This document contains a list of 10 random words, with each word starting with a different letter from A to N. The words included are snake, ants, tennis, ink, party, and net.
Fat cat was sleeping on her mat but got scared by a buzzing bee and climbed a tree to escape it. She got stuck in the tree's branches, causing her and a nearby nest of eggs to fall from the tree. Fat cat then took responsibility for caring for the fallen eggs until they hatched, staying with the eggs while her friends came to play. When the eggs cracked open, baby chicks emerged, and Fat cat was pleased with her ability to help the eggs hatch.
This document provides tips for classroom management and maintaining a well-managed classroom environment. It discusses using low-key management techniques, making smooth transitions between activities or lessons, aiding struggling students in a non-threatening manner, defusing power struggles by being the adult and using calming techniques, and forming random groups of students for tasks and games. The overall goal is to help students feel a sense of ownership and personal pride in the classroom through proactive classroom management measures.
This document provides an overview of strategies for developing classroom language skills in young English language learners. It discusses the importance of using English consistently in the classroom from greetings to instructions. Specific language is suggested for greetings, taking attendance, starting and ending lessons, and giving everyday instructions. Developing social skills like behavior, feelings, hygiene and sharing are also addressed. The document emphasizes using gestures, visuals and the students' first language for support. Listening and movement activities are recommended to actively involve students and promote language acquisition in a fun, engaging way.
The document discusses strategies for teaching English to young learners in the classroom. It recommends using simple language and focusing on everyday instructions when first teaching English. Activities like Total Physical Response exercises are suggested, where students listen and do actions based on instructions. Developing social skills is also emphasized through lessons on topics like feelings, behavior, and hygiene. The document provides examples of classroom language to use for greetings, organizing students, and ending lessons.
The owl who was afraid of the dark (2) Ana Havisham
This document appears to be a presentation about the story "The owl who was afraid of the dark". It includes polls, a quiz, and activities about the story such as fill in the blanks and drawing a favorite scene. The presentation is broken into multiple slides that provide content and questions to engage with the story.
The document is from Fane Street Primary School and contains materials for teaching students about the book "The Owl Who Was Afraid of the Dark" by Jill Tomlinson. It includes chapters from the book with questions, activities like word searches and drawings, as well as vocabulary and grammar exercises related to the story.
This document contains a list of 10 random words, with each word starting with a different letter from A to N. The words included are snake, ants, tennis, ink, party, and net.
Fat cat was sleeping on her mat but got scared by a buzzing bee and climbed a tree to escape it. She got stuck in the tree's branches, causing her and a nearby nest of eggs to fall from the tree. Fat cat then took responsibility for caring for the fallen eggs until they hatched, staying with the eggs while her friends came to play. When the eggs cracked open, baby chicks emerged, and Fat cat was pleased with her ability to help the eggs hatch.
This document provides tips for classroom management and maintaining a well-managed classroom environment. It discusses using low-key management techniques, making smooth transitions between activities or lessons, aiding struggling students in a non-threatening manner, defusing power struggles by being the adult and using calming techniques, and forming random groups of students for tasks and games. The overall goal is to help students feel a sense of ownership and personal pride in the classroom through proactive classroom management measures.
This document provides an overview of strategies for developing classroom language skills in young English language learners. It discusses the importance of using English consistently in the classroom from greetings to instructions. Specific language is suggested for greetings, taking attendance, starting and ending lessons, and giving everyday instructions. Developing social skills like behavior, feelings, hygiene and sharing are also addressed. The document emphasizes using gestures, visuals and the students' first language for support. Listening and movement activities are recommended to actively involve students and promote language acquisition in a fun, engaging way.
The document discusses strategies for teaching English to young learners in the classroom. It recommends using simple language and focusing on everyday instructions when first teaching English. Activities like Total Physical Response exercises are suggested, where students listen and do actions based on instructions. Developing social skills is also emphasized through lessons on topics like feelings, behavior, and hygiene. The document provides examples of classroom language to use for greetings, organizing students, and ending lessons.
The owl who was afraid of the dark (2) Ana Havisham
This document appears to be a presentation about the story "The owl who was afraid of the dark". It includes polls, a quiz, and activities about the story such as fill in the blanks and drawing a favorite scene. The presentation is broken into multiple slides that provide content and questions to engage with the story.
