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Looks like ability to read and understand learning standard, objective, and directions.  Student is able to perform the skill independently. Sounds like students working together in groups, using the language from the objective and learning standard to help each other solve the problem. Feels like students touching manipulatives and using the language of the learning standard to model their understanding.

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Looks like students reading the learning standard, reading the objective, asking how to pronounce higher order words, looking up definitions, reading the directions of the experiment. Sounds like  students talking about the learning standards,  students asking clarifying questions, teacher conferring with groups and individuals about their thinking and tying it to the learning standard. Feels like students

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Looks like teachers facilitating discussions and providing opportunities for students to engage with manipulatives, reading and writing across disciplines. It sounds like students responding to probing questions asked by the teacher as well as students explaining their learning and thinking with each other. It feels like teachers and students are taking risks by engaging in a productive struggle in a safe and positive environment.

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Looks Like...
hands on modeling
small groups
workshop model
reading mentor text
shared reading
introducing complex text
think alouds
Close reading strategies
Annotating
Sounds Like...
questioning
inquiry
academic vocabulary
shared reading
moving around
think aloud
discussions
cooperative learning
accountable talk

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Looks like the teacher is modeling, making anchor charts, moving and engaging students in purposeful tasks. He or she is asking critical thinking questions, allowing students to problem solve and providing opportunities for students to collaborate. Student can be in whole groups on carpet in close proximity to teacher, in small intervention groups, working independently or in pairs. They are listening, discussing, problem solving, engaging in accountable talk (turn & talk), engaging in projects, constructing, responding to text, writing, using technology, etc. The environment has flexible, comfortable seating with access to leveled text, anchor charts, and manipulatives. There are objectives, essential questions, daily schedules, rules and procedures posted.

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Math looks like intentionally teaching the vocabulary. Sounds like students discussing the Why of the lesson. Feels like struggling. questioning, analyzing and then empowerment.  Science looks like teaching through play. Sounds like students struggling to pronounce the words, defining the word, connecting to prior learning from earlier grades.  Looks like writing, in labs, taking notes, scientific process (engineering process). Sounds like their making connections, questioning.  Feels like fun, rewarding,  accomplishing a goal (objective).
Reading looks like Close Reading method, environmental print, cooperative learning, teaching vocabulary through the text then defining the skill of learning new words, guided reading, student independently reading. Sounds like students whisper reading, buddy reading, shared reading, Kagan strategies, using decoding strategies. Feels like engaging, struggling, quiet and calm during IDR. Social Studies looks like real world topics, feels like support, feels like connection to other subjects and to past and present events, integrating content area. Feels like support, engaging prior knowledge with new knowledge, Kagan strategies, research, sharing opinions, and reflections.

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TEACHER: Math looks like anchor charts, manipulatives, examples, differentiating, technology. Sounds like breaking apart word problems, restating problems, using vocabulary, questioning. Feels safe, accomplished.
STUDENT: Math looks like procedures, notes, steps, manipulatives, small group, partners, problem solving. Sounds like questioning, explaining, restating, breaking down word problems. Feels proud, accomplished, safe, victorious.

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In the fine arts literacy looks like synthesizing the nitty gritty lower level pieces of literacy and embedding it with a creative outlet. We decode "foreign languages" the language of what we see, hear, feel and emote.

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Teachers will - create an environment of charts/resources, modeling including "I do", and providing rigorous assignments. Teachers will provide questioning (higher order thinking), specific feedback, scaffolding and probing for more, and providing opportunities for TDQ. The classroom will be student led and focused.
Students will - be engaged and working hard, creating multiple drafts and revisions, provide products of excellence to be displayed. Students will focus on academic conversation, with peer collaboration including accountable talk.
Environment looks like - full of support documents and charts, an open workspace for collaboration, and full of student work. There should be a productive hum to the room and trust between students and teachers!

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TEACHER & STUDENT: Looks like  integrating articles, outside texts, gradual release, nonfiction text, procedures. Sounds like questioning, experimenting, trial and error. Feels like a comfortable learning environment.

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When it comes to the teacher, literacy has a very specific view:
1. The lesson should look like something similar to 'Guided Practice' where a teacher facilitates the required tools and coursework to push learning forward.
2.  It should sound like a lot of "I do" modeling scenarios whereby the teacher expresses his/her personal method for going through any particular problem; this can be accomplished through various means, including Think-Alouds or Modeling.  There should be lots of questions asked of the students to make GRR occur.
3.  The feeling for the teacher should be similar to that of a coach who helps students learn  through experience rather than dumping information on them.

