CHAPTER I INTORDUCTION
|
|
|
- Flora Bond
- 7 years ago
- Views:
Transcription
1 CHAPTER I INTORDUCTION A. The Background OF Study There are four skills that must be mastered in English. They are speaking, listening, reading and writing. In learning English, students can be a versatile learner by mastering every language skills. One of the important skills that should be mastered by the students is reading. Reading is one of the important skills to be taught to students because through reading the students can get more information from the text which can improve their knowledge. Reading is not only about reading the words but also understanding the information from printed text. According to Anthony, Pearson, and Rapheal (1993) as cited in Suci (2009:34) in which reading is the process of constructing meaning through the dynamic interaction among the reader s existing knowledge, the information suggested by the written language, and the context of reading situation. Therefore, reading means to find out the message or the required information that the writer puts in the text as much as possible. The essence of reading is comprehension. Reading comprehension is process of readers combining information from a text and their own prior knowledge to build meaning. Without comprehending the text, the readers do not understand the text well and are not able to get the meaning from the text. In Educational unit Educated Curriculum (KTSP) and written in the standard competence in the syllabus of the second year of junior high school, students are expected to be able to comprehend the meaning of formal and 1
2 2 informally text in the forms of Narrative, Procedure, Descriptive, and Recount in daily life context. Therefore, an ability to comprehend the text is one should be mastered by the students in the second year of junior high school. In fact, most of the students are not able to fulfill the expectation of the curriculum. Based on the writer s experience in teaching practice program (PPL), the same case also at Madrasah Tsanawiyah Al-Washliyah. Most of the students are confused to read the text because according to them reading comprehension is difficult to do because the students are lack of vocabulary and the students are difficult to get idea in comprehending the text. It s also in line with the writer researcher s previous conducted in Madrasah Tsanawiyah Al-Washliyah grade VIII. It was found that most of the students get difficulties in comprehending a text. Regarding this, the students have problem in understanding the words and sentences in the text. They do not know how to activate and develop their prior knowledge. And also the reading method that is used by the teacher was not effective. The teacher usually asked the students to translate whole reading material and to answer the question given by the teacher. In short, the students get bored and lazy to study English. Considering the condition above, the writers wants to try to carry out research in teaching reading. In order to make teaching and learning process interesting and effective, teachers need a good technique, method, or strategy in teaching reading. By using an appropriate technique, method, or strategy, it is hoped that the students achievement on the reading comprehension will improve.
3 3 The strategy that can be applied in improving students achievement in reading is Semantic Mapping Strategy. Semantic Mapping Strategy can be described as a web like graphic display. According to Antonnaci (1991:174), Semantic Mapping is a visual representation of knowledge, a picture of conceptual relationship. It means that semantic mapping can be a visual representation of knowledge that support students to create their own understanding of certain text into their own work by drawing a figure, table or chart which represent the content of the text. And Zaid (1995:6) said that, the students who use semantic mapping manifest considerable improvement reading comprehension, written expression and vocabulary development. It means that not only students reading comprehension will be improved by the application of semantic mapping but also the students writing ability. It can also be used in teaching other skills such reading and writing because it displays the interrelationships among ideas. And the writer believes that by using semantic mapping strategy in teaching reading and by choosing Recount Text as the target text in the research will develop students comprehension in reading. Previous researchers have investigated this Semantic Mapping Strategy in order to improve students reading comprehension. Improving Students Reading Comprehension Through Semantic Mapping Strategy has been done by Muhtar (2010). The research was done SMP Negeri 1 Sine. The researcher found that more than 50% of the students cannot achieve the minimum completeness criteria in reading. The research result that the students still encounter some difficulties in
