Johnson King Rosa King Analysis

Review the Plagiarism and Academic Integrity website a http;/www.lc.unsw.edu.au/plagiarism/pintro.html to ensure they are familiar with the requirements to provide appropriate acknowledgement of source materials; and

Her eyes scanned the page as if she was learning to read for the first time. The more she looked, the less she understood. How could was she unable to understand something this simple? It was so simple, yet the answers still did not show themselves.The idea of failure was foreign to her, as was confusion. Whenever the teacher set a paper on the desk in front of her, she would complete it with ease. It was what everyone expected of her, and she always lived up to that expectation. That was the norm, until today. For just a moment, panic set in. How could she damage her reputation by asking a question? What would her parents think of her if they knew she wasn’t perfect? As her heart slowed down, she secretly pulled out her notes, making sure

When Grace was asked comprehension questions during our first tutoring sessions, she was able to correctly answer comprehension questions by looking back at the pictures, but not based on what she had read. To improve her comprehension, tutoring sessions were used to help Grace become a purposeful and active reader. Before reading any books, she was asked to look at the cover of the book and to make connections with the book to things in her own life. She was then asked questions about the book and asked to make predictions on what she thought would happen in the book. After reading the book, Grace was asked to confirm or refute her predictions. Through working together to understand the books, making connections to the books, and looking for predictions, Grace is now able read a book with few pictures and correctly answer comprehension questions correctly more than 80% of the

I also stated that the ELA teacher passed off the discussion to students merely soliciting their comments on the story’s “situations." The students responded to “situations” and back up their claims with proof within the story, however; there was no real direction or specific question initiated by the teacher. Moreover, when students responded, they seemed as though they were conflicted with story details on whether the story was reliable versus unreliable narration. In addressing these dilemmas, the teacher could have employed the use of the annotating strategy. According to Reading Rockets, “annotating involves the teacher providing information to fill in any gaps in information, reasoning, and assumptions due to the author not

Time for studying! I freak out when we have algebra and science tests because we have a lot of math in science this year, and Mrs. Junek’s tests are never easy. I’m stressing out about it and here’s KenaDee. “It’s fine, the math’s easy.” I’m studying my butt off, and I’m telling KenaDee she needs to study too. “When I study, I fail, when I don’t study, I do better”, says KenaDee. She got an A on her last science test, I got a low C. Yeah, it’s a daily struggle. She will study my notecards once in awhile, but if she doesn’t, she just wings it. And most of the time, she really does do a good job on her tests.

“Did you read to Paige as a child?” I’m awkwardly sitting in the classroom with my English teacher, Mr. Byers, and my mom. Of course, I was nervous! You never know what can or will be said in Parent-Teacher conferences; is he going to tell my mom that he had to confiscate my cell phone because I was texting my best friend? I’m watching Mom, she’s a bit confused but answers, “Of course I did, why do you ask?”

Her parents are concerned and seem to be willing to compromise if something can be proposed. Principal Tom needs to use the humanistic frame of reference combined with the political frame of reference for his next approach, and talk to the parents and the teacher together to develop a compromise between the two. Mrs. Rachael can allow Molly to take the test for a grade lower. This approach will give the parents empowerment to feel as though they were part of the solution.

6. The details that help me have a better understanding of their relationship are how eager she is for a boy not a girl to help her son on his school work. She insists instantly that Mr. Frank helps him and says how she doesn’t want her husband helping him. She is using Peter’s homework as a way to get closer to Anne’s dad.

Many students struggle when asked to find answers that written in a book. Additionally, they lack the skills to determine what the question is actually asking them to find (Lawrence, 2015). Students need to know where to find the answers and which strategies to use to supply the correct answers. It also builds comprehension skills by providing the tools needed to understand what is happening in the story. This strategy can teach young students to focus on key words such as “who,” “what,” “when,” and “where” to locate the answers to a question in a book. Sometimes the author of a book doesn’t provide the information that answers the questions (Kinniburgh & Prew, 2010). In these instances, teachers focus on “how” and “why” as an indicator that students must answer these questions based on his or her experiences, knowledge, or

Alina was also observed during the morning in her remedial math class. Alina was observed in the one-on-one setting. At the start of the observation, Alina entered the room appropriately with Miss D’Aniello, Alina’s remedial reading teacher, and took a seat across from her. Alina was given a math worksheet to work on. She appeared engaged and focused as she completed the math worksheet. After a few minutes, Alina was given a ruler to aid her with the math worksheet. Alina used the ruler to assist her with problem-solving. Once she completed the worksheet, Miss D’Aniello read each question aloud and asked Alina to explain how she obtained her answers. While Alina explained her answers, Miss D’Aniello provided feedback and assistance when needed

To conclude my final analysis, the information Mrs.King gathered for her first part of her article, I have broken it down into an important chunk of data. I'm going to start off with that, when Mrs.King stated that we are obsessed and basically have nothing better to do, I disagree with her comment because maybe the paparazzi and reporters are doing it to make money because only god knows what's happening at home or anything else. I don't think the majority sits at home and looks at celebrities all day when there is social media. Consequently, And in the second portion of the article Mrs.King started to talk about how celebrities are a good reflection for us which leads me to believe she is one of the obsessed, but she immediately changes

Rather, working with his friends provided support through peer interaction. For example, examining how Taj used the class line system to form the right answers in math is not the same tactic their second grade teacher would use; but it reveals that children are creative enough to decide whimsical ways to assist each other— means that are child-centered, using methods that they can decipher amongst themselves. Collaborating with children that had varying levels of ability was the driving force behind Michael’s correct answers for his math homework and completed quilt blocks in Art. Focusing on guidance from Mrs. Jackson was the determining factor for building his confidence in reading. Michael realized that what he received was an indicator of what he could do, and took a leadership role to create a setting where all students worked independently in his reading group.

In addition to the low grades, some of the parents told Ms. Cole that they were concerned because their children had anxiety and expressed hopelessness when it comes to math. Clay notes that he does not want to give the students false hope and that some will just “never be good in math.” Ms. Cole ends the meeting by asking Clay to help relieve some of the anxiety his students are feeling but again does not offer any advice of guidance.

A moment of clarity was when Hailey was self-assessing herself. Hailey realized that she is unsure what to do to help herself when she comes to unknown term or phrase. She needs strategies put in place to help her take ownership of her own learning and comprehension. When she is confused or unsure, she needs to stop reading through the text. She needs to learn to stop and ask herself questions when she does not understand. Hailey has some bad habits in place that need to be corrected. It is important that Hailey is getting herself ready to be a reader even before she begins an assignment. She needs to prepare herself before she reads and stop and think about what the purpose of the assignment is. She needs to rely on her prior knowledge

On the second assessment, Tyler answered 7 out of 12 questions correctly earning 58% as compared to the class average of 54%. On the third assessment, Tyler answered 5 out of 13 questions correctly scoring 38% as compared to the class average of 45%. Tyler demonstrated strengths in the areas of Citing strong and thorough textual evidence to support analysis of what the text says explicitly and determining how and why individuals, events, and ideas develop and interact over the course of a text. Tyler's weaknesses were in the areas of Determining the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone) and Determining the central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Students at grade level use their knowledge of text structure to organize content information, analyze and draw inferences from a variety of reading materials.