ELA Common Core Standards

ELA Common Core Standards
[The unit's standards all come directly from the ELA Common Core standards of first grade expectations. The ELA Common Core standard mandates
what the students will be doing and learning. Each lesson's learning objective is derived from the ELA Common Core standard. The learning
experiences' purpose also aligns with the learning objectives so students can meet the objective. The standards and learning objectives for my learning
segment support children's active and multimodal learning and language and literacy development in an interdisciplinary context by ensuring that
children are learning through a variety of activities and applying their vowel team and vowel sound knowledge to an assortment of learning contexts
such as poetry and short
... Get more on HelpWriting.net ...

Pdf Level 3 Unit 2 Study Guide
1.Describe how children's interactions in retelling or recreating familiar stories may provide evidence of their pragmatic knowledge.
Children's pragmatic knowledge of written language is evident in the different ways they use language when telling a story and when they are
dictating a story for someone to write down. The told stories are generally characterized by a conversational tone and voice–continuant intonation
between sentences. Children's competencies in dictating stories or narratives are another component of pragmatic knowledge. Dictated stories provide
children with an opportunity to use language to share personally important events and experiences. Experiences in dictating stories have also been
associated with children's increasing awareness of the conventions of print (directionality, word spacing, punctuation, and letter–sound connections).
When story dictation is followed by experiences in ... Show more content on Helpwriting.net ...
Teachers, who are aware of children becoming emergent writers, can better understand the amount of effort and concentration required. Teachers can
appreciate the value of observing children's early writing for evidence of children's developing phonological knowledge of written language.
4.Describe the value of storybook sharing experiences to children's developing semantic knowledge.
Book–sharing experiences expose children to new concepts and vocabulary that they may not encounter in informal conversations. Children may use
this new knowledge in their creative writing, "trying out" the words they have heard used in the books. When storybooks containing figurative
language are shared and discusses, children are able to develop an understanding of the similes and metaphors.
5.Describe the value of storybook sharing experiences to children's developing syntactic

Critical Reflection On Phonics Assessment
A critical reflection on my experience of assessment in phonics and how this will implement my future practice. In this essay, I will be reflecting
on my experience of a phonics assessment that I undertook with two children in a Reception class. The setting was in a school with two classes per
year, in a large village. The children assessed were studying in Phase 3 of Letters and Sounds. The assessment procedure I will be reflecting on was
the teacher's modified version of the assessment from Appendix C of Letters and Sounds (SEE APPENDIX A). There are two main approaches to
phonics assessment: assessing a child's literacy and phonological processing skills separately, and analysing their reading and written work for
'phonologically–based confusions' p80 Lewis and Ellis. The... Show more content on Helpwriting.net ...
After analysis of each assessment, I planned a lesson to teach the letter 'z', which their small phonics group had not yet learnt. Browne suggests that the
sounds for each letter should be taught first to underpin the later reading and writing of letters, so I planned for the children to sing the alphabet with
visual aids to link the graphemes and phonemes. P17 The Rose Review stated that one characteristic of the best phonics teaching was the adoption of a
multi–sensory approach, therefore I think the activity was well chosen in terms of engagement and interaction. However, the alphabet song could have
instilled the misconception that the letter 'z' is pronounced 'zed'. Colombini highlights the importance of using a phonetic alphabet to teach letters
instead of the names of the letters, as letter names can cause confusion when blending, segmenting and identifying letter names. In my future practice, I
will not use the alphabet song in phonics because it does not aid in progressing phonological

John Webster's Early Proposals
Some of Webster's early proposals became an object of profound disdain and mockery, e.g., changing 'ch' to 'k' (karakter for character); digraph 'ae' was
changed to 'ee' in reezon for reason and reeder for reader, and to 'e' in helth for health and breth for breath; final /z/ was to have its support in writing,
therefore waz and iz for was and is; he also omitted silent 'w' in write and wrong which thus became rite and rong, and silent 'e' in examine and
medicine, which resulted in examin and medicin; according to the same logic the /КЊ/ was to be represented by 'u' in tung for tongue, munth for
month and spunge for sponge; and /uЛђ/ by 'oo' in proov for prove. On the other hand, his deletion of the final silent 'k' in words such as public, music,

Spell's 'Digraph'
Reflection As discussed within the lesson plan, the letters–sound correspondence th– /th/ was chosen as the focus for this lesson due to data from a
previous phonics assessment and anecdotal evidence that supported the idea that many students are confusing the /th/ and /f/ sounds when spelling and
pronouncing unfamiliar words. In particular, many students are substituting the /th/ or th in words for a /f/ or f – spelling the word "with" as "wif". This
lesson aligns directly with the standard CCSS.ELA–LITERACY.RF.1.3.A (Know the spelling
–sound correspondences for common consonant digraphs)
and specifically works to strengthen the correspondence between th–/th/. Additionally, by learning and gaining confidence with using digraphs students
work towards the standard CCSS.ELA–LITERACY.L.1.2.E (Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions) as they begin to use these digraphs to decode and spell new words. ... Show more content on Helpwriting.net ...
Since our class was introduced to digraphs only a couple weeks ago, I decided that a lesson needed to be implemented focusing on the /th/ sound
would be necessary to give students the extra practice necessary to distinguish between the /th/ and /f/ sound. This lesson follows a round of previous
lessons where our class practiced using digraphs to blend and read unfamiliar words. Therefore, due to evidence that supports the idea that students are
struggling with the digraph th, this lesson is implemented next in order to ensure that students are exhibiting mastery of all

Reflection Essay
For my tutoring component for READ class, I had the opportunity of continuing to tutor my student Ryken. Eleven–year–old Ryken is an incredibly
intelligent student, possessing a large vocabulary, however, he struggles distinguishing phoneme sounds while encoding and decoding. In addition to
the phonological issues, Ryken's eyes were crossed when he was young until he got glasses to help the issue. Because of his delayed literacy skills, his
parent asked me to tutor him for two, forty–five minute sessions a week. Utilizing the Wilson reading program, I have had the opportunity to tutor
Ryken for about thirty lessons. Throughout this time, I have been able to administer testing, teach teach letter sounds, digraphs, blends, closed syllable
exceptions, and multisyllabic words. Before starting to tutor Ryken, I administered a variety of tests to identify what literacy capabilities he already
possessed. Included was a grapheme/phoneme association test, the Morrison–Mccall spelling scale, an auditory deletion analysis, the Yopp–Singer
phoneme segmentation test, the IOTAword test, a sight word identification exam, and the Roe and Burns formal reading inventory evaluation. After
the testing, I discovered that Ryken was approximately on a first grade reading and spelling level. While he had an incredibly high vocabulary, he
struggled with knowing all the basic letter–sound associations. With the information I gleaned from the testing, I was able to meet his Zone of

