snapshot meeting - ps 295 · grade level for september is level p - characteristics can identify...
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Snapshot Meeting
DOE Academic and Personal Behaviors
● Persistence is needed to support long-term commitment to educational
goals through a positive mindset and self-efficacy.
● Engagement supports achievement in school by increasing students'
social-emotional connection to the environment and their social
confidence.
● Work Habits/ Organizational Skills support successful navigation of
college and careers.
● Communication/ Collaboration Skills are essential skills in successful
college and career transitions.
● Self-Regulation is key to resiliency. Students must develop coping
skills, self-control, and confidence to work through challenges as well
as metacognitive skills.
Reading Units of Study
● Character Studies
● Non-Fiction Reading Clubs
● Interpretation Book Clubs
● Historical Fiction Book Clubs and Related Informational Text
● Test Prep
● Learning Through Reading: American Revolution
● Reading With a Sense of Power and Perspective
Teachers College Reading Level Benchmarks
SEPTEMBER NOVEMBER JANUARY MARCH JUNE
1= N 1= N 1= O 1= O 1= P
2 = 0 2 = O/P 2 = P/Q 2 = P/Q 2 = Q/R
3 = P 3 = Q/R 3 = R/S 3 = R/S 3 = S/T
4 = Q+ 4 = S+ 4 = T+ 4 = T+ 4 = U+
Grade Level for September is Level P - Characteristics
❖ Can identify the characteristics of a full range of genres, including biographies on less well‐
known subjects and hybrid genres
❖ Read a wide range of texts: chapter books, shorter fiction and informational text, including
special forms such as mysteries, series books, and short stories
❖ Able to identify and use underlying organizational structures (description, compare and
contrast, problem and solution, cause and effect) to help navigate through text
❖ Able to process lengthy, complex sentences, containing prepositional phrases, introductory
clauses, and lists of nouns, verbs, or adjectives
❖ Solve new vocabulary words, some defined in the text and some unexplained
❖ Most word solving is unconscious and automatic; little overt problem solving needed
❖ Can read and understand descriptive words, some complex content‐specific words, and
some technical words
❖ Word solving is smooth and automatic with both oral and silent reading Demonstrate all
aspects of smooth, fluent processing
Grade Level for November is Level Q/R - Characteristics
LEVEL Q
❖ Automatically read and understand a full range of
genres, including biographies, hybrid genres,
fiction with elaborate plots and complex characters,
informational texts, etc.
❖ Able to process lengthy, complex sentences,
containing prepositional phrases, introductory
clauses, and lists of nouns, verbs, or adjectives
❖ Solve new vocabulary words, some defined in the
text and some unexplained
❖ Most reading is silent, but fluency and phrasing in
oral reading are well‐established
❖ Readers are challenged by many longer descriptive
words and by content‐specific/technical words
❖ Able to take apart multisyllabic words and use a full
range of word‐solving skills
❖ Read and understand texts in a variety of layouts
and formats
❖ Consistently search for information in illustrations
and increasingly complex graphics
LEVEL R
❖ Automatically read and understand a full range of
genres/formats, including biographies, hybrid
genres, fiction with elaborate plots and complex
characters, informational texts, etc.
❖ Understand perspectives different from their own as
well as settings and people far distant in time and
space
❖ Able to process lengthy, complex sentences,
containing prepositional phrases, introductory
clauses, and lists of nouns, verbs, or adjectives
❖ Solve new vocabulary words, some defined in the
text and some unexplained
❖ Most reading is silent, but fluency and phrasing in
oral reading are well‐established
❖ Readers are challenged by many longer descriptive
words by content‐specific/technical words
❖ Able to take apart multisyllabic words and use a full
range of word‐solving skills
❖ Consistently search for information in illustrations
and increasingly complex graphics
Grade Level for January is Level R/S- Characteristics
LEVEL R
❖ Automatically read and understand a full range of
genres/formats, including biographies, hybrid genres,
fiction with elaborate plots and complex characters,
informational texts, etc.
