September 10th, 2009 at 3:12 pm
An Overview of Summer Heat 2006
Miami Schools are offering a range of summer professional development courses for its public school teachers and administrators in order to help teachers meet federal requirements and learn new methods and approaches to teaching. Teachers are eligible to take one Summer Heat course. These courses will be offered during June and July. Most courses last about a week and meet from 8:15 AM to 3:15 PM daily.
The teacher must attend every day of the session in order to receive Master Plan Points. The Miami &ndash Dade County School District’s Master Plan Points Program help teachers earn the graduate level credits that they need to meet the Highly Qualified Teacher Status outlined by the No Child Left Behind Act. Six Master Plan Points per day are awarded for all the courses with the exception of those that grant actual college credit.
Professional Development for Teachers
Miami &ndash Dade County School District teachers benefit from a range of courses that help focus their teaching on special at &ndash risk groups as well as providing instruction in key subject areas. Many courses focus on the needs of children with Limited English Proficiency. These courses help teachers improve literacy of Limited English Proficiency students as well as learn culturally sensitive techniques for including such children in the general classroom. Other special groups include children with autism and children with behavioral problems.
In addition to these special groups, Miami &ndash Dade County School District teachers have the opportunity to enrich their teaching of various core subjects. Courses abound in all aspects of literacy and mathematics as well as science, the arts, and social studies. Both elementary and secondary education is covered, including preparation for teaching the Advanced Placement (AP) Examinations at the secondary school level. On the other end of the spectrum, special attention is also given to the design and implementation of Pre &ndash Kindergarten curriculum. Miami &ndash Dade County School District teachers are also given the opportunity to explore general instructional methods to promote leadership in the classroom, including the Continuous Improvement Model (CIM), Object &ndash Based Learning, and many others.
Professional Development for Administrators
Miami &ndash Dade County School District administrators also benefit from the Summer Heat course offerings. Principals, Principal Trainees, and other support staff have opportunities to learn how to improve their own performance and to help motivate the teachers on their staffs. The Principal Preparation Program runs courses for Principal Trainee both in their first and second year of training. Several meetings of the Assistant Principal Academy are scheduled to help teachers make the transition to administrative roles. In addition, the role of the school psychologist and the teacher &ndash counselor are also explored in various course offerings. The School Support Team also has a variety of courses to choose form in learning how to implement school reform.
University and Community Partnerships
Miami &ndash Dade County School District teachers and administrators rely on the support of many university and community partners. Courses take place at many Miami &ndash Dade County area schools in addition to universities and private businesses. Barry University, the University of Miami, the University of South Florida, and Florida International University all offer their campuses for professional development courses. The Miami Lakes Educational Center also plays a vital role in providing a location for Miami &ndash Dade County School District teachers and administrators to
Some students spend too much time studying because they did not take the time to learn what was being taught in class the first time. If you follow these four tips, you will learn how to understand each lesson being taught in class so you will not have to put in extra time studying. This does not mean you will not have to study, but this will become a guide so you can use your time wisely. While you are in class, sit back and learn as much as you can and you will almost certainly get better grades and have more free time.
1. If possible, try to sit near the front to eliminate distractions. Teachers will probably not have a problem accommodating you if you ask them to sit you in a specific location in order to help you focus.
2. Avoid distractions such as chatting with friends, looking around the room, doodling, dozing, and daydreaming. Keep busy by participating in the discussion, asking or answering questions, and taking notes.
3. Contribute to classroom discussions. Raising your hand and offering your thoughts or ideas will help the discussion progress, make the teacher notice that you are actively taking a role in your education, and finally, help you sort out what you do and don’t know or fully understand. Try not to feel intimidated about raising your hand and answering questions. Start offering answers to questions or topics that you feel comfortable with and eventually this will become a habit. Eventually you will build enough confidence to contribute on a regular basis.
4. Listen not only to what the teacher is saying but to what your classmates are contributing to the discussing. You can learn a lot by listening to your peers.
