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In these intertwined essays on art, music, and identity, Aisha Sabatini Sloan, the daughter of African American and Italian American parents, examines the experience of her mixed-race identity. Embracing the far-ranging stimuli of her media-obsessed upbringing, she grasps at news clippings, visual fragments, and lyrics from past and present in order to weave together a world of sense. Art in all forms guides the author toward understanding concepts like blackness, jazz, mortality, riots, space, time, self, and other without falling prey to the myth that all things must exist within a system of binaries. Recalling her awkward attempts at coolness during her childhood, Sabatini Sloan evokes Thelonious Monk’s stage persona as a metaphor for blackness. Through the conceptual art of Adrian Piper, the author is able to understand what is so quietly menacing about the sharp, clean lines of an art gallery where she works as an assistant. The result is a compelling meditation on identity and representation.
Illuminate your education path with uplifting lessons and mindful living practices. It takes courage, positivity, and passion to thrive as a teacher. This vivid and inspirational guide offers educators practical wisdom and strategies to promote their wellbeing and balance. Carol Pelletier Radford shares 10 important lessons she has learned in a long career as an educator that can help you build a fulfilling and lifelong career in education. In each lesson, readers will find: • Stories of resilience from classroom teachers • Self-care tips and assessments • Podcasts with inspiring teachers and leaders who have lived out the 10 lessons • Reading plans for teachers, teacher teams, and mentor/mentee pairs • Ways to dive deeper with additional companion website resources Teaching With Light equips courageous teachers with the tools they need to take care of themselves so they can serve their students, step into leadership, and contribute to the education profession.
Light is all around us and comes in many different forms. Some things make their own light and others do not. Light can pass through some materials but not others and light helps us communicate things, such as where to look and when to stop. This nonfiction Beginning-to-Read book contains high-frequency words and content vocabulary. Connecting Concepts pages include a word list along with activities to strengthen early science and literacy skills, such as understanding nonfiction text, science in the real world, science and academic language, fluency, and finding further information. Aligns with Next Generation Science Standards for Grades K-3. Note to Caregiver provided.
Art about glaciers, queer relationships, political anxiety, and the meaning of Blackness in open space—Borealis is a shapeshifting logbook of Aisha Sabatini Sloan’s experiences moving through the Alaskan outdoors. In Borealis, Aisha Sabatini Sloan observes shorelines, mountains, bald eagles, and Black fellow travelers while feeling menaced by the specter of nature writing. She considers the meaning of open spaces versus enclosed ones and maps out the web of queer relationships that connect her to this quaint Alaskan town. Triangulating the landscapes she moves through with glacial backdrops in the work of Black conceptual artists and writers, Sabatini Sloan complicates tropes of Alaska to suggest that the excitement, exploration, and possibility of myth-making can also be twinned by isolation, anxiety, and boredom. Borealis is the first book commissioned for the Spatial Species series, edited by Youmna Chlala and Ken Chen. The series investigates the ways we activate space through language. In the tradition of Georges Perec’s An Attempt at Exhausting a Place in Paris, Spatial Species titles are pocket-sized editions, each keenly focused on place. Instead of tourist spots and public squares, we encounter unmarked, noncanonical spaces: edges, alleyways, diasporic traces. Such intimate journeying requires experiments in language and genre, moving travelogue, fiction, or memoir into something closer to eating, drinking, and dreaming.
