"НА КРЫЛЬЯХ ВРЕМЕНИ..."
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ВСЕМ, ДОБРОЕ ВРЕМЯ СУТОК ! С ВЕСНОЙ, ВАС !

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Nixon applied the hat for the summer adhesive to his brim; during the game he could tap his fingers against it to pick up the gunk. "I like for my hands to be tackified, be sticky out in the outfield," he says. While at bat, hed fold up his cap and shove it into his back pocket. "It kind of gets pancaked and takes its own form back there." At years end, when the hat was admittedly "pretty rank," Nixon would present it to his father, who mercifully washed the thing and displayed it in a cabinet back home in North Carolina. IMPORTANT: If you are volunteering for the afternoon shift and will be taking your child home with you after dismissal, this is considered a transportation change. You will need to send in a note with your child that morning so Mrs. Tuttle can document that information.

It can be story problems or simply open-ended questions. These problem solving decks Links to an external site. from the North Carolina State Department of Education offer wonderful opportunities for thinking and solving problems. Using the theme of distribution of power, students will compare the basics of state and men's hat for summer national government, as well as the need rules/laws in society. Students will locate Georgias regions and major rives, and discuss the impact of geography on peoples lives through the theme of location. The theme of production, distribution, and consumption will be used to help students learn basic economic concepts that will be used throughout the year. consumption will be used to help students learn basic mens hat types economic concepts that will be used throughout the year. S

A Peek at our Week: This week we will be conducting Student Led Conferences on Wednesday and Thursday afternoons. Friday is a student holiday and teacher professional development day. Reading and Comprehension: This week I will be introducing reciprocal teaching. Reciprocal teaching is a research based method of improving reading comprehension. Many students in our classroom can decode words, but they have difficulty understanding and holding on to what they read. This learning method for struggling readers, but has been shown to be effective for most students. These strategies can actually be adapted for you to use at home. Reciprocal teaching is a discussion technique that incorporates four main reading strategies: predicting, questioning, clarifying, and summarizing.

With fiction, students ushanka hat use those clues to make predictions about the setting, characters, problems, and key events that may appear in the text. When working with nonfiction text, students use the text headings, illustrations, maps, captions and tables to predict what they will learn. Questioning would involve using phrases such as "I wonder (why, how, what, where, who)& " Good readers ask questions throughout the reading process. Students who know they will be expected to think of a question about the text prior to reading will then read with a heightened awareness of the main ideas. During reciprocal teaching, students are asked to "be the teacher" as they create questions for one another. Students sometimes have difficulty understanding unclear sentences, passages, chapters, or difficult words.

Clarifying helps students monitor their own comprehension, and learn how to apply "fix-up" strategies. Clarifying would sound like this: "I didn't understand the part (or word, page, paragraph) where& so I & (reread, read on to look for clues, thought about what I know, talked to a friend). Summarizing is complex, requiring students to pull together several skills and strategies: recalling the text, determining the important events, and arranging them in order. Retelling is an important beginning step, which is easier for our younger students. Summarizing sounds like this: "This is about& " or "I now think& " This classroom technique known as "reciprocal teaching" may sound complex, but can actually be incorporated at home. Parents and children reading together can take turns playing the role of the teacher.

Students first make connections to objects in the night sky by discussing clouds they see in the daytime sky. They then connect this idea to the fact that stars form patterns or pictures. They white hat make observations of stars that form constellations through viewers and demonstrate their understanding that stars can form patterns and have different characteristics. Finally, students consider how stars make patterns and then create their own by looking at a patch of the night sky. Students first make connections to objects in the night sky by discussing clouds they see in the daytime sky. They then connect this idea to the fact that stars form patterns or pictures. They make observations of stars that form constellations through viewers and demonstrate their understanding Изображение that stars can form patterns and have different characteristics.


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