Joe Finazzo

Phone: 313 432-4776

Email:

Degrees and Certifications:

Bachelors from MSU '92 Masters of Ed (Autism) from Wayne '10

Joe Finazzo

  •   Sept Oct Nov Dec Jan Feb March April May June
    Science/Social Studies My Country, My Rights! Middle School Science Fair Our Place in Space We Need Change What Makes This Place Special? Making Waves: Light and Sound Making Waves: Light and Sound I Can Earn Money I Look Like My Parents  
      (Government) (Scientific Inquiry) (Earth and Space Science) (History) (Geography) (Physical Science) (Physical Science) (Economics) (Life Science)  
      Explores the freedoms of U.S. citizens and how exercising those freedoms impacts others. Teaches the scientific inquiry process through participation in a science fair. Explores the relationship of Earth to the Moon, the Sun and the planets. Explores conflict and how it has changed the U.S. Uses maps to explore geographical and human-made features of various regions. Explores how light and sound waves interact with various materials. Explores how light and sound waves interact with various materials. Looks at income and banking services. Explores how traits are inherited from parents.  
    Math EE8.NS.1. Subtract fractions with like denominators (halves, thirds, fourths, and tenths) with minuends less than or equal to one. 4 Subtract fractions with like denominators (halves, thirds, fourths, and tenths) with minuends that may be greater than one. 3 Subtract fractions with like denominators (halves, thirds, fourths, and tenths) with minuends less than or equal to one. 2 Use models to subtract halves, thirds, and fourths. 1 Use models to identify the whole and find the missing pieces of a whole using halves. EE8.NS.2. Represent different forms and values of decimal numbers using fractions with numerators that are multiples of five and a denominator of 100. 4 Represent different forms and values of decimal numbers to the hundreds place (decimal, fraction, hundreds grid, and money representation). 3 Represent different forms and values of decimal numbers using fractions with numerators that are multiples of five and a denominator of 100. 2 Distinguish between a part represented by a decimal and a whole number without decimals. 1 Identify a part of a whole in concrete real‐world objects. EE8.EE.1‐4. Compose and decompose numbers to three digits. 4 Use powers of 10 to compose and decompose numbers. 3 Compose and decompose numbers to three digits. 2 Use models to represent the composition of numbers. 1 Recognize the specific value a number represents EE8.EE.5‐6. Graph a simple ratio using the x and y axis points when given the ratio in standard form (2:1) and convert to 2/1. 4 Graph a simple ratio using the x and y axis points when given the ratio in standard form (2:1) and expand on the ratio by two or more points. 3 Graph a simple ratio using the x and y axis points when given the ratio in standard form (2:1) and convert to 2/1. 2 Identify a specific data point when given the coordinates. 1 Place or locate data on a simple two‐category graph. EE8.EE.7. Solve algebraic expressions using simple addition and subtraction. 4 Solve algebraic expressions using two‐digit addition and subtraction. 3 Solve algebraic expressions using simple addition and subtraction. 2 Solve simple addition and subtraction problems. 1 Distinguish between a letter and a number. EE8.F.1‐3. Given a function table, identify the missing number. 4 Identify the rule and express the rule for the missing variable in a function table 3 Identify the missing number in a function table 2 Identify the relationship between two numbers 1 Match the element of a sequence within the sequence EE8.F.4. Determine the values or rule of a function using a graph or a table. 4 Given the input values and a rule, complete the output. 3 Determine the values or rule of a function using a graph or a table. 2 Navigate, read, use, or apply a graph or table. 1 Identify the different parts of a graph or a table. EE8.F.5. Describe how a graph represents a relationship between two quantities. 4 Describe how a graph represents a relationship between two quantities and use the graph to answer questions using that relationship. 3 Describe how a graph represents a relationship between two quantities. 2 Answer questions about data from a graph. 1 Place data in a graph. EE8.G.1‐3. Identify similarity and congruence (same) in objects and shapes containing angles without translations. 4 CCSS 3 Identify similarity and congruence (same) in objects and shapes containing angles without translations. 2 Match similar shapes. 1 Match shapes using a three‐dimensional object. EE8.G.4. Identify similar shapes with and without rotation. 4 Determine if geometric shapes are similar with rotations or reflections. 3 Identify similar shapes with and without rotation. 2 Identify similar geometric shapes. 1 Recognize geometric shapes
