The document lists words containing the letter combination "th" and whether the "th" makes a soft or hard sound. It includes tongue twisters using words with "th".
The document discusses long and short vowel sounds. It notes that there are 5 short vowel sounds - a, e, i, o, u - and provides examples of words containing each sound. Similarly, it states there are 5 long vowel sounds and gives examples for each one. The document includes illustrations of example words for each vowel sound. It concludes with a short quiz to test recognition of long and short vowel sounds in different words.
This document provides a phonics lesson on long and short u sounds. It lists example words with long u sounds like "mule", "huge", and "music" and example words with short u sounds like "bug", "under", and "run". It concludes with an exercise matching pictures to words with long or short u sounds.
This document discusses possessive pronouns and how they show ownership. It explains that singular possessive pronouns include my, your, his, and her, while plural possessive pronouns are its, our, your, and their. Possessive pronouns can be used instead of possessive nouns to indicate who or what owns something.
This document provides examples of words containing common vowel digraphs (two vowels that make one sound) such as "au", "aw", and "ow". Each word is presented with its definition or example sentence. Key vowel digraphs and example words include: au (haul, Paul), aw (saw, claw, dawn), and aw (draw, flaw, straw). The document is intended to help readers learn and practice words containing common vowel digraphs in the English language.
1) Abstract nouns refer to ideas, qualities and conditions that cannot be seen or touched.
2) Examples of abstract nouns include greed, unhappiness, fear, anger, delivery, embarrassment, intelligence, beauty, courage, victory, activity, conclusion, imagination, appointment, happiness, friendship, disturbance, beginning, removal, ability, clumsiness, invasion, and pride.
3) Abstract nouns identified in sentences include honesty, year, hunger, thirst, days, and weeks.
Prefixes are word parts that come before root words and can change the meaning. The prefixes discussed include anti meaning against, un meaning not or opposite, and re meaning again or back. Examples are given such as antisocial, uncomfortable, unpack, return, and reread. Students then play a game to practice prefixes and examples are provided such as unhappy, rewrite, reuse, antiwrinkle, unfriendly, and reapply. Finally, students complete an exit slip to demonstrate their understanding of the prefixes taught.
A possessive noun shows ownership or possession. To form a possessive noun, add an apostrophe s ('s) to most singular nouns. For plural nouns ending in s, add only an apostrophe ('), while plural nouns not ending in s add an apostrophe s. There are also special cases like nouns already ending in s, where only an apostrophe is added without an additional s. Possessive nouns indicate who or what the modified noun belongs to.
The document discusses long and short vowel sounds. It notes that there are 5 short vowel sounds - a, e, i, o, u - and provides examples of words containing each sound. Similarly, it states there are 5 long vowel sounds and gives examples for each one. The document includes illustrations of example words for each vowel sound. It concludes with a short quiz to test recognition of long and short vowel sounds in different words.
This document provides a phonics lesson on long and short u sounds. It lists example words with long u sounds like "mule", "huge", and "music" and example words with short u sounds like "bug", "under", and "run". It concludes with an exercise matching pictures to words with long or short u sounds.
This document discusses possessive pronouns and how they show ownership. It explains that singular possessive pronouns include my, your, his, and her, while plural possessive pronouns are its, our, your, and their. Possessive pronouns can be used instead of possessive nouns to indicate who or what owns something.
This document provides examples of words containing common vowel digraphs (two vowels that make one sound) such as "au", "aw", and "ow". Each word is presented with its definition or example sentence. Key vowel digraphs and example words include: au (haul, Paul), aw (saw, claw, dawn), and aw (draw, flaw, straw). The document is intended to help readers learn and practice words containing common vowel digraphs in the English language.
1) Abstract nouns refer to ideas, qualities and conditions that cannot be seen or touched.
2) Examples of abstract nouns include greed, unhappiness, fear, anger, delivery, embarrassment, intelligence, beauty, courage, victory, activity, conclusion, imagination, appointment, happiness, friendship, disturbance, beginning, removal, ability, clumsiness, invasion, and pride.
3) Abstract nouns identified in sentences include honesty, year, hunger, thirst, days, and weeks.
Prefixes are word parts that come before root words and can change the meaning. The prefixes discussed include anti meaning against, un meaning not or opposite, and re meaning again or back. Examples are given such as antisocial, uncomfortable, unpack, return, and reread. Students then play a game to practice prefixes and examples are provided such as unhappy, rewrite, reuse, antiwrinkle, unfriendly, and reapply. Finally, students complete an exit slip to demonstrate their understanding of the prefixes taught.
