FOREIGN RELATED LITERATURE My name is Robin Rutherford and I will be your child’s Kindergarten teacher this year. I am looking forward to an exciting and productive year with your child. This is my fifth year as a teacher at Parkview Elementary. I have 14 years of experience teaching Kindergarten. I graduated from TexasTech University with a degree in Early Childhood Development with a teaching certificate Pre-K through 6th grade. Over the years‚ I have taken many hours of professional
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A READING AND WRITING PROGRAM FOR TODAY’S STUDENTS Reading Is an active process in which the reader constructs meaning from text. The school should build on the language and literacy skills that the child has learned at home. Is not simply a matter of acquiring and perfecting skills‚ it also accumulating vocabulary‚ concept‚ experiences‚ and background knowledge. Nine (9) Principles of Reading and Writing Program 1. Children learn to read by reading Learning to read is a little like learning to
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For my new concentration in Reading Education‚ I bring experience as an English/language arts teacher at the high school level as well as undergraduate and graduate coursework in literacy education. Currently‚ I work as a writing co-teacher for high school in Newark‚ New Jersey. In this role‚ I co-plan and modify instruction to accommodate the diverse learning needs of students classified as receiving special education services. In this role‚ I work with many students who are low ability readers
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intervention is adding a visual schedule. Although our class has a consistent routine‚ the use of visual supports may help facilitate improved structure and predictability (Aspy and Grossman‚ 2011). I would like to experiment with the visual schedule during phonics instruction‚ breaking the 45 minutes of instructional time into specific tasks (flashcards‚ new letter instruction‚ white board practice‚ coloring letter‚ magnetic letters‚ and then
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Learning Differences Paper Eddie* is an eleven year old boy who is in the 5th grade at AMA. He has had significant school behavior problems since early elementary school resulting in AMA as his third elementary school placement. Eddie is a general education student‚ but receives support from the at-risk specialist. Eddie’s mother reports significant difficulty with his behavior at home. She states he “doesn’t get along” with his 3 siblings‚ ages 4‚ 2‚ and 10 months and his relationship
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exaggerated my hand gestures. After the teacher came back she did a sharing and counting activity using bears/animals & a container. Boy A understands more about equableness than the other children in his group. After group activity children had phonics time with the whole class just before lunch.
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As time goes by‚ Malaysia’s education system undergoes big changes. In 1983‚ Kurikulum Baru Sekolah Rendah (KBSR) was introduced and made some changes to the education system. 10 years later‚ its name was changed to Kurikulum Bersepadu Sekolah Rendah (KBSR). Now‚ a new curriculum was introduced a year ago‚ 2011 to replace KBSR: Kurikulum Standard Sekolah Rendah (KSSR). KSSR was introduced to reorganize and upgrade the current curriculum. Changes can be clearly seen in the aspect of key areas‚ curriculum
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" that sounds like a playful echo of (and gloss on) the Lord ’s sotto voce reprimand in the last lines of the text itself. My main contributions to Ader ’s findings are to propose that a second‚ concurrent rhyme scheme--inherent in the ambiguous phonics of the poem ’s endwords--yields further communication‚ and that the two letter codes themselves convey complex runic meanings‚ not just quippy one-liners. Ader ’s analysis of the poem ’s rhyme scheme appears‚ (see poem page 74) in column A‚ mine
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30: FERDINAND DE SAUSSURE: COURSE IN GENERAL LINGUISTICS (1913) Nature of the Linguistic Sign 1. Sign‚ Signified‚ Signifier Some people regard language‚ when reduced to its elements‚ as a naming-process only_a list of words‚ each corresponding to the thing that it names. For example: [pic] This conception is open to criticism at several points. It assumes that ready-made ideas exist before words; it does not tell us whether a name is vocal or psychological in nature
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study. The first issue addressed was why third graders are having problems reading the words in a text. It was determined that some students have reading disabilities that go unidentified until third grade‚ others have not been taught any type of phonics or phonemic awareness skills to aid in reading. The second sub-question addressed why students are having problems comprehending what they are reading. It was determined that students focus so much on trying to figure out words they do not know
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