A moose taken to New York City would want to walk the streets, climb tall buildings, see the Statue of Liberty, and eat a famous hot dog. However, the moose would get tired and need to be carried to the top of buildings.
Book: Brown Bear, Brown Bear
Concept: Pattern Book. We will be identifying a linguistic pattern in our text emphasizing the use of the pronouns “I”, “Me” and “You” for a young child with Autism. After reading our text, the student will have the opportunity to develop her own personalized page for the pattern book utilizing the pattern established in the text, including the use of the specified pronouns.
Before Reading: We will sing a song containing a pattern very similar to the one used in our story (What Do You See?). After singing, we will discuss the concept of a pattern and the manner in which patterns can be verbally sung in the context of a song or read in the context of book. We will review the pronouns of “I”, “me” and “you” and how we can use such pronouns to ask questions and indicate what we see.
During Reading: As we read, I will emphasize the different patterns we hear in the book (i.e. “Ava, what do you see?” and “I see a ________ looking at me”) by changing my voice for each type of pattern and pointing to the patterns as I read. After reading the first few pages, I will prompt the little girl to join in the reading of the book as I continue to read.
After Reading: Using a page in the book, I will prompt the student to identify the two different patterns in our book either through circling the patterns or highlighting them. I will then prompt the student to finish our book by developing her own page. We can then bind our book and place it in our tutoring classroom library.
The document summarizes a story about three stressed out USF Bulls preparing for their final exams. The first Bull only reviewed their notes, the second reviewed notes and readings, and the third re-read all materials, memorized notes, and joined a study group. On the exams, the professor failed the first two Bulls by marking their exams with red pen but could find no faults with the third Bull's exam. When the professor tried to falsely accuse the third Bull of cheating, they went to the Dean and the professor was fired. The moral of the story is that preparing as well as you can leads to success.
Lesson Plan Concept: Pattern Book and Color Book Pre-Reading I will begin by reading the title and showing the students the book cover. I would ask the students if they have ever read the book Brown Bear, Brown Bear What Do You See. I would also ask the students what they think the book is about. Before I start, I will also review shapes and ask if they see anything familiar. Reading I will read the book to the children while pointing at each word as I say it. I will then ask the students what they see in the picture. Next, I would read the book again and have the students read along with me. Post-Reading After we have read the story, I will pass out a paper where I put their name at the top asking them what they see. For example, they will look at the classroom and write down what they see. Afterwards I will hang the books on a bulletin board and allow the students to see their creation.
Book: I Went Walking
Concept: Pattern book. Identifying a pattern and creating own pattern page for books.
Before Reading: Talk about pattern. Introduce animals that are in the book as vocabulary.
During Reading: Focus on the pattern. Have children chime in and read with you.
After Reading: Review the pattern in the book. Then children create their own pattern book page
Ike, a former detective dog, has taken on a new disguise as the mascot for the University of South Florida after being falsely accused of wrongdoing. Adopting the name "M.I.A.", Ike finds that posing as the school mascot among strangely dressed humans allows him to blend in and avoid detection while the real culprits are sought. Ike enjoys his new role providing water for the sports teams as the mascot, having stepped in when the previous mascot Rocky mysteriously disappeared.
This lesson plan is based on the book "It Looked Like Melted Ice Cream" and focuses on predictable patterns. The teacher will read the book to students three times, first reading it through, then having students join in as they recognize the pattern, and finally having students tell the story using felt board images. After reading, students will look at clouds outside and paint clouds in the shapes of objects they see, writing a sentence about what each cloud looks like but isn't.
This children's book teaches opposites through faces displaying different emotions. It contrasts happy and sad, dirty and clean, skinny and fat, quiet and loud, excited and scared faces. The book also contrasts a single face with multiple faces.
The document contains a list of random words with no context or connection between them. It does not provide any clear information that can be summarized in 3 sentences or less.
Book: Brown Bear, Brown Bear
Concept: Pattern Book. We will be identifying a linguistic pattern in our text emphasizing the use of the pronouns “I”, “Me” and “You” for a young child with Autism. After reading our text, the student will have the opportunity to develop her own personalized page for the pattern book utilizing the pattern established in the text, including the use of the specified pronouns.
