Good English in Speaking and Writing: Fourth Grade. Nell J. Young , Frederick W. MemmottGood English in Speaking and Writing: Fifth Grade. Nell J. Young , Frederick W. MemmottGood English in Speaking and Writing: Sixth Grade. Nell J. Young , Frederick W. Memmott

1925 ◽  
Vol 26 (2) ◽  
pp. 155-156
Author(s):  
R. L. Lyman
Keyword(s):  
Fourth Grade ◽  
Sixth Grade ◽  
Fifth Grade

scholarly journals Comparison of students from private and public schools on the spelling performance

CoDAS ◽  
2015 ◽  
Vol 27 (2) ◽  
pp. 113-118 ◽  
Author(s):  
Nathane Sanches Marques Silva ◽  
Patrícia Abreu Pinheiro Crenitte
Keyword(s):  
Public Schools ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Spelling Error ◽  
Spelling Errors ◽  
The Public ◽  
Spelling Ability ◽  
Private And Public ◽  
Student’S T

Objective: To compare the spelling ability of schoolchildren from the fourth to sixth grades of the elementary schools in the private and public schools of Bauru, São Paulo, and to verify whether errors are overcome as studies progress and the hierarchy of errors as to how often they occur. Methods : A dictation was applied to 384 schoolchildren: 206 from the private schools: 74 were at the fourth grade, 65 at the fifth grade, and 67 at the sixth grade; and 178 from the public schools; 56 at the fourth grade, 63 at the fifth grade, and 59 at the sixth grade of elementary school. Student's t test was used. Results: In comparison of total spelling errors score, difference was found among the fourth and sixth grades of the private and public schools. Spelling errors decreased as education progressed, and those related to language irregularities were more common. Conclusion: Spelling ability and performance of students from the private and public schools are not similar in the fourth and sixth grades, but it is in the fifth grade. Spelling errors are gradually overcome as education progresses; however, this overcome rate was considerable between the fourth and fifth grades in the public schools. Decrease in the types of spelling errors follows a hierarchy of categories: phoneme/grapheme conversion, simple contextual rules, complex contextual rules, and language irregularities. Finally, the most common type of spelling error found was that related to language irregularities.

scholarly journals PERANAN MUATAN LOKAL MATERI BATIK TULIS LASEM SEBAGAI BENTUK PELESTARIAN BUDAYA LOKAL

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Muhammad Nur Farid
Keyword(s):  
Primary School ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Cultural Preservation ◽  
Fifth Grade ◽  
Local Content ◽  
History Of

Penelitian ini bertujuan mengkaji bagaimana pelaksanaan muatan lokal batik tulis Lasem pada tingkat sekolah dasar di Kecamatan Lasem sebagai bentuk pelestarian budaya lokal. Hasil penelitian ini menunjukkan pelaksanaan muatan lokal batik tulis Lasem pada kelas empat dan kelas lima. Masing-masing tingkatan mempunyai fokus kemampuan yang berbeda. Fokus kelas empat adalah pengenalan tentang batik, alat dan bahan membatik serta pengenalan ragam hias batik, sedang fokus kelas lima adalahpenjelasan sejarah batik tulis Lasem, tahapan membatik batik tulis Lasem, ragam hias batik tulis Lasem. Praktik pada kelas lima mulai dari ngethel, membuat pola, nglengkreng, nerusi, dan isen-isen. Pelaksanaan muatan lokal batik tulis Lasem kelas enam yaitu tentang sejarah dan ragam hias batik tulis Lasem melanjutkan tahapan dari kelas lima yang belum selesai. Muatan lokal tersebut berhasil menanamkan kepedulian dan kecintaan anak-anak pada batik tulis Lasem.The objective of this study is to examine  the implementation of the local content batik Lasem at primary school in Lasem subdistrict as a form of local cultural preservation. The result of this study demonstrates that t local content batik Lasem is  implemented in fourth, fifth and sixth grade. Each level has different focus. The focus of the fourth grade is the introduction of batik, batik tools and materials as well as the introduction of decorative batik. The focus of the fifth grade is on the history of Lasem batik, barik stages, decorative Lasem batik. The practice in fifth grade include ngethel, make patterns, nglengkreng, nerusi, and isen-isen. The implementation of the local content batik Lasem at sixth grade is about the history and decorative batik Lasem continuing the unfinished subjects in the fifth grade. Local content successfully instill kids’ awarness and love on batik Lasem.

