Ladybird.co.uk

Read it yourself
with Ladybird
Notes for non-UK teachers
How to use Read it yourself in your classroom
The well-loved traditional stories in this important series are carefully graded and structured to enable your teaching strategies to be straightforward and enjoyable.
Read it yourself is the perfect series to offer in addition to Ladybird’s acclaimed Key Words Reading Scheme. Both series use high-frequency words, regularly repeated to ensure success. When to use Read it yourself
The most rewarding time to begin is when one or two books of your Ladybird reading scheme have been mastered. If your students have some reading ability, Read it yourself can be offered at any time. How to use Read it yourself
Part of the reading pleasure offered by this scheme is that children will be able to read stories well-known to them. Choose any book within your required level and tell your class the story, or read it to themas a storybook. The following is an example of teaching method, and can be adapted for use with any of Read it yourself traditional tales. Level 1: Goldilocks and the Three Bears
Beginner readers
• Look at the book and talk about the story. Have they heard it before? If so, what can they remember?
• The stories in Level 1 have a word picture at the front of the book. Talk about the pictures and the words.
• Read the whole story to your class as a storybook. Explain that you are going to help them to read it for
themselves!
• Talk about the details in the pictures. What can they see? What is happening? Read the first page of the
story to your class.
• Ask them to read it aloud with you. You might like to do this twice.
• Now ask your class to read the page aloud together – but without you. Help them with any words they do
not know. If the read-through has been hesitant, ask them to read it through with you once more, and then
to attempt it together but without you.
• Continue in this way for several pages – the whole story may be too much for one session. Complete your
session with a grand class read-through of the pages so far, and tell them you will be carrying on with the
story very soon!
• At the beginning of your next session, read together all the pages you have previously read.
• Re-read this story as often as you can, as a whole class, or ask individuals to read a page each.
Level 2: The Gingerbread Man
Your teaching strategies for Read it yourself Level 2 will be the same outlined for Level 1, and the class will know your method and be able to really enjoy the reading.
The illustrations in this level are funny and appealing and children will love them – so continue to take time to enjoy each illustration! You could ask members of the class to tell the relevant part of the story, according to its illustration. What is happening in this picture? Many of the sentences contain the same words with small changes so that children learn new vocabulary while practising words they know.
Soon the gingerbread man met a cow.
Stop, little gingerbread man! Shouted the cow.
I want to eat you for my tea.
Soon the gingerbread man met a horse.
Stop little gingerbread man! Shouted the horse.
I want to eat you for my tea.
The story is told in a very simple but very rewarding way. This is highly satisfying for children, boosts their confidence in reading and makes them want to read more. They feel they are mastering the skill of reading, that they can be successful and they will want to demonstrate this to you. Level 3: The Elves and the Shoemaker and Jack and the Beanstalk
By now, you will know which of the teaching strategies outlined for Level 1 and 2 are working well for your class, and they will be encouraged by a teaching structure they understand and trust. Both books in Level 3 offer an exciting read for children who are beginning to feel confident in reading. You will find this level excellent for helping children to widen their vocabulary. The books also offer the opportunity to develop reading stamina. The stories are simply told, but longer. Read it yourself Level 3 is great for motivation, and a feeling of reading achievement. Spend long enough on each book for children to know it thoroughly, and bring it to life by acting, talking about the story and asking children to retell the story away from the book. Level 4 - The Wizard of Oz and The Pied Piper of Hamelin
Both the books at Level 4 are ideal for silent reading practice as well as for reading aloud. When your class, or individuals are reading silently, spend time afterwards talking about the story, asking them what happened and which parts they most enjoyed. This will help to make sure that the children have understood what they have read. When children are able to complete the reading of books at Level 4, they will be able to continue on their way to reading confidence.

Source: http://www.ladybird.co.uk/ladybirdworldwide/pdf/readityourself/RIY_International_Teachers.pdf

Microsoft word - saw palmetto.doc

Saw Palmetto ( Serenoa repens) Robert Pastore, Ph.D. Modern usage of saw palmetto is focused on BPH (benign prostatic hyperplasia). Benign prostatic hyperplasia is one of the most common medical conditions in middle-aged and elderly males, with an incidence of approximately 50-60 percent in men age 40 to 60, and greater than 90 percent in men over 80. However, there are some cases that

Pklemp04 1.9999

Economic theory is often abused in practical policy-making. There is frequentlyexcessive focus on sophisticated theory at the expense of elementary theory; toomuch economic knowledge can sometimes be a dangerous thing. Too littleattention is paid to the wider economic context, and to the dangers posed bypolitical pressures. Superficially trivial distinctions between policy proposalsmay be economic

Copyright © 2018 Predicting Disease Pdf