Snowflake: A Water Cycle Story By Waldman

By the imagery filled story by Jim Heynen, the writer started this off with and really good topic. After careful reading i can state and cite that the writer use diction imagery syntax. The writer uses imagery to help the reader understand the challenging situations. The narrator says “One winter there was freezing rain.

Once upon a time, there was a god cloud named Rainfall. He was known for giving birth to thousands of raindrops everyday. He was the leader of the world called “The Water Cycle”. The other god called run-off was a big water park and he was known for splitting up families. His two main slides were called Ocean and Lake. There was one raindrop that got separated from his family, he went over to the lake side, when all of his family went over to the ocean side. Poor Raindrop was so scared being by himself in a big lake with a lot of other rain being separated from their families. He found himself going farther down in the lake, until he reached the bottom.

The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

particular feature of language or could be authentic texts "adapted" to contain or highlight certain features of language. However, Johns and Davies argue that learning should contain a purpose and that texts in the language classroom should act as “vehicles for social and economic contacts and for the transmission of ideas”. Consequently, they propose an alternative to TALO which looks at a Text as a Vehicle for Information, or TAVI. This is where understanding the text is the main priority and the text should have some relevance to the students. As a result, cognitive strategies are reinforced. Because of this, Johns and Davies (1983: 4) add that where “where possible the texts will be selected not by the language teacher but by the students

When reading the first and second language acquisition charts and deciding their functions in an ELL classroom, correspondingly, I would begin by determining what stage or stages each of my students are in. Upon obtaining their language level, I will then proceed to use instructional strategies to increase their language skills in the most efficient way possible. Per the charts, there is a critical age at which language is learned. By using these charts, I will be able to determine the most appropriate stage in which to begin the teachings.

Effective teaching lessons should incorporate strategies that move CLD students from the known to the unknown to promote development of conceptual understanding, vocabulary knowledge and proficiency in reading, writing, speaking and listening. One strategy that provided my CLD students an opportunity to use their own background knowledge from what is known to making sense with the unknown was the Linking Language Strategy. This built a bridge between the specific content being taught to elicit connections, activating existing knowledge and vocabulary.

When the story has been adequately summarized tell students that now it is their turn to write. Tell them that they can make something up, write about something that really happened or do a combination of both. Tell them that the only requirement is that water, fog or ice must be mentioned in their writing. Tell students that they will have twenty minutes and that if they like they can continue their writing on another day if they need more

The doctor struggled for a minute but was able to get a beat on him again. As Luke reached the water, he stopped and began writing down something on the pad of paper he took with him, he held it up in the air, then began reading aloud what was on the pad of paper, "The air is fine. I'm going to check the water now." From his viewpoint, the doctor watched in horror as the wild dogs began to zero in on Luke. Unbeknownst to Luke, he dipped not one but three Ph strips in the water. As he pulled them out the doctor could see, to his bewilderment, the strips were all light green.

It has taught me that you should repeat words, show pictures with words, act out words, etc. These are all great strategies to use when teaching ELLs.

In conclusion, instruction lesson takes time and planning to meet the needs of English language learners. The effectiveness of the strategies used in the classroom can make a difference in meeting the challenge of teaching the ELLs.

"Do you ever see yourself, fantasizing, about snow?" She asked, unaware of the ignorance, that seemed to protrude, across her face. "We live in Texas, obviously." I snickered, as she shot me a look of annoyance, "I know." She began as she rolled her eyes, "To better explain it, have you forgotten the feeling of snow, not your mind, but your body, the feeling of it laying in your hands."

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The standards and objectives will be discussed in accessible language prior to instruction and displayed during the lesson. The teacher will also model and review reading strategies that the students can use if they face difficulty with the text. Students will work with a partner or, depending on their needs, in a small group. ELL students will be placed with bilingual students who may collaborate with them to understand the text and participate in the class discussion.

Every year, a certain event takes place that is just as important to my family and I as Christmas, Thanksgiving, and the Fourth of July. However, most of America doesn’t even know this event exists. A five day festival held the first week in August in a small town along the North Shore. In 2015, this little town in the upper northeast region of Minnesota was named “America’s Coolest Small Town,” by Budget Travel. This small town is known as Grand Marais and is home to around 1,341 people. In the 1930s, Grand Marais was a small village with a primary focus on logging and commercial fishing. Many of the community members in this small village decided to gather together for a shoreline picnic as a way to get to know one another and have a good time. This shoreline picnic is now called Fisherman’s Picnic, and has been a tradition carried on for 86 years. The Grand Marais Lions and Lioness Clubs along with many other community organizations work for months preparing for the 10,000 to 15,000 people in attendance each year. Tourist around the country come to partake in this small community gathering that offers a variety of unique events and great food.

Set up 3 learning centers in your classroom, to provide opportunities for students to practice what they have learned about the water cycle. Provide the students the choice of which learning center they will like to work on first.

HYDROLOGIC CYCLE The hydrologic cycle is a constant movement of water above, on, and below the earth's surface. It is a cycle that replenishes ground water supplies. It begins as water vaporizes into the atmosphere from vegetation, soil, lakes, rivers, snowfields and oceans-a process called evapotranspiration. As the water vapor rises it condenses to form clouds that return water to the land through precipitation: rain, snow, or hail. Precipitation falls on the earth and either percolates into the soil or flows across the ground. Usually it does both. When precipitation percolates into the soil it is called infiltration when it flows across the ground it is called surface run off. The amount of precipitation that infiltrates, versus the