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Students are being asked to pick a natural cycle to write and draw about.

In order to be successful in this assignment, students need to have a strong understanding of the repetitive

pattern of different natural cycles. Students also need to be familiar with different transitional words such

as "first", "then", "next", and "last".

One of the standards being assessed is TEKS 2.7.D: Retell and paraphrase texts in ways that maintain meaning

and logical order.

The most challenging part of this task for students would be staying focused on the main goal of their writing instead of providing the details they found most interesting.

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The students are being asked to write the plural form of each noun. The students will also make up two sentences using at least one of the plural nouns from the exercise in each sentence.

The students will need to understand the difference between singular and plural nouns. While doing so students will need to remember the rules for changing the nouns into plural along with the correct spellings. The students will also need to know how to appropriately formulate a sentence.

The standards that are being assessed through this task is 2.2

The most challenging part about this task is the students confusing the plural spellings of the words. The other task is students not knowing how to adequately formulate a complete sentence.

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Students are being asked to demonstrate what they know about the story plot elements by completing a story map.

Students need to know what story elements are ( character's, setting, beginning, middle and end)

Students may be challenged by the beginning middle and end portion because they will need to identify specific events that happened in those areas of the story in sequence.

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Students will be able to identify synonyms and antonyms for the given word.

To meet mastery, students must know that synonym means same, antonym means the opposite.

Misconceptions that may arise is confusing one for the other or not being aware of the meaning of the words given.

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Students needs to know /ee/ sound and spellings, the purpose, understanding, and key details in "The Job Hunt" as well as the Tricky Word your

In order for the students to successful they are going to have to read and spell the words 'e' and answer literal questions of the story "The Job Hunt"

Challenging part would be the different spellings for the sound /ee/

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Students are being asked to identify words with long vowels and /aw/ spellings.

Students would need to have knowledge of the different spelling patterns associated with the long vowels, be able to listen to hear the word being read allowed and read to find the correct word in the row.

English Language Arts and Reading.2.2.B.i

The student is expected to demonstrate and apply phonetic knowledge by:decoding words with short, long, or variant vowels, trigraphs, and blends;

English Language Arts and Reading.2.2.B.iii

The student is expected to

demonstrate and apply phonetic knowledge by: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

Some students may find it challenging to decode a word and find two words that are decoded the same way.

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What are students being asked to do and understand in this task?

Indicate whether a spoken word is a common or proper noun

What knowledge and vocabulary do students need to access this task?

The meaning of a noun

Which standards are being assessed through this task? "Is this standard mastered in its entirety, or are

other aspects of it taught in the current module/unit or later in the year?

TEKS 2.11.D.iii

Skills 4 Lesson 2

For literacy-based tasks, including word problems: What will be challenging about this text for students?

Where will they likely struggle?

Identify the difference between common and proper nouns.

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In Skills lesson 10, we are learning irregular plural nouns and how to spell them. This is from standard 1.11Diii that relates to common and proper nouns.

they need to know that some nouns with certain letters (in this case f) are spelled differerently when they are plural. For example the main rule of focus is that we turn the f to a v and add -es.

The most challenging part is using the new word in a sentence correctly and drafting a sentence for that word in plural form. In order to help with that we could do a turn and talk so they gain ideas.

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Students are being asked to write about a cycle that they have learned.

Students need to draw a picture of the cycle, write 4 sentences about the cycle using First, Then, Next and Final.

Students may be challenged by remembering the order of the steps and the name of the steps.

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Skills 3 domain assessment 25.3:

KIPPsters are asked to write a proper noun for each common noun

KWBAT to know what common and proper nouns are including the difference

Misconceptions: Proper nouns begin with capital letters. Getting confused between common and proper nouns

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Andrew Spencer (Unit 6 Lesson 1 Knowledge)

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Andrew Spencer (Unit 6 Lesson 1 Knowledge)

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The students are being asked to write a short information text in which they explain the central idea of "Going West." In order for the students to be successful, they will have to know the difference of "campfire," "settled" and the very notion of why people during the time period of Western Expansion a time in history, is a time of hardship and that "Going West" was necessary. I do feel the students will have a hard time grasping the concepts of certain words in which non-English speakers or people who are more visual based will need more aid in being able to understand and then complete the overall task.

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Students are being asked to read the words in the the box, circle the tricky spelling "ow" and sort the words into the correct column.

The skills that they need to know how to read and words with 'ow'.

