Sight Words and Highfrequency Words
Sight words and high-frequency words are necessary for early readers to learn because these are the words used most often in reading; these words account for 60% of most print. Sight words are a part of vocabulary that are immediately recognized in their entirety rather than requiring word analysis. By teaching children these words by sight saves them the trouble of attempting to sound them out; this is helpful because many of these words do not follow regular phoneme patterns, such as: some and are. Some other examples of sight and high-frequency words are: the, that, him, and also.
Children are exposed to sight words and high-frequency words everyday, whether it is at home, in the classroom, or reading signs on the street. These words are also best exposed through literacy. Reading children’s books is one of the most successful ways for children to learn these important words. Since most first graders are unable to read an entire book indepently, reading to them numerous times a day or week can be beneficial in teaching them sight and high-frequency words. The leading types of books for doing this are predictable books, caption books, and label books.
Students learn patterns in context plus vocabulary through reading predictable books. A few examples of predictable books are: If You Give a Mouse a Muffin by Laura Numeroff, Chicken Soup with Rice by Maurice Sendak, and Brown Bear, Brown Bear by Bill Martin. After reading a book such as Brown Bear, Brown Bear you could make a worksheet that involves children’s comprehension of the literacy used. For example you could have your students fill in these blanks, “Brown Bear, ____________ Bear What Do You See? I see a ___________ bird looking at me.” You can also use caption books, and label books in this way to benefit your students learning of sight words and high-frequency words. Although when using these books, it is important to make sure that your children are not just looking at the pictures or memorizing the text. You can assess them on this by covering up the pictures and showing them the words. Remember your goal as a teacher is for your students to become independent readers.
When teaching these words, they should be taught together in isolation and in context.
Coming from an “unconventional” background, George Saunders is readily able to relate to the circumstances the everyday working laborer goes through (Wylie). However, Saunders has an advantage to spread out his ideas and concerns about life in the U.S. via his short stories and novellas. Because of neoliberalism and capitalism and its correlation to the huge wealth gap in the U.S. Saunders focuses his protagonists’ view from a proletariat standpoint, allowing the reader to see the life of consumerism has impacted our society. Saunders does not use conventional methods to portray this reality. Instead, Saunders emphasizes on the “absence” of certain moral human characteristics in order to take the reader away from viewing into a hero’s looking glass— to set a foundation of a world where our morals become lost to our materialistic and inherent need of money (Wylie).
Taking a closer look at the writing styles, it is easy to see why they are perfect reading books for children. Brown uses short sentences with in her writing for each page of the book. This makes it easier for children to focus on the action or story being told. It also helps them to be able to examine sentences one at a time instead of using paragraphs that could confuse them by having so many words present. Brown and Krauss also use small simple words that are taught to children at a young age that helps them work on repetition, for example in “Goodnight Moon”, each time the bunny is talking he always says “goodnight” to everything in the room. This helps to identify objects and better define words with the illustrations. Krauss also uses these short simple words and phrases to help children with their learning to read. For example, in the book “A Hole is to Dig”, the sentence says, “A face is so you can make faces.” This sentence also shows the children repetition by restating the word twice.
In conclusion, African American children face unwanted obstacles that prevent them from getting the equal education opportunities that they deserve. These children face problems everyday regarding crime, poverty and the school system not providing the right supplies for them to become effective members of their communities. When these children grow up in the high-poverty areas, they are already being set up as a failure. The time for equal education opportunities may not come due to the lack of funding, poverty levels and the way they are looked at through societies eyes. It is up to the black community to fix what they need to succeed.
It is widely known that racial and gender discrimination appeared from an early time which is still influence today’s society. The term Black American is used rather than African American because many Caribbeans and Africans identify themselves by their country of origin or use the term Black, and the federal government, along with Whites, will classify them as Blacks (ATWATER,1999). The first black president appearance is a great change for the racial discrimination which be expected to change the status of the black. For the education in America, the black children always face to the tough situation. These Black American children now enter school with various language genres, patterns of behavior, motivations, attitudes, and expectations that are either unacknowledged or seen as developmentally deficit by their science teachers. If they are considered developmentally deficient, then teachers feel like the students must be remediated before science learning can begin (Figueroa & Garcia, 1994). This remediation usually includes helping Black American students “to become ‘successful’ in terms of a traditional white, male, heterosexual, and middle class conceptualization of success” (Powell, 1997, p. 14).In a long period, the black is considered as the representative of poverty and slow-witted. On average, Black American students understand the four basic mathematical operations, can compare
In Herman Melville’s work “Bartleby, the Scrivener: A Story of Wall-Street”, the idea of a capitalist agenda is intentionally reinforced. This short work tells the story of a lawyer on Wall-Street and those of his employees, but he is particularly fascinated by Bartleby. Bartleby at first a hard worker who divulged tirelessly in his job as a law-copyist begins to “ prefer not” to do what is asked of him. This leads to the lawyer to grow increasingly curious about Bartleby. The idea of capitalist values in “Bartleby the Scrivener” are supported through the way the narrator, the lawyer, presents his employees to the reader, describes meeting Bartleby and Bartleby’s
Prejudice, racism, discrimination have always been present in society. Combined together, they form one of the most terrible and dreadful ways of treating and thinking about another human being. The effects of these actions and views on individuals have impacted society in an irreparable and tragic way. Judging someone by the color of their skin creates permanent impacts in people’s lives. A consequence caused by that old-fashioned way of thinking and seeing society in general is the effects these views have on black children education: a considerable number of American black children suffer to get a good education since they are in preschool.
