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The teacher used the guiding questions and took notes about the student's responses. They did not prompt the student at all.

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- Made a generalization from snakes to other animals ( beyond the text)

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- Needs support with retelling
- Had difficulty determining the difference between fiction and nonfiction

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The student was able to make text to self connections.
The teacher was very neutral throughout the conversation.

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She used the text and visuals/looking back, to communicate ideas and information explicitly stated in the text.

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We noticed the student consistently gave examples from the text to support their answers. The student also had a solid understanding of the beyond the text questions and was able to make a meaningful connection to her own life.

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- The student was listening carefully to the questions that were being asked.
- They looked back in the text to find evidence.

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With 95% accuracy and a 6 on the comp...she would need to have the next level of the assessment system.

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The student did a great job with understanding the main idea, inferencing, and connecting the story to her own life. 

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The student did a great job with understanding the main idea, inferencing, and connecting the story to her own life. 

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The student could practice gathering details to support the main idea from the text. 

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The student could practice gathering details to support the main idea from the text. 

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The student needs practice and instruction in retelling and summarizing a text. We also made the observation that she did not refer back to the text and this could have helped her with her retelling.

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- Initial retell lacked details
- Missed the deeper message in the story

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The teacher took a lot of notes. However, it seemed like he could have made it more like a conversation.

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She was able to answer clarifying questions with detail and accuracy.

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The student did not reference the book at all during the conversation.
The student talked very broadly and was unable to recall specific details from the text.

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The student was able to retell many of the important details in the story. He referred to the text for help without being prompted. We were impressed when he said the author used "juicy words."

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-She got the overall gist of the book but she did not give specific details in terms of stating any myths. Her retelling was general with limited evidence from the text.

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Glows: gives detailed retell using the text for support
Beyond the text: gave char. traits, motives and emotions
Uses academic languages

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The student knew that she could use the text/pictures to find information about the book.

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We were impressed to see the student refer back to the text unprompted to add more detail to his response.

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We were impressed to see the student refer back to the text unprompted to add more detail to his response.

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The student was able to make a connection between the girl in the story and someone else she knew, but not a connection between the girl and herself (yet).

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Grows: work on evaluating the text
and relating to his own life

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The student was able to make connections with the text. He was able to identify new and previous information.

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The student needs to include more key understanding within the text.

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- The student looked back at the text for details (name).
- He knew a lot about the author's craft and text structure.
- He also knew the big idea.

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The student was able to answer multiple parts of a question and could recall the "about the text" details clearly and with ease.

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Needed to expand on summary- lacked important details.

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The student did a really great job answering the Beyond the Text questions. She made good personal connections and made good inferences. She had a good understanding of nonfiction text features.

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Student's summary lacked specific details and events that led to character realizations (no longer being afraid of the spiders).

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Her summary was lacking structure, even though she seemed to understand the information. She also didn't seem to understand how a nonfiction text is organized. Her use of fiction and nonfiction was confusing