Roodlande Etienne

1st Grade Fall Assessment

Plan of Action
Literacy - Class's Concept Scores Score scale 1 - 4

Concept
Phonics/Writing
Phonemic Awareness
Reading

Level

Class Avg.

School Avg.

At Expectation
At Expectation
At Expectation

3.3
3.1
3.3

3.3
3.1
3.5

Base on my students scores the fallowing activities were recommended to do with the
students. I will continue to work with my more mathematically and reading challenged
students on their various skills.

Challenging Phonics and Reading Activities

Phonics/Writing
1. Spelling Challenging Activity: This activity can be done after you read a story. Encourage the
students to connect the orthographic patterns in the story to their phonetic spellings. Select the
longest word in the story and make the word with magnetic letters on the magnetic/dry board.
Read the word to the students while you point to it. Sound it out by syllables with the students;
divide the word into syllables visibly. Count the syllables and letters. Ask students if there are
any letters that are silent in this long word. Then ask them to help you make little words using
the same letters in that word. Show the students how they can move the letters around to make
new, smaller words. Then ask them to "make" a word for you.

ARON CARRILLO

DERI'UNNA DIXON

ZORAIDA PAZ-JOVEL

FARLUN DUDLEY

JOANNA SOLIS

JADEN PATTERSON

MELINDA MITCHELL

2. Letter-Sound - Single Letter Challenging Activity: Place a collection of tiles or cards with
letters on them in a box. The first child begins by drawing a letter tile. The child must identify the
letter and a word that begins with that letter's sound. The next child names a different word that
begins with the same letter's sound. Continue around the circle until a student is unable to think
of a new word. That student draws a new tile or card to start the process over again.

ARON CARRILLO
FARLUN DUDLEY

ABNER LOPEZ-VILLEGAS

DERI'UNNA DIXON

ZORAIDA PAZ-JOVEL

CI'ARA GERMANY

Phonemic Awareness
3. Vowel Sound Challenging Activity: Gather objects, or pictures of objects, in a bag that have
either short or long vowels or are only one syllable. Make a chart for each of the vowels and

divide the chart into two rows for short and long vowel sounds. As the child reaches into the bag
and pulls out objects, have the student say the name of the object to determine which vowel
sound it contains and whether the vowel sound is long or short. Once the student has correctly
decided the object's vowel sound, write the word in the appropriate place on the chart to
reinforce.

ARON CARRILLO

JOANNA SOLIS

MYLES BLACK

CI'ARA GERMANY

4. Rhyming Challenging Activity: Read several Shel Silverstein poems with students. Instruct
students to highlight the rhyming words in their copies of the poems. Discuss how these rhymes
are made. Point out that sometimes the rhyme is formed with more than one word, and
sometimes the rhyme is unconventional, using slang. Choose a different favorite Shel
Silverstein poem. Delete every other rhyming word from the poem, replacing it with a blank.
Then make a list of the words that have been left without a rhyme. Provide this list to students
without the context of the poem. Ask students to come up with any rhyming words they can think
of to pair with these words. Finally, fill in the blanks with the newly generated words. Read the
"new" poem for a good laugh.

ARON CARRILLO

FARLUN DUDLEY

CI'ARA GERMANY

BRIANNA GREEN

ZORAIDA PAZ-JOVEL

MELINDA MITCHELL

JADEN PATTERSON

A'MYA TELUSCA

ABNER LOPEZ-VILLEGAS
ISRAEL HARRISON
ASHANI PHILLIPS

MARIO YANEZ

MYLES BLACK
DERI'UNNA DIXON
JOANNA SOLIS
MARCOS VELASQUEZ

5. Blending Challenging Activity: Gather students in a circle on the floor. Holding onto the end of
a ball of yarn, say a short word and toss the ball to a student. Whoever catches the ball says the
first phoneme in the word. That student holds on to the yarn and tosses the ball to another
student in the circle who names the second phoneme in the word. As students continue the
activity, a yarn "spiderweb" is formed. Note: To increase difficulty, begin with a word (e.g., "cat")
and toss the ball. The next student thinks of a word that starts with the same final phoneme as
the original word (e.g., "tap") and tosses the ball to the next student who repeats the process,
thinking of a word beginning with the same final phoneme as the previous word.

