zilongwang/ReadingBank huggingface dataset:
Agenda/Outcomes What How Who is Responsible Introductions/Purpose for the Conference Teacher Review Second Quarter Progress Discuss Clarify Teacher Review Identify Individual Learning Plan for School & Home – Make changes as indicated by data. CORE Instruction Support K-3 or Intervention Support Home Support Possible Retention & Summer Program Participation Review Clarify Agree Teacher and Parent Review (if applicable) 504 Plan IEP ILLP DLP(Gifted) KSIT Plan Review Discuss Clarify Teacher and Parent Progress Monitoring Review Discuss Clarify Teacher Confirm continued at-risk status and review intervention plan and progress. Review Clarify Teacher Determine Next Meeting Date Discuss Agree Teacher and Parent
Fourth Hundred Group 13 body music color stand sun questions fish area mark dog horse birds problem complete room knew since ever piece told usually didn’t friends easy heard Group 14 order red door sure become top ship across today during short better best however low hours black products happened whole measure remember early waves reached Group 15 listen wind rock space covered fast several hold himself toward five step morning passed vowel true hundred against pattern numeral table north slowly money map Group 16 farm pulled draw voice seen cold cried plan notice south sing war ground fall king town I’ll unit figure certain field travel wood fire up on Fifth Hundred
Group 17 done English road half ten fly gave box finally wait correct oh quickly person became shown minutes strong verb stars front feel fact inches street Group 18 decided contain course surface produce building ocean class note nothing rest carefully scientists inside wheels stay green known island week less machine base ago stood Group 19 plane system behind ran round boat game force brought understand warm common bring explain dry though language shape deep thousands yes clear equation yet government Group 20 filled heat full hot check object am rule among noun power cannot able six size dark ball material special heavy fine pair circle Include built Sixth Hundred Group 21 Group 22 Group 23 Group 24
Students in Rodney’s class make fun of him, because he can’t pronounce his name properly; but it is his speech problem that helps to punish the class bully. Lionni: Swimmy c1991 fish stories A small black fish, finds a way to protect a school of small red fish from their natural enemies. McKinley: One Smile c2002 kindness While walking through the park with her mother, a child smiles at a discouraged stranger and sets off a chain of events that spreads kindness and comes full circle. Numeroff: Beatrice Doesn't Want To c2004 realistic fiction, humor Beatrice Doesn't Like to Read, but a librarian changes her attitude during a story session in this humorous, well illustrated book. Prelutsky: Me I Am c2007 poetry A book of poem for children celebrating being an individual. Rathmann: Ruby the Copycat c1991 school, fiction Ruby wants to fit in on her first day at school, so she begins to copy her classmate Angela; but then Ruby's teacher shows her how much fun it is to just be herself. Shannon: A Bad Case of Stripes c1998 individuality, fiction A girl who is always concerned about what others think of her wakes up one day to discover she is covered with stripes. Independent Reading Capucilli: Biscuit series dog stories Biscuit, the adorable little tan puppy, has many adventures. Gelman: More Spaghetti I Say c1993 stories in rhyme, humor Minnie the monkey is too busy eating spaghett all day, in all ways to play with her friend Freddie. Johnson: Alphabet City c1995 alphabet Photographs of objects in an urban setting present the letters of the alphabet.
Standard: MU:Cr1.1.5b Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes. Enduring Understanding The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Essential Question How do musicians generate creative ideas? Knowledge: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students) Structure Melodies Chords Rhythms Motives Tonalities Asymmetric meter (5/8, 7/8) Changing meter Context Social Historical Political Influence Evaluation Criteria Students will compose music using a variety of rhythms, melodies, and tonalities, and various meters. Skills: (as employed in various cultures and in a manner that fits the cognitive and physical developmental abilities of students) Performing Perform pre-written musical ideas. Students perform harmonic accompaniments using Orff instruments and/or boomwhackers. Students perform choreographed dances in asymmetric meters. Creating Create music combining various rhythms, melodies, and including various tonalities and meters. Aural & Notational Skills Notate simple rhythms and melodies, within a specified meter and tonality. Evaluating Students will perform pre-written music using a variety of rhythms, melodies, and tonalities, and various meters. Vocabulary Meter Chord Melody Tonality Asymmetric Meter Plan and Make Organize and develop artistic ideas and work Standard: MU:Cr2.1.5a Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context. Enduring Understanding Musicians’ creative choices are influenced by their expertise, context, and expressive intent. Essential Question How do musicians make creative decisions? Knowledge: (as employed in various cultures and in a manner that Skills: (as employed in various cultures and in a manner that fits the
