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Students use white boards, markers, videos, and worksheets, fluency packets. They work on different sounds and blending techniques in small groups. At end of lesson, they are assessment after lesson.  They pass his they receive 70% or higher. Students are in the level of orton lessons groups in which they tested at beginning of the  school year.

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Students use white boards, markers, videos, and worksheets, fluency packets. They work on different sounds and blending techniques in small groups. At end of lesson, they are assessment after lesson.  They pass his they receive 70% or higher. Students are in the level of orton lessons groups in which they tested at beginning of the  school year.

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Identify specific learning gaps and create targeted reteaching plans based on student assessment data.

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Identify optimal times for reteaching:
- Small group during independent work
- Before/after school sessions
- During intervention blocks
- Peer tutoring opportunities

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Explore multiple approaches:
- Visual aids and manipulatives
- Audio/video resources
- Hands-on activities
- Technology-based interventions

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Design progress monitoring tools specific to targeted skills:
- Quick checks
- Exit tickets
- Student self-assessment forms
- Digital tracking tools

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Daily/weekly check-ins using:
- Individual conferences
- Small group observations
- Work samples
- Quick writes

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Create a detailed reteaching plan for your classroom including:
- Timeline
- Resources needed
- Student groupings
- Assessment methods

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Please type Your Name, the Learning targets/Standard(s), module, unit, and lesson

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Please type Your Name, the Learning targets/Standard(s), module, unit, and lesson

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I can write the upper and lower case letters E, J & Z

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Module 2 Cycle 7 Lesson 32

can retell the events from the current edition of the Sunnyside Gazette: “Sunnyside City

Park Improvements Continue.”

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8th grade Module 2 Unit 1 Lesson 12

I can identify advantages and disadvantages of using different mediums to present information about industrial organic farming.

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Mama Craft

Module 2 Unit 1 Lesson 9

I can write the middle of a pourquoi tale that describes the central problem and how the character responds to the problem.

I can use dialogue and descriptions in my pourquoi tale to show rather than tell the response of characters to situations.

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1. Analyze data, work samples (i.e. note catchers, exit tickets, assessments) to identify common misconceptions
2. Select appropriate reteaching strategies
3. Create a timeline for intervention

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How many scholars mastered the learning objective based on the Criteria for Success? 

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How many scholars mastered the learning objective based on the Criteria for Success? 

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Sort assignments into three categories: Got it!, Almost, Not Yet

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of 10 samples, 2 not yet, 7 almost, 1 got it

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Of the 4 student samples, 2 students Got It and 2 students Almost Got It!

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How will you know when students have mastered the skill?

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we are doing the same skill over the next 3 lessons, checking answers, giving students a few moments to discuss answers with peers in their groups

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What strategies will you use to reteach the targeted skill?

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Progress monitoring in small group where students at the end of the lesson, take post test to check their understanding of the phonic lessons. Also, progress monitoring happens during I ready reading or math lessons, I will check their understanding of the lesson taught. Sometimes, I will assign I ready reading lessons that they are struggling with. Often, I will sit with students individually to check their understanding and mastery if I assigned the reading lesson

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"Procedural Error" is a mistake made when following the correct steps or algorithm to solve a problem, essentially a misstep in the process, while a "Conceptual Error" is a mistake stemming from a fundamental misunderstanding of the underlying concept or principle involved, indicating a lack of deeper knowledge about the topic.

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Identify whether the errors were procedural or conceptual.

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I am going to print the anchor chart of advantages and disadvantages of different mediums for each student for a reference. I am also going to go over the questions again and allow the students to redo

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Looking at previous handwriting work with current handwriting work to ensure that the student is progressing forward.

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We will send home handwriting sheets with the students along with contacting the parents to ensure they are doing the work and re-enforcing the lesson.

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The errors are mostly procedural. They tend to rush through the questions and are not fully reading the options (multiple choice questions). One question asked what information the image gives, and they respond that the speaker's body language tells...

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Reteaching strategy is to repeat orton lesson. Another strategy, is to break individual sounds in blending times to make words by letter blends for student who struggles with blending sounds to make words. Next, students who struggle in remembering sounds, write letter sound in the sand. Last, students with practice reading a story with similar sounds and highlight word the beginning sound.

