zilongwang/ReadingBank huggingface dataset:
JWSHSC Recommendations Form - SAMPLE JWSHSC Recommendation To: cc’d: Work Site: Date: MM/DD/YYYY From: Joint Work Site Health and Safety Committee _______________________________ _________________________________ (Co-chair Signature – Worker Representative) (Co-chair Signature – Employer Representative) Please Respond by: MM/DD/YYYY Health and Safety Issue: Provide a short, clear, and complete description of the issue. Include what, where, why, when, and who (if applicable). JWSHSC Recommendations: Provide a clear and complete description of the recommendation to resolve the above health and safety issue. Provide justification for the recommendations, other possible options, steps involved, and suggested time frames for completion. Attach a separate sheet if necessary. Committee Consensus on Proposed Recommendation: Yes No Comments: Employer Response: Provide a time frame for completion of accepted recommendations. Provide reasons for rejected recommendations. Attach a separate sheet if necessary. ___________________________ __________________________ _______________ Name – Employer Signature – Employer Date Returned Committee Comments: Note any follow-up or additional actions that may be required.
Affiliation – Hertfordshire FA Registered Charity No 1124752 NAME:………………………………….. POSITION:…………………………………… TEAM NAME/ AGE GROUP:………………………………. CLAIM DATE…………………… MATCH DETAIL EXPENSE TYPE Treasurer Use Only Cost Code DATE VERSUS / (h) OR (a) Pitch Fees Referee Stationary Postage Kit/ Equipment Other (inc. Description) Row Total Column Total NB. Please do not buy ANY kit or equipment without consulting with the Club Kit/Equipment Officer First. NO EXPENSE WILL BE REIMBURSED WITHOUT A RECEIPT AND FOR REFEREE FEES REFEREE MUST HAVE SIGNED THE RECEIPT CLAIM TOTAL SIGNED……………………………………………….. Authorised By……………………………………………………………………
Words That Connect Ideas Logical Relationship Coordinating Words Subordinating Words/Phrases Transition Words/Phrases Addition and, not only… but also, both… and in addition, furthermore, moreover, also, besides Concession or Contrast but, yet although, though, while, even though, in spite of the fact that, despite the fact that however, nevertheless, on the other hand, still, in contrast, instead, on the contrary Logical Relationship Coordinating Words Subordinating Words/Phrases Transition Words/Phrases Alternatives, Choice, or Option or, nor, either… or, neither… nor alternatively, on the other hand Cause or Reason for because, since, as, in that therefore, consequently, thus, for that reason
4x100 Meter Relay - Women's Varsity Relay Team 1 4:10.0h TREASURE JOHNSON MEESHA GALLEGOS MIYA WILLIAMS TIMBERLY WOODS MIANA MARSH ANAYA WALKER 4x100 Meter Relay - Men's Varsity Relay Team 1 3:45.0h TYLIN SCOTT NATHAN GONZALES ISAAC HASTINGS STERLIN SALGUERO 4x800 Meter Relay - Men's Frosh / Soph Relay Team 1 10:00.0h ABEL RODRIGUEZ ELISEO AREVALO MOSSES MERINO JOHN FORD 4x800 Meter Relay - Women's Varsity Relay Team 1 11:45.0h ANGELICA SALAS ASIA WILEY JACKLINE MARTINEZ MEAGAN FORD
Time Field Events 25 9:00 am HJ Boys FS 26 9:00 am LJ Boys Varsity 27 9:00 am TJ Girls Varsity 28 9:00 am PV Girls Varsity 29 9:00 am SP Boys FS 30 9:00 am DT Girls Varsity 31 11:00 am HJ Girls Varsity To Follow Boys FS 32 11:00 am LJ Girls Varsity To Follow Boys Varsity 33 11:00 am TJ Boys FS To Follow Girls Varsity 34 11:00 pm PV Boys Varsity To Follow Girls Varsity 35 11:00 pm SP Girls Varsity To Follow Boys FS 36 11:00 pm DT Boys Varsity To Follow Girls Varsity 37 1:00 pm HJ Boys Varsity To Follow Girls Varsity
38 1:00 pm LJ Boys FS To Follow Girls Varsity 39 1:00 pm TJ Boys Varsity To Follow Boys FS 40 1:00 pm SP Boys Varsity To Follow Girls Varsity 41 1:00 pm DT Boys FS To Follow Boys Varsity 42 1:00 pm PV Boys FS To Follow Boys Varsity
¿Qué significa ¿Quiénes son? ¿Qué significa ¿De quién es? ¿Qué significa ¿De quién son? ¿Qué es? Clock Pencil ¿Qué son? Pens Folders ¿Quién es? Mrs. Fulcher Mr. Pedraza ¿Quién son? Dr. Preston y Mr. Moore Mrs. Torek y Mrs. Oglesby ¿De quién es? Desk – Sarah Backpack - Jake ¿De quién son? Desks – BCHS Chairs – Ms. Vaughan
x Written ☐ Audio ☐ Visual Source ksl.com Title “I Lost My Mind,” Says Teen Charged with Murdering Ranch Counselor Writing Prompt What should happen to teens who kill? After reading the texts, write an essay in which you argue whether underage offenders accused of murder should be charged as adults or as juveniles. Support your position with evidence from at least three of the texts. Scoring Rubric See Authors Tani Griffin, Mark Davis
courtroom. Half of the ceremonies take less than 30 minutes; the other half, 30 minutes to an hour. Some jurisdictions are unable to hold the ceremony in the courtroom due to the number of students who attend. The judges in these jurisdictions suggest that all typical courtroom procedures and decorum be followed. Due to heavy court dockets, parent schedules, and school schedules, there is no time of day that is convenient and agreeable to all parties involved in the ceremonies. Some ceremonies are conducted in the morning, others are held after school, and some are held in the evenings. Teens and their parents are required to dress in a manner that is appropriate to appearing in court. Observations of ceremonies across the Commonwealth indicate that attire varies from ceremony to ceremony. Some judges have deputies tell people to leave if they are inappropriately dressed. Some judges do not enforce the dress code indicated in the notice sent to the students prior to the ceremony. Most judges require the attendees to follow the normal rules of their courtroom, such as appropriate attire and not chewing gum. This adds to the seriousness of the responsibility the teen is being given. The juvenile court will send a letter with the information about the licensing ceremony to the student’s address listed for the learner’s permit. It the student cannot attend the ceremony he/she must contact the court.
