"Check your subject pronoun." " "Oh" "Close, but it was..."

peer feedback that guided another student to understanding translation

Student responding to another students rating on a rubric:

I do not think it is a zero because a zero means there is no claim"

"Draw a triangle, rotate it, shift it. Will it be congruent?"

Feedback: clarification of task

Student provided feedback to the other student and the teacher added, "You are correct, but there is a conjugating issue because of what she did first."

Student 2:"Replace the 'h' with a 'u'."

Student 1: "You are also missing a verb."

"What did you do? Tell your partner. Does that make sense?" (to partner)

Feedback: helps frame thinking to build a claim/stance.

"Replace the 'h' ewith a 'v' and everything else is correct."

"You're done already? There's a second side"

Feedback: generic, task completion

"You have to do the reflection first. The reflection happens first."

S1 "You should check your pronoun."

S2 "You should probably check your article."

S3 "That looks good." [However the answer was not spelled correctly.]

S4 "Ya, you got it." [No capital letters or punctuation. Teacher had just worked with the group on this a minute earlier."

"Great, and can you tell me how many hours that is?" The student responded "7."

"Then where's the argument?"

"That is the argument."

"I disagree."

"It's the argument because..."

Feedback: specific that led to use of evidence to support thinking; deeper understanding

"No, if you go up 3 then it would be -3. You have to go backwards."

Student response: "A whole number & a fraction"

Teacher: "And how do we say this 2 - 1/2"? And student responded correctly.

Teacher: Where do we use mixed numbers?

Student 1: "In cooking"

Student 2: "Measuring"

Student 3: "For time"

"It has an explanation, elaboration, and a claim."

"Yeah, but the claim was kinda vague."

"It was but it's still a claim."

Feedback supported consensus of thought for the group and aided in learning task.

One student disagreed with the group and the teacher mentioned "Get your Voice in there and talk to your group."

"So, you spelled "walk" wrong."

"Also, you didn't need todos."

Feedback led to learning target of proper conjugation of verb tense and use of vocabulary in translation.