Java SE is freely available from the link
Download Java. So you download a version based on your operating system.
Follow the instructions to download java and run the file to install Java on your machine. Once you installed Java on your machine, you can download the most popular
Eclipse IDE for Java Developers. Once you run the file and the IDE is installed, create a shortcut for that on the desktop so that it will be easily accessible later. After creating a shortcut, you are all set to create your first Java program.
Object Oriented: In Java, everything is an Object. Java can be easily extended since it is based on the Object model.
Platform independent: When Java is compiled, it is not compiled into platform specific machine, rather into platform independent byte code. This byte code is distributed over the web and interpreted by virtual Machine (JVM) on whichever platform it is being run.
Simple: Java is designed to be easy to learn. If you understand the basic concept of OOP Java would be easy to master.
Secure: With Java’s secure feature it enables to develop virus-free, tamper-free systems. Authentication techniques are based on public-key encryption.
Powerful: Java makes an effort to eliminate error-prone situations by emphasizing mainly on compile-time error checking and runtime checking.
Multithreaded: With Java’s multithreaded feature it is possible to write programs that can do many tasks simultaneously. This design feature allows programmers to...
Music defines ourselves which we interpret.
1. Association I: Symbol-Sound // Visual Flash-Card Phonogram Drill
i. Translating seen symbols into articulated sounds: This two-part drill feature is the first formal segment in all O-G lessons. As a diagnostic tool this segment is used initially to determine letter names and sounds the student does not yet know. As a prescriptive tool the resulting diagnostic conclusion serves as a basis for specific points of emphasis determining scope and sequence to follow.
ii. As a warm-up and review at start of every lesson consisting of letters and sounds already taught: The process of learning to read goes from symbol to sound, thus symbol recognition must be the first drill segment engaged for instructional emphasis. Inclusion at the start of an O-G lesson plan provides the basic foundation for the remaining lesson plan.
This Visual Flash-Card Phonogram Drill develops students' decoding ability through the constant random repetitive visual...
1. The letters /ck/ represent the speech sound /k/ after a single, short vowel (as in nickel) and at the end of one-syllable words (Ex: back, rock, neck, stuck).
2. The speech sound /ch/ is represented by the consonant digraph /ch/ and tri-graph /tch/.
The spelling /ch/ is used after a vowel team or another consonant.
(Ex: beech, bench, touch, bleach), and
The spelling /tch/ is used after a single, short vowel.
(Ex: hatch, fetch, pitch, botch, clutch).
3. Using the grapheme /j/ is not a spelling option for the speech sound /j/ at the end of one-syllable words but may be spelled with either /ge/ or /dge/.
English uses /dge/ after a single, short vowel; the extra consonant protection of d, prevents the final letter e from causing the first vowel from saying its long vowel name (badge, nudge vs. wage, huge)...
I have been tutoring with Wyzant for about 2 months and thought it was about time to make my first blog post! To quickly introduce my teaching background, through high school and college, I have a combined 8+ years of experience tutoring science, math and reading. During high school, I worked as a math and reading teacher for students aged 4-12 at Kumon Learning Center in Coppell as well as provided private tutoring sessions. Subsequently, during college, I volunteered to tutor at both the Boys and Girls Club of America and Baylor University's (Sic 'Em) elementary outreach program. Through these experiences, I learned that in order to successfully teach younger age groups, I must always answer the pertinent question: WHY? Children need to understand the backbone of subjects in order to increase curiosity and enjoyment of learning. At that age, learning can be daunting if not presented as something new and exciting. As an avid learner, I aim to spark...
There are three major rules in English for adding suffixes to base words:
the doubling rule (hopped),
the drop –e rule (hoped), and
the change y to i rule (studied).
The doubling rule, also known as the: 1-1-1 rule is applied as follows:
RULES FOR ADDING SUFFIXES
1. Words of one syllable
2. Ending in one consonant
3. Immediately preceded by one vowel
Double the consonant before a suffix vowel (-ing, -ed), but not before a suffix consonant (-tion).
Words having more than one consonant after the vowel do not double.
Words with a tense (long) silent e vowel drop the e before adding –ing or –ed
with no doubling of consonant.
1-1-1 Words - doubling
1-1-2 WORDS – no doubling
i. (cl) Closed Syllable (13 variations)
A closed syllable ends with a consonant.
The vowel sound immediately before the final consonant is usually a short sound.
EX: Division Patterns Introduced: Level 1
vc ----- (at, red, ship, dish, desk)
vc/cv ----- (nap/kin, rab/bit)
vc/vc-e ----- (in/hale, com/pen/sate)
EX: Division Patterns Introduced: Level 2
vc/cv ----- (rab/bit)
vc/ccv ----- (lob/ster)
vcc//cv ----- (pump/kin)
vcc/ccv ----- (back/ground)
EX: Division Patterns Introduced: Level 3
vc/v ----- (rob/in)
ii. (vc-e) Vowel-Consonant-Silent e
Syllable Introduced: Level 1
The final e is silent in a vc-e syllable.
The silent e at the end of the syllable makes the vowel long.
EX: (ape, safe, pane, scale, slate, shade, complete, textile, note, mule).
Students who learn the six major syllable types and their corresponding division patterns will possess one more important strategy in their arsenal of decoding tools, especially valuable to help students read multisyllabic words. Although syllables are considered to be units of speech – not writing, grammar or structure, difficulty in their analysis for writing/spelling purposes results from confusion of their boundaries or division patterns.
