# data[].attributes.headline
Turn and talk is limited to students talking at the same time or not reflecting on what is being said. 

# data[].attributes.subject
Turn and talk is limited to students talking at the same time or not reflecting on what is being said. 

# data[].attributes.headline
Only seeing basic recall questions that do not elicit discussion

# data[].attributes.subject
Only seeing basic recall questions that do not elicit discussion

# data[].attributes.headline
Task doesn't help the students understand the task for example: a word search

# data[].attributes.subject
Task doesn't help the students understand the task for example: a word search

# data[].attributes.body
Students elaborating on each other's thinking .

# data[].attributes.headline
Questioning does not seem pre planned or strategic to get to the "big idea" or heart of the learning

# data[].attributes.subject
Questioning does not seem pre planned or strategic to get to the "big idea" or heart of the learning

# data[].attributes.headline
Teachers helping students become comfortable with the uncomfortable. Learning how to be okay with not getting the quick answer.

# data[].attributes.subject
Teachers helping students become comfortable with the uncomfortable. Learning how to be okay with not getting the quick answer.

# data[].attributes.headline
Facilitate with intent (instructional laps) and purpose.  

# data[].attributes.subject
Facilitate with intent (instructional laps) and purpose.  

# data[].attributes.body
not providing adequate wait time after asking questions

# data[].attributes.body
teaching students how to agree and disagree

# data[].attributes.headline
Not allowing students to complete a written response after an oral discussion

# data[].attributes.subject
Not allowing students to complete a written response after an oral discussion

# data[].attributes.headline
Teacher probing and questioning while circulating. Encouraging students to think deeper without giving them the answer. 

# data[].attributes.subject
Teacher probing and questioning while circulating. Encouraging students to think deeper without giving them the answer. 

# data[].attributes.headline
Provide assistance such as sentence starters, anchor charts, graphic organizers etc... to help students struggle productively. 

# data[].attributes.subject
Provide assistance such as sentence starters, anchor charts, graphic organizers etc... to help students struggle productively. 

# data[].attributes.headline
Close reading with teacher questioning and students engaged in the work in the text with highlighting, post-its or marking up.

# data[].attributes.subject
Close reading with teacher questioning and students engaged in the work in the text with highlighting, post-its or marking up.

# data[].attributes.headline
Teacher talks more frequently than students, students not doing the work

# data[].attributes.subject
Teacher talks more frequently than students, students not doing the work

# data[].attributes.headline
Provide note catchers so students can share their thoughts/thinking. 

# data[].attributes.subject
Provide note catchers so students can share their thoughts/thinking. 

# data[].attributes.headline
Sentence Starters for conversations to help students agree, disagree or add on to a student collaboration

# data[].attributes.subject
Sentence Starters for conversations to help students agree, disagree or add on to a student collaboration

# data[].attributes.headline
leading follow up questions that over scaffold

# data[].attributes.subject
leading follow up questions that over scaffold

# data[].attributes.headline
Allow students to work collaboratively (turn and talk, table talks etc...)

# data[].attributes.subject
Allow students to work collaboratively (turn and talk, table talks etc...)

# data[].attributes.headline
too little think time for students and then teacher jumps in to rescue

# data[].attributes.subject
too little think time for students and then teacher jumps in to rescue

# data[].attributes.headline
Students may use anchor charts to recall prior learning and build upon prior knowledge.

# data[].attributes.subject
Students may use anchor charts to recall prior learning and build upon prior knowledge.

# data[].attributes.headline
Students may mark up a text, or have post it notes of unanswered question of what they are wondering or questioning within the text.

# data[].attributes.subject
Students may mark up a text, or have post it notes of unanswered question of what they are wondering or questioning within the text.

# data[].attributes.body
Students do the heavy lifting

# data[].attributes.headline
Allowing students to turn and talk and engage in discourse with their peers

# data[].attributes.subject
Allowing students to turn and talk and engage in discourse with their peers

# data[].attributes.body
Teacher takes over students answer!

# data[].attributes.headline
busy work, worksheets that don't focus on the standard

# data[].attributes.subject
busy work, worksheets that don't focus on the standard

# data[].attributes.body
Students grapple with text and responses to questions. Allowed to have processing time.

# data[].attributes.body
Teacher asks students to summarize the text evidence vs. stating directly from the text so they can internalize it and make inferences.

# data[].attributes.headline
taking all student responses as call outs (the same few always respond)

# data[].attributes.subject
taking all student responses as call outs (the same few always respond)

# data[].attributes.headline
more opportunities for think pair share/ Turn and talks (going beyond)

# data[].attributes.subject
more opportunities for think pair share/ Turn and talks (going beyond)

# data[].attributes.body
Teacher models the expectations of the student discourse and productive struggle.

# data[].attributes.body
Students answer question without referring to the text and teacher just moves on without asking students to refer to the text.

# data[].attributes.body
Teacher asks students to use vocabulary when answering questions about the text.

# data[].attributes.body
After "turn and talk" partner would rephrase what their partner stated.

# data[].attributes.headline
3b.  teacher jumping in and correcting a student's answer/response

# data[].attributes.subject
3b.  teacher jumping in and correcting a student's answer/response

# data[].attributes.body
Teachers posing tasks for groups to discuss or complete

# data[].attributes.headline
3b.  providing adequate wait-time; allowing for productive struggle

# data[].attributes.subject
3b.  providing adequate wait-time; allowing for productive struggle

# data[].attributes.body
Kids asking follow up questions about the story or each other’s responses.

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3a. teachers are doing the majority of the talking

# data[].attributes.subject
3a. teachers are doing the majority of the talking

# data[].attributes.body
table talk
turn-and-talk

# data[].attributes.headline
3a. nearpods that students click through quickly

# data[].attributes.subject
3a. nearpods that students click through quickly

# data[].attributes.headline
3a. collaborative learning opportunities such as jigsaws

# data[].attributes.subject
3a. collaborative learning opportunities such as jigsaws

# data[].attributes.body
Teacher calls on a few students who raise their hands to analyze why the Printing Press was so important.

# data[].attributes.body
Students engage in a “talking chips” discussion to analyze why the invention of the Printing Press was so important.