Reading Comprehension for 4th Grade

This is actually the 2nd article in the series “The Impact of Technology on Childhood Development.” If you missed the very first article, it covered the Hidden Hazards of Blue Light and Digital Devices on Kids Eyes.

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My friend’s three and a half year old was showing signs of delayed speech development. As parents, they did what any concerned parent would do and took him for their pediatrician.

Let me back up and offer you details on what they’re experiencing.

They’ve a three and a half year old little boy who is a classic’textbook sensory seeker ‘; he simply can’t get enough of anything and is extremely delayed in his speech abilities and social skills.

He manages a product and cellular phone well as much of his peers do.

Initially, I thought it had been incredible to watch him wrap his little fingers around the household iPad or his mother’s mobile phone, swiping through icons to get to a really entertaining video or “educational” game.

He taps “play” and emits a squeal of pleasure and sheer delight. After watching the video once or playing the game a couple of rounds, he swipes back once again to the key screen to open up another app where he watches an episode of a colorful animated cartoon. Halfway through, he moves onto another game, which involves animated fruits making their way into a character’s belly.

When they try to take away the iPad, they suffer through one heck of a tantrum that threatens to go nuclear; trembling lip, tears, feet kicking the floor, hands balled into fists and a high-pitched screaming session.

He generally seems to like the iPad or smartphone to everything else.

There are times when they are the only real issues that can keep him quiet.

He has what at first glance seem to be outward indications of autism, but the autism specialist they took him to is reluctant to get him fully evaluated until he is 4. He could already tell that their son doesn’t exactly match with autism, and believes that will be correctly diagnosed if they wait.

Based on the reading, his parents think he might be diagnosed with Sensory Processing Disorder (SPD), which impacts one in twenty people in the overall population and is commonly heredity.

 

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The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is generally inherited.

No body in either family has SPD, and apart from very few symptoms, he does not fit the symptomatic profile.

Another thought they have is that he has Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS); PPD-NOS symptoms include:

• Inappropriate social behavior
• Uneven skill development (motor, sensory, visual-spatial-organizational, cognitive, social, academic, behavioral)
• Speech and language comprehension skills that are poorly developed
• Difficulty with transitions
• Nonverbal and/or verbal communication deficits
• Taste, sight, sound, smell and/or touch sensitivities are increased or decreased
• Perseverative (repetitive or ritualistic) behaviors (i.e., opening and closing doors repeatedly or switching a mild on and off).

He is extremely physically active (especially along with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to lack of discipline, but he’s affectionate with his family and relatives and makes good eye contact.

 

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He features a great appetite and eats more or less anything put before him, does well in crowds and generally around others as long as he does not have to really have a direct interaction since his verbal skills and social skills, e.g. manners and similar are underdeveloped. His fine motor skills are okay, not great. He cannot hold a pen and fists one like a two-year-old with a crayon.

His verbal skills and social skills are underdeveloped.

He understands far more than he lets on. He does not imitate sounds or vocabulary much, if at all.

His parents know he is cognitively delayed, but it’s hard to ascertain how delayed, because of the kind of kid he’s and his not enough discipline that i think, his parents haven’t invested the time in developing.

The only word he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, that will be baby talk that consists of words although not complete conversational sentences. Thus, his vocabulary is limited and is apparently what he hears on @

@ and YouTube. He does not seem to possess the concept of putting a word by having an image other than what he sees in videos or’educational games.’

From all they’ve read about sensory seekers, extreme speech delay does not appear to be especially prevalent.

They recently had their son evaluated by an occupational therapist and a speech therapist.

Over the span of the evaluations, these were asked just how much screen time he has each day. They figure that he averages 45 to 60 minutes per day; from what I’ve observed I believe it higher and nearer to 90 minutes spread throughout the day.

A tablet / iPad / Android or smartphone has replaced a babysitter and one using one interaction. We all lead busy lives and the few minute of a rest it allows were harmless, approximately they thought.

 

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The speech therapist described for them the information from a recently available Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The analysis “suggests the additional time children under 2 years of age spend having fun with smartphones, tablets, and other handheld screens, the much more likely they are to start talking later.”

“According to the study, 20 percent of kids under age two spend about 30 minutes a day using screens, resulting in an almost 50 percent increased danger of speech delay.”

This study was completed at the Hospital for Sick Children in Canada by pediatricians who examined screen time and its effects on 900 children between 6 months and couple of years old.

The outcome of the analysis demonstrated that there is a 49% increased potential for delayed speech for each extra 30 minutes spent utilizing a touchscreen, be it a product, iPad, iPhone or Android device.

