zilongwang/ReadingBank huggingface dataset:
Pre-Talk What is the best way to learn? Are children spoiled today? What is your impression of millennials? Picture Talk What is happening in this picture? Which do you agree with and why? Do you think there will be a shift again? Article Highlights Sourced from Probably the most famous childhood story about Richard Branson is the time that his school headmaster predicted he'd either go to jail or become a millionaire. At age 66, Branson is worth $5 billion. He's been married to the same woman for 28 years, and is the father of two children and grandparent to three more. And, he spends a lot of time reflecting on how his childhood shaped him, and trying to advice parents on how to raise the next generation. His top advice? Parents should let their kids try things--and fail--over and over and over. "Too often adults keep kids safe, 'protecting' them from the hurt that's associated with failure. This is a big mistake," he wrote recently. "The more children are told they can't do something, the more they will lose their curiosity and determination. I am grateful to have had encouraging parents, who instead of blockading and trouncing my curiosity, allowed me to figure things out on my own accord." (Fun fact from that article: Apparently Branson's mother calls him "Ricky.") Recently, Inc.com asked author Simon Sinek for his take on raising kids, and he cited Branson's example for teaching kids be problem-solvers. Sinek said he also advocates for teaching kids independence and resilience; the best teachers I've found on these two points are former Stanford dean of freshmen Julie Lythcott-Haims, and former Navy SEAL commander Eric Greitens. All three of these really have to do with that single lesson that Branson keeps referring to however: raising kids who are brave enough to try new things, and if they fall short, to get back up and try something else. "Whether it is launching companies ... that fell flat on their face, making the wrong call on investments, or simply forgetting to return a call or send an email," he wrote recently, "I have
Pre-Talk Do you track data/results at work? Do you review the data from time to time? Is the data worth your time to review? Picture Talk Describe what is the above picture is trying to represent. Do you agree with the attitude represented above? Can we trust data that is presented out there in the world? Article Highlights Sourced from Trend analysis is the process of comparing business data over time to identify any consistent results or trends. You can then develop a strategy to respond to these trends in line with your business goals. Trend analysis helps you understand how your business has performed and predict where current business operations and practices will take you. Done well, it will give you ideas about how you might change things to move your business in the right direction. You can use trend analysis to help improve your business by: identifying areas where your business is performing well so you can duplicate success identifying areas where your business is underperforming providing evidence to inform your decision making. This guide explains how you can use historical data to analyze trends and improve your business. Developing a trend analysis system By monitoring your business's performance over an extended period of time, you can establish useful information on trends. You can then use this data to refine your business decisions and strategies. Set up an effective trend analysis system by: preparing for analysis - determine what performance data or results you are going to examine and compare applying a threshold - define the level at which a variation is worth noting. For example, a 10% increase or decrease in sales over a period of time should be investigated for causes. Use your discretion as you know your business best
teaching. Classroom teachers must understand and be equipped to meet the educational needs of their EAL learners. Schools should therefore consider the following: a whole-school approach to EAL programming and provision, including EAL policy development the development of a specialist EAL program the ways in which EAL needs in mainstream classrooms are met the professional learning (PL) needs of staff. A whole-school approach to EAL programming and provision Catering for the language and literacy development of EAL learners is a long-term, shared school community commitment. The most effective EAL provision involves a whole-school approach. This means that EAL learners and their families are acknowledged, consulted, included, and active participants in the school community. It also means: targeted EAL programs are provided for students with the greatest learning needs all teachers are aware of the learning needs of the EAL cohort strong EAL pedagogy is evident in classroom programs, planning, teaching and assessment practices teachers use the EAL Companion to the AusVELS (the Companion) as the basis for curriculum planning teachers use the EAL Developmental Continuum P-10 to broaden their understanding of the EAL standards in the Companion, to validate assessments of students’ progress and to design appropriate learning experiences principals use the EAL Achievement reports from the School Information Portal to review and monitor the progress of students against the EAL Developmental Continuum and to inform program planning EAL programs and provision are regularly reviewed to ensure they continue to meet EAL learners’ needs the , the , school policies and systemic practices document the school’s support for, and provision of, quality EAL programs. Framework for Improving Student Outcomes The Framework for Improving Student Outcomes (FISO) for Victorian government schools includes self-evaluation, review, planning, reporting and sharing exemplary practice across the system. Within FISO there are opportunities for documenting, setting goals and developing strategies for, and reviewing, EAL provision within the school. The School Strategic Plan (SSP) and the Annual Implementation Plan for Improving Student Outcomes (AIP) emphasise the importance of setting goals for improved student outcomes, and selecting key strategies to bring about improvement for all students. EAL learners follow a different pathway of English language learning from students for whom English is a first language. This EAL pathway is described in the EAL
Responsibilities of the ESL Contact Person The ESL Contact Person’s role is to serve as a vital link between the ESL Department, ESL teachers, and regular classroom teachers. The ESL Contact Person is also vital in the identification of potential ELLs at the school. The ESL Contact Person shares information regarding a student’s English language proficiency with classroom teachers. The ESL Contact Person has the following responsibilities: Ensuring that every student who reports a language other than English on his/her home language survey is referred to the ESL Department within 7 days of enrollment, using the NOMS Referral Form. A link to this form is included in the “Forms List and Links” section of this manual. Disseminating information (such as “Teacher Reports”) regarding a student’s language proficiency to the student’s regular classroom teachers if the student is identified as an English language learner and ensuring that the student’s purple (ESL) folder is filed in the cumulative folder. Disseminating information (parent letters) regarding a student’s language proficiency (test results) to the student’s family and organizing parent meetings for any parents that wish to refuse services.
