Picture That 2

All of our content is aligned to your State Standards and are written to Bloom's Taxonomy. Increase sight word recognition, vocabulary and comprehension as you help your students identify 130 sight words and 120 common nouns using real life pictures as an aid. Picture associations will aid young readers in developing anchor words to increase their oral and written language. Sight words are words that must become automatically recognized by the reader because they are often not pronounced or spelled in regular ways. We also include the 100 high-frequency words that make almost 50 percent of everything that we read as adults, because having a bank of high frequency words is essential to building fluent reading skills. Reproducible worksheets include: mixed up words, boxed words, writing, cloze sentences, stories and puzzles. Color graphic organizers, a comprehension quiz, and test prep are also included.

Picture associations will aid young readers in developing anchor words to increase their oral and written language. Our resource will increase vocabulary, sight word recognition and comprehension as students identify 120 common nouns using real-life pictures as an aid. Unscramble the words that match the pictures. Then, write the word on the lines. Write the nouns in the boxes that match the shape of the word before printing them on the line. Then, draw a picture of the word. Match the food, clothing, or body part word to its picture. Then, print the word on the lines. Many of these picture words can be used to help spell similar words by analogy. Aligned to your State Standards and written to Bloom's Taxonomy, reproducible writing tasks, picture word flash cards, crossword, word search, comprehension quiz and answer key are also included.

Intends to give candidates essential practise at spot recognition of popular cases encountered in the MRCP 2 examination. This title features 150 cases with examination-style questions on popular topics encountered in the Part 2 examination.

Based on original research from Charles Urban’s own papers, this is the first biography of this influential film maker and innovator. It is also a historical study of the development of the non-fiction film in Britain and America in the early years of cinema, told through the experiences of the leading pioneer of the form. Charles Urban was a renowned figure in his time, and he has remained a name in film history chiefly for his development of Kinemacolor, the world’s first successful natural colour moving picture system. He was also a pioneer in the filming of war, science, travel, actuality and news, a fervent advocate of the value of film as an educative force, and a controversial but important innovator of film propaganda in wartime. The book uses Urban’s story as a means of showing how the non-fiction film developed in the period 1897-1925, and the dilemmas that it faced within a cinema culture in which the entertainment fiction film was dominant. Urban’s solutions – some successful, some less so – illustrate the groundwork that led to the development of documentary film. The book considers the roles of film as informer, educator and generator of propaganda, and the social and aesthetic function of colour in the years when cinema was still working out what it was capable of and how best to reach audiences. Luke McKernan also curates a web resource on Charles Urban at www.charlesurban.com Winner of the Kraszna-Krausz Moving Image Book Award 2014.

Daily Learning Drills provides complete daily practice for essential second grade skills. Topics include plurals, punctuation, fact and opinion, place value, measurement, temperature, geography, and many more. Daily Learning Drills provides complete daily practice for essential school skills. Learning activities support the Common Core State Standards and cover English language arts and reading, math, science, and social studies. A review section reinforces skills for each subject area. With Daily Learning Drills, students will find the skills and practice they need for school success.

Learning about ICT has all sorts of benefits for young people with SEN but for anyone planning a course, knowing where to start can be difficult. This manual is packed full of practical know-how. It includes: 36 planned sessions ready to deliver; Which hardware software to get and how best to use it and Time-saving photocopiable and downloadable resources.

Previous studies on the acquisition of verb inflection in normally developing children have revealed an astonishing pattern: children use correctly inflected verbs in their own speech but fail to make use of verb inflections when comprehending sentences uttered by others. Thus, a three-year old might well be able to say something like ‘The cat sleeps on the bed’, but fails to understand that the same sentence, when uttered by another person, refers to only one sleeping cat but not more than one. The previous studies that have examined children's comprehension of verb inflections have employed a variant of a picture selection task in which the child was asked to explicitly indicate (via pointing) what semantic meaning she had inferred from the test sentence. Recent research on other linguistic structures, such as pronouns or focus particles, has indicated that earlier comprehension abilities can be found when methods are used that do not require an explicit reaction, like preferential looking tasks. This dissertation aimed to examine whether children are truly not able to understand the connection the the verb form and the meaning of the sentence subject until the age of five years or whether earlier comprehension can be found when a different measure, preferential looking, is used. Additionally, children's processing of subject-verb agreement violations was examined. The three experiments of this thesis that examined children's comprehension of verb inflections revealed the following: German-speaking three- to four-year old children looked more to a picture showing one actor when hearing a sentence with a singular inflected verb but only when their eye gaze was tracked and they did not have to perform a picture selection task. When they were asked to point to the matching picture, they performed at chance-level. This pattern indicates asymmetries in children's language performance even within the receptive modality. The fourth experiment examined sensitivity to subject-verb agreement violations and did not reveal evidence for sensitivity toward agreement violations in three- and four-year old children, but only found that children's looking patterns were influenced by the grammatical violations at the age of five. The results from these experiments are discussed in relation to the existence of a production-comprehension asymmetry in the use of verb inflections and children's underlying grammatical knowledge.