BAG - Place one label at the center of face. BOX, CARTON, OR HAND WEIGHT CONTAINER – Identical labels must be located on two adjacent sides. Data Areas and Titles Shown below is a Single Pack Label. Data areas must be separated by horizontal and vertical thin lines and are to contain their respective titles, as shown above. Titles should be printed for each field required. All fonts on the label should be bold UPPER CASE. **Do not use BLANK SPACE ON LABEL The data area titles for the Single Pack Label are: LITTELFUSE LOGO PART NUMBER (Data identifier = P) PART DESCRIPTION QUANTITY (Data identifier = Q) SUPPLIER LOT NUMBER (Data identifier = 1T) EVERY LOT NUMBER MUST BE A UNIQUE NUMBER 9 DIGITS AND/OR LETTERS IN LENGTH AND CANNOT BE A DATE ---- A LOT NUMBER CANNOT BE USED MORE THAN ONCE IN 365 DAYS. EXAMPLE: 100010101, 100010102, OR 1000101AA, 1000101AB P.O. # (Data identifier = K) PKG COUNT DATE SHIPPED(format must be YYYYMMDD) – no data identifier MANUFACTURING DATE (format must be YYYYMMDD) Data identifier = D COUNTRY OF ORIGIN as described above – no data identifier
Daniel Dunlap Rethinking Scientific Literacy Standards (1995) Tracy Glenn Chaos and Linguistic Change (1991) Robert Griffiths Technology Transfer in the Pharmaceutical Industry (1988) Nancy Mannikko Invention and Innovation in Forest Harvest Technology (1990) Sigma Xi Masters Thesis Award Winner Sujatha Raman Anatol Rapaport’s Peace Science (1991) Michael Seltzer The Genetic Hazards of Atomic Fallout Controversy (1993) Sigma Xi Award Winner 1994 Matthew Rea The Rocky Mountain Wolf Reintroduction Project, A Case of Conflicting Values (1995) Mark Russell Appropriating Wittgenstein (1997) Andrew Garner Sport/Utility Vehicles as Technologies of the Self: The Only Civilized Way to Leave Civilization (1998) Diana Hoyt UFOcritique: UFOs, Social Intelligence, and the Condon Report (1999) Paul Krumnacker Lime and Cement Technologies: Transition from Traditional to Standardized Treatment Methods.(2001) Francis Bausch Examining One’s Own: Reflexivity and Critique in STS (2002) Liam Kelly Hacking Systems, Hacking Values: Interactive Theories for an Interactive World (2003) Sigma Xi Thesis Award Ashley Shew “Beaver Dams, Spider Webs, and the Sticky Wicket: An Investigation into what Counts as Technology and What Counts as Knowledge” (2007) Tristan Cloyd by Examination (2007) Joshua Erik Taylor by Examination (2010) Shannon Abelson Normativity and Experimental Philosophy (2014) Michael Trapp Aquinas on the Intellectual Cognition of Singulars (2014) M.S. COMMITTEES – MEMBER Completed Andrea Burrows Computers in Organizations (1988) David Bott NSF and Social Interaction (1988) Virginia Salmon Technological Change in the Theater (1991) Voula Saradakis Telescopic Sights vs. Open Sights; The Debate between Hooke and Hevelius(1992) Anna Gold Against Community (1999) Jody A. Roberts Instruments and Domains of Knowledge; The Case of Nuclear Magnetic Resonance, (2002) Robert Darrow by exam (2009) ASPECT (Alliance for Social, Political, Ethical and Cultural Thought) Ph.D. COMMITTEE CHAIR Completed Michael Butera Listening and Acoustic Orders (2010)
To have this section of the survey accepted for scoring, the Service Chief for your Pediatric Pulmonology and Lung Surgery program must acknowledge that they have reviewed all responses and approve of the submission. To do this you will need to download, complete, and upload the approval form by the date of the final survey submission. Has the approval form for your Pediatric Pulmonology and Lung Surgery program been completed and uploaded to the Pediatric Hospital Survey website? Yes, the form as been submitted No, the form has not been submitted. Please complete and upload the form before proceeding. COMMENTS FOR SECTION J: If needed, you may provide clarifications to the responses you provided to the questions asked in this section only. All other comments, suggestions or questions should be sent to PediatricHospSurvey@rti.org.
approximately 100 variously sized transport organisations operating in the UK (TSSA n.d.). The Neurodiversity project began in 2011. However, it is predated by a TSSA project based on dyslexia called Lost for Words (TSSA 2011). Lost for Words was funded by the final round of the UMF that focused on vulnerable employees, with the TSSA receiving a grant of £30,000 to set up and run the project (Stuart and Martínez Lucio 2014). The impetus for this project came from anecdotal reports of members not taking up learning, development and promotion opportunities, as well as difficulties arising from undiagnosed, unsupported impairments. Stuart and Martínez Lucio's research highlighted how the UMF allowed the TSSA to develop a full time equality officer, embed equality issues within TSSA's wider structures, as well as change employer practice towards dyslexic employees. The TSSA Neurodiversity project began in late 2011. Since 2011 approximately 40 Neurodiversity Champions have been trained by the TSSA, with around 20 Neurodiversity Champions active as of June 2014. Neurodiversity Champions are trained by two part-time employed NOs. Beyond training required of a Union Learning Representative, becoming a Neurodiversity Champion involves three days of training about neurological impairments, including general hidden disabilities screening training. A further training day is set aside for applying this specialist knowledge in the workplace, in a trade union context. The Neurodiversity project was set up by one of the current NOs and the TSSA's EDO. Then on, the two NOs, both with pre-existing knowledge and experience of neurological impairments, have managed the Neurodiversity project, with periodic input from the EDO and one RO.