Before Reading: We will sing a song containing a pattern very similar to the one used in our story (What Do You See?). After singing, we will discuss the concept of a pattern and the manner in which patterns can be verbally sung in the context of a song or read in the context of book. We will review the pronouns of “I”, “me” and “you” and how we can use such pronouns to ask questions and indicate what we see.
During Reading: As we read, I will emphasize the different patterns we hear in the book (i.e. “Ava, what do you see?” and “I see a ________ looking at me”) by changing my voice for each type of pattern and pointing to the patterns as I read. After reading the first few pages, I will prompt the little girl to join in the reading of the book as I continue to read.
After Reading: Using a page in the book, I will prompt the student to identify the two different patterns in our book either through circling the patterns or highlighting them. I will then prompt the student to finish our book by developing her own page. We can then bind our book and place it in our tutoring classroom library.
The document summarizes a story about three stressed out USF Bulls preparing for their final exams. The first Bull only reviewed their notes, the second reviewed notes and readings, and the third re-read all materials, memorized notes, and joined a study group. On the exams, the professor failed the first two Bulls by marking their exams with red pen but could find no faults with the third Bull's exam. When the professor tried to falsely accuse the third Bull of cheating, they went to the Dean and the professor was fired. The moral of the story is that preparing as well as you can leads to success.
Lesson Plan Concept: Pattern Book and Color Book Pre-Reading I will begin by reading the title and showing the students the book cover. I would ask the students if they have ever read the book Brown Bear, Brown Bear What Do You See. I would also ask the students what they think the book is about. Before I start, I will also review shapes and ask if they see anything familiar. Reading I will read the book to the children while pointing at each word as I say it. I will then ask the students what they see in the picture. Next, I would read the book again and have the students read along with me. Post-Reading After we have read the story, I will pass out a paper where I put their name at the top asking them what they see. For example, they will look at the classroom and write down what they see. Afterwards I will hang the books on a bulletin board and allow the students to see their creation.
Book: I Went Walking
Concept: Pattern book. Identifying a pattern and creating own pattern page for books.
Before Reading: Talk about pattern. Introduce animals that are in the book as vocabulary.
During Reading: Focus on the pattern. Have children chime in and read with you.
After Reading: Review the pattern in the book. Then children create their own pattern book page
Ike, a former detective dog, has taken on a new disguise as the mascot for the University of South Florida after being falsely accused of wrongdoing. Adopting the name "M.I.A.", Ike finds that posing as the school mascot among strangely dressed humans allows him to blend in and avoid detection while the real culprits are sought. Ike enjoys his new role providing water for the sports teams as the mascot, having stepped in when the previous mascot Rocky mysteriously disappeared.
This lesson plan is based on the book "It Looked Like Melted Ice Cream" and focuses on predictable patterns. The teacher will read the book to students three times, first reading it through, then having students join in as they recognize the pattern, and finally having students tell the story using felt board images. After reading, students will look at clouds outside and paint clouds in the shapes of objects they see, writing a sentence about what each cloud looks like but isn't.
This children's book teaches opposites through faces displaying different emotions. It contrasts happy and sad, dirty and clean, skinny and fat, quiet and loud, excited and scared faces. The book also contrasts a single face with multiple faces.
The document contains a list of random words with no context or connection between them. It does not provide any clear information that can be summarized in 3 sentences or less.
The document discusses several games that can be used for language learning in the classroom. It provides tips for choosing and playing games, such as using linguistically relevant games that are simple and fun. Specific games are described that work on vocabulary, grammar structures, listening skills and participation. Games involve movement, acting out words, and turn taking to keep students engaged.
The document asks several questions about pictures showing aspects of school life, including how people are feeling, what they are talking about, what and why they are doing various activities, and the advantages and disadvantages of different modes of transportation. It also asks how a ceremony will change people's lives and contribute to their education.
The document discusses three important communication inventions: mobile phones by Martin Cooper which allowed portable telephony, radio by Guglielmo Marconi which enabled transatlantic wireless communication, and email by Ray Tomlinson which launched the first electronic message between computers. These inventions transformed communication by allowing people to stay connected through voice calls, music, messages and information across vast distances both near and far.