Malware: The broad term to describe any malicious software designed by hackers. Malware includes viruses, worms, spyware, trojans, keyloggers, zombie programs and any other software that seeks to do one of four things: vandalize your computer in some way; steal your private information; take remote control of your computer (zombie your computer) for other ends; or manipulate you into purchasing something. Microcontroller: A compact integrated circuit which is dedicated to perform one task and execute one specific application. A typical microcontroller includes a processor, memory and input/output peripherals on a single chip. Multimedia: Digital products that integrate interactive text, images, sound and color. Multimedia can be anything from a simple PowerPoint slide show to a complex interactive simulation. Network: A collection of computers that are linked together for the purpose of sharing information. Podcast: A media file that is distributed over the Internet using syndication feeds, for playback on portable media players and personal computers. Pop-ups: A secondary web browser window of varying size, often containing a form of advertising, which opens outside of the primary web browser window. Social Media: The broad term for any online tool that enables users to interact with thousands of other users (e.g., Facebook, Twitter, LinkedIn, Google+, Instagram, Pinterest, Snapchat, Tumblr and Reddit). Virtual Field Trip: A guided exploration through the World Wide Web that organizes a collection of thematically based web pages into a structured online learning experience. Virus: A piece of programming code inserted into other programming to cause damage. Viruses can be sent in many forms but are often transmitted via email messages that, when opened, may erase data or cause damage to your hard disk. Some viruses are able to enter your email system and send themselves to other people in your list of contacts. References
Count off one preparatory measure before you begin playing. Perform with a steady beat. Perform each note and rest accurately according to the tempo of your choice. The director has given you one minute to view the selection before performing. Assessment Rubric Pit Orchestra Audition 4 points 3 points 2 points 1 point No Score Performing The student meets all four of the following requirements, thereby demonstrating a thorough understanding of pitch, rhythm, and tempo: States the chosen tempo and counts off one preparatory measure. Performs each note with the correct pitch. Performs each note and rest with its correct rhythmic value. Performs with a steady beat. The student meets three of the four requirements listed at left, demonstrating an adequate understanding of pitch, rhythm, and tempo. The student shows meets two of the four requirements listed at left, demonstrating a partial understanding of pitch, rhythm, and tempo. The student meets one of the four requirements listed at left, demonstrating a minimal understanding of pitch, rhythm, and tempo. The student meets none of the requirements listed at left, no understanding of pitch, rhythm, and tempo. Scoring Page Student’s Name/ID# _____________________________________________ Grade Level _________ (circle number) Performing Score 4 3 2 1 NS Notes
Festival Time Ensemble 4 points 3 points 2 points 1 point No Score Performing The student shows a thorough understanding of performance skills by meeting all four of the following requirements: Introduces him/herself, the title of piece, and the composer. Demonstrates appropriate performance skills with the voice or instrument of choice. Performs the correct notation. Performs the notated expressive elements. The student shows an adequate understanding of performance skills by meeting three of the four requirements listed at left. The student shows a partial understanding of performance skills by meeting two of the four requirements listed at left. The student shows a minimal of performance skills by meeting one of the four requirements listed at left. The student demonstrates no understanding of performance skills, having met none of the requirements listed at left. Responding The student meets all four of the following requirements, thereby showing a thorough understanding of how to communicate for a specific purpose. Identifies three important facts about the composer. Identifies the historical period of the musical piece. Identifies and describes how one musical element (beat, rhythm, pitch, melody, harmony, texture, timbre/tone color, form, expression—dynamics, style, tempo, phrasing) is representative of the selected historical period and/or style. Identifies and describes how a second musical element (beat, rhythm, pitch, melody, harmony, texture, timbre/tone color, form, expression—dynamics, style, tempo, phrasing) is representative of the selected historic period and/or style. The student meets three of the four requirements listed at left, showing an adequate understanding of how to communicate for a specific purpose. The student meets two of the four requirements listed at left, showing a partial understanding of how to communicate for a specific purpose. The student meets one of the four requirements listed at left, showing a minimal understanding of how to communicate for a specific purpose. The student meets none of the four requirements listed at left, showing no understanding of how to communicate for a specific purpose. Scoring Notes The following scoring notes should be used as guidelines when scoring this item.
NOORDWYK PRIMARY SCHOOL Grade 5 Assessment Plans Term 3 – 2018 ENGLISH DATE ASSESSMENT TASK 1 FORM TOTAL MARKS TASK 1 27/07 Listening comprehension : listen and speak about short stories – Pecos Bill rides a tornado. Memo 20 Language structures and conventions in context – homophones , statements , questions and commands Memo 15 30/07 Reads aloud : The disappearance of the pie bald bee Rubric 20 06/08 Reflects on stories / text , read independently : The disappearance of the pie bald bee Rubric 15 17/08 Write own short story Rubric 30 Task 2 20/08 Listening and speaking : Role Play – A familiar situation ; All for a Paisa characters Rubric 20 27/08 Write a short play script : Dialogue about myself Rubric 30 04/09 Cycle Test : Comprehension Language structures and convention in context Memo 50 50 FAL - AFRIKAANS DATE ASSESSMENT TASK FORM TOTAL MARK TAAK 1 18/07 – 20/07 Aktiwiteit 2 en 5 – Lees en mondeling. Rubriek 20 23/07 Aktiwiteit 1 – Hervertel van ‘n storie. Rubriek 15 26/07 Aktiwiteit 4 – Leesbegrip van ‘n storie Memo 20 01/08 Aktiwiteit 3 – Taal structure em - konvensie Memo 15 03/08 Aktiwiteit 6 – Skryf ‘n dialoog Rubriek 30 Taak 2 08/08 Mondeling : Rolspel Rubriek 20 10/08 Skryfwerk : Dialoog Rubriek 30 05/09 Siklustoets : Leesbegrip ( 30 ) Taal ( 20 Memo 50