    Writing EE.W.8.1.a-e Write claims about topics or texts. a. Introduce the claim and provide reasons or pieces of evidence to support it. 4. I can introduce a claim and provide reasons or evidence to support it. 3. I can choose a claim and provide reasons or evidence to support it. 2. I can identify a reason to support a claim. 1. I can participate in a group activity to identify a reason to support a claim. EE.W.8.1.b-e Write claims about topics or texts. b. Write reasons to support a claim about a topic or text. 4. I can write one or more reasons that support a claim about a topic or text. 3. I can write a reason that supports a claim about a topic or text. 2. I can identify a reason that supports a claim about a topic or text. 1. I can participate in a group to select a reason to support a claim about a topic or text. EE.W.8.2.a-f Write to share information supported by details. a. Introduce a topic clearly and write to convey ideas and information about it including visual, tactual, or multimedia information as appropriate. 4. I can introduce a topic clearly and write to convey ideas and information using visual, tactual, or multimedia on my own. 3. I can choose a topic and write to convey ideas and information about it using visual, tactual, or multimedia. 2. I can write to convey ideas and information about a given topic about it using visual, tactual, or multimedia. 1. I can participate in shared writing to convey ideas and information about a given topic about it using visual, tactual, or multimedia. EE.W.8.2.c-f Write to share information supported by details. c. Write complete thoughts as appropriate. 4. I can write in complete thoughts. 3. I can write a complete thought. 2. I can identify a complete thought. 1. I can participate in a shared writing activity to write a complete thought EE.W.8.2.d-f Write to share information supported by details. d. Use domain specific vocabulary related to the topic. 4. I can write about a topic using 3 or more content specific vocabulary words. 3. I can write about a topic using 2 content specific vocabulary words. 2. I can write about a topic using a word bank of content specific vocabulary words. 1. I can participate in a shared writing activity using content specific vocabulary words. EE.W.8.2.d-f Write to share information supported by details. f. Provide a closing. 4. I can write a closing statement related to my paragraph. 3. I can write a closing sentence related to my paragraph. 2. I can choose a closing sentence. 1. I can participate in a group activity to choose a closing sentence. EE.W.8.3.a-e Write about events or personal experiences. a. Write a narrative about a real or imagined experience introducing the experience, at least one character, and two or more events. 4. I can write about a real or imagined experience and include three or more events. 3. I can write about a real or imagined experience and include two events. 2. I can write about a real or imagined experience and include one event. 1. I can participate in shared writing about a real or imagined experience. EE.W.8.3.c-e Write about events or personal experiences. c. Use temporal words (e.g., first, then, next) to signal order. 4. I can write about events and personal experiences to signal order (first, then, next). 3. I can write about events or personal experiences to signal order (first, then, next). 2. I can choose events or personal experiences and put them in sequential order (first, then, next). 1. I can participate in a shared writing activity about events or personal experiences and put them in sequential order (first, then, next). EE.W.8.3.a-e Write about events or personal experiences. d. Use words that describe the feelings of characters or provide other sensory information about the setting, experiences, or events. 4. I can use words that describe the feelings of characters or other sensory information about the setting, experiences, or events. 3. I can identify words that describe the feelings of characters or other sensory information about the setting, experiences, or events. 2. I can choose words that describe the feelings of characters or other sensory information about the setting, experiences, or events. 1. I can participate in a shared activity using words that describe the feelings of characters or other sensory information about the setting, experiences, or events. EEW.8.10 Write routinely for a variety of tasks, purposes, and audiences. (Maintain all year)
