zilongwang/ReadingBank huggingface dataset:
Language Features Knowledge Demands Reader Task Considerations Key Shift #2 Evidence In what ways did the qualitative analysis of the text guide the text-based questions and writing prompts? Key #3 Building Knowledge In what content area or around what topics does the text selection build knowledge? Additional Materials Key Vocabulary Use of Technology Lesson Purpose Why is this topic important to the learner? Lesson Objective(s) Student Target At the end of this lesson, students will be able to: “I can…” Assessing Mastery of the Objectives By the end of this lesson, the students will be able to _________________________________(Learning Target) as evidenced by _____________________________(Performance of Understanding). Pre-teaching Introduction and Explanation Instructional Delivery Text Used: Text-dependent questions and/or writing prompts for Instructional Delivery Text:
Guided Practice Text Used: Text-dependent questions and/or writing prompts for Guided Practice Text: Independent Practice Text Used: Text-dependent questions and/or writing prompts for Independent Practice Text: Post-teaching Reflection, Closure, & Connection Instructor Email
Current ARC Proposals and newly funded ARC Projects which are not yet active Description (All investigators on any proposal or grant/fellowship in which a participant is involved, project title, scheme and round) Same Research Area (Yes/No) Support Status (Requested/Current/Past) Proposal/ Project ID 2017 ($’000) 2018 ($’000) 2019 ($’000) 2020 ($’000) 2021 ($’000) 2022 ($’000) 2023 ($’000) Yes R LP18xxxxxxx Funding from non-ARC sources Description (All named investigators on any proposal or grant/fellowship in which a participant is involved, project title, source of support scheme and round) Same Research Area (Yes/No) Support Status (Requested/Current/Past) Proposal/ Project ID (for NHMRC proposals only) 2017 ($’000) 2018 ($’000) 2019 ($’000) 2020 ($’000) 2021 ($’000) 2022 ($’000) 2023 ($’000)
Circle Questions Answers 1 If you visit a chat room, use a __________, not your real name. What is “flaming”? What can happen to online surfers who are hateful or cruel on the internet? What should you do when you are not sure if something on the internet is true? 2 What could happen to a picture posted on a website? How long can a picture stay on the internet? Having or sharing pictures of kids with no clothes on is against the __________. 3 What is netiquette? What is a “flamewar”? When you are on the internet writing in all caps makes it seem like you are ___________. What is one way to makes sure you are communicating clearly on the internet? Take the Quiz at the end of the video and choose Graded Quiz. View Your Results. Take the quiz until you get 10 out of 10. 4 What is an emoticon? What does this symbol :-D mean? Click on “Acronyms” at the top of the page Two potentially dangerous acronyms are A/S/L and SOMY. What do they mean? 5 Click on and read all 10 rules: In addition to your whole name, address, and phone number, what other personal information should you be careful about sharing online? Why shouldn’t you include your full name in your screen name? Only stuff online that you don’t mind ________ seeing.
Is any follow-up needed? Which of the correct techniques are most likely to be useful as you handle your job? Should your company have a plan for this type of event? Alternative Approach to the Skill Practices: Divide the class into three groups and assign the roles of customer, employee and observer. (If there are participants remaining, have them join another group as a second observer). Assign a different scenario to each group. Or assign the same scenario to all the groups and rotate the role for each scenario so that everyone in the groups gets to be the customer, the employee and observer. This approach allows more people to participate in the skill practices in a less intimidating environment. Discussion Questions – Key Point #1: Empathy Having the capacity for understanding. Being aware of and sensitive to the feelings, thoughts and experiences of a customer. 1. DeMarco had three opportunities to demonstrate empathy with Zoe. What were they? ♦ When Zoe first mentioned the accident ♦ When Zoe mentioned the airbags and seatbelts saving her life ♦ Cell being crushed What could he have said? ♦ I’m sorry to hear that. How can LogiMax help? ♦ Good you were wearing your seatbelt. How can we help? ♦ I can help with your cell phone … 2. Nancy quoted an old adage in the program, “Customers don’t care what you know…until they know that you care.” From your perspective, how does that apply to you? ♦ Process participant comments 3. In the second what did DeMarco do differently to show empathy to Zoe? ♦ His tone of voice ♦ His questions ♦ His attention to helping 4. How much additional time and effort was required to show empathy? ♦ None Who benefited because of DeMarco’s ability to show empathy for his customer? ♦ Everyone: DeMarco, Zoe & LogiMax How did each benefit? ♦ Process the participant comments 6. What are some of the characteristics of apathy?
