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Glow: Positive reinforcement seen throughout. Explicit, clarifies any misconceptions or misunderstandings. Patient and warm. Helped the student decode words in multiple ways- scooping on the screen with marker, scooping in the air, and highlighting the syllables in different colors. I love how patient you were when he wanted to use cursor/tools that weren’t to be used to bring him back and refocus on the task at hand. Well scaffolded- you modeled first, did it guided with student, and then had him try on his own.

Grow or Question:  These are great multisyllabic words, but the student seemed to struggle with them and i think that was because of difficulty with some of the “rules” of phonics, so maybe pre-teaching and offering student a chart or something with these rules  would help him decode more easily.

Potential Resource:  Online games that teach/practice phonics to make it more engaging and help the student memorize these rules more efficiently.

Connection to SEISMIC:  Multisensory: student was taught to scoop the words through different ways- on computer screen with marker, scooping in the air, color-coding syllables.

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Glow: I loved this lesson because it had a great hook. I think the use of acronyms is a great mnemonic device that will  help your student remember one way they can summarize in the future. I also love the prompting “W” questions you asked to push their thinking. I also love that you offered tutee a break because it can be tiring to sit in front of a screen for long periods of time!  I also liked that your slides were so visually engaging- you included the acronyms and emphasized them, had a digital anchor chart, and a great example of the three little pigs with pictures.

Grow or Question: I think it would be useful to use a bigger font so that tutee can see your typing even better/clearly.

Potential Resource:  EPIC, RAZ Kids, NewsEla

Connection to SEISMIC:  Explicit: You made great use of explicit modeling, provided a story that student was most likely familiar with to represent each part of the SWBS acronym. You also had a text that I would imagine is just right for the student.

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Glow: I loved your lesson! I loved how you followed the gradual release model. You modeled the skill to her, then you guys worked together, and then she was able to do it by herself. Your tutee was also really engaged and she was having fun with the lesson.
Grow: Maybe next time you can ask your tutee to pick which of the 5 W questions she would like to use to expand her simple sentence.
Potential Resource: The Writing Strategies Book by Jennifer Serravallo has a bunch of strategies to help teach writing.
SEISMIC:  Your lesson was very explicit. You were able to model the skill to her and think out loud to her.

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Glow: Firstly, I wanted to point out that I love the warmth in your voice when teaching George! It was warm but firm! It was taught at a great pace, and you made sure to pause and check for confusion or make clarifications for things you anticipated he might not understand. The scaffolding was great, and he was able to respond in the guided practice. I like that the slides were engaging, and simple, not overwhelming. I also liked that you offered him a break.

Grow or Question: I think next time, it would be cool if you allowed George to somehow interact with the lesson as well, to increase the engagement.

Potential Resource:  Jamboard, screen sharing.

Connection to SEISMIC:  Explicit- Your modeling was very explicit and well scaffolded! George was following along and you did a great job at explaining any misconceptions or anticipated confusion.

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Glow: This was a great lesson. I really enjoyed how you explained the five W’s to elaborate on sentences. I also like how you responded to your tutees' questions and input about the five Ws. It was so cute how your tutee was using the drawing feature.

Grow Question: What resource are you using for story structure and sentence writing?

SEISMIC: This lesson was individualized and multisensory. I think your tutee really benefited from being able to take in verbal information as well as visual information.

Suggestion: I would suggest using the Teaching Reading SourceBook. It has amazing lessons and structured plans you could implement with your tutee.

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Glow: I really loved how you connected the reading to the writing. I think it helped grow her interest and motivate her to  complete the work. Having the background information helped her form stronger sentences. You also did a great job of answering any questions she had and did a great job of using the gradual release model.

Grow/Question: For two of the sentence fragments, your tutee used "on the hill” as her answer for two of the 5 W questions. Maybe next time remind her she’s already used that before and see if she can expand her thinking with a different response.

Resource: I can’t think of anything, but I would just continue to use Hochman!

SEISMIC: Your lesson was both explicit and strategic. You did a great job of using the gradual release method to guide your tutee through her learning. Using Hochman helps breakdown and scaffold the learning for a complete understanding.

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Glow - I like how you accessed prior knowledge by assessing her on parts of speech. I also loved the checklist that she could check to figure out if a sentence was complete or not.  I like how the checklist is also on the sheet where she needs to write her own sentences! You used clear prompts to keep her on track when she needed it.

Grow/Question - Ask her to name what the subject, verb, etc. are every once in a while to make sure she isn’t guessing. Instead of giving her options, you could try to first ask her “we need an action word, so what can we do to cookies?” so she can generate some ideas on her own.

Potential Resource - Play your own version of MadLibs as a warmup so she can practice generating her own words in preparation for you ask her to come up with a verb, subject, etc.

Connection to SEISMIC - Systematic - scaffolded learning using checklists and prompts towards independence

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Glow - You had a GREAT explanation for why “how” fits in with the 5 W’s for sentence expansion; as long as the question gives you more information, it’s helpful! It was also great that your examples were related to a text that you had read with her before, which helped her to easily answer and make connections to prior work. I love that you prompt her with questions instead of just telling her the answer (“what are you forgetting”). You also praised her when she added even more information, which is such great positive reinforcement!

Grow/Question - You can use sentence fragments to help your tutee work on writing quick notes.

Potential Resource - You could use NewsELA for more articles that your tutee can answer comprehension questions for using sentence expansion.

Connection to SEISMIC - Explicit - great “I do” during gradual release model; explaining, modeling, and naming!

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Grow: I really like how visually friendly and welcoming your slides are. I also liked how organized the information on your slides are and how they have a lot of info but it isn't visually overwhelming at all. Great job modeling!

Grow: One thing I might suggest is color coding the 5 W's on the slides to differentiate them from the expanded sentence.

SIESMIC: Your lesson incorporated really explicit instruction which made the activity less overwhelming, as I have found that writing is a really challenging and overwhelming subject to teach.

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Glow: Your lesson was awesome! You can tell you and your tutee have a great relationship. She seems and feel really comfortable with you! Your lessons was very explicit and your worksheets were aesthetically pleasing. The lesson was super supportive of your tutee, with the checklists, the scaffolding of the gradual release model. You can tell how she got more confident throughout the lesson! I also think using the book in the gallery wall is a great way to show her progress.
Question: How long did you guys work on complete sentences? She did so awesome in her lessons!

Resource: The Writing Revolution by Judith Hochman is a really supportive in foundational writing. It would be a great resource to help her with sentence completion and developing on that.

SEISMIC: Explicit and Individualized! You did an awesome job of modeling the gradual release lesson. You can tell you really know what will be supportive and work for your tutee and really catered the lesson to her!

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Glow: Great job utilizing the gradual release method and Hochman strategies! Your google slides theme is awesome, really inviting and fun. You can tell your tutee really feels comfortable being herself around you! You guys have a really fun rapport. I love that you talked about making a mistake yourself. It was a relatable moment. You could really see your tutees growth throughout the lesson.
Grow/Question: How long before this was her last break? Would you think about giving her a little break in between the lesson since she started doodling in the middle.
Resource: Maybe playing a game in identifying different types of sentences, like a "sentence detective."
SEISMIC: Explicit and strategic! You did a great job at utlizies the gradual release model. Not only is it explicit, but flows and progresses in a natural way. Also strategic, in seeing her independence and growth grow through the lesson!

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Glow: You do a great job about explaining the difference between a simple and complex sentence. You answer her questions really well and allow for her to activate her previous knowledge when you were talking about the 5 W's. You model the sentence expansion really well. You gradually release the concept to her so she can fill it in.

Grow: Eliminate the academic jargon such as "independent clause" and "dependent clause". Also in sentence expansion, you're just supposed to write fragments when answering the questions. So for your example of riding horses, it would be "where? - country, why? - works ranch"

SEISMIC: This is clearly organized and individualized. You know your tutee very well and are able to engage her, especially over zoom.

Resource: N/A, but for a follow up activity you can start with a complex sentence and decompose it into the sentence expansion questions.

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Glow: That was a great idea to connect the reading with the writing. Since you read a book, the sentence expansion can help her with two goals - expanding sentences and also reading comprehension! Plus, it gave her background information and ideas for how she can expand the sentences.

Grow/Question: One thing that could be neat is to have her read simple sentences and complex and decide which she would rather read to remind her why sentence expansion is important.

Resource: I can't think of any! You're using Hochman which seems like it's working really well!

SEISMIC: Strategic: You've been working through the Hochman pacing to give her the skills she will need for the next activity. She's building on her writing each time!

