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Common Core: Standard
Common Core: ELA
Common Core: Math
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 Teacher's feedback to the student is specific, timely and requires the student to explain his thinking.

 The teacher's feedback to students is timely and focused to guide the discussion.

 The teacher's feedback to students is timely and uses highquality questions to guide student thinking; he then asks students to use that learning to develop alternate solutions to the problem.

 The teacher's feedback to students supports their understanding of the text in a timely manner through quality questions and connections to known elements.

 Using Socratic Seminar, students assume considerable responsibility for the success of the discussion, initiating topics and making contributions.

 Teacher creates a topic around which students can have a discussion without teacher oversight.

 Teacher creates a discussion among students in pairs that requires prediction.

 Using Socratic Seminar, students assume considerable responsibility for the success of the discussion, initiating topics and making contributions.

 Using Socratic Seminar, students assume considerable responsibility for the success of the discussion, initiating topics and making contributions.

 Teacher creates genuine discussions among students, stepping aside when appropriate. The students are comfortable with this format, asking questions of the teacher and of each other.

 The teacher successfully engages all students in the discussion with each other and then follows up with a student instructing the class.

 The teacher successfully engages the students in discussion, drawing out more indepth answers.

 The teacher successfully engages all students in the discussion by asking them to explain their reasoning.

 All students are cognitively engaged in the activities and assignments in their exploration of content. Students initiate conversations about the assignment in order to enhance their own...

 The assignment is appropriate for students, and the students are cognitively engaged in exploring the reading content.

 Assignment is appropriate to students, and all students are cognitively engaged in exploring the vocabulary.

 The assignment is appropriate to students and the students are cognitively engaged in exploring content.

 Assignment is appropriate for the students, who are both cognitively engaged in exploring content.

 Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content.

 Assignment is appropriate to students, and all students are cognitively engaged in exploring the vocabulary in the reading material.

 Instructional pairs are productive and focused on the work. The groupings are appropriate to the instructional purposes of the lesson.

 Instructional pairs are productive and focused on the work. The groupings are fully appropriate to the instructional purposes of the lesson.

 Instructional pairs are productive and focused on the work. The groupings are fully appropriate to the instructional purposes of the lesson.

 Instructional pairs are productive and focused on the work. The groupings are fully appropriate to the instructional purposes of the lesson.