A possessive noun shows ownership or possession. To form a possessive noun, add an apostrophe s ('s) to most singular nouns. For plural nouns ending in s, add only an apostrophe ('), while plural nouns not ending in s add an apostrophe s. There are also special cases like nouns already ending in s, where only an apostrophe is added without an additional s. Possessive nouns indicate who or what the modified noun belongs to.
The document discusses verbs to be (am, is, are) which are linking verbs used to connect subjects with predicates. It provides examples of using verbs to be with different pronouns like I, he, she, it, you, they and we. It also discusses using nouns instead of pronouns in sentences. Finally, it has some practice questions to choose the correct verb to be to complete sentences.
The document contains a list of words beginning with various consonant blends and their definitions. It includes words starting with "br", "gr", and "tr" blends along with pictures of each word and a short definition or sentence for each one, such as "You have to cross the bridge to reach Canada" and "My grandfather is still strong."
The document discusses the two different "th" sounds in English: the voiceless /th/ sound as in "thin" or "thing", where the vocal cords do not vibrate, and the voiced /th/ sound as in "this" or "those", where the vocal cords do vibrate. It provides examples of words containing each sound and links to additional resources on pronouncing the "th" sounds in English.
This document defines and provides examples of different types of verbs: action verbs that show action, linking verbs that connect subjects to predicates, and helping verbs that assist main verbs. It explains that action verbs tell what a subject does, linking verbs link subjects to predicates without showing action, and helping verbs come before and help main verbs. Examples of each verb type are given and readers are asked to identify verbs in sample sentences.
This document lists common illnesses and medical conditions such as having a cold, flu, runny nose, sore throat, tonsillitis, asthma, bronchitis, pneumonia, chicken pox, headaches, earaches, toothaches, stomachaches, hay fever, nosebleeds, rashes, and allergies to cats.
This document discusses silent letters in English words. It begins by asking the reader to think of words starting with "wr-", "kn-", and "ps-", which are examples of words containing silent letters. It then explains that silent letters appear in spellings but make no sound. The document suggests historical changes, borrowing from other languages, and difficult sound combinations as causes for English having many silent letters. Specific examples of words containing silent b, k, g, l, and w are provided. The document concludes by having students complete a worksheet and success criteria about words with silent letters.
This document provides a series of word families for sounding out and reading. It contains 3 main sections - words ending in consonant blends like "st" and "bl", words ending in vowel digraphs like "ack" and "ake", and words ending in consonant digraphs like "op". The learner is prompted to sound out each set of words and then read a list combining words from the set to check their understanding.
This document provides information about synonyms and antonyms. It defines a synonym as a word with the same or similar meaning, and provides examples. An antonym is defined as a word with the opposite meaning, and also provides examples. It then asks the reader questions to test their understanding of synonyms and antonyms, and provides the correct answers. Finally, it suggests some word games involving synonyms and antonyms.
This document defines pronouns and provides examples of common pronouns. It explains that pronouns are used in place of nouns and lists some common singular pronouns like he, she, and it along with their meanings. The document also notes that the plural pronoun they can be used in place of singular pronouns in a plural context.
The document discusses plural nouns in English. It explains that plural nouns refer to more than one of an object or person. There are two main rules for making nouns plural - adding 's' to most nouns, and adding 'es' to nouns ending in s, sh, ch, x or z. Examples are given such as adding 's' to make apple into apples and adding 'es' to change brush into brushes. Plural nouns are important for proper grammar.
This document teaches the use of demonstrative pronouns "this", "that", "these", and "those" by providing examples of how to identify a single object nearby or far away and identify multiple nearby or faraway objects. It explains that "this" and "these" are used for nearby items while "that" and "those" are used for items farther away.
This document provides a lesson on WH- questions to teach English language learners. It begins with background on the lesson's alignment to WIDA standards and objective for students to use WH- questions to read, speak, listen, write sentences and answer questions to compose an original story. It then defines and provides examples of each WH- question (What, Who, Where, When, Why, Which, Whose) and has students practice using the questions to tell a story about a vacation.
The English language is filled with words that sound the same (homophones), but have different spellings and meanings. This powerpoint has a guessing game, writing activity, and speaking activity.
