Major Assessment Of The Middle School

What were the objectives of this lesson? How well do you think your students understood the overall purpose and relevance of the lesson? (APS 4.A–C)

6th grade is a hard year. You’re the leader of the school. Theres many things I want to accomplish before middle school. One of the things i want to accomplish is to be really good at math and do good on all the tests.

The class began with a silent reading assignment from the next section in the text. While students read, the teacher individually checked in with each student to provide feedback on the previous nights homework. The homework assignment was to summarized the reading from the previous day in their own words. The teacher provided both positive and constructive feedback to all students, pointing out at least one successful aspect of their summary. This activity is very much in line with was the strategy of upgrading your interactive language discussed by Eric Jensen, “during every sing interaction with your students, make eye contact and affirm the good in them” (Jenson, 2013, p.25). If a student was missing an integral part of the story she would prompt them by recalling what was discussed before and provide textual evidence if necessary, and allow them to add to their response. She was very upbeat and supportive of the students, and her tone and language were both accessible and age appropriate. When giving instructions she used

Review of a Year 12 Major Examination Paper – 2015 HSC, Stage 6, Studies of Religion 1 Unit Exam - http://www.boardofstudies.nsw.edu.au/hsc_exams/2015/exams/2015-hsc-sor-1.pdf

I gathered student written inventories and held personal interviews and conversations with students and their families in order to help my students grow and mature in their vocabulary usage. This information told me they value who they are and what motivates them so I could design innovative practices and utilize proven methods of vocabulary instruction that promote learning for all my students.

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

Discuss implications for future teaching: What changes would you make to your instruction if you were to teach this lesson again? Incorporate your understandings of the Sheltered English Instruction principles into your analysis and reflection.

Students who are English Language Learners are taught in whole group with their general education teacher and in a small group with their ELL paraprofessional. About 5 % of students who are ELL are on or above grade level in Reading based on the i-Ready Diagnostic Assessment 3. This is why the district believes these students and others should have extra practice or progress monitored on their mastery of vocabulary skills in school. Helping students master the skill of vocabulary teachers need to be able to have time to demonstrate an effort to systematically teach word study. They also need to be able to use vocabulary techniques and practices that will be intense and meaningful to the students in third grade. Last but not least, they need to be able to share effective vocabulary techniques in their PLC’s that have worked for them in their

There are many different strategies that an instructor can use in ELL classrooms or in classrooms in which ELL students have been mainstreamed. As always, instructors are called upon to constantly modify their curriculum and instruction in order to meet the needs of each individual learner. This is made more possible if the instructor has more knowledge of different teaching methods and strategies. There are many possible research sources that offer ideas, methods and strategies for everyday use in an ELL classroom. Several of the more common or functional strategies will be discussed here.

Observing- Mrs. Falchek will still be teaching one 8th grade class for this chapter because it is the SLOW chapter for the school district. She needs to teacher one class so she may be able to track the students' growth after the lesson.

Ms. Felkins started out with their read aloud, The Odyssey. The students were focused, but occasionally would get carried away with unrelated questions. After read aloud, the students moved on to their word study lesson. Each student had words to cut out and sort. After they cut their words they had a worksheet and made sentences that incorporated their words. As the students were working, Ms. Felkins was walking around the classroom assisting the students if needed. While the other students were working, I individually worked with a student who recently started third grade. First, the student read a short story book to me, and I assisted her with any words or sounds she was struggling with. She practiced her numbers by matching one through

For this analysis I used the survey adapted by Patty, Maschoff, and Ransom. This survey helped me realize how my school is achieving in their instructional and literacy program. I talked to my principal at my school (Stetson Hills) and discussed the topic with her and helped get an idea of how the school was doing. I’m a physical education teacher and I’m not in tune as much as I should be with our literacy program so I’m hoping this class will help me learn more about how to help my school improve the literacy program and my own personal understanding.

Coastal Middle School is a Magnet school located in Savannah, Georgia. Its district is Savannah-Chatham County Public Schools. The principal of Coastal Middle School is Kerry Coursey. Coastal Middle School has 719 students in grades 6-8. The normal number of students for middle schools in the state of Georgia is 733, so Coastal Middle School is average-sized. The student-teacher ratio at this school is 15:1. The student and teacher population has stayed the same over five years. There is almost an equal percentage of females and males at Coastal Middle School with 49% males and 51% females. The school is diverse consisting of 6% Asians, 4% Hispanic, 19% African America, 66% Caucasian, and 5% is of two or more races. Coastal Middle School

There are seven SPED/inclusion students in Mrs. Jackson’s first period class. Mrs. Smith, a paraprofessional, comes into the classroom every day and assists these students with their weekly skills. She may also pull them to the resource room to allow them to have a quiet space to complete independent assignments and/or practice fluency. When Mrs. Smith is unable to be in the classroom, the teacher must take the extra time to make sure that these students stay on task and are given the extra help they may need.

To begin, there nine students including myself that are in Mrs. Klein’s second period class. Over the year, by working with Mrs. Klein, the class worked really hard. To start off the beginning of the year our Oral Reading Fluency, as a class, our beginning of the year score was 591 correct words per minute. Now we are at 848 correct words per minute an increase of 257 words. So