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My students need time reviewing definitions of Science vocabulary. 

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My students need time reviewing definitions of Science vocabulary. 

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Check for understanding reteach and repeat

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Check for understanding reteach and repeat

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Creating anchor charts to connect ideas and correct misconceptions

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Review old material via warm ups or study break games

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Students helping each other/correcting each other

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TRTW, notemaking not notetaking

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I need to spiral back to heavily  tested TEKS add such as chemistry, force and motion and topics that student were unsuccessful 

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I need to spiral back to heavily  tested TEKS add such as chemistry, force and motion and topics that student were unsuccessful 

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Students seem to respond well to Kahoot and other activities like stations and labs.

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Reading comprehension skills. To increase verbal communication I implemented the popsicles stick method to get students talking and having those academic conversations. To increase written responses I use sentence stems to help them organize their thoughts.

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Reteach the TEK a new way, implementation hands on lab activities

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Note taking, classroom procedures,

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We give students time to reflect on each questions and let them figure out misconceptions there by

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A.Review TEKS using the interactive notebook notes. Also make sure students are implementing the SQRQ strategies when testing. 

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A.Review TEKS using the interactive notebook notes. Also make sure students are implementing the SQRQ strategies when testing. 

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I noticed that the better students understood the concept the more they were able the talk with one another.

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Spiraling back over previously taught material using stimulus from past STAAR tests to familiarize students with how they will see the material on the actual test.

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Resources put in place are the previous misconceptions are explored and analyzed using lead4ward and Staar testing

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Resources put in place are the previous misconceptions are explored and analyzed using lead4ward and Staar testing

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Using previously taught TEKS as warmup to reinforce learning.
B. Based on data from the benchmark, a new hot list will need to be generated as well as more parent outreach regarding tutorials. Reteach TEKS not mastered in a different way.

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A. We have implemented deconstruction of the TEKS.

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A. We have implemented deconstruction of the TEKS.

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B. I plan on utilizing student analysis of data and additional SIOP strategies prescribed. DREW Academy.

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We analyze which TEKS the students got most errors and spiral back using warm ups and went over and dissect the questions ..

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Using quick writes and class discussions allowed students to communicate in both written and verbal ways.

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Using quick writes and class discussions allowed students to communicate in both written and verbal ways.

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B. Response:  To always check for understanding through discussions, informal, and formal assessments

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B. Response:  To always check for understanding through discussions, informal, and formal assessments

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B. Use lead4ward strategies to see what the students are thinking  

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B. Use lead4ward strategies to see what the students are thinking  

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Making sure to build previous and current academic vocabulary in our lessons and communication

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Making sure to build previous and current academic vocabulary in our lessons and communication

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The way students give their verbal feedback gives you the opportunity to see where their misconceptions are and what they understand.  I will use extended days for further reteach to enhance their understanding of misconceptions

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The way students give their verbal feedback gives you the opportunity to see where their misconceptions are and what they understand.  I will use extended days for further reteach to enhance their understanding of misconceptions

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written dissection of information and verbal explanations with sentence stems, word wall, and rubric for speaking.

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written dissection of information and verbal explanations with sentence stems, word wall, and rubric for speaking.

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We provide the students with feedback and clarification of misconceptions.

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A. We look at the stimuli from previous staar test.

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A. We look at the stimuli from previous staar test.

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A. We constantly spiral back to the content by using previous questions as warm ups

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A. We constantly spiral back to the content by using previous questions as warm ups