Students respond: O blessed be God Set aside the empty jug and standing beside the bowl say: Now, Loving God, by this may we remember all that you have done for us. Put your hands as far into the water as possible and show that you enjoy the experience of the water. Dry hands, step back and with open arms invite the students to come forward, say: All stand Come to the water, come in silence. Put your hands into the water. Feel the water on your hands and arms. Experience the water in silence. Please remain standing until everyone has had the chance to experience the water. It is important that everyone participate in this activity, if they are reluctant invite them up individually by gesture or by name. Once all students have gone, invite students to sit. Allow a few moments of silence, then have everyone stand, go to slide 3 of the session 1 presentation, say: Loving God, everything we see and hear, everything we smell, taste and feel, gives us a hint of what you are really like. Help us to understand your love and guide us to live loving lives so that all people may know you and walk in your ways. We ask this in the name of Jesus and by the power of the Holy Spirit. All respond: Amen. Have students sit back down, go to slide 4 in the session 1 ppt. Invite them to recall the experience of the water ritual in these or similar words about everything that has happened so far. We experienced God’s gift of water in this room. Use the following questions, one at a time, to help everyone remember the water ritual. Wait for responses. Do not be afraid of silence. Questions (see leader guide, page 30) for ‘hoped for responses’) What did you hear? What did you hear me say? What did you see? What did you feel? What did you do? Is there anything else you remember? Catechesis on the experience: Phase 1: Initial Reaction on the Experience Have students return the classroom Do not clean up the ritual space at this time. Wait until the session has completely ended. Have students sit at their desks and say was a part of our ritual. We could have chosen something other than water, like sand or salt. But we didn’t. For just a moment think of what water says to you about God. Allow students to comment see leaders guide, page 32, for ‘hoped for responses’.
1SG Checklist Roll Call (Fill in Da 1379) Review/manage UMR NCO Vacancies 2 Minute Quick Script ETS Counseling Performance/NCOER/Professional Growth Counseling Review NCOES/MOSQ Attendees and Ensure they are Prepared Review PHA Data and Ensure Everyone has PHA IAW Regulation Counsel MRC 3s to See what the Status is in Resolving MRC 3 Review SSD Data and Discuss with Unit Inspect Soldier Appearance/Discuss Soldier Welfare Safety of Vehicles on Occasion (Civilian) Discuss Campaign plan (Emphasis on Different Areas Monthly) Trends EPS Pakets/QRB Packets Retirement Awards Annual Training Awards Sponsorship Program Update Leader’s Book Monthly Training Meeting Review Monthly Training schedules next 30, 60, and 90 days Discuss, Plan, Lock in Key Training Events 90 Days Out w/Key Leaders Observe, Participate and Facilitate Training on Training Schedule Strength Reports Inform Soldiers of Programs and Benefits Monitor Ordering of Clothing and Field Gear for Soldiers Track NCOERs Status PT/APFT Facilitate/Lead Annual Briefings Talk with Recruiter (assist if needed) Review Flag Data & Counsel Soldiers as Needed Conduct NCODP Review Drill Letter and Provide Input Review EPS List and Mentor Soldiers on How they can Improve their Standing PMCS/Operator and Organizational Maintenance Ensure all Inventories are Complete (Sensitive, Cyclic, OCIE, PCIE) Armory Appearance Facility is secure AWOL Recover (Attempt to Contact AWOL Soldiers Push Annual Record Reviews Community Events Safety Briefing/Risk Assessment
Chemistry 1S - Dr Paul May Calculus Question for January Exam 2010 1. Consider the function: y(x) = (a) Differentiate y(x) using the Quotient Rule. (5 marks) (b) Use the Chain Rule (or Function-of-a-Function Rule) to differentiate: v(x) = (x – 5)1 (5 marks) (c) Using your answer to part (b) and by rewriting y(x) as: y(x) = (x + 3)×(x – 5)1, differentiate y(x) using the Product Rule, and check that the answer is the same as that from part (a). (6 marks) (d) Determine the co-ordinates (x,y) of the stationary point(s) of y(x), if it has any. (6 marks) (e) Using your answer to part (d) sketch y(x) between x = 2 and x = +4. (8 marks) Answers 3) (a) Using Quotient Rule, y(x) = , (b) v(x) = (x 5)-1; using F-of-F Rule, dv/dx = 1(x – 5)-2(1) = (x – 5)-2 = (c) If y(x) = (x + 3)×(x 2)-1; using Product Rule: y(x) = u(x)×v(x), = u + v and noticing that v(x) is the same as that in part (b) so that we’ve already worked out dv/dx, = (x + 3)×() + (x 5)-1×(1) = Putting over a common denominator: = This is the same as (a). (d) At the t.p. dy/dx = 0, so = 0, so the only turning points are at x = ± infinity. This is a bit of a trick question, since the curve doesn’t really have any real turning points as such.
Healey Primary School Sports Funding Financial Year 2017/18 Money carried forward Summer 16/17 £8371.34 Money received £3715 £10,372 Provision Summer 17 Autumn 17 Spring 18 Impact After School Clubs – all year groups Edstart (Gymfusion, skills x2) Cheerleading, Netball, Cross Country, Basketball, Rounders, Athletics Rochdale AFC (Football, Fitness & Fun) £1740 £1180 £970 All year groups have access to at least 2 sports clubs in Foundation Stage, 3 clubs in Key Stage 1 and 6+ clubs in Key Stage 2. The timetable changes each half term to enable us to provide a wide range of different sports in order to appeal to the different needs of our children and provide links to outside clubs. Participation: FS - 63%, KS1 – 76%, KS2 – 79% Whole school participation : 76% (see separate chart for breakdown of provision) Before School Club – all year groups Karate ( subsidy ) £188 £490 A good start to the day with a clear focus on concentration, perseverance, good manners and healthy attitude. This club starts at 8.00am but is popular and has high attendance levels. Rochdale AFC Athletics / Football (6 week course) KS1 children only £1040 ----- ----- In the past this has been one of the few clubs we have charged for as RAFC offer this on a cost per child basis. Now, with the extended funding, we have been able to fully fund this club and offer it free of charge to the whole of KS1, including Foundation Stage. The take-up was fantastic – 54% overall.
