This document discusses several methods for teaching reading and writing skills to individuals with intellectual disabilities. It describes approaches such as using color-coded phonics, rebus symbols, behavioral techniques, and language experience to make initial reading instruction easier. Methods for improving oral language include naming objects, filling in missing words, and categorization activities. For writing, the document recommends practicing letter formation with chalkboards, sand trays, and addressing proper pencil grip and paper positioning.
This daily lesson log outlines the English lesson plan for a Grade 3 class taught by Maria Cora R. Bonotan from July 25-29, 2016. The objectives are to identify literary elements in the story "Toto Turtle Takes Time to Tuck and Think", read words with short vowel sounds and S-blends, and use the plural form of regular nouns. Activities include reading the story aloud, completing worksheets, flashcard drills, and discussions. Assessment includes a worksheet on literary elements and a survey. The teacher notes several students who may need remediation or reinforcement.
The document discusses effective techniques for developing sound awareness in children. It describes how sound awareness is the most difficult level of phonological awareness and is most predictive of reading success. It recommends engaging children in ongoing literacy activities that provide opportunities to match, blend, segment and manipulate sounds within words. Several specific techniques are outlined, including teacher read-alouds, shared reading, sound matching games, blending and segmenting exercises, and substitution activities. The conclusion emphasizes that developing phonological awareness helps children use phonics knowledge to read and write.
This document outlines the content covered in a TKT Teaching Knowledge Test course. It includes 25 units covering various aspects of language teaching such as grammar, lexis, phonology, functions, reading, writing, listening, speaking, motivation, error correction, learner characteristics, needs, backgrounds, lesson planning, assessment, use of materials and aids. The units provide definitions and explanations of key concepts within each topic. For example, Unit 1 defines grammar and the different parts of speech. Unit 2 discusses meanings of individual words and sets of words. Unit 3 explains phonology and phonemic symbols.
The document outlines a lesson plan for teaching figures of speech using the poem "The Sower" as an example. It includes introducing figures of speech like simile, metaphor, alliteration and assonance. Students are divided into groups to identify these techniques in the poem, then comprehension questions are asked to check understanding before an individual follow up task of writing an appreciation of the poem.
This document discusses various techniques for teaching listening skills in a foreign language classroom. It emphasizes the importance of direct phonics instruction to build bottom-up decoding skills. It presents John Field's model of the listening process and discusses both bottom-up and top-down listening approaches. The document provides many specific ideas and activities for teaching phonics and developing listening comprehension through question-answer exchanges, true/false statements, descriptions, and quizzes. It stresses practicing listening as an interactive, social skill and including cultural content to engage intermediate and advanced learners.
This document discusses several methods for teaching reading and writing skills to individuals with intellectual disabilities. It describes approaches such as using color-coded phonics, rebus symbols, behavioral techniques, and language experience to make initial reading instruction easier. Methods for improving oral language include naming objects, filling in missing words, and categorization activities. For writing, the document recommends practicing letter formation with chalkboards, sand trays, and addressing proper pencil grip and paper positioning.
This daily lesson log outlines the English lesson plan for a Grade 3 class taught by Maria Cora R. Bonotan from July 25-29, 2016. The objectives are to identify literary elements in the story "Toto Turtle Takes Time to Tuck and Think", read words with short vowel sounds and S-blends, and use the plural form of regular nouns. Activities include reading the story aloud, completing worksheets, flashcard drills, and discussions. Assessment includes a worksheet on literary elements and a survey. The teacher notes several students who may need remediation or reinforcement.
The document discusses effective techniques for developing sound awareness in children. It describes how sound awareness is the most difficult level of phonological awareness and is most predictive of reading success. It recommends engaging children in ongoing literacy activities that provide opportunities to match, blend, segment and manipulate sounds within words. Several specific techniques are outlined, including teacher read-alouds, shared reading, sound matching games, blending and segmenting exercises, and substitution activities. The conclusion emphasizes that developing phonological awareness helps children use phonics knowledge to read and write.
This document outlines the content covered in a TKT Teaching Knowledge Test course. It includes 25 units covering various aspects of language teaching such as grammar, lexis, phonology, functions, reading, writing, listening, speaking, motivation, error correction, learner characteristics, needs, backgrounds, lesson planning, assessment, use of materials and aids. The units provide definitions and explanations of key concepts within each topic. For example, Unit 1 defines grammar and the different parts of speech. Unit 2 discusses meanings of individual words and sets of words. Unit 3 explains phonology and phonemic symbols.
