1. Student’s skill strengths and weaknesses: (Refer to the 5 areas of reading provided earlier in the lesson and provide specific descriptions using the assessment data.) 1. After analyzing the student’s reading assessments, list one reading skill strength and explain why you selected this as a strength using information from the reading assessments. Be sure to include assessment data in your justification.
He was an excellent student in math, and strive to do as well in writing and reading. His teacher Ms. Lucas tutored him in English. Even while he was recovering from surgery she still came to tutor him. His reading level that year rose two letters from a B to a D. She has since then passed away, and he wish he got to know her better. Devin accredits Ms. Lucas for him wanting to pursue a career in education, and become a teacher.
According to Jarmel and Schneider (2010), by the year 2025, one-third of students attending public schools will not know English when they start Kindergarten. How will schools adapt to this? Will teachers and/or students be limited on what they can teach/learn throughout the school year because of time restraints? In a documentary Speaking in Tongues, directed by Jarmel & Schneider (2010), four students who range from Kindergarten to eighth grade, showcase their experiences about attending public school around the San Francisco area to become bilingual. The four students Durrell, Jason, Julian, and Kelly are taught in English and also in a second language such as Mandarin, Spanish, Chinese, and Cantonese.
She also noticed that Mary was having quite a bit of trouble with reading at her level. She is a third grade student and is only at that of a student ending first grade and beginning a second grade level of reading. In addition, to the reading, Mary is only at the instructional level of a student in the middle of first grade after a curriculum based assessment was performed. An observation was also conducted and found that Mary does well with Math and will stay on task more when there is not much reading and also works well in group assignments. When she observed reading, she was out of her seat within 10 mins and became disruptive.
The aim of a recent study was to explore a method of improving working memory, using memory strategy training (St Clair‐Thompson et al., 2010). According to this survey, preschoolers and older children were tested on related subjects that are based on the multiple component model of working memory. At first, a group of children completed tasks of following instructions and mental arithmetic in the classroom, and standardized tests of reading, arithmetic and mathematics were conducted. Moreover, half of the children then used Memory Booster, a computer game that teaches children how to find memory strategies for the time of two months. Memory Booster (Leedale et al., 2004), which is an enjoyable adventure game for children, help them to improve their cognitive and communicative skills while according to several studies results in significant improvements on measures of working memory (St Clair‐Thompson et al., 2010).
Specifically, the researchers claim, that among all working memory components, phonological complex memory usually predicts all reading abilities suggesting that a minimal ability of phonological complex memory is necessary for children to gain a normal reading level. In the current study, a battery of 28 tests assessing general and cognitive abilities, were administered to the preschoolers who participated. A total of 11 tasks assessed children’s working memory ability. Of these tasks, 9 were taken from the Automated Working Memory Assessment (AWMA) test suite (Alloway et al., 2005), which is suitable for this age, and 2 other tests were developed for the specific study via computer. The AWMA test was originally designed to be administered by computer, with the test items presented on the screen or spoken by the computer to participants in English.
Lynsie and I went to Washington Irving Elementary School every Thursday this semester from 8:45 until 9:45 in the mornings. While at the school, we worked with a first-grade student named Reid. The first two weeks at the school, we spent time getting to know Reid and testing him using the Informal Reading Inventory. We used this test to see what we needed to work on with him to help him master each area. After we tested Reid and analyzed the information, we created lesson plans that addressed his needs and we picked out books that were at the appropriate reading level for him.
Other participants in the study included a kindergarten class (18 students), one kindergarten teacher, and one assistant. A single subject reversal design was used alternating baseline and intervention for a total of four phases each lasting approximately one to three weeks (McGoey et al., 2007). During the baseline phase, teachers used standard behavior management procedures in the classroom along with the team meeting to design the school-home note and to define goals. The child gave their input to and made changes such as using familiar language to make it their own and to understand the goals. Parents instituted a routine of reinforcement or response cost that correlated with the intervention.
Overall, my goals for this semester are overcoming my bad habits and learning about how to be a better presenter. My public speaking experience would most likely considered average to most high school students. During many of my classes I have been required to present, from presenting book reports to presenting research papers. My school schedules a seminar during 5th hour; this hour was set aside to help improve students reading rates. My
My journey in this English 3001 course during the past ten weeks, and over the course of taking is English class I have grown and learned more that I thought it is necessary for me to know as a student. I have improved in my overall writing skills because if you look at my second in-class essay and the rest of my essay you will see that I have made progress and improvement compare to my diagnostic essay and the first in-class essay. Moreover, now that I have completed the English course my skills are better that I am capable to meet the university standard writing requirements. This English course additionally taught me how powerful the composed word and language can be. This quarter my ability to compose essays and express my thoughts, ideas,
Shook. Michael is attending academic support twice in a six day-cycle to assist him with assignments, assessments, organization and to work on his academic skills. INPUT FROM ACADEMIC TEACHERS Reading- Rose Smisko and Jennifer Doncsecz 1st Marking Period Grade: A2nd Marking Period Grade: AMichael is working above grade level