MATHEMATICS DATE ASSESSMENT TASK FORM TOTAL MARKS 31/07 Class Test : Common fractions ( LB p104 – 107 ) Mass ( LB p 108 – 112 ) Memo 40 14/08 Project : 2D Shapes ( LB p 42 – 46 , 122 – 125 ) Rubric 30 06/09 Cycle Test Memo 70 NS & TECHNOLOGY DATE ASSESSMENT TASK FORM TOTAL MARKS 07/08 Class Test : Fuels Burning fuels Safety with fire Memo 30 14/08 Practical activity : Construct a electrical circuit. Rubric 15 07/09 Cycle Test Memo 60 SOCIAL SCIENCES DATE ASSESSMENT TASK FORM TOTAL MARKS GEOGRAPHY 15/08 Assignment Rubric 25 27/08 Class Test : Weather. Climate and vegetation of South Africa Memo 25 07/09 Cycle Test Memo 50 HISTORY 15/08 Assignment Rubric 25 27/08 Class Test : Ancient Egypt Memo 25 10/09 Cycle Test Memo 50 LIFE SKILLS DATE ASSESSMENT TASK FORM TOTAL MARKS PSW 30/07 – 03/08 Healthy eating for children : Crossword puzzle Rubric 14 13/08 – 17/08 Project : Water usage Rubric 30 PET 17/07 – 27/07 Movement routine : Galloping Hopping and skipping. Leaping Rubric 30
6. 7. Enter student information in all fields. The street types must be abbreviated and it should approve the address with or without the punctuation: Blvd, Blvd., Rd, Rd., Dr, Dr., etc. Do not type Apt before the apartment number in the street address, instead space after the street address, then type the apartment number, i.e., C9, 31, C 9 , #A21. Click Submit. You will receive a dialog box and email informing you of your application status. If any information entered did not match the information on file for your student your access will be denied. A text box will be displayed with the incorrect items and an email will be sent to the email address provided (see below). Please contact your child’s school to correct the information in your child’s record. Multiple students may be added to your account. This is district wide so you will not need a separate account for each student. Click the Add Students button to add additional students. The Current Student dropdown will allow you to choose the student you wish to view if multiple students are attached to the account. Click the links in blue on the left side of the page to navigate through the student’s information. By clicking on the Assignments link, you may view assignment information. To view specific period or class use the display dropdown and choose the desired class. If needed, you may contact the teacher via email by clicking on the email link located under the Class heading on the assignment page. Clicking the Grades link will allow you to view the student’s grades. You may click on the teachers name from this screen to send an email to the teacher or click on the Notes link to send a note to the teacher. You may also receive notes from the student’s teacher on this page. If you wish to see details pertaining to the cycle average, you may click the average link.
Unit 6 Table of Contents Interpretation Text Sets Section Page # 2-3 4-5 6-7 Assessment Checklist Lesson Lesson Title Page # Readers learn life lessons by revisiting texts. (p.114 p. 126) 5.RML.6-1 8-10 Readers learn significant lessons by paying attention to characters strong emotions or critical choices 11-12 Readers revise original ideas as the story develops by gathering evidence. 13-15 Readers can find similar ideas across multiple texts by comparing text they have already read 16-18 Readers recognize differences in similar text by focusing on setting and how it affects the meaning. 19-20 Readers develop systems to help them recall text by creating a graphic organizer to note similarities, differences and how it affects our ideas. 21-23 Readers analyze differences in characters by paying attention to character traits. 24-26 Readers learn from characters by noticing how characters respond to different challenges and apply what they learn to their own lives 27-28 Readers process the story by keeping track of what is happening and adding on new information. 29-31 Readers understand deeper significances in their texts by thinking about objects that repeat. 32-34 Readers add to their symbolic understanding of the text by thinking about the potential meanings of titles. 35-37 Readers understand that details matter by figuring out the possible meanings with perplexing or unexplained details. 38-39 Readers better understand the significance of repetition by thinking, reading and writing about its potential meanings. 40-42 Readers find deeper meanings in text by analyzing characters’ perspectives and points of view 43-44
illustrator and tell their role in an informational text. 5 days K.R.RL.06 I can name the author and illustrator and tell their role 8/18/2014 35/45 Days K.L.02c I can write a letter or letters for short-vowel sounds 20/30 Days K.W.01 I can use pictures and words to show my opinion I-W-1:HI-1 Writing narratives using simple sentences that include sight words, CVC words, and phonetic spelling to express ideas. 5 Days K.R.RI.01 I can ask and answer questions about important details in a text. I-R-3:HI-2 Making and confirming predictions based on the title, cover, illustrations, and text. I-R-3:HI-3 using key words, phrases, and complete sentences to answer open-ended comprehension questions when responding to text. I-R-3:Hi-5 Identifying facts from text read aloud.