The document is from Fane Street Primary School and contains materials for teaching students about the book "The Owl Who Was Afraid of the Dark" by Jill Tomlinson. It includes chapters from the book with questions, activities like word searches and drawings, as well as vocabulary and grammar exercises related to the story.
This document provides a plan for teaching young students to retell the story "The Monk and the Fish" using the Kidspiration software. It suggests introducing vocabulary like monastery, aqueduct, fishing rod and posing questions to guide the students through setting, characters, plot points to complete a chart summarizing the story. The teacher acts as a scribe while encouraging participation. Pictures and flashcards will also be used to support the lesson.
The document provides instructions for describing characters. It recommends choosing an adjective to describe how a character is, considering if that description always applies or varies at different times, and justifying the description with examples. Writers should pick a character and describe them using adjectives for how they are initially, sometimes, and finally, including reasons for the descriptions. Connectors and openers can then be used to write longer sentences or paragraphs about the character.
How to work with the words from the wall Ana Havisham
This document provides instructions for 7 vocabulary activities using words from a word wall including "cake", "cheese", "salami", "pie", "cherry", "chocolate", and "watermelon". The activities involve guessing words from clues, identifying words with similar spelling patterns, guessing words based on letters and sentences, working with word chunks, associating words with tambourine sounds, and identifying a written word from a list. Recommendations include ensuring students understand rules and don't shout out words.
This document describes a vocabulary pyramid, openers pyramid, connectives pyramid, and punctuation pyramid. It provides examples of texts that could be written at different levels using these pyramids, with level 1 being the simplest and level 3 being the most complex. The example texts describe the life cycle of a caterpillar from egg to butterfly, using increasingly sophisticated vocabulary and language structures at each level.
This document provides guidance on selecting primary books for different year levels. It outlines suggested criteria for choosing fiction and non-fiction books for Years 1 through 6. Criteria include selecting texts that develop reading skills appropriate for each year level, engage readers, and for non-fiction, provide accurate information through consistent use of organizational features. Example text types are also provided for each year level.
Curriculum guidelines for ‘educación infantil’ Ana Havisham
This document provides guidelines for developing an integrated Spanish-British curriculum for early childhood education. It covers topics like project background and objectives, methodology, teachers' roles, language development assessments, and literacy skills. The guidelines recommend a topic-based approach to integrate cognitive, social, cultural, emotional and physical development. It also emphasizes planning, ongoing informal assessment, and establishing attainment targets.
Curriculum guideless for ‘educación infantil’ Ana Havisham
This document provides guidelines for developing an integrated Spanish-British curriculum for early childhood education. It outlines 10 sections that discuss the background and objectives of the project, the roles of teachers, children's language development, literacy skills, teaching through topics, developing social skills, and recommendations. The guidelines were developed by a working group consisting of Spanish and British teachers based on visits to schools and consultation with 29 infant schools.
The document is titled "Switcheroo" but provides no other context or details about its content. It contains a single word as the title with no other text, images, or information. More context would be needed to generate a meaningful summary beyond stating the document's title and lack of other substantive information.
This document provides examples of commonly misspelled words and their correct spellings, including spell owl, cow, cloud, boy, toy, coin, curly, skirt, girl, and bird. It also lists alternative incorrect spellings of "letter".
The document contains nonsense words that do not form coherent sentences or convey meaningful information. It appears to be random letters and numbers without any discernible overall theme, narrative, or message.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
O documento parece ser muito curto e não fornece informações claras ou contexto. Não é possível produzir um resumo significativo com apenas 3 frases ou menos baseado nas poucas palavras fornecidas no texto.
The document is a series of phrases that demonstrate changing the sound of a vowel in a word to its name. It provides examples like "cane" becoming "cake" by changing the "a" sound to its name "aye". The document then provides two short sentences applying this by changing the vowels in words to their names.
Alternative spelling visual display (made by me) Ana Havisham
The document groups words by their phonetic patterns, with the first section containing words with ai/ay and a_e patterns, the second containing words with oa/ow and o_e patterns, and the third containing words with ie/y and i_e patterns, as well as words containing ee/ea.
