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Different Texts Review

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1 Different Texts Review
Year 1 - Term 4, Day 15 Different Texts Review

2 Today is ________________.
Block 1: Opening Daily Review You will need to type the date each day in the PowerPoint or write it on the board. As the program progresses, consider having students write or contribute to the daily message. Topic Suggestions: Teacher says; students repeat. Weather: “It is hot today.” Activities taught yesterday: “We learned the letter ____ yesterday.” Activities for today: “Today, we will write our names.” Teacher Note Use "Frere Jacques“ melody to sing: Today is _______. Today is _______. All day long, all day long. Yesterday was ______. Tomorrow will be _______. Oh what fun! Oh what fun! Activity: Daily Message Chant Today is ________________. Students, this is our daily message. It tells us the date. Please follow along as I read the sentence. “Today is ____________ (day of the week, day of the month, month of the year and year.)” Message What is today’s date? “Today is _______________.” Tell your partner the date. Checking for Understanding

3 R-Controlled Patterns /eer/
Block 1: Opening Click here to hear the sounds. Daily Review R-Controlled Patterns /eer/ -eer -ear cheer deer steer ear smear tear Review r-controlled patterns. Select five sounds to review daily using this slide or the posters provided throughout the terms. New posters are available for term 4. Consonant Blend Poster (beginning and ending blends) Letter Pattern Poster (with /ow/: ow/ou & /oi/: oi/oy) Short and Long oo Poster Silent Letter Poster The Letters C and G Poster Double Consonant Poster Digraph & Trigraph Poster Long Vowel Poster (Remind the students that the long u has two sounds: long u and /oo/. ) Teacher Note: Method of Delivery

4 help day long which tell know never why come full also of than once
Block 1: Opening Daily Review High-Frequency Words help day long which tell know never why come full also of than once has an from every any could as Teacher selects five or more high-frequency words to review. Select the words based on student needs and time. Consider creating a word wall with all the high-frequency words taught up to term 3. Teacher first reads a High-Frequency Word. Students chorally read the High-Frequency Word. CFU options: 1. Teacher asks for non-volunteers to read the word he is pointing to aloud. 2. Teacher asks students to put their finger on the word ________. 3. Teacher asks students to whisper the word he is pointing to. 4. Teacher asks students to read the word she is pointing to in a squeaky voice. Teacher Note: Method of Delivery

5 We will segment and blend words.
Block 2: Phonemic Awareness (Segment and blend words.) Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Learning Objective What will we do with words? We will ________ words. Declare the Objective We will segment and blend words. Guided Practice To segment is to separate the sounds in a word. Blending is putting the sounds together to make a word. Beginning sound is the first sound in a word. Ending sound is the last sound in a word. Remember the Concept smear ear tear deer fear near gear cheer chair square stair 12 hair Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Click to animate the picture. Students will be expected to manipulate the sounds in this activity by using segmenting, smooth blending and identifying beginning and ending sounds. Teacher points to picture/greyed text and says the word. /smear/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /smear/ - /s//m//eer/ Teacher and students alternate segmenting the word five times. Use fingers to represent each sound in the word to assist with segmenting, if needed. Teacher asks the students, “What is the beginning sound in smear? The beginning sound in smear is /s/.” Teacher asks the students, “What is the ending sound in smear? The ending sound in smear is /ear/.” Then, teacher blends the word /sssmmm(hold the –eer sound)/. Alternate between teacher and students five times. Teacher and students say the word /smear/. Alternate between teacher and students five times. Teacher Note: Method of Delivery

6 We will make new words. Make a new word. -ook
Block 2: Phonemic Awareness (Make new words.) Learning Objective To make new words, change the beginning sound. Remember the Concept We will make new words. Skill Development & Guided Practice Make a new word. -ook b/ook h/ook l/ook c/ook Students are practising making a new word by changing beginning sounds, digraphs and consonant blends can be used as beginning sounds. Say the word (book). Teacher and students alternate five times. Teacher separates the sounds by onset and rime: b/ook. Teacher and students alternate five times. Teacher will say, “Now, we will change the /b/ in book to /h/. Now say h/ook (onset/rime).” Teacher and students alternate five times. Say the new word h/ook = hook. Continue to change sounds to make new words such as /h/ in hook to /l/ in look and /c/ to make the new word cook. Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the beginning sound and by segmenting by onset and rime. Teacher Note: Method of Delivery