team, conducts psycho-educational assessments including a variety of assessments (both formal and informal) according to standards outlined in the Nevada Administrative Code Indicator 2 The school psychologist develops multidisciplinary reports that are comprehensive (ie, include all a suspected disability and Nevada Administrative Code standards), yet understandable Indicator 3 The school psychologist makes eligibility recommendations that are supported by a preponderance of evidence Areas of Strength and Growth for Standard 2 Standard 3: Consultation and Collaboration Indicators Level of Performance and Evidence Indicator 1 The school psychologist participates in team-based planning to develop, review, and design academic or behavioral interventions and collaborates to recommend specific, observable, and measurable goals to evaluate effectiveness Indicator 2 The school psychologist collects and uses assessment data to understand students’ difficulties and to select and implement instructional and/or mental health services Indicator 3 The school psychologist engages in consultation and collaboration at the individual, family, group, and system levels and at various stages of intervention of Strength and Growth for Standard 3 Standard 4: Legal, Ethical, and Professional Practice Indicators Level of Performance and Evidence Indicator 1 The school psychologists respects individuals’ rights to privacy and confidentiality as consistent with Family Educational Rights and Privacy Act (FERPA) Indicator 2 The school psychologist actively seeks and participates in professional development opportunities, reflects critically on own strengths and weaknesses, and identifies professional development needs Indicator 3
Scottish Cancer Networks Collaborative Colorectal Cancer Event [1st & 2nd March 2018] Centre for Health Sciences [Lecture Theatre – Phase 1, First Floor], Raigmore Hospital, Inverness Day 1: Thursday 1st 2018 Note: The following is indicative only - order of presentations may be subject to change on day 12.30 – 13.15 Registration and Refreshments 13.15 – 13.30 Chair’s Welcome, Introductions & Housekeeping Mr Mike Walker - Consultant General & Colorectal Surgeon, NHS Highland & NOSCAN CRC Lead 13.30 – 14.05 14.05 – 14.40 14.40 – 15.10 15.10 – 15.30 15.30 – 16.05 16.05 – 16.40 16.45 – 17.00 qFIT in Symptomatic Patients Capsule Endoscopy TATME Training Refreshment Break Presentation 4 Panel Discussion Afternoon’s conclusions & closing remarks Dr Craig Mowat – Consultant Gastroenterologist & Honorary Senior Lecturer, Ninewells Dundee Prof Angus Watson - Consultant Colorectal Surgeon, Raigmore Inverness Mr Ken Campbell - Consultant Colorectal Surgeon, Ninewells Dundee Speaker TBC Chair: Mr Mike Walker/Other TBC Chair: Mr Mike Walker 19.30 Evening Reception – riverside venue awaiting confirmation Note: times taken from SCOTRAIL timetable effective from 10th Dec 2017 – 19th May 2018 Please check with service provider as times subject to change/cancellation on the day Travelling for Thursday afternoon City Leaving Arriving Inverness Leaving Inverness Arriving Note Aberdeen 08.19 10.33 17.14 19.40 10.13 12.22 18.13 20.35 12.00 14.11 Edinburgh 08.31 11.58 17.30* 21.24 *Changes at Perth required 09.36* 13.29 18.45 22.21 *Changes at required 10.36 14.15 Glasgow 07.10 10.28 17.30 20.45 08.41* 11.58 18.45* 22.21 *Changes at Perth required 10.11 13.29 10.41* 14.15 *Changes at required Dundee 07.53* 10.27 17.30* 20.04 *Changes at required 08.54* 11.58 18.45* 22.08 *Changes at Perth required 10.54* 13.29 Changes at Perth required *Note: Change in train at Perth required Scottish Cancer Networks Collaborative Colorectal Cancer Event [1st & 2nd March 2018]
-Identify the reasons for European Exploration in the New World. God Glory Gold -Evaluate the social, political, economic, and cultural contributions on the establishment of colonies/settlements in North America. -Compare and analyze the physical and human characteristics that influenced, including: Population distribution Settlement patterns Economic activities Growth of Government Resources -Incorporate personal narrative elements, including: Point of View Text structure Figurative language Plot Development Dialogue Parts of Speech Proper Grammar Usage Ask the 5 W Questions about the colonists/settlers like: Who What When Where Why -Map Skills Regions Resources
Conductor material that allows heat or electrical energy to easily flow through it Insulator material through which heat or electricity does not easily flow Magnetism The property of attraction to a magnet Mass the amount of matter in something; measured in grams Matter Anything that has mass and takes up space Physical Property measureable characteristics that describe the physical of something, including mass, magnetism, temperature, density, shape, volume, and conductivity Physical The classification of matter as a a liquid, or a gas Relative Density how dense something is compared with a reference material Solubility Measurement of the ability of a solid to dissolve in a liquid Thermal Energy Energy that be measured by a thermometer 1st Nine Week Vocabulary Boiling Point The temperature at which a substance changes states from a liquid to a gas Condensation Physical change in matter from a gas to a liquid Evaporation The changing of water from liquid to a gas Freezing Point The temperature at which a substance changes from a liquid to a solid Melting Point The temperature at which a substance changes states from a solid to a liquid. Physical State The classification of matter as a solid, a liquid, or a gas Dissolving spread out uniformly in a liquid
