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Student Workbook B- 1
MICHAEL BEND ABeCeDarian STUDENT WORKBOOK B- 1 FA L L 2 0 0 6 © ABECEDARIAN COMPANY JULY 2006. ALL RIGHTS RESERVED. a•be•ce•dar•i•an n. (ay-bee-cee-dair-ee-an) 1. One who teaches or studies the alphabet. 2. One who is just learning; a beginner. a•be•ce•dar•i•an adj. 1. Having to do with the alphabet. 2. Being arranged alphabetically. 3. Elementary or rudimentary. [Middle English, from Medieval Latin abecedarium, alphabet, from Late Latin abecedarius, alphabetical : from the names of the letters A B C D + -arius, -ary.] from The American Heritage Dictionary, Third Edition Copyright © 2000-2006 ABeCeDarian Company Visit us at www.abcdrp.com June 12,2006 All rights reserved. No part of this book may be reproduced by any means without permission in writing from the publisher. 2 DATE ASSIGNMENT COPYRIGHT ©ABECEDARIAN COMPANY 2004-2006 3 DATE ASSIGNMENT 4 oa o-e o ow oe ough COPYRIGHT ©ABECEDARIAN COMPANY 2004-2006 1 Unit One 5 Unit 1 Sorting words with oa o-e o ow oe ough Read the words below and sort them using the following record sheet. Remember, always say the sound before you write it. 1. b oa t 5. g r ow 9. h o m e 2. sh ow 6. r o p e 10. g o 3. t oe 7. l oa f 11. n o t e 4. m o s t 8. c oa t 12. th ough 1 2 3 4 5 6 oa o-e o ow oe ough 6 Unit 1 I Spy with oa o-e o ow oe ough Underline oa, o-e, o, ow, oe, or ough in the words below and read them. -
Assistive Technology Resources for Children and Adults with Disabilities
Assistive Technology Resources for Children and Adults with Disabilities June / July, 2012 ClosingVOLUME 31 - NUMBER 2 The Gap The Importance of Play for Kids with Disabilities Building Independence with Picture Directions I Just Bought the New iPAD… Now what??? Physical Access and Training to Use the iPad Help for THOSE Classrooms DISKoveries 30th Annual Closing The Gap Conference Details Permit No. 166 No. Permit Hutchinson, MN 55350 MN Hutchinson, U.S POSTAGE PAID POSTAGE U.S www.closingthegap.com AUTO PRSRT STD PRSRT STAFF Dolores Hagen ...... PUBLISHER contents june / july, 2012 Budd Hagen ..................EDITOR volume 31 | number 2 Connie Kneip .................................. VICE PRESIDENT / GENERAL MANAGER 4 The Importance of Play for Kids 14 Physical Access and Training to Megan Turek ........... MANAGING with Disabilities Use the iPad EDITOR / By Sue Redepenning and By Patricia Bahr and Katie Duff SALES MANAGER Jennifer Mundl Jan Latzke ...... SUBSCRIPTIONS Sarah Anderson .............................. ADMINISTRATIVE ASSISTANT Becky Hagen .....................SALES Marc Hagen ............................WEB DEVELOPMENT SUBSCRIPTIONS $39 per year in the United States. $55 per year to Canada and Mexico (air mail.) All subscriptions from outside 17 Help for THOSE Classrooms the United States must be accom- panied by a money order or a check By Julie Rick drawn on a U.S. bank and payable in U.S. funds. Purchase orders are accepted from schools or institutions in the United States. 8 Building Independence with PUBLICATION INFORMATION Picture Directions Closing The Gap (ISSN: 0886-1935) is By Pat Crissey published bi-monthly in February, April, June, August, October and December. Single copies are available for $7.00 (postpaid) for U.S. -
Strand 1: Foundational Language Skills
English Language Arts and Reading (1) Developing and Sustaining Foundational Language Skills: Listening, Speaking, Reading, and Writing. Students develop oral language and word structure knowledge through phonological awareness, print concepts, phonics and, morphology to communicate, decode and encode. Students apply knowledge and relationships found in the structures, origins, and contextual meanings of words. The student is expected to: Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 English I English II English III English IV (A) self-select text and (A) self-select text and (A) self-select text and (A) self-select text and (A) self-select text and (A) self-select text and (A) self-select text and (A) self-select text and (A) self-select text and (A) self-select text and (A) self-select text and (A) self-select text and (A) self-select text and read independently for read independently for read independently for read independently for read independently for read independently for read independently for read independently for read independently for read independently for read independently for read independently for read independently for a sustained period of a sustained period of a sustained period of a sustained period of a sustained period of a sustained period of a sustained period of a sustained period of a sustained period of a sustained period of a sustained period of a sustained period of a sustained period of time; time; time; time; time; time; time; time; time; time; time; time; time; (B) develop -
Building Practices and Carpenters' Tools That Created Alexandria's Kent Plantation House
