Check-in by Emily Rohall

Emily Rohall - 1st Grade - Riverside

rohalle — 2024-04-15 22:13:25 UTC

Plans opportunities for students to write and respond in the home language - during each think pair share students are reminded that sharing in native language is okay. Students are usually strategically sat near a partner that can help translate for sharing out

Kelly Wendler-Tenth and Green

2024-04-23 12:09:52 UTC

Model the type of language required by tasks-using sentence starters, and recasting.

Bonnie Moran- 2nd grade- Tyson

2024-04-23 12:10:02 UTC

Ensures norms, routines, and accountability stuctures that are in place so that all voices are heard.

Julia Wolfe - 2nd Grade - T.S.

2024-04-23 12:10:10 UTC

Students are able to use each other as a resource during a productive struggle. They are arranged in an environment where students are facing each other, encouraging communication about a topic.

Jennifer Slater -2nd Grade-10G

2024-04-23 12:11:45 UTC

Ensures norm, routines, and accountability structures are in place so all voices are heard. Modeling initially and revisiting throughout the year to reinforce.

Megan Klan - 1st grade - Riverside

2024-04-23 12:12:08 UTC

scaffolds tasks to support students in using language that they would not otherwise use— I created generic sentence frames that can be used across all subjects and that fit the academic level of my students so they feel confident in using them daily.

Woods/ Glenside El

2024-04-23 12:12:50 UTC

Students refine communications using multiple examples.

Students receive a math problem and work in pairs to make a poster depicting at least two different subtraction strategies. Students share and explain.

Bethann Pagano- 1st Grade Tenth and Green

2024-04-23 12:12:55 UTC

Use peers as resources as they engage in persevere through struggle.

Use norms, protocols, and familiar routines to support one another in learning tasks.

Lori Rompella-1st-Tyson

2024-04-23 12:13:03 UTC

Ensures norms, routines, and accountability structures that are in place so that all voices are heard

Matt Martin - 1st - Tyson

2024-04-23 12:13:32 UTC

organizes strategically instructional pairings and groups to maximize student engagement and are flexible depending on the activity.

13th and Green

2024-04-23 12:13:34 UTC

We have ensured our environment contains support for academic discussion by having word walls, sound walls, task cards all available at student eye level.

Amanda Lesagonicz-2nd Grade-10G

2024-04-23 12:13:35 UTC

Ensures norms, routines, and accountability structures are in place so that all voices are heard. Having the students work in pairs/groups of 3, completing turn and talks.

Tanner Reichardt-2nd Grade-10G

2024-04-23 12:13:38 UTC

Ensures norms,routines, and accountability structures are in place so that all voices are heard. Having the students turn and talk with a partner and explaining their reasoning.

Kelly Hinsey Glenside-1st Grade

2024-04-23 12:13:39 UTC

Ensures classroom environments contain support for academic discussions-- Thinking partners have been established utilizing the Class Dojo grouping tool. Strategic partners (Peanut Butter & Jelly, Ketchup & Mustard) have been established during specific subject areas.

Ryan Oberly, 2nd Grade, 16th and Haak

2024-04-23 12:13:40 UTC

I have allowed for more discussion time, even if I don’t get everything “done.”

Jessica Staudt- Tyson Schoener

2024-04-23 12:13:49 UTC

Ensures norms, routines and accountability stuctures that are in place so that all voices are heard

Taylor Seiders-13th and Union

2024-04-23 12:13:52 UTC

Building on prior knowledge and listening to ideas of others

Lex Wilhelm- 2nd Grade Riverside

2024-04-23 12:14:02 UTC

Uses norms, protocols, and familiar routines to support one another in learning task.

Camie Bertolet-1st Grade-10G

2024-04-23 12:14:06 UTC

Currently, math has provided great opportunities for students to use peers as resources to engage and persevere through productive struggle.

Sierra Dittmar - 2nd Grade - 10th & Penn

dittmars1 — 2024-04-23 12:14:08 UTC

Use peers as resources as they engage in and persevere through productive struggle - I have students use turn-and-talks to talk through problems and help each other work through it. I also sometimes call students up to the board to show their work when I know they have a mistake - this way their peers can help them through it.

Clarissa Pena-

2024-04-23 12:14:08 UTC

Deeper understanding by building on prior knowledge/ ideas or ideas of others.