Book Buddies
I was able to find a prediction graphic organizer online that I altered in order to create a simpler format that my students would better understand.
Each of my book buddies will be provided with his or her own copy of the prediction graphic organizer. I will have my book buddies examine the
illustration on the front cover of the focus book and read the title in order to make predictions. I will have my book buddies fill out the graphic
organizer by first, writing their names and the date at the top of the paper, writing the title of our focus book, writing their prediction, drawing their
prediction, and explaining why they came to this prediction by finishing the sentence starter provided. I have included this template at the end of this ...
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Answer: Franklin's room was a mess.
2.Why does Franklin decide to clean his room?
Answer: He accidently steps on his special sword that was hidden under the mess and breaks it.
Answer: He realizes his room is a mess and needs to clean it in order to find some things that have gone missing.
Word Work: (Tell me the skill and what you are using to teach it.)
I created word work cards that will help my book buddies decode words with vowel digraphs. I have created blue bordered cards with beginning
consonants, green bordered cards with vowel digraphs, and orange bordered cards with ending consonants. Before working with these cards, I
will show my book buddies a poster I created that will help them understand that in many cases, when two vowels are together, the first vowel is
the sound that is heard. After reviewing the poster, I will begin using the word work cards. When using these cards, my book buddies will each
have a card with the vowel diagraphs oa, ai, and ea. I will ask my book buddies to say the sound of the digraphs and then choose a blue bordered
card to place on the left side of the card that contains the vowel digraph. I will have my book buddies sound out the letter or consonant cluster on the
beginning sound card and then the card containing the vowel digraph. They will then select a card that can complete that word by choosing an orange
bordered card that will complete the word,

Essay on Matrix Year 11 Draft for Reference(Not Plagiarism)
Mat MPS 1 Part A: Determining fair rank between teams(no ties) Let win=3, draw=1 and lose=0. The reason for this weighting method is because
it is natural for the loser not to get a point. Also, there must be a visible gap between winners and draw players. This can be proved by contradiction
proof. Blue| B| Crimson| C| Green| G| Orange| O| Red| R| Yellow| Y| Assume that win=2 draw=1 and lose=0. If the supremacy matrix is calculated, tie
always occurs, which proves that if there is a small gap between win and draws, that supremacy matrix isn't valid. This is the teams and their initial
letters, arranged by alphabetical order. Then, the diagraph below is converted into the following matrix. M=... Show more content on Helpwriting.net ...
However, it is fair to provide lesser coefficient to M3, due to its relation with the original data. This means, the coefficient of M3 must be lesser
than the first or second order Matrix. Therefore, the coefficient of M3 is 0.4, which is smaller than any of M or M2. S= M+0.5M2+0.4M3 = =
The rank order is found as same as if the coefficient of M3 was different. The rank order is Oranges, Reds, Blues, Yellows, Crimsons and Greens.
This rank has escalated the rank of Red Team into 2nd from 3rd, without any ties. This suggests the validity of the Supremacy Matris, S=
M+0.5M2+0.4M3. Justification for the calculation The reason why I used S= M+0.5M2+0.4M3 is because of the reliability of the real data. In the
dominance matrix M, not every cases are examined. However, even though escalating the coefficient can be considered as a solution, I chose to use
M3 because if the rank order was same all the time in Supremacy Matrix including second–order matrix, I would have chose to increase the coefficient
of M2. However, not every cases had same order. In fact, they had insufficient reliability to use as the Supremacy Matrix. As the alternative solution,
M3 is used and it proved the efficiency of using M3 in the Supremacy Matrix. Also, as it can be seen in the second–order Supremacy Matrix,
second–order Matrix has lesser coefficient. To keep this trend, M3 had lesser coefficient than M2, resulting the Supremacy Matrix of S=

Teaching Phonics Is An Essential Part Of A Child 's Education
Understanding phonics is an essential part of a child's education, as the knowledge they develop will assist them to read and write. Educators must have
an understanding of phonics to teach it effectively. Teachers need to support students to learn what sounds, letters make, which is a phoneme.
Educators also need to assist students to make the connection with the letters and their names, which is called graphemes (Tompkins, Campbell, Green,
& Smith, 2015, p. 142). Understanding that each letter makes a different sound and connecting this to the letter is known as phonics, which is required
for reading and writing. According to Miskin (2016, p. 9) the English language has more than 150 ways to represent the 44 phonemes, which are
represented using the 26 letters of the alphabet or graphemes. Australian educators need to implement a successful phonics program, which is engaging
by involving different strategies that are suitable to student 's level. According to New South Wales (2009, p. 16) phonics must be taught in
kindergarten and begins with songs, rhymes, and books. Synthetic and analytic are two different teaching strategies, which are used to teach students
phonics. These strategies are very different to one another and are a similar method of the top down bottom up approach. Top down allows students to
use prior knowledge by using the phonemes to make a word while the bottom up approach allows students to use what they already know or have seen
in prior learning

Phonic Strategies
Answer:
I use some strategies from Orton Gillingham. I would focus on breaking apart words and the rules that go along with it. I think you need it. I teach
Zack (her son) with phonics. I do not feel we do a strong enough foundation in it. It needs to be focused on longer then what it is.
Analysis:
Phonics is understanding the relationship between letters and sounds. It is important for all people to get a good grasp of it when they are young.
Having this knowledge will create a strong basis for learning the English language. Mrs. Baughman uses phonics as much as she can in her sixth
grade science and language arts classes. The formal teaching of phonics is finished before sixth grade, but she believes it is important to go over it as
much ... Show more content on Helpwriting.net ...
Baughman is using word identification strategies in her classroom. Some strategies to help with word identification are using context clues, word
analysis (affixes and suffixes), and sounding out words. Mrs. Baughman is doing very well on how she is handling words that are hard to
identify. In her science class she probably runs into many words that are very hard for her students to say. These sight words would be considered
Tier three words. This is Isabel Beck's way of categorizing vocabulary words into three tiers: Tier one, Tier two, and Tier three. Tier one words are
the basic words that children should already know like door, paper, and ball. Tier two words are high frequency words that are needed when using
mature language. Some examples include analysis, performed, and benevolent. Lastly, Tier three words are only found in specific fields of study
like prokaryote, isotope, and arachnids. You only find these words when teaching a certain topic like Mrs. Baughman's science class. Telling a
student to sound out the word can help them to identify what it may be. An example of this happened to me while I was in high school. I came
across the word "Mediocre" and I could not figure out the pronunciation of this word so I asked my teacher. Once she gave me the right pronunciation
I understood the meaning of it without asking. This is why word identification is so important. Once a student knows how to pronounce words
correctly they will more easily be able to grasp the

