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# !  we should create syntehtic data from this and paste more real data points into this

lowInferenceNotes = [
"""Teacher A, Grade K, ELA
Alright, eyes up here. Remember the rhyming words are a little different. The category today is things we eat. My nonsense work is mooky. What rhymes with that?
S - cookie
Teacher continues with words and students provide the rhyming word, choral response. 
T - Now we are listening to the first sound we hear. The beginning sound. Winter
S - winter, /w/
T - Us
S - us /u/
Teacher continues with words and students isolate first sound, choral response. 
T - This was a new skill from yesterday. We are going to blend the sounds together to make a new word. W- ay. Bend it
S - way
T - s - ay
S - say
Teacher continues with words ending in “ay,”, choral response. 
T - Ok, now we are going to work on ending sounds - paint
S - /t/
T - I heard someone say /p/, remember we’re working on ending sounds
Teacher continues with words and students isolate end sound, choral response. 
Let’s go over our nursery rhyme from yesterday (students say in unison with teacher humpty dumpty). I am going to leave out a word - humpty dumpty sat on a 
S - wall
Continues through poem.
T - Ok, we are going to sentences and count the number of words.. My friend is 
S - my friend is great
T - how many words?
S - 4
S - and that's a heart word
T - good connection, P. 
Teacher writes the sentence on chart paper. 
T - The cake was so
S - Good
Teacher writes sentence. 
T - and for this I’m going to put a (points to exclamation point)
S - exclamation point
Teacher dismisses students back to seat
T - P, do you want to tell Ms. Espinosa why you are wearing a cape?
S - Because I was the Heggerty Hero. 
Student comes up and goes through letter, picture, and sound: I, itch /i/. Students in class repeat 
T - Alright, let’s review our heart words. Eyes up here
Teacher points to words and students read them when pointed to.
T - Ok, now I’m going to go out of order
Teacher points to the words out of order, calls on a student to read all the words.
T - Ok, eyes up here. 
T - Ok, who can tap out our first word? (fib)
Student taps out.
T - who can change fib to fin?
S - change the middle sound to a /n/
T - you had the right sound but it’s not the middle sound because the middle sound is always a what?
S - vowel
T - right because they are CVC. What is CVC?
S - consonant, vowel, consonant
Students continue changing words by supplanting sounds with a given sound to create a new word.
T - and what kind of a is that?
S - whiny a
T - yes
Student passes out whiteboards to the class. Teacher pulls up UFLI presentation slides on Smartboard. 
T - our lesson for today is to make a word plural by adding an ‘s. Gives example. The first word in not. 
Students write on the board. 
T - Change not to got. You only need to erase the one letter, not the whole word. 
Consistently, at least 17/19 students can write the word accurately. Teacher uses in-lesson data collection to take notes on students with the mistake that was made. 
Teacher provides feedback as needed, especially when students reverse a letter. 
T - we’ve been learning 3 syllable words like cat. Today we are going to be adding 4 sounds, so words like cats. 
T - Lets tap this word out (cat). 
Students say each sound in unison.
T - I have the word cat. It has 3 sounds. I’m only talking about one cat. Now I want to talk about more than one cat. How do I do that?
S - add an S.
T - yes, so now I have cats (taps out)
Students continue to tap out words with four sounds and then blend together to read the word. All words have an s at the end have 4 sounds. 
T - you are going to tap out all four of the sounds you hear and then write it. Let’s see if you can do it (maps). Teacher isolates sounds and students write on whiteboards. 
T - Ok, let’s try this one - cups
Some students struggle with the correct vowel sound, teacher provides support by asking individuals to listen to the word again, isolates just the vowel sound. 
T - Ok, let’s try a challenge because Ms. Espinosa is here and see if we can write a sentence. It’s going to have a heart word, a word with a s in it, and a CVC word. The sentence is “the caps fit.” 
T - Yes, put a finger space in between each word. 
T - Two things I want to point out but I think you did pretty good for a challenge. Shows a student’s work. We always start a sentence with a what?
S - Uppercase
T - Yes, no matter what the first word is, we always start with an uppercase. We have our finger spaces, and then a period at the end.
