Summary-Critique of Professional Journal Article A Lesson Cycle for Teaching Expository Reading and Writing Jessica Harvie Southeastern University Research-Based Practices of Reading and Writing Instruction EDUC 5433 October 12, 2013 Dr. Janet Deck The two newly credentialed English teachers taught a five week long summer course educating 30 sixth graders and 31 seventh graders. The goal for these students was to be promoted to the next grade by the start of the next school year. The teachers taught study and English skills to these California middle school students who were required to attend class in order to be promoted. The participants were comprised of 20 sixth grade males and 10 females which included 21 Latinos and 9 white, non-Latino students. The seventh grade population consisted of 20 males and 11 females of which 19 students were Latino and 12 students were white or non-Latino.
We also have core studies, which are run by HLTA in the learning support department. Core studies is for students that are below the national standard for their year, the students that have core studies lessons are not removed from their timetabled English lessons but are removed from their Modem Foreign Language lesson to undertake addition Literacy lessons. Students that require extra support for their reading are removed from tutor time up to 3 times a week to get this extra support
Anisha Spellman Benchmark Assessment: Language Arts Unit Plan Grand Canyon University: EED-525 November 27, 2013 “Learning to read and reading to learn” is a quote that one of the schools in my district uses to help motivate reading in all students and their families. I believe reading is an important aspect of all lives. What exactly would the world be like without the reading? It is crucial that we teach this to all of the little children while they are young and trying to learn. The more they practice and the more teachers and parents instill this in their minds, the better they will become.
They are comprehension, vocabulary, fluency, phonics and phonemic awareness. These characteristics, though not equal in importance, each play a key role in language acquisition. As research of these characteristics began to surface, literacy leaders began to evaluate their importance through an annual survey. Once again, comprehension, vocabulary and fluency were identified as key characteristics for effective language acquisition through direct reading instruction while phonics and phonemic awareness fell to the background (Cassidy, & Cassidy, 2009). Explicit instruction in comprehension was identified as still “hot” by almost 50% of survey
A. Contextual Information for Case Study 1 1. Elements of a Learning Experience in a Unit Grade: Third Content Area: Language Arts Subject Matter: Reading and writing Time Period for the Learning Experience: Two 30-minute sessions in two consecutive days State-adopted Academic Content Standards for Students Reading: Comprehension and Analysis of Grade-Level Appropriate Text 2.5 Distinguish the main idea and supporting details in expository text Writing: Organization and Focus 1.1 Create a single paragraph: a. Develop a topic sentence b. Include simple supporting facts and details Learning Goals for the Learning Experience Students will be able to do the following with a focus on reading and writing: • Identify the main idea of an expository text • Identify three supporting details from the expository text • Summarize the expository text using the main idea and three supporting details in one paragraph Instructional Resources Available • Age-appropriate expository text and writing journals 2. Class Description Students are in a self-contained third grade class.
GCSE English Language Unit 1 (Higher) Top Tips This revision guide contains a sequence of activities, and guidance on how to complete these activities, which will build on the learning of the last two years and help you to achieve success in your examinations. There are a range of twenty-minute activities and you should aim to complete at least one every day between now and your exam dates. To improve your grades: 1. Plan your revision, and stick to the plan. 2.
Article Review by Michelle Shipman EDD 9300 Methods of Inquiry Nova Southeastern University February 7, 2011 Review of a Qualitative Research Report Introduction The purpose of the article chosen was to analyze and assess an appropriate tool for reading in elementary students using a response to intervention model. Also, the researcher wanted to investigate and define the reading problems in poor readers specifically those in the fourth grade. A Universal Screening tool called Response to Intervention (RTI) was used to identify the selected students. The screening was done on two hundred and thirty fourth graders. For the period of the study, the researcher wanted to determine if students would need more intensive instruction after implementing the RTI instruction.
Whatever the case may be, reading levels are quickly declining instead of accelerating. A new idea has been formulated in regards to solving the problem of low-reading skills amongst 8th grade students. This idea consists of a reading intervention program, referred to as READ 180. According to Papalewis, the READ 180 program consists of a 20-minute whole-class literacy instruction, three 20-minute rotations where the teacher works directly with a small group of students, and ends with a 10-minute wrap-up for students to review over what they have done. READ 180 also
Dutton-5th AP Lang November 6, 2013 Entering the Conversation Essay The “American High School” was originally intended for students who wanted to further educate themselves. That was until Horace Mann decided to modernize the education system by introducing standardized textbooks, extending the school year from the original two to three month periods to ten months out of the year, and finally making attendance for school mandatory. The main focus point on educating American students in high schools has sadly altered throughout the years into a civilian-preparation center. Teaching them how to sit quietly for numerous hours out of the day trying to retain information, while their enjoyment for their courses is slowly dying. Students are also maturing much earlier than when the education system was first created, therefore keeping them in
Ebenezer Collier The Psychology and Education of the Exceptional Child Article Review Weingarten, R. (2012). Extended Learning Time offers Promise in Raising Achievement. American Teacher This article reflects the reaction of the President of the American Federation of Teachers, Mr. Randi Weingarten on the report of a study on how schools are using extended learning time to improve student achievement. Through interviews and site visits on 30 academically high-performing schools that serve a large percentage of low-income students, with longer school days and years, the study, “Time Well Spent”, documents and analyzes how schools allocate their time, and, more significantly, the specific practices which ensure that expanded school time is used productively and well. In this report, the study identifies the following eight practices that are “proving successful” especially in schools that serve disadvantaged children: (1) Make every minute count; (2) Prioritize time according to focused learning goals; (3) Individualize learning time and instruction based on student needs; (4) Build a school culture of expectations and mutual accountability; (5) Provide a well-rounded education; (6) Prepare students for college and career; (7) Continually strengthen instruction; and (8) Relentlessly assess, analyze and respond to student data.