Goal-Setting and Strategies



Goal-Setting and Strategies

Students, Parents, and Teachers working together as a team to help students climb the ladder to increased learning and academic growth!

These strategies/suggestions can be used after fall testing as a guide for improvement over the course of the school year, or after spring testing as a guide for parents to help their child during the summer months. Or both!

Student: ______________________ Teacher: ________________________

Based on your child’s most recent MAP assessment, he/she is performing above, at, or below grade level (as determined by national norms) in the following areas. Please understand that this does not serve as an official “report” but is one point of data we can use to help us determine your child’s instructional level. Your child’s official school report card is the result of many points of data being considered.

|Subject and Related Skill: |Above Grade |At Grade Level |Below Grade |

| |Level | |Level |

|Mathematics | |

|Operations and Algebraic Thinking | | | |

|Number and Operations in Base Ten | | | |

|Measurement and Data | | | |

|Number and Operations-Fractions | | | |

|Geometry | | | |

|Reading Lexile: | |

|Informational Text | | | |

|Foundational Skills and Vocabulary | | | |

|Literature | | | |

|Language Usage | | | |

|Understand, Edit for Grammar | | | |

|Understand, Edit Mechanics | | | |

|Writing: Plan, Organize, Develop, Revise, & Research | | | |

Based on your Child’s NWEA Data, he/she should be working on

ALEKS Math ____________ hours per week.

Read _____________hours per week

_____________hours per week

MATHEMATICS Common Core (Indiana):

| |Operations and Algebraic Thinking | |Number and Operations in Base Ten | |Measurement and Data |

| |Add/Subtract by using models/manipulatives. | |Understands place value. | |Tells time to nearest hour, half hour, quarter|

| | | | | |hour, minute. |

| |Multiply/Divide by using | |Rounds up to 6 digit numbers. | |Measures objects using different units. |

| |models/manipulatives. | | | | |

| |Analyze a growing number pattern and identify| |Multipies basic facts easily. Multiplies 2 digit | |Adds/Subtracts money. Makes change from a |

| |a rule. | |by three digit numbers routinely. | |$5.00 and $10.00 purchase. |

| |Understanding composite and prime numbers. | |Compares numbers by using symbols and expressions. | |Converts between units of measuring liquids. |

| |Solves problems by rounding numbers. | |Compares and orders decimals. | |Calculates area/perimeter of basic |

| | | | | |shapes/irregular shapes of known measurements.|

| |Determines factors of whole numbers. | |Divides decimals by 10, 100, and 1000. | |Measures angles with protractor. |

| |Determines rule in a function machines. | |Add/Subtracts/Multiplies/Divides simple numbers to |Calculates volume of geometric solids. |

| | | |complex. Ie. Basic facts..multidigit numbers. | |

| |Completes a function table given a simple | |Analyzes simple graphs. |

| |rule. | | |

| | | |Draws conclusions by observing data. |

| |Number and Operations-Fractions | |Geometry |

| |Represents common fractions by using a model. | |Identifies and names simple shapes. |

| | Identifies common fractions from a set of | |Identifies three dimensional figures. |

| |manipulatives. | |Classifies shapes and 3d figures. |

| |Fractions: Add, Subtract, Multiply, and | |Identifies and classifies quadrilaterals. |

| |Divide | | |

| |Compares fractions. | |Compares properties of shapes and figures. |

| |Plots fractions on a numberline. | |Determines figure after plotting ordered pairs. |

| |Adds fractions by converting from improper | | |

| |fractions. | | |

Reading Common Core (Indiana):

| |Informational Texts | |Foundational Skills in Vocabulary | |Literature |

| |Makes predictions based on titles. | |Can use digraphs sh, th, wh,ch. | |Can locate information in short literary |

| | | |Provides synonyms/antonyms for given vocabulary | |pargaphs. |

| | | |words. | | |

| |Locates information in a short text passage. | |Dissects words into prefix, root word, and | |Makes predictions for a literary passage. |

| | | |suffix. | | |

| |Identifies function of dictionary | |Can classify words into given categories. | |Can identify all story elements of a literary |

| | | | | |passage. |

| | | | | |Setting |

| | | | | |Plot |

| | | | | |Rising Action |

| | | | | |Climax |

| | | | | |Falling Action |

| | | | | |Resolution |

| | | | | |Types of characters |

| |Infers/Evaluates author’s point of view | |Can choose the correct suffixex for words.. | |Can classify different types of literary |

| | | |–ful, -less, -y, -er, | |passages: |

| | | | | |Story |

| | | | | |Poem |

| | | | | |Fairytale |

| | | | | |Fable |

| | | | | |Tall-Tale |

| | | | | |Plays |

| |Identifies main idea. | |Can correctly select the homophone in context. | |Can identify point of view in a literary |

