Snapshot Meeting

DOE Academic and Personal Behaviors

● Persistence is needed to support long-term commitment to educational

goals through a positive mindset and self-efficacy.

● Engagement supports achievement in school by increasing students'

social-emotional connection to the environment and their social

confidence.

● Work Habits/ Organizational Skills support successful navigation of

college and careers.

● Communication/ Collaboration Skills are essential skills in successful

college and career transitions.

● Self-Regulation is key to resiliency. Students must develop coping

skills, self-control, and confidence to work through challenges as well

as metacognitive skills.

Reading Units of Study

● Character Studies

● Non-Fiction Reading Clubs

● Interpretation Book Clubs

● Historical Fiction Book Clubs and Related Informational Text

● Test Prep

● Learning Through Reading: American Revolution

● Reading With a Sense of Power and Perspective

Teachers College Reading Level Benchmarks

SEPTEMBER NOVEMBER JANUARY MARCH JUNE

1= N 1= N 1= O 1= O 1= P

2 = 0 2 = O/P 2 = P/Q 2 = P/Q 2 = Q/R

3 = P 3 = Q/R 3 = R/S 3 = R/S 3 = S/T

4 = Q+ 4 = S+ 4 = T+ 4 = T+ 4 = U+

Grade Level for September is Level P - Characteristics

❖ Can identify the characteristics of a full range of genres, including biographies on less well‐

known subjects and hybrid genres

❖ Read a wide range of texts: chapter books, shorter fiction and informational text, including

special forms such as mysteries, series books, and short stories

❖ Able to identify and use underlying organizational structures (description, compare and

contrast, problem and solution, cause and effect) to help navigate through text

❖ Able to process lengthy, complex sentences, containing prepositional phrases, introductory

clauses, and lists of nouns, verbs, or adjectives

❖ Solve new vocabulary words, some defined in the text and some unexplained

❖ Most word solving is unconscious and automatic; little overt problem solving needed

❖ Can read and understand descriptive words, some complex content‐specific words, and

some technical words

❖ Word solving is smooth and automatic with both oral and silent reading Demonstrate all

aspects of smooth, fluent processing

Grade Level for November is Level Q/R - Characteristics

LEVEL Q

❖ Automatically read and understand a full range of

genres, including biographies, hybrid genres,

fiction with elaborate plots and complex characters,

informational texts, etc.

❖ Able to process lengthy, complex sentences,

containing prepositional phrases, introductory

clauses, and lists of nouns, verbs, or adjectives

❖ Solve new vocabulary words, some defined in the

text and some unexplained

❖ Most reading is silent, but fluency and phrasing in

oral reading are well‐established

❖ Readers are challenged by many longer descriptive

words and by content‐specific/technical words

❖ Able to take apart multisyllabic words and use a full

range of word‐solving skills

❖ Read and understand texts in a variety of layouts

and formats

❖ Consistently search for information in illustrations

and increasingly complex graphics

LEVEL R

❖ Automatically read and understand a full range of

genres/formats, including biographies, hybrid

genres, fiction with elaborate plots and complex

characters, informational texts, etc.

❖ Understand perspectives different from their own as

well as settings and people far distant in time and

space

❖ Able to process lengthy, complex sentences,

containing prepositional phrases, introductory

clauses, and lists of nouns, verbs, or adjectives

❖ Solve new vocabulary words, some defined in the

text and some unexplained

❖ Most reading is silent, but fluency and phrasing in

oral reading are well‐established

❖ Readers are challenged by many longer descriptive

words by content‐specific/technical words

❖ Able to take apart multisyllabic words and use a full

range of word‐solving skills

❖ Consistently search for information in illustrations

and increasingly complex graphics

Grade Level for January is Level R/S- Characteristics

LEVEL R

❖ Automatically read and understand a full range of

genres/formats, including biographies, hybrid genres,

fiction with elaborate plots and complex characters,

informational texts, etc.

