zilongwang/ReadingBank huggingface dataset:
RAJAGIRI INTERNATIONAL SCHOOL, DUBAI Portion for Summative Assessment 1 (Term 1 2015-2016) Grade 8 DATE SUBJECT PORTION During computer period (from 18.10.15 to 22.10.15) Computer Practicals List and Images in HTML5 Introduction to Access 2013 1.11.15 Moral Science Islamic Studies Caring for the Elderly Honesty Builds Trust Ja’far and the King of Abyssinia Surat-Us-Saff (verses 10 – 14) 2.11.15 Computer Theory Introduction to Access 2013 Access 2013: Design view, Queries, Forms and Reports List and Images in HTML 5 3.11.15 Arabic Lesson : Juha’s donkey return Lesson : Happy vacation 5.11.15 SST Indian SST- The Revolt of 1857 Education and British Rule Natural Resources-Minerals and Power Resources Major Crops and Case Studies The Judiciary USST- Unit 1- Chapters 1,2 & 3
8.11.15 Science Biology: 1. Microorganisms 2. Crop Production and Management Physics: 1. Force and Friction 2. Light Chemistry:1. Synthetic fibres and fabrics 2.Combustion and fossil fuels 10.11.15 Hindi Malayalam French Reading –Apatith gadyansh,Apatith padyash Grammar – Varn-viched Anuswar,Anunasik,Nukta,Upsarg,Pratyay,Sandhi,Muhavare Literature- Pranati,Gillu,Mahatma Gandhi ke doob par,Nirmal hruday,Pratidin ho tyohar hamare Writing- Anuched,Patr,Samvad,Vigyapan,Chitr Lessons- KANNANE KAANAAN, KAALIYAMARDDANAM, MAHAAKAVI ULLOOR, BHOOMI, RAAJYAMILLAATHA RAAJAKUMAARAN, Grammar related to the lessons, Comprehension, Composition, Letter writing. Leçon 2 : Une fête , des villes. Leçon 3 : L’Université de Sorbonne 15.11.15 Maths Chapter 2 – Exponents Chapter 3 – Squares and Square roots Chapter 6 – Algebraic Expressions and Identities Chapter 8 – Linear Equations in one variable Chapter 12 – Understanding Quadrilaterals Chapter 13 – Representing solids on paper Chapter 19 – Probability Revise all the worksheets and notes given.
DATA ANALYSIS, STATISTICS, AND PROBABILITY GRADE 8 8.DSP.1: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantitative variables. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. 8.DSP.2: Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and describe the model fit by judging the closeness of the data points to the line. 8.DSP.3: Write and use equations that model linear relationships to make predictions, including interpolation and extrapolation, in real-world situations involving bivariate measurement data; interpret the slope and y-intercept. 8.DSP.4: Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Understand and use appropriate terminology to describe independent, dependent, complementary, and mutually exclusive events. 8.DSP.5: Represent sample spaces and find probabilities of compound events (independent and dependent) using methods, such as organized lists, tables, and tree diagrams. 8.DSP.6: For events with a large number of outcomes, understand the use of the multiplication counting principle. Develop the multiplication counting principle and apply it to situations with a large number of outcomes.
How can I plan my lessons using the Backwards Approach? Identify the outcomes to be learned Cut and paste your outcome(s) here. SS5.4 Demonstrate understanding of capacity by: ••describing the relationship between mL and L ••selecting and justifying referents for mL or L units ••estimating capacity by using referents for mL or L ••measuring and recording capacity (mL or L). [C, CN, ME, PS, R, V] SP5.3 Describe, compare, predict, and test the likelihood of outcomes in probability situations. [C, CN, PS, R] Think of how we can integrate literature- probability/ rainfall recorded in linear measurement and conversion to ml capacity Now that I have listed my outcome: Determine how the learning will be observed What will the children do to know that the learning has occurred? What should children do to demonstrate the understanding of the mathematical concepts, skills, and big ideas? What assessment tools will be the most suitable to provide evidence of student understanding? How can I document the children’s learning?
Activating – identifying gaps in learning, interests of students, approaches and focus of future learning Acquiring – revising, monitoring, and supporting learning Applying – students show an awareness and understanding of course content, strengths and challenges, and are able to reflect on learning Types of Assessment: Knowledge – what we have learned Skills – how we apply what we have learned Values – what we think about what we have learned, and how it has affected/changed our world view We will discuss, explore and creatively express what we have learned throughout the year. The homework site will be kept up-to-date, and students are expected to take responsibility for any work they may miss due to absences. Yay! Mrs. Martin
GRADE APPEAL FACULTY SUMMARY REPORT PRO-FORMA Faculty/Centre: Number and types of Grade Appeals: Overview of number and types of Grade Appeals received in 2016; note any outlying Units. Grade Appeal Outcomes: Overview of outcomes of Grade Appeals and grounds upon which these decisions were made; note any outliers.
