posted Apr 11, 2011 8:58 AM by Hearst Recycle Team
TEST-TAKING TIPS
Tests are often a blend of several types of questions. Review and practice these strategies for various question types.
True-False
· Circle key words in the question.
· Remember: if any part of the answer is false, the whole thing is false.
· Watch for words like “never”, “always”, “every”, “all”, “none”, and “only”; they generally indicate a false answer.
· Rarely leave a blank – a guess has a 50-50 chance of being right!
Multiple Choice
· Read the whole question carefully and try to decide what the answer is before reading any options.
· Read all of the answer options, then choose the one that most closely matches the answer.
· When unsure, eliminate answers that are clearly incorrect.
· If forced to guess, choose the longest, most detailed answer.
Fill-in-the-Blank
· Read the sentence carefully for clues about the type of information needed – a person’s name, a number, a fact, etc.
· Watch for grammar clues. For example, the word “an” before the blank indicates that the answer starts with a vowel.
· Notice the type of blanks in the sentence. One short blank calls for a single word answer. A longer blank indicates a longer answer, such as a phrase.
Matching
· Scan the whole column of possible matches rather than stopping at the first likely answer.
· Answer the questions you are sure of first.
· Cross out choices as you use them.
· Keep going through the columns to make more matches.
· Avoid guessing until you are absolutely stumped.
Open Book
· Prepare a sheet with important facts or formulas to avoid spending time looking them up.
· Mark important pages with sticky notes or paper clips.
· Practice using the index to look up specific topics.
· Skip questions when the answer can’t be found quickly; mark them to come back to later.
· DO NOT COPY from the book! Use the book as a guide to write answers in your own words.
Essay Questions
· Before writing, make an outline to organize main ideas and facts to include in the answer
· Focus on only one idea per paragraph.
· State the main point in the first sentence of each paragraph.
· Avoid unsupported statements – include relevant details and examples.
· If time is running out, write at least an outline of the whole answer.
After the Test
You can learn almost as much from your mistakes on a test as from studying. Go over test results and read the teacher’s comments. Look for patterns of errors to help in future studies.
· Were questions left blank due to a lack of time? Work on practice judging time needed and pacing your work.
· Were any errors due to not following instructions? Be sure to read carefully and circle important words.
· Were any mistakes made because you didn’t know the subject thoroughly? Next time, set aside more time to study or try new study strategies.
When you feel confident in your test-taking skills, you will have less test anxiety and be able to focus on showing what you have learned – and that’s what tests are all about!
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posted Jan 10, 2011 8:46 AM by Hearst Recycle Team
AUDITORY PROCESSING
What is Auditory Processing?
Auditory Processing involves the perception of sounds in the environment and the ability to interpret and understand what is heard. This is not just a function of the sense of hearing. Auditory information must be processed further, using the ability to discriminate between sounds, to associate and decode them and to then remember what has been heard.
How does it impact on a child’s performance in the classroom?
Classroom performance is greatly influenced by a child’s ability to process auditory information accurately and quickly. Teachers give oral directions continually throughout the day, from “Hang up your coats and sit down at your desk” to “Read the directions on the top of the page and then answer the first 5 questions…” When a child has difficulty processing what is heard he or she may appear inattentive and confused or may “tune out”. He may take a long time to respond to directions or not be able to start or complete tasks. Multistepped and sequential directions may be overwhelming and the child may continually look to other students for cues for what to do next, just carry out the last part or quit in the middle of an assignment. Language development may be difficult. He may be distracted by extraneous sounds from other children, the playground or people walking in the halls. A child can become quite tired and frustrated with the work of figuring out what is being asked of him.
What can a teacher do to help a child with auditory processing difficulties function better in the classroom?
Try giving one direction at a time, using short simple phrases, without elaborating.
Repeat the same directions slowly and clearly.
Wait a little longer before you go on to give the child time to process the information.
Give a visual demonstration or physical assistance.
Try to reduce auditory distractions – put child’s desk up front near and facing you, away from windows and doors.
Practice following directions in gross motor games, starting with one step directions and adding on.
Have the child repeat the directions back to you, perhaps in other words.
Have the child demonstrate that he understands before you leave him to finish the task.
Write down your directions in a check off list format.
Try to make sure the child is looking at you when you are talking.
Let the child know that you realize that certain tasks are difficult for him and praise him for both his attempts and accomplishments. |
posted Dec 8, 2010 8:21 AM by Hearst Recycle Team
Executive Functions—Something to Think About
Executive functions are thoughts that we carry out or “execute” as actions in order to reach a goal. Another name for executive functions is critical-thinking skills. Our brains control our executive functioning. Executive functions include skills such as “maintaining attention, controlling impulses, keeping free of distractions, engaging in mental planning and problem solving, maintaining flexibility, time management, setting priorities, organizing, and executing a task” (Geffner, 2007, slide 2). Difficulty with any of these abilities can cause academic problems as well as problems with everyday life tasks. Terms for such difficulties are executive dysfunction or executive function disorders.
