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When looking at standard 4, I notice it centers on vocabulary and comprehension in reading.  The impact on my instruction at 7th & 8th grade is to continue intense vocabulary instruction.  

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When looking at standard 4, I notice it centers on vocabulary and comprehension in reading.  The impact on my instruction at 7th & 8th grade is to continue intense vocabulary instruction.  

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When looking at standard R4, I notice that without understanding word meaning, there is little to no comprehension… and the impact on  instruction at 5th GRADE LEVEL is that in order to be successful we need to pre-teach vocabulary.

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When looking at standard R4, I notice that without understanding word meaning, there is little to no comprehension… and the impact on  instruction at 5th GRADE LEVEL is that in order to be successful we need to pre-teach vocabulary.

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When looking at standard R6, I notice a critical need for supporting experiential background knowledge and student relationships to their reading...and notice the impact on instruction at the 7th and 8th grade level is providing engaging and relatable texts.

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When looking at standard R6, I notice a critical need for supporting experiential background knowledge and student relationships to their reading...and notice the impact on instruction at the 7th and 8th grade level is providing engaging and relatable texts.

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When looking at standard R5, I notice the importance of introducing a wide variety of different genres of texts during 1st grade and the impact on [my] instruction at 1st grade is emphasizing different text structures and exposing students to as many different genres as possible across all content areas throughout the school day.

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K “When looking at standard___KR5_, I notice identify is the main goal and the impact on [my] instruction at MY GRADE LEVEL is… to expose,expose,expose!!

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When looking at standard 3R, I notice that it's 3rd grade that the standards' language moves away from identify and describe to more higher level thinking verbs, and the impact on instruction is having to scaffold much more.

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When looking at standard 3R, I notice that it's 3rd grade that the standards' language moves away from identify and describe to more higher level thinking verbs, and the impact on instruction is having to scaffold much more.

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When looking at standard 3, I notice students are describing characters, setting, and events using specific details from the text and the impact on [my] instruction at MY GRADE LEVEL is the continuation of using graphic organizers specific to the type of text.

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When looking at standard 7R6 I notice that for both narrative and expository texts, students will need to be able to identify the point where the author transitions from one point of view to another. How this impacts my instruction is that I will need to focus on teaching the students what language to look for that signals when an author is making the switch from one POV to another and be then be able to describe that shift.

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When looking at standard R6, I notice the difference between explicit and implicit is difficult for students at the 9th grade level. Many students do not have a grasp of what implicit means coming into high school. 

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When looking at standard R6, I notice the difference between explicit and implicit is difficult for students at the 9th grade level. Many students do not have a grasp of what implicit means coming into high school. 

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When looking at standard R3 I notice that the complexity of comprehension skills progresses seamlessly from literal to providing details to inferencing. The impact on my instruction of both SPED and ELLs is that I can work with a lower grade level standards to meet my students needs and gradually help my students progress toward 6th grade level standards using various reading and writing scoffolds.

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K-2 “When looking at standard__R2__, I notice it centers on the central idea and the impact on [my] instruction at MY GRADE LEVEL is scaffolding my instruction, differentiating for my students and exposing students to different texts while discussing central idea.

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K-2 “When looking at standard R4, I notice students have to explain how the words in text suggest feelings and the impact on  instruction at 2nd grade is exposure to a lot of vocabulary, various types of texts in fiction genre, and illustrations paired with texts. Anchor charts need to be created with students.

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K-2 “When looking at standard R4, I notice students have to explain how the words in text suggest feelings and the impact on  instruction at 2nd grade is exposure to a lot of vocabulary, various types of texts in fiction genre, and illustrations paired with texts. Anchor charts need to be created with students.

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when looking at standard 2, I notice the importance of using grade level text complexity and how important scaffolding is to make grade level text comprehensible. My grade level is 7-8.