14.7 Here are some patterns made from white centimetre squares and grey centimetre squares. Pattern 1 Pattern 2 Pattern 3 A Pattern has 20 grey squares. (a) Work out how many white squares there are in this Pattern. (2) (b) Find an expression, in terms of n, for the total number of centimetre squares in Pattern n. (2) 15.1 On the grid, draw the graph of y = 2x – 3 for values of x from –2 to 2 15.2 On the grid, draw the graph of y = 4x – 2 for values of x from x = – 2 to x = 3 15.3 On the grid, draw the graph of y = 2x + 3 for values of x from x = –3 to x = 1 15.4 (a) Complete the table of values for y = x + 4 x –2 –1 0 1 2 y 3 4 (2) (b) On the grid, draw the graph of y = x + 4 (2) (c) (i) On the grid, draw the line that is perpendicular to y = x + 4 and passes through the point with coordinates (0, 4) (ii) Find the equation of this line. [Grade B] (3) *17.1 is an isosceles triangle. DB = DE. The straight line ABC is parallel to the straight line DEF. Work out the size of the angle marked x. You must give reasons for each stage in your working. 17.2 AFB and are parallel lines. EFD is a straight line.
(a) Reflect shape P in the line x = 3 (2) (b) Describe fully the single transformation that maps shape A onto shape B. (3) 18.2 (a) Rotate triangle T 90° clockwise about the point (0, 0). (2) (b) Describe fully the single transformation which maps shape P onto shape Q. (3) Mock paper – Unit 3 (Modular) – Higher – Calculator – Q11 18.3 Describe fully the single transformation which maps triangle A onto triangle B. 18.4
NQTs’ Standard 7 continued Manage behaviour effectively to ensure a good and safe learning environment (A) This NQT is making progress against the Teachers’ Standards at the required level for induction and has considerable strengths. (B) This NQT is making progress against the Teachers’ Standards and has many strengths, with a few identified areas that are being addressed and supported. C(i) This NQT is making progress against the Teachers’ Standards but with some concerns at this stage, which are being addressed and supported by the school. C(ii) This NQT is making limited progress against some of the Teachers’ Standards and has identified areas for development, which are being addressed and supported by the school with a Support plan. D This NQT is not making progress against the Teachers’ Standards and has significant identified areas of concern, requiring additional support including a termly Support plan. NQT makes effective contact with parents/carers where necessary to support behaviour for learning. NQT provides effective support for challenging all pupils. NQT consistently uses a wide range of teaching and learning strategies to ensure pupils are actively involved throughout the lesson and are making progress. NQT ensures through the activities that all pupils are motivated, relate well to each other and adults and engage well with their learning both in groups and on their own. NQT rarely demonstrates awareness of the needs of individual pupils or groups. Planning does not demonstrate this. Has limited awareness of individual learning needs. Has limited knowledge of pupils and does not support them effectively with their learning.
Grade8 5 - COMPOSITION ( 6 MARKS ) Write one paragraph of (8) sentences about: “ Deserts" with the help of the following guide words. First Idea : (one third- dry- rocky - frozen –hot - rain) Second Idea :( animal adapt– skin – layers -nomadic – tent – resources )
MATHEMATICS DATE ASSESSMENT TASK FORM TATOL MARKS 20/04/2018 03/05/2018 NUMBER OPERATIONS AND RELATIONSHIPS *Estimates and rote counts up to number 7 (number songs and rhymes included to develop number concepts) *Recognises numbers in familiar context – e.g. house number , address register. *Recognises the number names two , three and four. CHECKLIST 10 PATTERNS FUNCTIONS AND ALGEBRA CHECKLIST 10 20/04/2018 Copies , extends and creates own patterns ( objects , shapes , coins ) 03/05/2018 SPACE AND SHAPES *Recognise , identify and names triangle. *Builds at least a 12 piece puzzle. *Sorts objects in size – long and short. CHECKLIST 10 20/04/2018 03/05/2018 MEASUREMENT *Understands the days of the week , seasons and weather chart (songs and rhymes) *Knows own birthday. *Distinguish between longest , shortest , longer , shorter (height chart) CHECKLIST 10 17/05/2018 DATA HANDLING *Able to collect , sort , read and represent (analyse) object according to one attribute. CHECKLIST 10
17/05/2018 *Locomotive movements such as skipping and hopping , while sharing space without bumping into others. 20/04/2018 08/06/2018 PHYSICAL EDUCATION *Running backwards and forwards. *Role a big ball to a partner and the partner returns the ball. *Throwing and catching a beanbag. *Jumping over and move under obstacles , crawling , climbing , jumping etc. *Moving sideways e.g. left and right. CHECKLIST 10
A spherical gaussian surface encloses a charge of 8.85 x 10 -10C.Calculate the electric flux through the surface. How would the flux change if the radius of the Gaussian surface is doubled and why? Sub: CHEMISTRY Make a list of all the named reactions in chapters from organic chemistry & hydrocarbons & their preparations and write them in your worksheet book. Investigatory project: Disinfectants are substances which are applied on inanimate objects to kill microbes (like floor cleaners) .You can easily prepare a disinfectant on your own. Take a litre plastic bottle. To it add 3 tbsp borax powder & then add 700 ml warm water & shake it well. Then add 4 tbsp of white vinegar & shake to combine. You can add some more things to make it more effective like neem oil, 1 tbsp of liquid dish washer or tea-tree oil .You can search for other methods but do not use any chemical which may be corrosive .Choose a small corner of your house where you can apply it & observe it’s effectiveness. Compare it with the disinfectant you normally use like domex and lizol. Is it more effective ? Justify your answer with arguments. Learn the types of solids and their properties. Note: Use separate A4 size paper for each subject. File them in a stick file and submit on the reopening day. The marks allotted will be considered for TERM- I SEA. See that a cover page with information like TERM- I SEA, Name, Class, Section is also included.
