skill gaps. Meet with teachers twice a month to identify students who may need to move to different skill groups and to track student growth. Pre-K 2. 2. Ongoing 2. Provide Teacher and students Instructional 3. Mid/End of Unit with a Assts. Comprehension test, vocabulary Focus Wall rich environment. Provide literacy activities for students. 4. Composition 4. Observations, Plan for books and index Math notebooking, differentiated cards reading scores, instruction, student led small group discussions instruction, and repetition of skills. 3. 3. 1st Grade 3. Create a May Teachers focus wall. Interact with the focus wall weekly using Florida State Standards. 4. 3rd Grade 4. Use the 4. 15-20 Teachers ICEE Activity minutes at start of twice math session and select throughout question year stems for reading 5. N/A 5. Formative and discussions District Assessments 5. . Use 5. 6th Grade 5. Ongoing Teachers to reach of new concept. Moving
skill gaps. Meet with teachers twice a month to identify students who may need to move to different skill groups and to track student growth. 2. Provide students with a vocabulary rich environment. Provide literacy activities for students. Plan for differentiated instruction, small group instruction, and repetition of skills. 3. Create a focus wall. Interact with the focus wall weekly using Florida State Standards. 4. Use the ICEE Activity at start of math session and select question stems for reading discussions 5. . Use to reach of new concept. Moving 2. Pre-K Teacher and Instructional Assts. 3. 1st Grade Teachers 4. 3rd Grade Teachers 5. 6th Grade Teachers 2. Ongoing 3. 4. 15-20 minutes twice throughout year 5. Ongoing 4. Composition books and index cards 5. N/A 3. Mid/End of Unit Comprehension test, Focus Wall 4. Observations, Math notebooking, reading scores, student led discussions 5. Formative and District Assessments May
Pinewood%20Elem%202014-15%20FINAL%20SIP.docx