zilongwang/ReadingBank huggingface dataset:
INDUSTRIAL WASTES. The liquid wastes from industrial manufacturing process, trade, or business as distinct from sanitary sewage. MAY. The act referred to is permissive. NATURAL OUTLET. Any outlet into a watercourse, pond, ditch, lake, or other body of surface or ground water. PERSON. Any individual, firm, company, association, society, corporation, or group. pH. The logarithm of the reciprocal of the weight of hydrogen ions in grams per liter of solution. PROPERLY SHREDDED GARBAGE. The wastes from the preparation, cooking, and dispensing of food that have been shredded to such a degree that all particles will be carried freely under the low conditions normally prevailing in public sewers, with no particle greater than inch (1.27 cm) in any dimension. PUBLIC SEWER. A sewer in which all owners of abutting properties have equal rights, and is controlled by public authority. SANITARY SEWER. A sewer which carries sewage and to which storm, surface, and ground waters are not intentionally admitted. SEWAGE. A combination of the water-carried wastes from residences, business buildings, institutions, and industrial establishments together with such ground, surface, and storm waters as may be present. SEWAGE TREATMENT PLANT. Any arrangement of devices and structures used for treating sewage. SEWAGE WORKS. All facilities for collecting, pumping, treating, and disposing of sewage. SEWER. A pipe or conduit for carrying sewage. SHALL. The act referred to is mandatory. SLUG. Any discharge of water, sewage, or industrial waste which in concentration of any given constituent or in quantity of flow exceeds for any period of duration longer than 15 minutes more than 5 times the average 24hour concentration or flows during normal operation. STORM DRAIN or STORM SEWER. A sewer which carries storm and surface waters and drainage, but excludes sewage and industrial wastes, other than unpolluted cooling water. SUSPENDED SOLIDS. Solids that either float on the surface of, or are in suspension in water, sewage, or other liquids, and which are removable by laboratory filtering.
and Tzunux, and the included conditions required that Kim take the Multistate Professional Responsibility Examination and attend State Bar Ethics School. We agree with the hearing judge’s finding that Kim’s prior record of discipline is “particularly aggravating . . . because it also involved [Kim’s] overreaching and placing his own interests above those of his clients.” (In the Matter of Gadda (Review Dept. 2002) 4 Cal. State Bar Ct. Rptr. 416, 443-444 [similarities between prior and current misconduct render previous discipline more serious, as they indicate prior discipline did not rehabilitate]; see also In the Matter of Shalant (Review Dept. 2005) 4 Cal. State Bar Ct. Rptr. 829, 841 [great weight placed on common thread among attorney’s past and present misconduct].) 2. Multiple Acts (Std. 1.5(b)) We agree with the hearing judge that Kim’s multiple acts of misconduct are an aggravating factor, to which we assign moderate weight as Kim is culpable of four counts of varied misconduct that continued for months. (In the Matter of Bach (Review Dept. 1991) 1 Cal. State Bar Ct. Rptr. 631, 646-647 [three instances of misconduct considered multiple acts].) Kim argues that his misuse of six checks should not result in aggravation and unpersuasively argues for less aggravation by minimizing his misconduct. 3. No Additional Aggravation for Dishonesty and Overreaching (Std. 1.5(d)) The hearing judge found aggravation for dishonesty and overreaching based specifically on Kim’s representation to his clients regarding the settlement amount they would receive. This finding is based on the September 24, 2013 letter Kim prepared to convince his clients to sign the settlement agreement. The letter provided that each of his clients would receive not less than $118,000 from the total $425,000 settlement “after deducting all costs, expenses, and taxes.” However, we do not affirm this aggravation finding due to Kim’s conflicting testimony as to whether he intended, at the time he wrote the September 24 letter, to pay each client $118,000.
gender DF Sum of Squares Mean Square F Value Pr > F female 1 0.627220 0.627220 15.45 0.0003 male 1 1.519613 1.519613 37.43 <.0001 The GLM Procedure Least Squares Means cognition expression LSMEAN low executive function 0.31854426 high executive function 0.72536418 The GLM Procedure Least Squares Means gender expression LSMEAN female 0.54983803 male 0.49407041 simple main effects, individual error run The GLM Procedure Dependent Variable: expression gender=male Source DF Sum of Squares Mean Square F Value Pr > F Model 1 1.51961263 1.51961263 62.47 <.0001 Error 24 0.58380667 0.02432528 Corrected Total 25 2.10341930
All Shall Fade is headquartered at our kinship manor, located at 6 Fairwood Lane, Parth Neldyr, in the Falathlorn homestead, on the Nimrodel server. In addition to this headquarters, the kinship also provides its members with a fully-featured website and forum, as well as a Ventrilo server. A banking account is actively maintained, with stockpiles of rare materials and recipes, legendary weapons, and other rare and valuable items. Articles of Organization This kinship is formed of five separate ranks, each with separate responsibilities and privileges. These are outlined below: LEADERS: The leaders are the overall commanders of the kinship. They are responsible for setting the long-term, general goals for the kinship. They also maintain the kinship bank system. Kinship Leader: (Trinitie) The Kinship Leader is the titled leader of the kin. They are the one to actually promote and demote officers. They also are the final authority on all non-official kin matters. They represent the kinship in relations with other kinships and the community as a whole. First Officer: (Marithil) The First Officer is the leader of the officers. They preside over officer meetings and are responsible for making sure that all officer votes go quickly and smoothly. They also preside over the Council of Elders and get a vote in that body. Master of Raids: (Lachonaus) The Master of Raids is the leader and organizer of kinship raiding adventures. They are responsible for organizing and scheduling regular raids and major instance runs for those who need them. They are responsible for maintaining raid policies, raiding guides and raid-related website maintenance. SENIOR OFFICERS: The senior officers are the most experienced officers of the kin. Combined with the Leaders, they form the seven-person Council of Elders. This body votes to appoint new officers, and to approve major kinship proposals put forth by officers or leaders. All senior officers hold certain positions of leadership within the kinship, and are in charge of these areas. Master Scribe: (Everen) The Master Scribe is the person responsible for taking notes at all meetings.
