Hmong Word Out Analysis

The term ‘Sauk’ refers to an Algonquian language that is spoken by approximately 800 Indians who are natives of Northeastern part of North America. Immigration and the subsequent confiscation of land have compelled many of them to settle in America’s Midwest. Even though the speakers are said to be in their hundreds, only 5 are fluent communicators. The five are well over 70 years of age, and this depicts a scenario where the language might be extinct in a few decades time (Macaulay & Valentine, 2015; Oklahoma Sauk Language Department, 2011).

Burgess and Hitch (1999) added to and tested the original model of the phonological loop. They created multiple lists: one with the combination of short and long words, one with short words, and one with long words. Burgess and Hitch predicted that the short list would have a higher recall rate, while the long list would take longer to memorize. However, the mixed list would take less time to recall but longer time to memorize (Burgess & Hitch,1999).

In origins of gender dichotomy of various adjectives and phrases is debated. Some, such as myself, believe that gendered expressions derive their meanings from the intentions of the speaker. Others, such as Mira Ramesh, believe that the interpretation of the listener is key in developing the gendered meanings of these phrases. While Ramesh makes some good points, many of her statements are one-sided and left unexplained or unanalyzed.

This artifact represents eleven methods helpful for developing student’s oral language skills. Components essential for developing language and literacy include practice speaking and writing formally, as well as reading and listening. Communication has five areas to oral language development including; vocabulary, syntax (grammar), morphological skills (meaning of words forms and parts), pragmatics (the social rules of communication), and phonological skills (rhymes and syllables). In this artifact I provide strategies for developing these skills emphasizing the need for students to talk more than the teacher, regardless of their skill level. Practice need not always be structured around a curriculum goal such as chemistry, it can be an activity that encourages an ELL student to tell about their favorite food, or their family, or a special tradition they have at home. Developing oral language is about having student practice. Having student’s write down their stories can help develop their literacy.

Languages have been evolving side by side with people for centuries. It could date so far back that no one could actually know how far it has come. Language is a form of communication created in hopes of bringing an age of understanding and peace. People have been going around finding faster and better ways of communicating. They have also found a way of using languages to record information so that the next generation doesn’t make the same mistakes. There are many different discussions about languages that are constantly adapting. The many events that shaped Hawaii also significantly affected the evolution of its language.

For my Elkonin boxes activity. I chose words that three or more phonemes in the word because all of my students are at the middle school level, but struggle with spelling and fluency. I feel as though these words may challenge them appropriately. I also have two students that are classified as ESL and they may struggle some with phonemic awareness with English words.

As we pulled in the driveway we unload the gear and buy our worms. There were other people all around the edge of the pond so we find a spot under a tree. As we sit down and get our worms on our hooks, Grandpa pulled out a cigarette and lit it. Thinking about how much I hated it when he smoked and how it was slowly killing him. All the while, I was thinking about him, my bobber started moving up and down. “You have a fish on your hook, Andy!” Reed yells from across the pond.

Hooked on Phonics began in 1987 for children who were struggling to learn to read. One of the reason I choose this app was because I remember hearing about Hooked on Phonics when I was younger. I remember watching commercial on television about this excited new way of teach children how to read. After twenty- five years later Hooked on Phonics became a household name in the home of children and in school district.

Read aloud plus, is a strategy use to support the students’ comprehension in reading. The presenter described the strategy through demonstrating the differences between moving into reading and read aloud plus. At the same time, the presenter provided the interdiction, the following steps in using the strategies and other information about the strategy through the PowerPoint. So, Read aloud plus has the important part of the children’s’ skill, introduce vocabulary and reading fluently. Here, Form the introductory what I understood is, read aloud plus involves the teacher reading to students with providing visual support or paraphrasing as the plus to the read aloud. Accordingly, the result of using the strategy, students will participate with the required content text in the classroom.

How would you feel if some just turned their back on you and walk away while you were making a speech?

Phonemic awareness is defined as the children’s basic understanding that speech is composed of a series of individual sounds. This area of reading is when children notice the different sounds in words. The children learn to segment the sounds in words and how to blend them together. Phonemes are the sounds of a single letter and the sounds that children hear in words. Phonemes are the sounds that children hear in words. They can be represented by two graphemes. For example, in the word puck the phoneme is /k/ and the grapheme is –ck. When working with a student on phonemic awareness the teacher should never use letters. Phonemic awareness is when children recognize sounds in words. There are five different phonemic awareness

Achieving communication competence in a culturally diverse society is necessary for personal and professional success. I took the interview of my Vietnamese-American friend named Anh Bui. I chose him as my interviewee because for me he was the source of both American and Vietnamese communication traits. However he considers himself more of an american guy because he was born and grew up in california. We found a place to sit at the Titan Student Union. I started the interview by doing the shape-color-material experiment on him that we watched video in the class and sorted him as a part of high context culture. Further I begun discussing the concept of perception that we went over in chapter 2 and I progressed on by asking him how he would perceive

According to Hillenbrand (2003) and Thelwall and Sa’Adeddin (1999), both the American English and Arabic languages have diverse forms and dialects respectively. Thelwall and Sa’Adeddin (1999), highlight the two main spoken Arabic dialects as Al-Shaam (spoken in the greater Syria) and Arabic spoken in Egypt (mainly focused at the University in Cairo and the Al-Azhar mosque). Hillenbrand (2003) gives two examples of American English dialects as the southern California dialect, and the dialect for the ‘Northern cities’ comprising cities in the northeast inland of the USA. As such, the phonetic characteristics between the various forms or dialects of a language may vary. One phonetic characteristic that might vary is the pronunciation.

Camping is life. Don’t hesitate being out in nature. Just Do It. Me, Maliree, Baylee, Dad, and Doug went camping together. We parked the boat, and went on the sand, while Baylee, and I sat on the boat dad hooked the fishing poles up and sat with us. The fishing poles were in the rod holder. Baylee, dad, and I went to the shore for a little bit. Baylee went back to the boat. Baylee seen something strange about the pole she told me to look at it and there was a catfish on the line. I took the pole and reeled it in. I yelled for my dad he didn 't answer so I took it up to him. He was surprised.

Russian phoneticians classify consonants according to the following principles: i) degree of noise; ii) place of articulation; iii) manner of articulation; iv) position of the soft palate; v) force of articulation.