Think about this for a couple moments:

• 10% of US children under age 2 used tablets or smartphones in 2011, the one-year anniversary of the introduction of the iPad.
• By 2013, 40% of kids 2 and under had use of a product or smartphone.
• By 2015, 58% of children under age two had used a tablet or mobile phone.
In accordance with a Nielsen Study, a lot more than 70 percent of children under 12 use tablets and iPads. A recently available Journal of Pediatrics study showed that:
• 20% of 1-year-olds own a tablet.
• 28% of 2-year-olds could navigate a mobile device without assistance.
• 28% of parents said they make use of a mobile device to place their kids to sleep.
The rate of adoption of tablets, iPads, and smartphones by kids under the age of 3 has grown more than 5x in 4 years with and the unknown impact on their cognitive development.

There is little scientific data on the consequences of long-term utilization of tablets, iPads, and smartphones; although studies are underway.

Optometrists are seeing a sharp upsurge in young kids with myopia (short-sightedness). The World Health Organization has documented that nearsightedness is growing at an alarming rate worldwide and screen use is really a well-accepted contributing factor caused by the early introduction of handheld devices to kids.

Interactive screens such as for instance iPads, tablets, and smartphones are proven to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, an essential sleep hormone, which interferes with the natural bodily rhythms, leading to sleep disturbances in both adults and children from their use.

Blue light is damaging because it’s the highest energy wavelength of visible light. This energy can also be in a position to penetrate all how you can the trunk of a person’s eye, through the eyes’natural filters, and this is the issue. Long-term exposure causes damage to the retina.

Presently, there is broad, in-depth research about television exposure and kids, but little in-depth, long-term research on the impact of interactive screens from smartphones, iPads and Android tablets. Studies are presently underway; however, the jury is still out.

Pediatricians and child development experts agree totally that while passive screen time facing a TV or an iPad or tablet for a 30-minute session of videos games or’educational’games could be entertaining, it is not going to offer a rich learning experience or develop fine or gross motor skills. And there are developmental and cognitive risks.

Research has confirmed that having a video or TV running in the backdrop negatively affects their development each time a child is engaged in play and learning. This can be a distraction from the duty accessible and lowers their concentration.

 

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Studies have confirmed that hours of background TV decreases child-parent interaction, which sets back a child’s language development.

This is a big concern: if kids are left with screen-based babysitters such as tablets, iPads, and smartphones, they are not reaching parents and siblings or the real world.

You can find only so much time in a day, and the full time used on screens comes at a higher price, taking time from better activates that develop fine and gross motor skills, expand their knowledge and skill sets, build social skills and expand verbal language abilities.

Kids under age three desire a well-balanced number of activities, which range from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time and energy to explore nature, handling and playing with physical toys and socializing with other siblings and peers alongside adults.

In 2016, the American Academy of Pediatrics (AAP) issued guidelines on screen time were issued. Prior to the update, AAP had established that the overall screen time limit of no more than no two hours a day in front of the TV for kids over age 2.

The revised AAP guidelines recommend:
• One hour each day for kids 2 to 5 years of age.
• Parents should monitor and set restrictions for children 6 years old and older.
• Under age18 months there should be no screen time allowed and they will not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development that produces them probably the most at risk of screens.

Any duration of time spent using tablets, iPads or smart phones for entertainment purposes is what the AAP defines as screen time.

As parents we have to remember that individuals are our children’s main role models, which means habits we’ve we directly and indirectly instill into our children.

We must be very aware of our personal behaviors and this implies turning off our smart phones, putting down the tablet or iPad combined with the TV and laptop and being in the here and now with your kids.

Kids can tell when our heads are still on the email we just continue reading our phone. By not making time for them, this usually makes their behavior worse.

As parents we have to begin a media spare time every single day and spend this time around with your attention 100% focused on our kids and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. This really is family time. Exactly the same holds true for many bedrooms. Bedrooms are designed for sleeping.

The three means of making learning grammar interesting are:

1. Using Songs: Music always triggers the interest of the children. By singing phrases, this will become embedded into your brain a whole lot faster. To be able to execute this, find a song that uses several tenses or different grammar points. Have the students to sing along and then write the lyrics on the board. Cause them to sing it together and getting the tune into their head. Next, we could quiz them the tenses used and grammatical points which are in the particular text. Ensure it is short and quick, and once they obtain the hang of it, let them sing again. Next, try building a game out of it. Select individual students to choose a term on that and change the tense out of it. This might let them have a lot of practice using different tenses and verb forms, and in the very light-hearted way.

2. Make it into a Game: Both adults and children love playing games. Perhaps, even making into a competition will be a lot more fun. This can often motivate them to understand faster. Amongst teenagers, this could be a lot more effective when we divide the class into groups. Besides, everyone will be alert and enjoy too.

