The Importance Of Strategies For Students

CCSS.ELA-LITERACY.W.3.2.A Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Lesson Standard- Grade 1: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

ELL IV (Correlates to Grades 6-8) Standard: The student will express orally his or her own thinking and ideas. Level Early intermediate:

Overall, the expectations are clearly written, organized, and available. There are a few suggestions that could be beneficial to both educators and the community. The first suggestion would be to identify Bloom’s Taxonomy within the curriculum. Most individuals do not know about the six levels of cognitive domain, and are unaware that each standard specifies a particular domain, sometimes more than one. The six domains are knowledge, comprehension, application, analysis, synthesis, and evaluation.

Select a complex, meaningful, and relevant text. All students must read and use annotations for the appropriate portion of the text that is being discussed. Students are grouped using a variety of factors based on lexile scores, learning types, and workability of the

Finally, establishing an Animal Science class would give students a chance to try new things. By enrolling in this class, students could discover a hidden interest in animals. Since they are young and

(5-10 minutes) Teachers will read the article: Improving student achievement by extending school: Is it just a matter of time? San Francisco: WestEd. Each table will be assigned to a specific page number, staff members will read and discuss those pages then they will share with the rest of the staff members.

Pre-Assessment: The pre-assessment (baseline) will be administered in early Sept. 2014, using the sophomore summer reading text (The Alchemist by Paul Coehlo). The assessment will focus on reading comprehension and measure students’ abilities to draw inferences and focus on the way that theme develops over the course of a text. The data derived from student work will inform the teacher’s learning targets and the degree of growth predicted for this SLO. This SLO is presented as a next step challenge that will draw upon students’ proven abilities

After reporting the outcomes of this research, researchers decided to distinguish between the main literacy assessment and different core literacy tasks, like underlining a sentence in a paragraph. Researchers mentioned that the core tasks “required little or no inference on the part of the respondent” (p.2). In fact, the major literacy assessment—the part including real reading—was the part which needed inference. In other words readers make inferences as they recognize information in a text (Pressley,

First, school leaders in schools with low number of students of color revealed a lack of direct strategies to reduce the gaps. For example, Kevin Labby, the principal of an upper-middle class high school with less than ten percent students of color, answered that he does not use data to support his diverse students. As Labby tells us, “There is no specific plan for that, you know. If we see a group isn’t performing like other groups we use that information to take action.” Here we see the coalesce of school context and no positionality towards supporting students of color informs his leadership practice with the “gap.” Also, another elementary principal in the same district held a similar position. When asked how he uses data to support his diverse students, the elementary principal states, “Same way [the same strategies he uses with all students], its kind of the same structure, you know. . .So, I don’t look at that child as from a diverse standpoint.” The implication from the above two school leaders, then, revealed a color-blind approach.

One strategy the teacher use were visual by having a book with pictures, she explain clearly which animal lives in the water and which animal lives on land from the book. Using visual is beneficial to ELL student if they cannot understand what the teacher saying they could look at the picture to gain some understanding. Another strategy the teacher use was hands on she use stuff toys of each animals that live in the water or land. Using hands on is great for ELL this an easy strategy to use to get the students involved and not feeling left out. Hands on always helps with getting their attention, sitting looking and listening to the teacher the child may get bored, lose attention-letting feel, and be a part is a great way of keeping the children

While being briefed by Mrs. Bott on the student’s comprehension level data, she expressed the student is a below average reader. The student comprehends specific symbols and signs but does not read the terminology connected to the signs in a proficient manner. The limitations the student displayed in comprehending text was extremely challenging. The requirements for the assessment were, that the assessment should be uncomplicated and concise allowing the assessment to continue to follow the procedures the teacher conveyed for successes as we

To promote positive attitudes, moral reasoning so that children understand their behaviours and recognize that there are inevitable consequences for their behaviour

The most important strategy used is communication/education. The type being interpersonal as group sessions are held weekly. Over the course of four weeks, a lot of information will be presented to the participants. This will include documents on the projector along with handouts for individuals to follow. Below is a brief overview of what will be discussed each session.

Pets in the classroom benefit students by teaching responsibility, boosting self-esteem, and helping with children with anxiety. “From early childhood, the desire to keep a pet is almost universal; children dream frequently about animals; images and pictures of animals dominate children 's books; children who keep pets often regard baby-faced animals as siblings; and there appears to simply be an human attraction to, or at least interest in, non-human animals” (Daly, Suggs 104).