ipl-logo

End Of Course Assignment: Poverty And Achievement Gaps

804 Words4 Pages

Taylor Newman
Mrs. Laura Welsh
1st Grade
Shawnee Elmwood- Shawnee City Schools
January 29, 2018
End- of Course Assignment
For my end of course project, I decided to work with a group of 5 children who are falling behind in reading. Each child had a slightly different reason for falling behind. For example child one has a slight speech impediment. Child two has dyslexia. One thing I learned was that poverty and achievement gaps are a huge issue in today's education. After knowing this, it came present that there are a few students in my classroom that struggle in school due to poverty and achievement gaps. During seminar, we spoke about,”Children who grow up in low socioeconomic conditions typically have a smaller vocabulary than middle-class …show more content…

Before each chapter for every chapter, we have them take a pretest that shows what they already know. From this information, each child in my classroom is put into a groups depending on how they did for each chapter. For my project, I focused on the children who struggle with reading. Each week every student would get a new set of flashcards to practice depending on their reading level. For the students I work with, they are extremely behind on learning words. In result, every morning during morning work, I pull each of these selected students individually to my table and go over their personal flashcards to help them them learn the sight words they need to succeed and catch up with the rest of their class and grade. Some of the students I see have trouble with reading fluently and smoothly. For these students they also have papers that have reading selections in them. Children from low-income families hear, on average, 13 million words by age 4. In middle-class families, children hear about 26 million words during that same time period. In upper- income families, they hear a staggering 46 million words by age 4—three times as many as their lower-income counterparts (Hart & Risley, 1995). This is shown a lot during my field placement. This is a main reason why …show more content…

This causes stress on the teachers and other students because we can’t go further with each lesson when many of the students are behind. This causes the students to not learn more and the teachers to get behind in their lesson plans. The issues, assets, resources, and cultures differ from what I experienced as a high school student are huge. In my high school experience, each students in grades 6 to 12 was given a chromebook or ipad to help learn and improve classroom lessons. From grades K to 5 they also had chromebooks that they could use. Shawnee has classroom laptops that they share between other classes. Another is that shawnee has science as a “special” which they have once a week while we had everyday. As a school professional, I see as my role in addressing these issues by helping each student with the mentioned flashcards and taking time to make sure each child is learning in a way they

Show More
Related
107 Words | 1 Pages

The children, unfortunately have no other choice but to live in a low income area. Not only does that result in having issues at home, but also in the classroom. According to Alexander’s study, students living in lower income areas will have a slighter chance of reaching

Read More
194 Words | 1 Pages

Do you want part of your education taken away? If you don 't then listen to the reasons why the school board should keep our Chromebooks. I think that Chromebooks should be allowed in Elementary schools because kids doesn 't have to waste paper and pencils. Also the parents and teachers do not have to buy ten to twenty textbooks for each class, and some textbooks are heavy for some students. My second reason is it is very easy to use, Wherever you go, there is going to be Wi-fi to connect to you 're Chromebook.

Read More
1167 Words | 5 Pages

L., & McKeown, M. G. (2007). Increasing young low-income children’s oral vocabulary repertoires through rich and focused instruction. The Elementary School Journal, 107, 251–271. Biemiller, A. (1999). Language and Reading Success.

Read More
1137 Words | 5 Pages

Most schools today use different versions of technology to advance learning in the classroom, but in reality this is making students learn a lot less. Students have access to all sorts of games, videos, and anything not school work related on a device. Spending more time on leisure activities

Read More
1247 Words | 5 Pages

Betty Hart and Todd R. Risley conducted the report “ The Early Catastrophe” The 30 million word gap by age 3 discusses the importance of child development beginning at an early phase and how vocabulary and spoken language develops from family interaction, beliefs, and cultures. The goal of this study is to compare and contrast a child’s ability to communicate at home versus communcation in a school context. Families from different socioeconomic backgrounds determines the relevancy of the quality of language spoken against the amount of the words used in the student's household and at school. Studies have reveled the conflict between amounts of spoken words and the messages they express a tremendous reduction in literacy development. This essay will talk about the findings of the studies conducted and show how