""",
"""Teacher B, Grade 2, Math
S - maybe they didn’t do it in centimeters
S - maybe they didn’t start at the beginning of the ruler
T - How was measuring in inches the same as measuring in centimeters?
T - I suggest looking at your rulers
S - one block is one centimeter and two blocks is one inch
S - so, it’s because they’re both measuring it in a ruler
T - Ok, so they are both measuring - we can measure with either side
S - they both have lines
S - You can measure with them in different ways
S - they both have numbers
T - points to a line - how long do think this is (measure the short side and long sides)
S - 4 inches
S - 3 inches
T - let me ask you this - how big is an inch? 
T - what is this called?
S - a yardstick
T - Ok, so let’s measure this in inches
Student uses a yardstick to measure in inches
""",
"""Teacher C, Grade 7, Math
Lesson 9 - Unit 3
Objectives: 
Write exact answers in terms of π.
-Calculate the area of more complicated shapes that include fractions of circles.
In previous lessons, students estimated the area of circles on a grid and explored the relationship between the circumference and the area of a circle to see that A=πr2. In this lesson, students apply this formula to solve problems involving the area of circles as well as shapes made up of parts of circles (MP 1 and 2) and other shapes such as rectangles. These calculations require composition and decomposition recalling work from grade 6.
Also, in this lesson students are introduced to the idea of expressing exact answers in terms of π
T - take out your cool down from yesterday. We were talking about circumference, then area, and now we’re putting it together. For this cool down, what do you think some suggestions are that I would give? 
S - draw a circle
Teacher shows a student’s work of individuals who drew a circle. 
T - I want to highlight this one - see the formula there? It gave you the circumference and you had to find the diameter and this student wrote the equation. 
Teacher continues with reviewing the cool down using student work and engaging students via questioning. 
Teacher displays ppt that reviews goals for the lesson
Warm-up: The area of this field is about 500,000 m squared. Assume that the side-lengths of the square are exactly 800m. What is the area of the green portion (circle)?
Students work independently for 2 minutes and then share for 2 minutes at their table. Some students ask: How did I get that? What did I say? Can you tell me how you got that part? I agree because…
T - So everyone had a chance to talk, so everyone should have an answer and we should know how to get to that answer. 
Teacher chooses a child at random
T - Ana, what did you get
S - A
T - N, how did Ana get A?
T - Ok, let’s check for understanding. Ana, is that what you did next?
T - If I see your work, I’m looking for two things (explains)
T - So now, do you see how they got this one (the third one). 
S - Because it the 400 meters they put pie x100
T - You’re right, but the 400 squared doesn’t make a difference. 
T - Ok, so let’s look at this slide. Before we calculate anything, let’s make a prediction. Which figure has the largest shaded (blue) region? I want you to work independently and show your work. 
Teacher walks around as students work and provides feedback. 
Students work with a partner. Teacher reminds students of protocols and tells students that everyone should be able to give an answer since they are working together. 
Teacher displays the students' work under the document camera. 
T - Something I love about this response is the order. The work isn’t all over the place. Can someone tell me what I have to do with that number? S?
S - 144-113
T - How did you get 144. I don’t see 144 there
S - 12 x 12
T - and why are we subtracting?
S - we’re only finding the shaded region. 
T - so this student has 30.96 for all of them. 
T - how can we write these areas of the circles in terms of pie? Talk at your table. 
S - 36 pie
T - How did M. get that number?
S - Area is pie radius squared
T - right, and the radius is 6, so 6 squared is 36. That’s how you get 36pie. Try B and C and leave the pie in. 
Teacher chooses student at random
S - 9pie
T - do you want to put it in each circle?
S - yes
T - A., can you tell me how she got 9 pie
S - 3 squared
T - but where do you get a 3 from
S - you do 3 x 3
T - but where do you get the 3 from? I see a 9
S - the radius is 3
T - how do you know the radius is 3
S - half of 6 is 3, and pie r squared and 3 squared is 9 and that’s 9 pie.
T - Remember what our goal is today. Let’s look at this problem - what is the area of the running track that goes around the field? Explain or show your reasoning in terms of pie?
