A Report On The Bali High School Cat Prompt

The baseline data was established using the Fountas & Pinnell Benchmark Assessment System (BAS). This test assesses reading comprehension through the process of students reading a text at the appropriate instructional reading level and answering comprehension questions. This assessment tool measures students' ability for accuracy, self correction, fluency, comprehension, and writing. An overall level score is given through a letter identification, A-Z. For the baseline data purpose the letters A-Z were numbered off 1-26 to give the students' scores an adequate numerical score. The assessment determines whether students exceed expectations, meet expectations, approaches expectations, or does not meet expectation. A third-grade student at the

Within the elementary classroom, there is a copious amount of rules, guidelines and considerations a teacher must take into account. Learning theories such as social, cognitive, and behavioral learning should be implemented to provide framework and boundaries for the children. When incorporating learning theories in the classroom, it is important to have a clear understanding of how they work and how they will benefit the child and the teacher. These particular theories allows the teacher to run an efficient and effective classroom from day one.

Child development theories provide various explanations of how children progress, and some also provide answers as to why certain outcomes or behaviors occur as a child grows. Two theories provide the best perspective regarding development when the two processes are used collectively: behavioral theory and cognitive developmental theory.

Content area teachers can implement strategies and scaffold learning when planning and designing instruction so that students will actively engage in literacy. According to Dobbs, content area reading instruction includes: the information present in the text, and the instructional plan teachers use to help students understand the content (2003, p.3). Vacca, Vacca, & Mraz explain that in order to plan instruction effectively, teachers must be aware of the explicit and functional dimensions of content literacy. The explicit aspect of content literacy involves the development of skills and strategies that enable students to comprehend what they are reading. Functional instruction focuses more on the application of strategies needed to derive knowledge from a variety of sources of information.” (2014, p. 134). Forget defined literacy as “listening, thinking, reading, and speaking in such a way that information and ideas are processed and communicated to the benefit of self and society” (2003, p. 5). Content area teachers need to plan and design lessons so that students will actively engage in literacy. Forget goes on to discuss that poor performance in schools can be do to a lack of basic literacy skills. Therefore, teachers need to implement the skills and strategies found to be successful in literacy to ensure

For this unit, I completed 2 independent reading books: The Lord of the Rings and Harry Potter. These 2 books are completely different. The Lord of the Rings was a more challenging book because there was more description and harder words, where the Harry Potter book was an easier read because it’s a book I’ve read before. On my HSPE reading assessment I got 100 percent. I could read the questions and find that answer with several examples from the text. When I analyzed texts I would read each paragraph and summarize it and then at the end put all the summary paragraphs together to summarize the whole story. My target for this unit was to create (sic – find) a theme from my book and use evidence and I could go back into my

Shared book reading focuses on developing comprehension, alphabetics, and general reading achievement to enhance student literacy achievement. The teacher selects a text and reads it aloud to a student and/or group of students. The shared book reading program allows the teacher to model reading strategies, increase alphabetic skills, and activate and increase comprehension skills through targeted questions, prompts, and strategies. During the reading the teacher prompts students with strategic prompts and/or questions to engage the students in the text. Moreover, the teacher directs the students to key elements within the pictures, words, and/or text features. The teacher tailors the shared reading experience to meet the needs of the participants (International Reading Association Common Core State Standards (CCSS) Committee, 2012). Hence, educators are able to alter prompts, questions, and strategies to enhance the learning needs of

Upon completion of the research for this paper, I am able to see how comprehension is embedded throughout all of the ELA standards of Common Core. The importance of teaching students in a way in which they are exposed to all components of reading, and in a way which offers the potential to teach students at all present levels was made clearer. Through the reading of this week’s sources, I see now how the

