a 4th grade standard Fourth Subgroups: *Low *Shut down *Implementing Jan-May No identified reading when things UDL strategies Lesson plans subgroups stamina are too to build a growth CFIP data *Many difficult, low mindset Weekly data Skills: standards perseverance *Making a Parent letter L.4.5.a “passage only had **Figurative of the sent home to (figurative one language can week” where parents language) question be lost on students break indicating L.4.5.c **Students them down A & B parts weak skills (synonyms are very of the question and test and literal for a week. score antonyms) *”Idiom of the Week” Fifth Subgroups: *Low *Shut down *Implementing Ongoing CFIP data Hispanic, reading when things UDL strategies Weekly data SWD, 504, stamina are too to build a growth Parent letter LEP difficult, low mindset sent home to perseverance parents Skills: indicating RI5.3 weak skills (relationships and test between characters, events, and settings)
a 4th grade standard Fourth Subgroups: No identified subgroups Skills: L.4.5.a (figurative language) L.4.5.c (synonyms and antonyms) *Low reading stamina *Many standards only had one question **Students are very literal *Shut down when things are too difficult, low perseverance **Figurative language can be lost on them *Implementing UDL strategies to build a growth mindset *Making a “passage of the week” where students break down A & B parts of the question for a week. *”Idiom of the Week” Jan-May Lesson plans CFIP data Weekly data Parent letter sent home to parents indicating weak skills and test score Fifth Subgroups: Hispanic, SWD, 504, LEP Skills: RI5.3 (relationships between characters, events, and settings) *Low reading stamina *Shut down when things are too difficult, low perseverance *Implementing UDL strategies to build a growth mindset Ongoing CFIP data Weekly data Parent letter sent home to parents indicating weak skills and test