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Glow: I love this theme of yours. In the teaching process, you guide the students step by step how to extend a sentence. And you will ask her, give me a topic, and guide her to answer the question.
Resources: Here is a website that you can use in your online teaching.https://www.tinytap.com/activities/g4bi4/play/expanding-sentences
SEISMIC: I think this lesson is explicit. I love that you keep guiding her through the questions and showing her how to expand a sentence.

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Student reads sentence. Expressive language. | Expanding Sentences Teresa Grimes | Speech Therapy - Learn foundational speech skills.

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Glow: Your tutee was engaged throughout the lesson and was interested in the learning. Your student was able to expand the sentence because you used the gradual release model which lead to independence of the content.

Grow/ Question: Bigger font on the slides can be more clear for the student to read from!

Resource: I have also been using the Hochman Method for sentence expansion and it is a great resource for making sentences more detailed!

SEISMIC: Your instruction was clear and explicit. It was also strategic based on your tutees needs. Overall, great lesson!

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Glow: I really like how you color coded the subject and the predicate to show exactly what each part of the sentence was in your simple sentences. It gave the visual that there was only those two parts of the sentence and why it is important to expand sentences into complex sentences

Grow/Question: Was this the first time that you introduced simple vs. complex sentences? I also wonder if you could "share the pen" with her?

SEISMIC: This lesson was explicit, you clearly modeled how to change simple sentences into complex sentences. You gave great examples and had your tutee help with filling in some of the information.

Resource: Hochman has some great sentence starters and simple sentences in her book that you could use to expand!

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Glow: I love your lesson! I think that your activities were so explicit, and they definitely helped her learn. It was also great to see how engaged she was throughout the whole lesson. I also loved to see how you have been tracking her progress.
Question: I think your activities and checklist are amazing! I would like to borrow it if possible.
Potential Resource: I know that Hockmann is great for helping students with writing.
SEISMIC: Your lesson was extremely explicit and systematic. You made sure to model how to complete the activity and you also provided a visual checklist to help support her.

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Glow: You and your tutee seem to have such a strong relationship! She seems really comfortable around you to share her ideas. I can also tell how well you know her learning style! Also, the checklist on the sheet was a great reference for your tutee to look back at when completing the work.

Grow/ Question: Where did you get this worksheet from? It seems like a great resource for writing.

Resource: Hochman method is helpful for adding more details into sentences through sentence expansion.

SEISMIC: Your instruction was explicit and strategic. Overall, great lesson!

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Glow: I like your lesson very much. In your lesson, you put all the materials in front of the student, and you explain everything to her, and ask questions to make sure she is on the right path. And you'll point your finger at the information you want him to discern.

Potential Resource:Here is the sentence structure game maybe you can use it during the online lesson.
https://www.turtlediary.com/games/sentences.html

Connection to SEISMIC: I think this lesson is systematic. In the process of this learning, we can see that there are a lot of scaffolding in the practice.  And make sure the student is on the right track.

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At Turtle Diary, we offer a variety of sentences for kindergarten kids to teach them how to write in creative ways. These games help build language arts skills.

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Glow: Started with a review. Very explicit and organized so the student can follow along. You guided her along the whole checklist which I think helped her. She's clearly taking in the previous lessons on mechanics and error analysis. I think that you have a gentle yet firm rapport with her where you point out the mistakes, but allow for her to identify how to fix the mistake.

Grow: You guided her a lot, it would be nice to see her do some more independent work without the guiding questions. Just to assess and see if she can do the work by herself. I would also maybe read some of the sentences with the mistakes so she hears where she needs the punctuation.

SEISMIC: It's clearly organized and individualized for what she needs to be working on in terms of editing and writing mechanics.

Resource: The Writing Revolution, I can't say it enough. It's such a great scope and sequence.

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Glow: I love how you had the checklist on the worksheet for her to reference throughout the activity. You did a great job modeling how to use the checklist and using the gradual release model for the lesson. I also think you have a great rapport with your new tutee that you were able to build in a short amount of time!

Grow or Question: Where did you get the resources for this lesson from? I really love that the checklist was on the same page of the worksheet for her.

Potential Resource:  If you haven’t explored the various resources on Reading A-Z I would definitely check them out! They have a lot of different resources under “skills” including phonics and word work.

Connection to SEISMIC:  Your lesson was explicit and systematic as it was very well scaffolded!

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Glow: I am so impressed by how strong of a rapport you have with your tutee in such a short amount of time. It honestly feels and looks like you two have been working together since the beginning of the school year. She seems so comfortable with you and so engaged! Your prompting was also really great and helped her top arrive to the answer more successfully! I also liked the graphic organizer you were using. It looks very visually inviting!

Grow: One thing that I have learned that might be helpful especially for 1st graders is the modeling the strategy or the activity before she gives it a try. I have found that when I model, I end up having to do less prompting.

Resource: N/A

SEISMIC: The graphic organizer used was very visually supportive. It also looks very structured and individualized based off her specific areas of need as well as the word checklists being on the same sheet for her to reference.

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Glow: I like how when Daniela started her tutoring session, she asked her tutee different questions to get her refamiliarized with the content and things that they will be doing in the session today.

Grow: I would have loved to see the gradual release to see how she was really able to understand the lesson and progress throughout. It was clear that she had a great understanding of what you were asking of her, and she knew what you expected and how to get started.

Resource: You could provide her with a list of the different types of punctuation (.?!) and when to use each.

SEISMIC: The lesson was individualized because of the different things that you used within your worksheet. You had a checklist right on the worksheet so she could look at it while she is completing the sentences.

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Glows: I'm obsessed with these worksheets you use. They're scaffolded, they have the check list, the visuals are clean and colorful, and theres a lot of repetition which allows your tutee to practice until she masters the skill. For the goals you have planned for her, these are perfect and meet all your objectives!

Grow/Question: She seems like she has the capitalization and punctuation down really well! Has she tried labeling S and V over subjects and verbs, that could be helpful if sometimes she's unsure!

Resource: Prodigy English is a gamified grammar tool that could be fun!

SEISMIC: Individualized: You have so many tools in place to help her succeed from including word lists to graphics to check lists. It's so clear that you have identified steps that will help her reach her goals!

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Grow/Q: Did you do another writing assessment or do you plan to do an other writing assessment?
Glow: Your lesson is a great example of the gradual release model! You modeled and then she was able to do it on her own. She also seemed really engaged in the work.
SEISMIC: Strategic - your lesson was strategically designed based off of feedback from the writing assessment
Resource: Have you tried Hochman?

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Glow: Sam I loved this lesson it was awesome to see how positively your tutee responded to the strategies implemented to support their understanding of the times tables. I  believe the visual representation was very helpful to your tutees' learning and overall comprehension. It was also awesome to see your enthusiasm throughout the lesson. Your positive attitude kept your tutee engaged and focused.

Grow/ Question: How did using the visual representation of moving the numbers on the slide help your tutee learn the tables?

Resources: I think implementing fun math activities into your lessons would really benefit your tutee. Math memory games I believe would be great for your tutees overall learning.

SEISMIC: This lesson was individualized and explicit. It really demonstrated the I do, we do, you do gradual release model.

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Glow: Julia this was a fantastic lesson! It is evident that you have a wonderful relationship with your tutee. You did a great job implementing the gradual release model and your tutee responded really well to the strategies implemented into this lesson. I haven't worked with denominators in such a long time and I feel like I really learned new strategies that I could implement from this lesson. I would love to talk about it!

Grow/ Question: What resource did you use for this strategy on finding common denominators?

Resources: I think implementing fun math activities into your lessons would really benefit your tutee. I really enjoy the math playground.

SEISMIC: This lesson was individualized and explicit. It really embodied the I do, we do, you do gradual release model.

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Glow: I love the relationship between you and Eva. Your repertoire is great, and you can tell your relationship is strong. She feels comfortable to be herself around you! Your set up is awesome- I really love the use of the easel paper. You are explicit in clear in your lesson and your instruction, and you can see Eva’s growth and progress throughout the lesson!

Growth/Question: I think having her come up to the Easel to help you with the “WE” could be fun for Eva! Especially since she loved being involved in using the Easel during her “I do.”

Resource: I don’t have a specific resource, but think incorporating the idea of Eva being the teacher and teaching you a lesson you went over (utilizing the Easel) could be really awesome in assessing progress and getting Eva excited to learn!

SEISMIC: Explicit!! Systematic!! You did a great job in setting your expectations, and walking and giving clear instructions. You can see her progress and growth that was made through the lesson and how she was self-correcting, and understanding how to get to the next step.

