For example, learning to decode followed by fluency is the first step followed by independent reading, reading with absorption, and ending with critical reading. ("Stages of reading," 2010) According to Chall, each student will progress through the stages in their own time and that development in learning to read can be affected by interactions with their environment. (Chall, 1983) I can support my students' development by understanding what to look for at each stage. I can also assist in their growth and development by knowing what works for them instructionally. The later may require some detective work but I welcome the challenge.
The second step is to take courses in order to be successful at standardized tests and to be prepared for them. Search courses online or in a special schools for help with tests, such as ACT, SAT, FACT, TOFEL and any other tests that you need to take. Remember that you should work hard, and be patient with yourself. Try to complete the course, and try not to miss any days of the course. You need to be persistent and have a lot of determination to pass standardized tests.
The government plays an important role in developing literacy programs and evaluating the best practices to adopt in schools to ensure that the literacy skills are gained by the children studying. The programs involve all the members of the family and servers individuals at all stages of ages. The processes of literary development involve a process which starts with mistakes but later comes out with perfection as one advance in life and training. The parents should act as an example for their children and guide them in their elementary schools to develop their literacy skills. The teachers help the children develop their skills while in their schools.
A. Kurek Adolescent Paper SEC 300 Effects of Peer Pressure on Adolescents Attending school is mandatory in the United States. Adults encourage their children to attend school so they can learn about basic knowledge, the past, present, and future, issues in the world, different ways to perceive the world, and many other things. However, how do the children perceive school? Some attend because they love to learn and gain knowledge each and every day. Others attend because they are told to.
Baseline data helps the teacher decide how far the child is from where he or she should be. It also helps the teacher to develop objectives and instructional plans. Determining Effectiveness of Instruction Another critical aspect of monitoring behavior is to assess the effectiveness of the program. Keeping track of the student's behavior helps the teacher make decisions about when instructional changes are needed to help the child make progress on his or her individualized objectives. Communicating About a Child's Progress Monitoring student's progress on objectives facilitates communication in the classroom, with parents, and with students.
Assessment Artifact Name Institution Assessment Artifact Assessments form an essential means for teachers to gain insight on learning the progress of students. Assessments determine how students grasp concepts in class, which indicates the ability to make correct decisions. To evaluate learners’ performance, teachers make use of formal and informal assessments. This paper analyzes types of formal and informal assessments that an educator may use to appraise students understanding of concepts. Formal assessments refer to the systematic and pre-planned methods used in determining how students understand class teachings (Brady & McColl, 2010).
Another way to collect data is to talk to the parents of the students when they arrive to pick up their kids or in the school meeting for parents, then the teacher can inquire if the student is also showing behavioral problems at home or if the problems only occur in the academic context. Collecting and reviewing data before implementing specific interventions is extremely important because it prevents overreactions and personal bias of the teacher. An intervention needs to be grounded on enough evidence that there is a behavioral problem and that it is not a singularity. Then the teacher can use the records to support his intervention. Common Behaviors in Young Children Three of the most common behaviors in young children that the teacher might consider for modification or replacement include: Talking to friends or doing activities when the teacher is asking to pay attention.
The children use their thinking and cognitive skills to become literate. Concept books are a way for teachers to teach their students early literacy skills. One way to use a concept book is by reading to the class and discus what the book is about. Children are able to learn new words that they hear from books and it can help them expand their vocabulary so they can be able to improve their communication skills. Another way to use concept books is to use them to introduce ideas, serve reinforce concepts or to add further information to a topic that children have already explored through direct experience (Giorgis & Glazer, 2009, p. 146).
Positive interactions from parents such as questioning, elaborating on word meanings and identifying specific letters, are of great benefit to children. By providing an encouraging environment and interacting positively during book reading, children will be more interested and view reading as a pleasurable experience. As children get older, and are able to start reading by themselves, the above practices should not be forgotten. Rather, different methods should be implemented in order to keep children interested in reading, to expand their knowledge, vocabulary and comprehension and to perhaps give them exposure to books they are not ready to read themselves. As literacy in the early years of schooling is vital for continued school success, the influence a parent’s contribution can have through at-home family literacy practices is
“Since prediction is an important strategy used in the reading process, the teacher can demonstrate this strategy by stopping at significant points [in the story] and asking, ‘what do you think will happen next? As children internalize this question, they develop an anticipatory attitude toward print, making predictions as they read or listen to a text in order to generate meaning as the story unfolds”. Circular and cyclical plot stories are excellent resources for introducing student prediction strategies because of their repetitive nature. Some students call this “going out the same door you came in”. This repetition encourages students to predict the events in the story, and to predict these events with more success.