The document provides instructions for a Jolly Phonics lesson. It guides students to say individual letter sounds, touch different body parts, and blend sounds together to form words. The goal is to teach students phonics and how to sound out and blend letters into words through multisensory activities involving speech, touch, and hand motions.
Free whiteboard lessons from the Reading Whisperer. Using the Speech Sound Pics Approach (SSP) to teach the speech sound pics 'oi' and 'oy'
www.facebook.com/readaustralia
Email Miss Emma to ask about school PD training emma@readaustralia.com
Watch SSP in action- www.youtube.com/soundpics
Free whiteboard lessons from the Reading Whisperer. Using the Speech Sound Pics Approach (SSP) to teach the speech sound pics 'oi' and 'oy'
www.facebook.com/readaustralia
Email Miss Emma to ask about school PD training emma@readaustralia.com
Watch SSP in action- www.youtube.com/soundpics
How to Teach #S-Blends to Your Kids - The letters blend together but each sou...Lynn Scotty
How to use these templates - https://youtu.be/ohZz3jqyXf0
Activities include seven, two letter blends: sc, sl, sm. sn. sp , st and sw. It also includes five, three letter blends: scr, spl, spr, squ and str. The activities are engaging for kids and easy to implement for parents. All the templates are covered in the video with quick demonstration lessons .
Meet the consonant digraphs th, sh and chLynn Scotty
Consonant digraphs are two consonants that join together to form one speech sound, not a blend. To complicate this more, consonant digraph ch has three different sounds: (1) /ch/ heard in cheese, (2) /sh/ heard in chef and (3) /k/ heard in chorus.
How to Teach #S-Blends to Your Kids - The letters blend together but each sou...Lynn Scotty
How to use these templates - https://youtu.be/ohZz3jqyXf0
Activities include seven, two letter blends: sc, sl, sm. sn. sp , st and sw. It also includes five, three letter blends: scr, spl, spr, squ and str. The activities are engaging for kids and easy to implement for parents. All the templates are covered in the video with quick demonstration lessons .
Meet the consonant digraphs th, sh and chLynn Scotty
Consonant digraphs are two consonants that join together to form one speech sound, not a blend. To complicate this more, consonant digraph ch has three different sounds: (1) /ch/ heard in cheese, (2) /sh/ heard in chef and (3) /k/ heard in chorus.
This is a PowerPoint presentation about short and long vowels including motions adapted from Orton Gillingham to help children remember the sounds to make when reading.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. Look at the letters. Say the sound. Touch the opposite shoulder as you do so.
ck
3. Look at the letter. Say the sound. Touch the opposite shoulder as you do so.
e
4. Look at the letter. Say the sound. Touch the opposite shoulder as you do so.
h
5. Look at the letter. Say the sound. Touch the opposite shoulder as you do so.
r
6. Look at the letter. Say the sound. Touch the opposite shoulder as you do so.
m
7. Look at the letter. Say the sound. Touch the opposite shoulder as you do so.
d
8. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Then blend the
sounds together dragging your hand from your shoulder to your elbow as you do to
show how the sounds blend together.
da
9. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Then blend the
sounds together dragging your hand from your shoulder to your elbow as you do to
show how the sounds blend together.
ha
10. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Then blend the
sounds together dragging your hand from your shoulder to your elbow as you do to
show how the sounds blend together.
ra
11. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Then blend the
sounds together dragging your hand from your shoulder to your elbow as you do to
show how the sounds blend together.
ma
12. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Then blend the
sounds together dragging your hand from your shoulder to your elbow as you do to
show how the sounds blend together.
eck
13. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Then blend the
sounds together dragging your hand from your shoulder to your elbow as you do to
show how the sounds blend together.
re
14. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Then blend the
sounds together dragging your hand from your shoulder to your elbow as you do to
show how the sounds blend together.
em
15. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Then blend the
sounds together dragging your hand from your shoulder to your elbow as you do to
show how the sounds blend together.
eh
16. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Then blend the
sounds together dragging your hand from your shoulder to your elbow as you do to
show how the sounds blend together.
eh
17. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Then blend the
sounds together dragging your hand from your shoulder to your elbow as you do to
show how the sounds blend together.
im
18. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Then blend the
sounds together dragging your hand from your shoulder to your elbow as you do to
show how the sounds blend together.
ick
19. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Then blend the
sounds together dragging your hand from your shoulder to your elbow as you do to
show how the sounds blend together.
es
20. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Then blend the
sounds together dragging your hand from your shoulder to your elbow as you do to
show how the sounds blend together.
et
21. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Touch your
opposite hand as you say the last sound. Then blend the sounds together dragging
your hand from your shoulder to your elbow and onto your hand as you do to show
how the sounds blend together.
met
22. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Touch your
opposite hand as you say the last sound. Then blend the sounds together dragging
your hand from your shoulder to your elbow and onto your hand as you do to show
how the sounds blend together.
mit
23. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Touch your
opposite hand as you say the last sound. Then blend the sounds together dragging
your hand from your shoulder to your elbow and onto your hand as you do to show
how the sounds blend together.
mim
24. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Touch your
opposite hand as you say the last sound. Then blend the sounds together dragging
your hand from your shoulder to your elbow and onto your hand as you do to show
how the sounds blend together.
tim
25. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Touch your
opposite hand as you say the last sound. Then blend the sounds together dragging
your hand from your shoulder to your elbow and onto your hand as you do to show
how the sounds blend together.
him
26. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Touch your
opposite hand as you say the last sound. Then blend the sounds together dragging
your hand from your shoulder to your elbow and onto your hand as you do to show
how the sounds blend together.
sick
27. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Touch your
opposite hand as you say the last sound. Then blend the sounds together dragging
your hand from your shoulder to your elbow and onto your hand as you do to show
how the sounds blend together.
sack
28. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Touch your
opposite hand as you say the last sound. Then blend the sounds together dragging
your hand from your shoulder to your elbow and onto your hand as you do to show
how the sounds blend together.
rack
29. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Touch your
opposite hand as you say the last sound. Then blend the sounds together dragging
your hand from your shoulder to your elbow and onto your hand as you do to show
how the sounds blend together.
rick
30. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Touch your
opposite hand as you say the last sound. Then blend the sounds together dragging
your hand from your shoulder to your elbow and onto your hand as you do to show
how the sounds blend together.
hack
31. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Touch your
opposite hand as you say the last sound. Then blend the sounds together dragging
your hand from your shoulder to your elbow and onto your hand as you do to show
how the sounds blend together.
had
32. Look at each letter. Say that sound on its own. Touch your opposite shoulder as
you say the first. Touch your opposite elbow as you say the second. Touch your
opposite hand as you say the last sound. Then blend the sounds together dragging
your hand from your shoulder to your elbow and onto your hand as you do to show
how the sounds blend together.
mad