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Glow: You have such great rapport with your student! It is clear that she respects and admires you as you were able to redirect her when she got off task. I also loved how the information was presented to her throughout the lesson on the big poster paper. I think it is great that you have been writing concepts during your in-person lessons on this big paper and are able to refer back to it in future lessons.

Grow or Question: I created virtual notebooks for my tutee that include everything we have been working on. I made one for Reading/Writing and one for Math. Uploading pictures of all your in-person posters may be helpful for your tutee to reference at home!

Potential Resource:  I’ve been having success with my tutee reaching his math goals by using various free resources from the Bridges Curriculum. Definitely explore this site if you haven’t yet, there are a lot of great free lessons and games! https://www.mathlearningcenter.org/curriculum/free

Connection to SEISMIC:  This lesson was explicit and strategic as the content of the lesson was clearly presented to the tutee through the gradual release model.

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Glow: You had amazing energy and enthusiasm throughout this lesson while also still making sure that the lesson objectives were met. My tutee is also sometimes very tired throughout our online sessions and can be hard on himself. I thought you did an amazing job encouraging her to be able to learn her times table the more she practices, I felt empowered myself after your pep talk and could see that she did too!

Grow or Question: Maybe visualizing multiplication as repeated addition through array models would help her with learning her times tables.

Potential Resource:  There are a lot of YouTube videos of fun songs for learning times tables. I thought this one was funny and catchy for the 3 times table: https://www.youtube.com/watch?v=uV0ZL2h8IRg

Connection to SEISMIC:  This lesson was explicit, individualized, systematic, and multisensory. The content was presented in an extremely engaging way to the student and the gradual release model was clearly utilized.

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Glow: I really loved how motivating you were throughout the lesson. I thought the comparison to cheer practice was great! I thought it really helped to get her motivated. It was also great how you stopped and brought out the times table when your tutee got confused.
Grow: Maybe I think it could be helpful to work on the 5 and 10s times table first. It may be easier to learn and could help build her confidence.
Potential Resource: The Fundamental: Games to Develop and Reinforce Mental Computation Strategies has games to help students with computation. It is in the resource folder we have.
Connection to SEISMIC: I think that your lesson was very systematic. You worked on the times table with your tutee, and then when you noticed she was struggling you scaffolded the lesson with the anchor chart. You can really see that the lesson is working towards building her independence!

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Glow: I love how explicit you were doing the lesson, especially during the “I do”. You were not only explaining the steps but saying your thoughts out loud which can be really helpful. Hearing how you think about a problem helps guide the student in the direction of how they should think about the problem. I also admire the rapport that you have with your student. You can see how much she has learned from you because you both check each other during the completing of the problems. Your lesson was super engaging and an awesome follow through of the gradual release!

Grow/Question: During the “we do” have her more actively participate, like coming to the board and doing the steps herself rather than just doing it all verbally. I might be helpful for when she has to complete the problems on her own and has those hand movements stored in her brain. Even though it is important to point out mistakes, maybe wait until she notices them (so like during the check), because you won’t be there when she is taking a test or at school.

Resource: N/A

SEISMIC: The lesson was very systematic. The lesson was very clear and scaffolded well so that when it came time for the “you do,” she was able to do it on her own. This was a great model of I do, We do, You do!

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Grow/Q: I wonder if a visual like a number line would help?
Glow: You were very patient and positive with her when she was starting to shut down. The review of the 3 times table was effective with the game, even when she didn't want to participate.
SEISMIC: Intensive - the drill was an intense way to learn the 3 times table.
Resource: I wonder if there is a 3 times table song? Like "3 is the magic number"

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Glow - It was awesome that you made an analogy to her cheerleading practices to get her to keep trying with the 3 times table review. What great, quick thinking you had to bring in a times table for her to refer to when doing the review activity! The game was so fun and definitely brought her mood up to get that instant feedback.

Grow/Question - Does your tutee know that multiplication is repeated addition? Could that be a strategy you use to introduce prior to reviewing times table charts?

Potential Resource - When I taught fourth graders times table, I found teaching fact families was helpful because sometimes students would know 5 x 3 but not 3 x 5. I also like “See It, Say It, Write It” or “Look, Say, Cover, Write, Check,” which is something you can make to have her practice recall.

Connection to SEISMIC - Individualized. You had great in-the-moment adjustments when your tutee was struggling and demotivated to get her to persist in her work.

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Glow: I love how when your tutee was confused, you pulled up the times table of 3 so she can visually see how you get to each number. I think it helps her see that you are just adding 3 each time. I loved how you reassured her and validated her feelings when she didn’t know things because she was getting upset.

Grow: When starting the Times Tables Speed Test she was really excited when she was getting things correctly, but her face and mood drastically changed when she started to get them wrong, so maybe find times table tests that are not timed. Once she feels more confident, maybe then start doing timed tests.

Resource: IXL Learning has great math activities that are categorized by different topics in math that could work great for her.

SEISMIC: Your lesson was very individualized to suit your tutee’s needs and throughout the session. You have a great rapport with your tutee and are able to adapt to how she is feeling.

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Glow: You had done so much prep work in this lesson. The slides were so detailed and visually engaging. The animations were awesome! It was obvious you spent a lot of time planning and preparing the lesson. You also showed so much patience, you're doing great with her!

Grow/Question: Does she conceptually understand multiplication or does she struggle with thinking about it like 3 groups of 8, etc? I was just curious because some of her errors weren't adding by 3 but could also have just been the memorization component.

Resource: Resource Book - One thing that could be cool is if she made her own resource book that has anchor charts, the times table, etc. that she can pull out and use, even at school!

SEISMIC: Strategic - you've done such a great job of getting to know where your student is academically and scaling back when you see she's not quite there yet. You've been really adept and swift in adjusting the curriculum!

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Glow: I love how you try/keep encouraging her. And you keep encouraging her not to give up after she feels like she has fails. And you using the game let her try and make this lesson more interesting.
Resource: Here is an other game for count by 3, maybe you can try to use it next time. https://www.roomrecess.com/games/SpacePetsSkipCounting/play.html
SEISMIC: I thinks this lessn is explicit. You are not only show the content on the PPT, you also use the game to practice math skills all the time.

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Space Pets | Skip Counting Games for Kids

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Use your skip counting skills in this game to help get the Space Pets back into their correct ships.

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Glow: First of all, your slides are SO fun and visually inviting. If I were your tutee, I would be so happy. I know your tutee was not the most excited for math, but I think you did such an AMAZING job encouraging your tutee and you were so patient with her. It was also very impressive how you were able to give a different way of explaining the concept to her so that she could understand it better. The constant reassurance you gave your tutee was amazing. You just have such a warm and supportive sense!

Grow: Your planning was really great! Maybe incorporate a few more games to make her feel like she is not doing math but instead playing a game.

Resource: You should check out the Stern tic tac toe game for learning times tables. It is really fun and it's disguised as a game and makes students much more excited and they forget that they are doing math.

SEISMIC: Your slides were very visually friendly and organized. You also taught very explicit and clearly.

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Grow/Question: How long have you and your tutee been working on subtraction of mixed numbers?
Glow: You did a great job! You were clear and organized in your instruction, and it was evident you had a good rapport with the tutee. I also think the strategy you used for the problems was very easy to follow.
SEISMIC: Systemic -You mentioned how you previously had used an anchor chart to help solve problems, and now you were solving them without the anchor chart and creating your own instead. This was a systematic way to to remove a scaffold.
Resource: Maybe a math game online?

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Glow: I think you do a great job of keeping your tutee engaged and motivating her to be excited and engaged in the work that you are doing. Acknowledging that she was frustrated and did not want to practice because it was "too hard". Using the personal example of how she needs to practice her cheers for cheerleading clearly showed her why she needed to do what you were asking of her and how it wasn't something that everyone is able to get easily, but something that needs practice.

Grow: One suggestion that I have would be seeing if you could find a website or program where you could have your tutee practice her facts without being able to see the timer or countdown on the top of the screen. I know when my kids are practicing their math facts, they share that they have a lot of anxiety around seeing the timer and the time slowly going away.

Resource: Xtra math is a great resource to practice facts with!

SEISMIC: The lesson was very Systematic using a warm up to start the lesson and practice the facts, and moving towards more independence in playing the game on her own using those facts.

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Glow: I loved how you paused to acknowledge your tutee's frustration and the importance of practicing. You related it back to her life and a connection that is personal to her. The visuals in the slides are amazing. I really like how you celebrate her mistakes and say "sometimes you're not going to know things and that's okay" I think it's great that you're teaching her a growth mindset and that she will eventually get to mastery.

