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  • [Solved] unit bel ass 1

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    – 2 years ago **files (1)** – ## Unit2_WritingAssignment1.pdf **## Unit2_WritingAssignment1.pdf** Unit 2: Writing Assignment 1 Due Saturday by 11:59pm Points 50 Submitting a file upload Unit 2, Assignment 1 Rubric (50 points)  Done Mark as done Start Assignment Writing Assignments: Submit by Satu…

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    – 2 years ago

    **files (1)**

    – ## Unit2_WritingAssignment1.pdf

    **## Unit2_WritingAssignment1.pdf**

    Unit 2: Writing Assignment 1

    Due Saturday by 11:59pm
    Points 50
    Submitting a file upload

    Unit 2, Assignment 1 Rubric (50 points)

     Done Mark as done Start Assignment

    Writing Assignments: Submit by Saturday 11:59 p.m.

    Assignment 1 (50 points)
    Prompt: An anchor chart is a poster of sorts that teachers can use as a teaching tool. The
    premise is that students can look around the classroom to remember things that they have been
    taught previously.
    Requirements: Your task is to create an anchor chart/poster that could be placed in a classroom
    that explains all of the 6 syllable types. Your anchor chart should use colors and pictures that
    appeal to elementary-aged students. In addition, you need a "rule" or slogan that goes along with
    each syllable type. Upload as a Word document to Canvas. Writing assignments must be APA
    compliant and include a title page, appropriate citations, and references.

    1/23/25, 7:01 PM Unit 2: Writing Assignment 1

    https://belhaven.instructure.com/courses/45495/assignments/847476?module_item_id=3122817 1/2

    Total Points: 50

    Criteria Ratings Pts

    10 pts

    20 pts

    20 pts

    Description
    of criterion

    10 pts
    Advanced – 4

    Anchor chart is
    appealing with color
    and pictures. It is easy
    to read & understand
    (10 pts)

    8.5 pts
    Proficient – 3

    Anchor chart is
    appealing with color
    and pictures. It is
    readable. (8.5 pts)

    7 pts
    Basic – 2

    Anchor chart lacks
    appeal with color
    and pictures. It is
    readable. (7 pts)

    5.5 pts
    Minimal – 1

    Anchor chart
    lacks appeal,
    with no color and
    pictures. (5.5 pts)

    Description
    of criterion

    20 pts
    Advanced – 4

    Anchor chart has a
    rule or slogan that
    flows and is
    understandable to
    k-3 students.
    Effectively (20 pts)

    17 pts
    Proficient – 3

    Anchor chart has a
    rule or slogan that
    flows and is
    understandable to
    k-3 students.
    Satisfactorily (17
    pts)

    14 pts
    Basic – 2

    Anchor chart has a
    rule or slogan that
    flows and is
    understandable to k-
    3 students. Needs
    Improvement (14
    pts)

    11 pts
    Minimal – 1

    Anchor chart has a
    rule or slogan that
    does not flow and is
    not understandable
    to k-3 students. (11
    pts)

    Description
    of criterion

    20 pts
    Advanced – 4

    Anchor Chart
    explains the syllable
    that is
    understandable to a
    k-3 student
    Effectively (20 pts)

    17 pts
    Proficient – 3

    Anchor Chart
    explains the syllable
    that is
    understandable to a
    k-3 student
    Satisfactorily (17
    pts)

    14 pts
    Basic – 2

    Anchor Chart
    explains the syllable
    that is
    understandable to a
    k-3 student Needs
    Improvement (14
    pts)

    11 pts
    Minimal – 1

    Anchor Chart does
    not explain the
    syllable that is
    understandable to a
    k-3 student. (11 pts)

    1/23/25, 7:01 PM Unit 2: Writing Assignment 1

    https://belhaven.instructure.com/courses/45495/assignments/847476?module_item_id=3122817 2/2

    **## Unit2_WritingAssignment1.pdf**

    Unit 2: Writing Assignment 1

    Due Saturday by 11:59pm
    Points 50
    Submitting a file upload

    Unit 2, Assignment 1 Rubric (50 points)

     Done Mark as done Start Assignment

    Writing Assignments: Submit by Saturday 11:59 p.m.

    Assignment 1 (50 points)
    Prompt: An anchor chart is a poster of sorts that teachers can use as a teaching tool. The
    premise is that students can look around the classroom to remember things that they have been
    taught previously.
    Requirements: Your task is to create an anchor chart/poster that could be placed in a classroom
    that explains all of the 6 syllable types. Your anchor chart should use colors and pictures that
    appeal to elementary-aged students. In addition, you need a "rule" or slogan that goes along with
    each syllable type. Upload as a Word document to Canvas. Writing assignments must be APA
    compliant and include a title page, appropriate citations, and references.