The Importance Of Communication
The data told me what I predicted with Aiden and Torrance. However William G.'s data I was shocked by and confused to to why his attention span
was so short.. I feel that all three of the students need remediation because they are not all perfect with alphabet knowledge, sounds awareness and
letter sound knowledge. Although each student made the benchmark score teachers should strive to help their students to go above and beyond not
just the average benchmark score. Aiden did a great job with her alphabet knowledge and was consistent with telling me all the letter presented to her
on the sheet. As she said each letter she point to each one and spoke the letter clearly to me. The only letter she missed was the letter b which she
thought... Show more content on Helpwriting.net ...
His score was a 24! The second task completed regarding sound awareness he scored a 9 on which was also above benchmark. Torrance was able
to sound out each words given to him with me and pick out which words had the same beginning letter out of the 3 choices given. Lastly, the letter
sound knowledge Torrance seemed to know well but could use a few weeks on refreshing his memory of the sounds of each letter. I noticed that he
would second guess himself but then correct his answer if he was wrong. Aiden and him both seemed to be on the same reading and writing
levels. The both of them just need practice they understand the concept of letter and sounds overall making them both a strong kindergarten just
like how well they can writen their names. William G.'s performance was shocking and I thought that he was going to do a whole lot better on the
three given assignments. He could not sit still or focus at all. Maybe he was just excited that I was working with him one on one or he just did not
know all of the answers. On the first task given to William G. regarding alphabet knowledge he made the benchmark but not by much. The
benchmark was 12 and he scored a 16 on the letter identification section. He was focused for the first part of the task but by the end you can see in
his scoring that we would get 4 or 5 wrong in a row. During the second task I had him identify the same letter at the beginning in a word was not
productive. William G. made the benchmark right on

Sight Words In 'The Trip To The Zoo'
Steven provides an oral reading of the story, The Trip to the Zoo, and his reading suggests that this book is at Steven's frustrational level. Steven
displays both strengths and weaknesses in his oral reading performance of the story. Steven's strength is in his identification of sight words. However,
his weakness lies in his analysis of word structure. Sight words, or high–frequency words, are words that children must learn to memorize. Some of
these words have irregular spellings, which means that children cannot use phonics rules to sound out the word. Some sight words have regular
spellings, therefore, children are able sound out these words using the rules of phonics. Steven is able to decode many irregular high–frequency sight
words,... Show more content on Helpwriting.net ...
A suffix is a letter or group of letters that is added at the end of a word to change its meaning or to form a different word in order to fit in context.
Steven omits the suffix –ed in several words throughout his oral reading and only reads the base word. This is evident when Steven reads the following
words: "jumped" as "jump," "dressed" as "dress," "talked" as "talk," "liked" as "like," "wanted" as "want," and "acted" as "act." It is important for
Steven to understand that the suffix –ed turns a present tense word into past tense word. Steven also shows difficult with the plural marker –s and –ing.
He is unable to decode the words "waiting," "beasts," and "chimps" as the teacher tells him what these words are. He makes one unsuccessful attempt
in sounding out the word "chimps," by saying the consonant digraph "ch," and then being read the word by the teacher. In order to help assist Steven
with suffixes, I would create flash cards with suffixes and have him add them to the end words. He will read the first word "play" and then add the
suffix –ed, –ing, and the plural marker –s, to the end of the word, creating the new words "played," "playing," and "plays." It is important to discuss
the differences between the original word and the words with the added suffixes of –ed, –ing, and the plural marker

David's Spelling Report
David is just an interesting student who is incredibly smart, but lacks confidence when it comes to anything to do with school. When I first talked
to David's teacher, she told me that he was someone who struggled with reading. David also has told me how much he dislikes reading and that he
thinks that he is not a good reader. Although I know that he struggles with 2nd grade reading, I was proud of his spelling report. It is right on track
for spelling! He scored 12/26 of the words correct, but scored 42/56 feature points. He does very well with his consonants, short vowels, digraphs, and
blends. He thrives with sounding out regularly spelled words due to him having to sound out each sound in the different words. Most of the words,

Stages of Spelling Development
In the first stage, called the Emergent Stage, children are able to convey his/her message by scribbling, drawing shapes, writing mock letters, and/or
random strings of letters/numbers. In some cases, one letter represents an entire word or the most salient sound of a word. Some Emergent children
confuse letters, numbers, and letter–like forms and substitute letters and sounds that feel and look alike (e.g., the sounds /v/ and /f/, the letters d and b)
The child generally lacks knowledge of the alphabet, lacks left–to–right directionality in writing, and lacks concept of word (one–to–one matching of
spoken and written words). Consistent spacing between words and consistent use of letter–sound correspondences are absent.
What ... Show more content on Helpwriting.net ...
They begin reading with greater speed, fluency, and can read silently. They can write extended texts and can begin revising and editing. Most students
in this stage use but confuse long–vowel markers for some irregular long vowel words (e.g., fite for fight), low frequency long–vowel words
phonetically (e.g., mite for might) and common inflectional endings (e.g., –ing, ed). Consonant doubling (e.g., runing for running), vowels in
unaccented syllables (e.g., tabl for table) and dropping silent e (e.g., amazeing for amazing) are absent.
What Students Do Independently
Initial and final consonants
Consonants blends and digraphs
Regular short vowel patterns
Preconsonantal nasals
Some common long vowels patterns (e.g., CVCe)
All of the above plus about half of most single syllable long–vowel words
All of the above plus: o Single syllable long–vowel words o May know some common Latin suffixes (e.g., action)
What Students Use but Confuse
Long vowel markers (e.g., gaem for game)
Long–vowel markers for some irregular long vowel words (e.g., fite for fight)
Low frequency long–vowel words phonetically (e.g., mite for might)
Use common inflectional endings (e.g., –ing, ed)
Spell common Latin suffixes phonetically (puncshure for puncture)

What is Absent
Consonant doubling (e.g., runing for running)
Vowels in unaccented syllables (e.g., tabl for table)

