A first-grade teacher notices during guided reading that a student has difficulty decoding words such as "ran," "pet," "him," and "hot." Which of the following is the most appropriate way for the teacher to confirm the student's difficulty? In order to develop students' spelling skills a teacher presents the following words to the class.
Because he had successfully learned to decode words with a short a spelling pattern, James was able to read a passage fluently and effortlessly. This automatic action showed that James has mastered a literacy __________.
While assessing students' reading ability, a teacher notices that many students struggle with words like "enough," "sign," "night," "through," and "was." Which of the following instructional strategies has the greatest impact on building students' automatic recognition of such words?
A retelling is open-ended and requires the student to construct a description of the passage more independently of the examiner. Which of the following criteria would be most important to consider when selecting "leveled texts" for use in assessments and guided reading with beginning-level readers?
C Is the best answer here since teaching students to use structural analysis and their knowledge of familiar English morphemes (i.e., the root defense and the affixes in- and -ible) to deduce the meaning of a new word containing these morphemes provides students with a powerful independent word-learning strategy.
Which of the following statements best describes an effective way to prepare students to listen to or read a text? Establish the purpose for reading the text and impart background knowledge.
Which of the following criteria would be most important to consider when selecting "leveled texts" for use in assessments and guided reading with beginning-level readers? The texts should use repeated words and natural oral language structures.
Which of the following informal assessment results provides the clearest indication that kindergarten child has attained a beginning level of phonemic awareness? The student can identify the beginning sound of single-syllable words.
Students learn best when they're challenged with novelty, a variety of materials, and a range of instructional strategies. Law of feedback. Effective learning takes place when students receive immediate and specific feedback on their performance.
The four core learning styles in the VARK model include visual, auditory, reading and writing, and kinesthetic.
Phonemic awareness is the ability to hear, identify and manipulate these individual units of sound. It is the most fundamental skill children need to acquire when learning to read. Word games, language play, rhymes and simply reading are all very effective ways to develop phonemic awareness.
which of the following strategies would be most appropriate to use to promote second-grade students' ability to analyze key ideas and details in a literary text? Helping students crate a story map of the main characters in a story and the events with which they are involved.
Plan for Observation: Ask the questions "who, what, where, when, and how?"Conduct the Observation: Be objective, specific, and as thorough as possible.Interpret the Data: Examine gathered information, organize and draw conclusions from that information, and make decisions based on the conclusions.More items...
In your classroom, assessments generally have one of three purposes: Assessment of learning. Assessment for learning....Assessments of learning are usually grade-based, and can include:Exams.Portfolios.Final projects.Standardized tests.
0:0916:59PAST Administration - YouTubeYouTubeStart of suggested clipEnd of suggested clipYou need to repeat the prompt they cannot get an automatic score they can only get a correct score.MoreYou need to repeat the prompt they cannot get an automatic score they can only get a correct score. So you would have to mark that one with a number. One.
What Phonic Skills Should I Assess in the Early Years?Phonological and phonemic awareness.Letter (grapheme) – sound (phoneme) correspondences (GPCs)Blending of sounds (oral and written)Segmenting of words (oral and written)Sentence reading and writing.
In many ways, 6th grade is a year of significant transition for students as they use the skills they have previously learned and apply them to more complex and independent learning in deeper and more rigorous ways.
The ultimate goal of the 6th grade reading curriculum is for students to read increasingly complex texts over the course of the year, preparing them for high school, college, and careers beyond. Students read a variety of texts and different genres, including fiction, drama, poetry, and non-fiction.
In middle school, 6th graders are encouraged to push themselves further in their writing and write with increased complexity in terms of length, subject matter, vocabulary, and general writing techniques. At the same time, 6th graders practice and refine many of the skills previously taught to them while enhancing them with ...
In order to build reading skills, your 6th grader: Uses evidence from the text in order to summarize the plot, make inferences about and analyze the text, and determine the central theme or themes in a text.
In this delightful debut, Kyle Constantini discovers what it takes to navigate middle school: good friends, a crusading spirit, and her lucky blue fedora.On the first day of sixth grade, Kyle Constantini lands in the principal's office after standing up against (that is,... Learn More.
Writes well-structured narratives (both true and fiction) that include: Descriptive detail of characters, settings, and experiences. Dialogue. A clear structure, with a logical order and flow, thought-out word choice, and a conclusion. Plans, revises, and edits writing, with guidance from teachers and peers.
