Push-In Internalization Toolkit

Mode: Guided Practice (We Do)

Script Launch (Hook, Purpose & Visual Anchor) 90 Seconds

"Team, when you unwrap a birthday present, you take off the loose outer ribbon before opening the box. Solving two-step equations is unwrapping the variable! Today on our easel, we use SADMEP: first strip away loose constants with addition/subtraction, then isolate the coefficient with multiplication/division."

Model Exemplar: \(-4m + 9 = -15\) (Expanded Solution Workspace) Easel Ready

COMPLETE ALGEBRAIC WORK:

Line 1: \(-4m + 9 = -15\)

Line 2:        - 9     - 9  [Subtract 9 both sides]

Line 3:   \(-4m    = -24\)

Line 4: \(\frac{-4m}{-4} = \frac{-24}{-4}\)  [Divide by -4 both sides]

Line 5:       \(\mathbf{m = 6}\)

Substitution Check: \(-4(6) + 9 = -24 + 9 = -15\) (True Statement ✓)

PUSH-IN EASEL THINK-ALOUD NOTES:

1. River Line: Draw vertical balance line down \(=\) sign to emphasize two balanced sides.

2. Identify Terms: Circle \(-4m\) in green; highlight \(+9\) in blue.

3. Integer Rule Reminder: Point out \(-15 - 9 = -24\) (same sign add and keep the negative).

4. Division Rule: Emphasize \(\frac{-24}{-4} = +6\) (negative divided by negative equals positive).

Push-In Move: Keep SADMEP anchor chart posted on table easel during IP Page 2 of 8 • Heart of the Lesson (Math Model Exemplar)

3. Heart of the Lesson: Math Facilitation & CFUs

Keys to Success, Push-In Table Questioning & Conceptual Rule

Easel Ready

Script Keys to Success (4-Step Balance Method)

1. Draw Balance Line: Draw a vertical river line through the equals sign.

2. Identify Loose Constant: Circle the variable term; locate the constant number on the same side.

3. Undo Constant (+/-): Apply inverse addition or subtraction to BOTH sides of the line.

4. Undo Coefficient (×/÷): Divide or multiply by the exact coefficient to isolate variable.

Script Guiding Questions ("We Do" Table Checks)

Q1: "Marcus, which number is the loose constant on the variable side?"

Q2: "Sofia, what operation is holding that constant to the term?"

Q3: "Jaylen, why do we divide by negative 4 instead of positive 4?"

Final CFUs (Rapid Check)

• "Thumbs check: What is step 1 for \(\frac{x}{3} - 4 = 8\)? (+4)."

• "Whiteboard flash: What is \(-24 \div -4\)? (+6)."

STAMP (Key Mathematical Rule)

"To isolate a variable in a 2-step equation, work in reverse order of operations (SADMEP): clear addition/subtraction FIRST, then multiplication/division."

Push-In Tip: Ensure students copy Key Steps & Stamp into reference notes before Independent Practice Page 3 of 8 • Heart of the Lesson (Key Steps & CFUs)

4. Moment of Productive Struggle #1 (MPS 1)

First Starred Independent Practice Question • Core Fluency Checkpoint

Problem / Item #: IP Question #2 ★

Exemplar Response: \(-5y - 8 = 27\) (Expanded Workspace) Target Time: 3 mins

Step 1: Balance line drawn down equals sign.

Step 2: Add 8 to both sides: \(-5y - 8 + 8 = 27 + 8 \implies -5y = 35\)

Step 3: Divide both sides by \(-5\): \(\frac{-5y}{-5} = \frac{35}{-5} \implies \mathbf{y = -7}\)

Step 4: Check: \(-5(-7) - 8 = 35 - 8 = 27\) (True ✓)

Key Criteria for 100% Mastery:
• Balance line visible.
• Correct inverse operation (+8) written under both sides.
• Division includes negative sign (\(-5\)).
• Substitution check boxed in pencil.

Anticipated Errors / Trends & Break It Down (BID) Prompts

Anticipated Error / Misconception

BID / Teacher Prompt (Scaffold Question)

1. Sign Error on Constant: Subtracts 8 instead of adding (\(27 - 8 = 19\)).

"Cover \(-5y\). What is opposite of subtracting 8?"