Mixture A combination of two or more substances where each keeps its own properties and both can be easily separated Physical Change Make different without changing what the material is made of, such as cutting, folding, or melting. Physical Property measureable characteristics that describe the physical state of something, including mass, magnetism, temperature, density, shape, volume, and conductivity Solution a liquid mixture where one substance is mixed evenly throughout another substance Substance Something made of all one material such as water or copper Coals a solid fossil fuel that is formed from the concentrated remains of plants over very long periods of time Natural Gas A flammable material, without a definite form, produced from remains of marine organisms buried under layers of sediment found near oil deposits Oil a nonrenewable natural resource produced from the remains of organisms buried under layers of sediments for millions of years Organic Matter The waste and remains of plants and animals Pressure Force of objects pushing on other objects Sedimentary Rock layers of rock formed when sediment is deposited and then compacted and cemented over time Canyon A deep gorge in the surface of Earth formed by the erosion of moving water and sand
Example 2: Translate each equation into a sentence. a. 4n – 8 = 12. 4n – 8 = 12 Four times n minus eight equals twelve. Exercises: Translate each sentence into an equation or formula. 52. times a number t minus twelve equals forty. 3t-12=40 53. One–half of the difference of a and b is 54. 54. Three times the sum of d and 4 is 32. 3(d+4)=32 Translate each equation into a sentence. 55. 4a – 5 = 23 56. 10 + k = 4k 57. 6xy = 24 58. x2 + y2 = 8 Lesson 2-2: Solving One-Step Equations Addition Property of Equality For any numbers a, b, and c, if a = b, then a + c = b + c. Subtraction Property of Equality For any numbers a, b, and c, if a = b, then a – c = b – c. Example 1: Solve m – 32 = 18. m – 32 = 18 Original equation m – 32 + 32 = 18 + 32 Add 32 to each side. m = 50 Simplify. The solution is 50. Example 2: Solve 22 + p = –12. 22 + p = –12 Original equation 22 + p – 22 = –12 – 22 Subtract 22 from each side. p = –34 Simplify. The solution is –34. Exercises Solve each equation. Check your solution. 59. h – 3 = –2 1 60. p – 5 = 15 20 61. k – 0.5 = 2.3 2.8 62. h – 18 = –17 1 63. j – 0.2 = 1.8 2 64. m – (–12) = 10 -2 65. x + 12 = 63 51 66. –17 = b + 4 -21 67. –3.2 = l + (– 0.2) -3 68. 19 + h = – 4 -23 69. j + 1.2 = 2.8 1.6 70. m + (–8) = 2 10 Multiplication Property of Equality For any numbers a, b, and c, if a = b, then ac = bc. Division Property of Equality For any numbers a, b, and c, with c ≠ 0, if a = b, then = . Example 1: = . = . Original equation
Buffalo Trail Elementary School 4th Grade 1st Nine Weeks Reading Language Arts Math History Science 4.1 Oral Communication ●Giving directions ●Contribute to group discussions ●Use grammatically correct language and specific vocabulary to communicate ideas. 4.2 Oral Presentations ●Use subject-related information and vocabulary. ●Listen to and record info. ●Organize information for clarity. 4.7 Effective Writing ●Focus on one aspect of a topic. ●Develop a plan for writing. ●Organize writing to convey a central idea. 4.8 Editing Writing ●Look for correct grammar, capitalization, punctuation, and spelling. ●Use noun-pronoun agreement. ●Incorporate adjectives and adverbs. VS.2a VA Relative Location ●Where in the World is VA? VS.2c Geographic Features ●Peninsulas ●Rivers/ Bodies of Water VS.2b Virginia’s Regions ●Tidewater/Coastal Plain ●Piedmont ●Blue Ridge ●Valley and Ridge ●Appalachian Plateau VS.2d,g Language Groups ●Algonquian (Powhatan) ●Siouan (Monacan) ●Iroquoian (Cherokee) ●State-Recognized Tribes VS. 2f Archaeology Discoveries ●Werowocomoco VS.2e Adaptations to the Land ●Eastern Woodland Indians ●Climate/Adaptations VS.3a,b Reasons for Colonization ●Economic Interests o Charters o Self-Government ●Effects of Colonization o Women/Africans o Hardships faced o English-Indian Interaction 4.1 Scientific Method ●Observations, conclusions, inferences and predictions ●Experimental design – hypothesis and variables ●Classify and analyze objects, measurements, data ●Measurements of distance, volume, mass and temp. ●Display data, interpret and make predictions from graphs, charts, tables ●Identify contradictory experimental results 4.9 Virginia’s Natural Resources Natural versus man-made resources Virginia’s natural resources by region Virginia’s water resources and watershed 4.7 and 4.8 Solar System ●Revolution and Rotation ●Earth’s Seasons ●Phases of the Moon ●Size, Position, and makeup of Earth, Moon, and Sun ●Historical Contributions The planets
01/08/2018 Welsh Fisheries Quota Management Figures For Area VII Under 10 Metre vessels Species Area Welsh Quota Allocation (Tonnes) Landings % of Quota Amount Left (Tonnes) Sole VIIa 300kg 0 200kg VIIfg 5.1 tonnes 20.7% 4.0T Plaice VIIa 9.2 tonnes 0.1% 9.2T VIIfg 4.4 tonnes 6.2% 4.1T Cod VIIa 1.8 tonnes 0.2% 1.8T VIIb-k 4.1 tonnes 5.6% 3.8T Whiting VIIa 100kg 0 100kg VIIb-k 24.8 tonnes 0 24.8T Haddock VIIb-k 10.1 tonnes 0 10.1T VIIa 7.7 tonnes 0 7.7T Pollack VII 17.6 tonnes 0.3% 17.5T Skates and Rays VI and VIIa-k (ex VIId) 87.2 tonnes 35.0% 56.7T