(10) Purpose(s) for Trading Rough Diamonds in Singapore*: Sorting / Grading Local Sales Import for Re-export Transit Shipment Others (Please specify): SECTION B COMPANY’S BUSINESS PROFILE DETAILS (11) Number of Years Engaged in Rough Diamond Business (Please specify): (12) Name and Number of Staff Employed/Pending Employment: (Please attach credentials of your staff required to do sorting, grading, cutting or polishing of rough diamonds) (13) Rough Diamond Business Activities in Singapore: (Please provide as much details as possible and append it with your process flowchart and SOP as supporting documents) (14) Describe your company’s rough diamond stock inventory management and security control measures e.g. CCTVs, access rights control, carat weight verification, etc. (15) Mode of Shipment* Air Cargo Hand-Carry Others (Please specify) (16) Name of Handling Agent(s):
TEACHER NAME: GRADE LEVEL/CONTENT KDG UNIT DURATION: UNIT: QUARTER: Key Standards Being Addressed Essential Questions DOK Instructional Targets/Learning Expectation Recommended Strategies RL.1. With prompting and support, ask and answer questions about key details in a text. RL.3. With prompting and support, identify characters, settings, and major events in a story. ODLS C3:PO1 I will describe a character in a short story. Hane’ yazhi baa nahashne’ dooleel RL.4. Ask and answer questions about unknown words in a text. ODLS C4:PO2 I will ask questions about cultural activities at school and home. Shighandi Dineji ada’ool’iilgo saad bee yadaati’igii yiisists’aa’ doo bik’idiishtiih dooleel RL.5. Recognize common types of texts (e.g., storybooks, poems). ODLS C2:PO4 I will speak in one word or simple sentence, i.e, noun + verb word order. Ha’oodzii’ t’aa adaalts’isigii bee yasht’i’ dooleel RL.6. With prompting and support, name the author and illustrator of a story and define the How can we connect details, characters, and text between stories to our own experiences? 1,2,3 Identify key details in a text Answer question about key details in a text Define and identify setting Identify unknown words in a text. Recognize that a question requires an answer Formulate a question about unknown words in a text. Use resources/strategies to answer questions about words in a text. Recognize common types of text such as story book. Recognize common types of text such as poems. Name the author and illustrator. Define author purpose. Define illustrator purpose. Describe a moment in a story using the illustrations. Think Aloud Model Teacher Modeling Picture Walk Literature circle Echo reading Making predictions Q & A discussion groups Guided Reading Center Activities Homework Anchor Charts Daily Writing Responses Whole Group Instruction Shared Reading Close Reading
Gifts are like ________ because….. Parallel The answer is candy cane. What is the question? Analysis Rank these Present People Food Evaluation Rules Using circles, triangles, and squares make a new toy. Originality Details Pretend you are the number 5. List things you might say. Flexibility Point of View Give your pet reindeer a name. Explain how to care for it. Rules originality What words (language of the discipline) would an explorer use at the North Pole? Point of View Language of Discipline As a meteorologist (weatherman) draw six symbols for winter. Point of View Language of Discipline The answer is penguin. What is the question? Analysis Create an ornament using patterns. Patterns Creativity Describe and draw a “reindeeroo.” Synthesis Details What is good and bad about having an outdoor party in winter? Point of View Analysis What color do you think snow should be? Evaluation How are you like a gift? Explain. Parallel Affective 12 is the answer. What is the question? Analysis
Content TEKS and Process Skills ELAR Informational Text TEKS Social Students & Science Resources Strategies K.10A - Identify the topic and details in expository text heard or read, referring to the words and/or illustrations K.10B – Retell important facts in a text, heard or read K.10C – Discuss ways authors group information in text K.10D – Use titles and illustrations to make predictions about text K.11A – Follow pictoral directions (e.g. recipes, science experiments) Social Studies Nystrom Atlas Literacy Library ELA Treasures Leveled Readers Primary Source Cards Science Delta Science Readers: About Me, Animals, Earth, Matter, Plants, Sky, How Do We Learn?, Sorting, Weather, Where Is It? Is It Moving? (your kit has 1 big bookper and 8 copies of a small reader per title with corresponding Teacher Guide) AIMS: song lyrics, journals and booklets STEMscopedia* Reading Science** Science Rocks! Lyrics** P-B-L Science** *found in STEMScopes 2.0, available in 2014-2015 **found in both STEMScopes 1.0 (currently available) and STEMScopes 2.0 Graphic Organizers Foldables Headlines/Reverse Headlines I Used to Think…Now I Think Sketch-to-Stretch The Explanation Game What Makes You Say That? KWL Think-Puzzle-Explore Text Coding This Needs a Caption
