homework. Of course‚ the language of those information is English‚ while I was reading those information‚ my vocabulary had increased. And from some example paragraphs‚ I can study how to write a paragraph in a right way. I have to say‚ my favorite homework is Reading Comprehension Questions‚ I love to read those articles‚ they are interesting and attractive to me. My writing ability improved‚ it is true that reading can enhance your writing ability. Lastly‚ I will like to thanks my teacher‚ even
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Burn After Reading Burn After Reading is a black comedy directed‚ produced and written by the Coen brothers in 2008. It stars some major actors such as Brad Pitt‚ George Clooney‚ John Malkovich and Francis McDormand. (Adams 40-42) In this film‚ all of the characters interweave with one another and they don’t necessarily know so. The film begins with John Malkovich as Osbourne Cox being fired from his position as a C.I.A. analyst. He then decides to begin writing his memoirs which eventually end
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comes to comprehending the book everyone in your group is reading. You also get to bond more with the other people in your group‚ increase your discussion skills and vocabulary as well. Everyone in the group has their own opinion so when a question is asked about a certain paragraph or page‚ you can all discuss why you answered what you did. “Literature circles are effective for team building abilities‚ discussion skills‚ and reading comprehension…” (Matt) Even though staying on task is one of the tricky
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Language arts education incorporates the teaching and learning of reading‚ writing‚ speaking‚ and listening. These strands should not be perceived as individual content areas‚ but as one unified subject in which each of the four areas supports the others and enhances thinking and learning. Traditionally however‚ teachers have typically paid little attention to listening in Language Arts instruction. This failure of teachers to focus on the development of listening in language arts is a serious oversight
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Reading Lolita in Tehran 1. Explain the Blind Censor. How does Nafisi use the Blind Censor to help express what she and her girls hope to do when they meet at her house every week? The book informs the reader that the Blind censor was "the chief film censor in Iran up until 1994" and before that‚ " he was the censor for a theater and he would sit in the theater wearing thick glasses that seemed to hide more than they revealed." We were also told that he had an assistant who sat by him who would
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took an enormous risk by inviting these seven women into her house to discuss literature. If caught she and or her students could face jail time because the books were banned in fear of conspiracy against the new revolutionary Iran. In the memoir‚ Reading Lolita in Tehran‚ the extreme risks these women take are due to the reoccurring theme of oppression throughout the story. As each day progressed these women were faced with new‚ more difficult battles of repression that they had to overcome in order
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Reading Lolita in Tehran In the memoir‚ Reading Lolita in Tehran‚ it talks about all the extreme risks the women of Iran are taking just to be able to do simple tasks‚ such as reading westernized literature (The Great Gatsby‚ Pride and Prejudice). It documents the experiences of women in Iran during the Islamic Revolution. A very thought provoking book might I add. The men are practically free to run around and do as they please within reason. Following the revolution‚ everything changed…leading
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them better their reading skills but also develop their vocabulary knowledge. Working on the vocabulary development is essential to learning reading or bettering skills. Building one’s vocabulary is essential and much needed for the struggling readers. There’s no one way that any student should or could have too many words in their own vocabulary. If one person doesn’t know a vocabulary word‚ I would recommend that the person who is trying to build their vocabulary and reading skills is to look up
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language skills‚ and for reading support. Since Ines is above grade average in her oral language skills‚ she can help clarify vocabulary words or the meaning of written text to Lolita who is below average in her oral language abilities. Ines can also provide feedback to Lolita as they practice oral language skills by retelling stories using visual story maps and story ladders. Another benefit for pairing Lolita and Ines together is that Lolita is at grade level in reading while Ines is below grade
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Today’s Literacy Focus: Determining importance‚ retelling Objective: The student will be able to select important events to orally retell a story using the “Uh-oh . . . Phew” strategy. Today’s Assessment: The student will read through the provided fiction text (“Quack! Quack! Will Duck Get Back?”) and the use the “Uh-oh . . . Phew” strategy to orally retell the story. The student will the complete a story mountain and use it to assist them in retelling the plot of the story. The teacher will
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