Reading Workshop

Reading Workshop This strategy gives students the opportunity to choose the books they read and to discuss their reading individually and in small groups. ears of teaching I have tried many approaches to reading instruction; many fell far short of meeting the needs of all my students … Then, one year, a teacher across the hall introduced me to reader's workshop … … Successful readers need to be reading books at their own instructional level for optimal learning to take place. I have discovered that reader's workshop is the ideal solution to differentiating reading instructionbecause each student reads books at his or her own reading level. When Should It Be Taught? Many teachers prefer to hold reading workshop in the morning, but time of day is not as important as having uninterrupted time. Ideally, reading workshop is held daily within a literacy block along with writing workshop and any other reading instruction. What Does It Look Like? Although reading workshop may look different in different classrooms, some elements are common. Students have access to a variety of authentic literature, and this literature is often leve led in some way so that students can select books in a deliberate manner. Students generally have an uninterrupted block of time to read, reflect upon, and respond to what they read. The teacher usually spends this time holding reading conferences with small groups or individuals. During reading workshop, students read at their desks (or on the floor, in a comfy chair, or in another special spot), select books from the classroom library, write in book logs or other reading journals, and talk with the teacher or other students about books.

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Weakening the Combine in One Flew Over the Cuckoos Nest...

Weakening the Combine in One Flew Over the Cuckoos Nest When norms of society are unfair and seem set in stone, rebellion is bound to occur, ultimately bringing about change in the community. Ken Keseys One Flew Over the Cuckoos Nest demonstrates the conflict of individuals who have to survive in an environment where they are pressured to cooperate. The hospitals atmosphere suppresses the patients individuality through authority figures that mold the patients into their visions of perfection. The ward staffs ability to overpower the patients free will is not questioned until a man named Randal McMurphy is committed to the mental institute. He rebels against what he perceives as a rigid, dehumanizing, and uncompassionate†¦show more content†¦By carrying out the Combine?s orders and imposing a matriarchal system, the Big Nurse has the ability to systematically dehumanize the patients and suppress their individuality. In Group Meetings, the men are forced to talk about personal experiences, a method Big Nurse claims is therapeutic b ut is actually very humiliating. Billy Bibbit talks about his first love who his mother disliked. Billy?s relationships with women seem to be the root of his problems. Nurse Ratched worsens the situation by ?grinding (his) nose in (his) mistakes? instead of helping him work through his problems (59). The patients let the nurse manipulate them in fear of the consequences of her wrath, and consequently are shamed, weak, and defenseless men. Even the Chief, the biggest man, has become a person so weakened by his society that he loses his ability to speak against the cruelty that surrounds him, ultimately leaving him powerless. The men are victims of their society and lose all their self confidence and individuality as a result of being pressured to conform. A man named Randal McMurphy, who defies the rules of everything that resembles the concept of the Combine, enters the hospital and immediately questions the corrupt system. He uses his rebellious spirit to influence the patients? beliefs about the policies, in hopes of gaining enough support to change them. When McMurphy comes and shakes every patient?s hand on the ward, Chief feels a sense of power transferring fromShow MoreRelatedSexuality in One Flew Over the Cuckoos Nest and A Street Car Named Desire2393 Words   |  10 PagesKen Keseys One flew over the cuckoos nest and Tennessee Williams A street car named desire? In What ways is Sexuality portrayed as central to the conflicts of the individual-v-society in Ken Keseys One flew over the cuckoos nest and Tennessee Williams A street car named desire? The capacity of sexual feelings within the individual is central to both the development and fundamental basis of any significant character. As observed in both One flew over the cuckoos nest (AKA CuckoosRead More Transformation: Randle McMurphy Patients Essay844 Words   |  4 Pagesthe process of dealing with the hostility of the outside world and sets the stage for Billy Bibbit to lose his virginity by arranging a data between him and Candy Starr, a prostitute from Portland. When the other patients sense that McMurphy is weakening, they urge him to escape. He tells them he will leave early in the morning after Billy has his date. He arranges a going away party for himself. While Billy finally enjoys the pleasure of sex with Candy, McMurphy and the other patients smoke marijuanaRead MoreOne Flew Over The Cuckoo s Nest1607 Words   |  7 Pages The 1960s was a time of great social change where people were challenging the norms great extends. The novel One Flew over the Cuckoo’s Nest is a perfect example of this which represents a great cultural artifacts of the sixties. The 1960s begin the controversial movement toward deinstitutionalization, act that would ve effected the characters in Cuckoo’s nest. In 1962 in the midst of the civil rights movement and deep changes to the way psychology and psychiatry we re being approached in AmericaRead MoreAnalysis Of One Flew Over The Cuckoo s Nest 1306 Words   |  6 PagesBenjamin Wiki - Conformity Intro â€Å"Conformity is behaviour in accordance with socially accepted conventions.† - One Flew Over the Cuckoo’s Nest The novel is set in the 1960’s inside a mental institution told by a patient, Big Chief Bromden and can be seen as a miniature mirror of society. The wards society is presented as a machine, called the Combine, that makes everyone conform to its strict rules and timetables. All individuality is taken away from the patients, and the happy feelings are