    1/23/25, 7:01 PM Unit 2: Writing Assignment 1

    https://belhaven.instructure.com/courses/45495/assignments/847476?module_item_id=3122817 1/2

    Total Points: 50

    Criteria Ratings Pts

    10 pts

    20 pts

    20 pts

    Description
    of criterion

    10 pts
    Advanced – 4

    Anchor chart is
    appealing with color
    and pictures. It is easy
    to read & understand
    (10 pts)

    8.5 pts
    Proficient – 3

    Anchor chart is
    appealing with color
    and pictures. It is
    readable. (8.5 pts)

    7 pts
    Basic – 2

    Anchor chart lacks
    appeal with color
    and pictures. It is
    readable. (7 pts)

    5.5 pts
    Minimal – 1

    Anchor chart
    lacks appeal,
    with no color and
    pictures. (5.5 pts)

    Description
    of criterion

    20 pts
    Advanced – 4

    Anchor chart has a
    rule or slogan that
    flows and is
    understandable to
    k-3 students.
    Effectively (20 pts)

    17 pts
    Proficient – 3

    Anchor chart has a
    rule or slogan that
    flows and is
    understandable to
    k-3 students.
    Satisfactorily (17
    pts)

    14 pts
    Basic – 2

    Anchor chart has a
    rule or slogan that
    flows and is
    understandable to k-
    3 students. Needs
    Improvement (14
    pts)

    11 pts
    Minimal – 1

    Anchor chart has a
    rule or slogan that
    does not flow and is
    not understandable
    to k-3 students. (11
    pts)

    Description
    of criterion

    20 pts
    Advanced – 4

    Anchor Chart
    explains the syllable
    that is
    understandable to a
    k-3 student
    Effectively (20 pts)

    17 pts
    Proficient – 3

    Anchor Chart
    explains the syllable
    that is
    understandable to a
    k-3 student
    Satisfactorily (17
    pts)

    14 pts
    Basic – 2

    Anchor Chart
    explains the syllable
    that is
    understandable to a
    k-3 student Needs
    Improvement (14
    pts)

    11 pts
    Minimal – 1

    Anchor Chart does
    not explain the
    syllable that is
    understandable to a
    k-3 student. (11 pts)

    1/23/25, 7:01 PM Unit 2: Writing Assignment 1

    https://belhaven.instructure.com/courses/45495/assignments/847476?module_item_id=3122817 2/2

  • [Solved] biology

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    In-depth study guidance and analytical solution covering biology.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] discussion

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    [>Anatomy homework help](https://www.sweetstudy.com/fields/biology-anatomy) – Falta, D. A. (2022). _Maxwell’s understanding environmental health: How we live in the world_ (3rd ed.). Jones & Bartlett Learning, L.L.C. – Chapter 6, “Producing Manufactured Goods” – Section 6.3, “Hazards in the Workplac…

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    [>Anatomy homework help](https://www.sweetstudy.com/fields/biology-anatomy)

    – Falta, D. A. (2022). _Maxwell’s understanding environmental health: How we live in the world_ (3rd ed.). Jones & Bartlett Learning, L.L.C.

    – Chapter 6, “Producing Manufactured Goods”

    – Section 6.3, “Hazards in the Workplace” (pp. 159–165)
    – Chapter 8, “Living in the World We’ve Made”

    – Section 8.1, “The ‘Metabolism’ of Communities” (pp. 226–239)
    – Section 8.2, “Management of Sewage Wastes” (pp. 240–246)
    – Section 8.3, “Drinking Water: Public Systems and Private Wells” (pp. 247–251)
    – Centers for Disease Control and Prevention. (2024). [_About waterborne disease surveillance_Links to an external site.](https://www.cdc.gov/healthy-water-data/about/?CDC_AAref_Val=https://www.cdc.gov/healthywater/surveillance/burden/index.html). https://www.cdc.gov/healthy-water-data/about/?CDC_AAref_Val=https://www.cdc.gov/healthywater/surveillance/burden/index.html

    – United States Environmental Protection Agency. (2022). [Drinking water regulationsLinks to an external site.](https://www.epa.gov/dwreginfo/drinking-water-regulations). _Drinking Water Requirements for States and Public Water Systems_. https://www.epa.gov/dwreginfo/drinking-water-regulations

    – United States Environmental Protection Agency. (2022). [_Private drinking water wells._Links to an external site.](https://www.epa.gov/privatewells) https://www.epa.gov/privatewells

    – World Health Organization. (2022). [_Drinking-water_Links to an external site.](https://www.who.int/news-room/fact-sheets/detail/drinking-water#:~:text=Water%20and%20health,hepatitis%20A%2C%20typhoid%20and%20polio). https://www.who.int/news-room/fact-sheets/detail/drinking-water#:~:text=Water%20and%20health,hepatitis%20A%2C%20typhoid%20and%20poli

    Create a 3- to 4-slide narrated PowerPoint Presentation of the public health issue or topic. Your PowerPoint Presentation should address the following:

    – Describe the local and global impacts of the public health topic that you have selected. Be sure to explain how a community should expect to address this topic. Be specific and provide examples.
    – Explain how your group, as a public health agency/organization plans on addressing and mitigating the public health topic you selected for the community. What are the local and global response plans? Be specific.
    – Explain how your public health agency/organization plans on monitoring and engaging in surveillance for the public health topic you selected. Be specific and provide examples.
    – Cite the sources that you used. Put in-text citations on your slides to be clear which portions of the text came from what source and then list the full sources in APA format at the bottom of the slide in a small font.