Please do not bring any one else with you if you are volunteering at a station. Return the laminated directions to school (place on stage or with your equipment) THANK YOU FOR VOLUNTEERING! KINDERGARTEN GAME DIRECTIONS – TARGET SCORE Sign In - In Lobby there will be a table for you to sign in and get a name tag. Report to The recess field across the street and find your station. Time - Report & sign in at the lobby between 12:30 – 12:35. Kindergarten Field day will start at 12:45 and ends at 1:45. Location – All stations are in the recess field across the street from the school. Activity - Students get 3 throws or kicks of any type of balls (soccer ball; football; softball). The soccer ball is only for kicking and the footballs are only for throwing. To retrieve balls in the net, lift it up from the side and use your foot to gently kick them out or ask the last shooter to retrieve them for you. If a student shoots or throws over or wide of the net, have them chase it when they are done their turn. Reminders – At the end of field day, please bring the equipment from your station into the Gym (balls in ball bag and goal). Carry the goal around the back of the building and enter through the gym doors. Wear sunscreen and comfortable clothing and footwear. Please do not bring any one else with you if you are volunteering at a station. Return the laminated directions to school (place on stage or with your equipment) THANK YOU FOR VOLUNTEERING! KINDERGARTEN GAME DIRECTIONS – JAVELIN THROW Sign In - In Lobby there will be a table for you to sign in and get a nametag. Report to The recess field across the street and find your station. Time - Report & sign in at the lobby between 12:30 – 12:35. Kindergarten Field day will
Wednesday Pledge, Song, Calendar, Daily Writing, Restroom Calendar Concepts: (math) counting by ones, fives and tens, and months, place value; (science) Patterns of change – seasons, weather, day/night. Unit 1 - Week 1- Day 2–The Little School Bus Focus: Review and add to KWL Chart for Question of the Week: How do Children Get to School? Objectives – Student will: discuss a concept to build oral language, identify upper and lowercase letters, discriminate rhyming words identify high frequency words, identify characters in a story. Activities: Review online - Concept Talk/Song; Oral Vocabulary – first, second, third, fourth, fifth, sixth; Phonological Awareness – rhyming words; Letter recognition –Bb Handwriting –Bb High Frequency am; Read decodable story 1; Read Big Book: The Little School Bus - Listening Comprehension –character. Reading Street TE pp. 32-49 Guided Practice : Students will continue to work on Rhyming activities through whole group instructions – My skills buddy book , handwriting activities in readers writers notebook and reading comprehension skills Independent Practice: Students will be introduced to workstations that focus on identifying rhyming pairs, letter recognition games, high-frequency word search, and reading in small group with the teacher. Unit 2: Count, Read and Write Numbers to 10; Count Forward to 20 Students will count and represent quantities and collections fluently to 10. **Math lessons and activities can be added to and updated when new math materials arrive to the schools** MATH.K.2B * Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures. -Begin using math problem solving boards to solve word problems/ journal prompts. - Model on smart board how to solve a word problem (read aloud several times for all students to visualize and process) by recording pictures, numbers and words. Unit 2 – Using the 5 Senses SCI.K.4.B – Uses senses as a tool of observation to identify properties and patterns of organisms, objects and events in the environment. Guided Practice : Introduce 5 Senses Read and discuss book: 5 Senses by Aliki. Add words to science wordwall: see, hear, touch, taste, and smell. Have students pantomime the five senses for their classmates to guess. Independent Practice: Students will respond to the lesson through writing (or dictations) and illustrations in science journal.
CUSTOMER DATA UPDATION FORM Section A: General Business Information Name : Business Constitution : Proprietor / Partnership / Limited Liability Partnership / Public Co./ Private Co./ Trust/ Foreign Company/ Others (please specify) Entity type : General/ Government/ SEZ/ STP/ EOU/ Others (please specify) PAN : Contact Person with designation : Tel No / Fax No. : E-mail ID : Section B: To be filled by GST registered/ to be registered customers Total no of GST registrations required/ taken (PAN India) Existing tax registration number State wise details - GST Migration Status : Migrated/ Provisional ID obtained/ In process of migration/ Fresh registration to be obtained/ Not Applicable GSTIN/ UIN : Date of registration : Address registered as principal place of business under GST for the State : State : <mandatory field> PIN code : <mandatory field> Whether composition scheme availed? : Yes/ No Nature of commodity / services dealt with Details of 5 major items of goods / services dealt with HSN code/ SAC Section C: To be filled by customers NOT registered/ required to be registered under GST Address of principal place of business :
K.G.3- I can tell if a shape is two-dimensional (flat) or three-dimensional (solid). K.G.4- I can describe a square’s attributes. I can describe a circle’s attributes. I can describe a triangle’s attributes. I can describe a rectangle’s attributes. I can describe a hexagon’s attributes. I can describe an oval’s attributes. I can describe a diamond’s attributes. I can describe a cube’s attributes. I can describe a cone’s attributes. I can describe a cylinder’s attributes. I can describe a sphere’s attributes. I can compare two- and three- dimensional shapes. K.G.5- K.G.5- B K.G.5- C K.G.5- D I can build two-dimensional shapes. I can build three-dimensional shapes. I can draw two-dimensional shapes. I can draw three-dimensional shapes. K.G.6- I can use shapes to make a larger shape. Color Key: Knowledge Reasoning Performance Product
Upon completion of this course, the candidate will be able to: Assessments Create classroom environments that are healthy, respectful, and supportive. Supervisor Observations; Personal Reflection Papers; Collaborative Assessment Logs; Lesson Plans; Classroom Profile Paper; Mid-Term and Final Evaluations Design, implement, and evaluate constructivist curriculum that promotes positive learning and development for all kindergarten children. Supervisor Observations; Personal Reflection Papers; Collaborative Assessment Logs; Lesson Plans; Classroom Profile Paper; Mid-Term and Final Evaluations Align learning activities to appropriate ODE Content Standards for kindergarten. Supervisor Observations; Personal Reflection Papers; Collaborative Assessment Logs; Lesson Plans; Classroom Profile Paper; Mid-Term and Final Evaluations Employ a wide array of management strategies to positively influence children’s learning and development. Supervisor Observations; Personal Reflection Papers; Collaborative Assessment Logs; Lesson Plans; Classroom Profile Paper; Mid-Term and Final Evaluations Employ effective assessment strategies to evaluate children’s learning and development in kindergarten. Supervisor Observations; Personal Reflection Papers; Collaborative Assessment Logs; Lesson Plans; Classroom Profile Paper; Mid-Term and Final Evaluations ADMINISTRATIVE POLICIES Attendance You will be spending five days each week, 3 hours each day, in an inclusive kindergarten classroom. Although the beginning and ending times of the experience may vary from center to center, you are to be present during a full half-day session daily. Keep track of your hours on your practicum time sheet, which is to be turned in to your university supervisor at the end of the semester. If you are ill and unable to participate in practicum, notify both your mentor teacher and university supervisor. You must make up any days that you miss during the semester. During the semester, there is a limited amount of time available to make up missed time in the field; subsequently, you may need to use time during exam week. Please plan accordingly. Discuss procedures for contacting your mentor teacher during your first visit. Snow days will be observed in accordance with the placement site. If your school has a snow closure day you will not report to practicum and will not need to make up the snow day. Please note the snow day on your time sheet. You will need to complete an Absentee Form (Forms section) for all other absences. The form should be signed by you and your mentor, and then be placed in your Practicum Notebook, behind your time sheets for your supervisor to review and sign. Repeated absences or tardiness may result in a Brief Disposition or an Action Plan and could lead to dismissal from placement.
