One of my kindergartner's just tested at a 3-4 reading grade level. How do I differentiate instruction for him
353400
This student need his own "group" reading at his level and then discussing it with you.  We have several students in 1st grade who are reading around a 4th grade level.  They meet with a group for the mini lesson to learn specific skills etc but then read independently during guided reading time.  They take tests on Accelerated Reader to check for comprehension and help the teacher help the child choose appropriate material.\n\nI would only consider accelerating a grade - moving him to first grade -if the rest of his skills are also on the same levels.  We just accelerated a 5 year old who is reading at a 6th grade level to 1st this year but he still has problems with handwriting as his small motor skills are still forming.
1036820
i am trying to help teach a person to read and wright.......
825107
First graders are"sponges" first and foremost! That said, be aware of what you teach and say to them. They will remember!. However, their learning styles will vary. Most are visual learners. Some can be auditory and visual learners. They are at the readiness stage for reading--phonics and  sight vocab. Sentences to be read should be short and repetitive and have accompanying pictures to be comprehended. At this age they are not abstract learners. Math must be visual, tactile and use of all the senses is a plus .\nSocially the 6 - 7 year old is learning to work and play side by side with his/her peers. Parallel play is diminishing. They want to be needed and both girls and boys will tend to be overzealous about helping everyone. They also are sensitive to their teacher's needs. They want to please!\nPhysically this age group can vary. Most are good only at gross motor skills until mid year. Fine motor continues to develop in handwriting, artistically etc. \nCheck out these websites for more understanding.\n\n(Watch the Power Point presentation)\nhttp://search.yahoo.com/search?p=Gesell+child+development&sp=1&fr2=sp-top&prssweb=Search&ei=UTF-8&fr=yfp-t-501&x=w\n\nhttp://www.gesellinstitute.org/\n\n. I taught grades 1 and 2 for over 30 years. I attended the Gesell Institute workshop one summer. Get the book The Six Year old and The Seven Year Old by Louise Ames of the Gesell Institute. They are a great help!\n\nhttp://www.kidsource.com/books/fs/f.your.six.year.old.html\n\nhttp://www.kidsource.com/books/your.seven.year.old.html\n\nGood luck with these prescious little ones! :)
412002
Be very patient, if you are reading along with them don't give them the words they struggle with too quickly - let them try to sound it out themselves - but don't wait until they are frustrated either because then it will make reading less fun.  \n\nOnce the reading part improves, I think the writing part will come more naturally.
43903
I`ve taught K, 1 and 2, and found Grade Two the easiest, though I enjoyed Kindergarten most.  Grade One is a pivotal year.  This is when most children actually learn to read.  You have to work hard and fast to keep ahead of these little people with their developing brains.  Good luck.
1036962
Not all children in a grade-level classroom are at the same level in reading or math, therefore we can't simply teach them at 1 grade level. Instruction must be modified to meet students where they are, not where we think they should be. Teaching a child something above his/her current level of understanding won't help him/her learn. If we teach them information at a level they can understand they will learn and begin to 'catch up.'
1014164
sylvan learning.  is she in the seventh grade? i am.  my school offers this thing called skills tutor, i'm not sure if it's there too,  tell her good luck
695538
Your first step would be to start doing some written evaluations. Without knowing the children's ages, it is impossible to be able to give you a more accurate answer. You need to start observing and documenting and after a few days of doing that for each child you are concerned about, compare your notes with developmental milestones that you know they should have either already reached, or should be working on. Then you need to use those findings to write out a goal for that child to reach the next milestone using what you know they have already learned.\nAs a teacher it is your role to not TELL a parent what is "wrong" with their child, but to look to yourself to see what you can do in the classroom utilizing the tools of observation and knowledge. \nIn parent teacher conferences, this tool is excellent. You can bring out your written observations and show the parents...this is where your child is, this is where he should be, this is my goal for him, what things are you noticing at home.\nThis way is best because you are not approaching the parent with a "teacher knows best" tact, you are using your knowledge and expertise to tell the parent that they are needed in their child's development and asking them for ideas and suggestions and including them in your program specifically designed for their child.\nWhen a parent feels that you are going above and beyond for their child, more than likely they will jump on board.\nI use this method. I have yet to have any complaints or awkward meetings. \nOf course, you will get the occasional parent who just won't listen or will think you are wrong. Maybe there is a culture difference or even a language barrier that makes the situation harder than you feel it should be. However, your chosen venue, being a teacher, means that you should have the patience (not all the time of course) to not only search and try the best avenue into helping the children in your care, but also looking into helping those families with difference in culture and language barriers as much as the other families because the children are your first and foremost priority in the classroom.\n\nI hope this helps.
