Sequencing is a skill that may be learned as early as preschool. This fun paper craft, plus organizing steps, lesson plans, and writing activities, are designed for early learners. Take your students through the differentiated steps of making a basic cheese pizza, or go further to create a peppero
More than 100,000 copies sold. This best-selling children's cookbook features written symbols directly related to pictures so children can read their own recipes. From Chewy Yum Yums and African Slush Punch to Soft Pretzels and Chicken Soup. What a delicious way to learn! Now it is available to te
This is connect the dots (or join the dots, else dot to dot) picture puzzle and coloring page with teapot. ***** Commercial use is allowed. ***** Directions: Draw a line from dot number 1 to dot number 2, then from dot number 2 to dot number 3, 3 to 4, and so on. Continue to join the dots until yo
This is food and cooking themed connect the dots (or join the dots, else dot to dot, follow the dots) picture puzzle and coloring page with large pan, vegetables, kitchen utensils and cute boy as a young chef. ***** Commercial use is allowed. ***** Directions: Draw a line from dot number 1 to dot
Information about the Mogollon, Hohokum and Anasazi tribal groups, plus activities on word webs, a weaving project, the importance of water, and ways that Indians communicated with each other
I have used this icebreaker activity to start off many high level sessions. This activity would be best for CLB 5, however I find that my CLB 4 classes are able to complete this activity easily. In higher levels, you can require the class to provide detail in their responses.
The conversation card set covers questions about Canada, LINC, and general questions to get a conversation going and allow students to get to know each other.
Here is another unit from the Expand Your Vocabulary series Link-Expand Your Vocabulary Full Workbook that I am certain your students will enjoy!
Remember that you can download the entire book which consists of 12 chapters right here in my store.
Late last week, I worked to provide some advice to an elementary principal named Tom who was wondering about the role that ability grouping should play in professional learning communities.
The second part of his original question—what do you do with teachers who resist regrouping because they only want to teach their students—is equally important.
One of the mistakes that I’ve seen principals in Tom’s position make is assuming bad intentions on the part of teachers who resist what seems to be a perfectly reasonable request.
“They don’t want to share students because they don’t believe in PLCs!” they’ll think. “They’re being insubordinate!”
Organizational experts Joseph Grenny and Kerry Patterson—authors of the Crucial Conversations series—suggest that the best approach when faced with unexpected resistance is to ask yourself one simple question:
If Tom asks Grenny and Patterson’s question in his building, he might be surprised by what he finds. His teachers might be resisting because they’re not sure how to create a schedule that makes regrouping for interventions possible.
They might be resisting because they don’t have enough experience with one another to believe that regrouping for interventions is going to be worth the effort.
They might be resisting because they simply don’t have the time to pull together an entire set of remediation and enrichment lessons.
Armed with reliable information—rather than assumptions—he can take practical steps towards providing his teachers with the supports they need in order to improve their practice.
As a teacher who has worked on learning teams for a long while, I can tell you that regrouping students across the hallway for interventions is no easy task.
One of the greatest challenges is simply figuring out which students are going to be assigned to which teachers. Generally, that means giving some kind of common assessment and then analyzing student learning results.
While that’s a core practice for professional learning teams, it’s incredibly time-consuming in most buildings because teachers rarely have tools that automate data collection and analysis.
Instead, we try to sort students by hand using three ring binders and sticky notes—something I see as an epic data fail.
We also always worry about how to handle the large groups of kids that inevitably end up in the enrichment rooms because we’re trying to keep our remediation numbers as small as we can.
They invest in data collection tools like sets of student responders, they provide release time for teachers to look at data OR they assign the responsibility for number crunching and trend spotting to instructional support staffers or assistant principals.
Automating the process of data collection and analysis—or at least freeing teachers from the grunt work that goes along with efforts to regroup for interventions—makes it far more likely that teachers will embrace this new practice.
Motivated leaders like Tom also make it clear that EVERY staff member is going to be involved in remediation and enrichment efforts.
When a learning team can count on three or four extra sets of hands—media specialists, administrative assistants, custodians, administrators—during their intervention periods, the work becomes far more manageable.
Essentially, Tom has to find ways to tackle some of the very real challenges his teachers are going to face when they’re working to regroup across their grade level for intervention time.
Finally, I’d make interventions based on data a core expectation that every teacher was held accountable for no matter who they are working with.
One of the trickiest tightropes that Tom has to walk as a principal is the balance between loose-tight leadership.
