2) Also look for artefacts that have concrete evidence or tell-tale signs, not simply make assumptions based on suspicions.

3) Finally, we need to close the learning gaps by reinforcing and explicitly teaching what we expect students to do.

• Ability of the students to comprehend the instructions and tasks.

• The number of instructions I as a teacher provide. (Is it too much for the students to remember)

• Student's ability to perform the skills or their understanding of the games concept

  The above can be done through observations, video recordings or getting feedback from the students.

  
  

• 
  

• Samples/ artifacts of students' writing which show examples of run-on sentences in their CW, SW and Compre-OE.

• Readings/ research which highlight why students tend to use run-on sentences and how to help them learn about sentence boundaries.

• Show students examples of run-on sentences.

• Think about teaching students to use punctuation (namely full-stops and commas) correctly.

• Think about how to teach students to use connectors correctly so I can close the gap and see a reduction on the number of run-on sentences used.

1. Incomplete or Incorrect Answers

   - How to Identify: Review homework and tests for patterns of incomplete or incorrect responses.

   - What to Look For: Consistent mistakes in similar types of problems, missed steps in multi-step processes, or partially completed answers.

2. Off-Topic or Irrelevant Answers

   - How to Identify: Pay attention to student responses during class discussions or written assignments.

   - What to Look For: Answers that do not address the question or show a misunderstanding of the topic.

How to Identify Evidence

- Regular Assessments: Conduct frequent formative assessments to gauge understanding and identify areas of difficulty.

- One-on-One Conferences: Hold individual meetings with students to discuss their progress and specific challenges.

- Classroom Observations: Continuously observe and take notes on student behaviour and engagement during lessons.

- Exit Tickets: Have students submit brief reflections at the end of lessons to capture immediate feedback on their learning.

1. Superficial response

   - How to Identify: Review student's reflection for incomplete or superficial responses.

   - What to Look For: Consistent incomplete or superficial statements in similar reflection or partially completed reflections

How to Identify Evidence

- come up with a structured reflection worksheet

- create an acronym for reflection

E.g. TAMME

Title

About

Make

Method

Explanation

(Annotations t be done when they see the phrase ‘fraction of the remaining object of concern’

2) pupils be able to draw the ‘branch’ with the correct fraction .

3) pupils should be able to know that the total of the ‘branches’ must be equal to one whole

4) pupils must be able to equate the fraction to the value given to find the solution .

They are able to use the SAY, DO, LOOK & 5 senses to add details to their characters for a start.

1) Pupils' answers on comprehension questions - Have they show understanding/ misunderstanding? How? Do they "interact" with the text/ passage? Are they able to identify the clues/ key words/ evidences?

2) Pupils WA2 reflection

Also, good phrases from my students' work in using the 5 senses & not-so-good examples that can have opportunities to expand their ideas.

• Look through students' writing pieces to check if they have managed to develop the theme using the stimulus and included sufficient words/phrases using do say think feel look

• check through the peer feedback form to determine if students have managed to analyse the work of their peers and provided appropriate feedback. If students have not done so, go through the form again and the expectations. Students to also do a comparison to the model given and redo the peer feedback where needed.

students' effort in annotating the word problems, using numbers to number the pieces of information given, clue words, highlighted or written to link to topics or sum, arrows

2. Highlight:

to students' their misconceptions or incompletion of steps, or other errors using diagnostic marking

3. Share

   both good practices and such errors with the class to raise awareness of mistakes in reading and application of information and the usefulness of annotating questions

   
   

2) Topics and scientific concepts identified and used to arrive at answers.

3) Use of scientific terms or phrasing in construction of answers.

(a) they reorganise and annotate the information under S.

(b) they draw and label models correctly if necessary.

(c) they show correct equations to solve the problem.

Do 'thinking aloud' to show my thought process for students to model independently.

De-emphasise the reliance of keywords. Instead, remind students to understand the sentences and annotate the pieces of information given.

Highlight misconceptions so that students can benefit.

