Reading Skills Chart Word Recognition (definition only here) - The ability to go from the printed form of a work to the spoken form. Sight Words - The ability to recognize a word immediately without analysis. I would put sight words on flashcards and drill the children. Context Clues - The ability to use the words around an unknown word to figure out what it is or means. I would write a sentence on the board and have the children try to figure out what a word means based on clues in
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and human contact that they need. STYLE IN LANGUAGE a. Principles in Choosing Words 1. Clear In speech‚ we should use clear word to make the audience undesrtand what we deliver. 2. Concrete Many words have the same meaning‚ therefore‚ the speaker should use the right words to convey the intent. Example : Kesedihan‚ duka‚ kemalangan‚ dan nestapa still have the same meaning. In English word‚ there are some word to express it‚ like Anguish Sadness Grief Sorrow Pain Remorse Afflication
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/** * Method to translate a sentence word by word. * @param s The sentence in English * @return The pig latin version */ private static String pigLatin(String s) { String latin = ""; int i = 0; while (i<s.length()) { // Take care of punctuation and spaces while (i<s.length() && !isLetter(s.charAt(i))) { latin = latin + s.charAt(i); i++; } // If there aren’t any words left‚ stop. if (i>=s.length())
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syllables as well as identifying phonemes in a word Procedures: 1. Draw Elkonin sound boxes (a box for each phoneme‚ or sound not letter‚ in the word) on paper or dry erase board. F | I | SH | 2. Distribute counters‚ unifix cubes‚ or letter tiles (if the student is ready to use the letter sounds to spell the word) and place the materials above the box. There is one object per box. 3. Model the activity – say each phoneme/sound in the word and slide the object into the corresponding
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on-line‚ I referred to this sample lesson as if adopted by a teacher to use as a lesson plan for teaching vocabulary. Reviewing the words on left end column‚ it is evident that: - word list( decontextualized - There are no chunks/ multi words - Most words are not frequent The learner is required to use a dictionary to define the words. Dictionary definitions: New items need to be presented as fast and efficiently as possible looking up in the dictionary
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I have a weird thing for words. They stir a strange exictment in me‚ and I store them up in my padlock mind for a rainy day. Or‚ at least for a good debate if I need to undermin my opponent. Yes‚ the more elaborate and intense the better. However‚ the worst moment is being stuck searching for the right word that would bring the argument home and send somone scurrying away‚ tail tucked between their legs‚ and finding nothing. Absolutely notihng. Both authors Will Eaves and Galway Kinnell know exactly
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to exclude words and phrases of an emotional sort unwarranted by the subject matter. Making Sentences Say What You Mean The technical writer must be certain that he is expressing his thought accurately. A great deal of bad writing results from the writer’s failure to think carefully enough about what his sentences actually say. To avoid mistakes of this kind‚ put aside a piece of writing for as long as you can after finishing the first draft. Leave it until you can see the words instead of the
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you leap. B. How dead is a dead doornail? C. When in doubt‚ pout. D. Are you a man or a moose? 2. Which of the following would be an appropriate way to add variety to your sentences? A. Use questions and answers together. B. Use more close-up words. C. Add personal anecdotes. D. Make your sentences read like a spoken conversation. 3. Nelson ’s hobby is tinkering with small appliances. Tinkering with implies that Nelson is unskilled at his hobby. You want to change the flavor of this sentence
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Are you really going to read us a story? Learning geometry through children’s mathematics literature. Reading Psychology‚ 27‚ 21- 36. Capraro‚ M.‚ & Joffrion‚ H. (2006). Algebraic equations: Can middle school students meaningfully translate from words to mathematical symbols? Reading Cartner‚ T.‚ & Dean‚ E. (2006). Mathematics intervention for grades 5-11: Teaching mathematics‚ reading‚ or both? Reading Psychology‚ 27‚ 127-146. Fore‚ C.‚ Boon‚ R. & Lowrie‚ K. (2007). Vocabulary instruction for
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these types of reading. SKIMMING – Getting the gist Skimming is a fast reading to get the general idea of the text. Different techniques for skimming include: a. Running your eyes over the text to get the general meaning – NOT STOPPING at words you don’t understand as this will only slow you down. b. Reading the FIRST and LAST paragraph(s) of a text‚ and summaries if offered. c. Looking closely at the TOPIC SENTENCE – the most important sentence of each paragraph. Discuss the question:
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