4 4 comprehending English texts and they got difficulties in identifying the implicit and explicit information of the text. At the end of the research, after applying the Semantic Mapping Strategy, the students achievement in reading comprehension is improved. And another research was conducted by Kumala (2013) on The Effectiveness of Using Semantic Mapping Strategy in Teaching Reading Comprehension of Narrative Text of Eight Grade students at SMP Negeri 6 Semarang (2012/2013). The researcher used pre-experimental design in this study, which single group post-test only design. The researcher found that most of students had a difficulty in comprehend reading a passage. Most of students could read the passage well but they did not understand the content of the text. At the end of the research after applying the Semantic Mapping Strategy it was helped the students more actively engaged in learning and their result of her research showed that the mean score of experimental class which was taught by using Semantic Mapping Strategy was higher than control class which was taught without Semantic Mapping Strategy. In this study, the writer reuses this strategy. Here, the writer will research whether there is a contribution of Semantic Mapping Strategy to second grade of junior high school students in reading recount text. If it is compared with previous researchers as the writer mentioned above, it is very clear that there are some differences between the study of the writer and the previous researchers. The differences are genre of text that is used and the sample or students that will be researched. In this study, the writer uses a recount text for second grade of junior
5 5 high school students. Based on syllabus of junior high school, recount text is used for the second grade of junior high school students whether in the second semester in improving students' reading comprehension. Muhtar (2010) had researched the second grade of Junior high school students and only focused on Descriptive text. Kumala (2013) applied this strategy for Eight grade of junior high school students and focused on narrative text. In this case, it is very clear that the level of comprehension among students of junior high school is different. The previous researchers had successfully conducted a study of junior high school students by using the same strategy but different genre of the text and it has been proven that there is a contribution of Semantic Mapping Strategy in improving students' reading comprehension. Hence, the writer wants to prove whether Semantic Mapping Strategy can provide a significant improvement especially in reading comprehension of recount text of second grade junior high school students. In this study, the writer chooses recount text as a genre of the text that will be researched. Reading a recount text is a boring activity for the students. There are so many an unfamiliar words or vocabularies and it makes the students feel confused. They have to depend on the dictionary to know the meaning of words. It seemed to be boring for them. As a result, they stop finding the meaning in the dictionary. They spend most of their time to find the meaning of the words than understand what the text talks about. Besides that, the teachers do not care about the prior knowledge and understanding the students reading comprehension of narrative text. The teacher assumes that the students have the same ability, but in
6 6 fact, the students have a different prior knowledge of the text. For example, one of the students has a good prior knowledge to comprehend the text. The other students have no ideas about the text. But, the teacher considers that all of the students have the same prior knowledge. So, it just part of the students can understand about the text. The other students are difficult to comprehend the text and to conclude the ideas of the text. As a result, students lose their pleasure in reading recount text. It becomes a tedious activity for the students. In this case, Semantic Mapping Strategy can help the students to comprehend the text easily, build vocabulary or unfamiliar word. Semantic Mapping Strategy can be used to help students in comprehending the recount text. Semantic Mapping Strategy serves as a way to develop the topic of the text through active students prior knowledge s students that related to the topic. The writer chooses this strategy because this strategy can develop the students thinking skills and reading comprehension. In relation to the problem, the writer gives a suggestion to the teacher to use the suitable strategy in teaching reading. Therefore, the writer would like to use an alternative strategy by choosing Semantic Mapping to improve students achievement in reading. Semantic Mapping is a helpful strategy for the students who want to expand their ideas or comprehend the text. It can also avoid bored of passive students, and make them more enjoyable because Semantic Mapping can build the connections and establish the association between the students and the new information can add comprehending read the text of the students.