Objectives/Learning Targets: Lesson 6: I can find and describe solid shapes using informal language without naming. (K.G.A.2) Lesson 7: I can explain decisions about classification of solid shapes into categories. I can name the sold shapes. (K.G.A.2, K.G.B.4) Lesson 8: I can describe and communicate positions of all solid shapes using the words above, below, beside, in front of, next to and behind. (K.G.A.2, K.G.A.1) enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.) 7-6 Solid Figures 7-7 Comparing Solid Figures Fluency Practice: Please see engageny for suggested fluency pacing and activities. Lesson 6: Beep Number Hide and See Take Apart Groups of Circles Lesson 7: Show Me Shapes Making 5 with 5-group mats 5-Group Hands Lesson 8: Positions Words Show me Shapes Rekenrek Objectives/Learning Targets: Lesson 9: I can identify and sort shapes as two-dimensional or three-dimensional, and recognize two-dimensional and shapes in different orientations and sizes. (K.MD.B.3, K.G.A.3, K.G.B.4) Lesson 10: I can collaborate in groups to create displays of different flat shapes with examples, non-examples, and a corresponding solid shape. (K.MD.B.3, K.G.A.3, K.G.B.4) enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.) 7-7A – Building with Solid Figures Fluency Practice: Please see engageny for suggested fluency pacing and activities. Lesson 9: Groups of Shapes Groups of 9 Hide and See 5 Lesson 10: Groups of Shapes 5-Group Hands Tasks: Additional Resources: I-Ready Lessons:
K to 5 Class times: following 8 am mass or before the 10 am mass Sunday 9:00 to 9:50 am (4 Mini Retreats with parent(s) –– “Building Plans” – Sunday 9:00 to 9:50 am Weekly mass attendance is the center of our faith life. It is through gathering as community and participating fully in the life of the parish that we become rooted in a strong and life long relationship with God. With this in mind, this year’s Faith Formation Program consists of mass attendance - required followed by or preceded by classwork. Children are expected to attend mass even on weeks when there is no class. Each grade will assist at an 8 or 10 am mass – twice during the year – see separate sheet Grand Opening event all grades families – September 30th 4 Mini retreats with Parents – January 6th, January 13th, March 3rd, and April 7th Regular Class Dates: Oct. 14th , Oct 21st , Nov 4th, Nov. 18th Dec. 9th ,Dec. 16th ,Mar 10th, Mar 17th , Mar 24th, Mar 31st 2 Safety Days: January 27th & February 3rd – required unless an opt out sheet is signed by parent 1 Family Service Day – October 28th – cafeteria – 9 – 9:50 am At registration – parents requested to sign up for: at least one Hall monitor , Catechists , Mini Retreat – grade level presenter, Grade level mass assistants, Cocoa, Carols and Pageant producer, Pageant assistants, Family Dance Committee, Family Service Day coordinator, Safety Day presenters – grade level
ELL Planning Sheet High Frequency Words: am, I New Phonics Skills: Rhyming Words Grammar: Say Our Names Amazing Vocabulary: first, second, third, fourth, fifth, sixth Story Vocabulary: learn, play, wait, end, cooperate Activity Monday Tuesday Wednesday Thursday Friday Building Background Knowledge Activate Prior Knowledge: Poster 1 Poster Talk-Through Poster activities Day 1 (combine with HF words lesson) Video: —taking turns and uses terms first, second, and third Poster 1 Review vocabulary Vocabulary (Amazing Words And Story Vocabulary Tier II and III) Talk with me/Sing with me Chart 1A/B: Amazing Words - First, second, third, fourth, fifth, six Talk with me Chart 1A Amazing Words - First, second, third, fourth, fifth, six Story Vocabulary: Use: Poster 1 The Little School Bus learn, play, wait, end, cooperation Story Vocabulary: Use: Poster 1 The Little School Bus learn, play, wait, end, cooperation Story Vocabulary: learn, play, wait, end, cooperation Reading Comprehension Read: The Little School Bus Re-read: The Little School Bus T-chart: character/clothing Re-read: The Little School Bus Character web charts Re-read: The Little School Bus Character web charts cont. The Little School Bus Retell – sequence graphic organizer Unit Connection High Frequency Words I, am (combine with Build Background Knowledge lesson) Act out I, am Poster 1 Day 2 Activity Listening: guessing game Flash Cards I, am Speaking Practice Flash Cards I, am Flash Cards Find HF words in Decodable Reader: Who Am I? I, am Flash Cards
ELL Planning Sheet High Frequency Words: little, the New Phonics Skills: Initial Sound discrimination Grammar: What we look like Amazing Vocabulary: platypus, around, lost, found, market, groceries Story Tier II & III Vocabulary: over, under, high, low Activity Monday Tuesday Wednesday Thursday Friday Building Background Knowledge Activate Prior Knowledge: Poster 3 Poster Talk-Through Poster activities Day 1 (combine with HF words lesson) Video Clip: Poster 3 Poster Activity Day 2 Develop vocabulary Vocabulary (Amazing Words And Story Vocabulary Tier II and III) Talk with me/Sing with me Chart 3A/B: Amazing Words – platypus, around, lost, found, market, groceries Talk with me Chart 3A Amazing Words - platypus, around, lost, found, market, groceries Talk with me Chart 3A Amazing Words - platypus, around, lost, found, market, groceries Story Vocabulary: Use: Plaidypus Lost Over, under, high, low Story Vocabulary: Use: Plaidypus Lost Over, under, high, low Reading Comprehension Read: Plaidypus Lost Re-read: Plaidypus Lost Sequence Re-read: Plaidypus Lost Sequence Re-read: Plaidypus Lost Sequence Plaidypus Lost Retell – sequence graphic organizer Unit Connection High Frequency Words Act out Listen Speak little, the **act out* (combine with Build Background Knowledge lesson) Flash Cards little, the ** Listen** (combined with Build Background Develop Vocabulary lesson) Flash Cards little, the **Speaking Practice** Flash Cards little, the Flash Cards Find HF words in Decodable Reader: Am I? little, the Flash Cards Grammar What we look like What we look like: What we look like: What we look like:
