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As a culminating project, students are beginning research animals to present as a book or Google slide.

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Completing a lesson a day. Students need to learn the foundation of writing and properly answering questions.

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Students are enjoying learning about animals and their characteristics and pattern breakers.

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We are doing an endangered animal research project where every child has their own animal, is taking notes, and will make an e-book to present it. It's very challenging, but they are enjoying it.

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We are doing an endangered animal research project where every child has their own animal, is taking notes, and will make an e-book to present it. It's very challenging, but they are enjoying it.

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I'm finding it impossible to do a full lesson in one day with this group of children.  I see this is a common concern on the 3rd grade CKLA FB page as well.  I also would like to know how to better gauge their reading progress in small chunks over time. We have to do a lot of whole groups. 

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I'm finding it impossible to do a full lesson in one day with this group of children.  I see this is a common concern on the 3rd grade CKLA FB page as well.  I also would like to know how to better gauge their reading progress in small chunks over time. We have to do a lot of whole groups. 

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High interest for students.
Lessons are completed with consistency.

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Wind in the Willows
Lesson 8

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I Have Who Has for the phonics reviews and they've been a big hit over feeling self-conscious about baseball. I also write our key vocab words on sentence strips and if a child guesses the definition correctly they get to hold the strip for the whole lesson. For some reason this is wildly popular.

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How to work reading groups into my world when I have kids who can't read yet up to advanced readers. Groups are where we can bond and build confidence if I can have them read things at their level. The shared reader isn't as accessible to many students independently as I would like.

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How to successfully incorporate everything for CKLA and meet struggling readers.

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The story keeps them interested and we are able to have good discussions.

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Students are enjoying the stories and meeting the characters.

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How to speed this up a bit when the reality of the beginning of the year with a large class is in play--setting procedures and expectations, teaching basic skills like how to write a sentence or finding text evidence so that the assignments can be completed with some quality...can we cut something out?

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They love the story, and participate enthusiastically. Our vocabulary game and phonics reviews are also going well.

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Grade 3, Lesson 7 (Dulce Domum Part 2)