INDOOR/OUTDOOR ACTIVITY LA: (SE) Pagpapaunlad sa Kakayahang Sosyo-Emosyunal (KA) Kagandahang Asal (KP) Kalusugang Pisikal at Pagpapaunlad ng Kakayahang Motor (PNE) Understanding the Physical and Natural Environment Gawain: Name Chain Sanggunian: NKCG Part 1, p. 9 Gawain: Name Chain Sanggunian: NKCG Part 1, p. 9 Gawain: At the School Sanggunian: NKCG Part 1, p. 9 Gawain: At the School Sanggunian: NKCG Part 1, p. 9 Gawain: Relay Games Sanggunian: NKCG Part 1, p. 9 CS: Ang bata ay nagkakaroon ng sa… sariling ugali at damdamin konsepto ng mga sumusunod na batayan upang lubos na mapahalagahan ang sarili: 4. Pakikipagkapwa kahalagahan ng pagkakaroon ng masiglang pangangatawan kanyang kapaligiran at naiuugnay dito ang angkop na paggalaw ng katawan body parts and their uses PS: Ang bata ay nagpapamalas ng… kakayahang kontrolin ang sariling damdamin at pag-uugali, gumawa ng desisyon at magtagumpayan sa kanyang mga gawain tamang pagkilos sa lahat ng pagkakataon na may paggalang at pagsasaalang-alang sa sarili at sa iba sapat na lakas na magagamit sa pagsali sa mga pang-araw-araw na gawain maayos na galaw at koordinasyon ng mga bahagi ng katawan take care of oneself and the environment and able to solve problems encountered within the context of everyday living LCC: SESKPSE-IIIc-6/p. 8 SEKPSE-00-8/p. 8 KAKPS-00-19/p. 12 KPKPF-00-1/p. 13
1 Backpack 10 PLASTIC Folders w/ Prongs & Pockets (2 RED, 2 ORANGE, 2 YELLOW, 2 GREEN, 2 BLUE, 2 PURPLE) 2 ZIPPER Pencil Bags 1 Pair of Scissors 2 Packs of Pencils 10 Boxes of Crayons 1 Pack of Markers 1 Pack of EXPO Dry Erase Markers 2 Packs of Beginners Pencils 1 Set of Water Colors 1 Bottle of TEMPERA Paint 4 Pink Erasers 10 Glue Sticks 1 Bottle of Glue 4 Color Pack of PLAY-DOH 1 Pack of Colored Chalk
1 Pack of Page Protectors 2 Packs of CARDSTOCK 2 Packs of White CARDSTOCK 1 Pack of Construction Paper 2 Rolls of Paper Towels 1 Box of Baby Wipes 1 Box of Ziploc Bags (Boys:Sandwich & Girls:Gallon) 2 Boxes of Kleenex 2 Bottles of Pump Hand Sanitizer 1 Bottle of Hand Soap 1 Can of Lysol Spray 3 Containers of Clorox Disinfectant Wipes Kinder School Supply List
Unit of Study Assessment Checklist Unit 2: Readers Read, Think, and Talk about Emergent Story Books Name K.RL.2 I can retell familiar stories with support. K.RL.8 I can compare and contrast experiences of characters in familiar texts. K.RF.4 I can “read” emergent texts with purpose and understanding. K.SL.3 I can ask/answer questions when I don’t understand. K.RF.4 Uses expression (voice facial and gestures) while reading. Notes = Beginning √= Developing X= Secure
Unit of Study Opinion Writing Checklist STRUCTURE LANGUAGE CONVENTIONS Student Name I told, drew, and wrote my opinion or likes and dislikes about a topic or book. I wrote my opinion in the beginning. I wrote my idea and then said more. I used words such as because. I had a last part or page. I told my opinion in one place and in another place I said why. I put everything I thought about the topic (or book) on the page. I had details in pictures and words. I could read my writing. I wrote a letter for the sounds I heard. I used the word wall to help me spell. I put spaces between words. I used lower case letters unless capitals were needed. I wrote capital letters to start every sentence. Notes B = Beginning D = Developing P =
Language Learning Target Stage 3 Plan Learning Experiences and Instruction SAMPLE UNIT CALENDAR Monday Tuesday Wednesday Thursday Friday Bend 1: Day 1: Session 1. Words Are Like Magic Wands: They Can Make Things Happen Learning Goal: I can see, think, and write about a problem. Anchor Chart: Day 2: Session 2. Convincing People: Providing Reasons and Consequences Learning Goal: I can give reasons to convince people to follow my idea. Day 3: Cont. Session 2. Convincing People: Providing Reasons and Consequences Learning Goal: I can give reasons to convince people to follow my idea. Language Goal: I can use commands to state my opinion. Day 4: Session 3. Don’t Stop There! Generating More Writing for More Causes Learning Goal: I can write more and try different ways to tackle my problem. Anchor Chart: Day 5: Cont. Session 3. Don’t Stop There! Generating More Writing for More Causes Learning Goal: I can write more and try different ways to tackle my problem. Language Goal: I can use conditional statements (we should) share my
will students know and be able to do as a result of this lesson?) Identify the fi ve pigs as the characters in the nursery rhyme Retell the events of the nursery rhyme Recite “This Little Pig Went to Market” 5B: Listen to and understand “One, Two, Buckle My Shoe” Retell the events of the nursery rhyme Recite “One, Two, Buckle My Shoe” Identify rhyming words in the nursery rhyme Agenda (Activities / Tasks) 5A 1. Introducing the Read-Aloud (5 minutes) A. What Do We Know? B. Purpose for Listening 2. Presenting the Read-Aloud (10 minutes) A. This Little Pig Went to Market 3. Discussing the Read-Aloud (10 minutes) A. Comprehension Questions B. Word Work: Market 5B 1. Introducing the Read-Aloud (5 minutes) A. What Do We Know? B. Purpose for Listening 2. Presenting the Read-Aloud (10 minutes) A. One, Two, Buckle My Shoe 3. Discussing the Read-Aloud (10 minutes) A. Comprehension Questions B. Rhyming Words Resources/ Materials: (What texts, digital resources, & materials will be used in this lesson?) Image Cards Relevance/Rationale: (How do the strategies employed meet students’ needs?) By listening carefully to nursery rhymes and repeating or reciting them by heart, students develop an awareness of language that will help them become better readers and writers.
