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| extended informational reading comprehension food science: The Girl Who Owned a Bear (Masterpiece Collection) L. Frank Baum, 2013-12 Great short Story from the author of the Wizard of OZ. |
| extended informational reading comprehension food science: Teaching Reading in Science Mary Lee Barton, Deborah L. Jordan, 2001 This book suggests that the reading of science text and textbooks requires the same thinking skills that are involved in a hands-on science activity and presents the latest research on reading and learning science. This supplement also includes suggestions on how to implement appropriate science readings into instruction and help students learn how to construct meaning from science textbooks. Contents include: (1) Three Interactive Elements of Reading; (2) Strategic Processing; (3) Strategic Teaching; (4) Six Assumptions about Learning; and (5) Reading Strategies. (Contains 54 references.) (YDS). |
| extended informational reading comprehension food science: California Common Core State Standards California. Department of Education, 2013 |
| extended informational reading comprehension food science: Food Technology First Amber Fanning, Lois Aspin, Rosalie Gualtieri, 2005 |
| extended informational reading comprehension food science: Reading Comprehension Gary Woolley, 2011-05-21 Reading Comprehension: Assisting Children with Learning Difficulties examines the complex nature of reading comprehension. It introduces a model for classifying reading comprehension based on an expanded Simple View of Reading. Issues related to assessment, diagnosis, and remediation of reading comprehension difficulties are discussed and translated into clear recommendations to inform reading intervention design and practice. It gives an informed understanding as to why reading comprehension is difficult for some children with learning disabilities such as ADHD, autism, language difficulties and dyslexia. From leading literacy research, the book develops a deeper understanding of thinking processes that facilitate comprehension at the word, discourse, and metacognitive levels. Children will benefit from the introduction of evidence-based methods for teaching reading comprehension using structured multiple-strategy frameworks. |
| extended informational reading comprehension food science: Engaging Young Children With Informational Books Helen Patrick, Panayota Mantzicopoulos, 2013-09-25 Because nonfiction and young readers are a natural fit! Common Core or not, providing our youngest readers with a thorough grounding in nonfiction is just good teaching. There’s no better way to ensure our students acquire the background knowledge and vocabulary so essential to their understanding of subjects like science and social studies. Helen Patrick and Panayota Mantzicopoulos have written this book to assist you with this all-important effort. Inside you’ll find: Criteria for choosing books Strategies for shared reading and reading aloud Informational writing activities Ways to guide parent involvement Real-life classroom success stories |
| extended informational reading comprehension food science: Transforming the Workforce for Children Birth Through Age 8 National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success, 2015-07-23 Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children. |
| extended informational reading comprehension food science: Narrative of the Life of Frederick Douglass (Original ... , |
| extended informational reading comprehension food science: Hi-lo Nonfiction Passages for Struggling Readers Scholastic Teaching Resources, Scholastic, 2007-02 Reproducible passages, grouped by reading strategies, come with test-formatted questions |
| extended informational reading comprehension food science: Put Reading First: the Research Building Blocks for Teaching Children to Read Bonnie B. Armbruster, 2010-11 |
| extended informational reading comprehension food science: Paul Revere's Ride Henry Wadsworth Longfellow, 1907 |
| extended informational reading comprehension food science: Comprehending Functional Text, Grades 6 - 8 Schyrlet Cameron, Suzanne Myers, 2013-01-02 Comprehending Functional Text is designed to help students successfully deal with everyday reading of nonfiction materials. This dynamic book teaches students to understand purpose, gather key ideas, make inference, and evaluate the information they are reading. It is aligned to Common Core State Standards and includes practice activities, learning station ideas, assessment prep, and more! |
| extended informational reading comprehension food science: The Great Mental Models, Volume 1 Shane Parrish, Rhiannon Beaubien, 2024-10-15 Discover the essential thinking tools you’ve been missing with The Great Mental Models series by Shane Parrish, New York Times bestselling author and the mind behind the acclaimed Farnam Street blog and “The Knowledge Project” podcast. This first book in the series is your guide to learning the crucial thinking tools nobody ever taught you. Time and time again, great thinkers such as Charlie Munger and Warren Buffett have credited their success to mental models–representations of how something works that can scale onto other fields. Mastering a small number of mental models enables you to rapidly grasp new information, identify patterns others miss, and avoid the common mistakes that hold people back. The Great Mental Models: Volume 1, General Thinking Concepts shows you how making a few tiny changes in the way you think can deliver big results. Drawing on examples from history, business, art, and science, this book details nine of the most versatile, all-purpose mental models you can use right away to improve your decision making and productivity. This book will teach you how to: Avoid blind spots when looking at problems. Find non-obvious solutions. Anticipate and achieve desired outcomes. Play to your strengths, avoid your weaknesses, … and more. The Great Mental Models series demystifies once elusive concepts and illuminates rich knowledge that traditional education overlooks. This series is the most comprehensive and accessible guide on using mental models to better understand our world, solve problems, and gain an advantage. |
