Stage IV: Supporting and Expanding the Learning Community
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Across
Students work well in the collaborative setting, and the support and demonstration of skills varies depending on the level.
Promotes for understanding by reviewing subject matter, clarifying expected pupil outcomes, identifying the sequence of the curriculum, identifying multi ability tasks, identifying the steps in each task, identifying due dates for products, identifying evaluation tasks and grading criteria, preparing explicit explanations of processes and expected outcomes, and identifying criteria for determining whether everyone understands.
Lessons focus to illustrate that first grade and kindergarten students can be taught to work cooperatively in small groups.
Asking group/self assessment questions such as "How are we doing in relationship to having all pupils achieve all intended outcomes?" "How can we improve?" and "What can we change?"
Down
Consistent determination to ensure that the classroom community continues to function and that specified outcomes are being worked toward and achieved.
Lessons focus on a certain skills in which are organized to help enhance the classroom learning community.
Planning lessons that contribute to the pupils' achievement and to the learning-community culture.
Ongoing monitoring of the community culture. Instructional planning hat is focused on attaining specified functions and goals.
Begins about the 3rd week of school until the 5th week.
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When you hit the 'Arrange' button, our algorithm will try to arrange all your words on the grid, and will move words around to try to fit the most words.
This will get all the words on the grid about 90% of the time, depending on the word list. For the other 10%, you will get an alert explaining that the words that did not fit were added to the scratchpad.
It prints on two pages.
Big puzzles won’t always print on one page — the clues and grid are the smallest we could make them while keeping them readable for everyone.
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