Dingess Elementary Core Beliefs are that education involves and includes everyone. We guarantee a high quality instructional program that contains a rigorous and vertically curriculum, effective teaching and ongoing assessments. We aim to establish, ensure and maintain learning environments that are safe, orderly, and free of bullying as well as fostering a nurturing, healthy, structured, and sustainable, clean, environment designed to stimulate the creativity and innovation of each learner. We believe that every child is unique and important and with this in mind, we provide higher levels of rigor with differentiated instruction for all students. As well as interventions for students who are not proficient, so that every …show more content…
According to last year’s smarter balance summative test, Dingess 4th grade met the state standard in English Language Arts. The third grade did not met the state standard pertaining to English Language Arts. The third grade was at 43% and the 4th grade was at 52%. The data from STAR 360 suggest that our students need improvement on text complexity, vocabulary, phonics, prefix, suffixes, and segmenting and blending of words. Dingess Elementary has been participating in Specific Personal Learning (SPL) since 2010 with the focus being the five components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. We also target writing skills, and math skills. The kindergarten students study phonemic awareness activities from Phonemic Awareness in Young Children. Students in grades 1st and 2nd are given a spelling inventory from Words Your Way and students are placed in groups according to the skills they lack. 3rd and 4th grade students are placed in groups to deal with their weakness on STAR 360 and the WV Summative Test. The students are in groups working on text complexity, writing, and comprehension skills. Because of systematic SPL over the years, our students have successfully improved their accuracy scores at it pertains to reading and reading fluency. Gains in accuracy continue to improve because of proper placement and class …show more content…
With greatest indication from third and fourth grade teachers who have shown evidence that these standards are being implemented more consistently through the delivery of more project based, inquiry based instruction in these classrooms. It is clear that kindergarten through second grade teachers are struggling with the implementing writing into the curriculum as reflected in principal and Instructional Coaches’ observational notes and logs. Teachers in all grades kindergarten through fourth are in considerable need of training and proper implementation of high quality literacy centers that can pinpoint specific skill deficits for students in the area of Reading Language Arts and quality centers that promote writing across the curriculum. Teachers also need to be using data more efficiently to drive their classroom instruction and create differentiated instruction for those students who are in need of
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In Dr. Louise Spear- Swerlings’ article, she stated that in Kindergarten through third grade, student should be taught five key elements for effective reading abilities, which are phonemic awareness, phonics knowledge, fluency, vocabulary and comprehension. Dr. Spear- Swerling, continued by saying phonic awareness is well develop in normally achieving reader by the end of first grade and by the end of third grade they should have acquired basic phonics knowledge. In addition to children excelling to become good readers, the instructions should be explicit and systematic, following a logical sequence of instruction. For instance, reading a decodable text that’s consisting of words with one syllable before advancing to an authentic text.
The author, Natalie Wexler is a one of the founders of the board of trustees for the Writing Revolution. In her article, Why Americans Can 't Write, with the advent of email, writing ability has become more important than ever, and writing deficiencies have become increasingly apparent. The writing skills have been lacking in America, and the reason is because schools have only 24% of the students in eighth and 12th grades were proficient in writing and just 3% were advanced. The exercise doesn 't provide kids with the tools they need to write analytically. The standards in middle and in high schools teachers expect students to know things.
Our AVID Site Team and Instructional Leadership Team worked together to create Diamond Valley Middle School's mission and vision statement. At Diamond Valley Middle School, our vision is for all students to be grade-level proficient in all curricular areas and to achieve grade-level college and career readiness benchmarks to meet the demands of the 21st Century. Diamond Valley's mission is to accomplish our vision by: ● Maintain a positive safe School Climate by proactive approaches to meet the needs of all students; ● Bringing together stakeholders to work collaboratively for students; ● Providing enriched learning experiences for all students in every classroom; ● Measuring ALL students' academic and behavioral growth and development in each grade level; ● Closing the achievement gap between
Children’s talents and abilities are acknowledged and reinforced to teachers. Each student is encouraged to develop a sense of Christian values toward family, school, society, and self. Appropriate teaching methods and challenging expectations allow students to reach their potential as independent learners. Students are provided learning opportunities in a safe, appealing, and Christian environment. The learning environment respects other ethnic, cultures, and religious diversity among churches, teachers, parents, and community (CMDS Parent Handbook).