Clocha Rince N.S. Moyvalley, Co.Kildare. Tel : (046)9553428 e-mail: secretary@clocharince.ie Charity No: 20124670 1st Teacher: Ms. Patricia Roche Book Rental: €20 (Reading & comprehension Books, Irish, Maths, Religion, SESE, Music) Visual Arts & Photocopying Fee €25 per child Computers Fee €36 per Assessment Tests Fee €5 per child 24 hour Pupil Insurance €8 per child Homework Journal €3 €97 All fees must be paid before Monday 3rd September 2018 TO BE PURCHASED Just Handwriting 1st €4.95 educate.ie ALL OTHER TEXTS AND WORKBOOKS PROVIDED BY SCHOOL Copies & Utensils Tin Whistle in D 2 x Glue Sticks (labelled with name) 1 x B2 Handwriting Copies 2 x 10mm squared Sum Copy 8 x 88 page Writing Copies 2x whiteboard markers (labelled with name) 40 pocket Display Folder 3 x A4 Plastic Document Wallets B2 Handwriting Pen in black Pencils & Colouring Pencil/Crayons 40 page Scrapbook Plimsolls or Spare pair Runners only for interior use. Slippers not permitted as they are unsuitable for use in PE Hall. T-shirt / Apron for protecting clothing while painting We sell a range of copies, pencils, pens, erasers, rulers, folders etc. in the school office. Please label all your child’s clothes, copies and utensils.
students will design, collaborate, problem solve, and construct with a variety of fun hands-on activities, using literature, based on the principles of STEAM (Science, Technology, Engineering, Art, Math). Some of the activities we have planned include Egg Tower, The Longest Chain Challenge, and Pom Pom Drop. Yearous Mathnasium Math Mayhem: Students will get the opportunity to play with numbers and see how math can be fun! We will explore mathematical concepts together in a fun, hands on way! Mrs. Morris and Mrs. Peden 1 LEGO Maniacs Are you a Lego Maniac? This club will challenge you to build tons of Lego creations. Mrs. Ryan and Mrs. Pasell 1 Minecraft Calling all Minecraft enthusiasts! Does the thought of creating in your virtual with the help and support of your peers interest you? Then this cluster is for you! Let the crafting begin! Mrs. Patrignani and Mrs. Jurik 1 Speed Stack Let's get ready to stack! Are you interested in learning about speed stacks? If so, join Coach Wood and Ms. Lewis to learn all about it. Competitive cup stacking has gained momentum in recent years and continues to become more popular. This is a great opportunity to learn about the sport in an active and cooperative setting. Students will also use math skills to compare times, calculate the difference as they improve, and graph results. No matter your age, this club is a great choice for anyone interested in speed stacking! Mrs. Wood and Ms. Lewis 1 Chess Club is for chess players! That includes you! Ms. Mosier and Mrs. 1
T O S H I B A FIN Inclusion Matters Parents Supporting Parents with Safety C O N T A C T S 0 4 0 2 2 5 4 9 8 4 V O L U M E 1 , I S S U E 1 N O V E M B E R 2 0 1 2 f i n q l d t s v @ g m a i l . c o m fin - q l d t s v . o r g . a u P O B o x 1 8 3 9 FIN Voices heard by the Qld Child Protection Commission T o w n s v i l l e 4 8 1 0 I n s i d e t hi s Iss u e On Friday 28th September parents, grandparents and significant others (plus sup- porters) gathered at the Townsville Court House to meet with Tim Carmody, the Queensland Child Protection Inquiry Commissioner. Over a good two and a half hours we told our stories of Child Safety involvement in our lives and the impact this has had on our children, our relationships with our chil- dren and on our family lives. Three Submissions prepared by FIN Qld Townsville mem- bers were presented to the Commissioner at this meeting and subsequently they have been posted on the Commission’s website for public perusal ( . In particular, we raised 10 Key Issues of concern with the Commissioner: Assessment of Risk, no actual harm Risk aversion and the majority of less serious situations Mother Blaming re domestic violence and mental health Demonisation of Fa- The adversarial ap- proach. Focus on deficits; inadequate legal support and inadequate accounta- bility mechanisms Misinterpretations of facts; less than thorough assess- ments Disrespectful, unsupportive relationships with parents Selective respect for the voices of children and young people How a system based on Fear impedes effective support 10. The long term harmful effects of removal into care for children and their fami- lies We all felt the Commissioner listened attentively and accepted many of our concerns. The FIN Townsville group before meeting the Commissioner
P A G E 2 FIN Townsville AGM Date: Tuesday 20th November 2012 Time: 5pm for 5.30pm start Venue: North Queensland Training and Com- munity Centre, 15 Lonerganne St Garbutt Light Refresh- ments will be served. Please bring a plate if you can (if not, do please come anyway) ALL COMMITTEE POSITIONS WILL BE DECLARED VACANT. Nominations accepted for President, Secretary, Treasurer and for 4 General Committee Members. Email for a nomination form and membership form. FAMILY SUPPORT OR CHILD REMOVAL? AGM Guest Speaker Following the AGM Terry Cronin will be the guest speaker on the important topic: Family Support or Child Removal? The Need for New Directions in Queensland Child Protection/Prevention Services Family Inclusion Network Townsville Regular support and information meetings