7 Wheel of FUN WOF# 2045 Activity 1 Activity 2 Activity 3 Activity 4
Brain Break Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Click on the wheel to spin. This activity will take about five minutes. Teacher Note Wheel of FUN Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Activity 1 Find it Fast! Call out a colour or other trait (something around the room). Students must find the object in the room that fits that trait and get to it quickly. Activity 2 Act Like A Pro Have students act out various sport moves for 5-10 seconds. For example, have students act out scoring a soccer goal. Other ideas: shoot a basket, swing a bat, serve a tennis ball, ski down a hill, spike a volleyball, throw a football, shoot an arrow, swim in a pool and box with gloves. Activity 3 Stretch! (Lead the students in some stretches.) Activity 4 Teacher’s Choice Activity 5 Wiggles Have students stand and do the wiggle: First wiggle fingers; Then fingers and wrists; The fingers, wrists and forearms; The fingers, wrists, forearms, elbows; The fingers, wrists, forearms, elbows, shoulders; The fingers, wrists, forearms, elbows, shoulders, hips; The fingers, wrists, forearms, elbows, shoulders, hips, knees; The fingers, wrists, forearms, elbows, shoulders, hips, knees, head. Activity 6 Six Spot (Label six spots around the room from 1-6. Have students go to a spot of their choice. Roll the die. All the students at that number rolled must go back to their seats. Students that are left go to a new spot. Roll the die again until one student is left.)

8 R-Controlled Patterns
Block 3: Phonics / Letter formation (Read r-controlled words.) Click here to hear the sound. Learning Objective We will read r-controlled words. Emphasise to the students that the letter “r” must come after the vowel for it to be an r-controlled word. The letter “r” usually changes the sound of the vowel. The vowel is neither short nor long. The vowel makes a different sound or no sound at all, such as in hair, square, deer and ear. Teacher Note Concept Development R-controlled Pattern: When the letter “r” comes after a vowel, it changes the vowel sound. R-controlled patterns with “air”,”are”,”eer” and “ear” are usually found at the beginning, middle or end of words. Positional Frequency Say the sound of the r-controlled patterns –air, are, eer and ear. Is the r-controlled pattern –eer in the word cheer? Yes/No Is the r-controlled pattern –ear in the word smear? Yes/No Checking for Understanding R-Controlled Patterns

9 Does the word have an r-controlled pattern?
Block 3: Phonics / Letter formation (Read r-controlled words.) Click here to hear the sounds. Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Skill Development & Guided Practice Does the word have an r-controlled pattern? care hair stare chair Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Look at the word. Does the word have an r-controlled pattern? (Remind the students that r-controlled pattern words have a vowel then the letter “r” and that the pattern –are usually comes at the middle or end of words. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the r-controlled sound. (Teacher says the r-controlled sound then students. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Read the word. (Teacher uses smooth blending to read the word such as c(hold the –are sound), h(hold the –air sound), ssst(hold the –are sound) and ch(hold the –air sound). Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onset and rime or segmenting. Teacher Note: Method of Delivery air - /air/ are - /air/ eer - /eer/ ear - /eer/ R-Controlled Pattern

10 Does the word have an r-controlled pattern?
Block 3: Phonics / Letter formation (Read r-controlled words.) Click here to hear the sounds. Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Skill Development & Guided Practice Does the word have an r-controlled pattern? tear steer peer near Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Look at the word. Does the word have an r-controlled pattern? (Remind the students that r-controlled pattern words have a vowel then the letter “r” and that the pattern –ear usually comes at the middle or end of words. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the r-controlled sound –ear. (Teacher says the r-controlled sound then students. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Read the word. (Teacher uses smooth blending to read the word such as t(hold the –ear sound), ssst(hold the –eer sound), p(hold the –eer sound) and nnn(hold the –ear sound). Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onset and rime or segmenting. Teacher Note: Method of Delivery air - /air/ are - /air/ eer - /eer/ ear - /eer/ R-Controlled Pattern