T - So, we’re looking at the area of the track itself, not the field. Think for a minute, what steps might you take to solve that? 
Teacher has students share with a partner.
Teacher calls on a student at random
T - R., what might you do to solve this problem?
S - I’m not sure how to explain it.
T- N., what’s my process going to be here?
S - find the area of the green then the entire area of the green and orange and then subtract them. 
T - N., I heard you say something about semicircles. 
S - you have to combine the two semicircles to make one big circle.
T - yes, so once again, these problems get complex. You have to know the numbers to use. 
Teacher draws 2 circles that match the field and track. 
T - what is the diameter of the green?
S -73
T - and how do we get the radius?
S - take 73 in half
T - and how about the track?
S - take 9.76 and 9.76 and then divide by 2 to get the radius. 
T - yes, so at your tables and work with each other to find the area of the running track. 
Teacher brings back students together to go through the problem. As students share off the steps when prompted as to what happens next, the teacher writes the calculation and checks off the steps initially proposed by another student. 
T - So, think about what we did today. Reviews objectives. That’s why I gave you that lesson in I-Ready on reviewing area. 
Ok, time for the cool down. Students complete independently. Also, have out your classwork packet. 
T - For the cool down, the picture shows one child’s wooden block. They want you to find the area of the red region. So, you’re looking at it and thinking how you can use one side. 
Teacher pulls students into a small group.
""",
"""Teacher D
Grade 3 
Physical Education
Teacher takes roll. Students know where to sit in their assigned spot in the gym.
If you are sick, tired, or injured, you need to let me know so that you can relax. That’s what we do in the gym. 
T- Whenever we come to gym. We have a warm-up exercise routine before our game. We make sure we have our shoes tied and have nothing around our waist or neck. We do our warm-up routine for a reason. Everyone look at the bulletin board over here. These are our components of fitness. When we exercise, we are addressing the 5 components of fitness. The first is cardiovascular fitness. Repeat after me. That is heart and lungs. Then we have agility. Then speed, balance, and coordination. Then muscular strength and muscular endurance. That is maximum effort over time. And then we have flexibility. That is increasing our body’s range of motion. So, these are the 5 components of fitness when we do our warm-up. We have 3 phases of a workout: warm-up, which increases heart rate, breathing rate, and blood flow. Then we have activity conditioning - that’s where we try and get stronger and build our numbers. And then we have the cool down phase with we try and regulate our breathing and relax.
T - Ok, everyone stand up
Students stand up
T - raise your hands above your head and stretch on your tippy toes. Bend down and try and touch your toes. 
Students continue with various warm-up stretches. 
T - So, that was an example of the component of flexibility.
Students engage in jumping jacks. 
T- That was speed, balance, and coordination. We were balancing on our legs, then we were kicking like this 
Students engage in another warm-up and the teacher connects the exercise to the component of fitness. 
Students take a water break. 
Students sit against the wall while the teacher set ups cones. T - Let’s see who is sitting the quietest. 
T - A reminder to be careful on the floor and going around turns and be prepared to brace yourself with your hands if you slip.                  
Teacher provides directions and demonstrates the activity. 
Teacher pairs students to run and race each other (running the gym perimeter around the cones 3 times) 
T - I think L. slowed down a little bit to take the turns slower so she wouldn’t slip. Remember when we did bicycle safety, a lot of you told me you crashed when you took turns. So sometimes that’s necessary to slow down on the turns. 
Students encourage each other as they run. 
T - That was a good example of when you take a fall, you brace yourself and get back up and finish the race. 
When students finish racing, they sit in a circle with the teacher
T - I want to thank the people who cheered on both people who were racing and not one person over another and who showed respect. Everyone repeat after me again - cardiovascular endurance increased heart and lung capacity. So when you exercise regularly, you can run longer because you are building up your capacity. 
Even athletes when you see them on tv, they have trainers that help them.
"""
]

	# ! we should create syntehtic data from this and paste more real data points into this

	lowInferenceNotes = [
	"""Teacher A, Grade K, ELA

	Alright, eyes up here. Remember the rhyming words are a little different. The category today is things we eat. My nonsense work is mooky. What rhymes with that?