Part B: Which detail helps the reader understand the meaning of hardy? A. “pulled stem after stem” B. ”lifted up their dainty heads” C. “were glad because spring had come.” D. “violets raised their strong” Part A: Choose the best theme statement for the text, “Nature’s Violet Children.” A. Make the best of every situation. People create their beliefs based on experience. Natural resources cannot be replenished. Bringing happiness to others is priceless. Part B: Choose one detail from the text that provides the best evidence for Part A. A. “When Ruth got home, she put the buds into a vase of water, and set them in an open window” B. “While they were so happy, a little girl came to the woods in search of wild flowers.” C. “But while I am here, I may as well sing and be glad. Cheer up! chirrup!” D. “So the violets raised their strong, hardy leaves, lifted up their dainty heads” 3. Create a summary of the story using three of the sentences listed below. Write the three sentence letter choices that describe key ideas from the story into the boxes titled “Summary.” The sentences should describe key ideas from the story in the order they happen. A. The violets were afraid of Ruth picking them from the field. B. The bird tried to cheer up the violets by singing them a song. C. The violets drooped and were unhappy to be away from their home, so the bird cheered them up. D. The violets blossomed and Ruth was pleased.
Overview: Students develop strategies for adding and subtracting whole numbers based on their prior work with small numbers. They use a variety of models, including discrete objects and length-based models, to model add-to, take-from, put-together, and compare situations to develop meaning for and strategies to solve the operations of addition and subtraction. By comparing a variety of solution strategies, children build their understanding of the relationship between addition and subtraction. Students develop, discuss and use efficient, accurate and generalizable methods to add within 100 and subtract multiples of 10. They compare whole numbers to develop an understanding of and solve problems involving their relative sizes. They think of whole numbers between 10 and 100 in terms of tens and ones. Students develop an understanding of the meaning and processes of measurement, including underlying concepts such as iterating. Students compose and decompose plane or solid figures and build understanding of part-whole relationships as well as the properties of the original and composite shapes. These understandings will help to develop the background for measurement and for initial understandings of properties such as congruence and symmetry. In first grade, students will be working throughout the year on: Mathematical Content Mathematical Practices Operations and Algebraic Thinking Solving challenging addition and subtraction word problems in situations of adding to, taking from, putting together, taking apart, and comparing Quickly and accurately adding with a sum of 10 or less and subtracting from a number 10 or less Number and Operations Understanding what the digits mean in two-digit numbers Using understanding of place value to add and subtract Measurement and Data Measuring lengths of objects by using a shorter object as a unit of length Telling and writing time to the nearest half-hour Identifying coins and their values; finding equivalent values Representing and interpreting data Geometry Making composite shapes by joining shapes together, and dividing circles and rectangles into halves and fourths Making sense of problems and persevering in solving them Reasoning abstractly and quantitatively Constructing viable arguments and critiquing the reasoning of others Modeling with mathematics Using appropriate tools strategically Attending to precision Looking for and making use of structure Looking for and expressing regularity and repeated reasoning
Criteria Adequate Rating Limited Rating No Evidence Rating 1. Materials emphasize the use of effective instructional practices and learning theory. n/a n/a n/a Students are guided through critical thinking and problem-solving approaches. X * * Concepts are introduced through concrete experiences that use manipulatives and other technologies. X * * Multiple opportunities are provided for students to develop and apply concepts through the use of calculators, hand held devices, computers, and other technologies. X * * Students use the language of mathematics including specialized vocabulary and symbols. X * * Students use a variety of representations (graphical, numerical, symbolic, verbal, and physical) to connect mathematical concepts. X * * The mathematics content is significant and accurate. n/a n/a n/a Materials are presented in an organized, logical manner which represents the current thinking on how students learn mathematics. X * * Materials are organized appropriately within and among units of study. X * * Format design includes titles, subheadings, and appropriate for ease of use. X * * Writing style, length of sentences, vocabulary, graphics, and illustrations are appropriate. X * * Level of abstraction is appropriate, and practical examples, including careers, are provided. X * * Sufficient applications are provided to promote depth of application. X * * Materials present content in an accurate, unbiased manner. X * * Section II. Additional Criteria: Instructional Planning and Support
b) read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 1.13 The student will sort and classify concrete objects according to one or two attributes. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 1.14 The student will identify, describe, extend, create, and transfer growing and repeating patterns. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 1.15 The student will demonstrate an understanding of equality through the use of the equal symbol. X * *
2017 Mathematics Textbooks and Instructional Materials Committee Consensus Form Correlation to the 2016 Mathematics Standards of Learning and Curriculum Framework – Grade 1 Text/Instructional Material Title: enVision Math 2.0 Virginia Grade 1 Publisher: Pearson Education, Inc., publishing as Scott Foresman____Copyright Date: 2019 The tables included in this document represent the consensus ratings of 2017 Mathematics Textbook committee members. KEY: X - rating applicable * - rating not applicable Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 1.1 X * * 1.2 X * * 1.3 X * * 1.4 X * * 1.5 X * * 1.6 X * * 1.7 X * * 1.8 X * * 1.9 X * * 1.10 X * * 1.11 X * * 1.12 X * * 1.13 X * * 1.14 X * * 1.15 X * * Section I. Correlation with the Mathematics 2016 SOL and Curriculum Framework