    – 2 years ago

  • [Solved] Prof Double R

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    ASSIGNMENT: COMPLETE THE PSY 215 MODULE 3 ACTIVITY UPLOADED BELOW. DISCUSSION: Remember to respond to Rochelle and Brandy post while being respectful of and sensitive to their viewpoints. Consider advancing the discussion in the following ways: – Engage in conversation with your peers related to the…

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    ASSIGNMENT: COMPLETE THE PSY 215 MODULE 3 ACTIVITY UPLOADED BELOW.

    DISCUSSION:

    Remember to respond to Rochelle and Brandy post while being respectful of and sensitive to their viewpoints. Consider advancing the discussion in the following ways:

    – Engage in conversation with your peers related to the sympathetic nervous system and anxiety, fear, and stress.
    – Consider asking a question or sharing your personal experience.

    Rochelle Post

    The Sympathetic nervous system is in control of the fight or flight response we feel when danger is imminent. This system can serve as a warning system that could keep us safe from harm if we react in due time. While the parasympathetic nervous system enlists the portion of our system that is responsible for calming and relaxation. It is essential to have the two in harmony. A harmonious nervous system is critical for our overall happiness, wealth, and welfare. These systems work in tandem with one another to keep us in balance. Too much of a reaction on one side or another could leave us either non-reactive to potential danger or not able to reach a state of calm to regulate our bodies' respiratory, digestive, or heart during a false alarm and could insight a medical emergency.

    One way a clinician or therapist might assist a patient in activating their parasympathetic nervous system is to teach their patient how to regulate their breathing by breathing in a way that engages their diaphragm "This stimulates the parasympathetic nervous system because it slows down your breathing. If you put your hand on your stomach and it rises up and down slightly as you breathe, you know you're diaphragm breathing."(Bernhard, 2011)

    GAD or generalized anxiety disorder is when someone is worried or fearful about something that could "potentially" take place in the future, without having any certain knowledge of if it will or will not happen. Whereas a specific phobia or object phobia is great and intense fear about a specific situation or a specific object. When this person is in contact with the situation or object, they are often triggered in a way that looks like a panic attack. Therefore, they go to great lengths to avoid the stimulus of their phobia (Hooley, Nock, & Butcher, 2025)

    I can see an anxiety disorder being positively impacted by self-care. According to an article in Everyday Health, one should work hard to keep their levels of anxiety low and less inclined to an anxiety attack by exercising regularly, eating a balanced diet, meditating, getting good sleep, spending time with others, and participating in hobbies. (House, 2024) I also believe self-awareness could play a key role by being entuned to how you are feeling and your anxiety levels. This would allow seeking help before anxiety is full-blown and becomes debilitating.

    Brandy Post

    When there is balance within the sympathetic and parasympathetic systems, we naturally slow down our pace of life, and we live in a more slow/calm state instead of living in a constant state of high alert and anxiety.

    People with generalized anxiety mostly experience a general sense of worry about potentially bad things that may happen but has not happened. People with specific phobias experience more of a 'fear' response when they encounter the object (or situation) that they fear.

    Parasympathetic fibers are spread throughout your lips so touching them (lightly running one or two fingers across your lips) stimulates the parasympathetic nervous system.

    – THIS fact was the most exciting thing that I have learned this week!

    With self-regulation being a key component of emotional intelligence, anxiety disorders can negatively impact emotional intelligence by making it hard to identify, understand and manage one's emotions, which ultimately lead to difficulties in self-regulation.

    – [\
    \
    PSY215ModuleThreeActivityTemplate1.docx](https://www.sweetstudy.com/files/psy215modulethreeactivitytemplate1-docx-10166677 "PSY215ModuleThreeActivityTemplate1.docx")
    – [\
    \
    PsychologyGuide-Home-PsychologyResearchGuide-ResearchGuidesatSouthernNewHampshireUniversity.html](https://www.sweetstudy.com/files/psychologyguide-home-psychologyresearchguide-researchguidesatsouthernnewhampshireuniversity-html "PsychologyGuide-Home-PsychologyResearchGuide-ResearchGuidesatSouthernNewHampshireUniversity.html")
    – [\
    \
    Modulethreerubicandguideline.docx](https://www.sweetstudy.com/files/modulethreerubicandguideline-docx "Modulethreerubicandguideline.docx")

    – 2 years ago

  • [Solved] Biology Chapter Eight, Nine & Ten Pre-Class Assignment I need help with the chapter

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    Chapter Eight, Nine & Ten Pre-Class Assignment I need help with the chapter – 2 years ago

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    Chapter Eight, Nine & Ten Pre-Class Assignment I need help with the chapter

