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All Middle School students will read the three books from the list below and write at least a one-page essay on each of these books.In these essays, students should describe the book’s main characters, setting, plot, and lessons or themes.grade is to read three books (see below) in preparation for an oral examination by his English teacher.
The summer reading essay should be approximately 750 words in length (about 3 pages typed and double spaced in a standard 12 point font).
Grading will be based on how well reasoned the essay is, how well it incorporates detail from the books to convey its points and on use of proper grammar and style.
In addition to demonstrated knowledge of the story, students will be graded on proper spelling, punctuation, logic, and style according to their respective grade levels.
The essays will count towards the first quarter English and History grades.
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No book reports or essays need to be written before school begins.
It is very fruitful for parents to read the books with their sons (aloud together or separately).
That is, our aims reach beyond state testing and fulfillment of tasks for schools. Such rich-get-richer (and their converse, Table 7 poor-get-poorer) effects are becoming of increasing concern to educational practitioners (Adams, 1990; Chall, 1989)” (p. Cunningham and Stanovich (1991) extend their discoveries stating “the analyses of ability-exposure discrepancies (Tables 7 and 8) seem to indicate that even the child with limited reading skills will build vocabulary and knowledge structures through reading” (p. A similar study conducted by Krashen found that, “conscious language learning does not appear to be as efficient as acquisition from input” and that “spelling and vocabulary are developed …by reading” (p. For more information about students reading nonfiction to gain knowledge, these are some of the sources we recommend reading: Anderson, J. Effects of prior knowledge on memory for new information. In Dole, Brown and Trathen’s (1996) study on “The Effects of Strategy Instruction on the Comprehension Performance of At-Risk Students,” the results of the study “demonstrates the value of strategy instruction in comparison to other effective instruction and the specific value of strategy instruction for far transfer.” Their study on strategy instruction was unique in that “previous research on strategy instruction has not compared the teaching of strategies to other effective instruction.” The results “demonstrated the value of strategy instruction when the goal was to understand particular texts and especially when the goal was to understand independently read texts.” (p. Duke and Pearson (2002) also recommend teaching comprehension skills and strategies to support achievement, but with an important caveat, in “Effective Practices for Developing Reading Comprehension,” stating, “it is important that neither the teacher nor the students lose sight of the need to coordinate or orchestrate comprehension strategies. Both groups were pretested and posttested with qualitative and quantitative measures. UALR Center for Literacy Technical Report Spring, 2013 A Study to Investigate the Effectiveness of Interactive Writing with At-Risk Kindergarten Students. 212) In “A Meta-Analysis of Writing Instruction for Students in the Elementary Grades” Graham, Mc Keown, Kiuhara, and Harris (2012) performed a meta-analysis of the writing intervention literature to identify effective instructional practices for teaching writing to elementary school-aged children.
We aim to strengthen a generation of readers and writers. Strategies are not to be used singly—good readers do not read a book and only make predictions. What I’ve learned about effective reading instruction. The authors found that the preschool experimental classes performed significantly better than comparison groups on the Goodman Book Handling task, the story retelling inventory, and on subtest C of the ESI. They located 115 true or quasi experimental studies which met their criteria for analysis.