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 1.9 The student will investigate the passage of time and n/a n/a n/a a) tell time to the hour and half-hour, using analog and digital clocks; and X * * b) read and interpret a calendar. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 1.10 The student will use nonstandard units to measure and compare length, weight, and volume. Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 1.11 The student will a) identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles; and b) identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 1.12 The student will a) collect, organize, and represent various forms of data using tables, picture graphs, and object graphs; and b) read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to.
Creating The student demonstrates a thorough understanding of the connections across the arts by meeting all four of the following requirements: Uses dance movement to represent one image or element of visual arts. Uses dance movement to represent a second image or element of visual arts. Uses dance movement to represent a third image or element of visual arts. Uses dance movement to represent a fourth image or element of visual arts. The student demonstrates an adequate understanding of the connections across the arts by meeting three of the four requirements listed at left. The student demonstrates a partial understanding of the connections across the arts by meeting two of the four requirements listed at left. The student demonstrates a minimal understanding of the connections across the arts by meeting one of the four requirements listed at left. The student demonstrates no understanding of the connections across the arts, having met none of the requirements listed at left. Performing The student demonstrates a thorough understanding of arts skills and techniques by meeting all five of the following requirements: Includes a clear beginning and ending. Performs movement with intentional energy throughout. Performs all movements to the fullest extent. Maintains focus/concentration throughout the dance. Performs without interruption. The student demonstrates an adequate understanding of arts skills and techniques by meeting four of the five requirements listed at left. The student demonstrates a partial understanding of arts skills and techniques by meeting three of the five requirements listed at left. The student demonstrates a minimal understanding of arts skills and techniques by meeting two of the five requirements listed at left. The student demonstrates no understanding of arts skills and techniques, having met one or none of the requirements listed at left. Responding In his/her response, the student demonstrates a thorough understanding of performance by meeting all four of the following requirements: Identifies one image or element of visual arts and describes how it is expressed through dance. Identifies a second image or element of visual arts and describes how it is expressed through dance. Identifies a third image or element of visual arts and describes how it is expressed through dance. Identifies a fourth image or element of visual arts and describes how it is expressed through dance. In his/her response, the student demonstrates an adequate understanding of performance by meeting three of the requirements listed at left. In his/her response, the student demonstrates a partial understanding of performance by meeting two of the requirements listed at left. In his/her response, the student demonstrates a minimal understanding of performance by meeting one of the requirements listed at left. In his/her response, the student demonstrates no understanding of performance, having met none of the requirements listed at left. Assessment Rubric Scoring Notes
Documentary Theme Song 4 points 3 points 2 points 1 point No Score Creating The student meets all four of the following requirements, thereby demonstrating a thorough understanding of communicating for a specific purpose: Composes an original theme song with a minimum of two “related” instrumental lines. Composes an original theme song that includes one corresponding percussion line. Composes an original main theme song 15–25 seconds in length. Saves the original main theme song so that it can be reviewed by others. The student meets three of the four listed at left, an adequate of for a specific purpose. The student meets two of the four listed at left, a partial of for a specific purpose. The student meets one of the four listed at left, a minimal of for a specific purpose. The student meets none of the four requirements listed at left, no understanding of for a specific purpose. Responding The student meets all four of the following requirements, thereby demonstrating a thorough understanding of communicating for a specific purpose: Identifies and describes with appropriate music vocabulary one musical element. Identifies and describes with appropriate music vocabulary another musical element. Identifies and describes with appropriate music vocabulary a third musical element. Identifies and describes how the instrumental and percussion lines complement one another. The student meets three of the four listed at left, an adequate of for a specific purpose. The student meets two of the four listed at left, a partial of for a specific purpose. The student meets one of the four listed at left, a minimal of for a specific purpose. The student meets none of the four requirements listed at left, no understanding of for a specific purpose. Scoring Notes The following scoring notes should be used as a guideline when scoring this item. The main theme for a documentary must remain within 15 to 25 seconds. Response Sheets Student’s Name/ID# _____________________________________________ Grade Level _________
