Drawing conclusions
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The document provides examples to demonstrate how to draw conclusions by using contextual clues and prior knowledge. It presents scenarios and asks the reader to determine the answer based on contextual hints within each scenario and what they already know. Each scenario is followed by an explanation of the conclusion drawn and the contextual clues and prior knowledge used to arrive at the answer. The overall document aims to teach readers how to draw conclusions, which is an important comprehension skill.
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Drawing conclusions ppt
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.
Drawing Conclusions
The document provides examples to demonstrate how to draw conclusions by using contextual clues and prior knowledge. It presents scenarios and asks the reader to determine the answer based on clues in the text and what they already know. Each scenario provides hints and contextual clues, then asks the reader to draw a conclusion about what is being described based on combining the information given with their own existing knowledge.
Drawing conclusions activity
When drawing conclusions, you combine what you already know with clues from the text. The document provides examples of conclusions drawn from short passages: a baby is identified from clues about cribs, bottles, and abilities; shoes are chosen as the item worn in rain since they keep feet dry; a stamp is selected as the item pasted on an envelope for mailing; milk is determined from being white and drinkable, making a moustache; a doll is concluded as the toy that can be named and played with like a baby; and corn is decided as the item that grows on an ear and can be cooked or microwaved until puffed up.
Drawing conclusions
This document discusses how to draw conclusions from clues and context when reading. It provides several short scenarios and asks questions to encourage drawing conclusions. Some key conclusions are that the pizza was bad so people threw it out, the boy got sunburned, someone is feeling sick with fever, it is someone's birthday based on the celebrations, and Mia doesn't like loud singing. Making conclusions involves using evidence from the text and one's own background knowledge and experiences.
Drawing conclusions
The document provides examples to demonstrate how to draw conclusions by using contextual clues and prior knowledge. It presents scenarios and asks the reader to determine the answer based on contextual hints within each scenario and what they already know. Each scenario is followed by an explanation of the conclusion drawn and the contextual clues and prior knowledge used to arrive at the answer. The overall document aims to teach readers how to draw conclusions, which is an important comprehension skill.
Drawing conclusions
When drawing conclusions, you use what you know from your own experiences and knowledge combined with information directly stated or implied in the text. Some examples provided show conclusions being drawn about a baby based on contextual clues, determining that shoes but not socks would be worn in the rain, identifying a postage stamp from its described purpose and location, concluding that milk is being referred to based on provided attributes, deciding a doll is the subject based on traits mentioned, and recognizing that popcorn is being referred to based on how it grows and is sometimes prepared.
Tom's TEFL: Who Am I?
See my TEFL webpage at http://www.globalcitizen.co.uk
Download to enjoy the full audio/animation.
This selection of my favourite English lesson resources is adapted specifically for other Hong Kong primary children. All have an informal, fun-based approach and are original designs courtesy of yours truly.
Some Powerpoints cover several lessons and include accompanying printable worksheets and games - most can be adapted for older or younger pupils.
Please contact regarding any errors or copyright claims.
5550 food ¦1
This document contains a variety of English language exercises focused on vocabulary, grammar structures, and physical movement. It includes rhymes, questions, and lists related to topics like food, household chores, animals, and parts of the body. The exercises are meant to practice structures like "there is/are", countable and uncountable nouns, and the use of articles. Students are directed to complete written exercises in their workbooks matching words and writing examples.
Recommended
Drawing conclusions ppt
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.
Drawing Conclusions
The document provides examples to demonstrate how to draw conclusions by using contextual clues and prior knowledge. It presents scenarios and asks the reader to determine the answer based on clues in the text and what they already know. Each scenario provides hints and contextual clues, then asks the reader to draw a conclusion about what is being described based on combining the information given with their own existing knowledge.
Drawing conclusions activity
When drawing conclusions, you combine what you already know with clues from the text. The document provides examples of conclusions drawn from short passages: a baby is identified from clues about cribs, bottles, and abilities; shoes are chosen as the item worn in rain since they keep feet dry; a stamp is selected as the item pasted on an envelope for mailing; milk is determined from being white and drinkable, making a moustache; a doll is concluded as the toy that can be named and played with like a baby; and corn is decided as the item that grows on an ear and can be cooked or microwaved until puffed up.
Drawing conclusions
This document discusses how to draw conclusions from clues and context when reading. It provides several short scenarios and asks questions to encourage drawing conclusions. Some key conclusions are that the pizza was bad so people threw it out, the boy got sunburned, someone is feeling sick with fever, it is someone's birthday based on the celebrations, and Mia doesn't like loud singing. Making conclusions involves using evidence from the text and one's own background knowledge and experiences.
Drawing conclusions
The document provides examples to demonstrate how to draw conclusions by using contextual clues and prior knowledge. It presents scenarios and asks the reader to determine the answer based on contextual hints within each scenario and what they already know. Each scenario is followed by an explanation of the conclusion drawn and the contextual clues and prior knowledge used to arrive at the answer. The overall document aims to teach readers how to draw conclusions, which is an important comprehension skill.
Drawing conclusions
When drawing conclusions, you use what you know from your own experiences and knowledge combined with information directly stated or implied in the text. Some examples provided show conclusions being drawn about a baby based on contextual clues, determining that shoes but not socks would be worn in the rain, identifying a postage stamp from its described purpose and location, concluding that milk is being referred to based on provided attributes, deciding a doll is the subject based on traits mentioned, and recognizing that popcorn is being referred to based on how it grows and is sometimes prepared.
Tom's TEFL: Who Am I?
See my TEFL webpage at http://www.globalcitizen.co.uk
Download to enjoy the full audio/animation.
