Analyzing Cather's Oral Language

Addison read a narrative and an expository passage at Level P, “Plenty of Pets” a narrative passage and then an expository passage, “Animal Instincts”. Addison read both passages with 96% and 99% accuracy respectively. She scored satisfactory on both passages. When reading Level Q, she read a nonfiction passage, “Not Too Cold for a Polar Bear” with 97% accuracy and excellent comprehension. At Level R, she read with 95% accuracy and satisfactory for comprehension, although it is deliberate and arduous. However, when Addison read a narrative and expository text Level S, “Could Be Worse” and “Amazing Animal Adaptations”, reading both passages below 95% accuracy. When considering a fluency score, Addison primarily reads in three and four word groups, however it is not smooth and lacks expression with a slow rate most of the time. Aimweb progress monitoring data were considered to determine Addison’s correct word per minutes. According to the data, Addison’s word recognition skills significantly impacts her ability to read fluently, thus causing frustration. She is currently being progressed monitored at a third grade level, indicating she falls near the thirty third percentile when compared to third grade students nationally, reading a median of 109 correct words per minute.

Sarama, J., & Clements, D. H. (2006). Mathematics in kindergarten. (61 ed., Vol. 5, p. 38). YC Young Children. Retrieved from http://media.proquest.com.ezproxy.apollolibrary.com/media/pq/classic/doc/1129349361/fmt/pi/rep/NONE?hl=&cit:auth=Sarama, Julie;Clements, Douglas H&cit:title=Mathematics in Kindergarten&cit:pub

Numeracy development is important for all children as maths is an important part of everyday life. The way in which maths is taught has changed greatly over the years. When I was at school we were taught one method to reach one answer. Now, particularly in early primary phase, children are taught different methods to reach an answer, which includes different methods of working out and which also develops their investigation skills. For example, by the time children reach year six, the different methods they would have been taught for addition would be number lines,

There are different national frameworks and policies that are used for the development of mathematical learning from 3 to 8 years old.

Name(s): Chelsey Isler & CJ (2nd grade student) Case Study Project Template Part 1 (Data Sources and Interpretations): Data Sources and Interpretation Discussion: CJ is an active boy who loves to play outside, eat lunch and go to specials. CJ views himself as a reader who reads just to get through the book. He stated that when he does not know a word, he skips it and moves on. Cobb and Blachowicz mention that, “Students who don’t know or can’t retain the words often interpret their lack of success as a deficit in their capacity” (page 11). He does not think about asking for help with the word but he also does not try to use any strategies to solve it.

Overall, Lauren’s performance on the assessment demonstrated that her decoding skills contribute to her delay in overall reading development. When presented with unfamiliar words, Lauren engaged in avoidance behavior by skipping word that she finds complex. Indicating that she lacks confidence in her ability to employ structural analysis when confronted with challenging

The Verbal Comprehension Index measures the EE107’s ability to access and apply acquired word knowledge. Specifically, this score reflects her ability to verbalize meaningful concepts, think about verbal information, and express herself using words. On the Similarities subtest, EE107 had challenges with identifying how two words are alike. Similarly, on the Vocabulary subtest, EE107 could provide correct definition of basic words, but she struggled to provide definitions of higher level words. On the Verbal Comprehension Index, EE107 obtained a standard score of 55 which falls at the 0.1 percentile and within the extremely low range. Verbal Comprehension is a weakness for EE107, meaning that she may difficulty understanding oral language

Van de Walle, J, Karp, K. S. & Bay-Williams, J. M. (2015). Elementary and Middle School Mathematics Teaching Developmentally. (9th ed.). England: Pearson Education Limited.

Sebastian does well answering basic “in-text” questions, but struggles with abstract concepts that require him to think beyond the text. When factoring out comprehension, Sebastian’s reading fluency is at roughly a second grade level. He is currently being progress monitored for fluency development at a third grade level in AIMSweb. In the area of reading fluency, Sebastian shows difficulty with multisyllabic and irregular words. When presented with unfamiliar words in a text, Sebastian will often substitute the unfamiliar word with a familiar word that looks similar or contains similar letters or sounds rather than attempting to decode the word. Sebastian is familiar with many decoding strategies and practices decoding strategies in class on a daily basis, but often doesn’t apply them to reading with

From birth, it is important for practitioners to support the early years’ mathematical development. Children learn emergent maths which is a “term used to describe children construct mathematics from birth” (Geist, 2010). The Early Years Statuary Frameworks (EYFS) (Department of Education) states that maths is one of the specific areas.

Children at this age also have different skills related to numeracy. Fostering numeracy skills in early childhood education not only predicts for later Math achievement but also for greater literacy skills (NAEYC, 2009). Since mathematical concepts are often intertwined with so many areas such as science, literacy, dramatic play, block building, and more, math learning centers offering interdisciplinary materials and activities ensure that young children grow to understand and appreciate the real life applications of mathematical concepts (Fu, 2010).

IEPs additionally address other dialect or perusing handicaps that influence a kid's capacity to learn arithmetic. As a result of the wide assortment of issues found under the conclusion of arithmetic issue, arrangements change extensively. For the most part, guideline stresses fundamental numerical ideas, while showing kids critical thinking aptitudes and approaches to dispense with diversions and superfluous data. Solid, hands-on direction is more fruitful than conceptual or hypothetical guideline. The treatment is not an easy task to

Jitendra, 2007, the author of “Solving Math Word Problem: Teaching Students with Learning Disabilities Using Schema-Based Instructions both authors state the importance of using conceptual knowledge and semantics to solve

In Language Proficiency and Mathematical Learning article explains about how important mathematics is to success for every student. It gives an explanation of how important is language when learning mathematics. It also explains about the achievement gap that exists between native language students, from foreign student due to language barriers. “Finding from recent studies suggest that peoples arithmetic processing in the brain is shaped by

Within mathematics instruction, strategies for solving basic operations are strong and systemic. However, students in the intermediate grades struggle with finding and using reliable strategies for solving word problems. The complexity of language that’s used in a mathematical context makes it difficult for students to have a confident approach. Therefore, research is being conducted on how reading comprehension can be dove-tailed with word-problem-solving in an elementary classroom.