Sight Vocabulary for Word Recognition

Learning the sight words for word recognition is critical for reading success. The majority of the words used in written English follow certain rules which govern the relationship between the symbols and the sounds. We call those phonics. Unfortunately, the words we use most frequently are irregular, and they are not spelled the way they sound, words like said, these and thought. These we call sight words, because you need to be able to recognize them immediately. Students who struggle with text really struggle with sight vocabulary. Learning sight vocabulary requires teaching and frequent re-teaching, as well as lots and lots of practice recognizing the words. Dolch High-Frequency Words There are couple lists, the Fry High-Frequency List, made up of 600 words, and the Dolch High-Frequency Words  made up of 220 high-frequency words and 95 nouns frequently found in childrens books. The Fry list is ranked from most frequently used to least frequently used (of the 600 words, not all 240,000 or so according to Boston University. The Dolch words represent about 75% of all the words we encounter in writing. Direct Instruction Programs, like Wilson Reading or SRA, teach some sight vocabulary in each lesson and are sure that students see those words as they are learning to decode the regular words which conform to the phonetic rules of English. Using the Dolch High-Frequency Words The word lists for Dolch High-Frequency Words begin with pre-primer words, the words most frequently used to glue together the nouns and verbs we use to express ourselves. There are five levels and a noun list: Pre-primer, Primer, 1st grade, 2nd grade, 3rd grade, and Nouns. Children should have all of the Dolch Words mastered before they begin second grade. Assessment: The first step is to simply present the words, beginning with the pre-primer words on flash cards (follow this link) and testing until a student can recognize no more than 80% of the words on each level list. Check off the words the students know on the checklists provided. Practice in Context: Leveled reading programs, such as Reading A-Z or SRA will provide lists of sight vocabulary and lists of new vocabulary either on the cover or on the page (Reading A-Z) where the item is found. Use the checklists to track which words you are using as you complete each list. These checklists can also be used to write and monitor IEP goals. There are enough columns to collect data over several weeks. Drill and Games The flashcards can also be used for practice as well as games or concentration. Dolch Around the World: Present pairs of students each of the flashcards. When a child gets it right, he or she moves on to the next student and they compete to recognize the card first.Dolch Concentration: Have two sets of cards. Have students play with a limited number of cards including some you want them to learn.Dolch Snap: Have students time each other with a stopwatch, to see who can read them the quickest. Dolch High-Frequency IEP Goals When presented with flash cards, John will read 32 of 42 (80%) of Pre-primer High Frequency (Dolch) Words, 3 of 4 consecutive trials.When presented with flash cards, Susan will read 90% (36) of the First Grade Dolch Words, 3 out of 4 consecutive trials.

Ethical Dilemma Case Study Enabling Autonomy For a Child...

Ethical dilemmas faced by the Allen family Slide 1: Ethical dilemma: Enabling autonomy for a child with Downs Syndrome Gary: Pam and Cliffords child Realistic goals Parental support of autonomy within Garys range of capabilities Future outlook Speakers Notes: Dealing with a child with Downs Syndrome is difficult for many families, but the Allen family has shown remarkable resilience in coping with their son Garys challenges. One of the reasons that Gary has made such a successful transition from childhood to adulthood is the Allens willingness to support Garys independence. This willingness is still informed with an awareness of Garys limitations. For example, Gary has a very carefully-observed structure and routine which governs his daily activities. He has a job at a supermarket within his capabilities that he enjoys and which gives him a sense of purpose. This job brings him out into the public with people other than his family. Gary is also capable of preparing his own foods and helping with household chores, although his parents do not require him to prepare extensive meals that could be complicated or dangerous if Gary was left in the kitchen alone. There are also contingency plans if Gary cannot be driven to work: h e knows how to take the bus. From the nurse-practitioners point of view, to help the family, some concerns which might arise regarding Gary are what might happen to Gary if his parents were unable to provide him shelter. Also, Pam has madeShow MoreRelatedCase Study: Medical Ethics3528 Words   |  14 Pagesï » ¿Case Study: Medical Ethics The case scenario in question verily presents a mind boggling situation. We are introduced to an intelligent woman of a credible forty years of age, suffering from a painful neurological affliction. 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Judaism Modernization In America Essay Example For Students