This selection of my favourite English lesson resources is adapted specifically for other Hong Kong primary children. All have an informal, fun-based approach and are original designs courtesy of yours truly.
Some Powerpoints cover several lessons and include accompanying printable worksheets and games - most can be adapted for older or younger pupils.
Please contact regarding any errors or copyright claims.
5550 food ¦1
This document contains a variety of English language exercises focused on vocabulary, grammar structures, and physical movement. It includes rhymes, questions, and lists related to topics like food, household chores, animals, and parts of the body. The exercises are meant to practice structures like "there is/are", countable and uncountable nouns, and the use of articles. Students are directed to complete written exercises in their workbooks matching words and writing examples.
Drawing Conclusion of grade 5 students( for all)
When drawing conclusions, you use both information you already know and details from the text. A conclusion is the decision you reach by combining these two types of information. The document provides examples of using context clues and prior knowledge to infer the answers to riddles.
Drawing conclusions
When drawing conclusions, you use what you know from your own experiences and knowledge combined with information directly stated or implied in the text. Some examples provided show conclusions being drawn about a baby based on contextual clues, determining that shoes but not socks would be worn in the rain, identifying a postage stamp from its described purpose and location, concluding that milk is being referred to based on provided attributes, deciding a doll is the subject based on traits mentioned, and recognizing that popcorn is being referred to based on how it grows and is sometimes prepared.
Drawing conclusions2
The document provides examples of drawing conclusions from clues. It presents several brief riddles and walks through the process of using contextual clues and prior knowledge to reason towards the answers. For each riddle, it lists what is known from the clues and questions, then draws a conclusion about the answer based on combining this information. The document demonstrates how drawing conclusions involves integrating what is explicitly stated with what is already known.
DK Stuff to Know When You Start School
[Tiếng Việt bên dưới]
Learn all the super-important life skills you need to become a big boy or girl with this ultimate guide to being a toddler and starting school.
No matter what grown-ups tell you, being little is hard work. There's so much to learn from tying your shoelaces, finding the right hole for each arm in a jumper, remembering to say "please" and "thank you" (every single time!), understanding what this new baby is doing in YOUR house, sharing your toys with children you barely know, and a whole bunch of other things too. And if your days aren't extremely busy enough with very important and serious playing, soon you'll be starting school!
Don't panic, Stuff to Know When You Start School is here to help guide you along the way by teaching you the skills you need to look after yourself, get on with others, and be ready to go on your first day of school.
Source: collected by Reading Seed
About Reading Seed:
Website: https://readingseed.wixsite.com/readingseedvn
Facebook: https://www.facebook.com/readingseedvn
Youtube: https://www.youtube.com/channel/UCoNzrQH2XN9XrWSwKtecN9w/about
********************************
Cho dù người lớn có nói với bạn điều gì đi chăng nữa, việc nhỏ bé là một công việc khó khăn. Có rất nhiều điều để học hỏi, từ việc buộc dây giày, tìm lỗ phù hợp cho mỗi cánh tay trên dây nhảy, học nói "làm ơn" và "cảm ơn" (mọi lúc!), hiểu được những gì em bé mới này đang làm trong ngôi nhà của BẠN, chia sẻ đồ chơi của bạn với những đứa trẻ mà bạn hầu như không biết, và cả những thứ khác nữa. Một ngày của bạn đã quá bận rộn với những trò chơi quan trọng và nghiêm túc, thế mà bạn còn sớm bắt đầu đi học!
Đừng hoảng sợ, Stuff to Know When You Start School sẽ hướng dẫn bạn lớn lên bằng cách dạy bạn những kỹ năng cần thiết để chăm sóc bản thân, hòa nhập với người khác và sẵn sàng bước vào ngày đầu tiên đi học!
Nguồn: Reading Seed sưu tầm
Về Reading Seed:
Website: https://readingseed.wixsite.com/readingseedvn
Facebook: https://www.facebook.com/readingseedvn
Youtube: https://www.youtube.com/channel/UCoNzrQH2XN9XrWSwKtecN9w/about
English lesson 1
The film Diana, about the last two years of Princess Diana's life, has received poor reviews from British critics. It depicts Diana's romance with Pakistani surgeon Hasnat Khan and suggests the royal family conspired against her. Critics say the film sensationalizes events and portrays the royals unfairly to cash in on Diana's legacy. The film fails to provide new insights and seems aimed at controversy rather than honoring her memory.
what is your "big why"? what is your "big you"
when you finished watching this video, ask yourself: "what beautiful human experience do I what to feel in my life"?..."How do I want to growth as a human being"? and "How do I want to contribute?
what is your "big why"? what is your "big you"
when you finished watching this video, ask yourself: "what beautiful human experience do I what to feel in my life"?..."How do I want to growth as a human being"? and "How do I want to contribute?
Lindsay Bayer E-Portfolio Project
This document is Lindsay Bayer's e-portfolio of original writing for the course LLED 597G: Writing for Children at an unnamed institution. It contains three parts. Part One includes three short stories - "Yoga Makes Me Feel," "I Think My Cat Needs Glasses," and "My Dog Stole My Pajamas." Part Two contains critiques of other students' works. Part Three is an author's note and information about Lindsay Bayer.
My Daddy Never Gets A Live One!!
This document provides an excerpt from a longer work. It describes the author's childhood memories, including witnessing calf branding and castration on a farm and the death of his father from kidney failure. The author struggled to write about just one favorite memory as requested by his sisters. He provides randomly listed recollections from growing up in Groom, Texas, including having his first childhood crush on a girl named Gay Nell in first grade.
