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Then I would make sure to do explicit instruction in small group instruction, allow students to practice during centers.

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you're going to have to do more systematic teaching and practice with small groups.

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Scaffolding

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then you may want to pull small group to assess students progress and reteach as needed.

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Scaffolding for ongoing practice

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Then allow students the opportunity to practice skills with the teacher, in small groups and independently.

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find out what concepts the Ss already know and provide explicit instruction for those foundational skills

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explicit and systematic teaching of foundational skills is appropriate.

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Jen Marshall- then I would give explicit teaching to build those skills.

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Jen Marshall- then I would give explicit teaching to build those skills.

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then explicit instruction and modeling of task would need to be given

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I would give detailed explicit teaching to drive instruction.

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then I would make sure to review specifics in small group

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I would need to create more opportunities for student to build on that skill.

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Then use explicit instruction and provide more opportunities to practice skills

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then explicit and systematic teaching

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Provide time/opportunities to revisit.

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Provide opportunities to revisit previous learning and repeated practice in instructional groups.

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provide students with explicit instruction in small groups

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Then...
Provide opportunities for practice and application. Focus on connecting old & new knowedge.

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Then

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KimL - Then you have to do explicit and systemic teaching

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KimL - Then you have to do explicit and systemic teaching

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varied opportunities to build vocabulary

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Then use explicit instruction and give more opportunities to practice

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then your learners may fall behind. Provide more time to teach in small groups.

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then your learners may be confused. You will need to find ways to scaffold and enhance the content knowledge before moving forward.

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Varied opportunities for students to build vocabulary

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I would teach the phonetic patterns within the words and provide other word study activities
for students to chose from.

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Then explicilty teach patterns within the words and allow students numerous opportunities to practice making and reading words with the pattern.

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then you can use your literacy library as well as school library to find a variety of text within that specific level to give students a plethora of content to choose from.

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KimL-Then we need to provide rich and varied opportunities to learn

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KimL-Then we need to provide rich and varied opportunities to learn

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Then your students will not have the opportunity to learn

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Students would not have enough time to really practice those foundational skills that are needed to improve all other reading skills.

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provide scaffolding and do explicit instruction

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Then you need explicit and systematic teaching of foundational language skills.

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Then, students wouldn't truly have a full understanding of phonemic awareness and decoding/encoding skills.

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they will need explicit instruction to drive the foundational skill being taught. Having explicit instruction will help give them more opportunity to practice skill at hand.

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explicit and systematic teaching to solidify fundamental skills

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Then the students need rich and varied opportunities to build vocabulary.

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Then you need to implement high quality, evidence based, content rich reading programs.

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then students will not have enough time to learn the skill.

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Then provide scaffolding to independent practice.

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Kim then provide scaffolding and explicit instruction

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Kim then provide scaffolding and explicit instruction

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Implementation of high-quality, evidence-based, content-rich curriculum aligned with TEKS.

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then have the students find the words in their independent reading or in small groups

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provide scaffolding so students can become more independent in their responses

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Y

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then after your instruction, provide many opportunities for ongoing practice with centers

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then you put those in word work stations to help kiddos practice

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Then your students may not be successful in learning that skill and explicit instr

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Rich and varied opportunities to build vocabulary

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Then...spiral back and provide ongoing practice to keep skill fresh.

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explicit and systematic teaching of fundamental language skills

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I would make sure to break up the skill into multiple lessons and give time to practice with feedback before moving on.

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then I would provide more partner work with these skills and observe if they are understood

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I would give students an opportunity to practice skills and assess before moving on.

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Then provide scaffolding

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Then offer scaffolding and data driven decisions.

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Then,
Provide opportunities for students to build vocabulary knowledge of spelling words.

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Jen Marshall, then I would provide rich and varied opportunities to support their mastery of the words.

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Jen Marshall, then I would provide rich and varied opportunities to support their mastery of the words.

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use explicit teaching of those skills and scaffold for ongoing practice

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Rich and varied opportunities to varied text to build vocab, comprehension, and composition skills

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go back to reteach and/or revisit

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Stacie
Scaffolding for further practice

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then students will need additional instruction

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Then have them use those words in their writing to build proficiency

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Provide more opportunities

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I would need to make sure my students build on their background knowledge they already have.

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Provide other opportunities to build vocab

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students will likely not have a solid understanding as they are only memorizing for the week.

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Rich and varied opportunities to build vocabulary

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Bridget
Provide scaffolding and reteach in small groups

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Then provide ongoing practice at different times throughout the day

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Then you would have to use explicit instruction in a small group setting.

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Then use a variety of ways for students to show meaning of these words

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then provide opportunities for students to use/practice/interact with those words

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Then... scaffolding

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Provide opportunities for students to read what they are interested in and provide an environment where they can grow comprehension & understanding.

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Stacie
The students may not have a complete understanding of phonemic awareness/decoding etc. I would teach this and incorporate into various activities.

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First you must find out what your students background knowledge pf the skills.

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Then you will want students to practice using the spelling words in their writing to reinforce the skill. You will also want to provide other activities so students can use the words in context.

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make sure you have a center for writing and using these words in a complete sentence for students to practice

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implement varied opportunities for the students

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then go as deep as you can with those levels

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Provide other opportunities for students to explore interests in their reading. Broaden your class library for them to have access.

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then i could use scaffolding to gradually intro

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Then provide explicit

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They aren't truly learning the sound patterns or the reasons "why" words are spelled the way they are.

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provide rich and varied opportunities

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Jen Marshall then, I would use a lot of scaffolding to support all learners.

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Jen Marshall then, I would use a lot of scaffolding to support all learners.

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Then I would make sure to incorporate multiple different strategies and ways to practice before the assessment.