Grow: I would add an incentive chart or something like that. I know that Sienna uses a soccer chart with her tutee to track each task and if they get a certain amount they get a prize or do a fun game or something like that.

Resource: N/A

SEISMIC: Your individualized instruction is so clear and you have such a nice rapport with her that you seem to really know your tutee. Great job!

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Glow: Your slides are super fun and engaging which I noticed right as you started your lesson. I like how during the review you reassured and encouraged her to continue. Also, when your tutee was not interested in practicing, you showed how much of a relationship you both have when you referenced her cheer practice- which right away got her more engaged. I thought it was a great lesson!

Grow/Question: What website did you use to play the math game? It seemed so fun and engaging.

Resource: Math Playground has fun and engaging math games.

SEISMIC: Your lesson was super individualized. You used in the moment adjustments based on what your student needed. It really showed how well you know your students’ learning style.

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Glow: Wow, I'm just in awe of the whole lesson. I adore your relationship (I feel like our tutee's will get along). I think that your lesson perfectly navigated the release of information and order of steps. You clearly have taught her how taking her time and organizing the paper helps her be able to stay organized. I just thought that this lesson is so carefully thought out.

Grow/Question: How did you learn this formatting? I would love to steal it (with your permission).

Resource: The Math Learning Center has fraction blocks that can help when visualizing if she needs more support.

SEISMIC: You had clear and explicit instruction. Visually, I really like how organized the chart is. You hit SEISMIC very well.

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Glow: I think you did a great job showing the I do/We do/You do model during your lesson. It was very clear what you are trying to teach and how you are able to teach it and gradually allow her to help you out and eventually do it on her own.

Grow/Question: One thing that I think could be helpful while doing this question would be having her come up during the I do/We do to be a “helper” and write down numbers for you so that she can engage with the numbers more.

Resource: N/A

SEISMIC: The lesson was very systematic. It was clear what you were working towards and how you were getting to the point of independence where your tutee would be able to solve a problem on her own with minimal help. She was also able to carry over the strategies that you were using which was super cool to see!

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Glow: It is so clear how strong of a rapport you have with your tutee and it comes across as so natural. She seems so comfortable with you and it truly seems like such a fun time! I also think that having a big poster was helpful for demonstrating and doing math problems. I also thought you explained things very clearly and your tutee was so engaged!

Grow: I loved how you had the big poster paper, but maybe using different colored markers to represent the different numbers/ steps could be helpful for your tutee. Also, maybe incorporate a visual or graphic that includes steps for her to refer to if she needs.

Resource: N/A

SEISMIC: Julia was very clear with her wording and her responses to questions her tutee asked were very clear. She also incorporated the I do, we do, you do method very well.

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Glow - I LOVE that you reminded your tutee she can create her own charts when she doesn’t have them. This is so important, especially for tests. It is so clear that you have taught your tutee well because she has your teachings stuck in her head! I’m literally obsessed with your “Julia checks” and “Julia brain.” Whenever your tutee was confused or had a question, you were able to support her through clear, simple explanations. Having your tutee explain her work is a wonderful way to check her understanding.

Grow/Question - Would your tutee benefit from a lesson or two about error analysis (to really hone her abilities to catch mistakes when checking her own work)?

Potential Resource - I don’t have a specific resource in mind, but you could help support your tutee’s automaticity when reading fractions with a quick fraction-reading warmup before your math lessons.

Connection to SEISMIC -

Explicit - You were able to voice your cognitive processes so well that your tutee was able to explain her work as well!

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Glow: I love this lesson, because you hava a virsual support and this support is very clean. And, you make sure the student can see it. Meanwhile, even if the I do part you still work with the student together. Also, when you show your work to your student, you keep asking the questions.
Grow/Question: If the student is not sure this is the correct answer, do you have an other way to let her check her answer?
Resource: https://www.weareteachers.com/fraction-games/ Here hava a lof of games for fraction, maybe you can use it for review.
SEISMIC:This lesson is systematic. You show so many step to your student. And you keep repeat the step, and the student can understand the step and I think this is the good scaffold for her.

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Glow: I like how you modeled the first example and narrated what you were doing as you explained. I think it’s so important to “think out loud” to model how the students should be working when they do the problem on their own. I also thought it was great how when your tutee corrected you and you used it as an opportunity to talk about the importance of checking her work.

Grow/Question: Is there a program or curriculum you use to teach fractions. Also, not sure if you have already, but using manipulatives is a great concrete way to teach fractions to students.

Resource: Math Playground is a math website with fun games!

SEISMIC: The lesson was explicit- Julia used the “I do, We do, You do” method which was explicitly stated on the paper you were writing on.

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Glow: Your slides are amazing! They are so visually friendly and makes learning look so fun! Everything was so perfectly organized and it did not feel like too much on one slide. It was also so colorful! I also thought you were very clear with your organization of words and it was very explicitly taught. Also, it is so clear that you and Lilly have such a great rapport. She definitely seems very comfortable with you and you seem to know her very well!

Resource: I have been playing tic tac toe with multiplication times tables with another student I tutor and she LOVES it. It is one of the Stern games and it helps them learn their times tables in a more fun way. Maybe Lilly would enjoy it!

SEISMIC: Louise was very clear and explicit with her instruction. She also provided a visually welcoming and organized presentation. It was very thought out and included a lot fo really amazing and helpful supports for Lilly to utilize as she worked.

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Glow: This was such an engaging lesson! It was cool to see how using just a jumbo sized piece of paper could energize a math problem. You did a great job following I Do, We Do, You Do while modeling clearing the strategy and then incorporating her voice and increasing her independence.

Grow/Question: Has she tried checking her work doing the inverse operation? Or is it not really errors in calculations just rewriting the problem wrong?

Resource: SplashLearn has some fun lessons that can target a skill like this in game mode that would be awesome for her to do as extra practice at home.

SEISMIC: Multisensory: You did a great job of showing what you were doing and verbalizing it at the same time. You did a great job of also gesturing the right to left sweeping motion which really solidified the strategy of subtracting right to left.

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Glow: I thought your slides were super engaging which is always important for student learning. I like how you wrote out a tip on the top of your “I do” slide for future reference when your tutee completes the problem on her own. I also noticed how engaged your tutee was and how strong your relationship is! You really showed how well you know her learn style.

Grow/Question: Did you use a specific math curriculum?

Resource: Mathaids and superteacherworksheets has great and engaging math worksheets.

SEISMIC: Your lesson was explicit and you used the “I do, we do, you do” model which is stated on the slides. I also thought it was individualized and based on the needs of your students learning needs.

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Glow: Great Lesson Huimin! I really loved the way you set the steps up for the question on jam board. Using the sticky notes for each step, and each being a different color was awesome, and really visually pleasing. I really liked highlighting the important information in the question to. This helped Mei focus on the information she needed to answer the question.

Grow/Question: I think adding a small brain break, or SEL check in could be an awesome addition to your lesson! It will offer Mei a moment to collect herself!

Resource: I have this awesome long division Maze game I originally bought to use for my tutee, but I didn't end up using it because we had to back track to doing more foundational work. I linked it here from google drive! https://drive.google.com/file/d/1BecHnjLMNkgS_L4RTO9JOyigkIC4F2M1/view?usp=sharing

SEISMIC: Individualize & Systematic! You really created a lesson that was supportive of Mei! Progressing through the lesson you can see how she takes intuitive herself and how the layout, organization, and instruction of the lesson allows her to be more independent in her problem solving!

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Glow

- You created a checklist and used it on slides for you tutee to look at while working. I love how you chunk solving word problems into small steps.

- You gave your tutee room to choose which strategy to use when solving the word problems: “What kind of strategy do you want to use to solve this?”

Grow/Question -

- You can utilize the gradual release model, especially by showing you tutee the strategy you use with a word problem before you have the tutee do a problem by herself.

- Could provide more positive feedback during quiet times. It can be helpful to provide instant feedback to students

Potential Resource -

CUBES method - This might be a helpful mnemonic device that your tutee can easily remember even without a checklist in front of her. This is especially useful for helping students identify the operation by focusing on keywords.

Connection to SEISMIC -

Explicit - Great modeling during the second problem!