Fluency disorders such as stuttering, cluttering, and atypical disfluency are often accompanied by concomitant speech and language disorders, as well as other disorders impacting and interacting with fluency. Despite this common presentation, there is little training for speech-language pathologists to confidently treat fluency disorders and concomitant disorders together. Fluency Plus: Managing Fluency Disorders in Individuals with Multiple Diagnoses fills this much-needed gap, providing a strong research base along with practical strategies and treatment activities to guide speech-language pathologists in managing clients with fluency and concomitant disorders. Dr. Kathleen Scaler Scott brings her years of clinical experience and her research in the areas of stuttering, cluttering and atypical disfluencies to Fluency Plus, designing it to act as both a textbook for students and a practical guide for the clinician. The comprehensive review of current definitions of fluency disorders and the evidence base for treatments will be of great help to students, while clinicians will appreciate the specific guidelines, strategies, and activities for managing fluency in concomitant disorders. After reviewing general principles and covering how executive functions relate to the management of these multiple concerns, the text addresses seven concomitant disorder areas the speech-language pathologist may encounter in practice. For each disorder category, an overview of potential fluency problems is provided, myths regarding treatment of fluency disorders in each population are debunked, and effective treatment activities are recommended. Some Concomitant Disorders Covered: Intellectual Disability Speech Sound Disorders (apraxia, phonological, articulation disorders) Learning Disabilities, Auditory Processing and Language Disorders Attention Deficit Hyperactivity Disorder Autism Spectrum Disorder Selective Mutism Fluency Plus: Managing Fluency Disorders in Individuals with Multiple Diagnoses helps close an education and training gap for students and clinicians alike by increasing their confidence, knowledge, and skills when dealing with fluency disorders and complex combinations of concomitant disorders.
Contains mini-lessons, activities, and word lists designed to help students improve the speed, automaticity, and expression skills needed for better reading comprehension.
WINNER of the 2017 Firecracker Award for Nonfiction from CLMP A collection of linked essays concerned with the life and mind of the writer by one of the most original voices in contemporary literature. Each essay takes a day as its point of inquiry, observing the body as it moves through time, architecture, and space, gradually demanding a new logic and level of consciousness from the narrator and reader.
Benny Lewis, who speaks over ten languages—all self-taught—runs the largest language-learning blog in the world, Fluent In 3 Months. Lewis is a full-time "language hacker," someone who devotes all of his time to finding better, faster, and more efficient ways to learn languages. Fluent in 3 Months: How Anyone at Any Age Can Learn to Speak Any Language from Anywhere in the World is a new blueprint for fast language learning. Lewis argues that you don't need a great memory or "the language gene" to learn a language quickly, and debunks a number of long-held beliefs, such as adults not being as good of language learners as children.
Reading fluency has been identified in the Common Core Standards as a foundational competency for reading proficiency. This resource provides teachers with approaches to fluency instruction that are effective, engaging, and easy to implement. The authors begin with a comprehensive definition of reading fluency, a discussion of why fluency has fallen out of favor in recent years, and evidence of its importance to literacy instruction. They follow up with authentic approaches to reading fluency that teachers and literacy interventionists can immediately use to improve students’ overall proficiency in reading. A unique feature of the book are the participation sections “What do you think?” and “What we think,” which challenge the reader to engage in issues related to fluency—from concept, to assessment, to instruction—and then check their views against those of the authors. This important new book updates and adds to Timothy Rasinski’s classic text, The Fluent Reader. Book Features: Vignettes of teachers implementing research-based fluency instruction. Teaching strategies and classroom activities to help struggling readers. Full descriptions of the authors’ original, highly successful approaches to improving fluency. Resources for assessment and instruction of reading fluency. A new concept of reading instruction as an art as well as a science. “How delighted I was to find . . .wonderfully doable assessments and classroom activities that would truly teach children to read fluently and develop expressive reading as the bridge between word identification and comprehension.” —Pat Cunningham, Wake Forest University
Winner of the 2011 Kenneth W. Mildenberger Prize Exploring fluency from multiple vantage points that together constitute a cognitive science perspective, this book examines research in second language acquisition and bilingualism that points to promising avenues for understanding and promoting second language fluency. Cognitive Bases of Second Language Fluency covers essential topics such as units of analysis for measuring fluency, the relation of second language fluency to general cognitive fluidity, social and motivational contributors to fluency, and neural correlates of fluency. The author provides clear and accessible summaries of foundational empirical work on speech production, automaticity, lexical access, and other issues of relevance to second language acquisition theory. Cognitive Bases of Second Language Fluency is a valuable reference for scholars in SLA, cognitive psychology, and language teaching, and it can also serve as an ideal textbook for advanced courses in these fields.