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.** GLE 0107.T/E.1 Recognize that both natural materials and tools have specific characteristics that determine their uses. GLE 0107.T/E.2 Apply engineering design and creative thinking to solve practical problems. 0107.T/E.1 Explain how simple tools are used to extend the senses, make life easier, and solve everyday problems. 0107.T/E.2 Invent designs for simple products. 0107.T/E.3 Use tools to measure materials and construct simple products. BrainPOP Jr. BrainPOP Jr. PowerPoint PowerPoint
Grade____1____ Science Pacing Guide Instructional Week ___8-9_____ Academic Vocabulary: adult, life cycle, matter, data*, grow* Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.** GLE 0107.7.2 Classify earth materials according to their physical properties. 0107.7.3 Use bagged samples of earth materials or pictures from different areas to classify materials according to their use. ----------------------------------------------------------------- GLE 0107.Inq.1 Observe the world of familiar objects using the senses and tools. PPT unit plan BrainPOP Jr. BrainPOP Jr. BrainPOP Jr. Quirkles R: Ronnie Rock
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.** GLE 0107.10.1 Investigate the effect of the sun on land, water, and air. 0107.10.1 Predict and determine what happens over the course of a school day when containers of sand, soil, and water with thermometers are placed in a sunny window. 0107.10.2 Predict and determine what happens over the course of a school day when containers of sand, soil and with thermometers are placed in a shady location. 0107.10.3 Compare the temperature at different places around the school such as black top driveway, lawn, concrete areas, side of the building, under a shade tree, wet area, in the ground. ------------------------------------------------------------------ GLE 0107.Inq.2 Ask questions, make logical predictions, plan investigations, and represent data. BrainPOP Jr. BrainPOP Jr. Quirkles H: Hallie Heat Quirkles L: Lindy Light Quirkles W: Watery William --------------------------------------------- xxxxxxxxxxxxxxxxxx
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.** GLE 0107.12.1 Investigate materials that are attracted to magnets. 0107.12.1 Identify and classify objects in the classroom as magnetic or non magnetic. 0107.12.2 Make predictions about how various objects will be affected by a magnet. ---------------------------------------------------------------- GLE 0107.Inq.2 Ask questions, make logical predictions, plan investigations, and represent data. BrainPOP Jr. BrainPOP Jr. Loose in the Lab Activity—Finding Ferrous Materials Loose in the Lab Activity—Fishing with Magnets - a lesson plan -------------------------------------------- xxxxxxxxxxxxxxxx
Quarter Description Academic Vocabulary Quarter 1 1.ME.1,2Matter and energy. The student knows that objects have properties and patterns. (1) classify objects by observable properties of the materials from they are made such as larger and smaller, heavier and lighter, shape, color, and texture; and (2) predict and identify changes in materials caused by heating and cooling such as ice melting, water freezing, and water evaporating. Matter Energy Property Pattern Classify Predict changes Demonstrate Reliability Conclusions Communicate Logical reasoning Record Inquiry Laboratory Plan and implement Solve problems Collect data Observe Recognize Analyze Organize Interpret Inference
PSD Lesson Plan Template (EATS) Teacher: First grade Course/Level: Reading Monday 1/12/15 Tuesday 1/13/15 Wednesday 1/14/15 Focused Standard/Element (s) ELACC1RL3 ELACC1RL5 S1E1 a,b,c Students will observe, measure, and communicate weather data to see patterns in weather and climate. SS1H1 The student will read about and describe the life of historical figures in American history. a. Identify the contributions made by these figures: including, Theodore Roosevelt b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present ELACC1RL3 ELACC1RL5 S1E1 a,b,c, SS1H1 a,b ELACC1RL3 ELACC1RL5 S1E1 a,b,c SS1H1 a, b WIDA Standard ELP Standard 2; Level 2; Reading, Science, Social Studies ELP Standard 2; Level 2; Reading Science, Social Studies ELP Standard 2; Level 2; Reading Science, Social Studies Essential Question How can learning new words help me become a better reader? How can I identify the story elements? How can I tell the difference between a fiction and non-fiction story? How can I identify the Main Idea of a story? What are the elements of Winter Weather? What contributions did Theodore Roosevelt make to American history? How can learning new words help me become a better reader? How can I identify the story elements? How can I tell the difference between a fiction and non-fiction story? How can I identify the Main Idea of a story? What are the elements of Winter Weather? What contributions did Theodore Roosevelt make to American history? How can learning new words help me become a better reader? How can I identify the story elements? How can I tell the difference between a fiction and non-fiction story? How can I identify the main idea of a story? What are the elements of Winter Weather? What contributions did Theodore Roosevelt make to American history?
