Tuesday, May 26, 2020

Short and Long Vowel Lesson Plan

Literacy is one of the most important skills young students will ever acquire. Reading and writing permeate nearly every aspect of life both in and out of the classroom—students must be literate to succeed in school and society. But before students can even begin to read or write, they must have strong letter-sound knowledge. They need extensive, scaffolded practice naming, identifying, and using every letter before they can begin to develop spelling and decoding skills. Vowels are often the trickiest letters to learn and take the most time. This lesson addresses the distinct sounds that each vowel makes and differentiates between long and short vowels. It provides opportunities for your students to practice listening for and identifying vowel sounds in the world around them and even contains a helpful vowel song to aid in memorization. The following lesson takes approximately 35 minutes to teach. Objectives Following this lesson, students will be able to: Name the five vowels.Listen for long and short vowel sounds and differentiate between them.Identify objects whose names contain long and short vowels (phonetically). Materials Two separate slides, one with several images of objects containing long vowel sounds and one with objects containing short vowel soundsHop on Pop by Dr. Seuss—digital version  available to borrow through Internet Archive Digital Library (create a free account to use)Vowel song (to the tune of Mary Had a Little Lamb)Vowels can be short or long (x3). Vowels can be short or long, theyre a, e, i, o, u. Long vowels like to say their name (x3). Long vowels like to say their name, listen for this now (children repeat each letter): a (ay), e (ee), i (eye), o (oh), u (yoo). Listen close for short vowels (x3). Listen close for short vowels to know which one you hear: a (à ¦), e (eh), i (ih), o (ah), u (uh).Graphic organizers for students, one for short vowels and one for long—both should have the five vowels written in a column on the left, each with their own row (be sure to include capital and lowercase letters) Key Terms and Resources vowels (long and short)pronounceconsonants Lesson Introduction Read Hop on Pop once without stopping. Ask students what they noticed about the words in the book (answers might include rhyming, short, etc.). Ask if there were any letter sounds that seemed more important than the rest by posing the question, Are there any sounds that seem like they are doing most of the work in their words? To demonstrate, change the u on page three to an a and then an o. Lead students to tell you that the letter sounds in the middle of a word decide how that word will sound. Instruction Vowels are very important letters because they are in every single word. They do a lot of the work in deciding how a word will be pronounced or said.Your mouth stays mostly open when you say a vowel and your teeth/lips are mostly closed when you say all the other letters. We call letters that are not vowels consonants.Model deciding whether a is a vowel and do the same for b. Exaggerate your mouth movements and narrate your thinking for students.Explicitly teach the five vowels (do not include y), showing them what each vowel looks like as you talk. Have students trace the vowels in the air as you say them. Then have students say the vowels slowly to three different people around them while drawing them on the carpet with their fingers.Vowels can make at least two different types of sounds and we call these long and short. Long vowels say their name and short vowels make only part of the sound in their names.Show long vowel slides. Point to objects one at a time and ask students to d ecide which long vowel they hear for each. Have a few come up and write the vowel they hear next to the objects. Students should follow along by whispering and tracing vowels.Teach students that short vowels make sounds that are similar to their names but sometimes sound similar to each other too. Explicitly teach short vowel sounds. Show short vowel slides and model listening for short a, e, i, o, and u. Then, repeat the exercise from step 5 with the remaining short vowel objects.If students need more examples, reference the actions/objects in Hop on Pop (remember to talk about letter sounds, not spelling).Sing the vowel song slowly to your students to help them remember what theyve just learned. Sing this song frequently moving forward to keep important skills fresh for your students. Activity Tell students that they are going to practice listening for vowels by hunting for them in the room. Give them each a long vowel graphic organizer.You are going to try to find at least one thing in this room that has a long a, e, i, o and u sound in it. You will draw the object that you find for each on your paper next to the right letter. Model doing this with paper. Emphasize that students should be sketching, not drawing.Tell students that they will need to quietly say the names of objects aloud in order to hear their vowel sounds.Explain that vowels can be found at the beginning, middle, or end of a word.Give students 5-10 minutes to identify an object for each long vowel. You may choose to have them work in partnerships for additional support.Once all students are finished, have them come back to the carpet and call on a couple of volunteers to share their work with the class.Give students short vowel graphic organizers. Repeat steps 2-4 with short vowels. Conclude the lesson by explaining to students that being able to hear long and short vowels will help them to eventually read and write with vowels. They will continue to practice listening for vowel sounds before writing with them. Differentiation Provide students with options for the vowel identification activity. For example, help them to choose whether table or clock should be drawn next to the long a. For all students, use visuals, hand motions, and repetition often. Assessment Ask students to add to their vowel sheets at home, identifying a total of three objects for each long and short vowel. Give them at least one week to do this. Some students will need you to support them to do this at school rather than at home as independent practice. Remember that students are identifying objects based on vowel sounds and not spelling. They might hear either a short e or i in carpet—these vowels can (and often do) make essentially the same sound, so either answer should be considered correct for this example. The objective of this lesson is that students be able to listen for long and short vowels. Spelling with them comes later.