Greentree School Supply List 2018-2019 Kindergarten · 1 large backpack (labelled) · 1 lunch kit (labelled) · 1 pair of indoor non-marking running shoes – Velcro closure (No skateboard or fashion type) (labelled) · 1 no spill water bottle (labelled) · 1 set of extra clothing (labelled) · Rubber boots & Splash Pants (labelled) *Send when needed* · 1 packages of baby wipes · 3 boxes of Kleenex · 1 package of spoons · 1 package of 12 Crayola broad line markers · 1 package of 24 Crayola Crayons · 1 large white Staedtler erasers · 6 large glue sticks (NOT repositionable) · 1 bottle of white liquid glue · 2 duotangs, 3 prong · 1 Hilroy 72 pg. exercise book – ½ blank, ½ interlined - (Green Cover) · 1 Zippered Studio “Courier Bag” 15” x 10.2” *Will be used as an agenda/mail bag. (Available at Dollarama) Please have supplies ready for the first day of school.
Week 3 Lesson 1 Big Book What Makes a Family? Genre: Informational Text Read Aloud Book Building with Dad Genre: Realistic Fiction Paired Selections “Frère Jacques” “Everybody Says” “Tortillas for Mommy” “My Little Sister” Genre: for “Frère Jacques” Poetry and Lullaby Genre: for Remaining Paired Target Skill Main Ideas Target Strategy Summarize Supporting Skills Genre: Informational Text Phonological Awareness Rhyming Words Single Sounds Decodable Readers See What We Can Do We Can Make It Concepts of Print Directionality: Left to Right Book Parts Words to Know (High-Frequency Words) I Fluency Read with Expression Speaking and Listening Language Writing Lesson Speaking and Listening Target Academic Vocabulary Language Writing Week 3 Lesson 1 N/A Selection Vocabulary celebrate (v), family (n), memories (n) include (v) Oral Vocabulary cranes, crew, gleaming, mechanic, outlining, solid Grammar Skill Nouns for People Writing Mode Narrative Writing (Units of Study ) Following pacing beginning on page 5 Reading Lit and Informational Text FoundationalSkills
Selections Text Based Comprehension Phonological Awareness/Phonics Concepts of Print, Fluency, High Frequency Words Week 4 Lesson 2 Big Book How Do Dinosaurs Go to School? Genre: Fantasy Read Aloud Book Friends at School Genre: Informational Text Paired Selection “My School Bus” Genre: Informational Text Target Skill Understanding Characters Target Strategy Infer/Predict Supporting Skills Author’s Purpose Decodable Readers We Go to School Concepts of Print Directionality: Follow Words Left to Right, Top to Bottom Book Handling Words to Know (HFW) like Fluency Pause for Punctuation Speaking and Listening Language Writing Speaking and Listening Target/Academic Vocabulary Language Writing Week 4 Lesson 2 N/A Selection Vocabulary bullying (v), tidies (v), fidget (v), interrupt (v) Oral Vocabulary busy, company, container, job, scoop, tortoises Grammar Skill Nouns for Places Writing Mode Narrative Writing Writing Form Labels Focus Trait Word Choice
Selections Text Based Comprehension Phonological Awareness/Phonics Concepts of Print, Fluency, HFW Lesson 17 Big Book I Love Bugs Genre: Informational Text Paired Selection “Anansi and Grasshopper” Genre: Folk Tale and Trickster Tale Target Skill Sequence of Events Phonological Awareness Blend Phonemes Segment Phonemes Phonics Letter Gg * Words with g Blending Words Decodable Readers Can You Find It? Gig Pig Concepts of Print Letters in Words Spaces Between Words Words to Know (HFW) find, this, from, came, but, on Fluency Read with Expression Speaking and Listening Target/Academic Vocabulary Language Writing Lesson 17 Speaking and Listening Share Information and Ideas Selection Vocabulary ever, pumps (v), rush, tiny Oral Vocabulary creaks, hare, hinge, howling (wind), path, sways chrysalis, larva Grammar Skill Proper Nouns for People and Pets Follow Lucy Calkins Unit 3 Informational Writing
Selections Phonological Awareness/Phonics Concepts of Print, Fluency, HFW Lesson 18 Use one of the text referenced on page 12. Phonological Awareness Blend Phonemes Segment Phonemes Phonics Letter Rr * Words with r Blending Words Decodable Readers What Will It Be? Rac Is It Concepts of Print Directionality: Follow Words Left to Right, Top to Bottom, Page by Page (This can be modeled during a read aloud. Words to Know (HFW) will, be, into, that, your, who Fluency Read with Expression
Lesson 19 Use one of the text referenced on page 12. Use one of the text referenced on page 12. Phonics Review Letters Ii* (Short i), Gg*, Dd*, Rr* Review words with i (Short i), g, d, r Blending Review Decodable Readers The Big Dig We Fit Words to Know (HFW) Review: is, how, of, so, many, where, this, find, from, came, but, on, will, be, into, that, your, who, go, for, here, they, soon, up Fluency Reading Rate Speaking and Listening Language Writing Lesson 19 Students turn and talk to discuss read aloud. Grammar Skill Verbs Past, Present, Future Writing Mode: Lucy Calkins Units of Study informational Writing
