Child's Education Is Direct And Heavily Involved

The child knew how to turn the pages, show me the title of the book, and show me the title page of the book. The child struggled in holding the book right side up, showing me the front cover, and the back cover, and finding the first page of text. The child was not able to tell me what the author or the illustrator did. With the conventions of print the child was able to tell me where it tells the story at, where we start to read. Lastly the he could tell me that we read from left to right and top to bottom. The child struggled with the return sweep when reading. The child excelled in showing me the spaces between words, and pointing out letters to me. The child struggled in one on one reading, and finding word boundaries around a word. The child also had problems with finding the first word on the page, and the last word on the page, and with counting the words and letters for me. The child was not able to show me the difference between a capital and lowercase letter. The child was able to identify the letters on a page, some of the specific letters that I pointed to, and also was able to identity some of the letters in his name. The child was also able to name some of the letters on a page, some of the specific letters, and some of the letters in his name. He was able to

This paper will address the best plan for helping Joe, an 8 year old 2nd grader meet the goals designed for him by his teacher. Joe receives Title 1 reading tutoring and I will focus on strategies for helping Joe meet each of his goals. Joe has the ability to meet each of the three goals set for him, but it will take time, consistency and some adjustments from his teachers and himself.

Her mother received a BS in Child-Life Development at MSU and her father earned a Business Management of Sales at Rasmussen. Her mother never had any educational problems while she went to school. She always enjoyed reading and was advance compared to her peers. Nealy’s dad did struggle at school, he had to repeat 2nd Grade. Nealy’s mom didn’t know that her husband struggled with reading until Nealy was born. At night when Nealy’s dad would read to her, he would skip over words and would sound extremely “choppy.” According to Nealy’s mother, her husband claims he can read fine when reading to himself, he just “can’t read out-loud.” Therefore, Nealy’s mom does the majority of the bedtime reading to all their children. Nealy’s mother is an in-home daycare provider and her father co-owns a Bio Wood Processing Business. Since Nealy’s mom is a daycare provider, she works with all her “kids” on reading and writing every day. In the summertime, there is less emphasis on academics and more on outside exploration and

The mother states that her oldest daughter has ADHD and dyslexia. Because of this she maintains the routine schedule for afterschool homework where she can be available to help and to encourage that they stay on task. She encourages learning by taking the girls to outings to the library and bookstore and has instilled a love for reading since an early age in both girls. She leads this by example being an avid reader herself. The mother feels that education is a team effort between the teachers and parents and is in close contact with her children’s teachers in order to accomplish this.

Reading is an important part of today’s society. Being able to read and write defines populaces as educated, successful and intelligent, since the world revolves around written language. Being literate is a vital tool of survival in today’s civilization. Reading is not only important for basic day-to-day functions, but also helps to form a stronger self-disciple, longer attention span and better memory retention. From the moment a child is born, caregivers begin reading to their child.

When the school year began Brando’s reading level was similar to that of a kindergarten student in the sixth month of school, which was captured on the STARS assessment test. Brando himself knew that one of his challenges was reading, thus, at the beginning of the school year, one of his classroom goals was to be a better reader. Similarly to Brando, my desire was for Brando to be a better reader along with my eight other students who were reading two or three grade levels below their actual grade.

Children can take more than one of these steps at the same time. This list of steps, though, gives you a general idea of how your child will progress toward reading.” (Helping your child become a reader) While these ideas may seem structured, it is also important to allow children to be creative and use their imagination. Although reading is imperative, too many arrangements and rules can turn a child off and lead to feelings of resentment, anger, and resistance. Reading should be set to the tone and pace of the child.

I am basing this assignment on a female student named Suzy. She is in the 5th grade and is an avid reader. Suzy enjoys reading independently reading fiction books on her grade level and sometimes beyond. She has shown that she can comprehend the text and how the text works. She is capable of making predictions and understands that the text is something that influences people’s ideas. When she is not reading, Suzy enjoys spending time writing her own stories. In her writings, she uses vocabulary she has learned from the books. Suzy’s struggle is with reading non-fiction text. She does not enjoy non-fiction and often skims through the pages or passages. This creates a comprehension barrier and results in poor performance on assessments.

