Div.+4+Tsuji



[Computer] || Raz-Kids Google Images Dictionary.com || # To give Brandon the opportunity to both hear and read a variety of books at his Independent Reading level with questions to follow Brandon seemed to benefit from the opportunity to hear himself read and to hear what he would do || Round & Round || To improve his ability to use particular strategies when reading such as summarize, transform, visualize and sequence || Brandon did quite well with these activities. He was motivated and was able to work through particularly the vocab and comprehension activitindependently. || Book Talk || To improve his writing by working a weekly letter and other projects (such as his monthly book talks) through the stages of the Writing Process using Kidspiration, Word and Power Point || This year Brandon received support in the form of having a scribe. His writing is still very much at the beginner stage. Next year this should be a high priority. || 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 || This was a very successful program. It helped solidify Brandon's sense of how English words are constructed and for him to become better able to 'hear' the parts that make up English words. || 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. || Brandon needs more opportunity to make orginal sentences using new vocabulary. || Virtual Manipulatives || Review operational phrases and Telling Time (focus Digital Duration of Time Activities and Time of Day Check Calendar 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 || All of these more conceptual math activities were a real challenge for Brandon. Next year he should work his way through a sequentially designed grade 1 level math program. ||
 * **B.A.**
 * Div. 4** || __Resource__ || __Goals for Term 3__ || __Results__ ||
 * Work Habits || My Wiki site || # To improve his ownership and initiative by keeping him accountable on a daily basis with weekly conferences to discuss his progress and set or adjust goals accordingly || This worked only to a degree. On his own Brandon still showed a lack of initiative. Even with support he struggled to maintain any consistency in this area. ||
 * Oral || Let's Go [Green] || # Improve his ability to express himself more clearly with less circumlocution
 * 1) Improve his ability to express himself in full sentences ('Can I get a drink' instead of 'drink') || Minimal prgoress noted here. Brandon's converstional expressive language has only improved slightly over the course of the year. The conversational models were helpful and should be continued next year. ||
 * Reading
 * 1) To give him the opportunity to assess his progress through regular Running Records || Brandon was quite motivated to do this work
 * Reading Strategies || Claws and Paws
 * 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 || Brandon had difficulty composing impromptu pieces based on his personal experience. he had more success writing from concrete and observable information -- more like writing a report -- but still it was a challenge for him to write in a coherent, sequential manner. ||
 * WR [Computer] || Weekly Letter/
 * 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 || Brandon did well with these straight-forward computational activities. ||
 * Math || Do the Math [Division]
 * MA [Computer] || Math Playground || To expose him to a range of Math activities in an exploratory format || This was not a success. ||
 * ELL [Computer] || ello || To give him an opportunity to hear good english in conversations || He did not use this very often if at all. ||
 * WR [Computer] || All The Right Type || To introduce the concept of touch typing that he might improve his skills in this area || This was worth doing and may be something he could continue to do next year although it may be more profitable for him to either use a scribe or a text to specch program to record his ideas. ||

Student notes: B.A.

Activity put time on clocks backwards [Math] || He needs to take a unit on __time__ in his Math prog || know 'How many more?'[MA] || In his Math program he needs to review these operational terms. Perhaps best in Life skill situations: ie Money, or a Recipe || Circumlocution || Needs more Let's Go... || based on the pics || v. literal. He was able to get the 'pattern' of this book with support, however. ||
 * Date || T || Observations || Implications ||
 * March 14 || R || During a Warm up
 * || R || On a Math question did not
 * || R || During [French] Was using
 * 16 || C || Unable to predict 'Find a Pattern'
 * || C || Brandon explains 12/9 || Here you can hear how he simply does not make connections on his own but, with support and patience, he CAN. ||
 * May 4 || C || Weekly Checklist Conf || Needs to check off items AS HE COMPLETES them. Brandon gave himself a mark based on his effort. (See his Evernote note and pic on this). He reset his goals for the next week and we wrote out a simple rubric for both he and I to see what a G,S or N would look like (expressed concretely as 0-2 G, 1-10 S, 11-20 N, 21- I) ||

Tumble Books || # To give him the opportunity to both hear and read a variety of books at his Independent Reading level with questions to follow /Grammar || Birdseye Writing Skills: Sentences || # To improve his ability to identify and apply parts of speech. Book Talk || To improve his writing by working a weekly letter and other projects (such as his monthly book talks) through the stages of the Writing Process using Kidspiration, Word and Power Point || Ryan opted out of this option and chose instead to do the work by hand || 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. || [see above ''] ||
 * **R.W.**
 * Div. 4** || __Resource__ || __Goals for Term 3__ || __Comments__ ||
 * Reading || Raz-Kids
 * 1) To give him the opportunity to assess his progress through regular Running Records || He did for a while but then stopped completing the work ||
 * Writing
 * 1) To improve his ability to identify and create complete sentences (working with subjects and predicates). || '' ||
 * WR [Computer] || Weekly Letter/
 * Spelling-Vocabulary || Target Spelling [540]
 * MA [Computer] || Math Playground || To expose him to a range of Math activities in an exploratory format || n/a ||
 * WR [Computer] || All The Right Type || To introduce the concept of touch typing that he might improve his skills in this area || [see above ''] ||

Student notes: R.W.

Ryan has, at times, been very focused this term and at other times it has been a challenge to keep him on task. Ryan seems to particularly enjoy opportunites to express his wildly creative side; he has shown a great aptitude for being able to take his weekly Spelling words and craft from these randomly selected words a coherent story. Ryan has been putting these on Comic Life and the results have been very enjoyable to read. I would like to give Ryan more opportunity to work on writing projects of this sort next term; taking his writing through the Writing Process using Kidspiration, Inspriration, Power Point and other alternative ways to present his understading of a topic or stroy. In addtion to this Ryan will have the opportunity to improve his typing skills through the program, All The Right Type. It has been good to see Ryan participate in the Homework Club after school as anything that provides more accountability and structure for Ryan is good. At home, you can support Ryan's work by encouraging him to regularly go onto Tumble Books, Spelling City and Math Playground. You'll find, in the coming term, that all of the work assigned from LST for Ryan will be available to view anytime on our website at: mrw-student-page.wikispaces.com. Hopefully, this will also help to facilitate greater Home-School communication and accountability for Ryan and his homework. It has been a pleasure working with Ryan this term. I look forward to a good and productive Term 3.

17 || P || Ryan leaves projects to the last minute. Hard for parents to know what's due when || Needs a checklist/timeline (perhaps put these on the class wiki) Need some form of communication about project deadlinesPerhaps put these onto a calendar. ||  || Perhaps go into kick boxing or Hip Hop Dance to help tire him out. ||  || 23 || C || Does not do well with loose structures || Needs an established structure and homework routine (with consequences pre-determined) || Wiki site || Needs an embedded LST support program || Needs Structure and Accountability || to build the IEP in Sept. ||
 * Date || T || Observations || Implications || Actions ||
 * March
 * 17 || R || Comes to school tired || Perhaps needs a more consistent bedtime routine.
 * 17 || R/P || Organization and Planner top issues || Things have improved but need to be maintained. The more he can access what's due ||  ||
 * 17 || C/R/P || Prioblems staying focussed || The more he does quiet activities such as Word Searches, Memory games ||  ||
 * 17 || R || Not participating in the Home Reading || P feels he needs to be more autonomous. The suggestion is to use Tumble Books @ home. ||  ||
 * ~  ||~   ||~ Year End PTC Meeting ||~   ||   ||
 * June
 * || F || Gets behind easily || Needs more time to get work done. || Exempt him from French ||
 * || C || Has a frenetic level of energy || Needs a dance program or the like and exercise breaks at school || Famioly will look into this ||
 * || C/F || Has enough of a challenge to keep up with regular homework || Needs some form of (LST) support
 * || C || Highly motivated for topics that interest him || Needs opp to follow his nose on self-directed projects || Work through the Writer's Process ||
 * || C || Very creative || Needs an Art element in his program || Incorporate this into projects ||
 * || C || Very Verbal || Needs share and speech opportunities (perhaps @ assemblies or announcements?) || Speech to text app (Windows app) ||
 * || C || His written output doesn't match his potential || Needs support for writing -- the Writer's Workshop? || Have him work through the Writing Process ||
 * || C || Benefits from talking about what he's learning || Needs a tutor @ home for Math 2-3 times a week || Context/Problem Solving Approach ||
 * || F ||  || Needs help keeping track of his work/tasks || Establish a homework leaving routine/checklist Wiki ||
 * || F ||  || Needs to understand what he's learing or establish some sort of routine || Open LST block/Peer Tutor support/Home tutor ||
 * || F ||  || Needs to take ownership for his learning || Meet Parents, Ryan, LST, T

