# data[].attributes.headline
Great strategy for LDG in non-fiction reading.

# data[].attributes.subject
Great strategy for LDG in non-fiction reading.

# data[].attributes.body
Following through the phases 1 and 2 in a linear fashion can make it easier to get to the higher level thinking required in phase 3.

# data[].attributes.body
Love using the Cube It strategy to explore Phases 1-3 questions. RTI - Seem to be at Phase 1 and Vocabulary. Current OEU lends itself to Phase 3 (Trace and Argument)

# data[].attributes.body
Practicing using proper terminology when explaining "how" you are solving the problem.

# data[].attributes.body
Students demonstrate the steps/knowledge that they're reading about.  Reading and physically putting it into action.

# data[].attributes.headline
We're working on students having the ability to take information from a text and applying that to their own writing- can be difficult for students who have a hard time with phases one and two.

# data[].attributes.subject
We're working on students having the ability to take information from a text and applying that to their own writing- can be difficult for students who have a hard time with phases one and two.

# data[].attributes.headline
After reading about DNA replication from our workbook, the students were given a list of key words. They were then asked the question, "How does DNA make a copy of itself". The students used the list of words to write a paragraph answer. They had to make sure all of the words were included, and they underlined the words within their paragraphs as they used them.

# data[].attributes.subject
After reading about DNA replication from our workbook, the students were given a list of key words. They were then asked the question, "How does DNA make a copy of itself". The students used the list of words to write a paragraph answer. They had to make sure all of the words were included, and they underlined the words within their paragraphs as they used them.

# data[].attributes.body
I am hoping that it will help me explain to the students how to approach our mythology/mask unit so that the kids have a better understanding of developing their mask.Why was the myth created and how could they show that in their mask.

# data[].attributes.body
I've been using it to teach the steps to solving different word problems

# data[].attributes.body
The biggest takeaway for me was that we can up the rigor in the classroom. We can have students extend their thinking and make inferences about the math rules and concepts- instead of just giving the rule and moving on. It helps create exploration.

# data[].attributes.headline
Special Ed kids really struggle with phases beyond 1 and 2

# data[].attributes.subject
Special Ed kids really struggle with phases beyond 1 and 2

# data[].attributes.body
Students get a better understanding of the material.

# data[].attributes.body
I feel that the students seem to gain a much better understanding of the content when using text-dependent questions and the whole close reading process. The lessons become more student-led so the students spend more time exploring and understanding the material and less time copying notes.

# data[].attributes.headline
The need to have consistent language starting at early years and following through the grades.

# data[].attributes.subject
The need to have consistent language starting at early years and following through the grades.

# data[].attributes.body
That the phase 3 essential to the understanding and teaching of ss.

# data[].attributes.headline
Our Science text does an awesome job of setting the kids up for successful close reading

# data[].attributes.subject
Our Science text does an awesome job of setting the kids up for successful close reading

# data[].attributes.body
We have used the Sir Cumference series to have students discover pi, area and circumference of circles.

# data[].attributes.body
Questioned through article as large group. Linked students to other media to reflect on their opinion and interpretation of video clips.

# data[].attributes.body
How helpful text annotations are.

# data[].attributes.headline
Breaking down equations and the actual meaning of the parts in relation to a situation

# data[].attributes.subject
Breaking down equations and the actual meaning of the parts in relation to a situation

# data[].attributes.body
After completing multiple readings of an artifact, I had students make a list of vocabulary that they struggled with. Of course, the first time I did it, none of the students wanted to admit that they struggled with any of the vocabulary. The second time around, I had students state any vocab that they struggled with or that their peers may struggle with, and we had a fruitful discussion of the meaning of certain terms, especially the meaning of the terms in the context of the article.

# data[].attributes.headline
Spanish: Discussed the challenge of taking an item that's written in a foreign language and how to break the item down using the different phases.  Was interested in how this might be used to assist students in learning to use context clues not only within their Spanish but also their English.

# data[].attributes.subject
Spanish: Discussed the challenge of taking an item that's written in a foreign language and how to break the item down using the different phases.  Was interested in how this might be used to assist students in learning to use context clues not only within their Spanish but also their English.

# data[].attributes.body
This is the phase that my intervention students seem to be "stuck" at.

# data[].attributes.body
This line of questioning is very useful in a social studies classroom. Spiraling the questioning allows students to build necessary background knowledge and then extend thinking on the topic discussed.

# data[].attributes.body
I've been using phases 1 & 2 very heavily with my intervention students. My biggest takeaway is that kids have to master phases 1 & 2 to really successfully move on to phase 3.

# data[].attributes.body
My biggest takeaway is to continue to use the close reading language in my math classes. The more consistent we are with common language, the more apt students will be with transferring this skill in other core areas.

# data[].attributes.body
We've used phases 1-3 with several narratives in ELA.

# data[].attributes.body
Building a consistent plan for annotating math problems in preparation for developing a solution strategy.

# data[].attributes.headline
Science - We use a variety of questions that hit multiple phases.  One in particular is our 4-Square Vocabulary.  Students derive definitions and examples from the text, but they also have to come up with non-examples that they believe are correct based on the examples and definitions they read about.

# data[].attributes.subject
Science - We use a variety of questions that hit multiple phases.  One in particular is our 4-Square Vocabulary.  Students derive definitions and examples from the text, but they also have to come up with non-examples that they believe are correct based on the examples and definitions they read about.

# data[].attributes.body
We have used phases 1, 2, and 3 throughout many narrative texts. They are able to make deeper connections to specific parts of the text.

# data[].attributes.body
The students were able to work collaboratively to analyze author's purpose and make inferences about the meaning behind the language the author chose to display a sensitive event.

# data[].attributes.headline
The need for consistent language though the grade levels. 

# data[].attributes.subject
The need for consistent language though the grade levels. 

# data[].attributes.body
In preparation to write an argument paper, students have been learning to analyze author purpose and point of view. Phase 1 work seems to be an area of focus for students enrolled in reading intervention.

# data[].attributes.body
We created a purpose for reading about an article that had to do with our read aloud. (Phase 1) Students were prompted to be sure to only underline the most important information that answered our question. We then discussed at tables, then shared out. This helped clarify the answer to our question. We then read over the article again for the purpose of finding (circling) unknown words that we came across. (Phase 2) Students discussed in groups and then shared out their words that the didn't know. We then discussed ways in which we could solve the meanings of those unknown words. Phase 3 comes up more often within class as we discuss point of view and author's purpose of writing an opinion piece.