7 7 B. The Problem of Study Based on the previous discussion in background of the study, the research problem is formulated as follows: Is there any significant effect of applying Semantic Mapping Strategy on students achievement in reading Recount Text? C. The Objective of Study The objective of this study is to find out the significant effect of applying Semantic Mapping Strategy on students achievement in reading Recount Text. D. The Scope of Study The research is focused on Semantic Mapping Strategy on students achievement, and the type of text to be research on is only recount text. E. The Significances of Study The study is conducted in order to know about Semantic Mapping Strategy and the findings are expected to have both theoretical and practiced importance to the English teacher, students and the next researchers. 1. Theoretically, this study is to increase the theories for teaching reading, especially for junior High School level. 2. Practically, this study are expected to: a. Help to students to increase their reading skill b. Help to students to increase their vocabulary automatically
8 8 c. Make students more active in managing their lesson in their teaching learning process. d. Provide the English teachers to plan and conduct a better and interesting strategy in learning process. e. Make the teacher knows and understands the characteristics of his students, so he can handle during teaching learning process well. f. The next researchers as a candidate of the teacher could help to apply a model in teaching learning process.
THE EFFECT OF USING FRAYER MODEL ON STUDENTS VOCABULARY MASTERY. * Ellis EkawatiNahampun. ** Berlin Sibarani. Abstract
THE EFFECT OF USING FRAYER MODEL ON STUDENTS VOCABULARY MASTERY * Ellis EkawatiNahampun ** Berlin Sibarani Abstract This study was conducted as an attempt to find out the effect of using Frayer Model on
CHAPTER I INTRODUCTION. One of important components in learning a language is vocabulary. This is
CHAPTER I INTRODUCTION 1.1 Basic Consideration. One of important components in learning a language is vocabulary. This is supported by Nunan (1999: 101) who sates that vocabulary is more than lists of
Reading Strategies by Level. Early Emergent Readers
The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom
CHAPTER 4 RESULTS. four research questions. The first section demonstrates the effects of the strategy
CHAPTER 4 RESULTS This chapter presents the statistical analysis of the collected data based on the four research questions. The first section demonstrates the effects of the strategy instruction on the
Expository Reading and Writing By Grade Level
Expository and Writing By Grade Level Kindergarten TEKS identify the topic of an informational text heard identify the topic and details in expository text heard or read, referring to the words and/or
Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002. Reading (based on Wixson, 1999)
Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002 Language Arts Levels of Depth of Knowledge Interpreting and assigning depth-of-knowledge levels to both objectives within
240Tutoring Reading Comprehension Study Material
240Tutoring Reading Comprehension Study Material This information is a sample of the instructional content and practice questions found on the 240Tutoring PRAXIS II Middle School English Language Arts
Information Provided by the Qualitative Reading Inventory-5
3 Information Information Provided by the Qualitative Reading Inventory-5 Finding Reading Levels Identifying Reading Levels The Independent Level The Instructional Level The Frustration Level Level Variety
ELL Considerations for Common Core-Aligned Tasks in English Language Arts
ELL Considerations for Common Core-Aligned Tasks in English Language Arts A substantial body of research clearly indicates that utilizing specific instructional modifications as well as targeted pedagogical
Present Level statements must: Goals and Objectives Progress Reporting. How Progress will be determined: Goals must be: 12/3/2013
Present Level statements must: Goals and Objectives Progress Reporting Establish a baseline (snapshot) of measurable information that serves as the starting point for developing goals and objectives. Include
WiggleWorks Aligns to Title I, Part A
WiggleWorks Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content and student achievement
Haberdashers Adams Federation Schools
Haberdashers Adams Federation Schools Abraham Darby Academy Reading Policy Developing reading skills Reading is arguably the most crucial literacy skill for cross-curricular success in secondary schools.
Helping English Language Learners Understand Content Area Texts
Helping English Language Learners Understand Content Area Texts English language learners (ELLs) experience intense problems in content area learning because they have not yet acquired the language proficiency
Program Overview. This guide discusses Language Central for Math s program components, instructional design, and lesson features.
Program Overview Introduction This guide discusses Language Central for Math s program components, instructional design, and lesson features. What is Language Central for Math? Program Components Language
MStM Reading/Language Arts Curriculum Lesson Plan Template
Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.