Writing Describe plaidypus of the front cover of book Teacher write Practice book page 30 Sentence frame I lost plaidypus. I am ____________. Sentence frame I found plaidypus. I am ____________. Phonemic Awareness Phonics Spelling Initial Sound Discrimination Initial Sound Discrimination Initial Sound Discrimination Initial Sound Discrimination Initial Sound Discrimination Readers Phonic Reader: Little Me (keep to re-read on Day 3) Re-read Phonics Reader: Little Me Decodable Reader: The Little Toys (keep to re-read on Day 5) Decodable Reader: The Little Toys? Unit 1 Proposed Assessment Plan Measure Frequency Assessor High frequency words weekly Classroom teacher Verbal retell weekly Classroom teacher Writing CBM biweekly ELL tutor
ELL Planning Sheet High Frequency Words: a to New Phonics Skills: Tt/t/ Grammar: Nouns for places and things Amazing Vocabulary: scooping, swooshing, squelching, gobbling, spinning, rumbling Story Vocabulary: ramp, hover, pressing, distance Activity Monday Tuesday Wednesday Thursday Friday Building Background Knowledge Activate Prior Knowledge: Poster 6 Poster Talk-Through Poster activities Day 1 (combine with HF words lesson) Video: Poster 6 Review vocabulary Vocabulary (Amazing Words And Story Vocabulary Tier II and III) Talk with me/Sing with me Chart 6A/B: Amazing Words scooping, swooshing, squelching, gobbling, spinning, rumbling Talk with me Chart 6A Amazing Words scooping, swooshing, squelching, gobbling, spinning, rumbling Talk with me Chart 6A Amazing Words scooping, swooshing, squelching, gobbling, spinning, rumbling Story Vocabulary: ramp, hover, pressing, distance Story Vocabulary: build, ramp, hover, distance Reading Comprehension Read: Dig Dig Digging Re-read: Dig Dig Digging Classify Categorize: Carry things in air, carry things on ground Re-read: Dig Dig Digging Categorize/Classify: Machines help build, Machines help rescue Re-read Dig Dig Digging Categorize/Classify: 3 column chart – Build things, Move things, Save people Dig Dig Digging Retell – web graphic organizer (machines) Unit Connection High Frequency Words a , to (combine with Build Background Knowledge lesson) Flash Cards a, to spell/sentences Find HF words in Phonics Reader: Tam! Flash Cards a, to Poster 6 Day 3 Activity Talk about Machines Speaking Practice Flash Cards a, to Flash Cards Find HF words in Decodable Reader: Let’s Go a, to Flash Cards
ELL Planning Sheet High Frequency Words: have is New Phonics Skills: Aa/a/ Grammar: Nouns for more than one Amazing Vocabulary: ocean, world, crab, shell, fish, seaweed Story Vocabulary: table of contents, heading, glossary, index Activity Monday Tuesday Wednesday Thursday Friday Building Background Knowledge Activate Prior Knowledge: Poster 7 Poster Talk-Through Poster activities Day 1 (combine with HF words lesson) Video Poster 7 Day 2 Review vocabulary Vocabulary (Amazing Words And Story Vocabulary Tier II and III) Talk with me/Sing with me Chart 7A/B: Amazing Words ocean, world, crab, shell, fish, seaweed Talk with me Chart 7A Amazing Words ocean, world, crab, shell, fish, seaweed Talk with me Chart 7A Amazing Words ocean, world, crab, shell, fish, seaweed Story Vocabulary: table of contents, heading, glossary, index Story Vocabulary: table of contents, heading, map, glossary, index Reading Comprehension Read: Life in the Ocean Re-read: Life in the Ocean Compare/Contrast: shark/crab Re-read: Life in the Ocean Compare/Contrast: Kelp/sea grass Re-read Life in the Ocean Compare/Contrast: Shark/fish Life in an Ocean Retell – graphic organizer (G.O. pg 15 Main Idea) Unit Connection High Frequency Words Have, is (combine with Build Background Knowledge lesson) Flash Cards Have, is spell/sentences Find HF words in Phonics Reader: I Have! Flash Cards Have, is Poster 6 Day 3 Activity Speaking Practice Flash Cards Have, is Flash Cards Find HF words in Decodable Reader: A Little Mat Have, is Flash Cards Grammar Nouns For More than Nouns For more than Nouns For more than Nouns for more than
Writing one Speak it one Speak it one Write it - teacher one Write it - student Spelling (Phonics) Aa/a/ Phonemic Awareness (di.45) Aa/a/ Phonics (Di.45) Aa/a/ Phonics (di.18) Aa/a/ Phonics workbook pg. 57 Aa/a/ Phonics workbook pg. 59 Readers Phonic Reader:I Have! (keep to re-read on Day 3) Re-read Phonics Reader: I Have! Decodable Reader: A Little Mat (keep to re-read on Day 5) Decodable Reader: A Little Mat Unit 1 Proposed Assessment Plan Measure Frequency Assessor High frequency words weekly Classroom teacher Verbal retell weekly Classroom teacher Writing CBM biweekly ELL tutor
