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Quizlet for vocabulary words- Students make the digital flashcards in groups and then share out to the whole class with a skit or gesture to help the class create meaning for the words

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Quizlet for vocabulary words- Students make the digital flashcards in groups and then share out to the whole class with a skit or gesture to help the class create meaning for the words

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I will try and give examples and non-examples-what is expected and what is not expected. 

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I will try and give examples and non-examples-what is expected and what is not expected. 

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Self-Reflection at the end of a lesson and a way that students can track this. For example, a ten frame that they give themselves a check-mark or a star. Maybe rewards for once they meet 10 or 20 positive outcomes?

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Why _________ matters

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Checklists!

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Exemplars and NON-example :)

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Print and put up Anchor Charts for reading and writing. Students will also paste into their reading journals to refer back to them.

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Include "must do" and "can do" options for learners to go above and beyond.

Share the WHY behind a skill or lesson not just the learning target.

Turn and talk-even with small groups

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Access to anchor charts for reading that apply to whole group and small group learning targets. 

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Access to anchor charts for reading that apply to whole group and small group learning targets. 

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I have been using a lot of student choice in how students show what they have learned at the end of a unit. But what I want to work on is how to offer that same amount of choice in the learning of the content.

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Using Tier 1 academic and behavioral supports (flexible seating, allowing students to take breaks, graphic organizers, etc.) on a regular basis.

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Differentiated spelling lists and activities for different levels of spellers. 

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Differentiated spelling lists and activities for different levels of spellers. 

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Access to teacher and student work samples that meet the expected standard.

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Access to teacher and student work samples that meet the expected standard.

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Offering different publishing options for writing extension opportunities. 

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Offering different publishing options for writing extension opportunities. 

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Making handwritten anchor charts that tie back to the Into Reading materials, so that when we are annotating a text or responding to a text, the kids have a large example to refer back to.

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I want to develop a station review shell that can be adapted to many concepts/skills where students go to different stations to practice/show what they know. Each station focuses on a different skill/concept but each station also has a variety of options to show their understanding. Could this be a "bingo board"? Thinking through how to make and implement.

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BINGO Vocabulary game- Rotate to different spots in the classroom. Fill in the bingo square -synonym/antonym/use in a sentence/sketch. Provides student choice and enhances engagement

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BINGO Vocabulary game- Rotate to different spots in the classroom. Fill in the bingo square -synonym/antonym/use in a sentence/sketch. Provides student choice and enhances engagement

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Intentional grouping to support all learners.

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Intentional grouping to support all learners.

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Visuals of key concepts for our upcoming unit.

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Visuals of key concepts for our upcoming unit.

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Adjusting Reading lessons so we can focus more on small group instruction and less teacher talking. 

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Adjusting Reading lessons so we can focus more on small group instruction and less teacher talking. 

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1st Grade needs to focus on math fact fluency. Wednesdays we have a shorter math block time, so we want to change up the use of time. We have taught a few fact fluency games, and plan to teach into a few new options. Students will choose from a few choices to practice with partners or independently. When they feel they are ready, they can check in with a teacher and move on to a new set of facts. This could also give teachers more time to meet with low or high groups for differentiation.

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Literacy Rotations with more choice. Must Do/May Do 

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Literacy Rotations with more choice. Must Do/May Do 

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Creating more choices during literacy centers to give students different ways to master phonics, vocabulary, and spelling words.

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Visuals with key PE terms in different languages

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Visuals with key PE terms in different languages

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Use 1 sentence lesson plan and focus in on individual students.

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Use 1 sentence lesson plan and focus in on individual students.

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Incorporate different modalities. Visual, auditory, tactile, spoken information.

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Using Prezi (https://prezi.com) for students to learn where we are going in the lesson

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Using Prezi (https://prezi.com) for students to learn where we are going in the lesson

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Open Canvas

Create, organize, and move freely on an open canvas. Create seamless presentations without the restrictions of linear slides.

Ready-made asset libraries

Choose from millions of images, stickers, GIFs, and icons from Unsplash and Giphy.

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Presentations and videos with engaging visuals for hybrid teams | Prezi Present

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Welcome to Prezi, the presentation software that uses motion, zoom, and spatial relationships to bring your ideas to life and make you a great presenter.

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Using multiple means of expression has allowed me to see that my students understand far more than they are capable of writing or even speaking. Specifically, allowing my students to stamp, use letter/number magnets, and letter/number beads has allowed me to see when they know their basic math facts or spelling patterns more effectively than when they are expected to write or type the same information.

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In the morning, I have all the learning targets posted for the day. Students pick a target they want to connect deeply with. In morning circle I ask students to turn to a partner and share their learning target in their own words. Some volunteer to share out whole group as well. At the end of the day all student reflect on their learning target. They determine if they have met that target, understand it and could teach it to others. At the end of the month, I will ask students to share their reflections with their parents as a way to include the parents in their students learning.

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I pass out a sheet to the students with all the vocab words for the week. Students review words and determine if they believe they know this word or if it is an unknown. Then I ask for two students to share what they believe the word means. I do not share whether they are correct or not. Once I have received thinking from the class, I then put the colored picture of the vocabulary card under the doc cam. I flip over and we read the definition together. We determine if we were spot on, close or way off. Then we write the definition on the page together and students draw a picture that goes with the word to help them connect deeper with the vocabulary word. When we finish all the vocabulary, I have the students play a game where they group up with different students and they share. Such as their favorite word, a word they didn't know and give that definition, their favorite picture, picking a word and putting it into a sentence etc.