The owner of the dealership explains that you must meet the following requirements to have your composition considered for the commercial: Create a composition that is not more than one minute in length and consists of 12 measures or more. Compose a melodic line from the key (scale) of your choice that can be played or sung, and notate your key signature. Choose a time signature. Use a variety of rhythmic values including at least three different note values. Choose one of these forms for your composition: AB ABA Rondo (ABACA) On your staff paper, identify each section of the form you chose. Include each of the following expressive qualities in your melody: note articulation change in dynamics change in tempo Use the appropriate clef (treble clef, bass clef, or alto clef) for voice or the instrument that you chose. Notate your melody on staff paper. Second, perform your melody— The owner of the dealership explains that you must meet the following requirements when you perform your composition. When presenting your composition, you must perform it exactly as notated on your staff paper, including: rhythms as notated pitches as notated note articulation change in dynamics changes in tempo
The Play’s the Thing 4 points 3 points 2 points 1 point No Score Creating The student clearly describes all four of the following aspects, thereby demonstrating a thorough understanding of script analysis: States relevant background information, including the play’s title and playwright. Summarizes the play completely. Concisely and thoroughly states the selected theme. Justifies the selected theme using examples or quotations from the text of the play. The student clearly describes three of the aspects listed at left, demonstrating an adequate understanding of script analysis. The student clearly describes two of the aspects listed at left, demonstrating a partial understanding of script analysis. The student clearly describes one of the aspects listed at left, demonstrating a minimal understanding of script analysis. The student describes none of the aspects listed at left, demonstrating no understanding of script analysis. Performing The student meets all four of the following requirements, thereby demonstrating a thorough understanding of the design concept through written text, sketches, mixed-media illustration, and/or finished 3-D model: Clearly states and describes a unified design concept. Justifies the design concept with selected theme and text of the play. Describes how the design concept will create a window design. Uses the vocabulary of theatre correctly. The student meets three of the requirements listed at left, demonstrating an adequate understanding of the design concept. The student meets two of the requirements listed at left, demonstrating a partial understanding of the design concept. The student meets one of the requirements listed at left, demonstrating a minimal understanding of the design concept. The student meets none of the requirements listed at left, demonstrating no understanding of the design concept. Responding The student writes a clear description of four of the following six aspects, thereby demonstrating a thorough understanding of technical design: sets lighting props costumes makeup sound The student writes a clear description of three of the six aspects listed at left, demonstrating an adequate under-standing of technical design. The student writes a clear description of two of the six aspects listed at left, demonstrating a partial understanding of technical design. The student writes a clear description of one of the six aspects listed at left, demonstrating a minimal understanding of technical design. The student writes a clear description of none of the aspects listed at left, demonstrating no understanding of technical design. Response Sheets
Speaking the Speech 4 points 3 points 2 points 1 point No Score Performing (expressive voice) The student meets all four of the following requirements, thereby demonstrating a thorough understanding of expressive voice in the speech: Uses expression throughout to create meaning and express emotion. Uses phrasing meaningfully and consistently (including pause, punctuation, and emphasis). Varies inflection (pitch) effectively. Varies rate appropriately. The student meets three of the requirements listed at left, demonstrating an adequate understanding of expressive voice in the speech. The student meets two of the requirements listed at left, demonstrating a partial understanding of expressive voice in the speech. The student meets one of the requirements listed at left, demonstrating a minimal understanding of expressive voice in the speech. The student meets none of the requirements listed at left, demonstrating no understanding of expressive voice in the speech. Performing (projection) The student meets all four of the following requirements, thereby demonstrating a thorough understanding of projection in the speech: Speaks in a resonant voice. Speaks in a consistently audible voice. Uses correct vocal placement. Uses diaphragmatic breath support fully. The student meets three of the requirements listed at left, demonstrating an adequate understanding of projection in the speech. The student meets two of the requirements listed at left, demonstrating a partial understanding of projection in the speech. The student meets one of the requirements listed at left, demonstrating a minimal understanding of projection in the speech. The student meets none of the requirements listed at left, demonstrating no understanding of projection in the speech. Performing (articulation) The student meets all four of the following requirements, thereby demonstrating a thorough understanding of articulation in the speech: Uses correct pronunciation of all words, excluding the introduction. Uses articulators (such as lips and tongue) correctly. Enunciates words clearly. Delivers separate and distinct words clearly within a sentence. The student meets three of the requirements listed at left, demonstrating an adequate understanding of articulation in the speech. The student meets two of the requirements listed at left, demonstrating a partial understanding of articulation in the speech. The student meets one of the requirements listed at left, demonstrating a minimal understanding of articulation in the speech. The student meets none of the requirements listed at left, demonstrating no understanding of articulation in the speech.