Expressing Knowledge in New Ways

2011 ◽  
pp. 188-206
Author(s):  
Catherine Schifter
Keyword(s):  
Social Studies ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Student Work ◽  
Mathematics Literacy ◽  
Word Walls ◽  
Vocabulary Word ◽  
Science Concepts ◽  
Grade Classroom

How do fifth grade classrooms differ from fourth grade classrooms? The simple answer is that the curricula for mathematics, literacy, science, and social studies are more complex, requiring the students to learn new vocabulary as well as to expand on concepts previously learned. The room will not actually look much different, other than there may be less student work posted around and more rubrics posted for writing, reading genres, ciphering mathematics, or science concepts. Word walls will no doubt still be prevalent, since the vocabulary word of the day is still an important component of learning. And there may be many different word walls, such as one for mathematics or one for science concepts, as examples. Otherwise, the room itself will not appear much different from a fourth grade classroom or sixth grade classroom.

scholarly journals Critical thinking skills included in science books for grades (4, 5, 6) for the basic stage in Jordan: مهارات التفكير الناقد المتضمنة في كتب العلوم للصفوف (الرابع، الخامس، السادس) للمرحلة الأساسية في الأردن

2019 ◽  
Vol 3 (28) ◽  
Author(s):  
Maha Dawood Sulaiman Al-Khalifat
Keyword(s):  
Critical Thinking ◽  
Analytical Method ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
High Rate ◽  
Fifth Grade ◽  
Science Book ◽  
Basic Stage

The study aimed at revealing the degree of inclusion of critical thinking skills in the science books in Jordan by analyzing the content of these books in order to answer the study questions. The study used descriptive analytical method. The tool consisted in building a list of critical thinking skills, The results of the study revealed the availability of critical thinking skills to varying degrees in the science books for grades (4, 5, 6) in Jordan, where the skill of (conclusion) A high rate, and came only skill The results showed that the science book for the fifth grade was ranked first in the total repetitions (368). The book's fifth book (134) was repeated repeatedly, Followed by the sixth grade book (125), followed by the fourth grade book (109), and the study recommended further studies to identify critical thinking skills in books and other stages of study.    

A Description of Vocal Maturation among Fifth- and Sixth-Grade Boys

1999 ◽  
Vol 47 (4) ◽  
pp. 357-369 ◽  
Author(s):  
Janice Killian
Keyword(s):  
Sixth Grade ◽  
Fifth Grade ◽  
School Age ◽  
Voice Change ◽  
Research Findings ◽  
Changing Voice

The present study was designed to explore the idea that boys' voices may be changing earlier than indicated in previous research. Singing and speaking voices of fifth-grade (h = 56) and sixth-grade (h = 43) boys were categorized and compared with the Cooksey changing voice stages. Data consisted of grade in school, age in years, highest and lowest sung pitches, overall singing range, speaking pitches, and voice stage categorization. Results indicated an earlier voice change than in previous research. Findings consistent with previous research included the fact that singing and speaking pitch lowered with each successive voice-change stage, the overall range narrowed in the predicted stages, and the speaking pitch remained 2-3 semitones above lowest sung pitch, regardless of voice stage.

The Pronunciation of Familiar, Unfamiliar and Synthetic Words by Good and Poor Adolescent Readers

1976 ◽  
Vol 8 (3) ◽  
pp. 289-297 ◽  
Author(s):  
Sandra S. Smiley ◽  
Frank L. Pasquale ◽  
Cristine L. Chandler
Keyword(s):  
Word List ◽  
Sixth Grade ◽  
Poor Readers ◽  
Fifth Grade ◽  
Second Grade ◽  
Seventh Grade ◽  
Good Readers ◽  
Adolescent Readers ◽  
The Poor ◽  
Actual Word

The word pronunciations of good and poor seventh-grade readers were compared to second-, fifth-, and sixth-grade readers previously tested on similar lists of actual and synthetic words. On the actual word list, poor readers correctly pronounced about the same number of words as a combined group of normal second- and fifth-grade readers, but fewer words than did the seventh-grade good readers. On the synthetic word list, the performance of the poor readers was comparable to good seventh-grade readers except for the long vowels where their performance most closely resembled poor second-grade readers. The implications of this pattern of results are discussed.

Clarifying the Relationship between Academic Success and Overt Classroom Behavior

1969 ◽  
Vol 36 (2) ◽  
pp. 99-104 ◽  
Author(s):  
Marshall S. Swift ◽  
George Spivack
Keyword(s):  
Academic Success ◽  
Classroom Behavior ◽  
Rating Scale ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Classroom Behaviors ◽  
School Behavior ◽  
Behavior Rating Scale ◽  
Overt Behavior ◽  
The Relationship

Using the Devereux Elementary School Behavior Rating Scale, a device developed to identify achievement related classroom behaviors in kindergarten through sixth grade, 298 ratings were made of children designated as achievers and underachievers at the fifth grade level. Achievement criteria were subtest scores on a group test and teacher assigned report card marks. The analysis of the relationship between classroom behavior and the achievement criteria indicates that when a child is underachieving, this is evident not only in the grade or test scores he receives but also in his broader functioning in the classroom. In addition to the poor achievement scores they receive, underachievers are clearly different, in terms of maladaptive overt behavior, from their achieving peers. This is particularly true when the achievement criterion is the teacher's judgment of the quality of the child's efforts.

