Preview the Seaman reading assignment: The title of the article is “How Bingeing Became the New College Sport” written by Barrett Seaman, published on 8/29/2005 by Time International (Canada Edition). I feel that this article is going to be an opinionated paper on college binge drinking and how it has spiraled out of control.
Skim the reading: The author talks about pregaming and describes what it is. According to the author, pregaming involves sitting in a dorm room or off-campus apartment and drinking as much liquor as possible before heading out to a party. The author also talks about how the laws should be changed in order to stop underage drinkers from getting their hands on alcohol.
Consider your own experience: I have many young cousins who have recently started going to college. My cousin who attends Ball State University was hospitalized two years ago for binge drinking. His friends realized something was wrong when he started vomiting and eventually he became unconscious. He was rushed to the ER and they had to pump his stomach by flushing fluids through a tube that was inserted into his mouth. After he recovered he was sick for a few days. It’s sad to say that even though this was a horrible experience for him, it had an impact on his life. Since this incident he has never picked up another drink. I guess it was a hard lesson learned but he learned a valuable lesson.
Summarize: In this article the author talks about a new sport college students are partaking in. Pregaming, this is when college students who are underaged sit in their rooms and consumes massive amounts of alcohol while getting ready to attend a party. Universities have reported numerous students who have been hospitalized for alcohol poisoning due to pregaming. This article also talks about how and when alcohol became so popular amongst college students. I the 60’s the legal age for purchasing alcohol was 18. In 1984 the congress hiked the...
...Reading fluency is defined as the ability to read smoothly and accurately, while using proper phrasing and expression (Bengeny,etal.,(2010). It is important that students add emphasis and make inferences while reading to process the meaning to the information being read. When practicing reading fluency it is important that students develop automacity. A professional ballet dancer no longer consciously has to think about her form or steps to a routine, a fluent reader should no longer remember to be aware of phonics or spelling rules while reading fluency. These skills will be embedded in the process of reading that it will just come natural to the student. In order for a student to read fluency without consciously thinking of the skill they must be taught systematically and explicitly, at the proper time and sequence. Word recognition, phonological awareness, decoding, and sight recognition are areas struggled readers need most help in (Bengeny,etal.,(2010). Without this knowledge the reader’s fluency slows down and it will affects their comprehension to the information being read. These are skills that need to be taught to become automatic. Researchers indicate that phonemic awareness and letter knowledge are very important in learning to decode (Bengeny,etal.,(2010). A student’s inability to identify the sounds in a word as well as blend them to form the words pronunciation may lead to multiple...
...print but unfortunately aren’t able to comprehend what they are reading. To read I believe means to understand the meaning of words, so therefore it involves much more than pronouncing print. In Beyond Traditional Phonics, (BTP) Margaret Moustafa stated, “pronouncing print is not necessarily comprehending print” pg. 6. Unfortunately, there are many students who are able to pronounce print but are not able to understand the meaning of what they read. Children use many different cueing systems to figure out print. Besides the three cuing systems which I will explain more throughout the essay is the concept of phonics and phonemic awareness.
So what is phonics? Phonics is about how words sound. How you associate the meaning of words with objects, emotions or the ideas they represent. Now while whole language learning emphasizes "memorizing" words, phonics emphasize "visualizing" words. Phonemic awareness is as important as learning to read itself. Be it teaching toddlers to read or teaching children to read content. Phonemic awareness is when children can understand that words are made up of phonemes (sounds) and they understand the phonemes of their language. It's a fundamental yet powerful method that's been around for more than a century and is still one of the first ways a young child begins to understand what words really are some people will agree and some will not. A lot of debate about teaching reading to children focuses on Phonics...
...serious look at the education of America's youth, it becomes immediately evident that there is much work to be done (Reglin, 2002). Too many children in schools across the United States are struggling with reading. Demographic factors such as poverty, racial and ethnic identity, family size, and educational level of parents affect the education performance of children (Musti-Rao & Cartledge). Research indicates that a positive partnership between the school and home can have a beneficial influence on the student's performance in reading. Parent's interest and involvement in school experiences are valued and promoted by teachers who recognize parents' significant role in children's literacy development (Flood, Lapp, Tinajero, and Villamil, 1999). Parents are the center of the early education of their children. They create the early images about learning that will shape the child's attitude for many years into the future. Despite some parents and families desire to provide the best for their children, some are unaware of how to become actively involved. Parents, principals, and teachers can work together to meet the students needs (Smith 1990). The home environment is conductive to learning to read. Parents and teachers can act as role models by reading themselves and reading to the children (Fredericks & Rasinski, 1989).
It is not uncommon for teachers and principals to feel a little apprehensive...
...teaching reading to young children, word selection is often the first place where we go wrong. We pull words from thin air and try to put them into the child. Often we make matters worse by putting these strange words into printed context outside the realm of the child's experience and expecting him to read--and he cannot.