_____________________________________________________________________________________________ Supporting Materials and Resources for Teachers Preparation for Administering the Assessment Tools & Materials Teachers will need the following materials and resources to administer this performance assessment: copies of the task, including the glossary of terms (one for each student) copies of the student-response sheets (one set for each student) one pencil per student a performance space (at least 15ʹ x 15ʹ) an audio/video recording device a selection of instrumental music and an audio player Guidelines This assessment is an individual performance. Copy the student’s task, rubric, response sheets, and glossary. Make one set of copies for each student. While the performance of a given dance may include several other students as dancers, you will assess the work of the individual student who choreographed the dance. Prior to the assessment, allow the students time to select subjects and instrumental music for their dances. Provide a selection of familiar instrumental music (without words); include examples of a variety of tempos and rhythms. Students may bring in their own instrumental music if they choose.
Computer Week 1: Feb 18-22 Unit 5: Exploring the computer’s world: Online shopping Wikipedia February Quiz 5A, 5B: 19th of February 5C, 5D, 5E: 20th of February Quiz Portion: Unit 5: Free software Online Shopping Week 2: Feb 25-March 1 Unit 5: Exploring the computer’s world: Email February Quiz 5F: March 1st, 2018 Quiz Portion: Unit 5: Free software Online Shopping UCMAS Week 1: Feb 18-22 UCMAS Activities Speed writing, Oral, Mental, Flash card, Magic bar Abacus Calculation Book B Page E. Practice UCMAS activities. Book B Page 15,16 Note: Basic level & level 2 students please check the first page of the book. Week 2: Feb 25- March 1 UCMAS Activities Abacus Calculation Book B Page H. Practice UCMAS activities. Book B Page 17,18 Note: Basic level & level 2 students please check the first page of the book.
ROSARY SCHOOL, HALWAN WEEKLY PLAN GRADE- 1 OCT.14th, 2018 – Oct. 18th, 2018. ASSESSMENT SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY - - Dictation List-3 Math -QUIZ 1 Unit 1-Whole numbers 1 Lessons-2,5,6,7 WB pages 4,,7,8,9 English Class test Lesson - 1 : – – – – – . ENGLISH S.B. Pages-19 and 20 –Reading and writing S.B. Page 20 – Rhyming words W.B. Page : 15 -upper and lower case forms of alphabet W.B. Pages 16 and 17- Sounds and spelling H.W. – S.B Page 19 Question 1 Learn dictation List-3 Write 2 words for each ending sound. -and, -end in C-1 (Refer W.B. page 16 Q-2) Class test – Lesson -1 Going places (17th October ) 1,2,3,4,5,6,9 Workbook:1,3,4,5,6,7,8,9 Please note that Student’s Book 1 = S.B. Workbook 1 = W.B. Copy book = C-1 MATHS Unit 5 : Addition and Subtraction Addition- Number bonds to 10 WB page 34 Subtraction- Number bonds WB page 38 CB Subtraction number bonds Addition number bonds to10 H.W: Practice WB page 34 and 38 SCIENCE Topic 2 Humans and animals 2.5 Eating well SB pgs. 34-35, WB pg. 22 Know about the need for a healthy diet, including the right types of food and water. 14th Oct HW- WB pg. 22 Draw your favourite healthy meal 15th Oct HW- Read SB pg. 36 Topic 2 Humans and animals 2.6 Clean water is important SB pgs. 36-37, WB pg. 23-24 *Know that juicy fruits and vegetables are sources of water in the diet. *Know that water from most sources must be cleaned before it is used. 16th Oct HW: Write any 5 uses of water in your copy book. ARABIC - : . - . - . - .. - . - . - . - 135 . - : – – – – – . : - ) ، و . RELIGION SOCIAL STUDIES - : : - . . : - -