Practices a variety of vocabulary skills, including using the context in which a word is found to determine the meaning of words, recognizing roots of words, and using digital and physical reference materials (dictionaries, thesauruses, and glossaries).
Teaching 6th grade means building SEL skills. Use these read-alouds to talk about everything from kindness to courage to trying your best. 8. Tackle perception and identity. If your students need a reset around kindness, or you want to start the year teaching 6th grade students about community, try this lesson.
Sixth graders love literature circles, and they encourage strong discussion and ownership over reading. Build choice into your literature circles by providing them with a few novel choices and a blank calendar to plan out their reading. Check out our book lists here and here for middle grade books we love.
When teaching 6th grade, the social studies curriculum is often all about ancient civilizations. Here’s how one of our community members handled it: “We created cubes (made of poster boards and cut and glued with hot glue) to create an informational cube about Egyptians. They also were in small groups toward the end of the year and made commercials to try and get “tourists” to visit their location. They also made brochures of their civilization. They created a sarcophagus, and they love that project. They do a medieval feast!” —Brittney R.
Teaching 6th grade will try your patience. Students will exercise their excuses, their lack of rationality, their insistence on fairness, and developing a sense of justice. The best way to deal with it is a healthy dose of humor.
Teach a growth mindset. Put simply—some people believe that intelligence is fixed, while others think that it’s malleable and depends on effort. Your students who have a fixed mindset are the ones who see trying as a threat to their intelligence. Combat this by building a class culture that fosters a growth mindset.
First Grade. For many kids, first grade is a year to feel "big.". Lessons have a greater focus on academics, and children are developing the impulse control and concentration level to meet these new educational challenges head-on.
In fifth grade, science includes lessons on the human body and its systems, basic biology and chemistry, and timely topics like climate change and humans' impact on the environment. Students continue learning about the planet, weather, land, and oceans.
Math in second grade helps students apply skills like adding and subtracting to everyday life. They learn how to tell time and count money. They add numbers up to 20 in their head, master simple fractions, and tackle more complex addition and subtraction problems.
Fifth-grade math includes a variety of complex concepts that will be revisited again in sixth grade, including: 1 Adding, subtracting, and multiplying fractions 2 Area and perimeter of different shapes 3 Different types of triangles 4 Improper and equivalent fractions 5 Prime numbers
In kindergarten science, children learn about the basics that animals and plants need to grow. They discuss the seasons and the weather changes they bring, along with parts of the human body. They learn more about their world through experiments and first-hand exploration, maybe growing their own plants from seeds or caring for a classroom pet.
In technology class, students become more adept at typing on a keyboard and learn how to use programs in practical ways, like for research or communication.
Third-grade reading builds upon students' vocabulary. They learn how to find information in dictionaries and other reference books. Fiction and non-fiction books are longer and more complex. Students write detailed essays and stories that flow logically and have a distinct beginning and end. Now, they are adding paragraphs or chapters to transition between ideas.
The teacher then refers to the same passage during the reading block to demonstrate the structure of certain forms of informational text. "Not all stars are the same, and it is important to understand their properties.
A first-grade teacher works with small groups of students to teach them how to develop their writing skills.
A kindergarten teacher sets a benchmark goal for students to quickly recognize a set of ten new sight words within a three-week instructional time period. The teacher introduces the words by using flash cards and engages students in a series of activities that reinforce learning within authentic contexts.
A fourth-grade teacher uses a variety of personal narrative writing samples as models to provide instruction in the characteristics of the genre. Following the instruction and a review of steps in the writing process, the teacher assigns a project in which students are asked to write personal narrative stories.
Students first find a bat, a ball, a box, a boat, and a bug. Then they identify a chair, a chart, a chain, a chick, and a cherry.
Words that are used multiple times should be chosen, because they provide students with repeated exposure in a meaningful context. The following sentence appears in a nonfiction book that fourth-grade students are reading in class. Unfamiliar words selected by students are underlined in the excerpt.
A third-grade teacher's reading instruction includes sources from multiple content areas. During a science lesson, students are reading a trade book about plants; the book contains many new and difficult vocabulary words, such as "chlorophyll," "germinate," and "photosynthesis.".
Marissa, an English language learner, recognizes many of the English words on her list because those words are similar to words in her native language. Similar words in 2 languages that have descended from the same language are known as __________.
A fourth-grade teacher observed that some of her students who were English language learners lacked the background knowledge to fully comprehend the novel chosen for the literature focus unit. The principal correctly advised the teacher to __________.