The document provides lessons to teach the letter sound "Aa" and build words beginning with "Aa". It includes activities for students to trace the letter, write words for sounds like "an", "all", "at", and draw pictures matching objects and initial sounds. The lessons progressively introduce building words with different vowel sounds and have students write letters and words to practice the sounds.
This document provides instructions for an activity to help develop recognition of vowel sounds. It includes a poem with the vowels arranged in a grid, pictures to color corresponding to each vowel, and a song to sing about the vowels to the tune of ABC. The activity encourages reciting the poem, coloring the pictures for each vowel, and singing the vowel song while coloring the pictures.
Este documento presenta los sueños y metas de varias personas. Un ingeniero de sistemas quiere ser exitoso en su campo. Una administradora busca dirigir su propia empresa. Una cantante desea conquistar a su país con su música. Y una docente anhela servir compartiendo conocimientos como lo hicieron sus maestros.
This document proposes a framework called PolicyReplay to identify data breach incidents resulting from access control policy misconfigurations. It introduces the concept of a "misconfiguration-response query" to find queries that disclosed unauthorized data when a policy was incorrectly configured. The framework replays database operations under both the old (incorrect) and new (correct) policies and compares query results to identify disclosures. Optimizations like static pruning, delta tables, and simultaneous partial re-execution are presented to improve the performance of misconfiguration-response queries. An implementation on PostgreSQL evaluates the approach under different workload and data parameters.
This document is a report from Jomel I. Calucin, a BEED-II student at Laguna State Polytechnic University in Siniloan, Laguna, Philippines. The report is about preschool education and was prepared for instructor Mrs. Elsie Principe. It identifies the student, university, location and topic of the report, as well as the instructor it was prepared for.
The document outlines the vision, goals, and objectives of a College of Education. The vision is for the university to become a premier institution in CALABARZON, offering academic programs and services that respond to the needs of the Philippines and global economies, particularly in Asian countries. The goals of the College of Education are to develop students' full potential and equip them with knowledge, skills, and attitudes to effectively meet the demands of a changing world. The objectives of the Bachelor of Elementary Education program are to produce graduates who can demonstrate professional teaching skills for pre-school and elementary levels and conduct research to advance teacher education.
The document discusses using the library to support classroom learning. It provides examples of how librarians can help teachers by finding books, articles, videos and other resources on various topics to engage students. Librarians also teach students important research skills like using dictionaries, databases, citations and bibliographies to become independent learners. The library aims to collaborate with teachers to help every student succeed.
The document discusses insights from research into how people experience downtown Bloomington, Indiana. Interviews with residents provided insights into four key areas: travel, navigation, engagement, and extension of time spent downtown. Regarding travel, participants noted difficulties with bus schedules and a lack of parking. For navigation, existing maps were seen as ineffective. Small aesthetic details in public spaces that increased engagement were also noted. The insights informed design opportunities to improve the downtown experience.
This document contains a pre-test with 3 sections - A, B, and C. Section A asks to encircle the picture that does not match the given letter. Section B asks to encircle the beginning sound of each picture. Section C provides partial words and asks to fill in the missing letters. The document provides a basic assessment of letter and sound recognition skills.
This document provides instructions for an activity to help develop recognition of vowel sounds. It includes a poem with the vowels arranged in a grid, pictures to color corresponding to each vowel, and a song to sing about the vowels to the tune of ABC. The activity encourages reciting the poem, coloring the pictures for each vowel, and singing the vowel song while coloring the pictures.
Este documento presenta los sueños y metas de varias personas. Un ingeniero de sistemas quiere ser exitoso en su campo. Una administradora busca dirigir su propia empresa. Una cantante desea conquistar a su país con su música. Y una docente anhela servir compartiendo conocimientos como lo hicieron sus maestros.
This document proposes a framework called PolicyReplay to identify data breach incidents resulting from access control policy misconfigurations. It introduces the concept of a "misconfiguration-response query" to find queries that disclosed unauthorized data when a policy was incorrectly configured. The framework replays database operations under both the old (incorrect) and new (correct) policies and compares query results to identify disclosures. Optimizations like static pruning, delta tables, and simultaneous partial re-execution are presented to improve the performance of misconfiguration-response queries. An implementation on PostgreSQL evaluates the approach under different workload and data parameters.