1.5 The student, given a familiar problem situation involving magnitude, will a) select a reasonable order of magnitude from three given quantities: a numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500); and b) explain the reasonableness of the choice. [Moved from Computation and Estimation Strand 1.4] 2009 2016 Computation and Estimation 1.4 The student, given a familiar problem situation involving magnitude, will a) select a reasonable order of magnitude from three given quantities: a numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500); and b) explain the reasonableness of the choice. [Moved to Number and Number Sense Strand] 1.5 The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction facts. [Moved to 1.7b; fluency for 11 to 18 included in 2.5b] 1.6 The student will create and solve one-step story and picture problems using basic addition facts with sums to 18 or less and the corresponding subtraction facts. 1.6 The student will create and solve single-step story and picture problems using addition and subtraction within 20. 1.7 The student will a) recognize and describe with fluency part-whole relationships for numbers up to 10; and b) demonstrate fluency with addition and subtraction within 10. Measurement and Geometry 1.7 The student will a) identify the number of pennies equivalent to a nickel, a dime, and a quarter;[Included in K.7] and b) determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less. 1.8 The student will determine the value of a collection of like coins (pennies, nickels, or dimes) whose total value is 100 cents or less. 1.8 The student will tell time to the half-hour, using analog and digital 1.9 The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks; and
Wh – questions (Unit -8) 1. Who / Why / Where are the kids? They are outside. 2.How / Who / Why is the baby on bed ? Because he is very tired. 3.What / When/ Why is the test? On Friday 4. Why / When / Where are the oranges? In the basket 5. What / Who / When do we have Music ? On Monday
Criteria Adequate Rating Limited Rating No Evidence Rating 1. Materials emphasize the use of effective instructional practices and learning theory. n/a n/a n/a Students are guided through critical thinking and problem-solving approaches. X * * Concepts are introduced through concrete experiences that use manipulatives and other technologies. X * * Multiple opportunities are provided for students to develop and apply concepts through the use of calculators, hand held devices, computers, and other technologies. X * * Students use the language of mathematics including specialized vocabulary and symbols. X * * Students use a variety of representations (graphical, numerical, symbolic, verbal, and physical) to connect mathematical concepts. X * * The mathematics content is significant and accurate. n/a n/a n/a Materials are presented in an organized, logical manner which represents the current thinking on how students learn mathematics. X * * Materials are organized appropriately within and among units of study. X * * Format design includes titles, subheadings, and appropriate for ease of use. X * * Writing style, length of sentences, vocabulary, graphics, and illustrations are appropriate. X * * Level of abstraction is appropriate, and practical examples, including careers, are provided. X * * Sufficient applications are provided to promote depth of application. X * * Materials present content in an accurate, unbiased manner. X * * Section II. Additional Criteria: Instructional Planning and Support
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 2.3 The student will n/a n/a n/a count and identify the ordinal positions first through twentieth, using an ordered set of objects; and X * * write the ordinal numbers 1st through 20th. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 2.4 The student will n/a n/a n/a a) name and write fractions represented by a set, region, or length model for halves, fourths, eighths, thirds, and sixths; X * * b) represent fractional parts with models and with symbols; and X * * compare the unit fractions for halves, fourths, eighths, thirds, and sixths, with models. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 2.5 The student will n/a n/a n/a recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20; and X * * demonstrate fluency with addition and subtraction within 20. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 2.5 The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20; and demonstrate fluency with addition and subtraction within 20.
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 2.7 The student will count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less; and use the cent symbol, dollar symbol, and decimal point to write a value of money.