Study Guide. Developing Literate Mathematicians: A Guide for Integrating Language and Literacy Instruction into Secondary Mathematics
Study Guide Developing Literate Mathematicians: A Guide for Integrating Language and Literacy Instruction into Secondary Mathematics Wendy Ward Hoffer The purpose of the book, Developing Literate Mathematicians,
USING READING IN CONTENT AREA STRATEGIES TO IMPROVE STUDENT UNDERSTANDING IN FAMILY AND CONSUMER SCIENCES
Journal of Family and Consumer Sciences Education, Vol. 23, No. 2, Fall/Winter, 2005 USING READING IN CONTENT AREA STRATEGIES TO IMPROVE STUDENT UNDERSTANDING IN FAMILY AND CONSUMER SCIENCES Lynne Bell
Requirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure
Requirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure Prepared for the New Mexico Public Education Department Educator Quality Division http://www.ped.state.nm.us/
ENGLISH LANGUAGE ARTS
ENGLISH LANGUAGE ARTS INTRODUCTION Clear student learning outcomes and high learning standards in the program of studies are designed to prepare students for present and future language requirements. Changes
parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS
TM parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 5 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past
Components of a Reading Workshop Mini-Lesson
Components of a Reading Workshop Mini-Lesson Mini-Lesson: The Connection How will you begin the Reading Workshop mini-lesson with a connection in which you tell students what you ll be teaching them &
The Cambridge Program. For Board Examination System Schools
The Cambridge Program For Board Examination System Schools BES Lower Division BES Upper Division We are part of the University of Cambridge We are the world s largest provider of international education
Help! My Student Doesn t Speak English. 10 Tips To Help Your English Language Learners Succeed Today
Help! My Student Doesn t Speak English. 10 Tips To Help Your English Language Learners Succeed Today 1. Use your test data. Examine the teacher reports for each student who has been assessed with the Assessing
Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction
Grade 3: Module 1: Unit 1: Lesson 8 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
CHALLENGES OF NON-NATIVE SPEAKERS WITH READING AND WRITING IN COMPOSITION 101 CLASSES. Abstract
1 CHALLENGES OF NON-NATIVE SPEAKERS WITH READING AND WRITING IN COMPOSITION 101 CLASSES Abstract It is a fact that many non-native international students, who want to pursue their education in US universities,
Saving and Investing. Grade Five. Overview. Lesson Objectives. Materials List. Content Standards
Grade Five Saving and Investing Overview Students share several chapters from the book The Young Investor: Projects and Activities for Making Your Money Grow, by Katherine R. Bateman, to learn about saving
DEVELOPMENT OF E-LEARNING COURSEWARE BASED ON KRABI LOCAL CONTENTS TO ENHANCE ENGLISH READING COMPREHENSION ABILITY OF MATTHAYOMSUKSA III STUDENTS
DEVELOPMENT OF E-LEARNING COURSEWARE BASED ON KRABI LOCAL CONTENTS TO ENHANCE ENGLISH READING COMPREHENSION ABILITY OF MATTHAYOMSUKSA III STUDENTS Rachabawan Kesisom Student of Graduate School Surattahani
Research on Graphic Organizers
Research on Graphic Organizers Graphic Organizers are visual representations of a text or a topic. Organizers provide templates or frames for students or teachers to identify pertinent facts, to organize
English 2 - Journalism Mitch Martin: mmartin@naperville203.org
Mission English 2 - Journalism Mitch Martin: mmartin@naperville203.org To educate students to be self-directed learners, collaborative workers, complex thinkers, quality producers, and community contributors
Vocabulary Instruction
1 Vocabulary Instruction Vocabulary Instruction: A Review of Traditional Approaches and Effective Methods Amanda Watts Lynchburg College December 4, 2006 2 Instruction of individuals with disabilities
Grade 4: Module 1B: Unit 3: Lesson 11 Writing the Essay: Body Paragraph
