Since vocabulary development Essay Example for Free

Since vocabulary development Essay Since vocabulary development is an active, ongoing process for children during these years, helping them increase the size of their vocabulary should be an integral, ongoing part of any school curriculum. As suggested by the research cited above, curricula for vocabulary development should concentrate on introducing new words into the classroom and using a variety of teaching methods to ensure that students can grasp the meaning of the words and remember them. Often, this does not mean that teachers need to drastically change their curriculum rather they just need to make sure that whatever their lesson is, it includes a focus on vocabulary. Ive incorporated ideas suggested from the research on vocabulary acquisition, and the teaching recommendations of Baumann Kameenui (1991), and come up with a list of strategies that is key for 3 5 year olds. 1. All curriculum areas should be structured with an eye towards introducing unfamiliar words within that subject area. Teachers should provide definitions or contextual clues to help children figure out the meaning of words, and they should use them often. Students should have the opportunity to use them in the context of the work they are doing. For example, if the teacher is doing a unit on animals and teaching the children the names of different animals, the children might have to pick an animal they like best and draw it. The children could then dictate stories to the teacher that could get written on the picture, or they could make a picture book with pictures of a number of different animals and then tell the teacher the names of all the animals. 2. The teacher should plan to read stories that contain unfamiliar words and then plan a number of activities that give the children the opportunity to use the words. This would include having a discussion of the unfamiliar words, having an analytic discussion of the story, providing opportunities for the students to use the words again by retelling the story in their own words, having students draw pictures that illustrate the word or the story, or having the students act out the story or do a puppet show. 3, The teacher should try to expose students to a variety of oral language, such as songs, poems, stories, non-fiction, etc.  4. A rich conversation/discussion life should be developed in the classroom so that children have the opportunity to hear unfamiliar words and use them in discussions. The children should be given plenty of opportunities to express themselves in general and to use new words. This can include telling stories, acting stories out, singing, reciting poems, playing games, etc. The children should be involved in analytical discussions and the teacher should have small group discussions with the children when possible. 5. The children should be taught strategies for using contextual or visual clues to try to figure out what a word means.  6. Since the home is just as important as school for vocabulary development in these early years (Snow, 1993), ways should be found to involve families in the learning process as much as possible. Studies have shown ( Segel, 1994; Toomey and Sloane 1994) that most parents are interested and willing to learn techniques to help their children learn. At the beginning of the school year, there should be a meeting and information sent to parents to explain the effort to increase the vocabulary of the children. Parents should be informed of the important role they can play and how they can participate throughout the year. The meetings should explain the rationale of this teaching strategy and show parents how to read with their children and highlight new vocabulary and engage them in analytical discussions. Depending on how much time the parents have, the children would bring home their work or a book every night ( or as often as agreed upon between parents and the teacher) and read with their parents or tell their parents a story that they drew or maybe sing a song that they learned, or parents and children could create a story together that the child could bring into school. Parents could be invited to school on a regular basis to see how the teacher works with the children, so that they have a better idea of how to do that at home. Parents could also be invited to read with their children in the classroom at the beginning or end of school for 15 minutes or so. The role of technology in instrucation Media is ideally suited to support this kind of instruction. Since, for the most part, children cannot read at this age, they must rely on the adults around them for the rich oral environment that will help build their vocabulary. This is not the same for older children, who can read independently and look up the definitions of words. The extent to which young children are involved in a rich oral environment, then, depends on the time the adults around them can spend with them, talking and reading to them. The introduction of media allows the child to spend significantly larger amounts of time hearing stories (which can be repeated over and over), hearing rare words, and creating their own stories, both in the classroom and at home. The role of the media, in this case, is to act as a supplement, not take the place of the adults. It is to extend and reinforce the teaching and analytic discussions in the classroom. Children cant have analytic discussions with computers, but they can use the computers and other media to hear stories and words again, and draw or dictate their own stories. The media is also a key element in introducing and maintaining active vocabulary acquistion in the home. The media can be a real help for parents. If the child can bring the media home, parents and children can, for example, watch something together and the parent can discuss it with the child. If the parent is busy, the child can still watch and get the benefits of the additional exposure without having to wait for a parent to be free. Additionally, if a parent does not have strong reading skills and/or is not a native English speaker, they may find it too hard to read to their children. They might find it a lot easier to listen to an audio tape or watch a video of a story with their child.