This document is a report from Jomel I. Calucin, a BEED-II student at Laguna State Polytechnic University in Siniloan, Laguna, Philippines. The report is about preschool education and was prepared for instructor Mrs. Elsie Principe. It identifies the student, university, location and topic of the report, as well as the instructor it was prepared for.
The document outlines the vision, goals, and objectives of a College of Education. The vision is for the university to become a premier institution in CALABARZON, offering academic programs and services that respond to the needs of the Philippines and global economies, particularly in Asian countries. The goals of the College of Education are to develop students' full potential and equip them with knowledge, skills, and attitudes to effectively meet the demands of a changing world. The objectives of the Bachelor of Elementary Education program are to produce graduates who can demonstrate professional teaching skills for pre-school and elementary levels and conduct research to advance teacher education.
The document discusses using the library to support classroom learning. It provides examples of how librarians can help teachers by finding books, articles, videos and other resources on various topics to engage students. Librarians also teach students important research skills like using dictionaries, databases, citations and bibliographies to become independent learners. The library aims to collaborate with teachers to help every student succeed.
The document discusses insights from research into how people experience downtown Bloomington, Indiana. Interviews with residents provided insights into four key areas: travel, navigation, engagement, and extension of time spent downtown. Regarding travel, participants noted difficulties with bus schedules and a lack of parking. For navigation, existing maps were seen as ineffective. Small aesthetic details in public spaces that increased engagement were also noted. The insights informed design opportunities to improve the downtown experience.
This document contains a pre-test with 3 sections - A, B, and C. Section A asks to encircle the picture that does not match the given letter. Section B asks to encircle the beginning sound of each picture. Section C provides partial words and asks to fill in the missing letters. The document provides a basic assessment of letter and sound recognition skills.
This document contains a child's profile including their name, birthdate, age, gender, school level, school name, address, and their father and mother's names. The profile is meant to provide basic identifying and contact information for a student.
This document appears to be an instructional manual or curriculum with multiple modules focused on teaching vowel sounds. It includes sections for a child's profile, general objectives, pre-testing, and 5 modules of content on vowel sounds. Bibliography and author biographies are also included at the end.
This teacher's guide module was created as part of an educational technology course to introduce traditional and innovative technologies. It provides guidance for students to select, produce, and utilize appropriate technology tools to develop teacher support materials. Through computers and the internet, students and advisors are able to design alternative delivery systems that offer remarkable learning experiences. The output serves as an educational research for the institution to provide effective and quality education, with the lessons and evaluations functioning as a supplementary reference for teachers and students.
The authors acknowledge several people for their contributions to developing the workbook. They thank the Dean of the College of Education for her guidance and encouragement. They also thank Dr. Corazon San Agustin for preparing the modular workbook and providing guidance. Additionally, they acknowledge Mr. For-Ian Sandoval for his untiring support and encouragement to complete the workbook. Finally, they thank God for providing blessings, guidance, and wisdom throughout the creation of the workbook.
This module aims to develop preschoolers' basic reading, listening and writing skills through a variety of exercises that improve visual discrimination, eye-hand coordination, motor control, categorization, language development and observation. The exercises prepare children to write what they learn by enhancing visual recognition of objects, pictures and shapes, as well as auditory discrimination of sounds. Concepts are systematically arranged and illustrated to develop auditory and visual recognition, sound production, blending, logical thinking and sequencing - preparing children for effective reading.
This document provides a list of common words for pre-schoolers to learn with the most frequently used vowels (E, O, A, I, U) in English. The list includes simple words like "Eat", "Oil", "Ape", "Ice", "Use" to help young children build their vocabulary through identifying letters and sounds.
This Teacher's Guide Module provides guidance for developing technology-based teaching materials as part of an Educational Technology course. Students work with faculty advisers to design alternative delivery systems for instructional content using computers and the internet. The output serves as an educational research project and provides supplementary materials for elementary teachers and students.
