Word Sort Sort The Words By Their Every Time You Write A .
Name:Date:Day 1Word SortSort the words by their r-controlled vowel spelling. Remember to read all of the words in a columnevery time you write a new word in the chart.Words: Pearl, girl, burp, silver, butter, skirts, burst, twirl, hurlearerirurRead and ThinkFirst, read the text out loud with proper phrasing. Then answer the question in a complete sentence.Once upon a time, a king and queen had an infant girl named Pearl. To theking and queen, Pearl was a gift grander than any. One day she wouldinherit their kingdom.As Pearl got bigger she was given every gift she asked for. Her bed wasbigger than any bed in the kingdom. Her closet was filled with dressesand skirts. Pearl was a lucky girl.Pearl began each day by jumping on her bed. She twirled and jumped untilher mattress burst and bits of fluff puffed up and swirled around her.She pulled on her dolls until their legs ripped off, then she hurled themfrom her bed.What have you learned about the characters and the setting that is important to the story setup?Reading Series Two:Pearl Learns a LessonHomework Day 1, Page 1 of 2Copyright 2017 Flyleaf PublishingDuplication for noncommercial purposes only
Day 1, continuedConnecting Spelling to MeaningFirst, read the example from the book. Next, find the word in bold in the example. Then, write thebase word in the “base verb” column. After that, write the word sum. Finally, circle the pronunciationof the ending. Tell if it sounds like a t, a d, or like id.Example from thebookShe twirled andjumped until hermattress burst and bitsof fluff puffed up andswirled around her.Base verbWord sum/t/ /d/ /id//t/ /d/ /id/She pulled on her dollsuntil their legs rippedoff, then she hurledthem from her bed./t/ /d/ /id//t/ /d/ /id/Parent SignatureCopyright 2017 Flyleaf PublishingPronunciation ofendingDuplication for noncommercial purposes onlyReading Series Two:Pearl Learns a LessonHomework Day 1, Page 2 of 2
Name:Date:Day 2Word SortSort the words by their r-controlled vowel spelling. Remember to read all of the words in a columnevery time you write a new word in the chart.Words: slippers, fur, flirt, blurt, perfect, first, alert, ever, firm, herselfearerirurSpell the WordsSpell the words in the sound boxes. There will not always be a sound to fill in every box in the ing Series Two:Pearl Learns a LessonHomework Day 2, Page 1 of 3Copyright 2017 Flyleaf PublishingDuplication for noncommercial purposes only
Day 2, continuedConnecting Spelling to MeaningFirst, read the example from the book. Next, find the word in bold in the example. Then, write thebase word in the “base verb” column. After that, write the word sum. Finally, circle the pronunciationof the ending. Tell if it sounds like a t, a d, or like id.Example from thebookAs she left she toldthe servants to fix thethings she had rippedand cracked and bent.Base verbWord sumPronunciation ofending/t/ /d/ /id/Pearl flirted with theking and queen.She kissed and huggedthem and then sheasked for her nextgift /t/ /d/ /id//t/ /d/ /id//t/ /d/ /id//t/ /d/ /id/Summarize and SynthesizeThink about what Pearl wanted based on the passage from Day 1 and the passage below.Then, fill in the chart on the next page.She kissed and hugged them and then she asked for her next gift, “I want adog with soft black fur and a silver collar.”The king and queen were alert to the fact that Pearl did not respect hergifts. At last, the king told Pearl, “No. Not until you learn to respect thegifts you have.”This was the first time Pearl had ever been told no. She burst up from theking’s lap. She blurted out bad words. She hurled herself onto the rug andkicked and ranted, but the king and queen were firm. “No.”Reading Series Two:Pearl Learns a LessonHomework Day 2, Page 2 of 3Copyright 2017 Flyleaf PublishingDuplication for noncommercial purposes only
Day 2, continuedSummarize and Synthesize, continuedSomebody wanted. What did Pearl want?Pearl wanted a gift of a dog with soft black fur anda silver collarBecause.Why did Pearl thinkshe could get a dog asa gift?becauseBut.But how did the kingand queen react?ButSo.So what did Pearl do?SoThen.Then what happened?ThenParent SignatureCopyright 2017 Flyleaf PublishingDuplication for noncommercial purposes onlyReading Series Two:Pearl Learns a LessonHomework Day 2, Page 3 of 3
Name:Date:Day 3Word SortSort the words by their r-controlled vowel spelling. Remember to read all of the words in a columnevery time you write a new word in the chart.Words: clever, first, burn, smirk, heard, disturb, dirt, hurt, firearerirurSpell the WordsSpell the words in the sound boxes. There will not always be a sound to fill in every box in the grid.smirkhurtfirstburndirtfirReading Series Two:Pearl Learns a LessonHomework Day 3, Page 1 of 3Copyright 2017 Flyleaf PublishingDuplication for noncommercial purposes only
