Songs level 3
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This document contains phonics songs and actions for the letters Gg, Oo, Uu, Ll, Ff, and Bb. Each song introduces a letter sound and provides an action to act out while saying the sound. The songs help teach letter sounds through repetition, rhyme, and kinesthetic learning.
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This document contains phonics songs and actions for level 2. It includes 8 songs that teach the sounds for the letters C, K, E, H, R, M, and D. Each song contains lyrics focusing on a letter sound and an accompanying action to perform while saying the sound, such as clicking fingers for C or hopping for H. The songs encourage identifying and practicing different letter sounds through singing, movement, and multisensory engagement.
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This document provides a phonics lesson using the Jolly Phonics method. It introduces letters and sounds through songs and actions for sets 1 through 5, covering the letters s, a, t, p, i, n, ck, e, h, r, m, d, g, o, u, l, f, b, ai, j, oa, ie, ee, or, z, w, ng, v, oo, oo. For each letter, it provides instructions for an action to perform and the lyrics to a song teaching that sound. The goal is to teach early reading skills in a fun, multisensory way through music and movement.
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This document contains phonics songs and actions for level 2. It includes 8 songs that teach the sounds for the letters C, K, E, H, R, M, and D. Each song contains lyrics focusing on a letter sound and an accompanying action to perform while saying the sound, such as clicking fingers for C or hopping for H. The songs encourage identifying and practicing different letter sounds through singing, movement, and multisensory engagement.
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This document contains phonics songs and actions for the letter sounds s, a, t, i, p, and n as part of a level 1 phonics program. Each song introduces a letter sound through a rhyme and encourages an accompanying action to be performed while vocalizing the sound. The actions include weaving a hand like a snake, wiggling fingers on the arm, turning the head from side to side, pretending to be a mouse with whiskers, puffing out a finger like a candle, and pretending to be a plane with arms out.
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This document provides a phonics lesson using the Jolly Phonics method. It introduces letters and sounds through songs and actions for sets 1 through 5, covering the letters s, a, t, p, i, n, ck, e, h, r, m, d, g, o, u, l, f, b, ai, j, oa, ie, ee, or, z, w, ng, v, oo, oo. For each letter, it provides instructions for an action to perform and the lyrics to a song teaching that sound. The goal is to teach early reading skills in a fun, multisensory way through music and movement.
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The document outlines the 7 sets of letters taught in the Jolly Phonics reading program. Set 1 includes the letters s, a, t, p, i, n. Set 2 adds ck, e, h, r, m, d. Set 3 adds g, o, u, l, f, b. Sets 4-7 introduce digraphs and trigraphs. The user can click on a set to access it or click through the full presentation which includes backgrounds and a cat animation available from the listed website.
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This document contains phonics songs and actions for the letters Gg, Oo, Uu, Ll, Ff, and Bb. Each song introduces a letter sound and provides an action to accompany saying the sound. The songs help teach letter-sound correspondence through repetition, rhyme, and multisensory engagement.
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www.facebook.com/readaustralia
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This document provides examples of words with hard and soft c and g sounds. It lists words containing a hard c sound like cape, carrots, car, cook, and cry. Words with a soft c sound include cent, ceiling, face, celery, and cymbals. Examples of words with a hard g include grapes, grandparents, garden, gate, and goat. Soft g words include giant, gem, gym, ginger, and judge. Each example word is accompanied by a simple sentence using that word.
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The document discusses the comparative and superlative forms of adjectives in English. It explains that the comparative form uses "-er" and "than" to compare two people or things, while the superlative form uses "the" plus "-est" to compare three or more people or things. Examples are provided such as "taller than" and "the tallest". Long adjectives are compared using "more" or "most". Exercises are included for the reader to practice forming comparative and superlative adjective sentences.
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The document appears to be an English exercise from a student named Anabel. It contains questions about food preferences such as whether the student likes ice cream, bananas, pizza, rice, cake, orange juice, carrots, cheese, water, and nuts. The student is asked to answer yes or no to indicate their likes and dislikes. The exercise is part of an English course and is focusing on using the phrases "I like" and "I don't like" to discuss preferences.
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(KS1/P1) – ‘Off-the-shelf’ HK curriculum-based Powerpoint activities (215 slides) and A5 workbook (39 pages) including all initial letter sounds, Dolch Words review and the Phonics Action Alphabet songs.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
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Songs level 3
- 2. The water gurgles Down the drain. The water gurgles Down the drain. The water gurgles Down the drain, With a /g/-/g/-/g/-/g/-/g/. Action: Spiral your hand down, as if water is gurgling down a drain, and say g,g,g,g. Gg
- 3. Now it’s dark, the lights go on. /o/-/o/-/o/-/o/-/o/. Time for bed, The lights go off! /o/-/o/-/o/-/o/-/o/. Action: Pretend to turn a light switch on and off, And say o, o, o, o. Oo
- 4. /u/-/u/ up go umbrellas. /u/-/u/ up go umbrellas. /u/-/u/ up go umbrellas. …when it starts to rain! Action: Keep one hand steady and raise the other as if raising an umbrella, and Say u, u, u, u. Uu
- 5. We lick our lollipops We lick our lollipops /l/-/l/-/l/-/l/-/l/ We lick our lollipops Action: Pretend to lick a lollipop, and say llllll. Ll
- 6. My friends and I go to the beach with my floating fish. It got a hole… …the air come out. /ffffff/! Action: Let your hands come together gently, as if an inflatable fish is deflating, and say fffffffff. Ff
- 7. Bring your bat and Bring your ball. /b/! /b/! Bring your bat and Bring your ball… …to the park to play. Action: Pretend to hit a ball with a bat, and say b, b, b. Bb