The Importance Of Academic Issues In Education

The classroom has a visual schedule displayed at the front of the classroom. However, because Connor has difficulty with organisation he also has a visual schedule taped on his desk. For writing recounts Connor is provided with a checklist to remind him to include a title, use capital letters, finger spaces and full stops etc. (see Appendix A). As items are complete, Connor can mark off this list, which will help build a sense of accomplishment (Kaweski, 2014; Kinsella et al.,

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

History: This student has been on our campus since Kindergarten. At an early age, he was brought to the Response to Intervention Committee for behavior concerns in the classroom and bus. Over the years his behavior has had its positive and negative effects on his academic areas with a large concern in English Language Arts. He has been a Tier 2 or Tier 3 student in reading since first grade. He is currently receiving a reading intervention, however at the fourth grade level there is an urgency to provide an intervention in writing.

She started to write and she followed my instruction. I supported her in spelling and punctuation as well and I always reminded her capital letter after full stop. After 35 minutes she was

Parts of the child’s writing, such as, the grammar used could be overcome by teaching this as a whole class, by year 6 children should write plausible sentences that make sense. Therefore, modelling to the whole class a sentence which isn’t clear and asking them to discuss why it is incorrect and what they could do to improve this is a way to get children actively thinking and guiding each other’s learning or even allowing the child to proof read their work again to ensure it makes sense in their head before carrying out the previous activity. To help up level punctuation, it would be useful to model a sentence with punctuation including question marks, semi-colons, dashes etc. and allow the child to use one of their sentences, in order to up level that by using a variety of punctuation that is set at a year 6 standard within the national curriculum. The child seems to be quite confident with transcriptional areas, apart from the few areas mentioned therefore to help with those particular issues, as a teacher it would be an idea to just mark these areas or highlight them to make it clear that they are incorrect. After the child has looked at the marking, talk it through with them to ensure they have a clear understanding of how they went wrong and how to fix it. Allowing the use of a thesaurus and dictionary will enable the child to use a bigger range of vocabulary or even allowing them to use words from the national curriculum for year 6 to see if they could include some of these in their writing, this will be a good way to influence a higher level piece of writing. After analysing this child’s piece of work and going through how they could improve, an idea would be to give the child another writing frame which they

She needs teacher assistance to elaborate on a topic, for correct spelling and sentence formation. Jazzmarie's hand writing is very eligible, she is currently using 3-lined paper for her written assignments. She is able to write legible when she slows down and takes her time. Jazzmarie is also permitted to type her essays which helps improve her

I observed Dr. Jenny Crisp’s English 98 class on January 19, 2016. The class began at 12:15 PM and lasted until 1:20 PM. The room that the class met in was on the third floor of the Liberal Arts building, and the room had individual computers for each of the students to work on. The class was divided into two sections on this day because Dr. Crisp had scheduled an introductory visit to the writing lab, which began at 12:45. Prior to the visit to the writing lab, Dr. Crisp guided the class in a discussion on the topic of revision in regards to the first paper that the class had submitted. The stages of revision were discussed and the students were shown where additional help could be found within the book. Dr. Crisp told the students that the reason that their grades on the essays were significantly lower was because the essays were lacking in detail and had Type One errors. She stated that revision is important and that could help bring up the grades on the essays.

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.

Creating and implementing effective lessons for a literacy learner who is struggling with reading and writing takes much effort and appropriate resources. Throughout the Literacy Development course, I have gained much insight and resources that have become valuable tools in addressing students’ literacy needs. Each week, I conducted lessons and activities that targeted the needs of many students, but my initial focus on was on one particular student. His individual reading level, spelling development, and writing abilities were analyzed and the recorded data was used

Once George’s results are scored, the next step improve his improve his overall weekly spelling average will be to create a spelling log. This spelling log will act as a communication link between George’s mom and his teacher.

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

Review of Catalina’s fifth grade report card indicates that she met or exceeded grade level expectations in mathematics, science, as well as social studies her first term. However, she struggled in most of her reading and writing skills. Catalina met grade level expectations in acquiring and utilizing varied vocabulary, implementing strategies taught through mini-lessons and conferences, spelling, and writing effort. In contrast, Catalina needed guidance in the areas of reading with fluency and expression, using self-monitoring strategies to support comprehension, critically evaluating texts at instructional level, and reading independently for an appropriate period of time. In writing, she struggled to demonstrate mastery of capitalization,

Under the observation notes for November, 8th Nick read a book about Minecraft, which inspired him to write about it. Though the “Clash of the Creepers” was a difficult read Nick tried to sound out the words to his best ability. In Appendix C4 has a sample of Nick’s free writing he did about Minecraft. Looking at Nick’s work it is evident that he puts capital letters in inappropriate places, but he also forgets to add punctuation. Looking at the Practical Aspects of Authentic Assessment rubric Nick does write many letters legibly, however he does not write in the lines. Nick does not have one standard writing size. Shown through his work Nick tends to write some words very big and some words small. In the beginning stage the child often starts

James is a nine-year old boy who is currently in year 3; he is of a Half Indigenous, half Australian background. James is one of four children; he lives with his siblings, his mother and father. James is taught within a normal classroom environment however; he receives additional support to improve his reading from a teaching assistant a few times a week. James’ strength in regards to his reading is he possesses good directional movement. However, James struggles with concentration for a prolonged period of time and recognition of common sight words.

“I just don't understand! Why you have to be so simple? Answer me Elizabeth. “Why would you sit there and pee on yourself?” and you think I am going to clean that mess up, well you thought wrong.”