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Literacy Walks- building background knowledge and pre-teaching vocabulary.

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Literacy Walks- building background knowledge and pre-teaching vocabulary.

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Pre-teaching vocabulary using visuals and context

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Pre-teaching vocabulary using visuals and context

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Providing visuals for new vocabulary and context for the reading. 

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Providing visuals for new vocabulary and context for the reading. 

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Visual attached to words or content (maps, diagrams), saying the words together 

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Visual attached to words or content (maps, diagrams), saying the words together 

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Literacy Walks- Verbal reasoning when students were able to talk it through with a partner or whole class.  this was also done during the reflection stage in some classes

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Literacy Walks- Verbal reasoning when students were able to talk it through with a partner or whole class.  this was also done during the reflection stage in some classes

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Frontloading and discussing background information before reading

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Using visuals- the football pictures sticks out a lot.

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Using visuals- the football pictures sticks out a lot.

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Think through the questions before answering with a group or partner 

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Think through the questions before answering with a group or partner 

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Routines:

Behavior management

Student Engagement

Discussing background knowledge and relation to it

Pre-teach Vocabulary

Student discussion

Strands:

Background knowledge

Vocabulary

Verbal reasoning

Literacy knowledge

Decoding

Sight recognition

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Pronouncing words and asking students to repeat them. Providing a quick explanation of the rule associated with that pronunciation.

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Pronouncing words and asking students to repeat them. Providing a quick explanation of the rule associated with that pronunciation.

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Verbal Reasoning - Students paired up to share their opinions about the poll statement

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Picture talk regarding an image related to what the students are going to read. 

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Picture talk regarding an image related to what the students are going to read. 

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Most classes were tracking data which in turn encourages students providing opportunity to grow thereby increasing literacy knowledge.

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Most classes were tracking data which in turn encourages students providing opportunity to grow thereby increasing literacy knowledge.

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Students read independently in most classes.  

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Students read independently in most classes.  

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The data tracking tools in various forms. Created a routine of understanding your own strengths and weaknesses. 

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The data tracking tools in various forms. Created a routine of understanding your own strengths and weaknesses. 

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Student discussion relating to picture or meaning

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Classroom behavioral management

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Students completed a graphic organizer regarding each paragraph (who did what?)

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Students completed a graphic organizer regarding each paragraph (who did what?)

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Literacy Walks are a great opportunity for us to learn about how the studnets are responding to teacher lead but student centered lessons. 

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Literacy Walks are a great opportunity for us to learn about how the studnets are responding to teacher lead but student centered lessons. 

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Students were developing a writing piece in their journal

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Students placed stickers on a class chart when they achieved 75% on their first try in answering questions.

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Students placed stickers on a class chart when they achieved 75% on their first try in answering questions.

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Students tracked their progress on some type of form.

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Students tracked their progress on some type of form.