How can I help my child improve his/her reading ability?
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Just as with any other skill, frequent practice results in improvement. Reading at least one hour per night as a family activity--either aloud or silently--makes an excellent cool down time, establishes a lifetime habit, and improves reading skill. Make this time pleasurable by allowing your child to select a fun book to read.
How can I help expand my child's vocabulary?
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We learn words by using them. Engage your child in dinnertime conversation where you introduce challenging words in a natural way. Your child will pick them up the same way he/she acquired the words in his/her current working vocabulary. Seeing words used in reading material is another important way we acquire new words. The more you read, the more words you acquire.
How can I help my child improve his/her writing skills?
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One way to develop fluency in writing is to keep a journal. Bookstores carry a variety of diaries and blank books that make lovely gifts and make journaling a special event.
You will not help your child improve in writing if you do the writing for him/her. This may produce a lovely final draft, but it short-circuits the instructor's effort to diagnose needs and provide interventions to meet those needs. Encourage your child to read his/her paper aloud to you. At points in the paper where there are errors or unclear statements, the flow will be interrupted. With some coaching, your child should be able to pick up his/her own errors.
A final technique is WIRMI: What I Really Mean Is.. When your child expresses frustration about a topic or the wording of a sentence, try the WIRMI strategy. Simply ask your child to state clearly what he/she really means. After all, composing is the process of putting into words what you really mean.
When checking your child's written work, be aware of the basic principles of paragraphing. The sentences that follow a topic sentence must either illustrate or restrict that topic and be followed by either a clincher sentence or transition to the next paragraph. Also, encourage your child to use computer spell checkers or a dictionary.
How can I help my child to improve his/her speaking skills?
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Engaging your child in meaningful conversations about current events may help him/her express ideas clearly. Avoid family "hot" topics when practicing speaking skills since the typical adolescent reaction to these is not conversation but sulking or slamming the door on the way out. Another little technique is asking your child to say a few words at an appropriate time during a family gathering or read a benediction. These non-threatening opportunities build confidence.
If your child is afraid to speak before groups, be patient he/she will probably outgrow the fear or become self-motivated to overcome it. Punishing and /or forcing a fearful child is counterproductive.
How can I help my child improve grammar and usage?
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Children make predictable errors as they practice towards a mature writing style. Pronoun ambiguity, subject/ verb disagreement, inconsistent verb tense, and incorrect punctuation are all to be anticipated. That does not mean they are to be tolerated. Shrunk and White's Elements of Style is a short, concise writing handbook, but most word processing programs have both grammar checker and spell checker. You can encourage your child to ask his/her instructor to clarify areas of repeated error.
What kind of SAT scores will my child need to get into college?
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Please visit the following link for information from the College Board on what is considered a "good" SAT score: www.collegeboard.com/student/testing/sat/scores/sending/sendingFAQ.html#a4
How can I prepare my child to do well on the SAT?
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Many students who perform well have taken the SAT test numerous times for the practice. The more confident and familiar with the test format a student becomes, the better his/her performance will be. This does not mean that simply taking the test often will raise scores. Many students take the test once or twice and score well. Most average students need some practice, and that is provided in Academic English. If your child is willing, there are practice books, such as the Barron's series, and there are computer programs. Finally, with regard to coaching courses, the practice provided by these courses is worthwhile; however, they will not replace core knowledge and skill in math and reading.
Remember that last minute cramming cannot replace a lifetime of strong reading habits and the expansive vocabulary acquired through vast reading experience.
What is on the SAT anyway?
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In math, primarily algebra and geometry are tested along with the ability to think logically, apply math concepts, and make computations. Please consult a math teacher for a more precise explanation.
On the verbal portion, there are reading passages both long and short, fiction and non-fiction. Some are used in comparison to each other. Questions testing reading comprehension include those on main idea, inferences, and word meanings in context. Other questions are designed to test reasoning skill and vocabulary. A third kind of question is the sentence completion, which test vocabulary and relationships among parts of a sentence.
Finally a third section requires students to write compositions on common topics.
Use the following link for information from the College Board about what's on the SAT www.collegeboard.com/parents/article/0,,700-702-0-21295,00.html.
What kinds of books should my child read?