· You Decide The Case of SuzanneThis case is presented in t.docx
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· You Decide The Case of SuzanneThis case is presented in t.docx
·
You Decide: The Case of Suzanne
This case is presented in the voices of Suzanne and her mother, Sherry. Throughout the case, you will be asked to consider a number of issues and to arrive at various decisions, including diagnostic and treatment decisions. Appendix C reveals Suzanne’s probable diagnosis, the DSM-5 criteria, clinical information, and possible treatment directions.
Suzanne A Sign of Things to Come
I don’t know when I started doing it. I guess I’ve always hated school and I’ve always been really nervous about things. A lot of the time, even before college, I used to play with my hair a lot and pull on it; the more nervous I became, the tighter I pulled. But I didn’t think there was anything unusual about it. You know, everyone has nervous habits that they turn to when they get stressed out, right? My parents were . . . let’s say “difficult.” They were always making me feel like I didn’t do well enough. “Couldn’t you have gotten an A? Couldn’t you play basketball or soccer? Couldn’t you have won the game? What could you have done to prepare for the test better? What can we learn from this? Why don’t you have a boyfriend? Maybe if you dressed differently? You know, we just want you to be happy.”
Many loving parents are described as being “overconcerned” about their children, or “overcontrolling” or “overinvolved.” Where do such patterns of behavior come from? What can parents do to avoid crossing the line in their efforts to guide and protect their maturing children?
I guess this whole thing really started a long time ago. When I was in seventh grade, I used to pluck out my eyelashes. I can’t remember how it started, but I remember that it used to relax me when I was tense. I also got the idea in my head that my eyelashes and my eyes were really irritated. I thought that maybe I had some dirt caught in there, and it was stuck between my eyelashes. So I would loosen it and stop the irritation by pulling the eyelash out. I actually remember thinking that there were microscopic bacteria—like I had seen in a science film—living on the end of the eyelash, wiggling around under my skin, and the bad eyelashes needed to be pulled out. The little pain of pulling the lash out was something I actually looked forward to, like when you have a hanging fingernail that hurts and you need to pull it out: a second of pain and instant relief. Once I started noticing that I was doing it, I would be really nervous right before I would pull it, and I would think that maybe I shouldn’t pull this one. Then, when I was pulling it out, I imagined I could feel the irritating part coming out. After it was over, I felt relieved, all the nervousness gone. I would look at the lash I had pulled, almost trying to see the little bacteria wiggling like a worm on a fishhook. Soon, my eyelids were running out of hair, but no one seemed to notice, so I thought it wasn’t a big deal. Maybe I wasn’t really plucking them all out, I thought. Maybe I was just pluck.
Note Cards - Experience Design: The Good, The Bad, & The Ugly of Everyday Int...
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potty-sample-pages.pdf
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The Absolutely True Diary of a Part-time Indianby Sher.docx
The Absolutely True Diary of a Part-time Indian
by Sherman Alexie
art by Ellen Forney
LB
LITTLE, BROWN AND COMPANY
New York
Boston
Copyright © 2007 by Sherman Alexie
Illustrations copyright © 2007 by Ellen Forney
Interview © 2009 by Hachette Book Group, Inc.
Discussion guide prepared by Beverly Slapin, Oyate
Design by Kirk Benshoff
All rights reserved. Except as permitted under the U.S. Copyright Act of 1976, no part of this
publication may be reproduced, distributed, or transmitted in any form or by any means, or stored in a
database or retrieval system, without the prior written permission the publisher.
The Absolutely True Diary of a Part-time Indian
The Black-Eye-of-the-Month Club
I was born with water on the brain.
Okay, so that's not exactly true. I was actually born with too much cerebral spinal fluid inside my
skull. But cerebral spinal fluid is just the doctors' fancy way of saying brain grease.
And brain grease works inside the lobes like car grease works inside an engine. It keeps things
running smooth and fast. But weirdo me, I was born with too much grease inside my skull, and it got
all thick and muddy and disgusting, and it only mucked up the works. My thinking and breathing and
living engine slowed down and flooded.
My brain was drowning in grease.
But that makes the whole thing sound weirdo and funny, like my brain was a giant
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brain."
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funny.
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tiny vacuum?
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survived the mini-Hoover, I was supposed to suffer serious brain damage during the procedure and
live the rest of my life as a vegetable.
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physical problems that are directly the result of my brain damage.
First of all, I ended up having forty-two teeth. The typical human has thirty-two, right?
But I had forty-two.
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Ten teeth past human.
My teeth got so crowded that I could barely close my mouth. I went to Indian Health
Service to get some teeth pulled so I could eat normally, not like some slobbering vulture. But the
Indian Health Service funded major dental work only once a year, so I had to have all ten extra teeth
pulled in one day.
And what's more, our white dentist believed that Indians only fell half as much pain as white people
did, so he only gave us half the Novocain.
What a bastard, huh?
Indian Health Service also funded eyeglass purchases only once a year and offered one
style: those ugly, thick ...
WEEK 2.pptx
1. Noel ay mamamayang Pilipino dahil ang kaniyang ama ay Pilipino. Ayon sa batas, ang mga anak ng mga Pilipino ay mamamayang Pilipino kahit ang kanilang ina ay dayuhan.
2. Tama.
3. Sarah ay maaaring muling maging Pilipino dahil ang kaniyang ina ay Pilipino.
4. Hindi maaaring maging mamamayang Pilipino si Avejane dahil hindi siya naniniwala sa kaugalian at tradisyon ng mga Pilipino.
5. Sam ay mamam
The 'Ole Lady GoesTo College
This document provides advice and encouragement for older students returning to college. It discusses preparing financially and physically for college life. Key points include budgeting money, asking family for support, making a schedule to remember assignments, joining a support group of other older students, and most importantly, not giving up and remembering your goal of completing your education.
