Multisensory Teaching Method to Reading

The multisensory teaching approach to reading is based upon the idea that some students learn best when the material that they are given is presented to them in a variety of modalities. This method uses movement (kinesthetic) and touch (tactile), along with what we see (visual) and what we hear (auditory) to help students learn to read, write and spell. Who Benefits From This Approach? All students can benefit from multisensory learning, not just special education students. Every child processes information differently, and this teaching method allows for each child to use a variety of their senses to understand and process information. Teachers that provide classroom activities that utilize various senses, will notice that their students learning attention will increase, and it will make for an optimal learning environment. Age Range: K-3 Multisensory Activities All of the following activities use a multisensory approach to help students learn to read, write and spell using a variety of their senses. These activities feature hearing, seeing, tracing and writing which are referred to as VAKT ( visual, auditory, kinesthetic and tactile). Clay Letters Have the student create words out of letters made of clay. The student should say the name and sound of each letter and after the word is created, he/she should read the word aloud. Magnetic Letters Give the student a bag full of plastic magnetic letters and a chalkboard. Then have the student use the magnetic letters to practice making words. To practice segmenting have the student say each letter sound as he/she selects the letter. Then to practice blending, have the student say the sound of the letter faster. Sandpaper Words For this multisensory activity have the student place a strip of paper over a piece of sandpaper, and using a crayon, have him/her write a word onto the paper. After the word is written, have the student trace the word while spelling the word aloud. Sand Writing Place a handful of sand onto a cookie sheet and have the student write a word with his/her finger in the sand. While the student is writing the word have them say the letter, its sound, and then read the whole word aloud. Once the student completed the task he/she can erase by wiping the sand away. This activity also works well with shaving cream, finger paint, and rice. Wikki Sticks Provide the student with a few Wikki Sticks. These colorful acrylic yarn sticks are perfect for children to practice forming their letters. For this activity have the student form a word with the sticks. While they are forming each letter have them say the letter, its sound, and then read the whole word aloud. Letter/Sound Tiles Use letter tiles to help students develop their reading skills and establish phonological processing. For this activity, you can use Scrabble letters or any other letter tiles you may have. Like the activities above, have the student create a word using the tiles. Again, have them say the letter, followed by its sound, and then finally read the word aloud. Pipe Cleaner Letters For students who are having trouble grasping how letters should be formed, have them place pipe cleaners around a flashcard of each letter in the alphabet. After they place the pipe cleaner around the letter, have them say the name of the letter and its sound. Edible Letters Mini marshmallows, MMs, Jelly Beans or Skittles are great for having children practice learning how to form and read the alphabet. Provide the child with an alphabet flashcard, and a bowl of their favorite treat. Then have them place the food around the letter while they say the letter name and sound. Source: Orton Gillingham Approach

Relative Density Definition in Chemistry

Relative density (RD) is the ratio of the density of a substance to the density of water. It is also known as specific gravity (SG). Because it is a ratio, relative density or specific gravity is a unitless value. If its value is less than 1, then the substance is less dense than water and would float. If relative density is exactly 1, the density is the same as water. If RD is greater than 1, the density is greater than that of water and the substance would sink. Examples The relative density of pure water at 4 C is 1.The relative density of balsa wood is 0.2. Balsa is lighter than water and floats on it.The relative density of iron is 7.87. Iron is heavier than water and sinks. Calculation When determining relative density, the temperature and pressure of the sample and reference should be specified. Usually the pressure is 1 am or 101.325 Pa. The basic formula for RD or SG is: RD Ï substance / Ï reference If a difference reference is not identified, it may be assumed to be water at 4  °C. Instruments used to measure relative density include hydrometers and pycnometers. In addition, digital density meters may be used, based on a variety of principles.

Food And Eating Some Persisting Questions Essay

During the first week of class, four readings were assigned. One of the readings, â€Å"Food and Eating: Some Persisting Questions,† by Sidney Mintz, discusses the paradoxes of food. Although food seems like a straightforward concept, it is actually extremely complicated. According to Mintz, there are five paradoxes, including: the importance of food to one’s survival, yet we take it for granted, how people stick to their foodways, but are willing to change, whether the government should allow people to freely choose food or if they should protect the people through regulations, the difference in food meanings according to gender, and the morality of eating certain foods. All of these paradoxes give people questions to think about, making this an extremely philosophical look at food studies. It also mentions that food must be viewed through the cultural context that it is in, which became important in â€Å"The Old and New World Exchange†, by Mintz, and â€Å"Ma ize as a Culinary Mystery†, by Stanley Brandes. These discuss the diffusion of foods after 1492 in different ways. The Mintz reading gives an overview of all of the foods spread from the Americas to the Old World, and vice-a-versa, but does not go terribly in depth on the social changes and effects of specific foods. Brandes focuses on the cultural impact of specifically maize on the European diet, noticing that most Western Europeans shunned it. He studies the cultural implications of this, concluding that maize was not acceptedShow MoreRelatedEating Disorders in Sports1405 Words   |  6 PagesIntroduction General Background The occurrence of eating disorders are a serious problem worldwide. 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Death Penalty misc2 Essay Example For Students

