The story describes Little Bear making birthday soup for his friends when Mother Bear is absent on his birthday. Little Bear puts carrots, potatoes, peas and tomatoes in a pot to make soup. His friends Hen, Duck and Cat arrive and are invited to share the soup. Just as they begin eating, Cat notices Mother Bear arriving with a birthday cake. Little Bear is happy and surprised to receive the cake after enjoying his homemade birthday soup.

1. Phonemic Awareness Table
Task
Scripting
Description and Purpose of Task
Alignment to State Standards
Phoneme Isolation
Example:
Teacher: “What is the first sound in van?”
Students: “The first sound in van is /v/.”
Teacher:
Students:
Phoneme Identity
Example:
Teacher: “What sound is the same in fix, fall, and fun?”
Students: “The first sound, /f/, is the same.”

2. Teacher:
Students:
Phoneme Categorization
Example:
Teacher: “Which word does not belong? Bus, bun, rug.”
Students: “Rug does not belong. It does not begin with /b/.”
Teacher:
Students:
Phoneme Blending
Example:
Teacher: “What word is /b/ /i/ /g/?”
Students: “/b/ /i/ /g/ is big.”
Teacher: “Now let’s write the sounds in big: /b/, write b; /i/,
write i; /g/, write g.”
Teacher: (Writes big on the board.) “Now we are going to read
the word big.”
Students: (Reading from the board) “Big”

3. Teacher:
Students:
Phoneme Segmentation
Example:
Teacher: “How many sounds are in grab?”
Students: “/g/ /r/ /a/ /b/. Four sounds.”
Teacher: “Now let’s write the sounds in grab: /g/, write g; /r/,
write r; /a/, write a; /b/,
Teacher: (Writes grab on the board.) “Now we are going to read
the word grab.”
Students: (Reading from the board) “Grab”
Teacher:
Students:
Phoneme Deletion
Example:
Teacher: “What is smile without the /s/?”
Students: “Smile without the /s/ is mile.”
Teacher:
Students:

4. Phoneme Addition
Example:
Teacher: “What word do you have if you add /s/ to the
beginning of park?”
Students: “Spark”
Teacher:
Students:
Phoneme Substitution
Example:
Teacher: “The word is bug. Change /g/ to /n/. What’s the new
word?”
Students: “Bun.”
Teacher:
Students:
Resources
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5. PAGE
5
SURNAME
Siemens AG Bribery Scandal
This paper will focus on the analysis of the well-known and
popular bribery scandal in the world, such as Siemens AG
Bribery Scandal which occurred in November, 2006. Siemens
AG is one of the largest and most popular electrical engineering
companies operated in the world. The present company was
founded in 1847 in Berlin and is now headquartered in Munich,
Germany. The discussion and the proper analysis of this bribery
scandal will help to learn many effective lessons from this
situation helping organizations and individuals to avoid such
cases and experiences in the future. Siemens was considered one
of the most powerful and productive companies in the field of
electronics and that bribery scandal surely affected its business
and popularity in the world greatly.
It was difficult to understand the underlying causes of this
bribery scandal, especially on the part of such large, successful
and popular company known not only in Germany but also all
over the world. In fact, several employees and even executive
board members were charged guilty in this scandal and imposed
huge monetary fines for illegal and unethical behavior harming
the business of the company greatly. Brooks and Dunn stated
that the company developed a corrupt organizational culture “in
which hundreds of millions of Euros were put into slush funds
that were then used to pay bribes in order to obtain lucrative
contracts” (Brooks and Dunn 290-291). There were several
cases of such bribery scandals within the company affecting its
success and efficacy greatly.
Ethical and appropriate behavior of the company’s employees

6. was questioned after those scandals resulting in the firing
procedures in the professional environment. The organization
surely made several mistakes which resulted in such scandals
and affected the future organization of business on the national
and international environment. The first bribery scandal
occurred in November, 2006 when the senior managers could
not simply verify the great number of payments made by the
company. The monetary losses at that period of time were
associated with nearly $2 billion.
However, that failure was not treated as learning opportunity
and the company faced several similar bribery cases involving
different individuals and various sums of money. Although
Siemens had the proper code of ethics, certain ethical values
and regulations guiding employees and the company’s business,
this system was not simply properly implemented and controlled
within the company. This was the major mistake made by the
organization and leading to the chain of bribery scandals in the
workplace. People should simply understand this system
properly and correctly incorporating those values and principles
into the professional environment.
Phillips and Gully stated that “communication was inconsistent
within the company, and the firm did not always punish conduct
in breach of defined principles and practices” (Phillips and
Gully 481). The lack of appropriate punishment system and
measures for unethical behavior and practices was another
mistake faced by the company and leading to such bribery
scandals and cases during a long period of time. This should be
a proper lesson for other organizations facing similar situations
in the professional environment, as companies should strive to
develop and promote appropriate ethical culture among
employees, as well as appropriate control measures and systems
of punishment.
Only in this case the mistake could be prevented from re-