1 personal narrative beginning to end
This document provides guidance on writing personal narratives and expository essays for the STAAR test. It discusses the components of a strong introduction, body, and conclusion for both essay types.
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A survey asked students in the Westfield Washington School District about their experience in a recent lesson. The survey included positive responses like really enjoying the lesson and wanting to do that kind of lesson again, neutral responses like thinking it was okay and doing their best for a good grade, and negative responses ranging from not caring about the lesson to actively disliking it and refusing to do that kind of work. The survey aimed to understand student engagement and experience in the lesson.
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Drawing Conclusion of grade 5 students( for all)
When drawing conclusions, you use both information you already know and details from the text. A conclusion is the decision you reach by combining these two types of information. The document provides examples of using context clues and prior knowledge to infer the answers to riddles.
Drawing conclusions
When drawing conclusions, you use what you know from your own experiences and knowledge combined with information directly stated or implied in the text. Some examples provided show conclusions being drawn about a baby based on contextual clues, determining that shoes but not socks would be worn in the rain, identifying a postage stamp from its described purpose and location, concluding that milk is being referred to based on provided attributes, deciding a doll is the subject based on traits mentioned, and recognizing that popcorn is being referred to based on how it grows and is sometimes prepared.
Drawing conclusions2
The document provides examples of drawing conclusions from clues. It presents several brief riddles and walks through the process of using contextual clues and prior knowledge to reason towards the answers. For each riddle, it lists what is known from the clues and questions, then draws a conclusion about the answer based on combining this information. The document demonstrates how drawing conclusions involves integrating what is explicitly stated with what is already known.
DK Stuff to Know When You Start School
[Tiếng Việt bên dưới]
Learn all the super-important life skills you need to become a big boy or girl with this ultimate guide to being a toddler and starting school.
No matter what grown-ups tell you, being little is hard work. There's so much to learn from tying your shoelaces, finding the right hole for each arm in a jumper, remembering to say "please" and "thank you" (every single time!), understanding what this new baby is doing in YOUR house, sharing your toys with children you barely know, and a whole bunch of other things too. And if your days aren't extremely busy enough with very important and serious playing, soon you'll be starting school!
Don't panic, Stuff to Know When You Start School is here to help guide you along the way by teaching you the skills you need to look after yourself, get on with others, and be ready to go on your first day of school.
Source: collected by Reading Seed
About Reading Seed:
Website: https://readingseed.wixsite.com/readingseedvn
Facebook: https://www.facebook.com/readingseedvn
Youtube: https://www.youtube.com/channel/UCoNzrQH2XN9XrWSwKtecN9w/about
********************************
Cho dù người lớn có nói với bạn điều gì đi chăng nữa, việc nhỏ bé là một công việc khó khăn. Có rất nhiều điều để học hỏi, từ việc buộc dây giày, tìm lỗ phù hợp cho mỗi cánh tay trên dây nhảy, học nói "làm ơn" và "cảm ơn" (mọi lúc!), hiểu được những gì em bé mới này đang làm trong ngôi nhà của BẠN, chia sẻ đồ chơi của bạn với những đứa trẻ mà bạn hầu như không biết, và cả những thứ khác nữa. Một ngày của bạn đã quá bận rộn với những trò chơi quan trọng và nghiêm túc, thế mà bạn còn sớm bắt đầu đi học!
Đừng hoảng sợ, Stuff to Know When You Start School sẽ hướng dẫn bạn lớn lên bằng cách dạy bạn những kỹ năng cần thiết để chăm sóc bản thân, hòa nhập với người khác và sẵn sàng bước vào ngày đầu tiên đi học!
Nguồn: Reading Seed sưu tầm
Về Reading Seed:
Website: https://readingseed.wixsite.com/readingseedvn
Facebook: https://www.facebook.com/readingseedvn
Youtube: https://www.youtube.com/channel/UCoNzrQH2XN9XrWSwKtecN9w/about
English lesson 1
The film Diana, about the last two years of Princess Diana's life, has received poor reviews from British critics. It depicts Diana's romance with Pakistani surgeon Hasnat Khan and suggests the royal family conspired against her. Critics say the film sensationalizes events and portrays the royals unfairly to cash in on Diana's legacy. The film fails to provide new insights and seems aimed at controversy rather than honoring her memory.
what is your "big why"? what is your "big you"
when you finished watching this video, ask yourself: "what beautiful human experience do I what to feel in my life"?..."How do I want to growth as a human being"? and "How do I want to contribute?
what is your "big why"? what is your "big you"
when you finished watching this video, ask yourself: "what beautiful human experience do I what to feel in my life"?..."How do I want to growth as a human being"? and "How do I want to contribute?
Lindsay Bayer E-Portfolio Project
This document is Lindsay Bayer's e-portfolio of original writing for the course LLED 597G: Writing for Children at an unnamed institution. It contains three parts. Part One includes three short stories - "Yoga Makes Me Feel," "I Think My Cat Needs Glasses," and "My Dog Stole My Pajamas." Part Two contains critiques of other students' works. Part Three is an author's note and information about Lindsay Bayer.
My Daddy Never Gets A Live One!!
This document provides an excerpt from a longer work. It describes the author's childhood memories, including witnessing calf branding and castration on a farm and the death of his father from kidney failure. The author struggled to write about just one favorite memory as requested by his sisters. He provides randomly listed recollections from growing up in Groom, Texas, including having his first childhood crush on a girl named Gay Nell in first grade.
· You Decide The Case of SuzanneThis case is presented in t.docx
This document summarizes a case study about Suzanne, a college student who struggles with trichotillomania, the compulsive pulling out of her own hair. The summary describes Suzanne's history with hair pulling and eyelash pulling since middle school. It also discusses her parents' reaction to discovering the hair pulling and Suzanne's ongoing treatment involving therapy.