The document outlines a lesson plan for teaching figures of speech using the poem "The Sower" as an example. It includes introducing figures of speech like simile, metaphor, alliteration and assonance. Students are divided into groups to identify these techniques in the poem, then comprehension questions are asked to check understanding before an individual follow up task of writing an appreciation of the poem.
This document discusses various techniques for teaching listening skills in a foreign language classroom. It emphasizes the importance of direct phonics instruction to build bottom-up decoding skills. It presents John Field's model of the listening process and discusses both bottom-up and top-down listening approaches. The document provides many specific ideas and activities for teaching phonics and developing listening comprehension through question-answer exchanges, true/false statements, descriptions, and quizzes. It stresses practicing listening as an interactive, social skill and including cultural content to engage intermediate and advanced learners.
This document provides an overview of different types of books that are appropriate for developing early literacy skills in children. It discusses picture books, concept books, alphabet books, counting books, nursery rhymes, predictable books, and big books. The key points made are that early exposure to books, repeated readings, and opportunities for participation are important for literacy development in young children. Different genres of books help children develop language skills, concepts of print, and enjoyment of stories.
This document provides suggestions for using children's literature selections from the Trophies reading series to teach writing skills. It outlines stories that can be used as mentor texts, the relevant writing forms and language skills supported, and specific text attributes from the stories to highlight for students. Key details include using the story Donavan's Word Jar to teach figurative language and using Sarah, Plain and Tall to teach organizing writing in time order. The document aims to provide a crosswalk between the reading and writing curricula.
The document provides a long list of techniques for teaching various aspects of pronunciation, including individual sounds, stress, rhythm, intonation, contractions, and cultural communication styles. Some example techniques are backward buildup, bingo, brainstorming, categorizing, chain stories, dialogues, exaggeration, identification, information gap, minimal pairs, pictures, rhyming words, rules, tapping, questionnaires, directions and instructions, identification of questions/statements/lists, dictation, gap fill, and pictorial representations like Sammy diagrams. It also lists questions to discuss cultural differences in speech habits, body language, eye contact, facial expressions, gestures, posture, physical distance, and touching. The overall purpose is to suggest a
Drama can be used as a bridge to literacy. It engages students through active role-taking in simulated situations. Drama allows students to learn in multiple ways that align with different learning styles such as visual, auditory, and kinesthetic. It also engages the four language skills of reading, writing, speaking and listening in a cognitively demanding context that provides meaning. Drama produces multiple meanings through enactment and interpretation, developing higher-order thinking.
This document provides definitions and examples for several English language teaching terms. It defines terms like autonomy, achievement, adverb, appropriacy, analysis, anaphoric reference, aspect, and summarizes how each could be taught in the classroom with examples. The document is a reference sheet for language teaching terminology.
This document discusses using effective and affective literature in English language teaching. It begins by asking questions about key concepts like what is real, authentic, effective and affective. It then discusses considerations for the Argentine context and possibilities for exploiting literature in exams. Various strategies are proposed for using literature, including keeping reading diaries, storytelling projects, drama activities and asking real questions in circle time. Websites with related resources are also listed.
Story sacks for Teaching English through Drama in the Primary ClassSusan Hillyard
This presentation shows the development of a team of teachers in Special Education in Argentina in designing a StorySack each to teach English through Drama for inclusion. It explores the rationale and shows the contents of the StorySack including types of activities used in ELT.
The lesson plan provides guidance for teaching second grade students about reading comprehension and writing skills. It includes standards and benchmarks for literary texts, the writing process, writing applications, and a sample lesson. The sample lesson has students work in groups to take photos, write original stories inspired by the photos, and bind their stories and photos into books to share with the class.
Educ 565 B Lesson Plan Group PresentationKaren O'Brien
The document outlines a lesson plan for teaching a Halloween-themed reading to English language learners. The lesson uses a story called "The First Spell of Winnefred Broomstock" and incorporates activities like completing a story map in groups, presenting summaries in pairs, and an informal assessment of students' retelling of the story's elements. The goal is for students to practice describing characters, settings, problems and solutions through class discussion and application activities focused on comprehending and summarizing the key details of the story.
1. The document is a syllabus for the subject of English for grade 10 at SMK Tunas Bangsa Tawangsari. It outlines 6 competencies to be achieved over 148 hours of study across 2 semesters.
