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work on small break out groups to differentiate literacy needs.

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Use iReady information about the different profiles to enhance the work that is done with students in small groups

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Use iReady information about the different profiles to enhance the work that is done with students in small groups

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Using some of the lesson plans in IReady for groups needs. Teaching small reading groups strategies and lessons targeted toward their needs.

Also, be more purposeful with my read aloud for the higher groups that need more comprehension strategy practice.

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Focus on strategy/skill groups based on need of strategy/skill and not necessarily reading level.

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I am planning on doing focused mini-lessons on phonics and vocabulary using the PDFs in iReady and then giving them time to practice with their peers. I also want them to have plenty of time to talk about text with their peers.

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I am planning on doing focused mini-lessons on phonics and vocabulary using the PDFs in iReady and then giving them time to practice with their peers. I also want them to have plenty of time to talk about text with their peers.

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Will use iReady Instructional Grouping PDF lessons.

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Will use iReady Instructional Grouping PDF lessons.

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Looked at iReady data and discovered a majority of our students are at profile level 3. From there we decided to use provided lessons (inferring the meaning of words thru context, antonyms/synonyms, prefixes/suffixes, and latin and greek roots). Also using supplements to our curriculum we will focus on teaching comprehension strategies, and spelling patterns.

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Looked at iReady data and discovered a majority of our students are at profile level 3. From there we decided to use provided lessons (inferring the meaning of words thru context, antonyms/synonyms, prefixes/suffixes, and latin and greek roots). Also using supplements to our curriculum we will focus on teaching comprehension strategies, and spelling patterns.

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Fab 5

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Conferring in reading and writing--use structure in both arenas. Use strengths from other skill sets to build on what works so far and grow community through productive literacy practices.

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Conferring in reading and writing--use structure in both arenas. Use strengths from other skill sets to build on what works so far and grow community through productive literacy practices.

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Meet with students during Daily 5 and practice letter and sounds. Once they know their their letters/sounds, I will confer with them on their reading to self books.

Also, I will increase the amount of book talk. I try to ask questions while reading and then have students turn to the person next to them and share. I want to give students the chance to talk about their good fit books, because they always seem excited about something and want to share with a friend. It could also get another student interested in the book they are reading.

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Focus on comprehension strategies to increase student's enjoyment of reading.

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Structuring more student to student talk about their reading.

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Structuring more student to student talk about their reading.

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Conferring with students during Daily 5 as a way to check in and formatively assess them on their letter sound recognition.

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Conferring:  When I meet with Kinders I am going to focus on checking in quickly on sounds/letter recognition ... Students that have got it will then be moved to sight word check ins!

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Conferring:  When I meet with Kinders I am going to focus on checking in quickly on sounds/letter recognition ... Students that have got it will then be moved to sight word check ins!

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I am also going to work on more student to student talk when we are at the carpet. Quick check ins with an elbow partner to increase structure reading talk .. with sentence frames .. around a story/book/connection.