Developing Oral Language Summary Essay Example for Free

Developing Oral Language Summary Essay Oral language and written language are essential skills that are needed for comprehension. Comprehension is defined as an understanding of oral and written language. In order for a child to comprehend what they are reading, several factors must come into play. Reading and decoding the words effortlessly without errors is the main step toward comprehension. When a child is reading text, they are experiencing phonemic awareness by sounding out the words in their mind. Writing is the next step toward comprehension. Writing goes hand in hand with reading. When a child is writing, they are also sounding out the words in their mind. Adults play a huge role in how children develop oral language skills. Automatic language is part of our everyday routines and children learn by â€Å"listening and speaking, phonological awareness and alphabetic knowledge, print awareness, comprehension, and writing† (Virginia.gov, n.d.). When students are learning to read and write, they do so simultaneously. It used to be thought that students should learn how to read first and then learn how to write. However, research has shown that learning to write while learning to read is important and vital in the development of reading (Pearson, D. 2007). A student needs to be able to read and write fluently in order to comprehend the material. In order to comprehend academic language, which is what students will use in school, there are certain concepts that a student must learn. Students need to learn syntax which is how words are formed to be able to create sentences void of errors. Students need to semantics which is defined as the meaning of language. Students should be able to cognitively understand and think about what they are reading. They also need to know how to use the language which is known as pragmatics. Through the use of various resources, students build up their vocabulary and strengthen their abilities to read fluently. â€Å"†¦the larger the reader’s vocabulary (either oral or print), the easier it is to make sense of the text† (National Institute,.n.d.). At this point, they will learn text structure and how sentences are strewn together. Of course, this all depends on what genre of text they are attempting to read and how complex the text in regards to the grade specific text they are reading. Being able to comprehend what one is reading all depends on what mood the student is in at the time. The student should be motivated and interested in the reading material. They need to understand the purpose of the reading; is it for enjoyment or for a school assignment? All of these are key factors that lead to comprehension. Another element of comprehension is cognitive targets. Cognitive targets are defined as the way a person comprehends or thinks about what is being read. The targets are locate and recall, integrate and interpret, and critique and evaluate. Locate and recall refers to locating or recalling something specific, such as the main idea, about the text they have read. Integrate and interpret refers to how a student can explain or compare what they have read. Critique and evaluate refers to how a student exams the text or evaluates certain parts of the text. Students practice these cognitive targets in both literary and informational texts. Examples of literary text include poetry, fiction, and non-fiction. â€Å"Informational texts include three broad categories: exposition; argumentation and persuasive text; and procedural text and documents texts† (NAEP). There are specific forms of instruction to improve comprehension and are most effective when taught together if possible. Comprehension monitoring is when a person is aware that they understand what is being read. Cooperative learning is when a group of students learn to read together. Graphic and semantic organizers are tools that readers use to represent material so that it is easier to comprehend. Question generation and question answering is when a reader asks themselves questions about the text and answers questions from the teacher. Story structure is when students are able to remember the main part of the story and answer questions about the story. Summarization is when a student reads text material and is able to generalize the entire text into a shorter passage. According to the article, Writing to Read, â€Å"instructional recommendations have shown clear results for improving students’ reading† (Graham S., Hebert. M., 2010). When these are other instructional methods are implemented into the reading process, comprehension can be very effective. This is especially true if these methods are built on top of an already developed language, strong background knowledge, and a high vocabulary. When teaching students comprehension through oral language and writing, teachers need to incorporate English language learners into their curriculum. English language learners may have linguistic issues and cultural background issues that are not only preventing comprehension, but also preventing reading and writing to begin with. As a teacher, it is crucial to first assess the ELL’s reading status to find out exactly where they are in the reading process. If so, what strategies can be implemented to better teacher the ELL’s. Also, a teacher needs to assess whether the student’s cultural background is preventing them from understanding the language. If this is the case, the teacher needs to learn the student’s background in order to assess where they are coming from academically. Not unlike native English learners, socioeconomic background can have an effect on how an ELL student is doing in school. According to the article, Cultural and Linguistic Impact, Patricia C. Salazar explains, â€Å"A student who comes from an educated middle-class family will have a different approach to learning than one who comes from a war-torn region of the world where food is scarce, and tragedy and trauma are daily occurrences† (Salazar, PC. 2009). Teaching an ELL student how to develop oral and written language will come from a successful assessment of the student. In order for a student to be successful at comprehension, oral language and written language skills must be mastered first. Reading is enhanced by written language and writing is enhanced by oral language. To facilitate a child’s learning, parents and teachers should provide as many resources as possible to accomplish this. In order to comprehend oral and written language, the student needs to be motivated and be reading grade specific text in order for the student to retain what they are reading. Cognitive targets are useful in facilitating comprehension and used regularly. Teachers also use different forms of instruction when teaching students how to build oral and written language. Finally, when teaching English language learners how to develop oral and written language, it is imperative that the teacher first learn of any linguistic or background issues and adjust their curriculum accordingly. It is crucial that educators teach students how to develop oral and written language in order to be successful academically. References Graham, S. Hebert, M. (2010). Writing to Read: Evidence for how Writing can Improve Reading. Vanderbilt University. Carnegie Corporation, NY. Retrieved from: http://carnegie.org/fileadmin/Media/Publications/WritingToRead_01.pdf Language Development. (n.d.). Retrieved from: http://languagedevelopment.tripod.com/id11.html Language and Literacy Language. (n.d.). Retrieved from: and Literacy http://www.dss.virginia.gov/files/division/cc/provider_training_development/intro_page/publications/milestones/milestones_individually/05.pdf National Center for Education Statistics. (n.d.). National Assessment of Educational Progress (NAEP). Retrieved from: http://nces.ed.gov/nationsreportcard/reading/whatmeasure.asp National Institute of Child Health and Human Development. (2000). What Works in Comprehension Instruction. Retrieved from: http://www.readingrockets.org/article/105/ Pearson, D.P. (2007). Reading Researcher Advocates Strengthening Literacy Programs Through Reading-Writing Synergy. Retrieved from: https://portal.flsouthern.edu/ICS/icsfs/reading_writing_synergy.pdf?target=7fde5bd4-34ca-4c2a-9b7b-3cf7f64718b8

