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Thursday 28 January 2010
Buku Iqra Maya OR IQRA' ONLINE
Buku Iqrak Maya
Ingin baca iqrak online.
or read iqra' online to your children?
http://www.freedrive.com/file/833230,buku-iqrak-maya
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update as of 1st NOVEMBER 2010
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i found that the page gives me ERROR IS NOW not GIVING error
update as of 1st NOVEMBER 2010
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i found that the page gives me ERROR IS NOW not GIVING error
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not working....
from http://read-quran-online.blogspot.com/2010/01/buku-iqrak-maya-or-iqrak-book-online.html
===
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update as of 1st August 2010
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i found that the page gives me ERROR
An Error was encountered
It was logged and we will fix it as soon as possible.
An Error was encountered
It was logged and we will fix it as soon as possible.
An Error was encountered
It was logged and we will fix it as soon as possible.
===========
i found that the page gives me error
SO NO MORE DOWNLOADING possible
-- ONLY download and play the power point macro. No printing.....
=== above is not true anymore... ===
happy reading iqrak
== NOT happy???
Possible solutions:
leave your email below in the comments
or
if you are still interested mail to me at :
najwa_cnATyahooDOTcom
with title heading ==>>>> please send the Iqra Online Book. Tq.
===
will email you the iqra book insyaAllah.
...
Tuesday 26 January 2010
Band 11 – Lime – Level 3
Band 11 – Lime – Level 3
....
Band 11 – Lime – Level 3
Learning opportunities
Use experience of reading a variety of material to recognise text types and predict layout and general content
Read silently most of the time, adjusting speed of reading to suit material and monitoring the precise meaning
Rerun to make different interpretations of dialogue, more complex sentences, unfamiliar language, etc
Sustain interest in longer texts, returning easily to them after a break
Make use of blurbs, chapter headings, glossaries, indexes and procedural texts to search for and locate information quickly and accurately
Take notes and devise ways to remember the meaning and spelling of unfamiliar words
Express reasoned opinions about what is read, and compare texts
Investigate and identify the styles and voice of a range of different text types including plays, poetry, narrative, procedural and explanatory texts
...
....
Band 11 – Lime – Level 3
Learning opportunities
Use experience of reading a variety of material to recognise text types and predict layout and general content
Read silently most of the time, adjusting speed of reading to suit material and monitoring the precise meaning
Rerun to make different interpretations of dialogue, more complex sentences, unfamiliar language, etc
Sustain interest in longer texts, returning easily to them after a break
Make use of blurbs, chapter headings, glossaries, indexes and procedural texts to search for and locate information quickly and accurately
Take notes and devise ways to remember the meaning and spelling of unfamiliar words
Express reasoned opinions about what is read, and compare texts
Investigate and identify the styles and voice of a range of different text types including plays, poetry, narrative, procedural and explanatory texts
...
Band 10 – White – Level 2 (A)
Band 10 – White – Level 2 (A)
.....
Learning opportunities
Read silently most of the time
Sustain interest in longer text, returning to it easily after a break
Use text more fully as a reference and as a model
Search for and find information in texts more flexibly
Notice the spelling of unfamiliar words and relate to known words
Show increased awareness of vocabulary and precise meaning
Express reasoned opinions about what is read
Offer and discuss interpretations of text
Text characteristics
Widening range of genre and writing style
Story line or theme may be sustained over a longer period of time with chapters or sub-sections of text
Sentences structures may be longer with more subordinate phrases or clauses
Characters may be more fully developed
More than one point of view expressed within the text
Information or action may be implied rather than spelled out
Texts may contain more metaphorical or technical language
Non-fiction texts placed in a broader context and include more detailed information
...
.....
Learning opportunities
Read silently most of the time
Sustain interest in longer text, returning to it easily after a break
Use text more fully as a reference and as a model
Search for and find information in texts more flexibly
Notice the spelling of unfamiliar words and relate to known words
Show increased awareness of vocabulary and precise meaning
Express reasoned opinions about what is read
Offer and discuss interpretations of text
Text characteristics
Widening range of genre and writing style
Story line or theme may be sustained over a longer period of time with chapters or sub-sections of text
Sentences structures may be longer with more subordinate phrases or clauses
Characters may be more fully developed
More than one point of view expressed within the text
Information or action may be implied rather than spelled out
Texts may contain more metaphorical or technical language
Non-fiction texts placed in a broader context and include more detailed information
...
Band 9 – Gold – Level 2 (B)
Band 9 – Gold – Level 2 (B)
....
Learning opportunities (as for Band 8)
Look through a variety of texts with growing independence to predict content, layout and story development
Read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of longer sentences
Solve most unfamiliar words on the run
Adapt to fiction, non-fiction or poetic language with growing flexibility
Take more conscious account of literary effects used by writers
Begin to make more conscious use of reading to extend speaking and writing vocabulary and syntax.
