C2.3
Use of Instructional Routines

Integrating

The teacher facilitates all embedded instructional routines consistent with the goal and design and uses appropriate accommodations to ensure access to grade-level mathematics.

The teacher leverages familiar elements or structures of the routines throughout the lesson to facilitate access and enhance discourse (e.g., notices when students may benefit from additional opportunities to “Notice and Wonder” about a context, or “Turn and Talk” to a partner).

Implementing

The teacher facilitates all embedded instructional routines consistent with the goal and design (e.g., structured discussion, built-in think time, honoring all responses) to ensure all students are invited to share their thinking and have opportunities to formalize their understanding.

The teacher may adapt the routine, based on student dispositions (e.g., providing more time for independent processing, providing sentence frames or visual cues), while maintaining access to grade-level mathematics.

Progressing

The teacher uses only select routines within a lesson (e.g., skips a Notice and Wonder, does not provide time to Turn and Talk), limiting opportunities for students to share their thinking or formalize their understanding.

Emerging

The teacher modifies the suggested instructional routines in a way that limits access to the mathematics or reduces rigor (e.g., pre-teaches or demonstrates strategies using the same questions or task statements).

⬜ Indicator not observed