Phonics Definition and Examples in English

A method of teaching reading based on the sounds of letters, groups of letters, and syllables  is known as phonics. This method of teaching reading is commonly contrasted with whole language approaches, which emphasize learning whole words in meaningful contexts. During the 19th century, phonics was commonly used as a synonym for phonetics. In the 20th century, phonics acquired its present meaning as a method of teaching reading. In practice,  phonics  refers to several different but generally overlapping methods of instruction. Four of those methods are summarized below. Analytic(al) Phonics During the 1960s, numerous basal reading series included a manual outlining how to teach each story. The manual included a program for ​analytical phonics instruction that recommended that the teacher use known words and ask children to analyze the phonetic elements in these words. . . .Analytic phonics relies on readers knowing a large number of words at sight. Drawing from known sight words, teachers directed students to make inferences about the phonic relationships within words containing the same letter combinations. In other words, the student matched the sounds in a known word with the sounds in the new word (Walker, 2008). . . .However, in the 1960s, some reading programs differed from the mainstream basal readers that used analytic phonics. A few basal readers included instruction using linguistic units that had recurring patterns. The linguistic-phonics system used the idea that the English language had recurring written patterns that were systematic to develop their program.(Barbara J. Walker, History of Phonics Instruction. An Essential History of Current Reading Practices, ed. by Mary Jo Fresch. International Reading Association, 2008) Linguistic Phonics In linguistic phonics, beginning instruction usually focuses on the word patterns found in words like cat, rat, mat, and bat. These selected words are presented to the students. Children need to make generalizations about the short a sound by learning these words in print. Consequently, linguistic phonics lessons are based on decodable books that present repetitions of a single pattern (Mat saw a cat and a rat). . . . Linguistic phonics . . . is like analytic phonics in that it emphasizes word patterns rather than individual letter sounds. However, linguistic phonics is not typically espoused by top-down advocates, because it does not emphasize naturally occurring text.(Ann Maria Pazos Rago, The Alphabetic Principle, Phonics, and Spelling: Teaching Students the Code. Reading Assessment and Instruction for All Learners, ed. by Jeanne Shay Schumm. Guilford Press, 2006) Synthetic Phonics The sounding-out-and-blending approach to decoding is known as synthetic phonics. In a synthetic phonics program, students are taught to decode new words by retrieving from memory the sound that each letter, or combination of letters, in a word represents and blending the sounds into a recognizable word (National Reading Panel, 2000). It is a parts-to-whole approach (Strickland, 1998).(Irene W. Gaskins, Interventions to Develop Decoding Proficiencies. Handbook of Reading Disability Research, ed. by Richa Allington and Anne McGill-Franzen. Routledge, 2011) Embedded Phonics Embedded approaches to teaching  phonics involve students in learning phonics skills by reading authentic texts. This approach may be compared to whole language; however, embedded phonics involves planned skills taught within the context of authentic literature. Embedded phonics formed in response to the intense criticism experienced by the whole language movement, and highlights the role of phonics instructions within the context of authentic literature. (Mark-Kate Sableski, Phonics. Encyclopedia of Educational Reform and Dissent, ed. by Thomas C. Hunt, James Carper, Thomas J. Lasley, and C. Daniel Raisch. Sage, 2010) Summary In summary, deep and thorough knowledge of letters, spelling patterns, and words, and of the phonological translations of all three, are of inescapable importance to both skillful reading and its acquisition. By extension, instruction designed to develop childrens sensitivity to spellings and their reactions to pronunciations should be of paramount importance in the development of reading skills. This is, of course, precisely what is intended of good phonic instruction.(Marilyn Jager Adams, Beginning to Read: Thinking and Learning About Print. MIT Press, 1994)