· You Decide The Case of SuzanneThis case is presented in t.docx
·
You Decide: The Case of Suzanne
This case is presented in the voices of Suzanne and her mother, Sherry. Throughout the case, you will be asked to consider a number of issues and to arrive at various decisions, including diagnostic and treatment decisions. Appendix C reveals Suzanne’s probable diagnosis, the DSM-5 criteria, clinical information, and possible treatment directions.
Suzanne A Sign of Things to Come
I don’t know when I started doing it. I guess I’ve always hated school and I’ve always been really nervous about things. A lot of the time, even before college, I used to play with my hair a lot and pull on it; the more nervous I became, the tighter I pulled. But I didn’t think there was anything unusual about it. You know, everyone has nervous habits that they turn to when they get stressed out, right? My parents were . . . let’s say “difficult.” They were always making me feel like I didn’t do well enough. “Couldn’t you have gotten an A? Couldn’t you play basketball or soccer? Couldn’t you have won the game? What could you have done to prepare for the test better? What can we learn from this? Why don’t you have a boyfriend? Maybe if you dressed differently? You know, we just want you to be happy.”
Many loving parents are described as being “overconcerned” about their children, or “overcontrolling” or “overinvolved.” Where do such patterns of behavior come from? What can parents do to avoid crossing the line in their efforts to guide and protect their maturing children?
I guess this whole thing really started a long time ago. When I was in seventh grade, I used to pluck out my eyelashes. I can’t remember how it started, but I remember that it used to relax me when I was tense. I also got the idea in my head that my eyelashes and my eyes were really irritated. I thought that maybe I had some dirt caught in there, and it was stuck between my eyelashes. So I would loosen it and stop the irritation by pulling the eyelash out. I actually remember thinking that there were microscopic bacteria—like I had seen in a science film—living on the end of the eyelash, wiggling around under my skin, and the bad eyelashes needed to be pulled out. The little pain of pulling the lash out was something I actually looked forward to, like when you have a hanging fingernail that hurts and you need to pull it out: a second of pain and instant relief. Once I started noticing that I was doing it, I would be really nervous right before I would pull it, and I would think that maybe I shouldn’t pull this one. Then, when I was pulling it out, I imagined I could feel the irritating part coming out. After it was over, I felt relieved, all the nervousness gone. I would look at the lash I had pulled, almost trying to see the little bacteria wiggling like a worm on a fishhook. Soon, my eyelids were running out of hair, but no one seemed to notice, so I thought it wasn’t a big deal. Maybe I wasn’t really plucking them all out, I thought. Maybe I was just pluck.
Note Cards - Experience Design: The Good, The Bad, & The Ugly of Everyday Int...
This document discusses experience design and provides examples of both good and bad user experiences. It examines how products like the Kindle, liquid cheese dispenser, and Alton Brown recipe format effectively meet user needs and expectations through their intuitive interfaces that require little thought or effort. In contrast, it explores examples like difficult to open packaging or shower products that don't consider user tolerances which can create frustration. Overall, the document emphasizes the importance of understanding the user, their environment and emotions to provide positive experiences through thoughtful design.
Lindsay Bayer e-Portfolio
This document is Lindsay Bayer's e-portfolio of original writing work from her LLED 597G: Writing for Children course. It contains three parts. Part One includes three short stories about yoga and a cat who may need glasses. Part Two provides critiques of classmates' work and a reflection on Lindsay's writing philosophy. Part Three is an author's note, biography, and recommendations. The stories are meant for children and showcase Lindsay's process of freewriting to develop ideas and her use of personal experiences to inspire stories.
4 aeso writing_show_dont_tell
The document provides a lesson on showing rather than telling in writing. It explains that showing uses specific details and actions to help readers visualize a scene, while telling states something without examples. An example is given of telling by saying "My mornings are crazy" versus showing through a detailed passage of a morning routine. The strategies for showing include describing actions, using action verbs, similes, metaphors, dialogue, and sensory details. The lesson emphasizes using showing to improve creative writing.
potty-sample-pages.pdf
This document is a book about potty training for toddlers. It includes stories about different toddlers and their experiences using the potty or having accidents. It also provides notes for parents on understanding that toddlers develop potty training skills at different paces and not to punish accidents. The goal is to make the process as low-stress as possible for both toddlers and parents.
The Absolutely True Diary of a Part-time Indianby Sher.docx
The Absolutely True Diary of a Part-time Indian
by Sherman Alexie
art by Ellen Forney
LB
LITTLE, BROWN AND COMPANY
New York
Boston
Copyright © 2007 by Sherman Alexie
Illustrations copyright © 2007 by Ellen Forney
Interview © 2009 by Hachette Book Group, Inc.
Discussion guide prepared by Beverly Slapin, Oyate
Design by Kirk Benshoff
All rights reserved. Except as permitted under the U.S. Copyright Act of 1976, no part of this
publication may be reproduced, distributed, or transmitted in any form or by any means, or stored in a
database or retrieval system, without the prior written permission the publisher.
The Absolutely True Diary of a Part-time Indian
The Black-Eye-of-the-Month Club
I was born with water on the brain.
Okay, so that's not exactly true. I was actually born with too much cerebral spinal fluid inside my
skull. But cerebral spinal fluid is just the doctors' fancy way of saying brain grease.
And brain grease works inside the lobes like car grease works inside an engine. It keeps things
running smooth and fast. But weirdo me, I was born with too much grease inside my skull, and it got
all thick and muddy and disgusting, and it only mucked up the works. My thinking and breathing and
living engine slowed down and flooded.
