This document provides guidance on how to write an effective personal recount. It discusses including sufficient details about who, what, when, where, why and how. It recommends using vivid descriptions, a clear sequence of events, and proper grammar including correct verb tense and punctuation. The purpose is to inform and entertain readers with a factual or imaginative recount of a personal experience.
This document discusses opportunities to further develop the "BugHeads" concept by focusing on education, collaboration, and sustaining long attention spans. The original BugHeads idea allowed children to explore insect attributes. New directions could include providing varied, layered educational resources; making the building process collaborative; and designing the play process to hold children's interest for longer periods. Additional concepts are presented to engage children in creative expression, storytelling, observing nature, and learning about materials.
Memories of My Childhood at Satara, Pecha Kucha Night, PuneDinesh Katre
This presentation is about my childhood memories of the years spent at Satara, a small town near Pune. This was presented during the Pecha Kucha Night, Vol-2, Jan 22, 2010, Pune, India.
Here are some samples of materials with different textures that could potentially be used to fill the element:
- Soft and uneven filling (ex. crumpled paper or fabric)
- Hard and movable filling (ex. small beads or balls)
- Formable filling (ex. play dough or modeling clay)
- Formable and smooth filling (ex. slime or putty)
The user can test squeezing and manipulating the samples to get a sense of the different tactile experiences before deciding which type of filling might be most comfortable or stimulating. The element could then be customized based on her preferences.
Does this help provide some options to consider for the filling? Let me know if you have any other questions!
Joshua Devereaux, a Sim created by peasant007 to be the founder of a new legacy, expresses frustration at being controlled by the author and not having free will. Though initially unhappy about the direction of the legacy, Joshua warms to his love interest Kelly "Joshina" Phillips and enjoys moving into his own house. He hopes to prove himself by succeeding in school and establishing a fraternity, despite the author's plans for him.
"Let's build a train track together."
They collaborated to construct an elaborate train track using wooden
blocks, ramps, bridges, and tunnels. This provided opportunities to:
- Practice fine motor skills
- Explore physics concepts like gravity, momentum, friction
- Develop spatial reasoning
- Learn to problem-solve through trial and error
- Express creativity
- Build persistence
They added miniature figures to imagine scenarios on the tracks.
Child 1: "Look, the passengers are going to the station!"
Child 2: "Choo choo! This train is coming down the hill."
Pretend play fostered language development and social skills.
The children were eager to incorporate their
The document provides guidance on aspects to consider when writing a piece of text, including what content to include, language features to use, structure, order, vocabulary, spelling, sentence structure, and effectiveness. It prompts the reader to evaluate if their writing achieves quality, selection, and sense through concise questions.
The document outlines an assistant principal's presentation to principals about implementing national standards at Cockle Bay School. It discusses the school's approach, which involves incorporating the standards into reporting to parents through progress grids, goal sheets, and mid-year and end-of-year reports. It also covers assessing student progress against the standards, ensuring the standards are understood by students and teachers, and providing professional learning to support effective implementation.
e-asTTle is an assessment tool that challenges traditional testing approaches. It aims to assess students based on their ability rather than age. Tests can be taken online or on paper. Questions adapt based on the student's responses to determine their ability level. The goal is to identify what students know and don't know to inform future learning, rather than solely providing a score. Results reports also analyze incorrect answers to guide next steps.
This document discusses opportunities to further develop the "BugHeads" concept by focusing on education, collaboration, and sustaining long attention spans. The original BugHeads idea allowed children to explore insect attributes. New directions could include providing varied, layered educational resources; making the building process collaborative; and designing the play process to hold children's interest for longer periods. Additional concepts are presented to engage children in creative expression, storytelling, observing nature, and learning about materials.
Memories of My Childhood at Satara, Pecha Kucha Night, PuneDinesh Katre
This presentation is about my childhood memories of the years spent at Satara, a small town near Pune. This was presented during the Pecha Kucha Night, Vol-2, Jan 22, 2010, Pune, India.
Here are some samples of materials with different textures that could potentially be used to fill the element:
- Soft and uneven filling (ex. crumpled paper or fabric)
- Hard and movable filling (ex. small beads or balls)
- Formable filling (ex. play dough or modeling clay)
- Formable and smooth filling (ex. slime or putty)
The user can test squeezing and manipulating the samples to get a sense of the different tactile experiences before deciding which type of filling might be most comfortable or stimulating. The element could then be customized based on her preferences.