Cellular Phones :: Mobile Cell Cellular Telephones Phones Essays

Cellular Phones Cellular phones are a phenomenon that has engulfed people in the nineties. They have become a common occurrence whether you are waiting in line at the super market or in a movie theatre. One professor at Murray State University said, â€Å"Many students are carrying them, I had a student get a call in the middle of a test last semester.† Although many people have accepted the thought of carrying a telephone wherever they go, others have not taken the onslaught of cell phones quite so easily. Cell phones have become part of everyday life, and with the dramatic changes that have been made, there is no sign of their existence diminishing. Today, cellular service is available in all 306 Metropolitan Statistical Areas across the country and all of the 428 Rural Service Areas. Cellular phones carry a diverse group of users. In June 1985, there were about 203,000 cellular phone service subscribers. By June 1989, the number had exploded to 2.7 million subscribers, and by June 1995 there were mire than 26 million subscribers. When cell phones were first introduce, only people with a lot of money had them and the service was very expensive. It was a lot cheaper to stop and use the pay phone than it was to use a cell phone. Now, it is almost as cheap to use a cell phone to make a long distance call as it is to make a long distance call using AT&T. Long distance calling has become a vast market of sales and bribery. A majority of cell phone users have a long distance plan with there cellular package. A lot of college students have cell phones just to make long distance calls home to their friends and family. Depending on the time of day, a person in Fayetteville, Arkansas can call a person in Dallas, Texas for as little as 9 cents a minute. That is very cheap for that type of telephone call. Why have Americans become so attached to cellular phones? Is it convenience, or just the way a person feels driving down the road talking to someone. There is no way to tell. I think it is very important to look at the reason Americans buy and use cellular phones. In a survey taken in 1996, Southwestern Bell Cellular asked 5,000 of its users to fill out a survey.