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When looking at standard 3 I notice it focuses on story elements and making connections in texts and the impact on [my] instruction at MY GRADE LEVEL is that in order to comprehend texts, students need to have these skills and understand these basic concepts.

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when looking at standard 4, I notice that there is a focus on vocabulary, specifically words that express feelings and senses. The impact on my instruction at kindergarten is that I need to focus more on explicitly naming feelings in the moment and focusing on character feelings within text.

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When looking at standard R4 I notice that students may be expected to know vocabulary to read at grade level. The impact on my teaching at grade 9 will be to pre teach the vocabulary that they can understand based on context clues alone.

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1st When looking at standard 1R:3, I notice that my students have to be able to describe characters, setting, and major events in a story. The impact on my instruction is that I not only want my students to be able to describe story elements, but to understand what they are reading and to be able to key in on major events that are taking place in the story. All of this effects their vocabulary, comprehension, including basic foundational skills that will impact them moving forward in their reading levels.

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1st When looking at standard 1R:3, I notice that my students have to be able to describe characters, setting, and major events in a story. The impact on my instruction is that I not only want my students to be able to describe story elements, but to understand what they are reading and to be able to key in on major events that are taking place in the story. All of this effects their vocabulary, comprehension, including basic foundational skills that will impact them moving forward in their reading levels.

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When looking at standard R2, I notice there are many prerequisite skills needed to be able to determine two or more themes or central ideas in a text. The impact on my instruction is the challenge of building stamina to help students get through an entire grade level text and devising scaffolds to support them.

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When looking at standard___KR5_, I notice identify is the main goal and the impact on [my] instruction at MY GRADE LEVEL is… preteach and scaffold to reach all learners.

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When looking at standard 4 I notice Foundations assists with scaffolding pre teaching vocabulary and the impact on instruction is positive. More programs should be considering more vocabulary enrichment.

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When looking at standard 4, I noticed students are being asked to determine and analyze the use of words and phrases within a given text. The impact on my instructions at a 9th grade level is vocabulary and making sure students have the scaffolds in pace to help them .

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When looking at standard 3, I notice that without understanding the story elements there is little understanding of connections and the impact on my instruction at grade level is teaching to mastery/ exposing them at that initial stages is vital.

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When looking at standard R6, I noticed that it progresses from using illustrations to determine point of view to developing an understanding of how an author's point of view differs from the reader's.  The impact on my instruction in Grade 3 is to scaffold for my students starting with illustrations and moving onto more complex text. 

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When looking at standard R6, I noticed that it progresses from using illustrations to determine point of view to developing an understanding of how an author's point of view differs from the reader's.  The impact on my instruction in Grade 3 is to scaffold for my students starting with illustrations and moving onto more complex text. 

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1. Knowing the previous levels helps us better understand what their prior knowledge should be...
2. Already use many scaffolds, but need to add more maybe
3. Making sure students are using appropriate definitions (context) as well as historical definitions
4. Understanding allusions
5. Student experiences are often based on misinformation
6. Understanding the time period. setting, historical background of the text in order to grasps the central idea
7. Graphic novels... are they good or bad? Worth the discussion

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When looking at standard 6R1, I notice it focuses on the ability to cite textual evidence, and then use that information to make logical inferences (higher-level skills). The impact on my instruction at my grade level is I need to ensure my students with disabilities are given specific scaffolds in order to understand how to cite text evidence as well as how to infer based on what the text says.

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When looking at standard R5, I notice that students are expected to learn how to be able to identify the types and purposes of different types of text as well as analyze how text structure effects meaning, central ideas, purpose, and effect on reader. The impact on instruction at grade 11 is students must have all of the skills from K-10 in order to make more complex, specific analysis of text and to evaluate the effect or specific text structures and author's choices on the reader. 

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When looking at standard R5, I notice that students are expected to learn how to be able to identify the types and purposes of different types of text as well as analyze how text structure effects meaning, central ideas, purpose, and effect on reader. The impact on instruction at grade 11 is students must have all of the skills from K-10 in order to make more complex, specific analysis of text and to evaluate the effect or specific text structures and author's choices on the reader. 

