Foundational Skills, Grades K-5

Foundation Skills C urrent widely adopted standards identify four essential prerequisite foundational skills for reading: Print concepts, phonological awareness, phonics and word recognition, and fluency. These skills have been recognized as essential for the truly extraordinary transformation of converting print and written symbols that have no meaning on their own--into a meaningful linguistic code (Shaywitz Shaywitz, 2006). These four skills can help a child become a reader if the child has a solid foundation in a spoken language, ideally the same language in which they will be learning to read. Print awareness is the initial stage of literacy in which emergent readers begin to connect the language they understand and are learning to speak to the symbolic representations of letters and words, such as those written on a page, screen, or sign. Print awareness involves an understanding that print has different functions depending on the context in which it appears: a menu lists food choices; a book can a tell story; a sign can announce a favorite restaurant or warn of danger; a card or letter can convey thanks or good wishes. Print awareness includes the understanding that printed language is organized in a particular way--for example, knowing that print in English, Spanish, and many other languages should be read from left to right and top to bottom. Print Concept Skills · Knowing that print represents spoken language. · Understanding print organization (text reads left to right, top to bottom, and page by page; printed words are strings of letters separated by blank space). · Recognizing and naming lower- and upper-case letters in the alphabet. · Recognizing features of a sentence (first word, capitalization, ending punctuation). Phonological awareness is the general appreciation of the sounds of speech being distinct from their meaning. The fine-grained ability to notice, identify, and ultimately manipulate the separate sequence of sounds in spoken words is called phonemic awareness. These skills involve only auditory processes. Scientific evidence now confirms that having difficulty discriminating the sounds of spoken language is the primary causal factor of most reading difficulties, including dyslexia (Dehaene, 2009). The good news is that this difficulty can often be corrected or significantly improved with intensive and targeted intervention (Vaughn Wanzek, 2014). Phonological Awareness Skills · Recognizing rhyming words. · Counting, pronouncing, and segmenting syllables into phonemes (e.g., hunt /h/ /u/ /n/ /t/); blending individual phonemes, consonant blends, onsets, and rimes into words (e.g., /d/ /o/ /g/ dog; /t/ /r/ /u/ /ck/ truck; /s/ + /um/ sum, /g/ + /um/ gum, /dr/ + /um/ drum). 2 Foundational Skills, Grades K-5

Interpres Intepretum: Joachim Camerarius Commentary on Iliad 1 Corrado M. Russo Joachim Camerarius 1538 commentary on book one of the Iliad has been called the ?irst attempt to write a true commentary on the work of Homer in the early modern period (Pontani 2008). Camerarius was born in Bamberg in 1500. He ?irst studied Greek and Latin at the University of Leipzig under Georg Helt, receiving a bachelor s degree in 1514 from Leipzig and an MA from Erhurt in 1521 (Bietenholz I 247--8, Baron 7--9). He worked as director of the Gymnasium in Nuremburg from 1526 to 1535; as a professor of Greek literature in Tubingen from 1535 to 1541 (during which time his commentaries on books one and two of the Iliad were ?irst published); and ? inally as professor of Latin and Greek in Leipzig from 1541 to 1574 (Baron 8, 237--8). He died in 1574. Camerarius was a close friend and student of Philipp Melanchthon, and was in contact at various times with the circle of classical scholars that included Conrad Mutianus Rufus, Crotus Ruveanus, and Eobanus Hessus (Baron 7). He also maintained a sporadic epistolary friendship with Erasmus after their meeting in Basel in the summer of 1524 (Bietenholz I 247--8). This friendship seems to have been strained but not broken by a con?lict between the two in 1535 stemming from a letter (now lost) that Erasmus wrote to Eobanus Hessus in which he severely criticized Camerarius editions of the works of Greek astrologers (ibid.). During his lifetime Camerarius published widely on a range of subjects, including editions of Homer, Sophocles, Cicero, and Plautus (Bietenholz I 248); a recent Interpres Intepretum: Joachim Camerarius Commentary on Iliad

