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Students respond very well when I give them specific feedback from anecdotal notes. They know that I am paying close attention to them and my comments are specific to them.

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My biggest obstacle is not writing fast enough or not using a legible shorthand during lessons. I would rather give students my full attention while they are reading or working, then record afterward. Unfortunately, I often leave out information because I forget or I want to write a little about multiple students.

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Sometimes I forget to take notes (surprise surprise), even with my notebook open right next to me. I feel like I only take most notes during PGM because it gives me time to take notes while they write the words, but it helps guide words for tomorrow. I need to take more notes with adding/deleting phonemes during push it boards.

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I can't keep up with taking notes and goal setting, in addition to our lessons.. I am managing, but it is a lot. In my room it is hard for me to not get sidetracked because it really is like whack a mole with behaviors in my room.

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When considering how to teach students to do feedback, we need to consider how to teach the littles how to do it in a more gradual way. It was very hard to do in a rapid way.

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My growth with taking anecdotal notes has helped students because I know more now specifically what each student needs to improve on. If they didn't get "tr" on a word, then I know I need to do more words with "tr" in the next lessons.

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Anecdotal notes helps set student goals, provide feedback to students, guide the lessons to work on the specific features that the students are struggling with, and help me remember who needs what.

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I'm able to use my notes to help guide the lessons to focus on areas students are struggling with.

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I use the anecdotal notes to help guide instruction and what the students need. I use them to help them reflect on their goal.

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AN taking has helped students as they are more mindful from week to week about what they need to work on. This helps them take ownership of their learning.

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I am more consistent, especially in my 2 lower groups. I take many notes during phoneme graphing mapping with what they write so I know to go back and review what they had difficulty writing.

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To remember to go back and put the notes from a photo/white board into my notebook when I take them too quickly or try to jot them down afterwards. There's never enough time in the day.

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Sometimes I forget to write things down, or get caught up in the lesson or correcting the student, and think I'll write it down when we finish, but then forget what I wanted to write. Also time is often an issue for me.

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I find that it's easier to take notes with the notebook out and labeled with the date/feature ready to go when groups begin. When I have everything set up it's easier to remember to do it.

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Taking anecdotal notes helps me to see specific areas that my students need to improve on. Then I can plan my lessons based on what they need.

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I have tried several types of orgnaizers and haven't found one that I really like yet, but I find it a strength to be able to try different types until I find one I like rather than suffer through one type that doesn't work and not make progress in attempting to take notes.

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It helps make specific learning goals with the student, from day to day/week to week, which helps fix misconceptions. It furthers our teaching as we can note challenges for specific students to address while the group continues to move on.

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Anecdotal notes serve as recordings of lessons or interactions with specific students, only you get to choose what is important enough to document instead of having to record for a long period of time. You can also keep anecdotal notes indefinitely and see how a child has developed over the course of time.

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Some obstacles I face when using anecdotal notes are I can move quicker than I take notes. I sometimes have to take notes after a lesson and can lose valuable information.

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More consistent and making progress with taking them faster. Also, I like the organizer that I am taking the notes on. It has made it easier.

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Although this practice can be cumbersome daily, it has helped in looking at error correction and constructive feedback based on data.

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Although this practice can be cumbersome daily, it has helped in looking at error correction and constructive feedback based on data.

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I am struggling to have meaningful goal setting sessions with the students, they can identify in the immediate lesson what was difficult but have a hard time identifying what was difficult in all of the weekly lessons.

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It has helped to give corrective feedback.

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It has helped to give corrective feedback.

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It takes up too much time, when I can easily redirect for certain student who are thinking about phonics and not phonemic awareness.

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It takes up too much time, when I can easily redirect for certain student who are thinking about phonics and not phonemic awareness.

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Since taking the time to make notes I have noticed when the students are getting the lessons and when we need to spend more time with the students to prepare them to move to the next lesson

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Using anecdotal notes have helped to show the student for example "look what you are doing?" Therefore helping the student see that they might know the word but they are not reflecting on the SOUNDS.

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Using anecdotal notes have helped to show the student for example "look what you are doing?" Therefore helping the student see that they might know the word but they are not reflecting on the SOUNDS.

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My anecdotal notes are now formatted the same, so reviewing/comparing/reflecting is quicker.

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It helps with giving feedback and goal setting. Also, it helps to have this information to share for student support meetings.

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I have begun to incorporate what I am teaching and what they need from previous lessons

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Personally I have grown in this area in first, taking effective notes that are reflective of what the student is doing, and second helping me see if there is a pattern.

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Personally I have grown in this area in first, taking effective notes that are reflective of what the student is doing, and second helping me see if there is a pattern.

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Anecdotal notes allow me to tailor lessons to individual student needs and effectively sort students into groups.

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I am pretty good about taking a note on each section on instruction with each student

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Anecdotal notes have helped some when redirecting students when making errors.

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Anecdotal notes have helped some when redirecting students when making errors.

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Anecdotal notes help me to see where each student is and what I need to do to help them reach the next goal.

