Writing- Editing (Captilisation and Punctuation)

Worksheets Subject: English Language ArtsLevel: Standard FiveStrand: Writing (Process Approach)Topic: Editing – Punctuation and Capitalisation Key Point: Apply rules of Punctuation and Capitalisation to edit your written work. Hi, boys and girls! I need your help. I am at the editing stage of the writing process. Can you find all of the errors in punctuation and capitalisation? Circle the errors. Then, help me to rewrite the passage on the lines below. Thank you so much! Download/Print fillable PDF to start STD 5 ELA WRITING – EDITING – CAP. & PUNCTUATION Fillable Additional Resources PENNACOOL MOE SCHOOL LMS DRIVEWISE

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Comprehension Skills

Worksheets Additional Resources PENNACOOL MOE SCHOOL LMS DRIVEWISE Worksheets Subject: English Language ArtsLevel: Standard FiveStrand: Reading (Comprehension Skills)Topic: Context Clues – Vocabulary (Synonyms) Key Point: Using context clues to determine the meaning of words Hi, boys and girls! Do you remember how to use context clues to arrive at the meaning of unfamiliar words? Read the passage. Then, write a word or a phrase on the line below to replace each word Download/Print fillable PDF to start STD 5 – ELA COMPREHENSION SKILLS – CONTEXT CLUES (SYNONYMS) Fillable Additional Resources PENNACOOL MOE SCHOOL LMS DRIVEWISE

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Vocabulary- Synonyms

Worksheets Subject: English Language ArtsLevel: Standard ThreeStrand: Reading & Writing – VocabularyTopic: Synonyms Key Point: Words that have similar or identical meanings are called synonyms. INSTRUCTIONS: For each word below, give a word with five letters that has a similar meaning. Write the word in the box. Use each word in bold in a sentence. Download/Print fillable PDF to start STD 3 ELA VOCABULARY – SYNONYMS Fillable Additional Resources PENNACOOL MOE SCHOOL LMS DRIVEWISE

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Vocabulary- Homographs

Worksheets Subject: English Language ArtsLevel: Standard ThreeStrand: Reading & Writing – (Vocabulary)Topic: Homographs Key Points: Homographs are words that have the same spelling, but different meanings. Sometimes they are pronounced differently, but sometimes the pronunciation is the same. It is important to use context clues to decide the meaning and pronunciation of the word. Download/Print PDF to start STD 3 ELA VOCABULARY – HOMOGRAPHS Additional Resources PENNACOOL MOE SCHOOL LMS DRIVEWISE

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Reflective Writing

Writing Subject: English Language ArtsLevel: Standard OneStrand: WritingTopic: Reflective Writing Key Points: Express thoughts and feelings in writing. Remember to begin each sentence with a capital letter. Use correct punctuation marks ( . ? ! ) and capital letters when writing. Download/Print PDF to start STD 1 ELA WRITING – REFLECTIVE WRITING Additional Resources PENNACOOL MOE SCHOOL LMS DRIVEWISE

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Grammar- AM, IS, ARE

Worksheets Subject: English Language Arts Level: Infant 1 Strand: Writing – (Grammar) Topic: Present Tense of the verb ‘to be’ – Singular Key Point: Always write and say: I am, You are, He is, She is, It is. Review Use am when referring to yourself. Use is when you are referring to one person, animal or thing. Use are with you. Download/Print fillable PDF to start INFANT 1 ELA – GRAMMAR – AM IS ARE Fillable Additional Resources PENNACOOL MOE SCHOOL LMS DRIVEWISE

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Covid 19 & Children’s Rights

Guidance Just like adults, children have basic human rights. Children also have special rights because of their vulnerability; such as the right to protection from maltreatment, abuse and neglect. The lockdown, school closure and other changes brought about by COVID-19, are affecting the safety and wellness of children who are increasingly bearing the brunt of the stress their parents, guardians and caretakers are experiencing at this time. Hopefully, this information will assist you in ensuring that the rights of the children who are presently under your care are not taken for granted. Download/Print PDF to view Covid-19 & Children’s Rights – Edited Additional Resources PENNACOOL MOE SCHOOL LMS DRIVEWISE

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Stress and Coping through Covid-19