Building Practices and Carpenters' Tools That Created Alexandria's Kent Plantation House By N. H. Sand and Peter Koch SouthernForest ExperimentStation Forest Service. U. S. Departmentof Agriculture I t is the year 1796or thereabouts. ily, and he succeeds so well that designed and made with good Louisiana is a Spanish colony with the dwelling still remains sound and materials. French traditions and culture. attractive after 175 years, a very Now known (from a later owner) Pierre Baillio II, of a prominent great age for a house in America. asthe Kent PlantationHouse, Bail- French family, has a sizeable grant To reach it takes good luck-escape lio's home has recently beenmade of land along the Red River near from fire, flood and the Civil War. into a museum in Alexandria, a a small town called EI Rapido. Continuous occupancy and the care short distance from where it was Baillio undertakes to have a that goes with it also helps. Most originally constructed. There it house built for himself and his fam- of all, the house must be soundly standsas testimony to the skins of early Louisiana carpenter crafts- men. In contrast to architects, who seemto leapinto print with no great difficulty, carpenters are a silent tribe. They come to the job with their tool chests, exercise many skins of construction and some of design, and then pass on. Often their works are their only record. Occasionally some tools survive and, after generationsof neglectand abuse,these may find their way int() antique shopsor museums. Thus it is difficult to speakin de- tail of the builders of any given house. -
Mandarin Tone and English Intonation: a Contrastive Analysis
Mandarin tone and English intonation: a contrastive analysis Item Type text; Thesis-Reproduction (electronic) Authors White, Caryn Marie Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 28/09/2021 10:31:23 Link to Item http://hdl.handle.net/10150/557400 MANDARIN TONE AND ENGLISH INTONATION: A CONTRASTIVE ANALYSIS by 1 Caryn Marie White A Thesis Submitted to the Faculty of the DEPARTMENT OF ORIENTAL STUDIES In Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS In the Graduate College THE UNIVERSITY OF ARIZONA 19 8 0 STATEMENT BY AUTHOR This thesis has been submitted in partial fulfillment of re quirements for an advanced degree at The University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. i Brief quotations from this thesis are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the head of the major department or the Dean of the Graduate College when in his judg ment the proposed use of the material is in the interests of scholar ship. In all other instances, however, permission must be obtained from the author. APPROVAL BY THESIS DIRECTOR This thesis has been approved on the date shown below: ACKNOWLEDGMENTS I would like to express my sincere gratitude to Professor Timothy Light who suggested the topic of this thesis. -
Chapter 12 Review
FIGURE 12.1: “The Swan Range,” photograph by Donnie Sexton, no date 1883 1910 1869 1883 First transcontinental Northern Pacifi c Railroad completes Great Fire 1876 Copper boom transcontinental route railroad completed begins in Butte Battle of the 1889 1861–65 Little Bighorn 1908 Civil War Montana becomes a state Model T invented 1860 1870 1880 1890 1900 1910 1862 1882 1862 Montana gold Montana Improvement Anton Holter opens fi rst 1875 rush begins Salish stop setting Company formed 1891 1905 commercial sawmill in Forest Reserve Act U.S. Forest Montana Territory fi res after confrontation 230 with law enforcement Service created READ TO FIND OUT: n How American Indians traditionally used fire n Who controlled Montana’s timber industry n What it was like to work as a lumberjack n When and why fire policy changed The Big Picture For thousands of years people have used forests to fill many different needs. Montana’s forestlands support our economy, our communities, our homes, and our lives. Forests have always been important to life in Montana. Have you ever sat under a tall pine tree, looked up at its branches sweeping the sky, and wondered what was happen- ing when that tree first sprouted? Some trees in Montana are 300 or 400 years old—the oldest living creatures in the state. They rooted before horses came to the Plains. Think of all that has happened within their life spans. Trees and forests are a big part of life in Montana. They support our economy, employ our people, build our homes, protect our rivers, provide habitat for wildlife, influence poli- tics, and give us beautiful places to play and be quiet. -
Arguments for & Against Spelling Reform