this should be a focus for next year || Book Talk || To improve his writing by working a weekly letter and other projects (such as his monthly book talks) through the stages of the Writing Process using Kidspiration, Word and Power Point || thisw was successful He should continue doinng ore of this next year || Builder || # To improve his ability to identify and apply parts of speech. [Reading Resource] || Raz-Kids || # To give him the opportunity to both hear and read a variety of books at his Independent Reading level with questions to follow More next year || [Vocab Resource] || 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. || [see above] ||
 * **Charlie** || __Resource__ || __Objectives__ || __Comments__ ||
 * Oral || Let's Go [Orange] || # Improve his ability to express himself more clearly with less circumlocution
 * 1) Improve his ability to express himself in full sentences ('Can I get a drink' instead of 'drink') || did not happen
 * Reading Comp || Claws and Paws || To improve his ability to use particular strategies when reading such as summarize, transform, visualize and sequence || [see above] ||
 * WR [computer] || Weekly Letter/
 * Grammar || Birdseye Sentence
 * 1) To improve his ability to identify and create complete sentences (working with subjects and predicates). || worth doing although it was challenging for him ||
 * Oral Computer [ELL Resource] || ello || To give him an opportunity to hear good english in conversations || he needs more of this next year even though he has exited ELL ||
 * RD Computer
 * 1) To give him the opportunity to assess his progress through regular Running Records || This was very good for him
 * Word computer

Student notes: C.T.

Over this past term Charlie has improved in his ability to focus on the work at hand. Charlie has been working on assignments in Spelling and Grammar and Writing in his time with me this past term. These assignments are designed to improve the mechanics of his writing and also to increase his vocabulary. Charlie has applied himself well to these activities and is showing a good degree of understanding. Next term I would like to see Charlie do more writing. Next term Charlie will be given the opportunity to work regularly in a journal and also to write compositions in response to books he has read (both fiction and nonfiction). Charlie will have the opportunity to put his writing through the Writing Process with the goal being to improve his ability to edit and revise his own writing by bringing it through the process of: Brainstorm, Revision and Publication. Charlie will therefore receive more comprehensive support in his Language Arts program to help improve Charlie's skills in this area. Charlie is encouraged to complete his Raz-kids activities at home as well as working through assignements on Tumble Books and Spelling City. Charlie needs to read regularly at home if he is to improve his literacy skills. You'll find, in the coming term, that all of the work assigned from LST for Charlie will be available to view anytime on our website at: mrw-student-page.wikispaces.com. It is been a pleasure working with Charlie this past term. I look forward to working with him in Term 3.


 * Incident || Observations ||
 * Reading and Writing is very low || He needs a Modified Program -- no marks ||

