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No student tapped on Clue Tab to open the drawer

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S6: She said " this is what I do"! with excitement on slide 8

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S6: She said " this is what I do"! with excitement on slide 8

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Students did not really see the pulsing highlighting, were not really aware that they could or should do anything with that icon.

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Student 2 mentioned specifcially that the design of the word 'Look' helped reinforce it's function.

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When shown "Look" both students said "you need to look around the sentence to figure out the meaning of the word" and "yeah, you look at it"

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Student said "Look" Icon means "Observe"

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They understood what they were used for but they were not familiar withhe term "signal word"

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Both articulated the MMW in the pun screen, and seemed very engaged by it saying "ew, there's a patient with stinky feet, and a.. what do you call a lady doctor?"
-- Tif: ".. a doctor"
S9: "right, the doctor is looking at his feet and its close -- like 12 inches away. Foot and foot"

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S8 Stated he was an iReady user & familiar with how it worked. But overall disinterested and unenthusiasticto make guesses when he didn't know the answer. Was often seen looking around at other students or down at the table.

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S8 Stated he was an iReady user & familiar with how it worked. But overall disinterested and unenthusiasticto make guesses when he didn't know the answer. Was often seen looking around at other students or down at the table.

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When asked "What did you think about this lesson" She said she liked it. When asked "What would you change" she said "make the words easier... not that I want to be lazy or anything.." And facilitator reminded her that she got everything correct on the first try... so asking for something easier was an interesting answer

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Shorter paragraphs seemed to draw quicker, less considered responses.

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She understood, she defiend them as words before or after the word being asked.

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Both students really enjoyed the Multiple-Meaning pun (foot/foot), and both got the importance of context from it (the idea that there are multiple meanings).

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Seemed to be skipping the reading of the passage and attempted to answer the questions first. When he got incorrect, he took the time to read the passage (sometimes in full, sometimes just around the word).

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S9 He understood context clue language, mentioning the term specifically. He did not mention "signal word" specifically but was able to give example.

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S9 He understood context clue language, mentioning the term specifically. He did not mention "signal word" specifically but was able to give example.

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No. The kid was done.

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Seemed focused in the foot image when shown, less so than the text.

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Clearly understood context clue language and could identity signal words, but not using that term.

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Student 2 brought up an interesting observation about the magnifier icon, which she interpreted as a Google-style 'search' icon.

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All four students knew  that strategies could help them. However, they did not open the drawer, we cannot have enough evidence that they understood  the strategy could be used beyond the lesson.

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He did not make the connection -- and answered "I don't know" to most questions.

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Yes, they were but were not able to explain why.,

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S9 He referenced the phrase "context clues" directly, likely familiar with the strategy. Gave example of sample word from the lesson, but not directly from the card. He also mentioned "looking around the words" for clues a few times.

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S9 He referenced the phrase "context clues" directly, likely familiar with the strategy. Gave example of sample word from the lesson, but not directly from the card. He also mentioned "looking around the words" for clues a few times.

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Not in a way that specifically called them 'strategies', as a term, but they could identify, as an example that they phrase 'or pull back' related directly to the word 'draw'.

The students could related a word to a previous experience in their lives (one knew that a 'foot' was specifically 12-inches, another has a father that played cards and knew that 'draw' has a context-specific meaning in that arena.)

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They knew to use the words around the words, the functional use of the Context, but they were not familiar with the academic jargon of 'signal words'.

They seemed to know where to extract meaning from the existing text.

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She didn't reference acquiring any new strategy, but she also got all answers correct on the first try. She seemed above-grade level and had a clear concept of context clues going into the lesson.

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S8 No. He mostly answered "I don't know". Distracted by other events in the room

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S8 No. He mostly answered "I don't know". Distracted by other events in the room

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S7 Yes, she said she wanted to get them right "to be amazing".

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S7 Yes, she said she wanted to get them right "to be amazing".

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Yes when they we showed them the card they understood what it was for. They did not pull the card when they made an incorrect answer.
S6 : thought icon is magnifying icon would make things bigger
S4 and S5: thought it was a search button, that would give you the meaning of the word
S3: thought the icon would give you information

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When asked if he wanted to get the answers right, he said "yes, because I'm competitive". He got the first question wrong, and from that point seemed to take more time to get the answers right, by looking for context clues -- but didn't seem to read the entire passage (he demonstrated this by moving his finger over the areas we was reading)

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No, he just kept saying I don't know when prompted by "what do you think it's for?"

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He did. He did not use the cards, but when shown the open drawer he said that was the "help guide". (He also said he wouldn't click on that tab if he needed help)

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S7 Yes. Did not use the cards but alluded that magnifying glass was there to help find an answer.

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S7 Yes. Did not use the cards but alluded that magnifying glass was there to help find an answer.

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One asked, "why would I want to get a question wrong?" The other was motivated to get all answers right and "impress us." Both kids also used strategies in the post-test strategy. Not in a way that specifically called them 'strategies', as a term, but could identify, as an example that they phrase 'or pull back' related directly to the word 'draw'.

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Neither kid actually *needed* the cards-- they used the CC in the passages themselves, and never needed FB or support material

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He said he understood when explicitly probed on multi-meaning words, but there was no strong evidence he did. He got the first pre-test question wrong, and couldn't articulate additional meanings for the word "draw" at the end

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S9 Yes. When shown the foot picture. He said "there's a foot, 12 inches and a foot *gesture to his shoe*".

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S9 Yes. When shown the foot picture. He said "there's a foot, 12 inches and a foot *gesture to his shoe*".

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Did see that the words required interpretation to make sense. One used deductive reasoning use multiple choice answers.

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S3 referred to her foot as the bottom of her body, that's how she made the relationship to "or bottom"

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She clearly demonstrated understanding. When shown the post-test image of the sentence, she said "There's two of the same words, well, there not the same word, they look the same, but they mean different things."

She also had a similar explanation when shown the last post test question with the word "draw"