Wednesday, May 6, 2020

Marriage Divorce Essay - 1918 Words

Marriage Divorce Marriages are known to be a lifetime commitment towards love caring among people. However most marriages these days seem to be failing due to the increasing number of problems with the modern world. When these marriages end, the effects can be devastating. Why do people get married? Well it is a known tradition in humanity that a woman and man will come together and live their lives as one. The most important element that seems to have disappeared is love. Not just any love, but true, deep feeling love. To keep a relationship clear, the love itself should be clear, not artificially placed. If there is no well defined understanding of love, then is should obviously not be a†¦show more content†¦As well, adults have the means and ability to seek outside professional assistance independently. Children on the other hand, are not as likely to have the ability to identify the source or kind of turmoil they are experiencing. Therefore, it is difficult for us, as adults, to be fully aware of the consequences of divorce on our children. It is estimated that nearly one half of children born today will spend time in a single parent household watching mommy go down on her boyfriends. Although some of these children are born into single parent families, many more are the product of divorce, and are made to endure the conflict and emotional upset that divorce brings about. At this time, when children require stability and emotional support, the pressures of growing up are often compounded by the stress of divorce and family breakdown. When divorce involves children many questions must be answered. Questions such as: With whom will the children live? How often will the non-custodial parent have access, and under what circumstances? Although simple to ask, these questions are never easy to answer, and children frequently become pawns in a game of revenge. 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Tuesday, May 5, 2020

Food Safety free essay sample

Complete the food safety interactive quiz. Use the information from the interactive quiz to complete the following responses regarding food safety practices. For each of the following food safety practices, share at least 2 statements from the interactive quiz. Be sure to put these statements in your own words and explain why they are helpful in preventing food borne illness. An example would be: When dining from a buffet, make sure hot food is hot and cold food is cold. Food that is 40 – 140 degrees Fahrenheit has already begun to grow bacteria and pathogens. Clean (16 points): 1. Make sure to never use the same cooking utensils for food that is cooked and food that is raw. 2. Wash your hands before and after working with different food such as when you are preparing meat Separate (16 points): 1. Separate meat that is raw and meat that is cooked. 2. Keep meats and vegetables separated. Dont just judge food by how it looks, instead use a thermometer to make sure that the food is cooked completely . We will write a custom essay sample on Food Safety or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Keep food at their required temperature so that it doesn’t grow any harmful bacteria. Chill (16 points): 1. Keep an ice pack next to refrigerated food when you pack lunch. 2. Have the refrigerator at 40? F or below and the Freezer at 0? F In your own kitchen, explain 2 food safety practices you feel your family can improve and 2 food safety practices you feel your family does well. (16 points) In my house we always chill left overs and separate raw food from cooked food. Some of the things we can improve in orther to have healthier and safer cooking practices include washing our hands more frequently and using a food thermometer rather them just using our eyes to inspect how cooked it is. In what ways do your school and community practice or promote food safety to contribute to your personal health? (20 points) My school school offers lunch to those students who want it and they practice food safety by always keeping food chilled and warmed at the temperature required. They also wear gloves and hair nets to keep bacteria from the food that is being served.

Monday, April 13, 2020

A Farewell To Arms Essays (549 words) - English-language Films

A Farewell to Arms A Farewell to Arms When I finished FTA I was of course stunned by the death of Catherine and the baby and Henry's sudden solitude. "What happens now?" I felt, as I so often do when I finish a book that I want to go on forever. This is infinitely more difficult with a book that has no conclusion, and FTA leaves a reader not only emotionally exhausted but also just as alone as Henry and with nowhere to go. The entire work was aware of where it was going and what was going to happen next, and then to stop the way it did was unfair. Now, I've read enough essays while deciding which would be the topic for my class presentation that I know many people see that the unfairness of life and the insignificance of our free will are apparently the most important themes in the book, but I don't agree. I also don't agree that it is a war story or a love story. Exactly what it is, though, is not clear to me. Can't art exist without being anything? "There isn't always an explanation for everything." War and love are obviously important themes in the book, and the relationship between the two is explored by Hemingway and, somewhat, by Henry. In the first two Books we are in the war and the war is overwhelming. In the last two Books we are in love. And, just as the first two Books are peppered with love in the time of war, the last two Books are tinged with war in the time of love. The third Book is the bridge between the two 'stories' and it is not surprising that it centers on the escape. It is during the escape that Henry resolves that he is through with the war (a war in which he really has no place) and decides that all he wants is to be with Catherine. Until the third Book Henry doesn't seem to be agonizingly concerned with matters of right or wrong in the war and it seems, in fact, separate from him. Even when he is injured it doesn't appear that he is really a part of the war which surrounds him. He maintains a distance from it and this distance isn't really closed until Aymo is killed by his own army, he discovers that Bonello is only staying with him out of respect, and he is almost killed as a spy. After this he resolves to desert the army and be reunited with his love, Catherine. Henry is no dummy and he could easily tell that everything was not all correct with Cat, which leads to the question of his love for her. You must admit that Cat is a bit...well... flaky when they first meet. She loses that persona soon enough, although I couldn't help but distrust her integrity until somewhere in the middle of the fourth Book. It is also difficult to believe wholeheartedly in his love for her until much later in their relationship, and it leaves me wondering if he is leaving his involvement in the war because of his unfailing love for Cat or if Cat and any feelings he has for her are just excuses to escape the insanity of the war he experiences in the third Book. When he is with Catherine, they are in another place, untouched by the war, both symbolically (in the tent of her hair) and literally (in Switzerland).