    – 2 years ago

  • [Solved] discussion

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    [>Anatomy homework help](https://www.sweetstudy.com/fields/biology-anatomy) – 2 years ago

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    [>Anatomy homework help](https://www.sweetstudy.com/fields/biology-anatomy)

    – 2 years ago

  • [Solved] discussion

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    – Select one zoonotic disease to focus on for this Assignment. – Locate a local, state, or regional emergency preparedness plan from a health department or health ministry related to your selected zoonotic disease. – Review [Locate, Cite, and Reference Legal ResourcesLinks to an external site.](http…

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    – Select one zoonotic disease to focus on for this Assignment.
    – Locate a local, state, or regional emergency preparedness plan from a health department or health ministry related to your selected zoonotic disease.
    – Review [Locate, Cite, and Reference Legal ResourcesLinks to an external site.](https://academics.waldenu.edu/library/locate-cite-legal-resources).

    **The Assignment**

    Write a 2- to 3-page paper addressing the zoonotic disease that you selected. Be sure to address the following:

    – Describe the zoonotic disease you selected and explain why.
    – Explain how this zoonotic disease represents a physical hazard and merits emergency preparedness. Be specific and provide examples.
    – Analyze the strengths and weaknesses of the emergency preparedness plan you located.
    – Recommend at least one additional emergency preparedness activity or response that will help address local and global concerns for the zoonotic disease that you selected. Be specific.
    – Be sure to substantiate your narrative with references to the peer-reviewed research that you obtained by performing a library search.

    – 2 years ago

  • [Solved] a3

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    [>Anatomy homework help](https://www.sweetstudy.com/fields/biology-anatomy) a3 – 2 years ago

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    [>Anatomy homework help](https://www.sweetstudy.com/fields/biology-anatomy)

    a3

    – 2 years ago

  • [Solved] 8 pages.

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    – 2 years ago **files (1)** – ## 8pages.docx **## 8pages.docx** For this project, review the following news websites to gain a thorough understanding of ISIS/ISIL terrorist group: · ABC News. (2015, February 23) [ISIS: Trail of terrorLinks to an external site.](http://abcnews.go.com/WN/fullpage/isis…

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    – 2 years ago

    **files (1)**

    – ## 8pages.docx

    **## 8pages.docx**

    For this project, review  the following news websites to gain a thorough understanding of ISIS/ISIL terrorist group:

    · ABC News. (2015, February 23)
    [ISIS: Trail of terrorLinks to an external site.](http://abcnews.go.com/WN/fullpage/isis-trail-terror-isis-threat-us-25053190). Retrieved from:
    [http://abcnews.go.com/WN/fullpage/isis-trail-terror-isis-threat-us-25053190](http://abcnews.go.com/WN/fullpage/isis-trail-terror-isis-threat-us-25053190)

    Then, select
    **_two_** of the following
    _Congressional Research Service_ Reports (Note Week 5 Readings). Read the Introductions and Summaries of each report.

    · Archick, K., Belkin, P., Blanchard, C., Humud C., & Mix, D. (2015, April 27).
    [European fighters in Syria and Iraq: Assessments, responses, and issues for the United StatesLinks to an external site.](http://www.fas.org/sgp/crs/row/R44003.pdf).
    _Congressional Research Service_, Washington D.C. Retrieved from: http://www.fas.org/sgp/crs/row/R44003.pdf

    · Blanchard, C., Humud C., Katzman K., & Weed, M. (2015, June 11).
    [The Islamic State: Crisis and U.S. policy.Links to an external site.](http://fas.org/sgp/crs/mideast/R43612.pdf) _Congressional Research Service_, Washington D.C. Retrieved from: http://fas.org/sgp/crs/mideast/R43612.pdf

    Using the knowledge you have learned in this course evaluating various terrorist groups and the threat they pose, use the Intelligence Cycle (Note Week Two, readings and forums) to help demonstrate your understanding of the threat posed by ISIS to the America. Develop an intelligence request and provide recommendations to law enforcement agencies from the Department of Homeland Security on how to counter the ISIS/ISIL threat. Your Final Project must address the following:

    1.
    **Understanding the Threat.** Summarize who ISIS/ISIL is and why ISIS/ISIL is a threat to America.

    2.
    **Intelligence Assets and Capability.** Based on the threat, select three intelligence agencies to generate actionable intelligence on ISIS/ISIL. Describe the capabilities of the intelligence asset and the type of intelligence gathered by the intelligence agency. Finally, explain how the combination of the three intelligence assets will work together to provide a better understanding of the threat, the methods, and capabilities of ISIS/ISIL.

    3.
    **Develop a Request For Intelligence** (RFI). Based on your analysis of the threat, voids in intelligence on the threat, and the available intelligence assets, develop a specific request for intelligence (RFI) from the appropriate intelligence agencies to identify future intelligence requirements.

    4.
    **DHS Recommendations to Law Enforcement Agencies.** Provide a minimum of two recommendations from DHS to law enforcement agencies to adjust operations to counter the ISIS/ISIL threat to America.

