Sentences with phrase «upper elementary grades do»

Despite research establishing the effectiveness of instruction designed to enhance comprehension, typical classrooms across the primary and upper elementary grades do not devote adequate time and attention to comprehension instruction.

Nor can our upper elementary grades do well on NAEP test items in reading when their language arts curriculum has eliminated the great children's literature that got them to read — especially boys.»

This feature is important because most teachers of the upper elementary grades do not have a strong background in history or teaching history (Conklin, 2008).

Not exact matches

That little amount of food wouldn't do for a kid in upper elementary grades.

In addition, the early middle school grades typically provide less independence to students than do the upper levels of elementary schools.

Even though the elementary school is doing well academically, low test scores by students at the upper school have hurt the school's grade, Mulgrew noted.

When students do not learn to read by third grade or develop reading difficulties after third grade, as is disproportionately the case for students living in poverty (Kieffer, 2010), it is critically important that an emphasis on learning to read remain an instructional priority in upper - elementary classrooms as well as in middle and high schools.

The dysfunctional nature of how urban schools teach students to relate to authority begins in kindergarten and continues through the primary grades.With young children, authoritarian, directive teaching that relies on simplistic external rewards still works to control students.But as children mature and grow in size they become more aware that the school's coercive measures are not really hurtful (as compared to what they deal with outside of school) and the directive, behavior modification methods practiced in primary grades lose their power to control.Indeed, school authority becomes counterproductive.From upper elementary grades upward students know very well that it is beyond the power of school authorities to inflict any real hurt.External controls do not teach students to want to learn; they teach the reverse.The net effect of this situation is that urban schools teach poverty students that relating to authority is a kind of game.And the deepest, most pervasive learnings that result from this game are that school authority is toothless and out of touch with their lives.What school authority represents to urban youth is «what they think they need to do to keep their school running.»

In urban schools learning is offered in disconnected jolts.The work of the day is unconnected with the work of preceding days or subsequent ones.Life in urban schools is comprised of specific periods and discrete days each of which is forced to stand entirely on its own.If homework is not done, or books not taken home (behaviors which are universal for males and almost so for females by the completion of the upper elementary grades), everything students are taught must be compressed into isolated periods of «stand alone» days.Teachers and principals, as well as students, survive one day at a time.

She pointed out that K - 2 primary schools don't administer the ISTEP + test but are assigned the same letter grade as the upper elementary to which they are attached.