7. occurring in the future not only in Siemens AG but also in other
companies facing similar situations. Although senior executives
of Siemens claimed that they were unaware of such illegal
payments and bribes, they shared the major part of
responsibility for this bribery scandal due to inappropriate
control and regulations of the professional activity and behavior
of employees. Those scandals did not only affect the company’s
business, the professional performance of employees but also
the company’s relations with stakeholders and investors.
Internal controls in Siemens were not properly organized and
managed enabling employees to get involved into fraudulent
activities easily. Deming stated that Siemens AG failed “to have
and publicize a system whereby employees and agents could
report or seek guidance regarding potential or actual criminal
conduct without fear of retaliation (Deming 91). Siemens
Company and people working there on a regular basis faced a
great number of disadvantages associated with the decisions
that led to the bribery scandals.
The major disadvantages included not only great financial
losses due to fines and court procedures but mainly the lack of
trust and confidence on the part of customers, investors,
business partners and other persons. Siemens simply had to re-
gain trust and respect in the world trying to remain competitive,
successful and productive either on the national or international
business arena. These disadvantages surely affect the
organization’s values, beliefs, culture, control, and its strategic
ways of doing business in the modern competitive environment.
Brooks and Dunn stated that “each line of business had a
managing director and a separate managing board, and this
structure inhibited accountability and allowed corruption to
spread” (Brooks and Dunn 291).
The great number of persons was convicted in making illegal
payments and being involved into fraudulent bribery activities,

8. such as Andreas Kley, Johannes Feldmayer, Hans-Werner
Hartmann, etc. These persons were not only fined for such kind
of behavior but some of them were even placed on probation.
Such scandals in Siemens AG would surely affect future recruits
and employees, as people might not want to work in the
company with such negative fame in the world. Thus, the
company should simply strive to re-gain its past popularity and
success in the market attracting the greater number of customers
to its production.
Zagaris stated that the Siemens case “is a fascinating
illustration of the enormous scope of the culture of
transnational bribery by multinationals” (Zagaris 111). The
analysis and thorough investigation of Siemens AG bribery
scandals helped to learn many useful and effective lessons about
the future organization of business. Thus, the major
contributions to the company’s success and efficacy include
appropriate ethical culture within the company, the proper
awareness on the company’s business and activities on the part
of senior executives, and effective internal controlling systems
and measures.
This paper focused on the analysis and investigation of Siemens
AG bribery scandals started in 2006 and affected the company’s
business and reputation rather negatively. Certain employees
bribed government officials and even employees from other
companies in order to win the most successful and profitable
contracts. Although people tried to contribute to the company’s
success and efficacy in the market, their activities were still
illegal and fraudulent leading to various disadvantages affecting
the company’s future and reputation.
Works Cited
Adeyeye, Adefolake. “The Role of Global Governance in CSR.”
Santa Clara Journal of International Law 9.1 (2011): 147-167.
Print.
Brooks, J. Leonard, and Paul Dunn. Business & Professional

9. Ethics. New York: Cengage Learning, 2009. Print.
Carroll, B. Archie, and Ann, K. Buchholtz. Business and
Society: Ethics and Stakeholder Management. New York:
Cengage Learning, 2008. Print.
Deming, H. Stuart. The Foreign Corrupt Practices Act and the
New International Norms. New York: American Bar
Association, 2010. Print.
Gatgens, Oliver. Siemens. Berlin: GRIN Verlag, 2011. Print.
Neelankavil, P. James, and Anoop Rai. Basics of International
Business. New York: M.E. Sharpe, 2009. Print.
Phillips, M. Jean, and Stanley, M. Gully. Organizational
Behavior: Tools for Success. New York: Cengage Learning,
2011. Print.
Sidhu, Karl. “Anti-Corruption Compliance Standards in the
Aftermath of the Siemens Scandal.” German Law Journal 10.8
(2009): 1343-1354. Print.
Twomey, P. David, and Marianne, M. Jennings. Anderson’s
Business Law and the Legal Environment. New York: Cengage
Learning, 2010. Print.
Zagaris, Bruce. International White Collar Crime: Cases and
Materials. New York: Cambridge University Press, 2010. Print.
Phoneme Isolation
10.0
Activity, description, and purpose of phoneme isolation are well
crafted and skillfully explained. Activity vocabulary thoroughly
relates to provided reading excerpt. Alignment of activity to
state standards is exceptional.
Phoneme Identity
10.0
Activity, description, and purpose of phoneme identity are well
crafted and skillfully explained. Activity vocabulary thoroughly