Read More
945 Words | 4 Pages

Adams recalls when her son was being taught to read over Zoom: “In kindergarten and again in first grade, her son and his classmates were taught that when they came to a word they didn’t know, they should look at the first letter, look at the picture in the book and think of a word that would make sense. They weren’t told to sound out the word”(Hanford 1). It is evident that this method of teaching was ineffective as it does not teach children how to sound out a word for them to read and understand it. Hanford uses research that demonstrates how schools have not been effective in teaching children how to read, which is a crucial skill to learn. Hanford states, “In a 2019 survey by Education Week, 72 percent of elementary special education and K-2 teachers said their schools used balanced literacy”(1).

Read More
1663 Words | 7 Pages

Though Joshua and Nicole have gifts in various areas as well as supportive families, they both have significant deficits in reading. Research shows that the performance gap between them and their peers will continue to expand unless intentional interventions are implemented (Moats, 2002). Fortunately for Joshua and Nicole, an arsenal of evidence-based strategies exist to equip them with the skills needed to greatly increase their proficiency in reading. Joshua Described as a hard-worker, Joshua is a fourth-grader who enjoys the full support of his mother and fourteen-year old sister.

Read More
708 Words | 3 Pages

They use whiteboards to show their work during lessons. I encourage students to act out and draw word problems to help them understand. However, an area I can do better is making the time to incorporate children’s books, and utilizing tools, videos, and manipulatives to support my instruction for all students. In addition, I will incorporate visual vocabulary cards with my math instruction to help students understand the

Read More
5126 Words | 21 Pages

They had a huge book project that needed to be completed in 6 weeks. We used a calendar, and showed them the day that it had to be done. We chose our book, and marked on the calendar the chapters that we would be doing for that day. As a group, we discussed that if we were unable to complete the chapter

Read More
576 Words | 3 Pages

School systems would rather spend thousands even millions of dollars on technology. Why not spend some of the money on textbooks? It is easy for a child's mind to drift away on technology. During learning time a child can have access to games and partake in other things that do not pertain to his lesson. Majority of the time the money that is given to the school is often misused by school officials.

Read More
773 Words | 4 Pages

In order for the students to demonstrate their accuracy and fluency I would have them read a fluency passage that is at their grade level. The passage would also have a section for their accuracy of how many words they can read in a

Read More
1594 Words | 7 Pages

Children should focus on creating a coherent voice, not meeting standard. Speech, writing, and reading development aid can be embodied in a series of ways. Furthermore, standardized testing is not the most efficient way to help or understand a

Read More
859 Words | 4 Pages

The way schools are funded and the quality of teachers can have a major effect on the quality of learning a child may receive. Poverty not only affects a child socially, but it has mental, physical, cognitive, and linguistic affects as well. It is important to study poverty and its effects on education, because it is a part of our society every day. It is important to study how schools are funded, because it determines

Read More
1745 Words | 7 Pages

2/28/18 Poverty and Education For this literature review, I conducted an analysis of poverty and how poverty affects children and their education. For my internship I work in a low-income school system, I really wanted to dive into what and how this has a role to play in brain and education. The major question that I feel needs to be answered in order to continue this research project is: has been shown to negatively influence child brain development, thus interfering with their success in the academic setting? There are many environmental factors that influence how a child’s brain develops before the age of six. These effects include prenatal care, health conditions, and poor school readiness skills in their language. Children raised in poverty are adversely affected both indirectly and directly through their family’s lack of resources and education.

Read More
1597 Words | 7 Pages

Initially, children play with words by generating new words and by exploring and creating language patterns. By singing songs, intonation rhymes, playing with words, and listening to adults read word-play books, students develop their phonemic awareness. Classically, there is a natural continuum to this skill development but for student with reading difficulties or disabilities this is not always the circumstance. For some students, teachers have to provide small group instruction that is more clear, methodical, concentrated, and helpful than is usually provided in the

Read More

More about End Of Course Assignment: Poverty And Achievement Gaps

Related Topics

Open Document