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Look- ForsDefinitions
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-Teacher provides explicit instruction aligned to the benchmark and intended learning -Teacher presents content clearly and directly through the use of modeling, demonstration,
a clear visual and/or examples to show the specific application of content, concept or skill
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Visible Evidence in the Classroom Environment Visible Teacher Actions Visible Student Actions
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Common board configuration with learning objective(s) aligned to the standard(s)
Anchor charts with visuals/definitions/explanations/process aligned to benchmark
Standards/benchmarks in student friendly language
Written directions for students to follow during the "I DO" portion of the lesson
Modeling during the "I DO" portion of the lesson
Referencing anchor charts/handouts/process during the lesson
Monitoring student thinking and providing instant feedback aligned to the standard
Repeating critical content from the standard and benchmark during instruction
Integrate and stack grade-level reading, writing, speaking and listening, and/or
language standards in service of deep understanding of the text(s) and/or topics.
(Literacy) Visible during planning
Utilizing/Taking notes, anchor charts, visuals to complete assigned task
Organizing content presented during the "I DO" portion of the lesson
Asking questions to clarify learning
Discussing new skills and content with a partner
Processing content by writing and speaking about the content aligned to the benchmark
Students use details from the text to demonstrate understanding and support their ideas.
(Literacy)
Attend to words, phrases, and sentences within the text that matter most to build
students’ vocabulary and deepen understanding of the text. (Literacy)
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Look- ForsDefinitions
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-Teacher provides task aligned to the benchmark and intended learning -Students are released to apply learning independently to demonstrate mastery toward
the benchmark
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Visible Evidence in the Classroom Environment Visible Teacher Actions Visible Student Actions
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-Task is aligned to the level of the standard/benchmark that is appropriate
at this point in the sequence of learning
-The level of task(s) is/are appropriate for the standard/benchmark at this point
of instruction
- Teacher plans task(s) around the standard/benchmark that is approrpriate to the
depth of knowledge
- Students are released to apply learning independently
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Look- ForsDefinitions
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-Teacher ask questions to deepen understanding of the intended learning - Teacher utilizes planned questions to assess learning of all students and inform
instruction
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Visible Evidence in the Classroom Environment Visible Teacher Actions Visible Student Actions
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-Questions begin at the appropriate level for student learning based on data/in
the moment student responses
-Teacher poses questions aligned to the intended learning
-Scaffolded questions have a clear progression toward intended learning
- Students provided with opportunities to think, turn and talk, write reflections etc.
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Look- ForsDefinitions
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-Teacher provides students with opportunities to collaborate - Teacher implements a structure for student discussion aligned to the benchmark and
intended learning
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Visible Evidence in the Classroom Environment Visible Teacher Actions Visible Student Actions
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-Teacher plans an opportunity for all students to collaborate and make
meaning of content (examples include opportunities for accountable
talk/academic discourse, independent practice,
reflection through writing, sharing thinking)

-Teacher incorporates strategies/tools that intentionally
facilitate opportunities for students to process intended learning		- Turn and Talk partners
- AB Partners
- Think Pair Share
- Additional collaborative structures
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