Does this help provide some options to consider for the filling? Let me know if you have any other questions!
Joshua Devereaux, a Sim created by peasant007 to be the founder of a new legacy, expresses frustration at being controlled by the author and not having free will. Though initially unhappy about the direction of the legacy, Joshua warms to his love interest Kelly "Joshina" Phillips and enjoys moving into his own house. He hopes to prove himself by succeeding in school and establishing a fraternity, despite the author's plans for him.
"Let's build a train track together."
They collaborated to construct an elaborate train track using wooden
blocks, ramps, bridges, and tunnels. This provided opportunities to:
- Practice fine motor skills
- Explore physics concepts like gravity, momentum, friction
- Develop spatial reasoning
- Learn to problem-solve through trial and error
- Express creativity
- Build persistence
They added miniature figures to imagine scenarios on the tracks.
Child 1: "Look, the passengers are going to the station!"
Child 2: "Choo choo! This train is coming down the hill."
Pretend play fostered language development and social skills.
The children were eager to incorporate their
The document provides guidance on aspects to consider when writing a piece of text, including what content to include, language features to use, structure, order, vocabulary, spelling, sentence structure, and effectiveness. It prompts the reader to evaluate if their writing achieves quality, selection, and sense through concise questions.
The document outlines an assistant principal's presentation to principals about implementing national standards at Cockle Bay School. It discusses the school's approach, which involves incorporating the standards into reporting to parents through progress grids, goal sheets, and mid-year and end-of-year reports. It also covers assessing student progress against the standards, ensuring the standards are understood by students and teachers, and providing professional learning to support effective implementation.
e-asTTle is an assessment tool that challenges traditional testing approaches. It aims to assess students based on their ability rather than age. Tests can be taken online or on paper. Questions adapt based on the student's responses to determine their ability level. The goal is to identify what students know and don't know to inform future learning, rather than solely providing a score. Results reports also analyze incorrect answers to guide next steps.
The document provides information about essential questions readers have when constructing meaning from text, determining important information, and how authors grab readers' attention. It discusses using text features, schema, questioning, inferring, and determining importance to state the main idea. Strategies for inferencing and determining importance are linked. Sample poems and texts are provided to demonstrate these concepts.
The document provides information about essential questions readers have when constructing meaning from text, determining important information, and how authors grab readers' attention. It discusses using text features, schema, questioning, inferring, and determining importance to state the main idea. Strategies for inferencing and determining importance are linked. Examples of poems and texts are provided to demonstrate analyzing words, determining meanings of idioms, and identifying author's craft techniques like personification.
The document summarizes key points from the AAEEBL 2012 annual conference on ePortfolios with the theme "Adventures in Wonderland". It discusses how ePortfolios can be used for assessment as learning and privileging student learning. It also references different stages of reflective writing and using stories to tell the truth. Overall it explores how ePortfolios can be transformational for career development, learning, and assessment in various disciplines like medicine.
Tales from the Wonder Emporium: Visual and Creative Thinking in BusinessKelsey Ruger
This document discusses the importance of visual and creative thinking in business. It tells the story of Molly Mahoney who feels stuck in her job and lacks creativity. The presentation argues that creativity and imagination are important skills for businesses today in an era of services, information and technology. It provides various techniques for visual thinking and overcoming barriers to thinking differently. The goal is to encourage people to tap into their creative side and believe in themselves.
The children enjoyed visiting the dungeon and torture chamber because seeing real medieval torture devices was fascinating. They also enjoyed handling a real medieval sword in the armoury and trying on costumes, as it allowed them to experience history. The life-like wax models in the kingmaker exhibition were almost scary, which the children found entertaining.
Designed for level 2 ESOL learners to teach them the requirements to pass the Trinity writing exam and get them practicing the skills through creating a group digital story
Here are a few reasons why stretchtext did not catch on as a dominant form of hypertext:
1. Habit of navigation. Readers had become accustomed to clicking links to move between nodes, rather than having the text dynamically change around them. Stretchtext required adjusting to a new paradigm.
2. Loss of context. When the text stretches, surrounding context is lost. Readers cannot easily refer back to what came before. Navigation allows random access to any part of the text.
3. Non-linearity. Hypertext thrives on the ability to read in a non-linear fashion, following links in any order. Stretchtext is inherently linear even if the content changes dynamically.
4
The document is a summer 2008 issue of a fanzine called "Tale Coat". It includes:
1) An editor's letter introducing the fanzine, which contains stories and memoirs created during a week-long workshop where community members came together to tell tales through writing, sewing, and crafts.
2) An essay by Iain Day recounting his experience being hit in the head with eggs over the weekend and his thoughts on offensive t-shirt slogans.
3) A piece by Meryl Jones about her family's creative pursuits in crafts, textiles, painting and more.
4) An opinion piece by Helen Potter critiquing how fashion trends have
This document is an excerpt from Tina Fey's memoir "Bossypants" where she describes her childhood and experiences growing up. In the excerpt, she discusses being born as a surprise to her mother at age 40, realizing as a child that she had "old parents", and her early experiences with puberty and learning about menstruation through an informational pamphlet and fake letters between friends.
Writing the Cherry Blossom and the ParangDerson Ltd.
The background to writing, editing and marketing my new novel The Cherry Blossom and the Parang. I look at writing my first novel with the handicap of a stroke the things I had to learn, the characters and my future plans for writing.
The document summarizes a literacy unit in a primary school about the fictional world of Pandora from the film Avatar. The unit involved researching Pandora's creatures, writing descriptions, instructions, news reports, scripts, and poetry about Pandora. Students worked in groups to storyboard, film, and edit documentaries presenting different viewpoints on proposed mining on Pandora. The teacher found using film helped engage the students and support their literacy progress.
This document provides information on how to improve memory in order to better prepare for SAT exams. It discusses the three types of memory: immediate memory which holds information for seconds, short term memory which can hold around 7 items for 30 seconds, and long term memory which stores millions of pieces of data. It then gives examples of different visualization, storytelling, and categorization techniques that can be used to better remember information for exams. The document encourages using colorful mind maps to help recall topics being revised.
The document provides details of lesson plans for a unit on Roald Dahl. Over several days, students will:
1) Preview Boy by creating probable passages for chapters before reading.
2) Question chapters of Boy by creating "I Wonder" statements.
3) Make connections by completing a bio-pyramid about Roald Dahl.
4) Visualize a poem by drawing what they envision.
5) Compare crocodiles and alligators using a Venn diagram.
This introduction to fiction genres helps young readers to understand the characteristics of historical fiction, realistic fiction, fantasy, science fiction, mystery and folktales. Through pictures, examples, and review, students will learn how to identify and use genres.
This document contains questions and prompts for discussion about Halloween, scary stories and themes, as well as prompts for writing assignments on stories like "The Legend of Sleepy Hollow" and "The Landlady." Some of the questions ask about why people enjoy being scared, favorite scary topics, and experiences with fear. Other prompts provide guidance for analyzing elements of stories, like characters, themes and settings.
The narrator plans to create an audio story in the style of analog horror, drawing inspiration from creepypastas, urban legends, and video game soundtracks that create an eerie atmosphere. They have settled on a story involving old news broadcasts, home videos, and instructional tapes documenting strange phenomena involving creatures that manifest in dreams and reality. The working title is "The broadcasts won't stop, they keep playing warning tapes for an anomalous threat, it keeps repeating 'there will be a knock at the door, do not open it'. I can't sleep, it won't stop knocking." The narrator feels excited by the creative opportunities of the project but also recognizes the challenges of pulling off an authentic analog horror style. Additional
When drawing a conclusion, you use what you already know and what is stated in the text. The conclusion is the decision you come to by combining these two sources of information. Some examples provided draw conclusions about a baby, socks, shoes, stamps, milk, dolls, and popcorn based on stated clues and prior knowledge.
The document discusses sharing design narratives to help bridge the gap in design knowledge between experts and novices. It advocates using structured storytelling to share accounts of critical events and problem-solving in design experiments. By focusing on the problem, actions taken, and unfolding effects, narratives can portray the complete path to an innovation, including failed attempts. This helps engage practitioners in collaborative reflection on successful practices.