RF1.3 Phonics and Sight Words RI1.1 Ask & answer questions RI1.2 Identify main topic/details L.1.6 Vocabulary-Acquire new words W.1.3 Write an opinion text. Week 2 1) Word Work: : Sight Word Twister or 2) 2 times: Teacher-directed, Guided Reading: Reading A-Z-. Discuss. ReadingA-Z 3) Vocabulary: Play Password with selected words from this & last week. All words with picture support should be posted. 4) Writing: 1. Class Collage of Clothes for Four Seasons- Divide a large paper or poster into 4 quarters, labeled with seasons. Students look in catalogs/magazines for examples of clothing for the season. Cut, glue and label each piece of clothing. 2.Opinion Writing-What is your favorite season? Write to tell why it is your favorite. Give details about what you like. Illustrate. Other notes For scaffolding: Language frames: - for every standard, this resource provides additional support to teachers for creating scaffolded activities.
RI1.2 Identify main topic/details L.1.6 Vocabulary-Acquire new words W.1.3 Write an opinion text. 2) 2 times: Teacher-directed, Guided Reading: ReadingA-Z Reading A-Z 3) Vocabulary: Play Hedbanz with animal cards. Player asks questions to find information about secret animal and then guess which one. 4) Writing: 2 times: 1. Make a Venn Diagram for Birds & Reptiles. 2. Make a Venn Diagram for Reptiles and Amphibians. 3. Complete the sentence and illustrate: My favorite animal classification is ______ because I like ___________. Other notes For scaffolding: Language frames: - for every standard, this resource provides additional support to teachers for creating scaffolded activities. Week 9:
levels comparable to their age. In the event the student is missing coursework the grade level placement should be no more than one grade level below his or her age group. Newly arrived limited English proficient students (including those entering 12th grade) should expect to take at least two years to complete all graduation requirements. Michigan Department of Education EL Common Entrance & Exit Criteria from the English Learner Program: Entrance Criteria: The WIDA screener (or a review of previous year’s WIDA) is required of any student who indicates a language other than English for either of the questions on the Home Language Survey. Results must be less than one year old. After administering the WIDA screener to determine eligibility, if a school district believes that a student does not qualify for an alternative language program (for example, the student has scored Reaching (level 6) on the screener and is not in Pre-K), the district may administer a district approved Reading and Math assessment. Exit Criteria: Students must have results from the annual spring WIDA assessment to be considered for Exit. Students must not be exited based on WIDA Screener results. Only the full WIDA results are used when determining exit eligibility. Students must score on the WIDA‐Access assessment either Bridging (level 5) or Reaching (level 6) to be considered for exit. Students must also demonstrate at or above grade level performance in Reading and Math on other State standardized tests. Monitoring Criteria: The EL teacher will place all formerly limited English proficient (FLEP) students on a monitoring list for four years following the student’s exit from EL services. During this time, the EL teacher will consult with general education teachers to make sure the student is performing at or above grade level in the classroom, as well as scoring proficient or partially proficient on the M-STEP or MME. At the elementary level, the areas monitored are Reading, Writing and Math and, at the secondary level, English and Math. Appropriate interventions must be provided if the student does not sustain academic progress. In some cases, the student may be placed back in the EL program. B. Federal Law There exists a substantial body of Federal law which established the rights of the LEP student and which defines the legal responsibilities of school districts serving these students. Administrators and school boards who are responsible for local policies and programs can turn for guidance and direction to this body of law. It includes the following:
ESL Lesson Plan Date: Subject: ESL Grade/Period: Teacher: Learning Objective: WIDA English Language Development Standards: SCHOOL: Communicate for social and instructional purposes within the school setting LANGUAGE ARTS: Communicate information, ideas and concepts necessary for academic success in the content area of Language Arts MATH: Communicate information, ideas and concepts necessary for academic success in the content area of Mathematics SCIENCE: Communicate information, ideas and concepts necessary for academic success in the content area of Science SOCIAL STUDIES: Communicate information, ideas and concepts necessary for academic success in the content area of Social Studies Anticipatory Set: Materials/ Tech: Input: Interaction: Application: Agenda: Skills: Differentiation: Vocabulary: Closure: Evaluation: Extension: Homework:
4) Fluency: Storm Warriors : Take turns reading/repeating Storm Warriors to a partner (Lesson 9) Fluency: Punctuation. Students will work in pairs to read a portion of the text Storm Warriors. Students will assess each other’s attention to punctuation as they read. Other notes For scaffolding: Language frames: - for every standard, this resource provides additional support to teachers for creating scaffolded activities. Grade 5 weeks 5-6 DAYS: WEEK 1
Students will work in a group to sort the spelling word cards for the unit into two categories. Students will create sentences using the spelling words that relate to the text. (The king’s subjects preferred not to pay taxes.) Using page 360 of Can’t You Make Them Behave, King George, students will hunt for words with a vcv pattern. Students will write sentences about the causes of the Revolution using the words that they find. Grades 5 weeks 5-6 DAYS: WEEK 2 How did the differences between England and the American colonists lead to the American Revolution? 1 2 3 4 5 Standards List Reading and Writing standards related to the texts, questions and tasks. Anchor Text Rereading for fluency practice, additional comprehension support or independent reading practice Writing Support (1090L) Students should read a variety of leveled texts on sports and team work. See resources below. Text Dependent Question Stems:
punctuation in the paragraph. Scaffold: Organize ideas in a Enrichment: Students will conduct brief research report on Sacagawea’s journey and create a ppt to share information. Grade 4 Weeks 5-6 Week 6 Essential Questions: How do people from different cultures contribute to American history? Standards WIDA 1, 2, & 5: SIL, LoLA, LoSS RL.4.5 explain major differences between poems, drama, and prose/refer to their structural elements L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking Read Aloud/Main Selection Text based comprehension Text based discussion Sacagawea Native American Nature Poetry (NP) What is the theme of a poem? What are the features of a poem? How are they different from a biography? How do the authors of the poems use figurative language? Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials (Whole/Small Group, Independent work) : Laura Ingalls Wilder John Wesley Powell Chief Washakie Writer from the Prairie
L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings L.4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases Anchor Text (Read Aloud) Text based comprehension Text based discussion (Whole and Small Group) Tuck Everlasting (770) Online Read Aloud- Suggestions for pacing the text: Week 1 chapters 1-8 Week 2 9-17 Week 3 18-25 and epilogue Text Structure Plot Compare and Contrast Fact and Opinion Author’s Word Choice Think Aloud/Model/Practice Setting: What descriptive words does the author use to describe Winnie’s home? The woods? How does the author reveal the time period? Why are the woods shaped like a wheel? Characters: What is Winnie’s life like? In what ways are you the same or different? Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials (Whole and Small Group) Reading A to Z Informational (nonfiction), 1,154 words, Level Q How did life change in Winnie’s time? Epic books about the Industrial Revolution
Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials (Whole/Small Group, Independent work) What was it like to live in the American West in the 1800s? Reading A to Z Biography (nonfiction), 1,344 words, Level V (Grade 4) Multilevel Book also available in levels S and Y How was life different in the 1800s? Reading A to Z Biography (nonfiction), 1,457 words, Level U (Grade 4) Vocabulary Drawn from the texts Tier 2 Lesson 23 prefixes pre-inter- ex- Lesson 24 suffixes -ed, -ly Foundational Skills Phonemic Awareness Concepts of Print Fluency Word Work Phonics and high frequency words Follow the daily Phonics and Fluency sequence of activities Lesson 23 More VCCV Lesson 24 VCCCV pattern Language/ Syntax Spelling and Grammar Follow the daily Grammar and Spelling sequence of activities: Lesson 23 More VCCV Punctuation Lesson 24 VCCCV pattern (hundred) Commas
Writing Support Building Knowledge Leveled readers Paired Text Supplemental Materials (Whole/Small Group, and Independent work) All students experience all texts and resources regardless of level RL.5.1; RL.5.2; RL.5.3; RL.5.4; RL.5.5; RL.5.6 Journeys Resources NP Other Resources Readworks.org 1220L 440L 620L RAZ: 770L This is a longer text that teachers may use as the anchor text for week two or chose portions of the text to read for building knowledge. 890L Vocabulary Drawn from the texts Teacher should choose Tier 2 vocabulary related to the supplemental resources. Language/ Syntax Spelling and Grammar Follow the daily Grammar and Spelling sequence of activities- L.5.2d Grammar: Proper Mechanics in Writing Titles pp 272-275 Spelling: words from other languages RF.5.3a Writing Response to text Writing Process Culminating task Choose one of the following based on the proficiency level of students W.5.2
Teacher Student I do it Modeled Instruction Provides direct instruction Establishes goals and purpose Models the expectation Think aloud Actively listens Takes notes Asks for clarification We do it Guided Instruction / Guided Practice Interactive instruction Works with students Checks, prompts, clues Provides additional modeling Meets with needs-based groups Asks and responds to questions Works with teacher and classmates Completes process alongside others They do it together Collaborative Practice Provides feedback Moves among groups Clarifies confusion Provides support Works with classmates, shares outcome Collaborates on authentic task Consolidates learning Completes process in small group Looks to peers for clarification You do it Independently Independent Practice Provides feedback Evaluates progress toward the learning expectation Works alone Relies on notes, activities, classroom learning to complete assignment Takes full responsibility for outcome Week 9:
Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials (Whole/Small Group, Independent work) All students experience all texts and resources regardless of level Lexile Level: 730L Domain: Civics & Government Text Type: Informational Vocabulary Drawn from the texts bar graph, duty, right, protection, executive, judicial, legislative, branch (of government) Foundational Skills Phonemic Awareness Concepts of Print Fluency Word Work Phonics and high frequency words Decoding/Encoding Follow the daily Phonics and Fluency sequence of activities Language/ Syntax Spelling and Grammar Follow the daily Grammar and Spelling sequence of activities: Writing Response to text Culminating task Aligned with the EQ and topic See Week 1 writing prompts Additional Topics: p. T121 Research and Media Literacy: Investigate and Report on state government or on one branch of the Federal Government. ESL Supplemental Work Station and Gradual Release Template Grade 4 Q4 Weeks 2-3
Writing Response to text Writing Process Culminating task Aligned with topic for the week Graphic Organizers Venn Diagram- Question #1 Main Idea and Details Web- Questions #3 Choose one of the following based on the type of writing to be highlighted: Describe the fossils found by Mary and Jared. What did these fossils tell scientists about life long ago? How did woolly mammoth fossils provide information about the animal? What evidence supports the idea that Mary Anning was an expert fossil finder? Provide details to support this idea. Based on what you have read in the text, why are fossils important? Why is the work of fossil finders valuable? Week 2 Grades 5 weeks 5-6 DAYS: WEEK 2 Essential Question: How do scientists use fossils to learn about life long ago? 1 2 3 4 5 Anchor Text Rereading for fluency practice, additional comprehension support or independent reading practice Writing Support Optional →→ - This is a teacher read aloud that can be used during this week as independent reread. T106 and T107 ***Hyperlink connects to Journeys Teacher’s Edition. Teachers must scroll to the story.