	S - cookie
	Teacher continues with words and students provide the rhyming word, choral response.
	T - Now we are listening to the first sound we hear. The beginning sound. Winter
	S - winter, /w/
	T - Us
	S - us /u/
	Teacher continues with words and students isolate first sound, choral response.
	T - This was a new skill from yesterday. We are going to blend the sounds together to make a new word. W- ay. Bend it
	S - way
	T - s - ay
	S - say
	Teacher continues with words ending in “ay,”, choral response.
	T - Ok, now we are going to work on ending sounds - paint
	S - /t/
	T - I heard someone say /p/, remember we’re working on ending sounds
	Teacher continues with words and students isolate end sound, choral response.
	Let’s go over our nursery rhyme from yesterday (students say in unison with teacher humpty dumpty). I am going to leave out a word - humpty dumpty sat on a
	S - wall
	Continues through poem.
	T - Ok, we are going to sentences and count the number of words.. My friend is
	S - my friend is great
	T - how many words?
	S - 4
	S - and that's a heart word
	T - good connection, P.
	Teacher writes the sentence on chart paper.
	T - The cake was so
	S - Good
	Teacher writes sentence.
	T - and for this I’m going to put a (points to exclamation point)
	S - exclamation point
	Teacher dismisses students back to seat
	T - P, do you want to tell Ms. Espinosa why you are wearing a cape?
	S - Because I was the Heggerty Hero.
	Student comes up and goes through letter, picture, and sound: I, itch /i/. Students in class repeat
	T - Alright, let’s review our heart words. Eyes up here
	Teacher points to words and students read them when pointed to.
	T - Ok, now I’m going to go out of order
	Teacher points to the words out of order, calls on a student to read all the words.
	T - Ok, eyes up here.
	T - Ok, who can tap out our first word? (fib)
	Student taps out.
	T - who can change fib to fin?
	S - change the middle sound to a /n/
	T - you had the right sound but it’s not the middle sound because the middle sound is always a what?
	S - vowel
	T - right because they are CVC. What is CVC?
	S - consonant, vowel, consonant
	Students continue changing words by supplanting sounds with a given sound to create a new word.
	T - and what kind of a is that?
	S - whiny a
	T - yes
	Student passes out whiteboards to the class. Teacher pulls up UFLI presentation slides on Smartboard.
	T - our lesson for today is to make a word plural by adding an ‘s. Gives example. The first word in not.
	Students write on the board.
	T - Change not to got. You only need to erase the one letter, not the whole word.
	Consistently, at least 17/19 students can write the word accurately. Teacher uses in-lesson data collection to take notes on students with the mistake that was made.
	Teacher provides feedback as needed, especially when students reverse a letter.
	T - we’ve been learning 3 syllable words like cat. Today we are going to be adding 4 sounds, so words like cats.
	T - Lets tap this word out (cat).
	Students say each sound in unison.
	T - I have the word cat. It has 3 sounds. I’m only talking about one cat. Now I want to talk about more than one cat. How do I do that?
	S - add an S.
	T - yes, so now I have cats (taps out)
	Students continue to tap out words with four sounds and then blend together to read the word. All words have an s at the end have 4 sounds.
	T - you are going to tap out all four of the sounds you hear and then write it. Let’s see if you can do it (maps). Teacher isolates sounds and students write on whiteboards.
	T - Ok, let’s try this one - cups
	Some students struggle with the correct vowel sound, teacher provides support by asking individuals to listen to the word again, isolates just the vowel sound.
	T - Ok, let’s try a challenge because Ms. Espinosa is here and see if we can write a sentence. It’s going to have a heart word, a word with a s in it, and a CVC word. The sentence is “the caps fit.”
	T - Yes, put a finger space in between each word.
	T - Two things I want to point out but I think you did pretty good for a challenge. Shows a student’s work. We always start a sentence with a what?
	S - Uppercase
	T - Yes, no matter what the first word is, we always start with an uppercase. We have our finger spaces, and then a period at the end.