This document lists 10 names of students in a class called BEED - II. It appears to be a roster or list of students enrolled in a particular course section. The document provides names but no other identifying information about the individuals.
This document contains a child's profile including their name, birthdate, age, gender, school level, school name, address, and their father and mother's names. The profile is meant to provide basic identifying and contact information for a student.
This document appears to be an instructional manual or curriculum with multiple modules focused on teaching vowel sounds. It includes sections for a child's profile, general objectives, pre-testing, and 5 modules of content on vowel sounds. Bibliography and author biographies are also included at the end.
This teacher's guide module was created as part of an educational technology course to introduce traditional and innovative technologies. It provides guidance for students to select, produce, and utilize appropriate technology tools to develop teacher support materials. Through computers and the internet, students and advisors are able to design alternative delivery systems that offer remarkable learning experiences. The output serves as an educational research for the institution to provide effective and quality education, with the lessons and evaluations functioning as a supplementary reference for teachers and students.
The authors acknowledge several people for their contributions to developing the workbook. They thank the Dean of the College of Education for her guidance and encouragement. They also thank Dr. Corazon San Agustin for preparing the modular workbook and providing guidance. Additionally, they acknowledge Mr. For-Ian Sandoval for his untiring support and encouragement to complete the workbook. Finally, they thank God for providing blessings, guidance, and wisdom throughout the creation of the workbook.
This module aims to develop preschoolers' basic reading, listening and writing skills through a variety of exercises that improve visual discrimination, eye-hand coordination, motor control, categorization, language development and observation. The exercises prepare children to write what they learn by enhancing visual recognition of objects, pictures and shapes, as well as auditory discrimination of sounds. Concepts are systematically arranged and illustrated to develop auditory and visual recognition, sound production, blending, logical thinking and sequencing - preparing children for effective reading.
This document provides a list of common words for pre-schoolers to learn with the most frequently used vowels (E, O, A, I, U) in English. The list includes simple words like "Eat", "Oil", "Ape", "Ice", "Use" to help young children build their vocabulary through identifying letters and sounds.
This Teacher's Guide Module provides guidance for developing technology-based teaching materials as part of an Educational Technology course. Students work with faculty advisers to design alternative delivery systems for instructional content using computers and the internet. The output serves as an educational research project and provides supplementary materials for elementary teachers and students.
This document lists 10 names of students in a class called BEED - II. It appears to be a roster or list of students enrolled in a particular course section. The document provides names but no other identifying information about the individuals.
1. 990600476250<br /> Aa is a vowel sound<br /> Objectives:<br /> At the end of the lesson the student will be able to:<br />Identify the Aa sound.<br />Trace the Aa sound.<br />Make simple words with the sound Aa<br />-939800-638175 Lesson 1: Trace the letter Aa <br /> A. Look at the picture. What is it? <br />Trace letter Aa and color the picture.<br />942975247650<br />188096767945<br />5286375281305 8 lligator <br /> <br /> B. Color the pictures and trace the letter Aa287655078740276225212725<br />Trace:<br />Meet small a<br />________________________________________<br />39814501054102400300105410762635105410-------------------------------------------------------------<br />_________________________________________<br />Meet big A<br />57150017462539814502724152400300272415___________________________________________<br />5235575187960<br /> 9<br />C. Trace the letter beginning with Aa sounds.