2. Each competency includes indicators of achievement, materials to be taught, learning activities, assessment methods and allocation of time. Learning materials include textbooks, magazines and other resources. Values such as reading habits, honesty and environmental awareness are also included.
3. The syllabus provides a comprehensive plan for developing students' basic English communication skills including greetings, descriptions, conversations and understanding simple memos, menus and schedules over the 2 semesters.
St Gregory's Catholic Primary School. Autumn Term Curriculum Maps 2014 2015MrPerree
This document provides curriculum maps for various year groups at St Gregory's Catholic Primary School for the 2014-15 autumn term.
The nursery curriculum map outlines themes of new beginnings, myself, colour and autumn. Key areas of learning include personal, social and emotional development; communication and language; physical development; literacy; mathematics; understanding the world; and expressive arts and design.
The reception curriculum map covers similar key areas of learning, including personal, social and emotional development; communication and language; physical development; literacy; mathematics; understanding the world; and expressive arts and design. Religious education topics are also included.
Curriculum maps are then provided for years 1 through 5, outlining topics,
Welcome To Kindergarten Curriculum Night 2008 2009chanbliss
Kindergarten curriculum focuses on building foundational reading, writing and math skills. The reading curriculum includes developing alphabet knowledge, phonemic awareness, comprehension and enjoyment of books. The writing curriculum includes handwriting, spelling, story structure and using details. The math curriculum includes number concepts, measurement, patterns, time and money. By the end of kindergarten, students are expected to demonstrate skills in all of these areas as well as science and social studies concepts. Parents are encouraged to create a literacy-rich home environment to support their child's learning.
This lesson plan focuses on teaching short vowel sounds "o" and "u" using Dr. Seuss' book "Hop on Pop". Students will identify rhyming words in the story, distinguish between the short vowel sounds, produce rhyming words, and sort pictures into rhyming word families. The lesson introduces activities by reading the book aloud, identifying rhyming words on selected pages, writing example rhyming word pairs on the board, and having students clap out the rhyming patterns in words. Students are then assessed by coloring, cutting out, and pairing rhyming pictures from a worksheet.
This document provides information about a kindergarten classroom. It includes a supply list, class schedule, descriptions of the teacher and classroom rules, behavior management system, reading and writing expectations, math curriculum, and science topics that will be covered. The document aims to introduce parents and students to what kindergarten will entail.
This document provides information for parents about their child's upcoming kindergarten year. It includes the teacher's contact information, classroom rules and behavior management system, supply lists, class schedules, subject area overviews and homework expectations. The teacher welcomes parents and looks forward to working with students.
The document outlines the English standards for pre-primary students. It includes standards for listening/speaking, reading/viewing, writing, literature, and literacy. The standards cover identifying sounds in words, recognizing sight words, identifying text features, sequencing events, participating in shared reading, attempting phonetic spelling, writing names and simple sentences, discussing characters and events in stories, and asking/answering questions about texts.
The document outlines the English standards for pre-primary students. It includes standards for listening/speaking, reading/viewing, writing, literature, and literacy. The standards cover identifying sounds in words, recognizing sight words, identifying text features, sequencing events, participating in shared reading, attempting phonetic spelling, writing names and simple sentences, discussing characters and events in stories, and asking/answering questions about texts.
This is a brief xplanation of the different functions of texts, as well as the different rhetoric organizations they must follow depending on what the function they have.
This document provides tips and strategies for parents to help their 6th-8th grade children improve their English/language arts skills in reading comprehension, writing fluency, and grammar. It includes recommendations for reading with children at home, asking questions about texts, having children summarize what they read, and editing their writing. Resources for parents and students are also listed.
The document provides strategies for using different types of intelligence to accelerate learning in children. It suggests using verbal intelligence through writing, listening, talking, and reading on topics. It recommends using musical intelligence by playing, creating, or relating music to concepts. Logical intelligence can be developed through analysis, representation, problem-solving and pattern recognition. Body, people, nature, and picture intelligences can be engaged through hands-on activities, social interaction, outdoor experiences, and visual representation. Self-intelligence is important and can be strengthened through independent study, self-reflection, goal-setting and connecting lessons to personal experiences.
MELC S. Y. 2020-2021 English-Elementary (For Sharing)Rec Rec
This document provides the Most Essential Learning Competencies (MELC) in English for grades 1 through 5. It outlines the key skills students should develop each grading period, along with example lessons, learning resources, and assessments. Some of the skills covered include recognizing rhyming words and sentences, retelling stories, spelling words with short vowels, using pronouns and verbs correctly, reading comprehension strategies, and writing paragraphs with different structures. The MELC is intended to guide English instruction to ensure students learn the most important competencies for their grade level.
