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thankyou

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i love that second grade
they get to do fun stuff
and we get to drink

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Teacher Behavior /Direct Explanation:
The teacher will discuss WIDA standards, content objectives, language objectives and learning targets. (New Vocabulary introduced)

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Teacher- Standards, Learning Targets, Notify students of how they will be assessed,
vocabulary, Use of visuals, real world examples, give feedback

Student- Independent Practice,

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Kindergarten Science

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DIRECT EXPLANATION:
Teacher Behaviors: TW will review standards, learning targets, vocabulary, tiered vocabulary. TW explain assessment and model concept for day. TW show video tutor on McGraw Hill website.

Student Behaviors: SW repeat learning targets, vocabulary, standards. SW listen actively during direct explanation.

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Modeling- TTW display and discuss the anchor chart and use visuals
TTW explain what students need to know using the anchor chart
TTW model using helping verbs and action verbs in sentences

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Guided practice- Continued to model during math guided practice.  Teacher asked for student responses .  Teacher reemphasized goals/objectives.

Students- Students were actively listening/engaged during guided practice. Completed expected activity after teacher provided examples.

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Teacher Behaviors:
Direct Instruction (we recommend that the teacher: unpacks the standards, introduce the learning targets, address the standards and introduce vocabulary)
Modeling (

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Independent Practice
Student - Review for Unit assessment, write across the curriculum, Complete Unit performance task, Take Unit assessment
Divide using varies strategies

Teacher - Checks students' work and progress.  Checks for student understanding

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modeling:

commendations- teacher modeling how to work through various stations. Teacher performs think-alouds and review vocabulary as they are modeling as well as using the language of the standard.

recommendations- students actively listening (written in the lp). Teacher planning for the types of questions student may ask

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Direct Explanation

Introduce vocabulary words.
Activate prior knowledge and build background

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Teacher behavior in the Direct Explanation -TTW discuss action verbs in the standard(s).  review, vocab; name what students need to know; provide learning target; and provide info for the assessment.

Modeling: TTW model the lesson (The I do). TSW listen and take notes.

Guide Practice with feedback: TTW/TSW practice the lesson together; ask questions to clear up misconceptions that students may have.

Independent Practice: TSW complete the assigned task to show understanding of the lesson. TTW monitor and answer questions.

Centers are assigned based on DOK

Review/Assessment: TSW be assessed orally or in writing based on their grouping ability (ESOL, levels). TTW review, reteach, retest based on results.

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2nd Grade Math
Teacher Behaviors
introduce the vocabulary word analyze. Read the learning target: I can compare two three digit numbers by analyzing the hundreds, tens, and ones.

TW model how to make 6 different 3 digit numbers use the digits 9, 4, and 3.
TW use interactive digit card website to move the digits around to create different numbers.
Student behaviors will include allowing them to make suggestions or even come to the screen to make a number.
T and SW do another group of digits for a guided practice. Students will receive a bag with digit cards and will select the ards the teacher says. Students will use these manipulatives to create numbers.
TW explain the learning task that they will be completing independently. The task is called Race to the Finish Line. Students will have. Students will complete the task using 3 digits . Teacher will monitor and observe the practicing. Teacher will pull a group for scaffolding.

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Teacher Behavior
Teacher actively monitoring
Introducing the vocabulary
Deconstructing the standard
Providing visuals for key vocabulary words

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Teacher Behaviors-Reviewing Learning Targets, Standards, introduce vocabulary

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Explicit Instruction Behaviors - Specials (PE Lesson Plan)

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Explicit Instruction Behaviors - Specials (PE Lesson Plan)

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Modeling
Teacher Behaviors
+introduce physical skill of throwing and catching
+break down physical skill into steps visually
+referring back to the standards
-scaffold the skills to previous knowledge

Student Behaviors
+listening and looking to gain mental understanding of physical skills
+making notes (mental and physical)
-ask (clarifying) questions

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Teacher Behaviors:
Direct Explanation:
Introduce vocabulary, direct explanation of standards and learning targets.
Helps students activate prior knowledge
significance of the lesson
discusses how students will be assessed.
Students behaviors:
listens actively
take notes
Asks questions
observes