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When looking at standard R2 I noticed it centers on central idea (summarize and building up to analyze). The impact on my 9th graders is to continue to work with grade level texts and use other texts to supplement. There are so many preskills needed in order to reach this.

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When looking at standard 4, I notice it centers on vocabulary and determining meaning of new words and how word choice impacts text. The impact on my instruction is I will continue to provide explicit vocabulary instruction as well as scaffolds to aid in comprehension and determining meaning of new words.

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When looking at standard 4, I notice it centers on vocabulary and determining meaning of new words and how word choice impacts text. The impact on my instruction is I will continue to provide explicit vocabulary instruction as well as scaffolds to aid in comprehension and determining meaning of new words.

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All standards no matter the grade level should be scaffolded from k on to the particular grade level

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When looking at R4, I notice that lack of academic vocabulary it vital to comprehension of text. Academic vocabulary needs to taught so can comprehend the text.

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When looking at R4, I notice that lack of academic vocabulary it vital to comprehension of text. Academic vocabulary needs to taught so can comprehend the text.

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When look at standard R4 I notice students need to determine meaning of words and phrases as they're used in text, and the impact on instruction at the 7th grade level is the need to analyze the impact on those choices which means clarifying understanding through conversation and listening to other's perspectives.

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When looking at standard R3, I notice a base for vocabulary for students to identify and the impact on [my] instruction at K is providing the base for all story elements vocabulary.

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When looking at standard R4, I notice that students need to understand the meaning of the words  and phrases in order to  comprehend the text and the impact on instruction at 3rd grade is pre teaching vocabulary, using text students' friendly.

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When looking at standard R4, I notice that students need to understand the meaning of the words  and phrases in order to  comprehend the text and the impact on instruction at 3rd grade is pre teaching vocabulary, using text students' friendly.

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When looking at standard R6, I notice students have to analyze point of view and the impact on instruction at kindergarten is naming the author and illustrator and identifying what their roles are in presenting a story or information.

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When looking at standard R6, I notice students have to analyze point of view and the impact on instruction at kindergarten is naming the author and illustrator and identifying what their roles are in presenting a story or information.

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When looking at standard R2 I notice the focus is on the main idea and retelling details and the impact on instuctions at my grade level is exposure

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When looking at standard R2 I notice the focus is on the main idea and retelling details and the impact on instuctions at my grade level is exposure

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When looking at standard R6, I notice that it expects students to have an understanding of: mood, tone, & perspective/point of view.  the impact on my instruction at 7th grade is to assess the student's knowledge and then build in scaffolds to help students to gain independence when analyzing text for mood, tone, and or perspective.

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“When looking at standard R3, I notice the focus is describing story elements or pieces of information. The impact on instruction in the 1st grade level is to provide opportunities for the students to identify the story elements (characters, setting, events) - graphic organizers, story mapping, etc.

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when looking at standard r1 I notice the emphasis on what is not explicitly stated which is a big deficit for our ASD students. The impact on my instruction at the 6th grade level is increasing my modeling of extending beyond explicit even while asking them to respond at the literal level.

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When looking at standard 1R2:  Identify a main topic or central idea in a text and retell important details, I notice the importance of understanding the basic concepts in order to scaffold to higher level questions, inferencing, and predicting.

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When looking at standard 1R2:  Identify a main topic or central idea in a text and retell important details, I notice the importance of understanding the basic concepts in order to scaffold to higher level questions, inferencing, and predicting.

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When looking at Standard R2, I notice main idea and retelling are a strong focus. In 1st grade we work on this a lot, as in every story we read/listen to!  The impact is huge in terms of getting kids to discuss books freely- feeling like it's ok to say what they feel.  