ARON CARRILLO

BRIANNA GREEN

JOANNA SOLIS

JADEN PATTERSON

ASHANI PHILLIPS

A'MYA TELUSCA

Reading

CI'ARA GERMANY
ABNER LOPEZ-VILLEGAS
MARCOS VELASQUEZ

MELINDA MITCHELL
MYLES BLACK

1. Decodable Words Challenging Activity: Have students try to guess a word from the word wall
that you are thinking of from hints that you provide. After each hint, have the students write
down in their notebooks which word they think you are referring to. Each hint should be
increasingly specific. For example, if the word is "think," you could begin by telling the students
that the word you are thinking of has one vowel. You could continue by mentioning what sound
the word starts with, how many sounds there are, if the vowel(s) is/are short or long, what sound
the word ends with, how many syllables the word has, etc. After a set number of hints, either
three or five, segment the word into sounds and see who guessed correctly after the fewest
hints.

ARON CARRILLO

BRIANNA GREEN

FARLUN DUDLEY

MYLES BLACK

DERI'UNNA DIXON

ASHANI PHILLIPS

JADEN PATTERSON

NI'IRY ELLISON

CI'ARA GERMANY

JADAH CUMMINGS

ABNER LOPEZ-VILLEGAS

Students who made 3 at Expectation or 2 Approaching activities

These are the students who need the most help and activities to develop their Phonics,
writing, reading and phonemic awareness skills to move up to a 4 or 3.

Phonics/Writing
1. Spelling Supportive Activity: For this activity, you will need a collection of cards that contain a
picture with the name of the picture under it-the word should have the first (or last) letter omitted
(e.g., a picture of a ball with the word "all" under it). Begin by drawing two baseball diamonds on
the board, and dividing the children into two teams. Each team alternates sending a child to the
board to "bat." Using the index cards, show the "batter" a focus word and picture. If the "batter"
correctly writes the missing initial letter of the focus word on the board, he advances his or her
team one base on the baseball diamond. The first team to score five (5) runs is the winner. To
make this activity more difficult, you could just show students pictures and have the children
spell the words out on the board.
2. Letter-Sound - Single Letter Supportive Activity: Place cards of the alphabet in order to form a
wide circle. Cards can be placed out of order to make the activity more difficult. Have students
each stand in front of one letter. Instruct students to march around the circle as long as music is
playing. When the music stops, each student should stop in front of one letter. Once students
are in front of a letter have them pick up their cards. Go around the circle having each child
name the letter he or she is holding. If cards were placed in order, begin with the letter A to
reinforce the order of the alphabet. If a child doesn't know the name of the letter, the teacher
should name the letter for him or her and move on. As a variation, you can ask children to name
the sound of the letter in front of which they are standing.
3. Letter ID Supportive Activity: Divide the class into small groups. Give each group a page of a
magazine or a newspaper and a crayon. Ask them to find a letter and circle or color the letter
every time they find it. It works well to choose a letter that you feel they have not yet mastered.
Also point out that they can look for either the lowercase or capital of each letter. See how many

they can find. Then tell the students to look around the room and find that same letter
somewhere else, either on the wall, on a title page of a book, on a backpack, etc. Ask each
student to point out where they found the letter.
4. Letter-Sound - Blends/Digraphs Supportive Activity: Make a spinner with digraphs that you
would like to work on, for example, ch, sh, th, wh. The other four spaces on the spinner could be
generic game rules such as lose a turn, free spin, go back one space, move ahead two spaces,
etc. Make an "s"-shaped game board. Have the student help you cut out pictures from
magazines that begin with those targeted digraphs. Examples would be chair, chocolate, shirt,
sheep, thermometer, thumb, wheel, whale, etc. Fill each space with a picture, making sure they
are mixed up. To play, choose game pieces and assign one to each player. Go in a circle and
have each player spin. Have the player pronounce the digraph that the spinner lands on. Then
have the player move his or her piece to the next picture beginning with that digraph on the
board. The point of the game is to get to the end of the board by matching the digraphs spun
with the pictures on the board.
BLACK, MYLES 2
LOPEZ-VILLEGAS,
ABNER 3
YANEZ, MARIO 3