FOSTERING INDEPENDENCE WITH THE DAILY FIVEAngela Maiers
The document discusses fostering literacy independence in students through a pathway that moves from modeled instruction to shared instruction to guided practice and ultimately independence. It emphasizes establishing a gathering place for initial instruction before releasing students to share their thinking. Specific instructional approaches are outlined, including modeled/shared reading lessons, guided practice in small groups, and establishing specific times for independent reading, buddy reading, listening to reading, writing, and word work using approaches like The Daily Five.
This document provides an overview of different types of books that are appropriate for developing early literacy skills in children. It discusses picture books, concept books, alphabet books, counting books, nursery rhymes, predictable books, and big books. The key points made are that early exposure to books, repeated readings, and opportunities for participation are important for literacy development in young children. Different genres of books help children develop language skills, concepts of print, and enjoyment of stories.
This document provides suggestions for using children's literature selections from the Trophies reading series to teach writing skills. It outlines stories that can be used as mentor texts, the relevant writing forms and language skills supported, and specific text attributes from the stories to highlight for students. Key details include using the story Donavan's Word Jar to teach figurative language and using Sarah, Plain and Tall to teach organizing writing in time order. The document aims to provide a crosswalk between the reading and writing curricula.
The document provides a long list of techniques for teaching various aspects of pronunciation, including individual sounds, stress, rhythm, intonation, contractions, and cultural communication styles. Some example techniques are backward buildup, bingo, brainstorming, categorizing, chain stories, dialogues, exaggeration, identification, information gap, minimal pairs, pictures, rhyming words, rules, tapping, questionnaires, directions and instructions, identification of questions/statements/lists, dictation, gap fill, and pictorial representations like Sammy diagrams. It also lists questions to discuss cultural differences in speech habits, body language, eye contact, facial expressions, gestures, posture, physical distance, and touching. The overall purpose is to suggest a
Drama can be used as a bridge to literacy. It engages students through active role-taking in simulated situations. Drama allows students to learn in multiple ways that align with different learning styles such as visual, auditory, and kinesthetic. It also engages the four language skills of reading, writing, speaking and listening in a cognitively demanding context that provides meaning. Drama produces multiple meanings through enactment and interpretation, developing higher-order thinking.
This document provides definitions and examples for several English language teaching terms. It defines terms like autonomy, achievement, adverb, appropriacy, analysis, anaphoric reference, aspect, and summarizes how each could be taught in the classroom with examples. The document is a reference sheet for language teaching terminology.
This document discusses using effective and affective literature in English language teaching. It begins by asking questions about key concepts like what is real, authentic, effective and affective. It then discusses considerations for the Argentine context and possibilities for exploiting literature in exams. Various strategies are proposed for using literature, including keeping reading diaries, storytelling projects, drama activities and asking real questions in circle time. Websites with related resources are also listed.
Story sacks for Teaching English through Drama in the Primary ClassSusan Hillyard
This presentation shows the development of a team of teachers in Special Education in Argentina in designing a StorySack each to teach English through Drama for inclusion. It explores the rationale and shows the contents of the StorySack including types of activities used in ELT.
The lesson plan provides guidance for teaching second grade students about reading comprehension and writing skills. It includes standards and benchmarks for literary texts, the writing process, writing applications, and a sample lesson. The sample lesson has students work in groups to take photos, write original stories inspired by the photos, and bind their stories and photos into books to share with the class.
Educ 565 B Lesson Plan Group PresentationKaren O'Brien
The document outlines a lesson plan for teaching a Halloween-themed reading to English language learners. The lesson uses a story called "The First Spell of Winnefred Broomstock" and incorporates activities like completing a story map in groups, presenting summaries in pairs, and an informal assessment of students' retelling of the story's elements. The goal is for students to practice describing characters, settings, problems and solutions through class discussion and application activities focused on comprehending and summarizing the key details of the story.
1. The document is a syllabus for the subject of English for grade 10 at SMK Tunas Bangsa Tawangsari. It outlines 6 competencies to be achieved over 148 hours of study across 2 semesters.
2. Each competency includes indicators of achievement, materials to be taught, learning activities, assessment methods and allocation of time. Learning materials include textbooks, magazines and other resources. Values such as reading habits, honesty and environmental awareness are also included.