Racine, Jean, 162 Reality Transformed: Film as Meaning and Technique, 83 Reed, Tracy, 219 Rembrandt, 160 Anatomy Lesson, The, 160 Renoir, Jean, 32, 139, 151 Rossini, Gioachino, 82, 232 Barber of Seville, The, 232 La Cenerentola, 82 William Tell Overture, The, 208 Rota, Nino, 204 Santayana, George, 16 Sartre, Jean-Paul, 144, 235 Schnitzler, Arthur, 221, 223, 224, 225, 227, 228, 237 Dream Story, 2212​ 28 Schopenhauer, Arthur, 72, 227 Scott, George C., 208 Segal, Charles, 236 Shakespeare, 40, 42, 68, 73, 161, 177, 191 Hamlet, 128 Henry V, 161 King Lear, 91 Midsummer Night s Dream, A, 91 Much Ado About Nothing, 68 Romeo and Juliet, 191 Shaw, George Bernard, 11, 536​ 2, 676​ 9, 71, 727​ 5, 77, 81, 82, 233 Arms and the Man, 59 How He Lied to Her Husband, 59 Cinematic Mythmaking covuco.com

Alphonso Sitton AncientPakistan, Vol. XX-2009 249

Rita Wright, TheAncient Indus - Urbanism, Economy and Society The Indus civilization was erased from human memory until 1924, when it was rediscovered and announced in the illustrated London News. A contemporary of ancient Egypt and Mesopotamia, early archaeologists, such as Gordon Orilde, viewed the Indus as among the world's first major civilizations. His views went out of favour among Indus scholars who later emphasjzedthe culture's unique (enigmatic) past. Utilizing a comparative framework, inwhich she draws on studies of other early states, Rita Wright restores theIndus to its rightful place in the study of early civilizations. The book is richin its detail of archaeological evidence. Through an analysis of the rich material culture left behind by the Indus people, she addresses such topics as the instability of the climate to which Induspopulations responded, the beginningof agriculture, the establishment of trade networks with distant lands,and thediversified and specialized agro-pastoraland craftproducing economy that has leftits legacy in South Asia even in the presentShe also goes into detail on thecultural construction of space, memory and Indus religious ideologies. Drawing on her own excavations, surveys, and research on urbanism at theancient city of Harappa and its surrounding countryside, as well as her field researchin Iran and Afghanistan,she emphasjzesthe interconnected nature of early societies by focusing on the period's social networks between city and rural communities; farmers, pastoralists, and craftproducers; and Indus merchantsand traders.

As she notes, if Egypt was the giftof theNile, thenthe giftof theIndus was its unique resources with rich setting that were brought together into an integrated society. With its core situated among rich alluvial plains and ecologically diverse zones, Indus farmers, pastoralists, artisans and merchants developed and sustained a complex economy. To the north, west and east were mountains and deserts from which the people of theIndus drew an abundance of raw materials, fashionedelaborate craftsand created a complex administrativetechnology based on system of standardized weights and inscribed devices. These were used to good effect in establishing political and social networks that enhanced the civilization's integration. To the south were the oceans, seas, and port locations that promoted active trading with contemporary complex societies that grew and flourished throughout

the greater Near East. In this way, the Indus established itself as an important player on the world stage, which brought them into contact with cultures bearing different ideas and ways of life that cross-fertilized withtheir own.

Dr. Wright offersa new view of the Indus civilizationand is amajor contributionto Indusstudies and the prehistory of South Asia. By tracing long-term developments, she seeks to bring to life the first steps toward settled life, urbanism and a state level society in this region, while placing them within thecontext of similardevelopments worldw ide. Her purpose is to demonstratethe significance of this first civilizationin SouthAsia.

(MuhammadFarooq Swati) Keywords: Ancient Indus / Society Rita / Wright / urbanism / Economy. Scifeed alert for new publications. Never miss any articles matching your research from any publisher. Get alerts for new papers matching your research. Find out the new papers from selected authors. Updated daily for 49'000+ journals and 6000+ publishers. Define your Scifeed now. ×. This Case Studies in Early Societies book presents exiting new finds and deductions from Dr. Wright's work on lesser Harappan towns and villages along the Beas River. "Wright provides a comprehensive and compelling account of the Indus civilization of ancient Pakistan and India. Although she does not neglect material culture, her focus is on the interconnections among climate, geography, agriculture, pastoralism, craft specialization, political economy, internal exchange, trade, urbanism, and ideology that characterize the Indus civilization and help explain its origins, maturation, and decline. Highly recommended." -Choice. Case Studies in Early Societies Cambridge University Press, 2009 | Paperback. Jonathan Mark Kenoyer, "The Ancient Indus: Urbanism, Economy, and Society. Rita P. Wright ," Journal of Anthropological Research 67, no. 3 (FALL 2011): 484-486. https://doi.org/10.1086/jar.67.3.41303350.