2.R.RI.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. from text, using complete sentences. 5/10 Days 2.L.01a-e I can use parts of speech correctly in simple sentences. A. Use collective nouns (e.g. groups) B. Form and use frequently occurring irregular plural nouns (e.g. feet, children, teeth, mice, fish) C. Use reflexive pronouns (e.g. myself, ourselves) D. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, and told) II-L-1:HI(sc)-1 selecting a subject (singular or plural) to complete a given sentence. All standards under ELP Language, standard 1 matches
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a concluding statement or section related to the information or explanation presented. using transitional words and varied sentence structure. III-W-4:HI-4 selecting accurate, specific words and figurative language to express ideas with instructional support or resources. 09/08/14 5 Days BENCHMARK #1 09/15/14 75/75 Days 5.R.RI.01 I can cite evidence to support an inference made from the text. III-R-4:HI-13 drawing conclusions from information implied or inferred in a literary selection
year*** using modified schedule for this year Unit of Study: Unit 1 Agency and Independence: Launching Reading with Experienced Readers MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Readers develop agency by taking charge of their own reading lives. (p. 23-24, 29) 5.RML.1-1 Readers are more engaged in reading when they know how stories go. (p. 24, 29) 5.RML.1-2 Readers build a reading life by making smart choices about the books we read. (p. 24, 29) 5.RML.1-3 Readers reflect on and improve their reading lives by keeping a reading log. (p. 24-25, 29) 5.RML.1-4 Readers hold on to the story by making conscious decisions about retelling. (p. 25, 29) 5.RML.1-5 Readers read between the lines so they can uncover the story’s deeper meaning. (p. 25-26, 30) 5.RML.1-6 Mini-lesson Choice Day Readers understand the mood of the story by creating vivid images. (p. 26, 30) 5.RML.1-7 Readers make sense of the story by being alert to shifts in time and place. (p. 26, 29) 5.RML.1-8 Readers understand references made in other parts of the book or other books in the series to deepen their understanding. (p. 26, 29) 5.RML.1-9 Readers overcome difficulty by using all of their strategies. (p. 30) 5.RML.1-10 Mini-lesson Choice Day Readers respond purposefully by deciding how much and what to write. (p. 26-27, 30) 5.RML.1-11 Readers inspire others by talking with passion and insight about their books. (p. 27, 31) 5.RML.1-12 Readers have deep literary conversations by making comparisons, retelling, analyzing and making allusions between books. (p.27, 31)
5.RML.1-13 Minilesson Choice Day Readers use their voice to enhance the meaning that’s implied between the lines. (p. 27-28, 31) 5.RML.1-14 Readers reflect on their reading lives by analyzing their reading logs. (p.28, 31) 5.RML.1-15
Unit of Study Assessment Checklist Unit 1: Agency and Independence 5.RL.2 Mini-lesson s 6-9 (inferential) Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. 5.SL.1 all mini-lessons Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.) Name Reads between the lines Visualizes to understand mood Alert to shifts in time Understands references Engages in partner conversations Engages in large group conversations Notes 2=Below 3=Nearly 4=Meets 5=Strong
GRADE 10 Digital Filmmaking & 2D Animation June 2018 Sun Monday Tuesday Wednesday Thursday Friday Sat 1 (Day 2) Edit Sitcoms Work on Stickbots 2 3 4 (Day 3) Edit Sitcoms Work on Stickbots 5 (Day 4) Edit Sitcoms Work on Stickbots 6 (Day 5) Edit Sitcoms Work on Stickbots 7 (Day 6) Edit Sitcoms Work on Stickbots 8 (Day 1) Edit Sitcoms Work on Stickbots 9 10 11 (Day 2) Work on Stickbots 12 (Day 3) Sitcom DUE!!! --------------------- Work on Stickbots 13 (Day 4) Sitcom DUE!!! --------------------- Work on Stickbots 14 (Day 5) Stickbots movie DUE!!! 15 (Day 6) Stickbots movie DUE!!! 16 17 18 (Day 1) 19 (Day 2) 20 (Day 3) 21 (Day 4) 22 (Day 5) 23 24 25 26 27 ADMIN 28 ADMIN 29 Last Day of School Early Dismissal
3.2 Hands On: Division Models 3.3 Two-digit Dividends 3.4 Division Patterns 3.5 Estimate Quotients 3.6 Hands on: Division Models with Greater Numbers 3.7 Hands On: Distributive Property and Partial Products 3.8 Divide Three-and-Four Digit Dividends 3.9 Place the First Digit 3.10 Quotients with Zeros 3.11 Hands On: Use models to Interpret the Remainder 3.12 Interpret the Remainder 3.13 Problem-Solving Investigation 4.1 Estimate Quotients 4.2 Hands On: Divide Using Base-Ten Blocks 4.3 Divide by a Two-Digit 4.4 Adjust Quotients 4.5 Divide Greater Numbers 4.6 Problem-Solving Investigation: Solve a Simpler Problem 7.1 Hands On: Numerical Expressions *These lessons are not to be completed consecutively as it is way too much material. They are designed to help support you as you teach your standards. Exemplars User: Cobb Email Password: First Name Olympic Medal Count 5.5 Multiplying Large Numbers 8.1 Using Place Value 8.2 Introducing Decimals 8.3 Zooming in on the Number Line 8.4 Decimals on the Number Line 8.5 Connecting Fractions and Decimals 8.6 Representing Decimals with Pictures 8.7 Representing Decimals Using Base-Ten Blocks 8.8 Adding Decimals 8.9 Subtracting Decimals 8.10 Representing Decimals using money Additional Web Resources Howard County Wiki: Learn Zillion video on braces, brackets etc.: Order of operations Bingo:
