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I need to be explicit with teaching the addition strategies along with subtraction. I will create a collaborate poster with my students with key words for each concept.

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By circling back and knowing that every student understands the lesson.

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I will use the instructional groupings.

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I need to intentionally plan math centers in order to address the prior knowledge they need to succeed!

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I need to help develop my students skills related to counting to 100 and counting up and back to add or subtract.

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As a virtual teacher I will try to incorporate more interactive slides into my lesson. 

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As a virtual teacher I will try to incorporate more interactive slides into my lesson. 

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Small group testing, remind student of steps to decide if it's addition or subtraction. 

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Small group testing, remind student of steps to decide if it's addition or subtraction. 

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As a team, we have very few students on grade level.

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We will focus on building foundational math skills by providing targeted instruction in small groups. We'll use hands-on activities and visual aids to help students grasp key concepts. Last, we will incorporate frequent practice and progress monitoring to track improvement and adjust instruction accordingly.

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Use instructional groupings and scaffolding.

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Majority of my class is below grade level (k) 1 student is on grade level and 2 or two levels behind.

my kids behind grade level are my newcomers

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Allow for constant use of learning tools for lessons.

Give sentence prompt example for partner discussions.

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The data shows that our students need a lot of prerequisite skills. We need to spend the time building background, relating to prior knowledge, and building the academic language. 

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The data shows that our students need a lot of prerequisite skills. We need to spend the time building background, relating to prior knowledge, and building the academic language. 

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19 2 grade levels below

6 1 grade level below

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I need to make sure I'm pulling students to review prior day's lesson to make sure they are understanding.

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I will intentionally plan math centers and make an anchor chart for operations vocabulary 

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I will intentionally plan math centers and make an anchor chart for operations vocabulary 

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To use anchor charts with vocabulary and examples to help students understand the concepts.

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Majority of our students are not meeting grade level expectations. We discussed using the pre-teaching requisite lessons provided by iReady for small group instruction. We have also discussed adding vocabulary slides and anchor charts to our lessons.

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Pulling lower level learners for pre-teaching of skills and then small group instruction to support basic skills for understanding. Support students within the classroom when working with peer groups.

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Currently my data shows no one on grade level, so I'm using that to drive my instruction and reteach in small groups/math intervention.

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More use of instructional grouping using diagnostic data in beginning of year.

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The majority of our students are below grade level on iReady. We will provide time for more opportunities to work with peers using different resources to demonstrate their understanding. We will provide extended support in small groups as needed. If there is a para pushing in to support students we will have them pull struggling students to provide more in-depth support.

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Keeping specific accommodations in mind for my dual labeled students. Collaborate with both my co-teacher and special ed teacher

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I have no students on grade level, so I am forming my small groups based on that data.

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The data shows that we have students that vary at their academic levels. They would benefit from small group instruction and building upon their prior knowledge.

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Compared to last year, my students scored higher overall in iReady. I will make sure I don't only focus on my striving students; I will also challenge my higher students.

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My data shows that 60% of my class is 1 year behind and 40% are 2 years behind. This data requires that I need to be aware of the Prerequisite skills needed for the lessons I am teaching. I will need to scaffold lessons and close gaps.

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My class is either 1 grade level or 2 grade levels below grade level. I will provide extra resources, time, and scaffolds to meet student needs during whole group and small group (math acceleration) times.

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Scaffolds to Use - Anchor charts with visuals for students to reference. Sentence stems/frames so students can express complete ideas.

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My data shows that my students need a lot of prerequisite skills and practice of basic math facts. I will modify my lessons to address the math fact skills that my students need.

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I noticed that 0% of the class is on grade level. I wonder why the pacing guide and curriculum does not allow basic number and simple operational review before jumping into a skill in lesson 1 that the students are not ready for...

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I noticed that 0% of the class is on grade level. I wonder why the pacing guide and curriculum does not allow basic number and simple operational review before jumping into a skill in lesson 1 that the students are not ready for...

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For the grade level, there are few students on grade level. We will have small group instruction, vocabulary support, and relate to prior knowledge.

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I can tell my students used iready last year, as scores are higher this year than last.

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I will use anchor charts to help with vocabulary and plan math centers to focus on the areas where the most help is needed.

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The highest amount of Emerging K scores are in measurement and geometry. These two standards are focused on the least. I will intentionally plan math centers that focus on these topics during the entire year so that students are exposed to it for a longer period of time.

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Review lessons

Use small groups

Teach and post vocabulary/terms

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Data shows that majority of the students are one or two grade levels below in iReady. We will use different manipulatives that allow strategies that work for each individual students. We will pull small group instruction to reinforce the skills being taught.

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My data is much more improved than last year. It is clear they have used i-Ready in the past. This data helped me make appropriate small groups and decide what skills they need to work on.

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My data is much more improved than last year. It is clear they have used i-Ready in the past. This data helped me make appropriate small groups and decide what skills they need to work on.

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Utilize various manipulatives for students to choose from. Poster to show how different tools can be used.

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Based on the data we need to deliver prerequisite skills in a small group setting since the majority of our students are lacking in those areas. This will allow our students to better absorb the current curriculum and be able to succeed!

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Provides exposure to new concepts/tasks so that students have some background experience/knowledge when the skill is taught at a later date.