11 1. The dog is near the chair. 2. Ruby stared at her long brown hair.
Block 3: Phonics / Letter formation (Read r-controlled words.) Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Skill Development & Guided Practice 1. The dog is near the chair. 2. Ruby stared at her long brown hair. 3. My little sister is scared to climb the stairs. We cheer her on! Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Look at the sentences. Read the sentence. (Teacher reads and students track. Then, teacher and students read together. Pair-Share then call on non-volunteers to read a sentence.) Teacher Note: Method of Delivery air - /air/ are - /air/ eer - /eer/ ear - /eer/ R-Controlled Pattern

12 Block 3: Phonics / Letter formation (Read r-controlled words.)
Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Skill Development & Guided Practice Homer and Ameer Homer and Ameer are peers in the same class. They will pair up to study animals. They will study a deer and a hare. A deer is an animal. Deer live near lakes and rivers. Most deer are born with white spots but lose them within a year. A hare is similar to a rabbit. Hares have long ears. Hares have fluffy hair. Hares live in pairs. Hares are scared of deer. Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? air - /air/ are - /air/ eer - /eer/ ear - /eer/ R-Controlled Pattern Read Homer and Ameer. Read the text using r-controlled patterns –air, -are, -eer and-ear sounds to sound out the words. (Teacher reads and students track. Then, teacher and students read together. Pair-Share then call on non-volunteers to read a sentence.) Teacher Note: Method of Delivery

13 We will write r-controlled words.
Block 3: Phonics/Letter Formation (Write r-controlled words.) Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Learning Objective We will write r-controlled words. What will we write? We will write _______. Declare the Objective Skill Development & Guided Practice Write words. 1 Trace the word. 2 Write the word on your own. 1 How did I/you trace the word? 2 How did I/you write the word? Checking for Understanding Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Handwriting Workbook p. 154 A verbal path for the letter is available in the appendix of the Handwriting Workbook. Teacher Note

14 Wheel of FUN WOF# 2055 Activity 1 Activity 2 Activity 3 Activity 4
Brain Break Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Click on the wheel to spin. This activity will take about five minutes. Teacher Note Wheel of FUN Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Activity 1 Find it Fast! Call out a colour or other trait (something around the room). Students must find the object in the room that fits that trait and get to it quickly. Activity 2 Act Like A Pro Have students act out various sport moves for 5-10 seconds. For example, have students act out scoring a soccer goal. Other ideas: shoot a basket, swing a bat, serve a tennis ball, ski down a hill, spike a volleyball, throw a football, shoot an arrow, swim in a pool and box with gloves. Activity 3 Stretch! (Lead the students in some stretches.) Activity 4 Teacher’s Choice Activity 5 Wiggles Have students stand and do the wiggle: First wiggle fingers; Then fingers and wrists; The fingers, wrists and forearms; The fingers, wrists, forearms, elbows; The fingers, wrists, forearms, elbows, shoulders; The fingers, wrists, forearms, elbows, shoulders, hips; The fingers, wrists, forearms, elbows, shoulders, hips, knees; The fingers, wrists, forearms, elbows, shoulders, hips, knees, head. Activity 6 Six Spot (Label six spots around the room from 1-6. Have students go to a spot of their choice. Roll the die. All the students at that number rolled must go back to their seats. Students that are left go to a new spot. Roll the die again until one student is left.)

15 We will read high-frequency words.
Block 4: High-Frequency Words & Voc. Development Learning Objective Declare the Objective We will read high-frequency words. What will we read? We will read _______. Skill Development & Guided Practice A high-frequency word is used more than other words. Remember the Concept Teacher points to a word and says: Read this word ____. Point to a sentence and say: Read this sentence. Checking for Understanding High-Frequency Words p. 45 Teacher and students read the high-frequency word, alternating between each other five times. Please feel free to orally add more sentences to emphasise the meaning of a high-frequency word. Teacher Note

