Published at Monday, 15 April 2019. Worksheet. By Elaina Garcia.
The theme is what the story is about. A theme sometimes conveys a moral. If you have read the Aesop’s Fables you should know what I mean. All of those stories have a message. Some stories are written just for the purpose of conveying a message. The message could be any of the following: The victory of virtue over vice. Sportsman spirit: It is not about winning; it is about how you play the game. The righteous may have to face huge hardships. Honesty is the best policy. You don’t really have to state the message at the end of the story. As the story develops and ends the reader should be able to comprehend the message. Every story requires a plot. Actually, the story develops from the plot. You can indicate the plot in the opening lines and then develop it gradually. As the plot unfolds characters will appear on the scene and start interacting with one another. Complications and conflicts, These are an integral part of the plot. Complications and conflicts don’t have to be really complicated. Minor complications will do just fine – it depends upon the plot. Think about events that lead to the conflict. What are the problems that the characters encounter? You can develop complications and conflicts out of the interactions of the characters. Sometimes, destiny can play a role in making your characters’ life complicated.
Most preschool and kindergarten children are in what Piaget described as the preoperational stage of cognitive development. Letters and numerals typically mean little to the three- to six-year-olds in this stage. These children use concrete rather than abstract symbols to represent objects and ideas (Bodrova & Leong, 1996). Through pretending, children develop the ability mentally to represent the world (Bredekamp, 1987; Stone, 1995). Reading requires a child to look at symbols or representations (i.e., letters and words) and extract meaning from them. A play-based curriculum offers children opportunities throughout the day to develop the ability to think abstractly by experiencing real objects using their senses (Bredekamp, 1987; Kostelnik, Soderman, & Whiren, 1993). Blocks can represent an airplane or a train. High heels can transform a preschooler into a mother or princess. Blocks and high heels are three dimensional, tangible objects. Sufficient practice using concrete objects as symbols is a necessary prerequisite to the use and comprehension of print (Stone, 1995).
One Word Analogies, This unit contains classic analogies worksheets in which students must choose the pair of words that best express a relationship similar to that expressed in the original pair. Note that low beginning analogies have been created so that one word is static. This is not true for all other levels as both words are dynamic in them. More Classic Word Pair Analogies, This unit contains classic analogies worksheets in which students must choose the pair of words that best express a relationship similar to that expressed in the original pair. Note that these worksheets are to be used as supplementary materials. If this is your first time visiting our website, we recommend that you begin with the Read Theory analogies worksheets located in Unit 2 on this page. Synonyms and Antonyms Worksheets, Synonyms and antonyms are useful to know because they improve reading and writing skills. And since words represent thoughts, it can plausibly be stated that they allow students to understand the world at a deeper, richer level. It is important to remember that synonyms are not words that have the same meaning, but rather, words that have similar meanings. This means that by learning synonyms, students learn to differentiate between shades of meaning. This enables them to be more precise. In addition, by learning antonyms, students learn the logical opposites of important words, thus enhancing their overall command of language. On the first set of our worksheets below, students must choose the best antonym for the word given.
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