Daniel Quinn’s Ishmael - Paradigms of Yesterday Essay -- Quinn Ishmae

Ishmael:  Ã‚   Paradigms of Yesterday  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "Come with me if you want to live," was all that Arnold Schwarzenegger said in his movie Terminator 2: Judgement Day, and after reading Daniel Quinn's masterpiece Ishmael, one might well receive the impression Quinn echoes such sentiments. Few books have as much relevancy in this technological, ever-changing world as Ishmael. In the beginning, according to Ishmael, God created Man to live peacefully on Earth, sustained by the fruitful bounties of Earth and subject to God's control. That is, until Man ate of the Tree of Good and Evil in the Garden Of Eden, and conveniently forgot all the rules God had so graciously placed in front of him. From that point on, the Caucasian race, full of vanity and pride for having seen so clearly what was good on the Earth and what was not, decided to subjugate the Earth to its will. During this turn of events, totalitarian agriculture was born. And God just shook his head. Fortunately, there are creatures on the Earth still willing to teach Man about his roots, and at the same time save Man from his selfdestructive impulses. Enter Ishmael, a gorilla with a conscience. Yes, a gorilla. Caged and controlled by man, Ishmael developed a self-awareness of his situation and of man's. Realizing that his destiny is intertwined with man's, he decides to save man from himself. Placing an ad in the papers, Ishmael finds a willing if disillusioned student, and presents a course of education guaranteed to save the world. Makes one wonder if the sign in Ishmael's office reads true, "With gorilla gone, will man survive?" The pupil finds that all he has learned about history is a lie, created by power hungry men two thousand years ago intent on ruling the w... ...If one does, one ends up fragmenting the entire food chain. Ecologically speaking, the Taker way of life was doomed from the beginning. However, the reader experiences a sense of pleasure as Quinn points out that many of the primitive societies have a great deal of wisdom they can teach the world on how to live in a self-sustaining society. Of course, new ideas will mean that the paradigms of yesterday will have to be discarded. However, if innovative solutions to today's ecological problems can be found, and the wisdom of ages is preserved, man has a shot at not committing cultural suicide. In trying to control all other life on the planet man has overstepped his bounds. In the end, man must realize that he is interconnected to all other life on Earth. Just consider, for a moment, the reverse side of Ishmael's office sign. "With man gone, will gorilla survive?"

Colonial Life in the 1700s Essay

When the English first settled in America, they had no intention of creating a new nation. They â€Å"continued to view themselves as Europeans, and as subjects of the kings. Some believed that if a nation were to arise from the English dominance in the New World, it would be identical to the English empire. However, between the settlement at Jamestown in 1607 and the Treaty of Paris in 1763, a different society from England emerged in the colonies. Changes in religion, economics, politics, and social structure illustrate this to the Europeans. By 1763, although some colonies still maintained established churches, other colonies had accomplished a virtual revolution for religious toleration and separation of church and state. Popular dissenter, Roger Williams, having been banished from Massachusetts, bought land from Indians and founded a colony where other dissenters or â€Å"trouble-makers† found refuge. Rhode Island, then, became the most religiously tolerant colony followed by William Penn’s Pennsylvania, which offered generous agreements on land, and full religious liberty. These two colonies directly opposed the official, tax-supported Anglican Church of England from which Puritans had escaped in the inception of America. Later in the colonial timeline, a series of religious revivals–known as The Great Awakening–developed into the separation between church and state. The disagreements between the beliefs in the Awakening – increased the competition of American churches, which resulted in the refrainment of such topics in political debates for more serious arrangements without the interruption of religious opinions. English customs of an official religion and the king’s position as the head of the Anglican Church clearly differed from American views of religious tolerance and separation between interconnected political and religious ideas. In a similar economic revolution, the colonies outgrew their mercantile relationship with the mother country and developed an expanding capitalist system of their own. During their early development, the colonies maintained an economic relationship with the English through the Navigation Acts, in which exchanges were to and from the empire only as enforced by King Charles II. This would ensure English triumph in mercantilism and maritime competition. Unfortunately for England, as the colonies’ population rose, the amount of imported products from Britain did not suffice and the American merchants began to trade with non-English countries. Eventually, they developed the influential capitalist system, in which the means of production are operated solely for profit. The English monarchy tried to prevent an economic depreciation in their dominion by reinforcing the Navigation Acts in the colonies; but their efforts resulted in Bacon’s Rebellion. Angry at Royal Governor Sir William Berkeley for his selfish high-taxing ways, Nathaniel Bacon and his followers burned Jamestown and the governor was removed. Thenceforth, England instructed Virginian governors to assure Virginia’s profit for the mother country. This new threat united Virginia’s gentry to combat governors’ efforts to raise royal economic dominance. Thus, America outgrew England’s mercantilism and established capitalism as its own economic system.

