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NS, S3
Student did not completely understand the purpose. When prompted, she thought the glossary icon was an "inbox," and if the menu of cards was clicked, they would show a list of words with each suffix.

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Yes. "Since I know what it meant. For people who don't know I'm happy they get to know."  "If you press the glossary you'd see -ful and -less. It has a definition, and in Spanish I'm guessing."

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She understood the cards to be "words to help you" and stated that if she was trying to understand harmless she could separate out harm and less and use the cards for help.

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SP, S6:  Student tapped and used the glossary for every single multiple choice question. She even searched for the glossary icon (sitting in a pile off of the official ipad "screen") when she was asked the post-test section about thoughtful -- she wanted to see the -ful meaning again.

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S7 Yes
He stated that if he didn't know a word ("If you were having a struggle") he could go to the glossary, see the words (suffixes) in it and put a new word together.

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S1, she articulated the purpose of the cards (tapping the question mark "would show -ful and -less"), but didn't use them even though she got most questions incorrect. She only accessed it when facilitator said "you can use the glossary" (& pointed to the icon) during the spinner activity

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NS, S3
Student did not access the cards during the lesson, but upon learning about the resource in the post-test, the student explained that she was focused more on answering the question and re-reading.

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S7 Yes*
He initially thought the icon might be for games, but when he heard the glossary explained in the scripting, he understood and could repeat what it was used for.

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There was not a clear recognition that the glossary contained the cards. The student did not use the cards during the activity and she initially thought the glossary was a general help center.

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Yes. "It helps if you didn't know what words meant. I didn't use it because I already knew the words--no offense!"

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NS, S3
Yes, student wanted to get the item right, but only because she didn't want to have to do it over if she got it wrong.

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NS, S3
Yes, student was invested

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SP, S6:  Student understood the purpose of the cards - she described the glossary as a "dictionary" and that it would tell you definitions

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S7 Yes
When asked why, he stated he "is competitive." Said multiple times that "this game is fun" and asked for the questions to be even harder.

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Yes he wanted to get them right: "Just wanted to get them all right and impress you guys. I feel like I'm really good at this."
Not sure if he cared about learning new parts/strategies as much as showing what he knew.

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s1 yes, she said " "Sometimes people don't know what suffix and base words is. Sometimes you don't know which is which. So you have to click for a definition."

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NS, S3
Student was able to explain, step by step, how to determine the meaning of "thoughtful."

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S1, Yes, she articluted that she  would figure it out by splitting up words into the base and suffix "Take the 'thought' side and put it over there then take the 'ful' side and put it over there. Thought means when you think of something, ful means full of qualities, then put them together"

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S7
Student was somewhat unclear about what he might find in the glossary. When he made a word with the spinners, he asked if it would be added to his glossary.

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NS, S4
Student initially didn't know the purpose of the cards, but by the end of the lesson, he understood how he could access them. He didn't access them in the lesson. Student explained of the glossary menu: "It's helpful because you don't have to keep clicking back for the cards."

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S1, although she seemed invested, she did not take the time to

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S1, although she seemed invested, she did not take the time to access the cards (for help) during the activity. she chose an answer quickly, seemingly not thinking them through all the way before submitting her answer

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SP, S5: Student said "How do we use this?" when he saw the slider screen. He needed to be prompted before successfully sliding it to break apart the word. Over time, he learned the interaction and used the slider correctly in the subsequent questions.

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SP, S6: Instead of using the slider as intended, the student tapped the word where it would break apart with her finger. After prompting, she placed the triangle in between the word parts, but did not slide it. The student continued to place the triangle, not slide it, for the subsequent questions.

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The student relied more on context clues and strategies learned in school to learn the meaning of new words. "I would read them three times and use it in a sentence" was the student's strategy for learning new words.

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SP, S6: Student suggested that we remove the clicking "Done" step after selecting answers on the word spinner. "I wish you could go automatically to the next question if you're right, and if you got it wrong, it would show you how to do it."

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Didn't understand the functionality of the slider right away but did understand how to break up the word (just used his hand). He used it correctly on later items.

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S2, on splittling apart activity (intro). He said, it would be helpful for students who didn't know that the word split into 2 parts, but I already knew that.

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S7
On the first spinner activity, when the student got the item right, he cheered and asked "Is that going to be added to my glossary?!"

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The student stated that they wanted to get the questions correct, but said "I want to learn from my mistakes. If I get one wrong I can try again and again until I get it right." Used more trial and error strategies.

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NS, S4
Student explained, step by step, how to determine the meaning of "thoughtful."

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NS, S4
Yes. Student said he wanted to get the question right. He changed his answer a few times because he thought twice about the correct answer.

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S7 Yes
Despite already knowing "thoughtful", student articulated that if he didn't know it, he'd use the glossary, find '-ful' and put it all together.

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SP, S5: Student understood the concept of the cards, and said that it would "tell you what the suffix means."

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S7
Student remarked that "this game is fun" and asked when we'd be done making it "because I want to play it."

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SP, S5: Student did not use the cards throughout the lesson and was unclear if he understood -- in the post test question, he said he did use them (but did not tap the glossary or look at the cards throughout the lesson).

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NS, S3
Student pointed to the word where it should be broken but did not use the slider until prompted. Student used the slider without prompting in the next activity.

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SP, S6
Student took extra time to check the glossary prior to submitting answers each answer.

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S3
When student received suffix "-ful" after first slider activity, student asked, "Do I answer this, or is it the definition"? When prompted, student concluded that it was the definition.

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SP, S5: Yes -- student said "I know what thought means, and -ful means a lot of, so it means a lot of thoughts."

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for thoughtful: he said, 'Thought' is one word and 'ful' can be one word, too. To figure out the meaning you can look at the -ful card."   "What does it mean? Kind and you think about people."

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Student used the slider and said "right there" as they moved it to the correct position. Initially hesitated.