Writing is involved in the mechanics everything people do including school studies, employment applications, and recording thoughts. However, even though writing is so important and commonly used, unlike speaking or picking up the lyrics to one’s favorite song, writing needs to be learned in order to be done properly. While the New Dorp school system is a far to common example of a underfunded school that lacked in the writing department even after its reforms despite making real progress, I was fortunate enough to learn from a high school that provided me with the highest standard of writing teaching. By having weekly assignments, personalized meetings, and difficult readings, my high school graduates leave with the skillset needed to write well in all aspects of their
This article is called, Teacher Attitude About Using Curriculum-Based Measurement in Reading (CBM-R) for Universal Screening and Progress Monitoring, the study also included One hundred sixty-four teachers that completed a survey, and 22 teachers that participated in one of four focus groups. The use of RTI has commonly increaser after the Individuals with Disabilities Education Improvement Act after its creation in 2004. As a result of this the research, there are two question that need to be evaluated and answered. First being, to what extent do teachers view CBM-R as an acceptable reading measure? And second being, to what extent is there a difference between teachers’ acceptability of CBM-R for the purposes of universal screening and progress monitoring?
I recall in the 7th grade when I had first put on my new glasses. The view of the world was completely different and also the english language it self. I could now read and copy whatever my teacher had on the board. My new glasses also helped me with reading and my writing. I was amazed how my eyes affected my language.
Every student gets the same passage, passages that are meant to teach them how to read. But these passages are actually doing a poor job of helping them master the skill, the transition from learning to read and reading to learn is not that great because the programs are not helping the students build a vast vocabulary. Furthermore, some teachers rely on these program as their sole teaching method, hindering the students’ development. For ELL students to learn the skill they need to be able to understand the vocabulary that the passages include.
Teachers are often reluctant to teach writing because they think children are not capable to write before the memorization of sight-words; or called the “reading-first” approach (Shea, 2011, pg. 9). However, writing and reading development advance at the same time- it is essential for writing and reading incorporation in the early classroom. Even if these initial forms of writing are through drawings, children are still on their way to writing (Shea, 2011, pg. 63). Implementing this principle in the classroom would allow for opportunities for children to complete both writing and reading
This baseline assessment with given prior to the study being conducted in all fourth-grade classrooms. Students were assessed on LAFS.4.RF.3.3, know and apply grade-level phonics and word analysis skills in decoding words; use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. LAFS.4.RI.1.1, refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. LAFS.4.RI.1.2, determine the main idea of a text and explain how it is supported by key details; summarize the text. LAFS.4.RL.1.1, refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Hopefully students have begun this process in the lower grades so they are able to participate with their peers on a relatively equal basis. Unfortunately students change schools, schools have different priorities and may not have given students the opportunities to develop strategies. How will the educator guide them to draw on their “prior experience”? I can appreciate that the standards want students to have a more holistic and transformational development through a wide range of strategies but it takes a lot of time to incorporate effective strategies and to guide them to understand textual features in printed text. 4 & 5)
Hafiz and Tudor (1989) found that a three- month extensive reading program caused significant and major improvement in secondary school ESL students’ reading and also writing, whereas two control groups did not show any significant improvement over that three-month period. Mason and Krashen (1997) concluded that groups of Japanese EFL learners who had extensive reading performed better than similar traditionally instructed control groups. Extensive reading is not the central component of reading instruction in most L2contexts. Renandya & Jacobs (2001) have pointed out why extensive reading is not widely encouraged currently. They define it as a reading activity involving rapid reading of large quantities of material or longer reading for understanding, with the focus generally on the meaning of what is being read than on language.
There were many words I had associated with writing, boring, tedious, drab, but never creative. Mrs. Robert’s class has proven to be a significant turning point in my literacy development by introducing a structure of writing that captures my interest and love for writing, while encouraging creative growth of my artistic abilities, and gaining confidence in my ability to
The philosophy of the program encompasses the goal of meeting the needs of the well-rounded child. Our Educators To truly live our purpose and philosophy, we gathered highly trained and qualified teachers who implore excellence in their field. That is why we have carefully handpicked them and performed a series of background checks and interviews. Learn more about our school.