Alternative #2: Spelling Based Instruction, on pages 234 and 235, is an approach that focuses on each child individual level of knowledge. It is a good way to figure out where each child is in the process of learning to read, write, and spell; and then build upon in successfully. The text suggests an informal assessment by placing the children in the class into groups and have them write something. This observe what level they are on. Based on what level they are on, then move them into a group of children that are at the same level.
State Schools follow the National Curriculum and work towards standardised tests such as Standard Attainment Tests (SATS), General Certificates of Secondary Education (GCSEs) and A-levels. The mainstream school’s curriculum is structured below: Early Years Foundation Stage (EYFS) EYFS will be followed at nurseries, child-minders and reception classes within Primary Schools. Its main focus is “Learning through Play” which includes activities such as exploring materials, mark making and interacting with others. It is divided between Foundation Stage 1 (F1) from age 3-4 and Foundation Stage 2 (F2) from age 4-5 often referred to as reception, being the first school year pupils enter Primary School. Key Stages 1-4 Following reception class, pupils enter Year 1 (Y1) and are taught Key Stage 1 (KS1) through to Year 2 (Y2).
Provide a classroom example of each. AED 202 Week 6 Assignment Reading and Writing Development Assignment: Reading and Writing Development Compose a 1,050- to 1,400-word paper addressing the following points: Choose two age groups from different periods in the physical development process. Give some thought to the age groups you choose, as you will focus on them in later weeks and for the final project. Compare what you would expect to see in the classroom from each age group in terms of expected reading and writing development. How might this influence which reading and writing activities you would assign?
Communicate with parents via children’s daily diaries and also in person at collection and drop off times. 1.2 Expectations of my own work role as expressed in relevant standards are that as a Childminder I must be registered with Ofsted and meet requirements set out by them by having an enhanced CRB check, attending a paediatric first aid and safeguarding children courses every three years and have inspections to check I am meeting the statutory requirements of the EYFS. I need to meet the standards of the EYFS and Childcare Act 2006 by; Keeping detailed records on Children and Parents personal details, Accidents, Risk assessments, Medications, Attendance Log, Any visitors to the premises during minding hours. I make and note observations of the children to track development progress. I also follow the framework to ensure I cover the areas of learning and deliver a balance of Adult led and Child led activities.
An analysis of the types of evaluation, assessment and records used by the Teaching assistant in their school context given the national context and exemplar practice in this area, supported by relevant academic reading. NOTES: · TA’s use a variety of types of assessment for all different purposes. · Summative assessments – SAT’s, mock papers to determine what level the child is up to and what group to put them in. · Formative assessments – Salford reading test, helps inform for planning in curriculum areas, also to develop reading and interpretation skills. · Informative assessment – providing feedback to children, via homework, test results etc.
This therefore means that since their distraction and hyperactivity levels are suppressed, they can function well and execute tasks as well as the average non-ADHD student. However, when non-ADHD students pervade the system, the state of equality is compromised. This provides non-ADHD Adderall consumers a continued advantage over the ADHD students. These essentially still have a better shot at thriving better and outperforming the ADHD. This deliberate use of Adderall to gain better grades puts ADHD students at a further disadvantage because there is no other means by which the field could be leveled once more.
There are people who say that this generation is the dumbest because of lack of ability to focus for long periods of time. Also people might say that technology is making this generation lazy. Others might believe that this generation isn’t the dumbest. They might think that technology is helping us adapt to the world around them due to the fact that the world is run by technology. Even though this generation might be losing some ability to focus for long periods of time, technology is helping us adapt to the ever-changing world.
The form will be collected and sent to our school social worker who will then send it to the district ELL coordinator. The ELL district coordinator will then do a home visit to see what the student’s needs are. The response to the intervention meetings will be held with the parents, teachers, principals and coordinators to let all who is involved know what the ELL student’s academic needs are. Students with limited English skills that are addressed through the Response to Intervention process will be identified and an assessment is administered. When the student meets the qualifications they will be serviced by an ESOL teacher.
Without the TANF program to provide help for these families the poverty rate would rise continuously. The welfare programs from analysts believe several factors have contributed to the decline, including an improved economy, tougher work requirements and diversion. Strategists that have moved applicants directly to work programs (Almanac, 20010). However, in my opinion I would say that welfare is not checked often enough and it should be more often. People who are on welfare tend to play the system because they know they can get away with it and take advantage, because the welfare office does not check like they should.
Mathematics is both a key skill within school and a life skill to be utilised throughout every person’s day to day experiences. Numeracy or Mathematics is a core subject in the National Curriculum and the school uses the objectives from this to support planning and to assess children’s progress. We also follow the EYFS Curriculum guidance for Mathematics. Teachers use long term planning to ensure coverage of all areas of the National Curriculum, medium term planning outlines in some detail the programme of work to be covered over a half term or term and short term planning looks at in detail what is to be taught on a day to day, lesson by lesson basis. Numeracy is taught on a daily basis, the children are split into ability groups for most of the numeracy lessons, but on occasion, maybe when doing a “math’s carousel” they will be either put into mixed ability groups or partners.