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Facebook Biggest Movers
This section shows which organizations had the largest change in the number of facebook followers over this time period. The positive change may be caused by their posts or other marketing programs such as events
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Baby Brain – International Early childhood School- Thanlyin
This section shows the top posts of the organizations with the largest change in the number of facebook followers. The posts below may have had some impact on the positive change in followers.
Baby Brain – International Early childhood School- Thanlyin
Company:
Baby Brain – International Early childhood School- Thanlyin
Company Likes:
10529
Post Likes:
4
Post Shares:
1
Post Comments:
0
Message:
🌹🌹Yati's Project Work 🌹🌹
သူငယ္တန္း(အြန္လိုင္း)ေက်ာင္းသူ မရတီလင္းလက္၏ ပေရာဂ်က္
Name -Yati Lin Lat
Class – KG 4
Title – 'About Family'
Pr No. – 181220
🏆🏆🏆
Dear Yati, ❤️
You always learn actively. You are confident, positive and a great student for KG online class. Thank you for all the hard work you put in this project. Your effort is recognized and greatly appreciated. l hope you will be a valuable member of your family.
👨👩👦👦 👨👩👦👦👨👩👦👦🦜💕🌹💖🌺⚘💕 💞🦜👨👩👦👦👨👩👦👦👨👩👦👦
The purpose of this work
This is KG students' mid-term project. The aim is to help children learn more about their family history, to value each member role and to develop appreciation to where they've come from.
Your students are sure to enjoy doing research on their family roots, recording the data in the Ancestor Chart, and constructing a project. They can creat a variety ways to show their thoughts.
👨👩👦👦 👨👩👦👦👨👩👦👦🦜💕🌹💖🌺⚘💕 💞🦜👨👩👦👦👨👩👦👦👨👩👦👦
ေလးစားစြာျဖင့္
BabyBrain – IECS
☎️☎️ – 0979 820 58 49, 0967 230 40 45
*****************************
Credit to : Yati & its photos
#BabyBrainonlinelearning
#BabyBrainမိဘေတြဖတ္ဖို႕မွတ္စု
#BabyBrainဆရာေတြဖတ္ဖို႕မွတ္စု
Company:
Baby Brain – International Early childhood School- Thanlyin
Company Likes:
10529
Post Likes:
0
Post Shares:
0
Post Comments:
0
Message:
📘 Strategies to support Reading Comprehension For Kids & Free worksheet 📘
📖✨📚🐅🐕🐒🦒🐆🦉🐿️📖✨📚🦁
ကေလးတို႔ အဖတ္နဲ႕ နားလည္မႈစြမ္းရည္ တိုးတက္ေစမယ့္ နည္းလမ္း ၅သြယ္
စာသင္ခန္းထဲမွာ သင္ၾကားေနတ့ဲ ဆရာေတြအေနနဲ႕ က်ြန္မတို႔ ကေလးေတြ အဂၤလိပ္စာ ဖတ္ရမွာကို မေၾကာက္ေအာင္ Reading comprehension စာပိုဒ္ေလးေတြကို သင္ၾကားေပးဖို႔ လိုအပ္ပါတယ္။ အဲလိုသင္ၾကားေပးတ့ဲအခါ ကေလးတို႔ အဂၤလိပ္စာ အဆင့္ (English Level)နဲ႕ ကိုက္ညီတ့ဲစာတို စာပိုဒ္ေတြ ကေလးတို႔ စိတ္ဝင္စားတဲ႔ အေၾကာင္းအရာေလးေတြကို အဂၤလိပ္လိုဖတ္ဖို႔ reading materialsေတြကို ဆရာေတြ ျပဳစုဖို႔ လိုအပ္ပါတယ္။
ကေလးတို႔ နားလည္ႏိုင္ေလာက္တဲ့ လြယ္ကူတ့ဲ အဂၤလိပ္စာ ဖတ္ျခင္းကို ေလ့က်င့္ေပးျခင္းျဖင့္ ကေလးေတြဟာ တစ္ဆင့္ျပီး တစ္ဆင့္ စာဖတ္ျခင္းအဆင့္ျမင့္ကာ Literature (စာေပ)ေတြကို ဖတ္ႏိုင္ဖို႔ စာဖတ္ျခင္းအေျခခံေကာင္းေတြ ရလာမွာျဖစ္ပါတယ္။
Reading Comprehension ( စာဖတ္ျခင္း နားလည္နိုင္ျခင္း )
နဲ႔ Interpretation (အဓိပၸါယ္ေကာက္ယူနိုင္ျခင္း) (thinking skills) ေတြးေခၚႏိုင္မႈစြမ္းရည္မ်ားလည္း ေကာင္းလာမွာ ျဖစ္ပါတယ္။
📖 ကေလးတို႔ အဖတ္နဲ႕ နားလည္မႈစြမ္းရည္ တိုးတက္ေစမယ့္ နည္းလမ္း ၅သြယ္
📘Target overall comprehension of language:
ဘာသာစကားကို ေယဘုယ် နားလည္ေအာင္ ဦးတည္သင္ၾကားပါ။
ဘာသာစကား အဖတ္နဲ႕ နားလည္မႈကိုထိေရာက္ေစဖို႔ ဆရာေတြ အေနနဲ႕ ေဝါဟာရ(vocab) စဥ္းစားမႈစြမ္းရည္(thinking) ဘာသာစကား နားလည္မႈ(comprehension)ေတြကို စနစ္တက် ဦးစြာသင္ၾကားျပီး အဖတ္ နဲ႕ အေရးကို တစ္ဆင့္ျပီးတစ္ဆင့္ သင္ၾကားေပးရမွာျဖစ္ပါတယ္။