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I feel that I have a hard time still splitting my time for each student and fear I am missing important information for each student when I am recording for another. I can't figure out a short hand that works for me

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Because I am taking more specific notes, the students get more specific feedback from me which is helping them to correct themselves as we progress through our lessons each week.

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My instruction has become more responsive to student need as I have more specific information about student performance.

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My instruction has become more responsive to student need as I have more specific information about student performance.

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I still feel that time constraints are impeding how well I record and who I get to record. I always take feedback for the students that are struggling, but I would like to ensure my stronger readers have feedback as well.

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I find it hard to take detailed notes during instruction. I need more practice in making it routine so it does not "divide" my attention.

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I find it hard to take detailed notes during instruction. I need more practice in making it routine so it does not "divide" my attention.

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I am using the anecdotal notes regularly. Before it was more of a check in the box, ancecdotal notes are done, but now I am using them to guide my instruction as they are more specific in details.

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I am able to use the information I record to make better informed decisions and adjust instruction.

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I am able to use the information I record to make better informed decisions and adjust instruction.

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I have become more consistent in taking anecdotal notes. I also feel that I'm providing more specific feedback that is useful to me.

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I've grown in my ability to record student behaviors with specificity, in a way that allows me to make clear decisions for further instruction.

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I've grown in my ability to record student behaviors with specificity, in a way that allows me to make clear decisions for further instruction.

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Anecdotal notes allow me to identify specific areas that my students need to work on and then use that to effectively plan my next steps.

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Ancedotal records allow me to track indiviual students with greater detail and clarity, and allow me to better track individual student progress over time.

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Ancedotal records allow me to track indiviual students with greater detail and clarity, and allow me to better track individual student progress over time.

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I see the impact that students are enjoying when it is on them to so some growth in their learning.

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--> I'm using them more actively and timely so it's informing my instruction in a more meaningful way

--> I'm not losing them as often -- yippee!

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I think the quicker I get to write short-hand, I can be more efficient in taking notes.

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--> Committing to a format, that feels like it's "me"

--> The time to take the notes during heavy transitional management moments

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*My feedback is much more specific and tailored to individual students.

*This has helped me to create more specific goals for my students, too.

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Sometimes time and sometimes behaviors are obstacles in taking and using the notes.

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*I feel that I still struggle with the time aspect of recording anecdotal notes. I wish I had time to record more.

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--> I actually review them when I'm thinking about goals for students

--> They're helpful when having to communicate progress to parents

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I'm giving specific feedback and students are making specific goals.

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I am trying to keep track of the notes so that I would use them to see what I need to work on with my students.

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*I use my anecdotal records to guide my small-group instruction.

*I find myself using them a lot with vowel confusions and letter reversals.

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*I've grown much faster in taking anecdotal notes.

*I've grown stronger in using quick notations to represent my records.

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--> Being flexible with trying different formats when it feels like it isn't working

--> Being specific in what I'm recording

--> Actually taking the notes

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I am good at taking anecdotals when students are encoding and decoding.

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Using Andrea's worksheet has been helpful and organizing my thoughts during small group instruction.

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*Provide very specific data and information about each student

*Daily feedback from small-group instruction

*Helps us to guide students and plan for more effective small-group instruction

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Allows to give specific feedback/goals for students to work on day to day.

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--> Performance based reflections for conferences/communicating student progress

--> Making data driven instructional calls

--> Shaping goal setting with students

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It helps see the weaknesses and strengths of the student throughout a gap of time.

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More reflective

More ownership of their learning

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being able to give specific feedback

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Target their weakness

Ability to focus on their needs

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Sometimes I forget to put my sticky notes on my plans.

Sometimes I catch myself thinking back because I forgot to write something, but I was present in the moment and gave immediate feedback to the student

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It has allowed me to give specific feedback to students in real time and allow the students to see and understand the mistake and make corrections.

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Sometimes I forget because I'm giving the student feedback instead of also writing it

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Looking at patterns - areas of strengths and challenges

Using them to drive instruction and make each component of the lesson more meaningful/purposeful with targeted areas in mind

Providing feedback to students

Reflection and goal setting

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Time & Focus

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At times, I get so involved with what the students are doing so I do not write notes until after the activity. I need to get better at taking anecdotal notes as students are completing an activity.

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using them to plan for small group

using them for goals

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Using Andrea's template has helped taking notes during each component of small group easier.

Using them to plan for each week and give feedback

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Holes in learning obvious

Gifted comments :)

Connect to their goals

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Taking them now!

Using them to make my small group lesson components more meaningful and purposeful

Using them for providing specific feedback and goal setting with students

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Using anecdotal notes helps prompt me to review student goals with each student.

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Specific notes

Ability to reflect

Use to make lessons teach holes

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Trends and patterns to drive instruction

Specific feedback to students

Helps with creating specific goals

Helps with examples to give parents

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Being able to track strengths and weakness and seeing growth.

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Ability to track patterns.

Obvious growth or continuation of weakness.

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Allows to provide specific feedback to students

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Think - how has it impacted your teaching and your students

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Think - how has it impacted your teaching and your students