Next Day Air Case Essay

233). Reading and reading comprehension is a basic skill that scholars will be able to use all along their lives and it all start here by encoding, decoding, adding and deleting sounds. This research will make use of CVC as a beginning set of letters that five year olds start manipulating nth verbally and in writing.

Due date: 2016-6-13 (Monday) submit both softcopy to blackboard and hard copy to Y1118 (dropbox outside the Y1118)

3. Consonance - Again, very similar to the ones above, but deals with consonants in the middle of the word and repeating them.

TRAFODWCH YMATEB Y BEIRDD I RHYFELA AR DARLUN A GAWN O RYFEL YN EU GERDDI. CYFEIRIWCH AT GERDDI O LEIA DAU O’R BEIRDD GAN DRAFOD EU CYNWYS A’U HARDDULL.

It isn’t essential to be able to converge and disguise your language using technical abbreviations but in my father’s profession, where there is an element of guardedness, it may be necessary that not everyone knows exactly what he

Section B—DIRECTIONS: Complete each of the following sentences by writing in the Answers column the letter of the word or words that correctly completes each statement. (3 points for each correct answer)

Grammar: In the space provided, write the letter indicating the word that correctly completes each sentence. Use only one answer for each question.

Turn in a hardcopy of your answers by the due date (See the Required: section for more details). Late submissions are heavily penalized or may not be accepted.

SL.10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

P hysical a dd ress o f t he Cont ac t Per s on

As discussed within the lesson plan, the letters-sound correspondence th- /th/ was chosen as the focus for this lesson due to data from a previous phonics assessment and anecdotal evidence that supported the idea that many students are confusing the /th/ and /f/ sounds when spelling and pronouncing unfamiliar words. In particular, many students are substituting the /th/ or th in words for a /f/ or f – spelling the word “with” as “wif”. This lesson aligns directly with the standard CCSS.ELA-LITERACY.RF.1.3.A (Know the spelling-sound correspondences for common consonant digraphs) and specifically works to strengthen the correspondence between th-/th/. Additionally, by learning and gaining confidence with using digraphs students work towards the standard CCSS.ELA-LITERACY.L.1.2.E (Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions) as they begin to use these digraphs to decode and spell new words.

6) Return the Solutions pages to be graded. Put a copy in the course folder and send me an electronic copy that I will grade and return to you along with the approved solution.

c.     Try short hand for word – remember no one has to be able to read these notes but you so come up with short spelling for words that you will be able to read later.

Due to time constraints, I will focus on teaching Cody to identify the letters a,b,c,d, and t and to produce the phonological sound. After he has mastered the sound with symbol, I will focus on blending the sounds to produce consonant vowel consonant words ( cat, bat, at ). Mastery will consist of 80 % accuracy over seven days. These tasks will be single step.

.gnorw si ecnetnes eht ,yrammus nI .tsoc egareva naht retaerg si ecirp taht hcus si tuptuo lamitpo eht neht ,tsoc egareva fo muminim eht naht retaerg si ecirp fi ,tcaf nI .tsoc egareva naht retaerg dna tsoc lanigram ot lauqe e b ecirp taht elbisso p yltcefre p si tI .)tsoc lanigram slauqe eunever lanigram ro( tsoc lanigram slauqe ecirp taht hcus si tuptuo lamitpo ;srekat ecirp era smr¯ ,tekram evitite pmoc a nI