    Reading EE.L.8.1.b-d Demonstrate standard English grammar and usage when communicating. b. Form and use the simple verb tenses (e.g., I walked, I walk, I will walk). 4. I can use the simple verb tenses when I talk. 3. I can use familiar simple verb tenses when I talk. 2. I can use familiar simple verb tenses with prompting when I talk or write. 1. I can attend to familiar simple verb tenses when someone speaks to me. EE.L.8.1.c-d Demonstrate standard English grammar and usage when communicating. c. Use appropriate verbs to match nouns. 4. I can use appropriate verbs to match nouns spontaneously when speaking. 3. I can use common verbs to match nouns spontaneously when speaking. 2. I can use familiar verbs to match nouns spontaneously when speaking with a model. 1. I can attend to familiar verbs that match nouns when people are speaking EE.L.8.2.a-c Demonstrate understanding of conventions of standard English. a. Use end punctuation and capitalization when writing a sentence or question. 4. I can use capitalization and punctuation in a written sentence or question. 3. I can choose the sentence with correct capitalization and punctuation when given three choices. 2. I can point to the capitalization and punctuation in a sentence. 1. I can attend to capitalization and punctuation in writing. EE.L.8.2.c Demonstrate understanding of conventions of standard English. c. Spell words phonetically, drawing on knowledge of letter-sound relationships and/or common spelling patterns. 4. I can spell words phonetically using letter-sound relationships or common spelling patterns. 3. I can spell three letter words phonetically using letter manipulatives. 2. I can find the first letter of a word when given two letter manipulatives. 1. I can attend to letter-sound relationships. EE.L.8.3.a Use language to achieve desired outcomes when communicating. a. Use to-be verbs (am, are, is, was, were, be, become, became) accurately when writing and communicating. 4. I can use to-be verbs accurately when writing and communicating. 3. I can use to-be verbs in 2-3 word phrases accurately when writing and communicating. 2. I can repeat a to-be verb from a model when writing and communicating. 1. I can attend to others using to-be verbs. EE.L.8.4.b-d Demonstrate knowledge of word meanings. b. Use frequently occurring root words (e.g., like) and the words that result when affixes are added (e.g., liked, disliked, liking). 4. I can use the correct versions of words adding beginnings or endings as appropriate. 3. I can add a beginning or ending to a word and use it appropriately. 2. I can repeat a word with a new beginning or ending when given a model. 1. I can attend to words with added beginnings or endings EE.L.8.4.c-d Demonstrate knowledge of word meanings. c. Seek clarification and meaning support when unfamiliar words are encountered while reading or communicating. 4. I can use resources when I encounter a difficult word. 3. I can ask for help and use classroom resources when I encounter a difficult word. 2. I can communicate when I do not know a word. 1. I can attend to people using resources when they encounter unknown words. EE.L.8.5.a-c Demonstrate understanding of word relationships and use. a. Demonstrate understanding of the use of multiple meaning words. 4. I can identify the meaning of and use multiple meaning words. 3. I can identify the meaning of and use familiar multiple meaning words. 2. I can identify the meaning of and use one multiple meaning word I have been taught. 1. I can attend to multiple meaning words. Reading (Literature) –
    EERL.8.9.Compare and contrast
    themes, patters of events, or characters
    across two or more stories or dramas
    Reading (Informational) – EERI.8.9.
    Identify where two different texts on
    the same topic differ in their
    interpretation of the details
    Reading (Literature) EE.RL.8.10 Demonstrate understanding of text while actively reading or listening to stories, dramas and poetry Reading (Informational) EE.RI.8.10 Demonstrate understanding while actively reading or listening to literary nonfiction.
    Life Skills/Pre-voc                    
    Group Reading Pigman     Tuesdays with Morrie     Night to Remember