This document provides guidance to students on developing writing skills such as choosing ideas, elaborating on ideas, understanding text structure, using appropriate language features, word choice, sentence structure, punctuation, and spelling. It emphasizes selecting focused main ideas, including relevant details, organizing ideas coherently, using language correctly, and checking for errors. Tips include thinking about the reader, writing type and purpose, elaborating on details, paragraphing, word frequency and variety, subjects and verbs agreeing, and using dictionaries for unknown words.
1. The document discusses fractions including the numerator, denominator, and equal parts of a whole.
2. It provides examples of common fractions like halves, thirds, quarters, and explains how fractions can be added or subtracted.
3. Strategies for solving word problems involving fractions like halves are demonstrated, such as using objects to represent amounts or writing mathematical equations.
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The document provides information about essential questions readers have when constructing meaning from text, determining important information, and how authors grab readers' attention. It discusses using text features, schema, questioning, inferring, and determining importance to state the main idea. Strategies for inferencing and determining importance are linked. Sample poems and texts are provided to demonstrate these concepts.
The document provides information about essential questions readers have when constructing meaning from text, determining important information, and how authors grab readers' attention. It discusses using text features, schema, questioning, inferring, and determining importance to state the main idea. Strategies for inferencing and determining importance are linked. Examples of poems and texts are provided to demonstrate analyzing words, determining meanings of idioms, and identifying author's craft techniques like personification.
The document summarizes key points from the AAEEBL 2012 annual conference on ePortfolios with the theme "Adventures in Wonderland". It discusses how ePortfolios can be used for assessment as learning and privileging student learning. It also references different stages of reflective writing and using stories to tell the truth. Overall it explores how ePortfolios can be transformational for career development, learning, and assessment in various disciplines like medicine.
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The children enjoyed visiting the dungeon and torture chamber because seeing real medieval torture devices was fascinating. They also enjoyed handling a real medieval sword in the armoury and trying on costumes, as it allowed them to experience history. The life-like wax models in the kingmaker exhibition were almost scary, which the children found entertaining.
Designed for level 2 ESOL learners to teach them the requirements to pass the Trinity writing exam and get them practicing the skills through creating a group digital story
Here are a few reasons why stretchtext did not catch on as a dominant form of hypertext:
1. Habit of navigation. Readers had become accustomed to clicking links to move between nodes, rather than having the text dynamically change around them. Stretchtext required adjusting to a new paradigm.
2. Loss of context. When the text stretches, surrounding context is lost. Readers cannot easily refer back to what came before. Navigation allows random access to any part of the text.
3. Non-linearity. Hypertext thrives on the ability to read in a non-linear fashion, following links in any order. Stretchtext is inherently linear even if the content changes dynamically.
4
The document is a summer 2008 issue of a fanzine called "Tale Coat". It includes:
1) An editor's letter introducing the fanzine, which contains stories and memoirs created during a week-long workshop where community members came together to tell tales through writing, sewing, and crafts.
2) An essay by Iain Day recounting his experience being hit in the head with eggs over the weekend and his thoughts on offensive t-shirt slogans.
3) A piece by Meryl Jones about her family's creative pursuits in crafts, textiles, painting and more.
4) An opinion piece by Helen Potter critiquing how fashion trends have
This document is an excerpt from Tina Fey's memoir "Bossypants" where she describes her childhood and experiences growing up. In the excerpt, she discusses being born as a surprise to her mother at age 40, realizing as a child that she had "old parents", and her early experiences with puberty and learning about menstruation through an informational pamphlet and fake letters between friends.
Writing the Cherry Blossom and the ParangDerson Ltd.
The background to writing, editing and marketing my new novel The Cherry Blossom and the Parang. I look at writing my first novel with the handicap of a stroke the things I had to learn, the characters and my future plans for writing.
The document summarizes a literacy unit in a primary school about the fictional world of Pandora from the film Avatar. The unit involved researching Pandora's creatures, writing descriptions, instructions, news reports, scripts, and poetry about Pandora. Students worked in groups to storyboard, film, and edit documentaries presenting different viewpoints on proposed mining on Pandora. The teacher found using film helped engage the students and support their literacy progress.
This document provides information on how to improve memory in order to better prepare for SAT exams. It discusses the three types of memory: immediate memory which holds information for seconds, short term memory which can hold around 7 items for 30 seconds, and long term memory which stores millions of pieces of data. It then gives examples of different visualization, storytelling, and categorization techniques that can be used to better remember information for exams. The document encourages using colorful mind maps to help recall topics being revised.