❖ Understand perspectives different from their own as well

as settings and people far distant in time and space

❖ Able to process lengthy, complex sentences, containing

prepositional phrases, introductory clauses, and lists of

nouns, verbs, or adjectives

❖ Solve new vocabulary words, some defined in the text

and some unexplained

❖ Most reading is silent, but fluency and phrasing in oral

reading are well‐established

❖ Readers are challenged by many longer descriptive words

by content‐specific/technical words

❖ Able to take apart multisyllabic words and use a full range

of word‐solving skills

❖ Consistently search for information in illustrations and

increasingly complex graphics

LEVEL S

❖ Automatically read and understand a full range of

genres/formats, including biographies on less well‐known subjects, hybrid genres, fiction with

elaborate plots and complex characters,

informational texts, etc.

❖ Able to process lengthy, complex sentences,

containing prepositional phrases, introductory

clauses, and lists of nouns, verbs, or adjectives

❖ Understand perspectives different from their own as

well as settings and people far distant in time and

space

❖ Able to process lengthy, complex sentences,

containing prepositional phrases, introductory

clauses, and lists of nouns, verbs, or adjectives

❖ Solve new vocabulary words, some defined in the

text and some unexplained

❖ Most reading is silent, but fluency and phrasing in

oral reading are well‐established

❖ Readers are challenged by many longer descriptive

words and by content‐specific/technical words

❖ Able to take apart multisyllabic words and use a full

range of word‐solving skills

❖ Consistently search for information in illustrations

and increasingly complex graphics

Grade Level for March is Level R/S- Characteristics

LEVEL R

❖ Automatically read and understand a full range of

genres/formats, including biographies, hybrid genres,

fiction with elaborate plots and complex characters,

informational texts, etc.

❖ Understand perspectives different from their own as well

as settings and people far distant in time and space

❖ Able to process lengthy, complex sentences, containing

prepositional phrases, introductory clauses, and lists of

nouns, verbs, or adjectives

❖ Solve new vocabulary words, some defined in the text

and some unexplained

❖ Most reading is silent, but fluency and phrasing in oral

reading are well‐established

❖ Readers are challenged by many longer descriptive

words by content‐specific/technical words

❖ Able to take apart multisyllabic words and use a full

range of word‐solving skills

❖ Consistently search for information in illustrations and

increasingly complex graphics

LEVEL S

❖ Automatically read and understand a full range of

genres/formats, including biographies on less well‐known subjects, hybrid genres, fiction with elaborate

plots and complex characters, informational texts,

etc.

❖ Able to process lengthy, complex sentences,

containing prepositional phrases, introductory

clauses, and lists of nouns, verbs, or adjectives

❖ Understand perspectives different from their own as

well as settings and people far distant in time and

space

❖ Able to process lengthy, complex sentences,

containing prepositional phrases, introductory

clauses, and lists of nouns, verbs, or adjectives

❖ Solve new vocabulary words, some defined in the

text and some unexplained

❖ Most reading is silent, but fluency and phrasing in

oral reading are well‐established

❖ Readers are challenged by many longer descriptive

words and by content‐specific/technical words

❖ Able to take apart multisyllabic words and use a full

range of word‐solving skills

❖ Consistently search for information in illustrations

and increasingly complex graphics

Grade Level for June is Level S/T- Characteristics

LEVEL S

❖ Automatically read and understand a full range of

genres/formats, including biographies on less well‐ known

subjects, hybrid genres, fiction with elaborate plots and

complex characters, informational texts...

