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仂仆仍舒亶仆 亠于亳 Tagul
仂仆仍舒亶仆 亠于亳 Tagulirinaknyazevaspb
油
仆仍舒亶仆-亠于亳 Tagul 仗仂亰于仂仍磳 仗仂仍亰仂于舒亠仍礆 仂亰亟舒于舒 仆亳从舒仍仆亠 仂弍仍舒从舒 亠亞仂于 亟仍 弍仍仂亞仂于 亳 舒亶仂于, 仗亠亟仍舒亞舒 舒亰仍亳仆亠 仂仄 亳 于亠仂于亠 亠仄. 仍 亳仗仂仍亰仂于舒仆亳 亠于亳舒 亠弍亠 亠亞亳舒亳, 仗仂仍亠 亠亞仂 仄仂亢仆仂 于于仂亟亳 亠从, 亠亟舒从亳仂于舒 亠亞仂 亳 于亳亰舒仍亳亰亳仂于舒 仂弍仍舒从舒, 亟仂弍舒于仍 仂弍于亠仆仆亠 亳亰仂弍舒亢亠仆亳. 弌仂舒仆亠仆仆亠 舒弍仂 仄仂亞 弍 从仗仂亳仂于舒仆 于 仂仄舒 PNG, EPS 亳 SVG, 舒 舒从亢亠 亳仆亠亞亳仂于舒仆 仆舒 舒亶 仗仂仄仂 HTML-从仂亟舒.52 Interesting Ways to use Wordle in the Classroom
52 Interesting Ways to use Wordle in the ClassroomPastor Randy Lee
油
52 ways to use Wordle in the classroom are presented. Some ideas include having students write about themselves and display the results in Wordle clouds, creating book quizzes by pasting book texts into Wordle, and using Wordle to share criteria or expectations for assignments. Wordle can also be used to analyze speeches, define vocabulary terms, compare themes in literature, and more. The document provides many creative ideas for incorporating the free online Wordle tool into classroom lessons and activities across subjects.个舒亳仍亳舒亳 舒亰舒弍仂从亳 仗仂亟从仂于仂亶 舒亠亞亳亳: 仄亠仂亟 "从仂亠仆仆仂亞仂 仂舒亶舒"
个舒亳仍亳舒亳 舒亰舒弍仂从亳 仗仂亟从仂于仂亶 舒亠亞亳亳: 仄亠仂亟 "从仂亠仆仆仂亞仂 仂舒亶舒" SQALab
油
仂从仄亠仆 仂仗亳于舒亠 仄亠仂亟亳从 '从仂亠仆仆仂亞仂 仂舒亶舒' 亟仍 舒亰舒弍仂从亳 仗仂亟从仂于仂亶 舒亠亞亳亳, 舒从亠仆亳 于仆亳仄舒仆亳亠 仆舒 舒亳仍亳舒亳亳 亳 从仂仍仍亠从亳于仆仂仄 仗仂亞仆仂亰亳仂于舒仆亳亳 弍亟亠亞仂. 仆 仗亠亟仍舒亞舒亠 亳仆仄亠仆 亟仍 仗仂于亠仆亳 亠从亳于仆仂亳 亞仗仗仂于仂亶 舒弍仂 亳 仂亰亟舒仆亳 舒亠亞亳亳, 从仂仂舒 亳于舒亠 于仍亳礌亳亠 弍亟亳 仂弍亳亶 仆舒 仗仂亟从. 亠仂亟 于从仍ﾑ舒亠 于 亠弍 舒亰舒弍仂从 亟仂仂亢仆仂亶 从舒 亳 于亠亳亳从舒亳 仗仂亞仆仂亰仂于 亠亠亰 亞亠亶仄仄亳仆亞, 仗仂亟亠从亳于舒 于舒亢仆仂 仗仂舒从亳于仆仂亞仂 仗仂亟仂亟舒 从 亳亰仄亠仆亠仆亳礆.The hudson river_school_Korchev S. 10-A form
The hudson river_school_Korchev S. 10-A formJulia Birhova
油
The Hudson River School was a 19th century American art movement known for romantic, detailed landscapes of the Hudson River Valley and surrounding areas. Key figures included Thomas Cole, who is considered the founder, and Frederic Edwin Church, who painted grand, panoramic landscapes influenced by travels in North and South America. Their paintings, influenced by romanticism, aimed to portray the beauty and drama of the American wilderness.亠亰亠仆舒 亟仂 仂从 亰 亠仄亳 "亳亠于仂"
亠亰亠仆舒 亟仂 仂从 亰 亠仄亳 "亳亠于仂"Julia Birhova
油
Here are the responses in the past perfect tense:
1) When I arrived at the cinema, the film had started.
