Discuss The Importance Of Kaleb's Success In English Language

Instructional Setting: Whole classroom usage, sometimes at desks working independently or with a partner, and also working as a class.

▪ Phonics: This is one of the students’ greatest strengths. He is able to say the sounds of words correctly. He is at the same level as an average

Writing is an essential tool and has been noted as a precursor for great speaking by teachers at all grade levels. However, with writing being an important aspect throughout one’s academic career and beyond, it is one of the most tedious tasks to teach. It sounds like a cliché, but in order to get better at something, one has to keep completing the task and each time, accomplish something different while maintaining prior knowledge. There are various ways that enhance a student’s writing abilities and the focus of these research strategies will prove that encouraging students to write enhances writing.

To help increase Joe’s ability to read his writing aloud, the teacher can provide content instruction and timely feedback. In my strategies for Joe’s second goal I emphasized that “Students need to be able to connect the tasks of an assignment to their own

Literacy: Marina is currently setting and working towards learning goals in reading and writing. In reading, Marina is beginning to read word by word and is encouraged to work on using reading strategies to help develop confidence when reading. She would benefit from reading books with repetitive sentence patterns. Marina is in a group for literacy that focuses on letter recognition and sounds, which will help support her in reading and writing. With support, she is able to communicate her ideas by using sentence starters such as I like_____ or I feel_____. Marina is beginning to gain confidence in her writing and often has beginning and ending sounds in her words. She is encouraged to continue to work on sounding out her words by using the strategy of ‘stretchy snake’. She is also encouraged to work on her spacing and organization when writing in her journal. She would benefit from skipping lines and starting at the left side of the page.

There are many factors which can aid language development, particularly through writing (Watts et al., 2013). Jones and Coffey (2013) identified that writing should be developed procedurally through copying, initially at word level- to learn spellings and develop familiarisation with vocabulary and individual letters. Before then progressing to phrase-level and on to sentences. It is thought that through copying the children are beginning to memorise the vocabulary and can help them to engrain key sentence structures, as they pay close attention to the individual words and spellings. Macaro (2006) has also identified that copy-writing is often used as a way of remembering spellings for new target vocabulary. Hurrell (1999) criticises the motion of copy-writing: as it gives the children too many things to focus on.

In order to assess Lucy’s progress in writing, I analyzed a sample piece of her opinion writing worksheets. Each student in Mrs. McDonald’s kindergarten listened to Mrs. McDonald read them the book, “ The Mixed Up Alphabet” by Steve Metzger. The students were guided through a worksheet that outlined who to write to, what their opinion was, a reason why, and whom it was from. This writing piece was given during a single writing period, which consists of 30 minutes of individual work time. I was able to conference with Lucy during her writing process. She was able to tell me what her opinion was on the book they read and why. She was able to initially decide what she was writing without a prompt from me. To assess her writing, I collected the outlined sheet of her writing.

Strengths - On the spelling portion of the test, Alex scored a total of 13 out of 22 questions correctly. This score reflects his spelling skills are at an equivalent age of 9-3, and a grade equivalent of 4.4. He demonstrated great knowledge and understanding of the words that were dictated. Alex remained confident and spelled correctly many words that are commonly misunderstood. During the writing portion, Alex obtained a total of 21 out of 24 correct responses in a seven-minute time span. In general, Alex displayed ease and confidence during most portions of the test. He worked quickly and showed few errors. The student was able to quickly read the words and place them together to make a correct sentence. The student writes at an age equivalence of 12 years old, and

He is beginning to advocate for himself by asking to write independently at his desk, which demonstrates citizenship in learning. In his end of the month writing, Rayen wrote about a bee and a spider and used his prior knowledge from science to write facts. He wrote, “Boy bees have lagh teps the qeen bee levs 5 to 6 yese”. Rayen used sentence starters and key words on the board to compose simple sentences. He also drew a picture of a spider with details and a bee with all the correct body parts. Rayen is supported in developing his reading by engaging in small-guided reading groups and readers theatre. He reads in primarily three to four word phrases and will add some expression for bolded words. Sometimes Rayen is able to self-correct when the sentence does not make sense. He continues to uses pictures to confirm meaning. Rayen is able to retell events and make connections to his

Shamia learned to read and write before school. She taught herself by watching her older brother learn to read and write since he’s two years older than her. She picked up on grammar rules and simple writing processes such as pre-writing, proof reading, and processing simple sentences. When she wasn’t learning from her older brother, she sometimes went to school with her mother. Dorothy, her mother, worked in the day time and went to school at night. When Shamia would go with her mother to class at the University of Memphis, she would copy down the notes on the board about English literature. Her experience in the University of Memphis classroom advanced her maturity in a classroom setting early on. Her behavior in the classroom was so mature she

Aiden’s overall achievement in English is pleasing. He makes thoughtful contributions to class discussions and will ask questions that elicit further information. Aiden is continuing to develop his confidence and speaking skills when presenting to the class. His use of expression has improved. However, more content and eye contact was needed. Aiden reads with high accuracy but is still developing his fluency and expression. He successfully decodes unknown words and monitors his reading to maintain understanding. When writing, Aiden increasingly attempts to produce creative texts. He has experimented with figurative language to describe actions and objects. Aiden can organise his writing using paragraphs and is continuing to build his spelling and grammar skills.

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. With continuing interventions in the classroom, Isabelle will continue to grow in reading carefully/ finding text evidence to answer test questions. Isabelle's writing continues to improve! 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. 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. Isabelle has shown enthusiasm in science and social studies during our PBL units over Diversity, Force & Motion, Light/Sound, and

Her love of language, reading, vocabulary and writing is evident everyday in everything she does. The development of Stela’s English language skills has been exceptional and her attention and focus to class activities ensures that she continues to develop these skills. It is important that Stela’s academic vocabulary continues to grow and that she makes good use of her online dictionary and thesaurus as is evident in the last vocabulary assessment she completed. Stela works well with all her peers, and to becoming more attentive to listening and building on what others are saying in class discussions and activities. Keep up the great work

In writing, Natalia continues to show improvement in her ability to write longer assignments. She was able to write simple and compound sentences independently. In the last writing assignment, Natalia was able to write a four paragraph argumentative essay with an introductory paragraph, claim and counterclaim with supporting evidence and a concluding paragraph. When Natalia wrote this essay, she did not use a graphic organizer to organize her information. Instead, she used the teacher-generated rubric as her basis of what needed to be on the assignment. Because of this, she struggled in organizing her reasons and evidence logically. She was able to write complex sentences, but there were missing punctuation marks. Natalia

The Writing Samples test measured Kenny’s ability to write responses to a variety of demands. Kenny was provided with an image, and then required to complete a sentence by filling in a missing word. On the final task, he was required to write a complete sentence with age-appropriate vocabulary. On the Writing Samples test, Kenny was able to write simple sentences 4-11 words in length. However, he did not demonstrate this proficiency on all of the attempted items. He relied heavily on pronouns or his sentences contained limited content. Kenny’s writing ability is impeded by his difficulty with encoding rather than lack of ideas. For example, the following sentence took a great deal of effort for Kenny to write, “The ball mite hit me because