12/24/2022 0 Comments Mia reading![]() ![]() ![]() It had truly surprised her how international her classroom had been. At that point in the term, she had already memorized everybody's first and last name, as students were required to place name cards in front of them so that professors would be able to call on them. She sat in the second to last row, so she had a pretty good view of her surroundings. Mia took a moment to look around the classroom. She wouldn't necessarily call them her friends though, especially since she had built a wall around others and mostly kept to herself. They had become her closest acquaintances and she had to admit they had always been really nice to her. She cut through her row taking her usual seat, quickly stopping to greet the girls sitting next to her: Melissa from Venezuela and Victoria from Almería, the south of Spain. As long as you passed the final exam, you were okay. It was nothing like her typical auditorium sized classes at New York University where no one would even notice or care if you didn't show up to class. They had a policy where you weren't allowed in class after the door closed, which made her feel like she was in high school all over again. She arrived to school barely in time before the professor closed the door to class. Lost in her thoughts, the red bus suddenly appeared and she was all too happy to push reality aside. After all, she wanted to prove to herself, her friends, and family back home that she had made the right decision. Not that it was necessarily a problem since it kept her mind occupied, at least most of the time. Besides the obvious culture shock, memories of her past still haunted her and the accelerated year program she had enrolled in was so demanding she barely had any time for herself or a real social life. Moving to a foreign country yet again was proving to be more difficult than she thought. Why was it so reckless to pursue higher education anyway? Of course, going back to school had been her way of justifying the move, but she was beginning to think she wasn't so sure anymore. She had enrolled in Madrid Business School, or MBS, as people usually called it.Įveryone had thought it was a careless and rash decision how she had dropped everything so quickly, but at the time she just desperately needed to leave her past behind her and get a fresh start. Somehow her morning routine felt so familiar, but it had only been a few months since Mia had decided to move from New York City to Madrid in order to pursue a Master's degree in International Management. Teresa, she had overheard one of them was called, just like her sister. ![]() A Latina nanny taking care of young twin girls who wore round pink glasses. A couple of gossiping teenagers, dressed in their private school uniforms. She looked up and noticed some familiar faces surrounding her. She read a few headlines from The New York Times, CNN, and Business Insider before quickly getting bored and tossing the phone back in her bag. Why would there be something new? Defeated, she browsed through her Twitter newsfeed. She proceeded to check the phone for any messages. 8:45am.ĭamn bus always takes forever, she thought. She took her phone out of her bag and checked it for the fifth time since she woke up thirty minutes ago. MIA offers Pre/Post forms to evaluate the effectiveness of ELCII or TeLCI instruction.Mia sat waiting impatiently for the route 29 bus on Pr íncipe de Vergara. This can help teachers make informed, data-based decisions regarding their students' needs. MIA was developed to be a functional, cloud-based assessment with fully automated test administrations, analytics, and score reports. MIA does not depend on decoding, and is video-based instead. MIA assesses inferential processes during reading to better assess this skill. This provides little insight into the actual inferencing during comprehension, the very processes that determine the success or failure in comprehension. Traditionally, reading comprehension has been assessed after students engage with a text. MIA’s moment-by-moment evaluation is uniquely informative. MIA addresses limitations inherent in other measures of inferential processes in comprehension contexts for early elementary school students. MIA uses age-appropriate nonfiction videos, accompanied by multiple choice inferential questioning to assess inference skills in pre- and early readers' in grades K-2. MIA is a web-based measure of inference processes in a non-reading context. ![]()
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