📘 Teach vocabulary
ေဝါဟာရ စကားလံုး ၾကြယ္ဝေအာင္ သင္ၾကားပါ။
အဂၤလိပ္စာကိုဖတ္ျပီး ဘာမွနားမလည္တ့ဲ ကေလးေတြကို ေလ့လာၾကည့္တ့ဲအခါ အဂၤလိပ္ေဝါဟာရေတြကို မသိၾကပါဘူး။ ဒါေၾကာင့္ ကေလးေတြကို ေဝါဟာရ စကားလံုး ၾကြယ္ဝေအာင္ word family ဆက္စပ္စကားလံုး အုပ္စု စတ့ဲ စိတ္ဝင္စားစရာ နည္းအမ်ိဳးမ်ိဳးနဲ႕ သင္ၾကားေပးသင့္ပါတယ္။
📘 Teach thinking strategies
ေတြးေခၚမႈစြမ္းရည္ကို သင္ၾကားေပးပါ။
ေတြးေခၚမႈစြမ္းရည္က ကေလးတိုင္းလိုအပ္ပါတယ္။ တစ္ခ်ိဳ႕ ကေလးေတြက အဂၤလိပ္စကားလံုးၾကြယ္ဝေပမယ့္ စာပိုဒ္ေတြ ဖတ္တ့ဲအခါ အဓိပၸါယ္ေတြကို က်ိဳးေၾကာင္းဆပ္စပ္ျပီး မစဥ္းစားတတ္ၾကဘူး။
📘 Have students practice reciprocal teaching:
ကေလးေတြကို အျပန္အလွန္ ေလ့က်င့္သင္ၾကားေပးျခင္း။
ဆိုလိုတာက ကေလးေတြကို ေခါင္းေဆာင္ခန္႔ျပီး အဖြဲ႕လိုက္ ဦးေဆာင္သင္ၾကားေစျခင္း ျဖစ္ပါတယ္။ ဥပမာ – ေခါင္းေဆာင္ခန္႔ျပီး စာပိုဒ္ကို က်ယ္က်ယ္ဖတ္ေစျခင္း အဖြဲ႕လိုက္ဖတ္ေစျခင္း အလွည့္လိုက္ဖတ္ေစျခင္း။
📘 Directly teach comprehension skills:
နားလည္မႈစြမ္းရည္ကို သင္ၾကားေပးျခင္း။
အစီအစဥ္ခ်ိတ္ဆက္ပံု / ပံုျပင္တည္ေဆာက္ပံု (စ-လယ္-ဆံုး)/ ယူဆခ်က္ ေကာက္ခ်က္ခ်ပံု/ နိဂံုးခ်ဳပ္ပံု စတ့ဲ စြမ္းရည္ေတြကို ေလ့က်င့္ေပးပါ။
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Five Ways to Support Students Who Struggle With Reading Comprehension (By Nina Parrish)
When we think of reading issues, we often imagine children who struggle to decode the letters in text and turn them into spoken language. This type of struggling reader has a very difficult time figuring out what many of the words are and has poor phonological (speech-sound) skills. However, there are also many students who sound like they’re reading beautifully but have difficulty with understanding vocabulary and figurative language, inferencing, verbal reasoning, grammatical development, and oral expression.
As children get older, if they are decoding text well we assume they are reading well. Once a person learns to decode, reading comprehension becomes more about language comprehension and focus. At this transition, starting around third grade, teachers may begin to notice some students who decode text fluently but are not understanding.
Since this type of struggling reader is less noticeable than ones who have difficulty decoding, they often slip under the radar until they begin to fail standardized state comprehension tests. Even then, their issues may go undetected for a long time, resulting in middle and high school students who sound like they’re reading but understand nothing that they have read.
These struggling readers should be targeted for remediation—the earlier the better. However, remediation consisting of practice passages and questions may be ineffective as it focuses too narrowly on text-based skills.
Supporting Students Who Struggle With Comprehension
Here are five strategies to try out with students who read fluently but struggle to comprehend what they’re reading.
📘Target overall comprehension of language:
Recent research reveals that reading comprehension difficulties may stem from an underlying oral language weakness that exists from early childhood, before reading is even taught. It turns out that students who have poor reading comprehension also often understand fewer spoken words and less of what they hear, and have worse spoken grammar. So, to address reading comprehension deficits effectively, educators may have to use an approach that teaches vocabulary, thinking skills, and comprehension first in spoken language and then in reading and written language.