Rousseau as Totalitarian?

ROUSSEAU AS TOTALITARIAN? Rousseau, known as â€Å"Father of Modern Democratic Theory†, was being accused by other people as a â€Å"Father of Totalitarianism†. This is one of the contentious issues which attack Rousseau’s social contract; he is seen to be advocating totalitarian solution rather democratic. Others may have only misunderstood the concept of totalitarianism but I tell you there is no clear evidence showing he is in favor of totalitarian. Why, then, some considered Rousseau as a totalitarian? Maybe it goes with his controversial concept of general will.The general will can be perceived as an objective truth to which every citizen must conform. Therefore everybody was under the control of the general will. Since totalitarianism is defined as a  political system  where the state holds total authority over the society and seeks to control all aspects of public and private life whenever necessary; this means that the general will can be use as a tot alitarian device. But the methods suggested for discovering the general will were basically democratic.This concept was introduced to prevent exploitation and this will only take effect if it is willed by the citizens. In this case, we can see that Rousseau was proposing that the best way for a community to make decisions was really to use democratic procedures. Hence, we cannot condemn him being a totalitarian advocate just because general will reigns. After all, even if it controls every citizen, it still comes from all and it tends always to the preservation and welfare of the whole and every associate.Another thing that can probably make people thinks of Rousseau’s social contract as a totalitarian is due to his view of â€Å"majority binds the rest†. Rousseau was aware that no particular human being knows what the general will truly is that is why he proposes that what the majority has voted, it is the general will, assuming that everybody is thinking for the comm on good of the community and not for his own self-interest. Now problem the decision of the majority is what rules the community and we don’t even know if they are really thinking for the common good of everybody.They maybe considered as one political group who reigns over the community. This cannot be a valid reason for saying that Rousseau was after a totalitarian government. Remember Rousseau has insisted that the sovereign is the people and not a particular group only. And at the start of the compact, before they have voted for what they think is general will; the people should give their consent to all the laws that will be passed even in their opposition.Despite that the decision of the majority wins, the people still has participated in determining that certain law. Rousseau was merely proposing measures aimed at creating community cohesion and preserving democracy. We can now say that his proposal was really an authentic attempt of finding a form of association which will defend and protect with the whole common force the person and goods of each associate, and in which each, while uniting himself with all, may still obey himself alone, and remain as free as before.

Effective Management Of Project Risk Management - 1435 Words

Good Risk Management – Good governance This article describes the effective management of project risks in an educational institution. In this article I’ll be talking about the information that are useful to the board members as well as the team with their risk management efforts. â€Å"In the future we will look at risks affecting the whole of an organization and its place in the community. We will address both upside and downside consequences, and our view will be enterprise-wide, integrated and holistic. The result will be a more intelligent balance between potential benefits and harms. We will increase the confidence of stakeholders in our organizations and make them more resilient in a day and age of increased uncertainty. This is the†¦show more content†¦Always the board members should think of an effective risk management plan. This plan prepares the institution to storms that are unexpected and set the course on track. If you are elected as the new board member for an institution, you, no doubt will immediately feel the burden for better institutional oversight. The first thing, you will ever hear when things go wrong is, the board should have known! Even if the wrong doing falls far apart from the scope, fingers will be pointed by media, parents and even the students. This indicates that, every board member must and should have thorough understanding of risks and up-to-date knowledge of the mitigation plan. College and universities have their own resilience and historic place in the society. Times have changed now. The rapid change of technology, innovation, the insatiable appetite for the information place a tremendous pressure on board members to get each and every small thing right. This brings no choice for the board members to set the tone of risk management in their institution. It is very unlikely that a single catastrophic event might lead to the closure of the university, the margin of error would be lower in terms of financial matters and students having more alternatives to pursue their studies. Neglecting or being reactive can weaken and undermine the university, diminish the reputation and an embarrassment in front of the community. The institution will be more effective if