Once students were identified, a momentary time sampling (MTS) was used to get a baseline of behavior for the students. The MTS lasted 2 weeks, 3 times a week for 30 minutes per child identified. At the beginning of the second nine week cycle, 2 of the classes were given their stability balls to use. Students were taught how to use the stability balls to prevent injury and unsafe behavior but otherwise normal classroom procedures were maintained. After 4 weeks of use, another MTS cycle was begun, this one lasting 4 weeks, 3 times a week for 30 minutes per child identified.
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.
Schools and Society: Communication with Families 1 I believe the teacher staying late at least once a week shows an understanding to parents, not everyone works the same shifts or can be available while their children are at school. Having a handout for parents to look over was very insightful of the teacher. It will most likely cover all or most of the information given at this meeting and gives parents a chance to follow along with their handout. Also, they can take the handout home with them, giving them more time to come up with any questions that they may have regarding the material. It was sensitive of the teacher to consider any language barrier by having translators present at this speech.
The author also enjoys reading and socialising with friends. The author is currently working as a School Health Support Worker across two different localities. The author has been in her current role for three and a half years. Previously the author worked in a Pupil Referral Unit for a year, supporting young people who were in threat of exclusion from school due to their behaviour. Prior to this the author was a Cover Supervisor in a High school where her main duty was to cover lessons in the absence of the main class teacher.
This paper will summarize the article and Lu’s findings, describe the intervention strategy, and whether or not I would consider this type of strategy as an instructor of young children. Lu (2010) begins her study with observation in each of the classrooms of the three first grade students for a one week period. All three students were from middle socioeconomic families and although they were in separate classrooms with different teachers, each had been labeled as having “low motivation, little confidence, less engagement, were very restless, and were labeled with reading and writing disability “(p.2). Before beginning instruction with these students, Lu (2010) felt that much could be learned by interviewing the students and finding out their interests and preferred learning styles. From these interviews, she was able to obtain some basic information about the three students interests such as pets, friends, relatives, activities, vacations, celebrations, favorite television programs, and so forth.
Running head: A Review of Early-Grade Retention and Children’s Reading and Math Learning in Elementary Years A Review of Early-Grade Retention and Children’s Reading and Math Learning in Elementary Years Educators have hundreds of decisions to make and thousands of questions to answer every day. They must weigh the pros and cons of what will most benefit each student they are in charge of. The question Hong and Yu attempted to answer was what the effects are caused by early-grade retention. By conducting a carefully planned experiment, they attempted to shed light onto this topic. This article addressed the concerns regarding retention rate in the early grades, specifically kindergarten and first grade.
A Child Study Team (CST) is a group of education professionals that meet on a regular basis to discuss, assess and formulate plans to intervene when a student is showing signs of difficulty in a regular education environment. This team is part of the pre referral process before a struggling student is formally assessed for special educational services. The CST group follows the Response to Intervention (RTI) pyramid schedule, and when a student does not perform at grade level in Tier 1 in the RTI plan, that student is moved to Tier 2. According to Roger Peirangelo and George A. Guiliani from the textbook “Assessment in Special Education”, When progress monitoring and teacher observation show that Tier 1 RTI strategies are not working, they will move to Tier 2 RTI. () Child Study Teams are important to the education process because they help determine if a student is struggling due to an issue outside of a learning or behavioral deficit or if a least restrictive modification can be incorporated into the child’s education plan.
The Head Start Program has several centers around the Harris County area (16 centers total). The program helps low-income families. It also supports and promotes strong families through parent participation and training. Teachers encourage parents daily to volunteer in their child’s classroom, or call to check on their child anytime. Parents are welcome to participate in educational activities in the program and in Policy Council meetings.
Counselors, teachers and administrators could implement a parent education course to meet once a month covering the method of conflict resolution and peer mediation in school. During this time, parents would be able to express concerns that they might experience at home. Teachers and counselors would be able to share ideas and strategies of conflict resolution and mediation so that they may be able to introduce at home. By doing so, hopefully the behaviors displayed at home and school will be enhanced and students overall achievement will improve. Peer Mediation 3
PHONOLOGICAL AWARENESS 1 Running Head: PHONOLOGICAL AWARENESS 1 Phonological Awareness PHONOLOGICAL AWARENESS 2 Phonological Awareness (PA) has been a buzz word in preschool and elementary schools within the last decade. This attention is merited. Study after study has consistently linked the level of PA a child possesses prior to entering school to their ability to learn how to read and to their later reading development (Love and Reilly, 2007.) Research also revealed that PA was an essential skill for not only learning to read but also to write, and correctly spell. When PA has been part of a literacy program it has not only impacted future reading scores of children with written and oral language difficulties, it has also improved scores of children who have no problems with language (Shaywitz & Shaywitz, 2004, Schuele & Bondreau, 2008.)