# data[].attributes.headline
An exit ticket where students list 3 words that they learned, 2 words that they added and 1 new word to each header.

# data[].attributes.subject
An exit ticket where students list 3 words that they learned, 2 words that they added and 1 new word to each header.

# data[].attributes.body
Talking chips could be a useful strategy to ensure that each person in the group has a turn to share their ideas. This way a true measure of understanding can be assessed.

# data[].attributes.body
An entry task would assist students in brainstorming to gather words to use for the activity.

# data[].attributes.headline
Exit Ticket. Great way to have an end class route and assessment of the lesson the students just learn.

# data[].attributes.subject
Exit Ticket. Great way to have an end class route and assessment of the lesson the students just learn.

# data[].attributes.body
A.Darby

# data[].attributes.headline
Think Pair Share. It gives students the opportunity to collaborate ideas during the activity with a peer. Learning and conversing with their peers will help them comprehend the material better. 

# data[].attributes.subject
Think Pair Share. It gives students the opportunity to collaborate ideas during the activity with a peer. Learning and conversing with their peers will help them comprehend the material better. 

# data[].attributes.body
A.Darby

# data[].attributes.headline
I would use a KWL chart to find what students my know about the lesson subject, what they want to know and what they learn. It have to keep them engaged the whole lesson. 

# data[].attributes.subject
I would use a KWL chart to find what students my know about the lesson subject, what they want to know and what they learn. It have to keep them engaged the whole lesson. 

# data[].attributes.body
A.Darby

# data[].attributes.headline
I'd use a exit ticket because that way I can sit & read what EVERYONE learned.

# data[].attributes.subject
I'd use a exit ticket because that way I can sit & read what EVERYONE learned.

# data[].attributes.headline
I'd use a turn&talk because scholars are able to communicate what they learned with each other and then share out

# data[].attributes.subject
I'd use a turn&talk because scholars are able to communicate what they learned with each other and then share out

# data[].attributes.body
Id use a KWL chart to figure what scholars know, want to & ultimately what they learn

K.Brown

# data[].attributes.body
Salimah Muhammad
The anticipation guide can also be used as an assessment to check student learning at the end of the lesson

# data[].attributes.body
Salimah Muhammad

I like how the teacher emphasized the children discussing the words before they are written and grouped

# data[].attributes.body
Salimah Muhammad

I would use an anticipation guide to assess student's prior knowledge before the lesson.

# data[].attributes.body
I would use that 3-2-1 because I like how you can write 3 things that your learned from the lesson. I would use that strategy because students can write down their own opinion and share it with a partner and discussion their answer.

# data[].attributes.body
I would use an exit ticket. Using the exit ticket would allow me to see how well my students understood the lesson and were able to apply what they learned. If I saw that majority my class did not do well then I would review this lesson again; but teach it differently. Then do the exit ticket again!

# data[].attributes.body
I would give students an entry ticket using pictures just to see what they know based off the lesson. This would allow me to see how well they understand the lesson or if they still don't understand concept of list-group-label.

# data[].attributes.body
Exit ticket- this would more than likely be my go to strategy to see if students understood the lesson. A small pop quiz or assessment immediately following the lesson will measure students readiness and comprehension

# data[].attributes.body
I would form a checklist that consists of questions that are geared towards students comprehension. Also I would engage students in proactive listening to generate specific responses for specific words to measure effectiveness and understanding

# data[].attributes.body
I liked when she used word grouping to form association and comprehension between words. Students complete entry tickets describing words that illustrate their understanding.

# data[].attributes.body
In order to assess what the student learned from the assignment I would give them an exit ticket with an open ended question. The question would allow students to write or draw their response.

# data[].attributes.body
During the lesson I would have kids hold up red green or yellow paper to check for understanding. The paper allows the students to honestly assess themselves and for me to see their level of understanding of what they can do.

# data[].attributes.body
I would have the students do a picture walk of the story. While doing the picture walk I would have the students to draw one part that the have done in real life.

# data[].attributes.headline
After the lesson, I would simply do an exit ticket. I use a lot of exit tickets in my class now and it helps me pinpoint the main ideas from the lesson and see where the students really understood the lesson.-Taylor Moran

# data[].attributes.subject
After the lesson, I would simply do an exit ticket. I use a lot of exit tickets in my class now and it helps me pinpoint the main ideas from the lesson and see where the students really understood the lesson.-Taylor Moran

# data[].attributes.headline
During the lesson, I would use think-pair-share for the students to be able to do the work independently and get to share what they did with their classmates. I like that it gives them the ability to get feedback and explain their thinking for their answers.-Taylor Moran

# data[].attributes.subject
During the lesson, I would use think-pair-share for the students to be able to do the work independently and get to share what they did with their classmates. I like that it gives them the ability to get feedback and explain their thinking for their answers.-Taylor Moran

# data[].attributes.headline
I would use an entry ticket to see what the students know and get a better idea of what they know or what areas need the most focus on the lesson.-Taylor Moran

# data[].attributes.subject
I would use an entry ticket to see what the students know and get a better idea of what they know or what areas need the most focus on the lesson.-Taylor Moran

# data[].attributes.body
After the lesson the strategy that I would use is a Summative assessment. A final product.  I would allow students to select from 4 topics to complete the unit project independently.  The project could be completed on paper or digitally.

I selected this strategy because it would allow me to evaluate student learning and their understanding of List-Group-Label and compare it to the learning standards.

# data[].attributes.body
During the lesson, the strategy that I would use is a checklist. As students are working in groups I am questioning...

- Are students categorizing words by analyzing?

-Are students communicating with each other?

-Are students able to label groups ?

-Are students familiar with vocabulary?

I selected this strategy, because it's observational. I am able to walk around the classroom to view student interactions, understandings and provide quick effective feedback.

# data[].attributes.body
For this lesson I would use an anticipation guide. I selected this stretegy to first see what their understanding of the story is. This will determine if the story would need to be reread, or if I would be able to move on with the assignment.