Ellie Denlinger 2nd Grade 10th & Penn Elementary

2024-04-23 12:14:08 UTC

Models the type of language required by tasks (3a). Teacher models expectations with the use of sentence starters.

1st grade - Amanda E Stout

2024-04-23 12:14:10 UTC

Scaffolding task (with visuals) during science for vocabulary such as opaque, translucent, and transparent. Giving them opportunity to use the vocabulary across content areas.

Janel Derr AES 2nd Grade

2024-04-23 12:14:11 UTC

My classroom follows the same routines so students are not surprised and unsure what they should be doing. I have been teaching whole group math with all students on the front rug because I find it helps them focus and I am able to check in more to see who is off task.

Michelle Yoder - 1st Grade - Riverside

2024-04-23 12:14:25 UTC

Ensures the physical learning environment is designed to invite and support high-quality interactions. Students sit in small groups when at desks and on the carpet. They are strategically paired with someone who can support their language development.

Arden Reno, 2nd Grade, 16th and Haak

renoa3 — 2024-04-23 12:14:26 UTC

Engages students in higher order thinking and facilitates thought-provoking questions in all subjects. Discourse between students is engaging and uses norms and protocol to maximize student participation.

2024-04-23 12:14:45 UTC

Use peers as resources as they engage in and persevere through productive struggle.

Nicole Cartwright- 2nd grade- Riverside

2024-04-23 12:14:47 UTC

ensures norms, routines, and accountability structures are in place so that all voices are heard. (2b)

I provide sentence frames for students to use with their thinking partners. At this point in the year students don’t need these as much. Students take turns speaking. I use a timer to keep students on track and give a countdown to bring students back together.

Sam Wolfe, 1st grade, Riverside

2024-04-23 12:14:54 UTC

-plans intentional opportunities for students to speak and write in their natuve language to deepen and express their content knowledge.

-I made sure to allow students to talk in their home language and encourage them to answer in English after small discussion about a topic

12M 1st/2nd grade

2024-04-23 12:15:03 UTC

Engages students in higher order thinking and facilitates thought provoking discussions.

We ask HOT questions throughout lessons and provide students with time for collaborative conversations.

Alyssa Mayberry 16H

2024-04-23 12:15:15 UTC

I have the quality interactions sentence starters in my room. They are in both English and Spanish and I remind students to use them. When we do math we do the "I agree/disagree with ______because" I model how to use them. I also make sure students are respectful to each other.

Alicia Barker- NWAE 2nd

2024-04-23 12:15:16 UTC

Ensures norms, routines, and accountability structures are in place so that all voices are heard. Students get the opportunity to share with two different partners. Then through random selection, select students get to share ideas.

Samantha Jimenez-Bosetti- 1st Grade- 10th & Green

2024-04-23 12:15:29 UTC

plans intentional opportunities for students to speak and write in their home language to deepen and express their content knowledge

Jennifer Toledo - 2nd grade - 13U

2024-04-23 12:15:31 UTC

Building background knowledge bilingually

1st grade - Millmont

2024-04-23 12:15:54 UTC

Organizes strategically instructional pairings and groups to maximize student engagement and are flexible depending on the activity

Flannery/Lauer's Park El

2024-04-23 12:15:59 UTC

Expresses beliefs that all students can learn at or above grade level-Students have exposure to grade level content. All students are present for grade level instruction-using peers as resources. Differentiate in small groups later.

Jenn Duquette - 13th and Union

2024-04-23 12:16:07 UTC

Ensures the physical learning environment is designed to invite and support high-quality interactions

Karen Osika-1st grade-10th and Green

2024-04-23 12:16:09 UTC

Use peers as resources as they engage in and persevere through productive struggle.

16th and Haak 2nd grade

2024-04-23 12:16:12 UTC

We use peers as resources as they engage in and persevere through productive struggle. Second grade students complete lots of turn and talks using the “accountable talks” math cards.

2nd Grade - Millmont

2024-04-23 12:16:35 UTC

Respond to teachers or peers with questions that are elaborated, using multiple words, phrases, or statements.

Students are using deeper language to respond to questions. When students are responding they are restating the question prior to their response to questions.

Karly Schlosser-13th and Union

2024-04-23 12:16:42 UTC

Ensures norms, routines, and accountability structures are in place so that all voices are heard.

Abby Steinmeyer-1st Grade-NWAE

2024-04-23 12:16:45 UTC

Organizes strategically instructional pairing and groups to maximize student engagement and are flexible depending on the activity. Groups and pairs are utilized and changed daily to maximize engagement, build confidence and increase student achievement.