[Reading Resource] || Raz-Kids In My World || # To give him the opportunity to both hear and read a variety of books at his Independent Reading level with questions to follow More next year || Phonemic Awareness || Blue Board || To improve his phonemic awareness skills -- through the study of Word Families -- that he would be better able to both hear and create rhymes || this improved his PA More next year (in another format) || Book Talk || To improve his writing by working a weekly letter and other projects (such as his monthly book talks) through the stages of the Writing Process using Kidspiration, Word and Power Point || This was particular effective when he had a scribe because Nelson has a lot of ideas || More next year || [Writing Resource] || 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. || [see above] || 3/4 || To improve his ability to compute through the 0-11 times tables || n/a || (Number Sense) || n/a || n/a || [Math Resouce] || Virtual Manipulatives || To give him the opportunity to manipulate virtual concrete materials to help him solidify his understanding of various math skills/concepts || n/a ||
 * **Nelson** || __Resource__ || Objectives || Comments ||
 * Reading Comp || Claws and Paws || To improve his ability to use particular strategies when reading such as summarize, transform, visualize and sequence || Success ||
 * RD Computer
 * 1) To give him the opportunity to assess his progress through regular Running Records || a very good program because it gave Nelson the opportunity for a lot of reinforcement ||
 * Writing/Grammar || Brids Eye || # To improve his ability to identify and apply parts of speech.
 * 1) To improve his ability to identify and create complete sentences (working with subjects and predicates). || very relevent and appropriate good progress
 * Phonics/
 * WR [Computer] || Weekly Letter/
 * Spelling-Vocabulary || Target Spelling 540 || 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. || This was successful
 * WR Computer
 * Math Drills || Multiplication Facts
 * Math || Jump Math [Purple]
 * MA Computer
 * Typing || All The Right Type || To introduce the concept of touch typing that he might improve his skills in this area || n/a ||

Student notes: N.W.

Nelson has worked very hard this term. He routinely checked in with me to make sure that he was on track with his assignments and to make sure he had all his work up to date. Nelson worked well with his partners during Learning Lab; they work on nonfiction material. The task during these assignments was to read a nonfiction Science-based text with a partner and summarize what they read together -- focusing on the most important facts in the text. Nelson responded well to the structures that were developed for him. He routinely completed his Spelling and Grammar work on time; he showed a good attitude throughout all his assignments. One thing that became apparent this term was the artistic skills that Nelson has. Nelson will be given more opportunites to do more drawing both at home and at school as he seems to have a tremendous gift in this area. Nelson did a great job of summarizing his stories during Guided Reading; he appears to enjoy reading the audio books on the Raz-kids site and working through the vocabulary acitivites on Spelling City. It would be very good for Nelson to continue to work on these programs on a regular basis at night as part of his Home Reading Program. Nelson should consider being a part of either an after school Reading Program or participating in the Summer Intensive Reading program this coming year to help solidify the gains that have been made so far this year. You'll find, in the coming term, that all of the work assigned from LST for Nelson will be available to view anytime on our website at: mrw-student-page.wikispaces.com. It has been a pleasure working with Nelson this term. I look forward to working with him in term 3.

18 || C || Jasleen needs to hear good English || Put on ello Hear stories on Raz-Kids ||
 * Date || T || Observations || Implications ||
 * ||  || Not in Home Reading || Get Raz-Kids and Spelling City up and running for Home Reading ||
 * March

more next year || [Computer] || Weekly letter/ Book Talk || To improve her writing by working a weekly letter and other projects (such as his monthly book talks) through the stages of the Writing Process using Kidspiration, Word and Power Point || not enough of this happened this year for her more next year would be key || Builder || # To improve her ability to identify and apply parts of speech. this would still be good for her to do next year || [Reading Resource] || Raz-Kids || # To give her the opportunity to both hear and read a variety of books at his Independent Reading level with questions to follow more next year (perhaps through the summer?) || [Vocab Resource] || Spellingcity.com || To improve her ability to infer meaning through CLOZE activities, his visual discrimination skills through various exercises and her ability to use these words to create sentences. || minimal progress more next year (perhaps through the summer?) ||
 * **E.M.** || __Resource__ || __Objectives__ || __Comments__ ||
 * Oral || Let's Go [Orange] || # Improve his ability to express herself more clearly with less circumlocution
 * 1) Improve his ability to express herself in full sentences ('Can I get a drink' instead of 'drink') || more next year ||
 * Reading Comp || Claws and Paws || To improve her ability to use particular strategies when reading such as summarize, transform, visualize and sequence || good progress
 * WR
 * Grammar || Birdseye Sentence
 * 1) To improve her ability to identify and create complete sentences (working with subjects and predicates). || [see above] ||
 * Oral Computer [ELL Resource] || ello || To give her an opportunity to hear good english in conversations || [see above]
 * RD Computer
 * 1) To give him the opportunity to assess his progress through regular Running Records || good progress
 * Word computer

Student notes: E.M.