Death Penalty misc2 Essay When New York States governor George Pataki took office in 1995, crime dropped in total of 45%, and the murder rate dropped by 1/3. As of September 1st 1995, the death penalty was reinstated in the state of New York, assuring safer communities and fewer victims, and an over all drop in crime rate. People have used a number of arguments to support their views regarding the death penalty. Among the arguments used include deterrence, incapacitation, religious viewpoint, rehabilitation and cost. Yet it is suggested that the true judgement of a persons position on capital punishment is determined by emotional and moral beliefs. The primary questions raised by the death penalty are whether it is an effective deterrent to violent crime, and whether it is more effective than the long-term incapacitation. Defenders of the death penalty believe that by taking an offenders life is a more severe punishment than any prison term, it must be the better deterrent. A life term is commonly a short vacation at State expense with nothing to do but eat the fruit of others industry. (Opposing, p43.) The term deterrence is used to suggest that with the execution of murderers, there will be a direct decrease in homicide rate, due to the idea that potential murderers will fear for their own lives. Under New Yorks death penalty law offenders involving: murder of a police officer; a probation, parole, court, or corrections officer; a judge; or a witness or members of witnesss family. Also those who murder while already serving life in prison, escaping from prison, or committing other serious felonies, as well contract killers, s erial murderers, those who torture their victims, and those who have murdered before.It is criminals and crimes like these that impose fear in our communities. Due to change in sentencing laws, and other weaknesses in the system, society is not protected from acts of crime. In 1962, James Moore raped and murdered a 14 year old girl. He was not sentenced to death, but instead life imprisonment. Twenty years later, due to a change in our system, Moore is eligible for parole every two years. It is criminals like Moore, who do not deserve the right to live, certainly not amongst innocent communities. In 1868, in a debate before Englands Parliament one man stated It is better that the murderer should parish than that innocent men and women should have their throats cut. (Opposing, p57.) It are those individuals who commit a crime so grave, that they relinquish their right to life. On a religious and moral standpoint, it is said that the death penalty is a fitting punishment. Written in the bible by Luke: a certain man planted a vineyard, leased it to vinedressers, and went into a far country for a long time. Now atvintage-time he sent a servant to the vinedressers, that they might gave him some of the fruit of the vineyard.But the vinedressers beat him and sent him away empty-handed. Again he sent another servant; and they beat him also, treated him shamefully, and sent him away empty-handed. And again he sent a third; and they wounded him and cast him out. Then the owner of the vineyard said, what shall I do? I will send my beloved son. Probably they will respect him when they see him.. But when the vinefressers saw him, they reasoned among themselves, saying, This is the heir. Come, let us kill him, that the inheritance may be ours. So they cast him out of the vineyard and killed him. Therefore what will the owner of the vineyard do to them? He will come and destroy those vinedressers and give the vineyard to others.-Luke 20:9-16. (Pro-capital, p15.)It is said that in this passage Jesus states that the probable punishment for murder is death. Christians who morally support the death penalty may do so for two reasons; they believe in an eye for an eye, meaning that with those whose crimes are to grave, they deserve to die. They also believe if the criminal is repentant of the crime they committed, they are regretful for doing so, then by their execution they are justified to the Lord. Next there is the issue of rehabilitation. Abolitionists who support the concept of rehabilitation for murderers believe that imprisonment is effective in preventing murders from happening again. Murderers have the lowest rates of effective rehabilitation. Those who murder generally show no remorse, or guilt, and have the ability to kill again. In fact, murderers who serve time in prison are more likely to commit more murders, whether in prison, or upon th eir release. Civilization must have rules to follow otherwise there will be utter chaos. With 3/4ths of Americans in favor of the death penalty, and murder rates in New York State down by nearly 1/3, one must question the downside of capital punishment. An effective punishment not only forfeits the rights of the criminal, it deters crime, increases public safety and helps provide restitution to victims. All these components are found in the newly reinstated death penalty law. Death has a property that life in prison does not: finality. (Does, p34.) Bibliography:BIBLIOGRAPHY:BOOKS:1. Hagg, Ernest Van Den Conrad, John. The Death Penalty; A Debate Pro/Con. Plenum PublishingCorporation, New York. 1983. 2. Bender, L. David Leone, Bruno. The Death Penalty; Opposing Viewpoints. Greenhaven Press, Inc., San Diego. 1998. .uf2b1d9bda9a3ac3a4f6c1542d9983329 , .uf2b1d9bda9a3ac3a4f6c1542d9983329 .postImageUrl , .uf2b1d9bda9a3ac3a4f6c1542d9983329 .centered-text-area { min-height: 80px; position: relative; } .uf2b1d9bda9a3ac3a4f6c1542d9983329 , .uf2b1d9bda9a3ac3a4f6c1542d9983329:hover , .uf2b1d9bda9a3ac3a4f6c1542d9983329:visited , .uf2b1d9bda9a3ac3a4f6c1542d9983329:active { border:0!important; } .uf2b1d9bda9a3ac3a4f6c1542d9983329 .clearfix:after { content: ""; display: table; clear: both; } .uf2b1d9bda9a3ac3a4f6c1542d9983329 { 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; } .uf2b1d9bda9a3ac3a4f6c1542d9983329:active , .uf2b1d9bda9a3ac3a4f6c1542d9983329:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf2b1d9bda9a3ac3a4f6c1542d9983329 .centered-text-area { width: 100%; position: relative ; } .uf2b1d9bda9a3ac3a4f6c1542d9983329 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf2b1d9bda9a3ac3a4f6c1542d9983329 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf2b1d9bda9a3ac3a4f6c1542d9983329 .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; } .uf2b1d9bda9a3ac3a4f6c1542d9983329:hover .ctaButton { background-color: #34495E!important; } .uf2b1d9bda9a3ac3a4f6c1542d9983329 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf2b1d9bda9a3ac3a4f6c1542d9983329 .uf2b1d9bda9a3ac3a4f6c1542d9983329-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf2b1d9bda9a3ac3a4f6c1542d9983329:after { content: ""; display: block; clear: both; } READ: Does a tree have colour Essay3. Barbour, Scott Schonebaum, Stephen. Does Capital Punishment Deter Crime? Greenhaven Press, Inc., Sand Diego. 1998. INTERNET:1.Pro Capital Punishment. Http://www.m.edu/ww12461/cp.num.