2. Lost Negative on Coefficient: Divides by +5, getting \(y = +7\).

"Look at the sign in front of 5. Divide by -5!"

3. One-Sided Operation: Adds 8 to left side only.

"Remember the balance scale: +8 to both sides!"

Push-In Priority: Target fast feedback on MPS 1 before students advance to unstarred problems Page 4 of 8 • MPS 1 Exemplar & Error Analysis (Math)

4. MPS 1: Mini-RTD & 6-Lap Aggressive Monitoring

Re-Teach Scripting, Conceptual Stamp & Live 6-Lap Math Tracker

Full 6 Laps

Mini-RTD (Re-Teach Plan for Error #1 at Easel)

"Table 4 eyes on easel: Is that 8 or -8? It’s minus 8. To make minus 8 become zero, we MUST add +8 to BOTH sides. Write +8 now!"

MPS 1 Stamp

"Inverse operations must maintain balance: apply exact same operation to both sides."

Aggressive Monitoring (AM) 6 Laps Look-Fors

Lap 1: Balance line & circle \(-5y\)

Lap 2: Write +8 under both sides

Lap 3: Evaluate \(27 + 8 = 35\)

Lap 4: Divide by \(-5\) (keep sign)

Lap 5: Evaluate \(y = -7\)

Lap 6: Check: \(-5(-7)-8=27\) ✓

Real-Time ICR Student Data Tracker (6 Laps) Live Observation Log

Push-In Move: Only release students to unstarred practice once MPS 1 Lap 2 is verified ✓ Page 5 of 8 • MPS 1 Mini-RTD & 6-Lap Tracking (Math)

5. Moment of Productive Struggle #2 (MPS 2)

Second Starred Question • Transfer with Fractional Coefficient (\(\frac{2}{3}k + 6 = 18\))

Problem / Item #: IP Question #5 ★

Exemplar Response: \(\frac{2}{3}k + 6 = 18\) (Expanded Workspace) Target Time: 4 mins

Step 1: Subtract 6 from both sides: \(\frac{2}{3}k + 6 - 6 = 18 - 6 \implies \frac{2}{3}k = 12\)

Step 2: Multiply by reciprocal \(\frac{3}{2}\): \(\left(\frac{3}{2}\right)\left(\frac{2}{3}k\right) = 12 \cdot \left(\frac{3}{2}\right)\)

Step 3: Evaluate: \(k = \frac{36}{2} \implies \mathbf{k = 18}\)

Step 4: Check: \(\frac{2}{3}(18) + 6 = 12 + 6 = 18\) (True ✓)

Key Criteria for Transfer Mastery:
• Undoes constant (+6) before touching the fraction.
• Recognizes multiplying by reciprocal \(\frac{3}{2}\) cancels fraction to 1.
• Performs \(12 \cdot 3 = 36\) then \(36 \div 2 = 18\) accurately.

Anticipated Errors / Trends & Break It Down (BID) Prompts

Anticipated Error / Misconception

BID / Teacher Prompt (Scaffold Question)

1. Order Error: Multiplies 18 by 3 before subtracting 6.

"Check SADMEP chart! Clear +6 first."

2. Inversion Error: Multiplies 12 by \(\frac{2}{3}\) (\(k=8\)).

"Flip the fraction to make reciprocal \(\frac{3}{2}\)!"

3. Fraction Math: Struggles with \(12 \cdot 3 \div 2\).

"Put 12 over 1: \(\frac{12}{1} \cdot \frac{3}{2} = \frac{36}{2}\)."

Push-In Move: Provide fraction multiplication reference card to students who hit BID #3 Page 6 of 8 • MPS 2 Exemplar & Error Analysis (Math)

5. MPS 2: Mini-RTD & 6-Lap Aggressive Monitoring

Fraction Reciprocal Strategy, Conceptual Stamp & Live 6-Lap Tracker

Full 6 Laps

Mini-RTD (Fraction Coefficient Strategy on Easel)

"Table 4: When a fraction hugs the variable, multiply BOTH sides by the flipped reciprocal. If you see \(\frac{2}{3}\), multiply by \(\frac{3}{2}\) to turn it into 1!"

