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Parents Get Better Insight Into Students' Academic Growth
In Atlanta, parents now can see how their children are performing compared to students with similar academic histories. The information in the Georgia Student Growth Model (GSGM) focuses on how students improved from year to year and in certain subjects compared to their peers.
Fulton County Schools Superintendent Dr. Robert Avossa told 11Alive, "Now what we're going to be able to show parents is did your kids actually grow a year's worth of growth in a year's time?"
Previously, Georgia only publicly released test results that let parents see whether a district, school or grade level met state standards and how the results compared to previous years.
Read the full story.
Article by Celine Provini, EducationWorld Editor
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Hot Diggity Dog
Build grammar skills using this activity and answer key for an article about one of America's favorite foods, the hot dog!
Click for a PDF (portable document format) printable version of this Every-Day Edit activity.
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Activity Key
Uncorrected Text
Did you now that July is national Hot Dog Month. The average American eat 70 hot dogs each year. New York City is the hot dog “capital.” More then 105 million dogs was sold there in 2004. Mustard is the topping of choice among people who are more than 35 years old, but most younger eators prefer ketchup. Some people even like they’re hot dogs served in ice cream! The largest hotdog ever made was 1,996 feet long
Answer Key
Did you know that July is National Hot Dog Month? The average American eats 70 hot dogs each year. New York City is the hot dog "capital." More than 105 million dogs were sold there in 2004. Mustard is the topping of choice among people who are more than 35 years old, but most younger eaters prefer ketchup. Some people even like their hot dogs served in ice cream! The largest hot dog ever made was 1,996 feet long.
Article by Gary Hopkins
Education World® Editor in Chief
Copyright © 2005 Education World
07/2005
Subject: ELA- Reading
Grade: 5
Lesson Objective: To read unfamiliar multisyllabic words in and out of context
Common Core Standard: CCSS.ELA-LITERACY.RF.5.3.A- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Materials:
Printable Sudent Worksheet Handout
Starter:
Say:
When you come to a word that you do not know when you are reading, what do you do? (Allow the students to answer.)
Main:
Say:
We all find words that we do not know when we are reading. There are different ways that we can figure out a word that we do not know.
You can sound the word out. You are reading books that are harder and longer now and sounding out a word is not as easy as it used to be!
You should start by figuring out the syllable patterns. You know that every syllable has a vowel sound.
The different syllable patterns are closed syllables and open syllables.
A closed syllable ends with a consonant and usually has a short vowel sound. For example, plan-et.
An open syllable ends with a long vowel sound. For example, pa-per.
In addition to the syllables in a word, you should think about the affixes. An affix is added to the beginning or end of a root word to form different words.
For example, the root word scope can be changed to microscope or telescope by adding different affixes.
Now, you are going to be doing a worksheet so that you can practice reading difficult words. You will read the paragraph. There are words that are underlined in the paragraph, those are the difficult words.
After you have read the whole paragraph and tried the hard words, you are going to find a partner and take turns reading the list of words at the bottom of the worksheet to each other.
Does anyone have any questions?
Feedback:
Say:
Who would like to share how to read the words? (Allow the students to share and go over the answers.)
Written by Kimberly Greacen, Education World® Contributing Writer
Kimberly is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2019 Education World
Subject: ELA- Reading
Grade: 5
Lesson Objective: To explain what part of a text means while drawing inferences about that text
Common Core Standard: CCSS.ELA-LITERACY.RL.5.1- Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Materials:
Printable Student Worksheet Handout
Starter:
Say:
What are some situations in which you draw inferences? (Allow the students to answer.)
Main:
Say:
We all draw inferences. We do it every day when we are listening to someone speaking, when we are reading and when we are watching other people.
An inference is a conclusion that we make using things that we already know (prior knowledge) and new information.
An example of an inference is a mother giving her young child blueberries to try. The child puts the blueberry in its mouth, chews it and then spits it out. The mother can infer that the child does not like the blueberry.
Sometimes when we are reading, the text does not tell us exactly what we need to know. When that happens, we need to draw an inference.
A good strategy for drawing inferences is to think “It says, I know, so…”
When you do this, it helps you to think about what the text is telling you and what you already know. You are then able to draw an inference.
Sometimes, when you are explaining how you found the information that used when drawing your inference, you need to quote the text that you are using.
When quoting a text, you must use the author’s exact words and you should always use quotation marks.
If you are quoting a text from a book, you should always include the page number so that others can find the quote.
Now, you are going to be reading a few paragraphs from a book. After you have finished reading, there are questions for you to answer. Remember to use the inference strategy and remember how to quote a text.
Does anyone have any questions?
Feedback:
Say:
Who would like to share their answers? (Allow the students to share and go over the answers.)
Written by Kimberly Greacen, Education World® Contributing Writer
Kimberly is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2019 Education World
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