Phonics
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During phonics time, the class uses a varied approach including brainstorming words for the sound of the day, making a class dictionary, singing songs about letters and sounds, doing art projects to practice sounds, playing games to sort words by sound, going on treasure hunts to find objects starting with the letter, and learning to blend sounds to read simple words.
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A jolly phonics lesson plan letter sound a
A lesson plan on the letter sound "a" which covers the 5 skills of this synthetic method of teaching Reading.
Presentación definitiva
This document discusses language acquisition in early childhood development. It covers why language is important for people as social beings, how children acquire language through imitation, observation, and play. It outlines the pre-linguistic and linguistic development stages, noting that in the linguistic stage children begin using words and simple phrases consisting of nouns, verbs, adverbs and pronouns. By ages 2-3, children's vocabularies expand significantly and they begin using the word "no". The conclusion reiterates that parents serve as important models during this linguistic development period.
Teaching sequence ou
Teachers introduce the 'ou' sound to children using visuals like posters and flashcards. Children practice making the sound by pretending to prick their thumb saying 'ou, ou, ou'. A song is used to help children become more confident with the sound in a fun way. Worksheets help familiarize children with writing the 'ou' sound and relating it to different words. Reinforcing activities identify words with 'ou' and use technology for whole group work or individual worksheets.
Er
Teachers should introduce the sound "er" through flashcards or posters. They should make a gesture related to the sound, such as making an "er" sound and gesture, to help students recognize it. Students learn sounds better through songs containing words with the target sound. Teachers should have students practice writing sounds by writing words containing the target sound shown in pictures, such as writing "er" for pictures of "herb" and "verb".
Teaching sequence P p
The document outlines a lesson plan to teach preschool children the "p" sound in 5 steps: introducing the sound with visuals, having children mimic puffing out a candle to remember the sound, using a song to practice confidently, writing capital and lowercase "P" with their fingers and pencil, and reinforcing learning through whole-group and individual activities to identify words starting with "p".
Teaching sequence er
This document outlines a lesson plan to teach children the "er" sound in phonics. It introduces the sound using visuals like posters and flashcards, suggests having children mimic a "mixer" hand motion while saying "er-er-er" to help remember it, and includes a song video to make learning more fun. The lesson then has children write words with the "er" sound and do activities to identify which words contain "er", using worksheets for individual practice and technology for whole group activities, reinforcing their learning of this phonics sound.
Teaching sequence ar
The document outlines a lesson plan to teach children the "ar" sound using visual aids like flashcards, actions like opening their mouth wide and saying "ah", and a song to help them become familiar and confident with the sound. It then has the children write words with the "ar" sound and do activities to reinforce learning to identify which words contain the "ar" sound, using technology for whole group and worksheets for individual work.
Ivette trullen project
This lesson plan is for a grade 5 English class about animals and colors. The lesson involves identifying colors and animals, describing colors and nouns, listening to the story "Brown Bear, Brown Bear, What Do You See?", and singing a song. Activities include hiding animal flashcards around the room, acting out animal movements and sounds, telling the story while students hold up matching flashcards, and making stick puppets of favorite animals. The goal is to practice language skills while enjoying learning about animals.
Recommended
A jolly phonics lesson plan letter sound a
A lesson plan on the letter sound "a" which covers the 5 skills of this synthetic method of teaching Reading.
Presentación definitiva
This document discusses language acquisition in early childhood development. It covers why language is important for people as social beings, how children acquire language through imitation, observation, and play. It outlines the pre-linguistic and linguistic development stages, noting that in the linguistic stage children begin using words and simple phrases consisting of nouns, verbs, adverbs and pronouns. By ages 2-3, children's vocabularies expand significantly and they begin using the word "no". The conclusion reiterates that parents serve as important models during this linguistic development period.
Teaching sequence ou
Teachers introduce the 'ou' sound to children using visuals like posters and flashcards. Children practice making the sound by pretending to prick their thumb saying 'ou, ou, ou'. A song is used to help children become more confident with the sound in a fun way. Worksheets help familiarize children with writing the 'ou' sound and relating it to different words. Reinforcing activities identify words with 'ou' and use technology for whole group work or individual worksheets.