| | | | | |passage. |

| |Can follow directions for assembly or of | |Can choose correct prefixes for words, given | |Identifies/makes inferences about mood, tone, |

| |how-to. | |context. | |and feelings in a story or literary passage. |

| |Identifies facts and opinions. | |Greek/Latin Root study. | |Can summarize literary work. |

| |Identifies propaganda. | | | |Distinguishes between different genres. |

| |Identifies characteristics of different media:| | | |Examines and evaluates author’s purpose in a |

| |Magazine | | | |literary text. |

| |Dictionaries | | | | |

| |Journal Entry | | | | |

| |Informal Notes | | | | |

| |Encyclopedias | | | | |

| |Atlas | | | | |

| |Advertisements | | | | |

| |Draws conclusions based on information | | | |Understands figurative language elements in a |

| |provided in a list. | | | |literary text. |

| |Paraphrases information in text. | | | | |

| | | | | | |

| | | | | | |

| |Infers author’s specific purpose and feelings.| | | | |

| | | | | | |

| | | | | | |

|Identifies author’s bias, and can describe author’s | | | | |

|techniques of figurative language. | | | | |

Language Arts Common Core (Indiana):

| |Writing Process | |Conventions-Grammar and Usage | |Conventions-Mechanics of Writing |

| |and Features | | | | |

| |*Organization and Focus: Research | |*Sentence Structure | |*Punctuation: Use correct punctuation |

| |Process | | | | |

| |Prewriting | |Correctly complete statements, commands, | |Commas: dates, locations, addresses, series, |

| | | |questions, exclamations | |direct quotations, transitions, compound |

| | | | | |sentences |

| | Paragraphs: main idea and supporting details| |Use simple, compound, and complex sentences | |Parentheses: explain something that is not |

| | | | | |considered of primary importance to the |

| | | | | |sentence |

| |Use reference materials | |Create interesting sentences by using words that| |Apostrophes: possession, contractions |

| | | |describe, explain, add details and connections | | |

| |Informational pieces with multiple paragraphs:| |Use transitions | |Quotation marks: titles of documents, exact |

| |introduction, body, conclusion | | | |words of a speaker |

| |Use logical organization structure: time, | |Properly place modifiers | |Semicolons: transitions, to connect main |

| |cause/effect, compare/contrast | | | |clauses |

| | Stories with multiple | |Identify all types and structures of sentences | |Colons: salutation in business letters |

| | | | | | |

| |paragraphs: beginning, middle, end | | | | |

| |Note-taking | | | |Hyphens, dashes, brackets |

| |Outlining | | | |*Capitalization: Use correct capitalization |

| |Research topics, questions | | | |Geographical names, holidays, historical |

| | | | | |periods |

| |*Evaluation and Revision | | | |Names of magazines, newspapers, organizations |

| |Review, evaluate and revise for meaning and | | | |First word in a quotation |

| |clarity | | | | |

| |Focus: Focus/progression of ideas, | | | | |

| |combining/moving sentences and paragraphs | | | | |

|Writing Applications: | | | |*Spelling: Use correct spelling conventions |

|Different Types of Writing | | | | |

| |Narrative | | | |One-syllable words with blends |

| |Descriptive | | | |Contractions, compounds, homophones |

| | Persuasive | | | |Roots, inflections, suffixes, prefixes, |

| | | | | |syllables |

| |Expository | | | |Frequently misspelled word |

| |Technical | | | |Derivatives |

| |Formal | | | | |

| |Word Choice and Purpose | | | | |

PARENT Strategies for Improving their child’s Reading Skills

The following suggestions will help your child to increase his/her understanding of reading and develop confidence in the learning process. Choose 2 or 3 of the following strategies that you are not already doing and continue to work toward them for the remainder of the year (and during the summer months – research has proven that students who read a minimum of three books over the summer do not lose any of their reading skills – and if he/she reads five or more books their reading skills actually increase during the summer months).

❑ Read orally to your child (short stories, poems, news articles, recipes, etc.)

❑ Model good reading skills in the home by reading in front of your child

❑ Provide a consistent daily study period without distractions

❑ Monitor daily – weekly assignments

❑ Sign up for Great Books

❑ Help with specific skills (phonics, comprehension, etc.)

❑ Read a story and have your child predict what will happen next

❑ Read a story and have your child change the ending

❑ Read a story and make up a sequel

❑ Use reading computer programs if available

❑ Use books and follow-along cassettes

❑ Have your child write about a family event and then read it back to an adult

❑ Visit the public library frequently

❑ Join public library summer reading programs

❑ Provide opportunities for your child to attend theater performances, musicals, IMAX, etc.