Wednesday, March 11, 2020

Tom Sawyer Essays - Picaresque Novels, English-language Films

Tom Sawyer Essays - Picaresque Novels, English-language Films Tom Sawyer Tom Sawyer is a boy who is full of adventures. In his world there is an adventure around every corner. Some of his adventures have lead him into some bad situations but with his good heart and bright mind he has gotten out of them. Tom lives with his aunt Polly, his cousin Mary and his bother Sid. One of the first things to happen in the book is a memorable one, the painting of the fence. Tom's aunt Polly made Tom paint her fence on a Saturday as a punishment. Tom just hated the idea of having to work on a Saturday while all of the neighborhood could make fun of and harass him. After Tom tried to trade some of his possessions for a few hours of freedom he had a stroke of genius, instead of him paying people to work for him, he made people pay him to paint. Tom managed this by telling people that it isn't every day that you get a chance to paint a fence and he thought it was fun. He had people begging him to paint by the time that he was finished his story. He would have taken every boy in the town's wealth if he had not run out of paint. On June 17th about the hour of midnight, Tom and his best friend Huck were out in the grave yard trying to get rid of warts, when they witnessed a murder by Injun Joe. At the time Muff Potter was drunk and asleep so Injun Joe blamed the murder him (Muff Potter). They knew if crazy Injun Joe found out they knew, he would for sure kill them. Tom wrote on a wooden board "Huck Finn and Tom Sawyer swear to keep mum about this and they wish they may drop down dead in their tracks if they ever tell and rot", then in their own blood they signed their initials TS and HF. A few days after that incident Tom, Huck and Joe decided to go and become pirates because no one cared for their company anymore. They stole some food and supplies and then they stole a raft and paddled to an island in the middle of the Mississippi River. They stayed and pirated for several days, then they all became so home sick that they could not bear it anymore. The next day Tom, Huck, and Joe showed up for their own funerals and there was much thanks and praise. The next big event in the town was the trial of Muff Potter for the murder in the graveyard. The whole town believed Injun Joe, and poor Muff was sent to a temporary jail cell for a week. At the end of the week he was to be hung unless some one in court had proved him innocent. While Muff was in jail temporarily he was not alone. Every day Tom and Huck would go and talk to him through the jail cell bars and on occasion bring him food. On the last day of court, to everyone's surprise they called Tom Sawyer to the stand. Then the man asked him where he was on the 17th of June he said "In the graveyard". Then when he asked who he saw do it he said with all his courage he said "Muff didn't do it. It was Injun Joe!" and with that Injun Joe jumped out the window and ran away. Tom and Huck decided that they wanted to become rich so they went to go and find buried treasure. Tom and Huck dug under trees all day and night but found nothing, then Tom said that they should go and dig for treasure in a haunted house. They went back two days later and went to a haunted house. Both the boys were scared but they both went inside anyway. The boys dared each other to go upstairs, so of course they went up and looked in closets for treasure but found nothing. Suddenly the boys heard two men talking and then come inside. Both of the boys got down on the floor and then they heard the voice again, it was Injun Joe. Injun Joe and the other

Monday, February 24, 2020

What distinguishes Philosophy from Religion and Science Term Paper

What distinguishes Philosophy from Religion and Science - Term Paper Example On the other hand, religion presumes that its basis of argument is ascribed to revelations through prayers, recorded sacred texts, and oral transmission from generation to generation. Religion upholds to the existence of several or a single deity that created the universe, still has a significant role in its management, and sometimes usurps laws of nature to initiate miracles. Therefore, it is worth noting that religion is based on teachings that emphasizes on spiritual matters, relation between humanity and god or gods, moral principles, and relationship between human beings themselves (Cottingham 243). According to Cottingham, religious claims can be viewed in different ways. They can either be viewed from the scrutiny and logical analysis of evidence or on emphasis on the will to believe, passion, and faith. Rather being taken as doctrines of quasi-scientific nature, religion is a form of life and has to be assessed based on the impact it has on the believer unlike its being seen as an implication of experimental issues (Cottingham 282). Cottingham notes that religious disputes are liken to conflicts emanating from aesthetic appreciation as exemplified by difference in opinions by two individuals over a piece of artifact. As opposed to science, religion claims that existence of God does not require experimentation to justify. Prayers are perceived to cause changes on a believer. However, science relishes on the combination of machines and waves to impart change in the physical realm. To counter the demand for experimental elements as presented by science, the Mount Camel incident of establishing the existence of god or gods by Elijah remains true and is more appropriate in today’s life than at the moment of its demonstration. Religion difference with science centers on existence of God. Science disputes this because religion relies on feelings rather than experimental facts. Religion is