![]() ![]() ![]() Use guided questions to help students verbalize main ideas. Observe students as they apply what they have learned to determine whether students can identify and retell the characters, setting, and main events of each story and compare those elements across the stories. Encourage them to share their work with a group. Guide students to complete a graphic organizer to compare two stories. Model for students how to compare stories by using graphic organizers, such as a T-chart and a Venn diagram. Guide students to identify and compare the characters, settings, and main events in two similar stories. Have students review the nursery rhymes “Jack and Jill” and “Humpty Dumpty” and compare the characters and events. Then help students compare the elements across the two stories. Have students listen to two stories and identify the characters, settings, and main events. Scaffolding, Active Engagement, Modeling, Explicit Instruction W: student copies of the Venn diagram ( L-K-1-3_Venn Diagram.docx).the nursery rhymes “Jack and Jill” and “Humpty Dumpty” written on chart paper (from Lesson 2).Teachers may substitute other books to provide a range of reading and level of text complexity.Big Sarah’s Little Boots by Paulette Bourgeois.Shaggy Dog and the Terrible Itch by David Bedford.The books should be simple so that students can retell the events that happen in the story. Alternative books should have events that students can easily recognize.This book was chosen for the easily recognizable events and the relationship between a bear and cub, which reflects the relationship between a mother and child. It is about giving gifts, caring, and friendship-topics that are familiar to most students. This book was chosen because it has easily recognized events that happen to the main character. "I would say that in the pandemic things moved at pace, and sometimes that may have led local planners to say: 'could you not have told us that earlier'. She says that in terms of pandemic planning, "the basic building blocks" and assumptions about planning were all the same across central and local governments anyway. Senior civil servant Catherine Frances says LRFs have access to "secured" information in the National Security Risk Assessment via nominated delegates through secure channels. One report said that integrating national and local approaches to the pandemic was hampered by ministers who did not trust or understand LRFs.Ĭentral government did not share enough intelligence and risk plans with LRFs, undermining the ability of local areas to undertake "timely and informed local planning", the second report said. Remember, these LRFs are made up of emergency services, local authorities and NHS bodies in a particular area which plan for mitigating risks - being the bodies that are dealing with problems on the ground. Kate Blackwell KC draws the inquiry's attention to two reports criticising the attitude of central government to local resilience forums (LRFs). The "burden of austerity" impacted the Public Health Scotland budget and reduced staff at Health Protection Scotland, former deputy first minister John Swinney suggested.Ms Sturgeon admitted Scotland "did not get everything right" and that questions over planning for contact tracing and testing are "in my mind literally every day".It also led to souring relationships between the UK's constituent nations, they said, potentially including health ministers.Brexit was blamed again, as both Nicola Sturgeon and her former deputy said the "very, very severe" consequences of a potential no-deal forced them to divert resources to prepare for the eventuality at the expense of pandemic planning.The country was "complacent" in its pandemic planning after its experience of swine flu, he said. ![]() Sir Jeremy Farrar, chief scientist at the World Health Organisation, warned more pandemics were "inevitable" and the UK must invest in scientific infrastructure like vaccines or else it will be "woefully unprepared".The inquiry will resume next week but before you go, here is a recap of today's key points. ![]()
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