The Importance Of Monitoring In Education

1. It is imperative for teachers to not only monitor their students’ behavior in the classroom, but also to assess their students’ literacy development effectively, so they could be ensured of their students’ learning progress, which is the most significant point Tompkins makes in Chapter

Emergent literacy is the earliest period or stage of learning to read and write (Temple, Crawford, Ogle & Freppon, 2014, p13). It is a process involving the development of language and print concepts, especially as they begin to link together. Children learn how to read before they are taught how to read. Starting as early as birth, they acquire some knowledge about language, reading and writing prior to entering school. The development occurs in the everyday contexts of the home and the community. Nevertheless, there are several elements for children to acquire in order to fully develop their awareness of literacy.

Progress monitoring student’s achievements and progress throughout the year is very important and these two tools are great to use for reading progress monitoring in the younger grades. This activity has taught me how to best use each assessment to better my teaching as a classroom

The need for basic literacy skills is vital in order for our nation to continue to operate successfully. With approximately 5 million students, graduating below the National Standard for Literacy and unable to read, we must take a look at the curriculum and teaching techniques to assess whether the current systems need to be revised to better assure ALL students are successful. (Adolescent Literacy: A Policy Research Belief p. 1) The issue begins first with the definition of “Literacy”, and the fact that there are several aspects of literacy which are not currently included in the curriculum. Another issue is the “old” standards which are in place do not support the level of diversity which is now seen in many school systems. Then

This artifact impacted my professional knowledge and practice by allowing me to see what progress my students’ are making and to adjust my lessons accordingly. This data also helps me determine where my students are at and what their next set of goals should be. If I did not use this type of progress monitoring, I would not be able to accurately report

Teachers routinely monitor and assess the reading levels and progress of individual students. This ongoing evaluation directs and informs instruction.

The independent activities for emergent students are very similar. The program also recommends using a combination of guided reading, shared reading, independent reading and read aloud. Also, the types of the assessments and anecdotal notes are very similar. Both use diagnostic assessments like the DRA and use Marie Clay’s running record assessment and miscue analysis. Both programs also emphasize the importance of taking anecdotal notes on the students and changing the groupings of students based on individual

Based on the campus’ successes in grades 1 & 2 after implementing the direct instruction approach with the use of SRA Reading Mastery program, much debate within the district and campus centered on whether the district’s new literacy initiative would be a “good fit” for a campus saturated with struggling readers. This action research study two classrooms on the campus. One classroom implemented the SRA Reading Mastery direct instruction model only, while the second classroom implemented the balanced literacy approach using the Fountas & Pinell approach, while using the SRA Reading Mastery program for an intervention program. The results of this research are detailed in this report.

The program being evaluated in this paper is an intervention program that is used with Tier 2 students who need more intensive reading instruction. The program is called Enhanced CORE. It is designed to correlate with the district purchased reading curriculum called Journeys published by Houghton Mifflin Harcourt. The program is designed to pre-teach students skills that they will be learning during the core instruction time period in order to give them extra exposure to the curriculum as well as extra practice with phonics and fluency skills. Consequently, students are getting a preview of all the phonics skills, high frequency words and reading practice before it is taught to the whole class in order to help

A. The concepts, themes, ideas, and details are addressed in questions and tasks derived from the text.

During the assessment regarding concepts about print the three students I assessed (A,T,WG) performed at a level that I somewhat predicted but was still surprised by. The children that I assessed would need remediation understanding the formation of a book and how it is supposed to be read. As well as the difference between their right and left sides. If the teacher would read more often with the students and physically show them where to start reading in a book or what is a short word and what is a long word the students will get the practice they needs.

All patients are compared by four phases. Although results in all four phases were significant, they have shown that mean figures of both tests after one month follow-up have reached scores close to commencement of

|Of Basic Early Literacy |assessing the acquisition of early literacy |measures used to regularly monitor the development of |

The data presented in this study, id directly relevant to the present research aims previously stated in the purpose. To get into the larger study, classroom teachers participated in 1-hr information sessions provided by the school district. To recruit children in the study, consent forms were sent to caregivers of all the children in each classroom. The screening process allows up to 10 individuals into the study, 6 with IEPs and 4 children who were typically developing. In addition to the information sessions, teachers were required to complete a portfolio of questionnaires. Also, a 2-hr observation was conducted in order to find out the quality of the classroom literacy environment. Each classroom was videotaped during the observations. The portfolio was finished with the caregivers of the children answering questionnaires, including about their demographic characteristics and indirect assessment of the child’s literacy development.

If you want to keep information secret, you have two possible strategies: hide the existence of the information, or make the information unintelligible. Cryptography is the art and science of keeping information secure from unintended audiences, of encrypting it. Conversely, cryptanalysis is the art and science of breaking encoded data. The branch of mathematics encompassing both cryptography and cryptanalysis is cryptology. This method of secrecy has existed since 1900 B.C. in the form of Egyptian hieroglyphs. Up to the present two organizations have come to the front of the field; United States’ National Security Agency (NSA) and United Kingdom’s Government Communications Headquarters