Tekes being assessed:

2.2.B.i,iii

MC: confusing the short and long o

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Students are being asked to listen to each pair of sentences and sequence the sentence. First, Next, Then, Last.

For second graders to effectively sequence a story, they should already have a solid understanding of several foundational skills. Phonics and word recognition, reading comprehension, writing skills, and critical thinking.

Misconceptions

Confusing sequence with importance. Overlooking transitional words., focusing on minor details, and misinterpreting events.

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The students are being asked to identify different types of parts of speech including verbs and singular, plural, common, and proper nouns.

The skills they need to know are when to use suffix s/es, what is a verb vs. noun, and writing a proper noun for each common noun.

Misconceptions: proper nouns and when to add -s vs. -es

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The students are being asked to write a short informational text where they explain the idea moving west and why it was significant at the time. The criteria for success includes students knowing vocabulary such as "settled" , "wagon train", and "sights" and understanding locations on a map.

Misconceptions are that students will think moving from place to place automatically assuming its "west".

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1. Students are being asked to read & fill in the blank with a given synonym or antonym that makes the ( long vowel sound for ‘I’) /ie/ sound spelled with the ‘ight’.

2. Demonstrating and applying phonetic knowledge by decoding words with the long vowel sound and alternating spellings. TEKS 2.2B.i

3. Students may be challenged by identifying a synonym or antonym for the given word and also challenged by the alternative spelling for the /ie/ sound ‘igh’.

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students need to give correct story elements as well as complete relevant ideas for the beginning, middle, end with transition words

Students give vague answers without transition words

Empty boxes or irrelevant answers to the story

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Answer Key: Fill in the blank

1. athlete

2. pretend

3. replied

4. zebra

5. became

6. beach

7. fever

8. second

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For the dictation identification the following scoring guide was provided by Amplify:

Score Activity Page 25.1 for each student, using the following benchmarks as reference: • 13 or 14 items correct excellent • 11 or 12 items correct good • 10 items or less correct poor

Fully meeting: 13-14 correct.

Partially meeting: 11-12 correct

Not yet meeting: 10 or less correct

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Ideally mastering it would be that all the words have -ves at the end no f or i inserted.

They have two sentences that have punctuation, capitalization, and spaces between the words.

The sentences make sense.

For example: The elves make toys for Santa. The man had two wives.

Partial is them having one sentence but a few words are spelled incorrectly.

Not yet is they could not write two sentences that made sense and words are still spelled with an ies or a fes.

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Singular and Plural Nouns

child children

butterfly butterflies

man men

tooth teeth

class classes

foot feet

woman women

mouse mice

When I wake up every morning the first thing I do is brush my teeth.

The children were outside playing in the snow.

Students partially meeting exemplar will be them not completing the two sentences needed at the bottom of the worksheet.

Students not meeting the exemplar are students not being able to put anything down on the paper.

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When students are meeting expectations fully, they are able to explain a life cycle using different phrases indicating a logical order of events and their drawing matches the words they wrote.

When students are partially meeting expectations, their writings may be accurately describing the different stages of the life cycles but the order may be wrong or they may not use phrases that indicate when they happen in relation to each other. Partial mastery may also include focusing on details but ignoring the process.

When a student is not meeting expectations, they are writing about a completely irrelevant topic or not writing at all.

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Students fully meeting expectations: They are able to instantly identify the target sound and spellings, understand and differentiate between common and proper nouns, singular and plural as well as verbs

Students partially meeting expectations: Those students will show a few misconceptions of using the correct spelling of the sound they hear, as well ask confusing common and proper nouns for 1 or 2 questions including capitalization

Students not yet meeting expectations: Show low understanding of associating correct spellings with sounds and confusion between nouns, verbs and singular/plural

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To meet mastery, student must correctly answer 11 or more out of 13 correctly.

To approach mastery, student must correctly answer 9 out of 13 correctly.

To not yet meet mastery, student has answered 8 or less questions correctly.

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What are the key understandings demonstrated in an ideal answer?

Students need to understand:

Common nouns refer to general people, places, or things, whereas proper nouns refer to specific people, places, or things. Proper nouns are always capitalized, while common nouns are only capitalized at the start of a sentence.

Partially meeting expectations: What differences are there between the student work in the fully and

partially meeting expectation groups?

Students should know that a noun names a person, place. or thing.

Not yet meeting expectations: What foundational understandings are students still developing?

Students struggle with the rule when to add a capital letter to a common/proper nouns.