Grade 4: Module 1B: Unit 3: Lesson 11 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
Elements of a Novel and Narrative Writing Grade 10
Ohio Standards Connection Literary Text Benchmark B Explain and analyze how the context of setting and the author s choice of point of view impact a literary text. Indicator 2 Analyze the features of setting
CHAPTER 1: INTRODUCTION
CHAPTER 1: INTRODUCTION 1.1. Statements of the problems and rationale of the study Nowadays, the English language plays an important role in the increasing development of science, technology, politics,
Unit 2 Module 3: Generating Examples and Nonexamples
Unit 2 Module 3: Generating Examples and Nonexamples Section 1 Slide 1 Title Slide Welcome to the third module in the Vocabulary Instructional Routines unit, Generating Examples and Nonexamples. Slide
Learning-Focused Introduction. Introduction By Dr. Mills
Learning-Focused Introduction Introduction By Dr. Mills What is the Learning-Focused Strategies Model? A framework for thinking about planning, and delivering instruction using EXEMPLARY practices with
Exam papers from RE 5100, Beginning Readers and Writers. Assessment Summary Sheet from RE 5715, Reading Assessment and Correction
Name: Angela McCrary Steele IRA Standards Artifacts Rationale Standard 1. Foundational Knowledge. 1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic,
CRCT Content Descriptions based on the Georgia Performance Standards. Reading Grades 1-8
CRCT Content Descriptions based on the Georgia Performance Standards Reading Grades 1-8 Kathy Cox State Superintendent of Schools June 2007 Criterion-Referenced Competency Tests (CRCT) Content Descriptions
Virginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
Reading Street and English Language Learners
Reading Street and English Language Learners How do you identify English language proficiency levels on Reading Street? How do English language learners (ELLs) differ from other learners? ELLs have varying
Reading in a Foreign Language April 2009, Volume 21, No. 1 ISSN 1539-0578 pp. 88 92
Reading in a Foreign Language April 2009, Volume 21, No. 1 ISSN 1539-0578 pp. 88 92 Reviewed work: Teaching Reading to English Language Learners: A Reflective Guide. (2009). Thomas S. C. Farrell. Thousand
(MIRP) Monitoring Independent Reading Practice
(MIRP) Monitoring Independent Reading Practice ~ A Returning Developer ~ For further information contact Kathy Robinson Lake Country Elem. School 516 County Road 29 Lake Placid, Florida 33852 863.699.5050
LEARNING DIFFICULTIES AND STRATEGIES OF STUDENTS AT HIGHER SECONDARY SCHOOLS IN PUNJAB
Journal of Policy Research, 1(2), 55-61. http://rfh.org.pk/jur/magazine-category/jpr -----------------------------------------------------------------------------------------------------------------------------------------
Nergiz Ercil Cagiltay. Programmer/Analyst. Bloomington, IN 47405. Filiz Cicek. Central Eurasian Studies. PhD Student. fcicek@indiana.
Title: Providing a Digital Language Support Name: Department: Affiliation: Address: Nergiz Ercil Cagiltay Indiana University, Digital Library Program Programmer/Analyst Digital Library Program Main Library
Guided Reading: Constructivism in Action. Donna Kester Phillips, Niagara University. Abstract
Guided Reading: Constructivism in Action Donna Kester Phillips, Niagara University Abstract Guided Reading is currently considered one of the most important components of balanced literacy instruction.
THE EFFECT OF MATHMAGIC ON THE ALGEBRAIC KNOWLEDGE AND SKILLS OF LOW-PERFORMING HIGH SCHOOL STUDENTS
THE EFFECT OF MATHMAGIC ON THE ALGEBRAIC KNOWLEDGE AND SKILLS OF LOW-PERFORMING HIGH SCHOOL STUDENTS Hari P. Koirala Eastern Connecticut State University Algebra is considered one of the most important
Language Arts Literacy Areas of Focus: Grade 6
Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
Reading Specialist (151)
Purpose Reading Specialist (151) The purpose of the Reading Specialist test is to measure the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess.
