Is Victoria Point State School?

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, action research is being conducted on how reading comprehension can be dove-tailed with word-problem-solving in an elementary classroom. Action research will be used to make a positive change in the

All groups would meet three times a week, so we would meet every other day to work on the required skills. I broke my level one students up into two different groups. Group 1 consists of student 1, student 6, student 15, student 20, and student 23 while group 2 consists of student 9, student 17, student 22, and student 25. All of group 1 students scored a ninety percentile or higher in reading comprehension (RC) so I put these students together so I can provide them with more challenging strategies and higher-level skilled work in order to help them continue to grow academically. Some of the strategies I would use with these students during small group instruction would be using context clues to, learning new affixes, and root words to help students read and understand unfamiliar words. I would also work with these students on different grade appropriate text structures, text features, summarizing, and main idea to build reading comprehension skills. While my group 2 students are still overall, high leveled students they scored below the ninetieth percentile but above the eighty-fourth percentile. These students would also receive many of the same instructional strategies that would challenge them, but also help build upon their existing skills in reading comprehension, vocabulary, and reasoning

Initial groups were based on end of year 2017 result/benchmark and have been assessed and grouped to skills and needs for higher order thinking and grouped accordingly. Groups are based on teacher observation and current assessments and will be adjusted to accommodate the needs and abilities of the students during year. The class has been divided into five literacy groups.

Teacher conducts group conference with the finished group to clarify and extend their learning. As teacher ask questions that provides with evidence of students’ understanding and explore their way of thinking. Teacher asks various questions to each students such as What obstacles did you overcome to resolve this task? what the hardest fraction you encountered? What strategy did you use? How your strategy relates to your classmates’

Mansfield Summit is a high school located in Arlington, Texas and belongs to the Mansfield Independent School District (MISD). Mansfield Summit has been open for thirteen years, and is one of the oldest high schools in MISD. The Title 1 campus has a diverse student body and offers several academic programs on its campus.

Saint Mary’s Academy was my high school of choice. I attended Saint Mary’s academy through all four years

Pea Ridge High School (PRHS) has long prided itself of being a high achieving school in academics; it is number six in the state for the 2013-2014 school year. Since the implementation of the Common Core Standards, PRHS has found itself having to reteach educators to use the literacy standards because most in the non-literacy/math disciplines still use the Arkansas Frameworks. Not only has the literacy standards been an arduous task to implement in the literacy areas, the high school struggles with the concept of teaching literacy in the areas that are not necessarily considered literacy areas.

Small groups require active teaching with much teacher guidance or involvement. Small groups can teach the context better than a larger group, allowing for no child to be struggling and left behind. Reading, math and science can benefit from small group interaction. Each student has a chance to be heard, voice his opinion or conclusion, get a response from the teacher and the other group participants, and close the gap for error. The key for successful learning is when the teacher involves himself and gets excited about what the children are to be taught. This is also true in group study as

Most of the other students in her 2nd grade classroom are able to read classroom text and complete work independently. They also read books for enjoyment on their own. The reading time in her classroom consists of a block during which the teacher works with small groups and the children are expected to work quite independently when they are not working directly with the teacher. The class uses a trade book format and this is utilized across the curriculum. Students are provided with short skills building lessons in large and small groups. Most of the time spent during explicit reading instruction is targeted to helping students develop reading fluency.

You will be observing three different groups. Two are doing the same lesson and the other group has two sub groups doing two different lessons. Each lesson is aligned to Common Core Standards based on grade level of the material not on the student’s actual grade level. These are at the student’s ability level.

McDowell Waldorf School was originated in 1995 by following the Waldorf philosophy which was introduced by a philosopher named Rudolf Steiner. The school was initiated as a result of the strong belief of Waldorf education in children’s holistic development and the dream of Michelle McDowell, who was the original founder of opening the school for the middle class working community in Fremont area.

Ability grouping is a widely spread practice used among many educators today. Between-class grouping is by far one of the most commonly used types of ability grouping. "The goal of this grouping is for each class to be made up of students who are homogeneous in standardized intelligence or achievement test scores" (Snowman, Biehler). In this type of grouping, the schools separate their students into different classes or courses. "Between-class ability grouping is where students spend most of the day in ability groups and use the same or similar curriculum substantially adjusted to their ability levels" (Ability Grouping 3). "For example, in elementary schools, students from the same grade levels may be grouped by ability for reading and

Middle school math teachers, as well as all grade-level math teachers, are constantly searching for ways to help their students achieve mathematic success. Students come to classrooms from all backgrounds and each student has a completely different learning style - differentiated instruction is crucial in every classroom. Teachers are continuously implementing various teaching methods, along with traditional classroom instruction, to help their math students succeed. Peer tutoring, small group discussion, and one-on-one tutoring during lunch hours and before and after school times, are all methods that have all been utilized. These methods have been proven to be successful in assisting students in understanding the concepts and, consequently, helping raise unit test scores.

It is important to support the development of language, literacy and numeracy at this early stage as it forms the basis for each child’s future learning needs and ability and will also allow you to observe and understand if there is a need for additional support. It will also help children to grow and to become confident, educated individuals and succeed in their life goals.

The purpose of ability grouping is to increase students’ achievement in the classroom. Research has shown that ability grouping has improved many math and reading grades throughout elementary schools. Ability grouping with smaller groups is a lot more common for reading groups than they for math groups. Ability grouping gives teachers the chance to work with students in smaller numbers. Research has been found that having smaller group sizes, because of ability grouping, also increases academic performances (Kutnick, Blatchford & Baines 2002). Ability grouping gives teachers the opportunity to teach new information to kids that learn the same way and at the same pace. According to Kutnick et al. (2002), “Children were least likely to work on tasks involving the introduction of new knowledge” (p 195). When students are put into small groups, they are able to learn