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When looking at Standard R2, I notice main idea and retelling are a strong focus. In 1st grade we work on this a lot, as in every story we read/listen to!  The impact is huge in terms of getting kids to discuss books freely- feeling like it's ok to say what they feel.  

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I am looking at standard 5. It is extremely important to expose students to many different genres of texts and stress the different text structures.

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I am looking at standard 5. It is extremely important to expose students to many different genres of texts and stress the different text structures.

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“When looking at standard R6, I notice the importance of discussing the reader's point of view/perspective and how it may differ from the author/character and the impact on [my] instruction at 3rd grade is that our students have a difficult time identifying POV or perspective, let alone their own POV or pespective.

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When looking at standard R6, I notice that with scaffolding, I can help my struggling students use the grade level text and meet many of the standards.  I see how important these standards are and how they progress and impact the future standards. Define - Describe - Identify - Discuss - Compare & Contrast - Analyze point of view

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I noticed that from 1st to 2nd the level of meaning and knowledge demands increase quite a bit.

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I noticed that from 1st to 2nd the level of meaning and knowledge demands increase quite a bit.

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When looking at standard R3, I notice that it moves away from identifying and describing to analyzing and comparing / contrasting. The impact on instruction at 3-6 is that if my students do not already have the skills of identifying and describing, they will not be able to progress to more complicated tasks without scaffolds and supports. 

# data[].attributes.subject
When looking at standard R3, I notice that it moves away from identifying and describing to analyzing and comparing / contrasting. The impact on instruction at 3-6 is that if my students do not already have the skills of identifying and describing, they will not be able to progress to more complicated tasks without scaffolds and supports. 

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When looking at 9th grade standards, I notice how text is sometimes explained and sometimes students need to use their creativity to handle the task.

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When looking at standard 2, I notice that students need to be exposed to many genres and the impact on my instruction at my grade level is to  read many different types of books and have my students identify characters, setting, and main idea.

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When looking at standard 2, I notice that students need to be exposed to many genres and the impact on my instruction at my grade level is to  read many different types of books and have my students identify characters, setting, and main idea.

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K-2 “When looking at standard R3_, I notice a lot of vocabuary and story elements that students need to be able to identify to do the higher grade standards. and the impact on [my] instruction at MY GRADE LEVEL i is to be sure students can identify character, setting and story elements, plot so that they can build on it in higher grades
”

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When looking at standard R3, I notice a need of understanding vocabulary for students to attend to instruction. Prior grade levels help support that base knowledge

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When looking at standard R3, I notice a need of understanding vocabulary for students to attend to instruction. Prior grade levels help support that base knowledge

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when looking at this standard R4, I notice that my students need to understand the meaning of figurative langauge. As a ASD teacher it is a very difficult concept for my students. I will use the model: I do, We do, You do to help my students become more successful.

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When looking at standard R4 I notice students go from identifying words or phrases that show feelings to explaining how those words appeal to the senses. This will impact my instruction in grade 2 by going indepth on how words or phrases in a text pertain to our senses.

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When looking at standard R4 I notice students go from identifying words or phrases that show feelings to explaining how those words appeal to the senses. This will impact my instruction in grade 2 by going indepth on how words or phrases in a text pertain to our senses.

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K-2 “When looking at standard 1R6: 	Describe how illustrations and details support the point of view or purpose of the text. (RI&RL), I notice my students need the basic understandings first and the impact on [my] instruction at MY GRADE LEVEL is that I am responsible for building these foundations for the rest of the student's learning through the years. 

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K-2 “When looking at standard 1R6: 	Describe how illustrations and details support the point of view or purpose of the text. (RI&RL), I notice my students need the basic understandings first and the impact on [my] instruction at MY GRADE LEVEL is that I am responsible for building these foundations for the rest of the student's learning through the years. 

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When looking at standard R1, I notice that students need to know how to make inferences and the impact on [our!] instruction at OUR GRADE LEVEL-4th! is that inferences need to be explicitly taught!

