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Suggestion: Continue reminding us which words are most important

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My students need lots of help with basic letter formation. Perhaps a handwriting curriculum might help.

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Suggestion: Have kids read "real literature" and read to them

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Students struggle to be creative with their writing.

Suggestion: adding more free write time and hold students accountable for writing.

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Multiple 4th and 5th grade students still struggle to write letters correctly and in the right dirrection.

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Students work on introductions, transition words, and conclusions

They are able to write a paragraph

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Writing is getting better as vocabulary awareness increases

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Students struggle to sound out words that they do not immediately recognize.

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Concern: Students in primary intervention groups are continuing to struggle with blending

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Students struggle to form complete paragraphs that can be read fluently.

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More practice reading aloud to others (Volunteers ?? )

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Concern: Students need more practice reading out loud on a very frequent basis. When students have higher confidence in this area, they will be more likely to try to decode instead of guessing, more likely to volunteer in class, more likely to use expression, and more likely to comprehend.

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More practice than Amplify especially narrative @ 3rd

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Students struggle to create a comprehensive paragraph.

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K needs more exposure and practice with writing sentences.

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Strength: Kids are able to retain information when it's read aloud

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I have to work hard to get complete sentences. Students are able to answer questions but get lazy and do not want to write in comple sentences.

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*Students have been writing detailed sentences.

*Recognizing parts of speech

*Recognizing parts of an informational article

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Amplify introduces topic specific vocabulary for each unit and lesson but this is never assessed or practiced. Students do not retain these definitions.

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Use "Fluency Phones" sometimes for reading to self

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Reading Comprehension is increasing when we use the readers in the curriculum and the highlighted words in bold help to show the words we are working on in the lesson.

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Time with rich literature both reading and being read to

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Students need to be exposed to reading aloud more frequently with passages at their level.

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Concern: My students need help with writing sentences. Using capital I, for instance, isn't automatic yet.

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Many of my students struggle with run-on sentences and general writing conventions

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Even after given direction and examples on sentence starters, 4th and 5th graders struggle to write full sentence answers with sentence starters.

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Students need to have opportunities to partner read text at their level to practice oral reading fluency and accuracy (small group/intervention time)

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Students at all grade levels need to work on phonics. Students readily give up or insert a word, even if it doesn't make sense.

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More teacher time prepping materials

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concern- students do not have the skills to sound out unfamiliar words

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Students are doing well in close reading before responding to questions.

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Many of my 5th grade students are gaining more familiarity with note-taking and summarizing so they can write a meaningful paragraph based on a text.

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Concern: I have to supplement/adjust CKLA to get the SBA format

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I agree with the Whimsical Magpie. In the curriculum, once definitions are introduced at the beginning of lessons, we may talk about/refer to those vocabulary words throughout the unit but they are never assessed.

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I feel like students need more time practicing the writing process. They also need to build more stamina in writing. Students need to do more narrative writing.

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Post able vocab words that go along with our vocab list.

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Strength: Students are learning to read with all parts of fluency, not just speed.

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Using Read Naturally along with additional underlining/note-taking strategies is helping hugely with comprehension

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Students do well in using vocabulary when discussing content.

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First grade can use more practice building writing stamina before they start learning all the corrections...

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Positive: MTSS has done a great job with my students

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“Re”-teach letter sounds first, stay away from letter names, esp for Kinders. Going through the alphabet chart “ah, beh, keh, etccc help kids make big gains in sounding out longer words, decoding first. Reviewing in upper grades will be maybe uncomfortable but game-like activities can make it less so.

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concern- students struggle to produce complete sentences and paragraphs. Many have run-on sentences, and inaccurate spelling of simple words.

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Concern: Materials are difficult for students to read and comprehend. For example, 2-step word problems are confusing, not b/c of the math but because of the words.

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Being able to come up with a topic sentence and closing sentence without support.

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We should probably have a pre-determined assessment to be used across all grade levels for math and ELA vocab, of course changing the words at each grade level. But the assessment currently seems inconsistent even though the practices in classrooms seem to be going great

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concern-students cannot start a sentence/paragraph without assistance. They are not able to answer questions in complete sentences. Missing the details in paragraphs to add to their writing. They want to copy down what the teacher does and not able to be creative on their own with out specific guidance

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Amplified uses vocabulary that is not relevant to the students world or experience and it does not supply teachers with any visuals.

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Concern: I think we have made growth in this area but I don't know if we have done enough. Further data is needed.

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I think this should be on the AAP for all grade levels. This impacts so much across reading and writing. MTSS and resource have great materials for teaching these skills at higher grade levels where it's less of a priority in Amplify, and we should share them!

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CKLA has too many vocab words, testing them doesn't seem important

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Suggestion: vocab assessments