Sure, in the late 1950’s black and white children were finally studying in the same classrooms, learning the same curriculum, but they did not begin at the same level. The African American students were raised by parents who were not allowed to be educated at the same level as white students, and could hence not attain high-paying professions. Though public education is technically free, a family of wealth can provide a certain level of support to their child that a lower-income family cannot. This support can be as clear-cut as expensive private tutors, or it could mean that students who come from lower-income families need to juggle their homework with a part-time job. “Some teachers also spoke of Black students’—all Black students’—low levels of achievements as the result of their families culture of poverty, and not the result of what the school offered them.” (Sadovnik, Page 163) Working in a preschool for 3 years from my experience, no matter what income struggles the families of the school face on a daily basis, we provide education for them. If the students of the school need extra help, we have after school programs that give access to the
Stuart, M., Masterson, J. & Dixon, M. (2000). Spongelike acquisition of sight vocabulary in beginning readers?. Journal of Research in Reading. 23 (1), p12-27.
Phonemic Awareness and Alphabetic Principle in addition to Phonics and Decoding Skills provide students with early skills of understanding letters and words in order to build their reading and writing skills. Students will need to recognize how letters make a sound in order to form a word. While each word has a different meaning to be to format sentences. While reading strategies for Reading Assessment and Instruction, I was able to find three strategies for Phonemic Awareness and three strategies for Alphabetic Principles which will provide advantage for the student in my research and classroom settings.
Elasticity of demand is an important variation on concept of Law of Demand. Demand can be classified as perfectly elastic, elastic, inelastic, unitary and perfectly inelastic. An elastic demand is one in which the change in quantity demanded due to a change in price is large. An inelastic demand is one in which the change in quantity demanded due to a change in price is small. An unitary demand is when quantity changes at the same rate as price.
Vocabulary is an important building tool of a child’s reading skills. Students have to understand what the words mean in order to comprehend the story as it is presented to them in the classroom.
One of the most often over looked yet essential part of literacy development is developing a child’s speaking and listening skills. If a child has a very limited vocabulary it will be harder for him or her to express what happened in a story. Being able to hear the play on words in rhyming a book, or noticing the subtle differences in word choice can change how a book is enjoyed.
The five key elements are one, Phonemic Awareness. This is when a teacher helps children to learn how to manipulate sounds in our language and this helps children to learn how to read. Phonemic Awareness can help to improve a student’s reading, and spelling. With this type of training the effects on a child’s reading will last long after training is over. The second key is Phonics. Phonics has many positive benefits for children in elementary schools from kindergarten up to the sixth grade level. Phonics helps children who struggle with learning how to read by teaching them how to spell, comprehend what they are reading, and by showing them how to decode words. The third key is Vocabulary. Vocabulary is important when children are learning how to comprehend what they are reading. Showing children, the same vocabulary words by using repetition will help them to remember the words. The fourth key is comprehension. Comprehension is when a child’s understanding of comprehension is improved when teachers use different techniques such as generating questions, answering questions, and summarizing what they are
According to Bursuck & Damer (2011) phonemes are “the smallest individual sounds in words spoken.” Phonemic awareness is the “ability to hear the phonemes and manipulate the sounds” (p. 41). Phonemic awareness is essential because without the ability students are not able to manipulate the sounds. According to the National Institute for Literacy (2007), “students with poor phonics skills prevent themselves from reading grade-level text and are unable to build their vocabulary” (p.5) Agreeing with the importance of phonemic awareness, Shapiro and Solity attempted to use whole class instruction to improve students’ phonological awareness. The intervention showed that whole class instruction assisted not only the students with poor phonemic awareness, but also on-level developing readers.
“The single most important activity for building knowledge for their eventual success in reading is reading aloud to children,” a report from 1985 by the commission