The document provides details of lesson plans for a unit on Roald Dahl. Over several days, students will:
1) Preview Boy by creating probable passages for chapters before reading.
2) Question chapters of Boy by creating "I Wonder" statements.
3) Make connections by completing a bio-pyramid about Roald Dahl.
4) Visualize a poem by drawing what they envision.
5) Compare crocodiles and alligators using a Venn diagram.
This introduction to fiction genres helps young readers to understand the characteristics of historical fiction, realistic fiction, fantasy, science fiction, mystery and folktales. Through pictures, examples, and review, students will learn how to identify and use genres.
This document contains questions and prompts for discussion about Halloween, scary stories and themes, as well as prompts for writing assignments on stories like "The Legend of Sleepy Hollow" and "The Landlady." Some of the questions ask about why people enjoy being scared, favorite scary topics, and experiences with fear. Other prompts provide guidance for analyzing elements of stories, like characters, themes and settings.
The narrator plans to create an audio story in the style of analog horror, drawing inspiration from creepypastas, urban legends, and video game soundtracks that create an eerie atmosphere. They have settled on a story involving old news broadcasts, home videos, and instructional tapes documenting strange phenomena involving creatures that manifest in dreams and reality. The working title is "The broadcasts won't stop, they keep playing warning tapes for an anomalous threat, it keeps repeating 'there will be a knock at the door, do not open it'. I can't sleep, it won't stop knocking." The narrator feels excited by the creative opportunities of the project but also recognizes the challenges of pulling off an authentic analog horror style. Additional
When drawing a conclusion, you use what you already know and what is stated in the text. The conclusion is the decision you come to by combining these two sources of information. Some examples provided draw conclusions about a baby, socks, shoes, stamps, milk, dolls, and popcorn based on stated clues and prior knowledge.
The document discusses sharing design narratives to help bridge the gap in design knowledge between experts and novices. It advocates using structured storytelling to share accounts of critical events and problem-solving in design experiments. By focusing on the problem, actions taken, and unfolding effects, narratives can portray the complete path to an innovation, including failed attempts. This helps engage practitioners in collaborative reflection on successful practices.
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This document outlines algebra skills at different levels. Level 2 skills include continuing patterns, using symbols like = and <, and solving basic addition problems. Level 3 skills build on this with more complex properties of operations, finding rules for patterns, and relating patterns to number lines. Level 4 skills include writing precise arithmetic expressions, developing function rules, representing patterns algebraically like with magic squares, and solving problems using linear relationships and formulas.
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- The plan should identify what each paragraph will cover, using present tense, correct terminology, and transition words to link ideas.
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The CEO of the Olympic Committee emails the students to inform them that another group wants to host the same Olympic event. He challenges the students to prove that their area is better suited by having them choose from options like debating why their area is better, writing a letter of support to the community, using thinking hats to support their arguments, or creating a PMI chart. The students must further promote their area as the ideal location for the Olympic event.
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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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.
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Answers about how you can do more with Walmart!"
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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1. How
may I
Name:_____________________ help you
today?
2. How are you informing
Personal Recount – How did
and entertaining your
you feel about something?
readers?
Recount What kind of
Factual Recount – recount is
What can you tell us this?
Is there enough about a trip or
information so that experience you had? Imaginative
the reader doesn’t e.g. High ropes trip Recount – You can
have to guess what’s make your story up
going on? Do you need AND include real
to use ALL these events.
words?
Have you got an
Who, what , when, where, why, how. interesting
introduction?
Are you too
specific? Could you
The sun’s rays beamed through the cars
leave some
bug-splattered windscreen, making it
information out? hard to spot Auckland airport from the
back seat. I was sure glad to be rid of my
Yesterday morning I got out of bed, walked down
annoying sister for two weeks. These
the corridor, put some toothpaste on my toothbrush,
and brushed my teeth. I put it back on the sink. school holidays at my Aunty Muriel’s
Then we travelled to Morere. place is going to be the bomb!
3. What ideas have you First Person – ‘I’
put in your story? So I followed my nose to the
delicious smell, and I saw it!
You could think into the What’s your Second Person – ‘You’
future. point of view First, you need to
for your make sure you have
story? your bags. Then…
How have you summed up Third person – ‘He or She’
your story? He was amazed at the dinosaur
(A conclusion) museum. He decided to go again.