/ Other notes For scaffolding: Language frames: - for every standard, this resource provides additional support to teachers for creating scaffolded activities. Gradual Release of Responsibility Example Behaviors Teacher Student I do it Modeled Instruction Provides direct instruction Establishes goals and purpose Models the expectation Think aloud Actively listens Takes notes Asks for clarification
Sotomayor, Yesenia Thomas, Megan B208 Thompson, Lindsey Caron, Melissa B117 Voorhis, Ashley B118 Watrous, Nicholas J C104 Weber, Gina B122 Whiskeyman, Regina Wilson, Carrie Wilson, Danita Main Wilson, Elizabeth B215 Winakor, Erica B218 Zitney, Sarah B119 Zyjeski, Karen B206
3 Do you operate a global platform 24/7 for the submission of medical claims? 1 Confirm (Pass) / Cannot confirm (Fail) Attestation required 4 Do you operate a global telephone service 24/7 for the EAP Insurance 1 Information Only 5 Will the server(s) containing ESM data be located outside the 19 countries belonging to the euro area? No Yes: In which country(ies)? 1,2 Information Only 6 Is the entity contracting with the ESM (“Contracting Entity”) registered outside the 19 countries belonging to the euro area? No Yes: In which country? 1,2 Information Only 7 Is any entity directly or indirectly controlling the Contracting Entity (e.g. a parent company) registered outside the 19 countries belonging to the euro area? No Yes: In which country(ies)? 1,2 Information Only 8 Is any other entity with access to ESM data (e.g. a subcontractor providing the IT infrastructure/servers) registered outside the 19 countries belonging to the euro area? No Yes: In which country(ies)? 1,2 Information Only 9 Is the ESM data going to be encrypted and who will have access to the encryption key? No encryption Encryption yes; the Candidate will have access to the encryption key; 1,2 Information Only
October Students of the Month Self-Control Colton Maupin, Jon Smock, Haley Blanchard, Cadance Hughes, Dalton Maupin, Clayton Davis, Chase McClain Veterans Day We will have a Veterans Day programs at the elementary on Nov. 10 at 8:30. We will start with a flag-raising ceremony followed by an assembly in the library. All area veterans are invited to attend. We will also display photos of veterans, please bring photos to the office so that they can be copied and displayed. Parent/Teacher Conferences Thank you to all who attended parent teacher conferences. We appreciate the time you spend helping your child achieve their very best. 1st QUARTER HONOR ROLL High Honor Roll 6th Grade Rileigh Brown Lorelai Stinnett Reece Walker Clayton Davis Natasha Abrams Ryan Allen Kaitlyn O'Riley Parker Prettyman Skyler Chesnut John Fuhrman Malakai Maize Kaden Doolin 5th Grade Paige Hanson Courtney Woods Dalton Maupin Jackson Culp Trinity Olson Preston Jenkins Dillon Russell 4th Grade Tayen Booher Mackenzie Diggs Amber Herr Olivia Leeper Lincoln Nielson Dylan Walker Regular Honor Roll 6th Grade Joseph McClain Alex Sportsman Gage Johnson 5th Grade Donovan Bammer Parker Clement 4th Grade Charlea Johnson Dakota Patterson Talan Sowell Paxton Prettyman THANKS Many thanks to all who made our first Grandparents/Special Friends Tea a tremendous success. It was amazing to see so many special friends visiting with the students. It was truly a great event – thanks for making it so special. Halloween fun wouldn’t be the same without a hot dog roast for lunch! Thanks to Rosalie, Darla, April and Cliff for making this memorable event a success. Thanks to all the parents who helped with the class parties and activities – even though it was cold -it was a GREAT Halloween Day at Nodaway-Holt Elementary School. There were many pictures taken to capture these special events. We will soon have some them printed so, stop by the school and look through our photo album in the office. Trivia Night Trivia Night & Silent Auction… The Nodaway-Holt Elementary Faculty and Staff hope that you will save Saturday, November 11 for our annual Trivia Night. We have decided to continue
Cancel Train Demand and observe Level crossing ceases to operate and traffic lights resume normal operation Relay sequence to be observed “TDR” energises then “TLR” de-energises, then “XR” energises Y / N Y / N 2.3 Functional Test 3 Manual operation of Level Crossing RA/ARTC Turn the “Manual Operation switch “ON” and observe “TDR” de-energised and “XR” de-energised Level crossing operates immediately Traffic lights proceed through the Train Demand Phase and Clearance Phase Cancel Train demand and observe Level crossing ceases to operate and traffic lights resume normal operation Relay sequence to be observed “TDR” energises then “TLR” de-energises, then “XR” energises Y / N Y / N Y / N Y / N Y / N 3 Fault Test Scenarios 3.1 TDR false indication Inputs off Inputs on RA/ARTC TDR links open on NC and NO contacts Traffic Lights go into train demand phase Reinstate links TDR links closed on NC and NO contacts Traffic Lights go into train demand phase Reinstate links Y / N Y / N Y / N Y / N Y / N Y / N 3.2 Lights false indication Inputs off Inputs on RA/ARTC XE links open on NC and NO contacts Traffic Lights go into train demand phase Reinstate links XE links closed and false feed on NC and NO contacts De- energise TDR Traffic Lights go into train demand phase Reinstate TDR Y / N Y / N Y / N Y / N Y / N Y / N Y / N 3.3 Traffic Light Relay (TLR) false indication Inputs off Inputs on RA/ARTC Remove N12 to TLR De-energise TDR Level crossing operate as per normal Reinstate TDR Check 1 sec delay between TDR energises and then XR energises False feed TLR De-energise TDR Level crossing operate as per normal Y / N Y / N Y / N Y / N Y / N Y / N Y / N Y / N
