Reading Simulation Analysis

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.

Here’s how to go about it: Pick something light to read. Read it as fast as you can. Concentrate on seeing three to four words at once rather than one word at a time. Then reread the piece at your normal speed to see what you missed the first time.

I also liked the hands-on simulation because I am a visual and hands-on learner myself. I feel that I retain more information if I'm able to actually do what I'm being taught. I work as a private nurse in home health and this experience was similar to what I do when I open a new case for a patient that has just been released from a hospital. I never thought about how rushed being on a unit could be with a patient because I am always able to take my time when assessing patients. You bring up a good point about not having rhythm strips to go over. It would have been nice if Tina would have had some type of irregular heart beat that we were able to discover and see her EKG strips. I believe this program would be perfect to use during nursing school

The ability to read allows for education, enjoyment, imagination, and understanding. With literacy you can go anywhere: the correct path on the highway, a made up kingdom, or the center of an atom. Reading is not in jeopardy, but rather will remain an essential part of our lives for the next several decades, if not centuries. Reading has proved to be a durable form of entertainment for centuries, however there will likely be some adjustments to how we approach the activity in the near future.

I had Kassidy begin reading a passage that for was end of 1st grade. On this first passage that Kassidy read to me, she had 2 miscues and 1 significant miscue. After Kassidy was finished reading the passage I asked her questions about the passage. Kassidy missed 6 comprehension questions on this first passage. Based off of the scoring guide missing 5 questions or more was a frustration level. Instead of having Kassidy read and answer questions to more advanced leveled passages I decided to have Kassidy start at a middle Kindergarten passage. She had 0 miscues when she read to passage out loud and she missed 0 comprehension questions. For end of Kindergarten and beginning of 1st grade leveled passages she missed 1 ½ questions leading me to believe that these were instructional levels for comprehension. The last passage that I had Kassidy read and answer questions for was a passage at a middle of 1st grade level. Kassidy had 0 miscues when she read the story aloud, but missed 3 questions. According to the scoring guide this passage was an instructional/frustration passage. What I noticed about this activity was that Kassidy did a wonderful job with reading fluently and reading with expressions. However, when it came time to answer questions about the passages that she read to me, she wasn’t able to recall what happened in the story. For this activity Kassidy’s independent level was at the end of Kindergarten. Her Instructional level was at beginning of 1st grade and her frustration level was at the end of 1st grade. For the next activity, silent reading, I decided to start Kassidy off on a passage that was a 2nd grade level. I thought that if Kassidy was able to read the story to herself, that she might be able to recall on what she read to be able to answer the comprehension

Prior performing the activity, I took the time to read and collect more information about reading strategies and problems students encounter in their classroom’s reading activities. For my try it yourself activity, I chose the retention activity where the objective was to read and retain what I have read. In this activity I was asked to read a paragraph about the Oxygen Theory, then I had to answer three questions according to the passage.

For most kids, their favorite part of school is making friends and learning how to read. Learning how to read is exciting and fun until a student begin to struggle with reading. Some students excel at reading from the start while some students experience the opposite. Marie Clay’s definition of reading is “reading is a message-getting, problem-solving activity, which increases in power and flexibility the more it is practiced.” Marie Clay’s definition is complex and explains why students struggle with reading. Clay believes the key to helping struggling reading is getting them help early. Freebody and Luke developed the four resources model. The four resource model talks about decoding, text participant, text analyst and text user. I plan to

I also was able to put a plan into action to improve their reading as well. Adrianna really enjoying this task, she did a great job during the different test. This made it easier for me to evaluate and interpret the information I needed to learn. The most difficult part for me during this evaluation were the leveled passages. Before I begin these test, I knew Adrianna did not like reading. My job was to get her to read with confidence not matter how many mistakes she thought she would make. I loved doing this because I knew that this may be one of reason Adrianna did not enjoy reading. In most cases she students just need a little encouragement. This final case study was perfect for ending off the semester and moving on to the next steps in my

My AP Psychology class required about seventy to eighty pages of reading every week. Subsequently, I felt that the reading was very challenging for me because it was boring and difficult to remember the information. Additional to the reading, there was also a quiz on the reading every Friday. However, I had chosen the easier route which was to avoid reading the textbook. Instead, I read the online notes. As a result, I failed the quizzes. The quiz questions did not only assess if I had done the reading, but whether I can apply the terms to a situation out of context. Furthermore, my teacher also gave a writing exercise every month, so we can practice for the free-response section of the exam. The free-response question also measured my ability to apply the terms. In other words, the class required a basic skill which was to understand the terms by reading the textbook. I then devised a useful strategy to do the reading on time. My strategy was to divide the page numbers by the number of days before the quiz, so I can equally distribute the reading every day. This helped me stay on track rather than doing all of the reading on the day before the quiz. In addition, I also did the released AP Psychology exam prompts for the free-response questions, so I can practice how to apply the terms. Through both of

We envision our simulation of the United Nations to pave a way for the refinement of the culture of humanity, global awareness, and intellectual discussion. By immersing and engaging the youth in various issues and affairs, we are empowering them to make a stand and priming them to initiate and pilot in the future. We also aim to broaden their perspectives leading to a more open-minded and discerning individual through the speakers and forums. We visualize a world comprised of solidarity and empathy by fostering the youth to be better global citizens.

Despite the age and immensity of the Universe, we have not been visited nor been contacted by extraterrestrial beings because we are a part of a computer simulation. According to the Simulation Hypothesis, theory provided by Nick Bostrom, humans are unaware of being part of this computer generated simulation. The most compelling piece of evidence that supports this hypothesis is the fact to one can consider a sequence of possible situations which an increasing fraction of all people live in simulations becomes more accurate. (Bostrom 1)

BIC is a product that has been extremely successful, offering items such as a low-cost disposable razor, and pens that add value to the user at an affordable price. BIC uses a strategy similar to the Niche Cost Leader Strategy. The Niche Cost Leader Strategy puts the main focus on positioning a product at an affordable price while still presenting value to its customers. My reasoning for using this strategy is that my products will be extremely useful and beneficial to its consumers; products like BIC and McDonalds are in extreme demand with the situation of today’s economy. To maintain this strategy, I will keep the costs that go into the

My favorite quote is from Rick and Morty “Do you really think the world is real? You'd have to be an idiot not to notice all the sloppy details.” - Rick When I first heard it, it really made me stop and think about everything in the world and question if its really true or not.

The concept of supply and demand has been around for hundreds, if not thousands of years. It is one of the most crucial concepts in both macroeconomic and microeconomic arenas. What is comes down to is, the price and quantity demanded go hand-in-hand and the price and quantity supplied are directly related. If anyone is to understand market behavior of individual consumers and the decision making processes of businesses and consumers, then they need to understand how fundamentally important microeconomics is.

During the silent of the reading passage test, Louie's independent reading level was at the second grade which is more than two years higher than his oral independent reading level. His performance on the silent reading passages at the instructional and frustration levels were consistent with his performance on the oral reading passages, at the third grade and fourth grade levels respectively. As Louie was presented with each additional level of difficulty in silent reading, his rate of reading slowed down, until he reached his frustration level where he sped up his reading rate. Additionally, at his instructional level Louie, was moving his lips and vocalizing under his breath as he was reading. When I directed him to read silently, he