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题型:阅读理解-阅读单选 难度:0.65 引用次数:356 题号:19664455

As students return to school this fall, many of them―perhaps especially those from historically disadvantaged student groups―will be starting the academic year with achievement levels lower than where they were at the beginning of summer break. This phenomenon is sometimes referred to as summer learning loss. We review what is known about summer loss and offer suggestions for schools looking to solve the problem.

The recent studies on summer loss have been rather comprehensive. One study found that students, on average, lost between 25 - 30 percent of their school-year learning over the summer; additionally, black and Latino students tended to gain less over the school year and lose more over the summer compared to white students.

However, an analysis of the national study found little evidence of overall loss over the summers after grades K and 1, and the summer loss gaps widened in some subjects and grades but not others. Von Hippel and Hamrock re-analyzed two earlier data sets and concluded that gaps“do not necessarily ... grow fastest over the summer”. Thus, it seems summer loss occurs, though not universally across geography, grade level, or subject.

Schools want to address the issue of summer learning loss not only because it may widen achievement gaps, but also because it“wastes”so much of the knowledge students have gained during the school year. Summer loss also undoubtedly increases the amount of time teachers have to spend “re-teaching” last year's content.

Traditionally, educators and policymakers have relied on conventional summer school programs to solve summer learning loss. Not surprisingly, research suggests that programs are more effective when students attend consistently and spend more time on task academically. Regardless of the design, these policies should offer engaging options for students over the summer so that summer learning programs do not feel like punishment for students who would rather be enjoying summer vacation. Doing so would set more students up for success as the school year gets underway.

1. In writing paragraph 1, the author aims to        .
A.propose a definitionB.make a comparison
C.present an issueD.make an argument
2. According to the studies, what do we know about summer learning loss?
A.Summer learning loss seemed to vary in grades and subjects.
B.Immigrant students experienced the most summer loss.
C.White students did not lose learning over the summer.
D.Summer learning loss after grades K and 1 was alarming.
3. According to the fourth paragraph, schools want to solve the problem because       .
A.it may narrow achievement gapsB.it may stop students gaining more knowledge
C.it may increase teachers’ new teaching contentD.it may cause repetitive work for teachers
4. What does the author think of summer school programs?
A.The conventional programs are ineffective.B.More choices should be provided for students.
C.Students should do more academic tasks.D.The programs are punishment for students.

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【推荐1】My problems started after I went to a boarding school. I was only 14, and at first I missed my family a lot. I often called them and cried on the phone. But after two weeks, I found I enjoyed being with my classmates at school.

I had many friends who were boys. I thought of them as my best friends—but only friends. I never guessed my friendships with boys would become a problem.

Then, three months later, my friends told me that some teachers and girls said I was hanging out with boys all day long in order to get attention from them. Seven months after that, the head teacher Mr. Wang asked the class to choose some students to join the Student Union. I thought I could win for I was doing well in school. I’d already won prizes for the best math and English exams. A week later, the list came out and it didn’t include me. I was sad.

Mr. Wang came to me and said, “Don’t be sad. I know you’re excellent! Maybe you’re a little distant from the girls in our class. They don’t know much about you, so some of them didn’t choose you. It doesn’t matter. Do your best to get along well with everyone and I think you’ll make it next time.”

1. What was the writer’s problem when she first entered the boarding school?
A.She didn’t like her new school.B.She didn’t get along well with her classmates.
C.She missed her family very much.D.She didn’t like her new teacher.
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A.Her teachers didn’t like her.B.She was a poor student.
C.Some girls didn’t choose her .D.She likes showing off herself.
3. The word “distant” (in paragraph 4)means “______” in Chinese.
A.陌生的B.疏远的C.热心的D.粗鲁的
4. Which of the following is NOT true, according to the passage?
A.The teacher thought she was an excellent student.
B.The writer didn’t realize that her friendships with boys would cause problems.
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【推荐2】Beaches have been around in many schools. But a group of school kids in Cork in the south of Ireland are trying to do something a bit different with them. They have created a special bench called Buddy or Friendship Bench.

The idea for the bench came about last year, when Regina Farrell, school counselor at Mclntyre Elementary, was conducting a leadership group to help students overcome shyness and gain confidence. Four fourth-grade students came up with the idea when working with him.

The concept of the Buddy Bench is simple:Students who want to take part in playground games and activities, but may feel hesitant, can take a seat, which suggests to other children on the playground that they may needed an extra boost to participate. It builds kid’s self-esteem(自尊) to ask others to play with them. Likewise, reaching out to a peer who is feeling left out makes a great difference.

But do children actually use the benches? It’s something Sinead Mcgilloway from Maynooth University has been looking at. “We found that 40% of the children had actually used the benches at the time of the study. And over 90% said that they would talk to a child if that child sitting on the bench.”

“Since it was installed on Nov.16, the bench has been effective,” he added. “The simple concept has gained applause from the students, and already has created a more inclusive environment within the school community.”

“Each day, I go and see the Buddy Bench working,”Farrell said. “The lessons they are learning mow will benefit them their entire lives. It is simply a beautiful example of kids wanting to be kind and continue to be kind every day.”

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【推荐3】Ways to Help Your Teen Adjust to a New School

In an ideal world, a teen could start and finish their schooling at the same school.    1    .And while a move to a new city can be stressful for the entire family, it may be especially difficult for your teenager.Use these strategies to help your teen adjust to a new school.

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The adjustment period begins before your teen ever steps foot into the new school.Point out the new opportunities that'll be available.If you have confidence that you can make it in a new city or a new job, your teen will feel more confident about his ability to succeed in a new school.

Listen to your teen's concerns

If you don't have an open relationship with your teen currently, now it is time to build one.It's easiest to get him to open up when he's feeling unsure.    3    . Is he worried about new teachers? Does he doubt his ability to make the basketball team?

Talk about your reasons for moving

    4    . If you're preparing for a better career opportunity, or you need to find a new house because you can't afford to stay where you are, talk about it.

Learn about the new school ahead of time

Conduct as much research as possible about the new school before your teen starts attending.Get your teen to find out about the size of the school and the types of classes offered.    5    .Talking to a network guidance counselor ahead of time can also be helpful.

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