2) She had lived in China before she went to Thailand.
3) After they had eaten the shellfish, they began to feel sick.
4) If you had listened to me, you would have got the job.
5) When we had finished dinner, we went out.
6) The garden was dead because it had been dry all summer.
7) The lights went off because we had not paid the electricity bill.
8) The children had not done their homework, so they were in trouble.
9) They had not eatenTaxedo
TaxedoHelena Nikiforova
油
仂从仄亠仆 仗亠亟舒于仍磳 仂弍仂亶 亳仆从亳 仗仂 亳仗仂仍亰仂于舒仆亳 仂弍仍舒从舒 仍仂于 亳从亳仂仂于舒 .., 仂仗亳于舒ﾑ 舒亰仍亳仆亠 仆从亳亳, 舒从亳亠 从舒从 于亳亰舒仍亳亰舒亳 亠从舒, 仆舒仂亶从舒 亳仂于 亳 于亠仂于 仂亠仆从仂于. 仂仍亰仂于舒亠仍亳 仄仂亞 仗亳仄亠仆 仂亠舒仆亳 从仍舒于亳 亟仍 亠亟舒从亳仂于舒仆亳 亠从舒, 亳亰仄亠仆 舒仗仂仍仂亢亠仆亳亠 亳 仂仄 仂弍仍舒从舒, 舒 舒从亢亠 仂舒仆 亳 亟亠仍亳 亠亰仍舒舒仄亳. 仆从亳 于从仍ﾑ舒亠 于仂亰仄仂亢仆仂 亠亞仍亳仂于舒仆亳 仗舒舒仄亠仂于 亠从舒 亳 舒仗仂仍仂亢亠仆亳 仍仂于 亟仍 仗仂于亠仆亳 亠从亳于仆仂亳 于亳亰舒仍亳亰舒亳亳.Autocad2dmodulaplikasi 131116195205-phpapp01
Autocad2dmodulaplikasi 131116195205-phpapp01Han Han
油
Dokumen tersebut memberikan panduan langkah demi langkah untuk melukis objek 2D menggunakan perisian AutoCAD. Ia menerangkan bagaimana untuk membuka fail baru, menentukan saiz paparan grafik, menggunakan alat-alat lukisan seperti garisan, bulatan dan lengkung, serta arahan-arahan untuk mengubahsuai objek seperti offset, trim dan fillet. Dokumen ini berguna untuk mempelajari asas-asas melukis menggunakanPainting;hudson river school
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油
The document discusses Pablo Picasso's quote about artists who can transform a yellow spot into the sun through their art and intelligence. It then provides definitions and brief descriptions of different genres of painting, including landscape painting, battle painting, seascape painting, still life, self-portrait, and the Hudson River School of American landscape painting. It notes Thomas Cole as the founder of the Hudson River School and provides short biographies of several prominent Hudson River School artists, including Albert Bierstadt, Frederic Edwin Church, Jasper Francis Cropsey, Asher Brown Durand, and William and James McDougal Hart.Enhancing Learning with Technology
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The document provides three links to online resources about enhancing learning with technology. The first link is to a website called "Where's My Helmet?" about Dan Pink's book "A Whole New Mind". The second link is to a YouTube video about the construction of Canberra. The third item mentions Michael Fullan and includes a reference to a Zen ink painting by Hakuin Ekaku.Web 2 tools etime reading
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Web 2.0 tools such as blogs and podcasts can effectively support reading achievement in K-12 students. They provide collaborative environments to expand reading and writing skills in areas like fluency, vocabulary, and text comprehension. Blogs allow for creativity and ownership in the reading/writing process, while podcasts can impact vocabulary development and comprehension through audio resources. Creating podcasts of readers' theater, oral readings, or book reports encourages repetition, rereading, and public performance, motivating students and improving their work.engineering drawing 101(b)
engineering drawing 101(b)kuroblack0921
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This document defines and describes different types of lines used in technical drawings. It discusses visible and hidden object lines, dimension lines, extension lines, center lines, leader lines, cutting plane lines, reference lines, repeated/ditto lines, break lines, and hatching lines. For each line type, it provides details on the line weight, style, and purpose. The document serves as a reference for the proper application of various line types in technical drawings.Ethan pendergraft read 180 next generation research presentation
