Key to success

"Courage and perseverance have a magical talisman, before which difficulties disappear and obstacles vanish into air."

"I cannot afford to waste my time making money."

"A man can do all things if he but wills them."

"He who asks of life nothing but the improvement of his own nature... is less liable than anyone else to miss and waste life."

"Death was afraid of him because he had the heart of a lion."

"Men acquire a particular quality by constantly acting a particular way... We become just by performing just actions, temperate by performing temperate actions, brave by performing brave actions."

"Habit, if not resisted, soon becomes necessity."

"A large income is the best recipe for happiness I ever heard of."

"I was prettily devised of Aesop, "The fly sat on the axle tree of the chariot wheel and said, 'What dust do I raise!'"

"Inspiration comes of working every day."

"What is work and what is not work are questions that perplex the wisest of men."

"I have discovered that we may be in some degree whatever character we choose. Besides, practice forms a man to anything."

"Nobody speaks the truth when there's something they must have."

"I am ready any time. Do not keep me waiting."

"Every action we take, everything we do, is either a victory or defeat in the struggle to become what we want to be."

"On with the dance! Let joy be unconfined; No sleep till morn when youth and Pleasure meet To chase the glowing Hours with flying feet."

"Ready money is Aladdin's lamp."

finominal trading is also benifit

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vertically different ideas to devlop your mind

susbitute all your acts one day

one day the judgment you will have to inquire your self soon before the day arives

hence if you have earned much you will gain more.

Yep yep..i have more earned

simply all has much has you can

And in exams never let your feeling overpower you

always try to aim and get closer...

Thanx dear

if you star one either try to achieve it any way or just dont try to give up...

includes strategies such as making eye contact with the speaker; visualizing what is being spoken; taking notes, using a graphic organizer, or sketching important aspects of what is being said; self-questioning the meaning of what is being said

curriculum which is modified for learners whose cognitive abilities indicate they should not be expected to learn the standards in that curriculum at the same level as other students

procedural changes in assignments or assessments that enable the student to engage in the learning process and relate to others what has been learned

preparing students for the activity to follow by explaining what is to be learned, how it is to be learned, and how it relates to what already has been learned

environmental factors preceding behavior

an ongoing process of using formal and informal measures to collect data on student progress

skills that enable a person to access the computer screen and use programs

include concepts such as over, under, after, before, in between, complete, etc. which students need to understand in order to follow directions and complete tasks as well as understand curriculum content

a tape used for monitoring behavior containing beeps that sound at regular or intermittent intervals

breaking large pieces of information or words into smaller parts

include predicting, summarizing, associating, rereading, questioning, visualizing, skimming

prereading skills, such as how to hold a book, where to begin reading, identifying a sentence, following print from left to right, and where a word begins and ends.

prereading skills, such as how to hold a book, where to begin reading, identifying a sentence, following print from left to right, and where a word begins and ends.

information from the immediate textual setting that helps identify a word used for decoding (sounding out) words being used for the first time

beginning writing skills, such as letter formation, word spacing, spelling, capitalization, punctuation, and formatting

any source of information that aids in the identification of a word and/or comprehension of text

signals or objects in the environment which can be used by the learner as a reminder, to learn something new, or to recall what has already been placed in the memory

the ability to sound out words by generating all the sounds into a recognizable or meaningful word

instruction that provides for differences in learning by engaging students through different learning modalities, using a wide range of instructional strategies

varying rates of instruction; and taking into account individual student interests

two letters that represent one speech sound, such as /ea/ in bread and /ch/ in chin

summarizing assessment results, then making decisions based on these results

nonfiction, informational test

reading, writing, and speaking without frequent hesitations

a personal amplification device; a wireless microphone worn by the teacher and a receiver worn by the student with hearing impairment which strengthens the message while minimizing background noise

predicting what is to come on the basis of experience and observation

the misreading of 10 or more words per page with less than 80% accuracy in comprehension and recal

refers to a type of literary text, such as mystery, science fiction, fairy tale, and biography

a visual strategy for organizing information

referring to the relationship between the letters and sounds of language

an instructional format for providing structure, purpose, and the modeling of strategies in order to move beginning readers toward reading independence

DON HE IS BACK

a word that appears many more times than other words in spoken or written language

DON NO ONE CATCH HIM

includes active listening, asking clarifying questions, use of cue and strategies, self-evaluation and monitoring, and setting and reaching goals

reading with automaticity all but 0 to 2 words a page with 100% accuracy in comprehension and recall

drawing meaning from a combination of clues in the text without explicit reference to the text; involves tapping into background knowledge

reading with adequate fluency all but 3-4 words on a page with 80% accuracy in comprehension and recall

the application of any procedure which has a potential for changing behavior or learning outcomes

include (1) adequate oral language, (2) phonemic awareness, (3) reading independence through the ability to decode words and use additional strategies

such as chunking, contextual cues, and questioning, to determine unknown words and meaning of text, independence in writing through the application of skills and strategies in the writing process, fluency

the chief topic of a passage expressed or implied in a word or phrase

relating new information to background knowledge, or schema

number of words spoken in an utterance

the act of planning, monitoring, and controlling one?s own thinking and behavior

rhymes, songs, acronyms, etc. that aid in memory

Underlined terms are specific strategies used by the learner.

change in expectation of a required activity to meet the student?s needs, such as eliminating or reducing a math assignment

simultaneously engaging the visual, auditory, and kinesthetic modalities

literature that tells a story or gives an account of something with sequences of events and experiences

strategies that allow the reader to decode and pronounce words independently by chunking, sounding out, tracking, questioning, and using syntactic and semantic cues

the blending of the beginning phoneme (onset) of the word with the remaining chunk or ?word family? (rime) - a reliable way of chunking to decode unknown words

putting something read or heard in a person's own words

a minimal sound unit of speech, i.e. ?a? as in ?ant?

the awareness of the sound system of spoken language

a system of teaching reading and spelling that stresses sound-symbol relationships

precisely stated commands for achieving student compliance to teacher directions

to foretell a future event

to decide the order of importance

asking oneself if something makes sense; clarifying meaning and directions

previous experience and prior knowledge; also refers to a pattern, such as building a ?schema?, or pattern, of learning

checking own work against a set of criteria or standard, then making the necessary changes, if needed

the study of the meaning in language

word that is immediately recognized as a whole; should not require word analysis for identification

series of speakers installed in the classroom to amplify the teacher's voice

using letter-sound relationships to read a word

tools, tricks, or methods the learner uses to process and manipulate information, such as using cues, decoding, forecasting, using graphic organizers, making inferences, using mnemonics, paraphrasing, predicting, prioritizing, questioning, self-checking, sounding out, summarizing, tracking, verbalizing, visualizing, chunking, and making associations

time management, organization of materials, note-taking, processing information, strategies for improving memories,

making short statements of essential points of what is read or heard

the pattern or structure of word order in sentences; the grammatical rules that govern language

the purposeful following of text with finger or other object