❖ Understand perspectives different from their own as well
as settings and people far distant in time and space
❖ Able to process lengthy, complex sentences, containing
prepositional phrases, introductory clauses, and lists of
nouns, verbs, or adjectives
❖ Solve new vocabulary words, some defined in the text
and some unexplained
❖ Most reading is silent, but fluency and phrasing in oral
reading are well‐established
❖ Readers are challenged by many longer descriptive words
by content‐specific/technical words
❖ Able to take apart multisyllabic words and use a full range
of word‐solving skills
❖ Consistently search for information in illustrations and
increasingly complex graphics
LEVEL S
❖ Automatically read and understand a full range of
genres/formats, including biographies on less well‐known subjects, hybrid genres, fiction with
elaborate plots and complex characters,
informational texts, etc.
❖ Able to process lengthy, complex sentences,
containing prepositional phrases, introductory
clauses, and lists of nouns, verbs, or adjectives
❖ Understand perspectives different from their own as
well as settings and people far distant in time and
space
❖ Able to process lengthy, complex sentences,
containing prepositional phrases, introductory
clauses, and lists of nouns, verbs, or adjectives
❖ Solve new vocabulary words, some defined in the
text and some unexplained
❖ Most reading is silent, but fluency and phrasing in
oral reading are well‐established
❖ Readers are challenged by many longer descriptive
words and by content‐specific/technical words
❖ Able to take apart multisyllabic words and use a full
range of word‐solving skills
❖ Consistently search for information in illustrations
and increasingly complex graphics
Grade Level for March is Level R/S- Characteristics
LEVEL R
❖ Automatically read and understand a full range of
genres/formats, including biographies, hybrid genres,
fiction with elaborate plots and complex characters,
informational texts, etc.
❖ Understand perspectives different from their own as well
as settings and people far distant in time and space
❖ Able to process lengthy, complex sentences, containing
prepositional phrases, introductory clauses, and lists of
nouns, verbs, or adjectives
❖ Solve new vocabulary words, some defined in the text
and some unexplained
❖ Most reading is silent, but fluency and phrasing in oral
reading are well‐established
❖ Readers are challenged by many longer descriptive
words by content‐specific/technical words
❖ Able to take apart multisyllabic words and use a full
range of word‐solving skills
❖ Consistently search for information in illustrations and
increasingly complex graphics
LEVEL S
❖ Automatically read and understand a full range of
genres/formats, including biographies on less well‐known subjects, hybrid genres, fiction with elaborate
plots and complex characters, informational texts,
etc.
❖ Able to process lengthy, complex sentences,
containing prepositional phrases, introductory
clauses, and lists of nouns, verbs, or adjectives
❖ Understand perspectives different from their own as
well as settings and people far distant in time and
space
❖ Able to process lengthy, complex sentences,
containing prepositional phrases, introductory
clauses, and lists of nouns, verbs, or adjectives
❖ Solve new vocabulary words, some defined in the
text and some unexplained
❖ Most reading is silent, but fluency and phrasing in
oral reading are well‐established
❖ Readers are challenged by many longer descriptive
words and by content‐specific/technical words
❖ Able to take apart multisyllabic words and use a full
range of word‐solving skills
❖ Consistently search for information in illustrations
and increasingly complex graphics
Grade Level for June is Level S/T- Characteristics
LEVEL S
❖ Automatically read and understand a full range of
genres/formats, including biographies on less well‐ known
subjects, hybrid genres, fiction with elaborate plots and
complex characters, informational texts...