This document provides a list of words that begin with the consonant blends "bl", "pl", and "cl" along with sample sentences using each word. It aims to teach phonics and spelling to young students by exposing them to words that contain these common consonant blends at the beginning. Each blend section lists about a dozen words beginning with that blend like "blue", "blink", and "blood" for "bl"; "place", "plate", and "plumber" for "pl"; and "clock", "club", and "clam" for "cl".
This document discusses suffixes, which are word parts added to the end of base words that change the word's meaning. It provides examples of common suffixes like -able, -er, -ish, -less, -ness, and -ful and their meanings. The document also gives examples of words that contain suffixes and exercises for identifying suffixes and their meanings in words.
This document provides a list of common consonant blends and digraphs in English. It lists initial consonant blends such as "bl", "br", "cl", and "cr" as well as consonant digraphs including "ch", "sh", "th", and "wh". The document appears to be an alphabetized listing of consonant combinations that occur at the beginning of words as resources for teaching phonics or spelling.
The document discusses the proper uses of who, whom, and whose in sentences. It explains that who is used as the subject of a sentence, whom is used as the object, and whose indicates possession. Some examples are provided to illustrate when to use who, whom, and whose depending on whether the word is being used as the subject, object, or to indicate possession in a sentence.
This document discusses the soft and hard sounds of the letter c in phonics. It notes that c usually makes a soft "s" sound when followed by the vowels e, i, or y. Examples of words with soft c are given such as "ice", "city", and "cycle". It also states that c typically has a hard "k" sound without being followed by e, i, or y, like in the word "cake". The document provides pictures of words to demonstrate the soft and hard c sounds.
The document describes different shapes including big and small circles, squares, and rectangles. It provides YouTube links to shape songs that can teach about shapes.
This document discusses the FANBOYS conjunctions - for, and, nor, but, or, yet, and so. These conjunctions are called "coordinating conjunctions" because they connect words, phrases, and independent clauses. The document provides examples of how each conjunction is used and explains its meaning. It then shows the FANBOYS being used to improve a sample paragraph by joining related ideas and showing relationships between sentences.
The document discusses verbs to be (am, is, are) which are linking verbs used to connect subjects with predicates. It provides examples of using verbs to be with different pronouns like I, he, she, it, you, they and we. It also discusses using nouns instead of pronouns in sentences. Finally, it has some practice questions to choose the correct verb to be to complete sentences.
The document contains a list of words beginning with various consonant blends and their definitions. It includes words starting with "br", "gr", and "tr" blends along with pictures of each word and a short definition or sentence for each one, such as "You have to cross the bridge to reach Canada" and "My grandfather is still strong."
The document discusses the two different "th" sounds in English: the voiceless /th/ sound as in "thin" or "thing", where the vocal cords do not vibrate, and the voiced /th/ sound as in "this" or "those", where the vocal cords do vibrate. It provides examples of words containing each sound and links to additional resources on pronouncing the "th" sounds in English.
This document defines and provides examples of different types of verbs: action verbs that show action, linking verbs that connect subjects to predicates, and helping verbs that assist main verbs. It explains that action verbs tell what a subject does, linking verbs link subjects to predicates without showing action, and helping verbs come before and help main verbs. Examples of each verb type are given and readers are asked to identify verbs in sample sentences.
This document lists common illnesses and medical conditions such as having a cold, flu, runny nose, sore throat, tonsillitis, asthma, bronchitis, pneumonia, chicken pox, headaches, earaches, toothaches, stomachaches, hay fever, nosebleeds, rashes, and allergies to cats.
This document discusses silent letters in English words. It begins by asking the reader to think of words starting with "wr-", "kn-", and "ps-", which are examples of words containing silent letters. It then explains that silent letters appear in spellings but make no sound. The document suggests historical changes, borrowing from other languages, and difficult sound combinations as causes for English having many silent letters. Specific examples of words containing silent b, k, g, l, and w are provided. The document concludes by having students complete a worksheet and success criteria about words with silent letters.
This document provides a series of word families for sounding out and reading. It contains 3 main sections - words ending in consonant blends like "st" and "bl", words ending in vowel digraphs like "ack" and "ake", and words ending in consonant digraphs like "op". The learner is prompted to sound out each set of words and then read a list combining words from the set to check their understanding.
This document provides information about synonyms and antonyms. It defines a synonym as a word with the same or similar meaning, and provides examples. An antonym is defined as a word with the opposite meaning, and also provides examples. It then asks the reader questions to test their understanding of synonyms and antonyms, and provides the correct answers. Finally, it suggests some word games involving synonyms and antonyms.