The document discusses future inventions and unreal conditionals. It talks about imagining future inventions like teleportation, a universal cure, and time machines. It also covers grammar on unreal conditionals using if clauses with past tense verbs followed by would or could in the result clause. The document ends by thanking participants and asking them to imagine future inventions.
The document provides a long list of potential conversation topics for English language learners, including:
- Common topics like family, friends, home, food, holidays, jobs, hobbies, health, and travel.
- More complex topics like adoption, advertising, relationships, social issues, news and media.
- Guiding questions under each topic to spark discussion, such as asking about personal experiences and opinions.
- The list appears to be intended as a resource for teachers to select from when facilitating conversation practice in ESL/EFL classes.
Word recognition refers to the ability to identify, read, and understand the meaning of words. It is a foundational reading skill that involves recognizing printed symbols and associating meaning with words. There are several strategies for developing word recognition skills, including using word families, phonics analysis, looking at word structure, and considering context clues. Mastering word recognition is important for struggling readers as it allows them to focus on comprehension rather than decoding individual words.
This document provides instructions for a learning activity in which apprentices are asked to write a short article predicting future technology and post it to their group's wiki. They are also asked to read and comment on other group members' articles. The learning outcome is for apprentices to project tendencies of their own future and the future of human activities and technology in oral and written forms. Assessment criteria include writing descriptive texts about future inventions, participating in discussions about future tendencies from individual, social, historic and scientific aspects, and completing communicative tasks or simulations based on formulating a life project.
This document discusses sight words and word recognition in reading. It begins by defining sight words as words that can be read automatically from memory without decoding. It then discusses different lists of common sight words, including the Dolch word list and Fry's 1000 Instant Words list. The document also covers ways to assess sight word reading and models of word recognition. It provides guidelines for teaching word identification strategies as part of reading instruction. Overall, the document provides an overview of research and best practices regarding sight words and developing word recognition skills in early readers.
This document contains sample dialogues and vocabulary for various short conversations in English. It includes dialogues for greeting others and asking how they are, thanking and responding to thanks, making plans to go shopping, talking to shopkeepers while shopping, making complaints, discussing cricket, and making and accepting/rejecting invitations. The document is meant to provide examples of common short conversations and key related vocabulary in English.
English 900 conversation basic sentences editedJade Back
This document contains English conversation sentences covering greetings, classroom expressions, identifying objects and people, introductions, talking about dates, times, activities, ages, addresses, and descriptions. It provides example dialog for basic English conversations.
El texto dialogado se caracteriza por el intercambio comunicativo entre dos o más interlocutores con el fin de llegar a un acuerdo. Se caracteriza por el uso espontáneo del lenguaje oral y por la influencia mutua entre los participantes. Un texto dialogado típico contiene una secuencia de apertura, secuencias transaccionales de pregunta-respuesta, y una secuencia de cierre.
This document contains a series of conversation questions about age and different life stages. Some of the questions discuss the advantages and disadvantages of different ages, responsibilities and rights at different ages, and opinions on the ideal ages for different life stages. Other questions compare the experiences of young people versus older generations, and discuss issues around retirement, leadership, disabilities, and caring for elderly family members.
Here is a Powerpoint that generates "sight words"
Bill McIntosh
SchoolVision Inc.
Authorized Dukane Consultant
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
To follow Dukane on twitter
Dukane AV products : @DukaneAV
Convey Solutions: @ConveySolutions
This document provides a 5-week lesson plan focused on developing children's listening skills and awareness of sounds. Each week focuses on a different aspect of sound discrimination and includes daily activities. The goals are to experience different sounds, develop listening abilities, and learn about concepts like rhythm, rhyme and alliteration. Assessment focuses on children's listening skills, engagement with sounds, and understanding of sound-related concepts.
10 Funny Conversation Starters for Every SituationPeter W. Murphy
Discover 10 funny conversation starters you can use in any situation where you want to connect with people, have fun and enjoy good company. These conversation starters are fun ways to get people talking, smiling and laughing with you.