613973
Try abcteach.com or A-Zteacher.com
1124124
The Saxon math books were the best that I ever used. Doing 1/2 of a book ended up being the equivalent of 2 years in public schools. They are excellent in reinforcing what has already been learned so you don't forget it a day later!\n\nThe only way I was able to learn grammar was to teach it. If you have the older kids help the younger ones, they will end up learning and remembering far more since they have to apply their knowledge.\n\nReading the right books can teach them more than any multiple choice quiz they have to study for.\n\nDo not let them get away with skipping parts of exercises that they do not want to do and you do not want to grade anyway!\n\nGive the youngest ones learning activities at the same time so they feel like they are part of it and get into the habit of school time for when it is their turn. They will absorb more than you know of what they hear you teaching the older ones. My youngest brother can already read 2nd grade material and he is in kindergarten. But this is because he was allowed to actively participate in the learning activities.\n\nDo not try to teach them when they are hungry or tired!!!\n\nPerhaps most of all, do not underestimate your children. When they are being difficult or having a hard time grasping a concept, there is usually an underlying cause that has nothing to do with the subject matter.
682670
I really wish I could help you but my oldest is only in second grade.  Most of the websites I use are for teaching ABC's and 123's.\n\nYou can try this one for math worksheets.\nhttp://www.eduplace.com/math/mw/\nIf you choose your child's grade level and then leveled practice you will be able to print out a lot of worksheets.  You might want to look through them a little to find exactly what you want.  You might want to occasionally choose an easier grade level to print out a few easy review pages.  \n\nFor reading you might want to check with your local library to see if they have a summer reading program.  At my library the kids earn a small prize for every 10 books they read and bigger prizes at the end of the summer.  They love knowing that they can get prizes for books that they were going to read anyway.  \n\nMost libraries will have a few books with simple science experiments.  They are fun and educational.  We do a lot of these durring the summer.  A few weeks ago we planted lima beans and jelly beans.  When only the lima beans sprouted we cut open a lima bean to find the baby plant inside and the the jelly bean to find no baby plant.  We had a lot of fun.\n\nFind out what your child is interesten in and help him/her learn all about it.  My 7 year old is intersted in Archeology and paleontology so much of what he learns involves dinosaurs and ancient egypt.  My 4 year old loves gardening so we are learning about seeds, parts of a plant, and what living things need to grow.  My 2 year old loves bugs so we are learning the life cycles of insects.  We count legs when we can get the bug to lay still enough.  They don't even realize that they are learning when you teach them what they want to know!\n\nGood luck!
1061979
By teaching them something fun or something that they want to learn. This is how it is done in Kindergarten.\nFood, play, short poems (remember Seuss), Chinese things like chopsicks, noodles, mother, dad. Sing, color or draw but do not spend so much time that it will loose their attention. Take breaks for exercise.\n  See below for an interesting website.
21639
Mine just turned 4 and he is reading a little.  I bought him a Leapster L-Max for Christmas and it's really good and he reads because he wants to know what to do next.  However, it may be a bad idea for me to let him get too far ahead and then go to a public school where he'll be bored going through the basic steps and probably start causing trouble.\n\nKindergarten is where they begin to learn the basics of reading and have enough knowledge to form words.  So No.
