Reflection Of The Kissing Hand

I give this movie a six out of five-star rating. How it managed to keep me on the edge of my seat the entire time is beyond me; I am still in disbelief that I was fully engaged for the entire two hours and twenty-six minutes. Although I had heard many great things about the novel, the film exceeded all of my expectations. The Natural teaches many valuable lessons about perseverance, determination, commitment, karma, relationships, and staying young at heart.

Each of the children did very well with identifying concepts of a book the first child that we will look at is 6 years old. She goes to kindergarten all day and has grown up with many books around. She was able to hold the book right side up for me, show me the front cover, and show me the back cover. She was also able to show me the title page of the book. Lastly she was able to show me the first page of the text. Although she did do a good job of pointing out some main parts of the book she did struggle with a couple others. She wasn’t able to turn some of the pages of the books she would skip three or four at a time. She also had a hard time pointing to the title of the book if it was not in the top of the cover. Lastly the child could

The book I selected was Chicka Chicka Boom Boom written by Bill Martin Jr. and John Archambault and illustrations by Lois Ehlert. The informational book was published in 1989. It is an ABC basic concept book with funny poetry. The book is an alphabet rhyme/chant that narrates what happens when the letters try to climb a coconut tree. The recommended grade level for this is the book is for 3 years old to 6 years old ("Chicka," n.d.) Reading Chicka Chicka Boom Boom supports the relationship between oral language and literacy development for preschool children through new vocabulary development. It gives children opportunities to learn new words and letters and how to use in proper context. Reading books give children a rich language environment. Preschool children with strong vocabulary is a strong indicator for future reading skills.

Starting from the parents, the child must inherit the instinct of wanting to learn to read, developing the curiosity that comes with the increase of knowledge, interaction with others and building positive memories, that motivate the child’s learning to read. An approach that Vygotsky supported promoting scaffolding, a guided process that adults use to teach students how to master a skill, in this case a reading and writing skills. Children begin from the womb recognizing parent’s voices, singing tone for then building connections through prints and letter sounds in an environment that promotes literacy with stories, songs, games, group activities with families, “All about me” share, and “Show and tell”, to display and build a sense of belonging in the class. Nevertheless, incorporating strategies or methods that facilitate learning to read stimulated by own personal learning style. Most young children learn kinesthetically and are visually-sensory prompted to hands on experiences, using appropriate materials in a different setting. Foremost, with an ongoing informal and formal assessment to evaluate students’ pre-knowledge at the beginning of the scholastic year, students’ way of learning, feelings, and connections through the year, and at every lesson, check for understanding, and ways to improve the next step. Ongoing assessment is part of the whole learning process, it will tell you how the students learn, and achieve appropriate reading and writing goals. A good reader promotes a good writer and vice versa, but a firm stepping stone during the developmental stages, in rich literacy environments, attempting to positive interactive experiences, and always monitored, influences the chances of the child sense of wanting to learn to

Shared book reading focuses on developing comprehension, alphabetics, and general reading achievement to enhance student literacy achievement. The teacher selects a text and reads it aloud to a student and/or group of students. The shared book reading program allows the teacher to model reading strategies, increase alphabetic skills, and activate and increase comprehension skills through targeted questions, prompts, and strategies. During the reading the teacher prompts students with strategic prompts and/or questions to engage the students in the text. Moreover, the teacher directs the students to key elements within the pictures, words, and/or text features. The teacher tailors the shared reading experience to meet the needs of the participants (International Reading Association Common Core State Standards (CCSS) Committee, 2012). Hence, educators are able to alter prompts, questions, and strategies to enhance the learning needs of

The learning activity chosen is for year 3 students, having the children chose a book they have read and enjoyed and get them to write up a book report detailing the Main characters, what happens at the start of the book, middle of the book and at the end along with the child’s personal connection with the book, what they think may happen to the characters after the story has finished and if they like the book or not and if they would recommend it to others. They will need to use the form provided to describe the main characters in the books and give an overview of what happens in the start, middle and end of the book. The children will also be required to explore the personal connection they have with the book and what they thought of the

For Preschoolers 3-5 years of age, I would use pictures from the book to help children see and associate the actual name with the feeling. I would help them understand the explicit theme of this

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

vocabulary and a better meaning of the words. By reading the book it not only helps them with

Many children who are in their teens have difficulty with reading books; whether that being with the wording of the book or the content of it. The novel How to Read Literature Like a Professor, written by Thomas C. Foster, is a book aimed toward teens to help them better understand books that may usually be challenging for them. This book is written in second person since Foster uses the word “you” a lot in the novel. The main thing Foster thinks you will be after reading his book is a better reader overall. All of the chapters in the book have a reason for being where they are, and he also gives the reader examples from other books. He gives the reader insights into what authors did in their books that you may have never noticed before. This

As a six-month-old baby books had opened up a whole entire new world of experience for me. My inspiration to learn how to read and write was encouraged by my Mother and Grandmother. This is because they read out loud to me before bed occasionally and gave me the best time of my life by introducing me to a library. By two years of age I developed speech and other communication skills. This helped me understand and develop a favorite book, “PJ Funny Bunny,” and I would stare at the pages pretending I was reading them. I would continually pretend to read with other Dr. Seuss books, Smurf pop-up books (I imagined I was a part of these for hours), sniff & scratches, and sensory books. I had just begun

2. Book Love: Developing Depth, Stamina, and Passion in Adolescent Readers by Penny Kittle – Book Love is a novel for teachers that proves strategies and pieces of advice that help with increasing volume, capacity, and complexity of reading. It provides ideas for students to focus on independent reading, text study, and novel study. It is available for purchase online (I purchased my copy from Amazon.)

The majority of this group got to interact with the elementary students by taking turns reading books with a their buddy. Each high school student was paired up with someone from that specific classroom. Each duo would take turns reading the book.

Out of the four characters in the book, I think I relate to both Hem and Haw for different reasons. I can relate to Hem because I too have been stuck in once place in my current employment because of my fear of change. I have been in a training position for over four years now and when three different supervision jobs opened up, although I applied for these jobs, I honestly did not want them. I was scared what it would be like to be a supervisor and all of the responsibilities that would come with it. I was scared of the possibility of schedule changes and that I would not be able to cope or handle whatever schedule they tried to throw at me. Although, as a trainer, I do supervise at least once employee and sometimes several, I was scared at failing if I were to try and supervise of more than one employee at once.

The Giver is a morally driven and thought-provoking story about a young boy called Jonas who lives in a society free of crime, sadness, pain, death, music, color and love. The story follows Jonas as he receives the memories of the past, good and bad, from the current Receiver, who is called the Giver. The Giver transfers memories by placing his hands on Jonas 's forearms. The first memory he receives is of a thrilling sled ride, which he will remake in the end of the movie. Jonas discovers the dangerous truths of his community 's secret past. Armed with the power of knowledge, which he knew about from memories (Ways of Knowledge), Jonas realizes that he must release all the memories to the community to allow them to feel