ELLISON, NI'IRY 2
PHILLIPS, ASHANI 3

TELUSCA, A'MYA 2
VELASQUEZ, MARCOS 3

GREEN, BRIANNA 3
GERMANY, CI'ARA 3

Phonemic Awareness
1. Vowel Sound Supportive Activity: To the tune of "Old MacDonald Had a Farm," sing "Name the sound
in the middle of the words-beet and meal and read." [Wait for a response from the children (/ee/).] /ee/ is
the sound in the middle of the words: beet and meal and read. With an /ee/, /ee/, here and an /ee/, /ee/,
there. Here an /ee/, there an /ee/, everywhere an /ee/, /ee/. /ee/ is the sound in the middle of these words:
beet and meal and read." Sing it again with a new middle sound.
2. Rhyming Supportive Activity: This is a classic game that can be played many ways. Sit in a circle and
keep a steady beat by tapping your knees or clapping. Call out one word. Children take turns calling out
words that rhyme. When no one can think of another rhyme, a child can choose a new master word and
the game continues.
3. Syllable Counting Supportive Activity: Have the students (and teacher) stand in a circle facing the same
direction and move either clockwise or counterclockwise. Chant a song or popular rhyme taking one step
for each syllable. Make sure to pronounce each syllable clearly and pause for commas and periods. Try
and get the entire class to pick up the rhythm.
4. Blending Supportive Activity: For students who are having difficulty blending a segmented word give
them a large rubber band or piece of elastic. (Note: If you don't want to give your students actual rubber
bands, have them push beads together on a string.) Tell them the phonemes of a word and ask them to
stretch out the rubber band while the phonemes are said, then when they try to say the blended word, let
them unstretch the rubber band. This is a great kinesthetic approach which will help solidify the
understanding of blending phonemes together.
5. Initial Sound - Matching Supportive Activity: Make a poster board with nine boxes (3 x 3) or more. In
each box, paste a picture that has a different beginning sound. Place the poster board on the ground. Ask
the students to line up behind a given line and throw a beanbag. On whatever picture the beanbag lands,
ask the student to tell the class what is the first sound he or she hears in the beginning of the word.
6. Final Sound - Matching Supportive Activity: This activity helps students differentiate where sounds are
in words. Give the student a three-box grid (drawn on paper is fine) and three objects: coins, counters, or
checkers. Choose a target sound such as /d/. Tell the students that you will be giving them a list of words

that will all contain the /d/ sound somewhere in the word, either the beginning, middle, or end. The child
should place an object in either the first, second, or third box according to what they hear.
DIXON, DERI'UNNA 3
HARRISON, ISRAEL 3
PAZ-JOVEL, ZORAIDA 3