4th Language Acquisition/ Language Arts 1. English Language Proficiency Frameworks 2. English Language Arts Hampton-Brown: *Avenues (Level E) * Avenues Leveled Readers * English at Your Command, Encore Edition and Early Elementary level * Reading Basics 3rd-5th HM: ESOL kit Pearson: Words Their Way: Word Study in Action with English Learners National Geographic: Science and Literacy *Oxford Picture Dictionary for the Content Areas *Steps to Achieve (Intervention for all students) *Reading A-Z (Rdg A-Z Kids, Writing A-Z, Vocabulary A-Z, A-Z Learning) *Newcomer Phonics Rigby: On Our Way to English Newcomer’s program 5th Language Acquisition/ Language Arts 1. English Language Proficiency Frameworks 2. English Language Arts Hampton-Brown: *Avenues (Level F) *Avenues Leveled Readers * English at Your Command, Encore Edition and Early Elementary level * Reading Basics 3rd-5th HM: ESOL kit Pearson: Words Their Way: Word Study in Action with English Learners National Geographic: Science and Literacy *Steps to Achieve (Intervention for all students) *Reading A-Z (Rdg A-Z Kids, Writing A-Z, Vocabulary A-Z, A-Z Learning) *Oxford Picture Dictionary for the Content Areas *Newcomer Phonics Rigby: On Our Way to English Newcomer’s program UPDATE 09/24/10: Items marked through were not ordered due to funding limitations and/or adoption by district of other programs shortly after the ESOL adoption process (i.e., Waterford/SucessMaker).
ESL Lesson Plan Writing WIDA Objectives Resource for MPIs Model Performance Indicators (MPIs) Language Functions Bloom’s Taxonomy / Action Verbs Topic/Genre in LoSC, LoLA, LoMA, LoSc, LoSS Support Sensory/Graphic/Interactive WIDA Objective(s) = “I Can” + MPIs Revised Bloom’s Taxonomy – Action Verbs Cognitive Function REMEMBERING Can the student recall or remember the information? UNDERSTANDING Can the student explain ideas or concepts? APPLYING Can the student use the information in a new way? ANALYZING Can the stud. distinguish between the different parts? EVALUATING Can the student justify a stand or decision? CREATING Can the stud. create new product or point of view? Action VERBS Tell, List, Describe, Relate, Locate, Write, Find, State, Name, Identify, Label, Recall, Define, Recognize, Match, Reproduce, Memorize, Draw, Select, Write, Recite, Repeat Explain, Identify, Interpret, Outline, Discuss, Select, Distinguish, Predict, Restate, Translate, Compare, Describe, Relate, Generalize, Summarize, Put into your own words, Paraphrase, Convert, Classify, Demonstrate, Visualize, Find out more information about Solve, Show, Use, Illustrate, Construct Complete, Examine Classify, Choose, Interpret, Make, Put together, Change, Apply, Produce, Translate, Calculate, Manipulate, Modify, put into practice, Solve, Write Analyze, Distinguish, Examine, Compare Contrast, Investigate Categorize, Identify Explain, Separate Advertise, Take apart Differentiate, Subdivide, deduce, Criticize, Experiment Judge, Select, Choose, Decide, Justify, Debate, Verify, Argue, Recommend, Assess, Discuss, Rate, Prioritize, Determine, Critique, Evaluate, Criticize, Weigh, Value, Estimate, Defend, Support Create, Invent, Compose, Predict Plan, Construct Design, Imagine Propose, Devise Formulate, Combine, Hypothesize Originate, Add to, Forecast, Write Examples of Sensory, Graphic, and Interactive Supports Sensory Supports Graphic Supports Interactive Supports Real-life objects (realia) Manipulatives Pictures & Photographs Illustrations/diagrams/drawings Magazines & newspapers Physical activities Videos & Films Broadcasts Models & figures Charts Graphic Organizers Tables Graphs Timelines Number Lines In pairs or partners In triads or small groups In a whole group Using cooperative group structures With the Internet (websites) or software programs In the native language (L1) With mentors
Language Arts World Studies Science Current Events & Reading Online Biographies, autobiographies, and literature anthologies Ancient civilizations (including: Egypt, Greece, Rome, China, India) U.S. History Ecosystems and animal kingdoms (including: adaptation, natural selection, predator/prey relationships and food webs) Suggestions for Fiction TITLE AUTHOR The 18th Emergency Bridge to Terabithia Daphne’s Book Journey to Jo’burg Maniac Magee Music of Dolphins My Side of the Mountain On My Honor So Far from the Bamboo Grove Toothpaste Millionaire Tuck Everlasting Words by Heart The Black Cauldron The Forgotten Door Mr. Tucket Search for the Shadowman The Wanderer Where the Red Fern Grows A Wrinkle In Time Among the Hidden Crash The Fear Place Going Home Holes Mrs. Frisby and the Rats of NIMH Planet of Junior Brown Taking Sides Banner in the Sky Belle Prater’s Boy The Ear, the Eye, and the Arm Esperanza Rising Max and Me and the Time Machine Ruby Holler Betsy Byars Katherine Paterson Mary Downing Hahn Beverley Naidoo Jerry Spinelli Karen Hesse Jean Craighead George Marion Dane Bauer Yoko Kawashima Watkins Jean Merrill Natalie Babbit Ouida Sebestyen Lloyd Alexander Alexander Key Gary Paulsen Joan Lowery Nixon Sharon Creech Wilson Rawls Madeleine L’Engle Margaret Peterson Haddix Jerry Spinelli Phyllis Reynolds Naylor Nicholasa Mohr Louis Sachar Robert C. O’Brien Virginia Hamilton Gary Soto James Ramsey Ullman Ruth White Nancy Farmer Pam Munoz Ryan Gery Greer Sharon Creech
