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travis KiechOn 8/01/10, guchi wrote: > Looking for one school from AR to do a postcard exchange. > If interested please email me your name, school, address > and grade level to [email removed]
Sandra DixonOn 8/01/10, guchi wrote: > Looking for one school from AR to do a postcard exchange. > If interested please email me your name, school, address > and grade level to [email removed]
As part of my graduate studies in instructional design, I am designing instruction to improve at-risk students’ reading comprehension. Your completion of this informal survey will be valuable and greatly appreciated.
1. What is your involvement with at-risk students? ____________________________________________________________ _______________________ 2. What skills in relation to reading do these at-risk students lack? Check all that apply. ___ reading readiness (a combination of alphabet knowledge, concepts of print, vocabulary, memory, & phonological awareness) ___ vocabulary ___ seeing causal relationship ___ summarizing ___ visualizing ___ self-monitoring comprehension 3. Do at-risk students respond better to lecture based lessons or hands-on activities? Circle one, and please explain. Lecture based lessons Hands-on activities ____________________________________________________________ __________________________ 4. Do at-risk students respond better to standardized exams or performance-based assessments? Circle one, and please explain. standardized exams performance-based assessments ____________________________________________________________ __________________________ 5. What components do you believe are the most effective for improving reading comprehension? Check all that apply. ___increased student practice ___increased instructional time ___feedback to students ___materials ___lessons related to students 6. What other factors influence at-risk students’ reading comprehension? Check all that apply. ___ lack of motivation ___ lack of confidence ___ irrelevant instruction ___lack of rich learning environments
> 2. What skills in relation to reading do these at-risk > students lack? Check all that apply. > _X__ reading readiness (a combination of alphabet knowledge, > concepts of print, vocabulary, memory, & phonological > awareness) > __X_ vocabulary > __X_ seeing causal relationship > __X_ summarizing > _X__ visualizing > __X_ self-monitoring comprehension ALL OF THESE > 3. Do at-risk students respond better to lecture based > lessons or hands-on activities? Circle one, and please > explain. > Lecture based lessons > Hands-on activities XXX It seems the best way to keep their attention. > ____________________________________________________________ > 4. Do at-risk students respond better to standardized exams > or performance-based assessments? Circle one, and please > explain. > standardized exams > performance-based assessments XXX Again, better to hold their attention, but then it's more fit for them, rather than being aimed at an entire population of students. > ____________________________________________________________ > 5. What components do you believe are the most effective > for improving reading comprehension? Check all that apply. > _X__increased student practice--all they can get > __X_increased instructional time-needs--driven instruction is the BEST kind > _X__feedback to students--& some can come from themselves by allowing them to tape themselves reading and then listen as they follow along. In this way, they are far more likely to continue the correction if they catch it and correct it themselves. CAN BE VERY EFFECTIVE! > _X__materials--must be of interest to them > _X__lessons related to students--again, if it's related to them, they will likely be onboard. > 6. What other factors influence at-risk students’ reading > comprehension? Check all that apply. > __X_ lack of motivation--What do they get at home? Do we make raeding and learning fun in the classroom? > __X_ lack of confidence--Who likes to do something, especially in front of others that we know we don't do well? > ___ irrelevant instruction--maybe they just aren't ready for what they aregetting yet. Again, needs-driven instruction is the BEST kind. > __X_lack of rich learning environments--this is a tough job to keep them all involved in text they can grow through and are interested in, but it MUST happen. Families are so important, if we can get them onboard.
ESL families are a whole other problem. One must read, write, listen, speak and hear the English language daily in order to learn it well. Families that move to the US, but continue to speak their native language are hurting their students in this way. They don't have to lose their culture, but they must embrace the culture in which they live if the living there is to be successful.
Hello, Here's wishing you a great year in teaching! I have just published my first children's book, and using my talents as a Reading Specialist have developed interdisciplinary activities, as well as before, during, and after reading activities for the classroom. There are vocabulary activities and opportunities for your students to write to me ab...See MoreHello, Here's wishing you a great year in teaching! I have just published my first children's book, and using my talents as a Reading Specialist have developed interdisciplinary activities, as well as before, during, and after reading activities for the classroom. There are vocabulary activities and opportunities for your students to write to me about the book and its characters. I am glad to respond to those letters at your request. A physical disability permits me from teaching in the classroom anymore, so I am reaching out to students this way. The main goal of this book is also the part of my job I miss the most: instilling a love of reading and learning in each student. I can visit your classroom by Skype, if you wish, and our website is about to go online. There, you will be able to access the acitivities I spoke of earlier. The obok is called Harley Hits a Homer, and I am so pleased with the positive way it is being received in the classrooms where it is being used. I'd love to hear from you if you think we could work together on this project. I'd love to hear from your classes and to interact with them. I look forward to hearing from you soon. Let's keep them reading, Tena
I have a curious question about retirement benefits in Arkansas. In Missouri, we are required to contribute a certain percentage of our salary toward retirement. At retirement, we are penalized if we also draw Social Security benefits. This is very different from my previous state/district. Does Arkansas work this way as well?