First Grade Curriculum Guide for Mentally Retarded Students Essay Example for Free

First Grade Curriculum Guide for Mentally Retarded Students Essay Various models of language, which are rich and are in various forms of literature, including, poetry, songs and fiction are to be introduced. The five major ideas in reading are some of the basis of the curriculum and the instructions. They inspire the various assessments that to be used. Phonemic Awareness: It involves the ability to and be able to manipulate sounds in words. It also involves the ability to isolate letters and sounds and also to blend sound and segment sounds. Alphabetic Principle: This refers to the capability of associating sounds with letters and uses these sounds to form new words. Fluency with text: Is the effortless and the ability of the reader to read words in connected text automatically. Vocabulary: Being able to effectively understand and use words so as to acquire and convey meaning. Comprehension: This process involves the intentional communication that takes place between the reader and the text to be able to convey meaning. Literacy Centers Each day a child will be expected to participate in centers. This will allow the children to be able to explore various materials, try to reinforce concepts already taught and direct their own learning. The centers are likely to change weekly. They include: Word wall centre, Art centre, Listening centre, poetry centre, spelling centre and Reading centre. Writing, Spelling and Phonics The children will be given the courage to apply their knowledge of letter sounds as temporal spelling. After the child knowing how to say words slowly as well as listening to the sounds, this should help him record the message and think of himself as a writer. As the child progresses, he will be expected to move toward a more convectional spelling and therefore will be held increasingly accountable. Words and spelling of high frequency are taught when working with words block of time. In each week, there will be an introduction of word wall words which will be seen by the child always during the time of reading and therefore he will need to spell frequently while writing. To add on that, through these words, the child will be taught letter sounds and some spelling patterns of the words that are well known such as â€Å"at† so that they are able to spell words like â€Å"fat†, â€Å"sat†, â€Å"mat† and even â€Å"cat†. The goal is to enable the child recognize the spelling patterns and then consistently use them while writing. The writers’ workshops will consist of ample time for writing, mini lessons and during guided writing sessions, there will be sharing of time. Grammar will be taught to children including the use of punctuation marks. There will be the use of modern manuscript as a form of handwriting. There will be no extra time being spent on teaching formal handwriting, but rather there will be incorporation of the teaching of proper letter formation into some other daily lessons. Reading Curriculum The development of literacy will form the primary focus of the first grade year. There will be a well balanced literacy program which will include a wide range of language experiences which involve reading, writing, listening and speaking (American Association and School Administrators, 2006) Reading aloud to children This will be a guided reading where by the teacher will be required to read allowed for the children to pay extra attention to be able to hear what is being read. The children listen carefully. The children will then read with the teachers help. This is achieved when the teacher reads then the children repeat what is being reading. Shared Reading This is also referred to as Independent reading. There are two forms of independent reading: †¢ Children read in group together †¢ Children read alone First, there will be grouping of children to enable them read as a group. In this they will be able to assist each other catch up. Those who are fast in mastering the words are likely to play important roles. After doing this the children will be allowed to read on their own (individually). This is the best time to determine whether a child has got something from the session.

Broken Angel :: essays research papers

Broken Angel by Francine Pascal Broken Angel by Francine Pascal is a story about Angel Desmond who is at the racetrack and has gambled away all of his money. His girlfriend Tia Ramirez and her friend Conner McDermott are looking for him. They find him at the racetrack and Tia gets very angry with Angel when she finds out he has lost all of his money. Angel dreads telling his parents, because he lost his whole savings account which was for college. He graduated form El Carro is supposed to go to Stanford in the spring. His parents are really excited about it.Angel stayed up late that night thinking about what happened. The next morning his mom offers to take him to get a small refrigerator for his dorm room at Stanford. He cannot take the pressure anymore so he tells his parents he does not have any money. Then he tells them what happened and they are very disappointed in him. His father fires him from his job at the garage that his father owns. Tia and Conner meet ant the cafà © and try to think of ways to help Angel. Finally when everything seems hopeless Conner thinks of a good idea. Conner’s mom is in all kinds of charities that give out scholarships at the end of school. Conner said he would ask his mom to put in some good words for Angel. Conner goes to ask his mom to help Angel. He is very nervous because she is usually drunk. She is an alcoholic. He finally gets his nerve up and knocks on her bedroom door. He walks in and she is cleaned up and sober. It was a big shock to Conner. His mom calls a few people for Angel and makes a few dinner dates.Tia goes to Angel’s house to tell him the good news. He comes to the door smiling from ear to ear. He said he has got good news for her. She tells him the news about Conner’s mom trying to get him a scholarship. He tells her tell Conner to just forget it. He is not going to college. He tells Tia he is going to stay with her. She tells him he cannot because he has worked so hard to go to Stanf ord. He then tells Tia she does not love him because she is pushing him away.