I have experienced this personally and know the profound frustration that comes with it! Knowing syllable types and where to apply segmentation reduces confusion while increasing decoding efficiency.
Students have less difficulty hearing syllabic divisions than in recognizing their written counterparts. Knowing the alternatives for dividing words into syllables including the action of chopping, scooping, saying the syllable word part, then putting the parts together as a whole provides students with another strategy...
1. Use technology!
There are countless tools available that can help you succeed. My favorites include the Read and Write Gold software program from Text Help and the Livescribe pen. I love introducing new technology to students to assist in their academic success
2. Get creative!
Everyone learns differently and at their own pace. Get to know how you learn best by trying out different methods. I think it is very important that as an educator I can assist you in identifying your needs and creating interactive ways to help you learn!
3. Teach the teacher!
Instead of the traditional lecture based lessons, I think it is extremely important to maintain an interactive learning environment. I encourage my students to explain to me their thinking process and show me what they've learned in every session.
4. Edit the lesson!
It is very helpful to edit lessons so that you are able...
I am new to WyzAnt, but not new to tutoring. I have been working with students, from preschool through adulthood, for more than 15 years. I have taught in the preschool setting and tutored elementary school students while I was in college. I also tutored my fellow classmates all throughout my high school and college careers. Now, I am working with anyone who wants help learning.
I love learning and I love people, and I am excited that I can use the WyzAnt platform to work with students and parents.
I have to go somewhere from June 9-15. So I will be ready to tutor starting June 15. I also will be out June 29- July 11th as well as the last week of July.
i. Rate of processing and letter naming speed weakness
RAN: Rapid (Accurate) Automatic Naming
What do these two terms mean and how do they impact learning to read and spell.
i. Rapid Automatic Naming (RAN) is the accurate, quick, repeated naming of a series of letters, objects, numbers or colors, in a random order.
ii. Fluency is the rapid, prosodic flow with which a skilled reader reads. When reading aloud the fluent reader sounds as if he is speaking normally, in essence mirroring spoken language; fluid, accurate, appropriate speed, phrasing, and intonation.
When combined, the characteristics of RAN and fluency facilitate self-correction and support comprehension, and are thus critical components for learning to read.
i. Rate of processing and letter naming speed weakness
RAN: Rapid (Accurate) Automatic Naming
Handwriting is a kinesthetic activity. Kinesthetic memory is thought to be the earliest, strongest, and most reliable form of memory within the human language learning experience.
Research results support the importance of learning handwriting, letter and word-forming skills activity as a factor in learning to read. Handwriting is thought to aid (spellers) in remembering orthographic patterns.
Specific frequent spellings are used for each of the consonant and vowel phonemes in English. Handwriting develops recognition for the patterns and application of the rules, increases fluency, improves legibility and assists in organization of thoughts.
Spelling typically improves with increased handwriting legibility. Letter tracing and copying aid fine and gross motor skill(s) development and promotes necessary skills for reading and writing. Instruction in writing and spelling often comes before instruction in reading thus efforts to promote...
EX: New Feature: Spelling /ay/ at end of word, as in play or stay.
Engaging guided discovery using magnets. Teaching spelling for a sound unit that has more than one spelling option requires imprinting with specificity. Guiding the student in a discovery experience, rather than ‘talking’ an explanation can accomplish this.
For example: There are many ways to spell the phonemic sound: long/a/. Where long/a/ comes at the end of a word like play, guided discovery technique using magnets is one recognized method for demonstrating to the student where the sound falls within the word, and on that basis, how to spell the sound when in that position.
In the word /play/, student pulls down one magnet for each phoneme (sound) heard (not the letter name). Student pulls down 3 magnets saying their individual sounds simultaneously to the movement of its corresponding magnet as follows: One magnet for /p/, one for /l/, and one for the long /a/ sound....
Multisensory learning is the simultaneous engagement of two or more of the four recognized learning channels - visual, auditory, kinesthetic (muscle memory), and tactile (touch), thus reinforcing learning in the brain.
i. Visual: seeing
ii. Auditory: hearing
iii. Kinesthetic: muscle movement and feeling.
i. Individual instruction: O.G. approach typically pairs teachers with students on a one to one basis.
ii. Diagnostic and prescriptive: As a warm-up and review at start of every lesson consisting of letters and sounds already taught: The process of learning to read goes from symbol to sound, thus symbol recognition must be the first drill segment engaged for instructional emphasis. Inclusion at the start of an O-G lesson plan provides the basic foundation for the remaining lesson plan. This Visual Flash-Card Phonogram Drill develops students' decoding ability through the constant random repetitive visual recognition of all the individual letter symbols while simultaneously performing the repetitive exercise of verbalizing their corresponding phonemic sounds. This is a support action, which serves to consistently reinforce cumulative integrated learning.
iii. Automaticity directed: As students confirm accuracy in decoding they move toward automaticity...
5 characteristics of dyslexia: Characteristics of dyslexia include but are not limited to difficulty with the following: i. Saying and/or writing the alphabet in correct sequence. ii. Forming (writing) letter shapes. iii. Reading comprehension. iv. Letter naming errors. v. Reversals of letter orientation and/or letter sequence in words when written or read.