The Common Core has been developed as a nationwide measurement for student progress. Officially launched in 2009 as a federal funding bill, the standards identify skills that every student residing in the United States should master in English language arts (ELA) and mathematics from kindergarten through 12th grade (Gewertz, 2015). The Common Core itself is not a curriculum, however, it identifies rigorous objectives that must be met by a school’s curriculum. The purpose is to initiate a deeper focus on developmental learning by using interdisciplinary instruction. This redefines the way that students learn because their progress is no longer assessed on the outcome of their performance, but by the process that has allowed them to reach the

I have enjoyed getting to know and working with all of you over the last few weeks. As always, I learn as much if not more from all of you than vice versa. Best of luck in all

The design is a survey method sent via email to parents of young children and preschool teachers. The type of design that has been chosen for this research is qualitative research with a survey method that has been created for teachers and parents. The qualitative design is a way to get better understanding of the reasons, opinions, and to motivate people. There are two different surveys that were administered one is going to be for parents and the other one is going to be for teachers of young children. Each survey had eight to ten questions on it and the responses were confidential. Please see appendix for a sample of the two surveys. The parents and teachers is appropriate because the people that are being asked have seen students or children’s leadership styles and knowledge first hand. These are the people that will know what needs to be included in the upcoming and updated common core state standards.

Campus is need of educating parents the importance of 8th graduation requirements and have parents come to the school to speak with the Transitional Counselor about their child's four-year graduation plan. In math the campus continues to increase rigor and align assignments and assessments to the TEKS and making sure students are receiving an intervention, if needed. In ELA the campus is seeking to increase instruction to higher cognitive levels and increase scores on all assessments throughout the year. Campus need to have data to make sure that each student gets an intervention, if needed and need to study the evidence to see if the interventions are having an impact on student learning beyond the primary classroom instruction. The campus need of assistive technology in the classrooms (when utilizing Read Write 11 Program for text to speech/speech to text software) especially for SPED students. Students placed in general education (from Read 180) aren't receiving support in areas of literature and language arts. ELA and ESL need more workshop model as their instructional design and delivery to maximize student engagement, so students are doing the majority of the reading, writing, talking, and

In chapter seven of Pathways to the Common Core by Lucy Calkins, Mary Ehrenworth, and Christopher Lehman (2012), the authors explain that teachers often dismiss the Common Core writing standards as unrealistically high demands for their students, but clarify that through examination of the standard in a horizontal fashion, the standards are ultimately realistic and attainable. Calkins, Ehrenworth, and Lehman encourage teachers to begin with reading the kindergarten standards (no matter which grade level you teach) and look at the trajectory through next grade levels. The chapter continues by explaining that viewing the standards in this fashion and collaborating with teachers across grade levels will not only create a more realistic view of the standard, but allow students to meet the learning objectives through smaller steps across each grade level (Calkins, Ehrenworth & Lehman, 2012).

Common Core State Standards (CCSS) are regarded as a detestable beast by many in the educational field. For those who teach literacy, this is not an uncommon idea or ominous threat, yet for those who have never taught literacy and are now expected to implement writing and reading comprehension student learning expectations (SLE), this can be a daunting task. CCSS along with the Arkansas Department of Education insist on this being done (2013). Many times the CCSS were listed on the lesson plans at the high school to soothe the conscience of the educator and to appease the administration, but they were not taught effectively or briefly skimmed over with the students. With the advent of the

Gaining knowledge from each grade level is important. Students obtaining all of the information and resources from their twelve year education, will prepare them for college as well as success in entry-level careers. When students are not challenged beyond their limits, then they are hindered from receiving the best education possible. The complexity of texts that students are reading today does not match with what is demanded in college. For example, many college athletes lack all of the skills and knowledge necessary to excel in academic college courses. Some public universities have athletes who could read only up to an eight-grade level. Common core standards will ensure to create uniform milestones that will enhance students with the standards of being college and career ready. Students as well as people in the career field should learn knowledge and skills that are relevant to the real

Theories of development are important as they can influence practice and help us understand a Childs way of learning, behaviour and reactions