1122901
The problem here is the definition of "proficiency."\n\nFirst, grade level standards were set by what AVERAGE, non-disabled, native Engish speaking learners could gain, through standard large-group instruction, in one school year. An average 3rd grader's reading level is what is considered "3rd grade level."\n\nThis is very much like Procrustes' bed... if you're too short for the bed you get stretched, and if you're too tall for the bed you get your legs chopped off.\n\nThen, NCLB set a standard that ALL students, including those whose environmental impacts (e.g. non-English speaking home, physical/physiological disabilities, abusive homes, low-income homes, etc.) interfere with their learning rates, be able to perform at that "grade level" marker set by students who are not contending with these other variables.  In other words, NCLB, with that "100% of all students will read at grade level" goal, demands that the following children all read English at grade level by the age of 8:\n--a child with severe learning disabilities, who cannot naturally and efficiently process visual symbology into language like his/her peers can, due to physiological wiring issues in his/her brain\n--a child with mental retardation, whose natural learning rate is 200 to 1000 times slower than the "average" child\n--a child who is blind and deaf\n--a child in a persistent vegetative state\n--a child whose first exposure to English was that year, and who never speaks English at home\n--a child who has been through severe emotional, physical, and/or sexual abuse, who is unable to concentrate due to anxiety and post-traumatic stress disorder\n\nand so on.\n\nEach and every one of these different, "non-average" children CAN LEARN....but at their own potential rates, not at some "average" marker. The whole purpose of Special Education, ESL programs, etc. is to help students whose situation is outside the "average" learn to their individual full potential.\n\nTeacher accountability should require consistent demonstrated, reasonable levels of growth in ALL their students (no plateaus or regressions), at those students' levels of potential. Average kids should be expected to make at least one grade-level gain. Gifted children should be expected to make at least 1.5 to 2 grade level gains each year. Special education students should be making gains commesurate with their IQ scored potentials combined with developmental expectations (e.g. children with learning disabilities are often not developmentally ready to learn fluent reading until the age of 10 or so....small gains in some skills can be made until the developmental "leap" happens). ELL students should make gains in their English skills based on "foreign language" learning rates, not native speaker rates.\n\nPortfolio documentation of student progress from August to May, an 80% (B) passing grade rather than 60% (D), no cap on retaining students in grade level, automatic referral for special ed services if a student has been held back 2 or more times for not earning a B average in the regular ed setting (if not already identified and tested/admitted to specialized programming earlier), real accoutability laid on parents rather than schools for student attendance and discipline, teacher professional development based on real student need and not political considerations/program adoptions, and smaller teacher/staff to student ratios in all areas and categories to give each student more individualized instruction time, would be truly effective.\n\nNCLB as it stands appears to be an attempt to cut education from the federal budget while using teachers as scapegoats.
705164
call the school psychologist, or the district psychologist. they have a certain amount of days to respond, and provide testing once the request is made...you might have to fill out a request for testing form...make copies of everything you give out. do some research for your state/county on what the laws are regarding educational testing. document any/all phone calls and follow up verbal requests with written requests. don't forget to also call the school superintendent if you need to. i've worked in spec. ed for many years, and raised a special needs child...i've literally had to take the district to court (several times) for failing to provide my son with the educational assistance/tools that were written into his i.e.p. (individualized educational plan). there are also advocacy groups, and parent coordinators through the mental health system, in most counties.\nin my experience, school districts can be very non-parent friendly. you may come up against officials who say there is no money for testing your child, etc...they are not above trying to make a parent feel guilty either...don't buy into it. nobody cares about your child like you do, and if you don't push the issue, your child will not get the help he is entitled to.  i hope this was helpful...very best of luck to you. you can also go to dr.phil's website to get more ld, a.d.d., adhd, dyslexia, etc. info from dr. frank lawless.
487671
Practice speaking with them, don't feel bad about correcting them.  they can watch TV or movies, listen to audio books. Even going to the basics with grade school phonics - Hope this helps!
851987
I would search "Guided Reading Leveled Books"  you may have to mess around with the search, like typing in "free" or "list".  Anyway, you'll want level A.  \n\nAlso, books that you have at home, even though you may have read them a lot, can still be very helpful to beginning readers.  A lot of parents think that when I child memorizes the stories (even if it's word for word) that all they are doing is reciting.  Actually, what they are doing is in fact reading.  You could still work with your child with more difficult books.   Part of what your child is leaning is the way to read, moving left to right, turing the page, etc.  You could also contact your child's teacher.  You may be able to set up a system where she sends books home with your child to read at night.\n\nGood luck!