❑ Follow up on enrichment activities with additional materials

❑ Compare/contrast movies and videos with previously read books

❑ Limit TV/Video games

❑ Encourage your child to keep a journal (travel, family events, feelings)

❑ Provide high interest literature, including magazines

❑ Encourage letter-writing, pen pals, thank you notes

❑ Provide reference materials and activities that encourage your child to use reference skills

❑ Discuss literature with your child, asking higher-level questions

❑ Monitor your child’s reading by asking literal questions

❑ Monitor your child’s reading by asking inferential questions

❑ Monitor your child’s reading by asking critical questions

❑ Discuss and encourage addition of words to your child’s vocabulary

❑ Provide vocabulary skills materials such as vocabulary workbooks, crossword puzzles, etc.

❑ Other

STUDENT Strategies for Improving their Reading Skills

Choose 2 or 3 of the following strategies that you are not already doing, but would be willing to do to help you increase your learning:

❑ Read silently ______ minutes each day

❑ Read at least 5 books this summer! (summer strategy)

❑ Complete daily assignments

❑ Keep a daily assignment notebook

❑ Study concepts taught in class every night, regardless of whether an assignment has been given

❑ Study for tests

❑ Attend review sessions prior to a test, even if they are held during recess, lunch, or before or after school

❑ Ask questions when you don’t understand

❑ Be willing to do extra work

❑ Tutor a friend or younger student

❑ Create a journal or reading project

❑ Be responsible for taking daily work home

❑ Tune in and focus on daily learning

❑ Write stories at home and read them to an adult

❑ Study or read _____ minutes every night

❑ Read a variety of fiction and non-fiction material

❑ Limit TV and videos

❑ Write a review following attendance at a play, musical, or special event

❑ Read books at a higher level

❑ Order from book clubs

❑ Keep a vocabulary log or create a project of new words, synonyms, antonyms, homonyms, suffixes, prefixes, and/of multiple meaning words

❑ Prepare a report using reference skills

❑ Visit the public library often

❑ Other

PARENT Strategies for Improving their child’s Mathematics Skills

The following suggestions will help your child to increase his/her understanding of math and develop confidence in the learning process. Choose 2 or 3 of the following strategies that you are not already doing, and continue to work toward these strategies for the remainder of the year (and during the summer months).

❑ Provide your child with a mentor (adult, neighbor, community member, high school student)

❑ Encourage participation in enrichment activities outside of the classroom

❑ Create/provide activities that enrich and relate math to daily life (cooking, hobbies, grocery shopping, sports, etc.)

❑ Monitor daily/weekly assignment notebooks

❑ Encourage study of math facts at home, in the car, waiting in line, etc.

❑ Use computer programs to enhance math skills at home

❑ Use family math activities at home (card games, board games, newsletter activities, etc.)

❑ Provide a consistent family math activity at home

❑ Monitor daily work and be aware of the content and goals being studied

❑ Other

STUDENT Strategies for Improving their Mathematics Skills

Choose 2 or 3 of the following strategies that you are not already doing, but would be willing to do to help you increase your learning:

❑ Memorize math facts

❑ Complete daily assignments

❑ Keep a daily assignment notebook

❑ Study concepts taught in class every night, regardless of whether or not an assignment has been given

❑ Study for tests

❑ Attend review sessions, prior to a test, even if they are held during recess, at lunch, or before or after school

❑ Ask questions when you don’t understand

❑ Be willing to do extra work

❑ Participate in math enrichment activities

❑ Tutor a friend or younger student

❑ Create a journal or project of math activities

❑ Be responsible for taking daily work home

❑ Check assignments/tests for mistakes before turning them in

❑ Work slowly and carefully

❑ Other

PARENT Strategies for Improving their child’s Language Skills

o Talk to your child and encourage him or her to engage in conversation during family activities.

o Give a journal or diary as a gift.

o Help your child write a letter to a friend or family member. Offer assistance with correct grammar usage and content.

o Have a “word of the week” that is defined every Monday. Encourage your child to use the new word throughout the week.

o Plan a special snack or meal and have your child write the menu.

o After finishing a chapter in a book or a magazine article have your child explain his or her favorite event.

o Set aside for writing is important.

o Have the right tools available for writing activities (paper, pencil, a dictionary and/or thesaurus) can help.

o Practice writing at home by writing grocery lists, telephone messages, and e-mails.

o Purchase from an educational store a basic grammar workbook and assist your child in becoming familiar with the basic parts of speech.

o While reading a story together, talk about the descriptive words the author uses. Start a descriptive word list with your child. Add some words each day for a week.

o Review synonyms and antonyms with your child and how they are used in a thesaurus.

o Review dictionary skills including alphabetical order, multiple definitions, guide words, parts of speech, and phonetic pronunciation.

o To prepare for explanatory writing, have your child look at a road map of your city and explain how to get from your town to the next town.

o Help your child become familiar with the local library and the basics of topic research.

o Finally, and most importantly, your interest, praise, and encouragement are vital to your child’s success in language arts as in every other subject.

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CCommon

Core

SSFC

School

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