scholarly journals The Teacher, the Author, and the Text: Variations in form and Content of Writing Conferences

1992 ◽  
Vol 24 (1) ◽  
pp. 51-82 ◽  
Author(s):  
Sarah J. McCarthey
Keyword(s):  
First Grade ◽  
College Writing ◽  
Writing Conferences ◽  
Teachers College ◽  
Classroom Norms ◽  
Writing Conference ◽  
Writing Project ◽  
School Year ◽  
Grade Teacher ◽  
Changing Practices

This study investigated the changing practices of two teachers in conducting writing conferences with elementary students. Drawing from observational data of conferences and interview data with the teachers, the paper presents the cases of Erica, a fifth-grade teacher, and Emily, a first-grade teacher, as they incorporated the Teachers College Writing Project philosophy in their teaching. Erica's conferences at the beginning of the school year reflected her technical orientation toward writing as she focused on mechanics. At the end of the year, Erica's conferences with students focused much more on ideas, reflecting her changing orientation towards students taking more control of their writing. Like Erica's conferences, the content of Emily's conferences shifted from an emphasis upon logistics and mechanics to focusing on students' ideas. In contrast to Erica, however, Emily provided complete support to students initially and moved towards providing more intervention in the writing of students at the end of the year. The study provides contrasting examples of two teachers learning to alter classroom norms and responding to students in authentic ways. It also suggests the possibilities of teachers changing their roles within the writing conference.

Starting off the School Year with Opportunities for All: Supporting First Graders' Development of Number Sense

2002 ◽  
Vol 9 (1) ◽  
pp. 26-31
Author(s):  
Joy W. Whitenack ◽  
Nancy Knipping ◽  
Jenine Loesing ◽  
Ok-Kyeong Kim ◽  
Abby Beetsma
Keyword(s):  
Number Sense ◽  
First Graders ◽  
First Grade ◽  
Learning Opportunities ◽  
Classroom Teachers ◽  
School Year ◽  
Grade Teacher

One of the most pressing issues for classroom teachers is how to facilitate learning opportunities for all their students, especially at the beginning of each school year. Teachers are faced with new children, who have unique backgrounds and who bring different understandings to the classroom. Ms. Lee, a first-grade teacher, faced this challenge head on as she began implementing material on number sense in the first month of the school year with her twenty-one students.

English Narrative Language Growth Across the School Year: Young Spanish–English Dual Language Learners

2018 ◽  
Vol 40 (1) ◽  
pp. 28-39 ◽  
Author(s):  
Carla Wood ◽  
Mary Claire Wofford ◽  
Clariebelle Gabas ◽  
Yaacov Petscher
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
English Language ◽  
First Grade ◽  
Developmental Differences ◽  
Dual Language Learners ◽  
School Year ◽  
Promising Tool ◽  
Language Growth ◽  
Story Elements

This study aimed to describe the narrative retell performance of dual language learners (DLLs) in the fall and spring of the school year and examine predictive relationships. Participants included 74 DLLs in kindergarten and first grade from low socioeconomic backgrounds. Microstructural measures included number of different words (NDW), words per minute (WPM), and verb accuracy. Macrostructural measures included number of total story elements and number of different types of story elements. Path analysis models were used to test the relations among variables. Findings indicated that narrative measures were sensitive to developmental differences across the school year. Fall NDW performance in narrative retells was moderately related to both spring NDW and the total number of macrostructural elements in the spring. Spring WPM was uniquely predicted by fall WPM. Authors concluded that narrative retells are sensitive to developmental differences across a school year for DLLs. Findings support the use of narrative retell measures as a promising tool to examine and describe English language growth of young DLLs within a school year.

Factorial and Predictive Validity of First Graders' Scores on the Early Reading Screening Instrument

1997 ◽  
Vol 81 (1) ◽  
pp. 207-210 ◽  
Author(s):  
Jan Perney ◽  
Darrell Morris ◽  
Stamey Carter
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Predictive Validity ◽  
Reading Skills ◽  
First Graders ◽  
Early Reading ◽  
First Grade ◽  
Screening Instrument ◽  
Moderate Amount ◽  
School Year

The factorial and predictive validity of the Early Reading Screening Instrument was examined for 105 first grade students. Analysis indicated that the test is unidimensional and can predict first grade reading skills at the end of the school year with at least a moderate amount of accuracy. A previous study indicated predictive validity coefficients of .66 and .73 when the criteria were word recognition and reading comprehension. The current study yielded predictive validity coefficients of .67 and .70 for these criteria.

Jen's Story

2019 ◽  
pp. 123-133
Author(s):  
Chiu-Yin Wong ◽  
Wendy A. Harriott
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Gifted And Talented ◽  
English Language ◽  
First Grade ◽  
Case Study Method ◽  
Grade Teacher ◽  
Depth Interview ◽  
Talented Students

This chapter describes the experiences of a first grade teacher who was classified as gifted and talented during her school years. Currently, she teaches classes with a diverse group of students (e.g., English language learners, gifted and talented students). Adopting a qualitative case study method, the authors conducted an in-depth interview with the teacher and share her story related to how her giftedness affects and enhances her professional work as an educator. Further, this chapter illustrates the teacher's story related to her personal interactions and relationships. Finally, based on the literature, implications for other educators who are gifted and talented are discussed.