Text characteristics
Somewhat more challenging than in Band 8
Sentence structures become longer and more complex
Story plot may be more involved and reflect the feelings of the writer
Wider variety of text genre but still illustrated
Some books with chapters for more sustained reading
Characters are more distinctive and rounded than at earlier levels
Widening vocabulary and range of terminology
Non-fiction texts cover an increasing curriculum range
...
....
Learning opportunities (as for Band 8)
Look through a variety of texts with growing independence to predict content, layout and story development
Read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of longer sentences
Solve most unfamiliar words on the run
Adapt to fiction, non-fiction or poetic language with growing flexibility
Take more conscious account of literary effects used by writers
Begin to make more conscious use of reading to extend speaking and writing vocabulary and syntax.
Text characteristics
Somewhat more challenging than in Band 8
Sentence structures become longer and more complex
Story plot may be more involved and reflect the feelings of the writer
Wider variety of text genre but still illustrated
Some books with chapters for more sustained reading
Characters are more distinctive and rounded than at earlier levels
Widening vocabulary and range of terminology
Non-fiction texts cover an increasing curriculum range
...
Band 8 – Purple – Level 2 (C)
Band 8 – Purple – Level 2 (C)
....
Learning opportunities
Look through a variety of texts with growing independence to predict content, layout and story development
Read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of longer sentences
Solve most unfamiliar words on the run
Adapt to fiction, non-fiction or poetic language with growing flexibility
Take more conscious account of literary effects used by writers
Begin to make more conscious use of reading to extend speaking and writing vocabulary and syntax.
Text characteristics
Sentence structures become longer and more complex
Story plot may be more involved and reflect the feelings of the writer
Wider variety of text genre but still illustrated
Some books with chapters for more sustained reading
Characters are more distinctive and rounded than at earlier levels
Widening vocabulary and range of terminology
Non-fiction texts cover an increasing curriculum range and different text formats
...
....
Learning opportunities
Look through a variety of texts with growing independence to predict content, layout and story development
Read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of longer sentences
Solve most unfamiliar words on the run
Adapt to fiction, non-fiction or poetic language with growing flexibility
Take more conscious account of literary effects used by writers
Begin to make more conscious use of reading to extend speaking and writing vocabulary and syntax.
Text characteristics
Sentence structures become longer and more complex
Story plot may be more involved and reflect the feelings of the writer
Wider variety of text genre but still illustrated
Some books with chapters for more sustained reading
Characters are more distinctive and rounded than at earlier levels
Widening vocabulary and range of terminology
Non-fiction texts cover an increasing curriculum range and different text formats
...
Band 7 – Turquoise – Level 1 (A)
Band 7 – Turquoise – Level 1 (A)
....
Learning opportunities
Extract meaning from the text while reading with less dependence on illustrations
Approach different genres with increasing flexibility
Use punctuation and text layout to read with a greater range of expression
Sustain reading through longer sentence structures and paragraphs
Tackle a higher ratio of more complex words
Text characteristics
Elaborated episodes and events
Extended descriptions
More use of literary language
May have full pages of print
More unusual and challenging vocabulary
Illustrations provide a level of support in fictional texts
Non-fiction texts contain longer, more formal sentences and a widening range of unfamiliar terms
...
....
Learning opportunities
Extract meaning from the text while reading with less dependence on illustrations
Approach different genres with increasing flexibility
Use punctuation and text layout to read with a greater range of expression
Sustain reading through longer sentence structures and paragraphs
Tackle a higher ratio of more complex words
Text characteristics
Elaborated episodes and events
Extended descriptions
More use of literary language
May have full pages of print
More unusual and challenging vocabulary
Illustrations provide a level of support in fictional texts
Non-fiction texts contain longer, more formal sentences and a widening range of unfamiliar terms
...
Band 6 – Orange – Level 1 (B/A)
Band 6 – Orange – Level 1 (B/A)
...
Learning opportunities
Get started without relying on illustrations
Read longer phrases and more complex sentences
Attend to a range of punctuation
Cross-check information from meaning, syntax and print on the run
Search for and use familiar syllables within words to read longer words
Infer meaning from the text
Text characteristics
Stories are longer – 250-300 words
Increased proportion of space allocated to print rather than pictures
Illustrations support overall meaning of text
More literary language used
Sentence structures become more complex
Non-fiction texts contain more formal sentences and a widening range of unfamiliar terms
...
...
Learning opportunities
Get started without relying on illustrations
Read longer phrases and more complex sentences
Attend to a range of punctuation
Cross-check information from meaning, syntax and print on the run
Search for and use familiar syllables within words to read longer words
Infer meaning from the text
Text characteristics
Stories are longer – 250-300 words
Increased proportion of space allocated to print rather than pictures
Illustrations support overall meaning of text
More literary language used
Sentence structures become more complex
Non-fiction texts contain more formal sentences and a widening range of unfamiliar terms
...
