If a child is a fluent reader, they read smoothly and at a good pace without too many pauses. You’ll find that they can group words together easily and use the correct tone when reading aloud.

Finally, I also take issue with the liberty Hays feels to criticize the Evangelists’ use of the OT. Criticism of apostolic hermeneutics is inconsistent with the authority Scripture claims for itself. Furthermore, Hays never establishes the criteria he uses to judge the Evangelists. What stands out, however, is that Hays’ commitment to pluralism and particularly his disdain for supersessionism functions as the standard by which even the Gospels themselves are judged. Hays criticizes Matthew for his “harsh polemical stance toward other Jewish groups who represent different paradigms for interpreting Torah” (98). Even more forcefully Hays criticizes John as having “potential dangers in his hermeneutical strategy” (101, emphasis original). He comments, “it appears that his hermeneutic is framed polemically against rival interpreters; those who reject John’s readings are characterized in the text as diabolical and ontologically estranged from God (John 8:39-47). This Gospel’s approach to OT interpretation lends itself, therefore, all too readily to anti-Jewish and/or high-handedly supersessionist theologies” (101-102).You could begin your sentence with the fronted adverbial , eg ‘all morning’ so that your sentence reads: Third solution is to have a print of the matter and run a sharpened pointed pencil on the words as you read. This surely brings out the missing words. People often mix their and they’re, its and it’s, your and you’re and so on. If there is something that can hurt the credibility of your text, it is a similar mistake. Also, remember that the apostrophe is never used to form plurals.

For example, Mark is said to have a ‘low’ Christology but Hays argues that the text invites readers to search the Scriptures to answer such questions as: ‘Who is the Kyrios?’ (1.2–3); ‘Who can forgive sins but God alone?’ (2.7); ‘Who is the shepherd of Israel?’ (6.34); ‘Who walks on the sea?’ (6.45–52). The answer in each case is Israel’s God, and so while it is true that Mark is not as explicit about Jesus’ divinity as John’s Gospel he is ‘hinting that Jesus is the mysteriously embodied presence of Israel’s God’ (p. 26). Hays does not wish to neglect the many features of Mark that could imply ‘Jesus non-identity with God’ (p. 27) and concludes that we are ‘drawn into the contemplation of a paradoxical revelation that shatters our categories and exceeds our understanding’ (p. 32). He is less comfortable with Matthew since his editorial proof-texts are precisely what he wishes to challenge but he does seek to show that there are riches to discover if the wider context of the citations is explored. They tend to learn vocabulary in many ways: from what they hear their friends and family say, or maybe what they hear on the television, internet or radio. This reinterpretation of Israel’s traditions along Christological lines is Hays’ primary subject of interest in the four succeeding chapters. In chapter two, Hays argues that Mark weaves an intertextual narrative that identifies Jesus with Yahweh. Mark’s Christology emerges not from explicit declarations that Jesus is God but “through the poetics of allusion” (31). At the same time, Mark’s account highlights that “the identity of Jesus as the mysterious embodiment of Israel’s God can never be separated from his identity as the Crucified One” (32). Engage all five senses for different types of learner: Add in activities that reinforce learning and comprehension by using more senses as they read. Remind students to read with a pen or pencil to annotate the text. Have your students take turns reading out loud. Use projectors to guide your lesson and write down questions for those who are visual learners. The report says "younger pupils were more negatively impacted by the pandemic, whilst older pupils were better able to manage the change in learning situation.”Given this possibility and the limited amount of data available for numeracy (reasoning), we would caution against interpreting this figure as reflecting a broader trend that will bear out over a longer period.” Keep a sharp eye on visual clues:Does the book or text include any images that represent the text? Readers use the clues from the text to create a picture in their head. They use all their senses and imagination to create their mental image. Encourage your students to take a look at any visual clues in the text to see if they give you any clues that will help them to decode the text. Overall, Hays’s exegetical work confirms 'what the church’s dogmatic tradition has classically affirmed about the identity of Jesus.' And it does so in an unlikely way, by pointing the reader to the narrative reflexes of Israel’s monotheism. Fidelity in Politics: Hallmarks of Christian Political Activity in the Tradition of Reformed Protestantism May 8, 2023