Say/write (capital letters) Say/write (capital letter) (uppercase letter) Spelling (Phonics) Ss/s/ Phonemic Awareness (di.46) Ss/s/ Phonics (Di.20) Ss/s/ Phonics (di.22) Ss/s/ Phonics. (di pg 23) Ss/s/ Phonics workbook pg. 43 Readers Phonic Reader: Sock Sack (keep to re-read on Day 3) Re-read Phonics Reader: Sock Sack Decodable Reader: Sam and Tam (keep to re-read on Day 5) Decodable Reader Sam and Tam Unit 1 Proposed Assessment Plan Measure Frequency Assessor High frequency words weekly Classroom teacher Verbal retell weekly Classroom teacher Writing CBM biweekly ELL tutor
High Frequency Words Like, my, we (combine with Build Background Knowledge lesson) Flash Cards Like, my, we spell/sentences Find HF words in Phonics Reader:Pat the Cat Flash Cards Like, my, we Poster 9 Day 3 Activity Speaking Practice Flash Cards Like, my, we Flash Cards Find HF words in Decodable Reader: My Map Like, My, We Flash Cards Spelling (Phonics) Pp/p/ Phonemic Awareness / segment word/discriminate initial sound (di.47 di 25) Pp/p/ Phonemic Awareness discriminate end sound/Phonics - blending (Di.27) Pp/p/ Phonics workbook pg. 68 Pp/p/ Phonics blending (di.28) Pp/p/ Phonics- spell words (di 29 Readers Phonic Reader: Pat the Cat (keep to re-read on Day 3) Re-read Phonics Reader: Pat the Cat Decodable Reader: My Map (keep to re-read on Day 5) Decodable Reader My Map Unit 1 Proposed Assessment Plan Measure Frequency Assessor High frequency words weekly Classroom teacher Verbal retell weekly Classroom teacher Writing CBM biweekly ELL tutor
ELL Planning Sheet High Frequency Words: like, my, we New Phonics Skills: Cc /k/ Grammar: Adjectives – size/number Amazing Vocabulary: sleep, winter, cave, woods, storm, blustery Story Vocabulary: divvy, spins tall tales/tails Activity Monday Tuesday Wednesday Thursday Friday Building Background Knowledge Activate Prior Knowledge: Poster 10 Poster Talk-Through Poster activities Day 1 Videos: ; Winter Hibernation- Winter’s Tale-BBC (shows other animals that hibernate) Poster 10 Day 2 & Bear Snores on book Review vocabulary/ animal names Vocabulary (Amazing Words And Story Vocabulary Tier II and III) Talk with me/Sing with me Chart 10 A/B: Sleep (hibernate), winter, cave, woods, storm, blustery Talk with me Chart 10 A sleep, winter, cave, woods, storm, blustery Talk with me Chart 10 A sleep, winter, cave, woods, storm, blustery Story Vocabulary: divvy, spins tall tales/tails Reading Comprehension Read: Bear Snores On Re-read: Bear Snores On Realism/Fantasy: Definitions T chart: real bears/ fantasy bear traits Re-read: Bear Snores On Realism/Fantasy: Pg 231 top pg activity – but do with story characters Re-read Bear Snores On Realism/Fantasy: Pg 231 pictures Bear Snores On retell graphic organizer Unit Connection Grammar Writing Adjectives – size pg 205. T-chart Model write a student dictated sentence. Capital letter/period Adjectives – number Count objects. (Say pg 222 ) Teacher model student dictated sentences Adjectives – size/number Student write – complete sentence frame Adjectives size/number Practice Book pg 40
High Frequency Words Like, my, we (combine with Build Background Knowledge lesson) Flash Cards Like, my, we spell Find HF words in Phonics Reader: The Cap Flash Cards Like, my, we Speaking Practice - sentences Flash Cards Like, my, we Flash Cards Find HF words in Decodable Reader: My Cap Like, My, We Flash Cards Spelling (Phonics) Cc/k/ Phonemic Awareness / segment word/discriminate initial sound (di.48) Cc/k/ Phonemic Awareness discriminate end sound/Phonics - blending (Di.30) Cc/k/ Phonics workbook pg. 63 Cc/k/ Phonics blending (di.32) Cc/k/ Phonics- spell words (di 33) Readers Phonic Reader: The Cap (keep to re-read on Day 3) Re-read Phonics Reader: The Cap Decodable Reader: My Cap (keep to re-read on Day 5) Decodable Reader My Cap Unit 1 Proposed Assessment Plan Measure Frequency Assessor High frequency words weekly Classroom teacher Verbal retell weekly Classroom teacher Writing CBM biweekly ELL tutor
ELL Planning Sheet High Frequency Words: he for New Phonics Skills: Oo /o/ Grammar: Adjectives for opposites Amazing Vocabulary: meadow, nest, stump, tree trunk, hive, den Story Vocabulary: weather Activity Monday Tuesday Wednesday Thursday Friday Building Background Knowledge Activate Prior Knowledge: Poster 11 Poster Talk-Through Poster activities Day 1 Video: (the segment about animals that live underground was referenced in Unit 2 Week 2) Poster 11 Day 2 Vocabulary (Amazing Words And Story Vocabulary Tier II and III) Talk with me/Sing with me Chart 11 A/B: meadow, nest, stump, tree trunk, hive, den Talk with me Chart 11 meadow, nest, stump, tree trunk, hive, den Talk with me Chart 11 meadow, nest, stump, tree trunk, hive, den Story Vocabulary: weather Reading Comprehension Read: A Bed for Winter Re-read: A Bed for Winter Sequence pg.265 Definitions Re-read: A Bed for Winter Sequence – Picture walk Re-read A Bed for Winter Sequence: put animal pictures in order A Bed for Winter Expository text retell graphic organizer (winter homes/animal/ kind of home) Unit Connection Grammar Writing Adjectives for Opposites pg 269 Model write a student dictated sentence. Capital letter/period Adjectives for Opposites Pg 282 picture walk of opposite words Adjectives for Opposites use to select word to complete sentence frame “The rug is Adjectives for Opposites Practice Book pg 50 Draw lines or color pictures the same chart