COMPUTER TECHNOLOGY IN TEACHING READING
Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn
IN RANGANNA 1&2. Dr. Martin Gleeson Literacy Education Mary Immaculate College.
SUPPORTING CHILDREN S READING DEVELOPMENT IN RANGANNA 1&2 Go wild read! Dr. Martin Gleeson Literacy Education Mary Immaculate College. Guidelines for Teaching Practice During this teaching practice please
Writing Simple Stories Grade One
Ohio Standards Connections Writing Applications Benchmark A Compose writings that convey a clear message and include well-chosen details. Indicator 1 Write simple stories with a beginning, middle and end
Muhammad Ali Presents Go the Distance! Aligns to Title I, Part A. June 2007 1
11 Muhammad Ali Presents Go the Distance! Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic
Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model
Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model LEARNING-FOCUSED provides schools and districts with the best solutions
English. Suggested long term planning Years 1 to 6. Herts for Learning Ltd 01438 845111 www.hertsforlearning.co.uk
English long term planning Years 1 to 6 Herts for Learning Ltd 01438 845111 www.hertsforlearning.co.uk The Long Term Plans allow for two planning approaches: Planning which follows the teaching sequence
Grade 3: Module 4: Unit 1: Lesson 3 Language Workshop: Simple, Compound, and Complex Sentences
Grade 3: Module 4: Unit 1: Lesson 3 Language Workshop: Simple, Compound, and Complex Sentences This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Reading Competencies
Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies
4 Square Writing Method. Developed by Judith Gould Madalyn Jira Taylors Elementary
4 Square Writing Method Developed by Judith Gould Madalyn Jira Taylors Elementary When we teach Math Give students formulas Science Give students a scientific method Reading Give students decoding skills
Ministry of Education. The Ontario Curriculum. English. The Ontario Secondary School Literacy Course (OSSLC), Grade 12
Ministry of Education The Ontario Curriculum English The Ontario Secondary School Literacy Course (OSSLC), Grade 12 2003 Contents Introduction....................................................... 3
AUSTIN PEAY STATE UNIVERSITY MASTER IN EDUCATION READING SPECIALIST (PreK-12) Advisor: Dr. Benita Bruster 931-221-6491
PROGRAM DESCRIPTION: This program is used to satisfy Tennessee licensure for Reading Specialist upon three years or more of satisfactory classroom teaching experience or the equivalent; an official transcript
* Lab Experience Course Code: (1) General Studies/Core (3) Major ** Field Experience (2) Enhanced General Studies (4) Professional Education
Tennessee Teacher Licensure Standards: Page 1 of 9 Introduction Candidates for licensure as a reading specialist complete advanced studies in reading and leadership, enabling them to fulfill multiple responsibilities
THE EFFECT OF USING BINGO GAME ON THE VOCABULARY ACHIEVEMENT OF GRADE SEVEN STUDENTS AT SMP NEGERI 1 BANGSALSARI THESIS
THE EFFECT OF USING BINGO GAME ON THE VOCABULARY ACHIEVEMENT OF GRADE SEVEN STUDENTS AT SMP NEGERI 1 BANGSALSARI THESIS By: RIA SAFITRI ANTI NIM 070210491069 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM LANGUAGE
Running head: INFORMATIONAL TEXT IN THE PRIMARY CLASSROOM 1. Informational Text in the Primary Classroom. A Research Project
Running head: INFORMATIONAL TEXT IN THE PRIMARY CLASSROOM 1 Informational Text in the Primary Classroom A Research Project Submitted as a Requirement For The Degree of Masters In Reading Education In The
Alignment of the National Standards for Learning Languages with the Common Core State Standards
Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,
Principles of Data-Driven Instruction
Education in our times must try to find whatever there is in students that might yearn for completion, and to reconstruct the learning that would enable them autonomously to seek that completion. Allan
Massachusetts Tests for Educator Licensure
Massachusetts Tests for Educator Licensure FIELD 90: FOUNDATIONS OF READING TEST OBJECTIVES Subarea Multiple-Choice Range of Objectives Approximate Test Weighting I. Foundations of Reading Development
Pre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08
Please use this assessment in conjunction with the for Teachers guidelines: the rating scale; evaluation questions relating to the standards; and the license-specific questions per standard (b)2c. Candidates
APPENDIX B CHECKLISTS
APPENDIX B CHECKLISTS Kindergarten First Grade Second Grade Third Grade 69 70 Teacher Visit 1 By: Date / / Time - WG SG Visit 2 By: Date / / Time - WG SG Visit 3 By: Date / / Time - WG SG VISITS 1 2 3
Communication Process
Welcome and Introductions Lesson 7 Communication Process Overview: This lesson teaches learners to define the elements of effective communication and its process. It will focus on communication as the
Second Grade Core Knowledge Addendum
Sight Words Second Grade Core Knowledge Addendum Dolch Sight Words are naturally embedded in the Core Knowledge Program. They are taught throughout the program in a sequence of instruction, unlike previous
DynEd International, Inc.