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2nd: When looking at standard R3, I notice that students will need to know how to describe how characters respond to events and challenges in literary text. For informational text, they will need to be able to connect ideas, concepts, or a series of events. The impact on insruction in 2nd grade level is that they will need lots of experiences with both types of texts and lots of modeling, read alouds, discussions, and questionings. They will need to build off of 1st grade skills and extend their descriptions and noticings.

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2nd: When looking at standard R3, I notice that students will need to know how to describe how characters respond to events and challenges in literary text. For informational text, they will need to be able to connect ideas, concepts, or a series of events. The impact on insruction in 2nd grade level is that they will need lots of experiences with both types of texts and lots of modeling, read alouds, discussions, and questionings. They will need to build off of 1st grade skills and extend their descriptions and noticings.

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Wheb looking at R5 for grade 2 I notice the students need to be able to identify the parts of a story and how undestanding sequencing is vital.

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Wheb looking at R5 for grade 2 I notice the students need to be able to identify the parts of a story and how undestanding sequencing is vital.

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K-2 “When looking at standard R1, I notice the importance of building that foundation of skills needed in order to continue to build throughout the future school years. and the impact on myinstruction at 1st grade is to continue to build expose and build vocabulary and a joy for reading. 

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K-2 “When looking at standard R1, I notice the importance of building that foundation of skills needed in order to continue to build throughout the future school years. and the impact on myinstruction at 1st grade is to continue to build expose and build vocabulary and a joy for reading. 

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When looking at standard 1R1, I notice that it sets the foundation for learning and identifying key details within a text. The impact on instruction at both the SPED and Gen Ed levels is that at the 1st grade level, students will walk away with the knowledge of how to use key ideas and details to ask and answer questions independently.

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"When looking at standard, R4,we notice the progression of the complexity of the concept:  figurative  language across the grade levels, k-12.  We notice that the standard is banded into different grade levels.  

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"When looking at standard, R4,we notice the progression of the complexity of the concept:  figurative  language across the grade levels, k-12.  We notice that the standard is banded into different grade levels.  

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The impact on our instruction is being able to instruct the students on how to identify and locate the figurative language. (G5)

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When looking at standard 6, I notice that illustrations, text features, and details need to support the point of view or purpose of the text. The impact at 2nd grade is students need to be able to identify illustrations, text features, and details before they can identify how they support the point of view/purpose of that text.

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When looking at standard R4, I notice that students have to find specific words that express feelings and senses. The impact on my ENL instruction at first grade is explicitly teaching feelings/emotions in English and helping students identify characters feelings within texts.

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When looking at standard 2R6, I notice that text features were added to the standard and the impact on instruction at MY GRADE LEVEL is to scaffold with pre-teaching the different text features, and using modeling and think-alouds to explain how that supports determining the point of view or purpose of the text.

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When looking at standard R5 , I notice how they want the reader to know affect  so that when they are able to take a deeper look into lit and life to be have meaningful discussions. and the impact on my grade level is to be able to discuss the structure of reading

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When looking at standard R5 , I notice how they want the reader to know affect  so that when they are able to take a deeper look into lit and life to be have meaningful discussions. and the impact on my grade level is to be able to discuss the structure of reading

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K-2 “When looking at standard 1R3:  Describe characters, settings, and major events in a story, or pieces of information in a text I notice these story elements are big foundational pieces necessary to prepare and engage students in the reading and comprehension process.
I think it's important to find ways to build engagement and enthusiasm for the basics of reading using these story elements.

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When looking at standard R2 I notice students must determine how themes emerge. My instruction should frequently stop to analyze throughout the text and identify emerging details and who or what is shaping emerging details.

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When looking at standard R2 I notice students must determine how themes emerge. My instruction should frequently stop to analyze throughout the text and identify emerging details and who or what is shaping emerging details.

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When looking at standard KR6, I notice that student's understanding of both the author and the illustrator directly impact my instruction and therefore impact the instructional scaffolds of each higher grade level.