This document defines pronouns and provides examples of common pronouns. It explains that pronouns are used in place of nouns and lists some common singular pronouns like he, she, and it along with their meanings. The document also notes that the plural pronoun they can be used in place of singular pronouns in a plural context.
The document discusses plural nouns in English. It explains that plural nouns refer to more than one of an object or person. There are two main rules for making nouns plural - adding 's' to most nouns, and adding 'es' to nouns ending in s, sh, ch, x or z. Examples are given such as adding 's' to make apple into apples and adding 'es' to change brush into brushes. Plural nouns are important for proper grammar.
This document teaches the use of demonstrative pronouns "this", "that", "these", and "those" by providing examples of how to identify a single object nearby or far away and identify multiple nearby or faraway objects. It explains that "this" and "these" are used for nearby items while "that" and "those" are used for items farther away.
This document provides a lesson on WH- questions to teach English language learners. It begins with background on the lesson's alignment to WIDA standards and objective for students to use WH- questions to read, speak, listen, write sentences and answer questions to compose an original story. It then defines and provides examples of each WH- question (What, Who, Where, When, Why, Which, Whose) and has students practice using the questions to tell a story about a vacation.
The English language is filled with words that sound the same (homophones), but have different spellings and meanings. This powerpoint has a guessing game, writing activity, and speaking activity.
This document provides a list of words that begin with the consonant blends "bl", "pl", and "cl" along with sample sentences using each word. It aims to teach phonics and spelling to young students by exposing them to words that contain these common consonant blends at the beginning. Each blend section lists about a dozen words beginning with that blend like "blue", "blink", and "blood" for "bl"; "place", "plate", and "plumber" for "pl"; and "clock", "club", and "clam" for "cl".
This document discusses suffixes, which are word parts added to the end of base words that change the word's meaning. It provides examples of common suffixes like -able, -er, -ish, -less, -ness, and -ful and their meanings. The document also gives examples of words that contain suffixes and exercises for identifying suffixes and their meanings in words.
This document provides a list of common consonant blends and digraphs in English. It lists initial consonant blends such as "bl", "br", "cl", and "cr" as well as consonant digraphs including "ch", "sh", "th", and "wh". The document appears to be an alphabetized listing of consonant combinations that occur at the beginning of words as resources for teaching phonics or spelling.
The document discusses the proper uses of who, whom, and whose in sentences. It explains that who is used as the subject of a sentence, whom is used as the object, and whose indicates possession. Some examples are provided to illustrate when to use who, whom, and whose depending on whether the word is being used as the subject, object, or to indicate possession in a sentence.
This document discusses the soft and hard sounds of the letter c in phonics. It notes that c usually makes a soft "s" sound when followed by the vowels e, i, or y. Examples of words with soft c are given such as "ice", "city", and "cycle". It also states that c typically has a hard "k" sound without being followed by e, i, or y, like in the word "cake". The document provides pictures of words to demonstrate the soft and hard c sounds.
The document describes different shapes including big and small circles, squares, and rectangles. It provides YouTube links to shape songs that can teach about shapes.
This document discusses the FANBOYS conjunctions - for, and, nor, but, or, yet, and so. These conjunctions are called "coordinating conjunctions" because they connect words, phrases, and independent clauses. The document provides examples of how each conjunction is used and explains its meaning. It then shows the FANBOYS being used to improve a sample paragraph by joining related ideas and showing relationships between sentences.
This document provides instruction on pronouncing the sounds [t], [d], and "th" in English. It explains that the tongue should be placed behind the top teeth and released with air to produce the [t] sound. Common pronunciation problems with [t] are discussed. Examples of words containing [t] are provided. The same format is followed to explain the production and examples of the [d] sound. For "th", the document distinguishes the voiced [ð] sound from the voiceless [θ] sound and provides example words for each. Listeners are encouraged to practice the sounds and common mispronunciations are noted. References for further information are included at the end.
The document discusses teaching the pronunciation of common words containing the "th" sound to Norwegian pupils in years 1 through 4. It notes the two different "th" sounds, the voiced /ð/ sound and voiceless /θ/ sound, and provides examples of words containing each. It recommends techniques for helping pupils distinguish and produce the sounds, such as placing fingers on the throat or starting with similar sounds like "s" or "z" and then moving the tongue. The document emphasizes the importance of correct pronunciation and asks how teachers would approach teaching these sounds.
