Addison Essay

She liked the idea of the story but the sentence structure and the vocabulary used made it hard for her to follow sometimes. I found myself stopping to explain what was going on or what a word meant often. This made the process of reading the book unpleasant. If I had been reading this book by myself I would have been able to read it in a couple hours tops but with reading it to her the process ended up stretching out over the course of weeks. She lost interest towards the end and didn’t even want to finish it with me. Granted she is a little younger than the recommended age range but with me reading it to her it shouldn’t have been as difficult for her to understand as it was. I worry that students reading this on their own will not be able to comprehend what is happening and wade through the vocabulary. I know that many of the vocabulary words could be skipped and a student could still comprehend the story but many of the vocabulary words that are more advanced are the words that give the story its fullness and richness. Without understanding those words the characters lose a great deal of their quirk and spunk. It is because of these issues that I don’t think I would recommend this book to students very often. Despite the fact it is only 148 pages I worry that it won’t be a good experience for them. I do think that there are times that this book could be good but not for the average

Addison read a narrative and an expository passage at Level P, “Plenty of Pets” a narrative passage and then an expository passage, “Animal Instincts”. Addison read both passages with 96% and 99% accuracy respectively. She scored satisfactory on both passages. When reading Level Q, she read a nonfiction passage, “Not Too Cold for a Polar Bear” with 97% accuracy and excellent comprehension. At Level R, she read with 95% accuracy and satisfactory for comprehension, although it is deliberate and arduous. However, when Addison read a narrative and expository text Level S, “Could Be Worse” and “Amazing Animal Adaptations”, reading both passages below 95% accuracy. When considering a fluency score, Addison primarily reads in three and four word groups, however it is not smooth and lacks expression with a slow rate most of the time. Aimweb progress monitoring data were considered to determine Addison’s correct word per minutes. According to the data, Addison’s word recognition skills significantly impacts her ability to read fluently, thus causing frustration. She is currently being progressed monitored at a third grade level, indicating she falls near the thirty third percentile when compared to third grade students nationally, reading a median of 109 correct words per minute.

The Tropfest films Road Rage (2006) and Lemonade Stand (2012) both represent Australian stories and Australian voices. Both of the films explore the representation of Australians and show many different aspects of Australian culture. The film Road Rage expounds a different more emotional side to the typical stereotype of Australian men. Lemonade Stand also represents Australian culture, through the use of themes such as mateship and the Aussie Battler. Both of the films through the use of mis-en-scene and a variety of different visual and oral techniques show key aspects of Australian culture,

She maintained ‘A’s’ in all academic areas except reading. Morgan ended her third grade year with a 88% in reading as she struggled with understanding written materials and reading with fluency and expression. Morgan’s third grade teacher believed if she slowed down while reading, her reading skills would have improved.

Addison’s mother feels that Addison is not a proficient reader. She feels that Addison is a slower reader. Addison’s mother stated Addison sometimes struggles with longer word and can’t keep the flow of the sentence, but acknowledges Addison’s comprehension is a strength when mom does a read aloud with Addison. She frustrates easily when reading multisyllabic words because she lacks decoding skills. Addison enjoys reading books to herself and to her younger siblings, but often lacks the motivation to read independently. Typically, Addison reads 10-20 minutes every day at home. Addison’s parents are very supportive and stress the importance of reading. Addison has a public library card and the home has a wide variety of reading materials in the house.

Children can take more than one of these steps at the same time. This list of steps, though, gives you a general idea of how your child will progress toward reading.” (Helping your child become a reader) While these ideas may seem structured, it is also important to allow children to be creative and use their imagination. Although reading is imperative, too many arrangements and rules can turn a child off and lead to feelings of resentment, anger, and resistance. Reading should be set to the tone and pace of the child.

Most of the other students in her 2nd grade classroom are able to read classroom text and complete work independently. They also read books for enjoyment on their own. The reading time in her classroom consists of a block during which the teacher works with small groups and the children are expected to work quite independently when they are not working directly with the teacher. The class uses a trade book format and this is utilized across the curriculum. Students are provided with short skills building lessons in large and small groups. Most of the time spent during explicit reading instruction is targeted to helping students develop reading fluency.

Lambton College is one of the most reputed colleges of Toronto, Ontario. Every year many students across the world take admission here in order to make their career. The college has best faculties to teach the students and all the teachers re very cooperative and friendly. They take utmost care of the students. As far as Toronto branch is concerned, mainly here in Toronto only international students takes admission as it is only reserved for them.