Go to .live-etutor.com to learn more about online tutoring and watch a virtual tour inside of our online classroom. All tutors are screened, qualified and ready to help your child get better grades!
Comets are small celestial bodies that orbit the Sun. They have a nucleus center and may or may not have a tail. They orbit the Sun at very long intervals in highly elliptical orbits. They pass by the Earth on a cyclical schedule.
Comets have a central nucleus called coma. This coma is composed of rock, dust and ice. As the comet gets closer to the Sun, the ice melts and this creates a lot of dust and debris. As the pressure of the sun increases, the solar wind pushes the dust and debris into a beautiful comet tail. The sun illuminates the tail and we can view the comet from Earth.
Before the invention of telescopes, comets would appear out of nowhere. It seemed like they would illuminate themselves all of a sudden, not unlike the recent comet, Comet Holmes. Comet Holmes saw a flareup in just a few days that made it visible on Earth with the naked eye. Before, it had only been visible as a faint image in a telescope.
Now scientists are able to see and discover comets that would otherwise not be visible on Earth. Because of the cyclical nature of comets, some comets may only appear every several hundred years. There’s always a chance for an amateur with a telescope to discover a never before seen comet, much like the discovery of the Hale-Bopp Comet in 1996.
Comets are believed to originate in the Oort Cloud. The Oort Cloud is located in the farthest reaches of our solar system and is nearly 3 light years in size. It is in the Oort Cloud that comets originate and return to. Because of this huge distance and the huge size of the Oort Cloud, Comets come at regular intervals of hundreds of years. This is compounded by the highly elliptical orbits of Comets. For example, the most famous comet, Haley’s Comet comes every 76 years. Unfortunately, it’s the only naked eye viewable comet that comes so often.
Comets are the source of folklore and beauty in our sky. A comet gives us a chance to really see the beauty in astronomy.
It may not sound like a difficult task, but constructing hexagons and other polygons can be a frustrating and daunting task for children and adults. A sketch of a square is fairly simple to make as the corners are familiar right angles that most people have no trouble creating. Every other regular polygon from equilateral triangles to dodecagons and beyond can be a challenge without a highly developed ability to recognize and construct a variety of angles. Thankfully, there is a slick technique for constructing all sorts of regular polygons based on the fact that all regular polygons fit neatly inside of a circle.
For the uninitiated, a regular polygon is a closed figure with equal length sides and equal angles. A pentagon with three centimetre sides and 108 degree angles is a regular pentagon. Regular polygons are the figures that are most commonly used to represent each family of polygons.
To experience the most success with this method, it is recommended that you use a full circle protractor. A half circle protractor will work just fine except the procedure changes slightly. The basic procedure for the full circle protractor is to place the protractor on a piece of paper, make a bunch of dots, and join the dots. The trick is dividing the 360 degrees of the circle by the number of vertices in the regular polygon, and making dots at the resulting interval. In a hexagon, for example, there are six vertices, so divide 360 degrees by six to get sixty degrees. Starting at zero degrees, make a mark every sixty degrees around the full circle protractor; there will be dots at 0, 60, 120, 180, 240, and 300 degrees. Join the dots, and voila; you have a perfect regular hexagon. With a half circle protractor, it is necessary to establish a center point first, so when you rotate the protractor to complete the dots on the other side, it can be lined up properly with the zero point and the center point.
The really nice thing about using a 360 degree circle to construct regular polygons is that it works for all of the regular polygons that one would encounter in an elementary or primary school. This is because 360 is divisible by 24 different numbers including 3, 4, 5, 6, 8, 9, 10, and 12. To construct an equilateral triangle, for example, first divide 360 by three to get 120. Make dots at 0, 120, and 240, join the dots, and enjoy a perfectly drawn equilateral triangle. Squares are constructed by marking dots at 90 degree intervals, pentagons at 72 degree intervals, octagons at 45 degree intervals, nonagons at 40 degree intervals, decagons at 36 degree intervals, and dodecagons at 30 degree intervals. “But what about a heptagon?” you may ask. Even numbers that don’t divide evenly into 360 can be approximated using this method. For example, a heptagon (seven sided polygon) can be approximated quite well using 51 degree intervals. It will be hard to tell with the naked eye that you were one or two degrees off.
