# data[].attributes.body
Creating and solving math story problems may get her interested and foster success.

# data[].attributes.body
Encourage student to use strategy "IPICK" and also direct them to choose their favorite genre/topic. Give choice to student when doing writer's workshop.

# data[].attributes.body
She needs reading support to help with grade level text through small groups. She can read nonfiction books about magic and share her information with the class. She can also participate in reader's theaters to help develop and encourage her reading fluency and expression. She also needs to use manipulatives (figit manipulatives, phonics manipulatives, math manipulatives) to keep her attention focused. During the say, she can choose from some "must-do," like practicing a reading strategy while reading about magic/books of interest. She can choose some "may-do" activities like reader's theaters, writing, and performing/sharing her knowledge with others in small groups.

# data[].attributes.body
Invite her to do a magic show in the class to share her interest and talent.  She could relate it to learning, especially science.

# data[].attributes.body
Encourage student to build social skills and working in smaller groups. Start by working with a partner of choice and then build from there. Work toward leadership skills so she can be more vocal about her thoughts and confident.

# data[].attributes.body
To help Heidi we would have her participate in readers theater to improve her fluency.  Heidi will partner read with someone who is close or at her level and read stories at their independent reading level.

# data[].attributes.body
Encourage student to work with classmates who struggle so she can guide and share knowledge.
Use technology to share thinking instead of do it in person.

# data[].attributes.body
Encouraged to take his time rather than to focus on being first done.  "You have a great start what else can you add..."
Offering a choice of editing tools.
Use technology, manipulaitves for using shapes.
Responsiblities in the classroom.
Turn and talk prior to whole group activities so he can share his ideas first.
Lots of collaborative talk
Think pair share (so he has to think before sharing ideas)
Allowing him to share about his culture and holidays during fun Friday, show and tell or a unit of study.

# data[].attributes.body
Make sure he works in cooperative groups. Use a journal to share his thoughts and ideas that the teacher can check in on frequently. More opportunities for group and individual presentations so that he can show what he knows since he is very smart. Provide opportunities for mom to conference remotely due to her busy schedule so she can observe his work and projects.

# data[].attributes.body
Encourage Peter to practice during free writing to help him write faster. Peter can also  refer back to sight words in case he is having trouble writing and collaborate with someone. When given the opportunity, Peter can choose to write or share his ideas (give him the choice).

# data[].attributes.body
Due to her love of dance and music, Sophie could recite her numbers while dancing.
Allow opportunities throughout the day for her to move. Sophie might feel more confident in her math abilities if she could write a math story. Then she could work with a partner to act out the story. Since Sophie likes to be a class helper, she could be the calendar leader which will help her with counting numbers. Give her opportunities to select the "song of the day."

# data[].attributes.body
Supporting Blanca
- during direct instruction- use a mini whiteboard to draw what she is learning or understanding and give her an opportunity to explain her connections to lesson at the end
- Writing tasks- provide lots of choice, wide variety of ways to practice (wiki sticks, labeling characters and objects in her pictures), set up a personal writing folder that Blanca can pack with individualized writing tools that she likes to use - letter formation chart, high frequency, etc., value her illustrations as a part of how she expresses herself and her stories
- math - use manipulatives first in a center before she comes to a mini-lesson, draw out the problems
- Self-regulation/attention- active or whole body listening, self-reflection chart on her focus/engagement and discussions with teacher

# data[].attributes.body
I suggest that Anita needs to be associated with a group of children who she feels could be her friends and vice versa to help her build her social skills.

# data[].attributes.attachment_link.title
MTZ LOPEZ Copy of Developing a student persona template (4) (1)

# data[].attributes.attachment_link.title
Developing a student persona template (4)

# data[].attributes.attachment_link.title
Developing a student persona template (4)

# data[].attributes.body
Student Persona

# data[].attributes.body
Alejandra and Idalia

# data[].attributes.body
by Alfonso and Terri

# data[].attributes.body
Use the template found in the Padlet (Day 3) and in Canvas(Day 3, Module 7). You will need to make a copy of this template.

Co-create a student persona by completing the template. Writing in the first person and adding an image will humanize your student persona. Feel free to choose from open-source images on the internet, but refrain from using any of your own “real” student images

When you have completed your student persona, upload your student to the Student persona padlet. A “school of students” will be created for use in the next learning task.

# data[].attributes.headline
Choose a persona that you did not create from the co-created “school” of students from part 1. The goal is to make sure all are addressed and “next steps” are developed for each student. What would a progression of learning (age appropriate) look like for the five bullet points on how students demonstrate their assessment capability?

# data[].attributes.subject
Choose a persona that you did not create from the co-created “school” of students from part 1. The goal is to make sure all are addressed and “next steps” are developed for each student. What would a progression of learning (age appropriate) look like for the five bullet points on how students demonstrate their assessment capability?

# data[].attributes.body
partnering with teachers to design their learning goals and success criteria

being able to self-assess and discuss their progress towards achieving learning goals

selecting evidence, such as samples of their learning, that best demonstrates the intended learning goals

developing the metacognitive skills to reflect on their learning and to plan next steps

drawing on feedback and multiple strategies to adjust their learning and identify next steps.

General feedback on how to help the child progress and be an agent of his/her own learning.