| extended informational reading comprehension food science: Parenting Matters National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Children, Youth, and Families, Committee on Supporting the Parents of Young Children, 2016-11-21 Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€which includes all primary caregiversâ€are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States. |
| extended informational reading comprehension food science: Be a Friend to Trees Patricia Lauber, 1994-01-30 Why should you be a friend to trees? Trees are a valuable natural resource. People depend on trees for food, and animals depend on trees for food and shelter. But most important, we depend on trees because they add oxygen, a gas we all need, to the air. While trees give us many wonderful products, we must also protect them because we can't live without them. |
| extended informational reading comprehension food science: Food Science Edelstein, 2018-01-16 The science of food is discussed within the broader context of the world’s food supply. Food Science, An Ecological Approach explores the idea of global sustainability and examines the ecological problems that challenge our food supply and raise increasing concerns among consumers. |
| extended informational reading comprehension food science: California English Language Development Standards Faye Ong, John McLean, 2012-11-01 |
| extended informational reading comprehension food science: A Framework for K-12 Science Education National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on a Conceptual Framework for New K-12 Science Education Standards, 2012-02-28 Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments. |
| extended informational reading comprehension food science: Reading, Writing and Learning in ESL Suzanne F. Peregoy, Owen F. Boyle, 2016-01-11 Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0134403398. This book is the ideal source for teaching oral language, reading, writing, and the content areas in English to K-12 English learners. In an approach unlike most other books in the field, Reading, Writing, and Learning in ESL looks at contemporary language acquisition theory as it relates to instruction and provides detailed suggestions and methods for motivating, involving, and teaching English language learners. Praised for its strong research base, engaging style, and inclusion of specific teaching ideas, the book offers thorough coverage of oral language, reading, writing, and academic content area instruction in English for K-12 English learners. Thoroughly updated throughout, the new edition includes a new chapter on using the Internet and other digital technologies to engage students and promote learning, many new teaching strategies, new and revised activities, and new writing samples. The Enhanced Pearson eText features embedded videos and assessments. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad(r) and Android(r) tablet.* Affordable.The Enhanced Pearson eText may be purchased stand-alone for 50-60% less than a print bound book. * The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7 or 10 tablet, or iPad iOS 5.0 or later. |
| extended informational reading comprehension food science: Nonfiction and Fiction Paired Texts Grade 4 Susan Collins, 2015 This is a tapsponder enabled resource!--Cover. |
| extended informational reading comprehension food science: I Will Never Not Ever Eat a Tomato Lauren Child, 2000 A fussy eater decides to sample the carrots after her brother convinces her that they are really orange twiglets from Jupiter. |
| extended informational reading comprehension food science: The Promise of Adolescence National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Division of Behavioral and Social Sciences and Education, Board on Children, Youth, and Families, Committee on the Neurobiological and Socio-behavioral Science of Adolescent Development and Its Applications, 2019-07-26 Adolescenceâ€beginning with the onset of puberty and ending in the mid-20sâ€is a critical period of development during which key areas of the brain mature and develop. These changes in brain structure, function, and connectivity mark adolescence as a period of opportunity to discover new vistas, to form relationships with peers and adults, and to explore one's developing identity. It is also a period of resilience that can ameliorate childhood setbacks and set the stage for a thriving trajectory over the life course. Because adolescents comprise nearly one-fourth of the entire U.S. population, the nation needs policies and practices that will better leverage these developmental opportunities to harness the promise of adolescenceâ€rather than focusing myopically on containing its risks. This report examines the neurobiological and socio-behavioral science of adolescent development and outlines how this knowledge can be applied, both to promote adolescent well-being, resilience, and development, and to rectify structural barriers and inequalities in opportunity, enabling all adolescents to flourish. |