Scoring Rubric for Grade 10 Practice Test Session 1, Item #11 Scoring Guide: Score Description 4 The student response demonstrates an exemplary understanding of the Functions concepts involved in building new functions from existing functions. The student correctly compares transformations of a function, and then graphs the function over a different transformation. 3 The student response demonstrates a good understanding of the Functions concepts involved in building new functions from existing functions. Although there is significant evidence that the student was able to recognize and apply the concepts involved, some aspect of the response is flawed. As a result, the response merits 3 points. 2 The student response demonstrates a fair understanding of the Functions concepts involved in building new functions from existing functions. While some aspects of the task are completed correctly, others are not. The mixed evidence provided by the student merits 2 points. 1 The student response demonstrates a minimal understanding of the Functions concepts involved in building new functions from existing functions. 0 The student response contains insufficient evidence of an understanding of the Functions concepts involved in building new functions from existing functions to merit any points. Sample Response: A. 2 B. −7; Since f(4) = 2, then 2+k = −5 and k = −7. C. f(x)+3 shifts f(x) up 3 units, where f(x+3) shifts f(x) left 3 units. D. Scoring Rubric for Grade 10 Practice Test: Session 2, Item #4: Scoring Guide: Score Description
Developmentally Appropriate Instructional Resources and Strategies For student mastery of College and Career Readiness Standards: Content is structured to ensure all students meet grade‐specific expectations as they develop content knowledge and literacy skills aligned to college and career readiness expectations and aligned to grade band text complexity. Instructional resource includes suggestions for appropriate scaffolding, emphasizes the importance of vocabulary acquisition, provides opportunities to engage in high interest, age‐appropriate activities that mirror real‐life situations, and make cross‐curricular, global connections. Instructional material provides opportunities for students to link prior knowledge to new information to construct their own viable mental maps and deepen understanding of the connections of world historical events, geographic regions, economies and geo-politics. Students are provided with opportunities to use maps, graphs, globes, media, and technology sources to acquire and apply new information (e.g., global information systems). Instructional material offers opportunities for students to sequence time, events, social, economic and political influences on a society in chronological order. Instructional material provides opportunities for students to investigate issues that are interconnected (e.g., community, environment, colonialism, poverty, human rights, energy, safety, immigration, conflict) to solve complex problems that can change at varied entry points suggesting the possibility of multiple solutions. . Instructional resources include guiding questions and essential questions to aid students develop social awareness and a deeper understanding of civic, economic, geographic and historic principles. Resources for intervention and enrichment to allow for personalized learning are provided.
13. Have a Gummy Bear Launcher contest and see which best-friend bears travel the farthest. Extension: 14. Collect data during the contest on the classroom board. 15. Display the data in the bar graph. 16. Write a paragraph explaining any problems with the current design of your launcher and how you could improve it. Name ______________________________ Design Handout 1. State the problem to be solved: ____________________________________________________ ________________________________________________________________________________ 2. Draw your design for the Gummy Bear Launcher
D2.Civ.1.3-5. Distinguish the responsibilities and powers of government officials at various levels and braches of government and in different times and places. D2.Civ.2.3-5. Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate. D2.Civ.3.3-5. Examine the origins and purposes of rules, laws, and key U.S. constitutional provisions. D2.Civ.4.3-5 Explain how groups of people make rules to create responsibilities and protect freedoms. D2.Civ.5.3-5. Explain the origins, functions, and structure of different systems of government, including those created by the U.S. and state constitutions. D2.Civ.6.3-5. Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families. D2.Civ.7.3-5. Apply civic virtues and democratic principles in school settings. D2.Civ.8.3-5. Identify core civic virtues and democratic principles that guide government, society, and communities. D2.Civ.9.3-5. Use deliberative processes when making decisions or reaching judgments as a group. D2.Civ.10.3-5. Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues. D2.Civ.11.3-5. Compare procedures for making decisions in a variety of settings, including classroom, school, government, and/or society. D2.Civ.12.3-5. Explain how rules and laws change society and how people change rules and laws. D2.Civ.13.3-5. Explain how policies are developed to address public problems. D2.Civ.14.3-5. Illustrate historical and contemporary means of changing society. APPLICATION CONNECTIONS TO THE COMMON CORE STATE STANDARDS C3 Framework INDICATORS: Grades 3-5 ECONOMICS ECONOMIC DECISION MAKING EXCHANGE AND MARKETS THE NATIONAL ECONOMY THE GLOBAL ECONOMY
Journal/Learning Log Preliminary Plans/Outlines Rough Drafts Online Quizzes/Tests Notes Checklists Concept Maps Other: Summative Assessment Written Product(s), with rubric(s): Oral Presentation with rubric Multiple Choice/Short Answer Test Essay Test Other Product(s) or Performance(s) with rubric(s): Peer Evaluation Self-Evaluation Other: Resources Needed On-Site People, Facilities:
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 3.2 The student will n/a n/a n/a name and write fractions and mixed numbers represented by a model; X * * b) represent fractions and mixed numbers with models and symbols; and X * * c) compare fractions having like and unlike denominators, using words and symbols (>, <, =, or ≠), with models. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 3.3 The student will n/a n/a n/a estimate and determine the sum or difference of two whole numbers; and X * * create and solve single-step and multistep practical problems involving sums or differences of two whole numbers, each 9,999 or less. * X *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 3.8 The student will estimate n/a n/a n/a measure the distance around a polygon in order to determine its perimeter using U.S. Customary and metric units; and X * * count the number of square units needed to cover a given surface in order to determine its area. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 3.10 The student will read temperature to the nearest degree. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 3.11 The student will identify and draw representations of points, lines, line segments, rays, and angles. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 3.12 The student will n/a n/a n/a a) define polygon; X * * b) identify and name polygons with 10 or fewer sides; and X * * c) combine and subdivide polygons with three or four sides and name the resulting polygon(s). X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating