scholarly journals Making the Mock Newbery Their Own: A School/Library System Collaboration

2018 ◽  
Vol 16 (4) ◽  
pp. 30
Author(s):  
Alpha DeLap ◽  
Cecilia McGowan
Keyword(s):  
Book Club ◽  
School Library ◽  
Public Library ◽  
Fifth Grade ◽  
Second Grade ◽  
Library System ◽  
Fifth Grade Students ◽  
Second Grade Students ◽  
Lake Washington ◽  
Long Time

It was a warm June Chicago night, and we were talking about Mock Newbery programs in public and school libraries over dessert. After a bite of dark chocolate mousse, Cecilia said to me, “Well, what if we partnered on a Mock Newbery program this Fall?” I clapped my hands like one of my second grade students and said, “Yes, please!” I had dreamed of this moment for a long time. “Let’s be in touch at the end of the summer and see what is possible.”I teach at an independent school, St. Thomas School, preschool through grade 8, across Lake Washington from Seattle. In the past, I have run small Mock Newbery programs, like a traditional lunch book club. We have used the already curated book list from our local public library, which is part of the King County Library System, and usually a handful of fifth grade students participate.

Children’s Revision of Textual Flaws

1997 ◽  
Vol 20 (4) ◽  
pp. 667-680 ◽  
Author(s):  
Catherine Ann Cameron ◽  
Gail Edmunds ◽  
Barbara Wigmore ◽  
Anne Kathryn Hunt ◽  
M. J. Linton
Keyword(s):  
Reading Difficulty ◽  
Fifth Grade ◽  
Second Grade ◽  
Writing Quality ◽  
Text Revision ◽  
Fifth Grade Students ◽  
Comprehension Skills ◽  
Surface Flaws ◽  
Text Reading ◽  
Reading Comprehension Skills

Two studies are reported here that investigated elementary school children’s text revision. In the first experiment, both semantic and surface flaws were inserted in texts that varied in reading difficulty. Second-grade through fifth-grade students revised these experimenter-generated passages, presented as examples of submissions to a class newspaper. Differences in text reading difficulty did not affect revision effectiveness, nor were the semantic flaws especially difficult to detect and revise. An age effect showed growth in the revision of both semantic and surface errors from grades 2 to 4 with 2nd-graders revising one-third of the inserted errors, and 4th- and 5th-graders revising three-quarters of them. Revision and cloze reading comprehension skills were correlated. A second study compared students’ revision of their own as well as another’s text flaws. Fifth-graders wrote a narrative for a classroom anthology, and they revised both their own and inserted flaws. Their writing was evaluated holistically. Rates of both semantic and surface revision were somewhat lower for their own as opposed to another’s text errors, but revision rates were nevertheless relatively high, and they correlated with writing quality; that is, children who wrote high-quality texts also revised more errors, especially experimenter-inserted flaws. These data confirm that children respond positively to writing challenges in the area of revision, a skill in process of development, which is amenable to inspection and appears ripe for facilitation.

scholarly journals Taking the Relational Structure of Fractions Seriously: Relational Reasoning Predicts Fraction Knowledge in Elementary School Children

2019 ◽  
Author(s):  
Priya B. Kalra ◽  
Edward M. Hubbard ◽  
Percival G Matthews
Keyword(s):  
Second Graders ◽  
Fifth Grade ◽  
Second Grade ◽  
Relational Reasoning ◽  
Reasoning Ability ◽  
Verbal Iq ◽  
Relational Structures ◽  
Fifth Grade Students ◽  
Magnitude Processing ◽  
General Test

Understanding and using symbolic fractions in mathematics is critical for access to advanced STEM concepts. However, children and adults consistently struggle with fractions. Here, we take a novel perspective on symbolic fractions, considering them within the framework of relational structures in cognitive psychology, such as those studied in analogy research. We tested the hypothesis that relational reasoning ability is important for reasoning about fractions by examining the relation between scores on a domain-general test of relational reasoning (TORR Jr.) and a test of fraction knowledge consisting of various types of fraction problems in 201 second grade and 150 fifth grade students. We found that relational reasoning was a significant predictor of fractions knowledge, even when controlling for non-verbal IQ and fractions magnitude processing for both grades. The effects of relational reasoning also remained significant when controlling for overall math knowledge and skill for second graders, but was attenuated for fifth graders. These findings suggest that this important subdomain of mathematical cognition is integrally tied to relational reasoning and opens the possibility that instruction targeting relational reasoning may prove to be a viable avenue for improving children’s fractions skills.

scholarly journals GAYA BELAJAR SISWA BERPRESTASI AKADEMIK PADA KELAS V DI SEKOLAH DASAR NEGERI 02 KECAMATAN SABAK AUH KABUPATEN SIAK

2018 ◽  
Vol 2 (6) ◽  
pp. 984
Author(s):  
Eling Sutriani ◽  
Syahrilfuddin Syahrilfuddin ◽  
Eddy Noviana
Keyword(s):  
Learning Style ◽  
Third Grade ◽  
Fifth Grade ◽  
Second Grade ◽  
Learning Methods ◽  
Academic Achievements ◽  
Fifth Grade Students ◽  
Learning From Data ◽  
Analysis Technique ◽  
Data Collecting

This research is made to describe the learning methods that students with academic achievements usually do and the mostcommon learning style used by students with academic achievements have on fifth grade at SD Negeri 02 Bandar Sungai.The subjects of the research itself are student of first, second and third grade who have academic achievement. This researchis a qualitative research. The data collecting process is held through observations, interviews and documentations. Dataanalyst in this research is using Milles and Huberman data analysis technique, the process itself is done through cpllectig,reducing, displaying and taking conclusion. This research going through creadibility test, dependsbility, and confirmation togain data validation. The result of the research shows that students learning methods on fifth grade students of SD Negeri 02Bandar Sungai is the combination of vak learning methods. The tedency of student’s learning methods is various, the firstgrade students would prefer visual, second grade students prefer auditorial, and third grade students choose kinectical wayof learning. From data collecting exhibits, none of theree achievers students use one learning method in majority. Herewith,in this research the way of learning as may weel said as learning methods don’t affect student’s academic achievements.There are others indicators to it . That for instance, parent encouragement, teacher teaching methods, students learningenvironment, interes and genetic that runs in the family.

Teachers' Perceptions of Levels of Performances of Students from an Economically Disadvantaged Urban Area

1971 ◽  
Vol 32 (2) ◽  
pp. 593-594
Author(s):  
Zita M. Cantwell
Keyword(s):  
Language Arts ◽  
Urban Area ◽  
Economically Disadvantaged ◽  
Direct Relationship ◽  
Subject Area ◽  
Fifth Grade ◽  
Second Grade ◽  
Teachers Perceptions ◽  
Second Grade Students ◽  
And Mathematics

The hypothesis tested whether teachers' perceived levels of performance by grade (fifth and second) and subject area (language arts and mathematics) would be independent of performances on the Coloured Progressive Matrices by 175 fifth-grade and 216 second-grade students. Significant chi-squares suggested a direct relationship between perceptions and Matrices scores.

scholarly journals sba Frankfurt/Main - A Competence Center for School Libraries

2021 ◽  
Author(s):  
Eva Von Jordan-Bonin
Keyword(s):  
School Library ◽  
Public Library ◽  
Legal Framework ◽  
School Libraries ◽  
Day School ◽  
Professional School ◽  
The Public ◽  
Long Time ◽  
German Cities ◽  
Full Day

In Germany the cooperation between libraries and schools is becoming ever more important – also in the context of full-day school care. There are a growing number of cooperation agreements between libraries and schools. Due to Germany’s federal structures and because of the lack of a legal framework, this development is not standardized. Frankfurt/Main is one of the few German cities which have professionally supported school library work for a long time. Professional school library work has been part of the Public Library Frankfurt/Main’s portfolio for more than 30 years.

scholarly journals PENGARUH METODE LOCI TERHADAP KEMAMPUAN MENGINGAT PELAJARAN IPA PADA SISWA KELAS V SD

Psibernetika ◽  
2017 ◽  
Vol 9 (1) ◽  
Author(s):  
Syanthi Syanthi ◽  
Christina Hiunata ◽  
Sherly Sherly ◽  
Jennifer Claudia
Keyword(s):  
Primary Students ◽  
Fifth Grade ◽  
Control Group ◽  
Learning Program ◽  
Fifth Grade Students ◽  
Learning Content ◽  
Method Of Loci ◽  
Long Time ◽  
And Control ◽  
Better Than

<p>Memorizing has become part of students’ study activities in learning. As the learning program is getting harder for primary students, they have got difficulties for maintaining what they see and hear for long time. Method of loci is known as one of mnemonic method that helps student to memorize. Method of loci is a memorizing technique which we can associate the words with familiar places. The method in this research is experimental research with between subject designs. The sample of this research is two groups of fifth grade students. Experimental group was taught by method of loci and control group was taught by reading to memorize the science learning subject. The ability to memorize was measured by giving the achievement test to students. Data was analyzed by Mann- whitney, the results revealed p = 0,0337 (p &lt; 0,05), the experiment group memorize better than the control group. This meant teaching science with method of loci can help students to memorize the learning content better than reading.</p><p> </p><p><strong>Keywords:</strong> Method of Loci, Memorizing Ability, Learning, Fifth Grade Students</p>

scholarly journals PhotoLingo—Development and Improvement of Higher-Order Thinking and Language Skills Through Photographs

2019 ◽  
Vol 199 (1) ◽  
pp. 45-56
Author(s):  
Ya’ara Gil-Glazer ◽  
Ofra Walter ◽  
Billie Eilam
Keyword(s):  
Study Skills ◽  
Language Skills ◽  
Intervention Group ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Photo Elicitation ◽  
Fifth Grade ◽  
Second Grade ◽  
Control Group ◽  
Fifth Grade Students

This article presents the major findings of a longitudinal study on the use of photograph-based assignments to improve higher-order thinking and language skills among second- and fifth-grade students using an intervention framework and a convergent mixed method (quantitative and qualitative) approach. The method promoted oriented study skills for students with an accent in the combination of higher-order thinking strategies, reading skills, and photo-elicitation. Participants in the second grade attained a level close to participants in the fifth grade. Students with different levels of language skills in the intervention group progressed significantly compared with the control group.

Agreeableness, Conflict Resolution Tactics, and School Behavior in Second Graders

2016 ◽  
Vol 37 (3) ◽  
pp. 145-151 ◽  
Author(s):  
Daniel L. Gadke ◽  
Renée M. Tobin ◽  
W. Joel Schneider
Keyword(s):  
Conflict Resolution ◽  
Problem Behaviors ◽  
Second Graders ◽  
Adaptive Behaviors ◽  
Second Grade ◽  
School Behavior ◽  
Multiple Sources ◽  
School Based ◽  
Second Grade Students ◽  
Negotiation Tactics

Abstract. This study examined the association between Agreeableness and children’s selection of conflict resolution tactics and their overt behaviors at school. A total of 157 second graders responded to a series of conflict resolution vignettes and were observed three times during physical education classes at school. We hypothesized that Agreeableness would be inversely related to the endorsement of power assertion tactics and to displays of problem behaviors, and positively related to the endorsement of negotiation tactics and to displays of adaptive behaviors. Consistent with hypotheses, Agreeableness was inversely related to power assertion tactics and to displays of off-task, disruptive, and verbally aggressive behaviors. There was no evidence that Agreeableness was related to more socially sophisticated responses to conflict, such as negotiation, with our sample of second grade students; however, it was related to displays of adaptive behaviors, specifically on-task behaviors. Limitations, including potential reactivity effects and the restriction of observational data collection to one school-based setting, are discussed. Future researchers are encouraged to collect data from multiple sources in more than one setting over time.