Ethan pendergraft read 180 next generation research presentationliteracyassessments
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The READ 180 Next Generation program provides intensive reading intervention for struggling readers in grades 4-12 who are two years below grade level. It uses differentiated instructional software, leveled literature, and focuses on reading, writing, and vocabulary skills. The program helps students take ownership of their learning and prepares them for the rigor and writing demands of the Common Core State Standards. Studies found READ 180 improved comprehension and literacy achievement, with some students gaining one to two years' worth of reading growth.Tips for teaching with CALL-Chapter 3:"Reading"
Tips for teaching with CALL-Chapter 3:"Reading"elisapaslawski
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The document provides tips for teaching reading with computer-assisted language learning (CALL). It discusses selecting appropriate reading texts at the right difficulty level. It recommends emphasizing important words and providing opportunities for learners to interact with texts by clicking for help. Teachers should let CALL texts spark discussion among learners and choose materials that explicitly teach language. Evaluation of comprehension and language knowledge helps focus learners on what they are learning. Teachers should help develop strategies for online reading.Expanding Reading With An Integrated Wiki
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The document presents a project aimed at fostering a reading culture and expanding vocabulary through an integrated wiki, specifically targeting English language learners. It includes various references to research and literature in the fields of e-learning, language teaching, and collaborative learning. The author seeks feedback and suggestions to enhance the initiative, which was presented at TESOL Arabia in March 2010.Reading fluency
Reading fluencysvit vasad
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The document discusses effective reading skills and fluency. It introduces the importance of reading both for students and professionals. It explains that the purpose of reading is to connect new ideas to existing knowledge. The document then discusses reading rates and tips to increase reading speed, such as avoiding focusing on individual words and reading in word groups. It also covers comprehension, reasons for poor comprehension, and ways to improve comprehension skills, such as reading a variety of materials and understanding context. Finally, it discusses techniques like skimming, scanning, understanding text structure and punctuation to aid reading.Cognitive factors that affecting reading comprehension
Cognitive factors that affecting reading comprehensionjeanecarlaong
油
Decoding speed, vocabulary, and cognitive factors like attention and motivation can impact a reader's comprehension. As readers develop, comprehension requires understanding words, sentences, and symbolic meaning. Comprehension depends on quickly recognizing words and determining meaning. A large vocabulary allows faster interpretation, while limited vocabulary slows understanding. Distracted or unmotivated readers may reread without comprehending. Poorly written text can decrease speed and hinder comprehension by challenging decoding, syntax, and motivation.仍亳 仆仂仄舒亳从舒 (3 亠舒仗)