_____.” color that are opposites High Frequency Words He, for (combine with Build Background Knowledge lesson Poster 11 Day 1) Flash Cards He, for Spell/ sentences Find HF words in Phonics Reader: The Pig (he) Flash Cards He for Speaking Practice – Poster 11 Day 3 (modify) Flash Cards He for Flash Cards Find HF words in Decodable Reader: Tip and Pat He, for Flash Cards Spelling (Phonics) Ii /i/ Phonemic Awareness pictures initial/middle sort (inch, pig, fin, pit, iguana, insect, igloo, fish) segment (it, in, pin, fit) Ii /i/ Phonics - Discriminate initial sound (inch, iguana, insect, igloo, tap, pot, apple, alligator) Blend (pig, tap, pat) Ii /i/ Phonics Discriminate middle sound (tap/tip, pot/pit, pop/pip, sad/Sid) blend (Tip, Pat, sit) Ii /i/ Phonics - spelling (it, sit) Ii /i/ Phonics- spelling (sip, pig) Readers Phonic Reader: The Pig (keep to re-read on Day 3) Re-read Phonics Reader: The Pig Decodable Reader: Tip and Pat (keep to re-read on Day 5) Decodable Reader Tip and Pat Unit 1 Proposed Assessment Plan Measure Frequency Assessor High frequency words weekly Classroom teacher Verbal retell weekly Classroom teacher Writing CBM biweekly ELL tutor
sentence I see a ____ bus. High Frequency Words He, for (Build Background Knowledge lesson Poster 12 Day 1) Flash Cards He, for Spell Flash Cards He for Sentences Flash Cards He for Flash Cards Find HF words in Decodable Reader: Tim and Sam He, for Flash Cards Spelling (Phonics) Ii /i/ Phonemic Awareness pictures initial/middle sort (inch, ink, kitten, pickle, dig, fix, iguana, insect, igloo, mitten) segment (pit, tip) Ii /i/ Phonics - Phonics Workbook pg 79 Blend (sit, pat, sip) Ii /i/ Phonics Change middle sound (tap/tip, pot/pit, pop/pip, sad/Sid) blend (mat, Sam, Tim) Ii /i/ Phonics - spelling (tip, sit, cap) Ii /i/ Phonics- spelling (mat, sip) Readers Phonic Reader: Sam, Sit! (keep to re-read on Day 3) Re-read Phonics Reader: Sam, Sit! Decodable Reader: Tim and Sam (keep to re-read on Day 5) Decodable Reader Tim and Sam Unit 1 Proposed Assessment Plan Measure Frequency Assessor High frequency words weekly Classroom teacher Verbal retell weekly Classroom teacher Writing CBM biweekly ELL tutor
ELL Planning Sheet High Frequency Words: are, that, do New Phonics Skills: Hh /h/ Grammar: Naming parts of Sentences Amazing Vocabulary: chores, tidy, bustle, race, story, hungry Story Vocabulary: arrive Activity Monday Tuesday Wednesday Thursday Friday Building Background Knowledge Activate Prior Knowledge: Poster 19 Poster Talk-Through Poster activities Day 1 Combine with High Frequency Word lesson Video: -from youtube; Poster 19 Day two Develop Vocabulary Vocabulary (Amazing Words And Story Vocabulary Tier II and III) Talk with me/Sing with me Chart 19 A/B: chores, tidy, bustle, race, story, hungry Talk with me Chart 19 chores, tidy, bustle, race, story, hungry Talk with me Chart 19 chores, tidy, bustle, race, story, hungry Story Vocabulary: arrive Reading Comprehension Read: Bunny Day Re-read: Bunny Day Sequence: Pg 15 Teacher model Sequence: Students Retell of previous day sequence Re-read: Bunny Day Re-read: Bunny Day Sequence: Clock pg… to write sequence Bunny Day Sequence: previous day sequence strips, reorder/students correct Unit Connection Grammar Writing Naming part of Sentences: Pg 19 Definition List of naming parts Teacher model a Naming part of Sentences: Pg 32 Speak Teacher write Students ID naming Naming part of Sentences: Pg 59 Speak Students complete sentence frame Practice Book pg 10
High Frequency Words Are do that (combine with Build Background Knowledge lesson) Poster 20 day 1 Flash Cards Are do that Spell/ sentences Find HF words in Phonics Reader: Lad and Me Flash Cards Are do that Speaking Practice – Sentences –Poster 20 day 3 Flash Cards Are do that Flash Cards Find HF words in Decodable Reader: Can It Fit? Are do that Flash Cards Spelling (Phonics) Ll /l/ (DI 46) Phonemic Awareness pictures initial sound sort (leaf, lamp, ladybug, lake, bat, lemon, egg, duck, loaf) Teacher segment/ students blend (lip, lad, lid) Ll /l/ Phonics - Discriminate initial sound (leaf, lamp, ladybug, lake, bat, lemon, egg, duck, loaf) Blend (Lad, lot, hop) Ll /l/ Phonics Discriminate final sound (doll, pot, pail, pan, mop, seal, snail) blend (doll, lit, fit) Ll /l/ Phonics - spelling (lad, lot, lap) Ll /l/ Phonics- spelling (lip. lid) Readers Phonic Reader: Lad and Me (keep to re-read on Day 3) Re-read Phonics Reader: Lad and Me Decodable Reader: Can It Fit? (keep to re-read on Day 5) Decodable Reader Can It Fit? Unit 1 Proposed Assessment Plan Measure Frequency Assessor High frequency words weekly Classroom teacher Verbal retell weekly Classroom teacher Writing CBM biweekly ELL tutor
L L Day 3 High Frequency Words: are, that, do New Phonics Skills: Ll /l/ Grammar: Action parts of Sentences Amazing Vocabulary: piglet, fox, lucky, filthy, cook, scrubber Story Vocabulary: preparing, delicious, collecting, county, exhausted Vocabulary (Amazing Words and Story Vocabulary Tier II and III) Story Vocabulary: exhausted, preparing “This week we will be talking about adventures you can have on a lucky day.” Display and read the 1st paragraph on pg 26-27. Exhausted means worn out, or so tired that you almost can’t do anything else. Why was fox so tired or exhausted? Worn out from all the hard word: get bath, make dinner, massage What word can we use to tell about fox after his busy day? Exhausted Display and read pg 3.
