Barack Obama Elementary School Maria Crowley

WEEK OF OCTOBER 13, 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!

Date/Time

Student Name

Lesson/Standard/Objective/Differentiation

October 13, 2020

Tuesday

Marelyn Ochaoa Cruw

COHORT A

4TH 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.

. Understanding Place Value-Bridges in Mathematics

The value is where a digit is in the number.

Which is the correct place value for the digits shown?

Apply their understanding of models for multiplication (equal-sized groups, arrays, area models), place value, and properties of operations as they develop, discuss, and use efficient, accurate, and generalizable methods to compute products of multi-digit whole numbers;

October 13, 2020

Tuesday

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.

Understanding Place Value-Bridges in Mathematics

The value is where a digit is in the number.

Which is the correct place value for the digits shown?

Apply their understanding of models for multiplication (equal-sized groups, arrays, area models), place value, and properties of operations as they develop, discuss, and use efficient, accurate, and generalizable methods to compute products of multi-digit whole numbers;

October 13, 2020

Tuesday

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...

Understanding Place Value and Perimeter-Bridges in Mathematics

The value is where a digit is in the number. Which is the correct place value for the digits shown?

Apply their understanding of models for place value and multiplication. (equal-sized groups, arrays, area models), place value, and properties of operations as they develop, discuss, and use efficient, accurate, and generalizable methods to compute products of multi-digit whole numbers.

October 13, 2020

Tuesday

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.

Understanding Place Value and Perimeter-Bridges in Mathematics

The value is where a digit is in the number.

Which is the correct place value for the digits shown?

Apply their understanding of models for multiplication (equal-sized groups, arrays, area models), place value, and properties of operations as they develop, discuss, and use efficient, accurate, and generalizable methods to compute products of multi-digit whole numbers;

October 13, 2020

Tuesday

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.

Understanding Place Value and Perimeter-Bridges in Mathematics

The value is where a digit is in the number. Which is the correct place value for the digits shown?

Apply their understanding of models for multiplication (equal-sized groups, arrays, area models), place value, and properties of operations as they develop, discuss, and use efficient, accurate, and generalizable methods to compute products of multi-digit whole numbers;

October 13, 2020

Tuesday

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.

Understanding Place Value and Perimeter-Bridges in Mathematics

The value is where a digit is in the number. Which is the correct place value for the digits shown?

Apply their understanding of models for multiplication (equal-sized groups, arrays, area models), place value, and properties of operations as they develop, discuss, and use efficient, accurate, and generalizable methods to compute products of multi-digit whole numbers;

Student Name

Reason

October 13, 2020

Tuesday

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.

Bridges to Mathematics Level 2.Ten facts are pairs of numbers that equal ten. Matthew will be able to recognize combinations that make ten, 50, 100 etc.

October 13, 2020

Tuesday

Arianna Shingler

COHORT C 4th Grade

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'..

Bridges to Mathematics Apply their understanding of models for multiplication (equal-sized groups, arrays, area models), place value, and properties of operations as they develop, discuss, and use efficient, accurate, and generalizable methods to compute products of multi-digit whole numbers

Identify the place value of all the numbers indicated. Word Form, Standard Form, Expanded Form

October 13, 2020

Tuesday

Rodrigo Quintanilla

COHORT C

5th Grade

Rodrigo demonstrates mathematical operation skills and mathematical application skills below grade level.

Rodrigo needs to use multiple strategies and hands-on manipulatives to solve single and multi-step mathematical problems.

Rodrigo needs hands-on tools such as reference sheets, multiplication, and hundred charts to solve word problems.

Rodrigo needs all problems to be read aloud to him because he is a multi-sensory learner.

The expanded form of a number writes it as a sum, with each digit makes an individual term. Breaking up a number according to their place value and expand to show the value of each. Arianna will recognize and accurately answer the question. She will give a detailed explanation.

WEDNESDAY, OCTOBER 14, 2020 (REMOTE INSTRUCTION FOR ALL)

Date/Time

Student Name

Reason

October 14, 2020

Wednesday

Marelyn Ochoa Cruz

COHORT A

.

Marelyn has shown improvement in math. Her fall NWEA RIT score was 152. According to iReady Data, Marelyn is working at a first grade level in all mathematical domains. She can add and subtract within 5. She can count forwards and backward to 100. Marelyn can express numbers from 11 to 19 using tens and ones. Marelyn can compare measures of familiar objects.

Bridges to Mathematics Apply their understanding of models for multiplication (equal-sized groups, arrays, area models), place value, and properties of operations as they develop, discuss, and use efficient, accurate, and generalizable methods to compute products.