Judaism Modernization In America Essay The Jewish way of life has been affected in a tremendous way by the people ofthe United States of America. By the time of the signing of the Declaration ofIndependence, there were only 2500 Jews in America. For forty years beginning in1840, 250,000 Jews (primarily from Germany, Hungary, and Bohemia) entered thiscountry. Anti-Semitism and economic woes in Eastern Europe went from bad toworse after the pogroms of 1881-1882. Almost three million Eastern European Jewsleft between 1881 and 1914, two million (85%) of which decided to come toAmerica, where they thought the streets were paved with gold. Theywere wrong. Because of this intercontinental migration, the socialcharacterization of Jews in America changed drastically. Before the move, thelargest group in the early eighteenth century were the Sephardic Jews. Theylived in the coastal cities as merchants, artisans, and shippers. The Jews whopredominately spoke German came to America over 100 years later, and quicklyspread out over the land. Starting as peddlers, they moved up to businesspositions in the south, midwest, and on the west coast. New York City had 85,000Jews by 1880, most of which had German roots. At this time in American history,the government accepted many people from many different backgrounds to allow fora diverse population; this act of opening our borders probably is the origin ofthe descriptive phrase the melting pot of the world. These GermanJews rapidly assimilated themselves and their faith. Reform Judaism arrived hereafter the Civil War due to the advent of European Reform rabbis. Jewishseminaries, associations, and institutions, such as Cincinnatis Hebrew UnionCollege, New Yorks Jewish Theological Seminary, the Union of American HebrewCongregations (UAHC), and the Central Conference of American Rabbis, werefounded in the 1880s. America was experimenting with industry on a huge scale atthe time the Eastern European Jews that arrived. Their social history combinedwith the American Industri al Age produced an extremely diverse and distinctAmerican Jewry by the end of the intercontinental migration, which coincidedwith the start of the Great World War (World War I). Almost two out of everythree new immigrants called the big northeast municipalities (such as the LowerEast Side of New York) their new home. They would take any job available tosupport the family, and they worked in many different jobs which were asphysically demanding as they were diverse. The garment district in New Yorktoday was made from the meticulousness, the sweat, and the determination of theJews. Low pay, long hours, and disgusting working conditions characterized theaverage working day. Labor unions fought for these workers rights andeventually won. There are stories of men in the Lower East Side of New York whostarted to sell rags from a cart, and slowly moved up the ladder in time to runa small clothing shop. Like other Jews in America at this time, they sacrificedthe Sabbath to work during it, b ut it was for the good and the support of hisfamily. The 1890s saw the birth of many Jewish-oriented charities were organizedto raising funds for medical and social services, such as Jewish hospitals andJewish homes for the aged. The American Jewish Committee was formed in 1906 toattempt to influence the American government to aid persecuted Jewishcommunities overseas. Bnai Brith, a Jewish fraternal society, was set up in1843 by German Jews in America; in 1913 it instituted the Anti-Defamation Leagueto combat anti-Semitism. Today the ADL combats not just anti-Semitism, but alsoracism and other discriminants. Furthermore, The Bnai Brith Hillel Foundationhas put together Hillel Houses at major college campus throughout the country toensure that Jewish college students get an adequate religious experience. .uc05c987c1366dfec994e099c6a829224 , .uc05c987c1366dfec994e099c6a829224 .postImageUrl , .uc05c987c1366dfec994e099c6a829224 .centered-text-area { min-height: 80px; position: relative; } .uc05c987c1366dfec994e099c6a829224 , .uc05c987c1366dfec994e099c6a829224:hover , .uc05c987c1366dfec994e099c6a829224:visited , .uc05c987c1366dfec994e099c6a829224:active { border:0!important; } .uc05c987c1366dfec994e099c6a829224 .clearfix:after { content: ""; display: table; clear: both; } .uc05c987c1366dfec994e099c6a829224 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc05c987c1366dfec994e099c6a829224:active , .uc05c987c1366dfec994e099c6a829224:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc05c987c1366dfec994e099c6a829224 .centered-text-area { width: 100%; position: relative ; } .uc05c987c1366dfec994e099c6a829224 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc05c987c1366dfec994e099c6a829224 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc05c987c1366dfec994e099c6a829224 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc05c987c1366dfec994e099c6a829224:hover .ctaButton { background-color: #34495E!important; } .uc05c987c1366dfec994e099c6a829224 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc05c987c1366dfec994e099c6a829224 .uc05c987c1366dfec994e099c6a829224-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc05c987c1366dfec994e099c6a829224:after { content: ""; display: block; clear: both; } READ: Inspire For Sleep Apnea Cause And Effect Essay Anti-Semitism in America did not become widespread until the turn of thecentury. Anti-Semitism follows Jews around; it is not part of a community unlessJews live with them in that community and the gentiles dont want them there. Jews were informally ostracized from clubs and resorts, and were denied entranceto colleges and other institutes of higher learning. Moreover, it was a commonpractice to not employ Jews in particular professions and basic industries. Between World War I and World War II the United States placed limits on thenumber of Jews allowed in per year. Zionism, the movement formed by Jews to getthemselves to a land that they can call their own, had a definite impact onAmerican Jewry during Zionisms times of development and execution. AmericanZionism was affected by German and East European Jews coming to America.. Although the small membership of the American Zionist movement was almostcompletely East European at first, many of its leaders came from the olderGerman group. By 1915, Zionism began to attract prominent American-born figures,such as Louis D. Brandeis, who is most famous as being the first Jew to serve onthe Supreme Court. Brandeis and his associates added a distinctly American noteinto Zionism, rejecting the belief that the diaspora was a form of exile, andalso that Zionism tried to address the dangerous problem of dual loyalty forpatriotic Jewish Americans. For Brandeis, American and Zionist ideals reinforcedeach other. The occurrences of intermarriage (a Jew marrying a gentile) was notonly extremely rare in the first generation of American Jews, it was alsounheard of and rarely talked about. Today, love commonly crosses the borders ofreligion; intermarriages are common. Although divorce is allowed by the Jewishreligion, it also happened once in a blue moon in those times. In Amer ica today,every other marriage ends in a divorce. The parents tried to push their childrenfor them to have a better life (i.e., material wealth), a better job, and abetter education than they themselves did. The primary reason for this is so theparents would know that their children could adequately support them in old age. Today, the curve has changed. This happens on a much lower rate, andthe chances that it happens again (on the same scale the first generation ofAmerican Jews) is slim; todays economy is but one reason of many why this willhappen. Back then, only the husband worked and the universal middle-classexpectation of the wife was to stay at home and tend for the children. Ifthe wife had to work even part time during seasonal times of the year thenit shamed the family into thinking that the husband was not a good provider. Today it is not uncommon for both parents to work, and usually neither parent isashamed that both work to (simply) support the family; usually they are bothemployed such that the family can enjoy a higher standard of living. Furthermore, the advent of womens liberation has made it possible for morewomen to go out into the work force. Keeping Kosher is yet another issue thathas changed over the generations of American Jews. My mother and father, bothJews, grew up in the 1950s and 1960s, and my mothers family always kept kosher. Today, as a Jew, I have never kept kosher in my life, with the exception ofcertain holidays, and when my rabbi was watching me. Finally, the last issuewhich is a part of the Jewish-American generation gap is the Yiddish language. .ud2b57d83c7ac970b0b1011105f2e0706 , .ud2b57d83c7ac970b0b1011105f2e0706 .postImageUrl , .ud2b57d83c7ac970b0b1011105f2e0706 .centered-text-area { min-height: 80px; position: relative; } .ud2b57d83c7ac970b0b1011105f2e0706 , .ud2b57d83c7ac970b0b1011105f2e0706:hover , .ud2b57d83c7ac970b0b1011105f2e0706:visited , .ud2b57d83c7ac970b0b1011105f2e0706:active { border:0!important; } .ud2b57d83c7ac970b0b1011105f2e0706 .clearfix:after { content: ""; display: table; clear: both; } .ud2b57d83c7ac970b0b1011105f2e0706 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud2b57d83c7ac970b0b1011105f2e0706:active , .ud2b57d83c7ac970b0b1011105f2e0706:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud2b57d83c7ac970b0b1011105f2e0706 .centered-text-area { width: 100%; position: relative ; } .ud2b57d83c7ac970b0b1011105f2e0706 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud2b57d83c7ac970b0b1011105f2e0706 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud2b57d83c7ac970b0b1011105f2e0706 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud2b57d83c7ac970b0b1011105f2e0706:hover .ctaButton { background-color: #34495E!important; } .ud2b57d83c7ac970b0b1011105f2e0706 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud2b57d83c7ac970b0b1011105f2e0706 .ud2b57d83c7ac970b0b1011105f2e0706-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud2b57d83c7ac970b0b1011105f2e0706:after { content: ""; display: block; clear: both; } READ: Juvenile delinquency and religion EssayParents spoke Yiddish often, but not to the children. They only spoke it to eachother if they did not want the kids to understand what they were talking about(i.e., marriage problems). However, because the parents did not choose to havetheir kids learn Yiddish, they may have contributed to the