-Is the learning intention clear?

-Does the teacher provide clear

directions/instruction?

-Are there content errors?

-What types or variety of questions

are being asked

-Who is asking the questions

-Are there discussions occurring

-What are students doing or saying?

-How is the teacher monitoring

student learning

-What types of feedback is provided

-Do students know the learning

target

-Are there opportunities for

students to self assess?

-How are students represented

-Were there teachable moments

used

-Was there a noted lesson

adjustment

used the rubrics

told about things she saw in writing that was on the rubrics

asked the students to search for dialog to stretch the story

conch shell/

bring your story to life

everybody get your sehlls ready

teacher went to students

used snaps to stop and move on

today I'm going to teach you

talking to individual students while they are getting their drafts out-3a

using "conch shell" to read story-3c

telling students to "really act it out"-3a

3 snaps to call students back to her-3a

reads anchor chart to students as she points to it-3a

reads model text aloud- off of anchor chart-3a

gives directions for each partner-3a

listening in to groups and giving reminders to some groups-3a

pauses whole group and gives them a tip-3e

asking groups questions as she listens to each group-3b

asks student to come up and demonstrate what she did-3c

asks student to demonstrate a second time and tells whole group to describe students face

she revises anchor chart based on students demonstration-3e

tells students what she is doing with her revision paper-3a

asks student to describe the demonstrators voice-3c

asks students to describe the demonstrators actions-3c

refers to students as writers-3a

asks students to point out anchor chart-3b

students' eyes are on speaker-3c

papers quiet

walked around to ask students

but the actors need to be more expressive.

"Excuse me language."

If you are having trouble stay on the rug, If you are ready you can go.