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Glow: I love how you created a checklist for your student to help her solve the word problem. I also love the way that you formatted the checklist, so that she can check it while she completed the problem. I also loved how you brought in the reasoning to the math problem. This is a great strategy for your tutee, so she can see if her answer is reasonable and makes sense.
Grow: I would recommend creating an outline or providing your tutee with more space to complete the word problem, so that it is easier for her to stay organized.
Potential Resource: I would recommend using the Elementary and Middle School Mathematics Teaching Developmentally by Van de Walle et al. This book has many other great math strategies!
SEISMIC: I love how Systematic your lesson was! You can see that your lesson helped your student work towards solving the problems independently. I also loved your reasoning for sequencing the question from word problems with less words to more words.

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Glow: I love how you created a checklist for your student to help her solve the word problem. I also love the way that you formatted the checklist, so that she can check it while she completed the problem. I also loved how you brought in the reasoning to the math problem. This is a great strategy for your tutee, so she can see if her answer is reasonable and makes sense.
Grow: I would recommend creating an outline or providing your tutee with more space to complete the word problem, so that it is easier for her to stay organized.
Potential Resource: I would recommend using the Elementary and Middle School Mathematics Teaching Developmentally by Van de Walle et al. This book has many other great math strategies!
SEISMIC: I love how Systematic your lesson was! You can see that your lesson helped your student work towards solving the problems independently. I also loved your reasoning for sequencing the question from word problems with less words to more words.

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Glow: I really liked the checklist you had for your student to use as she was trying to complete the problem. It is a great visual for her to have. Jamboard is a great resource to use! I also really liked seeing how well she knew the strategies you taught her.

Grow: While she is doing the problem and is doing the steps correctly, it might be helpful for her to hear positive feedback so she knows she is going in the right direction. She didn't realize until the end of the problem that she was doing it wrong, so having cues might be helpful for her.

Potential Resource: On Google Jamboard, I you can make graph paper as your background, and that can help make sure her numbers are lined up when she is going long division or any math problem.

SEISMIC: You instruction was very explicit and you did a great job of modeling and explaining how you were going to complete the problem that way she would be able to do it on her own.

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Glow: This was a fantastic lesson, it was engaging and very well made. It is evident that you have a fantastic relationship with your tutee. I enjoyed the checklist! It was very helpful to your tutee.

Grow: Through your lesson I would recommend p]providing your title with more positive and verbal reinforcement.

Recommendation: I would recommend implementing a reward system like a sticker chart.

SEISMIC: This lesson is individualized to meet your tutees needs and multisensory you had a great slideshow!

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Glow: I really liked the visual representation of the sticky notes and the checkmarks that Humin included. The checklist was great and I loved how well she facilitated problem solving! It looked like it was really helpful for the tutee. I also liked how she approached the wrong answer the tutee got by saying “great job but let me show you another way!”

Grow: I am a person who is used to giving verbal check-ins  so this might be more of a preference, but I would suggest maybe having a few more check-ins during independent work to support her thought process. I find that it often helps students to talk things out as they are doing it because sometimes they are on auto pilot and might not really realize when they are making a mistake. But, I thought it was really great how focused and how engaged she was with the independent work!

Resource: I have been using graphic organizers when doing long division with a student outside the lab. She struggled with organization and lining up the numbers correctly when doing long division. So, I found a graphic organizer that helps students to keep their long division steps organized and it really helped my student! There’s a lot out there but here is an example from Teachers Pay Teachers: https://www.teacherspayteachers.com/Product/Long-Division-Practice-Graphic-Organizer-3356431?st=8dff79532aa3e9bdb37e71e49bd14f6b

SEISMIC: I thought that her representation was visually welcoming and organized. The visual checklist was really great and it was very effective. I also loved how explicit she was with the strategies and with the instruction.

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Glow: I really like how the information was presented in a visually appealing way on the Jamboard for the student to better understand the concepts. It was great how you checked off each step after it was completed and also clearly clarified misconceptions.

Grow or Question: Does your student enjoy learning through Jamboard? My student has poor fine motor skills and sometimes gets frustrated with Jamboard, so I was curious how your student likes Jamboard and how often you use it / for what activities.

Potential Resource:  I’ve found some great Jamboard templates for free on TpT! There are many for brain breaks and check-ins that you may find useful.

Connection to SEISMIC:  This lesson was explicit, individualized and systematic. The checklist was a great individualized resource for the student and clearly helpful for the student to be able to reach their learning goals. Huimin explicitly modeled how to use the checklist before having the student use the checklist on their own.

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Glow: I think you did a great job letting your tutee problem solve on her own. She seemed to learn from her mistakes, as proven by how she got the correct answer for the second division problem. I also think it's great that you let her highlight the important information.

Grow/Q: I wonder if you modeled long division in a lesson earlier?

Resource: There's a method called box method that some educators use to teach division. I also learned of a problem solving framework called Polya's 4 Step Problem Solving method.

SEISMIC: Individualized - It seemed like you really knew how to work with your tutee! You knew when to step back and when to provide assistance.

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Glow: I thought your questioning was great and how you clarified some of the misconceptions in a positive way. I also thought using jam board was an interactive and engaging way to practice word problems. It was a great use of a math checklist!

Grow/Question: I love how you added the tips to answer the word problem more efficiently on the jamboard. A visual under each step could be helpful to remind the student of the steps without having to read all the words!

Resource: Mathaids has great word problem practice.

SEISMIC: Your instruction was explicit and you used modeling, explaining, and you challenged common misconceptions throughout the lesson. Overall, it was a pleasure to watch you teach!

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Glow: I loved that your checklist was on different colored sticky notes! It was really helpful for her to see each step in order under the word problem and to get to check them off as she goes.

Grow/Question: How is she doing with division problems that aren't word problems? I'm curious if she's having the same breakdowns when it isn't a word problem? Maybe, if she has a harder time with word problems, it could be good to start with easier numbers that she can solve quickly and then replace the numbers in the same sentence with harder numbers, that way she can see she knows exactly how to solve, now she just has to do it with larger numbers.

Resource: One thing I liked that I've seen in some word problem strategies is including the prompt "Does my answer make sense?" Including that in the check-list before the last step could be helpful so that she can pause and catch herself before thinking her answer is final.

SEISMIC:  Explicit: You did a great job of explaining why/how to put the 0 placeholder in the hundreds place while doing long division. You verbalized a thought process she had but that she hadn't recorded in her work.

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Glow: I think the lesson was very thoughtfully planned out and it was clear that you have a good understanding of how your tutee is able to learn. I really like how you added the tip at the top of the I do slide where you explained a strategy that she can use to help her figure out her 12s times table. Even though we often tell our tutee strategies verbally, it can be super helpful for them to see it in writing as well.
Grow/Question: Is this the first time you are introducing the 12 times table to your tutee? How did you introduce it and what understanding did she have before you started reviewing it?
Resource: Ronit Bird's Multiplication Tic Tac Toe was a great game that my tutee loved playing that helped solidify his multiplication facts
SEISMIC: This lesson was Multisensory as Louise had her tutee clapping out her multiplication facts. There were visual, auditory, and physical components to the lesson in order to help your tutee with her 12 times table.

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Glow: This lesson was so thoughtfully planned! It is clear that Louise has a very good understanding of her student’s learning styles and how she learns best. I think that having each multiplication fact appear once it is said was a great way to keep the student engaged. This also showed how thoughtfully planned the lesson was.

Grow or Question: Have you completed all the other times tables with your tutee? Has the strategy you used in this lesson been successful with your tutee fluently learning the other times tables?

Potential Resource:  A fun warmup for your tutee that incorporates movement could be reciting a times table while doing an exercise. I do this with my tutee and counting. For example, having Lily recite the 7 times table while doing jumping jacks.

Connection to SEISMIC:  Multisensory components were incorporated into the lesson through auditory, visual and kinesthetic techniques. This is evident through having the student clap while saying the times table.

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Glow: This lesson was so well made and thought through just for Lily to help with her 12 times table. It was amazing to see how well she did and grow in this part of the lesson. I feel like you really demonstrated how important repetition is for learning math facts. I loved the different ways you made learning times tables interactive. Great job Louise!

Grow/Question: Now that you have used the gradual release model to help teach Lily her 12 times table, what are your plans for reviewing not just the 12 times table, but other multiplication facts?

Potential Resource: A resource that might be fun for Lily to practice her times tables with are color by numbers coloring pages. In each section of the picture there are problems for her to solve and then she would use her answers to follow the color code to color the picture in. I know Teachers Pay Teachers has a ton of resources like this.

SEISMIC: Multi-Sensory and Individualized! I remember in class you talking about how Lily moves around a lot and I feel like having her clap when she did her times table and then have her write the times table down really helped bring movement in the lesson! She was able to stay focused with the different types of movement you incorporated into the lesson.

