Activities to Increase Students Vocabulary

Are you looking for a few fun ideas that will help increase your students writing, speaking, listening and reading vocabulary? Well here are 6 motivational activities to help expand their vocabulary. Fun With Literature When students hear the name Junie B. Jones or Ameila Bedelia (the main characters that are in popular book series) you will probably hear a roar of cheers from your students. Junie B and Ameila are well known for the hilarious antics and situations that they get themselves into. These series books are wonderful to use for prediction and to help enrich students vocabulary. You can have students predict what they think the main character will get into next. Another great collection that is filled with endless language opportunities is the books by Ruth Heller. This author offers a collection of rhythmic books about adjective, verbs, and nouns that are great for young students. Vocabulary Builder A fun and impressive way to increase and build students vocabulary is to create a Breakthrough Box. Tell students that each day they are going to discover or breakthrough a new word and learn its meaning. Each week for homework students must cut out a word from a magazine, newspaper, cereal box, ect. and paste it to an index card. Then at school, they put it into the Breakthrough Box. At the start of each day, the teacher randomly calls upon one student to pull out a card from the box and the students task is to discover its meaning. Each day a new word and its meaning is discovered. Once students learn the meaning of the word, they can write it down in their vocabulary book. Inventive Terminology This creative vocabulary activity is perfect for morning seat work. Each morning write one sentence on the board and underline one word that students may not know the meaning of. For example The old man was wearing a gray fedora. The students would have to figure out that fedora meant hat. Challenge the students to read the sentence and try to figure out the meaning of the underlined word. Their task is to write the meaning and draw a correlating picture. Character Traits To help increase your students descriptive vocabulary have each student create a character traits T chart for the current book they are reading. One the left side of the T chart students would list the main characters actions that are described in the story. Then on the right side, the students would list other words that describe that same action. This can be done as a class with your current read-aloud book, or independently with the students current book that they are reading. Picture of the Day Each day as part of your morning routine tape a picture of anything you want to the front board. The students task is to look at the picture on the front board and come up with 3-5 words that describe that picture. For example, place a picture of a gray furry kitten on the front board, and students would use descriptive words such as gray, furry, etc. to describe it. Once they get the hang of it, make the picture and words harder. You can even encourage students to bring in pictures or objects to hang or clip to the front board. Word of the Day Challenge students (with help from their parents) to choose one word and learn its meaning. Their task is to teach the rest of the class the word and meaning. Send a not home encouraging students to memorize and really learn their word and meaning so it will be easy for them to teach it to their classmates.

