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Previous Intro. Killers of the Flower Moon Summary. Better broken off and chewed in pieces. This is a prime example of how history is taught and told by the conquerors. There are many times I had to ignore that author's racist portrayal about the Native Americans.
I would much prefer if the facts were just told and the author didn't make statements saying that the Comanches were much less civilized, etc. There were definitely a lot of atrocities committed by the Comanches, but clearly, nations defend their land and sovereignty in violent ways.
War is horrible period. Colonialism breeds war. This book was downright racist. The author somehow paints paints genocide as natural white destiny and Native American culture as barbarian savages.
The lack of nuance is incredible, the fact this was published so recently is equally astonishing. I hope the prospective reader takes there money or credit elsewhere. There is no place in the world for this kind of whitewashing of history. Add to Cart failed. Please try again later. Add to Wish List failed. Remove from wishlist failed. Adding to library failed. Please try again.
Follow podcast failed. Unfollow podcast failed. Stream or download thousands of included titles. Empire of the Summer Moon By: S. Narrated by: David Drummond. No default payment method selected. Add payment method. Switch payment method. We are sorry. We are not allowed to sell this product with the selected payment method.
Pay using card ending in. Taxes where applicable. Listeners also enjoyed Parker Narrated by: Brian V. Publisher's Summary Empire of the Summer Moon spans two astonishing stories. Reviews - Please select the tabs below to change the source of reviews. Amazon Reviews. They came slowly to look at her opened palm. In the center of it, cupped and huge, was a single raindrop. She began to cry, looking at it. They glanced quietly at the sky. The sun faded behind a stir of mist.
A wind blew cool around them. They turned and started to walk back toward the underground house, their hands at their sides, their smiles vanishing away.
A boom of thunder startled them and like leaves before a new hurricane, they tumbled upon each other and ran. Lightning struck ten miles away, five miles away, a mile, a half mile.
The sky darkened into midnight in a flash. They stood in the doorway of the underground for a moment until it was raining hard. Then they closed the door and heard the gigantic sound of the rain falling in tons and avalanches, everywhere and forever.
They looked at each other and then looked away. They glanced out at the world that was raining now and raining and raining steadily.
They could not meet each other's glances. Their faces were solemn and pale. They looked at their hands and feet, their faces down. They walked slowly down the hall in the sound of cold rain. They turned through the doorway to the room in the sound of the storm and thunder, lightning on their faces, blue and terrible.
They walked over to the closet door slowly and stood by it. Behind the closet door was only silence. They unlocked the door, even more slowly, and let Margot out. Discuss these questions with another student. You may look back at the story if necessary. Did you enjoy reading the story? Explain your answer. Were there any parts of the story that you did not understand? Which ones? Were there any unfamiliar words that you need to look up in order to understand the story?
Why do you think the author decided to call this story "All Summer in a Day"? Read the story a second time. Then, working with two or three other students, retell the story to each other in your own words. In this exercise you will analyze the story for the way the writer sets the scene and tells us "who," "when," and "where.
Main characters list and describe : Setting time : Setting place : B. Compare your work with that of another pair of students.
If you disagree, look back at the story to check your answers. Listed below are the events that make up the plot of "All Summer in a Day. They let Margot out of the closet. The children stood at the window waiting for the sun. The children remembered that Margot was in the closet. All day the children read and wrote about the sun in class. The teacher left the classroom. The children put Margot in the closet. William and the children began to mistreat Margot. The whole world seemed silent and the sun came out.
Raindrops began to fall and a boom of thunder startled the children. The children went inside. The children ran and played in the sunlight. Compare your answers with those of another pair of students. In the chart below you will find the terms that are often used to discuss the main elements of the plot in a work of literature. Look again at the events listed in Exercise 3 and decide where they belong in the chart. Write the letters a-k of the events in the appropriate box. The first one has been done for you.
Note: Like many other stories, this story can be interpreted in several different ways, depending on the reader's point of view. Therefore, a variety of different answers is possible in this chart. Be prepared to explain your choices. Exposition Where the writer provides essential information about the story: "who," b "where," "when," and "what. Climax The moment of greatest tension, usually also the turning point in the story. Resolution The ending, which may or may not be happy, and may even be left open for the reader to imagine.
Compare your answers in the chart with those of two or three other students. If the answers are different, explain them to each other. Discuss these questions with two or three other students. Did the children have any doubts about whether or not they should be locking Margot in the closet? How can you tell? How do you think Margot feels being locked in the closet?
Was the author trying to teach a lesson to the readers of the story? If so, what was the lesson? How would you describe the ending of this story? Happy, sad, or inconclusive incomplete? Could this story have an alternate ending? Try to imagine one and describe it. In "All Summer in a Day" Bradbury used rich descriptive language. Working with another student, look back at the story to find examples of the way he used words to create images and tell the story.