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Glow - You explained why you were chunking the numbers and clapping (to help with memory). You also had a clear gradual release model and gave many opportunities for practice. You also showed different ways of going over the 12 times table (skip counting + clapping, reading 12 x # = ___, and  writing them down).

Grow/Question - You could give a bit more wait time while she tries to remember the next number.

Does your tutee understand that multiplication is repeated addition? In other words, does she know strategies for when she can’t remember a fact, like using an easier fact as a stepping stone to a harder fact? (ex: she knows 12 x 6 = 72, so 12 x 7 is just 12 more than 72)

Potential Resource - To improve her recall speed, try using flash cards as a warmup before math activities. You could find free ones online, buy a pack at the dollar store, or create your own using index cards.

Connection to SEISMIC - Explicit: Voice cognitive processes (e.g. thoughts, reasoning, and reflecting) through routine naming, explaining, modeling, teaching examples/non-examples, and challenging common misconceptions.

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Glow: Your use of visuals and interactive components in your multiplication lesson was fantastic! The combination of animations and multi-sensory activities like clapping made it engaging and effective for your tutee.

Grow/Question: I'm working with a student who struggles with division. Do you have any recommendations for resources or techniques that might help them understand the concept better?

Resource: I've found that using manipulatives like blocks or counters can be helpful for students who struggle with division. There are also some great online resources like Khan Academy and Math Playground that offer interactive division activities.

SEISMIC:The lesson you taught to Lily was both explicit and multi-sensory. You provided clear and direct instruction while also incorporating hands-on, visual, and auditory learning techniques to make the lesson engaging and effective.

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Glow: Wow! I loved this lesson Louise. Your visuals were great, and I really enjoyed the interactive component with the animation of the numbers and the multi-sensory component with the clapping. Your enthusiasm with lily is awesome, and you can tell she has a lot of fun! Lily was super engaged.
Grow/Question: My tutee is not fluent in her multiplication facts 2-10, and think this would be a great way to review and go over our facts. Is this a specific program you used or did you make this lesson yourself?

Resource:  I have been using games to practice multiplication facts with my tutee. I used mammouthmath.com and timestable.com. They both have many options of games, and my tutee enjoys this. We usually do this to warm up our lessons.

SEISMIC: Explicit and Multi-Sensory! Not only was the lesson direct and clear in your instruction of Lily but it utilized hands-on learning, visual learning, and auditory learning!

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Glow: You did a great job at making the 12 times table fun, and your instruction was effective too! I think even the simple addition of the clapping made it more engaging. I also think your slides were very clear and fun looking.

Grow/Q: I wonder if a visual representation of the 12 times table would help Hazel conceptualize the multiplication of 12.

Resource: On educaiton.com, I think there are some free math games.

SEISMIC: Multisensory - the addition of the clapping will saying the times table was a great way for Hazel to stay engaged

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Glow: I really loved how multi-sensory your lesson was. I loved how you incorporated the clapping and rhythm to help with her memorization. This method would definitely be helpful for many kinesthetic learners.
Question: I was wondering if your tutee is fluent with her other multiplication facts. If she is, you can use those facts to help her with the 12 times table.
Potential Resource: I think another great way to help you tutee with her multiplication facts is the math game Don't Walk If You Can Take the Bus from the book The Dyscalculia Toolkit by Ronit Bird. This game teaches student's how to use multiplication facts they know to figure out other multiplication facts. For example, if a student wants to know how to solve 6x12, all the students has to do is go to the 10 bus stop (6x10) and then walk two more stops (add 6 twice) to get to 6x12.
SEISMIC: Your lesson was multi sensory! Your student was able to hear, see, speak, and move while learning her 12 times table! I believe that this definitely helped your tutee.

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Glow: It was clear you'd taken a lot of time to think through how you could help Lily memorize the 12 times table. I know the repetition is so helpful, but I think you adding the kinesthetic element will help those facts really stick. It was cool to see how you took a topic that can be rote like multiplication facts and found a way to make it more engaging!

Question: How long have you guys been working on the 12 facts for? It was cool to see how much growth there was even in just 1 session!

Resource: My coteacher told me that a website called Splashlearn has a lot of math fluency work and it's all gamified. Teachers can make free accounts, so that could be fun "homework" for Lily to keep practicing her facts.

SEISMIC: Individualized: Looking at the lesson plan, I noticed a lot of fun activities like yoga and free draw. It's clear you know a lot about Lily and plan both academic and SEL activities geared towards her interests.

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Glow: I admire your patience and flexibility with your student! You do a great job at trying to redirect him and have him focus on the task(s) at hand. I also like that you offer him choices in how he shows his understanding. I noticed that you offered more breaks for smaller intervals, it is clear that you are trying to see what works best for him! There is clear rapport between you and the student because the examples offered in the fragments are versus sentences activity as well as the sentences  in which he was correcting for fragments, capitalization and punctuation, they’re relevant to his interests! Lastly, I loved the positive feedback and check-in, as well as acting him to reflect on his learning and your teaching practice!

Grow or Question: I think it would be useful to read the directions to him and explain first, instead of having him read it because it seems that he struggles with decoding, so he probably wouldn’t understand the directions right away. I was wondering if maybe you could use jamboard in the future since there seemed to be a struggle with typing in the chat. With jamboard he’d be able to write with the writing tool or type, and there can be more organization as well.

Potential Resource:  https://jamboard.google.com/

Connection to SEISMIC: Individualized “Use planned accommodations and modifications and in-the-moment adjustments to learning experiences based on student strengths and needs.” The teacher definitely tries to modify and accommodate the student based on his strengths and needs. It was evident from that snippet that he sometimes struggles to be on task and focus. It’s hard to learn online! But he gets breaks in short intervals, instruction based on his interests, visual charts, which shows the tutor seems to plan around his strengths and needs.

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Glow: Firstly, I thought the teacher’s tone and pace was warm, friendly, patient and she taught at a just-right pace! I loved how engaging and simple the slides were! I think it’s helpful to have definitions and labels in math, especially fractions. The student seemed to understand it really quickly with the examples she provided and modeled for him. I loved the numerical display of the fractions as well as the fractions being shown as shaded/unshaded models because it allows the student to conceptualize how the adding and subtraction of fractions looks. I also loved the idea of the puzzle being uncovered as he solved more problems, so engaging and fun! The student was engaged and seemed comfortable with the tutor. I think overall, the scaffolding of this lesson was great because it went from numbers, to pictures, multiple problems, and word problems, so that the tutee got a feel for different ways adding and subtracting fractions could be presented to him. I thought it was also great overall and that he had control and was able to be hands-on to model his thinking/work. Also, he was able to reflect at the end on how he felt about the lesson taught!

Grow or Question: I noticed the student understood it immediately, I wonder if maybe next time he can maybe get timed during the multiple problems so that he feels more challenged? Or maybe provide more challenging problems for him to solve, as the tutor herself said, “you’re too good at this!” which is encouraging and positive, but the challenge could’ve further pushed his thinking.

Potential Resource: Jeopardy fraction game! (competition between tutor and tutee) https://jeopardylabs.com/play/adding-and-subtracting-fractions-with-like-denominators

Connection to SEISMIC:  Systematic: “Uses task analysis to sequence, connect, and scaffold learning and organize learning toward independence.” The teacher scaffolded this lesson really well! There were many types of problems and eventually allowed the student to take control and solve the problems on his own.

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Glow: The preparedness of this lesson is great! There are a variety of materials and resources that hit different learning styles such as visual, kinesthetic, and auditory. The OREO organizer is engaging and a great mnemonic device that the student will remember! I think the checklist is great because it helps the student complete the requirements of his opinion writing, and is digestible- not too wordy or too vague. The student was also really engaged and actively participating, he seems really at ease and comfortable with the teacher! I also like that you used hand gestures when you spoke, to give him hints/clues. I also loved the flexible seating offered to the student at the rug, because oftentimes sitting at the rug can be uncomfortable and daunting for students, but it’s inviting and comfortable! The use of the ipad to help him remember and repeat his ideas is brilliant! It’s great that this ipad is accessible to the student. I also noticed that choice was given to the student of writing or recording. Then the cherry on top, specific, positive feedback shining on what he was doing well and could improve. Loved this lesson!

Grow or Question: Maybe next time, you could display vocabulary definitions for terms he might not remember the meaning of.

Potential Resource:  Flashcards with definitions or his own copy of the word bank.

Connection to SEISMIC:  Explicit- the teacher did a really good job of following the gradual release lesson format. The teaching was very explicit, at a good rate, with great examples and making sure the student was following along and understanding what she was teaching.

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Glow: This was such a good lesson! I loved how you utilized the white board to support your lesson, it was a fantastic visual to support your tutee’s overall comprehension. It was amazing to see how you used constant positive reinforcement with your tutee, they were engaged and excited to participate. I also really liked how you highlighted key information in the word problem to support your tutees overall comprehension. This was an awesome lesson!

Grow/ Question: I think your tutee would benefit from having the ability to write during zoom lessons. Have you tried this with him before?

SEISMIC: Not only is this lesson individualized to specifically meet your tutee’s needs, it is also multisensory when using the white bord feature to dissect the problem.

Resources: I feel like you are the resource queen but Jenna suggested to me last semester to implement concrete manipulatives into math lessons. In your lesson you talked about how many quarters make up a half. Maybe in your in person lessons you can introduce real  money.

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Glow: George was engaged and looked like he was having fun! I think the addition of the incentive with the star was a great way to motivate George.
Grow/Question: It might be helpful to preteach some of the vocabulary in the Newsela article before reading.
SEISMIC: Systematic - You did a great job with the gradual release model and scaffolding the process of writing a summary sentence. This helped George succeed in writing a summary sentence!
Resource: Teaching Reading Strategies book by jennifer serravallo

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Glow - I liked the SWBST anchor chart! Your slides were also visually clean but fun and engaging.
Grow - I wonder if it would have been helpful to do the 3 little pigs model before having Eyden read the soccer story?
Resource - Jennifer Serrvallo's Reading Strategies Book
SEISMIC - Systematic: the lesson provided scaffolding through the use of anchor charts

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Glow- You did a great job with the gradual release of responsibility to Ethan. You let him think through the problems, providing support but not dictating his thought process. It also seems like you have a great relationship with Ethan.
Grow/Question - I wonder if it would have been helpful to have Ethan draw a model to go along with the division problems?
Resource- Polya 4 Step Problem Solving Process & number tiles
SEISMIC- Explicit. When you first modeled how to solve the word problems, you verbalized your thinking to explictly model how you were solving the problem.

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Glow - You did a great job thinking aloud during word problem #1. You also encouraged your tutee at every step (excellent, you got this, I know you know this, you’re on the right track). You’ve obviously done a great job explain the “why” for your lessons and for tutoring in general because your tutee has a very positive attitude about things he doesn’t know yet: “that’s why we’re here!”

Grow/Question - When your tutee started explaining how he got ½ in Word Problem 3, you cut him off to finish answering the problem. Listening to his thought process is a great way to figure out if he really understands or is just trying out random answers.

Potential Resource - Fraction tiles.

Connection to SEISMIC - Explicit: Voice cognitive processes (e.g. thoughts, reasoning, and reflecting) through routine naming, explaining, modeling, teaching examples/non-examples, and challenging common misconceptions. You did a great job modeling and explaining each step, as evidenced by your tutee knowing how to set up the problem.

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Glow: Sarah did an awesome job in engaging Ethan in a hard to understand topic! Ethan was super interested throughout the lesson, and you can tell Sarah and Ethan have a great relationship. Ethan isn’t afraid to try on all questions or make mistakes which says a lot about Sarah’s relationship with Ethan. Sarah was awesome with her clear and direct instruction with Ethan.
Grow/Question: Did you make up your own word problems? Or there a specific program you are following? My tutee is in 6th grade and am looking for some programs to follow!
Resource: I have been working on practicing multiplication facts in a fun/game like way on zoom (remote access) and even in person. If you feel Ethan needs some more practice with multiplication (to strengthen his foundations for division) it could be a fun warm up or practice to end a session. https://www.mathmammoth.com/practice/multiplication-matching
SEISMIC: Individualized! Sarah did an awesome job at understanding the supporting Ethan needs throughout the  lesson. Sarah was great at prompting Ethan when needed, and  giving him some reminders throughout like writing down the information he was speaking out-loud.

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Practice the multiplication tables while also uncovering a hidden picture in this fun matching game!

You can practice any single times table (such as multiplication by 9), or several tables (such as tables of 2 and 5), or all of them. You can also choose the number of tiles (12, 18, 24), and thereby make the game easier or harder.

Have fun! 😎

Tables of:

Check All Check Tables 1-12 Uncheck All

Go!

Screenshot:

Generate Quick Link for Specific Options

"Correct" sound credit: http://www.orangefreesounds.com

Licensed under Creative Commons Attribution 4.0 International License

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Practice the multiplication tables while also uncovering a hidden picture in this fun matching game!

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Glow: I really love how you worked with your tutee. You really allowed him to be himself throughout the lesson. He was definitely having fun while also paying attention to the lesson.
Grow: I would recommend allowing him to complete the you do problem independently without any support. This way you can take notes of what areas he may be struggling with.
Potential Resource: I would recommend using the Engage NY Curriculum. You can use the curriculum to get great strategies and questions that will be similar to those on the state test.
SEISMIC: I love how explicit your lesson was. You were modeling how to solve the problem while also thinking out loud to your tutee.

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Glow: Sarah did a great job thinking out loud to let Ethan know about the various cognitive processes that one goes through when challenged with a word problem.

Grow or Question: How did you determine Ethan’s prior knowledge before the lesson? The content and lesson were just within his reach of understanding.

Potential Resource:  Toy Theater has great virtual manipulatives for future Zoom math lessons! https://toytheater.com/category/teacher-tools/virtual-manipulatives/

Connection to SEISMIC:  This lesson was extremely systematic and the role of responsibility  was gradually released as the lesson progressed. Sarah was also very explicit in her instruction which contributed to Ethan’s understanding.

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Glow: I love how by the time you and Ethan get to the "we do" and the "you do," he already knows the steps he needs to follow and feels confident in doing them. It is easy to see how explicit you are in your lessons since after he did the long division part of the problem, he immediately went into writing out the remainder. I like how you encourage and praise him throughout the completion of the problem, but are able to back off knowing that he can fix a mistake he might have made before stepping in.

Question: What did you make your slides on? I liked that you were able to easily write on the slide and that is difficult to do on Google Slides.

Potential Resource: N/A

SEISMIC: Explicit. Sarah's lesson was very explicit and scaffolded. From Sarah's modeling, Ethan was able to complete the word problems on his own.

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Glow: Ethan is so responsive to you! He was so engaged in the lesson, and I think it was great that he had a routine/habit of giving you thumbs up/hand motions to show he was tracking with the lesson. You did a good job of prompting him to go back and fix something without correcting it for him.

Question: What program were you using to highlight the slides with? It didn't look like Google Slides or the Zoom feature, and I'd like to use it!

Resource: On Canva you can make checklists for specific things that Google might not have from a quick search. I wonder if making a checklist/step by step visual that he could use as he's learning/memorizing the steps for converting remainders would be helpful for him to have and even use at school.

Seismic: Explicit: You did a great job of thinking out loud through the process of working through the remainder and transferring it to fraction notation. It was cool to see that because you modeled it, he was able to apply the same steps in the "we do" mostly on his own!

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Glow: When you teach your lesson, I like you can write down all the number immediately, and the student can see it immediately and thinking about your questons and make a connection. And your keep remain him to write it down not only use your brain to think about the questions. And kindly remain him about the regrouping.
Grow: I love you highlight the keys part of the quesion. And you studen wants to say his opinion. Maybe you can show he a chart that what is our first step, etc and let him knows when he can speak.
Resource:  Here is the webside call https://embarc.online/. According to your lesson, you can find a lot of PPT or relative resoucres.
SIESMIC:Explicit. Sarah did a really great job at catering the lesson completely your student. In additon, your lesson it's clear in instrucction of what was expected of your student.

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Are you a teacher using Eureka Math (EngageNY)? EMBARC is a resource to help you implement it in your classroom. We curate third-party resources to enhance your Eureka Math lesson.

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Glow: It's so clear how solid and strong Sarah's relationship with Ethan is. Her teacher voice is a perfect balance of authority and supportiveness and her wording was very clear and strategic. I thought that it was a great idea to highlight the key words/sentences in the the word problem because it seemed to be very helpful for Ethan to isolate and weed out the important facts.

Grow: I do not have any grows for Sarah. It was great especially because I do not do math with my tutee. It was very helpful to watch!

Resource: N/A

SEISMIC: Her lesson had a clear structure to it and you could see that she was using the gradual release model because as the lesson went on, we see Ethan doing more and more of the work. The visual representations used in the lesson to support answering each of the problems was great!

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Glow: I thought it was great how you started off by explaining to him and being transparent about why you are recording. It shows the strong relationship you have with him. He was also super engaged with the word problems and made on topic comments. I like how you complimented him by saying “I know you know how to do the next one.” It definitely builds his confidence.

Grow/Question: Adding a visual to the powerpoint about the math problem could be helpful!

Resource: Math-aids.com has great free math worksheets.

SEISMIC: The lesson was both explicit and systematic. There was a great balance of teacher modeling and student independence. Overall, great lesson!

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Glow: I love how you highlight the information for Ethan to see within the problem. Also, by using different colors he will be able to locate the different information easier and quicker.
Grow/Question: I wonder if you defined the terms (dividend, remainder, etc.) on one side of the problem, it could be helpful for him to recall/remember exact terms.
Resource: N/A
SEISMIC: The lesson was systematic- it was clear that Sarah knew what would be beneficial for Ethan in terms of scaffolding and thinking about how to present the information (1 question per slide, highlighting important info, using different colors to solve)

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Glow: I really love how expressive you were while teaching. You used a lot of hand gestures and enthusiasm to help keep him engaged.
Grow: I really loved your lesson. I would recommend splitting the lesson up over multiple days. You can teach one perspective  on each day. Then after teaching all of the perspectives you can dedicate a lesson to teaching how to distinguish between the perspectives.
Potential Resource: I would recommend The Reading Strategies Book by Jennifer Serravallo, which has many strategies for teaching reading comprehension.
SEISMIC: I really love how explicit your lesson was. You were thinking out loud and modeling to your student. It really helped him understand how to pick between the different perspectives.

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Glow: I really loved how you implemented the soccer ball chart as a form of behavior management. I also loved how you got data with redirections you were using. It is so great to hear how effective it was.
Grow: I think that maybe next time when he forgets to say a part you can correct him right away.
Potential Resource: You can use REWARDS, which is a great program to use for decoding multisyllabic words. It has similar activities with scooping word parts.
Seismic: I really love how strategic your lesson was. You set some behavior goals with your student and it worked!

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Glow: Multi-sensory!! I loved the incorporation of saying the word, using his finger to do the motion of the syllables, and then doing that motion on the slide as well.  The visuals were really great and engaging. The behavioral soccer chart was really awesome. I loved how focused Taro was, and how the chart worked as an extrinsic motivation. It was also really visually pleasing. Siennas relationship with Taro is awesome, she understands him and his needs.

Grow: The format of your slides was awesome! I was wondering the resource you used to create your slides, or if you use a specific theme?

Resource: Glass Analysis could be a helpful tool to support learning of clusters in words to help further Taros knowledge in reading words.

SIESMIC: Individualized! Sienna did a really great job at catering the lesson completely to Taro. Every aspect was created around him and his needs. Also your lesson was explicit and clear in instruction of what was expected of Taro!

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Glow: The layout and format of the lesson was great! I loved the organization and the flow of the lesson. Ethan was super engaged and excited to be in session with you and actively working through the lesson. Your repartee and relationship with Ethan is engaging supportive and whimsical.

Grow: What program did you use for the lesson? It was super explicit and awesome in its content and step by step procedure.

Resource: Readers Theater could be an a awesome tool for you and Ethan! ReadingAZ has many scripts! This could be a fun was to develop POV and really bring it to action.

SEISMIC: Explicit! Your use of the gradual release model was awesome. Your expectations of Ethan were clear and the lesson was direct in its instruction. You did an awesome job of engaging Ethan.

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Glow: Your behavior chart is amazing. That's awesome that you keep it on the screen so he can see how he's doing and set goals for himself. Have you found a big shift in his behavior since using it? I could definitely see my tuttee loving this and using something like Sonic or Dragon Ball Z since that's what he's interested in.

Question: What resource did you use for your word work? I like the format, and I'm looking for some resources for my small group at school!

Resource: One thing I've recently found for word work with a spelling focus is called Words Their Way. I'm not sure if spelling is a focus at all or more decoding, but it could be a fun/active activity for Taro too!

SEISMIC: Individualized: It's so clear how well you know Taro and take his considerations and interests into your lesson planning. Awesome work!!!

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Glow: Your lesson is so organized and thoughtful. The POV word bank is an amazing resource, I can see it being so incredibly helpful for students! The inclusion of the exit ticket makes progress monitoring much easier, I definitely want to start including one in my lessons!

Question: I'm so interested in what Read Theory is? Is it a program you've been using with him for a while?

SEISMIC: Systematic: Your lessons follow an intentional flow building on skills he's struggling with and follow a sequence that's increasing his independence!

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Glow: Fantastic job explaining lessons before presenting. I love the sticker chart to keep tutee on track and focused through lessons. You are enthusiastic throughout your lesson and engaging. Your tutees respond really well to the strategy implemented.

Grow: I would suggest maybe only having your tutee in an individual quiet room to eliminate distraction.

SREMIC:

Individualized - This lesson was individualized because to help tutees focus you implemented a self made sticker chart with a soccer ball something your tutee loves. In the recording you can see how engaged and excited your tutee is to get a new sticker.

Multisensory - This lesson was multisensory  because not only is your tutee receiving verbal instruction they are visually able to see it and perform an action. This will help your tutees overall memory with the newly learned material.

Resources: I would recommend using a sand tray with your tutee turing in person word work. I believe this sensory strategy will help your tutee with comprehension and engagement.

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Glow -

I love the scaffolding you have on your slideshows; the sound chart (ay, au, er, and ai) and the step-by-step tutorial of the skill were great resources for your tutee to utilize. It’s also great that your tutee can contribute by writing from his own device at home and erasing things.

Grow/Question -

How do you determine what sounds your tutee is working on? In other words, why ay, au, er, and ai? Some of your words that these sounds, while others didn't.

Potential Resource -

Orton-Gillingham helps students to decode words.

https://ortongillinghamonlinetutor.com/the-big-five-phonics-teaching-syllabication/ (there are probably better websites to learn more, but here is an example!)

Connection to SEISMIC -

Explicit - lots of amazing modeling on your end, and clear use of gradual release model in general. Not only do you voice your cognitive processes, you also have an anchor on each slide for your tutee to refer back to.

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Glow: I really like the reward system you have built. The system is visible and motivates students. And you encourage the student join the activity with you.

Grow/question: Did you give him some physical rewards in the in person class? If you have, since he get the stickers online, you can bring him a little gift in next class.

Potential Resource: I think you can use Kahoot! to create the questions for the studen. Then he can do it by himself pay more attenion on the online class.
SEISMIC:I really like the different ways you try to get your students' attention. In addition,  engaing in writing in multiple modes.

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Glow: You tell Taro exactly why you are giving him his soccer ball sticker. "You get a sticker because you repeated after me without me even having to ask you." This gives Taro clear expectations of what you expect from him in the lesson and exactly what he should be doing.

Grow/Question: What activity from REWARDS is this lesson from? I usually have my tutee underline all of the vowels in the word first to help him with figuring out where to scoop the word and what each word part would be.

Resource: Teachers Pay Teachers has a few roll and reads using the REWARDS program words!

SEISMIC: Sienna used multi-sensory learning when she modeled using her hands to physically scoop the letters on top of drawing the scoops on the screen. She modeled for Taro exactly how to use his hands to scoop the word parts, and I think that will be helpful in him understanding individual word parts.

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Grow/Question: I wonder if the tutee had heard of closed syllables before, or if you had done a prior lesson on syllable types?
Glow: I love the incentive chart you made and how you integrated it digitally on each slide as a constant reminder of it. I think it's also great that you put each word on a separate slide to make the REWARDS student book digital.
Resource: The REWARDS book has its own incentive chart, which maybe you can incorporate into your existing, fabulous incentive chart!
SEISMIC: Multisensory - You had your tuttee engage kinesthetically and orally as he scooped with his finger in the air and said each word part

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Glow: Sienna’s lesson provided explicit instruction with measurable goals that Taro was able to meet by the end of the lesson. I love how the directions of how to decode multisyllabic words were included on the slides as reference for Taro along with examples of how to pronounce certain word parts.

Grow or Question:  I love the reward system you used and it seems to be working very well for Taro. Brain breaks may be a good motivator for him to stay on task. I know you mentioned he likes Connect Four, he may also like tic-tac-toe which is a quick game you can play during transitions into the next content area.

Potential Resource: I have been teaching syllables at school with Unifix cubes. Each letter is written on a cube and you connect them all together. You separate the syllables by breaking them apart and putting them back together to form the word. This might be a nice multisensory tool for your in-person lessons!

Connection to SEISMIC: Sienna included multisensory components in the lesson by having Taro sky-scoop the syllables in the world.