Compare and Order Fractions: Understand how to compare fractions by considering the size of the numerator and denominator, and order them correctly.

Simplify Fractions: Reduce fractions to their simplest form by finding the greatest common divisor.

Perform Operations with Fractions: Add, subtract, multiply, and divide fractions and mixed numbers, including finding common denominators when necessary.

Apply Fractions in Real-Life Contexts: Use fractions to solve problems in practical situations, such as in cooking, measuring, and dividing objects or quantities.

w p p

This shows that he is distracted by the minus sign and not respecting the notes he wrote.

As a follow up to the data collected thru daily work and WA2, I go back to the SKOP method of developing ideas and did away with BBADAMS. This approach is still at the implementation stage.

2) Use students sample work for the class to identify TIP. Finally, use good sample pieces to show to the class.

Evidence to look out for:

Key elements of their stories: Characters, setting, plot events.

Descriptive language: Vivid imagery and sensory details that engage the reader.

Progression of Plot: Examine the coherence and depth of the plot development in students' stories.

1. use connecting words/phrases

2. make use of good phrases

3. identify the correct characters

4. identify the change in venues

How deep/accurate are students' discussions and critique on the SLS platform ITT tool when they are tasked to comment & polish up the peer's submission?

Were they specific? Were they really helping their peers with the comments given?

finger. Instead, some of them used their first three fingers (i.e. index, middle, and ring). The use of the incorrect fingering could perhaps be partly attributed to their lack of understanding behind the importance of adhering to the taught fingering in developing finger independence as well as it being the most optimal finger arrangement in building keyboard technique. Other reasons other than ignorance, could be personal ones such as stubbornness and/or apathy - some students just can't be bothered to change fingering even after explaining to them the reason and value for employing the proper fingering.

• Which fingering is more balanced and beautiful?

• What do you think are the reasons for using the proper fingering and not the improper one? (teacher to demonstrate further possibilities of what the proper fingering can achieve at higher levels against the limitations of using the improper fingering)

• Use their thumb, middle finger, and pinky finger to play the three chords taught (i.e. C, F, G).

• Able to depress their thumb, middle finger, and pinky finger simultaneously.

• Fingers have an arc-shaped when depressing the keys.

• The three notes produced by their chord playing is balanced and clear.

• There is a smooth transition (i.e. fingers "hovering" over to the next chord and "landing" without finger movement/fidgeting) of the hands when transitioning to the next chord.

• plan recount

• write it

• re-write in paragraphs & add in missing details

• read through and add / delete details

By the end of Term 2, my students performed a lot better for such questions. The above is an artefact that provides an example of how I wanted them to use the TABLE method in solving such questions.

• building phonemic awareness through explicit sound matching of beginning, middle and ending sound

• segmentation of words (if possible)

• creating word walls with new and frequently used words

• repeated reading of the same text to build fluency

• paired reading where students read aloud to each other for support and feedback

  
  

• how students decode the words that they cannot read. Do they

  • building phonemic awareness through explicit sound matching of beginning, middle and ending sound

  • segmentation of words (if possible)

  • refer to the word walls for similar spelling/ sounds

  • read the words successfully for the second or third time

  • positive feedback from peers during peer reading?

    
    

2) Identify and highlight the clue word in the question

3) Using the clue word, eliminate the wrong options

2) Express the relevant connection between fractional or percentage part to a given numerical data and subsequently use the unitary method to find a unit value

3) use the correct fractional/percentage part to find the answer to the question

- get students to comment on the errors fellow classmates make on their models

- Clone questions using different scenarios using decimal and whole numbers For drill and practise

- they cannot recognise data given is a whole or part of a whole

- they assume that data given is always a whole

Create a checklist of the steps they need to take or questions they need to ask when analysing the questions

- questions they need to ask themselves

- annotation that they need to do

- steps they need to take when drawing and labelling the model

• Physical property = Strength

• Definition of physical property = Ability to...

• Scientific adjectives relevant to physical property = Strong, weak