VELASQUEZ, MARCOS 3
LOPEZ-VILLEGAS, ABNER 2
GREEN, BRIANNA 3

DUDLEY, FARLUN 3
PATTERSON, JADEN 3
ELLISON, NI'IRY 2

TELUSCA, AMYA 3
SOLIS, JOANNA 3
YANEZ, MARIO 2

Reading
1. Decodable Words Supportive Activity: Draw up a short list representative of words a student
is having difficulty decoding. In a one-on-one session, the teacher will assemble a decodable
pattern of words for the student to read and work with. Present the student with a word; ask the
student to sound it out, using sound tiles to count the number of sounds in the word. Then ask
the student to select the grapheme tiles, which you have preselected, to replace the sound tiles.
Then the child should read the word aloud. Learning the structure of words by phoneme and
sounding out the spelling of the word will support future word recognition
2. Sentence Reading Supportive Activity: Write a sentence on the board and read it aloud to the
students. Then select a small group and have one student read each word so that together the
small group is reading the sentence in its entirety. This will work best in a circle or with rows of
students sitting close together. Point to each word as it is read aloud. Next call on one student to
change his or her word. Instruct the group that the same kind of word is needed so the sentence
will still make sense. Structure the original sentence to ensure this can happen easily, such as,
"We put the toys in the box," and be sure to start with high frequency words. If a student
struggles, support the word swap by discussing the word's function in the sentence and asking,
"What else can we put the toys in," or "Who else could put the toys in the box." As new
sentences are created, write them underneath the original sentence. Have the same group, or
the next set of students, read out the newly formed sentence.
3. Sight Words Supportive Activity: For children who have a lot of difficulty building their sight
word vocabulary, it is often helpful to have them practice spelling the word in a tactile fashion.
For this activity, students form the letters of the sight words with playdough as a concrete way to
help them recall the spelling. They can also write out the word with their fingers on a shallow
tray of sand or shaving cream, with 3-D letters or zip baggies filled with hair gel.
HARRISON, ISRAEL 2
PHILLIPS, ASHANI 3

LOPEZ-VILLEGAS, ABNER 3
PAZ-JOVEL, ZORAIDA 3
TELUSCA, A'MYA 3
VELASQUEZ, MARCOS 2

SOLIS, JOANNA 2
YANEZ, MARIO 2

Mathematics - Class's Concept Scores Score scale 1 - 4

Concept

Level

Class Avg.

School Avg.

Measurement

At Expectation

3.4

3.3

Numeracy

Above Expectation

3.5

3.4

Operations

Above Expectation

3.5

3.5

Patterns/Functions

At Expectation

3.3

3.4

Base on my students scores the fallowing activities were recommended to do with the
students. I will continue to work with my more mathematically and reading challenged
students on their various skills.

Challenging Math Activities

Measurement
1. Calendar Challenging Activity: Take a single month from a calendar and create a picture that
can result from individual days being solid colored. Suggested pictures-letters of the alphabet,
arrangement of tangram pieces. Give student blank calendar pages of the same month and
coloring instructions. Emphasize the calendar skills they should work on, e.g., "Color the week
of May 2nd green" or "Color the first and third Fridays blue." After this activity you may have
students create their own calendar pictures by coloring each day a solid color. Pairs of students
would then take turns giving clues to make their partner replicate their picture.
ARON

NI'IRY ELLISON

ARON CARRILLO

MYLES BLACK

CI'ARA GERMANY

DERI'UNNA DIXON

MELINDA MITCHELL

MARIO YANEZ

JADAH CUMMINGS

ASHANI PHILLIPS

ISRAEL HARRISON

BRIANNA GREEN

ZORAIDA PAZ-JOVEL

JOANNA SOLIS

CARRILLO

FARLUN DUDLEY

ABNER LOPEZ-VILLEGAS

A'MYA TELUSCA

JADEN PATTERSON

MARCOS VELASQUEZ

2. Time ID Challenging Activity: Give students manipulative clocks and ask them to solve an
elapsed time problem relevant to the time remaining before an activity. For example, ask "The
final bell will ring at 2:45. It is 2:15 now. How much longer until the bell rings?" First they should
represent the earlier time. Then count by fives until the later time is reached. Instruct a student
that the number of minutes between those two times tells how far apart they are. At each stage,
confirm the correct clock position on your own manipulative.
ARON

DERI'UNNA DIXON

MELINDA MITCHELL

MARIO YANEZ

ASHANI PHILLIPS

ISRAEL HARRISON

BRIANNA GREEN

CARRILLO
MYLES BLACK
JOANNA SOLIS

JADEN PATTERSON

3. Currency ID Challenging Activity: Give each student a bag with a different amount of
manipulative money in it. Describe a scenario where the students in your class were walking on
the sidewalk and found some coins. As they found each coin, they put it into their bags and
walked on until they got home. As you tell the story, have students represent the coins they
found with their manipulatives. At the end of the story, ask how much money was found.