For my fourth session with Anna Claire we went over comprehension. At the beginning of our lesson we read the second and third chapter of Sarah, Plain, and Tall. Before we began reading I wanted to go back over what happened in chapter one. I then asked Anna Claire what she thought would happen next in the story. I modeled a sentence that I thought would happen next then I had her write down two complete sentences on what she thought. We read chapter two and three together. After we finished reading I picked out a few words from the story to work on vocabulary. I choose some difficult words to make it challenging. She knew a few of the words, but most of them she did not know. We went over the ones she had trouble with and drew pictures do

When someone has some knowledge about what they are going to read prior to the reading it will only help them comprehend the story better. The more that the person is able to make connections to their own lives in some way the more the story will stick with them. Addison did well on a majority of the prior knowledge questions for the stories that she read. When it can to scoring the prior knowledge section of the passage it is score as if the information is familiar or unfamiliar to the reader. In order the prior knowledge section to be considered familiar to the student they needed to have half or better and if the score was lower than that it was considered that the student was unfamiliar with the passage. Addison’s prior knowledge sections

Different reading strategies can be used to enhance Ralph’s difficulties. The different reading strategies include but are not limited to echo reading, choral reading, timed-repeated readings, and project words. Each of these different strategies will strengthen Ralph’s overall literacy. Echo Reading is where a more experienced reader begins reading a section of text and then, the Ralph would reread the section just read by the first reader. Choral reading is an effective strategy to help build reading rate and confidence; with choral reading Ralph will read in unison with a mentor or peer. Timed-repeated readings escalates confidence, speed, and word recognition. Ralph will read a piece of text four to six times, he should read the passage

Addison is a third grade student at Westside Elementary School in the West Fargo Pubic School District. Addison is nine years old. Addison lives with her parents and two younger brothers. Addison’s mother stated Addison is not a proficient reader. She feels that Addison reads slowly. Addison’s mother stated Addison struggles with longer words and struggles to keep the flow of the sentence, but acknowledges Addison’s comprehension is a strength when mom reads with her. Addison becomes frustrated easily when reading multisyllabic words. Addison enjoys reading books to her parents and to her younger siblings. However, she often lacks the motivation to read independently. Typically, Addison reads 10-20 minutes daily at home. Addison’s parents are very supportive and provide many opportunities for Addison to read at home. Addison has a public library card and has access to a wide variety of reading materials in the home. Addison understands the importance of reading and works extremely hard to improve her reading skills. Addison’s attitude towards reading is positive. When considering the information provided via the Elementary Reading Attitude Survey, Addison’s score fell in the 95th percentile.

Over the course of the tutoring sessions, I focused on developing Elyse’s comprehension when answering inference questions, understanding vocabulary in the context of the text, and answering fact-based questions. My main goal was to help Elyse retain what she is reading in order to answer comprehension questions. Throughout the tutoring sessions, we read Walk Two Moons, a fiction novel by Sharon Creech. We started each session by talking about what we read the session before and what she read at home. Then I would introduce a skill that I wanted her to focus on while she was reading. Next, Elyse would read two to three chapters aloud. While she was reading, she would write down any vocabulary words that she came across and felt that she did not understand. When she was done reading we would go over the vocabulary words that she has picked out. We would reread the sentence and try to figure out what the word meant. Then we would go over any vocabulary words that I had picked out for her to define. We would always finish each session with comprehension questions and sometimes a writing prompt.

Hailey also needs to be taught to remember that coming to an unknown word; she may need to read after the word to have a better understanding of the meaning- searching for context clues. She needs to use the context clues within the passage. Once she has read ahead, she needs to be encouraged to go back and reread the sentence that she had just read to help her have a better understanding. She needs to get out of the habit of just continuing to read the rest of the passage. Also, to help her comprehension Hailey needs to be taught how to read any questions that are asked at the end of a passage before she begins reading the passage. That way her mind is ready and already knows the information that she is

Since its founding, the International Atomic Energy Agency (IAEA) has sought to promote the peaceful use of nuclear energy and inhibit its use for any military purpose (i.e. nuclear nonproliferation). The latter goal of the agency has been the most challenging as the number of states—friendly and hostile—with access to nuclear materials continues to rise. Despite various challenges and criticisms from some the international community regarding its true authority, the agency has largely succeeded in its mission, especially in recent decades. This paper will compare the role of the IAEA at the start of Iran’s nuclear program to its role in the most recent Joint Comprehensive Plan of Action (JCPOA). This paper will also address