Reflection: Developing a Conceptual Understanding Long u - Section 3: Partner Work


As I analyze this student work I see that my students can write and sort the short and long vowel words (work sample 1). So, this represnts proficient student work. I am remember to only assess the skill at hand. 

I feel that a common problem of mine is to focus on all mistakes, but it is essential to focus at the skill at hand to avoid confusing the learner and overwhelming them. Although, I can't help notice the grammatical errors. I see that subject verb agreement is a consistent struggle for my English Language Learners. As I read their work in a casual way I restate the error in a very light hearted way. I have to be careful here to not focus on something I did not specifically teach, and to avoid making the learner feel insecure. But, since I see this is an issue, I do plan intervention lessons and station activities for my students during other time in the day.

  Developing a Conceptual Understanding: Student Work
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Long u

Unit 17: Reading Foundational Skills
Lesson 4 of 12

Objective: SWBAT read, sort, and use long u words in a sentence.

Big Idea: A variety of strategies are used to teach students to read and use long u words.

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