High Frequency Words One, two, three, four, five (combined with Build Background Knowledge lesson) Poster 22 day 1 Flash Cards One, two, three, four, five Spell/ sentences Find HF words in Phonics Reader: How Many Flash Cards One, two, three, four, five Speaking Practice – Sentences –Poster 22 day 3 (modify) Flash Cards One, two, three, four, five Flash Cards Find HF words in Decodable Reader: Gil Got One One, two, three, four, five Flash Cards Spelling (Phonics) Gg /g/ (DI 48) Phonemic Awareness pictures initial sound sort (goose, goat, dog, gum, carrot, rabbit, garden) segment/ blend (got, gap, gum) Gg /g/ Phonics - Discriminate initial sound (goose, goat, dog, gum, carrot, rabbit, garden) Blend (frog, dog, kid) Gg /g/ Phonics Discriminate final sound (dog, mom, crib leg, chair, rug, bed, rag) blend (plan, flag, Gil) Gg /g/ Phonics - spelling (get, big, gum) Gg /g/ Phonics- spelling (tag, gap, pig) Readers Phonic Reader: How Many (keep to re-read on Day 3) Re-read Phonics Reader: How Many Decodable Reader: Gil Got One (keep to re-read on Day 5) Decodable Reader Gil Got One Unit 1 Proposed Assessment Plan Measure Frequency Assessor High frequency words weekly Classroom teacher Verbal retell weekly Classroom teacher Writing CBM biweekly ELL tutor
ELL Planning Sheet High Frequency Words: what, said, was New Phonics Skills: Uu /u/ Grammar: Dates Amazing Vocabulary: messenger, delivery, radio, pickup, escalator, eyeshades Story Vocabulary: “breath like a smoke stack”, “hands like stone” Activity Monday Tuesday Wednesday Thursday Friday Building Background Knowledge Activate Prior Knowledge: Poster 27 Poster Talk-Through Poster activities Day 1 Video: -from youtube shows the job of a bicycle courier Poster 27 Day 2 On, Over, Through Vocabulary (Amazing Words And Story Vocabulary Tier II and III) Talk with me/Sing with me Chart 27 A/B: messenger, delivery, radio, pickup, escalator, eyeshades Talk with me Chart 27 messenger, delivery, radio, pickup, escalator, eyeshades Talk with me Chart 27 messenger, delivery, radio, pickup, escalator, eyeshades Story Vocabulary: “breath like a smoke stack”, “hands like stone” Reading Comprehension Read: Messenger, Messenger Re-read: Messenger, Messenger Compare/Contrast Pg. 141 - Model Re-read: Messenger, Messenger Compare/Contrast Pg. 163 getting around in city – car/bike Re-read: Messenger, Messenger Compare/Contrast big city/I.F. Messenger, Messenger Narrative text retell graphic organizer Unit Connection Grammar Writing Date Definition Teacher model Students copy Date: Students write Draw a picture of something did today Date: Students write Draw a picture of something did today Date: Students write Draw a picture of something did today
High Frequency Words what, said, was Spell/Sentences Flash Cards what, said, was Flash Cards Find HF words in Phonics Reader: Fun For Jud what, said, was Speaking Practice – Sentences –Poster 27 day 3 (modify) “What was said? Point to person on poster – verbalize what they might say Flash Cards what, said, was Flash Cards Find HF words in Decodable Reader: Fun for Bud what, said, was Flash Cards Spelling (Phonics) Uu /u/ Phonemic Awareness pictures initial/middle sort (umbrella, cup, pup, us, up, bus, jump, under ) segment/ blend (cub, nut, sun, bus) Uu /u/ Phonics - Discriminate initial sound (umbrella, big us, city, stairs, up, table, under,) Blend (sun, plan, hot) Uu /u/ Phonics Change sound (Mag/mug, net/nut, fin/fun, cop/cup blend (ruff, fast, jump) Uu /u/ Phonics - spelling (tub, at, us, on) Uu /u/ Phonics- spelling (sun, bus, hug) Readers Phonic Reader: Fun For Jud (keep to re-read on Day 3) Re-read Phonics Reader: Fun For Jud Decodable Reader: Fun for Bud (keep to re-read on Day 5) Decodable Reader Fun for Bud Unit 1 Proposed Assessment Plan Measure Frequency Assessor High frequency words weekly Classroom teacher Verbal retell weekly Classroom teacher Writing CBM biweekly ELL tutor
Kindergarten Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Measurement and Data Geometry Know number names and the count sequence. Introduce written number words zero, one, two…ten (students are not responsible for being able to read these words, but they should be introduced) Know digits and orally count to one hundred Count to tell the number of objects. number, zero, one, two…thirteen, fourteen…nineteen How many? count on Compare numbers. greater than, more, less than, fewer equal to, same amount as, compare Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. join, putting together, add, adding to, separate, subtract, taking apart, taking from, and same amount as, equal, less than, more than, total, count on Work with numbers 11–19 to gain foundations for place value. ones, number, leftovers (Know digits and recognize number words when spoken orally to twenty) Describe and compare measurable attributes. compare, attribute, length, weight, heavy(ier), light(er), long(er), big, small(er), more of, less of, tall(er), short(er) Classify objects and count the number of objects in categories. compare, sort, category, color words (blue, green, red, etc.), descriptive words (small, big, rough, smooth, bumpy, round, flat, etc.), more, less, same amount Identify and describe shapes. Square, circles, triangle, rectangles, hexagon, cubes, cones, cylinder, sphere, flat, solid, side, corner, angle, edge, face, Above, below, beside, in front of , behind, next to, same, different, straight lines, curved (curvy) lines Analyze, compare, create, and compose shapes. compare, compose, attributes, sides, vertices/corners, vertex, two-and same, different