The document appears to be a series of random letters and symbols with no discernible meaning or story. It does not provide any clear essential information that could be summarized in 3 sentences or less.
This document provides a plan for teaching young students to retell the story "The Monk and the Fish" using the Kidspiration software. It suggests introducing vocabulary like monastery, aqueduct, fishing rod and posing questions to guide the students through setting, characters, plot points to complete a chart summarizing the story. The teacher acts as a scribe while encouraging participation. Pictures and flashcards will also be used to support the lesson.
The document provides instructions for describing characters. It recommends choosing an adjective to describe how a character is, considering if that description always applies or varies at different times, and justifying the description with examples. Writers should pick a character and describe them using adjectives for how they are initially, sometimes, and finally, including reasons for the descriptions. Connectors and openers can then be used to write longer sentences or paragraphs about the character.
How to work with the words from the wall Ana Havisham
This document provides instructions for 7 vocabulary activities using words from a word wall including "cake", "cheese", "salami", "pie", "cherry", "chocolate", and "watermelon". The activities involve guessing words from clues, identifying words with similar spelling patterns, guessing words based on letters and sentences, working with word chunks, associating words with tambourine sounds, and identifying a written word from a list. Recommendations include ensuring students understand rules and don't shout out words.
This document describes a vocabulary pyramid, openers pyramid, connectives pyramid, and punctuation pyramid. It provides examples of texts that could be written at different levels using these pyramids, with level 1 being the simplest and level 3 being the most complex. The example texts describe the life cycle of a caterpillar from egg to butterfly, using increasingly sophisticated vocabulary and language structures at each level.
This document provides guidance on selecting primary books for different year levels. It outlines suggested criteria for choosing fiction and non-fiction books for Years 1 through 6. Criteria include selecting texts that develop reading skills appropriate for each year level, engage readers, and for non-fiction, provide accurate information through consistent use of organizational features. Example text types are also provided for each year level.
Curriculum guidelines for ‘educación infantil’ Ana Havisham
This document provides guidelines for developing an integrated Spanish-British curriculum for early childhood education. It covers topics like project background and objectives, methodology, teachers' roles, language development assessments, and literacy skills. The guidelines recommend a topic-based approach to integrate cognitive, social, cultural, emotional and physical development. It also emphasizes planning, ongoing informal assessment, and establishing attainment targets.
Curriculum guideless for ‘educación infantil’ Ana Havisham
This document provides guidelines for developing an integrated Spanish-British curriculum for early childhood education. It outlines 10 sections that discuss the background and objectives of the project, the roles of teachers, children's language development, literacy skills, teaching through topics, developing social skills, and recommendations. The guidelines were developed by a working group consisting of Spanish and British teachers based on visits to schools and consultation with 29 infant schools.
The document is titled "Switcheroo" but provides no other context or details about its content. It contains a single word as the title with no other text, images, or information. More context would be needed to generate a meaningful summary beyond stating the document's title and lack of other substantive information.
This document provides examples of commonly misspelled words and their correct spellings, including spell owl, cow, cloud, boy, toy, coin, curly, skirt, girl, and bird. It also lists alternative incorrect spellings of "letter".
The document contains nonsense words that do not form coherent sentences or convey meaningful information. It appears to be random letters and numbers without any discernible overall theme, narrative, or message.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
O documento parece ser muito curto e não fornece informações claras ou contexto. Não é possível produzir um resumo significativo com apenas 3 frases ou menos baseado nas poucas palavras fornecidas no texto.
The document is a series of phrases that demonstrate changing the sound of a vowel in a word to its name. It provides examples like "cane" becoming "cake" by changing the "a" sound to its name "aye". The document then provides two short sentences applying this by changing the vowels in words to their names.
Alternative spelling visual display (made by me) Ana Havisham
The document groups words by their phonetic patterns, with the first section containing words with ai/ay and a_e patterns, the second containing words with oa/ow and o_e patterns, and the third containing words with ie/y and i_e patterns, as well as words containing ee/ea.
The document appears to be a series of random letters and symbols with no discernible meaning or story. It does not provide any clear essential information that could be summarized in 3 sentences or less.