Children can learn to read any word they speak. One of the greatest hoaxes in all of educational pedagogy is that which says that reading vocabulary must be developed in a predeter¬mined logical sequence. This simply is not the case. Linguists tell us that when a child comes to school he has all the language gear he needs in order to learn reading and all the other skills of lan¬guage. The trouble is that we do not use his gear. We manufacture artificial systems of language development and methods of teaching reading, and we impose them on children. It is almost as though the child has to learn two languages in order to be able to read-one for communication and one to "get through" his reading books.
More study has been done in the area of reading than in any other area of the elementary school curriculum. This is justifiable because reading is an important skill needed for learning. But it is not the most important method of communication. It is important only to the degree that it communicates.
Much confusion exists about this research. It is the...
...grammar) and reading comprehension strategies are also taught.
Traditional classroom teaching tends to emphasize auditory and visual learning, but does not give students much opportunity to use touch or movement in acquiring new information and skills. Remedial phonics instruction must utilize all three learning pathways simultaneously--auditory, visual and kinesthetic-tactile.
Intensive phonics instruction is widely regarded as the best remedial approach for students who have difficulty learning to read and spell. This is especially true of intelligent children who are less sensitive to the speech sounds that make up words, or who may have difficulty with visual processing. There are no quick fixes, but with the right instruction these students can learn to read and write as well as anybody.
Elementary Reading Help: Reading Aloud to your 3rd and 4th Graders
Reading is a basic focus and receives a lot of attention in class, but there isn't enough time in the school day to reinforce all the skills your child is expected to master. Elementary school students benefit from any outside help they can get to help them master the fundamentals of reading. Parents can help by reading aloud with their students. Reading aloud encourages students to practice...
...as helpful as it was, is not where I learned to write.
ike most-maybe all-vriters, I learned to write by and, by example, from reading books.
Instead I answer by recalling my owu most valuable experienee not as a teacher, but as a student in one of the few fietion workshops I have ever taken. This was in the 1970s, during ny brief careLr as a graduate student in medieval English literature, when I was allowed the indulgence of taling one fiction dass. Its generous teacher showed me,
,mong other things, how to line-edit my work For any writer, the abiJity to look at a sentetce and see what's superfluous, what cen be altered revised, erpanded and, especially, cut, is bssential. It's satisfring to see that sentence shrinl, snap into place, and ultimately emerge in a more polished form: clear, e conomical sharp. Meanwhile, my classmates were providing me with my first real audience. In that prehistory before mass photocopying enabled students to distribute manuscripts in advance, Irre read our work aloud. That year I was b"g*ning what would become my first novel Arld what made an important d.ifference to me was the attention I felt in the room as the others listened. I was very dncouraged by their eagerness to hear'more
Long before 6e idea of a writer's conference was a glimmer in anyone's eye writers learned by reading the work of their predecessors. They studied meter with Ovid, plot consuuction with Homer, comedy with...
ESP 504 Theories of Reading
Best Teaching Practices
Dr. Sunday Obi
Kentucky State University
There are many different ways to affectively exercise best practices for reading and writing. I have researched and discovered that there are many strategies that can be used to promote them. One writing idea is establishing a positive writing atmosphere for learning.
By establishing a positive writing atmosphere for learning provides students with the feeling they are a part of a community of people supporting each other in developing as writers, readers, and thinkers. It’s almost as important as organization.
Organization for writing refers to planning the curriculum as well as the classroom activities and routines, practices established to help student develop as writers (and usually as readers and learners in a study area). You may also need arrangement for writing.
Arranging for ‘meaningful-to-students’ reasons to write is addressed also in the discussion of organizing for writing. The assignment or the way students are led to write is a critical influence on their “will” to write and, thus, on their development as writers.
Arranging for students to read, respond to, and use a variety of materials written for a variety of purposes and audiences is important to recognize that the experience of reading is a key way to help students gain familiarity with the ways...
...head: GUIDED READING
September 16, 2009
Grand Canyon University
Instructor: Dr. Jamie Petrilla
This paper will describe the leveling process and how leveled books fit into the reading classroom. It will also describe how to use tools yourself, to locate lists of leveled books, how the listed levels of a title compare between one you leveled, what the publisher class the level and the guided is reading classroom as a function. The last part of this paper will describe the instructional level of a student previously interview in Module 1.
How to use leveling tools yourself
Guided reading is an instructional approach that teacher uses when students are reading at the same level of instruction. The teacher selects books from certain reading levels to guide students to make connections from print to the text. The books are easily read with the support of the teacher. Challenges and opportunities for problem solving are offered in the text. Choice selection of the books from the teacher will expand their strategies.
The purpose of guided reading is for the teacher to select books that students can read with 90% accuracy. When the story is introduced to the student by the teacher, the students, through their own strategies...