Outbreaks can be stressful The outbreak of coronavirus disease 2019 (COVID-19) may be stressful for people. Fear and anxiety about a disease can be overwhelming and cause strong emotions in adults and children. Coping with stress will make you, the people you care about, and your community stronger. Stress during an infectious disease outbreak can include Fear and worry about your own health and the health of your loved ones Changes in sleep or eating patterns Difficulty sleeping or concentrating Worsening of chronic health problems Worsening of mental health conditions Increased use of alcohol, tobacco, or other drugs Everyone reacts differently to stressful situations How you respond to the outbreak can depend on your background, the things that make you different from other people, and the community you live in. People who may respond more strongly to the stress of a crisis include Older people and people with chronic diseases who are at higher risk for severe illness from COVID-19 Children and teens People who are helping with the response to COVID-19, like doctors, other health care providers, and first responders People who have mental health conditions including problems with substance use Take care of yourself and your community Taking care of yourself, your friends, and your family can help you cope with stress. Helping others cope with their stress can also make your community stronger. Ways to cope with stress Take breaks from watching, reading, or listening to news stories, including social media. Hearing about the pandemic repeatedly can be upsetting. Take care of your body. Take deep breaths, stretch, or meditateexternal icon. Try to eat healthy, well-balanced meals. Exercise regularly, get plenty of sleep. Avoid alcohol and drugsexternal icon. Make time to unwind. Try to do some other activities you enjoy. Connect with others. Talk with people you trust about your concerns and how you are feeling.   Know the facts to help reduce stress Sharing the facts about COVID-19. Understanding the risk to yourself and people you care about can make an outbreak less stressful. When you share accurate information about COVID-19, you can help make people feel less stressed and make a connection with them.   Take care of your mental health Call your healthcare provider if stress gets in the way of your daily activities for several days in a row. People with preexisting mental health conditions should continue with their treatment and be aware of new or worsening symptoms. Additional information can be found at the Substance Abuse and Mental Health Services Administration (SAMHSA) Disaster Preparednessexternal icon page. For parents Children and teens react, in part, on what they see from the adults around them. When parents and caregivers deal with the COVID-19 calmly and confidently, they can provide the best support for their children. Parents can be more reassuring to others around them, especially children, if they are better prepared. Watch for behavior changes in your child Not all children and teens respond to stress in the same way. Some common changes to watch for include Excessive crying or irritation in younger children Returning to behaviors they have outgrown (for example, toileting accidents or bedwetting) Excessive worry or sadness Unhealthy eating or sleeping habits Irritability and “acting out” behaviors in teens Poor school performance or avoiding school Difficulty with attention and concentration Avoidance of activities enjoyed in the past Unexplained headaches or body pain Use of alcohol, tobacco, or other drugs Ways to support your child Talk with your child or teen about the COVID-19 outbreak. Answer questions and share facts about COVID-19 in a way that your child or teen can understand. Reassure your child or teen that they are safe. Let them know it is ok if they feel upset. Share with them how you deal with your own stress so that they can learn how to cope from you. Limit your family’s exposure to news coverage of the event, including social media. Children may misinterpret what they hear and can be frightened about something they do not understand. Try to keep up with regular routines. If schools are closed, create a schedule for learning activities and relaxing or fun activities. Be a role model. Take breaks, get plenty of sleep, exercise, and eat well. Connect with your friends and family members. For people at higher risk for serious illness People at higher risk for severe illness, such as older adults, and people with underlying health conditions are also at increased risk of stress due to COVID-19. Special considerations include: Older adults and people with disabilities are at increased risk for having mental health concerns, such as depression. Mental health problems can present as physical complaints (such as headaches or stomachaches) or cognitive problems (such as having trouble concentrating). Doctors may be more likely to miss mental health concerns among People with disabilities due to a focus on treating underlying health conditions, compared to people without disabilities. Older adults because depression can be mistaken for a normal part of aging. Common reactions to COVID-19 Concern about protecting oneself from the virus because they are at higher risk of serious illness. Concern that regular medical care or community services may be disrupted due to facility closures or reductions in services and public transport closure. Feeling socially isolated, especially if they live alone or are in a community setting that is not allowing visitors because of the outbreak. Guilt if loved ones help them with activities of daily living. Increased levels of distress if they: Have mental health concerns before the outbreak, such as depression. Live in lower-income households or have language barriers Experience stigma because of age, race or ethnicity, disability, or perceived likelihood of spreading COVID-19. Support your loved ones Check in with your loved ones often. Virtual communication can help you and your loved ones feel less lonely and isolated. Consider connecting with loved ones by: Telephone Email Mailing letters or cards Text messages Video chat Social media Help keep your loved ones safe. Know what medications your loved one is taking. Try to help them have a 4-week supply of prescription and over the counter medications. and see if you can help them have extra on hand. Monitor other medical

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