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Learners progress systematically through predictable stages in their interlanguage development, although progress occurs at different rates for different people. Understand that second language learning is a lengthy process in which what is taught is not always what is immediately learned or produced. Identify and respond to features of learners’ language production and comprehension that are associated with the different stages of language development: In the silent stage, provide simple language for learners to listen to and process, without requiring or expecting too much language production. In the early production stage, give students the opportunity to use and respond to the small set of concrete vocabulary they have developed (@1,000 words), through the use of simple yes/no, choice, and who/what/where questions. In the speech emergence stage, engage students in communicative tasks using the short phrases and sentences they can construct from their growing vocabulary (@3,000 words). In the intermediate language proficiency stage, encourage learners to elaborate their language through expressing more complex and abstract ideas, opinions, and language functions. In the advanced language proficiency stage, enable learners to develop and use specialized content-area vocabulary and language functions that prepare them for spoken and written communication in social, academic, and professional contexts. Monitor patterns in ESOL language errors and design instructional activities that encourage progression to the next developmental stage. Recognize that making mistakes is often a necessary sign of progress, as the ESOL learner
Current English language level You will need to provide evidence that your current English language level is at CEFR B1 eg IELTS 4.0 in all skills. Have you taken any English language test? YES NO If Yes, please provide evidence with your application. Pre-sessional English for Academic Purposes You should join this course if you already have a minimum of IELTS 5.0 or equivalent and you need to improve your language level to join your degree. Course dates You start the Summer course in July or August if your degree starts in September or October. You start the Autumn course in October or November if your degree starts in January or February. This is an intensive course. You study for five or ten weeks depending on how much you need to improve your IELTS score. Please see the table below. Using your current IELTS score, select your start date by ticking [] the appropriate box. Current IELTS score IELTS required by your degree Recommended length of study Autumn course – dates Summer course – dates 5.0 (minimum of 4.5 in all skills) 6.0 10 weeks October - December July - September 5.5 (minimum of 5.0 in all skills) 6.0 5 weeks November - December August - September 5.5 (minimum of 4.5 in all skills) 6.5 10 weeks October - December July - September 6.0 (minimum of 5.0 in all skills) 6.5 5 weeks November - December August - September 6.0 (minimum of 4.5 in all skills) 7.0 10 weeks October - December July - September 6.5 (minimum of 5.0 in all skills) 7.0 5 weeks November - December August - September
Mark an X on the map as a beginning point and ask students to provide directions to a specific location: Can you tell me how to get to _______? Have students use some of the learned targeted phrases to demonstrate how to give directions (turn left; turn right; go ___ blocks; next to; between; across from; etc. Have students pair off and practice asking/giving directions from one place to another using the map. Once the students have had time to practice, ask each pair to come to the front of the class and take turns sharing how to get from one location to another. Conversational Tic Tac Toe Type of Activity: speaking and listening Materials: tic-tac-toe grid and nine conversation questions Procedure: Draw a tic-tac-toe grid on the board. Write the numbers 1 through 9 on the grid. Each square has one number in it. Then, on a piece of paper write nine easy conversation questions such as: What’s your hobby? What time is it? What is your native country? What is your favorite food? Number the questions one through nine. Each question corresponds to one square on the tic tac toe grid. Divide the class into two teams, team x and team o. The students choose which square on the tic tac toe grid they want to try to get. When they choose a number, ask them the corresponding question. The team gets the x or o on that square if they answer the question with no pronunciation or grammar errors. See which team gets tic-tac-toe first. Telephone Game Type of Activity: listening Procedure: With the telephone game, the teacher takes advantage of students’ cell phones to execute the game. Write down numbers from 0 to 9. Write words with confusing sounds alongside each number as shown in the example below: Sat 6. Think
Date: 22 October 2015 ESMA/2015/1596 Standard form for the notification of Home Member State 1.* Issuer Name: 1.bis. Formerly known as: 2.* Registered office: 3. LEI: 3.bis National company register number: 4.* Home Member State: 5.* Triggering event: Issuer of shares admitted to trading article 2(1)(i)(i) Issuer of debt securities denominated less than EUR 1,000 admitted to trading article 2(1)(i)(i) Issuer of other securities article 2(1)(i)(ii) Change of home Member State article 2(1)(i)(iii) 6.* Member State(s) where the issuer's securities are admitted to trading: Shares Debt securities < 1000€ Other securities Austria Belgium Bulgaria Croatia Cyprus Czech Republic Denmark Estonia Finland France Germany Greece
the closed end- type. vii Only securities admitted to trading on regulated markets shall be taken into account. viii Information required in case the issuer chooses a new home Member State pursuant to article 2(1)(i)(iii). Ix According to article 2(1)(i), second subparagraph of Directive 2004/109/EC. x In case of a choice of home Member State pursuant to article 2(1)(i)(ii) of Directive 2004/109/EC. xi Please provide any relevant additional information.
