UNSATISFACTORY

DEVELOPING

ACCOMPLISHED

EXCEPTIONAL

The teacher asks a question for which the answer is on the board; students respond by reading it. (D)

The teacher calls only upon students who have their hands up. (D)

When the teacher asks a question and the   student answers it, there is no follow-up such as “why did you answer in that way” or “how did you get that answer?”

The teacher asks: “Who has an idea about this?” but only the usual three students offer comments. (D)

The teacher asks: “Michael, can you comment on Mary’s idea?” but Michael does not respond or makes a comment directly to the teacher. (D)

The teacher says, “When recording your questions while reading, think about how that helps you better comprehend the story.”

The teacher uses the plural form in asking questions, such as “What are some things you think might contribute to . . . ?” (D)

The teacher asks: “Michael, can you comment on Mary’s idea?” and Michael responds directly to Mary. (D)

After posing a question and asking each of the students to write a brief response and then share it with a partner, the teacher invites a few to offer their ideas to the entire class. (D)

The teacher has the following problem on the board…”Use the materials at your table to determine whether or not they can conduct electricity.”

The art teacher asks, “Given what we learned this semester, what criteria would you use to evaluate a Monet’s Water Lillies?”

The students are asked to sort pictures into piles of living and non-living things.

The teacher asks students to look at advertisements and examine the strength of support presented for a claim.

A student says to a classmate: “I don’t think I agree with you on this, because . . . ” (D)

A student asks of other students: “Does anyone have another idea how we might figure this out?” (D)

Student asks “What if . . ?” (D)

The teacher says, “For homework tonight, respond to a post on the class blog asking if you think Romeo and Juliet are justified in maintaining a relationship.”

The teacher asks, “Could you please explain what you mean when you say the plot is similar to the story we read last week?”

Given several types of materials, the students were asked to evaluate them to determine which is the best conductor of electricity.

The teacher continually says, “Share your answer and be prepared to explain your thinking.” (D)

Teachers ask students to use   “All Write Round Robin” to make a list of ways they would use probabilities to make fair decisions. (D)

The question on the board in   statistics class says, “A model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model? Think about this and be prepared to discuss your response when class starts.