Reflection Paper on the Movie the Flowers of War in Relation to Metaphysics and Ethics Free Essays

Is life after death possible? Are the things beyond our perceptions lie in a factual basis? Moral relativists would say â€Å"whatever is good to you is only good for you, whatever is good to me, is good to me alone†. So if we believe on things like heaven or hell—two places we’ve never been, never saw, hear, touch, smell or taste. No one would say we are wrong, that such place does not exist, because for those of us who believe it does exist, in the mind which can understand and abstract ideas. We will write a custom essay sample on Reflection Paper on the Movie the Flowers of War in Relation to Metaphysics and Ethics or any similar topic only for you Order Now The Chinese film released last year show evidences of people who believe on things even if it cannot be perceived, some lines in the movie reveal the characters’ strong conviction, they are not therefore skeptic, also different ethics on how they handle death, react on different situations, and how their attitude is affected by the war. â€Å"Don’t do anything foolish. So many people have died. Even hell is packed. Why should you add to the crowd† -Yu Mo If the speaker believes in hell, she probably believe in its opposite too. In terms of metaphysics it is life after death. Even if the person is no longer physically and mentally able to give signs of being conscious, as a part of a religion or belief this particular person still lives on in a place called the after-death world or another part of the universe. â€Å"Father Ingleman, fly away† –George Chen â€Å"I can’t have a priest staring at me while I’m sleeping. † –John Miller The convent boy (George) was saying his last words for Father Ingleman (the dead priest). He was like talking to someone who is actually standing in front of him. They were treating the dead as if it’s still alive, that the priest is looking over them even if it is just a picture. For George on the other hand, he owes the priest his being alive, because he was just an orphan and for him flipping the picture would be like disrespecting the memories of Father Ingleman. A conversation between Shu and his father Mr. Meng, shows how deep love a parent can give his child even at war. Mr. Meng sacrificed himself to the Japanese by joining them even if it is unsafe for him to do so. Shu’s father thinks that through his action he could probably save himself and his daughter. He’d done it for his child, and it pains him that his child cannot see his efforts to save her. Instead of being treated well, his child looked down on his father and regarded him as a traitor, despite the coldness that Shu shows to his father, Mr. Meng still managed to do what a father is expected to do for his child even if it meant putting himself to risk; for risking himself is the least thing that he could do just as to protect and ensure that his child is secured. On burying the convent girls who died when the Japanese attempted to rape them, John Miller hoped that these girls won’t be lonely because he will bury them together. It shows that, he believes that those girls will live together somewhere, and by being together, they can live it happily. In this case, burial of the death will be the last kind thing that happened to them. Being buried formally, is like a solace, a privilege given, because not everyone gets a chance to be have a place to rest in times of war. â€Å"I think I hear what your father is saying right now†¦ I think he’s saying that you’ve done an incredible job taking care of the girls and that you’re good, so good. – John Miller This is when George Chen volunteered himself to fill up the thirteenth girl that needs to attend the â€Å"party†. He unselfishly did it to fulfill his promise to Father Ingleman that he will protect the girls no matter what it takes, even if it means dying or suffering in the hands of the Japanese. Even though the father does not have a physical entity he thinks that the priest is watching over him that’s why he did not broke his promise to the priest even if he is no longer present. Even if Father Ingleman is dead, for George, this promise will make the priest happy. On the first part of the reading by C. J Ducasse he said that when we all accept the fact that we are all going to die in some point of our lives we tend to help our fellows in this journey to make it easier, this act draws us closer and makes us more sympathetic to each other. In the movie, when the convent girls were about to commit suicide, some of the Chinese prostitutes’ unintentionally volunteered themselves to go into the â€Å"party†. After the incident they had a debate on whether they would really go or not. â€Å"They want pleasure. That’s what we do. We have experienced all kinds of men As long as we get out alive. We will find a way to survive. –Yu Mo Even at first they were unsure of their decision because they thought that risking their lives was not worth it, eventually these women have accepted their fate. Even if they know something bad might happen to them they did go anyway, they have sacrificed their lives just to save the purity, innocence and most especially the lives of the convent girls. For them it would be like a trade? their lives which they think is already wasted, over the lives of the convent girls which can be made better, and lives in which they could live on to appreciate and experience all the good the world could offer in the future. Prostitutes never care about a falling nation. They sing and dance while others are dying†¦ we should do something heroic and change the old way of thinking. †-Yu Mo â€Å"Please tell him (John) the studen ts can’t end up in the hands of the Japanese. Otherwise my soldiers would have died for nothing† –Major Li With the heroic deed that they’ve done, the Chinese women and the soldiers realized that even if they could die at least they have done something good and their death would not mean â€Å"nothing†. It is an action that will live forever in the convent girl’s hearts and a memory that once in their lives someone surrendered in exchange of their freedom and they would forever be grateful for they were given a chance to live longer. â€Å"Until this day, I still don’t know what happened to the women of the Qin Huai River, I never learned all their names and never saw them being taken away by the Japanese. So I always imagine†¦ I imagine myself standing by the large round window watching them walk in once again. –Shu For Shu, the women will never be gone, because she didn’t know what exactly happened to them, a part of her is still hoping that they are still and they will never be gone. These women will remain in her heart, because of the one thing they’ve done not only for her but also to her friends. The women of the Qin Huai River never walked out of her life; they just came in and never left even if they can no longer see them. In the fil m, we cannot deny the fact that the Japanese soldiers demonstrated brutality. For them, one shot was not enough to kill people. In those times, their work ethics involves them being violent over enemy and even towards women. They don’t value life anymore, as long as these civilians â€Å"cross† their lines, they are shot. To sum it up, the movie teaches the viewers different lessons. Sometimes, we should not be frightened to the idea of death. Because life comes only once, you should live it fully. Life is about living it. It’s what you do while you are still able. It is also what you can do to help others. For some, the physical entity may perish, but the memories will retain in the hearts of the people you helped, and this is what matters. How to cite Reflection Paper on the Movie the Flowers of War in Relation to Metaphysics and Ethics, Essays

