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What successes or challenges have you experienced in the past when responding to student work?

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What successes or challenges have you experienced in the past when responding to student work?

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5th Grade Unit 2 Lesson 8, Activity Book page 8.2

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5th Grade Unit 2 Lesson 8, Activity Book page 8.2

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How does lesson internalization support the analysis of students’ work?  How does analyzing the work of students support learning acceleration?

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How does lesson internalization support the analysis of students’ work?  How does analyzing the work of students support learning acceleration?

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Remediation focuses on drilling students on isolated skills.  Accelerated learning strategically prepares students for success in current grade level content.

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Remediation focuses on drilling students on isolated skills.  Accelerated learning strategically prepares students for success in current grade level content.

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I personally enjoy rubrics.  Rubrics help me understand what I am looking for, and students using the rubric know what is expected of them.

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I would congratulate the student on successes. I would reinforce a sentence stem to help them cultivate the proper response I am looking for.

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I have had success with responding to student work when I've had conversations with students about how they derived their responses and by having them to justify their responses.

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The teacher needs to use a sentence stem, graphic organizer, etc. This way the students know the expectation on the assignment or activity.

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I've had good experience when giving feedback to students work, a lot of times it seems like they just had a misconception. For this teacher I would review how to look for key details in the text and to make sure to work on telling students when responding to write in complete sentences. Reminding students that sentences begin with a capital letter and end marks. I may even scaffold with those students who fell in the 25% to use a different graphic organizer maybe a table with the legs.

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The teacher was successful with having students being able to pick out details, but would need to help them with structuring their sentences.

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Maria Camacho- Success: most of her students responded even though they might have missed grammar

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Maria Camacho- Success: most of her students responded even though they might have missed grammar

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Challenging: Need writing structure/ grammar
Differentiating writing and reading comprehension for students who are not at grade level.

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To teacher- review basic skills, especially writing a sentence and/or model what is expected so that students have a visual

Successes: Students responded and understood the key concept or task
Challenge: refine what makes a sentence skills so that students build up on what they are already able to do

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I would let her know that 80% of her students can pick out key details whether in detail or not. They are able to share some of their thinking. Some challenges she might have is she needs to model how to answer in complete sentences using key details from the passage.

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Your have 75 percent that can describe  the 4 key details
You have 25 percent that cannot yet write complete thoughts to describe the key. Details . They can write words but cannot yet be related to the text
You have 5 percent student that can describe all 4 key details in complete sentence .

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I would refer to the skills lessons of comprehension questions. I would continue to reinforce that when we respond, we partially repeat pieces of the initial question then we finish our sentence with the answer.

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I would recommend that the teacher frequently provide verbal and written feedback to respond to student work.

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I create papers for students to respond to the read aloud for the day. I also look for station materials that will go along with the lesson as well as the Amplify materials that are provided.

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I have students respond orally and through written response so that I can give them appropriate feedback.

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We are starting writing in our Knowledge 3 unit. Our resources are helping them use story maps to retell stories and learn how to plan, draft, and write their own stories. I also have centers that help them understand sentence structure. I call it 'Subtacular Sentence Structures!'.

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I use the resources in amplify but I also use graphic organizers.  Graphic organizers allow them to follow their thinking through the entire lesson, as well as, important clues on how to complete the skill.

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I use Amplify activities and a writing journal to draw and write .

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I use graphic organizer for students to fill out after they read a book.

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I pick which activity pages I'm going to grade and check and collect workbooks to check those pages. I also check the exit tickets students submit daily.

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I do more of remediation when it comes to my tutorials because most of those kids are struggling readers.

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During small group I do remediation focused activities to get my students caught back up.

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I use remediation strategies when working with students during tutoring and accelerated learning strategies during classroom small group times.

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remediation. I reteach sounds in different ways that incorporate their body. I know that these students are typically more hands on and must be stimulated. These skills help them remember the sounds when they see them. They are also able to write them faster.

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I pull different levels to my small group and work on what that certain group needs to work on.

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I have been doing remediation because I was trying to hone in on skills that students have not grasped just yet within the class. I want to try to make sure that my students are on the same level or as close to the same level as possible. I do try to challenge them however, in small group.

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I do more remediation and focus on skills/strategies that kids are struggling on.

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I use remediation because you need to meet where the students are. You need to make sure they have a good foundation before you can have them do what we’re doing for tier 1.

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My small groups are a mixture of isolated skills and daily pratice. Usually the isolated skills are what they need to focus on per the learning continuum in MAP.  Then the daily practice is something similar to what a student working on grade level would see. We go between skills because students need targeted instruction in order to become successful.

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Maria Camacho- The majority of my students receive acceleration instruction with the Amplify materials. For those students who need support I conduct small group and tutoring for remediation instruction. 

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Maria Camacho- The majority of my students receive acceleration instruction with the Amplify materials. For those students who need support I conduct small group and tutoring for remediation instruction. 

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Lesson internalization helps me know exactly what is expected of my students and this helps me know how to analyze the work. Analyzing the work helps me know whether or not a student understood the concept or task or if they need to be retaught.

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It helps me stay focused and be organized.

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Lesson internalization helps to focus my attention on the specific skills and expectations that students need to complete their work successfully.

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The internalization parts helps me to know the anticipated misconceptions and with that in mind, I am able to keep the content going with my accelerated instruction. 

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The internalization parts helps me to know the anticipated misconceptions and with that in mind, I am able to keep the content going with my accelerated instruction. 

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When I analyze what students put for their work, I am able to see where mistakes are made and any misconceptions that my students had. After this process, I can review misconceptions with my class as a spiral review.

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Lesson internalization helps me by being able to focus on certain skills that students have proven to struggle on through student work.

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When you lesson internalize you can change things and see what you should add or take away so that it best benefits your students. I know when it comes to writing and matching the word to the picture that part isn’t in the lesson, but I can add it so that they can see the connection.

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It helps my students and I know what is expected of them in the end. It allows me to teach towards and end goal. When I analyze the work, it allows me to know what I need to work on in my small group as remediation, to successfully accelerate their learning.

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Lesson Internalization helps me to understand what is expected of my students and what path we are going to go down to get them to the end goal. By analyzing the work of my students it helps me to know where they are at and if they are ready to excel to the next level or challenge.

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Remediation on tutorials because those are my kids that are really behind ,and that is time to me designated for that purpose. Acceleration on small groups at teacher table to make sure they have a firm foundation for our grade level instruction.

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The key for you to be able to assist your students in their learning is to get to know what they are individually struggling in. This way you can zero in on their individual needs and help them to become successful in their learning.

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It helps you plan your lesson thinking on the skills your students need to master to be on grade level .