The student answered 1/3 fraction comparison problems correctly; he calculated cross products correctly when comparing the fractions but attributed them to the wrong fraction, and he committed this error because he wrote the products next to the denominators instead of the numerators. I will continue to create review problems to reinforce the correct method.
He correctly converted four decimal numbers (including two mixed numbers) into fractions and mixed numbers with fractions.
He correctly answered three word problems that used the keywords "sum"ù "product"ù and "quotient"ù.
He correctly answered five random questions from a sample ISEE test. The problems included a subtraction word problem with the key phrase "have left"ù, a shape identification based on a specific property (the correct shape was a rhombus), translating a number into written word form, and a three-digit minus two digit subtraction problem.
He correctly converted five fractions into decimals; he also converted four decimal numbers (including one mixed number 1.75) into fractions in simplest terms.
He wrote a whole number with a decimal correctly (35=35.0)
He completed two reading passages from a sample ISEE test. One passage discussed Paul Revere's famous ride being turned into a poem by Longfellow; He answered 4/5 questions correctly.
He answered 5/5 questions correctly on the second reading passage, a fictional narrative about a teacher losing her classroom pet, a hermit crab, right before class begins for the day.
Vocab Lesson Two Review
He answered 4/5 synonym questions correctly; he missed the word "limber"ù, for which he chose the synonym "irregular"ù; the correct answer was "flexible"ù; I will include this word on the next vocab review test.
He answered 5/6 sentence completion questions correctly.
He answered 7/8 short answer questions correctly.
He correctly converted three fractions into decimals; he correctly expressed a repeating decimal for the fraction 2/3. He correctly converted three decimal numbers, including one mixed number, into fractions and a mixed number with a fraction.
He solved a word problem correctly that used the keywords sum and quotient; he also identified a fraction that fits between two fractions based on size.
He completed a vocab review assessment on Units 1 and 2. The assessment included multiple-choice questions, fill-in the blank based on context clues, analogies, decoding the meaning of a novel word based on knowledge of the prefix in it, and short answers to explain the similarities and differences between two words.
He answered 4/4 questions fill-in the blank questions correctly.
He used mapping to answer five questions about an expository passage on composting. He answered 5/5 questions correctly, and he was very clear in explaining his answers verbally.
He and I reviewed a worksheet where he was asked to identify 10 groups of words as sentences, run-ons, and fragments. He was able to identify all sentences, fragments, and run-ons correctly, and he correctly punctuated the run-on sentences to make each two grammatical sentences. Next, he and I reviewed a passage in which the writer was too wordy. He was very active in this part of the lesson, and he creatively shortened each underlined phrase to a shorter, clearer version. I was impressed.
Next, we reviewed using the conjunctions "and"ù "but"ù and "or"ù to join to sentences. He read through sentences and had to fill-in the blank with the correct conjunction. He answered all questions correctly.
Next he and I read a sample persuasive letter (written more like a persuasive essay). I asked him to read each paragraph aloud. At the end of his paragraph readings, we discussed the function and main idea of each paragraph. I wanted him to recognize not only the content of the arguments, but the form in which they were organized (an introduction, three body paragraphs to provide evidence, and an emotional appeal to end the piece)
He answered 4/5 comprehension questions correctly based on the passage.
Finally, we reviewed his writing sample, which was written about a potential problem in his neighborhood. He was supposed to define a problem in his neighborhood and describe a possible solution. We worked together to rewrite several of his sentences to clearer, more concise, grammatical versions of their intended meaning.
I allowed him to take the rewrite home with him, so he would have the example to reinforce clear, concise writing during his next assignment. I sent him home with some reading passages, two math sheets (one on adding and subtracting decimals, the other on rounding decimals). I also sent him home with a reading passage, and a packet on the concept of percentages as they appear on the ISEE. I emailed his parents a guideline sheet for persuasive writing format, as well as an additional cumulative math concepts review sheet Friday morning.