Spelling Reform Anthology edited by Newell W. Tune §2. Arguments for and against Spelling Reform These are general arguments that do not fit in any of the other specialised categories listed later in this book. For a comprehensive listing of references up to 1929, see Kennedy, Arthur.: A Bibliography of Writings in English, 1929. Contents 1. Julian, Jas. English has More Rime than Reason. 2. Hotson, Clarence, The Urgency of Spelling Reform. 3. Barnard, Harvie, A Summary of Reasons For & Against Spelling Reform. 4. Yule, Valerie, Spelling & Spelling Reform: Arguments Pro & Con. 5. Oakensen, Elsie, Is Spelling Reform Feasible? 6. Rondthaler, Edward, Simplification & Photo-typesetting. 7. Downing, John, Research on Spelling Reform. 8. Evans, Kyril, A Discussion of Spelling Reform. 9. Canadian Linguistic Assoc. The Case For & Against Spelling Reform. 10. Tune, Newell, Comments & Rebuttal of Previous Arguments. 11. Sinclair, Upton, A Letter to the President. 12. Turner, Geo, Some Technical & Social Problems of Spelling Reform. 13. O'Halloran, Proceedings of SSS 1975 conference. [Spelling Reform Anthology §2.1 p4 in the printed version] [Spelling Progress Bulletin Summer 1967 p12 in the printed version] 1. English Has More Rime Than Reason, by James L. Julian, Ph. D.* * reprinted from the Catalyst, vol 1, no. 2, June, 1959. * Chairman, Dept. of Journalism, San Diego State College. The verbal spit-balls being tossed at those allegedly guilty for our horrible spelling skills are largely misdirected. Frequently pelted are such innocents as grade schools, parents, high schools, television, colleges, comic books, educationists, and even opticians. The real culprit, and a monstrous one it is, is the language itself. -
Sound Familiesfamilies Resources for Sound Families
Play to learn Dyslexia, Scotland Education Conference Saturday, 25 September 2010 Learn to play SoundSound FamiliesFamilies Resources for Sound Families • Overview for vowels • Overview for consonants • Flippers • Highlighter pens • Writing pens • Worksheets •Posters • Smart board/laptop resources • Folder for work • Games • Activities • Overlays for projector if not using a smart board. SHORT Vowel Families a ea au e ea ai i ai y u ui o a aw au augh ough al awe ou ant heart laugh egg head said sit fountain cylinderbusy build got ball jaw autumn taught bought walk awe cough and end read again his captain mythbusiness built hot want claw haul daughter fought talk trough u oouo-e oo oe oi oy ow ou o cupMonday touch someflood does join toy now out bo luckwork rough comeblood doesn'tLONG Vowel Sounds boil joy brow shout p ay ey a-e yeigh ai ei eig ea ee ea ei ie ey iay e-e sayvalley gate sunnyeight rain vein reignbreak feet beat receive chief key skiquay here daythey cake happyweight nail rein feignsteak sleep leap deceit grief cay eve i i-e uy ie ighy ye eigh o oe ow o-e ougheau ew oa mildpine guy lie highcry bye height so toe blow bone thoughplateau sew goat wildwhite buy tie nightfly rye sleight go foe know home doughbeau float u oooewueouuiwo oughoe u-e eu e-e u-e iew eu eau ew ue u flu who book new glue you fruittwo through shoe rude pleurisy ewe June view feu beauty stew cue circular super to foodfewtrue soup suit canoeflute tune review feud few due conduit CONSONANT Families b bb bu c k ck ch lk cu que qu ch tch d dd tub sobbed build -
2013 AHA Acute Ischemic Stroke Early Management Guideline
AHA/ASA Guideline lww Guidelines for the Early Management of Patients With Acute Ischemic Stroke A Guideline for Healthcare Professionals From the American Heart Association/American Stroke Association The American Academy of Neurology affirms the value of this guideline as an educational tool for neurologists. XXX Endorsed by the American Association of Neurological Surgeons and Congress of Neurological Surgeons Edward C. Jauch, MD, MS, FAHA, Chair; Jeffrey L. Saver, MD, FAHA, Vice Chair; Harold P. Adams, Jr, MD, FAHA; Askiel Bruno, MD, MS; J.J. (Buddy) Connors, MD; Downloaded from Bart M. Demaerschalk, MD, MSc; Pooja Khatri, MD, MSc, FAHA; Paul W. McMullan, Jr, MD, FAHA; Adnan I. Qureshi, MD, FAHA; Kenneth Rosenfield, MD, FAHA; Phillip A. Scott, MD, FAHA; Debbie R. Summers, RN, MSN, FAHA; David Z. Wang, DO, FAHA; Max Wintermark, MD; Howard Yonas, MD; on behalf of the American Heart Association Stroke http://stroke.ahajournals.org/ Council, Council on Cardiovascular Nursing, Council on Peripheral Vascular Disease, and Council on Clinical Cardiology Background and Purpose—The authors present an overview of the current evidence and management recommendations for evaluation and treatment of adults with acute ischemic stroke. The intended audiences are prehospital care providers, physicians, allied health professionals, and hospital administrators responsible for the care of acute ischemic stroke patients within the first 48 hours from stroke onset. These guidelines supersede the prior 2007 guidelines and 2009 updates. by guest on July 12, 2017 Methods—Members of the writing committee were appointed by the American Stroke Association Stroke Council’s Scientific Statement Oversight Committee, representing various areas of medical expertise. -
Dario Cassina High School Student Handbook