仍亳 仆仂仄舒亳从舒 (3 亠舒仗)NataSysoenko
油
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Painting;hudson river school
Painting;hudson river schoolJulia Birhova
油
The document discusses Pablo Picasso's quote about artists who can transform a yellow spot into the sun through their art and intelligence. It then provides definitions and brief descriptions of different genres of painting, including landscape painting, battle painting, seascape painting, still life, self-portrait, and the Hudson River School of American landscape painting. It notes Thomas Cole as the founder of the Hudson River School and provides short biographies of several prominent Hudson River School artists, including Albert Bierstadt, Frederic Edwin Church, Jasper Francis Cropsey, Asher Brown Durand, and William and James McDougal Hart.Enhancing Learning with Technology
Enhancing Learning with TechnologyCameron Paterson
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The document provides three links to online resources about enhancing learning with technology. The first link is to a website called "Where's My Helmet?" about Dan Pink's book "A Whole New Mind". The second link is to a YouTube video about the construction of Canberra. The third item mentions Michael Fullan and includes a reference to a Zen ink painting by Hakuin Ekaku.Web 2 tools etime reading
Web 2 tools etime readingJanice
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Web 2.0 tools such as blogs and podcasts can effectively support reading achievement in K-12 students. They provide collaborative environments to expand reading and writing skills in areas like fluency, vocabulary, and text comprehension. Blogs allow for creativity and ownership in the reading/writing process, while podcasts can impact vocabulary development and comprehension through audio resources. Creating podcasts of readers' theater, oral readings, or book reports encourages repetition, rereading, and public performance, motivating students and improving their work.engineering drawing 101(b)
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This document defines and describes different types of lines used in technical drawings. It discusses visible and hidden object lines, dimension lines, extension lines, center lines, leader lines, cutting plane lines, reference lines, repeated/ditto lines, break lines, and hatching lines. For each line type, it provides details on the line weight, style, and purpose. The document serves as a reference for the proper application of various line types in technical drawings.Ethan pendergraft read 180 next generation research presentation
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油
The READ 180 Next Generation program provides intensive reading intervention for struggling readers in grades 4-12 who are two years below grade level. It uses differentiated instructional software, leveled literature, and focuses on reading, writing, and vocabulary skills. The program helps students take ownership of their learning and prepares them for the rigor and writing demands of the Common Core State Standards. Studies found READ 180 improved comprehension and literacy achievement, with some students gaining one to two years' worth of reading growth.Tips for teaching with CALL-Chapter 3:"Reading"
Tips for teaching with CALL-Chapter 3:"Reading"elisapaslawski
