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Piecing the puzzle pieces together for inferencing

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Part part whole
Pictorial models

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Labeling text with proper data within answer choices. Helps to clarify question about listing text associated with data from least to greatest.

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Action Step:  We will use different visuals to show how solutions do not maintain all  their physical .
We will use different solutions other than water.

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Fig. 19D inferences

It was really great to share different ways to teach this skill. This has honestly helped me a lot since a received a different perspective. Making it simple for the kids

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I will do PEPS strategy to improve this tels mastery.
Armendáriz 2A

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3.4B- Context Clues
Create a bubble diagram with main word and arrows pointing to words in context and write out words next to the possible answer choices to eliminate and find right answer

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4.8C Plot!!! Sequence, cause and effect, work backwards, always ask what do you know or what is happening.

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Fig 19E is hard all the way around. We are going to work on visualizing. Draw a picture with simple instructions told the twice. Students need to visualize what is being asked

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Mini lessons in Power Point in order to increase rigor and grab their attention.

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Action Step: Eliminating the answer choices that are not correct based on the greatest and least number. Also having the scholars write the numbers in the problem above the names in the answer choices and then ordering the numbers from greatest to least or least to greatest.

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Math 2.2E -I will prepare Skip count chart for scholars to refer to.

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Whole part part
3.4K
Pictorial models
Lucia Hernandez

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I'm going to tie BME with before and after questions in reading. Remind the students to visualize while they're reading.

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Mr. Martinez, Mr. V. Garcia Math 4th and 5th

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Mr. Martinez, Mr. V. Garcia Math 4th and 5th

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This team case consultancy was productive. We saw the need in Multi-step word problems to create graphic organizers and using the problem solving think aloud to use the scholars creativity and understanding of the word problems.
4.4H and 5.4B

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Action step: creating diagram

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<Unknown numbers on number sentences>

=/Actions to take/=
-Practice different strategies on small groups
-Use of manipulatives (unifix cubes)
-Relate this concept to fact families.
-Demand students to show their work.
-Use elimination strategy  on the DOL or quiz.

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Make a strategy list, practice everyday as warm up

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The TEKS KA-KC is working on

K.8A Retell Main Events

Fig. 19E Retell important Events but both of these can be tied to the scholars listening comprehension skills to retain any information they get by listening.

For my action steps, I discussed with Mr. B that we could use pictures of the events of the story out of order so that they can have visual reminders/aids of what they heard during the read aloud that may help them retell the main events.

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Math K.2FGH
Keep working in small groups and manipulative/pictures to address these TEKS. Provide daily practices to students that are still struggling with this.