Agricultural (CIA) Appliance Harvesting Removal and disabling or recycling of working refrigerators, freezers, and room A/Cs Residential Non-Residential Custom Efficiency Building and process improvement projects that require custom engineering analysis CIA Non-Residential Space Cooling (Non-Heat Pumps) Incentive programs for purchase and installation of energy efficient chillers, rooftop units and other DX equipment. CIA Non-Residential Building Energy Audits / Analysis Energy audits and analysis of commercial or institutional facilities CIA Food Service Incentives and technical assistance for commercial cooking and other food preparation equipment CIA Non-Residential Heat Pumps Incentive programs for purchase and installation of air source, ground source, and water source heat pumps CIA Non-Residential Space Heating (Non-Heat Pumps) Incentive programs for purchase and installation of energy efficient boilers and furnaces. Includes boiler tune-ups and boiler add-ons such as turbulators, stack dampers, modulating burners, O2 trim, etc. CIA Non-Residential Lighting Incentive programs for purchase and installation of energy efficient lighting. CIA Non-Residential Load Management Programs that are primarily intended to shift the timing of commercial energy usage to off-peak periods and achieve kW savings rather than kWh savings. Includes air-conditioner cycling, off-peak water heating and load control rates. CIA Non-Residential Refrigeration Incentive programs for purchase and installation of efficient refrigeration equipment CIA Compressed Air Compressed air system studies and incentives CIA Non-Residential Computer Efficiency and Plug Loads Computer power management tools, manufacturer incentives, customer incentives for energy efficient computers and peripherals CIA Consumer Electronics / Plug Loads Incentive programs for purchase of energy efficient computers, televisions, and other consumer electronics; installation of smart power strips, adjustment of computer power management settings, other activities related to plug loads Residential
reachedviii: A: Voting rights attached to shares Class/type of shares ISIN code (if Number of voting rightsix % of voting rights Direct (Art 9 of Directive 2004/109/EC) Indirect (Art 10 of Directive 2004/109/EC) Direct (Art 9 of Directive 2004/109/EC) Indirect (Art 10 of Directive 2004/109/EC) SUBTOTAL A B 1: Financial Instruments according to Art. 13(1)(a) of Directive 2004/109/EC Type of financial instrument Expiration datex Exercise/ Conversion Periodxi Number of voting rights that may be acquired if the instrument is converted. % of voting rights SUBTOTAL B.1 B 2: Financial Instruments with similar economic effect according to Art. 13(1)(b) of Directive 2004/109/EC Type of financial instrument Expiration datex Exercise/ Conversion Period xi Physical or cash settlementxii Number of voting rights % of voting rights SUBTOTAL B.2
Date: 22 October 2015 ESMA/2015/1596 Standard form for the notification of Home Member State 1.* Issuer Name: 1.bis. Formerly known as: 2.* Registered office: 3. LEI: 3.bis National company register number: 4.* Home Member State: 5.* Triggering event: Issuer of shares admitted to trading article 2(1)(i)(i) Issuer of debt securities denominated less than EUR 1,000 admitted to trading article 2(1)(i)(i) Issuer of other securities article 2(1)(i)(ii) Change of home Member State article 2(1)(i)(iii) 6.* Member State(s) where the issuer's securities are admitted to trading: Shares Debt securities < 1000€ Other securities Austria Belgium Bulgaria Croatia Cyprus Czech Republic Denmark Estonia Finland France Germany Greece
SECTION 1 – IDENTIFICATION NAME CONTACT ADDRESS CONTACT DETAILS Telephone: E-mail address: NATIONALITY Self: Of firm (if applicable): CURRENT POSITION HELD SECTION 2 – CRITERIA TYPE OF BACKGROUND (You may indicate more than one category in the column to the right) Financial market participants / financial services intermediaries / financial consumers representatives Academics Criterion 1 A minimum of 10 years of relevant experience in the financial services sector and/or research related to financial stability and risk monitoring. YES NO Criterion 2 Available to participate in meetings at least twice a year. YES NO
SECTION 1 – IDENTIFICATION NAME CONTACT ADDRESS CONTACT DETAILS Telephone: E-mail address: NATIONALITY Applicant Of firm/organisation (if applicable): CURRENT POSITION HELD SECTION 2 – CRITERIA TYPE OF BACKGROUND Financial reporting A minimum of 10 years’ relevant professional experience in the financial reporting activities will be required for the accountants and auditors. YES NO Corporate reporting A minimum of 7 years’ experience relevant to the corporate reporting field will be required for the stakeholders from the other categories. YES NO Users of financial information A minimum of 7 years relevant experience related to financial and corporate reporting will be required. YES NO Issuers of securities
