Literary Reading Lesson in First Grade

2021 ◽  
Vol 8 (6) ◽  
pp. 35-38
Author(s):  
A. Kabanova
Keyword(s):  
First Graders ◽  
First Grade ◽  
Independent Reading ◽  
Conscious Perception ◽  
Literary Reading ◽  
Educational Activities ◽  
Educational Dialogue ◽  
Read Well ◽  
The Hill

The author of the article proposes for consideration one of the possible options for a lesson in literary reading in the first grade, in which N.N. Nosov “Steps”. The process of reading and working with the text organized by the teacher allows solving subject and metasubject learning problems. The used methodology contributes to the development of educational activities in first-graders. The article provides examples of tasks differentiated by the level of complexity, which take into account the capabilities of children who read well and not well enough. Acquaintance with the work of the writer N.N. Nosova continues at the lesson with reading another of his works - the story “On the Hill”. Conversations conducted by the teacher and collective discussion of the content of the read texts help him to determine not only the degree of their conscious perception by first graders, but also to include children in an active educational dialogue, to form their interest in independent reading.

The Influence of Didactic Play on Reducing the Level of Anxiety in the Classroom

2021 ◽  
pp. 48-52
Author(s):  
E. Volobueva
Keyword(s):  
First Graders ◽  
Educational Games ◽  
Effective Means ◽  
Communicative Interaction ◽  
Intellectual Activity ◽  
Educational Activities ◽  
School Anxiety

The article highlights the issues of the teacher's use of didactic games as a form of teaching organization and an effective means of preventing and reducing anxiety among younger students in the process of educational activities in the classroom. The concept of "school anxiety" is characterized. The importance of didactic games for the development of children’s ability and desire to learn, increasing their intellectual activity, enriching the experience of communicative interaction with classmates, forming a sense of camaraderie and responsibility for the team result is considered. The possibility of conducting educational games in the development of any subject content has been substantiated. Examples of didactic games for working in mathematics lessons with first-graders showing anxiety are given.

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.

Development of morphophonemic segments in children’s mental representations of words

1991 ◽  
Vol 12 (2) ◽  
pp. 217-239 ◽  
Author(s):  
Noel K. Jones
Keyword(s):  
Young Adults ◽  
Phonological Processing ◽  
First Graders ◽  
Mental Representations ◽  
First Grade ◽  
Grade Group ◽  
Linguistic Experience ◽  
Strength Of Evidence ◽  
Complex Words

ABSTRACTThis study explores the development in children of dual-level phonological processing. Evidence suggesting that 6-year-olds form underlying representations composed of morphophonemic segments was obtained by asking children to imitate complex words, omit specified portions, and discuss the meaning of the resulting word parts. Trial items represent a variety of instances in which phonetic forms differ from underlying representations. Although language-advanced first graders produced stronger evidence suggesting morphophonemic segments than language-delayed age-mates, and young adults supplied stronger evidence than either first-grade group; strength of evidence leads to the interpretation that even language-delayed 6-year-olds form morphophonemic segments. Differences in performance between groups probably derive from differences in metalinguistic abilities and linguistic experience rather than from differences in units of phonological processing.

Collective Classes in a Group of Different Ages Based on the Integration of the Content of Different Academic Subjects

2021 ◽  
pp. 34-37
Author(s):  
O. Aristarhova ◽  
Yu. Dvoryankina ◽  
E. Osipova ◽  
V. Lebedincev
Keyword(s):  
Secondary School ◽  
First Graders ◽  
Fine Arts ◽  
Older Age ◽  
Literary Reading ◽  
Know How ◽  
Krasnoyarsk Region ◽  
Initial Stage ◽  
Different Ages ◽  
Training Organization

The article proposes to consider the initial stage of the transition to such a form of training organization as collective classes in different-age groups of younger schoolchildren according to the methodology developed by the talented teacher A.G. Rivin. They are held at the Moscow secondary school named after Ivan Yarygin of the Krasnoyarsk region on the integrated content of academic subjects “Literary Reading”, “Fine Arts”, “Technology”. The specificity of the texts compiled by teachers for use in the process of paragraph-by-paragraph elaboration of the text using the technology of A.G. Rivina. Particular attention is paid to the issues of including first-graders (some of whom do not yet know how to read and write) in classes where younger schoolchildren of an older age participate. In this regard, multilevel algorithms of educational interaction are described. It highlights the difficulties that may arise with this form of training, as well as ways to overcome them.

scholarly journals The Degree of Abstraction in Solving Addition and Subtraction Problems

2007 ◽  
Vol 10 (2) ◽  
pp. 285-293 ◽  
Author(s):  
Vicente Bermejo ◽  
Juan José Díaz
Keyword(s):  
Developmental Stage ◽  
Primary Education ◽  
First Graders ◽  
Fourth Grade ◽  
First Grade ◽  
Second Graders ◽  
School Grade ◽  
Levels Of Abstraction ◽  
Direct Modeling ◽  
Addition And Subtraction