3. Tell an account: Another way to create grammar a little easier to understand is to teach it in the form of storytelling. Get the students to make a’story stick ‘, whereby everyone contributes a point to the general finished story. If there are any grammar mistakes, in this, then leave it until the end. When the whole story is completed and written on the board, let students come up and make appropriate corrections in turns. Get the entire class involved and ask the students questions as to why certain tenses are how they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.

The advantages of the above mentioned methods of learning grammar are which they draw the interest of the students to new grammatical structures as it may be the fun method to learn. However, there is a huge disadvantage if these strategies are used constantly. The students might not master the grammatical rules and structures unless more practice worksheets are given. So, I believe, the aforementioned approaches to learning grammar should be implemented only while initiating new grammar concepts.

Learning grammar may also be made fun and engaging in these ways such as for instance:

(1) Using Celebrity Profiles: We could teach and practice any verb tense in an excellent way. Allow the students choose their favorite sports star or celebrities. Find a short biography or write one by yourself summarizing a celebrity’s main achievements. Read the bio with your students and make certain they understand the differences. Contrast use of simple past and past perfect or present perfect tense.


(2) Using Celebrity Photos: Cut out celebrity photo pictures from magazines. Use these pictures to instruct comparative and superlatives. E.g. Shakira is more talented than Ricky Martin or Katie Holme is taller than Tom Cruise.

(3) Articles – An or an: This activity is very good for beginners including small children. Cut fully out a list of several words that either take’an’or’an’and mix them up. For very young learners, you could use pictures too. Divide students into pairs or groups and have them put the words in two piles, with regards to the article. Once they have their piles ready, question them if they could figure out the rule themselves.

The writer Yasmin M Elias is a full-time English Teacher at an International School in Mangalore, India. She’s married to Naveed Ansari and blessed with 3 sons Ebraheem Fahmy, Falah and Fouad. She is definitely an ardent reader, life long learner and equally loves gardening and cooking. She’s a part time writer who’s very passionate about writing stories, articles and soon dreams of penning a most useful seller.

Being fully a preschool teacher may be exciting in addition to scary as you have to manage many toddlers at any time. Nevertheless, it gives you a chance to be with innocent children who is able to amaze you sometimes using their unimaginable acts. At once, they could cause utter chaos and leave you at your tethering ends. You may even get a headache and feel helpless at times. Although some small children get adjusted to the school surroundings in much less time, an important percentage of kids take care to get acquainted with the brand new environment and can often test a teacher’s patience. Even if it is difficult to manage a lot of kids of such young age, taking the right efforts to have them involved with various school activities can raise their interests and avoid disruptions in the class. Here is a list of different activities a preschool teacher can consume his/her classroom for complete development of the child.

Keep fun games

As these students have a quick attention span, you need to focus on keeping activities which can be short and easy to understand. The kids often get distracted easily, and hence one must include acts that may keep their interests and also increase their eagerness to know what happens next. You can arrange fun games between a set or number of students by using pictures or perhaps a game which involves moving round the class to find the prize.

Encourage participation in art corner

By having art and craft activities, you can encourage the kids to paint their ideas and enhance creativity in them. It can benefit you know what all thoughts carry on in the young mind and also learn their regions of interest. It will guide them the proper utilization of colors, scissors, glue, etc., and learn how these exact things should be handled.

Conduct dramatic plays

As opposed to verbally teaching certain concepts, make an effort to portray them with the aid of a story. Visualizing things helps the students to understand the things more effectively. You are able to convey the lessons by dramatizing part or the entire story with your colleagues. Also, you possibly can make usage of nursery songs or gestures for the same.

Include puzzles and science

The kids are usually interested in learning new things and often drift off to places in the classroom when they notice something unusual. Have jigsaw puzzles in your class as they help stimulate mental performance and enhance memory in kids. It also supports developing motor skills.

Motivate children to bond with others

As many children of exactly the same age bracket come together in a preschool, the chances of conflicts between them are always high. To prevent this, a preschool teacher must encourage friendship among the youngsters and also urge them to generally share their tiffin during lunchtime or breaks. He or she must motivate the students to take part in group games.

Make use of worksheets

While worksheets are less common in this age, you could have creative worksheets for the children to simply help them develop their imagination and comprehensive skills. You are able to keep simple pages where the little one is expected to match similar objects, draw images in regards to a particular topic as well as color the printed figure.

Read out stories

Children in this kind of age bracket have the capability to catch more if they hear repetitive things. Try narrating exactly the same story for per week and question them to repeat it the very next time as you hold on the role cards.

To help make the preschool a familiar place, permit notes from parents or allow a child to create his/her favorite toy to the classroom. Also, you’ll have unique birthday celebrations. While handling the young students is no easy task and requires a lot of patience, planning innovative activities might help the kids enjoy and also make sure they are feel comfortable.

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