scholarly journals PENINGKATAN HASIL BELAJAR PENDIDIKAN KEWARGANEGARAAN DENGAN METODE SOSIODRAMA DI KELAS V SEKOLAH DASAR

2019 ◽  
Vol 3 (4) ◽  
pp. 735
Author(s):  
Julinawati Julinawati
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Citizenship Education ◽  
Fourth Grade ◽  
Fifth Grade ◽  
Low Level ◽  
Fifth Grade Students ◽  
Fourth Grade Students ◽  
Good Learning

This research is motivated by the low level of student learning in citizenship education. This research was conducted at SDN 004 Teratak Buluh. The subjects of this study were all fifth-grade students of SDN 004 Teratak Buluh which numbered 34 students. This research is a classroom action research consisting of 2 cycles. Each cycle consists of planning, implementation, observation, and reflection. The purpose of this study was to improve the learning outcomes of citizenship education for fourth-grade students of SDN 004 Teratak Buluh. The results of the study prove, on the cycle of learning outcomes averaged 42.00 (not good); the first cycle increased to 61.10 (enough) in the second cycle to 76.30 or good. Learning completeness increases, students start learning completed 4 students or 21.10%; In the first cycle learning completeness was obtained by 8 students or 42.10% and learning completeness in the second cycle was obtained by 18 students (94.70%). Thus the use of the sociodrama method can improve PKn learning outcomes of fifth-grade students of SDN 004 Teratak Buluh.

scholarly journals Adaptation of Fifth Graders: Features, Factors, Pedagogical Attention to Success

2020 ◽  
pp. 80-83
Author(s):  
Olga Aleksandrovna Voskrekasenko
Keyword(s):  
Fifth Graders ◽  
Fourth Grade ◽  
Fifth Grade ◽  
Successful Adaptation ◽  
Educational Situation ◽  
Basic School ◽  
Purposeful Activity

The paper reveals the essence and features of adap-tation of students during the transition to the fifth grade. The determination of the complexity of the course of adaptation is shown by the coincidence in time of external and internal crises associated with changes in the educational situation and the entry of fifth-graders into the younger adolescent age. The indicators of students' readiness to transfer to basic school and factors determining its effective-ness are presented. The role of purposeful activity in pedagogical attention to successful adaptation of fifth-graders is revealed. The main directions and content of the process of pedagogical attention to adaptation of students during the transition to the fifth grade are characterized. A complex of propae-deutic measures carried out in the fourth grade is listed. The work of the subjects of pedagogical at-tention to adaptation of students, carried out direct-ly in the fifth grade, is characterized.

scholarly journals School bags and associated back pain

2018 ◽  
Vol 8 (1) ◽  
pp. 10-19
Author(s):  
Amra Mačak Hadžiomerović ◽  
Amila Jaganjac ◽  
Dijana Avdic ◽  
Emira švraka ◽  
Arzija Pašalić ◽  
...  
Keyword(s):  
Back Pain ◽  
Body Mass ◽  
Sixth Grade ◽  
Total Sample ◽  
Cross Sectional Study ◽  
The Body ◽  
Fifth Grade ◽  
Cross Sectional ◽  
Negative Effect ◽  
Type Of School

Introduction: The most common health problem associated with the negative effect of heavy school bags is back pain, and non-specific back pain is frequently observed in childhood. The prevalence of back pain in schoolchildren varies from 12% to 92%, depending on the age and affected region of the back. To prevent the occurrence of back pain in schoolchildren, the weight of school bag should not exceed 10% of the child’s body mass.Methods: This was a descriptive, cross-sectional study conducted in April 2017. We included 79 students of the fifth and sixth grade from the elementary school in Sarajevo. Information on the weight and type of school bag, method of carrying a school bag, and feelings of pain and tiredness due to school bag were obtained by questionnaire.Results: In the total sample, the majority of the students (64.6%) reported occasional back pain while carrying the bag, 20.3% of students reported no back pain, and 11.4% of students experienced frequent back pain. The mean school bag weight in the fifth grade was 4.01 ± 0.57 kg, and it was significantly higher (4.61 ± 0.86 kg) in the sixth grade. About 48.5% of the students in the fifth and 50% in the sixth grade carried school bags weighing more than 10% of the body mass. A higher mean weight of school bag was significantly more frequent in students who reported always feeling tired (11.03 ± 2.74%) compared to those who did not feel tired while carrying the school bag (8.41 ± 2%).Conclusions: Overall, more frequent occurrence of back pain and tiredness in schoolchildren was associated with heavier school bags (>10% of the body mass), and the occurrence of back pain due to school bag was related to gender (i.e., back pain was more common in girls compared to boys).

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