From a student's perspective, literacy should be delivered in a natural way:
1.  There should be scenes of 'Active Engagement' in motion; in other words, students should completing research, creating things and presenting their findings in a myriad of manners.
2.  Students should be demonstrating what they have learned by showing how they have learned.  This can be accomplished by modeling through "I do" and "we do" their processes for accomplishing a particular goal.  This can also be done through dialogue and Think-Alouds.
3.  This method of learning should feel uncomfortable to the students at first but become more familiar as the skills they gain connect to other real world  and  academic subjects.

Students should be "learning by doing" the work.
The learning environment is particularly important and should feature certain realities:
1.  It should look as though it is an interactive, busy, collaborative space which is safe and welcoming.  There should be some use of technology involved.
2.  It should sound "Alive" with class-specific discussion and questioning.
3.  It should feel safe and challenging to the students.

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Looks Like: Incorporating a variety of strategies including guided reading, conferencing, close reading, responding to text, writing about reading. Sounds like small group discussions, partners talking, independent reading, teacher conferencing with students. Feels like: calm, peaceful, organized.

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Looks Like: nonfiction articles, multi-media resources, nonfiction books, small groups, partners. Sounds Like: students making connections with past events and today's world. Students discussing, teacher facilitating. Feels like comfortable learning environment, open for discussion and multiple view points.

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ELA: explicit teaching, modelling/think aloud, guided reading groups, workshop model, anchor charts, cooperative groups, conferring, turn & talk, shared reading, multi-level library, engaging, calm, organized, whisper reading, safe & successful, hands on learning, post its
SCIENCE:  inquiry, groups/partners, Scientific process, drawings/findings, controlled chaos, hands on learning
MATH:  teacher direct, modelling,  turn & talk, cooperative groups, manipulatives, engaging, controlled chaos, student findings, hands on learning, anchor charts
SOCIAL STUDIES: teacher led, hands on learning, timelines, student findings

ALL AREAS: multimedia resources,  academic vocabulary, write about your answers

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The teacher utilizes the standards and objectives throughout all content areas, with a variety of materials (anchor charts, centers, songs) to engage and facilitate learning.  The student will collaborate and participate in collaborative activities (partner talk) to help increase knowledge of literacy components such as problem-solving, writing,  vocabulary.  Students will use a variety of materials (songs, dry erase boards, manipulatives) to help facilitate learning.  The environment in a primary classroom   utilizes anchor charts, displays of student work, organization of materials for student use, ability to have student led learning, classroom libraries that are leveled and thematic. Evidence of integrating curriculum is found with projects (example: experiments) are in the classroom. Developing and nurturing attitudes toward becoming a reader and a writer is vital to their engagement and investment in literacy throughout their day.

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Airport's definition of literacy:  Students will be able to read and make sense of content in order to communicate orally or in writing with others.

Looks like:  Reading at or above grade level. Using close reading strategies to infer context.

Sounds like:  Fluent reading, exploring and asking questions, as well as being able to read and problem solve.

Feels like:  Reading with confidence (i.e. curiosity , inquisitive, and excitement) with comprehension for ownership.

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What literacy looks like across all content areas and the overarching patterns found in all subjects:
Looks Like: Small groups and intervention, 1 on 1, modeling, vocabulary with word walls and word work & journaling/note-taking
Sounds Like: Turn and Talk(Academic Discourse), Questioning, Think and Wait Time, Collaboration & Application
Feels Like: GRR, Safe, Positive environment and engaging.

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Teacher Looks like:
-modeling/using strategies
-using manipulatives
-GRR
-Word walls w/vocab
-anchor charts w/strategies
-leveled & interest libraries
-articles/close reading
-guided groups/differentiation

Teacher Sound Like:
-discussions - turn & talk
-guiding and providing a risk taking environment
-higher level questioning
-gradual release

Teacher Feels Like:
- Guiding
-proving a risk taking environment
-safe
-comfortable
-coaching

Student Looks like:
-hands on experience
-engaging in IDR
-building stamina
-anchor charts w/known strategies
-reading articles while using close reading tools
-engaged in small groups
-following process accurately
-self-guided
-using manipulatives to solve real-world problems

Student Sounds Like:
-meaningful conversations
-using scientific process
-decoding strategies
-answering TDQs with evidence
-math talks

Student Feels Like:
-accomplishment
-eagerness
-frustration
-understanding
-risk taking
-ownership

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PE/Health:

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Math- Looks like explicit instruction, modeling, interpreting math vocab, anchor charts, reading word problems/questions. Sounds like turn+talk, groups for problem of the day, math games. Feels like productive, empowered.
Science- Looks like following scientific process, teamwork, science journal, research/experiment. Sounds like investigating, sharing data, recording. Feels like curiosity, inquisitiveness.
ELA- Looks like read aloud, phonics, written response, IDR, strategy or guided groups, charts, partners, stations. Sounds like discourse around text, book talk, turn+talk, hearing students use reading strategies. Feels like productive, excitement, ownership.
Social Studies- Looks like close reading, researching, context clues, charts. Sounds like engagement, conversations, investigation. Feels like understanding, empathy.

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LIteracy looks like, sounds like and feels like: vocabulary, modeling, anchor charts, whole group(mini-lessons), small group, centers, project work, working with text/articles, responding to text, partner share/talk, conferencing, immediate and specific feedback, independent work, writing and over-all controlled chaos.  It feels frustrating, but successful at the same time.

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Teacher: Modeling, proximity for learning, planned and prepared. Sounds Like: clear directions, feedback, making connections, positive feedback, high level questioning.
Feels Like: safe, comfortable, confident
Student:
-Hands on
-collaborating
-pencil and paper
-technology
-reading/writing
-using strategies
Sounds like:
-sharing
-discussions
-using learned strategies
-asking questions
Feels Like:
comfortable
safe
challenging
sometimes frustrating
ENVIRONMENT
Looks like:
Anchor Charts ( kid friendly, student /teacher made/ useful
Organized (desk area, meeting area, library, small group area)
-Visually stimulating ( colors, number lines, rules and routines, abc chart, etc)
Sound Like:
Low level discussions based on topic
Feels Like:
cooler temps

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Teacher: looks like - Guided Practice and Facilitating, sounds like - Think aloud/modeling (I do) gradual release, feels like - coaching/facilitating.

Student: looks like active engagement, research, discussion, making connections, presenting out, sounds like - WE DO, dialogue, interaction with text material and each other, feels like - uncomfortable - confidence building.

Environment: looks like - interactive inviting, open student centered, and collaborative, Sounds alive! discussion and dialogue, feels safe and challenging.

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Apparently we were confused. We came to a consensus as a table/school based on what we discussed in our individual content areas.
STUDENTS:
Interactive/Engaged
knows expectations/outcomes
Movement/Excitement
When quiet-thinking
When noisy-brainstorming/collaborating
TEACHERS:
Less talking more Facilitating
Apply GRR
Be supportive
Allow students to guide
ENVIRONMENT:
Visuals posted relating to goals/content area
Students working in groups
Project-based learning
Tables conducive to  collaboration

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Looks like for teacher:
printed rules/guides
posters/visuals/diagrams
Sounds like for teacher:
say vocab. in the activity
review rules outloud
"Show me where that rule is on the paper." (evidence)
Feels like for the teacher:
"show" a video to demonstrate the skills
Looks like for students:
study guide
pre-read rules "cold read"
refer to chart/diagram
KWL
Sounds like for students:
think/pair/share
partners/feedback on skill
Feels like for students:
"watch" the video of skill/demonstration
Environment looks like:
posters
study guides
equipment
safe environment/clean enviro.
Environment sounds like:
Active
Fun
Safe/trusting
Environment feels like:
Clean
free of obstacles

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Looks Like:
Teacher moving in classroom
Working with individuals, small groups, and whole groups
Mini-Lessons
Sounds Like:
Encouraging students to fail forward
Explaining the reasons for the direction that the learning is taking
Feels like:
growth mindset
celebrating student accomplishments
balance between firmness of routine and procedure and compassion for students
confident in content
empowered
connections across academic areas

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d

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Math: Looks like: fact fluency, academic vocabulary, writing an explanation. Sounds like: usage of academic vocabulary, peer teaching. Feels like: I do, We do, You do; concrete.

Science: Looks like: hands on (active engagement) with Scientific Process.  Sounds like: peer discussion, questioning.  Feels like: ah-ha moments, GRR, discovery.

ELA: Looks like: individualized, kids in multiple locations, engagement, showing your learning not just telling (evidence).  Sounds like: discussion, conferring, book talks.  Feels like: GRR, supportive, personal/private.

Social Studies: Looks like: timelines, artifacts, field trips.  Sounds like: debate, global classroom.  Feels like: GRR, detached, discovery.

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FINE ARTS
We had a great conversation about what Fine Arts teachers (and one Spanish teacher) do in our classroom to teach literacy. The following topics came up:
-teaching students courage and vulnerability
-decoding music
-elements of art
-reading and communicating in spanish class and reflecting on progress made
-teaching collaboration and empathy
-teaching musician and artist skills that are not always obvious to a non musician or non artist
- preparing to show an audience a final product gives students an opportunity to take pride in their literacy
-anchor charts and how to teach visitors (observers) who are not always aware of what types of literacy are happening in the classroom
-when musicians are decoding musical symbols and vocabulary while performing, we are actually also thinking about about 7-10 more things at the same time making a good sound (which involves posture, breathing, hand position, embouchure), entering and exiting at the right time, playing at the same tempo that the conductor establishes, articulation style, breathing at appropriate times, blending with others, watching the conductor when lost, how to gracefully recover after a moment of confusion or mistake and finish a performance). Musicians are multitasking and many people aren't aware of this. Musicians are also constantly learning how to assess whether the decoding of the musical symbols on the page are being properly performed. This reflection happens with individuals, sections, the large group.

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Teacher:
Modeling, Facilitating, Academic Vocabulary, Productive Struggle, Movement, Think- A-Loud, Conferring, Small Groups, Read-A-Louds, Complex Text, Engaged, Text Dependent Questioning,

Questioning, Grade Level Appropriate Vocabulary, Limited Teacher-Talk, Productive Questioning,

Collaborative, Student Directed, Student Centered,

Once we made it through all subject areas and discussed we came to the conclusion that all areas will and should have the exact same components.

# data[].attributes.body
Math
Look Like:  visuals, manipulatives, children engaged, teacher using tools (rulers, blocks, etc), using journals
Sound Like:  questioning, applying skills and concepts taught, using content vocabulary
Feel Like:  ownership, excitement, choosing math related activities
Science
Look Like:  modeling, scientific method, journaling, engaged in experiments, using tools, trial/error, anchor charts

Sound Like:  questioning, making predictions, using vocabulary, using concepts, application, expanding vocabulary, children asking questions, higher DOK levels

Feel Like:  excitement, taking risks, choosing activities, confident, ownership, hands on, risk taking

ELA
Look Like:  anchor charts, modeling writing, using big books, journals, word wall, print rich environment, allowing writing throughout centers

Sound Like:  singing songs, expanding vocabulary, telling/retelling stories, acting out stories that were read, comparing/contrasting

Feel Like:  accomplished, proud, choosing to read

Social Studies
Look Like:  visuals, study process, big books, journaling in the various centers, anchor charts

Sound Like:  songs, using vocabulary, questioning, applying concepts

Feel Like: accomplished, proud, excitement, ownership, confidence

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Math-
Looks Like: symbols, numbers, key words, paper assessments, word problems, math read alouds, whole group, small group, partners, vocabulary, mini lessons, centers, manipulatives,

Sounds Like-
math talks/language, partner talk, justifying, sharing out, reasoning, clarifying, breaking down the steps, restating, positive buzz

Feels Like-
encouraging, confidence, excitement

Science-
Looks Like:
kids talk and teacher writes, teacher guided, read loud, observations, drawing, labeling, inquiry, questioning, investigating, hypothesize, writing to explain

Sounds Like-
oral, kids talk, read aloud, wonder, groups talking, wonderings, questioning, discovering, exploring, creating, journaling, interactive notebook, detailing, researching background, sharing out discoveries, engaged

Feels like- ownership, student created, wonder excitement

ELA-
Looks Like-
word building, shared reading, shared writing, drawing, independent/partner reading, interactive read aloud, interactive writing, guided reading, modeling, mini lessons, conferring

Sounds Like-
lucy language, turn and talk, rhyming, sounds, shared reading, whisper reading, expression, fluency work, sounding out verbally, sight words, sharing out

Feels Like-
entering into different worlds(getting lost in book worlds and writing)

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Graphs, data tables, illustrations in science. May feel uncomfortable at first but encourage students that it is ok to make mistakes.
Looks like--more word walls and anchor charts in the room
Teacher looks more like a cognitive coach/facilitator
Sounds loud/chaotic because there is a lot going on and a lot of level 1 discussion
Focus on the language being used and how it is being used by students.
Disciplinary literacy--what is needed for that specific discipline.
Looks like for fine arts--visual guides for critique.
Feels scary and intimidating for students but then exciting when they accomplish the task (especially when it is produced for an authentic audience)
Using strategies specific to that content area (cube for math, visuals)
Environment should feel safe in order to have that dialogue and discussion.
Guided practice facilitation by teacher.
Student being an investigator.
Learning by doing.
Classroom is collaborative.
Provide counter examples/ non-examples for problem-solving skills

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Teacher Looks like: facilitating, walking around, cognitive coach,
Teacher Sounds like: questioning, parroting, modeling, content specific vocab
Teacher Feels like: rewarding
Student Looks like: annotating, talking to each other, evaluating each other's work
Student Sounds like: discourse, questioning, content specific vocab
Student Feels like: uncomfortable, risky
Environment Looks like: anchor charts, word walls, collaborative space
Environment Sounds like: loud, chaotic, intentional conversations
Environment Feels like: comfortable, safe, energetic

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Teacher Literacy in Math looks like cognitive charts and lots of visuals.
Sounds like a lot of student questioning and rephrasing. It feels challenging. For the student, it looks like they are cubing, annotating, and writing down notes in journals.

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Looks like... graphs, data tables, diagrams; giving students writing opportunities; allowing students to come up with inquiry ideas of their own; an environment with anchor charts and strategic student grouping.
Sounds like... teacher modeling, questioning, guiding, or being quiet and letting students work; students supporting ideas with evidence, talking to each other, using content vocabulary; an environment with sentence starters and vocabulary.
Feels like... teacher allowing time and giving up total control--allowing student choice and voice; students struggling through frustration; an environment where it is safe to try and fail, pushing through the discomfort.

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Looks like word walls, anchor charts, engaged students, talking, "cubing", and evaluating each others' work. Sounds like questioning, modeling, could be loud & appearing chaotic. Feels rewarding, could be uncomfortable at times, hopefully a safe environment, energetic, personal learning.

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Looks like:
engaged in learning
active "whole body" listening
appropriate body language
Sounds like:
positive self-talk
think-aloud
conversation
debate
respectful disagreement
Feels like:
positive attitude
Productive Struggle
zone of proximal development

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Math- Looks like Word problems that require comprehension and analysis. sounds like close reading of the text to gain understanding and application. Anchor charts. Feels like manipulatives, center and having ownership of their learning.
Science- Looks like hands on, walk throughs, students using the scientific method and working in groups. Sounds like active discussion and high engagement. Feels like hands on learning and experiments.
ELA- Looks like students reading at their Instructional level. Guided reading groups, students reading independently, read alouds and lit. groups. Anchor charts. Sounds like students having a discussion of their readings, turn and talk. Feels like centers and having ownership of their learning.
Social Studies- Looks like content specific articles and videos of historical and current events to analyze with anchor charts. Sounds like discussion and project based learning.

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Social Studies: literacy in a History classroom involves historical language that is specific to the content. Student literacy looks like students discussing the language and feeling empowered to use it in another context.

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Literacy looks like questioning, anchor charts, coaching and challenging.

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Structures, anchor charts, collaborative work; sense of community built (non stressful); students sharing; engaging

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Environment
Looks like:
strategies apparent
visual supports
Sounds Like:
encouraging students
problem solving
turn and talk
think pair share
Feels Like:
collaborative
cooperative
student centered

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I co-teach all subjects, so I joined the group CTE.

We discussed being an Resident Expert in our subject.  Facilitating more and less teaching.

Have the students take more ownership and work together more.

If you teach Math, your room should represent this.

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Math-
Looks like modeling, explicit, gradual release, direct instruction, interactive note taking, anchor charts, real world connections, tiered, problem solving, creating something, manipulatives

Sounds like talking, think alouds, turn and talks, mini lessons, cooperative learning, discussions, vidoes, accountable talk

Feels like smooth flow,  voices buzzing, engagement, confidence, authentic talk,  warm, inviting.
ELA looks like reading books, anchor charts, students respond to text, reading response journals, word wall, classroom library, a place to write and read, student work posted
ELA sounds like quiet reading buzz, turn and talk, partner reading, sharing, phonemic awareness, answering questions,
ELA feels like safe, quiet, nurturing,  cooperative learning, busy,  focused, fun, , community, relaxed

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STUDENTS:
Interactive/Engaged
knows expectations/outcomes
Movement/Excitement
When quiet-thinking
When noisy-brainstorming/collaborating

TEACHERS:
Less talking more Facilitating
Apply GRR
Be supportive
Allow students to guide
ENVIRONMENT:
Visuals posted relating to goals/content area
Students working in groups
Project-based learning
Tables conducive to collaboration

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Literacy looks like:
Teacher-Multiple types of reading, including tables, charts and graphs.
Literature should be relevant and complex. Time management and classroom management.
Student- Close Read, apply what has been read to support and argument or inform.
Environment:  Anchor charts, samples of student work
Literacy sounds like:
Teacher-modeling, questioning, giving sentence starters
Students-sounds like supporting their answers, collaborating with peers, analyzing date and proving points.
Environment- on task conversation, whole group/small group sharing, little teacher talk
Feels like-
Teacher- uncomfortable, frustrating because it's a new way of teaching.
Student- uncomfortable, frustrating because they don't know how to do it.
Environment- safe to learn and struggle is encouraged.