He very much wants to empower his teachers, but he also very much believes that regrouping for interventions—a practice that some of his teachers haven’t embraced—matters.
The solution is to make interventions based on data a core expectation that every teacher is held accountable for.
“I don’t care if you regroup across the entire grade level for intervention periods,” he could say, “but you must be able to show me that you are responding to student learning data in your room.
“I want to see evidence that you’ve given students who need remediation additional opportunities to master content and that you’ve given students who need enrichment additional opportunities to move forward in their studies.
“If you can’t prove with data that your interventions are as effective as the team-based interventions put together by your peers, I’m going to ask you to either join your peers or to rework your intervention strategy.”
Faced with this nonnegotiable requirement, most teachers are going to choose to work together on interventions simply because working together is a heck of a lot easier than trying to provide interventions for an entire classroom by yourself.
The trick for Tom is being tight about his core expectation that interventions are not optional even if the approach teachers take to interventions is open to discussion.
If the handful of teachers who decide to intervene on their own are not monitored carefully and held to the same performance expectations as teachers who choose to work together to intervene, though, Tom will have a frustrated staff and failing students in no time.
In the end, regrouping for interventions is a responsible practice that is worth pursuing in Tom’s school. It is not, however, an easy practice that can be implemented by decree.
Principals have to listen carefully to their faculties to find potential barriers before they derail intervention efforts. They also need to find ways to structure and support data collection and analysis efforts.
Raising the status of reading for pleasure is a constant priority for everyone involved in education. The Teach Primary New Children’s Fiction Awards, now in their third year, are designed to be a part of this process, shining a spotlight on titles that teachers can confidently suggest to parents and share with pupils. Our dedicated and experienced judges use a unique set of criteria to assess shortlisted books in each of three categories: Reception, KS1 and KS2 - taking into account such elements as opportunities for deeper discussion, and text that encourages language play and development, as well as engaging illustration and a great story. Above all, though, we ask them to pick the books they love; and once again, they have done so with passion and insight. We hope you - and your learners - will enjoy this year’s list of finalists as much as they did.
"There was a truly wonderful breadth of subject matter and approach in all three shortlists; a real testament to authors and illustrators and, of course, editors and designers too. To say that the judging was close would be an understatement - in some instances, there was a beard-hair's width between titles."
"Teachers play an enormous role in promoting a lifelong love of reading in their students, a fact that is recognised and supported by these awards, helping to highlight exciting and engaging new titles that classes will want to hear time and time again."
Empathy is one of the first things that most parents try and teach their children and is incredibly important in any classroom – but it's a difficult skill to learn. Sharing books that play with the idea of seeing the world from someone else's perspective can certainly help, and this is a brilliant and beautiful example of just such a title. The story is told in very few words: a cat takes a walk, passing a range of different creatures along the way. The cleverness lies in the illustrations – because the appearance of the cat changes dramatically, according to each observer. Whilst the child sees a cute, fluffy pet, for example, the mouse's vision is dominated by fearsome fangs and claws, and malevolent eyes. Wenzel's artwork could easily be used as the starting point for a creative project in which pupils try to produce drawings or paintings of familiar things from a perspective that is not their own.
When Big Jim Hickory’s tree-felling leads to his woodland friends losing their homes, he comes up with a bold idea that will change the way they share the forest forever.
What do your pupils think a ‘scientist’ looks like? Try asking them to draw a picture of one before you share this story with them - because it’s unlikely anyone will come up with an image that’s anything like Ada Marie Twist. Yet Ada - young, black, female, sporting spotty socks and bobbles in her hair - represents everything that science is about. Endlessly curious, and determined to find out the why and how of everything around her, she just can’t help questioning and conducting experiments to test her theories - even when it drives her parents to distraction. Andrea Beatty’s rhyming narrative is fizzy and joyful; and keen-eyed youngsters will be thrilled to spot evidence cleverly placed in David Roberts’ illustrations that even Ada herself has yet to discover.
“This is a book for children of the 21st century. It's got rhymes as slick as Dr Seuss, illustrations full of life, and an inspirational storyline about embracing curiosity and ambition. Every child should read it.”
Anything can happen at Wigglesbottom Primary, and it always does. Is there a shark in the swimming pool? Yes! Can a play parachute make someone invisible? Yes! And is that a dinosaur buried in the playground…?
