2nd+Grade+09-10

2nd Grade Notes

4 significantly below 13 students are below grade level 3 are on grade level 6 are one year below grade level 8 are 2 years or more above grade level.
 * Overall Literacy Data**

-Z., started out not liking school, he was instructional at 2nd grade in the fall, he was given small group instruction, targeted word study instruction, fluency practice, bi-weekly fluency checks. NOW: he is on 4th grade PALS, mid-year.
 * Glows**:

-K.- primer/1st grade level in the fall, fluency is very slow, and she also speaks this way, she was given small instructional level reading growth, still slow but she is now on a 4th grade reading level, comprehension is good, but 56 words per minute.

_S.- failed pals in the fall, reading on a primer, LN speller--using and confusing, made a years growth and is now reading mid 2nd grade, and totally mastered LN and is now in WW, what worked was the regrouping, she is also in intervention, a lot of time in text, fluency, WS, comprehension, vocab are all main focuses, and apply what is known to knew texts.

-A. barely passed pals in the fall, reading at PPC level, LN 21, now he is reading primer, and has only made one point growth from beginning of year, not firm of knowledge of short vowels and nasals, has significant literacy interventions since K, was retained in K, sight word is slow, summer loss is intensive. IDEAS-- -find engaging books for him at his level to hopefully -technology could be a hook, reading a-z books, fluency word lists on ipods
 * Grows

-K. -high level reader, lacks motivation, reads non-challengineg material, uncooperative attitude in reading, she teachers a group with first graders Hilker in which she teachers phonemic awareness or literacy game station that she prepares, she learns without any effort.

IDEAS-- -try genre studies -give more "tantalizing" choices -project based learning, designing is on her shoulders, come up with a proposal, independent library time. -work one on one with Joan to choose books.

Math ACAMB: Place Value VS Basic facts a good conversation between Chris and Kathleen

ZJ - Glow - more confidence NL - at first, not engaged, struggled with concepts and basic facts, but participation and confidence have improved so much. LM - A glow and a grow, struggles to count on objects **