I had so much fun on the How would you
high ropes. I wonder what introduce your
our class will get up to characters?
next term?
Yet another excruciatingly long school
holiday trip in the family car, heading to
Auckland with my rather annoying
brother, Eric, who has a tendency to drop
his chewing gum in my hair when he falls
asleep. Mum and Dad are fine, but it’s a
pinching war on the back seat!
Who, what , when, where, why, how.
4. Organised, sequenced Basic connectives: because, so
events. that, so I, to, later, then.
Better connectives –
Have you used such as, as a result,
connectives so beforehand,
In what order you can explain
have you written furthermore.
your events?
your story?
Have you tried to
paragraph your
I bought an ice-cream work?
then I walked to the The Basic Rule: Keep one
shop. I said hello to idea to one paragraph.
the shop-keeper and Below has been indented.
hooray to my mum.
The chicken wire was the
I think the order of worst of all. There was nothing to
events got a little hold on to except the rope that
mixed up here. kept us safe. Some of our
classmates were pretty scared. I
I shouted out to mum so she knew I tried to get through it as fast as
was off to the shop. “Hello,” I said I could.
to the shop-keeper. I really felt like (You can miss a line)
a chocolate ice-cream, so I bought Next stop, sandwich city!
one! I was sooo hungry! I …
5. Parts of the Check out the LR
English language. example pages for
more help on these.
Adverbs: usually
Have you used verbs,
come immediately Have you used
adverbs and
before or after prepositions?
adjectives?
Verbs – ‘doing’ words, like jump, paint, verbs and
climb, skate, walk. adjectives. The In, by, on, above, beside,
Adjectives – ‘describing’ words, like tell you how under, down…
pretty, shiny, wet, slippery, scary something was
done. Have you used
vocabulary related
You should be specific
He quickly walked to what you’re
with people, places writing about?
home.
and events.
High ropes – belaying, clips, wire,
He went on an inflatable tyre with caterpillar, rickety bridge,
and engine and got wet at a cool descend, safety helmet…
place.
Are your verbs in
Yikes! Talk about NOT past tense?
specific! See how we’ve made
this next part more specific.
Buy – bought, run – ran, hide – hid,
Raymond went on a bumper boat eat – ate, fling – flung.
and got wet at Splash Planet.
6. Talking properly.
Are you using your
prepositions correctly?
Is your writing easy or Correct: Cut it into small pieces.
difficult to Incorrect: Cut it up into small pieces.
understand?
I dided the walked to the shop to Are your subjects and verbs
gets an bread. correct? Check the LR example
pages for help.
I walked to the shop to buy the
bread. SINGULAR PLURAL
The bird DOES migrate – The birds DO migrate.
Do you got some money? The child sings - The children sing
Have you got some money? Present Tense – using words that
tell us something is happening
now.
Is your tense consistent?
I am buying the bread.
Past Tense – using words that tell
us something has already Future Tense – using words that
happened. tell us something will happen.
I bought the bread. I will buy the bread.
7. Full stops etc. What punctuation
could you use?
You should be putting
full stops at the end of
your sentences…
Our class went to the community
centre to brave the high ropes and ()
parentheses
then
-
…otherwise the reader
.
will get tired trying to
read your looooong dash
sentences.
we were broken up into groups but Full stop
I was the only boy in my group and
I had to go first on the practice
ropes as well as on the real ones it
was a little scary some people
weren’t scared and liked it I was a
little scared at the top of the roof
WHERE ARE THE FULL STOPS!!!
8. What do we do If the teacher or
in our class? friend is available…
If you are not sure how
to spell a word, Show them your attempt. They may be
UNDERLINE it. able to show you another way of spelling
I climed the tree, once I saw the those sounds you were not sure of.
inamees coming.
“Thruw – thr is correct, now the oo
sound looks like this – ough. It also has
You should use a some other sounds as well. So now you
spell-write to try can use these letters if you come across
and find simple a word that has an ‘oo’ sound.”
words.
Make sure you put it onto a new words
Or a dictionary chart in your homework book to practice
for slightly harder
until you know it.
words.
You can then show your parents
how your spelling is coming
Make sure you have along!
tried to spell the
word first.