My brain was drowning in grease.
But that makes the whole thing sound weirdo and funny, like my brain was a giant
French fry, so it seems more serious and poetic and accurate to say, "I was born with water on the
brain."
Okay, so maybe that's not a very serious way to say it, either. Maybe the whole thing is weird and
funny.
But jeez, did my mother and father and big sister and grandma and cousins and aunts and uncles think
it was funny when the doctors cut open my little skull and sucked out all that extra water with some
tiny vacuum?
I was only six months old and I was supposed to croak during the surgery. And even if I somehow
survived the mini-Hoover, I was supposed to suffer serious brain damage during the procedure and
live the rest of my life as a vegetable.
Well, I obviously survived the surgery. I wouldn't be writing this if I didn't, but I have all sorts of
physical problems that are directly the result of my brain damage.
First of all, I ended up having forty-two teeth. The typical human has thirty-two, right?
But I had forty-two.
Ten more than usual.
Ten more than normal.
Ten teeth past human.
My teeth got so crowded that I could barely close my mouth. I went to Indian Health
Service to get some teeth pulled so I could eat normally, not like some slobbering vulture. But the
Indian Health Service funded major dental work only once a year, so I had to have all ten extra teeth
pulled in one day.
And what's more, our white dentist believed that Indians only fell half as much pain as white people
did, so he only gave us half the Novocain.
What a bastard, huh?
Indian Health Service also funded eyeglass purchases only once a year and offered one
style: those ugly, thick ...
WEEK 2.pptx
1. Noel ay mamamayang Pilipino dahil ang kaniyang ama ay Pilipino. Ayon sa batas, ang mga anak ng mga Pilipino ay mamamayang Pilipino kahit ang kanilang ina ay dayuhan.
2. Tama.
3. Sarah ay maaaring muling maging Pilipino dahil ang kaniyang ina ay Pilipino.
4. Hindi maaaring maging mamamayang Pilipino si Avejane dahil hindi siya naniniwala sa kaugalian at tradisyon ng mga Pilipino.
5. Sam ay mamam
The 'Ole Lady GoesTo College
This document provides advice and encouragement for older students returning to college. It discusses preparing financially and physically for college life. Key points include budgeting money, asking family for support, making a schedule to remember assignments, joining a support group of other older students, and most importantly, not giving up and remembering your goal of completing your education.
1 personal narrative beginning to end
This document provides guidance on writing personal narratives and expository essays for the STAAR test. It discusses the components of a strong introduction, body, and conclusion for both essay types.
For personal narratives, it recommends using the "S.C.A.R.E.D." acronym to grab the reader's attention in the introduction and the "D.U.H." structure to leave the reader thinking in the conclusion. The body should follow a beginning, middle, end plot outline.
For expository essays, it suggests using a hook and thesis statement in the introduction, providing examples in the body, and restating the thesis in the conclusion. Sample acronyms like "Ho
Flying to af!
The sender shares about their recent trip and enjoyment of the food despite shabby accommodations. They discuss being disappointed by the small size of a letter but enjoying the thumb drive gift inside and movies shared. The sender questions expenses on robots and what they are used for. They find the recipient's fictional freaky experience amusing but share their own real frightening encounter of seeing a black figure behind them in the bathroom mirror late at night. Well wishes are sent for test results and a Tic-Tac snack is included to help the recipient stay awake in class.
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Mess with it
This very short document consists of two imperative sentences that encourage the reader to interact with and experiment on some unspecified object or concept. The document provides no other context or details.
5th grade engagement meter[1]
A survey asked students in the Westfield Washington School District about their experience in a recent lesson. The survey included positive responses like really enjoying the lesson and wanting to do that kind of lesson again, neutral responses like thinking it was okay and doing their best for a good grade, and negative responses ranging from not caring about the lesson to actively disliking it and refusing to do that kind of work. The survey aimed to understand student engagement and experience in the lesson.
Jan 4 feedback results
Based on feedback from a January 4th professional learning day: Most teachers enjoyed the book study and variety of activities, especially the "Pick Up Sticks" game, but many felt the day was too long and they needed more time in their classrooms to prepare. Several also found some of the directions or later activities confusing or not well-connected to the subject matter.
Monthlymcenterreport
The media center had a busy month of September which included organizing the Fall Scholastic Book Fair, assisting students and teachers with technology issues, and distributing free books to students through Student Treasures kits. The book fair was a financial success, raising around $400 more than the previous year. The media specialist also attended an online conference about ebooks and how they are impacting libraries.
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The document summarizes the results of a survey about a wiki training session. Key findings include:
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Blog rubric
The document provides checklists for students and teachers regarding kidblog posts about books. The student checklist includes items for the student to include in their own post such as the title, author, and a 4-6 sentence summary. It also prompts the student to write about their favorite part or character, include an inference, ask a question, and sign their name. The response checklist then prompts the student to read and comment on two other blogs, asking a question to one blogger and providing their own thoughts if the other blogger is in their reading group, as well as giving a specific compliment and signing their comment.
Digital story standards
The document outlines standards from the American Association of School Librarians (AASL) and the Association for Educational Communications and Technology (AECT) for the Roan Elementary Media Center's tour. The standards cover selecting engaging materials in multiple formats to address student interests, using a variety of strategies to promote leisure reading, applying instructional design principles to choose appropriate technological tools, and using various technologies like presentation software, integrated applications, video equipment, and imaging devices to develop effective instructional and professional materials.