Phonics instruction teaches readers to decode words by sounding out letters and letter combinations. It builds a foundation for reading by helping children understand the relationship between written symbols and sounds. Phonics and phonemic awareness, which is understanding that words are made up of individual sounds, allow children to decode words and lead to improved reading fluency and comprehension over time. Research shows that the ability to recognize words accounts for most of a child's reading comprehension in early grades, so phonics is critical for reading success.
This resource provides information to help teachers and parents identify potential reading difficulties in students. It lists "red flags" in preschoolers and early elementary students that could indicate problems with reading acquisition or efficiency, such as not knowing letter sounds or struggling to blend sounds. The purpose is to increase awareness, not diagnose specific disorders. The document also describes dyslexia as a difficulty with reading fluency and comprehension despite normal intelligence, involving issues with phonological awareness and other language skills. It aims to help teachers support students with reading difficulties through assessments and targeted teaching strategies.
Word Bucket: Game-based Vocabulary Learning Robert Hanley
Word Bucket concept outline - Describes existing elements and concept of platform in development.
Suitable for: Education providers with focus on foreign language learning - Covers all major languages.
Clip art is a collection of pre-made images that can be used for various purposes. These images are often distributed in digital libraries and image collections for easy access and insertion into documents. Common clip art images include simple illustrations of people, places, objects, and graphics that can be easily integrated into publications, presentations, websites, and other materials without copyright restrictions.
A piglet is given a pancake and asks for syrup, then milk when the syrup is provided. Not finding milk in the fridge, the piglet wants to go to the store. On the way, she sees a zoo and wants to go to the monkey exhibit where she invites her friends over for breakfast. When they return home, everyone is hungry so the piglet asks for more pancakes, likely wanting milk again.
The document discusses several games that can be used for language learning in the classroom. It provides tips for choosing and playing games, such as using linguistically relevant games that are simple and fun. Specific games are described that work on vocabulary, grammar structures, listening skills and participation. Games involve movement, acting out words, and turn taking to keep students engaged.
The document asks several questions about pictures showing aspects of school life, including how people are feeling, what they are talking about, what and why they are doing various activities, and the advantages and disadvantages of different modes of transportation. It also asks how a ceremony will change people's lives and contribute to their education.
The document discusses three important communication inventions: mobile phones by Martin Cooper which allowed portable telephony, radio by Guglielmo Marconi which enabled transatlantic wireless communication, and email by Ray Tomlinson which launched the first electronic message between computers. These inventions transformed communication by allowing people to stay connected through voice calls, music, messages and information across vast distances both near and far.
The document discusses future inventions and unreal conditionals. It talks about imagining future inventions like teleportation, a universal cure, and time machines. It also covers grammar on unreal conditionals using if clauses with past tense verbs followed by would or could in the result clause. The document ends by thanking participants and asking them to imagine future inventions.
The document provides a long list of potential conversation topics for English language learners, including:
- Common topics like family, friends, home, food, holidays, jobs, hobbies, health, and travel.
- More complex topics like adoption, advertising, relationships, social issues, news and media.
- Guiding questions under each topic to spark discussion, such as asking about personal experiences and opinions.
- The list appears to be intended as a resource for teachers to select from when facilitating conversation practice in ESL/EFL classes.
Word recognition refers to the ability to identify, read, and understand the meaning of words. It is a foundational reading skill that involves recognizing printed symbols and associating meaning with words. There are several strategies for developing word recognition skills, including using word families, phonics analysis, looking at word structure, and considering context clues. Mastering word recognition is important for struggling readers as it allows them to focus on comprehension rather than decoding individual words.
This document provides instructions for a learning activity in which apprentices are asked to write a short article predicting future technology and post it to their group's wiki. They are also asked to read and comment on other group members' articles. The learning outcome is for apprentices to project tendencies of their own future and the future of human activities and technology in oral and written forms. Assessment criteria include writing descriptive texts about future inventions, participating in discussions about future tendencies from individual, social, historic and scientific aspects, and completing communicative tasks or simulations based on formulating a life project.
This document discusses sight words and word recognition in reading. It begins by defining sight words as words that can be read automatically from memory without decoding. It then discusses different lists of common sight words, including the Dolch word list and Fry's 1000 Instant Words list. The document also covers ways to assess sight word reading and models of word recognition. It provides guidelines for teaching word identification strategies as part of reading instruction. Overall, the document provides an overview of research and best practices regarding sight words and developing word recognition skills in early readers.