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When students meet the expectations for sequencing a story they correctly pronounce words with vowel teams and r-controlled vowels, they can identify and read words with specific phonetic patterns. Reading comprehension, students can pick out the main events in the story. They use words like, "first", "then", "next", and "last".

These skills provide a strong foundation for student successfully sequence stories and improve their overal reading comprehension.

Fully meeting - All 5 questions correct

Partially meeting - 3-4 questions correct

Not yet meeting - 1 correct.

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For a student to meet the fully expectations of said lesson, they will have to be able to master and or list the concepts of "Going West" in the United States during the 1800's, and ask how they got from place to place, who was going to said place in the story, what did they take to said place, and the many challenges of what the people struggled to get to the western part of the United States.

For those that are partially meeting the expectations of mastering this concept of "Going West," would mainly be able to list a few examples of the people involved with the lesson and be able to acknowledge some understanding of the idea of what they had to do to go to the West.

For those that did not meet the expectations, this simply turns down to not knowing what happens in a majority of the story and not being able to distinguish certain words and or people within the lesson.

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To Meet Mastery,

students must use complete sentences using First, Then, Next, and Last to formulate their complete paragraph.

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Essential Questions and Responses

1. What Are Students Being Asked to Do and Understand in This Task?
Students are asked to:

Accurately spell words containing the ge and ve spelling patterns (e.g., huge, cave).

Correctly spell tricky words (where, why, from).

Apply spelling knowledge in context through dictation or sentence construction (if applicable).
The task assesses students’ understanding of spelling alternatives and their ability to recall tricky words from memory, demonstrating mastery of decoding and spelling strategies.

2. What Knowledge and Vocabulary Do Students Need to Access This Task?

Knowledge:

The concept of spelling alternatives for specific sounds (ge for /j/ and ve for /v/).

Recognizing and recalling tricky words that do not follow regular phonetic patterns.

Vocabulary:

Tricky words: where, why, from.

Terms like spelling pattern, tricky word, and vowel sound.

3. Which Standards Are Being Assessed Through This Task?
The following Texas 2nd grade TEKS are assessed:

TEKS 2.2.B.i: Decode words with spelling patterns and common syllable types.

TEKS 2.2.B.vii: Spell words with spelling patterns and rules.

TEKS 2.2.C.ii: Use knowledge of common spelling rules when writing.

Is This Standard Mastered in Its Entirety?
These TEKS are not fully mastered in a single task. Spelling pattern and tricky word instruction are spiraled throughout the curriculum, requiring continuous reinforcement in future lessons and units.

4. For Literacy-Based Tasks: What Will Be Challenging About This Text or Task?

Challenges:

Spelling tricky words: Students may struggle to recall tricky words correctly due to their irregular spelling.

Distinguishing spelling patterns: Differentiating between spelling rules, particularly with similar-sounding words or patterns, may be difficult.

Struggles:

Overgeneralization of spelling rules, leading to phonetic but incorrect spellings (e.g., huje for huge).

Difficulty retaining tricky word spellings that cannot be sounded out phonetically.

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Students seem to understand the different life cycles they chose to write about. Their images show diagrams that accurately represent the life cycle they chose. However, a lot of students who did not master failed to include phrases such as “first,” “then,” “after,” and “last.” These phrases would’ve helped them focus on the logical order of the cycles they were writing about.

A few students who did not show mastery also struggled to stay focused on the main point of their writing, for example, a few students writing about the life cycle of a frog wrote about the metamorphosis that a tadpole undergoes before becoming a frog. Students seemed to find these details interesting but do not give the overall life cycle of the frog.

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To fully meet the expectations students will need to be able to define synonym & antonym clearly. Also will need to know the difference between the two.

To fully meet the expectations students will need to demonstrate specific skills related to spelling patterns learned and correctly pronounce words with ‘ igh’ correctly.

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Students are able to identify the characters and setting. Students are still working on accurately representing the story plot elements for Beginning middle and end.

Patterns are partial representation of these areas

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Overall, student responses reveal that students truly understood the idea of cycles being something that continues happening over and over again without a definitive beginning or end. Students could draw diagrams of the cycles but some struggled to write them down in a way that made logical sense in terms of when different steps happen in relation to each other. I believe students largely benefitted from seeing videos of different cycles such as watching a chick hatch from an egg or a timelapse of the process of a caterpillar turning into a butterfly.