Er
Teachers should introduce the sound "er" through flashcards or posters. They should make a gesture related to the sound, such as making an "er" sound and gesture, to help students recognize it. Students learn sounds better through songs containing words with the target sound. Teachers should have students practice writing sounds by writing words containing the target sound shown in pictures, such as writing "er" for pictures of "herb" and "verb".
Teaching sequence P p
The document outlines a lesson plan to teach preschool children the "p" sound in 5 steps: introducing the sound with visuals, having children mimic puffing out a candle to remember the sound, using a song to practice confidently, writing capital and lowercase "P" with their fingers and pencil, and reinforcing learning through whole-group and individual activities to identify words starting with "p".
Teaching sequence er
This document outlines a lesson plan to teach children the "er" sound in phonics. It introduces the sound using visuals like posters and flashcards, suggests having children mimic a "mixer" hand motion while saying "er-er-er" to help remember it, and includes a song video to make learning more fun. The lesson then has children write words with the "er" sound and do activities to identify which words contain "er", using worksheets for individual practice and technology for whole group activities, reinforcing their learning of this phonics sound.
Teaching sequence ar
The document outlines a lesson plan to teach children the "ar" sound using visual aids like flashcards, actions like opening their mouth wide and saying "ah", and a song to help them become familiar and confident with the sound. It then has the children write words with the "ar" sound and do activities to reinforce learning to identify which words contain the "ar" sound, using technology for whole group and worksheets for individual work.
Ivette trullen project
This lesson plan is for a grade 5 English class about animals and colors. The lesson involves identifying colors and animals, describing colors and nouns, listening to the story "Brown Bear, Brown Bear, What Do You See?", and singing a song. Activities include hiding animal flashcards around the room, acting out animal movements and sounds, telling the story while students hold up matching flashcards, and making stick puppets of favorite animals. The goal is to practice language skills while enjoying learning about animals.
Phonics group 1. sound s
The document provides guidance for teaching the phonics sound "s" in 3 sentences:
Teachers should introduce the sound "s" through flashcards or posters, have students make a snake gesture while saying the sound, and reinforce learning through songs and activities related to words containing the sound as well as writing practice with images.
Sound o
The document provides guidance for teaching the sound "o" to children learning phonics. It recommends introducing the sound through flashcards or posters, having teachers make a gesture like making an "o" shape with their mouth when saying the sound, singing songs with words containing the sound so children can see it, and having children write the sound in relation to images containing it like pictures of dogs or hopping to help them recognize and learn the sound.
Music
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This document provides guidance on book selection and use for children of different ages in a learning center. It recommends that preschoolers have access to a wide variety of book categories and genres. Infants and toddlers are best suited to board books with pictures of routines, objects, people, animals and transportation. Some books should relate to themes being explored, and follow-up activities should provide ways for children to retell and engage with stories. The teacher's role is to encourage children's involvement with books and keep story time engaging. Early literacy development involves connecting oral language to written symbols.
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Teaching sequence oa
The document outlines a lesson plan to teach children the "oa" sound using visual aids, gestures, songs, writing practice, and interactive activities. Posters, flashcards, and a hand gesture are introduced to help children recognize the "oa" sound. A song is used as a fun way for children to gain confidence with the sound. Worksheets help children write words containing "oa" and identify which words have the sound. High-tech group activities and individual worksheets reinforce learning and help identify words with the "oa" sound.
Teaching sequence O o
This document provides a teaching sequence for introducing the "o" sound to children. It uses visual aids like posters and flashcards to help children recognize the sound. An action, such as turning a switch on and off while saying "o", helps children remember the sound. A song is used to make learning the sound more fun and build confidence. Worksheets help children practice writing capital and lowercase "O" letters. Reinforcement activities identify words beginning with "o" to help children learn the sound.
Sound e
1. Teachers should introduce the sound "e" through flashcards or posters and make a gesture related to the sound, such as making an "e" shape with their hand, while saying the sound.