| extended informational reading comprehension food science: Teaching Reading Comprehension P. David Pearson, Dale D. Johnson, 1978 |
| extended informational reading comprehension food science: A Child Becomes a Reader Bonnie B. Armbruster, 2002 Proven ideas from research for parents. |
| extended informational reading comprehension food science: Front-of-Package Nutrition Rating Systems and Symbols Institute of Medicine, Food and Nutrition Board, Committee on Examination of Front-of-Package Nutrition Rating Systems and Symbols (Phase II), 2012-01-30 During the past decade, tremendous growth has occurred in the use of nutrition symbols and rating systems designed to summarize key nutritional aspects and characteristics of food products. These symbols and the systems that underlie them have become known as front-of-package (FOP) nutrition rating systems and symbols, even though the symbols themselves can be found anywhere on the front of a food package or on a retail shelf tag. Though not regulated and inconsistent in format, content, and criteria, FOP systems and symbols have the potential to provide useful guidance to consumers as well as maximize effectiveness. As a result, Congress directed the Centers for Disease Control and Prevention (CDC) to undertake a study with the Institute of Medicine (IOM) to examine and provide recommendations regarding FOP nutrition rating systems and symbols. The study was completed in two phases. Phase I focused primarily on the nutrition criteria underlying FOP systems. Phase II builds on the results of Phase I while focusing on aspects related to consumer understanding and behavior related to the development of a standardized FOP system. Front-of-Package Nutrition Rating Systems and Symbols focuses on Phase II of the study. The report addresses the potential benefits of a single, standardized front-label food guidance system regulated by the Food and Drug Administration, assesses which icons are most effective with consumer audiences, and considers the systems/icons that best promote health and how to maximize their use. |
| extended informational reading comprehension food science: Food and Nutrition Information and Educational Materials Center Catalog Food and Nutrition Information Center (U.S.)., 1976 |
| extended informational reading comprehension food science: The Many Faces of School Library Leadership Sharon Coatney, Violet H. Harada, 2017-03-29 Completely revised with even more contributions added by practicing school librarians, this book further examines the responsibility to lead in many areas and identifies the real-world, day-to-day application of established theory and best practices. In today's educational landscape, school librarians need to lead the way in many areas, including advocacy, literacy, technology, curriculum, vision, collaborative instruction, and intellectual freedom. All of these areas are vital to building and sustaining a school library program that enhances and encourages student achievement, as well as to providing enhanced services to students and faculty. This revised edition of The Many Faces of School Library Leadership offers invaluable insights from recognized leaders in the field of school librarianship that detail leadership roles embraced by accomplished practitioners and consider the research regarding best practices. An essential read for practicing school librarians as well as for pre-service school librarians, it offers today's school librarians actionable advice for strengthening their roles, underlining their value, and protecting their future—all while boosting student learning and achievement. The expert guidance and perspectives in this book will bolster those who are facing enormous challenges to meet them and allow school library staff to protect their jobs and to save school library programs from extinction. |
| extended informational reading comprehension food science: Engage Literacy Teacher's Resource Levels 12-15 Extended Edition Lauren White, 2015-07-01 This teacher resource tool includes detailed teaching notes for each of the 32 Early Fluent titles from the Green set. Teaching notes include whole and small group instruction. Engagement for English Language Learners, multiple assessments for each title. Blackline masters and running records for each title are included. Great resource for using Engage Literacy to meet your Common Core Language Arts instructional needs. |
| extended informational reading comprehension food science: The Popcorn Book Tomie DePaola, 1978 Presents a variety of facts about popcorn and includes two recipes. |
| extended informational reading comprehension food science: Principles and Practice in Second Language Acquisition Stephen D. Krashen, 1987 |
| extended informational reading comprehension food science: What Research Has to Say about Reading Instruction S. Jay Samuels, Alan E. Farstrup, 2011 The changing and moving field of reading is reflected in the progression of What Research Has to Say About Reading Instruction over the years, as the editors have sought to provide a solid foundation for the important work of teaching students to read. This new edition of this classic research review offers a broad and balanced perspective of the latest theory, research, and practice to provide that foundation. |
