...troops wrote letters home (America) detailing the events that were occurring in Vietnam. These letters allow us the readers to gain insight to a very honest detail of the events occurring in Vietnam. DB Post and Response 3. Jeff Rogers enlisted in the navy after a year at Harvard Medical because he realized he no longer wanted to be a doctor. “In America in 1968, any young man who left school was likely to be drafted in the army” (265), so it was either enlist or be drafted. Jeff Rogers’ father, William Rogers, was Secretary of State and had also served in World War II which might have influenced him to enlist instead of wait to be drafted. 4. Nixon’s Vietnamization policy was a policy brought forth “to advocate a withdrawal from Vietnam” (267). Vietnamization Policy was a combined effort of Secretary of Defense, Melvin Laird, and Secretary of State, William Rogers. The two men were focused on a peaceful retreat from Vietnam. The Vietnamization Policy “meant training and equipping the Army of the Republic of [South] Vietnam to wage its own war for an independent democracy against the Democratic Republic of [North] Vietnam. In reality, Vietnamization meant replacing American casualties with South Vietnamese casualties” (267). The Vietnamization Policy was desired by many Americans, they shared common feelings that America should have less involvement in the Vietnam War. 8. Our text describes that, “the great advantage of letters is their immediacy” (268). Letters allow us as...
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...EMERGENT LITERACY Emergent literacy is used to describe how a young child interacts with books and when reading and writing, even though they could not read or write in the usual sense of way. Emergent literacy is a process that takes place over the timeframe from birth until a child can read and write in what we think to be a standard sense. The key to term literacy is the consistency of all parts of language: speaking, listening, reading, writing, and viewing. Some people believe that, up until a child starts school he/she will first learn to read and then learn to write. The process to learning to read and write has to start early in a child's life. Right away they have contact with different types of communication from the start. Most children can identify basic signs and logos by the age of 2 or 3. From there they will begin to experiment with written forms of communicating long before they can read by scribbling. Reading and writing develop at the same time in young children who are unified or consistent. Children love to make marks on paper. As they do this, they begin to realize that the symbols on pages are letters that form words. This will help with the attempt to put their thoughts down on paper as well. The development of writing skills consists of stages that children go through. Parents can promote early literacy development for infants by presenting cloth or cardboard books with bright pictures, reading books that have rhyming words, surrounding children with...
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...on the numbers 0-10. A child must be able to correctly name each number before beginning to memorize them. Similar to letters, distinguishing and remembering numbers can be done with sandpaper numbers or felt numerals. However, if using this method for both numbers and letters, it is smart to use two separate materials for each type of symbol to allow children to differentiate the two. Once the numbers 0-10 are recognized, a teacher will be able to educate the children on counting. It is best for teachers to use relatable objects for this area of academics. Using common objects such as apples, cookies, or coins allow the children to physically count up by simply adding all the objects together. A worthy example of this is the piggy bank method. Paper bowls which appear to look like piggy banks are placed in front of the child, along with a pile of pennies. The child is then asked to place a certain amount of pennies, one-by-one within the piggy bank (consisting of the numbers 1-10). The progenies can then physically hold the coins and one in one at a time, until they have reached the correct amount of coins. This allows children to vocally count aloud and visually see the number go up. An activity like this is enjoyable for the students and allows the experience of...
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...Volume 1 PARENT HANDBOOK Promoting Literacy Parent Handbook to Promote Literacy Corporate Graphics and Communications CLC: Team Blue Phonics and Phonemic Awareness Waynelle Austin, Bridgette Barrowes, Kara Battaglia, Melanie Billiu, Sydney Calzaretta, Elma Campos Grand Canyon University: EDU 260 August 10, 2012 Table of Contents Reading Comprehension Chapter 1 Pages 1-3 Phonics Chapter 2 Pages 4-6 Phonemic Awareness Chapter 3 Pages 7-8 Fluency Chapter 4 Pages 9-10 Vocabulary Chapter 5 Pages 11-13 References Chapter 6 Pages 14-15 Chapter 1 Reading Comprehension Reading Comprehension is the ability to understand what you are reading (Lesley University, 2007). t O help students understand what they are learning, they need to be encouraged to read at home as well as in the classroom. Reading Comprehension comes from prolonged exposure to reading, but it can be easily adapted and understood if a child is encouraged to discuss what they are reading. While reading, children should ask questions, make predictions, and formulate an opinion while they are reading (Lesley University). This is important for student advancement, as it keeps your child’s brain active while they are reading, and it reminds them to pay attention to the text and the context within the words. Sir Richard Steele- “Reading is to the mind as exercise is to the body.” How to Teach Your Child Reading Comprehension Every parent should read...
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...Kindergarten Readiness Is your child getting ready to start kindergarten? A child can show many signs of being ready for school. It is up to the parents to recognize these signs such as oral language skills, social skills, motor skills, and identifying letters and numbers. Having some preparation before starting kindergarten can help your child build readiness for starting school. Pre-kindergarten claims that preparation is very important for kindergarten readiness. What is kindergarten readiness? It is determining whether or not a child is ready for kindergarten. With so many child development surveys on children aging from three to five years of age, over six million children entering kindergarten are not adequately prepared for school. (Staff and wire reports, 1987). Children are required to have a certain amount of independence before they start to attend school. (Harker, 2012). To be successful in kindergarten a child must have more skills other than knowing the alphabet or how to write their name. The child’s age, social, motor, and academic skills are a big part of the preparation process. (‘Kindergarten Readiness: More Than Academics”, 2009). Pre-kindergarten preparation has its benefits with teaching children social skills and basic letter recognition needed for kindergarten. On the other hand, children without any kind of kindergarten preparation do not seem to be far behind on social skills but are indeed unprepared in other developing skills such as oral language...
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...sounds with letters of the alphabet, (c) focusing on specific features of letters and discriminating between the letters, (d) creating narratives, (e) developing a concept of book language, (f) developing a concept of how to read, (g) developing book-related concepts, and (h) developing a concept of how to write.” (Otto, 2008). Here are some examples: -Awareness of sound patterns and individual sounds in words: Preschoolers can follow the rhyming when they do the sound play as “Dog, Mop, Pot, and Dot”. -Associating sounds with letters of the alphabet: Preschoolers can make connection with letters. For example: “A is for Apple, E is for Emma (classmate’s name)”. -Focusing on specific features of letters and discriminating between the letters: Preschoolers may make mistakes when they read the letters, such as “ numbers 1, and upper letter I”. Parents and teacher should work on the special parts with each letter and number to identify the difference. -Creating narratives: Preschoolers can tell the story in their own words or add on their own idea after the reading. Their story might be different from what the event or the book really about. They could have some parts missed or mixed order. -Developing a concept of “book language”: Preschoolers can aware of the language using difference between oral and in-text format. For example, they need to learn how to use long sentence with correct grammar in written instead of free speaking style. -Developing a concept of how to “read”:...
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...the kids in the world, kids your age don’t like to read or write. I say don't the authors make reading and writing interesting. Because I think kids would see the fun in reading and writing plus at the time kids would be gaining knowledge and having fun at the same time. First, do you know these kids out here on the street because they dropped out of school as soon as they could because they can’t read or write on the skill level they were supposed to be on. And kids were probably got bullied and teased. The reason they probably didn’t find the fun or interest in reading and writing. People these days that drop out of school always go out on the street and selling dope trying to get paper. And they would get shot, like a policeman did to Michael Newby and got shot coldblooded. Secondly, if kids these days would read and write more they could achieve a goal once in their life. They would be proud and would feel good about themselves knowing they could achieve something in life. And another thing if your parents tell you to read just do it because you’re gaining more knowledge and it’s fulfilling your mind not theirs. And they tell you to read because they love you and want you to live a better life. I know that reading and writing is not fun but the authors could make books that maybe you like sports or music. Or maybe in school whoever makes that writing prompts make them on something you would like to write about. Not all this boring stuff they are doing these days...
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...Literacy Introduction Literacy is defined as the ability to write and read certain information. Literacy can take two forms; it can be informal education or the formal type of education. Informal education is the schooling which is done outside the usual classrooms. Informal education can be self tutoring, on the job training, the youth education program or home education done by parents. Formal education is the learning system done in a learning institution by professional teachers using a specific syllabus to educate students (Kozol 195). Personal Experience Right after finishing weaning, the first institution to join was the kindergarten. Kindergarten is an informal program for children where they are taught basic and social skills. The...
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...its use, contact our Customer Support: +46 (0)8 738 5210 (Mon-Fri 08.00-16.30) or by e-mail to support@urkund.se B 1. Give an outline of the various attitudes to the show Boys and Girls Alone expressed in “Letters to the Editor” (text 1) and “I was right to put TJ on TV” (text 2) In the first part of the text “Letters to the Editor” we read how Channel 4 explains to Dr. Richard House that the children are safe and it is all good. How the children’s welfare comes in first place and that the parents can talk to their child whenever they want to and even take them out of the show if that is necessary. The text is all positive and Andrew Mackenzie who writes the letter makes sure that it can’t be misunderstood in any way that the children are safe. The other part of the text is written by Dr. Richard House who is a Senior Lecturer in Psychotherapy. This part of the text is total opposite from the first. Dr. House means the program is “a grotesque social experiment conducted on child guinea-pigs”. It is easy to hear how he is against the program. He thinks it is really bad for the children’s psychology because the program brings the children in the “fake” safe environment. You can tell that Dr. House means this is wrong because then they don’t get to learn how it is in the real world. So in Dr. House’s opinion this is...
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...are identified as young learners. They enter a formal schooling with different levels of knowledge about writing. Many students are exposed to write daily by observing family members writing lists, typing sentences on the computer, or doing homework. Some students may know less about why or how others may write. However, regardless of their level of knowledge many young students benefit from having their own personal stories written down to share with other students’. Teachers demonstrate to students how each of their personal experiences and stories are valuable, and they can preserve their stories by writing. This paper will show two important strategies that can support young students’ writers through dictation and translating. Taking Dictation Most parents or adults take dictation when they listen to their children and will write down their child’s oral stories before the child can write on their own. Some of the benefits of dictation are well documented (Temple, 1993; Calkins, 1994; Tunks & Giles, 2007). Taking dictation when children are telling their story is crucial to introducing the student to the intention of writing and the functions of printed language. Through dictation students learn the general purpose of writing, they become aware of the speech to text connection such as; what a person is saying and how to write what is being said. This will permit students to gain basic knowledge of sound symbol relationships, and students can be introduced to conventions...
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...Charlotte Temple. Montraville describes her beauty to his friend Belcour, who seemed more interested in the idea of a looming war (The American Revolutionary War) than the woman that has caught the eye of his friend. For three days Montraville cannot get Charlotte out of his head and therefore decides to go to her home to see her. After deciding that he should leave and not think of or see her at all, he catches a glance of two women walking in a field. One of the women is Charlotte and the other is her French teacher Mademoiselle la Rue. Montraville later meets up with and bribes la Rue, so long as Charlotte will meet him the next night in the same field. Montraville also gives Charlotte a note. The novella then mentions how Charlotte’s parents met and how her father, Mr. Henry Temple, married her mother, Miss Elridge, despite the disapproval of Mr. Temple’s father, who ultimately cuts Henry off from his fortune. Mr. Temple pays off Mr. Elridge’s debt, buys a cottage, and moves into it with his bride Lucy Elridge and Mr....
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...fight for his country. George’s parent did not want him to participate in the war. George died serving his country. In the end, George’s mother hurts Editha to the point of depression, until she meets a stranger. Editha wanted George to go to the war. She told him that he belonged to his country first. She felt that he should love her second. She wrote him a letter that she gave to him explaining to him that she would only be able to love a man, that loved his country first. She told him in the letter to honor America. Editha told George not to open the letter until he was at war and needed to be reminded of why he was there. One may wonder, if she loved him for...
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...Montessori Early Childhood Language: Life-Long Literacy by Dr. Ann Epstein The development of language in early-childhood classrooms is an umbrella for the entire Montessori curriculum. Often teachers and parents consider activities on the shelves of the Language area as the heart of actual language learning. Certainly these activities provide powerful opportunities, but language learning occurs most profoundly in the moment-to-moment life of interactions within the classroom. Twenty years ago, working as a speech pathologist, I discovered the wonder of language development in young children. Although I detoured away from speech and language pathology into Montessori early-childhood education, I maintained my awe of how children learn to listen and speak and, later, to write and read. I have had the opportunity to share my language interests as a teacher educator with several Montessori teacher-education programs. During the last four years, I have continued my learning in a slightly different context. As a supervisor for the University of Maryland's undergraduate early-childhood special-education program, I have worked with teachers, students, and children in both inclusive and segregated special education settings, often working with children with language delays. In this article, I will suggest a foundation for the development of language skills, review key Montessori language materials and activities, and present suggestions for expanding language practices in Montessori...
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...Ace The IELTS Essential tips for IELTS General Training Module © September 2005 By Simone Braverman All rights reserved. No part of this book may be reproduced in any form or by any means, or stored in a database or retrieval system without prior permission of the author. Making copies of any part of this book for any purpose other than your own personal use is a violation of International Copyright Laws. Limits of Liability/ Disclaimer of Warranty The author and publisher of this book and the accompanying materials have used their best efforts in preparing this program. The author and publisher make no representation or warranties with respect to accuracy, applicability, fitness or completeness of this program. They disclaim any warranties (expressed or implied), merchantability or fitness for any particular purpose. The author and the publisher shall in no event be held liable for any loss or other damages, including but not limited to special, incidental, consequential or other damages. As always, advice of competent professionals should be sought. This manual contains material protected under International Copyright Laws and Treaties. Any unauthorized reprint or use of this material is prohibited. From Author I am very grateful for all the help and support I’ve received from all the members of my team. I'd like to thank Vladimir Levitin – for great research Roman Itskovich and Zvi Braverman – most talented Internet gurus Nataly Dehter-Vaksman - for...
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...of words and sentence structure. Oral language is heavily influenced by the amount of quality of talking parents do with their children. Children often play with language and experiment with words and patterns. (Slavin, R.E.) ii. It is important for children to obtain the skill of oral language because it will help them develop socially. If children are exposed to oral language at an early age they are more likely to have a larger vocabulary. The more words they know the better they can communicate to their peers, teachers, and parents. B. Skill #2 – Writing i. Writing emerges out of early scribbles and in the beginning it is randomly spread across the page. Young children are mentally unable to create letters in row. They will invent spellings by making judgments on sounds and by connecting those sounds to letters they already know. While trying write out what they hear, children will typically write letter names. (Slavin, R.E.) ii. It is important to achieve the skill of writing because it is something that children will use their whole lives. Writing is a part of the everyday life. If a child is unable to write they will be behind socially and educationally. C. Skill #3 – Reading i. The process of learning how to read can begin quite early if children are read to. Reading is the most important skill for children to develop. Other subjects depend on knowing how to read. Often times the success of a school depends on the reading level of the students. Children are...
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