The Equity of Remote Teaching During COVID-19

2022 ◽  
pp. 138-154
Author(s):  
Allison Victoria Wilson
Keyword(s):  
Second Grade ◽  
Personal Account ◽  
Social And Emotional ◽  
Emotional Factors ◽  
The Past ◽  
School Year ◽  
Grade Teacher

This chapter is written by a second-grade teacher who gives a personal account for remote teaching during quarantine and the 2020 - 2021 school year. The equity and diversity of various situations involved during the past year are discussed throughout the chapter: from the beginning of quarantine 2020 to the end of the school year in May 2021. Remote teaching, social and emotional factors, and the diversity of families are also addressed. The chapter is dedicated to Jordan Lea Darnell, a teacher who lost her battle to COVID-19 in the Spring of 2021.

Becoming an Adult Member in a Community of Learners

2001 ◽  
Author(s):  
Eugene Matusov
Keyword(s):  
Classroom Interaction ◽  
Teaching Experience ◽  
First Grade ◽  
Second Grade ◽  
Paper Strip ◽  
Strip Line ◽  
Classroom Structure ◽  
School Year ◽  
Design Activities ◽  
Addition And Subtraction

I thought it would be relatively easy for me, with my six-year background of high school teaching and tutoring of math and physics, to co-op in the OC classroom with my first-grade son. I was both right and wrong. Indeed, my teaching experience and professional knowledge as a graduate student in child psychology helped me design activities suitable for first- and second-grade children. However, in terms of philosophy of teaching and organization of learning activities, my experience with traditional schooling was more harmful than helpful. My previous experience prepared me for delivering a lesson to a whole class or an individual. I was used to controlling children’s talk, which was supposed to be addressed only to me, and my students had learned early on in their schooling that they could talk legitimately only to the teacher and only when it was allowed by the teacher. The teacher was supposed to be the director, conductor, and main participant in classroom interaction. In the OC, I was shocked to discover that this traditional format of instruction was actively discouraged by teachers, co-opers, and children. This kind of teaching was not supported by the children in their interactions or by the classroom structure, with its small-group organization, children’s choice of groups, and nonsimultaneous rotation of the children from group to group. However, I did not know how to teach any other way. At the beginning of the school year I planned an activity that I called Magic Computer. It was designed to teach the reversibility of addition and subtraction as well as reading and computational skills, and it had worked beautifully with first- and second-graders in the past. The activity involved moving a paper strip that carried “computer commands” (“Think of a number. Add five to it. Take two away from it,” and so on) through an envelope with a window, to see one command at a time. The commands were designed so that addition and subtraction compensated for each other; therefore, the last message was “You have got your initial number!” The children’s job was to discover addition and subtraction combinations that cancel each other out and write them down on the paper strip, line by line.

Effects of a First-Grade Teacher on Students' Achievement in Four Subsequent Years

1983 ◽  
Vol 83 (5) ◽  
pp. 528-536
Author(s):  
Lana Low ◽  
Lee M. Wolfle
Keyword(s):  
First Grade ◽  
Grade Teacher

Universal Screening in Mathematics for Spanish Students in First Grade

2020 ◽  
pp. 073194872090327
Author(s):  
Sara C. de León ◽  
Juan E. Jiménez ◽  
Eduardo García ◽  
Nuria Gutiérrez ◽  
Verónica Gil
Keyword(s):  
First Graders ◽  
Mathematics Learning ◽  
Hierarchical Linear Model ◽  
First Grade ◽  
Receiver Operating Curve ◽  
Composite Measure ◽  
Single Digit ◽  
Risk Status ◽  
School Year ◽  
Receiver Operating Curve Analysis

The main purpose of this study was to validate the curriculum-based measure Indicadores de Progreso de Aprendizaje en Matemáticas (IPAM [Indicators of Basic Early Math Skills]) in a local, Spanish-speaking context. This tool has been designed to identify first-grade students at risk for mathematics learning disabilities. The IPAM includes five measures (i.e., quantity discrimination, multi-digit computation, missing number, single-digit computation, and place value), which were analyzed as single measures and as part of a composite measure. In this study, 176 first graders were administered the curriculum-based measurement IPAM at the beginning, middle, and end of the school year. The results showed that the composite measure of the IPAM was the best indicator of risk status. Reliability and concurrent and predictive validity results were adequate. Furthermore, receiver operating curve analysis and hierarchical linear model supported the capacity of the IPAM to correctly identify students’ risk status and growth rate during first grade.

scholarly journals Early Childhood Educational Settings and School Absenteeism for Children With Disabilities

AERA Open ◽  
2018 ◽  
Vol 4 (2) ◽  
pp. 233285841878557
Author(s):  
Arya Ansari ◽  
Michael A. Gottfried
Keyword(s):  
Early Childhood ◽  
Children With Disabilities ◽  
School Attendance ◽  
First Grade ◽  
School Year ◽  
Academic Benefits ◽  
Full Day Kindergarten ◽  
School Absences ◽  
Full Day ◽  
Kindergarten Class

Data from the Early Childhood Longitudinal Study Kindergarten Class of 2010–2011 were used to examine the implications of preschool and full-day kindergarten enrollment for the subsequent school absences of 2,056 children with disabilities. Results suggest that children with disabilities who went to preschool were absent less frequently in kindergarten, but these benefits did not persist through the end of first grade. Conversely, children with disabilities who attended full-day kindergarten programs were absent more frequently during the kindergarten year as compared with children in part-day programs, but these children experienced a sharper drop in absenteeism throughout the following school year resulting in no differences in school absences in first grade. No multiplicative benefits emerged for attending both preschool and full-day kindergarten. And even though these aforementioned benefits of preschool diminished rapidly, there were lingering academic benefits through the end of first grade because of improvements in earlier school attendance.

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