Educators will evaluate your child’s capacity to comprehend the coursework, successfully study and pass tests, meet in-class and homework expectations and adjust to different teaching styles. Additionally, your child must demonstrate that he is on track academically with other students in his grade level. Most children can catch up quickly if they’re behind a little bit, but the educators will evaluate any academic gaps and the placement options to ensure your child can successfully close the gap and fit in academically with his
Mind’s Eye strategy could be one of their best ways to solve this problem. This strategy can develop students visualization and improve students reading comprehension as the technique includes students memory and asking them to be more critical in giving their perception and prediction. According to Silver, Strong and Perini (2007) mind’s eye is a reading strategy that is used by the teacher to improve students critical skill of the words on the page into memorable images. When the students read about a text the students will combine their background knowledge with the information that is gotten in the text. In addition, Sejnost (2009) states that this strategy is started by the students who listen to the keywords which are mentioned by the teacher and then attempt to visualize what are they hearing by making pictures in their minds.
After the feedback, teacher distributes the papers and parents will attach it in student’s exercise book before they come to school on the following day. The teacher also records the result in a specific document file provided by the grade coordinators. This class test is designed with the following types of question. • Short Answer • Draw and Naming • Long Answer • Matching Analysis of the assessment instrument To analyze this assessment, it is important to identify what opportunities are provided for the students to manipulate their cognitive process at divergent levels. Moreover, how much emphasis is made on to have balance is also a key aspect of this canalization.
The Developmental Reading Assessment (DRA2) is a formal assessment designed to assess students in Kindergarten through eighth grade. It provides educators with two different kits, K-3 and 4-8, to use for assessment. The K-3 kit is used with students in primary grades to observe, document, and assess reading skills over time. This assessment yields students’ information about reading engagement, oral reading fluency, and comprehension through the administration of this assessment. The DRA2 provides formative information about student’s independent and instructional reading level, which will better inform the teacher in the areas in which helps to inform areas of instruction that would be beneficial.
Parents can compare how their students are doing compared to other schools and even other states. Standardized testing allows schools to compare their results against other schools results. Another reason standardized testing is good is because the tests allow the students’ progress to be tracked throughout the year. If these students are taking similar tests yearly, then it is easy to see if they are improving, declining or staying at the same level. This is very important because then a parent can know what’s going on with their child and if they are improving that’s probably good news but if they’re declining then maybe something needs to be addressed with the child.
A running record is an important tool that is one component of a three component process to identify the students appropriate instructional text level and determine if he/she is ready to progress to the next level. The first part of establishing a running record is to have the student read from grade level passages or books and to document their reading performance. The second part requires having the student retell the passage and evaluate their comprehension by using the retelling rubrics. The last part includes having the student complete an oral or written comprehension quiz which provides information for each question describing the skill it assessed in order to identify comprehension skills that require further practice (Learning A-Z,
Diagnostic tests:- To identify the specific needs of students with spelling difficulties. Teacher discovers detail what spelling knowledge , skills. Strategies the students can already apply To detect any gaps or weakness or misunderstandings in student’s current repertoire of skills and strategies. Interview and discussion with a student: All information are obtained concerning students knowledge , skills strategies and spelling by talking with the student Student are asked When you need to learn the spelling of some words, how do you try to learn them? When you are writing, what do you if you are not quite sure how to spell the word?
Generally, one or two students do raise their hands to pose a question for clarification. However, to make sure the directions are understood I will call on a few students, one at a time, to tell me what I need to do in order to accomplish the task. My view has changed some about how to perform better with diverse students in the classroom as well. For instance, to work with students and parents I will post daily homework assignments on the class website. This approach is helpful to students if they need to confirm the assignment given.
Therefore, talking with the student(s) will open the door to a self-monitoring system he/she might understand. It will take a lot of effort and patience to help students with learning disabilities to learn how to set goals, and self-monitor themselves but it will allow the student to become more involved with his/her progress and setting goals. For instance, a chart could be designed to show daily tasks for the week, due dates and final grades. A student folder is set up for the student: The student(s) review and completes the chart each day and returns the chart to their student folder. At the end of the week the student could take the chart results home to share with the parent/guardians.
Behavior Plan Also, my classroom has positive or negative consequences based on how the students behave. Positive consequences consist of the students having a good grade for conduct on their report cards and making students ' progress. If a student behave well, he/she has a chance to be team captain for the week. Also, the student can select an item from the treasure box, or they can have free time on the computer. Another positive behavior consequence is they could get a lunch date with the teacher.