    The Final Project:

    · Must be a minimum of eight double-spaced pages in length, and formatted according to APA style as outlined

    ·

    · Date submitted

    · Must begin with an introductory paragraph that has a succinct thesis statement.

    · Must address the topic of the paper with critical thought.

    · Must end with a conclusion that reaffirms your thesis.

    · Must use at least five scholarly resources

    **## 8pages.docx**

    For this project, review  the following news websites to gain a thorough understanding of ISIS/ISIL terrorist group:

    · ABC News. (2015, February 23)
    [ISIS: Trail of terrorLinks to an external site.](http://abcnews.go.com/WN/fullpage/isis-trail-terror-isis-threat-us-25053190). Retrieved from:
    [http://abcnews.go.com/WN/fullpage/isis-trail-terror-isis-threat-us-25053190](http://abcnews.go.com/WN/fullpage/isis-trail-terror-isis-threat-us-25053190)

    Then, select
    **_two_** of the following
    _Congressional Research Service_ Reports (Note Week 5 Readings). Read the Introductions and Summaries of each report.

    · Archick, K., Belkin, P., Blanchard, C., Humud C., & Mix, D. (2015, April 27).
    [European fighters in Syria and Iraq: Assessments, responses, and issues for the United StatesLinks to an external site.](http://www.fas.org/sgp/crs/row/R44003.pdf).
    _Congressional Research Service_, Washington D.C. Retrieved from: http://www.fas.org/sgp/crs/row/R44003.pdf

    · Blanchard, C., Humud C., Katzman K., & Weed, M. (2015, June 11).
    [The Islamic State: Crisis and U.S. policy.Links to an external site.](http://fas.org/sgp/crs/mideast/R43612.pdf) _Congressional Research Service_, Washington D.C. Retrieved from: http://fas.org/sgp/crs/mideast/R43612.pdf

    Using the knowledge you have learned in this course evaluating various terrorist groups and the threat they pose, use the Intelligence Cycle (Note Week Two, readings and forums) to help demonstrate your understanding of the threat posed by ISIS to the America. Develop an intelligence request and provide recommendations to law enforcement agencies from the Department of Homeland Security on how to counter the ISIS/ISIL threat. Your Final Project must address the following:

    1.
    **Understanding the Threat.** Summarize who ISIS/ISIL is and why ISIS/ISIL is a threat to America.

    2.
    **Intelligence Assets and Capability.** Based on the threat, select three intelligence agencies to generate actionable intelligence on ISIS/ISIL. Describe the capabilities of the intelligence asset and the type of intelligence gathered by the intelligence agency. Finally, explain how the combination of the three intelligence assets will work together to provide a better understanding of the threat, the methods, and capabilities of ISIS/ISIL.

    3.
    **Develop a Request For Intelligence** (RFI). Based on your analysis of the threat, voids in intelligence on the threat, and the available intelligence assets, develop a specific request for intelligence (RFI) from the appropriate intelligence agencies to identify future intelligence requirements.

    4.
    **DHS Recommendations to Law Enforcement Agencies.** Provide a minimum of two recommendations from DHS to law enforcement agencies to adjust operations to counter the ISIS/ISIL threat to America.

    The Final Project:

    · Must be a minimum of eight double-spaced pages in length, and formatted according to APA style as outlined

    ·

    · Date submitted

    · Must begin with an introductory paragraph that has a succinct thesis statement.

    · Must address the topic of the paper with critical thought.

    · Must end with a conclusion that reaffirms your thesis.

    · Must use at least five scholarly resources

  • [Solved] Biology unit 3 assignment 1

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    https://www.youtube.com/watch?v=6JOPbbZwzbE&feature=youtu.be – 2 years ago **files (2)** – ## Unit3_WritingAssignment1.pdf – ## PowerPointUnit3REA604approved.pdf **## Unit3_WritingAssignment1.pdf** Unit 3: Writing Assignment 1 Due Saturday by 11:59pm Points 40 Submitting a file upload  Done Mark …

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    https://www.youtube.com/watch?v=6JOPbbZwzbE&feature=youtu.be

    – 2 years ago

    **files (2)**

    – ## Unit3_WritingAssignment1.pdf

    – ## PowerPointUnit3REA604approved.pdf

    **## Unit3_WritingAssignment1.pdf**

    Unit 3: Writing Assignment 1

    Due Saturday by 11:59pm
    Points 40
    Submitting a file upload

     Done Mark as done Start Assignment

    Writing Assignments: Submit by Saturday 11:59 p.m.

    Assignment 1 (40 points)
    Prompt: Using the lecture and the discussion question 2 video as guidance, syllabicate the
    following words based on the syllable division rules. You must show all work. Include all the steps
    to determine how to divide the word and identify which syllable rule applies to each syllable. In
    addition, identify each syllable division rule (VCCV, VCV, VCCCV, etc.). Words to syllabicate:
    census, ginger, scrutinize, optimistic, concentrate, northeast, centrum, forgave
    Requirements: Since you will be writing out and showing your work, you must upload a
    screenshot of your work to Canvas.