Nature’s Impact Essay

The outdoors contains many wonders that a child explores throughout the early years of life; therefore, a person’s childhood tends to position his path for the future. As a result, occurrences seen on an average day sitting at school, exploring in the woods, or examining the stars have the potential to be life changing. An American Childhood (Dillard), â€Å"Two Views of a River† (Twain), and â€Å"Listening† (Welty) all allocate this thought, yet the works juxtapose each other with different morals. Annie Dillard writes of the expectations of her to return after completing college and settling in the same town in which she resides her entire life before attending college: â€Å"It crawled down the driveway toward Shadyside, one of the several sections of town where people like me were expected to settle after college, renting an apartment until they married one of the boys and bought a house† (2). Dillard feels essentially unpermitted to broaden her horizon of a future. She believes she had been restricted too early and therefore Dillard feels she is not allowed to live up to her possible potential. Mark Twain, on the other hand, writes of the river and its influence upon him: This sun means that we are going to have wind tomorrow; that floating log means that the river is rising, small thanks to it; that slanting mark on the water refers to a bluff reef which is going to kill somebody’s steamboat one of these nights if it keeps on stretching out like that [†¦]. (1) Within his piece, Twain wonders if he were to have noticed all the diminutive and revealing things of the river as a child, whether it would have foreshadowed the future from the perspective from which he sees the past now. Twain wishes he had respected the river further as a child rather than simply viewing it as an effortless beauty. Eudora Welty also writes of her childhood, explaining her love for the sky and all that dwells within it. She states, â€Å"I could see the full constellations in it and call their names; when I could read, I knew their myths† (Welty 1). Even with all the knowledge she had of the ominous unknown that seems endless and vague to the common child, it still takes Welty until she is already a published writer before she realizes the moon does not rise in the west. Learning of this alters her perspective. However, without believing that the moon rises in the west, less delight and excitement would have occurred within her childhood. Dillard, Twain, and Welty write of their upbringings and how certain changes, if varied, could have fashioned a different future. They outwardly realize the options they had, and the elements they would have distorted in the past to assist themselves in the future. Where Dillard, Twain, and Welty’s works mutually contain the reference to their childhoods, they contrast each other with the morals of their writings. Dillard’s extended metaphor places her in an equivalent situation as the Polyphemus moth whose overgrown wings span wider than the Mason jar that withholds it. The piece uses the bit about the moth to foreshadow her telling of her confinement to Shadyside. The moral of her piece is that one’s parents, friends, or even society’s restraints should not oppress one’s aspirations to what is simply considered to be correct: Conversely, Twain’s piece concludes one should not take life for granted because it can exceed so hastily, that a large quantity of imperative information and experiences can be neglected and missed: The world was new to me, and I had never seen anything like this at home. But as I have said, a day came when I began to cease from noting the glories and the charms which the moon and the sun and the twilight wrought upon the river’s face; another day came when I ceased altogether to note them. (1) Welty teaches in her piece that a child’s learning is made of specific moments in time and she shares her involvements with this learning: â€Å"There comes the moment, and I saw it then, when the moon goes from flat to round. For the first time it met my eyes as a globe. The word â€Å"moon† came into my mouth as though fed to me out of a silver spoon. Held in my mouth the mood became a word† (Welty 1). Eudora reveals that moments like this which seem miniscule can alter one’s personality and interests. Each instant of learning creates a change in one’s mental makeup. Dillard, Twain, and Welty are each eloquent and sophisticated writers. Their works are relatively alike in the fact that they each converse of their childhoods and what they would have altered within them; however, they juxtapose each other with diverse morals veiled within the pieces. Works Cited Dillard, Annie. An American Childhood. New York: Harper & Row, 1988. Twain, Mark. â€Å"Two Views of a River. † Life on the Mississippi. New York: Harper, 1896. Welty, Eudora. â€Å"Listening. † Agents, Russell & Volkening. Welty: 1984.

Why I Don t Be Too Hard On Yourself - 1115 Words

A Few Wise Words from Well-Known Writers #1 At times writing can be a very stressful job. As if coming up with ideas isn’t enough, you must also find a creative way to turn these ideas into sentences. In most cases, the inspiration just isn’t there and you begin to question your choice of career. Don’t be too hard on yourself; plenty of writers have experienced similar thoughts. It’s all a part of the growth process. Many writers have run into brick walls but have found some creative ways to get over them, under them, or tear them down completely. Having such a creative mind, is one of the major benefits of being a writer. There’s always something stirring inside our brains. One day it’s the answer to a worldly issue, another day it’s just a bunch of words struggling to come together. Fortunately, the writers who have found their way to the other side of these imaginary walls have left clues as to how the rest of us can get there. Here are a few wise words from well-known writ ers. To live a creative life we must first lose the fear of being wrong -Joseph Chilton Pearce Being a writer often means delving into the pits of your heart, soul and mind. Sure, there’s the concept of proper grammar and sentence structure, but before this comes the actual story line. As a writer you may cater to an audience, and that is perfectly fine. It’s great to have a group of supporters willing to view and discuss your ideas. However, let’s not forget that your story is about you. WhenShow MoreRelatedThe Success Of Success Quotes1492 Words   |  6 Pageswe are successful in life. We want to go to bed feeling like we have done something worthwhile with our day. But why is it that so many of us are not living a life of success? Why are so many of us giving up on success and settling for mediocrity? It all has to do with our mindset. We are who we believe we are, just as we are capable of becoming who we believe we can become. That s why success quotes are so important in life. 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