Day 3, continuedConnecting Spelling to MeaningFirst, read the example from the book. Next, find the word in bold in the example. Then, write thebase word in the “base verb” column. After that, write the word sum. Finally, circle the pronunciationof the ending. Tell if it sounds like a t, a d, or like id.Example from thebookBase verbWord sumShe ran until her legshurt and her lungsburned. Pearl smirked She rapped her hand onthe trunk of the fir tree.Pronunciation ofending/t/ /d/ /id//t/ /d/ /id//t/ /d/ /id/He smelled of fungusand dirt. Pearl gasped “Will you help a damselin distress?”Mervin grunted.“ you must do thetasks I ask to begranted your gift.”Pearl handed him thelocket./t/ /d/ /id//t/ /d/ /id//t/ /d/ /id//t/ /d/ /id//t/ /d/ /id/Summarize and SynthesizeThink about what Pearl wanted based on the passages on Days 1 and 2 and the passage below.Then, fill in the chart on the next page.Pearl went on, “This is a list of things I want.” She pulled a long list from thepocket in her skirt. “You can cast a spell and grant me my list. The first giftI want is a dog with soft black fur and a silver collar.”Mervin spotted the locket on Pearl’s neck. “For the locket I will cast thespell, but you must do the tasks I ask to be granted your gift.” Mervin wasclever. Pearl handed him the locket.Reading Series Two:Pearl Learns a LessonHomework Day 3, Page 2 of 3Copyright 2017 Flyleaf PublishingDuplication for noncommercial purposes only
Day 3, continuedSummarize and Synthesize, continuedSomebody wanted. What did Pearl want?Pearl wanted Mervin the Wizard to get her a dogwith soft black fur and a silver collarBecause.Why did Pearl needhelp from a Wizard?becauseBut.But how did MervinButreact to what Pearl asksfor?So.So what did Pearl do?SoThen.Then what happened?ThenParent SignatureCopyright 2017 Flyleaf PublishingDuplication for noncommercial purposes onlyReading Series Two:Pearl Learns a LessonHomework Day 3, Page 3 of 3
Name:Date:Day 4Word SortSort the words by their r-controlled vowel spelling. Remember to read all of the words in a columnevery time you write a new word in the chart.Words: under, pepper, stir, slurp, murmur, remember, turnipearerirurRead and ThinkFirst, read the text out loud with proper phrasing. Then answer the question in a complete sentence.Mervin went to his pit of burning logs. Into his bubbling pot he added a rottenturnip, a clump of dirt, a fluff of dandruff, and a handful of worms. As hestirred the pot he murmured the words, “Abracadabra, nimbus nitwit nist,grant this girl the first gift on her list.”Mervin dunked a goblet into the pot and handed it to Pearl, “Drink it.”Pearl gasped. The liquid smelled of mud. It had worms swimming in it andflecks of dandruff on the top. Pearl felt sick, but remembering her list sheslurped the drink.Is there a challenge that the character Pearl has to deal with? What is it?Reading Series Two:Pearl Learns a LessonHomework Day 4, Page 1 of 2Copyright 2017 Flyleaf PublishingDuplication for noncommercial purposes only
Day 4, continuedConnecting Spelling to MeaningFirst, read the example from the book. Next, find the word in bold in the example. Then, write thebase word in the “base verb” column. After that, write the word sum. Finally, circle the pronunciationof the ending. Tell if it sounds like a t, a d, or like id.Example from thebookBase verbWord sumInto his bubbling pot headded a rotten turnip As he stirred the pot hemurmured the words,“Abracadabra, nimbusnitwit nist ”Mervin dunked a goblet into the pot andhanded it to Pearl Pearl felt sick, but remembering her listshe slurped the drink.Mervin winked.His fur was twisted withtwigs and matted withdirt./t/ /d/ /id//t/ /d/ /id//t/ /d/ /id//t/ /d/ /id//t/ /d/ /id//t/ /d/ /id//t/ /d/ /id//t/ /d/ /id//t/ /d/ /id/Parent SignatureCopyright 2017 Flyleaf PublishingPronunciation ofendingDuplication for noncommercial purposes onlyReading Series Two:Pearl Learns a LessonHomework Day 4, Page 2 of 2
Name:Date:Day 5Word SortSort the words by their r-controlled vowel spelling. Remember to read all of the words in a columnevery time you write a new word in the chart.Words: herbs, turn, ferns, early, ladder, whimper, birds, madder, lavenderearerirurReading Series Two:Pearl Learns a LessonHomework Day 5, Page 1 of 3Copyright 2017 Flyleaf PublishingDuplication for noncommercial purposes only
