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This short document contains random words that do not seem to form a coherent story or provide any clear meaning on their own. It is difficult to derive any essential information or high-level summary from such a collection of isolated terms.
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This photo album contains pictures of common sight words to help young readers recognize words on sight without sounding them out. Each page features a different sight word in a fun picture with labels to reinforce the word's meaning. The goal is for students to build familiarity with sight words through visual associations to support early reading development.
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This document provides 14 sentences with blanks that require inserting the appropriate verb form or ending based on context clues. The sentences cover a range of topics including clothing, daily activities, schedules, locations and philosophical sayings. The overall purpose is to practice identifying and selecting the proper verb or verb ending to complete each sentence.
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This photo album contains pictures of common sight words to help young readers recognize words on sight without sounding them out. Each page features a different sight word in a fun picture with labels to reinforce the word's meaning. The goal is for students to build familiarity with sight words through visual associations to support early reading development.
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This document lists common sight words for kindergarten students broken into 3 letter categories. It includes basic words like colors, numbers, days, months, actions and pronouns that young readers need to recognize frequently without sounding out each individual letter. The goal is to build a foundation of instantly recognizable words to support early reading development.
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The document summarizes a classroom lesson on poetry. The teacher leads students in analyzing poems to understand the author's purpose, inspiration, and central idea. Students consider how elements like rhythm, repetition, and onomatopoeia create sound in poetry. They then apply these skills to poems by Langston Hughes and Jacqueline Woodson. Later, the teacher prompts students to write poems expressing their hopes and visions of peace for their community and world.
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The document outlines Ms. Catherine's class objectives and reading workshop activities for understanding poetry. It discusses examining poems' rhythm, repetition, onomatopoeia and alliteration. It describes analyzing Langston Hughes' poems for these techniques. The class reads poems multiple times to determine the author's purpose, inspiration, and central message or "big idea". The goal is to use clues from the text to uncover deeper meanings in poetry.
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The document provides guidance for students on reading and writing workshops. It discusses identifying themes when reading stories and resolving conflicts when writing stories. It encourages students to use vivid details like adjectives and verbs when revising stories. It also suggests paying attention to story elements like characters, setting, and conflicts to construct understanding at the beginning of stories.
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This document outlines Catherine's writing and reading workshop lessons for the week of January 19-23, 2015. The writing workshop focuses on adding conflicts to stories to make them more interesting, such as character vs. character, character vs. nature, or character vs. self. Students plan their stories using story maps and are encouraged to start with action or conflict to engage readers. The reading workshop involves identifying story elements like characters, setting, and conflict while reading a story. Students also discuss how characters are developed directly and indirectly.
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Sight words 61 80
- 1. distance heart summer wall legs sat wide written kept interest
- 2. race present job edge record finished happy beside grass million