Teaching of TH sounds in English by Ali karakasAli Karakaş
The document discusses teaching the pronunciation of the sounds [θ] and [ð] to English language learners in Turkey. These sounds do not exist in the Turkish language, so Turkish learners often substitute [t] for [θ] and [d] for [ð]. The document provides examples of words containing [θ] and [ð], establishes minimal and near-minimal pairs to distinguish the sounds, and presents a sample lesson plan to teach proper pronunciation of [θ] and [ð] through articulation exercises and practice in sentences.
This document discusses gerunds, which are verb forms ending in "-ing" that function as nouns. It provides examples of gerunds being used as subjects and objects of sentences. As subjects, gerunds are always singular and require a third-person singular verb. As objects, gerunds follow certain verbs like "suggest" and "enjoy". The document also discusses using "go + gerund" to describe activities and provides exercises for readers to practice identifying and using gerunds.
The document describes different colors through a series of questions and answers. It asks "What color is it?" several times and answers with the colors red, green, and blue, providing examples of things that are each color, such as apples being red, trees being green, and skies being blue. It concludes with the author and year.
The document provides tips for teachers to decorate their classroom with student artwork, use the classroom environment for hands-on lessons to engage students and save resources, and reuse materials from daily life in creative activities rather than throwing them away. Some suggestions include using frames to display student art around the classroom and hallways, having students draw pictures related to lessons on favorite animals or where they live, and constructing objects like towers from reused cans or doll houses from cardboard boxes to teach lessons in an interactive way while reducing waste.
The document discusses establishing effective learning centers in a Kindergarten classroom. It provides tips for setting up centers, establishing routines and procedures, rotating groups of children through different centers, and introducing the activity to participants. Centers described include reading, writing, phonics, drama, math, block, science, board games, music, art, and sand/water. The goal is to foster engaged, independent and collaborative learning through different centers.
The document is a collection of Halloween-themed poems, songs, chants and craft ideas for teaching children. It includes lyrics for songs about pumpkins, witches and Halloween as well as instructions for crafts like making pumpkin shapes out of construction paper and decorating skeletons. The document provides positive and engaging material to educate kids around the Halloween holiday through fun activities.
This document provides information about the development of two-year-olds. It discusses their social, emotional, physical and intellectual development. Some key points are that two-year-olds are becoming more independent, can say 2-3 word sentences, and enjoy simple activities like books, songs and play. The document also gives caregivers ideas for interacting with two-year-olds, such as encouraging language development, providing sensory activities and handling tantrums calmly.
This document introduces six mascot characters - Beibei the blue fish, Jingjing the panda, Huanhuan the Olympic flame, Yingying the antelope, Nini the swallow, and their attributes. Each mascot is described in 1-2 sentences highlighting their name, species and symbolic meaning for China and the Olympics. They represent elements of nature, sport, and Chinese culture.
This document provides advice from experienced teachers on how to plan and execute effective lessons. Some key tips include keeping lesson plans brief and flexible, experimenting with new ideas but being willing to change approaches, reflecting critically on lessons to improve, and sharing ideas with other teachers for ongoing learning and growth. Veteran teachers also recommend focusing on students' efforts and progress, rather than just assignments, and starting lessons simply before increasing complexity.
The document discusses reptile classification and provides information about chameleons. It notes that there are over 160 species of chameleons found primarily in tropical regions like Africa and Madagascar. Chameleons have the ability to change color, shoot their long sticky tongue to catch prey, and move their eyes independently. They use their prehensile tail and toes grouped in twos and threes to grip branches as they climb trees.
The document provides teaching tips and guidance for baby and toddler classes. It emphasizes ensuring children's basic needs are met before class, establishing clear rules, using visual aids efficiently, being well-prepared with engaging activities, adapting to students' development levels, using praise and not shouting, and emphasizing the importance of lessons with help from teachers, nannies and parents.
The document describes the growth cycle of apples and bananas from seed or plant to ripe fruit. It notes that apples can be green, yellow, or red, and that bananas come in varieties like plantains, red bananas, and Cavendish. For both fruits, it outlines the stages from a small seed or plant growing larger to blooming, the fruits developing and enlarging, and ultimately becoming ripe and ready to eat.
Cats are cute pets that sleep, eat, and play, with the document describing the daily activities of cats and their emotions like being happy, angry, and frightened. Big cats such as lions, tigers, leopards, and cheetahs are also mentioned, and cats can make good friends.