Academic Difficulties Related to Executive Functions
Focus, attention, and memory help us to carry out executive functions. In the school setting, a child with executive-functioning problems may…not turn in assignments, miss parts of assignments, forget to take home books, forget to write down important information, not follow a logical order when completing a task, not finish work on time, not seek out needed information, have difficulty solving problems, delay initiating projects, not be able to monitor progress, not plan next steps, be unable to revise plans, not manage several tasks at a time, and more. The classroom teacher and any specialists, such as a speech-language pathologist, can work with the child to help him/her learn and use strategies to improve executive functioning.
Strategies to Help a Child Who Has Difficulty with Executive Functions
Each child is unique with his/her own strengths and challenges, and certain teaching techniques and compensatory strategies may benefit one child more so than another. Provide support and assistance as the child needs it, and let him/her be increasingly responsible for organizing his/her thoughts and actions. Acknowledge a child’s attempts to initiate behaviors, complete tasks, and then self-evaluate performance. By recognizing these efforts, you are helping the child learn and grow as well as become more independent!
Below are some examples of strategies to help a child who has difficulty with executive functions.
In School:
Use timers. Help a child monitor and manage time by having timers in the classroom. Sand timers or Time Timers are great ways to let a child “see” how much time is left to complete an assignment, task, or test. Audio timers can beep when time is almost up (five minutes left, for example).
Display to-do lists. Write a daily outline on the board to visually show the structure of the school day. Include subjects and times (e.g., Art – 10:15-11:15).
Provide organizational tools. For example, have a child keep different colored homework folders together — red = due tomorrow, yellow = due this week, green = due in the future.
Encourage self-responsibility. Ask questions to a child to help him/her focus on a task. Have the child generate his/her own questions to extend what you’ve already asked. Ask the child to come up with a plan and follow through with it. Use a checklist to do this.
At Home:
Keep a “reminder” calendar. Mark important dates with specific times and places. You can color code the calendar (e.g., doctor’s appointments are red, sports practices are blue, etc.).
Provide organized storage. Have labeled bins for keeping things in their places (e.g., yellow bins are for toys, green bins are for art supplies, blue bins are for sports equipment, etc.).
Give praise and feedback. For example, when your child completes an executive-function task, like pre-planning, you can say: “I like how you put your homework in your homework folder” or “I like how you made yourself a note to put your homework folder in your book bag at the end of the school day.”
Help your child “think through” a problem or project. Ask questions about the problem/project and have your child answer them. Then see if he/she can come up with questions on his/her own. For example, you could say, “What is your science project?” “When is it due?” “What supplies do you need to make it?” Then, you could say, “What other questions do we need to answer about your science project?” Make a list of all these questions and answers together. Refer to the list as your child completes the project. Add in new questions and answers that will help complete the project as you go along. |
posted Nov 3, 2010 11:03 AM by Hearst Recycle Team
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updated Nov 3, 2010 11:10 AM
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Fun Ways to Improve Language Skills in Young Children
Children learn to communicate by listening, hearing others speak to them, observing peers and adults, and speaking on their own. Although children are surrounded by language all day long, some children do not pick up language as quickly as others. Some children hear what is being said but the words don’t have much meaning. Language can be promoted everyday simply by having fun! When discussing language, we think of two different areas: Receptive Language (what the child comprehends) and Expressive Language (what the child communicates verbally). Here are a few favorite activities/games and some simple ways to enhance language skills.
CANDYLAND: This is a great game that many people already own. Before starting the game, line up the game figures and ask your child questions using the following concepts: first in line, last in line, behind, in front of, between. For example: Who is first in line?, Who is last in line?, etc. These are important concepts because children are frequently asked to “line up” within the school setting. This game is also great for working on identification/labeling of colors and sequencing (pick up a card, and then move to the colored space).
MEMORY: This is a super game for working on a child’s memory but also for working on the concepts same/different. Any memory game will work. If your child does not have this concept yet, teach them by putting out 2 pieces that are the same and 2 pictures that are different before playing the game. Ask them, “Which ones are the same/different?” See if they are able to point to the correct ones. If they have not mastered this task, teach them about things that are the same and different using various items around the house (e.g., socks, shoes, mittens, etc.). This game is also great for positional concepts such as top, bottom, middle, next to, between, under, and over. Have your child place the card facing up when you are setting up the game. Give your child directions as to where to place a certain card (e.g., put the duck next to the ball, place the pizza under the airplane, etc.). Then you can ask questions about where certain pictures are located. For example: “What row is the duck in?” (top, bottom, middle), “Where is the pizza?” (under the airplane), or “What is next to the ball?” (the duck). After this, turn the cards facing down and play the game focusing on the concepts of same/different.