Reflection Paper On The Classroom
Reflection As I reflect on my lesson, I did not foresee students needing as much prompting during the independent practice. I had hoped the students
would be able to use the visual supports to help them get through the process of building 1–1–1 words with the doubling rule without my support. I
believe the students needed this prompting because I either gave an unclear explanation or I did not provide enough modeling. If I were to teach this
same lesson again, I would provide more examples for the "I Do" and "We Do" portion of the lesson before expecting the students to perform
successfully at an independent level. I would repeat the same information for the introduction and prior knowledge, though, because it was essential for
the students to recognize vowel vs consonant suffixes and examples/non–examples of 1–1–1 words. I was surprised with how well Micheal actually
knew most of the concepts even though the observation of his body language did not portray this. On a side note, he has had a really rough week
behaviorally. I was surprised he actually responded to most of my prompts. I was also surprised he was able to build the word "saddest" without more
support so late in the lesson. I wish he would have been more alert and attentive throughout the entire class, but I was happy to see him manipulating the
tiles and answering questions when prompted. Later in the day, I communicated with his mom through a phone call to recap the week, and we are both
hoping next

Teaching Children to Read By Giving Them Something Worth...
"It is not enough to simply teach children to read; we have to give them something worth reading. Something that will stretch their
imagination–something that will help them make sense of their own lives and encourage them to reach out toward people whose lives are quite
different from their own." – Katherine Patterson Reading is known as a complicated process of understanding written text. For this reason, reading
cannot be developed through one simple strategy or component. In fact, reading is developed through six components. Those six components are
comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary. These six components work together and simultaneously to
help create fluent readers. Through these ... Show more content on Helpwriting.net ...
Clay, M. M. (2000a), explains, "through experiences in their homes and communities, young children learn that print carries meaning and that reading
and writing are used for a variety of purposes" (p.109). At this point in time, children notice menus in restaurants, symbols like Mcdonald's, as well as
listening to stories they are interested in, and noticing letters from parents or relatives. Depending on the culture and community, not all students enter
school with a strong foundation in literacy. That is why differential instruction is needed (Solley, J. nd). During this period of time, children are in the
emergent stage of reading. Children begin this stage at birth to five years of age. According to Juel, C. (1991), "during the emergent stage, young
children gain an understanding of the communicative purpose of print, and they move from pretend reading to reading predictable books and from
using scribbles to simulate writing to patterned sentences" (p. 115). During this stage teachers utilize a range of activities like modeled and shared
reading and writing activities. Examples of these activities would be talking, reading aloud, singing, drawing, and writing. At this stage young learners
begin to understand that speech can be written down on paper. Phonological awareness

Case Study Of Printing Caroline
Since Caroline was always so willing to write, I decided that I wanted to assess her spelling to see what stage of spelling she was located in. I decided
that I would use 10 words from the Words Their Way assessment to see what stage of spelling Caroline was in. One day in class I asked Caroline to
spell some words for me during her free time. I made sure to tell her that the 10 word–spelling test was just for fun so she wouldn't worry that the test
would be graded. After she completed the test I used the feature guide for primary spelling inventory to assess her spelling. Based upon that
assessment, I was able to see what stage of spelling she was located in along with which spelling features she was proficient in and which features she

Go Phonics Research Paper
Mathematics is naturally inclined to build upon itself. This being stated, mathematics starts off simple and adds more difficult material as it progresses.
Go Phonics follows a similar approach. Therefore, mathematics and Go Phonics share similarities in the way that they are designed to be taught in a
classroom. Level two and three are started after initial instruction of the alphabet and the sounds that they make. Therefore, the lessons begin at a more
advanced level. This would compare to starting a math lesson at adding numbers. Each lesson is setup to include the use of previously learned
information, addition of new information, and application of both. Mathematics has a similar approach. Students are required to use knowledge that
has already been taught and apply it in multiple ways. For example, addition encompasses many different elements. Addition includes knowing how
many object each number represents, the knowledge of what adding the numbers mean, and the ability to perform the function of adding the numbers
together. This approach allows for the student to review and retain the... Show more content on Helpwriting.net ...
If a student is struggling to understand that of a digraph the two consonants give up their independent sounds to create a new sound then a math
example can be applied. The number twelve (12) could represent a blend because the number one (1) and the number two (2) give up their own
meaning an create the meaning of twelve. Also another way that mathematics to explain phonic is when the same sound is represented in multiple
ways. The long sound e is represented by "e–e", "ee", and "ea." If a student doesn't understand that a sound can be represented multiple ways and
example of three can be shown. Three can be represented with three objects, the numerical representation of three (3), and the word version of three

Justify Learning Task
Identify relevant research/theory to justify why learning tasks (or their application) are appropriate. How have you intentionally linked this to your
instructional planning?
Phonemic awareness is crucial to a child's development of learning how to read. According to the National Institute for Literacy, by incorporating
phonemic awareness into reading instruction, "Children's ability to read words increases" (p. 5). This is due to the process of learning the individual
sounds of the letters that make up words before the overall word itself. Not only does this phonemic awareness help children learn to read but it also
helps with their ability to spell. This is due to their understanding of the sounds and letters that create words. ... Show more content on Helpwriting.net
...
How will you communicate expectations for them? How will you follow up on behavior expectations and how well you are engaging learners?
My students will be intellectually engaged by reviewing "wh" and "th" words through real life examples and by coloring while finding the "wh" and
"th" sounds. Since students will be listening to the book first, they will be able to be engaged with the story before finding the sounds we are looking
for. Students will also be asked to read the book the second time through. Not only are they being engaged through hands–on activities, but they are also
being engaged by focusing on two sounds for a class period and being introduced to real life examples of those sounds. For example, they will be
shown pictures of objects that include the sound "wh" or "th" and also be exposed to real objects with those sounds in them. I will communicate
expectations by asking students to come to the carpet and by asking them to be quiet and be good listeners. By asking students what it means to be
a good listener, the students will understand that they need to be good listeners while the story is being read and discussed. I will follow up on
behavior expectations by asking the students if they are being good listeners. When students are playing with their colored pencils, I will stand by
them or take away their colored pencil until they need to circle the correct sound. If students become off task or distracted, I will clap three times and
the students will clap as well. This will help the students to become reconnected with the lesson. I am engaging my students very well due to the
engaging hands–on activities with the digraphs along with the students being engaged within a large group as