MPS 2 Stamp

"To clear a fractional coefficient, multiply both sides by the reciprocal (flipped fraction)."

Aggressive Monitoring (AM) 6 Laps Look-Fors

Lap 1: Subtract 6 on both sides

Lap 2: Write \(\frac{2}{3}k = 12\)

Lap 3: Multiply by flipped \(\frac{3}{2}\)

Lap 4: Evaluate \(12 \cdot 3 = 36\)

Lap 5: Divide \(36 \div 2 = 18\)

Lap 6: Check: \(\frac{2}{3}(18)+6=18\) ✓

Real-Time ICR Student Data Tracker (6 Laps) Live Observation Log

Push-In Tip: Keep fast pacing across laps so all target ICR students receive at least 3 touchpoints Page 7 of 8 • MPS 2 Mini-RTD & 6-Lap Tracking (Math)

6. Exit Ticket Exemplar & Assessment Tracker

Backwards Planning Core • Mandatory In-Class Assessment Collection Tool

Mandatory Non-Negotiable

Starred Exit Ticket Item (\(-3w + 14 = -1\)) (Expanded Solution Workspace) 4 Points Total Breakdown

COMPLETE BACKWARDS PLANNING SOLUTION & RUBRIC:

Step 1: Balance line & circle variable term \(-3w\).

Step 2: Subtract 14 from both sides: \(-3w = -1 - 14 \implies -3w = -15\) [1 pt: correct integer sign]

Step 3: Divide both sides by \(-3\): \(\frac{-3w}{-3} = \frac{-15}{-3} \implies \mathbf{w = 5}\) [2 pts: inverse & division]

Step 4: Check: \(-3(5) + 14 = -15 + 14 = -1\) [1 pt: substitution check shown]

Push-In Scoring Note: Students who evaluate \(-1 - 14 = -13\) lose 1 pt on Step 2 but can still earn Step 3 points via error-carried forward division.

Exit Ticket AM Lap 1 (First 2 Mins):

Confirm students subtracted 14 on both sides and evaluated \(-1 - 14 = -15\) (NOT \(-13\) or \(+13\)).

Exit Ticket AM Lap 2 (Final 2 Mins):

Confirm division by negative 3 results in positive 5 (\(\frac{-15}{-3} = +5\)) and check step is filled.

ICR Student Assessment Data Collection Tool Post-Lesson Mastery: 75% (3/4 Mastered)

7. Student Accessibility Resources Prepared (Non-Negotiable 4) All ready on clipboard & table

R&W / Math Handbook: Integer rules p.14

Graphic Organizer: Balance template

Visual Anchor: SADMEP chart

Data Cycle Complete: Use this Exit Ticket data to fuel Tomorrow's Page 1 Reflection Page 8 of 8 • Exit Ticket & Assessment Tracker (Math)

3. Heart of the Lesson (HOTL): Direct Instruction / GP

Model Scripting & Large-Format Analytical Think-Aloud

Mode: Guided Practice (We Do)

Script Launch (Hook, Purpose & Visual Anchor) 90 Seconds

"Writers don't just tell you someone is crazy—they make you feel their obsession through rhythm and charged words. Today at our easel, we become Diction Detectives: we underline vivid verbs and figurative language to diagnose the narrator's state of mind using our CER Tone Formula."

Model Exemplar: Paragraph 3 Analysis ("Vulture Eye") Easel Ready

"He had the eye of a vulture—a pale blue eye, with a film over it. Whenever it fell upon me, my blood ran cold..."

Step 1: Diction Identification (Green Highlighter): "eye of a vulture", "film over it", "blood ran cold".

Step 2: Connotation & Figurative Device: Simile comparing the old man's eye to a vulture (a scavenger bird of death); idiom "blood ran cold" reveals visceral dread.

