Circle The Doing Words Worksheets Grade 1: Fill & Download for Free

This story is 100% true.From my freshman year of high school until graduation, I had five separate English teachers.During that time, I never received any grade higher than a F on any written assignment in those classes. I passed and graduated entirely on the basis of tests and worksheets.However, if an assignment involved an essay of any length, I would inevitably receive a failing grade.At one point, I was tasked with writing an essay on some aspect of The Scarlet Letter by Nathaniel Hawthorne. I neatly compiled the essay in one of those clip binders with a cover bearing a large red A. Inside of the cover, there was a title page with a more thorough title.When the essay was returned, the only mark on it was a big circle around the A on the cover and a note reading “Letters are not titles”.It was clear that she had not even opened it.When confronted, she suddenly claimed proof that the essay was entirely plagiarized. When asked to present that proof (there was none, because it wasn't), she threatened me with detention.That was only one example. At a certain point, I started collecting evidence of the problem by writing multiple versions of assignments. One would be submitted under my name. The other under a classmates.Without fail, through ten separate experiments involving different students, the classmate received an A, while I received a failing grade. On the exact same assignment with the exact same teacher.I submitted my findings to the principal during my senior year. He had me transferred to another class and basically ordered the teacher to give me exemplary grades on all assignments, completed or otherwise.I've been asked a couple of questions about this when I've discussed it before.Do I know why I was targeted in this manner? I do not. The issue involved five different teachers over four grade levels. In no case, when presented with evidence of wrongdoing, were any willing to acknowledge fault or discuss the problem, other than to make baseless accusations of plagiarism or threaten punishmnt.Why did I not switch schools? First of all, problems started when I was fourteen. At that age, teenagers are rarely believed when it comes to complaints about school. My parents did eventually come to my defense, but initially they deferred to the teachers, believing that I was the source of the problem. Also, the only other high school in the area was about 40 minutes away and did not offer transportation services out-of-district. We were not in a financial position to support the extra commuting expenditure.Why did I not sue? Again, I was fourteen and still believed that issues like this could be resolved with a chat and goodwill. In retrospect, we should have sued. Their behavior was well documented and inexcusable.Were there others? Yes, though I do not know the details of their cases, except to the extent that a number of “trouble” students were accepted into a pilot magnate program at the local community college, where they mysteriously ceased to be “trouble” students anymore.The experience did teach me some valuable life lessons. First, hardwork is not always rewarded and should only be offered as long as fair dealing is clear and present.Also, authority figures can be deeply, irredeemablely flawed. Teaching is a noble profession only to the extent that the individual teacher pursues it nobly. The same is true of any individual or profession.Ironically, after graduating from high school, I spent more than 15 years working as a professional journalist publishing many tens of millions of words.Some of those teachers might (and have tried to) claim credit for my excellence in this area. Again, with irony, this is true, though in no part due to their teaching.By my senior year, I had thoroughly realized the rules of this particular game. So, instead of following any assignments in class, I just read what I wanted and wrote what I wanted and ignored the rest. If we were studying Mark Twain, but I happened to be reading George Orwell, then I’d write about George Orwell. Once, during a section on The Great Gatsby, I happened to be reading Shakespeare and decided to teach myself to write in iambic pentameter and submitted an essay in meter on entirely the wrong subject.I mean, why not? The results would be the same either way, so might as well.In any case, my experience of American public schools was of a place mired in problems. I've described the English program. However, these types of issues were systemic and pervasive.For example, consulting with a number of my former classmates (most of whom graduated with honors) after a few years in the working wild, there was general agreement that three quarters or more of students graduating from that school at that time were functionally math illiterate.There was exactly one math teacher who gave a damn and he handled only AP courses. Otherwise, the majority of math education involved quizzes on computers and almost no direct interaction with the teacher beyond scribbling a few formulae (or formulas. Formuli would be the plural if the singular was formulus) on the board.And, to be honest, a part of my study in college focused on philosophy of mathematics. I don't think those teachers actually understood the subject that they were teaching.It became very clear, very quickly in college that there were foundational components missing from the content which we were “taught” in high school math class. I'm not talking about high concept, abstract mathematical principles, but rather simple, basic information.For example, I remember doing quite well in Algebra, which struck me as odd, since I felt very strongly that I understood the subject no better at the end of the year than I had at the beginning.I had basically memorized the order of operations in 8th grade and muddled through 9th grade Algebra (apparently at an A level) without actually managing to learn anything new.Anyway, enough of this. These complaints are old ones and perhaps no longer even relevant. Things change, hopefully for the better.

