About Me Language Analysis

As solely a student, I will tell you that Lauren is an amazing student. In a classroom environment, Lauren is knowledgeable about many subjects, participates often, and always seeks to learn more. Specifically in social studies, Lauren has an extensive knowledge of international, historical, dates; events; and people. With every book that we read in English, Lauren is able to find metaphors that I never would have noticed.

She demonstrates an emerging ability to skip count by 2’s and 10’s and is encouraged to work on counting by 5’s. Marina can recognize and create patterns like AB and ABC. With support she is able to translate and extend simple patterns. Marina has shown growth in representing numbers in a variety of ways by extending past pictures. In our shape unit, Marina was able to name most 2D and 3D shapes. She is able to draw a triangle, square, circle and rectangle. Marina is encouraged to work on making her notebook neat so it is easier to read. She shows respect for other students by listening and valuing their contributions. An example of this is when engaging in a shape hunt Marina was able to work with others to find 3D objects in our environment. Marina is encouraged to continue working on adding numbers together. She is supported by the use of manipulatives and different

Members of my audience include: Mr. Brett Romine, Gavin Bowling, and Brian Reagan. Mr. Romine is forty-six years young. He is a highly educated man and has a Masters Degree in English. He is a white Caucasian man who speaks English. He enjoys and is interested in reading other people's writing. Gavin Bowling is a sixteen year old teenage,Caucasian male. He is working on his third year of achieving a high school education. He is interested in.... well... he is not a very open person. Finally, Brian Reagan is also a sixteen year old, White, Caucasian teenager. Like Gavin, he is working on his third year of achieving a high school education. He is interested in being a translator later in life for a career, but he is uncertain.

Desmond is a friendly and hardworking student with a good understanding of course concepts and materials. He has been working hard on his iZombie group project and produced a strong poster and helped develop the concept. Desmond is encouraged to develop his oral communication skills by volunteering to share his ideas with the class. His presentations have an emerging sense of flow and creates some barriers for the audience. Finally, he should further develop his writing skills by focusing on a precision of language use and clarity.

We will continue to strengthen her application of using context clues to determine word meaning as well as making inferences and drawing conclusions based on the elements of poetry. While at times she struggles with analyzing text/questions carefully, I have seen excellent growth. Lola Grace's writing continues to flourish! She has applied appropriate strategies to her persuasive and imaginative pieces. She continues to progress in organizing her thoughts and locating the topic sentence and supporting details. We will continue to work on editing and revising her work and looking for minor errors in punctuation, capitalization, and spelling. She has a growing understanding of math concepts such as fractions, geometry, and measurement. We will continue to address comparing and contrasting two- and three-dimensional figures based on their attributes as well as determining the area of a figure this next quarter. I would like for her to continue challenging herself with multi-step problem solving, but I am seeing excellent growth and am very excited about her progress! I am always inspired by her enthusiasm for math! Problem solving will continue to be addressed in small groups and multiplication/division fact practice would be beneficial at home. Lola Grace has shown enthusiasm in science and social studies during our PBL units over

12/20/16: Teresa's progress is monitored from samples taken from her English class and Strategies class. Her progress is based on her Strategies Free Write. Her spelling errors were due to compound words. She writes very lengthy sentences and does not include conversation in her fiction unless prompted. She did not include any colons or semi-colons.

Ellie is a well disciplined, industrious student with a pleasant personality. She comes to class prepared and ready to share her knowledge. In class discussions, Ellie explains her views concisely and often give supporting arguments that are both clear and persuasive. Ellie also demonstrated good teamwork skills in group assignments. On tests, she tends to trade accuracy for speed which results in silly mistakes. I encourage her to take her time to answer questions

Originally released within the UK, the text points British spellings. The ebook points workbook sections with areas for self-reflection. The top of chapter one provides an great chart for self- evaluating certain areas of want in admire to significant pondering, which is priceless for guiding the reader to chapters imperative to their person interests. The author employs the significant instructing methodology of ‘signpost, reward, summarise’ for the duration of the textual content through previewing expertise to be blanketed, giving the know-how, providing examples, delivering situations for the reader to experiment themselves, offering solutions with explanations, and summarising the information. The textual content is broken up into small, one-to-two paragraphs sections. Some chapters comprise opportunities for reflection, providing precise areas to fill with one’s possess important responses to the questions

Poudre High School’s International Baccalaureate Program compares favorably to other programs globally. To this end, the sophomore curriculum is more in line with college freshman regarding critical thinking, research and writing skills. Kelsey consistently performed at a high level in these areas. As a tenth grader, Kelsey was generally quiet in class, but this belies her deep intelligence and ability to reflect

The organization that Rebekah’s eFolio presents has allowed me to view her work with ease and discover her improvements made throughout the quarter. Each section was neatly organized from items created first to last which made it easy for me to navigate the page and her documents. Rebekah’s skills progressed over the quarter, emulating her use of new skills of style and structure applied from various assignments.

Allocate students a character to focus on: either Dido or John Davinier. Give each student a Speech bubble template (see page 12) and watch the Belle film trailer on slide 13 again, focusing on the struggles their character faces and how they use their ‘political voice’ to challenge what they feel is not right. At the end of the trailer they must fill their speech bubble with a sentence that summarises their character’s response to the challenges they face. Quotations from the trailer are given on slide 14 of the accompanying Belle presentation to support students in this activity. Students share these with the class by holding their speech bubble up. Choose examples from around the room to compare students’ interpretations of the political

Mariah is willing to learn and accept direction. She works hard taking notes and going over materials with coworkers trying to improve her knowledge.

Good morning Boonville, Missouri. It is 4:30 AM, I am Lance the higher learner, and there is work, try to think of it as fun, to do. This morning I am playing the role of a student and I start it by combing my hair, dressing, turning on the computer, the lights, and pointing the fan at me. Even though no one sees me here, I pay attention to my impression management, as it “results in a continual realignment of the individuals ' 'performances, ' as the 'actors ' refit their roles using dress, objects, voice, and gestures in a joint enterprise” (Chambliss & Eglitis, 2016, p. 96). With everything in place I fancy myself not only in school, but confronting and solving the world 's problems to an Einstein envy.

It was the first day of English class and the teacher asked, “who here has ever given a class presentation before?” I looked around hoping, praying, that someone else is like me. However fate was not on my side. Every hand in the class was proudly raised high and I was all alone on my little island of fear. The teacher looked directly at me and asked why I had not ever done a presentation. “I’m a clicker,” I mumbled, it was barely audible but the teacher heard it and his face softened. “Well Mr. Peschansky it’s time you become a talker.”

Good morning Boonville, Missouri. It is 4:30 AM, I am Lance the higher learner, and there is work, try to think of it as fun, to do. This morning I am playing the role of a student and I start it by combing my hair, dressing, turning on the computer, the lights, and pointing the fan at me. Even though no one sees me here, I pay attention to my impression management, as it “results in a continual realignment of the individuals ' 'performances, ' as the 'actors ' refit their roles using dress, objects, voice, and gestures in a joint enterprise” (Chambliss & Eglitis, 2016, p. 96). With everything in place I fancy myself not only in school, but confronting and solving the world 's problems to an Einstein envy.