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students can work on identifying key details from the beginning middle and end of a story

Students are recalling middle information in the end portion or end information in the middle

This evidence reveals students know what happened in the story but are struggling categorically.

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They can spell the words with ves. They can repeat the pattern.

Most cannot use the words or generate a sentence with the words.

Those who mastered the exit ticket were able to generate sentences, they understood the meaning of the word. Most knew the meaning of the word elves so most picked that word.

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What can students do?

Students were able to identify a noun

What can they not do yet?

Apply the rule when it comes to capitalizing.

Which patterns (both successes and struggles) exist across student work samples within this group?

A capitalized common noun might be mistaken for a proper noun.

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Students were successful when identifying words with some long vowel spellings but struggled with decoding multisyllabic words and the long vowel spelling ‘ai’

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Once provided with reminders on the definitions of synonym and antonym, students can independently identify the pairs at a 90% accuracy. Those who continued to struggle needed further scaffolding, for example, writing "same" above synonym and "opposite" above antonym.

Those who mastered the concept were familiar with the vocab and the concept. Those who struggled, were not familiar with the vocab and/or the concept.

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They learn a rule pretty quickly and can replicate it. They were able to read these words with fluency.

They need to work on generating sentences and I need to make sure I explicitly teach the meaning of the word with visuals. And examples. Also giving them a moment to turn and talk and practice making sentences would have made it a smoother transition into actually writing about these words,

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Students are able to recognize various vowel team sound options and strong story comprehension. Students are also able to notice the difference between a noun and a verb. Some students cannot fully name a proper noun for all common nouns and know how the difference between singular/plural nouns

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Students are able to identify vowel teams and vowels.

Students are unable to spell tricky words

What separates those who master and the ones who were not able to is understanding what makes the word a tricky word

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to fully meet mastery, students need to be able to recognize and properly use the aw/au, ue/u, ai/ay, etc. vowel teams. Students also need to know the difference between a verb and a noun and identify the different types of nouns

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This is an upcoming lesson. What has happenend in the past, students show that they are able to understand the concept. The misconceptions are when it is time to transfer to paper.

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Some students recognize phonics and word, with accurate pronunciation and reading comprehension. Identified key elements and used transitional words. Students who had difficulty had pronunciation errors, difficulty recognizing patterns and missed key elements. Some of my students struggled with the questions.

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Andrew Spencer - Unit 6 Lesson 1 (Knowledge)

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Andrew Spencer - Unit 6 Lesson 1 (Knowledge)

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For what the students can do in past and current work or assessment, is the very notion of oral expression within the test of certain vocabulary concepts of certain words displayed in terms of "sympathy" and or "campfire" which brings to understanding of words being exposed prior to future lessons. For any other issues in which are constant, is the idea of consistent issues with written expression of certain people or events and is quite present within how I saw past work with many students, and how it currently it is with their writing.

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Once provided with additional supports almost all students were able to grasp the concept.

A bright spot that helped students reach mastery and grasp the concept is the practice drills we did during the lesson that gave them at bats with the concept.

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A great way to keep practicing is to differentiate student decoding of the spelling leaves when working with targeted spellings and giving more at bats with use of the spelling trees and white board work. Using the tracker provided by Amplify in the teacher resources I can see who I need to cold call during the decoding component of the lessons.

Progress monitoring can be done in small group.

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This is an upcoming lesson.  I see that there are going to be some misconceptions on proper nouns and common nouns as well as capitalization of proper nouns

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10/25 students mastered this component of the test. We need more practice during decoding within the lesson. A great way to keep practicing is to differentiate student decoding of the spelling leaves when working with targeted spellings and giving more at bats with use of the spelling trees.

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Some of the challenges, Understanding the Task: Students might struggle with understanding what they are being asked to do and the knowledge required to complete the task. They may have difficulty with the vocabulary needed to access and understand the task. Students might find it challenging to apply the standards being assessed through the task.

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What are the students’ strengths, areas for growth, and trends in understanding?

One reason why students may have difficulty understanding the difference between common and proper nouns is due to the rules of capitalization that are applied to proper n ouns.

What are the most frequent and fundamental challenges and/or misconceptions that students appear to have?

Determining the difference between common and proper nouns.

What happened during the lesson that may have led to bright spots or areas for growth?

Giving students more opportunities to practice that skill.

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There is a teaching point that needs to be mastered by the whole class.

Based on the analysis above the adjustments I would make is being able to have them actually come to the front of the class to show their work on the board and give reasons behind their spellings for the plural nouns.

