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hear and record at least one sound in a word!

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have relevant thoughts about the topic and express them verbally.

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able to sound out words to spell

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D. R. can write complete answers independently.

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T.R. can identify the key details for the book in "Being Fit". She drew pictures with details and label them by using her knowledge of letters and sounds.

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They are able to write at least one letter or two.

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J.F. can sound out words to spell.

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My students are able to use capital letters at the beginning of the sentence and they are able to use periods at the end.

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My students are able to use capital letters at the beginning of the sentence and they are able to use periods at the end.

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D. C. can underline/highlight important details.

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Students were able to identify the lesson of the text.

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able to sound out words to spell (H)

able to write key words from the text (M)

able to draw her key details (not write) (L)

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My students are able to answer a question using details and they are able to support their ideas.

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My students are able to answer a question using details and they are able to support their ideas.

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L: students struggle with drawing a picture. They need 1:1 modeling on how to draw a picture.

M: They can draw and write at least 2 letters

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Students are able to write a sentence about the topic. They can illustrate ideas and thoughts from the lesson.

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Students are able to write a sentence about the topic. They can illustrate ideas and thoughts from the lesson.

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Writes complete ideas and provides details.

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Students are, on the whole, confident with punctuation at END of sentences, commas? hit or miss.

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Able to sound out and dictate ideas about the topic in discussion.

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Letter formation is inconsistent and mostly the "efficient" stalagmite model.

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Some students self select for scribing services at the back small group table. There is usually "on the fly" editing and clarity supplied.

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Students are inconsistent about justifying answer with reference to text