RL.9 Compare and contrast the adventures and experiences of characters in stories. Writing: Speaking and Listening: Native Language, Culture, History and Character: Critical Vocabulary Tier 1 Tier 2 Person place, Thing Author text Presented Punctuation thoughts feelings ideas Clearly long short sounds common spellings major Vowels Tier 3 prompting relationship illustrations Depicts Identify Support similarities differences text descriptions procedures sequence specific sequence graphemes audibly and express Associate Resources (Common Core Standards Appendix B Lexile Grade Level Band:) (Informational Text, Literature, Poetry): Navajo Language Culture: ODLS C3:PO1 I will describe a character in a short story. Baby’s First Laugh Baby learn About animals Baby Learns About Colors
_Vashti___felt __frustrated______because she didn’t know what to draw. _Vashti___felt ____surprised______because she saw her dot in a frame. _Vashti__felt __excited__________because she was a real artist and painted lots of different dots. __Vashti__felt ____proud________because the little boy thought she was a great artist and she helped him. Character Feelings Lesson 13
Character Feelings Partner Work ____________________________felt because… ____________________________felt because… Lesson 14
Character Feelings Performance Indicator ____________________________felt because… ____________________________felt because…
Common Nouns truck car boy school pencil animal girl Proper Nouns Washington, GA Ann Mrs. Jones McDonalds Bi-Lo Harper Street Possessive Nouns Bob’s truck table’s leg dog’s doghouse horse’s saddle pig’s pen car’s tire sister’s coat L1.1b I can use singular and plural nouns with matching verbs in sentences.
Learner Goals: Singapore Page Citations Understand number and part-whole concept. TB-A: Unit 3, Ch 2, 32-34 WB-A: 31-37 EP: 17-18 Learn addition and subtraction facts within 20. (within 10 in this unit) Understand the meaning of addition (missing whole, putting together, counting on, and simple addition stories). TB-A: Unit 3, Ch 1, 26-31, Ch 3, 35-37 WB-A: 25-30, 38-41 EP: 15-16 EP: 19-22 EP: 23-24 EP: 25-26 Make addition/subtraction stories from problem situations. Write equations and solve simple addition/subtraction stories. Solve problems involving numeric equations or inequalities. Use boxes and other symbols to stand for unknown numbers in expressions and equations.
Learner Goals: Singapore Page Citations Identify, describe, and categorize common 2-dimensional shapes, including the faces of 3-dimensional objects. TB-A: Unit 7, 79-86 WB-A: 132-146 EP: 73-76 Identify common 2-dimensional shapes within compound shapes, combine shapes to form common shapes. TB-A: Unit 7, 89-90 WB-A: 149 EP: 77-78 Sort objects and data by common attributes. throughout Describe and extend repeating patterns involving color and shapes. TB-A: Unit 7, 87-88 WB-A: 147-148
Learner Goals: Singapore Page Citations Compare and measure length and weight by making direct comparisons with reference objects. TB-A: Unit 9, Ch 1, 97-99 WB-A: 157-158 EP: 87-88 Compare and measure length, and weight using nonstandard units. TB-A: Unit 9, Ch 2, 100-101 WB-A: 159-172 EP: 89-90 1st Grade – Singapore CH 1-1 DAY, Ch 2-1 DAY
Learner Goals: Singapore Page Citations Recognize and name halves and fourths. TB-B: Unit 16, 66-67 WB-B: 109-114 EP: 155-156 1st Grade – Singapore Ch 1 – 2 DAYS, Ch 2 – 2 DAYS
1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8 Learning Targets: I can: subtraction problems by finding the missing addend 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Learning Target: I can: Count on to add Count back to subtract 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Learning Target: I can: Find the unknown number in any position in a multiplication or division equation KCAS Note: 1.OA.6- In order to meet this standard, students should record their strategies and use an equation to represent their work.