PENERAPAN MODEL PEMBELAJARAN ROLE PLAYING UNTUK MENINGKATKAN HASIL BELAJAR BAHASA INDONESIA SISWA KELAS V SDN 032 KUALU KECAMATAN TAMBANG

2017 ◽  
Vol 1 (1) ◽  
pp. 38
Author(s):  
Hasan Basri
Keyword(s):  
Learning Outcomes ◽  
Action Observation ◽  
Action Planning ◽  
Role Playing ◽  
Fifth Grade ◽  
Learning Models ◽  
Student Activity ◽  
Fifth Grade Students ◽  
Average Activity ◽  
Increased Activity

The problem in this research is found in Indonesian subjects that of the 30 students with KKM 75, which has already reached KKM as many as 15 people (41.7%), while that has not reached the KKM as many as 21 students (58.3%). The situation was caused by the teacher in explaining the lesson Indonesian still using a model of lectures and familiarize students to memorize, so that students can develop their ideas. The problems of this study as follows: Is the learning model application role playing can improve learning outcomes Indonesian fifth grade students of SDN 032 Kualu Kecamatan Tambang? This study aims to improve learning outcomes Indonesian grade students of SDN 032 Kualu Kecamatan Tambang through the application of learning models role playing. This research was conducted one month from the month of April 2015. The research was conducted 2 cycles, with each cycle consisting of two meetings as well as twice daily tests. Classroom action research in order to succeed, the researchers set the stage that action planning, action, observation and reflection. Based on the research results, it could be concluded that the activity of teachers in learning implementation role playing, in the first cycle average teacher activity amounted to 62.50% in the category of less pretty, and the activities of teachers in the second cycle of 84.72% in both categories once. Thus there is increased activity of teachers by 22.22% from the first cycle to the second cycle. The average activity of students in the first cycle the percentage of student activity in learning tends to increase. At the first meeting with the average student activity that is 61.25% with the category enough. At the second meeting increased by an average of student activity that is 81.25% with the category enough. The average increase in the activity of the students from the first cycle to the second cycle of 20.00%. The class classically considered complete when a class has achieved a score of 85% of the amount due or to KKM 75 then the class is said to be completed (90.00%). From the above shows that the application of learning models can improve outcomes role playing learning Indonesian grade students of SDN 032 Kualu Kecamatan Tambang, it can be concluded that the hypothesis is accepted as true action.

PENGARUH MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TERHADAP KEMAMPUAN MENENTUKAN IDE POKOK PARAGRAF SISWA KELAS V SD NEGERI 003 PULAU KOPUNG KECAMATAN SENTAJO RAYA KABUPATEN KUANTAN SINGINGI

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Yuwanda Megri Santika ◽  
Otang Kurniaman ◽  
Zariul Antosa
Keyword(s):  
Main Idea ◽  
Learning Model ◽  
Communication Process ◽  
Fifth Grade ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Fifth Grade Students ◽  
Quasi Experimental ◽  
Main Ideas

Reading is one of the important aspects in the communication process. Reading can make someone better understand the contents of the reading. In learning to make it easier for students to understand the contents of the reading it will be easier if it begins with the ability to determine the main ideas of the paragraph. Based on this, the researcher conducted a study by applying the Cooperative Integrated Reading and Composition (CIRC) learning model to the ability to determine the main idea of the paragraph at the fifth grade students of SD 003 Pulau Kopung. This study aims to determine the effect of the CIRC learning model on the ability to determine the main ideas of paragraphs of fifth grade students of SD Negeri 003 Pulau Kopung. This research method is a quasi- experimental Nonequivalent Control Group Design. This research was conducted in two classes, the VA class as the control class and VB class as the experimental class with 22 students in each class. The results of the study showed that the CIRC learning model influenced the ability to determine paragraph main ideas with the results of calculations derived from the gain index, the experimental class using the CIRC learning model got an increase in gain of 0.59 with the middle class and the control class with the normal learning model got an increase of 0.31 with medium class.

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