Sanders info liter
This document outlines an information literacy unit plan for a 3rd grade class to develop reading comprehension and writing skills through blogging. The unit is designed to address Georgia Performance Standards in English Language Arts and technology standards. Students will create blogs to respond to and discuss books they read in guided reading groups. They will practice skills like making inferences, identifying main ideas, and writing with proper grammar. The teacher and media specialist will introduce blogging, monitor the blogs, and provide resources and lessons to support comprehension development and responsible online participation throughout the unit. Assessment will include blog content analysis and reading benchmark tests to check progress.
Shauna sanders learner analysis instructional design
This learner analysis examines 10 third grade Hispanic students at Roan Elementary School in Dalton, Georgia. Most students speak Spanish at home and have low socioeconomic status. Based on assessments, their reading levels range from late 1st grade to 3rd grade. Motivation to read independently is low. The analysis identifies learning characteristics, cultural considerations, and accommodation strategies to increase motivation and engagement with an instructional unit based on literacy standard 5. Accommodations address needs of ELL, special education, and advanced students.
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This document provides summaries of different research study designs by briefly describing examples of each design type. The designs included are: experimental, correlational, survey, grounded theory, ethnographic, narrative research, mixed methods, and action research. For each example a few key details are given such as the research topic, methodology used, and findings or purpose of the study to illustrate how it fits the particular design classification.
Ab research actual document
This annotated bibliography summarizes research on effective strategies for teaching elementary mathematics through technology. The author reviewed articles describing various technology tools that have been successfully used to enhance mathematics learning, such as Graph Club software, student response systems, and hands-on engineering programs. Two articles provided frameworks to help teachers select appropriate technologies based on their pedagogical and content goals. While the bibliography revealed many promising tools and strategies, the author notes that continued research is still needed due to the rapidly evolving nature of educational technology.
Sanderss info literacylesson
This lesson plan outlines a collaboration between a 4th grade teacher and media specialist to teach students about European explorers. The students will watch a video about explorers and take notes using a graphic organizer. They will then conduct additional research to fill in the organizer over multiple library visits. The final product will be an informational writing piece about one explorer using facts from the organizer. The lesson aims to teach note-taking skills but faced technical difficulties. Reflections note challenges with collaboration time and finding appropriate resources, and ways to improve the lesson in the future.
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This document lists standards from the American Association of School Librarians (AASL) and the Association for Educational Communications and Technology (AECT) related to promoting reading with poetry videos. The standards address identifying learner interests and motivations, analyzing the role of interest and motivation in instructional design, applying principles of educational psychology and visual literacy, selecting appropriate media and technological tools, and developing instructional materials using multiple media like video.
Reference evaluation7136
Shauna Sanders evaluated her elementary school's reference collection and found it to be outdated, with many books from the 1980s or earlier. An analysis of circulation reports showed the average age of reference materials was 19 years old. Sanders identified gaps in the collection related to state standards, such as materials on ancient Greece, Georgia habitats, and biographies of recent famous people. She created a list of recommended new reference titles to update and complete the collection, focusing on topics taught in grades 3 through 5 like the Great Depression, food chains, genetics, and wars. The total cost of materials from recommended sources was $652.08.
Readingenrichmentunit7136
This three lesson unit teaches 5th grade students about the Titanic. In the first lesson, the media specialist reads excerpts from books about the Titanic to spark interest. Those books are then loaned to the classroom. The second lesson shows a video about the ship's discovery. The third lesson uses a media specialist created jog with primary sources about the Titanic for students to explore. The goal is for students to read the 25 books required and learn about the famous shipwreck.
Ss gr 4_unit_2_the_age_of_exploration_revised
This document contains excerpts from letters and eyewitness accounts from European explorers during the Age of Exploration, including John Cabot, Vasco Nunez de Balboa, Juan Ponce de Leon, Christopher Columbus, Henry Hudson, Jacques Cartier, and Robert Juet. The excerpts describe their voyages of exploration, including Cabot sighting Cuba during his voyage west, Balboa requesting no lawyers be allowed in the New World, Ponce de Leon's plans to settle Florida, Columbus calling for settlers for new lands, Hudson's fateful voyage and the Northwest Passage, and Cartier encountering storms during his voyage.
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This document provides information about Roan Elementary School and its student population. It describes the school's demographics, including that 86% of students are Hispanic and all students qualify for free lunch. It also details the reading levels of students in 1st, 3rd, and 5th grades. The document reviews curriculum standards related to electricity and magnetism taught in these grades. It evaluates the school's existing collection on these topics and proposes a budget and new book purchases to improve the collection and assist teachers and students.
Facilities Plan
Roan Elementary School's media center serves 450 students and staff in a high-poverty area. The media specialist outlined issues with the current facility and collection, including disorganized magazines, limited seating, and outdated books. Surveys from teachers and students provided recommendations. Proposed solutions included purchasing a magazine rack, beanbag chairs, and new titles. The specialist also suggested reorganizing DVDs by subject and training teachers to check out materials independently. The plan aims to improve the media center's organization, resources, and accessibility to better serve the school community.
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Introduction
In the realm of entertainment, few names resonate as Orpah Winfrey Dwayne Johnson. Both figures have carved unique paths in the industry. achieving unparalleled success and becoming iconic symbols of perseverance, resilience, and inspiration. This article delves into the lives, careers. and enduring legacies of Orpah Winfrey Dwayne Johnson. exploring how their journeys intersect and what we can learn from their remarkable stories.