The setting when and where a. Margot a. The children a. William a. The sun a. The rain a. The sky a. If you disagree, look back at the story and explain your choices. First of all, your reading comprehension improves when you talk about what you read.
And second, sharing ideas and information about your book with others is enjoyable, and this enjoyment can motivate you to read more. This unit gives you suggestions for how to share books with your classmates and teacher.
Book Conferences A book conference is a one-on-one conversation about your book with the teacher. Since a book conference is not a test, you will not need to remember details from the book. There is no need to prepare notes in advance of the conference.
Your teacher may ask various questions, including: Why did you choose this book? What was your reaction? Did you enjoy it? What do you already know about the subject? Does the book relate in any way to your own life? If so, how? What are your favorite characters in the book? What was your favorite part? Reading Circles A reading circle is a small group of four to six students who meet regularly to talk about their extensive reading books and compare reading experiences.
Instructions for Reading Circles 1. Form a group with about four other students. Take turns telling the other students in your group briefly about your book not more than five minutes. Include the following: Title, author and genre fiction, non-fiction, biography, etc. Is the subject familiar or new for you? One student in the group should time the student who is talking.
While each student is talking, the others should listen carefully, take brief notes, and ask questions afterward. Follow the same procedure for each meeting of your group. Include the following in your talk: number of pages read so far; your reaction at this point Are you enjoying it so far?
Read aloud to your reading circle a short passage about half a page that you especially like or that you find surprising. When you finish a book, tell your teacher and schedule a book conference. To prepare a presentation, make five note cards, one for each of the following points. About the book and the author: Title, author, and year first published; information about the author from the back of the book or the Internet ; genre and number of pages 2. Difficulty: Language use of technical or unusual vocabulary, use of dialect, complicated sentences ; plot or point of view multiple points of view or multiple time frames 3.
Key elements of the plot very briefly 4. Your reaction to the book: Did you enjoy it? Would you read another book by the same author? Would you recommend this book to your classmates? One or two of the following topics: A part of the book or one of the characters that interests you particularly; one of the characters that you like and identify with; personal experiences or thoughts related to the book; larger issues that are dealt with in the book e.
Here is an example of a note card for the first point. Paul Farmer pages When you have completed the note cards, try out your presentation aloud several times to practice the way you will present your ideas. Time yourself to see how long the presentation takes. If it takes more than five minutes, cut out some parts and try again. If it takes less than five minutes, think of more information to add to some of your note cards.
Were you glad that you decided to read it? What did you like best about this book? What did you like least? Would you recommend this book to a friend? On a scale of , how difficult was this book for you? The more words you recognize and understand in a text, the better your comprehension will be.
What do you do when you encounter meet a new word in your reading? Ask another student about the meaning. Try to guess the meaning of the word from the context. Look up the definition in a dictionary. Skip over the word and continue reading. Analyze the word for clues to its meaning. In fact, a good reader does all of the above at different times, depending on the word, the text, and the reason for reading it.
In this unit you will learn and practice five important strategies for building your vocabulary. Strategy 1: Check your knowledge of the words used most frequently in English Advances in computer technology have made it possible for researchers to analyze thousands of English-language texts containing millions of words.
From this research they have learned that a small percentage of words—about 2,—are used much more frequently than all the other words. In fact, these 2, most frequent words account for almost 80 percent of most texts. If you know these words, you have a much better chance of understanding what you read.
Before you look at the list of the 2, most frequent words in English, answer this question: How many unfamiliar words do you think you will find on the list? Make a guess. Now turn to the list of the 2, most frequent words in Appendix 1 on page How many of these words did you mark? Compare this number with your guess in Part A. Did you have a good idea of the extent of your vocabulary?
If you have marked many words on this list, you probably have some difficulty understanding what you read. You need to spend extra time working on your vocabulary. These words allow academic writers to explain or generalize their ideas or research, and to compare them with the work of others. Learning these academic words can improve your comprehension of academic materials.
Before you look at the Academic Word List, answer this question: How many of the words on the list do you think you will recognize? Turn to the Academic Word List in Appendix 2 on page Read through the list and mark the words that you DO recognize. If you have marked some of the words in the Academic Word List, you have a good start on building your academic vocabulary.
In Part 2 and in the Focus on Vocabulary sections in the units in Part 3, you will work on learning more words from this list. Strategy 3: Use the dictionary effectively Along with the definition, a dictionary provides a great deal of other information about a word.
It tells you the part of speech of the word noun, verb, adjective, etc. An example sentence is often included as well. Use this dictionary page to answer the questions. How many syllables are there in scrutinize? I The children's freshly-scrubbed faces beamed up at us. What part of speech is scrupulous? When your teacher scrutinizes your very dry soil 2 scrubs [plural] INFORMAL a loose green shirt and pants worn by doctors during work, how do you feel?