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When looking at stands 9-10R6, I notice that it is important discuss what it means to analyze the author's point of view, perspective, and purpose. The impact on my teaching is in order for students to able to analyze, the students will need to review pov, perspective, and purpose. We will also need to discuss implicit and explicit messages. I will need to come up with creative ways to teach all of these in order for my kids to fully grasp and demonstrate these skills.

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When looking at Standard R4 there seems to be a significant increase in expectations of skills such as analyzing and interpreting. There needs to be scaffolding, support, modeling and examples as they transition from 3rd to 4th with a vocabulary enriched environment.

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“When looking at standard 5, I notice the emphasis on text structure and multiple text availability and the impact on my instruction at grade 6 will be to provide reading and writing opportunities for multiple texts and text structures in both fiction and non-fiction genres ”

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When looking at standard R5, I notice that by high school students should easily identify different structures and that their work is mostly in analyzing the impact of the structure.  This standard also seems to have a lot of "real world" application because students will need to understand structure in different world environments (business, politics, media)

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When looking at standard R5, I notice that by high school students should easily identify different structures and that their work is mostly in analyzing the impact of the structure.  This standard also seems to have a lot of "real world" application because students will need to understand structure in different world environments (business, politics, media)

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When looking at standard R3, I notice that my students will be asked to consider motivations and actions of the character that builds the plot.  This builds on what they were asked to do  and the impact on [my] instruction at 9th grade will be that I will need to explicitly teach and use a variety of scaffolds to help my students understand this.

# data[].attributes.subject
When looking at standard R3, I notice that my students will be asked to consider motivations and actions of the character that builds the plot.  This builds on what they were asked to do  and the impact on [my] instruction at 9th grade will be that I will need to explicitly teach and use a variety of scaffolds to help my students understand this.

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When looking at standard R5, I noticed the impact on instruction at 2nd grade is primarily to engage the students with many and varied literary and informational texts.  In particular, that my team & I will need to be sure to introduce or continue working with them to be using terms like beginning, middle and end to articulate their knowledge of text structure for multiple genres.

# data[].attributes.subject
When looking at standard R5, I noticed the impact on instruction at 2nd grade is primarily to engage the students with many and varied literary and informational texts.  In particular, that my team & I will need to be sure to introduce or continue working with them to be using terms like beginning, middle and end to articulate their knowledge of text structure for multiple genres.

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When looking at standard R4, I notice that there is a huge jump from the 2nd to the 3rd grade wording and expectations.  The impact on my instruction at grade 3 would be to scaffold on those 2nd grade expectations to build a strength they will need at grade 3. They will also need a lot of modeling and exemplars of dealing with figurative language.

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When looking at standard R4, I notice that there is a huge jump from the 2nd to the 3rd grade wording and expectations.  The impact on my instruction at grade 3 would be to scaffold on those 2nd grade expectations to build a strength they will need at grade 3. They will also need a lot of modeling and exemplars of dealing with figurative language.

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Explain how words apply to feelings and appeal to senses.

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K-2 “When looking at standard_1R2:  Identify a main topic or central idea in a text and retell important details. (RI&RL)___, I notice … and the impact on [my] instruction at MY GRADE LEVEL is…”

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K-2 “When looking at standard_1R2:  Identify a main topic or central idea in a text and retell important details. (RI&RL)___, I notice … and the impact on [my] instruction at MY GRADE LEVEL is…”

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I notice the difference from K-1 is being able to identify the main idea. This is a complex skill for most first graders. This will impact my instruction at my grade level as I will practice this skill to full understanding as students will need to layer on summarizing next year.

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When I look at standard 2, I notice the importance of developing oracy in my students by retelling stories and sharing key details from a text. This requires alot of explicit modeling and opportunities for peer centered discussions.

