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Students understand the connections between ideas. They learn organizational skills which will help them with NF writing. 

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Students understand the connections between ideas. They learn organizational skills which will help them with NF writing. 

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When the teacher circulated to check in with students: Tell me about..

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When the teacher circulated to check in with students: Tell me about..

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The teacher facilitated conversations in small groups and expanded on their thoughts.

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The teacher facilitated conversations in small groups and expanded on their thoughts.

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Gallery walk

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do body movements of spiders
turn and talks

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students match the words/pictures

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Teacher asking student to explain their thinking of venom

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When the student told about the part he agreed with and why.

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Miming

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Ownership of making connections and builing understanding

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Ownership of making connections and builing understanding

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NOT calling on students who raised their hands

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When the teacher asked the student about the word mash.

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"tell me about...."

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Vocabulary cards with arrows for relationships

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Vocabulary cards with arrows for relationships

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Looking at other student work and explaining what resonanted with them.

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Students being able to have a discussion with each other; taking turns

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Students being able to have a discussion with each other; taking turns

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Opportunity to use oral language with each other in an academic way.

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Opportunity to use oral language with each other in an academic way.

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Those kids could explain this to their parents tonight!

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Physical movement and moving the words around

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Physical movement and moving the words around

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Teacher circulated the room and asked follow-on questions to help students clarify their thinking

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Teacher circulated the room and asked follow-on questions to help students clarify their thinking

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explaining word relationships and using symbols

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explaining word relationships and using symbols

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Many opportunities for students to learn from one another.

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Many opportunities for students to learn from one another.

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Turn and Talk about what concept maps are before they got started

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Interactive wall walk, Gallery walk, talk to partner.

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Interactive wall walk, Gallery walk, talk to partner.

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Applied use of background knowledge and academic discourse with the use of interactive word wall.

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Applied use of background knowledge and academic discourse with the use of interactive word wall.

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Student Centered activities

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Asking questions to students/having students explain what a classmate said 

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Asking questions to students/having students explain what a classmate said 

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Observations

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small group work to help go over the vocab words

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students gained a deeper understanding and were able to use more vocabulary, building on what they know to expand

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students gained a deeper understanding and were able to use more vocabulary, building on what they know to expand

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Teacher facilitated, asking clarifying questions

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Teacher facilitated, asking clarifying questions

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movement activity with the word wall words

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movement activity with the word wall words

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Activity with direction arrows to show how words are related

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Activity with direction arrows to show how words are related

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teacher walking around to the different small groups and asking students to elaborate on their ideas

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teacher walking around to the different small groups and asking students to elaborate on their ideas

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student engagement and listening to each others' ideas, lots of dialogue

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student engagement and listening to each others' ideas, lots of dialogue

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body movements and hand gestures to enforce vocabulary

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Memorable actions so that students can recall words used 

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Memorable actions so that students can recall words used 

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word sort, teacher check in with small groups

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word sort, teacher check in with small groups

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When students are asked to use their own words they retain more information with better comprehension

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Movements and turn and talk, all groups had same pictures/visuals

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Movements and turn and talk, all groups had same pictures/visuals

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students are engaged, and hold themselves accountable for their learning

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students are engaged, and hold themselves accountable for their learning

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Questions in large and small groups, looking at their interactive maps

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Questions in large and small groups, looking at their interactive maps

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Students were part of creating the word wall

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high classroom engagement/ comfort / collaboration

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high classroom engagement/ comfort / collaboration

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Students had ownership, had to go deeper to demonstrate understanding, positive social-emotional collaborations

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Students had ownership, had to go deeper to demonstrate understanding, positive social-emotional collaborations

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In the gallery walk; the students stopped at the station that most resonated with them

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In the gallery walk; the students stopped at the station that most resonated with them

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When she went from table to table and asked students to clarify their thinking.

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When she went from table to table and asked students to clarify their thinking.

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collaborative discussions between students 

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collaborative discussions between students 

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the lesson was memorable and the students were SO engaged!

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the lesson was memorable and the students were SO engaged!

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Teacher is walking around room and checking in

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Teacher is walking around room and checking in

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high level of engagement and understanding

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high level of engagement and understanding