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We also follow the map curriculum that aligns with state standards. Staying on a skill for nearly 3 weeks really gives students enough time to really understand and practice the skills and also dig deeper. We make sure students get 30 minutes of Silent Reading daily. We also read with the lower students and read with them.

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In library with using STEM this year there is more of a focus on math. I am trying to get the students to be critically thinking about what they learned in STEM that day.

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In PE I try to stress vocab with students. I believe moving and being able to see vocab words in action.

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In PE I try to stress vocab with students. I believe moving and being able to see vocab words in action.

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1.  Teach Your Monster to Read.  Has been a great success for our students.
2. Small reading groups.
3.  Center time focusing on skills that the students need extra  help with.
4.  The Tiggly app on the IPads have been a success.

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1. Some things I noticed in the classroom for reading... SSR time is consistent, the use of Red Dot tests- these keep student accountable and allow students to check their progress.

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1. Some things I noticed in the classroom for reading... SSR time is consistent, the use of Red Dot tests- these keep student accountable and allow students to check their progress.

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2. In math, I have noticed the consistent use of anchor charts, students working in pairs- this gives students much needed support, especially for new content.

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Our low growth students tend to be our higher kids in K. Guided reading groups and book bags help with these kids because I can focus on skills that meet their needs. The lower ability students also benefit from these strategies, but these students do not typically get as much support from home, which can be challenging. With math, it's easier to pick apart your standards and find specific resources for those skills than it is for reading, so I think that it something that works for us in terms of success in math.

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Building background, vocabulary, strengthening reading strategies for reading by engaging the students in stations and read works.

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Building background, vocabulary, strengthening reading strategies for reading by engaging the students in stations and read works.

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Math activities, math games, math sites have strengthened
their math skills Moby Max and Prodigy.

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I think what works in upper grades for math is following the Indiana standards, not EDM. Also, Moby Max is great for filling in the gaps. I make it as part of mandatory homework, like a reading log. Flocabulary has been helpful for vocabulary and reading, but because there are so many componenents to ELA (reading, writing, spelling, grammar, vocabulary) it's hard to follow just the standards.

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1 & 2)  MobyMax has been a giant help in second grade....it has allowed me to push the higher kids easier and given me more time to spend with the lower.  

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1 & 2)  MobyMax has been a giant help in second grade....it has allowed me to push the higher kids easier and given me more time to spend with the lower.  

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3) What is working is using our Daily Language Review and a lot of conferencing with reading time.

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For the low growth, it seems like they need lots of repetition of a skill before they grasp a concept.
Math - lots of scaffolding and modeling helps, especially for the low
Reading - starting the year expecting students to write answers in PQA helped with answering questions on Istep.

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Frontloading reading by starting the year reviewing reading strategies such as visualizing, asking questions, making predictions, and making inferences.

Also the use of PQA (put question in answer) when answering questions in any subject area.

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In Math we follow a map curriculum that actually follows the standards. We also reteach the students that don't understand the lessons. We incorporate daily problem solving and higher level thinking. We also have students use Ascend

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I think what makes a difference is that students see reading as a punishment sometimes.  They would never see math as a punishment.  Kids like math more than reading and I try to show students that Reading can be fun.

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I think what makes a difference is that students see reading as a punishment sometimes.  They would never see math as a punishment.  Kids like math more than reading and I try to show students that Reading can be fun.