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When looking at standard 1R2, I notice that my students are struggling to identify any details which makes it difficult for them to identify the main idea of a text

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when looking at standard 5, i notice that students need to analyze how a particular sentence, paragraph, stanza, chapter, scene, or section fits into the overall structure of a text and how it contributes to the development of the text, therefore my impact on instruction is I will support my students by having them discuss the way the author organized the text and also give them opportunities to write using another structure. I will use the words organize and structure and expect my students to also use these words in their verbal and written responses. We will explore different structures of texts and how various sections, sentences, chapters contribute to the meaning of the text. 

# data[].attributes.subject
when looking at standard 5, i notice that students need to analyze how a particular sentence, paragraph, stanza, chapter, scene, or section fits into the overall structure of a text and how it contributes to the development of the text, therefore my impact on instruction is I will support my students by having them discuss the way the author organized the text and also give them opportunities to write using another structure. I will use the words organize and structure and expect my students to also use these words in their verbal and written responses. We will explore different structures of texts and how various sections, sentences, chapters contribute to the meaning of the text. 

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When looking at the NYS ESL Standards, I notice the emphasis on the usage of images and pictures,  I notice that it facilitates understanding and the impact on my  students is an increase in understanding and interest.

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When looking at the NYS ESL Standards, I notice the emphasis on the usage of images and pictures,  I notice that it facilitates understanding and the impact on my  students is an increase in understanding and interest.

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When looking at standard R5, students progress from identifying literary and informational texts to identifying genres anddifferences.  Then, they move  to describing the overall structure of a text, including how the beginning introduces the t ext and the ending concludes the text.  There are specific words that students need to be taught, like literary texts, informational texts, genres and structure.

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When looking at standard R5, I notice that it wants the reader to know and understand the affect to be able to discuss anything at a deeper level and the impact on my instruction at 6th grade is that students understand the structure of text and how it changes

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When looking at standard 4, I notice that students need to have an interest in the power of words in order to engage with deriving meaning/ identify subtle differences in meaning, and understand the impact of words. The impact on my instruction is that on a regular basis, model noticing, being curious and figuring out word meaning and use.

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11-12 R1: Students would need to understand vocabulary of the standard and the text prior to completing task. Words such as implicit, explicit and ambiguity are enough to cause anxiety and shut down many students. Pre-teaching an using various media to help with understanding prior to assessing further exploration of various texts is necessary.

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When looking at Standard R4 I notice that it emphasizes the importance of students' understanding the vocabulary in their reading. In my many years of teaching experience I have found that my students really need to work on continually acquiring more academic vocabulary.  I can continue to work on my ENL students' vocabulary acquisition by working with them in small groups within the classroom, and by having them keep vocabulary journals.

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When looking at Standard R4 I notice that it emphasizes the importance of students' understanding the vocabulary in their reading. In my many years of teaching experience I have found that my students really need to work on continually acquiring more academic vocabulary.  I can continue to work on my ENL students' vocabulary acquisition by working with them in small groups within the classroom, and by having them keep vocabulary journals.

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When looking at standard 3R4, I notice this standard jumps difficulty without much scaffolding and the impact on [my] instruction at MY GRADE LEVEL is the need to do a great deal of modeling, use of graphic organizers and involve a very vocabulary enriched environment when talking with students in the classroom. I need to make sure to use those words multiple times throughout the day.

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When looking at standard 5, we noticed the progression of figurative language across the grade levels, k-12.

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When looking at standard 5, we noticed the progression of figurative language across the grade levels, k-12.

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Students need to be able to read on grade level so they can understand the meaning of a text. Teachers can support students by modeling, using grade level texts, scaffolding and providing a vocabulary rich environment. Figurative language needs to be explicitly taught through literary texts and poetry.

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We also notice some of the standards are banded by grade levels.

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We also notice some of the standards are banded by grade levels.

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When looking at standard 5, I notice that students are really connecting various parts of literary texts with specific selections from a chapter, phrase, sentence, etc. Proof is asked to show how they connect and contribute.