Band 5 – Green – Level 1 (B)
Band 5 – Green – Level 1 (B)
....
Learning opportunities
Read fluently with attention to punctuation
Solve new words using print detail while attending to meaning and syntax
Track visually additional lines of print without difficulty
Manage effectively a growing variety of texts
Discuss and interpret character and plot more fully
Text characteristics
Varied and longer sentences
Little or no repetition of phrases
More varied and larger number of characters involved
Events sustained over several pages
May have larger number of words on page
Less familiar or specialised vocabulary used
Illustrations may provide only moderate support for the text
...
....
Learning opportunities
Read fluently with attention to punctuation
Solve new words using print detail while attending to meaning and syntax
Track visually additional lines of print without difficulty
Manage effectively a growing variety of texts
Discuss and interpret character and plot more fully
Text characteristics
Varied and longer sentences
Little or no repetition of phrases
More varied and larger number of characters involved
Events sustained over several pages
May have larger number of words on page
Less familiar or specialised vocabulary used
Illustrations may provide only moderate support for the text
...
Band 4 – Blue – Level 1 (C/B)
Band 4 – Blue – Level 1 (C/B)
....
Learning opportunities
Move through text attending to meaning, print and sentence structure flexibly
Self-correct more rapidly on-the-run
Re-read to enhance phrasing and clarify precise meaning
Solve new words using print information along with attention to meaning
Use analogy with known vocabulary to solve new words
Manage a greater variety of text genre
Discuss content of the text in a manner which indicates precise understanding
Text characteristics
Greater variation in sentence patterns and content
Literary language integrated with natural language
Any repeated language patterns are longer or act as refrains
More lines of text on page, sometimes up to 6 or8 lines
Stories have more events
Non-fiction texts include some abstract terms and impersonal sentence structures
Pictures support story line rather than convey precise meaning so closely
More similar-looking words appear in text
...
....
Learning opportunities
Move through text attending to meaning, print and sentence structure flexibly
Self-correct more rapidly on-the-run
Re-read to enhance phrasing and clarify precise meaning
Solve new words using print information along with attention to meaning
Use analogy with known vocabulary to solve new words
Manage a greater variety of text genre
Discuss content of the text in a manner which indicates precise understanding
Text characteristics
Greater variation in sentence patterns and content
Literary language integrated with natural language
Any repeated language patterns are longer or act as refrains
More lines of text on page, sometimes up to 6 or8 lines
Stories have more events
Non-fiction texts include some abstract terms and impersonal sentence structures
Pictures support story line rather than convey precise meaning so closely
More similar-looking words appear in text
...
Band 3 – Yellow – Level 1 (C)
Band 3 – Yellow – Level 1 (C)
...
Learning opportunities
Follow print with eyes, finger-pointing only at point of difficulty
Take more note of punctuation to support the use of grammar and oral language rhythms
Cross-check all sources of information more quickly while reading
Note familiar words and letter clusters and use these to get to unknown words e.g. look > took
Search for information in print to predict, confirm or attempt new words while reading
Notice relationships between one text and another
Predict in more detail
Text characteristics
Some repetition of phrase patterns, ideas and vocabulary
More variation of sentence structure
Story lines include more episodes following a time sequence
Some literary conventions along with familiar oral language structures
Stories may involve imaginary happenings in framework of familiar experiences
Non-fiction texts still use personal experience & children’s language patterns
Illustrations still support the text quite closely
...
...
Learning opportunities
Follow print with eyes, finger-pointing only at point of difficulty
Take more note of punctuation to support the use of grammar and oral language rhythms
Cross-check all sources of information more quickly while reading
Note familiar words and letter clusters and use these to get to unknown words e.g. look > took
Search for information in print to predict, confirm or attempt new words while reading
Notice relationships between one text and another
Predict in more detail
Text characteristics
Some repetition of phrase patterns, ideas and vocabulary
More variation of sentence structure
Story lines include more episodes following a time sequence
Some literary conventions along with familiar oral language structures
Stories may involve imaginary happenings in framework of familiar experiences
Non-fiction texts still use personal experience & children’s language patterns
Illustrations still support the text quite closely
...
Band 2 – Red – Working Towards Level 1
Band 2 – Red – Working Towards Level 1
....
Learning opportunities
Locate and recall title
Have secure control of one-to-one matching
Use known words to check and confirm reading
Start to read more rhythmically or use phrasing while maintaining track of print
Repeat words, phrases or sentences to check, confirm or modify own reading
Predict from meaning, syntax and print to solve new words
Text characteristics
Slightly longer, highly predictable text involving familiar objects and actions
Repetitive sentence/phrase patterns including high frequency words
Sentences short, clear and straightforward following children’s speech patterns
Illustrations provide full and direct support for the text
Simple story development (fiction text)
Non-fiction texts may have more than one type of print format
Reasonably large print with obvious spaces between words
Full range of punctuation
..
