Beginning of the school year, the document outlines introducing expectations and talk moves to students. It then evaluates students' use of talk moves with non-academic and new mathematical content. Students take paper/pencil and online tests to check understanding of new content. Collaborative groups are formed for conversation before a performance measurement and review of talk moves. The process is repeated for new mathematical content and includes challenge problems and online assessments similar to SBAC exams.

1. Beginning of
School year
choo
Introduction of
Expectations
Introduction of
Talk Moves
Evaluate student use of
talk moves with non-
academic subject
Introduction of
Mathematical
Content
Evaluate student use of talk moves with new
mathematical content
(Give students both paper and pencil as well as online
tests. Use either Socrative, or a similar application)
Challenge Problem – Increase rigor
(Exit ticket through Socrative to check for understanding as
well as give practice on computer based questions)
Model use of
talk moves with
new content
Inquiry Lesson –
New content not
explicitly taught
Create Cooperative
Groups for
Collaborative
Conversation
Performance Measurement –
Collaborative Conversation
Review of Talk
Moves
Introduction of
Mathematical
Content
Challenge Problem – Increase rigor
(Exit ticket through Socrative to check for understanding
as well as give practice on computer based questions)

2. Compare results of online
assessment on Chapter Test to
similar information assessed
through Paper and Pencil test.
Interim SBAC
Assessment (Individual)
Create online assessment for Chapter Test, to be taken in the
computer lab. Include at least one SBAC sample question
(similar setting to the end of year SBAC exam)