<ESMA_QUESTION_MMFST_17> TYPE YOUR TEXT HERE <ESMA_QUESTION_MMFST_17> : Do you consider that the parameters used for the 2018 EBA scenario cover all the needed for the purpose of the MMF scenario on interest rates and exchange rates, and the scenario on hypothetical widening or narrowing of spreads among indices to which interest rates of portfolio securities are tied? If not, which parameters should be added? <ESMA_QUESTION_MMFST_18> TYPE YOUR TEXT HERE <ESMA_QUESTION_MMFST_18> : Do you have views on which factors are relevant for the determination/calibration of shocks? <ESMA_QUESTION_MMFST_19> TYPE YOUR TEXT HERE <ESMA_QUESTION_MMFST_19> : Do you agree with the proposed approaches: a self-assessment on the maximum size of outflows the fund can face without distorting portfolio allocation; a comparison of stressed outflows with available weekly liquid assets? <ESMA_QUESTION_MMFST_20> TYPE YOUR TEXT HERE <ESMA_QUESTION_MMFST_20> : Reverse stress test: do you have views on how to assess the capacity to comply with the weekly liquid assets requirements specified in Article 24(1)? <ESMA_QUESTION_MMFST_21> TYPE YOUR TEXT HERE <ESMA_QUESTION_MMFST_21> : Do you think there should be differentiated outflows assumptions for retail and investors (e.g. higher outflows from institutional investors). <ESMA_QUESTION_MMFST_22> TYPE YOUR TEXT HERE <ESMA_QUESTION_MMFST_22> : Do you have views on the weights that should be attributed to weekly liquid assets? <ESMA_QUESTION_MMFST_23> TYPE YOUR TEXT HERE <ESMA_QUESTION_MMFST_23> : Do you agree with the additional stress test scenario simulating outflows from the two main investors?
loss and ultimately recover (or newly develop) native proficiency in the language (Wiley, 1996). Listening, speaking, reading, and writing (where applicable) skills must form a defined component of the program, and many aspects of the home culture of the heritage language students must also be included. An immersion method is a recommended approach for developing fluency. Instruction is most effective when it is community commitment starting in the home, reaching through childcare, presc secondary schools, and the university (Wang X. e., 1996). When ELs heritage language BMEP, they must also be provided one hour of ELD/E English language arts instruction. Note: See program model description on next page. Bilingual Multicultural Education Program Models and Model DUAL LANGUAGE IMMERSION MAINTENANCE ENRICHMENT* H Purpose To develop high academic achievement in two languages; its focus is additive bilingual and biliterate proficiency and cross-cultural skills, NMAC 6.32.2.12 (D)(1) To develop and maintain proficiency and literacy in the primary or home language while developing a student’s literacy and oral skills in English, NMAC 6.32.2.12 (D)(4) To further develop the home language of fully English proficient students and to teach the cultures of the state, NMAC 6.32.2.12 (D)(2) To support and revitalize a student’s native language and culture through oral and/or written language instruction, NMAC 6.32.2.12 (D)(3) To gradually transition students from home language instruction to an all-English curriculum, NMAC 6.32.2.12 (D)(5) Student Membership EL students RFEP IFEP EL students only RFEP IFEP EL students RFEP IFEP EL students only
Hours: 24 hours a day, 7 days a week http://www.casdsm.on.ca/default.aspx Espanola Police Department 705-869-3251 Hours: 24 hours a day, 7 days a week http://www.espanola.ca/index.php/policeservices Kids Help Phone 1-800-668-6868 Hours: 24 hours a day, 7 days a week http://www.kidshelpphone.ca/teens/home/splash.aspx Seniors Safety Line 1-866-299-1011 Hours: 24 hours a day, 7 days a week http://www.onpea.org/seniorsafetyline/index.html ADDICTIONS- http://dpnoc.ca/canadian-resources/ontario/ Outpatient Addictions and Gambling Services 705-869-1564 (Central Intake and Referral: 705-523-4988 ext. 4221) Hours: 24 hours a day, 7 days a week http://search.211north.ca/record/CIR0511 Narcotics Alcoholic’s Anonymous 705-869-6206 Hours: 24 hours a day, 7 days a week http://www.d19area86.ca/ontariomeetinglist/organization/Espanola/ Iris Addiction Recovery for Women http://www.irisaddiction.ca/main.asp?action=who.htm AnishnabieNaadmaagiGamig Substance Abuse Treatment Centre P.O. Box 568 Blind River ON P0R 1B0 Contact: Janice Thibodeau – Executive Director Telephone: (705) 356-1681(705) 356-1681; Fax: (705) 356-1684 Robins Hill After Care Services (Women’s After Care) – Bilingual services Northern Regional Recovery Continuum 260 Oak Street Sudbury ON P3C 1M9