# data[].attributes.attachment_link.description
Our universally designed lesson on summarizing and cooperative learning...

# data[].attributes.body
From Barbara Cruz's 3rd grade classroom

# data[].attributes.headline
I asked my kindergarteners to reflect on their comfort level in reference to working with 5 and 10 frames. I then provided four different leveled opportunities for engagement based on the comfort level. I gave the same options for 4 days. The first day the students sat with their friends and I gently asked questions. By the fourth day the students were sitting in areas where they felt they needed additional guidance. I was really impressed with their understanding of their personal knowledge. 

# data[].attributes.subject
I asked my kindergarteners to reflect on their comfort level in reference to working with 5 and 10 frames. I then provided four different leveled opportunities for engagement based on the comfort level. I gave the same options for 4 days. The first day the students sat with their friends and I gently asked questions. By the fourth day the students were sitting in areas where they felt they needed additional guidance. I was really impressed with their understanding of their personal knowledge. 

# data[].attributes.headline
I asked my kindergarteners to reflect on their writing. We started by breaking down the writing process, we sequenced the process throughout the week by having the students truly understand the basics (what is a label, a word, a sentence, an illustration). I used visuals. Then we talked about the mechanics of the writing process. I have a visual that we work on together. I am in the process of getting that same writing process checklist on a clip chart so students can move their clip as they follow the checklist. At the end of their writing, students turn in their paper in a specific bin, depending on how they felt they did. I met with them afterwards and discussed their writing and new goals for the next day. 

# data[].attributes.subject
I asked my kindergarteners to reflect on their writing. We started by breaking down the writing process, we sequenced the process throughout the week by having the students truly understand the basics (what is a label, a word, a sentence, an illustration). I used visuals. Then we talked about the mechanics of the writing process. I have a visual that we work on together. I am in the process of getting that same writing process checklist on a clip chart so students can move their clip as they follow the checklist. At the end of their writing, students turn in their paper in a specific bin, depending on how they felt they did. I met with them afterwards and discussed their writing and new goals for the next day. 

# data[].attributes.headline
I gave the kids the Unit 3 Pretest for Bridges , graded it and handed it back to the kids.  They used the Bridges self reflection sheet along with the graded test so kids could set their first goal. I will give checkpoints and kids will check for mastery. They will move their post it note to the got it side when they get it  and get a new post it note to set their next goal.

# data[].attributes.subject
I gave the kids the Unit 3 Pretest for Bridges , graded it and handed it back to the kids.  They used the Bridges self reflection sheet along with the graded test so kids could set their first goal. I will give checkpoints and kids will check for mastery. They will move their post it note to the got it side when they get it  and get a new post it note to set their next goal.