Selections Phonological Awareness/Phonics Concepts of Print, Lesson 21 Use one of the text referenced on page 12. Phonics Letter Oo* (Short o) Words with o (Short o) Adding -s (/s/, /z/) Decodable Readers Make It Pop! My Dog Tom Concepts of Print Directionality: Top to Bottom, Left to Right, Page by Page (This can be modeled through a read aloud) Words to Know (HFW) make, play, them, give, say, new Speaking and Listening Language Writing Lesson 21 Speaking and Listening Share Ideas about text read aloud Vocabulary will depend on the read loud selected. Grammar Skill Pronouns he, she, we Writing Mode Informative Writing Writing Form Lists (Structure of Numbered Lists)
Salt Cookie Sheet Students use the shape cards as a guide when drawing the shapes in the salt Shape Cards Wooden shapes (various sizes) Sorting mat (teacher created) Linking cubes (Unifix Cubes) Students sort wooden shapes (real objects) by sides or no sides using the sorting map as a recording device
SOL to be taught: Math Vocabulary: Suggested Manipulative: Strategy Using Manipulative: Strand: Patterns, Functions, and Algebra K.16 Patterns The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to Observe and identify the basic repeating pattern (core) found in repeating patterns of common objects, sounds, and movements that occur in practical situations. Identify the core in a repeating pattern. Extend a repeating pattern by adding at least two repetitions to the pattern. Create a repeating pattern. Compare similarities and differences between patterns. pattern, core, repeating, predict, describe, different, compare, same Sample repeating patterns (repeating the core) are -AAA –ABABABAB; –ABCABC; –AABBAABBAABB; –AABAAB; –AABCAABC; and –ABACABAC. Strips of drawing paper Small objects (e.g., pattern blocks, keys, bread tags) for tracing Pattern blocks Pencils Make pattern task cards by tracing small objects in various repeating patterns on half-sheets of construction paper. Underline the core pattern, and include two complete repetitions of the pattern on each card, as shown below. These cards may be laminated for repeated use. Demonstrate with one of the pattern task cards and the pattern blocks. Discuss how the pattern repeats (e.g., red hexagon, green triangle, blue square). Ask the students what would come next in the pattern, and place the correct pattern block on the task card. Demonstrate how to copy the pattern onto a strip of drawing paper, using the pattern blocks. Put students into small groups, and distribute a strip of drawing paper and a collection of pattern blocks to each group. Have each group arrange 10 pattern blocks from their collection to make a pattern of their own choice. Once they have arranged their pattern and you have checked it, direct students to underline the core pattern and then trace each object carefully before moving it off the strip. Each final pattern drawing should have a total of 10 objects drawn on the strip.
Nicolas Perony: Puppies! Now that I've got your attention, complexity theory Sustainability: A History, Jeremy L. Caradonna, Oxford, 2015. Chapters. 4-5 (Sept. 20) Ecological Economics: Principles and Applications, 2nd Ed., Herman E. Daily and Joshua Farley, Island Press, 2011, Chap. 3 (Sept. 20) Complexity:The Emerging Science at the Edge of Order and Chaos, M. Mitchell Waldrop, Simon and Schuster, 1992, “Visions of the Whole,” “Work in Progess,” pp. 324-359 (Sept. 20) Is Sustainability Still Possible?, Worldwatch Institute, 2013, Chap. 3, “Defining a Safe and Just Space for Humanity,” Kate Raworth, pp. 28-38 (Sept 20) OPTIONAL: Is Sustainability Still Possible? Worldwatch Institute, 2013, Chap. 2 “Respecting Planetary Boundaries and Reconnecting to the Biosphere,” Carl Folke, pp.19-27. (Sept 20), WATCH THIS VIDEO: “Let the Environment Guide our Development” Johan Rockstrom, ENERGY (Sept. 27 - Oct. 4) PTT EXERCISE DUE SEPT. 27 Human civilization has depended on the continuous development and exploitation of energy – from fire, animals, rivers, human beings, and the riches of fossil fuels. This last source of energy has enabled the modern world. This energy transformation has provided the Western world with living standards beyond the imagination of human beings in 1900, but this gain has come with consequences, or “externalities,” that now underlie advocacy for new policy approaches and behavior change based on innovation and opportunities to reshape the way we think about energy. There will be a guest speaker on Sept. 27. Key Questions: What has fossil fuel use made possible—how and why? Why has the United States been so important in the century long shift to fossil fuels? What do WTI and Brent refer to?