Sensorial Cylinder Blocks Essay Example

Sensorial Cylinder Blocks Essay Sensorial Cylinder Blocks Material: Four blocks containing ten cylinders with knobs; each fitting into its respective hole. Block 1: Ten cylinders varying in diameter only Block 2: Ten cylinders varying in height and diameter from tall and wide to short and narrow Block 3: Ten cylinders varying in height and diameter from tall and narrow to short and wide Block 4: Ten cylinders varying in height only Aims: To refine the child’s visual perception of dimension To refine the child’s co-ordination of movement To provide controlled experiences of seriating To encourage basic mathematical vocabulary Indirect preparation for reading and writing Control of error: One to one correspondence. Vocabulary: To be given in a three period lesson: Thick and thin, with comparatives and superlatives. Big and small, with comparatives and superlatives. Wide and narrow, with comparatives and superlatives. Tall and short, with comparatives and superlatives. Stage: This is an early sensorial activity. Children are interested in individual cylinder blocks around the age of two/two and a half. Introduction: This is an Individual presentation. Invite the child to come by telling him that you have something to show him. Ask him to accompany you to the shelf. Introduce the activity at the shelf, name it and ask the child to take it to the table. Show him how to carry one of the cylinder blocks by gripping the block on both sides with both hands and carry it at waist level parallel to the ground and then let him carry it to the table or mat. Presentation: ? Seat yourself next to the child, positioning the cylinder block between you and the child. Ensure that s/ he can see all the steps that you do precisely. Tell him/her that you’re going to show him how to take the cylinder out of the cylinder block. ? Beginning from the left side, grasp the cylinder knob with your index, middle and thumb of your dominant hand. ? Firmly holding the knob lift it up and out of the socket and place it in front of the cylinder block ? Repeat the same procedure until all the cylinders are taken out of its respective socket and place them i n a random in front of the cylinder block. ? We will write a custom essay sample on Sensorial Cylinder Blocks specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Sensorial Cylinder Blocks specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Sensorial Cylinder Blocks specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The child can be invited to continue any time after demonstrating a few lifting and placing of cylinders in front of the cylinder blocks. Once cylinders are out of the block, tell him/her â€Å"That all the cylinders are out of the block†, and now I am going to show you how to put them back in the socket. ? Grasp the knob of the appropriate cylinder with your index, middle and thumb of your dominant hand ? Lift the cylinder up and align it to the respective socket beginning from the left, then slowly slide the cylinder into the hole until you hit the bottom of it. Then release your grasp of knob. ? Repeat the same procedure with rest of the cylinders until all the cylinders are back into the socket. The child can be invited to continue any time after demonstrating a few cylinders as to how to put them back into their respective socket. ? Once the cylinders are back into the block, tell him/her â€Å"That all the cylinders are back in their respective sockets of the block† ? Once through, invite the child to perform the exercise. ? Observe him/her as s/he does the activity. ? Once s/he has completed the activity ask him/her if he would like to do it again, if s/ he does not wish to repeat the activity let him/her know that s/ he can work on this exercise any time s/he want to and also as long as s/he wants to do it. Remind him/her to put the material back on the shelf at its respective position. Note to self: ? As part of classical presentation the cylinders are placed in a random way when it is taken out of the socket. But when presenting the exercise to a younger child just to make things easier for him the cylinder can be placed directly in front of the respective sockets of the cylinder block. ? When presenting the exercise make sure to focus on the different dimension of the cylinders. Exaggerate every movement as to both taking out and putting the cylinder back into the socket by moving each finger in a slow and steady motion in holding the knob and then lifting it up and putting them back in and out of t he socket. ? While putting the cylinder back into the socket, align the cylinder to the center of the socket and then slide in a smooth and steady motion. ? Once the child is competent in using one block he can be asked to continue with the rest of them by himself, but this decision as to asking the child to do the rest is totally based on the teachers judgment. Explorations: The child can be asked to perform the activity individually with two blocks, three blocks, four blocks or two, three or four children can be asked to perform the activity limiting them to one block at a time. Children can be blindfolded and can be asked to take the cylinders out and put them back into the respective socket just by feeling them around. Another extension can be tried by placing cylinder at a distance away from the cylinder block and the child can walk back and forth and bring the appropriate cylinder and slide it back into the respective socket of the cylinder block.