16 We will read high-frequency words.
Block 4: High-Frequency Words & Voc. Development Learning Objective Declare the Objective We will read high-frequency words. What will we read? We will read _______. Skill Development & Guided Practice A high-frequency word is used more than other words. Remember the Concept Teacher points to a word and says: Read this word ____. Point to a sentence and say: Read this sentence. Checking for Understanding High-Frequency Sentences p. 99 Teacher and students read the high-frequency word, alternating between each other five times. Please feel free to orally add more sentences to emphasise the meaning of a high-frequency word. Teacher Note

17 Story and Lesson Vocabulary
Block 4: High-Frequency Words & Voc. Development Define any difficult words from the story or lesson that will be read today. Teacher reads the word first, and then students read the word. Teacher provides or reads the definition of the word, while students track with their fingers. Then, students read the definition with the teacher. Consider providing gestures for students, if appropriate. Teacher Note Story and Lesson Vocabulary A racket is a bat made of strings stretched in an oval frame used for hitting a ball in games like tennis.

18 Open Time: Teacher’s Choice
Block 5: Performance & Rotational Activities Open Time: Teacher’s Choice Review concepts and skills taught from the previous weeks.

19 Wheel of FUN WOF# 1955 Activity 1 Activity 2 Activity 3 Activity 4
Brain Break Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Click on the wheel to spin. This activity will take about five minutes. Teacher Note Wheel of FUN Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Activity 1 Find it Fast! Call out a colour or other trait (something around the room). Students must find the object in the room that fits that trait and get to it quickly. Activity 2 Act Like A Pro Have students act out various sport moves for 5-10 seconds. For example, have students act out scoring a soccer goal. Other ideas: shoot a basket, swing a bat, serve a tennis ball, ski down a hill, spike a volleyball, throw a football, shoot an arrow, swim in a pool and box with gloves. Activity 3 Stretch! (Lead the students in some stretches.) Activity 4 Teacher’s Choice Activity 5 Wiggles Have students stand and do the wiggle: First wiggle fingers; Then fingers and wrists; The fingers, wrists and forearms; The fingers, wrists, forearms, elbows; The fingers, wrists, forearms, elbows, shoulders; The fingers, wrists, forearms, elbows, shoulders, hips; The fingers, wrists, forearms, elbows, shoulders, hips, knees; The fingers, wrists, forearms, elbows, shoulders, hips, knees, head. Activity 6 Six Spot (Label six spots around the room from 1-6. Have students go to a spot of their choice. Roll the die. All the students at that number rolled must go back to their seats. Students that are left go to a new spot. Roll the die again until one student is left.)

20 We will describe persuasive text.
Block 6: CAP/ Reading Comprehension (Describe persuasive text.) Learning Objective We will describe persuasive text. Periodic Review 1 Persuasive text gets you to believe an opinion. Persuasive text gives information that supports the opinion. Explain to the students that persuasive text uses words like best and good. Concept 1 Read the text. 2 Describe the persuasive text. a What is the opinion of the text? (circle answer) b Use information from the text that supports the opinion. Describe persuasive text. School 1. School is the best place to be! 2. You learn to read and write at school. 3. You learn to count. 4. You make friends. 5. You get to play all kind of games. 6. School is the best! 34 words What is the opinion of the text? You get to play all kinds of games at school. School is the best place to be! What information from the text supports the opinion? (oral response) Extended Thinking The text does not describe persuasive text because it does not tell an opinion about something. It just gives information. Why does the text below not describe persuasive text? There are different topics to learn at school. In school, students learn about English and maths. English lessons teach students how to read and write. Maths lessons teach students about shapes and numbers.

21 imaginative Mr and Mrs Soccer
Block 6: CAP/ Reading Comprehension (Compare images in imaginative and informative text.) Images are pictures that help tell about the text. Remember the Concept Learning Objective We will compare images in imaginative and informative text. Periodic Review 2 1 Read the text. 2 Identify if the text is imaginative or informative. (whiteboard) 3 Compare the images. (answer question – think about the type of text) 4 Explain your answer. “______ matches the text because ______.” Compare images in imaginative and informative text. 1 bat made of strings stretched in an oval frame Definitions Mr and Mrs Soccer 1. Mr and Mrs Soccer were tired of being kicked around. 2. So they ran away. 3. First, they went to a rugby game, but they were tossed back and forth too much. 4. Then, they went to a tennis game, but they were hit too hard by a racket1. 5. Finally Mrs Soccer said to Mr Soccer, “Let’s go back home. 6. I miss being kicked around!” words imaginative The second picture matches the text because it is a make-believe picture of two soccer balls. Extended Thinking Why would the image below help tell about informative text? Explain your answer. The image would help tell about informaitve text because the picture is real. Playing rugby can happen in real life.