This document contains sample dialogues and vocabulary for various short conversations in English. It includes dialogues for greeting others and asking how they are, thanking and responding to thanks, making plans to go shopping, talking to shopkeepers while shopping, making complaints, discussing cricket, and making and accepting/rejecting invitations. The document is meant to provide examples of common short conversations and key related vocabulary in English.
English 900 conversation basic sentences editedJade Back
This document contains English conversation sentences covering greetings, classroom expressions, identifying objects and people, introductions, talking about dates, times, activities, ages, addresses, and descriptions. It provides example dialog for basic English conversations.
El texto dialogado se caracteriza por el intercambio comunicativo entre dos o más interlocutores con el fin de llegar a un acuerdo. Se caracteriza por el uso espontáneo del lenguaje oral y por la influencia mutua entre los participantes. Un texto dialogado típico contiene una secuencia de apertura, secuencias transaccionales de pregunta-respuesta, y una secuencia de cierre.
This document contains a series of conversation questions about age and different life stages. Some of the questions discuss the advantages and disadvantages of different ages, responsibilities and rights at different ages, and opinions on the ideal ages for different life stages. Other questions compare the experiences of young people versus older generations, and discuss issues around retirement, leadership, disabilities, and caring for elderly family members.
Here is a Powerpoint that generates "sight words"
Bill McIntosh
SchoolVision Inc.
Authorized Dukane Consultant
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
To follow Dukane on twitter
Dukane AV products : @DukaneAV
Convey Solutions: @ConveySolutions
This document provides a 5-week lesson plan focused on developing children's listening skills and awareness of sounds. Each week focuses on a different aspect of sound discrimination and includes daily activities. The goals are to experience different sounds, develop listening abilities, and learn about concepts like rhythm, rhyme and alliteration. Assessment focuses on children's listening skills, engagement with sounds, and understanding of sound-related concepts.
10 Funny Conversation Starters for Every SituationPeter W. Murphy
Discover 10 funny conversation starters you can use in any situation where you want to connect with people, have fun and enjoy good company. These conversation starters are fun ways to get people talking, smiling and laughing with you.
Phonics instruction teaches readers to decode words by sounding out letters and letter combinations. It builds a foundation for reading by helping children understand the relationship between written symbols and sounds. Phonics and phonemic awareness, which is understanding that words are made up of individual sounds, allow children to decode words and lead to improved reading fluency and comprehension over time. Research shows that the ability to recognize words accounts for most of a child's reading comprehension in early grades, so phonics is critical for reading success.
This resource provides information to help teachers and parents identify potential reading difficulties in students. It lists "red flags" in preschoolers and early elementary students that could indicate problems with reading acquisition or efficiency, such as not knowing letter sounds or struggling to blend sounds. The purpose is to increase awareness, not diagnose specific disorders. The document also describes dyslexia as a difficulty with reading fluency and comprehension despite normal intelligence, involving issues with phonological awareness and other language skills. It aims to help teachers support students with reading difficulties through assessments and targeted teaching strategies.
Word Bucket: Game-based Vocabulary Learning Robert Hanley
Word Bucket concept outline - Describes existing elements and concept of platform in development.
Suitable for: Education providers with focus on foreign language learning - Covers all major languages.
Clip art is a collection of pre-made images that can be used for various purposes. These images are often distributed in digital libraries and image collections for easy access and insertion into documents. Common clip art images include simple illustrations of people, places, objects, and graphics that can be easily integrated into publications, presentations, websites, and other materials without copyright restrictions.
A piglet is given a pancake and asks for syrup, then milk when the syrup is provided. Not finding milk in the fridge, the piglet wants to go to the store. On the way, she sees a zoo and wants to go to the monkey exhibit where she invites her friends over for breakfast. When they return home, everyone is hungry so the piglet asks for more pancakes, likely wanting milk again.
A moose visits the University of South Florida campus for the day. It wanders around, drawing attention due to its size. It stops at fast food restaurants like Burger King and Subway to eat, then goes to the gym for exercise. It buys souvenirs to remember the day before taking the shuttle home exhausted. Though tired, it wants to return to campus the next day for more adventures.