2. Songs that include words with the target sound can help children learn, so teachers should use a song about the sound "e" that contains many examples of that letter.
3. It is important for children to practice writing the sounds they are learning. For the sound "e", having children write the letter while looking at pictures containing the sound, like "egg" or "net", can help them recognize and learn the sound in writing.
Ou
Teachers should introduce the "ou" sound through flashcards or posters. They should make a gesture related to the sound, such as mouthing "ou", while making the sound to help students recognize it. Songs that include words with the target sound can help students learn, as learning is improved when combined with singing. Students also learn to write sounds by writing words that contain the target sound in relation to pictures, such as writing "ou" for pictures of "out" and "pound".
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The document provides guidance for teaching the phonics sound "s" in 3 sentences:
Teachers should introduce the sound "s" through flashcards or posters, have students make a snake gesture while saying the sound, and reinforce learning through songs and activities related to words containing the sound as well as writing practice with images.
Sound o
The document provides guidance for teaching the sound "o" to children learning phonics. It recommends introducing the sound through flashcards or posters, having teachers make a gesture like making an "o" shape with their mouth when saying the sound, singing songs with words containing the sound so children can see it, and having children write the sound in relation to images containing it like pictures of dogs or hopping to help them recognize and learn the sound.
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The document outlines the materials and activities available in a music center for children. It describes various musical instruments, recorded music, song books, and computers that children can use to create or listen to music. It emphasizes the importance of having accessible musical materials and toys for at least one hour daily. The teacher's role is to use music to develop relationships with children and help them learn through participating in musical activities together. A variety of musical instruments from different cultures are made available to expose children to diverse music genres and cultures. Music is used to help children develop language skills, creativity, cultural awareness, and motor skills while having fun.
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- The objectives are to expand pupils' basic vocabulary, develop their speaking, listening, reading, and writing skills through creative activities, and broaden their knowledge of different ways to spend free time.
- The document discusses different activities people can choose to do in their free time such as painting, dancing, singing, listening to music, playing instruments, reading, solving crosswords, and looking at maps. It provides examples of riddles and word puzzles related to spending free time.
Teaching sequence oa
The document outlines a lesson plan to teach children the "oa" sound using visual aids, gestures, songs, writing practice, and interactive activities. Posters, flashcards, and a hand gesture are introduced to help children recognize the "oa" sound. A song is used as a fun way for children to gain confidence with the sound. Worksheets help children write words containing "oa" and identify which words have the sound. High-tech group activities and individual worksheets reinforce learning and help identify words with the "oa" sound.
Teaching sequence O o
This document provides a teaching sequence for introducing the "o" sound to children. It uses visual aids like posters and flashcards to help children recognize the sound. An action, such as turning a switch on and off while saying "o", helps children remember the sound. A song is used to make learning the sound more fun and build confidence. Worksheets help children practice writing capital and lowercase "O" letters. Reinforcement activities identify words beginning with "o" to help children learn the sound.
Sound e
1. Teachers should introduce the sound "e" through flashcards or posters and make a gesture related to the sound, such as making an "e" shape with their hand, while saying the sound.
2. Songs that include words with the target sound can help children learn, so teachers should use a song about the sound "e" that contains many examples of that letter.
3. It is important for children to practice writing the sounds they are learning. For the sound "e", having children write the letter while looking at pictures containing the sound, like "egg" or "net", can help them recognize and learn the sound in writing.
Ou
Teachers should introduce the "ou" sound through flashcards or posters. They should make a gesture related to the sound, such as mouthing "ou", while making the sound to help students recognize it. Songs that include words with the target sound can help students learn, as learning is improved when combined with singing. Students also learn to write sounds by writing words that contain the target sound in relation to pictures, such as writing "ou" for pictures of "out" and "pound".
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www.StokeNewingtonHistory.com
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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- 1. Fun with Phonics! Ever wonder what your child does during “Phonics” time? I believe in a varied approach, as different things work best for different children. Here are some examples of what we do in class during “Phonics”!
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