Not exact matches
Other benefits highlighted by these stakeholders included: Literacy and numeracy assessments can be used to celebrate learning, identify strengths, needs, barriers to learning and allow teachers to make informed and objective judgements about learning; Focusing teachers» and schools» attention on the need for phonics to be taught explicitly and systematically to achieve the necessary
level of word
reading skills that are required to develop
skilled reading;
Early identification
of children with learning difficulties or [those who] need additional instruction.
Among those reaching this
level of mastery are many Hispanic students and others who come from homes where the primary language is not English: they acquire
early reading skills on par with their peers.
This is understandable given the importance
of early reading skills for future outcomes and the shockingly low
levels of basic
reading proficiency in many communities.
For Spanish - language speakers, this
early emphasis on their home language enables them to «expand their vocabulary and build literacy in their first language; study a highly academic curriculum in their first language; successfully transfer Spanish
reading and writing
skills to English in later grades; acquire high
levels of self - esteem by becoming bilingual and playing a supportive role for their English - speaking classmates.»
This program is designed to be used by students with a variety
of reading skills at various
reading levels: from non-readers and
early readers to established readers already
reading above their grade
level.
This analysis was based on our
reading of current research addressing the
skills and processes that are crucial to
early reading achievement and providing guidance as to the developmental
levels at which children can be expected to master specific
skills.
Aligning a high - quality PreK experience with its overall education reform goals has helped MCPS achieve significant results: almost 90 percent
of Kindergarteners enter first grade with essential
early literacy
skills; nearly 88 percent
of third graders
read proficiently; achievement gaps between different racial and ethnic groups across all grade
levels have declined by double digits; 90 percent
of seniors graduate from high school and about 77 percent
of them enroll in college.
We investigate this possibility in the context
of the
early grade retention policy in Florida, which requires all students with
reading skills below grade
level to be retained in the third grade, yet grants exemptions under special circumstances.
A wealth
of evidence suggests that the
early use
of intensive,
skill - focused
reading instruction could enable the vast majority
of at - risk children to reach grade
level by 3rd grade.
«The goal
of Reading WonderWorks is to close the achievement gap among students, help struggling students develop foundational reading and writing skills in a self - paced and flexible environment starting as early as kindergarten, and accelerate them so that they can read on grade level and graduate with the confidence they need to succeed in college and beyond.
Reading WonderWorks is to close the achievement gap among students, help struggling students develop foundational
reading and writing skills in a self - paced and flexible environment starting as early as kindergarten, and accelerate them so that they can read on grade level and graduate with the confidence they need to succeed in college and beyond.
reading and writing
skills in a self - paced and flexible environment starting as
early as kindergarten, and accelerate them so that they can
read on grade
level and graduate with the confidence they need to succeed in college and beyond.»
Observed and assessed student performance and kept thorough records
of progress.Implemented a variety
of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified
early signs
of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students»
reading levels through guided
reading groups and whole group instruction.Used children's literature to teach and reinforce
reading, writing, grammar and phonics.Enhanced
reading skills through the use
of children's literature, reader's theater and story time.Differentiated instruction according to student ability and
skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages
of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety
of fiction and non-fiction textual materials to encourage students to
read independently.