| extended informational reading comprehension food science: Frankenstein Shelley, Mary, 2023-01-11 Frankenstein is a novel by Mary Shelley. It was first published in 1818. Ever since its publication, the story of Frankenstein has remained brightly in the imagination of the readers and literary circles across the countries. In the novel, an English explorer in the Arctic, who assists Victor Frankenstein on the final leg of his chase, tells the story. As a talented young medical student, Frankenstein strikes upon the secret of endowing life to the dead. He becomes obsessed with the idea that he might make a man. The Outcome is a miserable and an outcast who seeks murderous revenge for his condition. Frankenstein pursues him when the creature flees. It is at this juncture t that Frankenstein meets the explorer and recounts his story, dying soon after. Although it has been adapted into films numerous times, they failed to effectively convey the stark horror and philosophical vision of the novel. Shelley's novel is a combination of Gothic horror story and science fiction. |
| extended informational reading comprehension food science: California Preschool Learning Foundations: Visual and performing arts. Physical development. Health Faye Ong, 2008 |
| extended informational reading comprehension food science: Daily Reading Comprehension Evan-Moor Educational Publishers, 2010 Common Core Top Pick for Reading Literature and Informational Text Key Ideas and Details Craft and Structure Range of Reading and Level of Text Complexity View all Common Core Top Picks for Reading Literature and Informational Text Daily instruction on the reading strategies and comprehension skills your students need to improve reading comprehension and raise test scores! Engage your students in reading, thinking about, and responding to a variety of passages and texts! Daily Reading Comprehension, Grade 6 presents your students with the reading strategies and comprehension skills they need to become strong and successful readers. 30 weeks of instruction cover the following reading skills and strategies: Skills: Theme Evaluating Evidence Character & Setting Main Idea & Details Visual Information Author's Purpose Make Predictions Draw Conclusions Cause & Effect Compare & Contrast Nonfiction Text Features Sequence Strategies: Monitor Comprehension Make Connections Visualization Organization Determine Important Information Ask Questions |
| extended informational reading comprehension food science: The Next Step in Guided Reading Jan Richardson, 2009 Teachers facing the challenge of meeting the diverse reading needs of students will find the structure and tools they need in Jan Richardson's powerful approach to guided reading. Richardson has identified the essential components of an effective guided reading lesson: targeted assessments, data analysis that pinpoints specific strategies students need, and the use of guided writing to support the reading process. Each chapter contains planning sheets to help teachers analyze assessments in order to group students and select a teaching focus Includes detailed, ready-to-go lesson plans for all stages of reading: emergent, early, transitional, and fluent |
| extended informational reading comprehension food science: Vocabulary Expanders McDonald Publishing Co, 1992-01-01 Provides a variety of activities designed to help students expand their spoken and written vocabulary. |
| extended informational reading comprehension food science: The Next Step Forward in Guided Reading Jan Richardson, 2016 This resource-rich book includes planning and instructional tools, prompts, discussion starters, teaching points, intervention suggestions, and more to support all students. Plus, an online resource bank with downloadables and videos. Jan Richardson's latest thinking on Guided Reading helps teachers take the next step forward to pinpoint instruction that supports every reader. Richardson uses the Assess-Decide-Guide framework to take a deep dive into each guided reading stage, covering PreA to Fluent readers, their needs, and the best ways to support and challenge them. A master reading teacher at all levels, Richardson skillfully addresses all the factors that make or break guided reading lessons: support for striving readers, strategies for reaching ELLs, making home-school connections--all with an unwavering focus on reading for deeper comprehension, to develop thoughtful, independent readers. The book includes dozens of must-have record-keeping, assessment, and reference forms, as well as how-to video links that provide show Jan in action with diverse readers. |
| extended informational reading comprehension food science: Teeny Tiny Tardigrades Mary Reina, 2018 The Appalachian Bear Center in Tennessee rescues orphaned bear cubs. |
| extended informational reading comprehension food science: Nonfiction Readers Chandra Prough, |
| extended informational reading comprehension food science: Building Comprehension Strategies Alison Jean Davis, 2011 Skilled readers are active readers, using many comprehension strategies to make meaning before, during and after reading. Building comprehension strategies focuses on the strategies used to successfully develop the comprehension ability of primary school students. |
EXTENDED Definition & Meaning - Merriam-Webster
The meaning of EXTENDED is drawn out in length especially of time. How to use extended in a sentence.
