Tuesday, August 30, 2011

Sample Autobiography, I wrote this for her :)

I have a simple philosophy: "Life is very short and what we have to do must be done today." I live a simple yet meaningful life, I have bad and good experience in life, I have regrets and compliments; With secrets and desires. My life is full of random events; with uncertain and certain things in air. I am crystal but not clear: I hate procrastinating things, but sometimes I am procrastinator. Since, Life is full of duties and events that no matter what you work on you are not working on everything else, I am not working on everything else. Yes, life is so short and I dis-valued it before but when the worst tragic things came in the life of my family, that it is the beginning of changing everything in every way in every day of my life.

The birth of Stone: Christal

My name is Christal H. Zapata. I was born in Mother Perpetual Hospital in Calapan,Oriental Mindoro. I was born at 10:15 in the morning, August 6, year 1991. I am 20 years old, I am the youngest daughter of Rosie Zapata and Florentino Zapata. We are just two: My eldest brother is Christopher Zapata. Since, my mom is fond of Chrystal stone and gems stone, where she get our names: Christopher, a long term for Chrystal and Chrystal, the finest stone turn to Christal, my finest name.
When I was three months old my parents decided to go abroad and they left us with my Auntie who lived in the province of Pampanga. I am already five years old when my mom came back. And my dad came back when I was nine years old. Because of their hard work and determination during their time in abroad, and because of the money they have gain from the sweat of their hard work, they can able to provide the needs that we need. They invested an apartment in Balibago, where we live. And the money from that apartment is the main source of our income in every day needs.

The Childhood days: Day care and Elementary

I am five years old when my parents decided to take me out of the house and introduced the reality of life. I was five years old when I studied Kinder at the school near our house. I was so careless during that day, and I am always involved in classroom-fight because of the crayons. What a funny part of my childhood days. Then when I was six years old, I studied elementary in Sto. Rosario Elementary School in Angeles. I am fond of joining extra curricular activity during my elementary years. I joined volleyball and badminton during that time. But the life of elementary students are not that hard yet challenging because I am just a child headed girl and I am confuse if I will just play or I will focus in school seriously. Isn't it during that time, we are so immature and we don't think of what will happen next after doing something or after delaying something that is important to do. And after six years struggling in elementary, I graduated and finish my elementary year 2004.

The HAU: Building my Self

I entered Holy Angel University a month after I graduated in Elementary. And I am not yet ready for the next level of learning. But then, like what others saying, the life of High school is meaningful and colorful. I met a lot of people with different personality: My classroom mate, my buddies of friends, my teacher and also those strangers who walked across my way. Different kind of people in one university, different people who owned different attitude and personality. But despite of our differences, I met a lot of friends who helped me to build my self. The teachers also involved in building my personality. When I was first year, I joined an event, where the students are free to participate in the classroom's competition. And, when I was second year, I joined a choir. But later on, when I became third year, my motivation in joining and participating in school activity became less. Maybe because, Many vises are getting nearer and nearer with me. And, when I step to fourth year high school, it was the year where I cannot decide for my future. After taking the NAT, and the result is pro-visionary, a sort of regret is snap my face. Maybe because I did not study well and it resulted into a lower average or maybe because the course that I am planning to take up is not my desire course.

The HAU: The result of

After graduating High school. I take up BS Nursing at the same school that I attended in High School: The Holy Angel University. I studied nursing because my parents want me to take it. I've follow the wants of my parents. I studied well and I also insist to passed it. Unfortunately, I did not passed and it only last for one year. After not passing the struggled life of nursing, I decided to take up BS Psychology. In CASE Department, I enjoy the company of Psychs students and also the company of my peer. I met a lot of people who keep on motivating me to study well and to stay in Psych. But being psychology major, it is not that easy task. I also studied well when I was still taking the Psychology but I guess that course is not really for me. I abandoned psychology and I am now gaining my knowledge in studying AB English together with my friend "Badang", Like the other course that I have take before, Ab English is not easy but I am getting used to it. Since, I have a lot of friends who motivated me well, and a teachers who also motivated me. And I guess, this course will be my last and final course.

The Worst Scenario

Before the year of 2011 came, a worst scenario came first in the life of my family. One person who influenced and motivated me since I was a child was gone. It was December 30 in the morning when my dad complained his stomach and we runned him in Garcia Hospital. After the diagnose, the doctor said that it might be a tumor cancer. And he was 24 hours critical within that day. December 31, when the doctor said that he is already stabled. When we heard that news, my mom decided to let me go home and take a rest. Then, December 31, 7:30 in the evening, my mom called me and said the news that my dad is already gone. Until now, I can't move on from this scenario. I lose my dad and we don't know how to start again a life without him. We really miss him but we have to move on. This year, I am still studying, and I promised to him that I will study well and finish my college as a reward to his love and hard work for us. Yes, Life is so short and what we have to do must done today, just today.