📘 Teach vocabulary:
Because students with poor comprehension often have poor vocabulary skills and understand less of what they hear, it’s helpful to teach the meanings of new words through the use of multisensory strategies like graphic organizers, pictures, and mnemonics. Improving their overall language skills increases the likelihood that they will understand the words they encounter in written text. Since it is impossible to know every word one might encounter, students should be taught about the different types of context clues and how to use them to determine the meaning of unknown words.
📘 Teach thinking strategies:
Once students have the vocabulary to be able to make it through a text, they often struggle with the complex thinking or sustained attention required to keep up with all of the important details and to access information that is implied but not directly stated. Teachers can instruct students on cognitive strategies they can use. Many common text reading strategies—such as annotation, SQ3R, and the KWL chart—make use of these thinking strategies, including:
* Discussing or activating prior knowledge,
* Developing questions while reading,
*Connecting what they are reading to another text, something they have seen, or something they have experienced,
*Visualizing or picturing what they are reading,
*Making predictions about what will come next in the text,
*Looking back for keywords and rereading in order to clarify or answer questions, and
*Thinking aloud to model the strategies and thought processes needed for comprehension.
Students can learn and then use the strategies that work best for them depending on the text they’re reading. Pulling deeper meaning out of text through the use of thinking strategies can be beneficial not just to reading comprehension but also to writing.
📘 Have students practice reciprocal teaching:
Once taught, cognitive strategies can be consistently practiced and implemented through the use of reciprocal teaching, which encourages students to take a leadership role in their learning and begin to think about their thought process while listening or reading. Teachers can use reciprocal teaching during class discussions, with text that is read aloud, and later with text that is read in groups. The students should rotate between the following roles:
Questioner, who poses questions about parts of the lesson, discussion, or text that are unclear or confusing, or to help make connections with previously learned material.
Summarizer, who sums up each important point or detail from the lesson, discussion, or text.
Clarifier, who tries to address the Questioner’s issues and make sure that parts they found confusing are clear to others.
Predictor, who makes a prediction about what will happen next based on what was presented, discussed, or read,
📘 Directly teach comprehension skills:
Students should be directly taught comprehension skills such as sequencing, story structure using the plot mountain, how to make an inference and draw a conclusion, and the different types of figurative language. Students should have the opportunity to first use the skills with text that they hear the teacher read aloud, and then later with text that they read independently at their own level.
The comprehension skills and strategies listed above can be used with the whole class, as they closely align with reading and language arts standards for elementary and middle school students. Teachers can help students select reading material with vocabulary that matches their current ability levels so that within a classroom, students are reading text and working on vocabulary at levels that are accessible for each of them.
📘📖✨📚🐅🐕🐒🦒🐆🦉🐿️📖✨📚🦁📘
Best regards;
BabyBrain – IECS
☎️☎️ – 0979 820 58 49, 0967 230 40 45
*****************************
Credit to : Original photos -A well spring, Miss Faleena, Teaching Biilfizzcend, Winnie, . . .
Reference : Reading article by Dr Soe Than & Ways to Support Students Who Struggle With Reading Comprehension by Nina Parrish
#BabyBrainonlinelearning
#BabyBrainမိဘေတြဖတ္ဖို႕မွတ္စု
#BabyBrainဆရာေတြဖတ္ဖို႕မွတ္စု
Early Childhood Development Edu. Advocacy Ghana
Company:
Early Childhood Development Edu. Advocacy Ghana
Company Likes:
1855
Post Likes:
4
Post Shares:
0
Post Comments:
0
Message:
❤❤ World Autism Day !
#autismacceptance
#inclusion.. ❤❤❤ #worldautismday
Early Childhood Resources: Handmade, Recycled and Upcycled
Company:
Early Childhood Resources: Handmade, Recycled and Upcycled
Company Likes:
659
Post Likes:
3
Post Shares:
2
Post Comments:
0
Message:
New crochet fruit range have just landed in the shop 🙂 These crochet fruit sets will make an excellent addition to your little one's kitchen play set and are a wonderful teaching tool.
Handmade from 100% cotton and filled with polyester fill.
Prices starting from $15.00
Company:
Early Childhood Resources: Handmade, Recycled and Upcycled
Company Likes:
659
Post Likes:
4
Post Shares:
0
Post Comments:
0
Message:
Happy Easter to you all. I hope you have managed to spend some time with family and friends while enjoying a choccie egg or hot cross bun. Stay safe x
Dave has been building and scaling companies for 20+ years—driving performance through business-aligned technology strategy, product innovation, and data integration. As a CEO, CTO, and entrepreneur, he is skilled in solving real-world problems for startups through Fortune 500 organizations. He empowers teams to deliver robust, scalable infrastructures, and powerful solutions that automate processes, improve performance outcomes, and set the stage for exponential growth.
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