	""",
	"""Teacher B, Grade 2, Math
	S - maybe they didn’t do it in centimeters
	S - maybe they didn’t start at the beginning of the ruler
	T - How was measuring in inches the same as measuring in centimeters?
	T - I suggest looking at your rulers
	S - one block is one centimeter and two blocks is one inch
	S - so, it’s because they’re both measuring it in a ruler
	T - Ok, so they are both measuring - we can measure with either side
	S - they both have lines
	S - You can measure with them in different ways
	S - they both have numbers
	T - points to a line - how long do think this is (measure the short side and long sides)
	S - 4 inches
	S - 3 inches
	T - let me ask you this - how big is an inch?
	T - what is this called?
	S - a yardstick
	T - Ok, so let’s measure this in inches
	Student uses a yardstick to measure in inches
	""",
	"""Teacher C, Grade 7, Math

	Lesson 9 - Unit 3
	Objectives:
	Write exact answers in terms of π.
	-Calculate the area of more complicated shapes that include fractions of circles.

	In previous lessons, students estimated the area of circles on a grid and explored the relationship between the circumference and the area of a circle to see that A=πr2. In this lesson, students apply this formula to solve problems involving the area of circles as well as shapes made up of parts of circles (MP 1 and 2) and other shapes such as rectangles. These calculations require composition and decomposition recalling work from grade 6.
	Also, in this lesson students are introduced to the idea of expressing exact answers in terms of π
	T - take out your cool down from yesterday. We were talking about circumference, then area, and now we’re putting it together. For this cool down, what do you think some suggestions are that I would give?
	S - draw a circle
	Teacher shows a student’s work of individuals who drew a circle.
	T - I want to highlight this one - see the formula there? It gave you the circumference and you had to find the diameter and this student wrote the equation.
	Teacher continues with reviewing the cool down using student work and engaging students via questioning.
	Teacher displays ppt that reviews goals for the lesson
	Warm-up: The area of this field is about 500,000 m squared. Assume that the side-lengths of the square are exactly 800m. What is the area of the green portion (circle)?
	Students work independently for 2 minutes and then share for 2 minutes at their table. Some students ask: How did I get that? What did I say? Can you tell me how you got that part? I agree because…
	T - So everyone had a chance to talk, so everyone should have an answer and we should know how to get to that answer.
	Teacher chooses a child at random
	T - Ana, what did you get
	S - A
	T - N, how did Ana get A?
	T - Ok, let’s check for understanding. Ana, is that what you did next?
	T - If I see your work, I’m looking for two things (explains)
	T - So now, do you see how they got this one (the third one).
	S - Because it the 400 meters they put pie x100
	T - You’re right, but the 400 squared doesn’t make a difference.
	T - Ok, so let’s look at this slide. Before we calculate anything, let’s make a prediction. Which figure has the largest shaded (blue) region? I want you to work independently and show your work.
	Teacher walks around as students work and provides feedback.
	Students work with a partner. Teacher reminds students of protocols and tells students that everyone should be able to give an answer since they are working together.
	Teacher displays the students' work under the document camera.
	T - Something I love about this response is the order. The work isn’t all over the place. Can someone tell me what I have to do with that number? S?
	S - 144-113
	T - How did you get 144. I don’t see 144 there
	S - 12 x 12
	T - and why are we subtracting?
	S - we’re only finding the shaded region.
	T - so this student has 30.96 for all of them.
	T - how can we write these areas of the circles in terms of pie? Talk at your table.
	S - 36 pie
	T - How did M. get that number?
	S - Area is pie radius squared
	T - right, and the radius is 6, so 6 squared is 36. That’s how you get 36pie. Try B and C and leave the pie in.
	Teacher chooses student at random
	S - 9pie
	T - do you want to put it in each circle?
	S - yes
	T - A., can you tell me how she got 9 pie
	S - 3 squared
	T - but where do you get a 3 from
	S - you do 3 x 3
	T - but where do you get the 3 from? I see a 9
	S - the radius is 3
	T - how do you know the radius is 3
	S - half of 6 is 3, and pie r squared and 3 squared is 9 and that’s 9 pie.
