November+2011+Posters

**KEYSONE OAKS SCHOOL DISTRICT** **GRADES 3-4-5** **NOVEMBER 30th** **Data Anaylysis Professional Development**

Match symbolic representation to whole #’s Data analysis & prob (#14) Solve the missing pattern w/3’s or shape Identify lines of symmetry Geometric shapes || ** Strengths: ** Basic computation Expanded/word form Selecting app. Units Perimeter Properties of quadrilaterals || Using a ruler Choose the correct operation for a story problem Create or match a story to a symbol || ** Weaknesses: ** Estimation Decimals Factors/multiples Fractions Converting measurements Open-ended Forming a rule for patterns Indentify equations || Review testing strategies (read, slow down,etc) by the next 4Sight to increase scores easily missed by 80% Word prob solving skils increased to 80% using math concepts by the next 4Sight test Match the appropriated symbol and vocabulary to a given word prob by 80% for the next 4Sight || ** Goals/Next steps: ** 80% of the 4th graders scoring below 70% in any area will increase by 10-25% by Jan as measured by 4Sight The students will use various educational resources such s manipulatives, centers, computers, direct instruction, white boards games, etc || ** Goals: ** SWBAT correctly solve @80% holiday work problems relating to est. and decimals by Xmas break 80% identify equ/and create a rule for a pattern 3x,solving/explaining in a response. || Continue to introduce skills Review previous skills Review with team members Group projects Study Island & Math 24 for review || ** Next steps: ** || ** Next steps: ** January: Teach fractions Measurement unit Use Hands On tech to reinforce measurement lessons ||
 * Grade 3 ||  Grade 4  ||  Grade 5  ||
 * Math ||  Math  ||  Math  ||
 * ** Strengths: **
 * 1) 4 Estimation-subtraction,#11 Comparing, ordering whole #’s, #14 Rounding
 * 2) 20 Adding Fractions –like denom
 * 3) 22 Identifying shaded areas, #27 Prob Solv w/money
 * 4) 5 Est –weight, #23 Identifying Time, #21 Basic x fact
 * 5) 12 Prediction most likely || ** Strengths: **
 * ** Weaknesses: **
 * 1) 2 Estimating-subtraction (difference between which #’s) #10 Multiples
 * 2) 17 Match word form w/standard dec (M A)
 * 3) 20 Add/Sub like denom. (M A) #19 Rdg a ruler
 * 4) 23 Identify time (D) #6 Ordered pairs (M)
 * 5) 24 Rhombus (M D) #26 Parallel/perpendicular
 * 6) 15 Input/output (x) (M A)
 * 7) 28 Patterns
 * 8) 18 multi-step table || ** Weaknesses: **
 * ** Goals: **
 * ** Next steps: **

Context clues Affixes, making inferences, Main ides, character D/A Setting MI, drawing conclusions || ** Strengths: ** Context clues, inferences, detail, character, plot Implied man ideas, fact & opinion || Text organization Personification Poetry Connections between text || ** Weaknesses: ** Plot, climax, rising action, Resolution, literary devices, antonym/synonyms, summary, poetry || TSW identify text organization 70% of the time by next 4Sight Introduce personification TSW identify personification 75% of the time by next 4Sight TSW interpret poetry and its’ components 70% of the time by next 4Sight TSW make connections between poetry and passage 70%of the time by the next 4Sight || ** Goals: ** 80% of the 4th grade students scoring below 70% will increase 10% - 25% by January as measured by 4Sight || ** Goals: ** SWBAT use leveled readers, novels, & selection tests to identify plot & various story elements @ 75% success by mid Jan SWBAT use poetry to locate l. dev., identify POV summarize, & analyze words (s,a,c,c) @ 75% success by mid Jan || Introduce concepts Review practice reteach Projects Computer-study island poetry unit || ** Next steps: ** Students will meet this goal by: Study Island centers, Direct instruction Reteaching, Title I support, Literacy boards, Novels, AR || ** Next steps: ** Introduce poetry, continue use of lit boards, Study Island, and Brain Pop Continue to reinforce writing strategies for open-ended responses ||
 * Grade 3 ||  Grade 4  ||  Grade 5  ||
 * Reading ||  Reading  ||  Reading  ||
 * ** Strengths: **
 * 1) 27 suffixes “ful”, #12 comparing (detail)
 * 2) 2 Inferences (D), #3 main ideal (D)
 * 3) 7 Details (D), #9 Inferences (D)
 * 4) 13 alliterations (M), #22 fact/opinion
 * 5) 15 making connections between text
 * 6) 5 plot (DA) #8 setting (DM) || ** Strengths: **
 * ** Weaknesses: **
 * 1) 1 Anonyms, #6 context clues, #23 detail (D)
 * 2) 26 detail, #9,#11,#21, #28 inferences
 * 3) 16 multiple meaning, #3, #18 main idea
 * 4) 4 purpose,#13,alliteration, #10 character (M)
 * 5) 17 text organization || ** Weaknesses: **
 * ** Goals: **
 * ** Next steps: **