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Have students read word problems and write equations that represent the information presented in the problem. For writing, they can look at a worked out problem from a student and write out the steps that the student took to solve it.

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Allowing students within stations to orally answer questions using informational text. A focus on academic vocabulary for each lesson.

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for speaking practice try- more in class discussions and pre planning an answer in writing before recording themselves speaking.

for reading - teaching students to use context clues and reading strategies.

For writing- continued guided/modeled writing and continued writing stems.

For listening- continued classkick recording function as well as having students reflect on their speaking recordings.

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We will practice looking at pictures/reading a narrative, plan what to say and even rehearse what to say.

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Drawing conclusions based on visual elements is one of our priority standards in 8th Grade. This predominantly encompasses graphic organizers, charts, and relevant illustrations. While I am confident in students' current abilities on this standard, based on the formative data we've gathered, I think it will be very impactful to review and reinforce this skill immediately before they take the Access Test.

I also will work with students on close-reading for "what is the question asking", since some of the questions are circular or abstract

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Learned that all of the reading questions / passages had to do with MATH. Not only do the kids need to know how to read, they need to understand the basics of math AND be able to problem-solve.

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Give the students a narrative of how a student solved this problem. Ask them to create the equations that represent that narrative.

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I am hoping to have students answer my CFA question on climate change orally on classkick to practice with speaking skills

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ELA-6. To practice speaking, we will ask students to create critical questions during reading; then posting the question to the class to draw verbal responses. We will also use talking chips with sentence starters.

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ELA-6. To practice speaking, we will ask students to create critical questions during reading; then posting the question to the class to draw verbal responses. We will also use talking chips with sentence starters.

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We include a writing station for each skill. The stations include a writing prompt with sentence starters, graphic organizers, templates.

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I think in interesting way to incorporate these various WIDA practices is to utilize various stations where the kids will practice that exact skill in different forms

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I will plan on using more sentence stems to encourage students to fully express their thoughts when using content specific vocabulary. Additionally, after they give a full answer, I will encourage them to explain their thinking as to how they arrived at that answer.

Having students articulate more of what to do First and then Second in a multi step problem so they can clarify and expand on their thinking.

More turn and talks with partners using content-specific vocabulary and sentence stems.

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I plan to focus on reading and writing.

For reading, I plan to have student work on identifying the main idea of their reading versus having them answer specific guided questions. For writing, I intend to have students work more on using complete sentences when completing their Do Nows.

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For speaking, we can have students practice recording their answers to our novel chapter questions in Classkick.

On Writing Wednesday, we could work on describing diagrams and building writing stamina.

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Emphasize the importance of teaching and expecting students to use academic vocabulary in the classroom.

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Conventions and going over different writing structures

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given a solved math problem, students give step-by-step instructions/descriptions of the mathematical process

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We learned when taking the 6-8 Reading test that the students are given WAY too much information/unnecessary information. The kids need to be aware of what info IS needed and what info is NOT needed.

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Read a narrative from Know Atom and have a Google Form prepared for students to answer multiple choice questions. DO NOT include the question in the form (just put Question 1, Question 2), so that the kids can listen to the questions

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Giving the students a multi step equation, already solved, then the students will write out the steps occurring, in complete sentences.

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We plan to focus on Speaking and Writing.
For speaking we will have our kids use Flip grid and practice planning their answer, whispering it to a partner BEFORE recording. For writing we will have our students practice looking at a set of images from science (water cycle) and writing out the process they see - using complete sentences.