...Have you ever wondered, what you would do if you couldn’t interpret the simple letters of the alphabet? Well, John Almy, the author of, “Alphabet Soup: My Life as a Reader”, withstood that exact problem. Imagine at a young age looking at b, d, p, and q. Now imagine not seeing a distinction between the four letters. That’s frustrating isn’t it? As Mr. Almy states, “One of the first things I learned in school was that I was stupid. Really Stupid.” (1). John was faced with an issue that did not make school pleasant for a young assertive boy and his family, which really was not in a good state of mind already. So, put yourself into John’s shoes. Try to understand the difficult times of his adolescence. School was not always unpleasant to John. He said, “When I first started going to school it was fun.” (1). Of course he was talking about the recess part of school. “Playing outside on the jungle gym, wrestling outside in the mud, and if you liked girls then you chased them around and pull their hair.” (1). That was always the best part of school, until that screeching bell rang and turned everyone into little learning robots, which meant back to work again. John never considered being the class genius, but the time came where the teacher began to teach the alphabet. She wrote the letters up on the board, and she asked the class to define what the letter is. Well, the letter A was easy, so was B, and C. He was delighted to get those right, but when that letter D came around he was...
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...Claire Greason Professor Buller Oral Communications 28 October 2014 Origin of the English Alphabet Keeping up with the latest fashion style is hard enough, imagine creating your own alphabet and trying to teach it to others in hopes they will catch on is even harder. That however is exactly what the Egyptians did. They turned there hieroglyphics cuneiform into letters that could said and written to one another. Paragraph 1: Where it originated from 4000 thousand years ago a sematic form of writing developed in Egypt between 1800-1900 BC. * Compared to other forms of writing like cuneiform that used wedge shapes or hieroglyphics which primarily used pictographic symbols The Phoenicians developed a widely used alphabet about 700 years later * 22 letters that were all consonants * This sematic language was used throughout the Mediterranean, including North Africa and South Europe The Greeks built on the Phoenician alphabet by adding vowels Around 750 BC * Adopted by the Latins who then combined it with Etruscan characters “F” and “S” * By the 3rd century the Roman alphabet looked very similar to the modern English but it still excluded the letters J, U, V and W Paragraph 2: Old and Middle English The history of writing began in Britain with the Anglo Saxons in the 5th century AD. * Anglo Saxons had ties with Scandinavia and other North Sea cultures and had a writing style call futhroc a runic language * New Runes (symbol/character)...
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...Germanic Alphabets The Old English language inherited the sound system of the common Germanic language. The 1st written monuments which survived to our days were written in 3 types of alphabets. One of them is Runic Alphabet. The runic alphabet is a specifically Germanic alphabet, not to be found in languages of other groups. The word rune originally meant ’secret’, ‘mystery’ and hence came to denote inscriptions believed to be magic. The runes were used as letters, each symbol to indicate separate sound. This alphabet is called futhark after the first six letters. Runic letters are angular; straight lines are preferred, curved lines avoided; this is due to the fact that runic inscriptions were cut in hard material: stone, bone or wood. The shapes of some letters resemble those of Greek or Latin, other have not been traced to any known alphabet, and the order of the runes in the alphabet is certainly original. The number of runes in different OG languages varied. As compared to continental, the number of runes in England was larger: new runes were added as new sounds appeared in English (from 28 to 33 runes in Britain against 16 or 24 on the continent). The main use of runes was to make short inscriptions on objects, often to bestow on them some special power or magic. The two best known runic inscriptions in England are the earliest extant OE written records. One of them is and inscription on a box called the “Franks Casket”, the other is a short text on a stone cross near...
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...MMLS NOTE- LEARNING: El Alfabeto Español/ the Spanish Alphabet If you know the alphabet in English, you can easily learn it in Spanish. That is because the Spanish alphabet is very similar to the alphabets of most other western European languages, including English. According to the Real Academia Española, which is considered the arbiter of what's official Spanish, the following letters make up the Spanish alphabet: a, b, c, d, e, f, g, h, i, j, k, l, m, n, ñ, o, p, q, r, s, t, u, v, w, x, y, z The following chart shows the capital letters along with name of each letter. |Letter |Name |Letter |Name | |A |a |N |ene | |B |be |Ñ |eñe | |C |ce |O |o | |D |de |P |pe | |E |e |Q |cu | |F |efe |R |ere ...
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... Colombo EnglishWR 51 28 September 2015 Crazy Albhapet Have you ever wondered, what you would do if you couldn’t interpret the simple letters of the alphabet? Well, John Almy, the author of, “Alphabet Soup: My Life as a Reader”, withstood that exact problem. Imagine at a young age looking at b, d, p, and q. Now imagine not seeing a distinction between the four letters. That’s frustrating isn’t it? As Mr. Almy states, “One of the first things I learned in school was that I was stupid. Really Stupid.” (1). John was faced with an issue that did not make school pleasant for a young assertive boy and his family, which really was not in a good state of mind already. So, put yourself into John’s shoes. Try to understand the difficult times of his adolescence. School was not always unpleasant to John. He said, “When I first started going to school it was fun.” (1). Of course he was talking about the recess part of school. “Playing outside on the jungle gym, wrestling outside in the mud, and if you liked girls then you chased them around and pull their hair.” (1). That was always the best part of school, until that screeching bell rang and turned everyone into little learning robots, which meant back to work again. John never considered being the class genius, but the time came where the teacher began to teach the alphabet. She wrote the letters up on the board, and she asked the class to define what the letter is. Well, the letter A was easy, so was B, and C. He was delighted...
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...Classroom Management: Special Needs Students Managing a special education classroom means consistency and routines from the start. By Harry K. Wong, Rosemary T. Wong * Grades: PreK–K, 1–2, 3–5, 6–8 Robin Barlak, a special education teacher in Parma, Ohio, works with preschool children who have a variety of disabilities: autism, speech and language delays, ADHD, severe behavior issues, and physical and developmental handicaps. Yet despite the added challenges of working with this group of children, “the school year got off to a great start,” says Barlak. “My students quickly became very familiar with the procedures and routines. No stress for them and no stress for me.” The Need for Structure More than any other group, special education students at any grade level need structure. To create a caring atmosphere, a safe environment, and a positive learning climate, Barlak teaches her students procedures beginning on the first day of school, and she reinforces them daily. She works with a teaching assistant, three nurses, and five therapists. They function as a team, ensuring that every child can say, “I like coming to school because everyone knows what to do. No one yells at me, and I like to learn.” Structure for the Day Robin establishes consistency in the routine of the classroom with a schedule for all to follow. The many people assisting the students rely on this schedule to maximize their time with the students. 8:20–9:15 a.m. – Free Play Students work on developmentally...
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...Name: Amanda Wilson and James Ramming AHS APES Atmospheric Gases & Climate Change Lab! Part 1- Exploring how gaseous atmospheric molecules behave under varying light conditions. First- let’s explore what makes a greenhouse gas a greenhouse gas. Please go to this website and click the “Run Now” button to open the simulation. As you run through the simulation, record your results in the following data table: Microwave Light Infrared Light Visible Light Ultraviolet Carbon Monoxide (CO) 8/20 rotating 15/20 stretching 0/20 0/20 Nitrogen (N2) 0/20 0/20 0/20 0/20 Oxygen (O2) 0/20 0/20 0/20 0/20 Carbon Dioxide (CO2) 0/20 8/20 “dancing” 0/20 0/20 Water (H2O) 10/20 spining 8/20 “dancing” 0/20 0/20 Nitrogen Dioxide (NO2) 10/20 spining 12/20 “dancing” 9/20 glow and then waited for another molecule to end the glow 7/20 break away into 2 parts Ozone (O3) 13/20 spining 10/20 “dancing” 0/20 5/20 break away into 2 parts What conclusions can you make from your resulting data? Those molecules that are made up of more than 2 atoms of different elements react more to the different type of light than those that aren’t. Nitrogen and Oxygen don’t react very well to the different types of light. Part 2- Carbon Lab Click here for an overview of this activity. Please read this page and click on the simulator. Notice that the simulator is set to default levels. What are they? Change in fossil fuel use/year: _1.5__% Net deforestation...
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...were valuable to the societies because it saved information that would not have to be memorized, and also allowed for alternative means of communication. Different cultures developed their own style or writing system that eventually led to enhanced features such as record or book keeping. Depending on geographical locations in the world was also an impacting factor on how this new found “written” form of writing was preserved. We, as an American culture, have developed greatly from historical findings that have helped shape our own alphabet and writing structure into what it is known today. One of the earliest systems of writing, cuneiform was developed from the Sumerian culture around 31st century B.C.E. This particular writing system was distinguished as wedge-shaped marks that were pressed into clay tablets by a pointed object. This writing system helped to inspire the Phoenicians to develop a Phoenician alphabet—thus a major influence on the alphabet that is still in existence today. Although the cuneiform writing system became extinct by the 2nd century A.D. it was a major turning point in history as far as literature was concerned. The Sumerian culture was not the only to have early writing systems developed in ancient times. The Egyptians also had a formal writing system called hieroglyphs that combined alphabetic elements with pictures to state a message. Instead of the clay, as the Sumerians used, Egyptians used papyrus and wood as their form of “paper”. This form of...
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...interest or those who cannot grasp the concept at hand. It is a known fact that everyone learns in a different way. Per Shomshak, L., (2004) some students learn in the following styles: THREE BASIC LEARNING STYLES 1. Auditory learners - like to hear their information, talk about and rehash what they hear, love to read aloud and hear stories. 2. Visual learners - want to see everything, look at pictures, understand better by seeing than hearing, like writing. 3. Kinesthetic learners - like hands-on experience, doing, touching, activity, concrete demonstrations. So how can we instill the love of reading into your minds? This challenge begins at home. Parents should start off by introducing the alphabet to their child. This can be done in a fun way such as the Alphabet Song. Another way to encourage the love of reading is by visiting the Public Library. Most libraries today have story telling circles on different days of the week. Children are introduced to books and songs during this time. Parents should take this time...
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...When a string of mixed alphabets and numerals is presented for human interpretation, ambiguities arise. The most obvious is the similarity of the letters I, O and Q to the numbers 1 and 0. Therefore, depending on the application, various subsets of the alphanumeric were adopted to avoid misinterpretation by humans. In passenger aircraft, aircraft seat maps and seats were designated by row number followed by column letter. For wide bodied jets, the seats can be 10 across, labeled ABC-DEFG-HJK. The letter I is skipped to avoid mistaking it as row number 1. In Vehicle Identification Number used by motor vehicle manufacturers, the letters I, O and Q are omitted for their similarity to 1 or 0. Tiny embossed letters are used to label pins on an V.35/M34 electrical connector. The letters I, O, Q, S and Z were dropped to ease eye strain with 1, 0, 5, 3,and 2. That subset is named the DEC Alphabet after the company that first used it. For alphanumerics that are frequently handwritten, in addition to I and O, V is avoided because it looks like U in cursive, and Z for its similarity to 2. When a string of mixed alphabets and numerals is presented for human interpretation, ambiguities arise. The most obvious is the similarity of the letters I, O and Q to the numbers 1 and 0. Therefore, depending on the application, various subsets of the alphanumeric were adopted to avoid misinterpretation by humans. In passenger aircraft, aircraft seat maps and seats were designated by row...
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...Language and Decoding It must be understood that words are broken up into smaller units of sounds called phonemes. Being able to pronounce and articulate phonemes is obviously essential. Further, having awareness that sounds can be manipulated, segmented and blended to create words in just as critical. This is both key to reading, writing, and spelling. When a kindergarten student ask you how to spell a particular word. The common answer is usually “sound it out”. In order for this method to work, one must be able to dissect a word into its finite parts in order to map each sound to the corresponding letter or letters. According to Roth, Paul & Pierotti, Children who perform well on sound awareness tasks become successful readers and writers, while children who struggle with such tasks often do not. (2006,par.2) Language and Vocabulary Teaching children to decode or sound out words is usually the starting point for reading instruction. Ultimately, readers have to understand what they are reading and writing. In order for them to fully comprehend the material, the student must have a significant repertoire of known words or vocabulary such as “site words”. Kindergarten vocabulary is primarily learned from the parents, friends or their community. Children who come from a proper English speaking homes have more of an advantage to learn up to three times as many words as a child from a non-proper English speaking home. (Hart & Risley, 1995) Conclusion ...
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...Early Childhood Education LEARNING CENTRES “HONEY BEES READING CENTRE” Introduction What are Learning Centres? The term Learning Centres refers to designated areas of the classroom where students congregate in small groups to accomplish given learning tasks. Typically, students can work independently in these centres, sometimes while the teacher works with a small reading group. Examples of learning centres may include: listening to audio cassettes, playing educational games on the computer, practicing handwriting, writing/editing written works, reading silently, playing imaginatively in the puppet centre, and playing math games with manipulatives. Student work in a given learning centre for a certain amount of time, then rotate to the next one when time is up. Teachers will need to spend a significant amount of time training students on how to behave during centre time, as well as modelling how to complete each of the learning centre activities. This will assure that learning centre time is productive, relatively quiet, and organized. AGE GROUP OF CENTRE AND THE MAIN CHARACTERISTICS OF CHILDREN IN AGE GROUP Four and five year-olds are the age group for which the ‘Honey Bees Reading Centre’ is planned. Children in this age range display several characteristics which can be categorized as cognitive, physical, psychosocial and moral. Cognitively * Enjoy stories and can retell them * Are fascinated by words and silly sounds * Have large vocabulary...
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...he letter Ƒ (minuscule: ƒ) is a letter of the Latin alphabet, based on the italic form of f; or on its regular form with a descender hook added. A very similar-looking letter, 〈ʄ〉 (a dotless j with a hook and a horizontal stroke), is used in the IPA for a voiced palatal implosive. Contents [hide] * 1 Regular * 2 Italic * 3 Appearance in computer fonts * 4 See also * 5 Notes * 6 External links ------------------------------------------------- Regular[edit] Ƒ is used in writing the Ewe language in a straight form to represent the sound [ɸ], as distinct from the letter F, which represents an [f]. ------------------------------------------------- Italic[edit] The minuscule italic ƒ, also called the florin sign, is used as a symbol for several currencies, including the former Dutch guilder, the Aruban florin, and the Netherlands Antillean guilder. It can be found as italic in non-italic fonts. The italic ƒ is, rarely, used to denote mathematical functions,[1] or to indicate aperture in photography (e.g. ƒ/2.8) in place of the more common italic f(in serif fonts) or oblique f (in sans-serif fonts).[citation needed] In modern typography an italic or oblique f is generally preferred for these applications.[citation needed] ------------------------------------------------- Appearance in computer fonts[edit] Older fonts and character encodings included only the minuscule form for its use as an abbreviation. Unicode includes both the majuscule and the...
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...approaches to alphabet knowledge instruction as well as phonics instruction. Alphabet Knowledge (AK) Instruction In the article “Enhanced Alphabet Knowledge Instruction: Exploring a Change of Frequency, Focus, and Distributed Cycles of Review,” Cindy Jones and D. Ray Reutzel explored Alphabet Knowledge (AK) instruction in 13 kindergarten classrooms in many schools. In reviewing the research, five factors which influenced a student’s learning of letter names and sounds were identified. These five factors include own-name,...
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...First, a few basics on Hangul (Don't worry! You will be reading in Hangul perfectly extremely soon!). Hangul is an alphabet, just like the Roman alphabet English speakers use. The only two differences are Hangul blocks syllables, and there are no lowercase or capitalize letters in Hangul. The letter is always written the same, no matter when it is used. Characters will be stacked into squares to form each syllable. For example ㅎ, ㅏ, and ㄴ are three separate characters. But, as they would form one syllable, they would be written 한 instead of ㅎ ㅏ ㄴ. ㅎ + ㅏ + ㄴ= 한 want another example? ㄱ + ㅡ + ㄹ = 글 We then combine syllables to form words, just as we do in English. 한 + 글 = 한글 Recognize that word? That's right! It's Hangul . It consists of han (한) and gul (글). Two syllables. Six characters. As you begin to learn all the different characters, you will see how to construct the syllables properly depending on which character you are using. Just keep this one thing in mind. Every Korean word, syllable, anything...begins with a consonant. A vowel will always follow it, either positioned to the right of it, or below it. With each vowel, I will tell you where it should be positioned. Also, there will be 2,3, or rarely 4 characters in a syllable. 한 is one way of stacking, having the vowel to the right of the first consonant, with the third character under those two. 글 is the other main way of stacking, where the vowel falls below the first consonant, with the third character below...
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