Barack Obama Elementary School Maria Crowley

WEEK OF NOVEMBER 2, 2020

Curriculum Utilized: Rally, ReadyNY, Wilson Reading Program, Bridges to Mathematics, Sound City Reading, Becoming a Better Reader,

Websites Utilized: www.math4children.com, www.khanacademy.com, www.mathourway.com, www.mathaids.com, www.superteacher.com, www.pppst.com, www.razkids.com,

Essential Agreement: We agree to listen and respect the ideas of others. We pledge to reflect before we act in Resource Room. We acquiesce to ask questions and participate with 100% of our abilities. We promise to approach new things with an open-mind and a positive attitude!

Measure critical thinking and comprehension skills such as summarizing information, drawing conclusions and authors purpose and point of view. Turn and talk in your group. Discuss main idea and characters.

Date/Time

Student Name

Lesson/Standard/Objective/Differentiation

Monday

Marelyn Ochoa Cruz

COHORT A

3rd Grade(R)

ACADEMIC LEVEL

ELA: Marelyn is a Third-grader. According to assessments used, she is functioning at the end of kindergarten / first-grade level. Her Fall NWEA in ELA RIT SCORE was 152. According to iReady data, Marelyn can identify and match rhyming words. She can blend syllables to decode one-syllable words. Marelyn can identify all the letters of the alphabet. She can decode words with short a and short i. Marelyn is in the early stages of learning high-frequency words. She may recognize a few Grade K high-frequency words from children's literature and a few high-frequency decodable words by sight. She can answer level 1 questions related to a text read to her.

. READING COMPREHENSION

I CAN : SUMMARIZE 3 KEY DETAILS IN THE READING PASSAGE AND STATE THE MAIN IDEA AND SHARE MY INFORMATION WITH THE GROUP

· Activate background knowledge.

· Question Visualize Summarize

Measure critical thinking and comprehension skills such as summarizing information, drawing conclusions and authors purpose and point of view. Turn and talk in your group. Discuss main idea and characters.

Monday

Brandon Rivera Romero

COHORT A 3rd Grade

ACADEMIC LEVEL

ELA: Brandon is a third-grade student working at a kindergarten level. Brandon's Fall NWEA Reading RIT was 150. According to December running records, Brandon is on an independent level and instructional level of an A (Kindergarten level). According to iReady data, Brandon is functioning within the Kindergarten range in all domains. Currently, Brandon can recognize a few rhyming words and may inconsistently produce rhyming words. He can recognize all of the uppercase letters of the alphabet. Brandon can answer level 1 questions after a story is read to him. Brandon doesn't know the letters in his name and took him 3 months to get most of them correct. He doesn't know letter sounds and has difficulties with basic sight words.

READING COMPREHENSION

I CAN: SUMMARIZE 3 KEY DETAILS IN THE READING PASSAGE AND STATE THE MAIN IDEA AND SHARE MY INFORMATION WITH THE GROUP

· Activate background knowledge.

· Question Visualize Summarize

Measure critical thinking and comprehension skills such as summarizing information, drawing conclusions and authors purpose and point of view. Turn and talk in your group. Discuss main idea and characters.

Monday

Justin Funes

COHORT A 5th Grade

ACADEMIC LEVEL

ELA: Justin can read and demonstrate comprehension of fictional text and poetry. He can set a purpose for reading.

He can make connections between previous experiences and reading selections. He can make, confirm and revise predictions. He can compare and contrast settings, characters, and events. He can identify the author's purpose.

He can ask and answer questions about what is read. He can draw conclusions about the text. He can identify the problem and solution. He can also identify the main idea. He can add supporting details...

· Read the paragraph below. Then, determine the main idea and four supporting details. Scholastic HI-LO Reading Passages: Page 3 Activate background knowledge.

· Question Visualize Summarize

Measure critical thinking and comprehension skills such as summarizing information, drawing conclusions and authors purpose and point of view. Turn and talk in your group. Discuss main idea and characters.

Monday

Joseph Bonilla

COHORT A 5th Grade

ACADEMIC LEVEL

ELA: Joseph can identify differences between two texts on the same topic. He can describe the connections between two things in a text for example-(people, events, ideas or pieces of information).

He also can ask questions about words and phrases that he does not understand.

Joseph has many difficulties drawing conclusions about a text and also identifying the problem and/or solution. He also has difficulty comparing and contrasting settings, characters, and events.

· Read the paragraph below. Then, determine the main idea and four supporting details.

· Activate background knowledge. Question Visualize Summarize

Measure critical thinking and comprehension skills such as summarizing information, drawing conclusions and authors purpose and point of view. Turn and talk in your group. Discuss main idea and characters.