Fancy Nancy documents her first day at the University of South Florida (USF). She goes to the bookstore to buy textbooks, meets with her professor who provides a syllabus or class roadmap, and her final goal is to graduate from USF by finishing her education.
The little southern hen wanted to have a backyard BBQ but her barnyard friends - a cranky cow, helpless horse, and picky possum - refused to help her gather ingredients. Undaunted, the hen spent all day cooking herself until the barnyard was filled with the smell of her scrumptious BBQ. Though her friends had refused to help, the generous hen agreed to share her food with them.
Three stressed out USF Bulls studied in different ways for their final exams. The first Bull only reviewed notes, the second reviewed notes and readings, and the third re-read all materials, memorized notes, and joined a study group. When the professor graded the exams, he failed the first two Bulls by marking all over their papers with red ink, but could find no faults with the third Bull's exam despite trying to accuse her of cheating. The third Bull went to the Dean and the professor was fired. She invited her friends over and they said doing things as well as you can is the way to get along, as she had learned.
1) Bad Kitty visits Africa for the annual Jungle Dance and shows off her impressive dance moves, outdancing chimps, rhinos, and baboons.
2) She challenges the lions to a dance-off. Meanwhile, Gerald the giraffe is nervous about his dancing abilities.
3) However, when Gerald's cricket friend plays music on the violin, Gerald surprises everyone with his dancing skills. Bad Kitty joins in and realizes that everyone can dance given the chance.
Fancy Nancy wakes up wondering what she will do for the day and decides to go for a walk, dressing herself elegantly. She goes through the door and observes pretty sights on her stroll, also meeting nice people. Birds were in the sky and she had a great day, returning home as it grew late.
Ike had his first day at USF where he signed up for classes and read the school newspaper, inspiring him to become a journalist. He spent hours researching at the library before taking a break for a refreshing soda. Most importantly, Ike enjoyed school most when spending time with his friends.
The prince tells his side of the story of how he met Cinderella at the royal ball. When a beautiful woman in a tight ball gown arrived, he knew she was meant to be his princess. Though it took courage, they danced and had wild chemistry. However, she suddenly darted away, leaving behind only a glass slipper. It took the prince days to muster the courage to chase after her. He later discovered she had been hiding her true identity as a servant.
Grandma Hood tells the story of how she saved Little Red Riding Hood from the Big Bad Wolf. She was sick in bed when an unexpected knock came at the door. It was the Big Bad Wolf dressed in Grandma's clothes, trying to lure Little Red into his trap. Grandma jumped out of the cupboard with her trusty shotgun and shot the wolf dead. However, it wasn't wolf season so they came up with the classic version of the story to avoid trouble. Grandma teaches Little Red the lesson to never leave home without a way to protect herself.
Book: I Went Walking
Concept: Pattern book.
Before Reading: I will walk to students through the book and we will look at the pictures of the animals.
During Reading: I will have the students look at the pattern of the words and I will repeat the pattern so that they will be able to join in.
After Reading: I will review the pattern with the students and see if they can say it without looking at the book. Then the students will be able to pick their own sea creature to add to the pattern book.
Lesson Plan
i. Chicka Chicka Boom Boom
ii. Alphabet
iii. Before Reading: I will have students sing the alphabet song to activate their schema.
iv. During reading: I will talk about how the letters are actually the characters in the story, and point out how the "adult" letters are capital letters, and the "kid" letters are the lower-case letters.
v. Post reading: Students will each choose a letter from the alphabet to be the "character" for their page. Their character will perform some task with a word starting with that letter.
Sheep in a Jeep
The Concept is a pattern book that teaches about animals and the progression of the story. This lesson is for emergent readers.
Pre-Reading: I will do a picture walk with the students on the first couple of pages of the book. I will not show anything that will give the book away. I will then ask students questions what they think will happen in the story. This book will be used to expand a lesson on farm animals including sheep.
Reading: We will read the book a few times so the students can recognize the pattern. This book focuses on the -eep word family group. Most every sentence rhymes, so it should be quite easy for them to follow along after the first couple of readings.
