Pattern Book with Pronouns
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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.
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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.
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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.
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Before Reading: I will walk to students through the book and we will look at the pictures of the animals.
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Before Reading: I would do a "What do I see, What do I think and What do I wonder" about the front cover.
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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.
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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.
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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.
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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.
What do you see?
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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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I Went Swimming
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.
Lae 4414 My Alphabet
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.
Where Is The Green Sheep
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.
I Was Dreaming Book
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 numbers on the bus
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.
Color Happens
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.
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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.
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Story by: Kathy Stinson
Art by: Robin Baird Lewis
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Before reading: Explain that today we are going to learn about the color yellow and the emotions that are associated with it.
During reading: Show the pictures in the book along with having props of the color, example: the yellow shoes or the yellow barrettes. Have the children act out the emotions from the book.
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Marianne Marginson
LAE 4414
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Tom Cruise long hair has often been more than a style choice. it has been a significant element of his persona both on and off the screen. From the tousled locks of the rebellious Maverick in "Top Gun" to the sleek, sophisticated mane in "Mission: Impossible II." Cruise's hair has played a pivotal role in shaping his image and the characters he portrays. This article explores the various stages of Tom Cruise long hair. Examining how this iconic look has evolved and influenced his career and broader fashion trends.
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In the early stages of his career during the 1980s, Tom Cruise sported a range of hairstyles. but in "Top Gun" (1986), his hair began to gain significant attention. Though not long by later standards, his hair in this film was longer than the military crew cuts associated with fighter pilots. adding a rebellious edge to his character, Pete "Maverick" Mitchell.
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In "Risky Business" (1983). Tom Cruise's hair was short but longer than the clean-cut styles dominant at the time. This look complemented his role as a high school student stepping into adulthood. embodying a sense of youthful freedom and experimentation. It was a precursor to the more dramatic hair transformations in his career.
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One of the first films in which Tom Cruise embraced long hair was "Far and Away" (1992). Playing the role of Joseph. an Irish immigrant in 1890s America, Cruise's long, hair added authenticity to his character's rugged and determined persona. This look was a stark departure from his earlier. more polished styles and marked the beginning of a more adventurous phase in his hairstyle choices.
Interview with the Vampire: Gothic Elegance
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One of the most memorable instances of Tom Cruise long hair came in "Mission: Impossible II" (2000). His character, Ethan
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颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
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5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
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→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理旧金山分校毕业证毕业证offerUCSF学位证【微信：95270640 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理旧金山分校毕业证毕业证offerUCSF学位证【微信：95270640 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
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So far, no details are known about Darby Galen’s career. She is not old enough to work yet. Currently, Darby focuses on her academic studies rather than making plans for his future career.
As a result, no one knows how much money it is worth. However, Patrick Dempsey’s net worth is projected to be around $80 million as of February 2023, as of this date.
The fact that Darby Galen Dempsey is related to Patrick Dempsey is what makes her best known. Darby was also born in Los Angeles, California on February 1, 2007. In 2020, Darby will turn 13 years old. She is Aquarius by birth sign. Her twin brother Sullivan Dempsey is also an actor.
Similarly, Darby Galen Dempsey is listed as the most famous celebrity on Wiki Famous People. Jillian Fink, Patrick Dempsey’s second wife, is Darby’s mother. Patrick Dempsey’s first wife was Rochelle “Rocky” Parker. Rocky, Patrick’s first wife, is an actress and acting teacher; However, the two divorced in 1994.
Darby’s parents, Patrick and Jillian, married in 1994. Together, Patrick and Jillian Fink are the parents of three children. Tallulah Fyfe and Sullivan Patrick, twins, are Darby’s siblings. Patrick founded the Patrick Dempsey Center, a cancer center at Central Maine Medical Center, in addition to his acting career. When Patrick’s mother was diagnosed with ovarian cancer and experienced severe suffering as a result, Patrick was motivated to find the center.
Darby Galen’s father is a well-known American actor who also drives racing cars. In Pastor’s film “McDreamy,” he plays Derek, a neurologist. The character of Darby’s father in the romantic thriller Grey’s Anatomy is well known. 2005 marked the year Darby’s father made his theatrical debut. In addition, the program is still on the air. In the 1980s, Darby’s father Patrick was the most sought-after and successful performer, and every director and producer wanted to collaborate with him. He has appeared in numerous films and television shows.
Darby’s father, Patrick, appeared in several major films during this time, such as “Can’t Buy Me Love” in 1987 and “Loverboy” in 1989. The wildly popular mystery horror film Scream 3 featured Darby’s father, Mark Kincaid, in 2000. The father is also a racing enthusiast. Darby’s father is a car fanatic who likes to race, drive sports vehicles, and collect old cars.
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Pattern Book with Pronouns
- 1. Ava, What Do You See? By: Ms. Molly and Ava
- 10. Ava, Ava, What Do You See?
Editor's Notes
- 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 specific pronouns. Before Reading: We will sing a song containing a pattern very similar to the one used in our story. 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 bind our book and add it to our tutoring classroom library.