One limitation of this method is that there is only one size of circle available, so all of the polygons come out quite large. With a little ingenuity, this limitation can be overcome. One simple solution is to cut out a circle of paper and place it on top of the round protractor. Any paper circle smaller than the round protractor can be used. Make the dots around the edge of the paper circle lining them up with the scale on the protractor. The paper circle becomes an intermediate protractor that can be used just as the regular protractor, but it will make a smaller polygon.
Another limitation is that your students might not be at the point where they can divide or find multiples of large numbers. In this case, you could tell your students at which numbers to make the dots, or create paper protractors with just the intervals marked on them for each polygon.
This is the quickest and most efficient method I have seen for constructing regular polygons. It takes little time to teach and little time to learn, and it makes the construction of regular polygons a simple and painless activity for students. And if you need a bit of a challenge, try the 180 sided polygon with two degree intervals. I’ll bet you never guessed you could make one of those so easily!
Theoretical cosmologists spend much of their time perfecting what is now known as the ‘Big Bang’ theory. This concept originates from ideas percolating in the minds of scientists, theologians and astronomers down through the ages. However, much of what they consider as proof for the ‘Big Bang’ is dependent upon uncontrolled experimentation that is molded to meet their expectations.
Then God said, “Let there be light,” and there was light. This ancient description of the creation of the universe found in the Book of Genesis may be accurate after all. The big bang theory describes the beginning of the universe as having been precipitated from an infinitesimally small point. In this small volume, all matter and energy was concentrated until its contents exploded in either a smooth expansion or an incredibly violent energetic explosion that formed the planets, stars and galaxies. Originally this theory had competition from what is called the ’steady state’ theory whereby the universe is forever expanding and new matter and energy is created spontaneously within the space left by the receding galaxies. However, empirical observations have directed astronomers and scientists into the acceptance of the big bang model. But how did we get to this point in our understanding?
In the early part of the twentieth century the American astronomer Vesto Slipher and the German Carl Wirtz made some important astronomical discoveries. Using spectral analysis, Slipher deciphered the mixtures of gases contained in planetary atmospheres as well as nebulae. What distinguishes his findings is the discovery that most if not all galaxies outside of our own demonstrate what is called a ‘Red Shift.’ This shift is simply a change in the wavelength of the light emitted by those objects under investigation towards a longer wavelength. Wirtz similarly catalogued many red shifts of the nebulae which he chose to study. But it was still to early for them to realize the full potential meaning of their observations. That would wait until Einstein’s General Relativity would be interpreted by other scientists through further mathematical analysis.
His contemporaries demonstrated to Einstein that his new Theory of General Relativity published in 1916 was not compatible with a ’static’ universe of space time. The theory predicted an expanding or collapsing universe but not a fixed cosmos. Because he personally believed the universe to be an invariable space time continuum, Einstein engaged in a degree of scientific legerdemain. To correct what he perceived to be as ‘flaws’ in his theory he added the contrivance of a cosmological constant known as lambda to force the static universe into reality. Einstein’s view of perfection in an unchanging space time continuum had led him down a blind alley as much as Aristotle’s concept of perfection had brought that great philosopher into the error of believing in a static Earth at the center of the universe.
But even with the addition of the cosmological constant lambda, the universe was still found to be unstable and this whole affair would later be viewed by Einstein as his “greatest blunder.” His cosmological acrobatics behind him, Einstein yielded the stage to others for a clearer understanding of his own theory. It fell to Alexander Alexandrovich Friedmann to consider the consequences of General Relativity without the constant lambda interfering with his study of these relationships. In doing so, the Russian mathematician and cosmologist derived the solution which predicts an ever expanding cosmological structure (1922), a prediction which was disagreeable with Einstein’s concept of universal perfection. A couple of years later, Friedmann published his findings in “About the Possibility of a World with Constant Negative Curvature of Space.” But the entire hypothetical construct still lacked a complete verbalization mathematically and theoretically.