General Description: Proficiency Level: Course Description: Computer-based Tools: Teacher Tools: Assessment: Teacher Materials: is a multimedia course for beginning through advanced-level students of spoken
Main Idea in Informational Text Grade Three
Ohio Standards Connection Informational, Technical and Persuasive Text Benchmark C Identify the central ideas and supporting details of informational text. Indicator 3 Identify and list the important central
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
Introduction to Reading Literacy Strategies
Introduction to Reading Literacy Strategies Reading involves: decoding words and understanding the alphabetic code understanding vocabulary linking known knowledge with the knowledge in texts rechecking
Task Requirements. Task 4 Implementing and Analyzing Instruction to Promote Student Learning
PPAT Assessment Task Requirements Task 4 Implementing and Analyzing Instruction to Promote Student Learning In this task, you will demonstrate your ability to plan and implement a lesson using standards-based
27 Before, During, and After Reading Activities with Graphic Organizers to be used with nonfiction passages for students in Grades 2 5!
1 27 Before, During, and After Reading Activities with Graphic Organizers to be used with nonfiction passages for students in Grades 2 5! - These activities and graphic organizers can be: - used by teachers
Teaching Young Children How to Read: Phonics vs. Whole Language. Introduction and Background
Kelly Waldo Senior Capstone Paper Paoze Thao, PhD California State University Monterey Bay Teaching Young Children How to Read: Phonics vs. Whole Language Introduction and Background I am interested in
Grade 4 Reading Comprehension Sample Selections and Items Test Information Document
Grade 4 Reading Comprehension Sample Selections and Items Test Information Document Copyright 2005 by the North Carolina Department of Public Instruction This publication and the information contained
PATHWAYS TO READING INSTRUCTION INCREASING MAP SCORES HEIL, STEPHANIE. Submitted to. The Educational Leadership Faculty
Pathways Instruction 1 Running Head: Pathways Instruction PATHWAYS TO READING INSTRUCTION INCREASING MAP SCORES By HEIL, STEPHANIE Submitted to The Educational Leadership Faculty Northwest Missouri State
The Application of Classroom Negotiation
The Application of Classroom Negotiation Song Qingwen Anhui Normal University Recent innovations in classroom practice in China have emphasized the value of collaborative learning, learner-centeredness,
First Grade Core Knowledge Addendum
Sight Words First Grade Core Knowledge Addendum Dolch Sight Words are naturally embedded in the Core Knowledge Program. They are taught throughout the program in a sequence of instruction, unlike previous
Production: Specialization and Division of Labor Grade Three
Ohio Standards Connection: Economics Benchmark B Explain why entrepreneurship, capital goods, technology, specialization and the division of labor are important in the production of goods and services.