    1/26/25, 8:46 AM Unit 3: Writing Assignment 1

    https://belhaven.instructure.com/courses/45495/assignments/847478?module_item_id=3122852 1/2

    1/26/25, 8:46 AM Unit 3: Writing Assignment 1

    https://belhaven.instructure.com/courses/45495/assignments/847478?module_item_id=3122852 2/2

    **## PowerPointUnit3REA604approved.pdf**

    REA 604

    Advanced Early Literacy I

    Belhaven University

    Unit 3

    Syllabication and Syllable Division

    1

    ◼ Oral Language and Listening

    ◼ Syllable Division Rules

    ◼ Syllabication

    2

    Unit Topics

    ◼ Identify the different syllable types typical to the

    English language.

    ◼ Syllabicate words for the purposed of

    multisyllabic decoding.

    3

    Unit Objectives

    ◼ Skilled readers are able to read long, unfamiliar

    words with ease because they can perceive

    where the word should divide to be able to

    decode quickly.

    ◼ To perceive where words should divide,

    students need to be familiar with reliable syllable

    division patterns.

    4

    Syllable Division Patterns

    Syllable Division Patterns

    ◼ Major syllable division patterns are:

    ◼ VC/CV

    ◼ V/CV

    ◼ VC/V

    ◼ V/V

    5

    Syllable Division: VCCV

    ◼ In this pattern, there are two consonants

    between two vowels. This pattern appears in

    words such as:

    ▪ Tablet

    ▪ T A(V) B(C) L(C) E(V) T

    ▪ Sunset

    ▪ S U(V) N(C) S (C) E(V) T

    ▪ Combine

    6

    VC/CV

    ◼ When two consonants come between two

    vowels, the word usually divides between the

    two consonants. The accent falls on the first

    syllable.

    ◼ nap´kin

    ◼ mas´cot

    ◼ in´sect

    7

    V/CV

    ◼ Division happens after the vowel.This pattern

    appears in words such as:

    ◼ Final — Fi/nal

    ◼ FI(V)/N(C)A(V) L

    ◼ Robot – Ro/bot

    ◼ RO(V) B(C)O(V)T

    8

    VC/V

    ◼ Division happens after the consonant.

    ◼ Camel– Cam/el

    ◼ CA(V) M(C)/E(V)L

    ◼ COMET – Com/et

    ◼ CO(V)M(C)/E(V)T

    9

    V/V

    ◼ *complex, and usually introduced after third

    grade.

    ◼ NEON – NE(V)/O(V)N

    ◼ REACT – RE(V)/A(V)CT

    10

    VCCCV

    ◼ When three consonants come between two

    vowels, the word usually divides after the first

    consonant.

    ◼ Mon/ster

    ◼ Hun/dred

    ◼ Ham/ster

    11

    Three or More Syllables?

    ◼ With longer words with three or more

    syllables, just connect the vowel bridge.

    ◼ Seventeen

    ◼ Sev/en/teen

    ◼ Se(v)v(c)/e(v)n(c)/t(c)ee(v)n

    12

    ◼ Syllabicate the following words and then

    determine the syllable types.

    ◼ 1. Abstain

    ◼ 2. Cabin

    ◼ 3. fragrant

    13

    Mastery Check

    ◼ Complete reading assignments

    ◼ Complete writing assignments

    ◼ Answer discussion questions

    ◼ Complete unit quiz

    14

    What’s next?

    **## PowerPointUnit3REA604approved.pdf**

    REA 604

    Advanced Early Literacy I

    Belhaven University

    Unit 3

    Syllabication and Syllable Division

    1

    ◼ Oral Language and Listening

    ◼ Syllable Division Rules

    ◼ Syllabication

    2

    Unit Topics

    ◼ Identify the different syllable types typical to the

    English language.

    ◼ Syllabicate words for the purposed of

    multisyllabic decoding.

    3

    Unit Objectives

    ◼ Skilled readers are able to read long, unfamiliar

    words with ease because they can perceive

    where the word should divide to be able to

    decode quickly.

    ◼ To perceive where words should divide,

    students need to be familiar with reliable syllable

    division patterns.

    4

    Syllable Division Patterns

    Syllable Division Patterns

    ◼ Major syllable division patterns are:

    ◼ VC/CV

    ◼ V/CV

    ◼ VC/V

    ◼ V/V

    5

    Syllable Division: VCCV

    ◼ In this pattern, there are two consonants

    between two vowels. This pattern appears in

    words such as:

    ▪ Tablet

    ▪ T A(V) B(C) L(C) E(V) T

    ▪ Sunset

    ▪ S U(V) N(C) S (C) E(V) T

    ▪ Combine

    6

    VC/CV

    ◼ When two consonants come between two

    vowels, the word usually divides between the

    two consonants. The accent falls on the first

    syllable.