ARON CARRILLO

NI'IRY ELLISON

FARLUN DUDLEY

MYLES BLACK

CI'ARA GERMANY

A'MYA TELUSCA

DERI'UNNA DIXON
JOANNA SOLIS

ZORAIDA PAZ-JOVEL MELINDA MITCHELL

MARIO YANEZ

ABNER LOPEZ-VILLEGAS
ISRAEL HARRISON
ASHANI PHILLIPS

MARCOS VELASQUEZ

Numeracy
1. Correct Order Challenging Activity: Before starting the game a student or the teacher chooses
a number between 2 and 9. This number will be the multiple students look for in the game.
Students and teacher sit in a circle. The first student says "one" the next student says "two" and
so on. Each time a student reaches a number that is a multiple of the target number, he or she
stands up and say "buzz" instead of the number. If a player says "buzz" at the wrong time or
says the number when he or she should have said "buzz," he or she is out for the rest of the
round. Review the correct responses as they occur, and elicit the multiplication fact, repeated
addition, and/or skip-counting sequence that demonstrate the multiple. For example, if the
multiple is 3 and the number is 12, the student should say, "3 times 4 is 12," or "3 plus 3 is 6, 6
plus 3 is 9, and 9 plus 3 is 12," or simply, "3, 6, 9, 12. 12 is a multiple of 3."

ARON CARRILLO

BRIANNA GREEN

DERI'UNNA DIXON

FARLUN DUDLEY

ZORAIDA PAZ-JOVEL MELINDA MITCHELL

JADEN PATTERSON

MARCOS VELASQUEZ

A'MYA TELUSCA

CI'ARA GERMANY

MYLES BLACK
JOANNA SOLIS

NI'IRY ELLISON

ASHANI PHILLIPS

ISRAEL HARRISON

MARIO YANEZ

2. Ordinality Challenging Activity: Roll up a transparency and tape the edges so it forms a
cylinder. Place three objects with different colors in the tube. Ask the children to predict which
object will come out of the bottom of the tube first, second, and third. Make the game more
challenging by inserting a rolled piece of black construction paper inside the transparent
cylinder. Ask the children to watch carefully as you drop the objects into the tube. Then ask
them to predict which objects will come out second and third.

ARON CARRILLO

BRIANNA GREEN

JADAH
CUMMINGS

DERI'UNNA
DIXON

ASHANI
PHILLIPS

NI'IRY ELLISON

MYLES BLACK

ZORAIDA PAZ-

MELINDA

JOVEL
JADEN

PATTERSON

MITCHELL
MARCOS

VELASQUEZ

CI'ARA
GERMANY

3. Unit Blocks Challenging Activity: Allow the students to build using ten and ones base-ten
blocks. Either specify the number to use or let the children choose. If the child gets to pick how
many base-ten blocks to use, ask them how many blocks they used (in ones). If you tell them
how many to use, tell them in ones, and then they have to decide how many ten blocks and one
blocks they need. See what your students build! Challenge your students by asking them to
name the number of ways to compose a certain number. "How many ways can you make 23?"
(3 ways) "How many ways can you make 33?" (4 ways) "Can you identify the pattern?"
JADAH CUMMINGS

MELINDA MITCHELL

ZORAIDA PAZ-JOVEL

JOANNA SOLIS

JADEN PATTERSON

MARCOS VELASQUEZ

ARON CARRILLO

NI'IRY ELLISON

MYLES BLACK

Operations
1. Subtraction Challenging Activity: If students have difficulty with the concept of place value
they will likely have difficulty subtracting numbers in which they must "borrow" or regroup.
Reteach the subtraction of large numbers using straws (or a Cuisenaire rod). Each single straw

should represent one. Groups of 10 straws should be rubber-banded together to represent the
tens place. Direct students to use the straws to answer subtraction problems with borrowing.
For example, if the problem is 20-6, the child would bring together two bunches of straws (20).
Then have the child remove the number of straws that are being subtracted. If a child needs to
take straws from a bunch, he or she must remove the rubber band completely. In the case of
this example, the child would need to unband one set of straws to remove 6. Finally, have the
child count what is left; not by counting each individual straw, but by observing how many
bunches (tens) and singles (ones) are left. Have the child write the correct number from the
bunches and singles. Follow this process with several examples until it is clear that students
understand the regrouping concept. Once this concept is clear, students can be introduced to
the shortcut of "borrowing." Before demonstrating the "crossing out" recording process, use
expanded notation to rewrite the values: 42 - 16 becomes (4 tens and 2 ones) - (1 ten and 6
ones). Think: I don't have enough ones to take all 6 away so I can use 1 ten from the 4 tens that
I have: (3 tens and 12 ones) - (1 ten and 6 ones). Difference = 2 tens and 6 ones or 26.