Thursday, August 4, 2011

LIDIA: Kambal Version

LIDIA ni Juan Crisostomo Soto

Isinalin sa Tagalog at binigyang buhay ni Edlyn Retucsan :)

Narrator: Sa bayan ng pampanga, mayroong kambal na dalaga. Si Lidia at si Miling. Si Lidia ang tipo ng babae na madalas mong makita sa labas samantalang si Miling naman ay sadyang tahimik, simple at madalas nasa loob lamang ng kanilang tahanan.
(keng bayan ning pampanga . aten adwang kambal na dalaga . e lidia poy miling e lidia yang tipong laging atsu keng kilwal . pero e miling tahimik yan simple ya, yang tipong lagi atsu keng kilub bale )

Si Lidia ay may kasintahan na nangangalang Hector..
(e lidia aten yang tahu lagyu na hector)

Scene 1: (Hector and Lidia dadaan na magka-holding hands)

Narrator: Ngunit kahit na magkasintahan sila, maraming lihim si Lidia na hindi alam ni Hector, isa na nga dito ang kakambal nito na si Miling.
(pero gang me tahu la dakal yayng sasalikot e lidia kng hector . metong na keni ing kakambal nah na e miling)
..at si Miling naman ay may manliligaw na nangangalang F.D.

Scene 2: (Nakaupo sa bahay si Miling, biglang kumatok ng pinto si F.D at ibinigay ang bulaklak kay Miling)

Miling: (ngumiti lamang)

..Si Hector at si F.D ay matalik na magkaibigan.

Scene 3: (Napadaan si F.D sa bahay ni Hector)

Hector: Hector! my friend.. nokarin ka munta?
F.D: Keng sinta ku..
Hector: Atin na kang tau?
F.D: ala pa par.. maglolo ku pa.
Hector: ayba naman.. bala ku sa atin nakaring tau.
F.D: ika ba par atin na?
Hector: wa naman. yaku pa.
F.D: sisinta ne!

Narrator: Isang araw napagtanto si Lidia na parang nawawalan na siya ng gana kay Hector, ngunit hindi niya alam kung paano niya ito maipapabatid sa kasintahan nang hindi masasaktan ang binata.

Scene 4: (magkasama si Lidia at si Hector)

Hector: Atin kang prob. honey ku?
Lidia: Ala.. Lupa ku bang mamroblema? hehe
Hector: Wa.. apapansin ku mu.. madalas kang tahimik ngeni.
Lidia: Dakal mung prob. keng bale.
Hector: makanta ba? pero kaluguran mu ku pa naman diba?

Narrator: natahimik ng isang oras ang dalaga sa tanong ng binata.

Lidia: ahh.. wa naman.. kaluguran daka.

Narrator: Pagkalipas ng isang linggo, na paulit ulit na ugali na ipinapakita ni Lidia kay Hector, nabatid narin ng binata na parang iba na ang ikinikilos ng dalaga, na tila hindi na siya ang isinisinta nito, ngunit gusto niyang manggaling kay Lidia ang sagot. Kaya naisipan niyang tawagan ang dalaga sa Iphone nito.

Scene 5: (Tumawag si Hector kay Lidia upang makausap ngunit tumanggi ang dalaga dahil may sakit ito)

Hector: Hello honey ku?
Lidia: Oh? (pabalang na sagot
Hector: Menanu ka? Ot makanyan ka ngeni?
Lidia: Ali daka buring kasabi!
Hector: bakit? menanu ka wari? ot e me sabiyan kaku.
Lidia: Ala. atin ku mung trangkaso.
Hector: puntalan daka.. buri mu?
Lidia: Ali muna ku.. ayus ku mu..
Hector: Ali.. puntalan daka.

Narrator: Ipinatay na ni Lidia ang cellphone upang hindi na siya kulitin pa ng binata. Sa sobrang pag-iisip ng idadahilan ni Lidia kay Hector upang magbreak sila, ito ang dahilan kung bakit nagkasakit ang dalaga. Samantala, Si Hector ay papunta na sa bahay ng dalaga.. at nagkataong paalis si Miling at si F.D, may date daw sila. Nakita ni Hector si F.D at ang inaakala niyang Lidia na magkasama. Naisip ni Hector na marahil kaya ayaw ni Lidia na pumunta siya sa kanilang bahay dahil nagsisinungaling lamang ang dalaga na may sakit ito bugkos ay may kalaguyo pala ito. imbes na saktan niya si F.D ay hinalikan na lamang nito ang dalaga upang ipakita kay F.D na kasintahan niya ang inaakala niyang si Lidia.