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The error is procedural, the students don't understand how to use quotation marks when indicating what a character is doing or saying

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Strategies:

I would reteach during small group instruction and during our daily do now.

To differentiate I would show videos and provide hands on activities for the students to use setence strips to add dialogue to the text.

To progress monitor I would do checks during the unit 2 of the module where the focus is on writing.

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Module 2 Unit 1 Lesson 7

I can interpret figurative language to determine meaning in the text.

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Paton How many mastered the learning objective based on the criteria for success?

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Paton How many mastered the learning objective based on the criteria for success?

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7/13 Mastered

4/13 Almost

2/13 Not yet

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I will know students have mastered the skill during quick writes, looking at the work samples from unit 2, and during small group observations.

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The students who did not master the objective, the almost group had procedural errors. They were to use simile or metaphor. They understand what they are. They just had difficulty creating them. Their work shows that they almost have the concept. Those who don't get it yet do not understand the concepts of simile and metaphor.

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Writing the sequence of stories. Student will be able to recognize what happened first in the story, what happened in the story, and what happened last in the story. 

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Writing the sequence of stories. Student will be able to recognize what happened first in the story, what happened in the story, and what happened last in the story. 

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Work in small group with the students who almost have it using more examples. They are so close! The students who do not have it work with Mama Bennett for small group. For them, during whole group where students are working in pairs groups, I will pull them and work on identifying metaphor and simile. They will also use sentence frames to practice.

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I will give students 3 sentence frames and have them complete them with similes or metaphors.

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Students will be able to recognize the high frequency words in their decodable readers. Students will use high lighters to recognize and identify the high frequency words from the text. Students will use the weekly decodable to identify the two syllable words. Students will work independently in their decodables and they will be asked to recognize and identify  the eight two syllable words from cycle 12 Decodable " The Sunset Picnic."

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Students will be able to recognize the high frequency words in their decodable readers. Students will use high lighters to recognize and identify the high frequency words from the text. Students will use the weekly decodable to identify the two syllable words. Students will work independently in their decodables and they will be asked to recognize and identify  the eight two syllable words from cycle 12 Decodable " The Sunset Picnic."

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75% of my students understood the lesson.

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75% of my students understood the lesson.

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E. Gregory

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This week student will :

RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.

RF.1.3.a: Know the spelling-sound correspondences for common consonant digraphs.

RF.1.3.b: Decode regularly spelled one-syllable words.

RF.1.3.d: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

RF.1.3.f: Read words with inflectional endings.

RF.1.3.g: Recognize and read grade-appropriate irregularly spelled words.

RF.1.4: Read with sufficient accuracy and fluency to support comprehension.

Students will engage in activities throughout this lesson to show that they have mastered standards.

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Model how to find evidence in the text with supporting details.

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Orton Gillingham Support

re-learn or introduce spelling rules to help aid in improving reading levels

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Mama Rivers: Learning Objective-Student will write "et" words.

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Mama Rivers: Learning Objective-Student will write "et" words.

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Reteach by using white boards and encouraging students to practice writing two syllable Words and one syllable words. Reteach by using the decodable as a resource to have student practice reading aloud in small groups to master word recognition. Reteach by using precut words to place into baskets that can be sorted based on the high frequency words list and the two syllable word list. 

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Reteach by using white boards and encouraging students to practice writing two syllable Words and one syllable words. Reteach by using the decodable as a resource to have student practice reading aloud in small groups to master word recognition. Reteach by using precut words to place into baskets that can be sorted based on the high frequency words list and the two syllable word list. 

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Mama Rivers: Reteach by re-modeling the concept and procedures in whole group and small group.

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Mama Rivers: Reteach by re-modeling the concept and procedures in whole group and small group.

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Daily check-ins

comprehension checklist

Chart responses

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Mama Rivers: Monitor daily writing of student's "et" words.

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Mama Rivers: Monitor daily writing of student's "et" words.

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One of my groups of 9 students:

3-got it

2-almost

4-not yet

The "got it" students had procedural errors. The other two groups were conceptual errors. I think that if I had reinforced finger tapping and had them sound out the assessment words, they would have done even better.

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pull them out into another small group to reteach or assign appropriate I-ready lesson to reinforce.

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give weekly spell checks at the end of each lessons. Give dictation sentences.