Developing good reading habits and skills from an early age is key to creating a lifelong love of reading in children. Sometimes, however, kids need a little extra help when they start to lose interest or fall behind in their reading skills.
In fact, according to the Scholastic Kids & Family Reading Report, most children will experience a phenomenon called the Decline by Nine, where their interest in reading wanes at age 9. The good news is, there are ways that parents can help their children not only increase reading levels at home, but become avid and voracious independent readers at any age. All it takes is some planning, a few good tips, and a whole lot of excitement for reading!
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Sometimes the underlying cause of reading struggles is dyslexia. Screening for dyslexia requires a trained expert: The best way to get help and guidance is by connecting with your child's school district for support.
Ask your child questions before, during, and after reading. Questions should be within the text (so they can find the answer in the book), about the text (they can answer considering what was read, but these questions also require critical thinking), and beyond the text (they can make connections to other books, experiences, subjects in school, and so forth for these higher-order thinking questions), according to Malinowsky.
These questions will guide kids to use strategies and techniques learned in school to help them figure out unknown words, adds Williams. Also, avoid correcting every single mistake. Let your child make them and then say, "I am so proud of you for getting through this text. I think we should reread this text again tomorrow to make sure we understood the message the author wanted us to get." This will help kids get comfortable with rereading, which is what we want them to do when they are confused.
Understandably, professors are all over the map on the issue of extra credit. A seemingly small matter like extra credit is likely to remain a big controversy among educators, so the more ideas and approaches for handling it, the better. Here, I address the reasons to support the offering of extra credit as well as some ways that we can create parameters for extra credit that enable us to continue to uphold high standards.
The problem is that it seems too many professors stop there and award points for attendance or even transfer the burden to other faculty and staff members involved in hosting such events by asking them to circulate and collect attendance sheets. In my mind, just showing up is not enough. Extra credit should be about more than sitting in the back of the room and scrolling on a cellphone. In my syllabus, I explain that to earn extra credit, students must not only attend the event but they must also write a two-page analytical reflection paper connecting what they learned at the event to their class materials. And I have strict rules for both how they must complete these assignments and the deadlines they must adhere to.
In reality, I find that very few people actually do the work for the extra credit that I offer. In any given semester, with about 110 to 120 students taking my courses, only 15 to 20 people may attend an event for the purpose of extra credit, and as few as five of them go on to write the paper.
To earn extra credit in my classes, students must formulate a thesis statement about what they want to focus on. They must also present a brief summary of the central points from the event. Then they need to think of specific and vivid stories and perspectives that emerged in the session that were meaningful. They must identify connections that they were able to make between the event and aspects of our class, such as lecture material, discussions, readings and classroom guest speakers and films. I also ask that they address the relevance that the event had for them personally and to demonstrate what was the most powerful and memorable aspect of it that they experienced. And I ask them what discussion, if any, they initiated with others after the event and how that impacted them. Lastly, I ask that they reflect on any ways in which the event could have been improved.
Each extra credit assignment gives students the opportunity to earn five points, but if they do not write a strong enough paper, they cannot earn all five points. And yes, at times, I have even assigned no points. I also take the liberty to assign points beyond five if the paper is exceptional.
As a scholar of gender, I see extra credit as interestingly gendered. Again and again, it is by and large women students who take the most advantage of any extra credit opportunities I offer. That is not simply because more college students are female than male. Even in my classes with the greatest gender balance, this is the case. Perhaps it is because male students might feel more confident, or even entitled, about their grades over all, particularly with female professors. Some are also less apt to keep planners and log events on their calendars. I find that when they do attend, they are less likely to submit the required accompanying paper that would earn the extra credit.
That said, I have often been perplexed by students who are very attentive to extra credit pursuits yet do not come for help for papers and tests that they have bombed, or focus more energy on five points of extra credit than a much larger project. I use this as a time to remind them about priorities and energy. And the thing is this: extra credit is not necessary. It is simply an extra gift, a token, a gesture, a possibility.
Hi! At the end of each of my quizzes, I usually like to add "extra credit" or "bonus questions," which are not required for students to answer, but provide an opportunity for students to earn 1 or 2 points beyond the "total possible" points of the quiz?
Basically, just add your extra credit question, and perhaps explain in the question that they can earn up to xx number of points by answering it correctly. The question itself, however, must be worth zero points.
Then, when grading it, you can simply manually adjust the points on that specific question using the text box editor or spin control box next to the score while looking over each student's quiz, as shown below:
I have discovered that it is easier to make the extra credit question in a separate quiz of its own then make the quiz question or the quiz entirely worth only one point now at this point when people are done taking a quiz you go to the grades screen if they got a zero leaving is zero if they got a one you can just type over the top or paste the value 20 or some other number its a lot faster than using speed grader
Although for some of my quizzes I manually grade some/all questions, I've written many quizzes with question types that are all graded automatically by Canvas. I thus have no need to go in and look at students' answers and enter (or adjust) their scores in the gradebook afterward. With the current suggestion, I have to do this for every quiz I ever give if I want to give EC points.
And with 600-1,000 or more students in class each semester, we definitely cannot go in and check each student's bonus question individually. Sort of defeats the purpose of having technology to help us with this!
Neither the "0 points trick" nor "fudge points" allow for auto-grading of a quiz with extra credit. This could be handled by having a checkbox for a question that is extra credit. For example, on a 20 question multiple choice quiz, there could be a 21st question that is marked as extra credit for one point. A student who misses one of the 20 questions but gets the extra credit would get 100%. A student who gets all 20 questions correct but misses the extra credit also gets 100%.
What I do is that I make a quiz, say Quiz 1, with all the point value for each question that the student earns. I move all the extra questions to the end, with a text indicating the start of the extra credit questions. I put Quiz 1 in a category worth 0% of the grade.
Then I create an assignment with no submission called Quiz 1 Adjusted, with a total not including the extra credit, in the proper category. After grading Quiz 1, I download the grades, copy the scores from column Quiz 1 to Quiz 1 Adjusted, then upload it back.
This is what I do, too. But it is still somewhat of a pain because then any change that comes up later in a quiz (for instance discovering that the word bank is really not working correctly at all and questions need regraded) you then would need to redo the export to address those points. You at least still don't need to manually grade quizzes for hundreds of students, but it does still delay the process somewhat.
Blackboard expected bonus/extra credit questions to be part of our course design and had them as a part of their basic toolkit for content creation and made it an easy and integrated part of their LMS. A quick search shows that Moodle and D2L both also appear to have a checkbox in settings to denote a question as being extra credit.
This is my first semester with live students in my Canvas courses after being migrated from Blackboard and I keep finding basic functionality issues like this that cause me to need to divert more and more time away from interacting with students to dealing with long-term, time and labor-intensive workarounds for issues that computers are typically excellent at handling quickly and efficiently.
I completely understand wanting us to suggest cool new features in the community pages online and monitoring up-votes to see if there is enough interest to spend developers/resources on developing them... but I keep finding threads that span years, in some cases more than 5, regarding basic functionality issues such as not having the option to designate a quiz question as being bonus or the grade book not actually calculating average grades, or not having a way to manually override a specific grade for individual students that are part of a group without going in to the settings to make the entire assignment "individual" for the entire class, or completely lacking any option to add basic calculations to the grade book requiring constant downloading and uploading back and forth between excel and Canvas for even minor updates..., or being able to do a batch edit for dates that assignments and quizzes are available and due but not being able to do a batch edit for time of day associated with these dates... 152ee80cbc