Essay Benjamin Franklin Compared to Jonathan Edwards

Kendra Hughes Professor Machann English 2327 March 24, 2010 Errata in the Hands of an Un-Angry God: A Comparison of Edwards and Franklin Oberg and Stout put it best in the introduction of their book Benjamin Franklin, Jonathan Edwards, and the Representation of American Culture, â€Å"It is difficult, if not impossible to, think of two more widely studied colonial figures than Benjamin Franklin and Jonathan Edwards. As Franklin and Edwards have been studied individually over generations, so also have they been looked at together† (Oberg and Stout 3). Through their influential writing and critical evaluations of how to improve oneself, Jonathan Edwards and Benjamin Franklin both encompass American themes that ultimately define them as†¦show more content†¦Edwards consistently leads his life adhering to the bible. â€Å"He believed like Winthrop, that his community needed to prepare and become ‘a city upon a hill’ † (Gilmore 2). In â€Å"Resolutions† Edwards’ self-reflection and goals can be seen. He constantly tries to improve himself and his congregation so that they can achieve God’s envisage of a new homeland in New England. Edwards’ primary commitment was to understand the Bible and to abide by it to live life to the fullest. Edwards aspired to better himself and set a precedent for his congregation and his Christian community. Franklin, like Edwards, also seeks these goals and achievements as and individual and for the American man. In Soundings: Some Early American Writers, Lewis Leary writes, â€Å"Franklin was the true American †¦he constantly redefines himself†¦none better represented the simple, noble men†¦who lived close to nature faithful to her laws uncontaminated by artificialities of court or town† (Leary 9,11). Franklin provides his audience with virtues to adhere to when trying to set goals to improve themselves. 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Love In Midsummer Night free essay sample

# 8217 ; s Dream Essay, Research Paper Love? Is love controlled by human existences who love one another or is love controlled by a higher power? There are many people who believe that a higher power has control over love. An illustration of a higher power would be a cupid, a winging angel-type animal who is supposed to hit pointers at people to do them fall in love. There are other people who reject the thought that a higher power controls love and that the people who experience love can command it. In the novel, A Midsummer Night # 8217 ; s Dream , by William Shakespeare, several illustrations of love # 8217 ; s association with a higher power are presented. With the usage of illustrations from the above novel, this essay will discourse the grounds that love is associated with a higher power. Examples like: Thesius set uping a matrimony between himself and Hippolyta, Egeus taking who Hermia should get married and the faeries who have the ability to command love in the Enchanted Forest. In the narrative, the supreme swayer of Athens, Thesius ends up get marrieding Hippolyta, the Queen of the Jungle. However, during the whole narrative, Hippolyta neer throughly discusses her feelings and thoughts about the matrimony. She acts as if she has no pick but to get married Thesius. This can be proven by analyzing Hippolyta # 8217 ; s place in the relationship between herself and Thesius. Hippolyta was captured by Thesius during conflict and Thesius intimidates Hippolyta into get marrieding him since he is a supreme swayer and she was defeated by him. Thesius reveals that he capture Hippolyta in conflict in the undermentioned quotation mark, I wood thee by my sword/ And won thy love making thee hurts ( Act I, Pg 7 ) . The above quotation mark and the fact that Hippolyta neer discusses her feelings about the nuptials leads the reader to believe that she doesn # 8217 ; t truly love him but is forced into the matrimony due to his authorization. Thesius # 8217 ; authorizati on is the higher power in this illustration and her love ( in matrimony ) is controlled by the duke # 8217 ; s authorization by coercing her to get married him. Another illustration of a higher power commanding one # 8217 ; s love can be seen when the relationship between Egeus and his girl Hermia, is observed. In Act 1, when Hermia confesses her love for Lysander to her male parent, Lysander, Helena, Demetrius and Thesius, her male parent Egeus is really disquieted. Egeus is disquieted because Hermia is withstanding his wants for her to get married the adult male that he chose, Demetrius. When Hermia objects to her male parent # 8217 ; s wants, Egeus starts to endanger her life in an effort to acquire her obeisance, As she is mine, I may dispose of her/ which shall be either to this gentlemen/ or to her decease, harmonizing to our law/ Immediat ely provided in that instance ( Act I, Pg 9 ) . In this illustration, the higher power place is assumed by Egeus, Hermia’s male parent who is frustrated because his girl won’t marry the adult male of his pick but a adult male that she chose, Lysander. Her father’s choler causes Lysander and Hermia to run off, and be followed by Helena and Demetrius. The twosomes so end up in the Enchanted Forest where a whole series of events that mix up the lovers occur. After everything returns to normal, the twosomes return to Athens. Interestingly, Lysander and Hermia end up marrying. The fact that Lysander and Hermia got married proves that love can besides get the better of a higher power. Hermia defied her male parent, the higher power and still ended up get marrieding the adult male that she wanted. The most interesting parts of the narrative take topographic point in a environment known as: The Enchanted Forest. In the Enchanted Forest, legion Numberss of animals exist with the add-on of faeries. These faeries, for illustration Oberon, Titania and Puck, have the ability to utilize charming that can alter the feelings of love in people. Since the twosomes wandered into the Enchanted Forest, they end up acquiring assorted up in a series of events where Puck changes the feelings of the twosomes by utilizing a love potion on Lysander. After waking with the love potion in his eyes, Lysander ends up falling in love with Helena. On the other manus, Helena is still in love with Demetrius, who is in love with Hermia. Finally, Hermia is in love with Lysander. Basically, Puck changes the twosomes about because he applied the potion to Lysander alternatively of Demetrius. Fortunately, the state of affairs is solved and the twosomes get back together. The higher power in this instance prove d to be the faeries because of their ability to utilize charming to alter the feelings of love in people. This proves that a higher power can command the feelings of love in people. In decision, all of the above paragraphs dealt with illustrations turn outing that love can be associated to a higher power. A higher power in definition is any being or group of existences that have direct control over the actions of another being. Two of the illustrations showed how a higher power can command love and one of the illustrations showed how love can withstand a higher power and prevail. In any instance, it has been proven that a higher power does be when covering with love. Many people have wondered what love truly is and how love develops between people. Even if love International Relations and Security Network # 8217 ; t associated with a higher power in life, it is a unusual phenomenon and so far the association of love with a higher powers is a valid suggestion as it was proven in the narrative, A Midsummer Night # 8217 ; s Dream

Pigman Essays - The Pigman, Pigman, Paul Zindel, Lorraine

Pigman By Paul Zindel. The Pigman is a story about John and Lorraine, high school sophomores who, not getting what they need from their families, must surreptitiously seek love, reassurance, and meaning on the outside. In each other and Mr. Pignati (the Pigman), owner of a porcelain pig collection, they find love and reassurance; the meaning they find in themselves, in the unfolding of their relationship with Mr. Pignati and the drama leading to his death. John, a handsome and wild boy, drinks and smokes excessively; and, as Lorraine points out, only his good looks have kept him out of reform school. Lorraine, a shy girl John's own age, has low self-esteem and mild paranoia. John becomes attracted to her because he sees in her the same spontaneous, crazy quality that he has and no one else seems to share. John and Lorraine meet Mr. Pignati via a phone game to see who can keep a stranger on the line the longest. They get a $10.00 donation for a bogus charity and feel guilty about it, since they perceive how lonely the Pigman is. To make up for taking the money, they take Pigman to feed his only friend in the world, Bobo, an incredibly bad-tempered baboon. Mr. Pignati, as he shows them his pig collection that once belonged to his deceased wife, gives John and Lorraine the run of his house. Soon, Lorraine and John become close friends with the Pigman, who takes them to Beekman's, a large department store, where he buys them rollerskates and gourmet food. They play games together. They are like the three monkeys that they see in the pet department at Beekman's, hugging each other to be loved, and all the while the cold, indifferent world goes about its business ignoring them. One day during a game of rollerskate tag in his house, Mr. Pignati has a heart attack while chasing John up the stairs. He is taken to the hospital, and in his absence John and Lorraine use the house to throw a wild party. Mr. Pignati returns unexpectedly at the height of the commotion. John and Lorraine are taken home by the police; the Pigman cries alone in his room. John and Lorraine feel remorseful for betraying Pigman's friendship and for the destruction of his precious pigs by their uninvited friend, Norton, a thief, looking for money. To smooth things over, they convince Mr. Pignati to join them to see Bobo at the zoo the next day. But Bobo is dead. Poor Mr. Pignati cannot take the heartbreak. His wife is dead. The pigs are destroyed. His best friend Bobo is dead. Mr. Pignati dies, too. John and Lorraine know they are partly to blame for his death. They know now they are also responsible for what happens in their lives.