CTE Task Individual/Partner Task Single and double digit multiplication in a context MGSE.NBT.5 Using multiplication to determine cost of patient’s illness, and creating an invoice Constructing Task Small Group/ Individual Task Applying multiplication to problem solving situations MGSE.NBT.5 MGSE.NBT.6 Determining which turf is a better deal Practice Task Partner/Small Group Task Divide four-digit dividends by one and two-digit divisors MGSE.NBT.6 Dividing numbers up to 4-digits by 1 and 2-digit divisors Constructing Task Individual/Partner Task Conceptual Understanding of Division Problem Types MGSE.NBT.6 Analyzing three different division situations Culminating Task Individual Task Write expressions which involve multiplication and division of whole numbers MGSE.OA.1 MGSE.OA.2 MGSE.NBT.5 MGSE.NBT.6 Determining expressions for amount of tables and chairs needed for a party
Common Core Standards: Standards Description CCSS.RH.2.9-10, CCSS.WHST.4.6-8 CCSS.MATH.S.IC.6 CCSS.RST.4.9-10 CCSS.RH.8.9-10 Big Idea: Responsible sexual behavior is essential for sexual health and disease prevention. Essential Questions: How does the reproductive system impact sexual health? What behaviors put me at risk for disease and/or pregnancy? How does pregnancy impact one's overall wellness? Concepts & Skills: Concepts Skills 1. Reproduction and societal impact. 2. Contraception, pregnancy, and disease prevention. 3. Risks and consequences of pregnancy. 4. Risk factors and causes. 1. Demonstrate the influences and behaviors of sexual health choices. 2. Identify short and long term effects of pregnancy. 3. Demonstrate strategies to deal with influences, factors, and risks of sexual activity. 4. Identify causes and effects of HIV/AIDS contraction. Assessment Evidence: Activating Prior Knowledge Assessing Knowledge Gained Pre-test (Anatomy) Type 2 Male Anatomy Type 2 Female Anatomy Post-test CFA Type 3 & 4 Contraception Unit Test Learning Plan: Class # Learning Activities Product Pre-test Why Do We Study Contraceptives? Pre-test (Vocab) Male Anatomy Diagram Female Anatomy Pregnancy Diagram Anatomy Assessment (Fill-in the blank/crossword/vocabulary challenge) Worksheets School Based Health Center Presentation Post-test Contraception CBA Type 3 Overview Type 2 Exit Ticket SBHC 3-2-1 Post-test Contraception CBA Type 3 Class work Time (Computer Lab) Note sheet Contraception CBA Type 3 Class work Time (Computer Lab) CBA Type 3 Script Draft Contraception CBA Type 3 CBA Type 3 Script Final Draft
how style and content contribute to the power, persuasiveness, or beauty of the text. "I can determine an author’s point of view and purpose in a persuasive text that effectively uses rhetoric." 35/45 30/45 25/45 Days [ 11.R.RL.02] Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. "I can find and analyze the development and interactions of multiple themes or central ideas in a text. I can objectively summarize a text." V-R-4:HI-13 determining the cause and effect relationship of two related events in a literary selection. 35/45 30/45 25/45 Days [ 11.R.RL.06] Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or N/A
20/50 15/50 10/50 Days [ 11.W.01] Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax V-W-1:HI-7 writing a persuasive text that states a position/claim, supports arguments with evidence, and acknowledges and refutes opposing arguments. V-W-4:HI-7 creating an ending that provides a sense of resolution or closure. V-W-4:HI-12 using precise vocabulary and descriptive phrases that convey the intended message.
Identity, Diversity and Citizenship 1. Immigration has helped shape Canada’s history and continues to shape Canadian society and identity. 2. The history of Canadian citizenship is characterized by an ongoing struggle to achieve equality and social justice for all. Formative Assessment: Summative Assessment: (12.6% of final grade) 16 days Governance and Economics 1. The history of governance in Canada is characterized by a transition from Indigenous self-government through French and British colonial rule to a government defined by the division of powers and responsibilities in Canada’s federal system. 2. Canada’s history is shaped by economic factors such as natural resources, agricultural and industrial development, the environment, technology, and global economic interdependence. Formative Assessment: Summative Assessment: (12.6% of final grade) 16 days Canada and the World 1. Canada continues to be influenced by issues of war and peace, international relations, global economics and global interactions. 2. Geographic, economic, cultural and political links to the United States have in the past and continue to be important factors in Canada’s development. Formative Assessment: Summative Assessment: (12.6% of final grade) 18 days Final Assessment (25% of final grade) 9 days A unit outline explaining the essential outcomes and the assessment plan will be handed out at the beginning of each new unit. Assessment Assessment is used for various purposes. Assessment for learning (formative assessment): where assessment helps teachers gain insight into what students understand in order to plan and guide instruction, and provide helpful feedback to students. Assessment of learning (summative assessment): where assessment informs students, teachers and parents, as well as the broader educational community, of achievement at a certain point in time in order to celebrate success, plan interventions and support continued progress. Grades will be calculated on summative assessment information only. The final calculation will be a fair reflection of a student’s achievement of the learning outcomes. Students will be given multiple opportunities to demonstrate their learning. When determining the grade, the teacher will decide whether there is sufficient evidence of achievement. If not, the grade recorded will be INC (incomplete), and no credit will be given until the missing work is completed. Work will be accepted be the teacher until the last day of the semester/term.