The Role Of Illiteracy In America
Thanks to support and educational resources, many of the residents in our community have never felt the unbearable pressure and humiliation of
illiteracy. Unfortunately for the 36 million illiterate American citizens, little support or resources has been devoted to literacy (ProLiteracy
Worldwide). Henry grew up in rural Kentucky where having to juggle school work and chores was a very normal part of his life. Sadly, at only
eight years old, Henry was forced to leave school with hardly any education and help out on the family farm. But being illiterate did not stop Henry
from living his life and working hard; Michele Bellso stated that "he farmed, painted houses, drove trucks, and did custodial work" (Bellso). Henry's
mother could read a

Unit 3.3.1 вЂ“ How Communication with Children and Young...
Unit 3.3.1 – How communication with children and young people differs across different age ranges and stages of development 0 – 6 Months By 6
months, usually children will: * Turn towards a sound when they hear it. * Be startled by loud noises. * Watch your face when you talk to them. *
Recognise your voice. * Smile and laugh when other people smile and laugh. * Make sounds to themselves, like cooing, gurgling and babbling. *
Make noises, like coos or squeals, to get your attention. * Have different cries for different needs. For example one cry for hunger, another when they
are tired. 6 months – 1 year By 1 year, usually children will: * Listen carefully, and turn to someone talking on the other... Show more content on
Helpwriting.net ...
However, people that know them can mostly understand them. * Now play more with other children and share things. * Sometimes sound as if they
are stammering or stuttering. They are usually trying to share their ideas before their language skills are ready. This is perfectly normal, just show you
are listening and give them plenty of time. 3 – 4 Years Children at 3 to 4 years will usually be actively learning language and asking many questions.
By 4 years usually children will: * Listen to longer stories and answer questions about a storybook they have just read. * Understand and often use
colour, number and time related words, for example, 'red' car, 'three' fingers and 'yesterday / tomorrow'. * Be able to answer questions about 'why'
something has happened. * Use longer sentences and link sentences together. * Describe events that have already happened e.g. 'we went park.' *
Enjoy make–believe play. * Start to like simple jokes. * Ask many questions using words like 'what' 'where' and 'why'. * Still make mistakes with
tense such as say 'runned' for 'ran' and 'swimmed' for 'swam'. * Have difficulties with a small number of sounds – for example r, w, l, f, th, sh, ch and
dz. * Start to be able to plan games with others. 4 –5 Years At this stage, they need to listen, understand more and share their ideas

Evaluation Of A Student 's Phonic Skills Essay
The following assessments were conducted on a first grade student, Max (pseudonym), who attends Poplar Hill Elementary School (pseudonym). Max
is seven–years–old, and has attended Poplar Hill Elementary School since Pre–Kindergarten. He receives speech therapy services once a week since
first grade, and is missing his front bottom teeth. He performs on a beginning reader (BR) reading level, and a below grade level for mathematics
according to his student progress report. Word Study Letter Name Assessment Description of Assessment The purpose of this assessment is to evaluate
a student's phonic skills, specifically in the letter name stage of phonics. The assessment allows the teacher to evaluate the phonic skills of the student
in order to identify which features the student knows and which features the student needs to work on. The assessment evaluates the following phonics
features initial and final consonants, initial digraphs and blends, short vowels, affricates, and final consonant blends and digraphs. In order to
administer the test, the student is asked to spell a set of twenty–five words. The teacher will then use the results from the assessment to further plan
instruction for the features of phonics the student struggled with. Quantitative Data Max correctly spelled 3/25 of the words for the Word Study Letter
Name assessment. Qualitative Data For the Word Study Letter Name assessment, Max was able to identify most initial and final consonants of words
and

High Frequency Language
It is reasonable to assume that Edwin needed support in identifying high frequency words, as well as employing phonics strategies to successfully
decode connected text, to understand a given passage and correctly answer comprehension questions. Additional support in these areas would be
beneficial for Edwin to improve his silent reading achievement.
Due to time constraints, posttesting was not administered. However, at the time of pretesting, Edwin scored at the grade 4 level on the listening
comprehension portion of the assessment, answering
70 % or 7/10 of the comprehension questions correctly. His listening comprehension was one level above his instructional level for oral and silent
reading, suggesting Edwin's receptive language appeared ... Show more content on Helpwriting.net ...
The Make–and–Break strategy, (Gunning, 2018) (See figure 3) helped Edwin to construct, break apart, and rebuild words that he could recognize,
allowing him to build from known words to unknown words. This technique also aided instruction changing words from a singular form to a plural
form. Using short poems with rhyming words was also beneficial in reinforcing words and word sort activities. In addition, shared and repeated
readings that incorporated sight words, also helped Edwin learn and retain high frequency words. Explicit instruction in syllable types will help Edwin
identify and decode unfamiliar words, which can also be supported through shared reading and predictable books. Both strategies will encourage
Edwin to apply newly–acquired skills in contextual reading, for him to utilize when encountering connected text.
Edwin learned how to integrate the cueing systems, (Gunning, 2018) through guided practice with the teacher, using the support of a bookmark. He
benefited from a list of quick strategies he could utilize to help him identify unknown words. A bookmark titled, Stuck on a word? (see Figure 4) with
the following strategies assisted Edwin to independently

The Video Of The Lesson
Lesson Analysis
After reviewing the video of the lesson I recorded and analyzing the results, I feel very positive about the lesson outcomes. Prior to the start of this
lesson, each student completed the pre–assessment. Students were then placed in groups based on their readiness level. This assessment displayed the
need for differentiation during small group instruction. To beginthe lesson I brought in a stuffed chicken to use as a tool to introduce the concept of
using digraphs. This activity seemed to start on a positive note. The students were excited and seemed eager to learn. While I was discussing the "ch"
digraph found in the word "chicken" the students seemed to be fully attentive. I was impressed as to how well they were listening. During guided
practice, as a whole group the students practiced using digraphs and learned the sounds they make using the website kidspiration.com on the Smart
Board. The students were actively engaged during this activity. It was apparent they enjoyed the integration of technology within the lesson. They then
participated in a digraph picture sorting activity. It was fun to see students the students working collaboratively with each other to sort the pictures.
After reflecting on this portion of the lesson, I feel this is an area in need of improvement. I feel it would have been more effective to break students up
into smaller groups prior to completing the picture sorting activity. Some students seemed to struggle staying on