What food do you consider scruffy i'skrAfil adj. How do you spell the past tense of , about right and wrong that prevents you from doing something bad: He has absolutely no scruples about the verb scrub?
Source: Longman Advanced American Dictionary. A small notebook is preferable so you can carry it around with you. This notebook will help you study vocabulary more effectively. With all your words in one place in the notebook, you can easily check your knowledge of words you have studied before. How to organize and use the notebook 1. Decide on a method for putting words in order. Many students prefer alphabetical order, though you may also order words according to other categories, such as topic or source words from extensive reading books, words from Advanced Reading Power, and words from other course books.
Use two pages in the notebook. On the left-hand page, write a word, the part of speech, and the word in syllables. Under the word, write the sentence in which you found it. Then, on the right-hand page, write the meaning. Note: If you can learn the words more quickly using definitions in your native language, and your teacher agrees, you may write the meanings in that language. Check your knowledge of the words by covering one of the pages and trying to remember the information on the other.
Example: 1. Something that you think is true o How could you make an assumption although you have no proof about their family without meeting them?
When you have made a set of cards, carry them with you and test yourself often. Add new words that you encounter and want to learn.
You should not remove a word from your set until you are completely sure of the meaning and can recall it instantly. To make study cards, you will need small, blank cards 3 x 5 inches or about 7 x 12 cm. Example: On one side of the card write a word, the part of speech, the word in syllables, and the phrase or sentence in which you found the word.
Fill in the information for five study cards, following the example. If you remember the definition, say it aloud, too. If you do not remember the definition, look at the back of the card. Then say the word and the definition aloud. Then repeat it aloud. Put cards for especially difficult words in a separate group and quiz yourself on them. Then return the cards to the large group. Research has shown that in order to learn a word, you must encounter it many times. Each time you see the word in context, you build up a stronger sense of its meaning.
The best way to increase the number of encounters with words and to learm how words are used is by reading extensively. Simply noticing the word and looking up the meaning is not enough. You need to analyze the word and use it in speaking and writing. If you look closely at the context and write down the sentence where you found the word, you are more likely to remember it.
Choosing Words to Learn Since it would be impossible to learn all the new words you encounter in your reading, you should decide which ones would be the most useful for you and try to learn those. A word will be useful for you if it is included in one of the word lists Appendices 1 and 2 , or if you have encountered it several times and think you will encounter it again.
In this unit you will practice selecting words from short passages. Example: A. There are two basic types of owls: typical owls and Evaluation of use of reading comprehension strategies to improve reading comprehension of adult college students with acquired brain injury. The reading comprehension passages below include 8th grade appropriate reading passages and related questions. Sample Reading Comprehension Worksheet. Each reading passage has a practice focusing on recalling information from text, prediction, and inference.
All books format are mobile-friendly. Kseniya Moskovskaya. Improving Comprehension. The theme of this passage is. Chernobyl, two of whose reactors, our guide reminds us, are still operational. This will take you to the individual page of the worksheet. To prepare for the Romeo and Juliet vocabulary worksheet answers, you should start by learning some of the words Use this Romeo and Juliet Act 3 Study Guide to engage students and increase comprehension!
Today, the membership association is made up of ways. This animal worksheet is geared toward fourth grade students. PDF download with reading comprehension and vocabulary exercises. The following tips and methods can be used to make your test-taking efforts more effective and your results more accurate. Facts and Opinions. Reading Comprehension for beginner and Elementary Students 3. After reading the passage, you'll answer the questions. Don't be fooled by their length!
Reading English short stories is an amazing way to learn the language. The more experience a student has with reading and comprehending, the better reader and problem-solver he or she will be. The intervention package teaches students to use reading comprehension strategies independently, including text prediction, summarization,question generation, and clarification of unknown or unc. How many nuclear reactors did Chernobyl have?
A complete list of Reading Comprehension worksheets is available below. Similar to the reading framework, the listening framework is a scientific approach to measuring both students' listening ability and complexity of audio materials on the. English trough reading Written Answers 1. Talk about what they're reading. Activity C from the popular and acclaimed teaching pack The Bomb Factor. Cannon talks about what he wasn't going to write, says he isn't going to write THAT, and then does so anyway.
They prove that it's possible to pack big ideas into a short text. Other resources in Reading A-Z also emphasize comprehension skills. Please use any of the printable worksheets you may duplicate them in your classroom or at home. The soviet government has refused. You will then have two choices. Cause and Effect. Materials created by the ational Archives and Records Administration are in the public domain.
Reading the explanations to the questions you get You need to enable JavaScript to run this app. By rambertico. Read and download online as many books as you like for personal use. Inlonshka Dances Date: Sept. Osage women Date: Sept. Voices From the Drum Date: Aug.
Top Stories Council votes to request records from federal government Date: Nov. Council votes to request records from federal government Date: Nov.
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