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Early Life and Backgrounds
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University of Western Sydney degree offer diploma Transcript
澳洲UWS毕业证书制作西悉尼大学假文凭定制Q微168899991做UWS留信网教留服认证海牙认证改UWS成绩单GPA做UWS假学位证假文凭高仿毕业证申请西悉尼大学University of Western Sydney degree offer diploma Transcript
Divertidamente SLIDE muito lindo e criativo, pptx
Slide criativo e muito lindo, apenas editar, muito simples
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3:国家专业人才认证中心颁发入库证书
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6:个人职称评审加20分
7:个人信誉贷款加10分
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The Enigmatic Portrait, In the heart of a sleepy town
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created with AI assistance…
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原版一模一样【微信：741003700 】【(uow毕业证书)卧龙岗大学毕业证文凭学位证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
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Leonardo DiCaprio House: A Journey Through His Extravagant Real Estate Portfolio
Introduction
Leonardo DiCaprio, A name synonymous with Hollywood excellence. is not only known for his stellar acting career but also for his impressive real estate investments. The "Leonardo DiCaprio house" is a topic that piques the interest of many. as the Oscar-winning actor has amassed a diverse portfolio of luxurious properties. DiCaprio's homes reflect his varied tastes and commitment to sustainability. from retreats to historic mansions. This article will delve into the fascinating world of Leonardo DiCaprio's real estate. Exploring the details of his most notable residences. and the unique aspects that make them stand out.
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Leonardo DiCaprio House: Malibu Beachfront Retreat
A Prime Location
His Malibu beachfront house is one of the most famous properties in Leonardo DiCaprio's real estate portfolio. Situated in the exclusive Carbon Beach. also known as "Billionaire's Beach," this property boasts stunning ocean views and private beach access. The "Leonardo DiCaprio house" in Malibu is a testament to the actor's love for the sea and his penchant for luxurious living.
Architectural Highlights
The Malibu house features a modern design with clean lines, large windows. and open spaces blending indoor and outdoor living. The expansive deck and patio areas provide ample space for entertaining guests or enjoying a quiet sunset. The house has state-of-the-art amenities. including a gourmet kitchen, a home theatre, and many guest suites.
Sustainable Features
Leonardo DiCaprio is a well-known environmental activist. whose Malibu house reflects his commitment to sustainability. The property incorporates solar panels, energy-efficient appliances, and sustainable building materials. The landscaping around the house is also designed to be water-efficient. featuring drought-resistant plants and intelligent irrigation systems.
Leonardo DiCaprio House: Hollywood Hills Hideaway
Privacy and Seclusion
Another remarkable property in Leonardo DiCaprio's collection is his Hollywood Hills house. This secluded retreat offers privacy and tranquility. making it an ideal escape from the hustle and bustle of Los Angeles. The "Leonardo DiCaprio house" in Hollywood Hills nestled among lush greenery. and offers panoramic views of the city and surrounding landscapes.
Design and Amenities
The Hollywood Hills house is a mid-century modern gem characterized by its sleek design and floor-to-ceiling windows. The open-concept living space is perfect for entertaining. while the cozy bedrooms provide a comfortable retreat. The property also features a swimming pool, and outdoor dining area. and a spacious deck that overlooks the cityscape.
Environmental Initiatives
The Hollywood Hills house incorporates several green features that are in line with DiCaprio's environmental values. The home has solar panels, energy-efficient lighting, and a rainwater harvesting system. Additionally, the landscaping designed to support local wildlife and promote
From Teacher to OnlyFans: Brianna Coppage's Story at 28
At 28, Brianna Coppage left her teaching career to become an OnlyFans content creator. This bold move into digital entrepreneurship allowed her to harness her creativity and build a new identity. Brianna's experience highlights the intersection of technology and personal branding in today's economy.
Authenticity in Motion Pictures: How Steve Greisen Retains Real Stories
Learn about Steve Greisen's dedication to capture the spirit of his subjects in his documentaries with honesty and integrity.
DIGIDEVTV A New area of OTT Distribution
At Digidev, we are working to be the leader in interactive streaming platforms of choice by smart device users worldwide.
Our goal is to become the ultimate distribution service of entertainment content. The Digidev application will offer the next generation television highway for users to discover and engage in a variety of content. While also providing a fresh and
innovative approach towards advertainment with vast revenue opportunities. Designed and developed by Joe Q. Bretz
The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Saga
Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
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Drawing conclusions
- 1. It's A Mystery! Drawing Conclusions
- 2. When you draw a conclusion you use 2 things: What you know in your head. and What you’ve read in the story. A conclusion is the decision you come to when you put these two together. Drawing Conclusions:
- 3. I sleep in a crib. I drink from a bottle. I cannot walk or talk. Who am I? I know babies sleep in cribs. I know babies drink bottles. I know babies can’t do these things yet. Must be a baby! For Example:
- 4. Put me on your feet. I will keep you warm and dry. Wear me when it rains. I know you wear socks and shoes on your feet. Both of these keep you warm, but only shoes keep you dry. What do you wear, on your feet, when it rains? rainboots! Let's Try Again!
- 5. You need me before you can mail a letter. Paste me on an envelope. What am I? Your Turn!!! What did you know in your head? You need a postman, an envelope, and a stamp to mail a letter! Only one of these would be pasted onto an envelope!
- 6. I am white. You need me every day. You drink me when you are thirsty. I can make a moustache. What am I? And Again!!! What did you know in your head? Lots of things are white! You need a lot of things. What is white and you drink? AND, It makes a moustache! I know!!!
- 7. I look like a baby. You can give me a name. Children like to play with me. What am I? You are AWESOME! What did you know in your head? What looks like a baby? Dolls? Pictures? Hmm… You can name dolls, not pictures. Children play with dolls, not pictures. I know!!!
- 8. I grow on an ear. Cook me in hot oil. I will puff up and taste good. Some people microwave me. What am I? What did you know in your head? Last Time!!! What grows on an ear? Ear wax? Earrings? Corn?? You wouldn’t cook or taste ear wax or earrings. I know corn will puff up and it is sometimes cooked in the microwave. I know!!!