Chapter 10 Essay Example

Chapter 10 Paper In Nancy Walkers fifth-grade classroom, some students are reading above grade-level and some students have not yet become fluent readers. This teachers classroom library should contain: books written at a range of reading levels. In reading workshop, students get critical feedback from their teacher to help them develop as readers during: Conferencing The primary difference between reading workshop and Sustained Silent Reading (SSR) is that only during reading workshop do: teachers provide instruction. In writing workshop, students move through the writing process: At their own pace The benefits of sharing time during writing workshop include all of the following except: it is an appropriate use of time when students have writers block. Which of the following allotments of time is the least appropriate for these components of writing workshop? Independent writing: 10-15 minutes Which of the following statements is not true about establishing a workshop environment? Reading and writing workshops should be part of daily language arts learning. Of the following, the most important feature of literature circles is that students: Select their own reading material The primary purpose of specific roles for literature circles (e.g., word wizard, discussion director, etc.) is to: focus students on aspects of the text that facilitate comprehension and can guide student discussions. In reading logs related to literature circles, it is appropriate for students to write about all of the following except: Personal narratives Which of the following statements is not true with respect to choosing books for literature circles? The teacher does not need to be familiar with all of the book choices When implementing literature circles, effective teachers address strategies and skills by: Teaching mini-lessons The most significant focus of literature circle assessment is on: comprehension demonstrated through reading response. Literature focus units are built around: narrative texts, informational texts, or poetry. Students often create projects at the culmination of literature focus units. A primary goal of these projects is: for students to apply their learning. When a teacher planned a three-month unit based on the novel Because of Winn-Dixie, the principal correctly advised her that: a literature focus unit should be completed in less time. Which of the following is the least significant when constructing the instructional focus of a literature focus unit? The focus used in years past with the text Designing checklists and rubrics is a part of which step in developing a literature focus unit? Assessing students Of the following, the most appropriate way for a teacher using literature focus units to monitor students learning and assign grades would be to: use folders and an assignment checklist. The most distinguishing characteristic of basal reading programs is that they usually have A strong skills component A third-grade student appears to be constantly frustrated by the reading in his anthology. The first thing the teacher should evaluate is the: match of the reading level of the text to the students instructional reading level. When using basal reading programs, effective teachers determine the order in which to introduce various strategies by: using the scope-and-sequence chart included with the reading program. Which of the following is not true regarding the support offered by basal reading programs for struggling readers and English learners (ELs)? Struggling readers and English learners are able to access the lower-level texts provided for independent reading. Which of the following is a characteristic specific to anthologies designed for the primary grades? Features pictures of children and animals

America and the Atomic Bomb essays

America and the Atomic Bomb essays When Albert Einstein wrote then-President Franklin D. Roosevelt a letter concerning the creation and use of the greatest bomb the world had ever seen, the Nobel Prize-winning scientist saw the bomb as a means to end the rising power of the Nazi's; however, when the bomb had been created and was awaiting deployment, I believe policy-makers saw the opportunity to kill two birds with one stone, or bomb in this case. With the dropping of the atomic bomb, the United States not only brought the war to an end, but also solidified its place as a supreme world power and made very clear to every other nation in the world, specifically Russia, the force with which America was prepared to use to maintain that power. In the days leading up to and following the dropping of the bombs, President Truman and his staff were readily prepared to defend the use of the weapon and explain the hopes for the future, but as every good history student knows, things aren't always as they seem. In pursuit of nothing less than unconditional surrender from Japan, and with the hopes of ending the war relatively soon, the United States had no choice but to drop the atomic bomb. And so on August 6th, 1945, the first atomic bomb was released on the city of Hiroshima, Japan killing thousands instantly and thousands more in the weeks to follow. Seen as a successful endeavor, just three days later another bomb was dropped onto Nagasaki, Japan and soon after the Japanese government surrendered unconditionally to the Allied Powers. It would appear as though the bombs were used effectively, with one goal in mind, the end of the war. The only alternative to releasing the special weapon was yet another amphibious assault on heavily protected beaches that would have cost thousands of soldiers' lives. The sea-to-shore assault would have been much more difficult in Japan than the attack on Normandy because of Japanese soldiers' collective commitment to fight to the death...

The Haitian revolution Research Paper Example | Topics and Well Written Essays - 2000 words

The Haitian revolution - Research Paper Example The population at that time consisted of whites, mixed race, and blacks. Since Haiti was under the control of the French government, it took all the profits from the farms. The Haitian revolution rose in 1791, at this time, the slaves wanted to become free citizens. The entire population in Haiti desired change at the time (Ott 15). Oppression by their colonizers was becoming unbearable. In addition, they needed to have their rights. At about the same time, the French government was undergoing the French revolution that gave Haitians the inspiration to fight for their rights. The French revolution involved a rebellion of the locals who wanted an end to the oppressive monarchy system (Bryan 41). They demanded their rights as citizens. The population of Haiti in the colonial era consisted of distinct classes of people. There were French white divided into two classes. Some were planters and therefore very rich. These owned plantations in Haiti and were masters to some slaves (Geggus 23). Other whites were middle class and were majorly artisans and shopkeepers. These were the petit Blancs. A different group resulted from the intermarriage between the whites and the blacks and these were the free colored individuals. This group owned slaves and discriminated them more. They were full of prejudice against the pure blacks, associated themselves with the whites, and were the mulattos. Some of them were wealthier as they could own farms. Either they earned their freedom or their fathers granted it out of mercy. They supported slavery strongly and contributed to the highest mistreatment of slaves. The other population comprised of the slaves. There were two classes of slaves namely; domestic and field slaves. The field s laves experienced the worst treatment and were the first ones to rebel. The domestic slaves were not harshly treated and therefore not too ready to fight for their rights. Other slaves could not hold onto slavery any longer and therefore escaped.