CRANIUM CARIBOO: This is a great game for color, shapes, ABCs, and number matching. Although it is extremely useful when playing according to the directions, it can also be adapted to help promote both receptive and expressive language skills. Instead of using the playing cards, give your child verbal directions when it’s their turn to open a door using linguistic concepts such as: before/after, first/then, next to, between, under, above/below, closest to/farthest from. For example, “Open the door that is above the cupcakes”, “Open the door that is between the apples and the boats”; “Open a red door before you open a blue door”. Once they have mastered this task, have them give you verbal directions to help improve their expressive language skills. Tell them that it’s their turn “to be the teacher”…Kids love that! J
SNACK TIME: Making snacks with your child is another great way to enhance language skills. Make a shopping list and take your child shopping with you. Give them clues as to where specific items are on a shelf (higher, lower, top, middle, close to, in front of). When you get home, talk about the ingredients you’ll need for your snack. Discuss how they look, feel, and taste. Review the steps involved in making the snacks. Make the snack, one step at a time. Once you are finished, see if your child can tell another family member or you how to make the snack using sequencing words such as, first, then, next, last. Ask questions using words like before/after (e.g., “What did we do BEFORE we spread the jelly?”)
READING BOOKS: This is a perfect way to work on both receptive and expressive language skills. Although it is very tempting to simply read a book to your child, take an extra few minutes to talk about each page versus just reading it. Label objects, actions (e.g., “Look, this boy is pouring the apple juice”) and descriptors (e.g., “This girl is wet but this boy is dry”). Once a child’s vocabulary includes nouns, verbs, and adjectives, it’s easier for them to formulate longer, more grammatically correct sentences. Also have your child point to these concepts in a book (e.g., “Which child is wet/dry?”; “Show me the one who is spreading the butter”; “Point to the trophy”). For older children, break the story into parts by working on sequencing after reading the story (e.g., first/next/last). Have them retell the story to another family member. If they have difficulty, give them organizational words such as “first…”, “and then…”, “last…” Ask your child questions after reading each page to ensure comprehension of what was read (e.g., who, what, where, when, why, how). Read books with you child daily…it’s a great way to enhance their vocabulary and improve language skills.
Phonological Awareness Activities in the Classroom:
Identifying and generating rhyming words
Identifying beginning sounds of words
Categorizing words by their beginning sounds
Blending syllables and sounds together to form words
Segmenting words into syllables and sounds
“Sound Tubs” – sort objects brought from home or found in classroom that begin with the target sound of the week
ex) students put objects like a stuffed monkey, magnet or marble into the /m/ tub
Soundplay games during roll call – rhyming each student’s name with the week’s target sound (ex. Jeffrey-Meffrey)
Songs with adapted lyrics during transition times to provide directions to students for choosing free choice centers or lining up for lunch or recess
ex) “If your name begins with /t/ stand up” to the tune of “If you’re happy and you know it”
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posted Nov 3, 2010 11:02 AM by Hearst Recycle Team
Do Your Best
Developing Your Child’s Vocabulary
Speech-Language Department
One of the most critical areas of language development, especially as language is applied to academics, is vocabulary. Vocabulary skills are essential for children to be able to communicate their thoughts and ideas, interact with peers, request information and meet the overall demands of the classroom. As parents are well aware, as academic demands increase so does the importance of vocabulary development. As homework is so often a family affair, developing your child’s semantic knowledge can be as well. Vocabulary skills are best developed if a certain hierarchy is followed:
Labeling – the ability to provide a name for a person, picture, objects
Concept Knowledge – the ability to comprehend and identify qualitative (e.g., same – different, big – little, hot-cold), quantitative (e.g., few-many, more-less), temporal (e.g., before-after, next, first, last), or spatial (e.g., in-on, under-over) concepts
Associations – knowledge of how words are semantically related/linked (e.g., knowing why a spoon and a knife go together). This is a precursory skill to categorization.
Categorization/Classification – the ability to identify items within a category (divergent naming) and provide labels for groups/classes of objects (convergent naming)
Descriptions – the ability to use attributes, functions, and learned concepts to depict an object/item in a cohesive manner
In order to develop these skills in a fun way at home with the whole family choose to work on such skills during “family game night” or “family time”. During such instances, select a game that has one or more of the core elements of vocabulary listed above. These can be popular board games such as Taboo, Scattegories, Tribond Junior, Outburst, Password etc. For children who are younger or who are experiencing difficulty with vocabulary or language skills, choose the junior version of each game, modify the rules to help to simplify the demands of the game or play in a team format so that the child’s language skills are not taxed beyond success. Playing games such as “I Spy” or “20 Questions” also requires the use of important elements of vocabulary (e.g., I spy something that is red, round and it is a fruit.). Riddles that provide clues about an items attributes can be readily incorporated into any family activity. For example during dinner time, instead of asking for objects, describe the object in need and see who can be the first to identify it. There are also a number of educational games and activities that target categorization/ classification, and associations that are readily available. |
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