Annabelle McBride is a perceptive, honest and questioning narrator, who is determined to explain as clearly and truthfully as possible exactly what happens when her previously uneventful life in is turned upside down by the arrival of cruel and strangely cold Betty Glengarry in town. Set in sleepy Wolf Hollow, Pennsylvania, in the long shadow of the early years of World War II, and with the memories of the first World War still fresh in the minds of the characters, this is a tale of prejudice and trust, and what it might really mean to be a ‘lone wolf’ - told by an unusually perceptive, honest and questioning narrator. Whilst there are brutal edges to the plot that younger readers, expecting reformation and redemption, might find shocking, it is still an ultimately uplifting read, with hope for humanity at its heart.
"I had a clear favourite and then I went on to read Wolf Hollow, which has somehow slipped under my radar until now. This book is extraordinary. With shades of To Kill a Mockingbird but inspired by her own mother's family, Lauren Wolk has created a work of fiction where every character lives off the page. It is a gripping, moving, living, breathing tale written by a highly skilled hand. I cannot recommend it enough."
Matthew likes clean surfaces, staying safe in his bedroom, and making notes about his neighbours. He hates germs, going outside and feeling like a disappointment to his mum and dad. When a toddler staying next door goes missing, Matthew is the key to working out what happened – even as his own secrets start to unravel…
This is a discussion on The Fuel Additives Thread within Technical Stuff, part of the Under the Hood category; Originally Posted by Wolffe By normal unleaded petrol you mean - not "Speed" or "Power" or "XtraPremium" right..Just want to ...
By normal unleaded petrol you mean - not "Speed" or "Power" or "XtraPremium" right..Just want to double check.Thanks.
Absolutely , that is what I meant. No premium, speed ,weed ..plain old petrol with a dash of system g (actually 1ml per liter). Works wonders. Try it and you will start feeling the difference almost immediately .The car runs smoother for sure.
I'd asked this question a year back on this forum, and many members confirmed that IOC normal unleaded fuel is 91 Octane.
Checked with many bunks and I was told that Xtrapremium from IOC is 91 octane. Its is unleaded fuel with additives.
Absolutely , that is what I meant. No premium, speed ,weed ..plain old petrol with a dash of system g (actually 1ml per liter). Works wonders. Try it and you will start feeling the difference almost immediately .The car runs smoother for sure.[/quote]
Thanks SammyBoy - plain unleaded petrol with System G will be my next trial. Any suggestion on which company - BP/HP/IOC etc.Sorry if im being a pain.
I think Xtrapremium is 93 Octane, unleaded is 91 (BS3). The 88 Octane BS2 applies to non-metro cities, I am told, by someone in this forum
I usually use BP + system G. If there is no BP available then 2nd option is HP and third is IOC. Thats just a personal preference as I have tried all three combos (BP/HP/IOC +System G) and the car seems to prefer BP +System G combo.
Its strange as all fuels are supposed to have the same composition but the car has its own preferences and if it is okay with it ...i am too
You can try all three combos for about 3-4 tankfulls and see if there is any difference, if you want (one by one no cocktails please)
When was the last time you checked what Shell has to offer now? They have stopped normal petrol, and their premium petrol is well .. sold at a great premium.
I had always been using Speed in my Esteem and I can feel the difference between normal fuel and Speed .With speed it is much smoother and no problems at all till now. But recently I used Speed to tank fill my new fiesta twice and now I can feel a lot more jerks especially in first and second gears than I felt with normal petrol . Ford recommends 91 octane petrol with SytemG . Also I read somewhere in the forum that it takes at least 2/3 tankfulls for ECU to adapt itself to the fuel . So guys please suggest should I stick to speed as per my previous experience with esteem or should move to normal petrol with SystemG ? Also how much time is required to note the difference?
Change as per the mfg recommendations and your findings, the fiesta engine is way different than the esteem engine.
I own a Ford Ikon 1.6 and had been using System G with normal petrol earlier, I started using "Speed" a few years back just to avoid the hassle of carrying the bottle of System G around and adding it every time you fill the tank.
Switched back to System G recently though, the main reason being difference in cost. System G costs Rs1 /ml ( 1 ml has to be added per litre of petrol), whereas the difference between the noraml petrol is more than 5 Rs/litre. Do the maths guys!
I also find the car to be running smoother with System G instead of "premium fuels", haven't done a mileage check recently, will do it and post results soon.
that would be sweet. it would be especially useful if it was done over a large period of time of course