<br /> <br />-685800114300<br />256222563500-83820063500<br />5200650167005 10<br /> <br />-1012825-615950Lesson 2: Build the words with the sound an<br />Write and read the words with sound an. <br />4051300200660<br />584200250190<br /> 1. fan <br />4011930197485<br />584200132715<br /> 2. can<br />3891280184785<br />598170149860<br /> 3. pan<br />5149850167005<br /> 11<br />Write the letters with the sound. <br /> an<br />35687009271030035592710<br /> 1. 2. <br />35769559969530035586995<br /> <br /> 3. 4. <br />193865593345<br /> 5.<br />5245100222885<br /> 12<br />-917575-625475 Lesson 2: Build the words with the sound an<br />Write and read the words with sound an.<br />420370010160 <br />859155248920<br /> 1. cap<br />782955236220<br />4000500-1015365 2. lap<br />400050046355771525233045<br /> 3. map<br />13511175065405<br />Write the letters with the sound <br /> ap<br />32797758255045402578740<br /> 1. 2.<br />31718253683051752534290<br /> 3. 4. <br /> <br />184150022225 <br /> <br /> 5. <br />14516382050165<br />-1038225-615950Lesson 3: Build the words with the sound all<br /> <br />Write and read the words with sound all.<br />371665590170<br />850900250190<br /> 1. wall<br />422910063500<br />914400240665<br /> 2. ball<br />4000500271145<br />927100243205<br /> 3. fall<br />5159375264160<br />15<br />B. Write the letters with the sound.<br /> all<br />361950010033049530087630 <br /> 1. 2. <br />372110044455334004445<br /> 3. 4. <br />209550011430<br /> 5. <br />517525065405<br />16<br />-974725-615950Lesson 4: Build the words with the sound at<br /> A. Write and read the words with sound at.<br />4140200279400 <br /> <br />965200180340<br /> 1. hat<br />4457700215900<br />965200204470<br /> 2. cat<br />414020034925923925184150<br />3. rat<br />507365086995<br />17<br />B. Write the letters with the sound <br /> At<br />37052259398028892593980<br /> <br /> 1. 2. <br />26352585090378142597790<br /> 3. 4. <br />203835097155<br /> 5. <br />5067300224155<br />18<br />-952500-603250Lesson 5: Build the words with t sound ag<br /> <br />Write and read the words with the sound ag.<br />4000500100965<br />737235180975<br /> 1. hag<br />4114800257175<br />673735241300<br /> 2. wag<br />4216400309245<br />657225245110<br /> 3. bag <br />5156200267970<br />19<br />B. Write the letters with the sound<br /> <br />ag<br />69532517780367855517780<br /> 1. 2. <br /> <br />37052251714563182517145 <br /> <br /> 3. 4. <br />20497805080<br /> 5. <br />5194300234315<br />20<br />-949325-615950Lesson 6: Build the words with the sound ar<br />Write and read the words with the sound ar.<br />3949700224790<br />758825186690<br /> 1. car<br />4229100135890<br />686435257810<br /> 2. jar<br />4229100149225<br />576580255270<br /> 3. bar<br />5245100149225<br />21<br />B. Write the letters with the sound <br /> ar<br />38785804254537338042545<br /> 1. 2. <br />39166808636037338086360<br /> 3. 4. <br />1973580124460<br /> 5. <br />22519430057150<br />-965200-304800<br /> Lesson : Building words with the sound ack<br /> <br /> A. Write and read the words with the sound ack<br />3771900254000<br />488950190500<br /> 1. back<br />354965073660<br />400050259715<br /> 2. jack<br />399415015875<br />412750248285<br /> 3. pack<br />521335042545<br />23<br />B. Write the letters with the sound<br /> ack<br />39179504064071755078740<br /> <br /> 1. 2. <br />7175501314453990975131445<br /> 3. 4. <br />2305050154305<br /> 5.l <br />5187950186055<br />24<br />-949325-615950Lesson 8: Object beginning with the sound Aa<br /> A. Connect the object with the initial Aa sound to the Aa at the center by drawing a line.<br />2162175248920<br /> <br />4276725847090-31115847090<br /> <br />15716252260600-400050144780044024551447800 Aa<br />2552514506985<br />B. Write the missing letter on the blank.<br />3092450-3810-142875154940 <br /> ___pe ___rmadillo <br />-53340226060<br />3581400180340<br />1933575123825 __nt<br /> __nteater <br /> <br />525145060325<br />26 __pple<br /> C. Draw a line to help the astronaut find the items that begin with the short vowel sounds of Aa <br />-65722583185 <br />3990975248920-657225248920<br /> <br />5238750127635<br />27<br />