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    • Page 149

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    • "Father took me to Milford, north of Lund, in a bug,^ and I proceeded on my way to Salt Lake City. 'This was the first time I had heen on a train, I had never been to Salt Lake City hcfore, nor stayed in a hotel or bought food in a restaurant. No...
    • Page 180

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    • "The old-time cowhand lived in the saddle. He was strictly a riding man, and detested walking even for short distances. The true cowboy's life, with its hardships, isolation and dangers, developed all the sterner qualities to a high degree." "On a...
    • Page 456

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    • 'diamond hitch' on a pack when 1 was 14 years old and, naturally, those people didn't. So, we had quite a time moving that big outfit. In a few days things kind of moled down and we started on horseback for the United States. We delayed and stopped...
    • Page 286

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    • . that he didn't come out and make-believe to do so. The leader, a well-built and, for a Ute, rather handsome man, could speak a few words of MexicanSpanish. He bore a name comrnon to many chiefs in Utah, but not then known to fame. He was a, but...
    • Page 27

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    • 22 Each Monday, the students were given a vocabulary pretest to determine their knowledge of the words. The researcher noticed some students finished fairly quickly while others were still trying to figure out the first sentence. The researcher...
    • Page 31

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    • 24 research in the 1970s . . . claim[ed] that students can learn grammar simply by writing" (Vavra, 1996, p. 32), but there was no evidence to support that from Vavra’s study. In response to that research, Vavra asks, "Where is the research study...
    • Page 40

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    • 37 Appendix C Education and Career Interests Pre-Survey What is the highest level of education and training that you plan on obtaining? ___ Bachelor’s Degree ___ Associate’s Degree ___ Apprenticeship ___ Certificate If you didn’t answer “Bachelor’s...
    • Page 44

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    • 38 Step 9. Observing the students throughout the semester made it possible for the instructor to make sure they were still able to complete the workouts. In the case the instructor noticed a student limping or lagging behind for no reason, she...
    • Page 48

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    • 41 patterns. Finally, students read what they wrote to the class. While writing, students simply insert their own sentences into the patterns. This gave students the ability to choose what they wanted to say while also knowing for sure which...
    • Page 49

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    • 42 didn’t feel confident enough to use them. Unfortunately, only a few students attempted to use the new sentence patterns in their own writing. The majority did not grasp the basic idea behind the sentence patterns or the reason why they were...
    • Page 12

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    • 5 agreement and pronoun-antecedent agreement (CCSS, p.56). It also states that the use of punctuation should be mastered by the 4th grade, but it doesn’t say exactly what punctuation rules should be taught until 6th grade; and, at that point, the...
    • Page 65

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    • 58 mechanics like capitalization and ending sentences with periods, they continue to choose not to follow those rules when writing. Teacher-researchers are limited on discovering only that which they can control; hence, this is the reason that...
    • Page 69

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    • 62 Chapter 6 Reflection If I were to teach my sentence patterns over again, I would be more prepared to teach students the different types of phrases and clauses that they could use in the patterns because phrases and clauses are a new requirement...
    • Page 70

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    • 63 students have to do is insert an independent clause on either side of a semi-colon and they have a compound sentence! This is consistent with the findings of previous research results because students only need to know what independent clauses...
    • Page 64

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    • 64 Three Score and Ten in Retrospect Iuly 4th: "We finally took off on the trip we have looked forward to for so long. Mom (Sweeten) fed us breakfast, we had our pictures taken by the loaded car, and we were away by 8 a.m. We stopped in Coalville...
    • Page 76

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    • 70 Chapter 6 Reflection I have taught special education for seventeen years. When I began to teach physical education, I found that some of my students did not share my love for fitness. When I was middle school age, I loved every day that I was...
    • Page 76

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    • 71 Appendix B Retell Rubric used for Scoring Student Retells Comprehension Guide for Expository Text (Assessing Literal Level Comprehension on an Instructional Level Text) Student: _________________________________________________ Date:...

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