to Become a Better Reader and Thinker
1 How to Become a Better Reader and Thinker The chances are that you are not as good a reader as you should be to do well in college. If so, it s not surprising. You live in a culture where people watch
Sample Items for Paper-Based Testing English Language Arts (ELA) Grades 3 & 4
Sample Items for Paper-Based Testing English Language Arts (ELA) Grades 3 & 4 These sample items provide examples of the types of test questions that will appear on the SC READY ELA tests for grades 3
READING THE NEWSPAPER
READING THE NEWSPAPER Outcome (lesson objective) Students will comprehend and critically evaluate text as they read to find the main idea. They will construct meaning as they analyze news articles and
assessment report ... Academic & Social English for ELL Students: Assessing Both with the Stanford English Language Proficiency Test
. assessment report Academic & Social English for ELL Students: Assessing Both with the Stanford English Language Proficiency Test.......... Diane F. Johnson September 2003 (Revision 1, November 2003)
TOP 10 RESOURCES FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS. Melissa McGavock Director of Bilingual Education
TOP 10 RESOURCES FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS Melissa McGavock Director of Bilingual Education Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers Making Content Comprehensible
How To Write A Task For Ielts
Sample Candidate Writing Scripts and Examiner Comments The General Training Writing Module consists of two tasks, Task 1 and Task 2. Each task is assessed independently. The assessment of Task 2 carries
Coimisiún na Scrúduithe Stáit State Examinations Commission
Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE APPLIED EXAMINATION 2005 FRENCH CHIEF EXAMINER S REPORT Contents 1. General Introduction 3 1.1 The Syllabus 3 1.2 The Examination
READING SPECIALIST STANDARDS
READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental
Chapter 3: Teaching Learning Strategies in the Learner- Centered Classroom
Chapter 3: Teaching Learning Strategies in the Learner- Centered Classroom In this chapter, we demonstrate how you can teach your students to make their learning more efficient and effective by thinking
French Language and Culture. Curriculum Framework 2011 2012
AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement
Teaching Reading through E-learning Website
554 Teaching Reading through E-learning Website I Ketut Trika Adi Ana, STKIP AH Singaraja, Indonesia Putu Kerti Nitiasih, Ganesha, University of Education, Indonesia Abstract Teaching English as a foreign
psychology and its role in comprehension of the text has been explored and employed
2 The role of background knowledge in language comprehension has been formalized as schema theory, any text, either spoken or written, does not by itself carry meaning. Rather, according to schema theory,
Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D.
Bebop Books Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. What Is Guided Reading? Guided reading involves a small group of children thinking, talking, and reading through a new text with
Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4
Contents A Word About This Guide............................... 3 Why Is It Important for My Child to Read?................ 4 How Will My Child Learn to Read?....................... 4 How Can I Help My
How to Improve Reading Comprehension
How to Improve Reading Comprehension Daniel E. Himes, Ph.D. Virtual Learning Environment Solutions, Inc. July, 2007 Your reading comprehension program should implement a multiple-strategy approach using
Literacy Institute August 2013 Jessica Plemons
Literacy Institute August 2013 Jessica Plemons Introductions Jessica Plemons plemonsj@wawm.k12.wi.us http://mrsplemonskindergarten.blogspot.com Today s Objectives Participants will understand the research
Aim To help students prepare for the Academic Reading component of the IELTS exam.
IELTS Reading Test 1 Teacher s notes Written by Sam McCarter Aim To help students prepare for the Academic Reading component of the IELTS exam. Objectives To help students to: Practise doing an academic
PTE Academic Recommended Resources
PTE Academic Recommended Resources Language Leader Pre-Intermediate Pearson Longman, 2008 April 2012 V2 Pearson Education Ltd 2012. No part of this publication may be reproduced without the prior permission
Grade 3 Reading Comprehension Sample Selections and Items Test Information Document
Grade 3 Reading Comprehension Sample Selections and Items Test Information Document Copyright 2005 by the North Carolina Department of Public Instruction This publication and the information contained
Grade Level: 2 nd Grade
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.2.1.