While you are 1:1 with an early learners child, try and avoid recording work. Give all your attention to them, as they need it the most. If you don't have any early learners, you should record as much work as you can as they really do pile up and you have to backlog which can be really frustrating. In regards to recording, the work will have levels and set numbers. Early learners side will usually be levels 7A, 6A, 5A, 4A, 3A, 2A and A for Numeracy; Literacy will have levels 7A, 6A, 5A, 4A, 3A, 2A, and AI/AII. The independent side for Numeracy will consist of level B till J which is the last level and Literacy consists of levels BI/BII, CI/CII and so on till level O which is the last level and the end of the Kumon programme.Pink log books are for Literacy, blue log books are for Numeracy. In every child’s record log books, each level and set number (which starts from 1 to 200, and each set consists of 10 pages) will be written down next to the day number. The month will be written at the top of the record log. the worksheets will also be dated at the top so you know which box to record it in. For example, a Numeracy worksheet which is level A set number 56, (which will be set out as A56 in the top left hand corner) has the date 7/09/16, you find September 7th and the level A56 should be in the box next to the day number. The child will have a start and end time, you need to record how long it has taken the child to complete the worksheet. If they get 100%, you write 100%. However, if they have mistakes, you need to circle the number of the question/s they get wrong in the page and then at the top of every page is a grading system. So if they get 2 wrong on page 56/57, you need to circle A. A will be 1–2 answers wrong, B, 3–5 answers wrong and so on and so forth. In the record log books, at the top it has numbers 1–9, in that same row for the day 7/09/16, you need to fill out the grade for each page. So for example, if on page 58 they got 2 answers wrong, you write B in that box.There is a comment section on the next page to help the manager be able to set the work. It helps to write down little things like for example in Literacy if a child cannot use their phonics to help spell out a word or is unable to pronounce a letter correctly or you can tell they struggle to differentiate between the letters i and e, note it down!Once you have recorded the work in the log book, you write an R in the corner of the worksheet so you and the other employers know that that worksheet had already been recorded.I hope this is okay, it's a little hard to explain without being able to show you how visually. It kind of sucks that the employer who was assigned to give you training by the manager was too busy to teach/train you the basics. When I started my first day, it was so busy, but the person assigned to me still managed to tell me everything I needed to know. I also observed her for like 20 mins, and any queries I had I just asked the other emoloyees.You’ll be fine, honestly! You’ll be really slow at first, it use to take me ages to mark and record! I use to only be able to do maybe perhaps 2 folders in 2.5 hours, now I can do many! I've been there for 2 years and been promoted to senior assistant! Keep at it, it's a really great company to work for! As well as a great starting platform especially if you want to get into teaching! :D if it wasn't for this part-time job, I wouldn’t be where I am now teaching in a school :)

Studying may not be your forte, but that shouldn't prevent you from passing your class! By paying attention in class and by making an effort to get the most out of your class time, you may be able to pass your class without studying. Additionally, by making connections between what you are learning and what you already know, you can increase your ability to remember important concepts on test day. Using mnemonics, completing homework assignments and taking advantage of extra credit opportunities may also make a difference between passing and failing your class.Method 1Paying Attention in ClassSit near the front. Get to class five minutes early so you can find a seat near the front. Find a seat in one of the first three rows. By sitting in the front, you will be able to see and hear your teacher better. This way, you can pick up on your teacher’s verbal and visual cues that communicate which parts of the lecture material are the most important.Additionally, try sitting in the same seat every time. Sitting in the same seat may help trigger your memory on exam days.Minimize distractions. Make sure to put away any distractions like phones, computers, iPads and other electronic devices. If you have to, put your phone on silent or turn it off. This way, you can give your teacher and the class material your full attention.Additionally, try to avoid sitting near people who do not pay attention during class since this can be distracting as well.Take good notes. Come up with a note-taking system that works for you. Make an outline, type your notes on a computer, draw diagrams, or record the lecture (if it is allowed). Also, don’t write down everything the teacher says. Instead, write down keywords, short sentences of the main ideas, and examples the teacher uses to explain difficult concepts.Additionally, write your notes in your own words by rephrasing what your teacher says when they pause. This will help you remember important concepts better on test day.Abbreviate words so you can take faster notes, and try to use them consistently so you won’t get confused.Ask questions. Whenever you don’t understand a concept, or the teacher says something that is not clear, ask questions to clear up your confusion. Ask the teacher to use a different example or to explain the concept differently. You can also ask clarifying questions about your notes.For example, “Mrs. Roberts, in my notes it says that a well-structured