Enter the Reverend Father Georges Lemaitre, a Catholic priest from Belgium. Rev. Fr. Lemaitre provided the equations necessary to formulate the basis of Big Bang theory in his work entitled “Hypothesis of the Primeval Atom.” He postulated that the universe began as a primordial atom of infinitesimal volume and enormous mass energy as well as space and time and everything else comprising the future universe. At some point the universe began with the explosion of this super atom. Lemaitre published his theoretical ideas between the years 1927 and 1933 and speculated that the movement of the nebulae demonstrated the validity of the explosion of his cosmic super atom. Unfortunately, he also wrongly believed that cosmic rays might be an after effect of the super atom’s big bang. These are now known to be generated not from a universal conflagration but from galactic sources unrelated to the big bang.
However, the new theory still lacked a major source of observational support. This would be provided by Edwin Hubble’s observations of the redshift of galaxies. Taking up where Slipher and Wirtz left off, Hubble employed a novel technique to discern the properties of the galactic movements. By choosing to observe stars that are known as Cepheid Variables he could more accurately make measurements. Cepheids are a type of star that brighten and darken and lighten back up in regular periods of time that are well known. Cepheids that have identical cycle times of brightening darkening and brightening again also have identical or nearly identical luminosity. Thus, if one compares the length of the cycle to the amount of light apparent to the observer it is possible to accurately prepare an estimate of the distance to the cepheid.
In this manner, Hubble had found that the nebulae or galaxies exhibited a galactic red shift; in other words, that galaxies were receding away from ours at a speed which is correlated directly with the distance between our vantage point and the galaxy being studied. The further away the galaxies were the faster they appeared to be going in moving away from us. The results of these investigations is now known as Hubble’s Law. Essentially, this law states that universe is in an ever expanding mode whereby the intergalactic distances continue to grow without bound into infinity. Hubble’s Law depends upon the shifting of the wavelength of light and after having been delineated in 1929 has been subsequently proven over and over again. Further, Hubble’s constant has been recalculated to a more ‘perfect’ value and retains a great probability of being ‘recomputed’ in the future based upon new observations.
Thus, it should be clear to the reader that our scientists have a fateful habit of introducing their preconceived notions of beauty into their models. From Aristotle’s static Earth to Einstein’s greatest blunder, the constant which forces a static universe, we proceed only from the wisdom of our weak minds. The more things change the more things stay the same. Man’s hubris knows no limits in our attempts to understand things without the wisdom to comprehend its underlying meaning. Humble we are not. We are making the same mistakes we always have. Back to the future. To be continued…
Technology is revolutionizing the way Americans communicate and conduct business; yet, it has been slow to really take foot in our schools’ curriculums. Up until recently, technology has been introduced to students as an elective versus a complete integration and redefining of the way students are taught. The fact of the matter is, today, children are growing up in a world much different from what their parents and grandparents experienced. It is a world of computers, software, and wireless access to information on-the-fly. It is a world that requires a different set of skills to succeed; thus, it may be worth your while to investigate the role technology plays in your child’s schooling.
Studies show that the use of technology in the classroom is highly beneficial to students and teachers. Not only does it prepare students for the “real world,” it improves many skills that might not otherwise be fully cultivated. Because technology is so highly valued in America, students that become familiar and quite good at using it feel a sense of accomplishment, which improves self-esteem. When using technology, students are more likely to share their experiences with other students, promoting peer-to-peer tutoring and reducing the pressure teachers feel when being the only source of student assistance. In addition, students learn that there are numerous ways to solve problems and identify with how what they are learning actually applies to life outside of school.
Of course schools are limited by time and money, making it difficult to introduce anything new, especially expensive technologies that need constant maintenance and upgrades. However, if schools look at their overall program and revaluate how to accomplish the same tasks while utilizing technology, there may be more room to maneuver than originally thought. A parent’s best bet is to figure out how open the school is to change and how actively they are perusing these changes. Thus, when the opportunities arise to incorporate technology, the school will be more likely to embrace them.
