Vocabulary explicit taught

Learning continuum as guide for learning statement/learning intention during small group or individual conferencing

An idea is to make anchor charts with the vocabulary and a list of synonyms, to make sure all student have access to the vocabulary.

Next steps- plan small group lessons that addresses the standards for each RIT band

Ashna

Dig back into text complexity.

Looking forward to keeping these and the learning continuum as we explore the next literary unit - Poetry.

Excited to be so aligned on vocabulary to ensure they are going into their MAP tests with the tools to be empowered and feel confident through language and consistent terms being used in class time that applied to their MAP tests.

Sarah

Using the vocabulary RIT to concept tool in my daily teaching. This is such a great resource to explicitly expose the children to vocabulary they will see during the test.

Enjoyed learning how to read and use the Learning Continuum.

Being very intentional about covering and reinforcing the language needed

Using the NWEA vocabulary so that the students are familiar with those words during MAP tests.

• Like the challenge

• Need to adapt the materials/text choices at times

• Need to spice up some things, so it's not the same thing day after day and/or so it's more engaging

• Like how detailed and thought out the lessons are

• Not really working in G1 - not as engaging for students, not enough time to develop writing stamina

• The G5 units do not appear to be very relevant to students...but we'll need to investigate more

• We would need to intentionally add in time for independent writing and independent reading

What is new: Using vocabulary lists intentionally (similar to CKLA)

What's Next: Relooking at Target Time groups to make sure that they are intentionally made. Print off the vocabulary list to use in class.