Day 5, continuedConnecting Spelling to MeaningFirst, read the example from the book. Next, find the word in bold in the example. Then, write thebase word in the “base verb” column. After that, write the word sum. Finally, circle the pronunciationof the ending. Tell if it sounds like a t, a d, or like id.Example from thebookPearl grumbled as shepicked up logs to fill thesack. As each log wasdropped in the sack gotbigger. This perplexedPearl and she gotmadder and madder Base verbWord sumPronunciation ofending/t/ /d/ /id//t/ /d/ /id//t/ /d/ /id//t//t//t//t//t//t/As she stacked, Mervindropped a pot andcracked it. He stompedon a rung of his ladderand snapped it.Pearl was d//id/Summarize and SynthesizeThink about what Pearl wanted based on the passage below. Then, fill in the chart on thenext page.“Stack the logs next to the pit,” Mervin told Pearl when she got back. “Whenyou have stacked the logs, fix my pot and my ladder and scrub the grogfrom my rug.” Pearl was flabbergasted. “A spell is a spell,” Mervin told her.Pearl curled up next to the stack of logs and whimpered. Pepper, being Pepper, went to comfort her even after she had yelled at him. Pearl felt better.She got up and fixed the pot. Pepper sat next to her. Next she went to theladder. Pepper held the rung as Pearl mended it.As Pearl scrubbed the rug, Pepper dropped a stick in frontof her. Pearl picked it up and tossed it. Pepper jumped toget it. Mervin heard Pearl giggle as she tossed the stick aReading Series Two:second time. “Was Pearl’s work fun?” Mervin wondered.Pearl Learns a LessonHomework Day 5, Page 2 of 3Copyright 2017 Flyleaf PublishingDuplication for noncommercial purposes only
Day 5, continuedSummarize and Synthesize, continuedSomebody wanted. What did Pearl want?Pearl wanted to give upBecause.Why did Pearl want togive up?becauseBut.But who gave Pearlhope?ButSo.So what happenedwhen Peppercomforted her?SoThen.Then what happened?ThenParent SignatureCopyright 2017 Flyleaf PublishingDuplication for noncommercial purposes onlyReading Series Two:Pearl Learns a LessonHomework Day 5, Page 3 of 3
Name:Date:Day 6Word SortSort the words by their r-controlled vowel spelling. Remember to read all of the words in a columnevery time you write a new word in the chart.Words: perhaps, learn, after, earnest, different, enter, every, earn, understandearerirurRead and ThinkFirst, read the text out loud with proper phrasing. Then answer the question in a complete sentence.Pearl ran to Mervin’s fir tree. When she got there, Pepper sat next toMervin, as perfect as when she had left him. Pepper wagged and wiggledwhen Pearl entered. On his neck was her silver locket.“You learned your lesson well, Pearl,” Mervin told her. “Your gift is Pepper –a dog with soft black fur and a silver collar. The king and queen understandyou have earned this gift. Pepper may live with you in the kingdom forever.”What is the story resolution?Reading Series Two:Pearl Learns a LessonHomework Day 6, Page 1 of 2Copyright 2017 Flyleaf PublishingDuplication for noncommercial purposes only
Day 6, continuedConnecting Spelling to MeaningFirst, read the example from the book. Next, find the word in bold in the example. Then, write thebase word in the “base verb” column. After that, write the word sum. Finally, circle the pronunciationof the ending. Tell if it sounds like a t, a d, or like id.Example from thebookBase verbWord sumPronunciation ofending/t/ /d/ /id/Pepper wagged andwiggled when Pearlentered./t/ /d/ /id//t/ /d/ /id/“You learned yourlesson well, Pearl,”Mervin told her.“The king and queenunderstand you haveearned this gift.” Pearlpromised Mervin thatshe and Pepper wouldvisit him every day,and they did./t/ /d/ /id//t/ /d/ /id//t/ /d/ /id/Spell the WordsSpell the words in the sound boxes. There will not always be a sound to fill in every box in the grid.ear nearnyearnPearllearnheardParent SignatureCopyright 2017 Flyleaf PublishingDuplication for noncommercial purposes onlyReading Series Two:Pearl Learns a LessonHomework Day 6, Page 2 of 2
Name:Date:Day 7Think and WriteWhat can you learn from this story? You can use more paper if you need to.Parent SignatureCopyright 2017 Flyleaf PublishingDuplication for noncommercial purposes onlyReading Series Two:Pearl Learns a LessonHomework Day 7, Page 1 of 1
Mar 19, 2020 · Once upon a time, a king and queen had an infant girl named Pearl. To the king and queen, Pearl was a gift grander than any. One day she would inherit their kingdom. As Pearl got bigger she was given every gift she asked for. Her bed was bigger than any bed in the kingdom. Her closet was filled with dresses and skirts. Pearl was a lucky girl.
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Sort 1: Initial Consonant Blends sm, dr, tr, sk, br Sort 2: Consonant Digraphs ch, sh, wh, th Sort 3: Short and Long Vowel a Sort 4: Short and Long Vowel i Sort 5: Short and Long Vowel o Sort 6: Short and Long Vowel u Sort 7: Short and Long Vowel e Sort 8: Review Long Vowels a, e, i, o, u Sort 9: Final /k/ Sound Spelled -ck, -ke,or -k Sort 10:
Sorting Algorithms (Sorted!) 17. Franceschini's sort 18. Gnome sort 19. Heapsort 20. In-place merge sort 21. Insertion sort 22. Introspective sort 23. Library sort 24. Merge sort 25. Odd-even sort 26. Patience sorting 27. Pigeonhole sort 28. Postman sort 29. Quantum sort 30. Quicksort 31. Rad
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