Step 3: CER Model Paragraph:

Claim: In Paragraph 3, Poe uses menacing figurative language to establish an obsessive and terrified tone.
Evidence: The narrator describes the old man's gaze as the "eye of a vulture" and states that "my blood ran cold."
Reasoning: By associating the old man with a predatory vulture, the narrator portrays himself as the victim while justifying his unnatural fixation. The imagery of freezing blood emphasizes how this obsession paralyzes him with fear, drawing the reader directly into his manic delusion.

Push-In Move: Color code CER on easel: Claim (Orange), Evidence (Green), Reasoning (Blue) Page 2 of 8 • Heart of the Lesson (ELA Model Exemplar)

3. Heart of the Lesson: ELA Facilitation & CFUs

CER Analytical Method, Guiding Cold Calls & Conceptual Takeaway

Easel Ready

Script Keys to Success (4-Step CER Tone Analysis)

1. Isolate Key Words: Highlight 2-3 intensely charged verbs, adjectives, or figurative phrases.

2. Determine Specific Connotation: Name the precise emotion/shade of meaning using the Tone Wheel.

3. State Tone Claim: State the specific tone word (e.g., frantic, sinister, defensive, paranoid).

4. Craft Reasoning: Explain why those exact words force the reader to experience that emotion.

Script Guiding Questions ("We Do" Push-In Table Checks)

Q1: "Devonte, which word in this line carries the heaviest emotional weight?"

Q2: "Layla, look at the Tone Wheel: is the narrator simply scared, or are they paranoid? What’s the difference?"

Q3: "Elijah, in your reasoning sentence, how will you connect the word 'vulture' to death?"

Final CFUs (Rapid Check)

• "Whiteboard check: What is the difference between mood and tone?"

• "Point to the Tone Wheel: Name one precise synonym for 'angry'."

STAMP (Key ELA Rule)

"Tone is the author's/narrator's attitude. We uncover tone by analyzing the emotional connotations of specific word choices, not just summarizing what happened."

Push-In Tip: Keep CER sentence frames posted on table easel throughout Independent Practice Page 3 of 8 • Heart of the Lesson (Key Steps & CFUs)

4. Moment of Productive Struggle #1 (MPS 1)

Starred IP Question • Passage Analysis (Paragraph 10: "The Heartbeat")

Problem / Item #: IP Question #2 ★

Script Exemplar Response & Annotations (Expanded Workspace) Target Time: 5 mins

"It increased my fury, as the beating of a drum stimulates the soldier into courage... the hellish tattoo of the heart increased. It grew quicker and quicker, and louder and louder every instant!"

Key Word Selections: "fury", "hellish tattoo", "quicker and quicker", "louder and louder".

Claim: In Paragraph 10, Poe employs violent diction and frenetic repetition to establish a frantic, manic tone.

Evidence: The narrator describes the pulse as a "hellish tattoo" and repeats that it grew "quicker and quicker, and louder and louder."

Reasoning: The phrase "hellish tattoo" connects the sound to torture and the underworld, demonstrating that the narrator is losing his grip on reality. Furthermore, repeating the comparative adjectives mimics a rapidly accelerating heartbeat, escalating panic and making the reader experience the narrator's uncontrollable sensory overload.

Anticipated Errors / Trends & Break It Down (BID) Prompts

Anticipated Error / Misconception

BID / Teacher Prompt (Scaffold Question)

1. Plot Summary Gap: Retells the murder instead of naming the tone.

"Pause summary! Look at the Tone Wheel: what EMOTION is pulsing in his words?"

2. Generic Word Choice: Selects "fast" or "drum" without analyzing "hellish".

"Which single adjective carries the scariest feeling in line 3?"

3. Weak Reasoning: Writes "This shows the tone is scary because it is scary."

"How does hearing 'louder and louder' make YOUR heart beat faster as a reader?"

Push-In Priority: Provide highlighters to all students at table before starting MPS 1 Page 4 of 8 • MPS 1 Exemplar & Error Analysis (ELA)

4. MPS 1: Mini-RTD & 6-Lap Aggressive Monitoring

Re-Teach Scripting, Conceptual Stamp & Live 6-Lap ELA Tracker

Full 6 Laps

Mini-RTD (Reteach for Plot Summary Error at Easel)

"Table 2 eyes on easel: Don't tell me what happened in the story. Tell me what Poe's words DO to the reader! Underline 'hellish' in green. Now complete this frame: 'Poe uses the word hellish to make the tone feel _____ because _____.'"