Janelle Youse-NWAE-2nd Grade

2024-04-23 12:16:48 UTC

Use peers as resources as they engage in a persevere through productive struggle. Through sharing with each other and having quality interactions, students use each other as their resources.

Becky Hoover - 1st grade NWAE

2024-04-23 12:16:53 UTC

Plans intentional opportunities for students to speak and write in their home language to deeper and express their content knowledge--I model for my students speaking in another language while expecting them to develop their English skills. When students reach the limit of their ability to participate in discussion in English, they are allowed to answer in Spanish, and I translate for the class (and model the English of their response).

13th and Union 1st Grade

2024-04-23 12:16:58 UTC

use peers as resources as they engage in preserver through productive struggle.

Millmont 1st Grade

driesb — 2024-04-23 12:17:05 UTC

Engages students in higher order thinking and facilitates thoughts provoking discussion. Students like to share and explain their thinking while the teacher guides the discussion.

2nd Grade- 13U- Christina Platt

2024-04-23 12:17:20 UTC

Throughout our daily math lessons I use peers as resources as they engage in and persevere through productive struggle. I encourage mistakes happening in math because I tell them that is how we can learn each skill better. We never make each other feel bad for errors, we encourage each other through them.

Carley Gonzalez- AES- 2nd grade

2024-04-23 12:17:20 UTC

Use peers as resources as they engage in and preserve through productive struggle. Students work in pairs and check and support each other in math and ela. Partners have different strengths and are paired together to support each other.

13th and Union First Grade

2024-04-23 12:17:43 UTC

respond to teachers or peers with questions that are elaborated, using multiple words, phrases, or statements

Josie Trexler - 1st Grade 10P

2024-04-23 12:18:02 UTC

Students can discuss and explain processes with each other during the productive struggle and share the process they have used with each other when they solve a problem a different way.

Denise Heffner- 2nd NWAE

2024-04-23 12:18:33 UTC

Use peers as resources as they engage in and persevere through productive struggle.- Students are paired in math. After completing problems students are to check with partner to agree or disagree and explain their reasoning to partner or elicit assistance.

Becky Lutz-2nd Grade-NWAE

2024-04-23 12:19:22 UTC

Ensure norms, routines, and accountability structures so all students voices are heard. Giving students the students to reword and build upon their answers.

Amanda Angstadt-NWAE 2nd

2024-04-23 12:19:55 UTC

use peers as resources during productive struggle in math, build on prior knowledge during turn and talks, use norms, protocols, and familiar routines all throughout the day, use lots of open ended questions to encourage higher order thinking skills, model how to respond to questions (sentence starters/sentence frames), plan seating and groupings according to student needs (someone who can translate sits with a newcomer, students who struggle with reading are paired with readers during group projects)

Isabelle Wilde - 1st Grade Riverside

2024-04-23 12:20:09 UTC

Engage in sustained oral interactions focused on disciplinary ideas and central content-area practices. We accomplished this through turn and talks, and group discussions. Students would participate in sharing what they "Notice and Wonder" about a new topic.

Aubrey Adams - 1st Grade - 10Penn

2024-04-23 12:20:10 UTC

Purposefully creates groups and pairs to ensure that students feel comfortable speaking whether its in their home language or English

Engage students in higher order thinking and facilitates thought provoking discussions.

2024-04-23 12:20:48 UTC

Carol Elko

2nd Grade

Riverside

I make sure that the students are not just giving the answer. They must show me or explain how they got the answer and or how they got to that answer.

I will then use sentence frames to ask the students if they agree/disagree and why or why or why not.

Patty Hartman-2nd Grade AES Students are becoming more proficient in responding to questions and explaining their thinking with their group/peers. They are more engaged as they are listening and expanding on each other's answers and ideas. Everyone is able to restate the question when answering during discussions in ELA, Math, and Science/Social Studies.

2024-04-23 12:21:00 UTC

Beth Gehret- 1st grade 16H

2024-04-23 12:25:01 UTC

My physical learning environment is inviting for all types of learners. Students are in groups facing each other which allows for a lot of conversations, partner work and helping each other. We also do a lot of turn & talks on the carpet which allows for students to interact with different students (those not in their desk groups). We use a lot of thumbs up/down, I agree/disagree & why opportunities to keep all students engaged.