3. The syllabus provides a comprehensive plan for developing students' basic English communication skills including greetings, descriptions, conversations and understanding simple memos, menus and schedules over the 2 semesters.
St Gregory's Catholic Primary School. Autumn Term Curriculum Maps 2014 2015MrPerree
This document provides curriculum maps for various year groups at St Gregory's Catholic Primary School for the 2014-15 autumn term.
The nursery curriculum map outlines themes of new beginnings, myself, colour and autumn. Key areas of learning include personal, social and emotional development; communication and language; physical development; literacy; mathematics; understanding the world; and expressive arts and design.
The reception curriculum map covers similar key areas of learning, including personal, social and emotional development; communication and language; physical development; literacy; mathematics; understanding the world; and expressive arts and design. Religious education topics are also included.
Curriculum maps are then provided for years 1 through 5, outlining topics,
Welcome To Kindergarten Curriculum Night 2008 2009chanbliss
Kindergarten curriculum focuses on building foundational reading, writing and math skills. The reading curriculum includes developing alphabet knowledge, phonemic awareness, comprehension and enjoyment of books. The writing curriculum includes handwriting, spelling, story structure and using details. The math curriculum includes number concepts, measurement, patterns, time and money. By the end of kindergarten, students are expected to demonstrate skills in all of these areas as well as science and social studies concepts. Parents are encouraged to create a literacy-rich home environment to support their child's learning.
This lesson plan focuses on teaching short vowel sounds "o" and "u" using Dr. Seuss' book "Hop on Pop". Students will identify rhyming words in the story, distinguish between the short vowel sounds, produce rhyming words, and sort pictures into rhyming word families. The lesson introduces activities by reading the book aloud, identifying rhyming words on selected pages, writing example rhyming word pairs on the board, and having students clap out the rhyming patterns in words. Students are then assessed by coloring, cutting out, and pairing rhyming pictures from a worksheet.
This document provides information about a kindergarten classroom. It includes a supply list, class schedule, descriptions of the teacher and classroom rules, behavior management system, reading and writing expectations, math curriculum, and science topics that will be covered. The document aims to introduce parents and students to what kindergarten will entail.
This document provides information for parents about their child's upcoming kindergarten year. It includes the teacher's contact information, classroom rules and behavior management system, supply lists, class schedules, subject area overviews and homework expectations. The teacher welcomes parents and looks forward to working with students.
The document outlines the English standards for pre-primary students. It includes standards for listening/speaking, reading/viewing, writing, literature, and literacy. The standards cover identifying sounds in words, recognizing sight words, identifying text features, sequencing events, participating in shared reading, attempting phonetic spelling, writing names and simple sentences, discussing characters and events in stories, and asking/answering questions about texts.
The document outlines the English standards for pre-primary students. It includes standards for listening/speaking, reading/viewing, writing, literature, and literacy. The standards cover identifying sounds in words, recognizing sight words, identifying text features, sequencing events, participating in shared reading, attempting phonetic spelling, writing names and simple sentences, discussing characters and events in stories, and asking/answering questions about texts.
This is a brief xplanation of the different functions of texts, as well as the different rhetoric organizations they must follow depending on what the function they have.
This document provides tips and strategies for parents to help their 6th-8th grade children improve their English/language arts skills in reading comprehension, writing fluency, and grammar. It includes recommendations for reading with children at home, asking questions about texts, having children summarize what they read, and editing their writing. Resources for parents and students are also listed.
The document provides strategies for using different types of intelligence to accelerate learning in children. It suggests using verbal intelligence through writing, listening, talking, and reading on topics. It recommends using musical intelligence by playing, creating, or relating music to concepts. Logical intelligence can be developed through analysis, representation, problem-solving and pattern recognition. Body, people, nature, and picture intelligences can be engaged through hands-on activities, social interaction, outdoor experiences, and visual representation. Self-intelligence is important and can be strengthened through independent study, self-reflection, goal-setting and connecting lessons to personal experiences.
MELC S. Y. 2020-2021 English-Elementary (For Sharing)Rec Rec
This document provides the Most Essential Learning Competencies (MELC) in English for grades 1 through 5. It outlines the key skills students should develop each grading period, along with example lessons, learning resources, and assessments. Some of the skills covered include recognizing rhyming words and sentences, retelling stories, spelling words with short vowels, using pronouns and verbs correctly, reading comprehension strategies, and writing paragraphs with different structures. The MELC is intended to guide English instruction to ensure students learn the most important competencies for their grade level.
