They argue that students never really learn English and instead fall into using the native language all through school. They also site studies that show test scores higher in schools with immersion programs than in school that favor a bilingual approach. The approach of bilingual education is to allow students to study and learn in their native language while they master their understanding of the English language over three to six years. The argument is that it makes sense that a teacher would want to teach a child in a language they understand until they have fully mastered their second language. Supporters also have their studies to quote.
However, “there is no evidence that when students choose a prompt, they choose one that allows them to display their best writing skills” (38). It is also pointed out though, that giving choices decreases reliability, adding to the already difficult process of fairly scoring written tests. Some even think that choosing wastes time. The researchers thought that looking at how the students chose a prompt might shed light on whether or not they should have a choice. They used 26 students and through testing, video taping and interviewing, they found that most students looked at all prompts before choosing and that 21 out of 26 students choose their topic in under two minutes.
The committee examined all the prompts and assessed the readability levels of all the passages. They chose two prompts for each grade level and devised a protocol whereby the teachers will use the same prompts at each of three points during the year. The teachers will give the difficult prompt first and if the student scores in the 50th percentile, the student will not require any further testing. The student’s success with a reading will depend on the difficulty of the text and the students background knowledge and own interests. “The hope of this study is that it will better serve to signal the progress of individual students, some of whom have lang... ... middle of paper ... ...reader, is not likely to appeal to a delayed fifth grader.
Instructional Goal Statement and Explanation At the end of nine weeks which is one quarter students will be able to apply the basic reading skills needed to read fluently and with comprehension. Students will use practice probes to help with fluency. Each student will be placed in one of three groups to get intense reading instruction that will most benefit them at their level. Students will be able to read a third grade passage with fluently with ease and then recite what the passage was about after the reading is complete. By the end of the year students will increase their reading level score by at least one grade level.
Instead of a student going to a speech therapist two or three times a week as their cure, parents, relatives, siblings, and teachers must participate in the student’s therapy. If treatment effort is begun promptly, “75% of children with speech delay normalize their speech errors by age 6” (Kamhi, 2006, p. 272). How can society make that percentage increase? Children usually go to treatment with a specialized therapist for two to three hours a week. If parents, teachers, and siblings start to help too, the child has treatment 24/7, which will help the child’s disorder disappear much faster.
In Level 1 almost all of the adults can read a little but not well enough to fill out an application, read a food label, or read a simple story to a child. Adults in Level 2 usually can perform more complex tasks such as comparing, contrasting, or integrating pieces of information but usually not higher-level reading and problem-solving skills. Adults in levels 3 through 5 usually can perform the same types of more complex tasks with increasing length and subject matter (Knox 37). Very few adults are completely illiterate; they simply fall into the lower levels of literacy. Between 21 and 23 percent of the adult population or approximately 44 million people, according to the National Adult Literacy Survey (NALS... ... middle of paper ... ...lar choice of activity and I feel this project helps our community run in an unending circle of assistance.
There are many ways schools and teachers are helping students learn English. One way is by making a separate type of school that teaches students English. The other way is by having students make portfolios of their progress in learning the language. Many schools are now faced with a language challenge, because many students do not speak any English at all. The number of students who speak little or no English has more then tripled in the past ten years to about 27,000 roughly the size of the one of the states largest school districts(Smith,1).
He performed some neutral activities, such as showing them a photo of his dog or playing the flute. One and three days later the children were read a description about Jim’s visit by a researcher. The description was the same for all three groups of children, and it contained misleading details; some of these details were positive and some were negative. Three days later, the children were tested on two sets of yes or no questions by a different experimenter. It was made clear to the children that one set of questions related to what happened during Jim’s visit and one related to what they were told about his visit.
They spend 12 weeks each course with 240 periods on learning intensive English. Most of the materials are designed for communicative approach. These students have to take 2 courses in order to complete their elementary level of English in order to have enough background to learn TOEFL. During each course, they have 36 periods to work with grammar. In other words, they have totally 72 periods to finish their Basic English Grammar (two courses).
The main concern about the RTI program is the high number of students on Tier II and III. The RTI program will allow in-depth tutoring for students in the two Tiers. The curriculum used at the school is Journeys for reading and math is Texas Mathematics by: McGraw Hill. The program will test monthly on the progression of the students reading and math by doing a reading and math mini-test. The school will have a cut-off point for both subjects to determine if the students are learning, if the test scores fall under the cut-off number, then students will come to tutoring before, during, and after school.