Div.+2+Hartmann



Google Images Dictionary.com Visual Thesaurus || To improve his sense of story elements, comprehension and his ability to retell and/or summarize || Abu is just beginning to be able to identify elements of plot (beginning, middle, end). He shows good comprehension though it is still quite challenging for him to articulate what it is he wants to say. || Rhyming Dictionary || To improve his phonemic awareness skills -- through the study of Word Families -- that he would be better able to both hear and create rhymes || Abu demonstrated a good understanding of rhymes and made good progress on these activities. || Spellingcity.com || To improve his ability to infer meaning through CLOZE activities, his visual discrimination skills through various exercises and his ability to use these words to create sentences. || Abu needs help completing CLOZE sentence activities and when using the words he learns to create or unscramble sentences. Otherwise he is able to complete most activities, such as Word Searches and visual discrimination exercises, at the independent level. || Virtual Manipulatives || To improve his abilities and conceptual understanding of: Fractions, Movement on a Grid, Division and Multiplication through an emphasis on Concrete-Pictoral-Symbolic and the need to be able to both SHOW and TELL how to perform the various skills in a live Learing Log format of Audio recording and picture || Abu found it challenging to demonstrate and explain the concepts covered. ||
 * **Abu**
 * Div. 2** || __Resource__ || __Goals for Term 3__ || __Results for Term 3__ ||
 * Oral || Let's Go [Green] || To improve his conversational English || very significant growth in this area. He has moved two levels this term and a total of 4 levels over the course of the year ||
 * Reading || Round & Round
 * Reading Strategies || Claws and Paws || To improve his ability to use particular strategies when reading such as summarize, transform, visualize and sequence || Abu can find specific facts or details in a story or non-fiction book. ||
 * Writing || Journal || To improve his ability to express himself more fluently and with greater skill at being able to expand on a topic for the purpose of sharing his thoughts, feelings and experiences with an audience || Abu has just begun to write story summaries. This would be the most valuable skill for him to work on through the summer and into the new school year. ||
 * Grammar/Word Families || Blue Board
 * Spelling-Vocabulary || Target Spelling [540]
 * Math Drills || Multiplication [3/4] || To improve his ability to compute through the 0-11 timestables || Abu's computing skills are good. ||
 * Math || Do the Math [Division]
 * MA [Computer] || Math Playground || To expose him to a range of Math activities in an exploratory format || Abu enjoyed these activities. ||
 * ELL [Computer] || ello || To give him an opportunity to hear good english in conversations || Not used very much. ||
 * RD [Computer] || Raz-Kids || To give him the opportunity to have stories read to him where he can follow along to be followed up with quizzes and, @ regular interval, conduct a Running Record that he might be able to advance his reading skills on an incremental basis || Abu showed a real focus when listening to stories on this site and improved his comprehension skills by reviewing his results and applying himself well. He showed a real desire to improve his reading skills this term. ||
 * WR [Computer] || All The Right Type || To introduce the concept of touch typing that he might improve his skills in this area || Abu's skills improved in this area. ||

Notes on Abu:

what he is to do. (both after and even during announcements designed to explain just that || I'm not actually sure what this says about either him or his needs... || Not allowed back until after lunch. || Lost if someone is not RIGHT THERE ON HIM... ||
 * Date || T || Observations || Implications ||
 * March 17 || C || Abu is constantly asking me if I will do this or that or
 * 11 || C || Wandering the halls 2x in half an hour. Asked to leave the class.

Google Images Dictionary.com || [in class] ||  || Writing Skills:Sentences || To improve his ability to identify and apply parts of speech. To improve his ability to identify and create complete sentences (working with subjects and predicates). || While Shivneel found some fo the grammar activities challenging he would ask for clarification when needed. || Spellingcity.com || To improve his ability to infer meaning through CLOZE activities, his visual discrimination skills through various exercises and his ability to use these words to create sentences. || Shivneel did well on these activities. || Virtual Manipulatives || To improve his abilities and conceptual understanding of: Fractions, Movement on a Grid, Division and Multiplication through an emphasis on Concrete-Pictoral-Symbolic and the need to be able to both SHOW and TELL how to perform the various skills in a live Learing Log format of Audio recording and picture || Shivneel struggled to make sense of the concepts covered and particularly worked hard to improve his ability to explain his thinking effectively. He made good progress in this area. ||
 * **Shivneel**
 * Div. 2** || __Resource__ || __Goals for Term3__ || __Results for Term 3__ ||
 * Reading || --
 * Reading Strategies || Manes & Reins || To improve his attention to the details both in fact or story elements through various reading response activities. || Shivneel worked diligently through these exercises and showed an increasing level of attention to these details. Particularly, when it came to chronological events. ||
 * Writing || Journal || n/a || n/a ||
 * Grammar/Word Families || Bridseye
 * Spelling-Vocabulary || Target Spelling [540]
 * Math Drills || Multiplication [3/4] || To improve his ability to compute through the 0-11 timestables || Shivneel was able to do most of these exercises but he needed to use a calculator @ times. ||
 * Math || Do the Math [Division]
 * ~  ||~   ||~ Bonus Work ||   ||
 * MA [Computer] || Math Playground || To expose him to a range of Math activities in an exploratory format || Shivneel seems to have enjoyed the opportunity to chose the math activities he would spend his time on. ||
 * ELL [Computer] || ello || To give him an opportunity to hear good english in conversations || Not used. ||
 * RD [Computer] || Raz-Kids || To give him the opportunity to have stories read to him where he can follow along to be followed up with quizzes and, @ regular interval, conduct a Running Record that he might be able to advance his reading skills on an incremental basis || Shivneel would omit articles and substitute words when reading but showed a good awareness of the need to make sense of what he is reading by correcting his errors as he read. Good effort. ||
 * WR [Computer] || All The Right Type || To introduce the concept of touch typing that he might improve his skills in this area || Shivneel made progress in this area. ||

Student notes: Shivneel
 * Date || T || Observations || Implications ||

Google Images Dictionary.com ||  || Writing Skills:Sentences ||  || Spellingcity.com ||  || Virtual Manipulatives ||  ||
 * **Brandon**
 * Div. 2** || __Resource__ || __Goals for Term3__ ||
 * Reading || --
 * Reading Strategies || Manes & Reins ||  ||
 * Writing || Journal ||  ||
 * Grammar/Word Families || Bridseye
 * Spelling-Vocabulary || Target Spelling [540]
 * Math Drills || Multiplication [3/4] ||  ||
 * Math || Do the Math [Division]
 * ~  ||~   ||~ Bonus Work ||
 * MA [Computer] || Math Playground ||  ||
 * ELL [Computer] || ello ||  ||
 * RD [Computer] || Raz-Kids ||  ||
 * WR [Computer] || All The Right Type ||  ||

Student notes: Brandon K.


 * Date || T || Observations || Implications ||