Classroom Assessment
1. Briefly describe your students, including those with special needs.
I teach small groups of children in all areas of English/Language Arts. Students in this particular group are First Grade students whose area of
deficiency is phonics. Specifically, classroom assessments indicate that these students struggle with digraph sound chunks. I am in the process of
determining if students need intervention decoding or encoding words with digraph sounds.
2. Briefly describe your current unit(s), including the connections between past and future content. What do you want the students to learn?
My instructional cycle will be focused on the student's ability to use, form and read digraphs (sh, th, ck, ch, and wh) and CVC words. We are focused
on the Reading Foundational Standard (RF 1.3a): Know spelling–sound correspondences for common consonant digraphs. Students need to be able to
spell, read and use these common consonant digraphs in their daily writing and reading.
3. How do you engage students in the content? What do you do? What do the students do? How are students leading instruction? (Differentiation) ...
I keep things focused, on target and specific. I engage students mainly by my demeanor. I share my passion, experience and have incredibly high
expectations for them. Together, the students and I develop an understanding that it's ok to struggle with reading/writing because both are very hard.
But, just because reading/writing is hard... that doesn't mean that it's impossible. Students respond very well to this type of honesty – I find they almost
seem relieved they don't have to pretend anymore. Students understand that I assess learning often, they understand that assessing is not about them,
but about me. The results of the assessments tell me when to stay the course and when I need to make adjustments to my

8.3 Jolly Phosonics History
1.8.3Jolly Phonics Method
History
Before 1975, in Woods Loke Primary School in Lowestoft, England, teaching reading was based on whole word approach. Finding a group of
children with writing and reading difficulty was a reason to find a method to teach children letter sounds first to see if basic knowledge of sounds and
their relation with words is a helpful and practical one. As Sue Lloyd, the author of the method says, later in 1980s, the school introduced some
blending structures in addition to the letter–sound activity. Sounds in words were taught first, it helped children to identify them and relate them to the
letters. This phonemic awareness made reading and writing much easier for learners. Based on an external research experiment

The Pros And Consequences Of Traditional Fishermen
mosquito nets, fishermen are not happy with th e business and also the youth in their community do not know how to tie a simple kno t which is a
basic skill that a fisherman must know which ultimately lead them to o pt for some other work than fishing. Also now there is an involvement of
mafia in fishing which threatens the poor fishermen or takes away the larger chunk of their l abour. Traditional fishermen cannot protest them else they
would be manhandled by the g oons of these rich entrepreneurs. 140 Pandas are Brahmans Pandits, but other Brahmans consider them to be of law
status. Many of them are almost illiterate. Apart f rom the religious rituals for the dead, they take care of the belongings of the bathe rs and they also
supply miscellaneous... Show more content on Helpwriting.net ...
Even tour operators are mod ern form of panda as Crandall Hollcik exclaims. The Ganga has provided income through tourism. Ever y year, millions
of people – both from India and abroad – travel to the Ganga. This influx of tourists and pilgrims has provided a new source of income to loc al
people living on the banks. Stout porters who work in the hills are also people who have taken up this profession as an alternate job. The small
villages from where they belong do not have enough opportunities and money to offer. Because of the po or situation of the family, they even do not
have chance for the further studies. So to share the family responsibility, they migrate to tourist spots and find themselves t rapped in the boring
activity. Children are made to sell plastic bottles for the t ourists to take the Ganga water back to their home for the relatives. Young kids also fi sh
out coins from the fast running current of the Ganga which pilgrims have thrown whi ch gives the feel of adventure to the tourists and earns a small
amount of livelihood for poor house hold. Small scale industries are full of villagers who do not think of their health

The Impact Of Cryptanalysis Using Advanced 3d Playfair...
Impact of Cryptanalysis using Advanced 3D Playfair Cipher
Gaurav Kumawat1, Sandeep Upadhyay2
1 Department of Computer Sc. & Engg, Techno India NJR Institute of Technology 1gaurav_kumawat2002@yahoo.com
2 Department of Computer Sc. & Engg, Techno India NJR Institute of Technology 2sandeepupadhyay30@gmail.com
Abstract. The Playfair cipher is a manual symmetric encryption technique and was the first literal digraph substitution cipher. The cryptanalysis of
the Playfair cipher is also aided by the fact that a diagram and its reverse will encrypt in a similar fashion. The paper proposes to encrypt/decrypt by
choosing 216 ASCII characters out of 256 ASCII characters. The 216 characters includes the most frequently & popularly usable characters like 26
upper & lower case alphabets, 10 numerals and 154 most commonly used special characters of ASCII character set. 40 special characters that are less
frequently used are exempted. 2D–Playfair cipher is a case sensitive cipher, as it requires only 26 alphabets rather than 52 alphabets (including lower
and upper case both).The theme of this paper is to provide security for the data that contains a wider coverage of alphabets numerals and special
characters in compare to 2D playfair cipher.
1 Introduction
Cryptography is the practice and study of techniques for secure communication in the presence of third parties. The art of protecting information by
transforming it (encrypting it) into an unreadable format is called cipher text.

Class With My Phonics Approach
If I had a student who was struggling in class with my phonics approach, and needed a different approach, I would try several different strategies that
we learned about this week in Chapter 7 of our textbook.
The first strategy that I would employ would be "Letter Actions a consonant based strategy" (Vacca, et al., 2015, p. 191,192). This strategy would be
great for my student if they are learning to read, but they were having difficulty with the words. In this strategy the sounds of the consonants are
associated with action words. The textbook uses the example, "C–comb or S–sing" to describe action words that can be used (Vacca, et al., 2015, p.
191,192). Additionally, this strategy would be great for ELL students to use because they are given the chance to see a word in "Action". So then next
time they hear or see someone complete that action they will think about the English words they are learning in school and remember the consonant
and the sound that it makes. In the textbook, it also mentions this as a great strategy for kinesthetic children as well because they are given the chance
to move around and have a hands–on approach to their learning at the same time (Vacca, et al., 2015, p. 191). Another strategy that is closely related
to this one, that fits nicely, is to use the consonant words and associate them to food words. I believe this would be another great activity for my
student especially if they were an ELL student. Using consonants and associating

Reading Is A Dynamic Goal Of Education
Teach to read is a dynamic goal of education; it is proven that reading opens a new world of knowledge and enhance children's reading expertise.
Therefore, there are a lot of reading series that improves children's reading proficiency, however, the Real Kids Readers are the greatest language arts
curriculum based book series for preK–3rd grades that practices a significant phonics centered study. Phonics is defined as a technique of teaching
individual to read by connecting sounds (phoneme) with letters (grapheme) or a group of letters in an alphabetic writing system, thus Real Kids
Readers book series provides the phonics instruction approaches in an effective way that enhance children's phonic skills as well as boost their
vocabulary, fluency, and comprehension aptitudes. Real Kids Readers book series is established on fiction and non–fiction stories along with the actual
photographs that help children to understand the story, nevertheless the combination of the real scenario, vivid characters, and live photographs is
certified to amuse the young children as well as motivate them to have a keen interest in reading.
The objectives of the English Standards of Learning (SOL) are literate students in that way, so they have a full command of English language by
developing their oral language, concepts of printed language, letter name knowledge and production, sight word recognition, spelling, phonemic
awareness, phonics, vocabulary, fluency, and comprehension. Real Kids