The next sample student work I would like to collect is ensuring students are able to capitalize nouns properly.

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The whole class would benefit from a mini review of how to use sequencing phrases in their writing. In small groups, certain students may need to discuss the difference between a detail and a main idea.

In one of the exit tickets for an upcoming lesson, students are asked to describe an experience they are hearing a read-aloud about. I will use this as an opportunity to emphasize how details can be used as support for a main idea.

The next sample of student work I will collect will be the exit ticket for lesson 3 of knowledge 6. I will use this exit ticket to see if students are understanding how to use supporting details as a way to amplify their main point.

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The students strengths is being able to understand the difference between singular and plural nouns.  The area for growth is to ensure students are able to spell the plural nouns correctly after it’s changed from being a singular noun.

The evidence from student responses reveals they are trying but they need a more hands on approach to change grasp the concept.

During the lesson the students were able to go back and answer questions and see their mistakes as well as to correct it.  This also allowed students to see if the work they originally put made sense as it related to their sentences and spellings.

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Andrew Spencer - Unit 6 Lesson 1 (Knowledge)

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Andrew Spencer - Unit 6 Lesson 1 (Knowledge)

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For students strengths in which I can see in work samples of this current unit is the quick response to vocabulary words and certain concepts of what Western Expansion is about, and those who are more tailored to EB, having a lot harder time in grasping those concepts upon seeing it for the first time. There can be several misconceptions in which bring into how this cannot always be the case from past work or current work, and how everyone regardless of performance level can improve with a little more help.

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Some students are able to grasps the concepts correctly while others are still struggling.

The categories in which the work will be sorted into is I’m still learning, I got it and  mastered it.

The patterns across the board is some students who are able to understand the key difference between the singular and plural nouns.

The differentiation shows the students who are at or above grade levels and below grade level.

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Given the data, small group instruction is needed for those who did not meet mastery. Moving forward, these are the students that I will target during read alouds and have them produce synonyms and antonyms for words we cover throughout lessons both in Skills and Knowledge. This will allow them to continue to receive at bats across subjects.

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Supporting students, Provide additional practice with vowel teams and r-controlled vowels through games, flashcards, and reading exercises.

Conduct small group or one-on-one reading sessions to help students identify key events and use transitional words.

Use graphic organizers, story maps, and retelling exercises to reinforce comprehension skills.

Regularly assess students' phonics and comprehension skills to identify areas needing improvement and provide timely interventions.

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I selected the student based off the fact that they demonstrated knowledge of synonyms & antonyms correctly, while showing they can read the words with the (long vowel) /ie/ > ‘igh’ to fill in the blanks.

The students who did not master the activity showed a lack of meaning in antonyms & synonyms. Some students were not able to make the connection through spelling patterns that ‘igh’ makes the long vowel sound for /ie/. Some students also were unable to differentiate between long vowel and short vowel sound.

I have created three groups one for mastery, one for understanding, and one for reteach.

Those who understood synonym and antonym meaning along with the long vowel sound for /ie/ with spelling ‘igh’ mastered the assignment.

Those who understood synonym and antonym but not the long vowel sound have a basic understanding.

Those students who did not know either need to be retaught.

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Generating sentences and writing a sentence still needs more practice for majority of students or about 60% of the grade. Thankfully there is lesson 12 on wednesday and we will fixing and editing sentences so we can have more practice with capitalization.

Also we are writing a persuasive letter together in lessons 13 and 14 so they get to continue practicing generating sentences. I will collect both of these assignments. 13 is more teacher guided and lesson 14 will be guided by them. Those who are bilingual may need some more support so i will pull that group to me table so I can work with them.

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To support student success, I will continue to include small group instructions, collaborative learning and progress monitor.

Also continue to reach out to families to gain support from home.

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Andrew Spencer Unit 6 Lesson 1 (Knowledge)

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Andrew Spencer Unit 6 Lesson 1 (Knowledge)

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For things that can be mastered as a whole group or sub-unit is the idea of trying to master the idea of written expression over time with each lesson. With each lesson I internalize, I will emphasize as important in terms of making sure that each student can learn to the fullest of improving their writing skill with the RACE strategy in each of being able to chunk their work and being able to make sure that common misconceptions and or a learning point can be addressed with future lessons.

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The key thing they need to understand is the difference between common and proper nouns. Proper nouns is specific thing such as a name. Common Nouns are general things such as boy and girl.

