5th+Grade+09-10

5th grade MYR 09-10

DATA 33 Students, 10 SPED Reading mid year Benchmark 9 students adv. 13 proficient 5 near proficient 6 not proficient

-special ed students -has made progress from 3rd to 4th grade base don SOLs, and mid year -full inclusion in general ed language arts classroom, versus resource
 * GLOWS**
 * S.**


 * Students** who have met **end of the year benchmark** in Word Study! So many of them are creating word study games to share with other students who need more support


 * A.**-many low bi weekly quizzes, this is the first year out of the resource room for literacy, and he is truly glowing, got a 65% on the mid year


 * E.**-out of SBIT, out of intervention

-symbolism, theme, literary analysis
 * High level thinking** in reading groups

-All of the students in the not proficient category are in SPED, many are working with the inclusion model now. -working to appeal to different learning styles -but many students still just are not getting it -increased time on text -continued integrating literacy and content -independent literacy circles and creative word study games -after school and sbit tutoring
 * GROWS**:
 * Teachers have:**

-vocabulary--put it into multiple learning styles -connect it to whatever they love -use candy to teach rocks
 * IDEAS**:

**Math**
A big number in the near proficient and above; picture looks even better when you look at day to day instruction, etc. Glows: EM and JM; Marie's glows: these students are excited to be doing exactly what all other students are doing.

Weaknesses are revealed in number and number sense and other things such as curriculum not yet taught. Effort and focus come into play.

Afterschool tutoring, study island, re-teaching, differentiation and peer support, Math Camp and Challenge