Reclaimed word

learning for the common assessment. Overall, there was improvement in the group’s learning. The majority of them only missed one question, and that was only because the question was worded awkwardly. They did, however, have trouble on the multiplication word problem because it asked them for remainders, and I do not think they have learned about remainders yet. As shown above in the chart, only one student received the highest percent. This does not mean that the other students did not show growth

Component III – Guided Reading Phase The teacher wrote down all of the students predictions on the board before they began reading so that while they were reading, if they were asked to evaluate their initial predictions they were able to look back at the board and see what they were and compare. When the students did come across a part of the story that was related to their predictions, the teacher would call on a student to read aloud that part of the story and then discuss with their peers

morpheme and an affix? How do these terms relate to fluency and/or comprehension when reading? Phonics is connecting sounds to the individual letters. Whereas phonemic awareness deals with phonemes or separate sounds that can be found in different words. Each are very similar because they deal with sound however phonemic awareness is the

walk I picked up telegraphic speech, holophrases, referential style, pragmatics and expressive style. Telegraphic speech is when simple words are forgotten in a phrase (Feldman 162). Telegraphic speech is often compared to writing a telegram because you payed for each word in the telegram. Since the word amount was limited for most they took out simple words. An example of telegraphic speech that I found was “I’m not going!” which was said by my 3 year old niece. It makes sense that she would using

do) I will start the class by showing a YouTube video or two to provide the context of our reading to students. To start off the lesson, I will have a powerpoint projecting the three new vocabulary words, “martyr”, “cadaver” and “demonstration” up on screen and I will make students learn these new words and ask them to jot down the definitions in their notebooks. I will also review the academic language at the beginning to make sure students are fully equipped and ready to dive into the reading seamlessly

if you were preaching a sermon on heaven? Would you go to the words of Job where he said, “If a man die, shall he live again” (Job 14:1-2)? That wouldn’t be a bad place to begin, would it? Or, would you go to Job’s statement when he said, “Man that is born of woman is of few days, and full of trouble. He cometh forth like a flower, and is cut down: He flees also like a shadow, and continues not” (Job 14:1-2). Perhaps, David’s words at Psalms chapter seventeen; verse fifteen would be an especially

Psychologist Carol Giligan writes about women’s “voice,” historian Carol Smith-Rosenberg wants to hear ‘women’s words,” anthropologist Shirkey Ardener and Kay Warren discuss women’s “silence and cultural muteness,” literary critics form Elaine Showalter to Toril Moi explore “women’s language and textual strategies.” But it is not at all clear that they mean the same thing when the say voice, words, silence, and language as do the linguists and anthropologists who

language. Modify the Vocabulary Science Class: A word wall consisting of scientific vocabulary can be created for science courses like Chemistry, Physical Science, Earth Science, and Physics core classes. For example, in chemistry a word wall for physical changes, chemical change, and periodic table vocabulary can be constructed by the students. For Physics, words like speed, velocity, kinetic energy, and potential energy can be posted on a word wall for a lesson on forces and motion to help facilitate

observe the different forms of language used in an everyday setting and to study how the language has changed from its original form. As novice anthropologists, we must begin to recognize phonemes and morphemes through studying these sound patterns and word formations in syntax we may recognize or think is ordinary. Through this process we are able to think more deeply about the language we hear on an everyday basis while also learning how to identify social dialects as well as being able to code switch

keeping quiet when instructed to do so. During her classrooms circle time, Alexandria listened to the teacher’s instructions as well as only talked when asked to from her teacher. She would raise her hand when wanting to talk instead of shouting out her words. I think that she is above most first graders in this category since most first grade classrooms tend to be noisier. When called on by the teacher to answer a question or questions, Alexandria was able to comprehend what the teacher was asking and