❖ Able to process lengthy, complex sentences, containing
prepositional phrases, introductory clauses, and lists of
nouns, verbs, or adjectives
❖ Understand perspectives different from their own as well as
settings and people far distant in time and space
❖ Able to process lengthy, complex sentences, containing
prepositional phrases, introductory clauses, and lists of
nouns, verbs, or adjectives
❖ Solve new vocabulary words, some defined in the text and
some unexplained
❖ Most reading is silent, but fluency and phrasing in oral
reading are well‐established
❖ Readers are challenged by many longer descriptive words
and by content‐specific/technical words
❖ Able to take apart multisyllabic words and use a full range
of word‐solving skills Read and understand texts in a
variety of layouts and formats
❖ Consistently search for information in illustrations and
increasingly complex graphics
LEVEL T
❖ Automatically read and understand a full range of
genres, including biographies on less well‐ known
subjects, hybrid genres, fiction with elaborate
plots and complex characters, informational texts,
❖ Able to read longer texts and remember
information and connect ideas over a long period
of time (a week or two)
❖ Read and interpret complex fantasy, myths,
legends that contain symbolism
❖ Understand perspectives different from their own
Understand settings and people far distant in time
and space
❖ Readers are challenged by many longer
descriptive words and by
content‐specific/technical words
❖ Read and understand texts in a variety of layouts
and formats
Sample of a Level P Book
Sample of a Level Q Book
Sample of a Level R Book
Sample of a Level S Book
Sample of a Level T Book
Writing Units of Study
● Realistic Fiction: Arc of the Story
● Personal/Persuasive Essay
● Literary Essay
● Historical Fiction
● Test Prep
● Bringing History to Life
● Writing in Pictures
Math Units of Study
● Landmark and Large Numbers - Adding/Subtracting/Rounding
● Multiplication and Division (one-digit by multi-digit)
● Fractions and Decimals
● Geometry
● Measurement
● Data and Graphs
● New York Geography
● Native People of New York
● 3 Worlds Meet - European Age of Exploration
● American Revolution
● Immigration/Industrial Revolution
SOCIAL STUDIES UNITS OF STUDY
New York State Exams
English Language Arts
❖ Tuesday April 2, 2019
❖ Wednesday April 3, 2019
Math
❖ Wednesday May 1, 2019
❖ Thursday May 2, 2019
Preparing Your Child for Testing
❖ Make sure your child gets an ample, normal amount of sleep the night before the test
❖ Mark testing days on your calendar to help remind you and your child when the testing will
take place and plan your preparations.
❖ Your child should eat a nutritious and filling breakfast. Avoid high sugar cereals which can
make the student hyper and/or unfocused.
❖ Set aside time each night prior to the test for several weeks to review the concepts that will
be covered
❖ Reach out to teachers for resources that you can use to help your children work on at home
in preparation for the test
❖ Make sure your is on time (if not early) on the day of testing
❖ Set a backup alarm to avoid the possibility of oversleeping
❖ If your child is sick please contact the school immediately to inform them.
Barrow
Helping Your Child With Testing Anxiety
❖ Try not to put too much pressure on your child. Reinforce that as long as they worked hard in
preparation and did their absolute best you will be proud of them.
❖ Have your child visualize success.
❖ Work with them to focus on breathing. Stress is often caused by insufficient oxygen to the
brain.
❖ Work with the student to take time before the test begins to take a number of deep, cleansing
breaths, exhaling slowly. Focusing on breathing by taking some time when stress levels rise
helps to focus the mind during testing.
❖ Try to use positive language when talking about expectations of the test. Remind your child
that they have been well-prepared. THEY’VE GOT THIS!
❖ Plan for a fun outing or treat for your child after the test has been completed.
❖ Keep a positive attitude about testing in general around your child and emphasize their
ability to demonstrate what they have learned rather than the consequences
Barrow
Snacks
❖ Snacks are personal and must be healthy - water only
Fun Friday/Centers
❖ 4-208 will be piloting a program called Daily Mile
➢ 15 minute run/walk around the block once a week to start
❖ Choice Time/Morning Meeting on Fridays
❖ Centers are used extensively in Social Studies and other content areas on occasion
Trips
❖ New Victory
❖ Native American song performance - streamed from a performance done upstate
❖ Prospect Park
❖ Wyckoff Museum
❖ Brooklyn Museum
❖ Fraunces Tavern
❖ African Burial Grounds
❖ Flag Day Parade
Q & A
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