Following are a list of questions that may be helpful in evaluating the technology initiatives at your child’s school:
• Is the use of technology in the classroom a school policy or an individual decision made by the teacher?
• What computer and technology skills are teachers expected to know?
• Are teachers provided training on popular and new technologies on a regular basis?
• What type of projects will my child be required to complete that promote the use of technology?
• Does the school have a computer lab or does each class have a single computer students are expected to share?
• What precautions are taken to ensure student safety when surfing the Web?
While it is important for schools to have an open mind about the use of technology in the classroom, parents need to support the efforts made by the school. Ask your child’s teacher and principal about the roadblocks and challenges they face in implementing the changes that would encourage the use of technology. There may be some things you can do on your end to spread up the process, be it educating other parents on the issue, donating money, or expressing your concerns to the school superintendent. Whatever you do, stay realistic about your expectations and keep the lines of communication open.
Acknowledgements
teacher.scholastic.com/professional/bruceperry/using_technology.htm
.ed.gov/pubs/EdReformStudies/EdTech/reasons.html
December is well-known for Christmas but do you know how people in countries around the world celebrate it? Here are some customs from various parts of the world.
Australia
Greeting - Merry Christmas
Santa’s Name - Santa Claus. Children leave him a piece of cake or biscuits and a glass of milk or a bottle of beer.
Food - Many Christmas dinners include roasted meats and vegetables, special fruit cakes, and puddings with a coin baked inside. Since the temperature can reach 100 degrees Fahrenheit, people are starting to eat cold meats and salads, tropical fruits like mangoes, and stone fruits like plums. Often, the main meal is eaten for lunch.
Gifts - These are left under the Christmas tree and opened Christmas morning.
Decorations - Shops and homes are decorated with tinsel, Christmas trees, decorations for the holiday, and special lights.
Customs - Traditional and Australian carols are sung by candlelight on Christmas Eve and are broadcast on television. On Boxing Day, the day after Christmas, two sporting events take place:
The Boxing Day Test Match (cricket game) and the start of the Sydney to Hobart Yacht Race.
Brazil
Greeting - Feliz Natal
Santa’s Name - Papai Noel (Father Noel), who is dressed in a red, silk suit with boots.
Food - Many people eat a traditional feast with roast turkey and vegetables, while others eat chicken and rice or beans. Beer and wine are also served. Some regions begin eating around 9 PM on Christmas Eve, while others eat around midnight.
Gifts - Local charities take in donations but do not seem to have enough presents for all the children.
Decorations - Brazil has a mixture of people so Christmas is celebrated in different ways. In the northeastern area, it is common to find Nativity Scenes; in the southern part, snow is simulated with little pieces of cotton on pine trees.
Customs - Brazilians sing a number of Christmas carols.
Greece
Greeting - Eftihismena Christougenna
Food - Special holiday cakes are baked.
Gifts - Most Greek people exchange gifts on Saint Basil’s Day, January 1.
Customs - To honor Saint Basil, the holiday cakes have gold coins hidden inside them. The cakes are cut at midnight on New Year’s Eve. Whoever has a gold coin in his piece of cake will have good luck the following year.
Hungary
Santa’s Name - Actually, the Baby Jesus is said to bring presents on Christmas Eve. A bell sounds signaling that the Angels have brought the tree and gifts.
Customs - On December 5, children leave out their shoes. During the night, Mikulas and Black Peter come to fill them with goodies for well-behaved children and switches for naughty children.
India
Decorations - Sometimes, houses are decorated with mango leaves; mango or banana trees are also decorated. Small, clay, oil-burning lamps are placed on the edges of flat roofs as decorations.
Israel
Greeting - Chag Semeach (Happy Chanukah)
Santa’s Name - Actually, parents, grandparents, and other family members give presents to the children.
Food - Because oil is an important part of the holiday, many foods are prepared with it. A favorite is potato latkes (pancakes).
Gifts - Since Chanukah lasts for eight days, children may receive one present each night.
Decorations - Jewish stars, blue or silver foil garlands,
dreidels (spinning tops), Chanukah gelt (chocolate coins), and pictures of the Macabees (Jewish army that recaptured the Holy Temple and Jerusalem from the Assyrian Greek King Antiochus) are found around the house.
Customs - The menorah (candelabra) is lit each night. On the first night, one candle is lit; on, the second night, two candles; and so on until all the candles are lit on the eighth night. After lighting the candles, families eat a festive meal, dance, play games, and open presents. They also attend Chanukah parties.
Japan
Greeting - Kurisumasu Omedeto
Santa’s Name - Santa Kurohsu. He does not appear in person but is pictured in advertisements as a kind old man with a round sack on his back.
Food - Depending upon the family’s custom, they eat turkey on Christmas Day or on Christmas Eve. Japanese families also eat Christmas cake.
Gifts - Stores sell merchandise for men, women, and children; and on Christmas Day, families exchange gifts.
Decorations - More and more artificial Christmas trees are beginning to appear. They are decorated with small toys, gold paper fans, dolls, lanterns, paper ornaments, and wind chimes. A popular ornament is the origami swan. Other decorations are mistletoe, evergreen, tinsel, and lights. An amulet is put on the front door for good luck and children exchange ‘birds of peace,’ pledging there must not be anymore war.
Customs - The daiku, or Great Nine, refers to Beethoven’s Ninth Symphony and is performed many places.
Mexico
Greeting - Feliz Navidad
Customs - Beginning on December 15, some families carry colorful lanterns and walk from house to house in their neighborhoods, each night, until Christmas Eve. This is called La Posada, which means ‘the procession.’ On each of the nights, the families are invited into different houses where they become guests at a party. There is plenty to eat and drink. Children play the pinata game, trying to break open the papier-mache figure with a stick while blindfolded; when it is cracked open, candies and small gifts fall out.
Netherlands
Greeting - Hartelijke Kerstroeten
Santa’s Name - Sinterklaas (St. Nicholas), who wears a red bishop’s hat and bishop’s cloak and has white hair and a white beard. He arrives on a white horse with his servant, Black Pete, to put small gifts in children’s wooden shoes.
Food - The Dutch people eat lots of marzipan, spiced ginger biscuits, tall chocolate letters, and ‘bankletter’ - initials made of pastry and filled with almond paste. When they are around the Christmas tree singing songs, they eat ‘Kerstkrans’ - a Christmas ring.
Gifts - On December 6, after hearing a knock at their door, children find a bag full of toys, nuts, and gifts.
Decorations - The Christmas tree is known as the Paradise Tree. Decorations of the season include dolls, musical instruments, fruit, candies, and lights.
Customs - The Dutch sing carols, the most popular one being “O Christmas Tree, O Christmas Tree.”
Sweden
Greeting - God Jul
Food - Coffee, cakes, and special buns are served on Santa Lucia Day, December 13.
Customs - Santa Lucia Day honors Saint Lucy, who helped blind people. The oldest daughter in each Swedish household dresses in a white gown with a red sash, wears a crown of evergreen
with seven candles in it, awakens the family with a song, and serves the coffee, cakes, and buns. Each town and city also chooses a young woman to be Lucia for the day. She then serves coffee and food to the townspeople at schools, hospitals, and other public buildings. From these women, a national Lucia is chosen; followed by a parade, feast, and dance.
Now that you have this data, let your children put the information in a comparison chart. Label the left side with the names of the countries and the bottom with the various information (ie: Greeting, Food, and so on). Then fill in the boxes!
Let your children do research to find out the information I left out.
Conduct research to find out the same customs for other countries, especially the heritage countries of students in your class or your own family.
However you celebrate the holidays, have a safe, wonderful season and a Happy New Year!
I hope these ideas are useful and inspire your own creative thinking.
And remember…Reading is FUNdamental!
Do you remember that ‘reading’ means understanding the author’s message, not just calling out words? If you cannot answer comprehension questions after reading a page, you have not truly read anything.