MPS 1 Stamp

"Repetition and violent modifiers create a manic, escalating tone that mirrors the narrator's racing pulse."

AM Laps 1 - 6 Look-Fors (Passage Diction Checkpoints)

Lap 1: Highlighted 2+ charged words

Lap 2: Claim names precise tone word

Lap 3: Evidence directly quoted in ""

Lap 4: Identified repetition / device

Lap 5: Reasoning explains word effect

Lap 6: Complete CER paragraph verified

Real-Time ICR Student Data Tracker (6 Laps) Live Observation Log

Push-In Move: Stamp reasoning structure before releasing students to independent transfer (MPS 2) Page 5 of 8 • MPS 1 Mini-RTD & 6-Lap Tracking (ELA)

5. Moment of Productive Struggle #2 (MPS 2)

Second Starred Question • Shift in Tone (Paragraph 14: "The Mocking Police")

Problem / Item #: IP Question #5 ★

Script Exemplar Response & Annotations (Expanded Workspace) Target Time: 5 mins

"They heard!—they suspected!—they knew!—they were making a mockery of my horror!... anything was more tolerable than this derision! I could bear those hypocritical smiles no longer!"

Key Word Selections: Dashes / exclamation marks, "mockery", "derision", "hypocritical smiles".

Claim: In Paragraph 14, Poe shifts the tone from calm arrogance to acute paranoia and agonized guilt.

Evidence: The narrator uses rapid dash-interrupted phrases ("They heard!—they suspected!—they knew!") and condemns their "hypocritical smiles."

Reasoning: The punctuation creates a fragmented syntax that portrays the narrator spiraling into madness. He projects his own guilt onto the officers, convincing himself their pleasant smiles are malicious mockery. This proves that his internal torment, not the external police, is tearing his composure apart.

Anticipated Errors / Trends & Break It Down (BID) Prompts

Anticipated Error / Misconception

BID / Teacher Prompt (Scaffold Question)

1. Literal Misunderstanding: Thinks police actually knew and mocked him.

"Are the officers smiling to be polite, or do they hear the heart? Who is creating the noise?"

2. Missing Tone Shift: Misses how his attitude flipped from relaxed to crazy.

"In paragraph 12 he was laughing; what emotion is exploding in paragraph 14?"

3. Neglecting Punctuation: Ignores the heavy dashes and exclamations.

"Why did Poe use so many dashes (—)? What does that show about his breathing?"

Push-In Tip: Encourage students to read the quote aloud under their breath to hear the rhythm Page 6 of 8 • MPS 2 Exemplar & Error Analysis (ELA)

5. MPS 2: Mini-RTD & 6-Lap Aggressive Monitoring

Tone Shift Strategy, Conceptual Stamp & Live 6-Lap ELA Tracker

Full 6 Laps

Mini-RTD (Syntax & Punctuation Impact on Tone)

"Table 2: Notice those dashes! Dashes break a sentence just like a person gasping for air. When you analyze paragraph 14, name 'fragmented syntax' in your evidence. It shows his calm facade has completely collapsed into hysteria."

MPS 2 Stamp

"Authors use fragmented syntax (dashes and exclamations) alongside accusatory diction to convey a sudden shift into hysteria."

AM Laps 1 - 6 Look-Fors (Tone Shift Checkpoints)

Lap 1: Circled dashes and exclamations

Lap 2: Underlined "mockery / derision"

Lap 3: Claim names shift (calm to manic)

Lap 4: Direct quote embedded properly

Lap 5: Explains paranoia / guilt projection

Lap 6: Proofread with CER rubric

Real-Time ICR Student Data Tracker (6 Laps) Live Observation Log

Push-In Tip: Transition students smoothly to independent Exit Ticket with zero co-teacher prompting Page 7 of 8 • MPS 2 Mini-RTD & 6-Lap Tracking (ELA)

6. Exit Ticket Exemplar & Assessment Tracker

Backwards Planning Core • Mandatory In-Class Assessment Collection Tool

Mandatory Non-Negotiable

Starred Exit Ticket Item: Climax Confession Analysis 4 Points Total Breakdown

Prompt: How does Poe's word choice in the final sentence ("'Villains!' I shrieked, 'dissemble no more!'") complete the narrator's psychological collapse?

