1. How does Jenna model expectations to prepare students for work stations? She calls students by name call asking students to be seated in large groups asking them to use empathy and waiting for all scholars to be in place and position before discussing anything.

2. How do students transition among tasks? The Large group discussion of work stations in place before adding another work station then instructions as to how to trasition between four stations first though before work stations students must complete the Must Do's then students can enter a May Do which is the work stations. Students are given steps to do in the new station, afterwards discussing if scholars are using all stations and if students want to use a station a second time, discussing partner practicing, students go to seats and do must do, next students are given thense in sequence as Must Do's ; guided reading, publish big goal essay, then similes and metaphor worksheet then students are allowed a May Do which is a work station of choice

3. Note the importance of practicing expectations to encure classroom management? Students now know and move into place for work at teacher saying to do so, teacher speaking it is time to start to move to seats, take out folder and she will pass out the simile and metphor worksheet as students move in place she adds the group she will be meeting with, and as students begin, she states this would be good time to start the Must Do,  she passes out the worksheet and move to meeting table after scaffolding with students,  she then signals with a bell for students attention and upon getting the attention she then annouce she is ready to meet with the group already revealed. while it is important for teacher to see his/her groups for reinforcement in low areas or guidance it is always important to give strong expectations.

There is a moment in this video where the teacher took the opportunity to model differentiation in itself. When a student asks if it is OK if certain students are not all at the same reading/fluency level, the teacher responds by explaining that everyone may start at a different level but no matter what, they will work on improving and growing each time they practice. This helps students see that comparison to other students will not show success but seeing where you are as an individual and making goals to improve from where you start may look different but will be defined the same, as success and more importantly growth. 

I try my very best in class to model different ways to achieve goals and that not all strategies may work for everyone. It is important that students take the time to investigate by trying new approaches to tasks and challenges so they can begin to discover and explore what works for them. When students feel there is more than one path to success, they will feel more confident in approaching the new material and not get discouraged when they face a challenge in the classroom.

When the teacher acknowledges when one student has given her a thumbs up to show his understanding, models to the other student's that if they do not feel comfortable sharing aloud, they can use non verbal cues to participate as well. This can encourage students to participate and allows for more than one way to be a successful part of the conversation.

I am constantly using non verbal cues to check for understanding and add another layer to participation because many student's, especially this year, are not comfortable speaking their opinion out loud in a class. This helps me assess the room and make sure students understand the material that has been taught before I move on. A student is more likely to give me a thumbs down then to verbally share that they don't understand what has just been taught.

The moment that the teacher acknowledged that this review would be very helpful for the student who had been absent due to a broken arm was a great opportunity for that specific student to make a strong connection. That student was able to acknowledge that the information being given was important in supporting his success in what was to come next. This allowed that one student to catch up as well as give all of the other student's an opportunity for review, creating fair attention to all.

Teaching during a pandemic has created so many opportunities where students have been out for 2 weeks at a time, leaving many students at different levels and progress points. I always post my google slides onto their google classroom so students have access to the material at home and in school at all times. This has helped tremendously in catching kids up and not having them feel behind from the entire class. 

Before the guided reading took place their teacher modeled their lesson and what she expected. After their discussion on fluency the students returned to their workstations and began their reading lessons. During the modeling their teacher emphasized that practice make perfect or as she stated they will get better with each practice.