	T - Remember what our goal is today. Let’s look at this problem - what is the area of the running track that goes around the field? Explain or show your reasoning in terms of pie?
	T - So, we’re looking at the area of the track itself, not the field. Think for a minute, what steps might you take to solve that?
	Teacher has students share with a partner.
	Teacher calls on a student at random
	T - R., what might you do to solve this problem?
	S - I’m not sure how to explain it.
	T- N., what’s my process going to be here?
	S - find the area of the green then the entire area of the green and orange and then subtract them.
	T - N., I heard you say something about semicircles.
	S - you have to combine the two semicircles to make one big circle.
	T - yes, so once again, these problems get complex. You have to know the numbers to use.
	Teacher draws 2 circles that match the field and track.
	T - what is the diameter of the green?
	S -73
	T - and how do we get the radius?
	S - take 73 in half
	T - and how about the track?
	S - take 9.76 and 9.76 and then divide by 2 to get the radius.
	T - yes, so at your tables and work with each other to find the area of the running track.
	Teacher brings back students together to go through the problem. As students share off the steps when prompted as to what happens next, the teacher writes the calculation and checks off the steps initially proposed by another student.
	T - So, think about what we did today. Reviews objectives. That’s why I gave you that lesson in I-Ready on reviewing area.
	Ok, time for the cool down. Students complete independently. Also, have out your classwork packet.
	T - For the cool down, the picture shows one child’s wooden block. They want you to find the area of the red region. So, you’re looking at it and thinking how you can use one side.
	Teacher pulls students into a small group.
	""",
	"""Teacher D

	Grade 3
	Physical Education

	Teacher takes roll. Students know where to sit in their assigned spot in the gym.
	If you are sick, tired, or injured, you need to let me know so that you can relax. That’s what we do in the gym.
	T- Whenever we come to gym. We have a warm-up exercise routine before our game. We make sure we have our shoes tied and have nothing around our waist or neck. We do our warm-up routine for a reason. Everyone look at the bulletin board over here. These are our components of fitness. When we exercise, we are addressing the 5 components of fitness. The first is cardiovascular fitness. Repeat after me. That is heart and lungs. Then we have agility. Then speed, balance, and coordination. Then muscular strength and muscular endurance. That is maximum effort over time. And then we have flexibility. That is increasing our body’s range of motion. So, these are the 5 components of fitness when we do our warm-up. We have 3 phases of a workout: warm-up, which increases heart rate, breathing rate, and blood flow. Then we have activity conditioning - that’s where we try and get stronger and build our numbers. And then we have the cool down phase with we try and regulate our breathing and relax.
	T - Ok, everyone stand up
	Students stand up
	T - raise your hands above your head and stretch on your tippy toes. Bend down and try and touch your toes.
	Students continue with various warm-up stretches.
	T - So, that was an example of the component of flexibility.
	Students engage in jumping jacks.
	T- That was speed, balance, and coordination. We were balancing on our legs, then we were kicking like this
	Students engage in another warm-up and the teacher connects the exercise to the component of fitness.
	Students take a water break.
	Students sit against the wall while the teacher set ups cones. T - Let’s see who is sitting the quietest.
	T - A reminder to be careful on the floor and going around turns and be prepared to brace yourself with your hands if you slip.
	Teacher provides directions and demonstrates the activity.
	Teacher pairs students to run and race each other (running the gym perimeter around the cones 3 times)
	T - I think L. slowed down a little bit to take the turns slower so she wouldn’t slip. Remember when we did bicycle safety, a lot of you told me you crashed when you took turns. So sometimes that’s necessary to slow down on the turns.
	Students encourage each other as they run.
	T - That was a good example of when you take a fall, you brace yourself and get back up and finish the race.
	When students finish racing, they sit in a circle with the teacher
	T - I want to thank the people who cheered on both people who were racing and not one person over another and who showed respect. Everyone repeat after me again - cardiovascular endurance increased heart and lung capacity. So when you exercise regularly, you can run longer because you are building up your capacity.
	Even athletes when you see them on tv, they have trainers that help them.
	"""
	]