1. Ms. Brewer plan tasks that address Common Core Standards across ELA (Speaking & Listening, Reading, and Writing) are:
   • The speaking and listening standard is on engaging in a variety of collaborative discussions and coming prepared for discussion.
   • The informational reading standard is about quoting accurately from a text.
   • The writing standard is about drawing evidence from a text to support thinking.
2. The way the teacher plans these lessons are what makes them both distinct and connected. She wants her students to begin by talking in a small group to get their ideas started, then meet in a whole group discussion to share those ideas and lastly, take all their thinking as preparation for a writing assignment.
3. Ms. Brewer thinks about her particular students when planning these lessons by allowing them to use their metacognition skills to prepare for writing. She plans for all students to speak so they can share their process of thinking. You can see differentiation in her planning. Her students who need additional support are tasked with the same assignment but she scaffolds for them in small group before releasing them to start writing on their own. The other students are writing independently their answers to the questions she asked.  

Stacy talks about text that they have read.  She has small group time to brain storming ideas. They have text talk time where they are able to discuss the authors viewpoint. It enables them to draw evidences to support their thinking. 

A) She plans her lesson in which before writing down for an assignment, she first gets her students to have an open discussion with each other in multiple groups. They get to bounce of their thoughts on the text before writng down anything concrete.

B) For most of these lessons, the main goals for these discussions would be to get the students to share their viewpoints on the text and to have all their thoughts and opinions out in the open before they start their writing. Its also gives them an opportunity to practice their coversation skills. Other goals would be to get her students to draw evidence from the text to support thinking, being able to quote directly from the text, coming prepared for a collaborative discussions

C) When in the group with the ELLs, she knew that she needs to give them more opportunitys to talk in the group so that can build up their speaking skills. She makes sure that everyon in the groups gets an opportunity to speak.

1. Ms. Brewer plan tasks that address Common Core Standards across ELA (Speaking & Listening, Reading, and Writing) by engaging the students to collaborating in small group first before whole class.

2. What makes these lessons both distinct and connected are the students are really engage in " text talk time".

3.Ms. Brewer think about her particular students when planning these lessons that majority of her students speaks a different language at home.

1.) To begin with, Ms. Brewer addresses the Common Core task of engaging effectively in a range of collaborative discussions through incorporating 'Text Talk Time' in her classroom. At this point, all of the students are able to participate in a group-wide discussion by sitting in an open circle on the floor and viewing eachother. In this open setting, the fifth grade students were able to practice the task of quoting accurately from the Lewis and Clark text and drawing inferences. For example, Ms. Brewer hit another common core standard when she asked them to consider the viewpoint of the author towards Lewis and Clark as historical figures. She also asked that they provide textual evidence to support their argument, which is a key skill for young students to develop as they prepare to enter middle school. Finally, students were able to practice their speaking and listening skills through actively hearing what their classmates had to say about the Lewis and Clark text and adjusting their own opinions based off of their peers. 

2.) To make the class engaging for the students, Ms. Brewer breaks the lesson down into three different yet interconnected sections. At the beginning, the fifth graders work in groups to discuss evidence that supports their opinion on the author's viewpoint towards Lewis and Clark. Then, the students take that textual evidence with them as they transition to 'text talk time.' In partiuclar, one student was able to share why she thought that the author viewed the pair as heroic when he described the celebration that Lewis and Clark received upon returning home from their expedition. Finally, Ms. Brewer provided a sentence starter that allowed for her students to answer the main question in writing: "What is the viewpoint of the authors, and why? What textual evidence can you use to support your thoughts?" While sixteen students worked independently to begin writing an answer to this question, Ms. Brewer worked individually with a group of her eight ELL students. This was helpful, as she was able to ensure that they truly understood the meaning of the word "viewpoint" and its relation to the central question that she was asking. Although different parts of the larger lesson required students to critically read, write, and then speak and listen as a class-wide group, all of the skills that the students enacted helped them to develop their understanding of 'viewpoint' in historical texts. 

3.) To begin with, Ms. Brewer addresses the needs of all of her students through incorporating 'text talk time.' As the students began to make textual inferences, they needed a group-wide outlet to discsuss their ideas about the authors' viewpoint towards Lewis and Clark. Overall, Ms. Brewer created a helpful space where students' ideas were either supported or challenged in a healthy manner. Most importantly, Ms. Brewer incorporated a scaffolding activity for a group of her ELL students. She was careful to note that without an accurate understanding of the word 'viewpoint,' the students may be overwhelmed when approaching the central question that asked them to idenitfy the perspective of the author. Through conducting a small group with the ELL's, she provided them with a critical opportunity to verbally formulate a working definition for the word 'viewpoint.' Only when the students understood the word 'viewpoint' to mean 'the way that you see/think about a certain situation' did Ms. Brewer ask them to begin identifying textual evidence that supported their claims.