essay contains at least five components—an introduction, three supporting paragraphs and a conclusion. Is this correct, or am I missing anything important?”If your teacher talks fast, don’t be afraid to ask them to slow down or repeat what they just said.Method 2Getting the Most Out of Your Class TimeGo to every class. Make sure to attend every class, lab or discussion, even if it is not required. If you skip a class, you may miss out on important information, which is something you cannot afford if you do not plan on studying much.For example, during class, your teacher may give hints about what material will be on the test.Additionally, by attending optional labs or class discussions, you may be able to get some one-on-one time with your teacher. Use this time to ask your teacher questions about class materials, tests and even extra-credit opportunities.Discuss topics with your classmates. Compare your notes with one or two other students in the class who also pay attention, take good notes and ask questions. Discuss discrepancies in your notes and abstract topics to deepen your understanding of the course material.Discussing things out loud will also help you create associations between your personal experiences and the course material, which will help you remember important ideas on exam day better.Participate in class discussions. Whenever your teacher puts you and your classmates into groups to discuss topics, make sure to take advantage of this time to work out complex ideas. Additionally, when your teacher asks the class questions, try to answer them even if you are unsure of the answer. This way, you can test your knowledge to see what you think you know and what you actually know.Talk to your teacher. Don’t forget to introduce yourself to your teacher. Let your teacher know what you hope to learn from the class. Also ask your teacher about their teaching style. This will help you prepare for class and take better notes during class.Make sure to use your teacher’s office hours, or to speak with them after class if they don’t have office hours. Use this time to clarify concepts, ask for feedback on your notes (or essays and exams), and to discuss topics of interest.Alternatively, meet and talk with the teaching assistant (TA) if you are uncomfortable with or intimidated by talking to your teacher.Method 3Creating Links Between InformationAsk yourself questions as you learn. Do this as you take notes in class and learn new concepts. This way, you can make associations between what you already know and what you are learning. When test day comes, the associations will help you remember the material better.Ask yourself, "How does this concept relate to something I already know?" "Does it relate to other data, observations, stories or subjects?" or "How does this information relate to the information that I have been learning in class so far?"Additionally, when you learn a new concept, make sure to ask yourself if you understand it. If you don't understand the concept, then ask yourself more questions about how it fits into what you are learning.Draw a concept web. As you begin to associate new concepts with things you already know, draw webs to illustrate their relationship to each other. Start by writing the new concept in the middle of your notes and draw a circle around. Then draw lines straight out from the circle to create connections to related concepts; these are your secondary concepts. Draw circles around the secondary concepts and create connections to tertiary concepts. Keep doing this until your run out of associations.Use metaphors to connect unlike concepts. Metaphors will help you connect seemingly different ideas and concepts to each other. This is a powerful way to remember complex ideas.If you are learning about economic cycles, then try relating it to the formation of a wave in the ocean. For example, as waves slowly form, reach a peak and then crash, so does the economy.Method 4Minimizing StudyingUse songs, rhymes, or acronyms to strengthen your memory. Use a familiar or catchy tune to make a song out of new ideas and concepts. You can also use rhymes and acronyms to help you remember new material better. Repeat the rhyme or song to yourself throughout the day. This way, when test day comes, you can rely on these mnemonic techniques to help you remember the important information.]Make a song out of the important concepts to the tune of the ABC's or Itsy Bitsy Spider, for example.Review your notes before class. The night before class or right before, take ten to fifteen minutes to review your notes from previous classes. Use this time to pinpoint concepts that are still confusing or vague. Write down questions that you can ask your teacher to clear up your confusion.Additionally, write down your reactions or thoughts to the course material. Bring these up in class to engage and create a discussion with your classmates and the teacher. This will help crystalize important concepts and ideas.Complete your homework assignments. Do this whether it is pre-reading the material, or completing worksheets or practice quizzes. Completing your homework assignments will allow you to assess how well you know the material. It will also help reinforce the material you already understand.As you do your homework, write down questions that you have about concepts that you can bring up in class.Seek out extra credit opportunities. A few extra points on your exams or final grade may make a big difference between passing and failing a class. Scan your syllabus to see what extra credit opportunities are available. If none are listed, then ask your teacher if they plan to announce any opportunities throughout the semester.If your teacher does not plan on giving extra credit, try asking if you can write an essay about a topic, or a discussion or film that pertains to the course material for extra credit.