    ◼ nap´kin

    ◼ mas´cot

    ◼ in´sect

    7

    V/CV

    ◼ Division happens after the vowel.This pattern

    appears in words such as:

    ◼ Final — Fi/nal

    ◼ FI(V)/N(C)A(V) L

    ◼ Robot – Ro/bot

    ◼ RO(V) B(C)O(V)T

    8

    VC/V

    ◼ Division happens after the consonant.

    ◼ Camel– Cam/el

    ◼ CA(V) M(C)/E(V)L

    ◼ COMET – Com/et

    ◼ CO(V)M(C)/E(V)T

    9

    V/V

    ◼ *complex, and usually introduced after third

    grade.

    ◼ NEON – NE(V)/O(V)N

    ◼ REACT – RE(V)/A(V)CT

    10

    VCCCV

    ◼ When three consonants come between two

    vowels, the word usually divides after the first

    consonant.

    ◼ Mon/ster

    ◼ Hun/dred

    ◼ Ham/ster

    11

    Three or More Syllables?

    ◼ With longer words with three or more

    syllables, just connect the vowel bridge.

    ◼ Seventeen

    ◼ Sev/en/teen

    ◼ Se(v)v(c)/e(v)n(c)/t(c)ee(v)n

    12

    ◼ Syllabicate the following words and then

    determine the syllable types.

    ◼ 1. Abstain

    ◼ 2. Cabin

    ◼ 3. fragrant

    13

    Mastery Check

    ◼ Complete reading assignments

    ◼ Complete writing assignments

    ◼ Answer discussion questions

    ◼ Complete unit quiz

    14

    What’s next?

    **## Unit3_WritingAssignment1.pdf**

    Unit 3: Writing Assignment 1

    Due Saturday by 11:59pm
    Points 40
    Submitting a file upload

     Done Mark as done Start Assignment

    Writing Assignments: Submit by Saturday 11:59 p.m.

    Assignment 1 (40 points)
    Prompt: Using the lecture and the discussion question 2 video as guidance, syllabicate the
    following words based on the syllable division rules. You must show all work. Include all the steps
    to determine how to divide the word and identify which syllable rule applies to each syllable. In
    addition, identify each syllable division rule (VCCV, VCV, VCCCV, etc.). Words to syllabicate:
    census, ginger, scrutinize, optimistic, concentrate, northeast, centrum, forgave
    Requirements: Since you will be writing out and showing your work, you must upload a
    screenshot of your work to Canvas.

    1/26/25, 8:46 AM Unit 3: Writing Assignment 1

    https://belhaven.instructure.com/courses/45495/assignments/847478?module_item_id=3122852 1/2

    1/26/25, 8:46 AM Unit 3: Writing Assignment 1

    https://belhaven.instructure.com/courses/45495/assignments/847478?module_item_id=3122852 2/2

    **## PowerPointUnit3REA604approved.pdf**

    REA 604

    Advanced Early Literacy I

    Belhaven University

    Unit 3

    Syllabication and Syllable Division

    1

    ◼ Oral Language and Listening

    ◼ Syllable Division Rules

    ◼ Syllabication

    2

    Unit Topics

    ◼ Identify the different syllable types typical to the

    English language.

    ◼ Syllabicate words for the purposed of

    multisyllabic decoding.

    3

    Unit Objectives

    ◼ Skilled readers are able to read long, unfamiliar

    words with ease because they can perceive

    where the word should divide to be able to

    decode quickly.

    ◼ To perceive where words should divide,

    students need to be familiar with reliable syllable

    division patterns.

    4

    Syllable Division Patterns

    Syllable Division Patterns

    ◼ Major syllable division patterns are:

    ◼ VC/CV

    ◼ V/CV

    ◼ VC/V

    ◼ V/V

    5

    Syllable Division: VCCV

    ◼ In this pattern, there are two consonants

    between two vowels. This pattern appears in

    words such as:

    ▪ Tablet

    ▪ T A(V) B(C) L(C) E(V) T

    ▪ Sunset

    ▪ S U(V) N(C) S (C) E(V) T

    ▪ Combine

    6

    VC/CV

    ◼ When two consonants come between two

    vowels, the word usually divides between the

    two consonants. The accent falls on the first

    syllable.

    ◼ nap´kin

    ◼ mas´cot

    ◼ in´sect

    7

    V/CV

    ◼ Division happens after the vowel.This pattern

    appears in words such as:

    ◼ Final — Fi/nal

    ◼ FI(V)/N(C)A(V) L

    ◼ Robot – Ro/bot

    ◼ RO(V) B(C)O(V)T

    8

    VC/V

    ◼ Division happens after the consonant.

    ◼ Camel– Cam/el

    ◼ CA(V) M(C)/E(V)L

    ◼ COMET – Com/et

    ◼ CO(V)M(C)/E(V)T

    9

    V/V

    ◼ *complex, and usually introduced after third

    grade.

    ◼ NEON – NE(V)/O(V)N

    ◼ REACT – RE(V)/A(V)CT

    10

    VCCCV

    ◼ When three consonants come between two

    vowels, the word usually divides after the first

    consonant.