Service providers are required to support registered teachers to complete professional development each year to maintain their VIT registration. Professional development also needs to link to the teacher’s professional development plan in accordance with applicable employment agreements. 37 Notifying the Department of a change in teacher When there is a change in the early childhood teacher delivering the funded kindergarten program, the service provider must confirm that the new teacher is VIT registered and update teacher details for the applicable service/s in the KIM system. 50 Workforce strategies New workforce strategies in 2016: mentor training to support experienced early childhood teachers to develop skills and knowledge in preparation for mentoring beginning early childhood teachers, and support for all professionals in early childhood settings to meet their responsibilities as mandatory reporters of child abuse. 48 Children in out-of-home care: The Early Childhood Agreement for Children in Out-of-Home Care The Agreement describes a new role for a local government to assist case workers to find suitable early childhood education and care services in the local government area. Secure information sharing to locate children can be provided to the local government contact on a case by case basis. 51 Early Start Kindergarten grants: eligibility Families who have been referred to a services connect case worker have been added to the list of those eligible for an Early Start Kindergarten grant. 27 Kindergarten Fee Subsidy Delays in obtaining health care cards should not provide a barrier to accessing the Kindergarten Fee Subsidy if a carer identifies that the child is in out of home care. An application should proceed with a note entered in KIM. Information in KIM should then be updated once the health care card is sighted. 25 Early Years Management The former Kindergarten Cluster Management has transitioned into Early Years Management, in line with the launch of the Early Years Management Framework. 57 Victorian Early Years Learning and Development Framework (VEYLDF) The revised VEYLDF was launched in May 2016 and is an approved framework that guides practice for all professionals working in Victoria with children from birth to eight and their families, as declared in the Education and Care Services National Law. As a core funding requirement, services must deliver a program that adheres to the VEYLDF. 8 Early Childhood Teacher Supplement The Early Childhood Teacher Supplement (ECTS) is paid for permanent staff members or relief teachers engaged for periods of three months or more. It is not payable for staff covering lunch breaks (ie those who are not primarily responsible for the caseload in a group). The starting point for ECTS eligibility has increased to level 2.3 to reflect the level changes introduced in the 2016 EBA. 17
Provide relia (real life objects) to help students understand the concept of matter Ask students to repeat vocabulary as it is introduced. Provide sentences stems: “ A ball is a solid because….” “ Water is a liquid because…” Model the concept of heavy and light through actions combined with words (TPR to describe new objects ELA connections: Module 1, Unit 2- discussing attributes. (Flashcards and visuals available within supporting materials for shape, texture, and size) Labs Change Clay Get Connected Performance Project: Identify Properties of Matter Kindergarten Grade Q1 Curriculum Map Unit 1 Matter Unit 2 Classify Information Unit 3 Weather Unit 4 Plants and Animals Unit 5 Protecting Our Earth 1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks UNIT 2 Lesson 1: Classify Information (2 weeks) Over arching Question(s): How do our senses help us? By the end of this unit, students will be able to answer this question.
Kindergarten Inclusion Support (KIS) packages Assistance to improve access for children with a disability and high support needs and/or complex medical needs. Funded kindergarten services. Can include: specialist training and consultancy for staff minor building modifications additional staffing support. Contact the relevant Departmental regional office for further information. Search kindergarten inclusion support packages on the Departments website Preschool Field Officer (PSFO) program Assistance to support access and participation of children with additional needs. Funded kindergarten services and services supporting children through Early Start Kindergarten grants. Can include: consultative support resourcing advice to early childhood teachers. Contact the relevant Departmental regional office for further information. For further information search preschool field officer on the Departments website or contact the relevant Departmental regional office
Benchmark Results This document was generated by browsing, searching, or listing all entities on CPALMS - Benchmark# Description Idea/Standard Subject Grade Body Of Knowledge/ Strand Direct Link HE.K.B.3.1 Recognize warning labels and signs on hazardous products and places. Accessing Information - Demonstrate the ability to access valid health information, products, and services to enhance health. Health Education K Health Literacy Responsible Behavior HE.K.B.3.2 Recognize school and community health helpers. Accessing Information - Demonstrate the ability to access valid health information, products, and services to enhance health. Health Education K Health Literacy Responsible Behavior HE.K.B.4.1 Recognize healthy ways to express needs, wants, and feelings. Interpersonal Communication - Demonstrate the ability to use skills to enhance health and avoid or reduce health risks. Health Education K Health Literacy Responsible Behavior HE.K.B.4.2 Demonstrate listening skills to enhance health. Interpersonal Communication - Demonstrate the ability to use skills to enhance health and avoid or reduce health risks. Health Education K Health Literacy Responsible Behavior HE.K.B.4.3 Identify the appropriate responses to unwanted and threatening situations. Interpersonal Communication - Demonstrate the ability to use skills to enhance health and avoid or reduce health risks. Health Education K Health Literacy Responsible Behavior
HE.K.C.2.1 Name healthy behaviors that family members should practice. Internal and External Influence - Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Health Education K Health Literacy Concepts HE.K.C.2.2 Recognize the characteristics of a friend. Internal and External Influence - Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Health Education K Health Literacy Concepts HE.K.C.2.3 Identify members of the school and community who support practices and behaviors. Internal and External Influence - Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Health Education K Health Literacy Concepts HE.K.C.2.4 Explain the importance of rules to maintain health. Internal and External Influence - Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Health Education K Health Literacy Concepts HE.K.P.7.1 Identify healthy practices and behaviors to maintain or improve personal health. Self Management - Demonstrate the ability to practice advocacy, behaviors, and avoidance or reduction of health risks for oneself. Health Education K Health Literacy Promotion HE.K.P.8.1 Help others to make positive health choices. Advocacy - Demonstrate the ability to advocate for individual, peer, school, Health Education K Health Literacy Promotion |