generation gap. Today, Yiddish is dying rapidly. Yiddish theater in New York is but one of a fewremaining areas in America that still speak the language. Today, as a Jew, Ihave never heard a Yiddish sentence only a few words here and there, likeschlemiel and zoftig and even then I am still unsureof their true meaning in the times when it was spoken freely. Scholars havepredicted the extinction of the language by 2040 AD, or 5800 on the Jewishcalendar. America has also been an influence on new kinds of Judaism. MordecaiKaplan founded the Jewish Reconstructionist movement in America in the early1900s. In 1917 he led a shul which incorporated a broad realm of cultural andrecreational activities. Five years later, he formed the Society of theAdvancement of Judaism, which believed that worship was only one of many issuesa congregation should address. His book Judaism as a Civilization called for areconstruction of Jewish life. The Jewish ReconstructionistFoundation (now the Federation of Reconstruction ist Congregations and Havurot)issued new liturgical texts in the 1940s and 1950s, and it opened theReconstructionist Rabbinic College in Philadelphia in 1968. It is an evolvingand organic kind of Judaism, which is constantly adapting itself to the needs ofthe community and the society it serves. Judaism today, largely because of theAmerican hustle-and-bustle contemporary lifestyle, is just a religion instead ofa way of life. We are now in a period of time where many options are presentedon how to be Jewish going to shul, observing the holidays, sending yourchildren to learn about the Jewish ways of life, belonging to temples and Jewishorganizations (i.e., Havurah, an attempt to revive Judaism in small socialgroups) instead of what was only one way to be Jewish. No central idea holdsit together. Theres really no one common way to be Jewish anymore.

Wisconsin Vs Yoder Essay Example For Students

Wisconsin Vs Yoder Essay The Case of Wisconsin vs. Yoder (Docket #70-110) goes back to the year 1972. Jonas Yoder and Wallace Miller were both members of the Amish religion. Adin Yutzy, also prosecuted under the Wisconsin law, represented the Conservative Amish Mennonite Church. The reason for prosecution was because there was a law that stated all children must attend public school until the age of sixteen. The three parents, all being Amish, refused to obey such a law and pulled their children out of school after the 8th grade. Their argument was that the high school attendance was contrary to their religious beliefs. The state of Wisconsin disagreed and challenged this case to the United States Supreme Court. The basic constitutional amendment that is being argued here is the freedom of religion. The case was argued on December 8, 1971 and was eventually decided on May 15, 1972. Each side had a perfectly good reason as to why they were right. The defense, (represented as being Yoder), said that the law basically threatens their religious way of life. In their opinion, the only teachings they needed were that of what they had already received up until the 8th grade. They also said that Amish parents provide training from an early age through young adults, teaching them the skills necessary to be farmers, or other skills, i.e., carpenters and parents. This training supposedly prepares them for a much better life as an Amish adult than what they would receive in formal schooling. On the states side, however, their views were much different. The state was simply enforcing a law that requires children be enrolled in school until the age of sixteen. The states other argument was that the extra schooling prepared the children for adult life. In response the defendants found it unnecessary and unjust. The state came back with the question of what will happen to the children if they leave their Amish community. In a 6-to-1 decision, the Court decided that the individuals interest in the free exercise of religion under the First Amendment outweighed the States interests in convincing school attendance past 8th grade. The Court found that the values and programs of secondary school were in sharp conflict with the fundamental mode of life mandated by the Amish religion, and that an additional one or two years of high school would not produce the benefits of public education cited by Wisconsin to justify the law. In the opinion of Chief Justice Burger:?The Amish have a legitimate reason for removing their children from school prior to their attending high school. The qualities emphasized higher education (self-distinction, competitiveness, scientific accomplishment, etc.) are contrary to Amish values. Additionally, attendance in high school hinders the Amish community by depriving them of the labor of their children and limiting their ability to instill appropriate values in their adolescents. A states interest in universal education must be balanced against the legitimate claims of special groups of people. The State cites two interests in compulsory education: to create a citizenry to participate in our political system and to prepare self-supportive people. The Court agrees with the Amish that an additional one or two years of education will not significantly affect either of these interests.?