• Claim (1 pt): Poe uses hysterical, desperate diction to show the narrator fully surrendering to his overwhelming guilt and madness.

• Evidence (1 pt): The narrator shouts, "'Villains!' I shrieked, 'dissemble no more!'"

• Reasoning (2 pts): The verb "shrieked" reveals a complete loss of physical and emotional control. By calling the innocent police "villains" and accusing them of "dissembling" (pretending), he projects his own deceit onto them. His unbearable guilt forces the confession, cementing the tragic, unhinged tone of the climax.

Exit Ticket AM Lap 1 (First 2 Mins):

Confirm students identified the verb "shrieked" and did not just write "he told on himself."

Exit Ticket AM Lap 2 (Final 2 Mins):

Confirm reasoning explains that calling police "villains" proves his complete loss of reality.

ICR Student Assessment Data Collection Tool Post-Lesson Mastery: 100% (4/4 Mastered)

7. Student Accessibility Resources Prepared (Non-Negotiable 4) All ready on clipboard & table

R&W Handbook: Tone Wheel & Connotation p.22

Graphic Organizer: CER Tone Diction template

Visual Anchor: Connotation spectrum chart

Data Cycle Complete: Use this Exit Ticket data to fuel Tomorrow's Page 1 Reflection Page 8 of 8 • Exit Ticket & Assessment Tracker (ELA)

Push-In Impact Checklist — Page 2 BIP, Collaboration & Coaching Debrief

Section 3: Behavior Intervention Plan (BIP) Implementation Max: 3.0

3A. BIP Tracker & Point System Compliance

BIP tracking charts, point sheets, or sticker boards are physically visible, proactively implemented, and correctly updated in real time throughout the session.

1.0 0.5 0.0

3B. High-Fidelity Scripted BIP Language

Teacher consistently uses specific scripted language, replacement behavior phrasing, and precise reinforcers/consequences outlined in the student's BIP.

1.0 0.5 0.0

3C. Scheduled Breaks, De-escalation & Goal Alignment

Delivers proactive sensory, movement, or academic breaks cleanly. Exhibits deep knowledge of current behavior goals and reviews progress protocols.

1.0 0.5 0.0

Section 4: Co-Teaching Collaboration & Data Cycle Max: 3.0

4A. Pre-Planned Co-Teaching Touchpoints

SPED and Gen Ed teachers show evidence of regular co-planning sessions, utilizing quick non-verbal or verbal touchpoints during class to shift roles.

1.0 0.5 0.0

4B. Assessment Tool Completion & Next-Day Data Reflection

Completes the In-Class Assessment Data Collection tool daily. Transfers Exit Ticket findings directly to Page 1 of next day's TMD.

1.0 0.5 0.0

4C. Paraprofessional Engagement & Guidance (If Applicable)

Paraprofessionals are actively directed by SPED teacher to stay physically near students, use quiet instructional prompts, and adhere to BIPs.

1.0 0.5 0.0

Total Score: _______ / 14.0 Pts

Proficiency: _______ %

Core Focus Priority Area Check:

S1: TMD Plan S2: Push-In S3: BIP S4: Co-Teach

Coaching Feedback, Glows & Grows Action Planning (Expanded Space)

Glows (Bright Spots & Strengths Observed):

Grows & Priority Action Steps:

Highest-Leverage Bite-Sized Action Step (What + How + By When):

Action Step Rehearsed in Debrief | Next Obs Date:  

Teacher:   Obs:  

Bambrick-Santoyo Leverage Model: See It • Name It • Do It (Rehearsed in Debrief) Page 2 of 2 • Push-In Impact Checklist

Self-Check: Did you name a specific tone word AND explain the feeling of the quoted word? SPED Student Reference Sheet • ELA Push-In