22 Reading Comprehension Strategies ACELY 1660, ACELY 1659
Block 6: CAP/Reading Comprehension Teacher Instructions: This slide appears throughout the week. Select one or two stories. We have provided a suggested list below, but feel free to select a different book. Prior to each story, review CAP, define unknown words and make predictions. After reading the story, have students respond orally to the questions provided or refer to the “Respond to Text” poster. Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Reading Comprehension Strategies ACELY 1660, ACELY 1659 Suggested Story Choices Respond to Text Poster ACELT 1583 CAP Discuss the front cover, back cover, author, illustrator and title of the book before reading. Define difficult or unknown vocabulary words Picture Walk Discuss the pictures in the book, if available. Guide the students in a discussion of what could be going on based on the pictures. Have students make a prediction. Examine the cover illustration and read the title of the book. Using the title and illustration, ask students, “Can you predict what this book is about?” Kaito’s Cloth (2008) by Glenda Millard, Philomel Father Bear Comes Home (1978) by Else Holmelund Minarik, HarperCollins First Shapes in Building (2010) by Penny Ann Lane, Frances Lincoln Children’s Books Papa, Please Get the Moon for Me (1991) by Eric Carle, Simon & Schuster Books for Young Readers Extra list of books: Imaginative Text: What is the purpose of the text? (to inform/ to entertain) Who is the character? What is the setting? Describe the plot. What is the problem? What is the solution? What did you like about the story? What did you dislike about the story? Informative Text: Name a fact from the text. What is the text about? Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question?

23 Wheel of FUN WOF# 1895 Activity 1 Activity 2 Activity 3 Activity 4
Brain Break Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Click on the wheel to spin. This activity will take about five minutes. Teacher Note Wheel of FUN Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Activity 1 Find it Fast! Call out a colour or other trait (something around the room). Students must find the object in the room that fits that trait and get to it quickly. Activity 2 Act Like A Pro Have students act out various sport moves for 5-10 seconds. For example, have students act out scoring a soccer goal. Other ideas: shoot a basket, swing a bat, serve a tennis ball, ski down a hill, spike a volleyball, throw a football, shoot an arrow, swim in a pool and box with gloves. Activity 3 Stretch! (Lead the students in some stretches.) Activity 4 Teacher’s Choice Activity 5 Wiggles Have students stand and do the wiggle: First wiggle fingers; Then fingers and wrists; The fingers, wrists and forearms; The fingers, wrists, forearms, elbows; The fingers, wrists, forearms, elbows, shoulders; The fingers, wrists, forearms, elbows, shoulders, hips; The fingers, wrists, forearms, elbows, shoulders, hips, knees; The fingers, wrists, forearms, elbows, shoulders, hips, knees, head. Activity 6 Six Spot (Label six spots around the room from 1-6. Have students go to a spot of their choice. Roll the die. All the students at that number rolled must go back to their seats. Students that are left go to a new spot. Roll the die again until one student is left.)

24 We will identify past tense verbs.
Block 7: Grammar (Identify past tense verbs.) Learning Objective Declare the Objective We will identify past tense verbs. What will we use? We will use_______. Grammar Workbook p. 78 Refer to the grammar workbook for daily activity. Teacher Note

25 Tell me something about the r-controlled
Block 8: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the story to review literary concepts such as: What is the setting? Who is the character? Describe the character. What is the problem? What is the solution? Teacher Note Tell me something about the r-controlled patterns –air, are and –eer, ear. Tell me something about the text we read today. Which is the past tense verb in the sentence below? How do you know? Claire steered the car down the street. Use the high-frequency words long, day or help in a sentence.


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