For those who don't care about the details.... Stevie's smart :) She's reading at almost a 4th grade level, and scored a 90% on her math "exam." She's currently working with third graders to increase her math skills since she's almost completely fluent in second grade work. She's off to a SUPERIOR start! She qualified for enrichment classes this year, meaning that on top of being enrolled in the primary center (a mix of grades 1-3) she is pulled out once a week to strain her brain with other smart kids to keep her curiosity peaked and her love of learning fed. Now - on to the details! Forgive any spelling errors!!!
Reading/Language Arts:
Stevie progressed well as she worked at the Transitional to Experienced level of literacy development. She participated in self-selected reading, book discussions, group literacy activities, and independent reading projects. She practiced choosing a "just right" book and read a variety of literature that included realistic fiction, fantasy, and informational texts. Reading comprehension strategies focused on previewing the main idea, supporting details, and making connections to text. She discussed plot, character, and story summaries. Stevie learned how to use nonfiction text features as a way to gain more information.
Stevie progressed as she worked at the Capable stage of writing development. She learned about and practiced writing interesting, complete sentences. She reviewed correct punctuation and capitalization in declarative and interrogative text. She developed a stronger writing vocabulary and practiced words with specific spelling patterns. Stevie worked on informational and creative pieces with attention to ideas and sentence fluency. That included making the sentences in her work flow smoothly from one idea to the next. She increased understanding of the writing process as she worked on her autobiography. Future writing work will focus on word choice and writing conventions.
Stevie demonstrated good overall progress in literacy development especially when she took the time to think carefully about her own work.
Math:
Stevie progressed well and actively worked at the Symbolic level in math instruction and Math Lab. She increased understanding of place value, comparing and ordering numbers, estimation, and rounding. She practiced using the USA format to organize math work. She communicated math thinking in both written and oral form. Stevie used problem solving strategies that included drawing pictures and using manipulatives. Math Lab work helped Stevie increase knowledge of survey and graphing, calendar, money, measuring, geometry, probability, patterns and algebra, number sense, and operations. Future math work will include exploring different thinking strategies to solve addition and subtraction problems.
Content Area Work:
Content area work included social studies, science, and health. Stevie participated in community building and citizenship activities as the class created a framework for behavior expectations and the discipline plan. She increased knowledge of different cultures, weather, seasons, and health issues as she participated in research, discussions, and hands-on activities related to these subjects. Stevie explored weather concepts and actively participated in a presentation from the weather flight. She increased knowledge of the water cycle and of different types of clouds. Stevie discovered the qualities of fall by going on a nature walk and collecting leaves and nuts. She researched how children live in different areas of the world and tried foods from different countries during the Primary Center's Food Tasting. She learned about the food pyramid and used the scientific method to discover which foods have more oil than others. Stevie used her conclusion to decide which foods are healthier to eat.
Personal:
Stevie participated well in many learning situations. She usually made appropriate contributions to discussions and activities. Stevie demonstrated increased self-direction during work time. She did a good job when she took time to think and work carefully on her own tasks. She interacted well with peers and adults and strengthened her ability to make independent choices about materials, activities, and work/play partners.
Stevie leanred and followed class routines throughout the day. She managed transitions with minimal support. She remained cooperative, caring, and a helpful member of the classroom community.
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