EXTENDED | English meaning - Cambridge Dictionary
He wants the extended version of "Return of the King" on video. The prime minister gave a special extended interview on the radio news this morning . The weather won't improve until the end of …
Extended - definition of extended by The Free Dictionary
1. stretched or spread out. 2. continued or prolonged: an extended visit. 3. enlarged, as in scope or application: extended insurance coverage. 4. extensive: extended treatment of a subject. 5. …
EXTENDED definition and meaning | Collins English Dictionary
If something happens for an extended period of time, it happens for a long period of time. Any child who receives dedicated teaching over an extended period is likely to improve. American English : …
extended adjective - Definition, pictures, pronunciation and usage ...
long or longer than usual or expected. Want to learn more? Definition of extended adjective in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, …
extended - Wiktionary, the free dictionary
Jun 8, 2025 · extended (comparative more extended, superlative most extended) Longer in length or extension; elongated. Stretched out or pulled out; expanded. Lasting longer; protracted.
What does extended mean? - Definitions.net
Extended generally refers to something that is stretched, drawn out, expanded or made longer either in physical length, time duration or in scope. spread out: not lying one upon the other. ...
Extended - Definition, Meaning & Synonyms | Vocabulary.com
Something that is extended has been fully stretched out or elongated. An extended period of time is an extremely long period of time. To extend something is to make it longer, either physically or in …
EXTENDED Definition & Meaning | Dictionary.com
of or relating to a meaning of a word other than its original or primary meaning. an extended sense. Manège. (of the gait of a horse) characterized by long, low, usually fast strides. Examples have …
EXTEND Definition & Meaning - Merriam-Webster
The meaning of EXTEND is to spread or stretch forth : unbend. How to use extend in a sentence. Synonym Discussion of Extend.
EXTENDED Definition & Meaning - Merriam-Webster
The meaning of EXTENDED is drawn out in length especially of time. How to use extended in a sentence.
EXTENDED | English meaning - Cambridge Dictionary
He wants the extended version of "Return of the King" on video. The prime minister gave a special extended interview on the radio news this morning . The weather won't improve until …
Extended - definition of extended by The Free Dictionary
1. stretched or spread out. 2. continued or prolonged: an extended visit. 3. enlarged, as in scope or application: extended insurance coverage. 4. extensive: extended treatment of a subject. 5. …
EXTENDED definition and meaning | Collins English Dictionary
If something happens for an extended period of time, it happens for a long period of time. Any child who receives dedicated teaching over an extended period is likely to improve. American …
extended adjective - Definition, pictures, pronunciation and usage ...
long or longer than usual or expected. Want to learn more? Definition of extended adjective in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, …
extended - Wiktionary, the free dictionary
Jun 8, 2025 · extended (comparative more extended, superlative most extended) Longer in length or extension; elongated. Stretched out or pulled out; expanded. Lasting longer; protracted.
What does extended mean? - Definitions.net
Extended generally refers to something that is stretched, drawn out, expanded or made longer either in physical length, time duration or in scope. spread out: not lying one upon the other. ...
Extended - Definition, Meaning & Synonyms | Vocabulary.com
Something that is extended has been fully stretched out or elongated. An extended period of time is an extremely long period of time. To extend something is to make it longer, either physically …
EXTENDED Definition & Meaning | Dictionary.com
of or relating to a meaning of a word other than its original or primary meaning. an extended sense. Manège. (of the gait of a horse) characterized by long, low, usually fast strides. …
EXTEND Definition & Meaning - Merriam-Webster
The meaning of EXTEND is to spread or stretch forth : unbend. How to use extend in a sentence. Synonym Discussion of Extend.