Expanded Form/Word Form/

October 14, 2020

Wednesday

Brandon Rivera Romero

COHORT A

Brandon is functioning at a kindergarten level across all mathematical domains. Brandon's NWEA Fall RIT score was 143. He can count forward and backward and can recognize numbers 1-10. Brandon can recognize basic shapes such as a triangle, rectangle, square, and circle. He miscounts even when using his fingers. In class, he was assigned to be the number 19 and it took him 2 months to recognize the number.

Bridges to MATHEMATICS

Identifying, matching and sorting numbers. Which one is smaller. Which one is bigger. How many do you see?

October 14, 2020

Wednesday

Justin Funes

COHORT A

Justin can solve multi-step math problems involving multiplication and division by using equations. He can also look at a number pattern and determine additional patterns found within the sequence. Justin enjoys math. He looks forward to it and he excels in it. He tends to rush but when prompted to slow down he complies.

Justin has good knowledge of basic facts in addition, subtraction and multiplication. He always participates in math discussions and he incorporates strategies to solve more difficult multi-step word problems.

Bridges to MATHEMATICS Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

October 14, 2020

Wednesday

Joseph Bonilla

COHORT A

Joseph can explain how one factor in a multiplication problem changes the other factor to make the product.

Joseph can write statements about multiplicative comparisons as equations. He can solve simple word problems involving multiplication and division using drawings. Joseph understands addition, subtraction, and multiplication and he can independently complete problems on his academic level.

oseph can look at a number pattern and determine additional patterns found within the sequence.

Bridges to MATHEMATICS Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

October 14, 2020

Wednesday

Jonathan Mazariegos

COHORT A

Jonathan can accurately add and subtract with regrouping. He shows progress in setting up word problems. At times, he needs assistance determining the operations. He benefits from prompting while explaining procedures. Jonathan demonstrates good progress in identifying and describing number patterns. Jonathan is motivated to practice multiplication and division facts. He can draw equal groups and use related facts to help solve them. Jonathan can distinguish between even and odd numbers.

Bridges to MATHEMATICS Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

October 14, 2020

Wednesday

Allyson Rios

COHORT A

Allyson has a multi-sensory learning style. Allyson demonstrates mathematical operation skills below grade level.

Allyson demonstrates mathematical application skills below grade level. Allyson uses concrete materials to model numbers and number relationships for adding, subtraction, multiplying, and dividing whole numbers. Allyson enjoys math with the use of hands-on manipulatives and reference sheets such as multiplication and fraction charts.

Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

September 30, 2020

Wednesday

Marelyn Ochoa Cruz

COHORT A

.

October 15, 2020

Thursday

Brandon Rivera Romero

COHORT A

October 15, 2020

Thursday

Justin Funes

COHORT A

ZOOM

(413 204 394)

049-311

October 15, 2020

Thursday

Joseph Bonilla

COHORT A

ZOOM

(413 204 394)

049-311

October 15, 2020

Thursday

Jonathan Mazariegos

COHORT A

October 15, 2020

Thursday

Allyson Rios

COHORT A

Date/Time

Student Name

Phone Number

Reason

October 15, 2020

Thursday

Matthew Rodriguez

COHORT B

ZOOM

(413 204 394)

Bridges in Mathematics-1st Grade Multi-Step Word Problem

There were 7 red books,
 but 4 of them got checked out. How many red books are left? There were 9 blue books,
 but 6 of them got lost.
 How many are left on the shelf? What are the steps? Share with the Zoom group..

October 15, 2020

Thursday

Arianna Shingler

COHORT C

ZOOM

(413 204 394)

049-311

MATH MULTI-STEP WORD PROBLEMS

Bridges in Mathematics- Page 37

Last year, Susie and Adam red several books. Susie read 2,748 pages. Adam read 2,629 pages. What is the total number of pages Susie and Adam read last year. How many more pages did Susie read than Adam?

SET UP THE PROBLEM. WHAT DO YOU DO FIRST? TELL THE GROUP. WHY

October 14, 2020

Thursday

Rodrigo Quintanilla

COHORT C

ZOOM

(413 204 394)

049-311

MATH MULTI-STEP WORD PROBLEMS

Bridges in Mathematics- Page 37

Last year, Susie and Adam red several books. Susie read 2,748 pages. Adam read 2,629 pages. What is the total number of pages Susie and Adam read last year. How many more pages did Susie read than Adam?

SET UP THE PROBLEM. WHAT DO YOU DO FIRST? TELL THE GROUP. WHY