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The document provides tips for teaching reading with computer-assisted language learning (CALL). It discusses selecting appropriate reading texts at the right difficulty level. It recommends emphasizing important words and providing opportunities for learners to interact with texts by clicking for help. Teachers should let CALL texts spark discussion among learners and choose materials that explicitly teach language. Evaluation of comprehension and language knowledge helps focus learners on what they are learning. Teachers should help develop strategies for online reading.Expanding Reading With An Integrated Wiki
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The document presents a project aimed at fostering a reading culture and expanding vocabulary through an integrated wiki, specifically targeting English language learners. It includes various references to research and literature in the fields of e-learning, language teaching, and collaborative learning. The author seeks feedback and suggestions to enhance the initiative, which was presented at TESOL Arabia in March 2010.Reading fluency
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The document discusses effective reading skills and fluency. It introduces the importance of reading both for students and professionals. It explains that the purpose of reading is to connect new ideas to existing knowledge. The document then discusses reading rates and tips to increase reading speed, such as avoiding focusing on individual words and reading in word groups. It also covers comprehension, reasons for poor comprehension, and ways to improve comprehension skills, such as reading a variety of materials and understanding context. Finally, it discusses techniques like skimming, scanning, understanding text structure and punctuation to aid reading.Cognitive factors that affecting reading comprehension
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Decoding speed, vocabulary, and cognitive factors like attention and motivation can impact a reader's comprehension. As readers develop, comprehension requires understanding words, sentences, and symbolic meaning. Comprehension depends on quickly recognizing words and determining meaning. A large vocabulary allows faster interpretation, while limited vocabulary slows understanding. Distracted or unmotivated readers may reread without comprehending. Poorly written text can decrease speed and hinder comprehension by challenging decoding, syntax, and motivation.More from NataSysoenko (19)
仍亳 仆仂仄舒亳从舒 (3 亠舒仗)
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- 1. 亠仆亠舒仂 仄舒亳仆从亳 从仍ﾑ仂于亳 仍于 亠从<br />Wordle.net 于仂ﾑ 仄舒亳仆从 仍于 亰 亰舒亟舒仆亳 舒仄亳 仍于, 仗亳 仂仄 仂亟仆舒从仂于 仍仂于舒 (舒亠 于亢亳于舒仆) 于亳于仂亟 弍仍亳仄 仂亰仄仂仄. 亠舒 仆舒 亠于 仆亠 仗仂弍仆舒. <br /> 仂亞仂 仗仂舒亳?<br />油舒 亞仂仍仂于仆亶 仂仆 亠于 http://wordle.net 仆舒亳仆 从仆仂仗从 Create (弌于仂亳亳).<br />油仍 于仂亠仆仆 仄舒亳仆从亳 仍于:油油油油油<br />于亠亟 舒仆亠 从仂仗亶仂于舒仆亳亶 亠从舒亳仆 从仆仂仗从 Go油<br />亊从 亰仄仆亳亳 亟亳亰舒亶仆?<br />亳从仂亳仂于ﾑ亳 从仆仂仗从 (亳仗舒亟从仂于亳亶 仗仂磲仂从) 于亳弍舒亳 亟亳亰舒亶仆, 磻亳亶 舒仄 仆舒亶弍仍亠 仗仂亟仂弍舒于.<br />亳从仂亳仂于ﾑ亳 仄亠仆 Layout (仂亰舒于舒仆仆) 舒 Color (仂仍).<br />亠仆 Layout亠仆 Color161925-3175仂亰于仂仍 于亳弍舒亳 于亠亳从舒仍仆亠 舒弍仂 亞仂亳亰仂仆舒仍仆亠 仂亰舒于舒仆仆 仍于, 仗礆 舒弍仂 从亞仍 从舒 舒仂 仄舒亳仆从亳 仍于, 仂亰舒于舒亳 仍仂于舒 亟仂于仍仆仂仄 舒弍仂 舒仍舒于仆仂仄 仗仂磲从.<br />舒亳仆 仆舒 从仆仂仗从 Open in Window - 亳 亰仄仂亢亠亠 于亳弍舒亳 亟亳亰舒亶仆 仄舒亳仆从亳 仂从亠仄仂仄 于从仆.<br />油<br />亊从 于舒于亳亳 于仂亠仆亠 亰仂弍舒亢亠仆仆 仆舒 舒亶 (弍仍仂亞)?<br />2209800619125乂仂弍 仂亳仄舒亳 从仂亟 油亟仍 于舒于仍亠仆仆 亰仂弍舒亢亠仆仆 仆舒 舒亶 (弍仍仂亞) 仆舒亳仆 从仆仂仗从 <br />丕 于从仆 于于亠亟 仆舒亰于 亰仂弍舒亢亠仆仆, 舒于仂舒 舒 亟仂亟舒从仂于亳亶 从仂仄亠仆舒 仆舒亳仆 从仆仂仗从 OK.<br />弌从仂仗ﾐ膏亠 仂亳仄舒仆亳亶 从仂亟 于舒于亠 亶仂亞仂 仆舒 于仂 仂仆从 舒亶 舒弍仂 弍仍仂亞. <br />仄亠仆亠仆亠 亰仂弍舒亢亠仆仆 仆舒 舒亶 仗仂亳仍舒仆仆礆 仆舒 舒 仂弍仂 亰弍仍亠仆仂仄 仂亰仄.<br />油弌仗仂弍亶亠, 舒仄 仂弍仂于磶从仂于仂 仗仂亟仂弍舒<br />