FOSTERING INDEPENDENCE WITH THE DAILY FIVEAngela Maiers
The document discusses fostering literacy independence in students through a pathway that moves from modeled instruction to shared instruction to guided practice and ultimately independence. It emphasizes establishing a gathering place for initial instruction before releasing students to share their thinking. Specific instructional approaches are outlined, including modeled/shared reading lessons, guided practice in small groups, and establishing specific times for independent reading, buddy reading, listening to reading, writing, and word work using approaches like The Daily Five.
Recognize environmental print work with namesJennifer Evans
The document provides examples of how children can begin to recognize environmental print, letters, and symbols. It also lists supportive practices for adults, such as calling attention to letters during activities, playing identification games, and creating print-rich environments. Additionally, the document discusses how children may start to experiment with writing and develop fine motor skills. Adults are encouraged to provide daily writing opportunities, model writing, and display alphabet letters and children's names.
Recognize environmental print work with namesJennifer Evans
The document provides examples of how children can begin to recognize environmental print, letters, and symbols. It also lists supportive practices for adults, such as calling attention to letters during activities, playing identification games, and creating print-rich environments. Additionally, the document discusses how children may start to experiment with writing and develop fine motor skills. Adults are encouraged to provide daily writing opportunities, model writing, and display alphabet letters and children's names.
The document provides examples of how children can begin to recognize environmental print, letters, and symbols. It also lists supportive practices for adults, such as calling attention to letters during activities, playing identification games, and creating print-rich environments. Additionally, the document discusses how children may start to experiment with writing and develop fine motor skills. Adults are encouraged to provide daily writing opportunities, model writing, and display alphabet letters and children's names.
This document provides an overview of topics covered in a literature class, including non-fiction vs fiction, graphic novels, and identifying subjects and verbs in sentences. It discusses analyzing panels, captions, and text features in the graphic novel Persepolis. Students read chapters 1 and 9, analyzing images, text, and their relationship. A mini-quiz identifies parts of speech. Finding subjects asks "who/what" a sentence is about, and finding verbs asks "what" about the subject. Homework is to finish reading and do a review test.
The document provides an overview of the K to 12 English curriculum for grades 1 to 3 and 7 to 10 in the Philippines. It outlines the content and performance standards as well as competencies for key areas of English including oral language, phonics, grammar, vocabulary development, and listening comprehension. The standards and competencies progress in complexity from grade 1 through grade 3 to develop students' English language skills.
The document discusses the SOAPSTone framework for analyzing speeches and texts. It defines each element of SOAPSTone: Speaker, Occasion, Audience, Purpose, Subject, and Tone. It then focuses on Tone, explaining that tone is established through an author's use of figurative language, imagery, diction, details, and syntax.
This document provides definitions and explanations of various literary elements and devices, including:
- Prologue, narrative, dialogue, plot, characterization, setting, figurative language, mood, tone, motif, exposition, imagery, rhyme, foreshadowing, symbolism, word play, theme, frame story, and conflict. Each element is defined and examples are provided to illustrate how authors use these techniques in writing. The document is intended to educate readers on terminology used for analyzing and discussing literature.
This document provides terminology and vocabulary related to the study of English language and literature. It defines key terms used for the analysis of literary works, including elements of plot, characterization, narrative perspective, literary devices, and linguistic concepts. The terminology is organized into sections covering literary terminology, figures of speech, and linguistic terminology. Examples are provided to illustrate many of the terms.
This document provides "kid-friendly" summaries of the California English Language Arts standards and benchmarks for kindergarten and first grade students in the Oakley Union Elementary School District. It translates the academic language of the standards into simple, child-friendly terminology and breaks the standards into bite-sized chunks. The summaries are intended to help early elementary students understand and work towards mastering the concepts outlined in the full standards.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
3. To Help Students :
Use speaking
and listening to
express themselves
ask for assistance
exchange ideas
experiment with new ideas or
materials
Use story language in
imaginative play
(e.g., “Once upon a time...,” “Long,
long ago...”)