There are specific reading-comprehension skills that will help you understand what you are reading. Whereas my last article focused on Main Idea, Predicting Outcomes, Inferences, and Fact or Opinion; this article will cover Context Clues, Cause and Effect, Drawing Conclusions, and Sequencing. When reading with your children, be sure to ask questions that reinforce these comprehension skills, especially during summer vacation or other long absences from school.
1. Context Clues - When you are reading, suppose you come across a word that you have never seen or heard before. If you understand the other words, sentences, and paragraphs that come before and after the new word, you will be able to figure out what that new word means.
Example: Two friends met and had a persiflage over lunch. They talked about
seeing a movie, going shopping, or going to the beach.
Can you tell that ‘persiflage’ means light, frivolous talk? The two friends did not discuss anything of major importance.
2. Cause and Effect - We all know that actions have consequences. Think of the actions as causes and the effects as their consequences.
Example: The Miami Heat want the fans to wear white during the NBA Finals
games. As a result, the seats in the arena are filled with fans wearing White Hot shirts!
WHY are the fans wearing White Hot shirts? They are wearing white shirts
BECAUSE the Miami Heat requested it. When you ask a why question (the effect), you want to know the reason (the cause). Clue phrases that indicate a cause is to follow include ‘as a result’ and ‘in order to’.
3. Drawing Conclusions - Sometimes you will be asked a question about
information that has not been given. There will be enough clues, however, for
you to imply the meaning.
Example: Marvin was exuberant that his parents were allowing him to stay up past his bedtime so he could see the fireworks at a nearby park. Luckily, there would be a great view from his own patio! The fireworks were scheduled to start at 11:30 PM but, by 10:30, Marvin was feeling extremely tired. When he woke up the next morning, Marvin asked his mother why the fireworks had been cancelled.
Although the information is not directly given, you can draw the conclusion that Marvin was so tired that he fell asleep and missed the fireworks.
4. Sequencing - As the old saying goes, “Put one step in front of the other.”
When you are putting directions or events in sequential order, you start at the beginning and go step-by-step, in a logical or chronological order, to reach a conclusion. Young children just learning this skill begin their sentences with First, Next, Then, and Last; older children do not necessarily need those key words.
Example: She rubbed some oil on top of it. My mom went to the store and bought a chicken. Into the oven it went! Following that, she sprinkled some
seasoning over it.
As written above, this story does not make sense. Who put oil on top of what? Do you really season a chicken after it is in the oven? (Basting does not count!) The correct version would read like this:
My mom went to the store and bought a chicken. She rubbed some oil on top of it. Following that, she sprinkled some seasoning over it. Into the oven it went!
To review, then, there are specific reading-comprehension skills that will aid
in your understanding of the written word. A few of these skills are context
clues, cause and effect, drawing conclusions, and sequencing.
I hope these examples are useful and have inspired your own creative thinking.
And remember…Reading is FUNdamental!
Virtually every teenager will do it; take a drivers education course to obtain their learners permit and eventually an unrestricted drivers license. Most states have requirements that must be met for a teen to get their learners permit.
What is a learners permit?
A learners permit is a special permit issued by a State Department of Motor Vehicles (often referred to as DMV, but some states have varying titles) office for teenagers to begin “behind the wheel” drivers education training. For many states, the average age you can apply for a learners permit is 15. However, there are a few states where you can apply as early as 14 and as late as 16 years of age. Different states have different requirements. For example, there are a few states that have no formal requirements, where as most require initial written testing of driving basics. Six to eight hours of classroom (or approved home training course) is typically required.
Drivers Education Training
Once you’ve achieved your initial learners permit, you can expect to continue your classroom study, but can typically begin your “behind the wheel” training with an adult; usually a drivers education instructor or parent. During this time, most states require a certain number of hours of “behind the wheel” experience. You’ll learn many of the basics, such as: stopping, watching for traffic around you, turning, identifying various traffic signs, how to parallel park and more. Don’t take these for granted! Your initial drivers education training can set an important track for your driving record.
