Ulisses, a fourth-grade English Language Learner (ELL), is actively striving to meet the WIDA ELD standard ELD-SI.4-12, which focuses on narrating and identifying questions about what might be unexplained, missing, or left unsaid. In his writing assignments and classroom discussions, Ulisses demonstrates a developing ability to analyze texts
We all have our battles. Each fight is different per person. Every victory celebrated, whilst every loss is a lesson to be learned. Hamlet, for example, had many battles faced from the very beginning. All of it, wrapping around the death of his father and his subconscious need to avenge him.
Janetta has a goal of construct well-written sentences. To assess this goal, I would use a formative assessment. First, I would use a choral response to review what parts must be in a sentence. Once we have reviewed what makes up a sentence, I will have Janetta give examples and non-examples of sentences. If she is having difficulty with this, I will present Janetta with examples and non-examples, modeling how to write a sentence with five words including capitalization and punctuation.
All in all, Beth demonstrates GrA5 of the NLLP and F-Level 2 of the Victorian Curriculum, where it states the well-usage of simple and compound sentences as well as adverbial
However, since I was successful in this lab course, it would not be until Winter Quarter when I fully recognized this flaw in Writing 39B. Enduring my chaotic and unproductive process of writing the Rhetorical Analysis Essay and Rhetoric in Practice Final Project has greatly influenced and improved the way I conduct my writing process in general. The specifics of my writing process and how it has evolved will be expanded upon in the following chapter. In the end, learning the importance of having an efficient drafting process and starting my assignments in a timely manner has improved my performance in my other classes; especially lab. I now start my lab reports earlier, focusing on making them more organized, detailed, and well-written.
Julie Scagell wrote an article about retakes being allowed in today’s education system. This is the topic of discussion of my CEE 111, “Retakes Influencing Education.” I opened this essay with some background information about Scagell and why she decided to write about retakes, but this was one of the many ways I analyzed and evaluated written communication. I will show that I mastered the English 111 Student Learning Outcome #1 “Analyze and evaluate written communication in terms of situation, audience, purpose, aesthetics, and diverse points of view” using my essay, “Retakes Influencing Education,” to justify my claim.
On October 13, I observed the second grade reading and grammar classroom of Mrs. Turner at Elkhorn City Elementary. The students were sitting at tables with their attention directed towards the smart board. They were instructed to begin their D.O.L., or daily oral learning activity, led by the teacher. The smart board was pulled up to where you could see Mrs. Turner writing on her own notebook paper as to visually walk them through heading up their papers and the correct format of sentences. The D.O.L. consisted of five sentences, each with two grammatical mistakes they were to fix.
Entry #2: Date and Time: Friday, February 17, 2017, 9:00 a.m. to 12:00 p.m. (3 hours) Task/Activity: Students in both classes started off the class by taking their weekly spelling test. Following this, both classes examined prose-constructed responses completed by fellow students (although responses were kept anonymous). Students would then work in groups to grade the response according to PARCC standards.
When speaking, she uses conjunctions and singular nouns. The student can understand simple directions such as sitting down and writing her name. The student is learning basic knowledge and will need more time to grasp the first-grade concepts. The second-grade students are developing grade level standards in reading, speaking and listening. The students are reading out loud which will improve their comprehension and reading accuracy.
Given the rigorous nature and experiences associated with this college-level course, it can only benefit my academic standing and intellectual abilities. Overall, this course will emphasize the importance of being able to express insightful, meaningful details in my writing and speeches. In summary, I
However, when assessing the exam is writing sentences using the parts of speech properly. What was not taught is how to use the parts of speech in sentences. The why (definitions were provided, but his is insufficient permit learning to occur. To avoid this trap the presenters suggest three actions: 1. Clarify the differences
Slowly, I started to improve, but my growth was most evident in the daily sentence writing, where the class then graded each other’s writing on a scale from one to five. Halfway throughout the year, during December, I tried to construct the best sentence possible; after a couple minutes, I
Often times research conducted on Psychological test study how valid or reliable a test is. One of the studies conducted by Spirrison and Gordy to understand the validity of the CTI, specifically tried to understand how basic grammatical errors affect the validity of a test. 73 males and 120 females took part in the study and were given a reading a passage to proofread. A time limit of three minutes was given to them (Spirrison, & Gordy, 1993). The passages were 385 words.
Susan’s present academic performance for reading and writing shows that she has yet to master tasks at a third grade reading level, such as decoding words and making cognitive connections with text. However, she can recognize ten sight words, and can use pictures to help her read modified text. The use of Mayer-Johnson symbols and rebus books have allowed her to build further understanding of classroom topics, and create a visual schedule to help her keep track of tasks or events. Susan knows her colors as well as shapes, and can label images. Though, due to limited fine motor skills, her writing abilities are under developed; which makes writing assignments difficult for her.
My composition skills have been developing as we have progressed through the challenges in this class. The “sentence of the week” exercise provided a different topic each week to practice our grammer. Like weekly weeding and tending to a garden, it helped us to better develop and reinforce our skills. Like a garden, our skills needed