Self-Evaluation 1 2 3 4 I hardly ever participated in my fitness activities I sometimes participated in my fitness activities I usually paticipated in my fitness activites I participated routinely in my fitness activities I had trouble meeting any goals. I achieved some of my goals. I achieved most of my goals. I achieved all of my goals. NUTRITIONAL SUMMARY Review the three summaries from your nutrition logs. Write a three paragraph summary reflecting on initial nutrition level, final nutrition level, changes made, successes, obstacles, benefits to self from changes made.
Inferences/Claims Includes valid inferences or claims from the text. Fully and directly responds to the prompt. Includes inferences or claims that are loosely based on the text. Responds partially to the prompt or does not address all elements of the prompt. Does not address any of the requirements of the prompt or is totally inaccurate. Analysis Includes evidence of reflection and analysis of the text. A mostly literal recounting of events or details from the text(s). The response is blank. Evidence Includes relevant and sufficient textual evidence to develop response according to the requirements of the Quick Write. Includes some relevant facts, definitions, concrete details, or other information from the text(s) to develop an analysis of the text according to the requirements of the Quick Write. The response includes no evidence from the text. Conventions Uses complete sentences where errors do not impact readability. Includes incomplete sentences or bullets. The response is unintelligible or indecipherable. Short Response Checklist Assessed Standard(s): Does my writing… Did I… ✔ Include valid inferences and/or claims from the text(s)? Closely read the prompt and address the whole prompt in my response?
NOORDWYK PRIMARY SCHOOL Grade 4 Assessment Plans Term 3 – 2018 HL : ENGLISH DATE ASSESSMENT TASK 1 FORM TOTAL MARKS TASK 1 27/07 Reads aloud Rubric 20 03/08 Read independently Rubric 15 13/08 Language structures and conventions in context Oral : Listen comprehension Memo Memo 15 25 17/08 Write a short story Rubric 25 TASK 2 24/08 Role Play Rubric 20 31/08 Write short story script Rubric 30 04/09 Cycle test : Comprehension and language Memo 80 FAL - AFRIKAANS DATE ASSESSMENT TASK FORM TOTAL MARK TAAK 1 18/07 – 20/07 Aktiwiteit 2 en 5 - Lees en mondeling. Rubriek 20 23/07 Aktiwiteit 1 - Luisterbegrip Memo 20 26/07 Aktiwiteit 4 – Leesbegrip van ‘n storie Memo 20 30/07 Aktiwiteit 3 – Taal structure en konvensies. Memo 15 02/08 Aktiwiteit 6 – Skryf ‘n opsomming van ‘n inligtingsteks., Rubriek /Memo 25 TAAK 2 06/08 Aktiwiteit 1 – Luister na ‘n inligtingteks Memo 20 23/08 Aktiwiteit 4 – Skryf ‘n dialoog Memo 30 05/09 Siklustoets – Aktiwiteit 2 en 3 : Leesbegrip van ‘n inligtingsteks. Taalstruktuur en konvensie Memo Memo 20 30 MATHEMATICS DATE ASSESSMENT TASK FORM TOTAL MARKS 01/08 Class Test Memo 25 14/08 Project : Data handling Memo 40
CA Visual Art 18/07 – 20/07 Sketch a Zebra Rubric 15 07/08 – 20/08 Make a model : Clay model – Wild creature Rubric 30 Performing Art 17/07 – 20/07 Perform a play with music and dance. Rubric 15 23/07 – 27/07 Sing an action song. Rubric 10
Materials Student copies of the 12.2 Common Core Learning Standards Tool (refer to 12.2.1 Lesson 4) (optional) Free audio resource: Herbert Wise’s 1979 BBC version of Julius Caesar (01:25:37–01:30:40) (optional) Student copies of the Short Response Rubric and Checklist (refer to 12.2.1 Lesson 1) (optional) Copies of the 12.2.2 End-of-Unit Scene Selection Sheet for each student Learning Sequence How to Use the Learning Sequence Symbol Type of Text & Interpretation of the Symbol 10% Percentage indicates the percentage of lesson time each activity should take. no symbol Plain text indicates teacher action. Bold text indicates questions for the teacher to ask students. Italicized text indicates a vocabulary word. Indicates student action(s). Indicates possible student response(s) to teacher questions. Indicates instructional notes for the teacher. Activity 1: Introduction of Lesson Agenda 5% Begin by reviewing the agenda and the assessed standard for this lesson: RL.11-12.2. In this lesson, students read Act 3.2, lines 14–49 of Shakespeare’s Julius Caesar and analyze how Brutus uses rhetoric to justify Caesar’s death. Additionally, students analyze how the speech develops the central idea of the relationship between the individual and the state. Students look at the agenda. Differentiation Consideration: If students are using the 12.2 Common Core Learning Standards Tool, instruct them to refer to it for this portion of the lesson introduction. Post or project standard CCRA.R.6. Instruct students to talk in pairs about what they think the standard means. Ask students the following question: How does standard CCRA.R.6 compare to standard RL.11-12.6? How do the standards differ? Student responses should include:
Instruct students to respond briefly in writing to the following prompt: How do the interactions between Portia and Brutus develop a central idea in the text? Instruct students to look at their annotations to find evidence. Ask students to use this lesson’s vocabulary wherever possible in their written responses. Students listen and read the Quick Write prompt. Display the prompt for students to see, or provide the prompt in hard copy. Transition to the independent Quick Write. Students independently answer the prompt using evidence from the text. See the High Performance Response at the beginning of this lesson. Consider using the Short Response Rubric to assess students’ writing. Students may use the Short Response Rubric and Checklist to guide their written responses. Activity 5: Closing 5% Display and distribute the homework assignment. For homework, instruct students to read Act 2.1, lines 335–362 of Julius Caesar (from “Here is a sick man that would speak with you” to “That Brutus leads me on. / Follow me then”) and respond to the following prompt: Explain how the references to “sickness” in lines 347–354 differ in meaning from Brutus’s statement in line 277 that he is “not well in health, and that is all.” Ask students to use this lesson’s vocabulary wherever possible in their written responses. Students follow along. Homework Read Act 2.1, lines 335–362 of Julius Caesar (from “Here is a sick man that would speak with you” to “That Brutus leads me on. / Follow me then”) and respond to the following prompt: Explain how the references to “sickness” in lines 347–354 differ in meaning from Brutus’s statement in line 277 that he is “not well in health, and that is all.” Use this lesson’s vocabulary wherever possible in your written responses.
Short Response Rubric Assessed Standard: 2-Point Response 1-Point response 0-Point Response Inferences/Claims Includes valid inferences or claims from the text. Fully and directly responds to the prompt. Includes inferences or claims that are loosely based on the text. Responds partially to the prompt or does not address all elements of the prompt. Does not address any of the requirements of the prompt or is totally inaccurate. Analysis Includes evidence of reflection and analysis of the text. A mostly literal recounting of events or details from the text(s). The response is blank. Evidence Includes the most relevant and sufficient textual evidence, facts, or details to develop a response according to the requirements of the Quick Write. Includes some relevant facts, definitions, concrete details and/or other information from the text(s) to develop an analysis of the text according to the requirements of the Quick Write. The response includes no evidence from the text. Conventions Uses complete sentences where errors do not impact readability. Includes incomplete sentences or bullets. The response is unintelligible or indecipherable. Short Response Checklist Assessed Standard: Does my writing… Did I…
5.RML.5-7 18 Readers fine tune their interpretations of the big ideas by noticing the contrasts and contradictions. 5.RML.5-11 19 Readers are open to revising their big ideas by listening to others’ ideas. 5.RML.5-12 20 Conferences 21 Conferences 22 No School Apr 1 Readers think critically while reading by considering the different points of view of all the characters. 2 Readers revise their big ideas about characters by considering new understandings around points of view. 5.RML.5-14 3 Readers find huge meanings in book by investigating who has power and in what form and how it shifts. 4 Mini Lesson Choice Day 5 Readers spark new ideas by reading non-fiction about the same time period. 5.RML.5-16 8 Work Day 9 Readers notice common themes across texts by comparing and contrasting people, places, events and ideas. 5.RML.5-17 10 Readers express big ideas by making allusions to one character by basing it off another person. 5.RML.5-18 11 Readers adapt their world view by learning from the choices the characters make. 5.RML.5-19 12 13 15
Unit 5 Mini Lesson 1 Unit of Study: Historical Fiction Goal: Tackling Complex Texts in the Company of Friends Teaching point: Readers get to know the setting by paying attention to what it looks like and what it feels like. Catchy phrase: (Kid language!) Physical details create an emotional atmosphere. Text: Number the Stars Chart(?): Standard: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Mini Lesson: (7-10 minutes total) Connection: (Before the start of this lesson, set up students into book clubs using historical fiction book sets.) (If your students don’t know what Historical Fiction is, you may want to teach that prior to starting). Readers here’s the thing, all of us already know what a setting is in a story. It’s the time and place where the story or the scene happens. Today I want to teach you that in historical fiction, the setting will inevitably be unfamiliar to us because it happened in the past before you were born. We have to really pay attention not just to what the place looks like, but also what it feels like. Physical details create an emotional atmosphere. Readers get to know the setting by paying attention to what it looks like and what it feels like. Teach: (Project this passage on the board under the doc cam: the last paragraph on page 1 and the first 2 paragraphs on page 2) Watch me as I look for clues in the setting to tell me the emotional atmosphere of the book is like. (Read aloud the passage with animation and cheerfulness) I can tell the setting is of two a sidewalk in the city of Copenhagen on a street called Osterbrogade; hmmm, I am not feeling much emotion yet because I have never been there. Then there was an old woman and a mother out with her baby; they would not be on the street if it wasn’t safe so I feel like this