The trip to your local DMV
Once you’ve completed an approved drivers education course, you’ll be issued a license. This varies from state to state. Some allow you to complete a drivers education course while 15, but must wait until you are 16 years of age to obtain a license. Still others impose conditions for a new driver, such as limited hours of driving, driving with an adult of a certain age, etc. Your local DMV office will let you know any special provisions.
Before you get your license, there are some things you should know about that will be necessary to receive your drivers license. DMV offices are very strict about documentation you must present to get your license. You should always check with them first and even get a checklist. Typical items you will need to bring to your local DMV office to obtain your drivers license:
Your original birth certificate, or a certified copy of your birth certificate with a state seal. Be prepared! Simply taking a photocopied certificate will not work for most states. You should be prepared for this very early on in your drivers education training. If need by, contact the state where you were born to obtain a certified copy if you do not have one, or your original certificate.
Social Security Card. Make sure you have your social security card. Most metropolitans have a local Social Security Office where you can quickly go and obtain an SSN card if you’ve lost your original. Again, make sure you have this early on.
Glasses or contacts. You will be required to take an eye exam when applying for your drivers license. Be sure to bring your glasses or wear your contacts to the DMV office.
Proof of completion of a state approved drivers education course. If you are taking a local classroom drivers education course, they should provide you with a certificate. You should always be sure they are certified by the state, if your state requires such certification. If you have taken a state approved home study course, such as a parent taught course issued by some states, or a third party software training course, they will provide you with a certificate of completion.
Proof of insurance. Check with your local DMV. Some states require this, some states may not. You should have the minimum insurance required for your state, usually liability insurance. Be prepared to present proof of insurance to the DMV clerk.
Proof of enrollment in High School. Many states require that you be enrolled in school and have proof of enrollment to obtain a drivers license under the age of 18. Your school will have the necessary form and can provide it for you to take to the DMV office. In cases where you may no longer be in school, and have opted for a GED, make sure you bring your GED certificate with you.
These are the typical things you will need to take to your local DMV office when applying for your drivers license. Of course, each state can vary and you can visit your State’s DMV website for more specific information.
Driver Education Software
More and more states are offering modern alternatives to the typical classroom drivers education courses. Some states offer a parent taught drivers education where students can study and test at home, as well as “behind the wheel” with a parent or legal guardian. Many states are now allowing students to take an approved CD ROM based or online course.
One of the most effective teaching methods for children is to use materials that the child has a natural interest in. Teaching reading to your child is no exception. Our kids (as I’m sure most kids) have a natural interest in animals. Right from the beginning we had great success using their natural curiosity and affection for animals to teach the basic formations and sounds that are associated with the letters and pictures. This naturally progressed into using the same to aid in teaching reading to them as well.
There are several children’s magazines available for you that are dedicated to the animal child connection. As our kids got a bit older we even subscribed to a couple of the magazines for them. You talk about generating an interest! Just wait till the kids realize that every so often the mailman brings them a present. They couldn’t wait and it certainly helped us with teaching reading to both of the kids. If your kids, are struggling to read or maybe struggling to get interested in reading, use a tool that they are naturally interested in. For us, the animal stories and magazines were a great way for us to get started teaching reading.
Find a magazine that seems to fit the age level of your child. For younger children, I recommend one that has big bright colorful pictures with interesting facts. One of our favorite children’s magazines is Zoobooks. Some even have interactive puzzles and games the child can play and learn. A simple search on the internet of “children + animals + magazine” will turn up many choices for you.
Teaching reading to your child is 100 times easier when you employ the use of a subject that children naturally want to know more about. In fact, one thing that we discovered was that once the one of the magazines had been used and was no longer current, they made great tools for the kids to cut some of the pictures out and make bulletin boards, calendars, and it made a great start in getting to the next level of reading by learning to make up their own stories and adventures using the pictures they cut out and the information from the magazines!
Whatever you choice of tools you are considering using to teach reading to your child, I highly recommend the use of some good children’s magazines.