fundraising efforts and show the community that the board members support the Community center. What are the two most pressing issues facing Greenhill Community Center? Why should these issues take precedent and be dealt with as a priority? The two most pressing issues at Greenhill Community Center are the lack of a clear mission statement and a weak board. Reworking the organization’s mission and vision statements will help to clarify the organizations goals as well as everyone’s responsibility. It will provide the foundation for cooperation, communication and effective leadership on the part of the executive director and the board. It will also lay the necessary foundation for Leslie to move forward with some of her ideas for the future. One of which is increasing fundraising efforts. These efforts are directly connected to an organization’s mission. “Moreover, decisions about strategies for acquiring resources must be consistent with the mission and ethical values of the organization” (Renz & Herman, 2010) Brothers(2012) describes a weak board as continually struggling to find people to work outside meetings, lacking the ability to challenge ideas or initiatives, and the inability to effectively set policy, or monitor progress on implementation of strategic goals. A Board performance is a critical ingredient in a nonprofit organization’s ability to show impact. Greenhill’s board issues have resulted in a scandal at the community center involving a staff member and a child, little to no fundraising support for the organization, and a board that is rigid and stuck in past practices so much so that they resist changes being implemented by the executive director. The board’s presence is essential to the success of this organization. Brothers
Science Supply List for the 2018-2019 School Year 2 Composition Books 2 Spiral Notebooks 2 Folders (with pockets) 1 Pack of Loose-leaf paper 1 Pack of Black or Blue Pens 1 Pack of Mechanical Pencils 1 Ruler (centimeters) 1 Box of Colored Pencils 2 Yellow Highlighters Requested items to be donated and used in the Science Classroom 2 Packs of Colored Copy Paper) 2 Boxes of Kleenex 2 Large Rolls of Paper towel 2 Bottle of hand sanitizer or liquid soap 1 Box of Ziploc bags (quart or gallon size) 2 Containers of Lysol or Clorox Wipes 1 Pack of AAA, AA or Size D batteries (for use with various projects in class) 10 Plastic sheet covers (per student) I request that students bring to class each day: 1 Spiral Notebook 1 Composition Book 1 Mechanical Pencil (with extra lead and eraser) 1 Yellow Highlighter 1 Ruler (centimeters) 1 Red Pen 1 Blue or Black Pen
Learning Targets/ Objectives Topic H Lesson 29: I can observe cups of colored water of equal volume poured into a variety of container shapes. (K.MD.1, K.MD.2, K.CC.6, K.CC.7) Lesson 30: I can use balls of clay of equal weights to make sculptures. (K.MD.1, K.MD.2, K.CC.6, K.CC.7) Lesson 31: Use benchmarks to create and compare rectangles of different lengths to make a city. (K.MD.1, K.MD.2, K.CC.6, K.CC.7) Lesson 32: I can complete a culminating task by describing measurable attributes of single objects. (K.MD.1, K.MD.2, K.CC.6, K.CC.7) (Interview Style/3 Days) enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.) 9-1 Comparing and Ordering by Size 9-2 Comparing by Length 9-3 Measuring Length 9-4 Measuring Length 9-5 Problem Solving: Try, Check, Revise 9-6 Comparing Capacities 9-7 Measuring Capacity 9-8 Comparing Weights 9-9 Measuring Weight Coordinating i-Ready Lessons: Comparing Sets Comparing Numbers to 100 Using Symbols Comparing Length Fluency Practice: Lesson 29- Tower Flip, 5-Group Fill-Up, Full, Not Full, Empty Lesson 30- Tower Flip, Counting the Say Ten Way with Rekenrek, Growing Apples to 10 Lesson 31- Sprint: Rekenrek to 5 Lesson 32- Breaking apart Dot Cards of 6, Mystery Attribute Module 4: Number Pairs, Addition and Subtraction to 10 (Allow 6 weeks for instruction, review and assessment)
Math Know number names and the count sequence Count forward from 0 – 25 Count to tell the number of objects Understand the relationship between numbers and quantities; connect counting to cardinality. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number mane said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Characteristics of a Successful Learner Independence – A student that demonstrates independence generally is able to do things on their own. Responsibility – A student that demonstrates responsibility is dependable and accountable? The student “sees” themselves as the primary cause of their outcomes and experiences. Self Awareness – A student that demonstrates self awareness is consciously employing behaviors, beliefs, and attitudes that keep them on course.
Word of God Academy Kindergarten Readiness Screening Parent Information Word of God Academy is excited that you have taken an interest in our school for the education of your child. One step in the enrollment of your child in Kindergarten at Word of God Academy is a Kindergarten Readiness Screening. This screening is intended to assist in determining a student’s readiness for beginning Kindergarten. The screening categories include: •Vocabulary (Your child will circle one of four pictures that corresponds to a word read aloud.) •Identifying Letters (Your child will circle one of four or five lower-case letters that corresponds to a letter read aloud.) •Visual Discrimination (Your child will circle one figure in a row of four pictures that corresponds to the fifth figure at the beginning of the row. This screening calls for visual discrimination, using numerals, letters, and geometric designs.) •Phonemic Awareness (Your child will circle one of four pictures that has the same beginning sound, or rhymes with that of a word read aloud. This screening is useful in determining student readiness for reading instruction.) •Comprehension and Interpretation (Your child will circle one of four pictures that corresponds to a short “story” or directions that are read aloud. This screening is useful in determining oral comprehension and interpretation skills.) •Mathematical Knowledge (Your child will circle a numeral or figure specified by directions read aloud. This screening samples knowledge of number meaning, numeral recognition, numerical order, and one-to-one correspondence.) The screening process is also a time to observe your child’s social skills and maturity. We will share the results of the screening with you. It is our hope that this process will help you prepare your child for an exciting learning adventure in Kindergarten.
LETTER/SOUND RECOGNITION Upper Lower Sound Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz X = student knows letter or sound Upper Lower Sound Total correct for each quarter COMMENTS Quarter 1 Quarter 2 Quarter 3 Quarter 4 Kindergarten Report Card School Year Student Teacher School Student ATTENDANCE Q1 Q2 Q3 Q4 Days Absent Days Tardy MARKING SYSTEM 4 Mastery level of performance 3 Proficient level of performance 2 Below proficient but progressing 1 Far below proficient No Mark - Not Evaluated At This Time
LETTER/SOUND RECOGNITION Upper Lower Sound Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz X = student knows letter or sound Upper Lower Sound Total correct for each quarter COMMENTS Quarter 1 «COMMENT_1» Quarter 2 «COMMENT_2» Quarter 3 «COMMENT_3» Quarter 4 «COMMENT_4» Kindergarten Report Card School Year «FNAME» «LNAME» Student «TEACHER_NAME» Teacher «SCHOOL_NAME» School «FNAME» «LNAME» Student ATTENDANCE Q1 Q2 Q3 Q4 Days Absent Days Tardy MARKING SYSTEM 4 Mastery level of performance 3 Proficient level of performance 2 Below proficient but progressing 1 Far below proficient No Mark - Not Evaluated At This Time BEHAVIORS THAT SUPPORT LEARNING Q1 Q2 Q3 Q4 Adapts to activity change 5 AB
Kindergarten Sight Words Quarter 1 Quarter 2 Quarter 3 Quarter 4 the an and a to in is you we it he was look on are as my get like I at be see can go or play had by words but not what all were that when your have said there use of with out she do how their if will up other about which many then them these so some her would make they him into time has for because more his from this number no way could people each than first water been called who oil sit now find long down day did write come made may part
L.K.1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). Supporting target(s) (These are daily targets. What will students know and be able to do as a result of this lesson?) Segment spoken sentences into words by counting fingers (RF.K.2) Identify environmental sounds using a variety of common classroom objects (RF.K. 2) Count the number of environmental sounds heard using a variety of classroom objects (RF.K.2) Segment spoken sentences into words by moving cubes (RF.K.2) Demonstrate understanding of directionality by extending the right hand to greet others (RF.K.1a) Use spatial words while practicing writing strokes in the air and on paper (L.K.1e) Hold a writing utensil with a tripod (or pincer) grip and make marks on paper using small crayons (L.K.1a) Agenda (Activities / Tasks) 1. Warm-up (5 min.) A. Counting with Fingers 2. Listening to Environmental Noises (20 min.) A. What did you hear? B. How many noises? 3. Left/Right Discrimination (5 min.) A. Greeting 4. Finger/Hand Awareness (5 min.) A. Reviewing the Tripod Grip 5. Drawing Time (15 min.) A. Drawing Horizontal Lines on a Vertical Surface B. Horizontal Line Practice 6. Pretest A. Blending Pretest 7. Take-Home Material A. Horizontal Line Practice Resources/ Materials: (What texts, digital resources, & materials will be used in this lesson?) musical instruments or classroom objects musical instruments or classroom objects; cubes (three per student); small mats (one per student) rough or silky glove crayons; chart paper Worksheets 4.1-4.3
Make sense of problems and preserver in solving them. Reason abstractly and quantitatively Construct viable arguments and critiques the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
Cluster: Count to tell the number of objects K.CC.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Knowledge Targets “I Can” Statements Standard Interpretations Count up to 20 objects that have been arranged in a line, rectangular array, or circle. Count as many as 10 items in a scattered configuration. I can count a group of objects. I can count out a set to match a number. Students should develop counting strategies to help them organize the counting process to avoid re-counting or skipping objects. Examples: If items are placed in a circle, the student may mark or identify the starting object. If items are in a scattered configuration, the student may move the objects into an organized pattern. Some students may choose to use grouping strategies such as placing objects in twos, fives, or tens (note: this is not a kindergarten expectation). Counting up to 20 objects should be reinforced when collecting data to create charts and graphs. Reasoning Target Match each object with one and only one number name and each number with one and only one object. Conclude that the last number of the counted sequence signifies that quantity of the counted collection. Performance Target Given a number from 1-20, count out that many objects. Make sense of problems and preserver in solving them. Reason abstractly and quantitatively Construct viable arguments and critiques the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
Topic 4: Comparing and Ordering Numbers 0 to 10 Weeks: 9-10 Domain: Counting and Cardinality Cluster: Know number names and the count sequence K.CC.2- Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Knowledge Targets “I Can” Statements Standard Interpretations Count forward by 1’s beginning with another number other than 1 (verbal sequence only) I can start counting at a different number. The emphasis of this standard is on the counting sequence to 100. Students should be able to count forward from any number, 1-99. Reasoning Target Performance Target Make sense of problems and preserver in solving them. Reason abstractly and quantitatively Construct viable arguments and critiques the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
Make sense of problems and preserver in solving them. Reason abstractly and quantitatively Construct viable arguments and critiques the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning