carefully when the teacher and others are speaking. C) Reinforcement: Praise and acknowledge the students who are listening. D) Consequence: Students will get a one-time warning and redirection but if they continue to be an interruption to the class and not paying attention, they will get 2 minutes taken out from their recess time each time they need to be redirected. After the first warning, each time their name is called out, the student will get 2 minutes subtracted off of their recess time
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an uncount noun. * You cannot put a number in front of an uncount noun. (You cannot make an uncount noun plural.) * You use an uncount noun with no article if you mean that thing in general. * You use the with an uncount noun when you are talking about a particular example of that thing. Count nouns * You can put a number in front of a count noun. (You can make a count noun plural.) * You can put both a/an and the in front of a count noun. * You must put an article** in front of a
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Reaction Paper - Nonfiction ENG/125 - Literature in Society Reaction Paper - Nonfiction In class this week our discussion was about nonfiction and some differences from fiction. Google dictionary (n.d.) states “nonfiction is prose writing that is based on facts, real events, and real people, such as biography and history.” For our assignment this week we were asked to select two of the five nonfiction texts from our week four readings. After thoughtful consideration, I have chosen to
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your curiosity and see the person is talking on their cell phone. It all makes sense now; they are paying more attention to the conversation they have going on than to their driving. Driving is a dangerous activity in itself, but when you add other distractions like talking and or texting on a cell phone, the outcomes can be anything but pleasant and lead to extensive consequences. Drivers are far more distracted while talking on a cell phone than just talking to a passenger in the car. Recently
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Essay One of the great explorers, Christopher Columbus came in contact with the West Indies during the time of his first voyage in 1492. Upon his arrival, Columbus wrote a detailed letter to Luis de Santangel, a financial minister and treasurer, who took interest in Columbus’s journey. Through Luis de Santangel, Columbus was able to receive aid from King Ferdinand and Queen Isabella during his voyage. In the context of the letter, Columbus included information on the islands he had discovered
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three to ten. The format was both structured (during the classes) and unstructured ( in between). Girls are very giggly. Their communication style was very dramatic. During their unstructured time, girls of all ages were running around, giggling, happy and being overly expressive. All the girls smiled and were generally happy. Some of the girls communicated with more body language than the others. This was evident by them using their hands while talking or by touching each other while speaking. I
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low amount that these women are being paid. By telling the audience this information she can convince the reader that the low class workers of America are not being paid enough. By using data to argue this point she is using the rhetorical device logos in her introduction.
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When I began my senior year at Independence I didn’t know what to expect going into the ERWC class. I didn’t know anything about the class besides it being English and required. I assumed the class was going to be a normal English class with boring reading and writing from a giant textbook. As I made progression in the class throughout the school year I realized there's more to ERWC than a giant textbook. We used many different types of engaging modules with topics relatable and debatable. With
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speaking portion of this activity allows the ELL students to communicate in small pairs therefore eliminating the nervousness of talking in front of the entire class. Being in a pair or small group allows these students to become comfortable with a few of their classmates at a time and the classmates can also be peer models to the student. Having the students in small groups during completion of these activities will allow the ELL students to begin communicating with their peers in a smaller setting. Allowing
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Ines Geraldes Areas of Strength: Ines has continued to show a positive attitude towards learning this term. She enjoys participating in class discussions and I have seen some progress in her raising her hand when wishing to contribute and listening to her peer’s and their input. Ines is reading above grade level has been working hard to independently reach her reading goal. When reading out loud she has a strong clear voice and is now adding more expression. She is making meaningful text to self
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