ask for assistance with
materials, request help when
problems arise
assume the voice of a
character(s) in role play
(e.g., using puppets, retelling
The Three Little Pigs)
- imitate different language
forms
(e.g., storytelling, news telling)
4. Engage in speaking and listening
to share ideas about pictures,
stories and experiences
To actively participate in classroom
language activities
Describe experiences and retell
familiar stories
-begin to use the language of “who,”
“what,” “when,” “where” in story
retelling
- sequence main ideas
- expressing feelings
join in when teacher reads,
repeat parts of a story,
echo words and phrases,
make up chants with the teacher
chime in during poems or
“read‐alouds”)
5. Use of language to interact co‐operatively with others and to
solve problems
begin to use polite social language appropriately
(e.g., hello,,please, thank you)
demonstrate acceptable ways of gaining attention
raise hand to be recognized before speaking)
take turns as speaker and listener in conversation
understand some differences between
language used at home and
language used in the classroom/school
e.g., “Line up” is a common phrase used
at school but rarely at home
language that is hurtful to others
6. Give reasons why listening is important
to learn, so you know what to do next, to hear stories,
to learn new words, for fun
listen attentively for sustained periods of time (e.g.,
focus on the speaker)
use gestures and other nonverbal means to
communicate more effectively
(e.g., nod to show agreement)
7. Demonstrate being a good speaker
Including conversation
on a familiar topic
Take turns talking
begin to use appropriate
gestures, tone of voice,
and volume
Speak clearly and
fluently
Use complete sentences
8. Use language to
Explain
Inquire
Compare
Explain drawings,
structures, models
Ask questions to build
understanding
Use language to connect
new experiences to what is
already known ie direct
cause and effect (e.g., “If I
use my umbrella when it is
raining then I will not get
wet.”)
compare predictions with
what actually occurs in a
story or event
9. Demonstrate enhanced vocabulary usage
Choose to engage in drama or play
Make up chants, rhymes, or nonsense poems
Use newly learned vocabulary in own
Use descriptive words to describe feelings
Classify objects, pictures, and words (e.g., table and chair are
furniture, apples and bread are food)
Use words to describe people, places, and things (e.g., size, colour,
shape, location, actions)
Discuss similarities & differences
10. Connect what is already known with new experiences
during speaking and listening activities
-e.g., “This reminds me of...”
share experiences and interests with classmates
-use language from prior events/experiences in informal
play and drama activities
11. Ask questions to construct and clarify meaning
Ask relevant questions to deepen comprehension (e.g., “I wonder if” questions)
- begin to recognize the difference between questions and comments
12. Use meaningful syntax when speaking (e.g., include a subject
and verb, and simple connecting words when needed)
Use complete sentence format
instead of “me hungry” or “he
sad”)
-use connecting words to combine
ideas (e.g., tell simple stories,
-connecting ideas with words such
as “then,” “and,” “but,” “or”)
- tell simple stories, connecting
ideas with “and then”
-begin to use more complex
sentence‐connecting words
(e.g. because, if, when, after,
before)
13. Speak clearly enough to be understood by
peers and adults
- pronounce most
sounds correctly
-use appropriate volume,
tone, pace, and
intonation
14. Use phonological awareness
indicate when words or sounds are the same or
different (e.g.,cat/cat = same; cat/car =
different)
identify which word is different when given a
choice of three(e.g., bat, hat, bat)
tell the difference between single speech sounds
(e.g., which sound is different) when given a
choice of three (e.g., s, s, k)
identify whether words rhyme
produce a word that rhymes with another
blend two words into a compound word
clap or count the syllables in a one‐ to
three‐syllable word (e.g.,di‐no‐saur, re‐cy‐cle)
identify two words in a compound word
identify the first sound and ending sound in a
one‐syllable word (e.g., /p/ in pat for beginning)
segment individual sounds in a two‐ and
three‐phoneme
one‐syllable word (e.g., run: r/u/n)
15. Demonstrate awareness of the connection
between reading, writing, and oral language
Identify connections between a
photo or illustration and text
point to words when reading
and viewing text (e.g., their own
writing or words displayed in
classroom)
locate a specific (generally
familiar) word
slow down their oral pace when
the teacher is scribing their
words
16. Respond to literature through a variety of activities
e.g., role playing, art, music, choral reading, talking
Identify favourite texts and share
the information in their own
words
Connect information and events
in texts to self, personal
experiences (e.g.,television
shows and movies)
Create a representation (e.g.,
draw a picture, dramatize
feelings, create a new page for a
story)
Make connections between
literary experiences and
imaginative play (e.g., puppets)
17. Engage in reading or reading‐like
behaviour
listen to stories, poems, and
information texts for enjoyment
and information
self‐select texts on the basis of
interest or familiarity
read silently or view a book(s)
for a short, sustained period of
time (e.g., five minutes)
begin to track print when
“reading” early emergent pattern
books, rereading their own
writing, or following a text that
someone is reading
talk about self as a reader
18. Use strategies to enhance comprehension
Use pictures, the title, and
information about the text to
predict what the text will be
about, with teacher support
Answer the question, “What
do you already know
about...?”