Emily began working with me more regularly this past term by coming to Learning Lab every day from 1 to 1:30. She worked through variety of reading strategy activities with a peer tutor and a partner designed to help her improve her Reading Comprehension skills. Emily and her partner were given the opportunity to discuss the story and the comprehension questions; Emily did very well. Next term Ms. Tsuji and I would like to give her more opportunities to write. She will begin by working through an ELL text book to improve her understanding of English idioms and terms of expression. She will have the opportunity to use the Writing Process to revise and edit her work. Emily will also be able to use All the Right Type and Kidspiration with the goal of helping improve her ability to type and revise her work. At home and Emily can work on Raz-kids, Spelling City and Tumble Books to improve her Reading and Writing skills. You'll find, in the coming term, that all of the work assigned from LST for Emily will be available to view anytime on our website at: mrw-student-page.wikispaces.com. It has been a pleasure working with Emily this past term. I look forward to working with her more next term.

18 || C ||  || Increase Reading Support Add them to the LArts support program for Term 3 || Hear stories on Raz-Kids ||
 * Date || T || Observations || Implications ||
 * March
 * ||  ||   || Support Speech Writing ||
 * ||  || Emily needs to hear good English || Put on ello

more next year || more next year || [Computer] || Weekly Letter/ Book Talk || To improve his writing by working a weekly letter and other projects (such as his monthly book talks) through the stages of the Writing Process using Kidspiration, Word and Power Point || not enough completed more next year || Builder || # To improve her ability to identify and apply parts of speech. [Reading Resource] || Raz-Kids || # To give her the opportunity to both hear and read a variety of books at his Independent Reading level with questions to follow more next year || [Vocab Resource] || Spellingcity.com || To improve her ability to infer meaning through CLOZE activities, his visual discrimination skills through various exercises and her ability to use these words to create sentences. || [see above] || Student notes: J.A.
 * **J.A.** || __Resource__ || __Objectives__ || __Comments__ ||
 * Oral || Let's Go [Orange] || # Improve his ability to express herself more clearly with less circumlocution
 * 1) Improve his ability to express herself in full sentences ('Can I get a drink' instead of 'drink') || not enough completed this year
 * Reading Comp || Claws and Paws || To improve her ability to use particular strategies when reading such as summarize, transform, visualize and sequence || minimal progress
 * WR
 * Grammar || Birdseye Sentence
 * 1) To improve her ability to identify and create complete sentences (working with subjects and predicates). || this would be a good focus for next year ||
 * Oral Computer [ELL Resource] || ello || To give her an opportunity to hear good english in conversations || [see above] ||
 * RD Computer
 * 1) To give him the opportunity to assess his progress through regular Running Records || this was very good for her to do. minimal progress
 * Word computer

Jasleen began working with me more regularly this past term by coming to Learning Lab every day from 1 to 1:30. She worked through variety of reading strategy activities with a peer tutor and a partner designed to help her improve her Reading Comprehension skills. Jasleen and her partner were given the opportunity to discuss the story and the comprehension questions; Jasleen did very well. Next term Ms.Tsuji and I would like to give Jasleen more opportunities to write. She will begin by working through an ELL text book to improve her understanding of English idioms and terms of expression. Jasleen will have the opportunity to use the Writing Process to revise and edit her work. She will also be able to use All the Right Type and Kidspiration with the goal of helping improve her ability to type and revise her work. At home and Jasleen can work on Raz-kids, Spelling City and Tumble Books to improve her Reading and Writing skills. You'll find, in the coming term, that all of the work assigned from LST for Jasleen will be available to view anytime on our website at: mrw-student-page.wikispaces.com. It has been a pleasure working with Jasleen this past term. I look forward to working with her more in term three.

Add them to the LArts support program for Term 3 ||
 * Incident || Observations ||
 * || Increase Reading Support
 * || Support Speech Writing ||