In this study, the incidence of the degree of abstraction in solving addition and subtraction problems with the unknown in the first term and in the result is analyzed. Ninety-six students from first grade to fourth grade in Primary Education (24 students per grade) solved arithmetic problems with objects, drawings, algorithms, and verbal problems. The participants were interviewed individually and all sessions were video-taped. The results indicate a different developmental pattern in achievement for each school grade depending on the levels of abstraction. The influence of the level of abstraction was significant, especially in first graders, and even more so in second graders, that is, at the developmental stage in which they start to learn these arithmetic tasks. Direct modeling strategies are observed more frequently at the concrete and pictorial level, counting strategies occur at all levels of abstraction, whereas numerical fact strategies are found at higher levels of abstraction.

scholarly journals Examining Physical Activity and Play Behavior Preferences between First Graders and Last Graders in Primary School Children in Tehran

2015 ◽  
Vol 12 (1) ◽  
pp. 17 ◽  
Author(s):  
Noura Marouf ◽  
Adi Irfan Che-Ani ◽  
Norngainy Mohd Tawil
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
School Children ◽  
First Graders ◽  
Age Groups ◽  
First Grade ◽  
Free Play ◽  
Play Behavior ◽  
Outdoor Environment ◽  
Primary School Children

<p>School grounds are critical places because they are some of the few play areas available for children to develop and transfer peer culture. Moreover, school playtime, which is often called “recess”, offers children daily opportunities for physical activity in the outdoor environment. During school years, age has always been presented in the studies on children as a fundamental component of their development. Children of different ages are interested in different play styles and have various play priorities. However, few studies have compared play patterns in children within age groups. This study explores play behaviors during recess in elementary school children overall, and secondly examines the differences in the play behavior of children, considering first graders who enter elementary school and the last graders. This study uses quantitative design and naturalistic observational approaches. An ethnogram recorded the observations of the play activities preferences of the children. The results of this study showed that girls spend the majority of their recess talking and socializing with peers generally. Older children, particularly those in grades fifth and sixth, spend more time socializing than other age groups. Children in the first grade spent much time in active free play, such as chasing and running, during recess and tend use their playtime as an opportunity to perform a physical activity; therefore the significance of combining recess and provisions for physical activity to reach health goals becomes clearer. These findings are interesting considerations for further research; such information could help to develop appropriate interventions to improve the recess.</p>

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.

Classification Accuracy of Curriculum-Based Measures for Beginning Writers in First Grade

2017 ◽  
Vol 43 (3) ◽  
pp. 131-143 ◽  
Author(s):  
Pyung-Gang Jung ◽  
Kristen L. McMaster
Keyword(s):  
Classification Accuracy ◽  
Area Under Curve ◽  
First Graders ◽  
First Grade ◽  
Written Language ◽  
Curriculum Based Measurement ◽  
Correct Word ◽  
Predictive Values ◽  
Curriculum Based Measures ◽  
Beginning Writers

We examined the classification accuracy of Curriculum-Based Measurement in writing (CBM-W) Picture Word prompts scored for words written (WW), words spelled correctly (WSC), and correct word sequences (CWS). First graders ( n = 133) were administered CBM-W prompts and the Test of Written Language–Third Edition (TOWL-3; Hammill & Larsen, 1996). Prompts scored for WSC showed acceptable levels of sensitivity (.947) and specificity (.587) with the TOWL-3 Contextual Language. Positive predictive values were low (approximately .20 to .30), and negative predictive values were high (mostly above .95). Overall classification accuracy, represented by the area under curve (AUC), ranged from .727 to .831. Further research regarding ways to improve classification accuracy of CBM-W and preliminary implications for practice are discussed.

Are self-reported depressive symptoms in first-grade children developmentally transient phenomena? A further look

1993 ◽  
Vol 5 (3) ◽  
pp. 433-457 ◽  
Author(s):  
Nick Ialongo ◽  
Gail Edelsohn ◽  
Lisa Werthamer-Larsson ◽  
Lisa Crockett ◽  
Sheppard Kellam
Keyword(s):  
Elementary School ◽  
Depressive Symptoms ◽  
Prognostic Value ◽  
Adaptive Functioning ◽  
First Graders ◽  
First Grade ◽  
Fifth Grade ◽  
Moderate Increase ◽  
Transient Phenomena ◽  
Self Reports

AbstractIn light of putative developmental constraints, some have argued that prior to the middle to late elementary school years children's reports of depressive symptoms represent nothing more than transient developmental phenomena. In an earlier study of an epidemiologically defined sample of first-grade children, self-reported depressive symptoms proved relatively stable and significantly related to adaptive functioning. In the present study, we follow that cohort of first graders longitudinally and assess the prognostic value of self-reports of depressive symptoms in first grade with respect to depressive symptoms and adaptive functioning in the late elementary school years. We also assess whether or not children's reports of depressive symptoms demonstrate greater stability and are more highly associated with adaptive functioning in the middle to late elementary school years. First-grade depressive symptoms were found to have significant prognostic value in terms of levels of depressive symptoms and adaptive functioning in fifth grade, with the strength of prediction varying by gender in the former. Although there was a moderate increase in short-term stability from first to fifth grade, it remained consistently strong across first, fourth, and fifth grades. The magnitude of the relationship between depressive symptoms and adaptive functioning also remained consistent over time. These findings on stability, caseness, and prognostic power attest to the significance of children's self-reports of depressive symptoms in the early as well as the middle to late elementary school years.

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