Reflection On Ponics Lesson
Phonics Lesson Reflection
15 points
As a future teacher, you will be self–reflecting on your teaching and the activity that you had the class complete as part of the lessons. By reflecting
on what you presented in class, you will learn how to and what to modify in future lessons which will help you become a stronger teacher (Ed–TPA).
Please answer the following prompts (honestly) with a minimum of 4 sentences for each section.
1. How do you think the lesson went?
I personally think that my lesson went pretty well. It seemed like many people were engaged and they participated. There are things that I could have
done to make the activity more challenging for the consonant digraphs and consonant blends, but overall I think the activity was fun. I felt like the
students payed attention to when I was speaking at the beginning and the end of the activity, which was ideal for any lesson.
2. What were the strengths about the presentation (lesson and/or teaching) and why?
The strengths of the lesson in my opinion was the fact that the students could play a game while also participating with consonant blends and consonant
digraphs. Even though throwing buttons into a cup is fun and the lesson involved competition, it still made the students think about consonant digraphs
and consonant blends. I also think that it helped the students realize how many words are made with consonant blends and consonant digraphs, which
will help with their phonemic awareness.

What Is My Primary Spelling Inventory
My child a second grade student participated in a Primary Spelling Inventory and the reflection of her results are as follows. The spelling inventory
took place in a classroom with twenty other students in attendance. This made it difficult for her to hear me sometimes because of the noise volume.
After I repeated the word and used them in sentences she would correct her former spelling of the word, which she did often. I was interested in her
nonchalant behavior when she took the test. It seemed that she knew every word and was happy with herself from the smile on her face. To my
surprise after her spelling inventory was finalized thinking that she may have done very well because she never seemed frustrated by the words I was
calling out.

Essay On Cell Morphological Features
Modeling of changes in cell morphological features based on transcriptomic data}
We leverage the significant cross correlation between the $CMs$ and related transcriptomic profiles to predict cell morphological states for a
transcriptomic profile of interest (Figure 1, Step IVa) cite{11}. We hypothesize similar transcriptomic profiles that mimic a querygene expression
pattern can be applied using appropriate computational model to predict changes in cell morphological features in response to a compound treatment
cite{13}.
We use LASSO to fit a regression model for changes in cell morphology and gene expression profiles in response to treatment with a specific drug or
small compound molecule. We fit the model by using cell... Show more content on Helpwriting.net ...
We repeated these procedures for 9515 transcriptomic queries (all transcriptomic profiles in database repository) (Figure 1, Step IVb).
subsection{Application} subsection{Identification of most significant cell morphological phenotype changes}
The magnitude of cell morphological changes in response to the compound treatment when comparing with the DMSO treatment indicates the
significance of morphological phenotype changes (Figure 1, Step IVa) cite{4}. Our method can be applied to identify a set of query–specific cell
morphological gene sets, and model the numerical value representing morphological changes which can give rise upon treatment with a compound
molecule. We evaluated the ability of our method to identify most significant $CMs$, where the alterations in morphological phenotypes are
re–identified through an instructional application of the method. We made use of three classes of similar transcriptomic profiles with gene expression
signatures of the textit{NOMILIN}, textit{ZARDAVERINE} and textit{HYDROCOTARNINE} drugs with no significant intraclass correlation. All
selected queries were considered active based on the significant textit{p–values}, calculated as the distance between treatment and control samples of
Multiplex cytological imaging assay cite{19}. We use the predicted values representing

Analyzing King Midas 'Lilac'
"Lilac" is a quiet young lady. She rarely gets in trouble and will make friends with anyone. She struggles to read but she loves to be read too. She
listens attentively when stories are being read to her. She will often ask me or my mentor teacher to read a story during lunch or snack time. She has
never missed a day of school and always arrives on time. She very sweet and lovable child. She is a great artist and thrives in art and music classes.
"Lilac" still struggles with writing. She always tries her best but she still struggles to understand the structure of a sentence. In her King Midas writing
prompt, she was only able to write one complete sentence with help. It looks like she understood the events of the story but cannot convey them

A Case Study of a Second Grade Student Essay
For this assignment, I had the pleasure of working with the same student I worked with for the first assignment. My student is in second grade and
I well be referring to her as J.R. While working with J.R., I assessed her using four different assessments and I really got to understand her as a
learner. This assignment was different from the first assignment because I was able to dig deeper into her literacy knowledge and I was able to
identify many of her strengths and areas of need. I feel like I understand J.R. a lot better because I now know about her personally and educationally.
J.R. is seven years old and lives in an apartment with her mother, brothers, aunt, and cousins. She enjoys riding her bike outside, watching television,...
The words ranged from simple words like "a" to more complex words like "number". For this assessment, I printed the sight words onto bigger
cards and I laid them out for J.R. Her job was to read the words that were listed. If she read them correctly and without hesitation then she got it
correct. However, if she had to spell out the word or if she hesitated for a long period of time then I marked it wrong because she is supposed to
recognize them right away. J.R. did fairly well on this assessment. She was able to recognize 88 sight words out of 100. I recognized that the words
that she got wrong were the harder sight words. The second assessment that I completed with J.R. was the spelling inventory assessment. For this
assessment, I gave J.R. a simple spelling test. I would say the word to her and include the word in a sentence. As I did this, J.R. wrote the words
down. This assessment was given to see if J.R. could hear and write the constants (initial and final), the short vowels, digraphs, blends, and common
long vowels that appear in the words that were given. This was one of the assessments that J.R. struggled with. She spelled most of the words wrong
and she had trouble identifying digraphs and blends in words. The third assessment that I conducted was the phonemic awareness assessment. This
assessment tested skills such as rhyming, phoneme isolation, oral blending, oral segmentation, and