DARIO CASSINA HIGH SCHOOL STUDENT HANDBOOK TABLE OF CONTENTS BELL SCHEDULES ...................................................................................................................... 3 ATTENDANCE (ED. CODE 48200) ................................................................................................ 4 ABSENCES ................................................................................................................................ 4 CLOSED CAMPUS ...................................................................................................................... 4 LEAVING DURING THE SCHOOL DAY ............................................................................................ 4 VISITORS ................................................................................................................................... 4 CODE OF CONDUCT ................................................................................................................... 5 CLASSES, CREDITS AND GRADUATION REQUIREMENTS ................................................................ 6 EARNING CREDITS ..................................................................................................................... 7 GRADING PERIODS FOR 2017-2018 ............................................................................................ 7 WORK PERMITS ......................................................................................................................... 7 PERTUSSIS/WHOOPING COUGH BOOSTER SHOT (TDAP).............................................................. -
The 44* Phonemes Following Is a List of the 44 Phonemes Along with The
The 44* Phonemes Following is a list of the 44 phonemes along with the letters of groups of letters that represent those sounds. Phoneme Graphemes** Examples (speech sound) (letters or groups of letters representing the most common spellings for the individual phonemes) Consonant Sounds: 1. /b/ b, bb big, rubber 2. /d/ d, dd, ed dog, add, filled 3. /f/ f, ph fish, phone 4. /g/ g, gg go, egg 5. /h/ h hot 6. /j/ j, g, ge, dge jet, cage, barge, judge 7. /k/ c, k, ck, ch, cc, que cat, kitten, duck, school, occur, antique, cheque 8. /l/ l, ll leg, bell 9. /m/ m, mm, mb mad, hammer, lamb 10. /n/ n, nn, kn, gn no, dinner, knee, gnome 11. /p/ p, pp pie, apple 12. /r/ r, rr, wr run, marry, write 13. /s/ s, se, ss, c, ce, sc sun, mouse, dress, city, ice, science 14. /t/ t, tt, ed top, letter, stopped 15. /v/ v, ve vet, give 16. /w/ w wet, win, swim 17 /y/ y, i yes, onion 18. /z/ z, zz, ze, s, se, x zip, fizz, sneeze, laser, is, was, please, Xerox, xylophone Source: Orchestrating Success in Reading by Dawn Reithaug (2002) Phoneme Graphemes** Examples (speech sound) (letters or groups of letters representing the most common spellings for the individual phonemes) Consonant Digraphs: 19. /th/ th thumb, thin, thing (not voiced) 20. /th/ th this, feather, then (voiced) 21. /ng/ ng, n sing, monkey, sink 22. /sh/ sh, ss, ch, ti, ci ship, mission, chef, motion, special 23. /ch/ ch, tch chip, match 24. -
CLOSED SYLLABLES Short a 5-8 Short I 9-12 Mix: A, I 13 Short O 14-15 Mix: A, I, O 16-17 Short U 18-20 Short E 21-24 Y As a Vowel 25-26
DRILL BITS I INTRODUCTION Drill Bits Phonics-oriented word lists for teachers If you’re helping some- CAT and FAN, which they may one learn to read, you’re help- have memorized without ing them unlock the connection learning the sounds associated between the printed word and with the letters. the words we speak — the • Teach students that ex- “sound/symbol” connection. ceptions are also predictable, This book is a compila- and there are usually many ex- tion of lists of words which fol- amples of each kind of excep- low the predictable associa- tion. These are called special tions of letters, syllables and categories or special patterns. words to the sounds we use in speaking to each other. HOW THE LISTS ARE ORGANIZED This book does not at- tempt to be a reading program. Word lists are presented Recognizing words and pat- in the order they are taught in terns in sound/symbol associa- many structured, multisensory tions is just one part of read- language programs: ing, though a critical one. This Syllable type 1: Closed book is designed to be used as syllables — short vowel a reference so that you can: sounds (TIN, EX, SPLAT) • Meet individual needs Syllable type 2: Vowel- of students from a wide range consonant-e — long vowel of ages and backgrounds; VAT sounds (BAKE, DRIVE, SCRAPE) and TAX may be more appro- Syllable Type 3: Open priate examples of the short a syllables — long vowel sound sound for some students than (GO, TRI, CU) www.resourceroom.net BITS DRILL INTRODUCTION II Syllable Type 4: r-con- those which do not require the trolled syllables (HARD, PORCH, student to have picked up PERT) common patterns which have Syllable Type 5: conso- not been taught.