    ◼ Mon/ster

    ◼ Hun/dred

    ◼ Ham/ster

    11

    Three or More Syllables?

    ◼ With longer words with three or more

    syllables, just connect the vowel bridge.

    ◼ Seventeen

    ◼ Sev/en/teen

    ◼ Se(v)v(c)/e(v)n(c)/t(c)ee(v)n

    12

    ◼ Syllabicate the following words and then

    determine the syllable types.

    ◼ 1. Abstain

    ◼ 2. Cabin

    ◼ 3. fragrant

    13

    Mastery Check

    ◼ Complete reading assignments

    ◼ Complete writing assignments

    ◼ Answer discussion questions

    ◼ Complete unit quiz

    14

    What’s next?

    **## Unit3_WritingAssignment1.pdf**

    Unit 3: Writing Assignment 1

    Due Saturday by 11:59pm
    Points 40
    Submitting a file upload

     Done Mark as done Start Assignment

    Writing Assignments: Submit by Saturday 11:59 p.m.

    Assignment 1 (40 points)
    Prompt: Using the lecture and the discussion question 2 video as guidance, syllabicate the
    following words based on the syllable division rules. You must show all work. Include all the steps
    to determine how to divide the word and identify which syllable rule applies to each syllable. In
    addition, identify each syllable division rule (VCCV, VCV, VCCCV, etc.). Words to syllabicate:
    census, ginger, scrutinize, optimistic, concentrate, northeast, centrum, forgave
    Requirements: Since you will be writing out and showing your work, you must upload a
    screenshot of your work to Canvas.

    1/26/25, 8:46 AM Unit 3: Writing Assignment 1

    https://belhaven.instructure.com/courses/45495/assignments/847478?module_item_id=3122852 1/2

    1/26/25, 8:46 AM Unit 3: Writing Assignment 1

    https://belhaven.instructure.com/courses/45495/assignments/847478?module_item_id=3122852 2/2

    **## PowerPointUnit3REA604approved.pdf**

    REA 604

    Advanced Early Literacy I

    Belhaven University

    Unit 3

    Syllabication and Syllable Division

    1

    ◼ Oral Language and Listening

    ◼ Syllable Division Rules

    ◼ Syllabication

    2

    Unit Topics

    ◼ Identify the different syllable types typical to the

    English language.

    ◼ Syllabicate words for the purposed of

    multisyllabic decoding.

    3

    Unit Objectives

    ◼ Skilled readers are able to read long, unfamiliar

    words with ease because they can perceive

    where the word should divide to be able to

    decode quickly.

    ◼ To perceive where words should divide,

    students need to be familiar with reliable syllable

    division patterns.

    4

    Syllable Division Patterns

    Syllable Division Patterns

    ◼ Major syllable division patterns are:

    ◼ VC/CV

    ◼ V/CV

    ◼ VC/V

    ◼ V/V

    5

    Syllable Division: VCCV

    ◼ In this pattern, there are two consonants

    between two vowels. This pattern appears in

    words such as:

    ▪ Tablet

    ▪ T A(V) B(C) L(C) E(V) T

    ▪ Sunset

    ▪ S U(V) N(C) S (C) E(V) T

    ▪ Combine

    6

    VC/CV

    ◼ When two consonants come between two

    vowels, the word usually divides between the

    two consonants. The accent falls on the first

    syllable.

    ◼ nap´kin

    ◼ mas´cot

    ◼ in´sect

    7

    V/CV

    ◼ Division happens after the vowel.This pattern

    appears in words such as:

    ◼ Final — Fi/nal

    ◼ FI(V)/N(C)A(V) L

    ◼ Robot – Ro/bot

    ◼ RO(V) B(C)O(V)T

    8

    VC/V

    ◼ Division happens after the consonant.

    ◼ Camel– Cam/el

    ◼ CA(V) M(C)/E(V)L

    ◼ COMET – Com/et

    ◼ CO(V)M(C)/E(V)T

    9

    V/V

    ◼ *complex, and usually introduced after third

    grade.

    ◼ NEON – NE(V)/O(V)N

    ◼ REACT – RE(V)/A(V)CT

    10

    VCCCV

    ◼ When three consonants come between two

    vowels, the word usually divides after the first

    consonant.

    ◼ Mon/ster

    ◼ Hun/dred

    ◼ Ham/ster

    11

    Three or More Syllables?

    ◼ With longer words with three or more

    syllables, just connect the vowel bridge.

    ◼ Seventeen

    ◼ Sev/en/teen

    ◼ Se(v)v(c)/e(v)n(c)/t(c)ee(v)n

    12

    ◼ Syllabicate the following words and then

    determine the syllable types.

    ◼ 1. Abstain

    ◼ 2. Cabin

    ◼ 3. fragrant

    13

    Mastery Check

    ◼ Complete reading assignments

    ◼ Complete writing assignments

    ◼ Answer discussion questions

    ◼ Complete unit quiz

    14

    What’s next?