❖ Able to process lengthy, complex sentences, containing

prepositional phrases, introductory clauses, and lists of

nouns, verbs, or adjectives

❖ Understand perspectives different from their own as well as

settings and people far distant in time and space

❖ Able to process lengthy, complex sentences, containing

prepositional phrases, introductory clauses, and lists of

nouns, verbs, or adjectives

❖ Solve new vocabulary words, some defined in the text and

some unexplained

❖ Most reading is silent, but fluency and phrasing in oral

reading are well‐established

❖ Readers are challenged by many longer descriptive words

and by content‐specific/technical words

❖ Able to take apart multisyllabic words and use a full range

of word‐solving skills Read and understand texts in a

variety of layouts and formats

❖ Consistently search for information in illustrations and

increasingly complex graphics

LEVEL T

❖ Automatically read and understand a full range of

genres, including biographies on less well‐ known

subjects, hybrid genres, fiction with elaborate

plots and complex characters, informational texts,

❖ Able to read longer texts and remember

information and connect ideas over a long period

of time (a week or two)

❖ Read and interpret complex fantasy, myths,

legends that contain symbolism

❖ Understand perspectives different from their own

Understand settings and people far distant in time

and space

❖ Readers are challenged by many longer

descriptive words and by

content‐specific/technical words

❖ Read and understand texts in a variety of layouts

and formats

Sample of a Level P Book

Sample of a Level Q Book

Sample of a Level R Book

Sample of a Level S Book

Sample of a Level T Book

Writing Units of Study

● Realistic Fiction: Arc of the Story

● Personal/Persuasive Essay

● Literary Essay

● Historical Fiction

● Test Prep

● Bringing History to Life

● Writing in Pictures

Math Units of Study

● Landmark and Large Numbers - Adding/Subtracting/Rounding

● Multiplication and Division (one-digit by multi-digit)

● Fractions and Decimals

● Geometry

● Measurement

● Data and Graphs

● New York Geography

● Native People of New York

● 3 Worlds Meet - European Age of Exploration

● American Revolution

● Immigration/Industrial Revolution

SOCIAL STUDIES UNITS OF STUDY

New York State Exams

English Language Arts

❖ Tuesday April 2, 2019

❖ Wednesday April 3, 2019

Math

❖ Wednesday May 1, 2019

❖ Thursday May 2, 2019

Preparing Your Child for Testing

❖ Make sure your child gets an ample, normal amount of sleep the night before the test

❖ Mark testing days on your calendar to help remind you and your child when the testing will

take place and plan your preparations.

❖ Your child should eat a nutritious and filling breakfast. Avoid high sugar cereals which can

make the student hyper and/or unfocused.

❖ Set aside time each night prior to the test for several weeks to review the concepts that will

be covered

❖ Reach out to teachers for resources that you can use to help your children work on at home

in preparation for the test

❖ Make sure your is on time (if not early) on the day of testing

❖ Set a backup alarm to avoid the possibility of oversleeping

❖ If your child is sick please contact the school immediately to inform them.

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Helping Your Child With Testing Anxiety

❖ Try not to put too much pressure on your child. Reinforce that as long as they worked hard in

preparation and did their absolute best you will be proud of them.

❖ Have your child visualize success.

❖ Work with them to focus on breathing. Stress is often caused by insufficient oxygen to the

brain.

❖ Work with the student to take time before the test begins to take a number of deep, cleansing

breaths, exhaling slowly. Focusing on breathing by taking some time when stress levels rise

helps to focus the mind during testing.

❖ Try to use positive language when talking about expectations of the test. Remind your child

that they have been well-prepared. THEY’VE GOT THIS!

❖ Plan for a fun outing or treat for your child after the test has been completed.

❖ Keep a positive attitude about testing in general around your child and emphasize their

ability to demonstrate what they have learned rather than the consequences

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Snacks

❖ Snacks are personal and must be healthy - water only

Fun Friday/Centers

❖ 4-208 will be piloting a program called Daily Mile

➢ 15 minute run/walk around the block once a week to start

❖ Choice Time/Morning Meeting on Fridays

❖ Centers are used extensively in Social Studies and other content areas on occasion

Trips

❖ New Victory

❖ Native American song performance - streamed from a performance done upstate

❖ Prospect Park

❖ Wyckoff Museum

❖ Brooklyn Museum

❖ Fraunces Tavern

❖ African Burial Grounds

❖ Flag Day Parade

Q & A