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After trying this instructional strategy what have you noticed? What worked well? What might still need to be tweaked?

# data[].attributes.body
After trying this instructional strategy what have you noticed? What worked well? What might still need to be tweaked?

# data[].attributes.body
After trying this instructional strategy what have you noticed? What worked well? What might still need to be tweaked?

# data[].attributes.body
After trying this instructional strategy what have you noticed? What worked well? What might still need to be tweaked?

# data[].attributes.body
After trying this instructional strategy what have you noticed? What worked well? What might still need to be tweaked?

# data[].attributes.body
After trying this instructional strategy what have you noticed? What worked well? What might still need to be tweaked?

# data[].attributes.body
After trying this instructional strategy what have you noticed? What worked well? What might still need to be tweaked?

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This will hold us accountable when we are planning we are explicitly teaching vocabulary and being intentional about our word choices we are going to teach.

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We chose this because it will be motivating for the students and will increase their word consciousness. It will be a great year long activity/routine to integrate cross-curricular.

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As a team we'd love to explore different ways for students to log vocabulary in a word collection notebook. We chose this because we all felt this was a struggle to implement CONSISTENTLY.

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Tier 1 - General Words - Most often learned in conversation. The teacher would spend the least amount of time teaching these words. Easily supported with a visual.

Tier 2 - Precision Words - High utility words used more often in written language. They require explicit instruction and the teacher should spend the most time teaching these words. They are essential in a variety of situations, including understanding of academic content.

Tier 3 - Specialized Words - These words are only used in specific context. These also include explicit instruction and needs to be connected to background knowledge.

When choosing Tier 2 words the teacher should think about which of these words are the most urgent for understanding the text or topic.

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We chose this strategy to allow students to intentionally engage with new words and explore their place within word networks.

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As a team we are excited o reinforce and encourage students to use sophisticated vocabulary words by modeling how students can do this throughout the day. We will show students the charts provided in, "The Vocabulary Playbook: Learning Words That Matter," (Fisher &

Frey, 2023).