No Child Left Behind Act - 1358 Words

1. 4. Steps Taken by Educational Institutions to Comply with FERPA Few decades back, educational institutions maintained educational records mainly in paper files. In those days, privacy breaches meant access to information present paper files without proper consent, and the main concern was related to misuse of the student information by agencies rather than the theft of records. To comply with FERPA, educational institutions had to safeguard paper files from illegal access, and provide access to these files only for legitimate use. In early 2002, No Child Left Behind Act was enacted which largely transformed and helped digitalization of educational records held by institutions. Educational Institutions made significant progress in using latest technology to collect and store of educational records. Many of the institutions started maintaining longitudinal databases that helped track student educational records across different educational levels and made identification of patterns over a period of time easily. These advances provided policy maker s a wonderful tool to evaluate the effectiveness of a specific policy. These advanced databases eased the access and sharing of educational information resulting in widespread concerns over security and privacy breaches. The constantly evolving technological landscape is posing a big challenge for institutions to comply with various Acts like FERPA, HIPPA etc. Institutions have started appointing Chief Information SecurityShow MoreRelatedNo Child Left Behind Act1621 Words   |  7 Pages The support for the No Child Left Behind Act plummeted down shortly after the act passed. Many people supported the act at first simply because they supported the goals of the act, once they saw the results, their opinions changed. One of the biggest arguments towards No Child Left Behind is that it is unfair. People believed the resources of difference schools were unequal, and thought the Title 1 funding that the schools received should go to ensuring all schools had equal resources. Many peopleRead MoreThe No Child Left Behind Act1670 Words   |  7 Pages Literature Review: Every Student Succeeds Act Suzanne Hatton, BSW, LSW University of Kentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of itsRead MoreThe No Child Left Behind Act2120 Words   |  9 PagesWhen President George W. Bush signed the No Child Left Behind Act (NCLB) into law in 2002, the legislation had one goal-- to improve educational equity for all students in the United States by implementing standards for student achievement and school district and teacher performance. Before the No Child Left Behind Act, the program of study for most schools was developed and implemented by individual states and local communities’ school boards. Proponents of the NCLB believed that lax oversightRead MoreThe No Child Left Behind Act875 Words   |  4 Pa gesThe No Child Left Behind Act â€Å"NCLB† was a bill passed by the Senate in 2001 and signed into law by President George W. Bush on January 8, 2002. It was a revision of the Elementary and Secondary Act â€Å"ESEA† of 1965 by President Lyndon Johnson. The NCLB was intended to help children in lower-income families achieve the same standard of education as children in higher income families. This was done by the federal government providing extra finances for Title I schools in exchange for a rise in academicRead MoreNo Child Left Behind Act1418 Words   |  6 Pagessystematic oppression. The flowing water of oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones safe from the water are the privileged, who are oblivious to the fact that it exists. George Bush s No Child Left Behind Act, which passed in 2002, mandated annual standardized testing in math and reading. If schools received insufficient scores, they were punished or shut down. This fueled the construed concept that a school is only doing well if the students haveRead MoreThe No Child Left Behind Act Essay921 Words   |  4 Pagesuccessful at it. (Source 7) Next, the â€Å"No Child left behind Act† it was signed by President George W. Bush and it passed with bipartisan support on Jan. 8, 2002. 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At his signing ceremony, Bush stated, â€Å"There’s no greater challenge than to make sure that every child—and all of us on this stage mea n every child, not just a few children—every single child, regardless of where they live, how they’reRead MoreThe No Child Left Behind Act1592 Words   |  7 PagesThe No Child Left Behind Act was the biggest educational step taken by president Bush and his administration. Its main goal included the increase of achievement in education and completely eliminate the gap between different racial and ethnic groups. Its strategies had a major focus on uplifting test scores in schools, hiring â€Å"highly qualified teachers† and deliver choices in education. Unluckily, the excessive demands of the law have not succeeded in achieving the goals that were set, and have causedRead MoreNo Child Left Behind Act1747 Words   |  7 PagesNo Child Left Behind Introduction The No Child Left Behind Act (NALB) was signed into law by the former President of the United States George Walker Bush on the 8th of January 2002. It was a congressional attempt to encourage student achievement through some reforms focused on elementary and secondary education programs in the United States. The NCLB requires that within a decade all students including those with disabilities to perform at a proficient level on their state academic evaluation testsRead MoreThe No Child Left Behind Act1124 Words   |  5 PagesChristian J. Green Dr. Shoulders NCLB and ESSA 28 February 2016 The No Child Left Behind Act (NCLB) was authorized by and signed into law in 2002. NCLB was a reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965. NCLB was meant to hold schools to higher standards, enforce accountability, and close achievement gaps that had existed in education since ESEA was enacted. Nevertheless, the rigorous standards and goals set forth under NCLB were never attained. ESEA Flexibility could