The difference from fully and partially meeting expectations is the confusion of the different nouns.

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Students loved learning about the different cycles and how the different stages work.

Students struggles with the order of the stages in each cycles which caused some incorrect answers on the assessments .

When writing about the cycles we often use the word First, Then , Next and Last to identify the different steps in the stages of the cycles

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Westward expansion is in knowledge and it is about the west and different people moving west to have a better life.

Understanding the concept of steamboats, flat boats and symbols made by Sequoyah is surprising to most students .

Some students struggle with the concepts because of the time period and time line .

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The war of 1812 assessment was very impressive to go over because most students love the different stories about the white house burned down and the attack at Baltimore and New Orleans, the scores showed me that if the are engaged with the stories, they will have better scores.

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Many students struggle with consistently recognizing correct spelling, proper noun capitalization, and distinguishing between nouns and verbs in various contexts.

Successes: Students generally perform well in simpler comprehension tasks and identifying clear singular/plural forms.

Struggles: A common struggle is inconsistent spelling accuracy and difficulty recognizing action verbs in mixed noun/verb lists.

Students who mastered the task demonstrate stronger phonemic awareness, focus on detail, and confidence with basic grammar rules. Those who struggled often showed less familiarity with these foundational skills and may need additional practice or scaffolding.

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Evidence from student responses: The evidence reveals how well students understand and apply spelling rules, grammar concepts, and comprehension skills. Correct responses show mastery, while mistakes highlight areas needing further support.

Lesson factors influencing performance: Bright spots may stem from engaging content or clear instructions, while areas for growth could result from limited practice, unclear directions, or insufficient time to review challenging concepts.

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Teaching point to be mastered:
The whole class may need to focus on identifying the correct spelling of spoken words, as this is fundamental to the Skills 3 assessment.

Instructional adjustments within Tier 1:
Incorporate more auditory spelling exercises to reinforce correct word recognition and spelling. Prioritize lessons focusing on commonly misspelled patterns and high-frequency words.

Addressing misconceptions and extending learning:
Opportunities arise in upcoming lessons that include spelling and grammar practice. Focus on clarifying homophones and ensuring students understand when to use proper nouns.

Next student work sample to monitor progress:
Collect a follow-up assessment on spelling accuracy and a short writing sample to see if spelling improvements translate into written work.

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Students are able to grasp the concept of First, Then, Last, Next. Students are able to identify and correctly punctuate and write in complete sentences. Some students are still working on accurately indenting and using sequence of events.

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Student strengths are formulating ideas to create narratives for writing. Students can retell sequence of events.

Some challenges are remembering to use First, Then, Next, Last to formulate sequence in sentences.

Giving students more opportunity to write complete sentences help wedge this gap.

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To support students in upcoming lessons to have collaborative learning spaces and progress monitor student writing.

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To support students success and academic growth, I will implement more small group learning. I will check for understanding throughout the lessons by asking probing questions and having students turn and talk.

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What can students do?

Students were able to define the word persuade . Students were able to add appropriate capitalization and punctuation to written sentences . Students understand that proper nouns are capital letters and common nouns are lowercase

What can they not do yet ?

Students struggle to write complete sentences . Students do not punctuate and capitalize when forming sentences.

Which patterns ( both successes and struggles) exist across student work samples within this group

Successes -  Student can properly explain proper and common noun with examples

Struggles - Students may identify the proper noun in the sentence but does not identify the common or vise versa.

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Students are being asked to add appropriate capitalization and punctuation to all proper nouns.

The students must understand what a noun is and how to differentiate a proper and common noun to complete this task.

Students will likely struggle with this lesson when it comes to identifying all things that may need to be capitalized other than the beginning of a sentence.

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To meet mastery students must know how to write a sentence with correct punctuation and capitalization. Students must also know how to identify a proper noun and understand why it needs to be capitalized.

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Student strengths are being able to quickly identify a noun (proper).

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Student strengths are being able to quickly identify a noun (proper).

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Students area of growth is writing complete sentences.

The challenges students have is starting sentences with transition words.

Giving students the opportunity and time to practice writing will strengthen their ability to complete these task efficiently and effectively.

# data[].attributes.body
Students were asked to write about a cycle they had learned.

The assignment required them to compose four complete sentences using the transition words "first," "next," "then," and "last."

The challenge for students was to recall the steps of the life cycle and correctly apply their vocabulary words with appropriate grammar for each stage.