In Dr. Louise Spear- Swerlings’ article, she stated that in Kindergarten through third grade, student should be taught five key elements for effective reading abilities, which are phonemic awareness, phonics knowledge, fluency, vocabulary and comprehension. Dr. Spear- Swerling, continued by saying phonic awareness is well develop in normally achieving reader by the end of first grade and by the end of third grade they should have acquired basic phonics knowledge. In addition to children excelling to become good readers, the instructions should be explicit and systematic, following a logical sequence of instruction. For instance, reading a decodable text that’s consisting of words with one syllable before advancing to an authentic text.
Chapter 5 of the Assessment provides detailed information about phonics and the different forms of assessments used to test phonic skills (informal phonics inventory, informal decoding inventory, and z-test). The book provides many sample documents to have a better picture/idea of the different assessments and what they look like. The first assessment mentioned is the Z-test, this assessment exposes if the reader is capable of decoding one-syllable words. An example used in the book is as follows; “a child is given the (/z/ sound) word like zat, the child must recognize the similarities and differences of spelling patters that make up rimes by pronouncing the pseudwords. With this assessment it is important that the teacher/evaluator understands
The Doe Literacy Council invites you to attend a special benefit performance featuring the famous comedian, John Doe. All proceeds will go towards next year 's literacy campaign. You may already know that the Doe Literacy Council has taught over 1,000 adults in the Springfield area to read and write each year since 2001. But perhaps you didn 't know that we also donate thousands of dollars every year to public and private schools to improve their libraries. You can contribute to these efforts by purchasing a ticket to the benefit performance, which will be held on May 9 at 8:00 p.m. in the Springfield High School auditorium.
This has been very beneficial to students, as they are receiving curriculum specifically designed for their learning abilities and
The future of education is in the hands of current teachers at this moment. The current changes we have now which include reading earlier can affect how our children will develop. Kindergarteners are required to take a reading test called the Indiana Standards Tool for Alternate Reporting of Kindergarten Readiness (ISTAR-KR). This test is used to measure Kindergartners reading ability. This is new for the early learning standard (Kindergarten).
Nomi Kviat Background Information Child: Ruvy Levine Age: 4.6 Level/ Disability: Ruvy is a Preschool Student with disabilities, his IEP includes Seit provider, speech and OT and PT therapists Location: Gan Yisroel Preschool Pre-K, mainstream, General Ed, Jewish Orthodox private school in Brooklyn, NY. Classroom placement: Universal Pre-K Eighteen Children Nine children have an IEP Dates and Times: November 3, 10:00-1:00 November 4, 10:00-2:00 Primary Language Yiddish/ English Activities engaged in: Circle time, centers, gross motor activities, small group activities, lunch, snack time
Texas English Language Proficiency Assessment System (TELPAS): The Texas English Language Proficiency Assessment System (TELPAS) is a federally required assessment program design to measure the annual progress that ELLs make in learning the English language. Under the No Child Left Behind Act of 2001 (NCLB), English language proficiency assessments must assess students annually in kindergarten through grade 12 in four language domains: listening, speaking, reading, and writing. TELPAS assesses the following domains through holistically rated assessment in English only. In grades K-1 students are assessed in listening, speaking, reading, and writing, while in grades 2-12 assessments only assess listening, speaking and writing.
Eliu T. Ate Jr. 03/07/18 Period 02 GMO GMOS are genetically modified organisms that have had new genes from other organisms added to their existing genes. Studies say that the goal of doing this genetic engineering is to give the original organism new characteristics, like disease resistance. Adding GMOS to food can result significant allergy risks to people who consume GMO food products.
Equal Protection for English Language Learners Any student migrating from another country or lives in a home where English is not a first language or no English is spoken faces many problems. Even in the United States where the population of immigrants is in millions. There are many students who considered as English language learners (ELL). Sometimes, these students are treated unfairly in the school environment and are at a disadvantage due to language barriers.
However, I believe that data from what students are doing in the classroom is more important than data from a standardized test, because not all students will do well on tests. The data from these standardized tests, SBAC and ELPA21, does give classroom teachers information, however, it should not be the sole way to determine student achievement. Standardized tests require students to be put into a box, they can only respond one way, and it does not allow for creativity or flexibility that some students need to demonstrate their knowledge. Classroom teachers need to differentiate instruction and allow students to have the flexibility to demonstrate their knowledge. As stated above, knowledge can be coded in another language and students need to feel comfortable enough to either use that language or have a way to explain that they do not know how to say it in
An Analysis of The Progress in Reading Literacy Study Yuxuan Yang University of Pennsylvania 05/04/2017 PAPER FOR EDUC 683 FINAL PROJECT Abstract The Progress in International Reading Literacy Study (PIRLS) is an assessment that is conducted by the International Association for the Evaluation of Educational Achievement (IEA).
Poverty plagues not only the developing world, but also still persists in many neighborhoods in the United States, further widening the gap between the rich and the poor. This gap is not purely economic, it is also one of literacy, of technology, and of opportunity. Society’s most powerful tool against poverty, unemployment, and these persistent gaps is education. Schools in low socioeconomic areas often fall behind more well-funded private ones, especially when it comes to technology and multimedia literacy skills, but it is in low socioeconomic areas worldwide where these skills can make all the difference to a child, to a family, and to a community. Dr. Barbara Means, director of the Center for Technology in Learning at SRI International, explains, “The need to prepare students for
This helps the reader find different ways to understand what they are reading. It helps them draw a really clear picture in their head as
My relationship with literacy has been a journey all on its own. From learning how to sound out letters and words, to reading my first sentence , I have developed quite a valuable foundation and platform, that will eventually guide me to success. I have had the pleasure of experiencing a love that just continues to blossom. A love that will never fail, nor will I fail it. This love that I speak of is my passion for reading, writing and literacy as a whole.
EDUC 1211 New Literacies for Teachers Hattingh Jeanine: 1054720 Mr Juniel Matavire A3 22 April 2015 In this essay I will be discussing the different literacy practices of the British Asian girls and the Welsh girls, in relation to their reading for pleasure, and their digital literacy practices, and how these relate to their identities as bilingual and bicultural girls. Both the British Asian and the Welsh girls read for pleasure, and both group of girls enjoy reading in English than in their non-dominating languages, however both groups of girls give different reasons for their preference to reading in English. Looking at the similarities in their literacy practices, the British Asian girls enjoy reading novels in English from popular teen authors, and in the same way, the Welsh girls also enjoy reading English novels from popular authors (Jones, 2006).