Ask questions to gain
information
Sequentially look at pictures
in the text to build schema for
reading (e.g., picture walk)
19. Monitor comprehension
,
Fill in the next word during
collaborative reading
Generate questions to clarify and
confirm meaning (e.g., “Does this
make sense?” “Why did...?”)
Answer who, where, what, why, and
how questions after listening to a
sentence or short paragraph
Draw or describe a mental image
formed while a text is read out loud
-Describe the association between
pictures and key words in text and
match pictures to print (one‐to‐one
match)
20. Create representations to confirm meaning
Recall information that
demonstrates a sense of
the story (e.g., sequence of events,
setting, main characters, the problem in
the story and important facts)
make connections between themselves
or their experience and the text
(e.g., “This character is like me
because...,” “This story reminds me of...”)
sketch something from the story
participate in discussions about
predictions
explain what they like or dislike about a
character
tell what things were learned from the
text or representation
participate in discussions about the
author’s message
21. Understanding of concepts about print and concepts
about books
Explain that writing carries a
message and that pictures and
drawings also support meaning
Move finger from left to right,
top to bottom,
Demonstrate understanding that
letters represent sounds
Use sounding out to demonstrate
that the sequence of letters in a
written word represents the
sequence of sounds (i.e.,phonemes)
in a spoken word (i.e., alphabetic
principle)
Track with finger during oral
reading by the teacher or own
Recognize simple common
punctuation (e.g., period, question
mark, exclamation mark
22. Identify most of the letters of the alphabet and their
sounds Name most of the letters of the alphabet
(e.g., be fluently familiar with at least 20
letters), upper and lowercase
-Say the most common sound associated
with individual letter
Understanding of the one‐to‐one
relationship between letter name and a
particular sound
Identify the letter when someone produces
the corresponding sound
Use letter‐sound correspondence along
with context (e.g.,pictures) to decode some
words
Identify some common high‐frequency
words (e.g., a, the, I,me, it, and, to, he, she,
that, is, was), some familiar names, and
some environmental print (e.g., stop sign)
Identify the repeated sound and the letter
in a series of words
(e.g., Bobby bounces blue basketballs.)
Identify the beginning and ending sounds
of words
23. Create simple messages using a combination of pictures,
symbols, letters, and words to convey meaning
Write and represent for a
variety of purposes
tools and media
(e.g.,crayons, paper,
computer, chalkboard,
coloured
markers,cardboard)
create an illustration of
something they have
learned
label a picture with
words
24. Show an interest in, and a positive attitude toward,
writing and representing
- talk about why people
write (e.g., grocery lists,
cards to celebrate
occasions, stories)
- play writing messages
for a specific purpose
(e.g., taking down a
telephone message)
- talk about self as a
writer
25. Engage in discussions before writing
Engage in short
brainstorming sessions
(e.g.,listing,webbing,making
charts)
-share experiences and
interests with adults or in
partner‐talk
- draw or sketch ideas in
response to a prompt from
the teacher
writing and representing
(e.g., trip to the post office or
the library, field trips to enjoy
nature)
- contribute ideas to shared
writing activities (e.g.,
writing a thank‐you card )
26. Express meaning during writing
- begin to create familiar forms of writing
and representing
(e.g., grocery lists, letters, stories,
environmental signs, and greeting cards)
- create messages that contain short
familiar words,
-look at letters, words, or visuals around
the room (e.g., word walls, lists) and copy
in own writing
- generate writing by repeating the same
beginning patterns,using sample frames
or models provided by the teacher (e.g.,“I
like...”)
-during shared writing experiences, make
oral contributions
-that show a developing awareness of
stories, poems, and informational writing
(e.g., use story language in stories, use
pattern in poems, contribute a fact in
informational writing or
27. Engage in discussions after writing
and share work with others
-“read” back what they
have written or
represented to clarify
meaning
- show enjoyment in
sharing work with others
- choose a favourite piece
of writing and
representing for their
portfolio