Saturday, December 28, 2019
Learning to read is an exciting milestone for kindergarteners. Early reading skills include letter recognition, phonemic awareness, decoding, blending, and sight word recognition. Go beyond worksheets to improve kindergarten reading comprehension and skill through hands-on learning activities, games, and targeted techniques. Key Takeaways: Building Comprehension Build a foundation for comprehension by providing explicit phonics instruction and reinforcing new knowledge through interactive games.Select books with repetitive text that focus on topics your child enjoys, and read each one multiple times. Repetition encourages comprehension.While you read, help your child make connections by asking questions about the story and encouraging them to visualize it.Use anchor charts for reading comprehension. These can include reminders about decoding techniques, making connections, or visualizing the story. Start with a Strong Foundation Overall reading success, including strong comprehension skills, begins with phonemic awareness. More than merely reciting the alphabet, kindergartners need to learn the sounds that eachÃ letter makes.Ã Phonemic awareness also includes: Blending individual soundsIsolating beginning and ending sounds and recognizing words that start or end with the same soundsSegmenting words into individual sounds Children need explicit phonics instruction. This instructionÃ builds on phonemic awareness to teach the relationship between letters or groups of letters and sounds. The most effective phonics instruction follows a specific sequence beginning with vowel and consonant sounds and building to two- and three-letter blends, double consonant ends, plural words, and diagraphs (letter blends such as ch, sh, bl, and th). Kindergarten students should work on recognizing high-frequency words commonly known as sight words. Fry words andÃ Dolch sight words are two such word lists.Ã Play Kindergarten Reading Games Get young children involved in hands-on activities that improve their phonemic awareness and reading comprehension skills. Roll Word Families Start with two blank dice. On one, write word-beginning consonant sounds, such as b, s, t, m, p, and r. On the second, write word-ending vowel-consonant sounds, such as at, op, an, in, ap and et). Ensure that the child will be able to combine the beginning and ending sounds to create consonant-vowel-consonant (CVC) words. To play, invite your child to roll the dice and read the resulting word. Some of the combinations will be nonsense words, but thatÃ¢â¬â¢s OK. Nonsense words still provide practice blending sounds. If desired, ask students to identify which words are real and which are nonsense. I Spy SendÃ children on a CVC or sight word scavenger hunt through classroom booksÃ with a simple I Spy game. Ask them to search the books forÃ CVCÃ or sightÃ words, then report back on the words they find. Act Out Passages Encourage students to act out a scene from a book they are reading. This fun, simple activity adds meaning to the words on the page and helps children focus on and visualize those meanings. Bingo Use a preprinted sight word bingo card or fill a blank template with sight words or CVC words. Create a few different card options and give one to each student, along with marker chips. Call out the words one at a time. As students locate each word on their card, they will cover it with a marker until they have five in a row. Reading Recommendations for Kindergarten When looking for books that kindergarten students can read independently (or with a little help), itÃ¢â¬â¢s important to keep a few things in mind: Use the five-finger rule. If a student makes five errors reading a page from a book, itÃ¢â¬â¢s too hard. One error is too easy. Four errors might mean the book is acceptable for the student to try with some help. The sweet spot for a just right book is only two or three errors per page.Its OK for children to read the same book multiple times. It may seem as if this isnÃ¢â¬â¢t helpful for reading comprehension because they are memorizing the text. BecomingÃ comfortableÃ and familiar with text improves reading fluency, vocabulary, and word recognition.Ã Reading books with repetitive text, such as The Foot Book or Hop on Pop by Dr. Seuss, improves reading comprehension. Include books with familiar sight words such as Big Brown Bear or Big Pig, Little Pig, both by David McPhail.Ã Help students select childrens books on topics that interest them. Keep in mind that some children prefer fiction books while others thrive on nonfiction. Try nonfiction books written for early readers such as Baby Pandas by Bethany Olson, Big Shark, Little Shark by Anna Membrino, or On a Farm by Alexa Andrews. Kindergarten Reading Comprehension Assessment One of the easiest ways to assess reading comprehension in kindergarten students is theÃ Informal Reading Inventory, also known as a Qualitative Reading Inventory. The IRIÃ allowsÃ instructors to individually assess a studentÃ¢â¬â¢s fluency, word recognition,Ã vocabulary,Ã comprehension, and oral reading accuracy. Kindergarten students should be assessed in the middle and at the end of the school year. Children are usually asked to read a passage aloud.Ã Reading fluency rate is determined by how many correct wordsÃ a student reads in one minute. Oral reading accuracy can help an instructor determine a studentÃ¢â¬â¢s reading level and ability to decode words. Comprehension can be checked by asking questions about the passage or asking the student to summarize what he read. Vocabulary is assessed through open-ended questions about words in the passage. Model Good Reading Habits It is important for children to see thatÃ their parents and teachersÃ value reading. Teachers can help by setting aside 15 to 20 minutes for silent reading each day. During this time, students and their teacher choose books to read silently. Parents can help by ensuring that children see them reading at home. Teachers and parents should read aloud to students regularly so that children can hear the role that reading rate and voice inflection play in fluency. Choose books that are above the level that children could read on their own to expose them to new vocabulary. Parents should make bedtime stories part of their nightly routine. Ask Questions Improve kindergarten studentsÃ¢â¬â¢ reading comprehension by asking questions. Before reading, look at the bookÃ¢â¬â¢s title and illustrations and ask students to make predictions about what will happen. During the story, ask questions about what is going on, what students think will happen next, or what they would do if they were the main character. After the story,Ã ask questions about what happened, how the story made the children feel, or why they think the book ended the way it did. Help Kindergartners Make Connections Helping students make connections is another effective technique for improving comprehension. Give students a foundation for what theyÃ¢â¬â¢re reading. Talk or watch a video about unfamiliar experiences before reading about them. Help childrenÃ connectÃ stories to their own experiences. When reading a book about a boy getting a new puppy, for example, talk to students about who has a pet. Ask where they got their pet and how they chose it. Teach Comprehension Strategies Teach children what to do when they donÃ¢â¬â¢t understand what theyÃ¢â¬â¢re reading. Instruct students to: Reread the passageLook atÃ the pictures for cluesThink about what happened before or read what happens next If those tips donÃ¢â¬â¢t help, students may be reading a book that is too difficult. DonÃ¢â¬â¢t forget the five-finger rule. Build Vocabulary Increasing a studentÃ¢â¬â¢s vocabulary in an excellent way to improve their reading comprehension. Give students confidence in their budding reading skills by definingÃ unfamiliar words ahead of time so that they donÃ¢â¬â¢t lose the meaning of the story. Teach them toÃ infer the meaning of a new word from the context of the story. For example, if a student reads, Ã¢â¬Å"The tiny ant goes in the little hole,Ã¢â¬ he may be unfamiliar with the word tiny but recognize little from his sight word list. Teach kids to ask themselves questions such as, Ã¢â¬Å"What could go through a little hole? Would it be something small or something big?Ã¢â¬ By reading the word in context, kids can learn to infer that tiny must mean small or little. Encourage Visualization Teach children to create mental images, often called brain movies or mind movies, when they are reading. Ask them to draw a picture of what is going on or what the character is thinking or feeling. Instruct them to use theirÃ five senses to picture the action of the story in their mind. Envisioning the action of a story is a fun way to improve studentsÃ¢â¬â¢ reading comprehension.
Thursday, December 19, 2019
It was five minutes past mid-night, Jude was sitting on his computer working on an essay that professor Engle assigned for all of his American History classes. Then suddenly, a video message appeared on his laptop. He was shocked to see his girlfriend tied up in a chair and crying with mascara running down her face. A guy with a mask showed up on the screen, and said: Ã¢â¬Å"If you want to see this pretty face again, you have to show me that you are willing to use your time and brain to get her back.Ã¢â¬ Jude asked why he was doing this, and the guy simply replied, Ã¢â¬Å"You can say I have a sick obsession with kidnapping girls and putting their boyfriends to the test.Ã¢â¬ The video disappeared in a blink of an eye. Jude was still in shock, not sure ofÃ¢â¬ ¦show more contentÃ¢â¬ ¦He walked to a computer and accessed the website that was created. His first task was to find a map that indicated where the state of Palestine is located. Luckily, he knew where the maps were locat ed in the FAU library. Jude felt confident that the first task would be easy; he walked toward the maps, located at the back of the library past the reference collection and near the microfilms. There were so many cabinets that had all kinds of maps in them. He remembered that his history teacher might have mentioned that Palestine and the Middle East are connected in a way. He started reading the labels on each cabinet until he came across a cabinet labeled the Middle East, next to two computers that are used to see the information on microfilms. Jude got a little excited because he thought to there was no way he would not find a map with the country Palestine on it. He took out one map at a time and looked at each one carefully, however, he still had no luck finding a map that had Palestine written on it. He continued reading the labels on the cabinet until he saw a cabinet labeled Asia, and started looking at every map in it, but he had no luck. Jude got so frustrated with himsel f; he took a deep breath and started to brainstorm what his next step should be. He thought to himself what can I use in this library that can be helpful, and the first thing that crossed his mind was the government documents. Which were
Wednesday, December 11, 2019
Question: Give a discussion on the devils bait? Answer: The story reveals the facts related to the Morgellons disease and the narrator meets with the people affected by this disease. Moreover, the narrator starts suspecting her body regarding getting infected with the disease. The interesting fact is that this essay highlights the different kinds of the reality which are considered for prerequisites compassions. A question arises that whether people should show empathy for the people suffering from the disease. In the third grade, the narrator revealed that once she had the worm from the Bolivia. The essay reflects the two most important elements of the essay i.e., the literal and the symbolically (Jamison, 2013). The symbolical element highlights that whether empathy should be shown or not. It was really hard for the narrator to signify that whether a person is legitimate or the person is just crazy. The disease affected the reliability of the narrator. The narrator describes the pain of the other people and she starts feeling the pain o f those people. The journey of the narrator takes her to the desired conclusion that whether it is wrong of trusting the suffering of the o0ther people but not trusting the desired source (Pietrangelo, 2014). The essay highlights the suffering of the people and the narrator clarifies the differences between the Human and the Humane. Moreover, the narrator describes the pain of the other people in a way as if she is feeling the pain of the other people. References Jamison, L. (2013).The Devils Bait. The Devils Bait: The Devils Bait. Pietrangelo, A. (2014). The ferroportin disease.Clinical Liver Disease, 3(5), pp.98-100.
Wednesday, December 4, 2019
One Man's Struggle To Stay Alive One Man's Struggle to Stay Alive Over the years John Sidney McCain, the white haired Senator from Arizona has survived many things. He has endured three plane crashes, a firestorm at sea, and a North Vietnamese prison camp, to emerge as a major player in the national political scene. The Vietnam War had a significant impact on Senator McCain. McCain spent five and a half years in North Vietnamese prisons, thirty-one months in solitary and was brutally tortured. Yet, almost immediately upon his release in 1973, he began putting Vietnam behind him. This lighthearted man has rarely lost sight of what he has called ?the shadow of Vietnam? (Timberg 12). Due to his continuing contributions to the United States, John McCain has become a true American hero and would make an excellent president for our country. . John McCain grew up in a family rich with Navy heritage. John McCain's grandfather was one of the navy's greatest commanders and led the strongest aircraft carrier force of the Third Fleet. McCain's father who was a submarine commander during World War II was equally distinguished by heroic service in the navy. Both McCain's father and grandfather rose to the rank of four-star admiral, making the McCain's the first family in American history to achieve that distinction. John McCain III followed in his grandfather and father's footsteps when he entered the U.S. Navy Academy in 1951. McCain struggled during his four years at the academy, but in June 1954, he graduated with 899 other young men. The Class of '58 had been whittled down by 25 percent. Of the 899 who endured the four years at the U.S. Navel Academy, John McCain was one of them, standing fifth from the bottom. The Navel Academy was very rigid for McCain, but even as a teenager, he showed presidential traits, perseverance b eing one of them. This feature is extremely important for John McCain if he wants to be the man to lead our country. John McCain continued to press on and in August 1958, McCain reported to flight school at Pensacola were he would begin his Navy career. Little did McCain know that his quick thinking would be tested not just once, but three times during his flying. One Saturday morning, as McCain was practicing landings, his engine quit and his plane plunged into Corpus Christi Bay. McCain survived with minor injuries but that would be his first of many brushes with death (Norman). The fall of 1965, John McCain had his second encounter with death where again, his quick thinking would save him. He was flying solo to Philadelphia to watch the Army-Navy game when his engine died. At one thousand feet, he ejected, landing on a deserted beach moments before the plane slammed into a clump of trees. McCain's perseverance and quick thinking has been tested and both times, he has shown true leadership qualities that every president needs (Norman). Once again, John McCain's skills would be tested. On July 29, 1967, he was where he wanted to be, on the flight deck of a Navy Aircraft. Before taking off to bomb Hanoi, McCain was going through his preflight checks, when a stray voltage from his plane blew apart the exterior fuel tank on McCain's bomber. Two hundred gallons of highly flammable gas streamed onto the flight deck engulfing everything in its path. McCain still strapped in the cockpit of his plane was surrounded in a gulf of flames. McCain, quickly jumping out of his plane onto the flight deck, escaped just before the burning fuel set fire to his plane. When it was all over, 134 men were dead, missing, or injured. McCain and the other pilots in his squadron lost all hope in fighting the Vietnam War. All hope was restored when another Air Carrier had been losing pilots and where looking for volunteers to fill the ranks. John McCain signed on to the new squadron (Timberg). John McCain's new assignment had finally come on October 26, 1967, when he took flight to Vietnam to bomb a power plant in Hanoi. Little did McCain know that Hanoi was now more heavily defended against air attacks than any other city