Metallic Character - Chemistry Glossary Definition

Metallic Character - Chemistry Glossary Definition Metallic Character Definition Metallic character describes the set of chemical properties that are associated with the elements classified as metals in the periodic table. Metallic character depends on the ability of an element to lose its outer valence electrons. Examples of properties related to metallic character include thermal and electrical conductivity, metallic luster, hardness, ductility, and malleability. The most metallic element is francium, followed by cesium. In general, metallic character increases as you move toward the lower right side of the periodic table. Also Known As: metallicity, metal character Metallic Character Versus Metallicity In chemistry, the terms metallic character and metallicity may be used interchangeably to refer to the metallic nature of a sample. In astronomy, metallicity refers to the abundance of elements heavier than hydrogen or helium, regardless of whether or not these elements are actually metals.

Cómo sacar Número Seguro Social para niño y beneficios

Cà ³mo sacar Nà ºmero Seguro Social para nià ±o y beneficios   Los padres y madres de nià ±os que son ciudadanos americanos pueden solicitar su hijo un Nà ºmero del Seguro Social (SSN, por sus siglas en inglà ©s). En este artà ­culo se explica cà ³mo sacarlo, distinguiendo los trmites segà ºn si se solicita en el momento del nacimiento o posteriormente o, incluso, en el caso de que el menor est fuera de los Estados Unidos. Tambià ©n se informa de para quà © sirve el SSN y cundo los menores pueden tener derechos a recibir un cheque de la Administracià ³n del Seguro Social.  ¿Cà ³mo sacar Nà ºmero de Seguro Social para un nià ±o? Los trmites para sacar el SSN para un nià ±o depende de las circunstancias particulares de cada caso. Asà ­, si nace en Estados Unidos, lo ms conveniente es hacerlo al mismo tiempo que se aplica por el certificado de nacimiento (birth certificate). En ese momento se pregunta a los padres si desean pedir el Nà ºmero del Seguro Social para su recià ©n nacido. Si dicen que sà ­, el padre y la madre deben comunicar cul es su propio SSN, si no lo tienen o si solo lo tiene uno, no pasa nada. El bebà © tendr derecho a su tarjeta. A continuacià ³n, la oficina de de Rà ©cords Vitales del lugar de nacimiento se pone en contacto con la Administracià ³n del Seguro Social y à ©sta enviar la tarjeta por correo. Para evitar problemas, se recomienda que el nombre del bebà © està © en el buzà ³n de correos, ya que en algunos estados los carteros pueden no entregar la tarjeta si el nombre del destinatario no est incluido en el buzà ³n. Sin embargo, si el nià ±o  nace  en Estados Unidos pero se aplica por el Seguro Social en un momento posterior, habr que presentar los documentos siguientes: En primer lugar, debe completarse la planilla (forma) SS-5. En segundo lugar, debe probarse la ciudadanà ­a americana y  edad del menor para el que se pide el SSN. Generalmente puede utilizarse el certificado de nacimiento, pero tambià ©n son vlidos el reporte consular de nacimiento en el exterior, el pasaporte americano y los certificados de naturalizacià ³n o el de ciudadanà ­a. Tambià ©n debe probarse la identidad del menor. Para ello el documento que se prefiere es el pasaporte, si no lo hay puede presentarse el rà ©cord de la escuela o la tarjeta de identificacià ³n escolar, el certificado de adopcià ³n, rà ©cords de la clà ­nica en la que nacià ³n o rà ©cords bautismales Asimismo, debe probarse la identidad del padre, la madre o guardin legal que solicita la tarjeta para el nià ±o. Original o copia certificada, no se admiten