Nonverbal, Interpersonal, and Textual Communication Worksheet

University of Phoenix Material Nonverbal, Interpersonal, and Textual Communication Worksheet Nonverbal communication plays an essential role in any conversation. Individuals who are aware of nonverbal actions during conversations can more effectively interpret what is being communicated. Part 1 Look at the interactions between the individuals in the following photos and interpret what you think is being expressed through nonverbal communication. Describe the nonverbal cues that lead you to these interpretations. What is being said nonverbally by each person? The woman is trying to explain what happened you can see by the way she has her hand on his arm and by the way his hand is up the guy is telling her that he does†¦show more content†¦Part 3 Textual communication, or content that is read or viewed, also plays a role in communicating with others. Textual information may gain deeper meaning when the text is spoken or viewed in a specific context versus when it is read. Read the following quotes and write a 50- to 100-word interpretation of what you think is being expressed. Support your responses. If you wish to include references, format your responses consistent with APA guidelines. †¢ â€Å"Maybe all one can do is hope to end up with the right regrets.† (The Ride down Mount Morgan, Act I) — Arthur Miller †¢ â€Å"Human history becomes more and more a race between education and catastrophe.† (The Outline of History, Ch. 41) —H. G. Wells Response: It is saying that if there was no education for people to learn new things then the world would become a big catastrophe. Reading this quote did not make a whole lot of sense then when I said it out loud then it made sense so I feel that reading it out loud has a stronger meaning to me. †¢ â€Å"The world is very different now. For man holds in his mortal hands the power to abolish all forms of human poverty and all forms of human life. And yet the same revolutionary beliefs for which our forebears fought are still at issue around the globe—the belief that the rights of man come not from the generosity of the state, but from the hand of God. We dare not forgetShow MoreRelatedNonverbal, Interpersonal, and Textual Communication Worksheet1308 Words   |  6 PagesUniversity of Phoenix Material Nonverbal, Interpersonal, and Textual Communication Worksheet Nonverbal communication plays an essential role in any conversation. Individuals who are aware of nonverbal actions during conversations can more effectively interpret what is being communicated. Look at the interactions between the individuals in the following photos and interpret what you think is being expressed through nonverbal communication. Please describe the nonverbal cues that lead you to theseRead MoreCom100 R3 Nonverbal Textual Communicati Essay728 Words   |  3 Pagesï » ¿University of Phoenix Material Nonverbal, Interpersonal, and Textual Communication Worksheet Nonverbal communication plays an essential role in any conversation. Individuals who are aware of nonverbal actions during conversations can more effectively interpret what is being communicated. Part 1 Look at the interactions between the individuals in the following photos and interpret what you think is being expressed through nonverbal communication. Please describe the nonverbal cues that lead you to theseRead MoreCom100 Non-Verbal Communication Essay1328 Words   |  6 PagesUniversity of Phoenix Material Nonverbal, Interpersonal, and Textual Communication Worksheet Nonverbal communication plays an essential role in any conversation. Individuals who are aware of nonverbal actions during conversations can more effectively interpret what is being communicated. Look at the interactions between the individuals in the following photos and interpret what you think is being expressed through nonverbal communication. Please describe the nonverbal cues that lead you to theseRead MoreWk2 worksheet com100 r3 nonverbal textual communication worksheet week21794 Words   |  8 Pagesï » ¿University of Phoenix Material Nonverbal, Interpersonal, and Textual Communication Worksheet Nonverbal communication plays an essential role in any conversation. Individuals who are aware of nonverbal actions during conversations can more effectively interpret what is being communicated. Part 1 Look at the interactions between the individuals in the following photos and interpret what you think is being expressed through nonverbal communication. Please describe the nonverbal cues that lead you to these