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      <title>Activity 4.3 - Tracking Language Development by </title>
      <link>https://padlet.com/julie_vaughan/7i2dilmcn2ap</link>
      <description>How I can use the STEP Continua to Support Student Learning</description>
      <language>en-us</language>
      <pubDate>2019-02-26 19:49:10 UTC</pubDate>
      <lastBuildDate>2019-02-27 13:31:02 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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         <url></url>
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      <item>
         <title>STEP Continua as a means to inform planning</title>
         <author>julie_vaughan</author>
         <link>https://padlet.com/julie_vaughan/7i2dilmcn2ap/wish/335613686</link>
         <description><![CDATA[<div>- Assessing where a student is currently in their Reading, Writing, and Oral Language skills and seeing where they need to be to reach the next STEP can help a classroom teacher decide on particular activities that will allow a student to improve their skills - ie. targeted teaching of skills</div>]]></description>
         <enclosure url="" />
         <pubDate>2019-02-26 19:55:29 UTC</pubDate>
         <guid>https://padlet.com/julie_vaughan/7i2dilmcn2ap/wish/335613686</guid>
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      <item>
         <title>Making connections to assessment for, as, and of learning</title>
         <author>julie_vaughan</author>
         <link>https://padlet.com/julie_vaughan/7i2dilmcn2ap/wish/335617328</link>
         <description><![CDATA[<div>When thinking more specifically about planning in connection to the STEP Continua, teachers can use specific strategies to meet the individual learning needs of the ELLs in their classroom.</div>]]></description>
         <enclosure url="" />
         <pubDate>2019-02-26 20:02:04 UTC</pubDate>
         <guid>https://padlet.com/julie_vaughan/7i2dilmcn2ap/wish/335617328</guid>
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      <item>
         <title>Assessment Timeline</title>
         <author>julie_vaughan</author>
         <link>https://padlet.com/julie_vaughan/7i2dilmcn2ap/wish/335619648</link>
         <description><![CDATA[<div>Teachers can collect data and assess students according to the STEP Continua at various points in the school year in order to inform planning and to see how the strategies that have been implemented are working:<br>1)  At the beginning of the semester<br>2)  Midterm<br>3)  Towards the end of the semester</div>]]></description>
         <enclosure url="" />
         <pubDate>2019-02-26 20:06:48 UTC</pubDate>
         <guid>https://padlet.com/julie_vaughan/7i2dilmcn2ap/wish/335619648</guid>
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      <item>
         <title>Cooperative Learning</title>
         <author>julie_vaughan</author>
         <link>https://padlet.com/julie_vaughan/7i2dilmcn2ap/wish/335859427</link>
         <description><![CDATA[<div>Grouping students according to where they fall on the STEP Continua is also beneficial. For example, a teacher can group students / pair students with those who are on the next STEP, allowing them to share their knowledge with those who are in need of support in order to meet the next STEP.  Cooperative learning groups will also encourage the development of ELLs' oral communication skills as well.</div>]]></description>
         <enclosure url="" />
         <pubDate>2019-02-27 13:17:37 UTC</pubDate>
         <guid>https://padlet.com/julie_vaughan/7i2dilmcn2ap/wish/335859427</guid>
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      <item>
         <title>STEP as a means to choose resources</title>
         <author>julie_vaughan</author>
         <link>https://padlet.com/julie_vaughan/7i2dilmcn2ap/wish/335861392</link>
         <description><![CDATA[<div>In order to improve reading skills on  the STEP Continua, students should be reading something slightly above or at their level.  Tracking where students are on the continua is thus very helpful.</div>]]></description>
         <enclosure url="" />
         <pubDate>2019-02-27 13:22:09 UTC</pubDate>
         <guid>https://padlet.com/julie_vaughan/7i2dilmcn2ap/wish/335861392</guid>
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