In this training, I learned about the overall K-3 FAP as well as more in-depth information about the Problem Solving Domain. My Cooperating Educator was the presenter for the training and she trained all K-1 elementary school teachers in the school district on the K-3 FAP. I learned that 1st-3rd grade teachers are going to be expected to record data on a progression of skills for 6 domains that reflect the whole child, not just academics. These domains are perseverance in assigned activities, problem solving, emotion regulation, reading comprehension: monitoring meaning, school related vocabulary, and writing. I also learned that additional resources are on the DPI
Parents instituted a routine of reinforcement or response cost that correlated with the intervention. During the intervention phase, children met three times a day with their teacher and were reminded of target behaviors and goals. Children were asked to evaluate their performance
Finally, all materials that are presented to the class contain an image to direct students’ attention to important details. This symbol has been utilized throughout the school year, so students are aware of its purpose prior to this lesson. To specifically aid the English Language Learner present in my classroom, the student will be supplied with a diagram of the story framework and additionally summary notes of each chapter to aid her while independently reading. More so, to aid the Special Education student in my classroom, the student will be supplied with a diagram of the story framework and annotated notes of the text chapters. Both specialized learners will receive electronical notes of group large group discussions, taken
As a former English Language Learner (ELL) student, I remember my ESOL teacher using direct instructions when I first came to the U.S. through middle school and high school. The teacher used modeling freely and placing me in groups with other students that were fluent in both languages that helped with tutoring when I had a difficult time understanding the teacher. Through this process of learning I began to communicate and slowly learned the English language. As a paraprofessional at Hillsborough High School, I use similar direct instructional strategies for my ELL students because it helps me plan in advance what lesson the teacher is going to teach and it allows me to clearly present the lesson in both the English and Spanish language.
The people involved with the Training Transfer Assessment, will include trainers, learners’, their managers. Three months after the training, learners will complete an online self-assessment survey of the transfer of their knowledge, skills, and abilities. Managers will complete an
A2d. Discuss two short-term SMART goals that will help improve your leadership practice. The first leadership skill I will develop is that of “sharpening your saw” (Covey, 1989). It is vital as a leader, especially as a new manager, to learn and develop leadership skills and better understand leadership practices. To sharpen my saw I will read or study a scholarly article or book for 30 minutes a day, 3 days per week for the next two months.
This is a case study of one after-school program on young bilingual students’ language and literacy learning using preservice teachers. This after school program is a one-on-one tutoring program in which preservice teachers in cohorts from local universities work with children to assist in the development of literacy to improve reading. The study addresses the questions of what are preservice teachers’ understanding of the purposes, goals, and implementation methods of strategy instruction for struggling bilingual young readers and how effective do preservice teachers perceive their instruction of literacy strategies to be with struggling elementary students? Qualitative analysis was utilizing to discover findings that frontloading teachers with knowledge of and attention to expanded and extended interactive opportunities allowed for increased literacy for bilingual students. The results included themes in teachers’ changing approaches toward revealed statically significant positive changes in students’ literacy
Does Sarah Shepards program Reading Head Start really give your child a Head Start, as it claims? Sarah Shepard’s Reading Head Start is an English Reading Program designed to give your child a head start in reading or to help them catch up and even surpass their level. It is designed for children between the ages of 12 months and 9 years. Efficient reading system About Sarah Shepard, the Creator of Reading Head Start? Sarah Shepard is an English teacher with 14years of teaching English.
These 3 months is the crucial time for the new employee to decide whether to stay or leave. This aspect is very well covered by my management. My manager also plays her role by talking to the new employees every week to see their progression and work on any difficulties they are
I need to be aware of my students’ current language proficiencies as soon as they arrive into my classroom because that will help guide further instruction. For example, if they displayed a lower score on speaking portion than any of the other (listening, reading, and writing) then we would focus most on oral language vocabulary throughout the year. As an ELD teacher, I need to ensure that my students are increasing their knowledge of the English language in every way possible so that they can be ready to be placed in a mainstream classroom and not be at risk of failure. We do that through measuring their scores on an English proficiency exam they take toward the end of the year called
For Kindergarten through second grade, students receive a weekly lesson in bi-lingual instruction based upon their Treasures story vocabulary for the week. These strategies will help students to increase their English level as well as their native language level. COA has English Language. Based on that 90% of students are