Kadra's Influence On Education

To improve literary skills, lower class citizens should take the initiative outside of the education system to increase the likelihood of breaking through their class’ economic barrier. In the essay, “The Joy of Reading and Writing: Superman and Me”, Alexie says that he grew up as a part of the lower class on a Native American reservation. His parents often had to find different jobs that only paid minimum wage, which made it difficult for his family to live comfortably. Even though his family was part of the lower class, his father continuously read books. Alexie began reading to follow his father’s passion. He looked at novels and eventually understood their composition. Alexie’s firsthand experience allowed him to learn how to read in a much more efficient manner than if he learned through the reservation’s mediocre schooling system. Outside reading also motivated him to learn more. Alexie loved the feeling of gaining more information on how to have a positive impact on society. If he did not dedicate time for reading outside of 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

Throughout my childhood, college education has always been a concept in the minds of my parents and I. As a result, it was my duty to excel in my studies and achieve that idea of having great success. In order to pursue that dream I had to learn how to read and write which had many ups and downs. Therefore, my youth was overtaken by many hours learning how to read and write in the correct “Standard” English.

I’m a young woman who transferred from China to America and I’m not that familiar with how to utilize English compared to a young woman who’s who is from the United States of America. That has never stopped me from trying and I will never give up. I like challenges and difficult tasks, it tests my will and helps to achieve the goal I have set for myself. During this sixteenth week, my writing skill improved dramatically compared to the beginning of the semester. That may not be noticeable to others, but to me the improvement in my writing skill is very evident.

Sydney knows that there are going to be ups and downs as a reader and writer, but she will always know how to improve and where she wants to be. So far, her reading and writing experience has been nothing but positive, and something that Sydney can really get into and enjoy. After all, school and home were a great encouragement ever since she discovered how much she liked it. Reading and writing have become Sydney’s skills that she will always possess, and that will never fail to make her

From the age of sixteen, Margaret has had the attention of pursuing writing as her lifetime career. Her growth in Toronto continued, and after studying at Victoria University in Toronto for four years, she earned her bachelor of arts. Furthermore, a year later, she acquired her master’s degree in English literature from Radcliffe College in Massachusetts.

Sometimes she would have stories from her childhood memories or old traditionally Mexican legend stories or whenever I was tired from all day she would get any small book such as "The three little pigs” or "Snow White" or any kinds of children’s book there was to read aloud until I fell asleep. Now that I mirror to it there was always a good moral to these stories if it wasn’t enjoying your time with family or honesty, there was a always a good value to each story she would share with me. Which in fact it turned effect with whom I consider the person I am today. As I grew older and older the literature books got deeper and deeper, especially when I changed from one school in a country to another country. From the very first day I ever went to school till the last day I spent in high school. and now into college there has not been one single day that haven’t had to read a book. Whether it was “ Cat in the Hat “ in elementary school, “To kill a Mocking Bird “ in middle school, or “Shakespeare” in high school, Literature has always been in existent in my school life. In between all the literature reports and the comprehending of Shakespearean literature there is no uncertainty that my literacy and writing has progressed significantly thanks to

Challenges in life are inexorable. However, I found that such barriers often present benefits. Currently, I am facing a plethora of arduous tasks. My whole life I have been plagued with poor literacy skills; furthermore, my English grade in high school reflected this. When I became a senior I realized how salient writing and critical reading skills were, however as most students are a step ahead of me I often felt helpless. At the same time my AP English IV teacher understood my situation, and provided after school hours to help hone my English skills. At length, I began to improve gradually, soon I was turning C’s and B’s into low A’s. However the teacher found her hands full with UIL and photography, I understood that now it was my turn to improve myself without an outside source.

This Literacy Case Study assesses the understanding and fluency of a fifth grade female student enrolled in one of Alaska’s rural village schools. The participant is an ELL student, with Yupik being her original language. I will discuss within this case study the participant, her prior assessment data, and the assessments I will administer, along with the results and the recommendations for the individual. Finally, I will reflect on both the participant and the professional practice I gained from this experience. This study is meant to analyze the literary progress of the participant at this moment in time, along with provide recommendations to assist in improving on the student’s progress and understanding.

Kaleb has experienced mixed results in English. He occasionally contributes to class discussions when focussed on the topic. Kaleb is continuing to develop his speaking skills when presenting to the class. His prepared speech demonstrated improved use of eye contact as he attempted to use palm cards. However, Kaleb needs to include more detail and expression. Kaleb reads slowly with increasing accuracy and is developing his fluency and expression. He successfully decodes most unknown words but must remember to monitor his reading to maintain understanding. When writing, Kaleb attempts to describe actions and objects. He is beginning to organise his writing using paragraphs. However, Kaleb needs increase his efforts to produce longer texts and use punctuation consistently. He is continuing to develop his spelling and grammar skills.

I’m Anna, a 19 year old that currently live in the more northern parts of our country. I currently work as a saleswoman and other than that I usually spend my spare time searching for new books to read. As I strive to become a publisher, I need several literary courses before it is possible to get into the program that I want to get into. Therefore, I decided to take this course among a couple of others because it seemed to be interesting and fun. I have not yet read any of the books that we are going to read in this course, which I am exited to do.

Welty's language conveys such intensity and shows how valuable her experiences were to her by stating and explaining how the urge to read pushed her in such a way. I the text Welty tells of a cruel, witch-like librarian and how everyone feared her, however Welty's mother did not. Due to this, Welty's mother politely requested that her daughter be allowed to read any book, even adult ones but not Elise Dinsmore. Also with Mrs.Calloways rules about books, it pushed Welty to read as fast as she could. By being only allowed to check out two books a day and not being able to return any book the same day led her on an insatiable spree. With limited time she read as fast as she could to be able to read many more books.

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

Laurin is a seven-year-old, female that is referred to the examiner by her mother, Shari W. She has referred Laurin because she needs assistance developing her writing skills. She understands the basic components of writing yet she still needs help developing sentences with appropriate punctuation and grammar usage. In her language arts class she maintains a B- letter grade. However, her mother would like assistance to continue her development in this area. Her mother states that Laurin has good knowledge of vocabulary and spelling, yet she has trouble with the construction of complex sentences. The area that Laurin's needs assistance is considered a performance deficit, meaning that she has the ability to accomplish and receive acceptable grades. A possible explanation for Laurin’s difficulty is that Laurin has not been formally educated about all of the rules of the English language due to her age. Upon completion of

Growing up, Welty embodied many intense feelings towards reading. She began reading at a young age. Welty would not let her librarian, Mrs. Calloway, impede or dissuade her from reading. Although Mrs. Calloway wielded her “dragon eye” and “commanding voice” Welty--at the aid of her mother of her mother, managed to obtain a library card.