Post-Reading: We will practice our rhyming skills for the post reading activity. The students will identify all the rhyming words for sheep. I will have each student try to contribute at least one word. We will make a chart and the students will be creating a rhyming book out of this list. They will write a sentence that has structure and that rhymes. Then, they will illustrate their sentence. After all the students are done, we will compile them all into a big classroom book.
The document summarizes activities for reading the book "Where is the Green Sheep" by Mem Fox. It describes displaying pictures of different sheep around the classroom before reading. During reading, the teacher will do a picture walk, reading certain words while students look at illustrations. After reading, students will write an additional page for the book and match words to pictures.
Title: I Was Dreaming
Concept:Pattern Book with some Color Concepts
Before Reading: I would do a "What do I see, What do I think and What do I wonder" about the front cover.
During Reading: I would have the students predict what the character is going to see in his dreams.
After Reading: I would have the students write a sentance about what they saw when they were dreaming. Then I would have the students draw about their dream.
The document describes a pattern book for teaching numbers 1 through 15 to preschool students. It involves reading the book, which repeats the numbers in sets of three with rhyming text and illustrations. Pre-reading involves setting up the classroom and sitting on the carpet. While reading, the teacher models pointing to words and clapping along with the rhythm. Post-reading has students arrange number post-it notes in the correct sequential order. The overall goal is to help young children learn how to spell numbers to 15 through an engaging pattern book format.
A young girl named Ava answers the question "What do you see?" in a book written for her by Ms. Molly. Ava sees her toys like Tinkerbell and fairy dolls, stuffed animals, a baby, her friend Abby, her family, her teacher, and finally realizes she sees herself in the mirror when asked what she sees.
The document discusses the challenges of summarizing lengthy documents into concise summaries. It notes that generating accurate yet brief summaries requires identifying the most important concepts, events, people, and outcomes while removing unnecessary details. The goal is to convey the core essence and significance of the original text in a condensed form.
The document discusses the impact of climate change on coastal communities. Rising sea levels threaten to submerge low-lying areas and increase the frequency and severity of flooding from storm surges. Without significant reductions in greenhouse gas emissions, climate change is expected to force hundreds of millions of people to permanently migrate inland over the coming decades.
The biomechanics of running involves the study of the mechanical principles underlying running movements. It includes the analysis of the running gait cycle, which consists of the stance phase (foot contact to push-off) and the swing phase (foot lift-off to next contact). Key aspects include kinematics (joint angles and movements, stride length and frequency) and kinetics (forces involved in running, including ground reaction and muscle forces). Understanding these factors helps in improving running performance, optimizing technique, and preventing injuries.
Nano-gold for Cancer Therapy chemistry investigatory projectSIVAVINAYAKPK
chemistry investigatory project
The development of nanogold-based cancer therapy could revolutionize oncology by providing a more targeted, less invasive treatment option. This project contributes to the growing body of research aimed at harnessing nanotechnology for medical applications, paving the way for future clinical trials and potential commercial applications.
Cancer remains one of the leading causes of death worldwide, prompting the need for innovative treatment methods. Nanotechnology offers promising new approaches, including the use of gold nanoparticles (nanogold) for targeted cancer therapy. Nanogold particles possess unique physical and chemical properties that make them suitable for drug delivery, imaging, and photothermal therapy.
How to Control Your Asthma Tips by gokuldas hospital.Gokuldas Hospital
Respiratory issues like asthma are the most sensitive issue that is affecting millions worldwide. It hampers the daily activities leaving the body tired and breathless.
The key to a good grip on asthma is proper knowledge and management strategies. Understanding the patient-specific symptoms and carving out an effective treatment likewise is the best way to keep asthma under control.
Breast cancer: Post menopausal endocrine therapyDr. Sumit KUMAR
Breast cancer in postmenopausal women with hormone receptor-positive (HR+) status is a common and complex condition that necessitates a multifaceted approach to management. HR+ breast cancer means that the cancer cells grow in response to hormones such as estrogen and progesterone. This subtype is prevalent among postmenopausal women and typically exhibits a more indolent course compared to other forms of breast cancer, which allows for a variety of treatment options.