ANSWER THIS QUESTION IN THE ANSWER SHEET PROVIDED The table below shows the approximate number of child deaths due to malaria in 2008 in sub-Saharan . Age in years Frequency (number of deaths in thousands) 87 122 144 138 109 (a) According to the table, how many children under the age of 5 died from malaria in 2008 in sub Saharan Africa? (1) (b) Complete the cumulative frequency table given below. Age in years Frequency (number of deaths in thousands) Cumulative frequency (number of deaths in thousands) 87 122 144 138 109 (4) (c) On the grid provided in the answer booklet, draw the cumulative frequency curve for the number of child deaths under the age of 5 due to malaria in 2008. (4) Show on your graph in (c) where you would read off the (1) median age . Use dotted lines and (1) (2) 35th percentile age. Use dotted lines and (1) Use your graph to determine a good estimate for the inter-quartile range. (2) QUESTION 3
going to try and trick you by making all the answers seem correct. (Pg. 116,133) 5.RML.7-5 Test takers pay attention to and infer about characters by reading between the lines (Pg. 119-120,125-126) 5.RML.7-6 Test takers pay attention to the characters’ point of view and from whose perspective it is being told. (Pg. 119) 5.RML.7-7 Test takers identify characters’ achievements and motivation by extracting important information from biographies.(Pg. 119-120) 5.RML.7-8 wants me to feel. (p. 121) 5.RML.7-14 Test takers answer questions about charts and graphs by analyzing the information and the purpose of the chart. (p. 122) 5.RML.7-15 Test takers read actively by note taking in smart ways and marking the text where the answer is found. (p.122) 5.RML.7-16
WORKSHOP CALENDAR FOR: 5th grade Reading Unit 7 Date: Jan. 24 – Feb. 27 Unit of Study: Test Preparation MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 24 Test takers prepare for a test passage by quickly scanning the passage and questions to identify the type of passage it is. 5.RML.7-1 25 Test takers recognize predictable questions by being alert for them. 5.RML.7-2 28 No school-work day 29 Test takers prepare to answer questions by reading and coding question stems. 5.RML.7-3 30 Test takers prepare to answer questions by predicting the answers before finding them. 5.RML.7-4 31 Test takers confidently tackle test questions by recognizing and understanding common test language and being alert for deceptive answers. MWTP Remember, test writers are going to try and trick you by making all the answers seem correct. 5.RML.7-5 1 Test takers pay attention to and infer about characters by reading between the lines. 5.RML.7-6
25 Test takers use word work strategies to solve unfamiliar words, (ie: prefixes, suffixes, roots) 5.RML.7-19 26 Readers solve words by substituting other words in the sentence to see if they make sense and eliminating those that don’t. 4.RML.7-20 27 Mini-lesson choice day
Unit of Study Assessment Checklist Unit: 7 Test Preparation Name I can identify purpose. I can identify the main idea I can analyze charts and graphs and determine the important elements that answer questions. I can determine the meaning of unfamiliar words. Notes = Beginning √= Developing X= Secure
Use models to demonstrate the composition and decomposition of numbers. Content Standards with Essential Skills and Knowledge Statements and Clarifications: The Content Standards and Essential Skills and Knowledge statements shown in this section come directly from the Maryland State Common Core Curriculum Frameworks. Clarifications were added as needed. Educators should be cautioned against perceiving this as a checklist. All information added is intended to help the reader gain a better understanding of the standards. Standard Essential Skills and Knowledge Clarification 1.OA.A.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Ability to represent the problem in multiple ways including drawings and or objects/manipulatives (e.g., counters, connecting cubes, base ten materials, number lines) Ability to take apart and combine numbers in a wide variety of ways Ability to make sense of quantity and be able to compare numbers Ability to use flexible thinking strategies to develop the understanding of the traditional algorithms and their processes Ability to solve a variety of addition and subtraction word problems (CCSS, Page 88, Table 1) Ability to use or ? to represent 1.OA.A.1 - Teachers should pose a variety of word problems to students: Join Problems Include: Start Unknown + 6 = 11 Change unknown 5 + = 11 Result/Whole Unknown 5 + 6 = Separate Problems Include: Start Unknown - 5 = 4 Change unknown 9 - = 11 Result/Whole Unknown 9 - 5 = Part-Part-Whole Problems Include: Part Unknown Part Unknown Whole Unknown Students should be able represent the problem in multiple ways including drawings and or objects/manipulatives (counters, connecting cubes, number lines, etc…):
Available Model Lesson Plans Standards Addressed Title Description/Suggested Use 1.OA.B.3-4; 1.OA.C.6; 1.OA.D.7-8 Grade 1 Advanced/Gifted and Talented Lesson Plan 1: Oh, the Places You’ll Go! Three activities center on understanding and applying properties of operations and the relationship between addition and subtraction. Available Lesson Seeds Standards Addressed Title Description/Suggested Use MP1. Make sense of problems and persevere in solving them. MP4. Model with Mathematics. Lesson Seed 1. Introducing the Learning Scenario Students will be introduced to the unit task of creating a “My Community: Oh, the Places You’ll Go” Board Game. Complete this Seed after students have completed Lesson Plan One. 2.OA.A.1, 1.NBT.C.4 Lesson Seed 2. Through Maryland We Will Go Students will apply strategies to make sense of problems involving unknowns in all positions, with and without multiple steps.