Curriculum Guide for Spoken Language and Word Recognition
Curriculum Guide for Spoken Language and Word Recognition Supported by Research–Based Practices
SPE–359 Characteristics of Learning Disabilities and Strategies to Teach Individuals with LD
May 31, 2015
For students, understanding the ways written language represents the way they speak is key to literacy (Bear, D., Invernizzi, M., Templeton, S., &
Johnston, F. (2011). Wilson Fundations, better known as "Fundations", is a K–3 phonological/phonemic awareness, phonics and spelling program for
the classroom (Fundations – Wilson Language Basics for K–3. (n.d.). Fundations is based upon the Wilson Reading System principals and serves as a
program to reduce the risk of reading and spelling failure (Fundations – Wilson Language Basics ... Show more content on Helpwriting.net ...
(n.d.).
These skills will be learned on the Kindergarten level. Each day is a 30–minute lesson corresponding with the core curriculum. For those students
requiring extra help, these skills can be delivered through or reinforced through small group instruction.
Level 1 Highlights At this stage, students are aware of letter formation, print knowledge, how to alphabetize and phonological and phoenemic
awareness as taught in Level K. New skills include segmenting words into syllables and syllables into sounds (up to 5 sounds), short and long vowels
when given letters or sounds, identification of the structure of words such as blends, digraphs, base words, suffixes and syllable types including closed
and vowel–consonant–e syllables. Students are expected to read and spell closed and vowel–consonant–e syllable type words, name sounds for
r–controlled vowels and for vowel digraphs and vowel diphthongs, how to read and spell compound words and other words with two syllables, how to
read and spell words with "s", "es", "ed", and "ing" suffixes, and how to read and spell words with unexpected vowel sounds. Students will learn to read
and spell words with CVC, CCVC, CVCC, CCVCC, and CVCe. They will read and spell 100 high frequency words including a list of trick words and
they will read and spell targeted high–frequency, non–phonetic words. Students will begin to produce sentences using vocabulary words, will read
about 60 words per minute with fluency and comprehension,

A Sound Beginning : An Assessment Of Phonological Awareness
A Sound Beginning A Sound Beginning is an assessment of phonological awareness at four different levels: Word Level, Syllable Level, Onset
–Rime
Level, and Phoneme Level. Phonological awareness is the manipulation of sounds in spoken language and is an important building block for reading.
The assessment is administered orally that would include the student tapping, deleting, segmenting, and blending different sounds. Felipe's score for
each level is as follows: Word LevelTapping Words2/5 Deleting Words5/5 Total Word Level7/10 Syllable LevelBlending Syllables5/5 Tapping
Syllables2/5 Deleting Syllables5/5 Total Syllable Level12/15 Onset–Rime LevelMatching Rhymes3/5 Blending Onsets and Rimes4/5 Generating
Rhymes5/5 Total Onset–Rime Level12/15 Phoneme LevelBlending Phonemes10/10 Segmenting Phonemes10/0 Total Phoneme Level20/20 Total
Score51/60 At the Word Level, Felipe scored 7 out of 10 problems correctly. The 3 problems he missed involved tapping for the number of words he
heard in a sentence. He tapped one more word than the total number of words in the sentence by tapping twice for a two–syllable word instead of one
tap. For example, in the sentence, "My mother is calling me," the total number of taps should be five for the five words. Felipe tapped twice for the
word "calling," resulting in six taps instead of five. At the Syllable Level, Felipe scored 12 out of 15 problems correctly. The 3 problems he missed
involved tapping again. At this

Literacy Assessment
The goal of teachers is to instruct students at grade level, guide students in their learning and improve their skills by the end of the year. In the article,
"Using literacy assessment results to improve teaching for English–language learners," by Lori A. Helman (2005), the researcher wanted to discover:
"Is literacy testing just getting in the way of good teaching? Or, can the results of literacy assessments assist teachers as they work to meet the needs of
learners from diverse languages and backgrounds in their classrooms?" (Helman, 2005, p. 668). Throughout this article, Helman provides background
information about the context of the current assessment, assessment results, and two case studies of English–learning beginning readers. The ... Show
more content on Helpwriting.net ...
"A total of 18,024 first– through third–grade students from the NREA schools were assessed in the spring of 2003. Of this population, 33% were
European American, 47.5% were Hispanic American, and 12.1% were African American." (Helman, 2005, p. 670) The article provided information
based on the results of English–only (EO) and Spanish–speaking (SS) students. According to the mean scores on the PALS assessments, on average
there was a difference of at least 30% between EO students and SS ELL's below benchmark in grades 1, 2, and 3. After the assessment, students were
categorized into emergent, beginning and beyond beginning groups. Students considered to be emergent are "pre–alphabetic" and read memorized text.
Beginning readers use phonics to help them read. Students who are classified as beyond beginning demonstrate that they have an extensive sight–word
vocabulary. In the data provided, grade 1 students at each literacy level in all NREA were as follows: 15% at emergent level, 36% at beginning
readers, and 48% beyond beginning (p.671). However, when comparing the gap of SS ELL students with EO students the results show that most of the
students in the emergent and beginning levels are more likely to be Spanish Speaking English Language learners (Emergent; SS ELL 25% > 5% EO
students), where as in the beyond beginning category the majority of the students are EO students (EO

The Causes And Impact Of Microsoft And The Smartphone
1.Introduction Microsoft is one of the most prestigious companies in the world. Founded by Bill Gates in 1975, and since the 1990Вґs it has been
recognized as the dominant company in the world of computing, until the last years. With the released of iPhone by Apple in 2007 and of Android by
Google in the 2008, the power and relevance of Microsoft has decreased, especially in the smartphone market, having less than 1% of the smartphone
market share in 2017. Undoubtedly, the develop of smartphones have been a completely headache to Microsoft since 2007, and the trend tell us that it
will continue that way. But, which are the main reasons Microsoft lost that relevance in the smartphone sector? And why are they still not able to
develop a competitive smartphone? This paper presents a relation of causes and effects that lead... Show more content on Helpwriting.net ...
Late response: In June of 2007 Apple launched the first generation of the iPhone, in 2008 HTC launched the first smartphone with Android. It was
until 2010 with the release of the Windows Phone 7, that Microsoft decided to really enter into the smartphones market, competing against Apple and
Google, three years after. 2.Bad marketing campaigns: In the last years the marketing campaigns of Microsoft did not reflect the power of the
company. People were more aware of the new releases of Samsung and Apple, meanwhile the ones from Microsoft went unnoticed. Microsoft failed to
capture the attention of the public and to generate a feeling of excitement with each release of a new smartphone. 3.Lack of innovation: With all the
financial power that Microsoft has, it could develop a new futurist cellphone, one that would change again the way of using and living with
smartphones, becoming once again the leader in technology advances. But instead of that, it seemed that it was always in a race to reach its
competitors, offering the same products, without generating any extraordinary change. That change that everyone expected from

ELA Common Core Standards

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