ARON CARRILLO
JADAH CUMMINGS
MARIO YANEZ

NI'IRY ELLISON

MYLES BLACK

ZORAIDA PAZ-JOVEL MELINDA MITCHELL

DERI'UNNA DIXON

A'MYA TELUSCA

CI'ARA GERMANY
JADEN PATTERSON
MARCOS VELASQUEZ

2. Addition Challenging Activity: In pairs, children should be given a pile of cards with numbers
0-9. (A deck of cards with the kings, queens, jacks, and aces removed works fine.) Each child
takes two cards from the pile and creates an addition problem with the cards drawn (e.g., The
first child takes a 4 and a 6; he or she says "4 plus 6 equals 10." The second child draws a 5
and a 2; he or she says "5 plus 2 equals 7"). The child with the highest sum wins the round. If
students have difficulty adding in their heads, they may use counting chips or a number grid. To
make the game more difficult, the kings, queens, jacks, and aces could be reintroduced and
assigned higher numbers.

ZORAIDA PAZ-JOVEL

ARON CARRILLO

NI'IRY ELLISON

MYLES BLACK

CI'ARA GERMANY

ASHANI PHILLIPS

DERI'UNNA DIXON

A'MYA TELUSCA

Students who made 3 at Expectation or 2 Approaching activities

These are the students who need the most help and activities to develop their
measurement, numeracy, operations and patterns/functions skills to move up to a 4 or
3.

Measurement
1. Calendar Supportive Activity: Ask every child in the classroom what day his or her birthday is.
(If he or she doesn't know, you could always check the Children's Progress database-just log

into your teacher's home page at www.childrensprogress.com and try to edit your student's
information. If we have your child's birth date on record, it will appear here.) Now have each
child try to find his or her birthday on a large 12-month classroom calendar. Then ask children to
figure out whose birthday is on the "second Friday of April" or the "last day in March." Ask
"Which month has the most birthdays?" "Is there a month that doesn't have anyone's birthday?"
2. Time ID Supportive Activity: This is a good game for a rainy day recess. Have students line
up across the room from you with individual manipulative clocks. Face away from the class and
have them call out "Mr. Fox, Mr. Fox, what time is it?" Answer them by calling out a time to the
whole or half hour. Each person should move their clock to the time you say then take an
equivalent number of steps across the room. For the half hour, they can take one extra ministep. Occasionally, the fox will call out "midnight!" at which point students have to return to the
starting spot without being caught by the fox.
3. Currency ID Supportive Activity: Teach your students the poem "Penny, penny." The poem
goes as follows: Penny, penny/Easily spent/Copper brown/and worth one cent. Nickel,
nickel/Thick and fat/You're worth five cents./I know that. Dime, dime/Little and thin/I
remember/You're worth ten. Quarter, quarter/Big and bold/You're worth twenty-five/I'm told. As
you get to each new coin, hold up an enlarged picture of the coin.
DUDLEY, FARLUN 3
LOPEZ-VILLEGAS, ABNER 2
PAZ-JOVEL, ZORAIDA 3

