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¶ … repeated in the words of the teacher, and this ties it together better. The main topic of the essay is to learn to look at something in a new and different way. This helps someone to see something for what it really is, instead of only seeing what is on the surface when the first look is taken. By making the author look at the fish over and over again, the teacher showed him that there was a lot more to be seen. This was true not only of the fish but of everything else in life. Because of the interesting tone of the essay, it is easy for the reader to feel how upset the author is getting, and then how interested he becomes in the fish after he learns how much there is to see.
The essay is approached as a narrative because it is much more interesting to read something that is written like a story than it is to read something that is written in technical language or as a list of what has to be done to see things the way they should be seen. The way the author talks about the transition from his feelings of anger to his feelings of interest helps the reader understand how important seeing things clearly has become to the author, and that the reader should try to do the same thing. It becomes a lesson about how to understand life better and learn more about all things.
Just looking at something can get very boring, but by looking at something in the right way there is so much to see that it will never be boring. The author was bored with the fish after only a few minutes at the beginning of the story. After he learned how to look at the fish the right way, though, he never got bored with the fish or the rest of the fish he looked at. When he finally left them for something else, he felt like he would miss them. It is the same way with everything in life that is looked at and understood the right way.
visual cues come from students developing knowledge of letter/sound relationships and of how letters are formed what letters and words look like often identified as sounding out words Example 2- Phoneme Awareness -- Recognizing Rhyme Assessment (Klein, 2003). Instructor: Says two-three words that rhyme: fat, cat, bat Model: These words have the same sound at the end so they rhyme; cat and mop do not rhyme because their sound is different. Share: Listen to
Picture Book Is Worth More Than a Thousand Words: Teaching ESL Students The use of picture books to teach English as a second language has been demonstrated to be quite successful. Experts in literacy attribute this to the way that pictures in the books help to fill in gaps in meaning. A fundamental consideration is that if the picture books are to be used as an aide to teaching English,
Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking." (National Institute for Literacy, 2003) The importance of fluency is that: "...it provides a bridge between word recognition and comprehension." (National Institute for Literacy, nd) Examples of classroom instruction in reading that promote reading 'fluency' are monitored oral reading aloud by students and independent silent reading of a repeated nature. Vocabulary "refers
Teaching Reading in the Content Areas Reading of content area is observed to provide some gratifying instances and also capable of creating critical circumstances. Due emphasis is being laid on reading in the sphere of evaluation of the developed contents at state and federal levels. The teachers seem to come across varied theories and instructional approaches while attempting to include the content area matters in their teachings. All the numerous approaches
Teaching Ethics In the realm of psychology and education, moral education is continuing to be more and more an accepted subject. Several people in the U.S. inclusive of educators involved with education for democratic citizenship are underlining for effectual moral education of the youth because of an overall moral crisis confronting these youths. People are clamoring for announcing a moral crisis in our nation in the wake of media coverage of
Because of the lack of clarity and certainty regarding mental retardation or intellectual disability, the effect of having students with this issue in a classroom can be somewhat more chaotic than with other developmental disorders, where specific modes of instruction have been developed. It can be difficult to predict what a student with mental retardation might be stimulated by, and there are certain areas where individual students might simply have