10. relates to provided reading excerpt. Alignment of activity to
state standards is exceptional.
Phoneme Categorization
10.0
Activity, description, and purpose of phoneme categorization
are well crafted and skillfully explained. Activity vocabulary
thoroughly relates to provided reading excerpt. Alignment of
activity to state standards is exceptional.
Phoneme Blending
10.0
Activity, description, and purpose of phoneme blending are well
crafted and skillfully explained. Activity vocabulary thoroughly
relates to provided reading excerpt. Alignment of activity to
state standards is exceptional.
Phoneme Segmentation
10.0
Activity, description, and purpose of phoneme segmentation are
well crafted and skillfully explained. Activity vocabulary
thoroughly relates to provided reading excerpt. Alignment of
activity to state standards is exceptional.
Phoneme Deletion
10.0
Activity, description, and purpose of phoneme deletion are well
crafted and skillfully explained. Activity vocabulary thoroughly
relates to provided reading excerpt. Alignment of activity to
state standards is exceptional.
Phoneme Addition
10.0
Activity, description, and purpose of phoneme addition are well
crafted and skillfully explained. Activity vocabulary thoroughly
relates to provided reading excerpt. Alignment of activity to
state standards is exceptional.
Phoneme Substitution
10.0
Activity, description, and purpose of phoneme substitution are
well crafted and skillfully explained. Activity vocabulary

11. thoroughly relates to provided reading excerpt. Alignment of
activity to state standards is exceptional.
Documentation of Sources (citations, footnotes, references,
bibliography, etc., as appropriate to assignment and style)
5.0
Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of error.
Mechanics of Writing (includes spelling, punctuation, grammar,
language use)
15.0
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language.
Total Percentage
100
Stories
Minarik, Else Holmelund. Little Bear. Illustrated by Maurice
Sendak. New York: HarperCollins, 1957. (1957) From
“Birthday Soup”
“Mother Bear, Mother Bear, Where are you?” calls Little Bear.
“Oh, dear, Mother Bear is not here, and today is my birthday.
“I think my friends will come, but I do not see a birthday cake.
My goodness – no birthday cake. What can I do?
The pot is by the fire. The water in the pot is hot. If I put
something in the water, I can make Birthday Soup. All my
friends like soup.
Let me see what we have. We have carrots and potatoes, peas
and tomatoes; I can make soup with carrots, potatoes, peas and
tomatoes.”
So Little Bear begins to make soup in the big black pot. First,
Hen comes in. “Happy Birthday, Little Bear,” she says.

12. “Thank you, Hen,” says Little Bear.
Hen says, “My! Something smells good here. Is it in the big
black pot?”
“Yes,” says Little Bear, “I am making Birthday Soup. Will you
stay and have some?”
“Oh, yes, thank you,” says Hen. And she sits down to wait.
Next, Duck comes in. “Happy Birthday, Little bear,” says
Duck. “My, something smells good. Is it in the big black pot?”
“Thank you, Duck,” says Little Bear. “Yes, I am making
Birthday Soup. Will you stay and have some with us?”
“Thank you, yes, thank you,” says Duck. And she sits down to
wait.
Next, Cat comes in.
“Happy Birthday, Little Bear,” he says.
“Thank you, Cat,” says Little Bear. “I hope you like Birthday
Soup. I am making Birthday Soup.
Cat says, “Can you really cook? If you can really make it, I
will eat it.”
“Good,” says Little Bear. “The Birthday Soup is hot, so we
must eat it now. We cannot wait for Mother Bear. I do not
know where she is.”
“Now, here is some soup for you, Hen,” says Little Bear. “And
here is some soup for you, Duck, and here is some soup for you,
Cat, and here is some soup for me. Now we can all have some
Birthday Soup.”
Cat sees Mother Bear at the door, and says, “Wait, Little Bear.
Do not eat yet. Shut your eyes, and say one, two, three.”
Little Bear shuts his eyes and says, “One, two, three.”
Mother Bear comes in with a big cake.
“Now, look,” says Cat.
“Oh, Mother Bear,” says Little Bear, “what a big beautiful
Birthday Cake! Birthday Soup is good to eat, but not as good as
Birthday Cake. I am so happy you did not forget.”
Common Core State StandardS for engliSh language artS &
literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal
SubjeCtS

13. appendix b | 15
“Yes, Happy Birthday, Little Bear!” says Mother Bear. “This
Birthday Cake is a surprise for you. I never did forget your
birthday, and I never will.”
TEXT COPYRIGHT © 1957 BY ELSE HOLMELUND
MINARIK. ILLUSTRATIONS COPYRIGHT © 1957 BY
MAURICE SENDAK. Used by permission of HarperCollins
Publishers.