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Getting to know the students during individual conferencing helps engage them in the learning. Some students don't make the most of their time and I'd like ideas about how to make it more purposeful for them.

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We are looking at this from the outside VS inside.

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I have leveled groups based on vocab, lit, nonfiction skill they are weakest in, but also flexible to do reteaches in reading and writing.

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I change my PLT all the time. I'd like to find something I could do consistently that would require minimal planning. The bulk of my planning should focus on the instructional time, and not be absorbed by what I'm going to do with PLT this week.

Summary  - PLT is ok, but it could be better.

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I like that they have time to read or research for their writing, practice the reading skills with their books.

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Most of my PLT involves working on my students'goals.  It also is used to make up work or continue working on class work/homework.

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Students work with a weekly PLT sheet.
PLT is constantly changing based on what we are working on in class.

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I feel like things are going well. I have a template that students use for the day that outlines what center they are at and allows them to record what they did for the day. There is also a column where students rate how focused they felt they were for the day. With all students busy and accountable, I am able to work with small groups or work one on one with a student based on their needs. I can pre-teach, re-teach, or work on a different concept all together.

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PLT gives me time to work with all my learners based on their abilities and skills. While this is happening, students have a number of options they can choose from. Their goal is to spell MATH out by Friday. M-Meet with teacher, A- At your seat, T-Technology, and H- Hands On. The different choices and differentiating the content can use some enhancing.

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I want to enhance my small groups. I like that they are fluid, but I want the time that I spend with them to be more meaningful.

I also want to make the individualized work purposeful for students without making myself crazy.

I also find that fitting in Selection Tests and catching students up, takes away from PLT. How can I do both: get that "must-do" work done and still work with small groups.

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Students choose from a list of activities while I meet with small groups. Every other day students must work on Moby Max. The choice is working well, but I want to enhance engagement.

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Going well, been doing awhile. Centers most review topics, half kids on Moby, half doing centers. Would always love new management tools to keep up motivation!

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Question asking
Using simple words

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ROGINACreated a weekly reflection sheet (students will think about goals/learning; parents will sign

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ROGINACreated a weekly reflection sheet (students will think about goals/learning; parents will sign

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I work with some students one on one and I feel that works for those students. It makes them to feel successful. I can also help to keep them organized.

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WO

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- I am able to work with classroom teachers and determine what each student needs to work on. This helps me plan the right lessons.

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Using resources available through ReadyGEN 

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Using resources available through ReadyGEN 

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Allowing students to work in groups
Allowing quiz corrections

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I like that I am able to meet with several students during PL time. I find it useful for both myself and my students. One challenge that I have been facing since I started is using PLT to catch up students who were absent for so many consecutive days. Another part of PLT that has been a challenge is having students use it to do make-up tests or make-up work. My ideal PLT would consist of the students working on things that are specific to what they need to learn and goals that they need to meet, and also being able to confer with students as well.

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Students set personalized reading goals based on current skills. Use different activities to work on those goals (i.e. Newsela articles that address skills) and meet every 2 weeks to discuss progress.