Zoey's Writing Style

She demonstrates an emerging ability to skip count by 2’s and 10’s and is encouraged to work on counting by 5’s. Marina can recognize and create patterns like AB and ABC. With support she is able to translate and extend simple patterns. Marina has shown growth in representing numbers in a variety of ways by extending past pictures. In our shape unit, Marina was able to name most 2D and 3D shapes. She is able to draw a triangle, square, circle and rectangle. Marina is encouraged to work on making her notebook neat so it is easier to read. She shows respect for other students by listening and valuing their contributions. An example of this is when engaging in a shape hunt Marina was able to work with others to find 3D objects in our environment. Marina is encouraged to continue working on adding numbers together. She is supported by the use of manipulatives and different

Feather has had a great term three! She comes to class prepared and ready to learn. She has been completing her work ahead of other classmates and receives free time to read. It has been great to see Feather improve this term. Keep it up!

Overall, the writing piece was complete and acceptable for a kindergarten class. Lucy is an average writer. Although Lucy should be given instruction on brainstorming multiple ideas of her own to support her opinions. She understands opinions, but lacks detail to support

*Language development : he can now use different tones of voice, and use the past tense, he can use up to 1500 words, and is getting better at drawing.

In Note to Sixth-Grade Self, Julie Orringer exercises Author's craft techniques such as Visual Imagery and Symbolism. She utilizes these techniques to inform the reader about a little girl’s life; the good and bad things she goes through. Orringer uses her Visual Imagery to make the reader feel like they are apart of the story. Orringer also uses her symbols to reveal the little girl's emotions and expressions throughout the story. Therefore, as the reader is reading the story, they get absorbed in the book and discover that a moment of triumph is worth the sacrifices.

For this project, we worked with Eloise Leatham. She is a kindergartener, 5 years old, from St. Paul. She attends Saint Paul Academy, a secular private school in St. Paul. She is exposed to books on a regular basis, as she has an 8-year-old sister who loves to read. Her parents, who are both working professionals with a relatively high income, read to Eloise and her sister every night before bed. Both parents enjoy reading, and have instilled a value for reading in their girls. Eloise attended preschool for 3 years, and was exposed to reading and writing there as well. She speaks fondly of her preschool experience, and continues to enjoy going to school now that she is in kindergarten.

Nyasha was very withdrawn as she began her Y Readers journey at Reid Park Academy this summer. Since kindergarten Nyasha experience difficulty complying with school wide and classroom expectations. She had few positive interactions with her peers during the school year. Consequently, these challenges impacted her academics and school experience in a negative manner. However, Nyasha is not as inhibited since she has found her voice through writing this summer. Nyasha’s literacy skills have developed into grade level expectations and she has cultivated positive relationships with her peers and staff. She has attended camp every day and the family has completed more than the weekly required literacy activities. Y Readers

[ ] In order to build on the children’s understanding and content knowledge, lesson one’s purpose is to engage the children through making a prediction based on the text, pictures, and title. Lesson two builds on the language and literacy by continuing with using the mentor text, “Fancy Nancy” and using the rich academic language associated with the central focus of predictions. For example, each lesson has a distinct objective in which the activities are built on but all three lessons build on each other by incorporating similar academic language and literacy. The children start out in a whole group setting and are actively engaged through discussions and sharing activities. The children are then scaffolded into independent reading and activities to assess their understanding of the content objectives. They then use their prior knowledge and rich vocabulary to successfully complete the objective of each lesson through verbal discussions, independent work, and physical movement. In lesson one, the children are actively engaged through participating in a gallery walk. This gallery walk is done with the children’s table groups and encourages community and social interactions. During this activity, the children will work together to activate their prior knowledge of predictions and record through writing what they

Marina approaches learning situations with a positive attitude especially in writing. She has shown great improvement in reading and writing this term. Marina is able to communicate her ideas and feelings from experiences through her writing and illustrations. An example of this can be seen in her end of the month writing. She wrote, “If they have 6 legs and 3 body parts they are insects like a grasshopper”. Marina also drew a picture of a grasshopper and labeled all the body parts using the scientific terms. She often takes the institutive to write at home and bring it in to share with others. At home she wrote about the Blackfoot used the buffalo and diary of a butterfly. Marina is able to independently write about different topics and stay

When thinking about a goal for Hailey it is important that she continues to enjoy reading which will help her in all areas of her life in and out of the classroom. It is also important that Hailey is spending less time rereading the text and more time comprehending it. She needs to have some reading comprehension and decoding strategies to be put in place to help her be a more confident and a successful

It was a joy to watch Alex continue to make great strides in his reading this past semester, making a conscious effort to apply all of the reading skills and strategies introduced in class to his independent reading. Alex’s daily adhesive notes demonstrated his fine analytical

Coming from CP World Voices to Honors English II pushed me to work hard as a result of my fear of falling behind. However, the jump made me grow as a writer; my strength in analyzing literary texts grew and so did my love for the literary works we read. Because this class pushed me to become a more focused and serious writer I have experienced many pivotal moments that caused me to become more aware of my strengths and weaknesses. Looking back on the work we have covered this year I have concluded that my pivotal moments were a series of realizations that came in intervals. Close to the beginning of the year, I discovered that I enjoyed understanding and analyzing literary works to the smallest detail. To successfully do so I focused on my

From the early beginning of the school year to the current day, my writing skills and knowledge have improved and broadened over time. If not drastic, the change is noticeable nevertheless. For almost an entirety of eighth grade, assignments of varying difficulty challenged me to a degree. To be frank, some seemed as though they were beyond my comprehension and ability. However, determination amalgamated with knowledge obtained in advance helped me to overcome my doubts, for I exceeded my expectations; surprisingly good grades and comments are a delight, owing to the fact of that I don’t tend to think of myself as being proficient at writing. Consequently, the assignments given to me this school year shaped me into who I am as a writer.

The mother states that her oldest daughter has ADHD and dyslexia. Because of this she maintains the routine schedule for afterschool homework where she can be available to help and to encourage that they stay on task. She encourages learning by taking the girls to outings to the library and bookstore and has instilled a love for reading since an early age in both girls. She leads this by example being an avid reader herself. The mother feels that education is a team effort between the teachers and parents and is in close contact with her children’s teachers in order to accomplish this.

Genesis is a ten year old African American female and is in the fifth grade. She lives in a low income neighborhood with her Grandmother whom has sole custody. While Genesis’ Grandmother would like to play a more active role in her granddaughter’s education, she works a full time job and has health problems that prevent her being able to drive. Genesis was in my fourth grade Read 180 class and is with me again as a fifth grader. I selected this student because she is strong in phonemic awareness, yet her writing scores are weak and she needs the most individualized support in writing.