James is a nine-year old boy who is currently in year 3; he is of a Half Indigenous, half Australian background. James is one of four children; he lives with his siblings, his mother and father. James is taught within a normal classroom environment however; he receives additional support to improve his reading from a teaching assistant a few times a week. James’ strength in regards to his reading is he possesses good directional movement. However, James struggles with concentration for a prolonged period of time and recognition of common sight words.

On Thursday, June 25, 2015, I met with my host teacher, Ms. Madison and Joseph’s mother about getting permission to use Joseph to conduct my assessments on. During this time, I asked her a series of questions regarding Joseph’s development. First, I asked her how she saw his literacy and language development. She said, “I feel that he is doing what children his age should be doing.” I then asked her if he likes to read, write, and contribute to conversations? She replied that he does not like to read; however, he likes to try and write when they are at restaurants waiting on their food and that he is always talking. I then asked her if someone at home reads to him frequently. She explained that she is a single parent and that she has

Families are often encouraged to provide a variety of reading material for their children, especially at an early age, to give children plenty of options when learning how to read. When children are provided with a variety of reading material at home, they see that a high value is placed on reading. If parents value reading at home, children tend to value it also, and the more a child is encouraged to read at home, the more they will want to engage in reading in general. By being involved in their child’s reading development, parents can give their children a firm foundation to reading prior to entering grade school which will lead to a lifetime of reading enjoyment and

For a child who is just starting to learn to read, they need sufficient practice in reading a variety of different books to achieve fluency. Reading can be complex and has many different aspects (Burns,1999). It is suggested that children who have problems reading and writing at a young age will find it hard to catch up as they get older and will not reach their full potential as adults, many will withdraw from school or society and some becoming involved with crime (MacBlain,2014). 40 percent of children find learning to read a challenge but with early help, most reading problems can be prevented (Reading Rockets, n.d.).

This age group of children will have to go through a transition from nursery to school; reception year, (where practitioners still follow EYFS) and then children move on to key stage one, (where teachers follow the National Curriculum Key Stage 1). Children’s education is still based on play, however now children have a lot more of adult-led activities in which they learn to concentrate for longer periods of time. The environment in schools that surrounds children is more complex because the children get to learn more, therefore some displays might contain bigger amount of more complex mathematical language than we can find in a nursery setting. As children go into key stage 1, it isn’t the only environmental look that changes, the equipment is also more complex and advanced because it is aimed for children that are now at a higher stage of mathematical development. As I discussed earlier- Early Years Foundation Stage changes and becomes the National Curriculum Key Stage 1; the system changes a little bit and instead of ‘carpet time’ that children used to have in the nursery becomes a ‘lesson’. Some children in reception might still work on their emergent mathematics. However, as they move up to Key Stage 1, children begin to learn a lot more complex mathematics and it is not longer emergent because they have passed this stage which should be fully achieved by now...

Genesis is a ten year old African American female and is in the fifth grade. She lives in a low income neighborhood with her Grandmother whom has sole custody. While Genesis’ Grandmother would like to play a more active role in her granddaughter’s education, she works a full time job and has health problems that prevent her being able to drive. Genesis was in my fourth grade Read 180 class and is with me again as a fifth grader. I selected this student because she is strong in phonemic awareness, yet her writing scores are weak and she needs the most individualized support in writing.

“This is a generation [that] when they were 10, 11 years old, we took their [Halloween] candy to the hospital for X-rays and we started putting missing kids on milk cartons, so we were trying to scare them, and we did,” McCullough says. Consequently, in scaring the children society has created a classroom of students who are not sure as to who they are. Mainly, this is due to the fact that their parents have been “protecting” which is more or less micro-managing their every move and children have become unable to think for themselves. because the world in which they live in has become center stage of their parents plan. Keeping this in mind it is even more important for educators to develop the child as an individual. In essence educators today, have a complicated role in which they have to assist in the development of the student as an individual, while adapting to the diverse needs, styles and cultures in which the he/she is from to create independent thinkers.