Exploring the theme of guilt in the fifth business and macbeth Free Essays

This paper will explore the theme of guilt in the stories of â€Å"Macbeth† by William Shakespeare and the â€Å"Fifth Business† by Robertson Davies. More specifically, this paper claims the guilt is a powerful emotion that can destroy a person. Basically, guilt in the context of the two stories led to devastations and up to some extent the ultimate downfall of a person. We will write a custom essay sample on Exploring the theme of guilt in the fifth business and macbeth or any similar topic only for you Order Now Moreover, guilt is confronted by people in different ways. Some would have a difficult time getting over it while others would easily get rid of it. And finally, it is the guilt of a person that serves as a catalyst to his suffering which is most of the time, on the emotional aspect On the story of Macbeth, guilt is found on the act of killing. The protagonist of the story, Macbeth, was persuaded to kill King Duncan of Scotland as well as his guard due to the persuasion of the three witches and his wife. But after the deed was done, Macbeth was guilt stricken. This is evident on the absent-mindedness nature of Macbeth after committing murder. In fact, after immediately killing the King, Macbeth is still carrying the bloodied daggers which are supposed to be planted on the guards of the King. Because of this, Lady Macbeth has to return into the King’s chamber to plant the daggers and even smear blood on the guards. It was noted that Macbeth has told her wife that he could not bring himself to return at the room anymore. In addition, even before the act of killing the King, Macbeth already feels guilty to what he will do. This is depicted on Act II, Scene II, Line 42 and 43 of the novel. It was declared in these lines that he heard of a voice saying that he has â€Å"murdered sleep† and that he â€Å"shall sleep no more†. Even after Macbeth became a King, the guilt feeling still lingered. It has even aggravated by his hallucinations with his order of killing Banquo. Furthermore, even Lady Macbeth has suddenly felt remorse with their deed. As a matter of fact, Lady Macbeth’s conscience has been irrelevant on their earlier part of the story. Eventually, she was also guilt-stricken thus having hallucinations and other vivid forms of imagination. At the end of the story, both of the Macbeths suffered a painful death which is a result of their deed in killing King Duncan. Meanwhile, the story of the Fifth Business tells about the guilt felt by Dunstable Ramsay towards a woman named Mary Dempster. Basically, when Ramsay and his friend, Percy Boyd Staunton, are snow fighting, they accidentally hit Mrs. Dempster who is pregnant at this time. Because of this, the act resulted to the very problematic as well as premature labor of Mrs. Dempster to his child, Paul Dempster. Unlike his friend Staunton, Ramsay was very guilty to what happened because he was the one who is supposedly hit by the snowball. This is evident in his lines, â€Å"I was contrite and guilty, for I knew the snowball had been meant for me†¦Ã¢â‚¬  (Davies, p. 3). From then on, everything had changed especially on the family of Mrs. Dempster. These changes had greatly affected Ramsay which caused him great emotional suffering. Although Ramsay was not directly affected by the changes in the family of Mrs. Dempster, he was nonetheless indirectly hit hard by these changes. More specifically, after the premature labor of Paul Dempster, Mrs. Dempster has become what they call a ‘simple-minded fool’ or a plagued with ‘madness’. This condition was perceived by Ramsay to be a lifelong responsibility to take care for Mrs. Dempster, thus offering some help in the chores of the Dempster household. Furthermore, Paul Dempster ran away from home even before he reached the age of ten (10). This is because of the Mr. Dempster blames him for the things that happened to his wife after giving birth to him. Specifically, he blames him for his mother’s madness. In fact, this blaming is complicated by the cruel jokes of people to Mrs. Dempster who thinks there is something funny about her. All throughout his life, Ramsay felt guilty to the many things that happened after the untimely labor of Mrs. Dempster. This is proclaimed in his lines delivered to Staunton that, â€Å"[This] is the stone you put in the snowball you threw at Mrs. Dempster†¦ I’ve kept it because I couldn’t part with it.† (Davies, p. 270) In other words, up to the end of the story, Ramsay was not able to get rid of the guilt he felt toward the incident that happened during his snow fighting. Indeed, the theme of guilt is relevant on the two stories. On Macbeth, the protagonist of the story, Macbeth, was guilt stricken for killing the King in order to get his throne. In the long run, he was not able to get rid of this guilt thus contributing to his downfall. The same is true with the fate of her wife, Lady Macbeth, who committed suicide because of her guilt, which she was not able to contain. On the story of the Fifth Business, the protagonist, Ramsay, was also unsuccessful in getting rid of his guilt despite the efforts he had done in order to reconcile with it. In a nutshell, guilt can be concluded as a strong emotional force which can significantly shape the lives of every man. This is especially true in the case of people who are guilt-stricken. All their lives, they will be haunted by their conscience because of what they have done. And most of the time, it is their guilt that dictates the tempo of their life. As such, they become forever bound with the power of guilt. REFERENCES Davies, Robertson. (2001). Fifth Business.   New York: Gail Godwin Shakespeare, William. (1992). Macbeth. Ed. by Barabara Mowat and Paul Werstine. New York: Washington Press. How to cite Exploring the theme of guilt in the fifth business and macbeth, Essay examples

College Athletes Should Get Paid free essay sample

Pay for Play Today, sports are no longer fun and games, sports are a business, and college sports are no different. Division I college sports provide a huge source of universities’ income. The school receives money from ticket sales, television contracts, and sport-related merchandise, along with many other sports related revenue builders. The athletes on the other hand, receive their scholarship and little more. While the idea of receiving a free college education is something few would complain about; when the issue is more closely examined it becomes evident that it is not enough. Universities are exploiting athletes, and recently the problems that this creates have become more prominent. More and more athletes are now leaving school early to enter the professional leagues in order to make money. There have also been more reports of violations surrounding university boosters and alumni paying players. Furthermore, athletes have been accused of making deals with gamblers and altering the outcome of games. All of these problems could be minimized, if not completely eliminated, by adopting a program for compensating student athletes. College athletes are exploited by their schools, which make millions of dollars off of them. This leads to violations, students leaving college early, and student-athletes that cannot even afford to do anything that their sport doesn’t sponsor. The NCAA and professional leagues can work together to institute a plan to compensate these athletes and remedy all these problems. Student athletes need money just like any other college students, and many of them need it even more. According to Steve Wulf, many college athletes come from disadvantaged backgrounds (94). This means that while the free tuition is nice, they are still going to need money for other expenses that every college student faces. The NCAA finally realized this recently and decided to allow athletes to have a job earning up to $2000 during the school year (Greenlee 63). This, while well intended, is impossible for many, if not the majority of college athletes. As Greenlee states, The hours athletes would spend working at a job are already spoken for (63). The sport they play is their job; it takes up as much time, if not more, as the normal student’s job at the cafeteria or student center, yet they do not get paid. The schools have to make up for this by finding some way to compensate these athletes. The main reason behind not giving college athletes some form of compensation is that college athletes must be amateurs and if they are paid they will lose their status as an amateur. Amateurs are defined in the dictionary as an athlete who has never accepted money, or who accepts money under restrictions specified by a regulatory body, for participating in a competition. Many people say the fact that college athletes are amateurs and not paid gives college sports their appeal (Bruinis 1). However, these rules have been extended so far that athletes can barely get a check from their grandmother in the mail without red flags going up. Under the current rules, universities and colleges cannot recruit athletes who have competed with professionals, accepted money from benefactors to be used for things such as private high school tuition, accepted prize money won in competitions, or played for money in any league. Furthermore, current college athletes cannot be paid for giving lessons in their sport or accept grants from the U. S. Olympic committee (Suggs 54). A player cannot do anything that might jeopardize his or her status as an amateur. This rule is somewhat farfetched, even affecting work outside of the sports world. For example, Darnell Autry, University of Northwestern running back and theater major, went to Italy over the summer and appeared in a motion picture. He could not be paid for his services in the movie because it would damage his amateur status (Greenlee 63). This had nothing to do with college football, yet it was still a violation of NCAA rules. The amateur rules only create more problems and put an infinite number of restrictions on student athletes that just are not fair. Another major argument for not compensating college athletes is the fact that we have never done so in the past. Also, at a time of economic crisis, most Universities have other things to worry about, especially because there is no system in place currently that allows student athletes to receive money. The comparison of what student athletes get versus what they give makes it very obvious that they are exploited. Many of the athletes receive their education free, which can range from about $10,000 to more than $40,000 a year. However, college programs generate thousands more off of the athlete. Recently, the University of Notre Dame signed a five-season 38 million dollar contract with NBC for its home football games (Wulf 94). If there were 100 full scholarship football players for Notre Dame, that would equal $380,000 per player just from the TV revenues, when the limit of scholarships is usually around eighty. This oes not even take into account the ticket revenues, championship or bowl game payouts, and merchandise sold because of the players. Notre Dame is not the only school making million dollar deals like this one. The NCAA (National Collegiate Athletic Association) makes approximately 242 million dollars off of TV revenues each year, and that number shouldn’t do anything but rise (Bruinius 1). When college athletes only receive a scholarship usually somewhere in the ball park o f $30,000 depending on the school, it would appear that since they can bring in up to 13 million, college athletes are being exploited. The simple fact that the colleges are making millions off of these athletes means that they are exploiting them and the NCAA constitution proves this. This constitution states that, student athletes shall be amateurs†¦and should be protected from exploitation by professional and commercial enterprises. The problem with this rule is that it fails to acknowledge that university athletic programs are commercial enterprises, especially in recent times. These athletes aren’t amateurs any more but professional athletes some believe. Jeff Brown, author of Compensation of the Student-Athlete: Preservation of Amateurism, says, â€Å"Critics of the National Collegiate Athletic Association’s (NCAA) amateurism rules argue that amateurism is an outdated ideal that no longer has a place in college athletics. The rules that worked back in the day are not working today. The objective of college athletic programs is to generate money (Murphy and Pace 168). If colleges are recognized in this way as commercial enterprises, it appears that colleges are violating the NCAA constitution. This means that college athletes are exploited even by universities’ own definition. It is exploitation in a form as obvious as any other form of servitude. Former executive director of the NCAA Walter Byers states, The coaches own the athletes’ feet, the colleges own the athletes’ bodies, and the supervisors retain the large rewards. That reflects a neoplantation mentality on the campuses that is not appropriate at this time of high dollars (Wulf 94). In other words, Byers is saying the universities are using these athletes for a type of slave labor. The big business is making a lot of money, and the ones who make it possible are not seeing a cent of the revenue they generate. Exploitation is a problem in itself, but it also causes many others, and these are increasing at a fast rate. One of these problems is the increase in NCAA violations by student athletes, in particular, gambling. The athletes need money and they can get it by making deals with gamblers. Athletes agree to alter the outcome of the game by playing poorly (shaving points), thus allowing the gamblers to pick the other team and make money.