Dea Ron Summary

In chapter five, by Cris Tovani, “Why Am I Reading This” explains how educators need to establish a clear reading instructional plan. In order to accomplish understanding students need to concentrate on main ideas from the readings. Tovani explains that it is vital for teachers to model how students should hold their thinking or slow down their reading. Throughout the chapters she gives examples as question strategies, highlighting text, or summarizing key points. As this will benefit students in their reading assignment. Tovani also explains throughout the chapter that teachers should model thinking aloud. This strategy will benefit students on how to negotiate difficult text.

The San Diego quick assessment was originally devised by Margaret La pray and Ramon Ross and published in the “Journal of Reading” in 1969, as a quick way to gauge a student’s readability. Words were selected for 13-grade level, Pre-Primer through 11th grade by drawing words randomly from basal reader glossaries. (Blackley) Words were also drawn from the glossaries of basic readers and from 1931 “Teacher’s Word Book of 20,000 Words by E.L. Thorndike.

While all fields of academia possess some level of practical application, there remains an ever-important and all-encompassing skill which is needed to truly understand each subject: reading. Though literacy rates in the US near 100%, literacy unaccompanied by tools such as context, critical analysis, and sufficient skepticism can leave one lost in arduous texts and vulnerable to flawed arguments. This notion is rarely rejected by anyone at face value, rather, questions regarding the implementation and perceived importance of certain reading strategies alienates differing camps. Many attempts at mitigating the dilemma of subpar reading comprehension have been made, most notably, Daniel Willingham's proposed reform of early education, Michael

Furthermore, Shelton, Altwerger, and Jardon (2009) analyzed the relationship between DIBELS (DORF) and authentic reading and found that students employ different reading approaches when reading for a DIBELS test and when reading for authentic literature. That is, when students read a passage in a DIBELS test, they do so in a quick manner to achieve a high rate, but when reading authentic

On Friday May 29, 2015 I talked to Diversion Investigator (DI) Frank Ringenbach, DEA case agent, via telephone and he explained DEA’s investigation of Dr. Ishida.

An important variable in a student’s reading ability is their knowledge and use of various reading strategies such as inferring, questioning and evaluating (Paris, Wasik, & Turner, 1991). Initially Dana should work specifically on monitoring/clarifying while she reads, she seems to understand when something doesn’t make sense and she should be taught how to fix her reading when it doesn’t such as backing up to re-read, cross checking and checking for

IPTS 7J relates to performance activity forty-seven by how the competent teacher uses assessment results to determine a student’s performance levels of all four sections of the Basic Reading Inventory: graded word lists, oral reading, silent reading, and listening reading. During this site visit, I gave another form of the silent reading portion to determine if the student is at the instructional/frustration level on grades fifth through eighth. The student remains to be at the instructional/frustration levels for grades fifth, seventh, and eighth grades. I learned to consider other aspects of assessments besides results to understand and evaluate what a student knows

Eileen O’Banion said, “When you are Deaf, you see the world in a different way. You communicate differently. You seek out others who are Deaf because they understand you. You don’t believe you have a disability – and you don’t want to be fixed.” After reading this statement, a person might be questioning why the ‘D’ is capitalized in ‘Deaf’. No, this is not a typo error; this is the people of the Deaf Community unifying themselves to viewed as more than just ‘deaf’. Being ‘deaf’ to them is simply a clinical term by physicians, and not by members of the community. To the Deaf Community, the capital ‘D’ represents a breakthrough in their culture, and a way to change America’s mainstream attitude about individuals who are Deaf. They don’t want to be viewed as disabled, as most people think they are. They see their deafness as a difference, not a disability. They want to be treated equally, with the minor difference that they have a hearing loss, and you don’t.

The DEA is structured into different divisions. At the top of the leadership is the Administrator of the DEA who is Chuck Rosenberg. Per the Drug Enforcement Administration (2017), he is the active administrator since 2015. Under the Administrator is the Deputy Administrator. Below the Deputy Administrator is the division of four offices which are the Office of Compliance, Office of Congressional and Public Affairs, Office of Chief Counsel and the Executive Equal Opportunity and Employee Assistance Staff. The DEA is divided into seven division that each have their own superior administrator. The first division is the Human Resources Division and the head of the division is the Assistant Administrator. The second division is the Intelligence

    This past Tuesday I had the opportunity to listen to DEA Agent Michael Sullivan talk about his career as a DEA Agent. He did not specifically discuss one thing, but he talked about how he started off doing Border Patrol. He discussed how he often caught people that were trying to transport drugs back and forth. He also mentioned that the largest amount of drugs he found was over 21,000 grams of weed. One interesting thing that I enjoyed from his discussion was the different tactics he told us that people use as a way to transport drugs from the US to another country. He told us that people will cut all of the organs out of a dead baby and stuff the baby with drugs. They

Throughout the eighth grade year, my reading comprehension and analysis skills have dramatically strengthened. First, my reading comprehension abilities have strengthened over the year because of the strong vocabulary that filled the books I read. The books that used advanced terminology were Lord of the Flies, Fahrenheit 451 and Twelfth Night. Whenever I read a word I didn’t understand in these novels, I always searched for the definition. By using this effective reading strategy, I was able to strengthen my vocabulary while receiving a complete comprehension of the novel being analyzed. Lord of the Flies, Fahrenheit 451 and Twelfth Night were both challenging novels to read because of their sophisticated vocabulary. However, these challenging

To meet the Common Core Standard for 4th grade reading, William will need to refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Any Language Arts teacher can attest for the troubles, difficulties, and frustrations of advancing students’ reading skills. All too often, children arrive in classrooms behind grade level in vocabulary and reading comprehension. Furthermore, when students are behind grade level in reading comprehension it may negatively affect their performance in other subjects as well (Rasinki et al, 2012).

The failure of students being able to read and comprehend what they are reading is a great concern for most schools. When students enter the fifth grade and are not on grade level, they are already behind their classmates. Teachers are then responsible for remediating the students to get them on grade level. Unfortunately, these same students are unable to keep up with on grade level standards teachers are required to teach, because they lack the skills needed. These students will continue to struggle throughout their education because they will not be able to catch up to their grade level. Many educators have realized there is a gap between fluency and comprehension. Because of this realization, special instruction such as guided reading and remedial teaching has been implemented.

Reading comprehension at a knowledge level is a complex task. Reading comprehension instruction that attempts to move students beyond the knowledge level to a place of true understanding is daunting at best and not something that can be left to guess work. A review of current literature in