For measuring the student's level of language and assuring group homogeneity the researcher used a proficiency test. The researcher administrated an English test from students' final exam in the previous year to get access to the level of students' proficiency. The items of the test were selected from the students' English book in the first grade as their instructional material in the public school. A reading pretest was taken from both groups to access their reading speed level before the treatment. Students in the experimental group received sight words treatment for 10 sessions.
They also found that students work performance such as following directions and completing tasks in kindergarten directly affected their academic performance in kindergarten (Stipek, Newton, and Chudgar, p. 6, 2010). Stipek, Newton and Chudgar also explain that students in third and fifth grade were given two tests. Gender, household income and ethnicity were were kept equal for this trial and students were divided into three distinct categories. The first test measured student 's understanding of decoding individual words. In the second test, students were given a passage to read and then they were instructed to fill in the missing words.
Lessons are designed according to students learning difficulties. Students’ prior knowledge is assessed through the pre-tests and interviews as assessment tools to inform the content of the lessons. According to Hodge (2010), the key component of an effective lesson is when the teacher understands and knows about the topic. As Variation Theory using learning study is collaborative in its nature, teachers gain more knowledge on the topic as they discuss and meet to share their past experiences about teaching the topic before proceeding to the
Should we get rid of homework? Homework is an ongoing argument between parents and teachers whether it should take it out of the system, or if they should keep it in the system. There has been an enormous amount of research and studies done on if homework helps with academic learning, or if it is just a way to put more stress onto students and teachers. Whether it is good practice at home from what they have learned at school, or a way for parents to see how we are doing at school. Whether it helps us or not it still puts a huge amount of stress on us as the school year goes on and we get more homework.
If we had late start every day then the school would have to push back sports. People would also have to quit sports or not be able to play as much if they were doing out of school sports. Also people wouldn’t be able to do as much after school. Kids would also wait last minute to do homework.
School is a place where you go to spend about half of your life learning about topics that simply do not interest you or that truly won’t help you in the future. The U.S government tells the teachers what they need to teach in their schools for the class curriculums, so that the students can learn a healthy amount of material. The best thing is that many high schools fail to teach their students important things. Many teachers just pass students along through their class, because they don’t want to hold them back and deal with them for another year, but soon enough most of us move onto college. I’ve seen many people fail during college, because their high school did not push them to try to achieve great grades.
Grisham-Brown, Hallam and Brookshire (2006) discussed some important practices of effective assessment for younger children: “authentic assessment practices”, “linkage between assessment and curriculum development” and “alignment of assessment with standards”.. The “Work Sample System” is one good example to support the authentic performance-oriented assessment suitable for K-5 classrooms. It can be efficiently implemented at pre-school up to elementary levels. Authentic assessment requires to be criterion-referenced and introduced in the curriculum (Meisels 1997). The documentation process could be more systematize, easier implementation of the assessments and the data will become more explicit if technology will be
For example, use a KWL chart before reading and ask students to write what they know about the topic in the first column and then what they want to learn. This strategy in an efficient way for teachers because it supports them find out what students know before reading (Fogarty, 2007). For activating schema also I suggest to ask students to write something quickly about the topic, to measure their background knowledge about the topic and try to support them make connections between their background knowledge and their personal experience and then they can share information with their colleagues and learn from each other, so students will have input to understand the text better (Tompkins, Literacy for the 21st century, 2006). As I said visuals are very important for visual learners to learn. Indeed, I suggest to use a short video that displays something relates to the topic because students will enjoy watching it and at the same time, they will obtain some input that can scaffold them during while reading stage, according to Wright “Many media and many styles of visual presentation are useful to the language learner.
Not all students will benefit from this as many may become stressed or overwhelmed. This could actually make their test scores lower instead of raising them. Lastly, people who are for longer school hours claim that extra time spent in class will make the student well-rounded. A student cannot become well-rounded if they spend most of their lives in a classroom being told how to think.
As an educator I can also informally assess for correct use of language structures and academic vocabulary. I will identify, teach, and post key academic vocabulary and structures for one content lesson each day because students need help to become more aware of how language functions in various modes of communication across the curriculum. My role is to make students understand well enough how language works and also to select materials that will help expand their students ' linguistic horizons. I also plan instructional activities that give them opportunities to
The central focus of this lesson is two-fold; the review and comprehension of Dolch Pre-Primer Sight Words and the incorporation of the concept of informational text. This lesson will reinforce the students’ comprehension and recognition of the Dolch Pre-Primer Sight Words through generalization and repetition. The pre-assessment of the Dolch Pre-Primer Sight Words will record each student’s level of mastery. Activities throughout this lesson segment will reinforce the Dolch Pre-Primer Sight Words in fun multimodal means while providing differentiation based on student needs. The standard for this grade specific task is NY ELA Common Core Reading Foundational Skills Standard K.3.c: Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words.
In addition, keeping running records to monitor a student’s progress issimilar to a medical diagnose on weight gain. You are able to run an assessment, analyze themiscues (problem areas), and reinforce ways to improve the prior assessment (prior number onthe scale). Referring back to education terms, how you plan for instruction to improve a student’scapabilities. Another way to progress monitor a student’s reading is through developmental readingassessment (DRA). “The Developmental Reading Assessment (DRA) is a standardized readingtest used to determine a student’s instructional level in reading.”
In an article on the website parentingteens.about.com it states "Delaying the start time of high schools within a district could pose problems with bus schedules, after school activities, and sporting events. Most districts already have staggered start times for the schools and they report that delaying the high school start time would have a domino effect on all the schools that could