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4.4H - Multi-step word problems

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Understanding how to manipulate the 2.0 component in the test

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RTI address 4 standards, hitting one a week.

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My next steps are to really focus on the kids that are right on the edge of each area of success. ( Approaches, meets, & Masters)

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Keeping a log of what standards we are working on with informal/ formal checks. Also having a fluid group for RTI.

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Intentional practice on skills, with students being accountable for showing their work. Conference on students work and their progress.

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Set small goals to accomplish each day that we work on the skills. Wanting students to see that they are making progress and own their work.

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Setting daily goals and conferencing with students about these goals.

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Well figuring out the root of why they are struggling on that topic. Then making little changes to help them succeed.

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Providing the students with test taking strategies. (Like marking out silly choices).

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ECRs - answering the question

4.6E - making connections

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5.7B Compare and contrast across texts.

5.8C Plot

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Intentionally practice how to break down and answer ECR prompts during WIN

Read aloud first 5 minutes of class each day

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Begin read alouds each day. Compare and contrast characters in the story.

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Continue to track progress in my standards based gradebook.

Tracking student data in their gradebooks

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Check off when students have reached 90% on the standards and have fluid groups for WIN.

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Aggressive monitoring, tracking in standards based gradebook .

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One area that my students struggled in were identifying and using synonym, antonym, and homophones. Another area that my students struggled in was the use of apostrophes, commas, and punctuation.

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3.12C Argumentative ECR

3.6E Making Connections (paired)

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Students have been divided into two groups based off ability. This allows quicker instruction and enrichment for one group. This also allows a slower pace of instruction and more focused instruction for the other group.

This will also be addressed in intervention and tutoring groups.

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Vocabulary

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A small group schedule has been created to document the specific intervention. A exit ticket will be given to the intervention groups to determine mastery.

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More exposure to prompts, reading carefully for the question that is being asked. Transfer those words to the Central Idea!!!!!!!!

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2.2C generate a number that is greater than or less than a given whole number up to 1,200; 2.2B use standard, word, and expanded forms to represent numbers up to 1,200;

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3.5A- one and two-step word problems with addition and subtraction.

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Target kids struggling in this area by giving them more opportunities for focused instruction either through small group or intervention.

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Reviewing vocabulary daily. Writing sentences for vocabulary words.

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smaller groups with anecdotal data, Aggressive monitoring data sheet, conferencing

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Begin to have students set their own goals based on small accomplishments (chunk the ECR pieces), celebrate those small baby step wins.

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Small group and more focused instruction. Intentional intervention strategies and testing for mastery.

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Working with place value, discovering 10 and 100 more, 10 and houndred less working on basic addition and subtraction facts, different ways to express numbers

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make larger RTI groups, to review the vocabulary words needed to identify what the word problems are asking.

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Aggressive Monitoring, 1/2 split, differentiated choice board

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Small groups. Lots of discussions. Exit ticket.

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My keeping notes on each student, IXL

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Aggressive monitoring along with a tracker page of the standard we are covering.

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Work to show improvement in place value

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IStation for RLA and for Science help students that are struggling and set GOALS.