fotocopias. Finalmente, si el menor ya ha cumplido los 12 aà ±os de edad, deber presentarse en persona en una oficina del Seguro Social  para ser entrevistado. En este caso la tarjeta del Seguro Social puede demorarse  tres meses. Si se trata de un nià ±o nacido fuera de Estados Unidos pero que es estadounidense porque uno o ambos de sus padres pueden transmitirle la nacionalidad se puede solicitar la tarjeta del SSN en el momento en el que se hace la cita con la embajada o consulado para solicitar el Reporte Consular de Nacimiento en el Exterior. El Reporte Consular es el documento que sirve para probar que ese nià ±o, nacido en el exterior, es estadounidense.  ¿Para quà © se utiliza el SSN de un nià ±o? Los nià ±os  no estn obligados a sacar un SSN. Pero es muy conveniente que lo tengan porque es necesario para, entre otras cosas: Desgravar por à ©l o ella a la hora de llenar las planillas de impuestos (income tax return)Para que puedan recibir beneficios del gobierno, como Medicaid, CHIP o cupones de alimentosPara abrir una cuenta bancaria a su nombrePara recibir pagos por parte de la Administracià ³n del Seguro Social  ¿Cundo un nià ±o puede recibir un pago de la Administracià ³n del Seguro Social? Los menores de 18 aà ±os que estn solteros pueden recibir un pago de la Administracià ³n del Seguro Social si son cuidados por un padre, madre o uno de los abuelos y à ©stos fallecen, se jubilan o reciben beneficios por incapacidad (disability, en inglà ©s). El menor que est estudiando a tiempo completo en high school podrà ­a recibir ese pago mientras no cumpla los 19 aà ±os de edad. Adems, los menores que sufren una incapacidad podrà ­an recibir tambià ©n un pago. Dicho beneficio podrà ­a extenderse ms all de los 18 aà ±os siempre y cuando la incapacidad fuera declarada antes de cumplir los 22 aà ±os. 3 curiosidades sobre el SSN El Nà ºmero del Seguro Social es el mismo para toda la vida de una persona. No cambia, si bien en casos extraordinarios se puede solicitar un nà ºmero nuevo como, por ejemplo, si el solicitante ha sufrido un robo de identidad o en los casos de và ­ctimas de violencia para evitar que el abusador pueda encontrarlas. Es uno de los documentos que se admiten para completar la lista C del I-9, para probar que se puede trabajar legalmente en Estados Unidos, excepto en lo casos de SSN emitidos en una tarjeta en la que se especifique not valid for employment. Finalmente, no es obligatorio llevar en todo momento la tarjeta. Por el contrario, es aconsejable dejarla en casa guardada en un lugar seguro. SSN y actividades ilegales Es ilegal cualquiera de las situaciones siguientes: Utilizar el SSN de otra personaMentir para obtener una tarjeta. Es un fraude de ley.Comprar, vender o de cualquier modo alterar o manipular la tarjeta del SSN. En caso de utilizacià ³n ilegal del nà ºmero de la tarjeta del seguro social de un menor, se puede denunciar  por internet en www.idtheft.gov o marcando al nà ºmero 1-877-438-4338. Puntos clave: Nà ºmero del Seguro Social para un nià ±o Los nià ±os no estn obligados a tener tarjeta del Nà ºmero del Seguro Social (SSN)Sin tarjeta SSN no es posible desgravar por un nià ±o ni los menores pueden cobrar beneficios como pagos de la Administracià ³n del Seguro Social.El SSN para un menor puede solicitarse conjuntamente con el Certificado de Nacimiento, posteriormente o, en el caso de estadounidenses nacidos en el exterior, en el momento de registrarlos en el consulado solicitando el Reporte Consular de Nacimiento en el Exterior.Si se cree que se est haciendo un uso fraudulento del SSN de un menor, se puede denunciar marcando al 1-877-438-4338. Este es un artà ­culo informativo. No es asesorà ­a legal.