Monday

Jonathan Mazariegos

COHORT A 4th Grade

ACADEMIC LEVEL

ELA: Jonathan utilizes good strategies as he is reading passages, such as chunking and annotating text. He can identify many examples of high-frequency words throughout reading. Additionally, Jonathan can accurately decode words such as 'celebrate', 'curious', 'crowded', 'removed', 'passenger', and 'illustrated'. Visuals help support Jonathan's comprehension while reading. Jonathan has difficulty while explaining inferences and vocabulary from texts. He readily refers to the text while answering questions, however, he needs support finding key information. Jonathan shows good stamina while reading his leveled books independently.

Activate background knowledge Question Visualize Summarize

Measure critical thinking and comprehension skills such as summarizing information, drawing conclusions and authors purpose and point of view. Turn and talk in your group. Discuss main idea and characters.

Monday

Allyson Rios

COHORT A 5th Grade

ACADEMIC LEVEL

ELA: Allyson's reading comprehension level at least two grade levels below.

Allyson's decoding and fluency skills are at least two grade levels below.

Allyson's vocabulary skills are below grade level.

Allyson understands spoken language, including non-literal and figurative language like jokes, idioms, expressions, similes, metaphors, and figures of speech.

Scholastic HI-LO Reading Comprehension Passages Page 17. Cite the evidence in the passage. Rule out other answers. Why? Details?

Student Name

Reason

Monday

Matthew Rodriguez

COHORT B

2nd Grade

ELA: Matthew is currently reading at a level G which is a mid-1st-grade reading level. He can read grade 1 high-frequency words independently. Matthew can sound out words to help him with unfamiliar words but also tends to look for teacher prompts or assistance. He can answer simple comprehension questions and WH questions.

Read the passage. Then, determine the main idea and four supporting details. Why are the details important to them?

Monday

Arianna Shingler

COHORT C

4th Grader

ACADEMIC LEVEL

ELA: Arianna demonstrates good comprehension of her leveled texts. During reading instruction, she participates well and contributes insightful responses to texts aloud.

Arianna struggles with recognizing high-frequency words throughout reading.

She can identify sight words such as 'there', 'friend', 'thought', however, has difficulty identifying other words such as 'without', 'heard', 'afraid', and 'sound'.

Arianna will often substitute words containing the same initial sound and needs support with whole-word analysis.

Scholastic HI-LO Reading Comprehension Passages Page 17.

Cite the evidence in the passage. Rule out other answers. Why? Details. Read for meaning.

Monday

Rodrigo Quintanilla

COHORT C

5th Grade

Scholastic HI-LO Reading Comprehension Passages Page 22. Cite the evidence in the passage. Rule out other ans

Date/Time

Student Name

Phone Number

Reason

Wednesday

Brandon Rivera Romero

COHORT A

Wednesday

Justin Funes

COHORT A

ZOOM

(413 204 394)

049-311

Wednesday

Joseph Bonilla

COHORT A

ZOOM

(413 204 394)

049-311

Wednesday

Jonathan Mazariegos

COHORT A

ZOOM

(413 204 394)

049-311

Wednesday

Allyson Rios

COHORT A

ZOOM

(413 204 394)

049-311

Thursday

Brandon Rivera Romero

COHORT A

Scholastic HI-LO Reading Comprehension Passages Page 10

Cite the evidence in the passage. Rule out other answers. Why? Details. Read for meaning.

Thursday

Justin Funes

COHORT A

ZOOM

(413 204 394)

049-311

Scholastic HI-LO Reading Comprehension Passages Page 30

Cite the evidence in the passage. Rule out other answers. Why? Details. Read for meaning

· Activate background knowledge.

· Question Visualize Summarize

·

Thursday

Joseph Bonilla

COHORT A

ZOOM

(413 204 394)

049-311

Scholastic HI-LO Reading Comprehension Passages Page 30

Cite the evidence in the passage. Rule out other answers. Why? Details. Read for meaning

· Activate background knowledge.

· Question Visualize Summarize

·

Thursday

Jonathan Mazariegos

COHORT A

Scholastic HI-LO Reading Comprehension Passages Page 30

Cite the evidence in the passage. Rule out other answers. Why? Details. Read for meaning

· Activate background knowledge.

· Question Visualize Summarize

·

·

Thursday

Allyson Rios

COHORT A

Scholastic HI-LO Reading Comprehension Passages Page 24

Cite the evidence in the passage. Rule out other answers. Why? Details. Read for meaning

· Activate background knowledge.

· Question Visualize Summarize

Date/Time

Student Name

Phone Number

Reason

Thursday

Matthew Rodriguez

COHORT B

ZOOM

(413 204 394)

Arianna Shingler

COHORT C

ZOOM

(413 204 394)

049-311

Rodrigo Quintanilla

COHORT C

ZOOM

(413 204 394)

049-311