Diagnosis and Staging
The diagnosis of HR+ breast cancer begins with clinical evaluation, imaging, and biopsy. Imaging modalities such as mammography, ultrasound, and MRI help in assessing the extent of the disease. Histopathological examination and immunohistochemical staining of the biopsy sample confirm the diagnosis and hormone receptor status by identifying the presence of estrogen receptors (ER) and progesterone receptors (PR) on the tumor cells.
Staging involves determining the size of the tumor (T), the involvement of regional lymph nodes (N), and the presence of distant metastasis (M). The American Joint Committee on Cancer (AJCC) staging system is commonly used. Accurate staging is critical as it guides treatment decisions.
Treatment Options
Endocrine Therapy
Endocrine therapy is the cornerstone of treatment for HR+ breast cancer in postmenopausal women. The primary goal is to reduce the levels of estrogen or block its effects on cancer cells. Commonly used agents include:
Selective Estrogen Receptor Modulators (SERMs): Tamoxifen is a SERM that binds to estrogen receptors, blocking estrogen from stimulating breast cancer cells. It is effective but may have side effects such as increased risk of endometrial cancer and thromboembolic events.
Aromatase Inhibitors (AIs): These drugs, including anastrozole, letrozole, and exemestane, lower estrogen levels by inhibiting the aromatase enzyme, which converts androgens to estrogen in peripheral tissues. AIs are generally preferred in postmenopausal women due to their efficacy and safety profile compared to tamoxifen.
Selective Estrogen Receptor Downregulators (SERDs): Fulvestrant is a SERD that degrades estrogen receptors and is used in cases where resistance to other endocrine therapies develops.
Combination Therapies
Combining endocrine therapy with other treatments enhances efficacy. Examples include:
Endocrine Therapy with CDK4/6 Inhibitors: Palbociclib, ribociclib, and abemaciclib are CDK4/6 inhibitors that, when combined with endocrine therapy, significantly improve progression-free survival in advanced HR+ breast cancer.
Endocrine Therapy with mTOR Inhibitors: Everolimus, an mTOR inhibitor, can be added to endocrine therapy for patients who have developed resistance to aromatase inhibitors.
Chemotherapy
Chemotherapy is generally reserved for patients with high-risk features, such as large tumor size, high-grade histology, or extensive lymph node involvement. Regimens often include anthracyclines and taxanes.
Know the difference between Endodontics and Orthodontics.Gokuldas Hospital
Your smile is beautiful.
Let’s be honest. Maintaining that beautiful smile is not an easy task. It is more than brushing and flossing. Sometimes, you might encounter dental issues that need special dental care. These issues can range anywhere from misalignment of the jaw to pain in the root of teeth.
Giloy in Ayurveda - Classical Categorization and SynonymsPlanet Ayurveda
Giloy, also known as Guduchi or Amrita in classical Ayurvedic texts, is a revered herb renowned for its myriad health benefits. It is categorized as a Rasayana, meaning it has rejuvenating properties that enhance vitality and longevity. Giloy is celebrated for its ability to boost the immune system, detoxify the body, and promote overall wellness. Its anti-inflammatory, antipyretic, and antioxidant properties make it a staple in managing conditions like fever, diabetes, and stress. The versatility and efficacy of Giloy in supporting health naturally highlight its importance in Ayurveda. At Planet Ayurveda, we provide a comprehensive range of health services and 100% herbal supplements that harness the power of natural ingredients like Giloy. Our products are globally available and affordable, ensuring that everyone can benefit from the ancient wisdom of Ayurveda. If you or your loved ones are dealing with health issues, contact Planet Ayurveda at 01725214040 to book an online video consultation with our professional doctors. Let us help you achieve optimal health and wellness naturally.
5-hydroxytryptamine or 5-HT or Serotonin is a neurotransmitter that serves a range of roles in the human body. It is sometimes referred to as the happy chemical since it promotes overall well-being and happiness.
It is mostly found in the brain, intestines, and blood platelets.
5-HT is utilised to transport messages between nerve cells, is known to be involved in smooth muscle contraction, and adds to overall well-being and pleasure, among other benefits. 5-HT regulates the body's sleep-wake cycles and internal clock by acting as a precursor to melatonin.
It is hypothesised to regulate hunger, emotions, motor, cognitive, and autonomic processes.