giving them the opportunity to verbalize their writing. I need to work on grouping my students to move those that are ready farther and "up" their expectations.