....
Learning opportunities
Locate and recall title
Have secure control of one-to-one matching
Use known words to check and confirm reading
Start to read more rhythmically or use phrasing while maintaining track of print
Repeat words, phrases or sentences to check, confirm or modify own reading
Predict from meaning, syntax and print to solve new words
Text characteristics
Slightly longer, highly predictable text involving familiar objects and actions
Repetitive sentence/phrase patterns including high frequency words
Sentences short, clear and straightforward following children’s speech patterns
Illustrations provide full and direct support for the text
Simple story development (fiction text)
Non-fiction texts may have more than one type of print format
Reasonably large print with obvious spaces between words
Full range of punctuation
..
Band 1 – Pink – Working Towards Level 1
Band 1 – Pink – Working Towards Level 1
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Learning opportunities
Locate title
Open front cover
Turn pages appropriately
Understand that left page comes before right
Understand that we read print from left to right
Match spoken word to printed word (one to one correspondence)
Locate familiar words and use them to check own reading
Use the meaning of the text
Use language patterns (syntax)
Predict the story line and some vocabulary
Text characteristics
Natural language following children’s speech patterns
A short, simple, highly predictable text involving familiar objects and actions
Repetitive sentence structures including high frequency words
Illustrations that provide full and direct support for the text
Reasonably large print size with clear spaces between words
Fully punctuated text in the same position on each page
..
====
Learning opportunities
Locate title
Open front cover
Turn pages appropriately
Understand that left page comes before right
Understand that we read print from left to right
Match spoken word to printed word (one to one correspondence)
Locate familiar words and use them to check own reading
Use the meaning of the text
Use language patterns (syntax)
Predict the story line and some vocabulary
Text characteristics
Natural language following children’s speech patterns
A short, simple, highly predictable text involving familiar objects and actions
Repetitive sentence structures including high frequency words
Illustrations that provide full and direct support for the text
Reasonably large print size with clear spaces between words
Fully punctuated text in the same position on each page
..
reading level and band
reading level and band
level band colour
1 Pink
2 Red
1c 3 Yellow
1b 4 Blue
5 Green
1a 6 Orange
7 Turquoise
2c 8 PURPLE
2b 9 Gold
2a 10 WHITE
3c 11 LIME or Silver
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Book Bands – NC Reading Levels
Band Colour NC Level
1 Pink W
2 Red W
3 Yellow 1 (C)
4 Blue 1 (C/B)
5 Green 1 (B)
6 Orange 1 (B/A)
7 Turquoise 1 (A)
8 Purple 2C
9 Gold 2B
10 White 2A
11 Lime 3
level band colour
1 Pink
2 Red
1c 3 Yellow
1b 4 Blue
5 Green
1a 6 Orange
7 Turquoise
2c 8 PURPLE
2b 9 Gold
2a 10 WHITE
3c 11 LIME or Silver
====
Book Bands – NC Reading Levels
Band Colour NC Level
1 Pink W
2 Red W
3 Yellow 1 (C)
4 Blue 1 (C/B)
5 Green 1 (B)
6 Orange 1 (B/A)
7 Turquoise 1 (A)
8 Purple 2C
9 Gold 2B
10 White 2A
11 Lime 3
Thursday 7 January 2010
Freakly Fiah
A prehistoric looking fish washed ashore recently off Vancouver Island in British Columbia. It's giving scientists a rare glimpse into life in the uncharted depths off the West Coast. Dana Hutchings reports.
Fish with spikes, poisonous fish, even fish that give electric shocks!
They are all here in Freakly Fiah...
==========
What inside me?
Shipwrecks
Ice maker, ice breaker
Freakly Fiah
Modern Day Explorer : Steve Fossett
Musicians: Vanessa-Mae
===
Fish with spikes, poisonous fish, even fish that give electric shocks!
They are all here in Freakly Fiah...
==========
What inside me?
Shipwrecks
Ice maker, ice breaker
Freakly Fiah
Modern Day Explorer : Steve Fossett
Musicians: Vanessa-Mae
===
Ice Maker, Ice breaker
The Finnish ice breaker Otso cutting sealanes across the Gulf of Bothnia in the Arctic Circle. Lighting Camera andy Humphreys. www.andyhumphreys.co.uk
Moscow hosts river icebreaker tours
cool a tour on icebreaker in
What inside me?
Shipwrecks
Ice maker, ice breaker
Freakly Fiah
...
...
...
Moscow hosts river icebreaker tours
cool a tour on icebreaker in
What inside me?
Shipwrecks
Ice maker, ice breaker
Freakly Fiah
...
...
...
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