# data[].attributes.body
-high expectations

-group norms

-shared responsibility

-student ownership

-high level questions

-rich, complex text

# data[].attributes.headline
teacher is facilitating, or managing rather than giving too much explicit information or not allowing for any discovery and discussion

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teacher is facilitating, or managing rather than giving too much explicit information or not allowing for any discovery and discussion

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Sense of Community in the classroom for student comfortability to share 

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Sense of Community in the classroom for student comfortability to share 

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Expectation and guidelines for appropriate conversation that is respectful, purposeful and productive

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Discourse menu with sentence frames to provide all students with access to the discussion. Explicitly teach how to use those frames, remove the scaffold when students are independent, and teach students who do not initially need the frames to "opt out" and continue on without.

# data[].attributes.subject
Discourse menu with sentence frames to provide all students with access to the discussion. Explicitly teach how to use those frames, remove the scaffold when students are independent, and teach students who do not initially need the frames to "opt out" and continue on without.

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Set expectations for what you want students to talk about or include when discussing a topic. 

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Set expectations for what you want students to talk about or include when discussing a topic. 

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generate guided discussions between students 

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generate guided discussions between students 

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students making connections with each others' ideas

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students making connections with each others' ideas

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Instruction in how to respectfully disagree with someone's answer.

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Providing time for students to think about the questions and generate their initial answers and thoughts before the discussion will help students who need more processing time to be able to participate.

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Teacher or students can provide questions using 'how' or 'why' in order to encourage more discussion and thinking about the text.

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Students speaking or writing as the discourse can be done both ways.

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Teacher can use sentence stem cards when ideas or conversation is lost

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Teachers should generate questions that help students delve deeper into texts.

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Have students use sentence stems when talking with each other like "I agree" or "I disagree"

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Students engaged in the conversation.

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A strong grasp of the directions in which the topics can go depending on the questions asked.

The ability to redirect and facilitate a conversation that goes off the rails or a tangent that isn't productive.

Modeled discussion so students have an understanding of how they are expected to take turns speaking, respond to each other, and otherwise engage.

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command of the class and their attention as answers are specific.

an expectation of a range of answers that are anticipated

a resource for students to draw from

a limited amount of time because command of their attention and expectations for responses must be appropriate for the age. I can't imagine it being more than 10 minutes.

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Expectations for student engagement and listening

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Expectations for student engagement and listening

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Students building on one another's ideas

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Students building on one another's ideas