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 Little Miss
Fill-In An excellent way to promote total comprehension is to present students with a fill-in exercise after each book has been completed. In this activity, a portion of the text is reproduced with specific words deleted. The teacher may delete every eighth word, or delete speci...
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Fill-In An excellent way to promote total comprehension is to present students with a fill-in exercise after each book has been completed. In this activity, a portion of the text is reproduced with specific words deleted. The teacher may delete every eighth word, or delete special nouns or verbs. Students are required to fill in the deletions with the exact word or an appropriate synonym. Sample from Mr. Noisy (delete eighth word): Mr. Noisy was a very, very noisy ___ indeed. For example: If
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http://us.penguingroup.com/static/images/yr/pdf/tl-guide-littlemiss.pdf#page=3
us.penguingroup.com/static/images/yr/pdf/tl-guide-littlemiss.pdf#page=3
necessary <span class="highlight">for</span> everything to be put exactly where it belongs. Especially silverware and teapots. Who am I? 3. I have so many questions about every little thing. How, when, why, and where are my favorite words. Who am I? 4. Whenever I'm around, people hold their ears. My walk makes houses tremble; my <span class="highlight">voice</span> causes people to run <span class="highlight">for</span> cover. Who am I? ANSWERS: 1. Mr. Greedy; 2. Little Miss Neat; 3. Little Miss Curious; 4. Mr. <span class="highlight">Noisy</span>
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http://us.penguingroup.com/static/images/yr/pdf/tl-guide-littlemiss.pdf#page=4
us.penguingroup.com/static/images/yr/pdf/tl-guide-littlemiss.pdf#page=4
Fill-In An excellent way to promote total comprehension is to present students with <span class="highlight">a</span> fill-in exercise after each book has been completed. In this <span class="highlight">activity</span>, <span class="highlight">a</span> portion of the text is reproduced with specific words deleted. The teacher may delete every eighth word, or delete special nouns or verbs. Students are required to fill in the deletions with the exact word or an appropriate synonym. Sample from Mr. <span class="highlight">Noisy</span> (delete eighth word): Mr. <span class="highlight">Noisy</span> was <span class="highlight">a</span> very, very <span class="highlight">noisy</span> ___ indeed. <span class="highlight">For</span> example: If
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http://us.penguingroup.com/static/images/yr/pdf/tl-guide-littlemiss.pdf#page=6
us.penguingroup.com/static/images/yr/pdf/tl-guide-littlemiss.pdf#page=6
Antonyms Students' vocabulary can be expanded by discovering words with opposite relationships within each of the books. <span class="highlight">For</span> example, Little Miss Neat meets her match when Mr. Muddle and Mr. Messy come to visit. Students may search <span class="highlight">for</span> antonyms independently, or teachers may prepare an antonym match <span class="highlight">based</span> on the collection. Antonym Match 1. neat 2. happy 3. brave 4. <span class="highlight">noisy</span> 5. busy 6. small <span class="highlight">A</span>. scared B. messy C. tall D. sad E. quiet F. lazy ANSWERS: 1-B; 2-D; 3-<span class="highlight">A</span>; 4-E; 5-F; 6-C
Volume and Shapes
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Sound Vibrations
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Diamante Poetry Using Environments Day 3
and the adaptations animals need to survive in the various environments. Students should be knowledgeable regarding cooperative learning skills (for example, group roles, and group participation limitations and possibilities). Activities The teacher will introduce the activity...
Observe, Make, Measure
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Designing a Puff Mobile
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Air Is Matter
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spheres of human activity. 7 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/ belief, science/technology, written language, education, family). 7 – H1.4.2 Describe and use themes of history to study patterns of cha...
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spheres of human activity. 7 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/ belief, science/technology, written language, education, family). 7 – H1.4.2 Describe and use themes of history to study patterns of change and continuity. 7 – H1.4.3 Use historical perspectives to analyze global issues faced by humans long ago and today. W1 WHG ERA 1 – THE BEGINNINGS OF HUMAN SOCIETy: BEGINNINGS TO 4000 B.C.E./B.C. Explain the basic features and
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=44
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=44
24;#24; GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION An Overview of Western and Eastern Hemisphere Studies The World in <span class="highlight">Temporal</span> Terms – Historical Habits of Mind (Included in Grade 6 as <span class="highlight">a</span> foundation <span class="highlight">for</span> Grade 7) Students will identify the conceptual devices to organize their study of the world. They will compare cultural and historical interpretation. They will use the process of reasoning <span class="highlight">based</span> on evidence from the past and
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=48
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=48
spheres of human <span class="highlight">activity</span>. 6 – H1.4.1 Describe and use cultural institutions to study an era and <span class="highlight">a</span> region (political, economic, religion/ belief, science/technology, written language, education, family). 6 – H1.4.2 Describe and use themes of history to study patterns of change and continuity. 6 – H1.4.3 Use historical perspective to analyze global issues faced by humans long ago and today. W1 WHG ERA 1 – THE BEGINNINGS OF HUMAN SOCIETy: BEGINNINGS TO 4000 B.C.E./B.C. Explain the basic features and
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=60
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=60
spheres of human <span class="highlight">activity</span>. 7 – H1.4.1 Describe and use cultural institutions to study an era and <span class="highlight">a</span> region (political, economic, religion/ belief, science/technology, written language, education, family). 7 – H1.4.2 Describe and use themes of history to study patterns of change and continuity. 7 – H1.4.3 Use historical perspectives to analyze global issues faced by humans long ago and today. W1 WHG ERA 1 – THE BEGINNINGS OF HUMAN SOCIETy: BEGINNINGS TO 4000 B.C.E./B.C. Explain the basic features and
Academic Standards-English/Language Arts Kindergarten
Page 4 Kindergarten English/Language Arts K Standard 3 READING: Comprehension and Analysis of Literary Text Students listen and respond to stories based on well-known characters, themes, plots (what happens in a story), and settings (where a story takes place). The selections in...
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Page 4 Kindergarten English/Language Arts K Standard 3 READING: Comprehension and Analysis of Literary Text Students listen and respond to stories based on well-known characters, themes, plots (what happens in a story), and settings (where a story takes place). The selections in the Indiana Reading List (www.doe.state.in.us/ standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. In Kindergarten, students will listen and respond to grade-level-appropriate
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade0k.pdf#page=4
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
Page 4 Kindergarten English/Language Arts K Standard 3 READING: Comprehension and Analysis of Literary Text Students listen and respond to stories <span class="highlight">based</span> on well-known characters, themes, plots (what happens in <span class="highlight">a</span> story), and settings (where <span class="highlight">a</span> story takes place). The selections in the Indiana Reading List (www.doe.state.in.us/ standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. In Kindergarten, students will listen and respond to grade-level-appropriate
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(Formative/Summative Assessment) #0;3 0401.3.1 Determine an audience and a purpose for writing. #0;3 0401.3.2 Write for a variety of purposes: to entertain, persuade, inform, demonstrate knowledge, answer questions, respond to literature, acquire knowledge (e.g., take n...
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(Formative/Summative Assessment) #0;3 0401.3.1 Determine an audience and a purpose for writing. #0;3 0401.3.2 Write for a variety of purposes: to entertain, persuade, inform, demonstrate knowledge, answer questions, respond to literature, acquire knowledge (e.g., take notes, synthesize information). #0;3 0401.3.3 Practice writing to a prompt within a specified time limit. #0;3 0401.3.4 Write poems, stories, and essays based upon personal reflections, observations, and experiences. #0;3
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_4.pdf#page=5
www.state.tn.us/education/ci/english/doc/ENG_Grade_4.pdf#page=5
(Formative/Summative Assessment) #0;3 0401.3.1 Determine an audience and <span class="highlight">a</span> purpose <span class="highlight">for</span> writing. #0;3 0401.3.2 Write <span class="highlight">for</span> <span class="highlight">a</span> variety of purposes: to entertain, persuade, inform, demonstrate knowledge, answer questions, respond to literature, acquire knowledge (e.g., take notes, synthesize information). #0;3 0401.3.3 Practice writing to <span class="highlight">a</span> prompt within <span class="highlight">a</span> specified time limit. #0;3 0401.3.4 Write poems, stories, and essays <span class="highlight">based</span> upon personal reflections, observations, and experiences. #0;3
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