Johnson King Rosa King Analysis

Review the Plagiarism and Academic Integrity website a http;/www.lc.unsw.edu.au/plagiarism/pintro.html to ensure they are familiar with the requirements to provide appropriate acknowledgement of source materials; and

In addition to the low grades, some of the parents told Ms. Cole that they were concerned because their children had anxiety and expressed hopelessness when it comes to math. Clay notes that he does not want to give the students false hope and that some will just “never be good in math.” Ms. Cole ends the meeting by asking Clay to help relieve some of the anxiety his students are feeling but again does not offer any advice of guidance.

On the second assessment, Tyler answered 7 out of 12 questions correctly earning 58% as compared to the class average of 54%. On the third assessment, Tyler answered 5 out of 13 questions correctly scoring 38% as compared to the class average of 45%. Tyler demonstrated strengths in the areas of Citing strong and thorough textual evidence to support analysis of what the text says explicitly and determining how and why individuals, events, and ideas develop and interact over the course of a text. Tyler's weaknesses were in the areas of Determining the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone) and Determining the central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Students at grade level use their knowledge of text structure to organize content information, analyze and draw inferences from a variety of reading materials.

Her eyes scanned the page as if she was learning to read for the first time. The more she looked, the less she understood. How could was she unable to understand something this simple? It was so simple, yet the answers still did not show themselves.The idea of failure was foreign to her, as was confusion. Whenever the teacher set a paper on the desk in front of her, she would complete it with ease. It was what everyone expected of her, and she always lived up to that expectation. That was the norm, until today. For just a moment, panic set in. How could she damage her reputation by asking a question? What would her parents think of her if they knew she wasn’t perfect? As her heart slowed down, she secretly pulled out her notes, making sure

I also stated that the ELA teacher passed off the discussion to students merely soliciting their comments on the story’s “situations." The students responded to “situations” and back up their claims with proof within the story, however; there was no real direction or specific question initiated by the teacher. Moreover, when students responded, they seemed as though they were conflicted with story details on whether the story was reliable versus unreliable narration. In addressing these dilemmas, the teacher could have employed the use of the annotating strategy. According to Reading Rockets, “annotating involves the teacher providing information to fill in any gaps in information, reasoning, and assumptions due to the author not

Margot is the only student at her school that remembers the sun. When other students hear this, they are immediately jealous. Margot has what they don’t, and they become bitter

Alina was also observed during the morning in her remedial math class. Alina was observed in the one-on-one setting. At the start of the observation, Alina entered the room appropriately with Miss D’Aniello, Alina’s remedial reading teacher, and took a seat across from her. Alina was given a math worksheet to work on. She appeared engaged and focused as she completed the math worksheet. After a few minutes, Alina was given a ruler to aid her with the math worksheet. Alina used the ruler to assist her with problem-solving. Once she completed the worksheet, Miss D’Aniello read each question aloud and asked Alina to explain how she obtained her answers. While Alina explained her answers, Miss D’Aniello provided feedback and assistance when needed

Her parents are concerned and seem to be willing to compromise if something can be proposed. Principal Tom needs to use the humanistic frame of reference combined with the political frame of reference for his next approach, and talk to the parents and the teacher together to develop a compromise between the two. Mrs. Rachael can allow Molly to take the test for a grade lower. This approach will give the parents empowerment to feel as though they were part of the solution.

6. The details that help me have a better understanding of their relationship are how eager she is for a boy not a girl to help her son on his school work. She insists instantly that Mr. Frank helps him and says how she doesn’t want her husband helping him. She is using Peter’s homework as a way to get closer to Anne’s dad.

“Did you read to Paige as a child?” I’m awkwardly sitting in the classroom with my English teacher, Mr. Byers, and my mom. Of course, I was nervous! You never know what can or will be said in Parent-Teacher conferences; is he going to tell my mom that he had to confiscate my cell phone because I was texting my best friend? I’m watching Mom, she’s a bit confused but answers, “Of course I did, why do you ask?”

To conclude my final analysis, the information Mrs.King gathered for her first part of her article, I have broken it down into an important chunk of data. I'm going to start off with that, when Mrs.King stated that we are obsessed and basically have nothing better to do, I disagree with her comment because maybe the paparazzi and reporters are doing it to make money because only god knows what's happening at home or anything else. I don't think the majority sits at home and looks at celebrities all day when there is social media. Consequently, And in the second portion of the article Mrs.King started to talk about how celebrities are a good reflection for us which leads me to believe she is one of the obsessed, but she immediately changes

A moment of clarity was when Hailey was self-assessing herself. Hailey realized that she is unsure what to do to help herself when she comes to unknown term or phrase. She needs strategies put in place to help her take ownership of her own learning and comprehension. When she is confused or unsure, she needs to stop reading through the text. She needs to learn to stop and ask herself questions when she does not understand. Hailey has some bad habits in place that need to be corrected. It is important that Hailey is getting herself ready to be a reader even before she begins an assignment. She needs to prepare herself before she reads and stop and think about what the purpose of the assignment is. She needs to rely on her prior knowledge

Many students struggle when asked to find answers that written in a book. Additionally, they lack the skills to determine what the question is actually asking them to find (Lawrence, 2015). Students need to know where to find the answers and which strategies to use to supply the correct answers. It also builds comprehension skills by providing the tools needed to understand what is happening in the story. This strategy can teach young students to focus on key words such as “who,” “what,” “when,” and “where” to locate the answers to a question in a book. Sometimes the author of a book doesn’t provide the information that answers the questions (Kinniburgh & Prew, 2010). In these instances, teachers focus on “how” and “why” as an indicator that students must answer these questions based on his or her experiences, knowledge, or

Her mother could barely stand to be in the room, so clashing were the colors of trinkets and furniture scattered haphazardly about. Multicolored muslin tapestries of zodiacs and mandalas littered the walls and ceiling, some taught, others drooping from their moorings. Underneath the recently acquired hangings was the old wall, painted, repainted, and still unfinished; a great unrestrained mish mash of colors that represented Kat’s mood. Phillipa was proud to see the many still-odorous, bright streaks of sunsets, and less oceanic, moody splotches. There had been so many of the depressed hues casting unhealthy opalescent reflections onto Kat’s pale, unhealthy skin last year. The rest of the room was a multitudinous arrangement of various furniture; chairs, modern and antique, gifts from friends and family, holding memories from years past and present, oak shelves full of creaking leather bound scientific journals from aspiring botanists who’d given up on their hobby, torn books of copious varieties, ranging from journals people had kept and sold, wanting to forget their contents, to fairytale books with crayon pictures scribbled in margins that smelt like decades old wax, all worn from exposure to mildew, giving off the aroma of dewy basement. Kat and Phillipa could be found poring over the books for hours, having sleepovers at each other 's’ houses just to finish

It was a fiercely hot Saturday in June. Her friends were all having fun, hanging out in the warm weather together but as usual, Gwen Washington was studying in her room for a test. She had to end her senior year of high school with her best grades! Textbooks and pages of notes were scattered across her desk. Her room was empty and lifeless, drained of color,