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Most local librarians can recommend popular books as well as the classics. Additionally, most bookstores have a literature section that contains high quality titles. Finally, the HS English department has compiled a list of recommended books. To view that list, return to the menu and select summer reading.
What can I do if I have a concern about the content of a book?
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If the book in question is one that your child has selected on his/her own, the best way to assess the content is to read the book yourself. If the book is a required reading in a course in the language arts program, first read the book yourself to clarify your own objects, second contact the instructor to discuss the possibility of an alternate book. All books used as required reading in courses have been approved by the Curriculum Council and the School Board; however, as a parent, it is your right to approve your own child' s reading material.
What can I do if my child is failing a class, a project, or test in language arts?
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Contact the instructor immediately. The sooner an intervention is created, the greater the chance of your child's success. Although you should not expect a grade change or a second chance on the failed task, you should expect a plan for your child's improvement. Keep in mind that the ultimate responsibility for success rests on the student.
What is the graduation requirement in language arts?
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Each student must earn credit in a primary English course each school year in order to graduate.
My child is a great creative writer, how can he/she get published?
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There are a number of contests sponsored by national and community groups. Your child's instructor can give specifics. Also there is a volume called Writer's Market Guide. It is available in any library or bookstore. This book contains listings of magazines and publishers and their requirements. Don't forget in-house opportunities such as the literary magazine or the school newspaper. Finally, area newspapers often print articles written by students. The North Penn Reporter has a page called The Under Age Page exclusively for student writing.
What is the difference between a writing folder and a portfolio?
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A writing folder is a collection of works in progress, works of various levels of achievement, and a variety of writings. Its purpose is to help the student track his/her development and set personal goals. It can also be used by the instructor in a writing conference to assist in goal setting.
A portfolio is an assessment tool in which finished student products are displayed as evidence of a level of achievement or growth. Essential in a portfolio is a thoughtful organization of material and a presentation piece explaining the value of the portfolio contents.
Does my child need a computer for school?
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Yes and no. Your child frequently use computers in school and may take a number of computer electives. The use of technology for both students and instructors is a district goal. In language arts, many instructors require long pieces to be typed and some degree of online research, especially at the high school. However, schools have have computers on carts, computer labs and computers in the school libraries that are available to students for research and word processing. So, while computers are essential learning tools in the new millennium, you don't need to run out and buy one.
How does the regular English teacher meet the need of my special education child?
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Any special education student placed in a regular English class is expected to be able to perform on grade level. Regular teachers receive input from the special education teacher managing your child. This information contains specific areas of need and any accommodations dictated by the IEP. Regular teachers frequently consult with and give feedback to the special education teacher. If you have additional concerns about your child's learning environment or other aspects of course work contact the classroom teacher immediately. Although we as regular education teachers are aware of the special education students, we strive to create a blended class where no one is singled out and everyone is respected equally.
What is domain scoring?
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Domain scoring is a method for evaluating student writing that breaks writing into component parts. The five domains are: Focus, content, organization, style, and conventions. Student writing is described as being level 4 (advanced), level 3 (proficient), level 2 (basic), or level 1(below basic). These descriptors can apply to a single domain or can represent the average of the five domains together. All students must strive to reach the proficient level or above.
Why do we use the domain scoring method?
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The domain scoring rubric was developed by the state of Pennsylvania to provide a uniform way of looking at and instructing student writing. It is a useful guideline to help students achieve strong skills and perform successfully generally and on the PA Writing Assessment.
How is my student's reading level determined?
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On PA state assessments, a student's reading level is determined through a series of multiple-choice questions that test a range of skills from vocabulary to inferencing. Additionally, a performance task or written part is required that asks the students to respond in specific ways to the passage he/she has read.
In classroom assessment, instructors may use multiple choice, performance tasks or a combination to determine the student's level of comprehension. The passage should be one that is comparable to those read with teacher help, but the assessed passage must be read without help. Instructors look for responses that demonstrate an accurate literal interpretation of the text, interpretation and extension of the text, generalizations, inferences, and the student's ability to provide evidence for claims made about the text. Reading levels are described on four levels: advanced, proficient, basic, and below basic. All students should strive for the proficient level or above.
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