Blessed is the one who finds wisdom, and the one who gets understanding, for the gain from her is better than gain from silver and her profit better than gold. She is more precious than jewels, and nothing you desire can compare with her. Long life is in her right hand; in her left hand are riches and honor. Her ways are ways of pleasantness, and all her paths are peace. She is a tree of life to those who lay hold of her; those who hold her fast are called blessed.(Proverbs 3: 13-18)
DIVINE CARNATION
- Education For All
- I am creative, outgoing and love nature. I am at the top of it all and I know who got me there. My daily Prayer to the Most High God is-- "Oh that Thou wouldest bless me indeed, and enlarge my coast, and that Thine hand might be with me, and that Thou wouldest keep me from evil, that it may not grieve me!"
Welcome
Greetings from The Commonwealth of Dominica.
Dominica is The Nature Ilse of the Caribbean.
Simply natural, green and alive.
The Commonwealth of Dominica is an island between the Caribbean Sea and the North Atlantic Ocean, about one-half of the way from Puerto Rico to Trinidad and Tobago. It is the largest and most mountainous of the Windward Islands, with volcanic peaks, mountain streams and rivers, beachesof both black (volcanic) and golden sands, dense forests, quietlakes, waterfalls, geysers and boiling volcanic pools.Dominica is a major eco-tourist destination.
The island, which was originally occupied by Carib Indians(some of whose descendants remain), was discovered by Columbus in 1493 and colonised by the French in the 1600s. In 1805, the island became a British possession and remained under British rule until 1967, when internal self-government was granted, followed by full independence in1978.
The Capital of The Commonwealth of Dominica is Roseau. The official language of Dominica is English. A French patois Creole is spoken by most persons on the island.
The island, which was originally occupied by Carib Indians(some of whose descendants remain), was discovered by Columbus in 1493 and colonised by the French in the 1600s. In 1805, the island became a British possession and remained under British rule until 1967, when internal self-government was granted, followed by full independence in1978.
The Capital of The Commonwealth of Dominica is Roseau. The official language of Dominica is English. A French patois Creole is spoken by most persons on the island.
The Commonwealth of Dominica became an independent state on November 3rd 1978.
The flag of The Commonwealth of Dominica is
Green, with a centered cross of three equal bands - the vertical part is yellow (hoist side),black, and white and the horizontal part isyellow (top), black, and white; superimposed in the center of the cross is a red disk bearing aSisserou parrot encircled by 10 green, five-pointed stars edged in yellow; the 10 stars represent the 10 administrative divisions (parishes).
Dominica Coat of Arms
The shield is supported by two Sisserou parrots (Amazona imperialis). They are perched on a strip of parchment on which is written in Creole, the national motto: "Apres Bondie C’est La Ter". In the established form accepted by Creole linguists today it would be written: "Apwe Bondye Se La Te." It means, "After God it is the Land". However "La Te" can be translated to mean, the land, the Earth or the soil. But the message of the motto for the people of a mainly agricultural island is that after praising God first, the next most important thing is the land in the form of bearing fruit. It can also be extended to mean the land in the nationalist sense that after your commitment to God then comes your commitment to your country. The use of Creole represents also the influence of France on the island and the part played by African traditions and language in the creation of the Creole heritage.
Dominica
Nature Island
Thursday, December 24, 2020
Letter Identification Assessment
What does your student know about letters? Which letters can he/she identify? Although
research has shown that students do not need to know the names of all letters before they begin reading books, knowing letters helps them communicate with the teacher and each other
(Samuels, 1972).
Being able to discriminate and quickly recognize important letter(s) is also helpful in attaching sounds to the correct letters when reading words (Neuhaus, 2003).
Directions:
Ask students to identify all upper case and lower case letters, using the following directions:
1. Place the letter identification sheet on the table in front of the student.
2. Ask, “Can you name these letters? Can you say the sounds they make?”
3. Mask the letters with a sheet of paper showing one row of letters at a time. You may
want to point to each letter for the child, or let the child point to the letters naming them.
4. Use the upper case sheet for letter and sound identification. If the student does not automatically say the letter name and sound at the same time. Let the student name the letters then ask him/her to return to the beginning of the sheet, saying the sound for each
letter.
5. Use the lower case sheet for letter identification. Sound identification on this lower case sheet is optional.
Scoring:
Place a check mark in the column if the child identifies the letter or sound correctly. Record any letter or sound the child names incorrectly in the boxes. Count the checks (correct letters or sounds) and total them onto the score sheet.
Score as correct for letter identification:
1. An alphabet name.
2. You could also score as correct a response in which a child identifies the letter and a
word that has the letter in it (e.g. “There’s a ‘t’ in ‘cat.’”)
Score as correct for sound ID:
1. A sound that is acceptable for the letter.
2. A response in which the student says, “It begins like…” giving a word that has that letter
sound as its initial letter.
Record for further teaching:
• The student’s preferred mode of identifying letters (i.e. name, sound, or word that
contains the letter).
• The letters a child confuses. It is recommended that one of the confused letters is taught to mastery before introducing the other confused letter. Thus, confused letters are kept apart in the teaching program.
• Unknown letters.
Neuhaus, G. F. (2003). What does it take to read a letter? The International Dyslexia Association quarterly
newsletter—Perspectives, pages 27 – 31.
Samuels, S. J. (1972). The Effect of Letter-Name Knowledge on Learning to Read. American Educational Research Journal, Vol. 9,
No. 1. pp. 65-74
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