The fourth grade is an exciting and critical grade for every student. This is when they start learning new things and expanding their previous knowledge. With that being said, I am writing this letter to ask you to become my partner in your child’s education. Ana’s education is extremely important for me as her teacher as I am sure it is important to you as well as her parent. From the time I’ve had Ana in my class, I have noticed how much potential she has. She is very interested in learning every day and she always ask questions when she has any doubts. She is a pleasure to have around and I haven’t had any behavioral trouble with her as of yet. Without a doubt those are vital strengths that will be fundamental to achieving her educational …show more content…
Yet, this is where I would kindly ask for your support as her parent. It would be beneficial if we put our determination together and put our partnership into effect. While at home, it would be helpful if you or an older sibling could help Ana create vocabulary flashcards. These flashcards would include the definition as well as the synonyms and an image of the term. This would help with knowing how the word is spelled, knowing other similar words and a visual of the word. To help with her comprehension, I would suggest to help her make connections with what is being read and what she already knows. This could be achieved by Text-to-Self (T-S), Text-to-Text(T-T) and Text-to-Word. Reading aloud could also help Ana with her fluency and understanding. She is doing great on her own, but hearing another person model for her could help her achieve her goal faster. This could also help her with her letter and sound knowledge. Moreover, you or a sibling could do guided reading activities. For example, you would guide Ana as she reading while also providing waiting time and prompting her and giving clues as
She does try to fill me in on what they are working on and has so far seemed comfortable with what the class is doing. We have also been working on building Ashley’s vocabulary. In order to add new vocabulary in context, I have been reading Ashley high interest books with challenging vocabulary. We discuss the story and new words and review both content and language as we go. Ashley has been using more advanced vocabulary during our discussions.
Kimorah is a second-grade general education student from a school in the St. George area of Staten Island, New York. Upon having Kimorah assigned as my student and before meeting her, I learned that through prior assessments it is established that she is on a C reading level, and in the second grade. When I think of second graders, I think of babies that were just born into this world a couple years ago, but among meeting Kimorah I quickly realized that she is a person in every sense of the word. Kimorah is a 7-year-old extroverted girl, who is expressive and full of personality. Consequently, shyness does not affect her, but to break the ice further I decided to conduct a set of fun activities.
She is able to show initiative when given a specific task and makes sure that her fellow peers are on track while making sure everyone in her group feels valued as well as included. She is also especially mature
She is very organized at school, and considers it a very important skill to her success. She is always on top of her work, and hates the stressful feeling she gets when she starts to fall behind a little. She is always striving to improve herself, and has improved considerably through her years in high school. For example, she has also tried to become more involved in her classes by participating more and staying involved in class discussions, but it is still a trait she is trying to better herself in. One skill she has always stood out in is her hard work.
What progress has your child made this year? I have not seen no progress of Kalina this school year. I believe the lack of communication from teacher to parent is a strong impact of Kalina’s progress. I introduce myself in the beginning of the school year to inform all of her teachers of my strong input of Kalina’s education, but when it comes to there Kalina’s concerns and/or struggles, I am not informed of there and/or her needs.
London is currently reading on grade level, however, we are still working on phrasing to help improve her reading and sound more natural. London is most successful when she uses her reading strip to guide her. She has improved with her self-monitoring and is always thinking about and going back to the text. With the shift
It has been a pleasure to watch and learn about Gracie and children of her age during the short period of Summer Enrichment. She is always very caring when it comes to playing with the other children and helping them out. Being involved with others or allowing others to join her in her play is something that she demonstrated daily. While playing with the stuffed animals or baby dolls she was like a little mother hen to make sure that they would not get hurt through the play. She is very brave when it comes to entering the play of other children.
Lucia Esperanza is a 7-year-old second grader at our school Windmill Elementary. Lucia has multiple disabilities (cerebral palsy with intellectual disability, and language delay). She uses an augmentative device and a wheelchair. She lives with her parents, two brothers, and grandmother. Being that Lucia parents both work full time which at times require them to work on weekends, they rely on Lucia’s maternal grandmother to provide afterschool and weekend childcare.
She has shown positive results in physical, cognitive, and socioemotional development. Her motor and fine motor skills are developing properly, her cognitive mind is at the preoperational stage common for children her age, and she has shown to be comfortable with separation and emotions. On a personal note, I really enjoyed this time to play and learn about child K. From my experience with child K, I learned that how accurate growth development concepts can be. It’s like we have figured out the algorithm of how humans develop.
Incorporating small reading allows all students participate and interact in reading out loud. The challenge of having different book assigned can have many benefits for students development, because they are able to move within reading levels as they advance their
The National Education Association is the largest labor organization in the United Sates with almost 3 million members. They aim to be the voice of educators, and believe their work is vital in the United States. Their vision is to provide a great public school education for students. The National Education Association’s mission is to advocate for educators and to work together with their members and the nation to produce a successful education system for the diverse range of students. The core values of The National Education Association are: equal opportunity, a just society, democracy, professionalism, partnership, and collective action.
Reading is an essential life skill. The ultimate goal of reading is to comprehend and make meaningful connections with text. Therefore, the development of skills needed for reading begins at an early age and progresses through stages into adulthood (Chall, 1996). Within the early stages of reading development, children begin learning and acquiring these specific skills. Moreover, many of the skills learned during early childhood are constrained skills.
All children need instruction; modelling, explaining, and demonstrating are very important teaching activities if children are to learn to read and write. Teaching assistant can model the reading and writing by engaging in them while children observe; reading aloud to children, which provides a model of how reading sounds and how stories go. Reading aloud is a way to model fluent reading. Teaching assistant can discuss books and stories while modelling the thinking process leading to understanding. Teaching assistant talks through the process step-by-step to show the children how things are done, for example, how to make, confirm or change predictions.
Shared Reading, is where the teacher models and support students. Generally, the teacher reads for enjoyment first then later, the teacher may focus on theme, title, cover, illustrations, and predictions. Significantly, it is during this type of reading that student contribution is strongly encouraged. Language concepts are emphasised, and in this way, typical phonics/grammar knowledge is strengthened. Guided Reading is an instructional reading strategy during which a teacher works with small groups of children who have similar reading processes and needs.
All of these things that I observed are expected findings of cognitive skills at four years of age. She was developmentally appropriate for her age in cognitive skills. Lastly, I observed her communication skills. Her speech was understandable about 90% of the time and she used complete sentences.