Scene 6: (Nakita ni Hector si Miling at si F.D na magkasama)

Hector: (bumubulong sa sarili) Kaya pala ali naku buring munta karela.. megsinungaling ya pala kaku.. atin ya palang iba. Flirt!

(nilapitan ni Hector ang dalawa)

Hector: (hinalikan si Miling)
Miling: (sinampal si Hector)
F.D: (nagalit, tinulak si Hector) Aba par, tau ku ing kikiss mu ah!
Miling: Ninu ka wari?
Hector: Ninu ku? yaku ing tau mu! oh i F.D ninu ya?
Miling: Eh ku balu nanung sasabyan mu! i F.D ing buri ku!
F.D: ba par, managinip ka ata.. pag lolon ke ini eh.
Miling: F.D tara mako tana! lakwan tane ing muret na ya!

Narrator: Pagkalipas ng ilang linggo bigla nalamang nawala ang binata na parang bula sa bayan ng pampanga, kasabay ng pagkawala nito ay may umalingasaw na balita sa bayan ng pampanga, mayroon daw bangkay na palutang lutang sa pampanga river na may saksak sa likod. Ou.. ito ang bangkay nang kaawa-awang si Hector.

Scene 7: (Nalaman ni Lidia na si F.D pala ang pumatay kay Hector)

Narrator: sa harap ng puntod ni Hector.

Lidia: ot gewa mu ita?
F.D: balakusa kasi aagaw ne e miling kaku eh
Miling: kahit na.. dapat ali me gewa ita.
Lidia: mag sorry ka kaya!
Miling: Ali.. dapat mate ka rin!
Lidia and Miling: HAHAHAHA :)


In this journal, the teacher noticed that several fourth or fifth-grade students are having a problem when it comes to reading a grade-level texts. When children enter the upper grades unable to read proficiently, their academic performance rapidly spirals down-ward. Without effective intervention, struggling upper-grade readers are likely to experience frustration and failure as they move into middle school and beyond. Shira Lubliner, studied how she can help those students having a hard time when it comes to reading comprehension, She come up with some of the theories and solution of the problem of most of her students.

Children sometimes master the mechanics of early reading in the primary grades but fail to inter grate decoding and comprehension processes. They also develop the habit of skipping words and skimming the surface of the text. these ineffective reading habits result to the reading failure in upper-grade students: Lack of fluency, limited background knowledge, lack of memory, lack of ability to draw inferences and vocabulary deficits. Shira Lubliner focuses to her three struggling readers or students: Janis, was identified as struggling reader due to her poor work and obvious frustration. John, was identified as struggling reader when he failed a social studies test after he had worked hard and tried to studies the material in the book. and lastly, David, also was identified as struggling reader.

The solution: Janis, John and David participated in a wide variety of literacy activities with the rest of fifth-grade class. Thematically, related instruction was designed to help children acquire back-ground knowledge that would strengthen comprehension of the literature and textbook. First, the intervention model, this strategy is based on the cognitive strategy research. Theories have identified cognitive strategies as the tools that children use to manage the information processing system. The four reciprocal teaching: Questioning, clarifying, summarizing and predicting. But in this four reciprocal, the questioning generation convinced her that this was the powerful and practical strategy that could provide her struggling readers with the help they needed. Second, self-generated, main-idea questioning, She found that a specific idea of a text was an essential component of many successful interventions. When student were taught to generate the main-idea questions they were forced to comprehend as they read. The reason why this method is effective in improving children's reading comprehension is that it helps children manage the complex series of information processing tasks involved in proficient reading. Third, She design an instructional sequence, it was based on a questioning Cue Card. She uses the picture on the book cover to activate the students' background knowledge and to spark their interest in reading. This instructional sequence continue with additional modeling by the teacher, responses by the students and coaching the students as they attempt to generate their own main-idea questions. And lastly, Implementing the intervention, Shira worked with Janis, John and David by using the intervention strategy. Using grade level texts for a reading comprehension intervention helps to prepare struggling readers for successful participation in whole-class instruction.

After reading and criticizing the whole journal I come up with the one solution: The teachers have to wait for natural processes of acquisition to take place before they can help the learner. Learners cannot learn a feature which is further than the subject's developmental stage. In the case of Janis, John and David they should learned and practiced the reading skills in their earlier years of school but unfortunately they don not have strong foundation. But like what journalist said in her final word, when primary reading instruction falls short, it is not too late to provide a powerful reading intervention to children who entered the upper grades without adequate reading comprehension skills. With a rich literacy environment (not just only the teachers but also the classmates, buddies, and parents can help the struggling students) with an emphasis on vocabulary acquisition, and instruction in multiple cognitive strategies an likely to be the help to struggling readers.
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