ELLISON, NI'IRY 3
TELUSCA, A'MYA 3
VELASQUEZ, MARCOS 2

GERMANY, CI'ARA 3
GREEN, BRIANNA 3

Numeracy
1. Correct Order Supportive Activity: Write the numbers 1-25 on individual pieces of paper. Have
the students write four blank lines on a sheet: _____, _____, _____, _____. Then pick a number
and call it out. The students have to decide where to place the number. For example, if the
number 25 was called, the student should place it last; the number four first. Once the number is
put down, it cannot be moved. When you are finished calling out all four numbers, see who has
the numbers in the correct order from smallest to largest.
2, Unit Blocks Supportive Activity: Show the children a large collection of small cubes on the
overhead projector (Cuisenaire rods work as well). Ask them how many they think are being
displayed. Since all of these cubes may be hard to count one by one, suggest grouping them by
tens. Ask for volunteers to count out 10. As they count, place them in a straight line. Then the
whole group counts by tens and the remaining cubes by ones to determine the total. Give pairs
of students boxes with cubes to count grouping by tens. They can record their work on paper by
using dots for the cubes. Encourage them to share their results with the class. Teachers can
summarize the activity by asking "Which way made the counting easier-simply counting or
grouping by 10s?" "Why do you think so?"
3. Subitizing Supportive Activity: Place a small number of objects (i.e., chips, cubes, blocks) on
the overhead projector with the lamp turned off. Flash on the overhead for two seconds.
Students try to quickly determine how many objects they saw. They can indicate their answer by
holding up the appropriate number of fingers. This activity can be extended for more advanced
students by using more objects. Experiment using 10 frames and two ten frames to build
understanding of sums to 20.

4. Ordinality Supportive Activity: Put some student names into an alphabetized list. Ask the
students questions such as, "Where is your name?" "Where is Robyn's name? " "Whose name
is first, tenth, last?"
DIXON, DERI'UNNA 3
LOPEZ-VILLEGAS, ABNER 3

DUDLEY, FARLUN 3
PHILLIPS, ASHANI 3

GERMANY, CI'ARA 3
TELUSCA, A'MYA 2

HARRISON, ISRAEL 3
YANEZ, MARIO 3

Operations
1. Subtraction Supportive Activity: Provide the students with a target number. Students use
manipulatives, counters, or chips, to represent the target number in as many ways as they can.
They record their findings on paper. If 12 is the target number, children might represent it as 1 +
11, 2 + 10, 2 groups of 6, 18 - 6, etc. Challenge them to list all the possible ways to reach 12
with addition. (As the children learn multiplication and division, include these operations into the
mix.) Display all of the solutions on a large piece of newsprint. This list will continue to grow!
2. Addition Supportive Activity: Tell each student to find either one or two friends and form a
group. They should count and write down how many students are in the group. Then ask two
groups to join them and form a new group. Now they should count and write down how many
students are in the group. Have them finish writing the equation. Discuss their work. Introduce
manipulatives to represent the groups of students, if necessary.
DIXON, DERI'UNNA 3
LOPEZ-VILLEGAS, ABNER 3
VELASQUEZ, MARCOS 3

DUDLEY, FARLUN 3
PHILLIPS, ASHANI 3

GREEN, BRIANNA 3
SOLIS, JOANNA 3

HARRISON, ISRAEL 3
TELUSCA, A'MYA 3

Patterns/Functions
1. Shape Patterns Supportive Activity: Using clapping, jumping, steps, and sounds, ask the
students to think of a pattern using two different components. They should practice their pattern
once or twice. A student volunteers to demonstrate the pattern and the rest of the class joins in.
Add depth to this activity by asking "What comes next?" "What is in the fifth place?" "What
comes just before ____?"
2. Numerical Patterns Supportive Activity: Divide the class into several groups. The groups will
race to reach 100 by passing a paper around in a circle between them and skip counting by the
specified number (2, 4, 6, 8, 10). After the first child starts with the initial number, the paper is
passed clockwise with each child adding the next number to the list. For an additional challenge,
skip count by 2s beginning with an odd number. Skip count by 10s beginning with 3.
DIXON, DERI'UNNA 3
LOPEZ-VILLEGAS, ABNER 3
PAZ-JOVEL, ZORAIDA 3

DUDLEY, FARLUN 3
MITCHELL, MELINDA 3
YANEZ, MARIO 2

GERMANY, CI'ARA 3
SOLIS, JOANNA 3

GREEN, BRIANNA 3
TELUSCA, A'MYA 3