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    • Page 129

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 125 Appendix A Proposed Writing & Reflection Schedule Week: Assignment: Writing Assignment: Writing Assignment: Metacognitive Strategy: August 17-21, 2015 Diagnostic Standardized Test Spanish Diagnostic Essay English Diagnostic...
    • Page 138

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 134 Standardized Test Practice Read the passage, and choose the letter of the word or group of words that belongs in each space By late July last summer we (41)____ no rain for six weeks. On nine days during that period, temperatures (42)____ to...
    • Page 36

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 29 break. Data collection began again on April 11th. The final week of data collection was April 18th. The exit survey was disseminated on April 22nd. Analysis The research design of this thesis was the survey method. All information for this...
    • Page 43

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 36 The average teaching time for each week was put into an Excel spreadsheet along with the percentages derived from averaging the responses of each of the categories mentioned: Perception of university support, perception of district support,...
    • Page 117

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 110 Appendix O—Phonics Use Surveys Results Table 5 Phonics Use Surveys—Individual Use—Projected and Actual—Part 1 Notes: Participant—represents the participants in order by phonics use time. The projected column is taken directly from the Induction...
    • Page 118

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 111 Table 6 Phonics Use Surveys—Individual Use—Projected and Actual—Part 2 Notes: Participant—represents the participants in order by phonics use time. The projected column is taken directly from the Induction Survey on participants’ perception of...
    • Page 119

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 112 Table 7 Excel Spreadsheet Raw Data for Correlation--Comparing Averages from Time Spent teaching phonics per week, Confidence in University Preparation, Perception of Phonics Qualifications, Perception of District Support, Actual Skill Level,...
    • Page 122

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 115 Table 8 Correlation of Phonics Instruction Practice with Areas of Perception Notes: This table represents the various elements of the study correlated with each other: average minutes of phonics taught per week, perception of their university...
    • Page 23

    • Students--Testing.; Education--Testing.; Educational technology.
    • SRS TECHNOLOGY AND ENGAGEMENT 23 were. Students were required to turn in the tracker weekly. The SRS was introduced January 6th, 2016 and used for the whole quarter until February 10th, 2016. The SRS was used at minimum twice per week. As required...
    • Page 21

    • Spanish language; Language experience approach in education; Writing
    • 17 editing and publishing to be more important. Teaching only one of these areas is not enough for emerging bilingual students (Escamilla et al., 2014). Bilingual educators must teach all facets of writing in order for students to be successful,...
    • Page 28

    • Spanish language; Language experience approach in education; Writing
    • 24 assessments. The students’ understanding of conventions was recorded to determine if theDictado and Four Square Writing are effective tools to teach Spanish conventions. Spelling and phonics. TheDictado was used to reinforce phonics patterns...
    • Page 30

    • Spanish language; Language experience approach in education; Writing
    • 26 Chapter 4 Results Conventions This section focuses on the results of the study of students' ability to learn and apply specific Spanish-language conventions: ending punctuation, capitalization, accents, and use of the ‘ñ,’ then I will examine...
    • Page 32

    • Spanish language; Language experience approach in education; Writing
    • 28 Figure 2 Correct Capitalization of First Words in Sentences in Four Square Writing In the initial writing assessment given the first week of school, students wrote an average of 1.8 sentences. Only 44% of these sentences were correctly...
    • Page 38

    • Spanish language; Language experience approach in education; Writing
    • 34 Table 6 Use of Accents in theDictado Date n Word Accent Included Correctly Accent Included Incorrectly Accent Not Included Nov 21 53 comí 30 (57%) 1 (2%) 22 (41%) Nov 21 53 mamá 28 (53%) 5 (9%) 20 (38%) Mar 6 47 qué 27 (57%) 0 20 (43%) Mar...
    • Page 41

    • Spanish language; Language experience approach in education; Writing
    • 37 autobiographies in March, all students included the word ‘años’ when describing their age, with 82% of the students correctly using the tilde. Out of the eight students who did not use the tilde, some wrote the word ‘annos’ and one student (L1...
    • Page 44

    • Spanish language; Language experience approach in education; Writing
    • 40 Spelling of /x/ sound. The area of focus for theDictado during the week of October 24 was words with the /x/ sound that is spelled with the letters ‘j’ or ‘g,’ like in the words “juntos” and “gente.” This phonics pattern was later reviewed the...
    • Page 45

    • Spanish language; Language experience approach in education; Writing
    • 41 Table 13 Spelling of the /x/ Sound with the Letter ‘G’ Date Writing Times Pattern Was Spelled Incorrectly Oct 24 theDictado 42 out of 153 (27.5%) Jan 30 theDictado 11 out of 48 (22.9%) Dec 19 Four Square 0 out of 4 (0%) Feb 5 Four Square 1 out...
    • Page 48

    • Spanish language; Language experience approach in education; Writing
    • 44 Use of ‘r’ and ‘rr.’ TheDictado during the week of March 23 focused on words using the letters ‘r’ and ‘rr.’ The ‘rr’ is a trilled sound, such as in “carro.” In teaching the letter ‘r,’ the teacher focused only on words with an ‘r’-vowel...
    • Page 64

    • Spanish language; Language experience approach in education; Writing
    • 60 opportunities for students to practice capitalization of proper nouns in theDictado, specifically names of places. The teacher should also include words that are capitalized in English but not in Spanish (i.e., months of the year, days of the...
    • Page 70

    • Spanish language; Language experience approach in education; Writing
    • 66 incorrectly because they are spelled with a ‘gu.’ Students did not learn the ‘qu’ pattern successfully either. A majority of words written with ‘qu’ were “quiero,” “porque,” or “que.” Even though these words could have easily been memorized as...

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