I Can Think and Learn Like a Good Citizen How I Think I’m Doing () How can I show respect and kindness to people and to animals? Can I give examples of people in my school and community of who: make rules and laws? make sure that rules and laws are followed? Can I give examples of some uses of without authority: in school? in the community? My First Grade Social Studies Learning Log My Name is_______________________________________________________________________________
Reading Street 1st Grade Evaluation Chart: Unit 1 Assessment Focus Skill- Literary Elements; Character, Realism and Fantasy Student Name_____________________________________ Pre Test Date ______________________________________Post Test Date_____________________________________ Item # Comprehension Post Test Pre test scoring Post Test scoring 1 Lit. Ele. Charactor Comprehension _________ of 7 correct Literary Elements Character __________of 4 correct Realism and Fantasy ___________of 3 correct Post test – Comprehension ________ of 14 correct Comprehension _________ of correct Literary Elements Character __________of 4 correct Realism and Fantasy ___________of 3 correct 2 Lit. Ele. Setting 3 Realism and Fantasy 4 Main Idea 5 Cause and Effect 6 Realism and Fantasy 7 Draw Conclusions 8 Draw Conclusions 9 Realism and Fantasy 10 Main Idea 11 Lit. Ele. Character 12 Lit. Ele. Character 13 Lit. Ele. Character 14 Sequence Notes
Reading Street 1st Grade Evaluation Chart: Unit 5 Assessment Focus Skill- Draw Conclusions, Main Idea Student Name_____________________________________ Pre Test Date ______________________________________Post Test Date_____________________________________ Item # Comprehension Post Test Pre test scoring Post Test scoring 1 Lit. Ele. Setting Comprehension _________ of 7 correct Draw Conclusions __________of 3 correct Main Idea___________ of 4 correct Post test – Comprehension ________ of 18 correct Comprehension _________ of 7 correct Draw Conclusions __________of 3 correct Main Idea___________ of 4 correct 2 Genre 3 Main Idea 4 Main Idea 5 Lit. Ele. Plot 6 Main Idea 7 Lit. Ele. Character 8 Draw Conclusions 9 Compare and Contrast 10 Author’s Purpose 11 Sequence 12 Draw Conclusions 13 Draw Conclusions 14 Main Idea Notes
1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.4 4Students do not need to learn formal names such as “right rectangular prism.” Knowledge Targets “I Can” Statements Standard Interpretations Know that shapes can be composed and decomposed to make new shapes Describe properties of original and composite shapes I understand that a new shape can be made by combining 3-D shapes. I can identify 3-D shapes within combined shapes. I can identify 2-D shapes on 3-D shapes. I can describe 2-D shapes by their attributes. I understand that a new can be made by combining 2-D shapes. I can identify 2-D shapes within combined shapes. The ability to describe, use and visualize the effect of composing and decomposing shapes is an important mathematical skill. It is not only relevant to geometry, but is related to children’s ability to compose and decompose numbers. Students may use pattern blocks, plastic shapes, tangrams, or computer environments to make new shapes. The teacher can provide students with cutouts of shapes and ask them to combine them to make a particular shape. Example: What shapes can be made from four squares? Students can make three-dimensional shapes with clay or dough, slice into two pieces (not necessarily congruent) and describe the two resulting shapes. For example, slicing a cylinder will result in two smaller cylinders. Reasoning Targets Determine how the original and created composite shapes are alike and different Product Target Create composite shapes Compose new shapes from a composite shape Make sense of problems and preserver in solving them. Reason abstractly and quantitatively Construct viable arguments and critiques the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Cluster: Reason with shapes and their attributes.
Mastery of KindergartenEntrance Benchmarks Speaks in more complete, full sentences Answers questions with clear enunciation Uses proper eye contact when speaking Demonstrates an impact that voice and tone have on the listener Takes turns speaking with others Listening Mastery of Kindergarten Entrance Benchmarks Recalls information from listening Mastery of 1st grade Entrance Benchmarks Raises hand to ask question Participate in collaborative conversations/discussions Follow rules for discussions Ask questions during discussions to clear up confusion Ask and answer questions about key details in a text read aloud, video, or other media Uses simple conventions of standard English Listening Beginning Reader List-1st Grade Entrance Benchmark 1st Grade Exit Benchmark I can and see go do get has on now no me make it is in so she the we will this look man up List 1 big did find for all sit that hand has he her him my not of sun but tell got let cut red at his just List 1 you with just made down back who call long may was way what when from out over said some then as be by same its List 2 they to good have much new your or away best does give here last old need take us went put name thing men like saw List 2 after also any are been your which about little many more very were other than back day called if into them there time too List 3 two how most one where keep live above but almost hard help move must told took upon want play feet kind land say seen such List 3 can’t don’t began shown line didn’t being better end Number Words two one five six eight nine ten three four seven List 3 Numbers/Math 1st Grade Entrance Benchmarks 1st Grade Exit Benchmarks/2nd Grade Entrance Benchmarks
S.C. CATEGORY 1 2 3 B.C.(A) CATEGORY 1 NIKHIL JASWAL SURESH BC(A)/AIC 82.5 2 POONAM RANI KARAMJEET SINGH BC(A)/AIC 71.26 B.C.(B) CATEGORY 1 KOMAL SHARMA SHARMA BC(B)/HOGC 60.66 2 DIYVYA KADYAN JITENDER KADYAN BC(B)/AIC 59.44 INCHARGE FEE SEC CHAIRPERSON
10:55-11:20 Continue ELA Titles -Handwriting Grammar pg.41 -Handwriting *Writing: Describe and Animal Communities Grammar pg. 42 -Handwriting Handwriting 11:20-11:50 Lunch Lunch Lunch Lunch Reading Intervention 12:00-12:30 12:30-1:30 Math CCRS: MP 1,2,4,5,7 1NBT1 1.G.1,2 Weekly Math Test Investigations Unit 2 1.6 Filling with More and Fewer Vocab: TE pg. 54-60 WB pg. 24 Investigations Unit 2.1.7 Assessment: Ways to Fill a Hexagon Vocab: TE pg. 61-64 WB pg. 25 Investigations Unit 2.2.1 Making a Shape Poster Vocab: TE pg. 70-76 WB pg. 26-28 Investigations Unit 2.2.2 Describing Triangles Vocab: vertices TE pg. 77-84 WB pg. 30 Investigations Unit 2.2.3 Describing Quadrilaterals Vocab: quadrilaterals TE pg. 85-89 WB pg. 31 1:30-2:00 Math Intervention Compass Learning Starfall Math Compass Learning Starfall Math Clubs Compass Learning Starfall Math Compass Learning Starfall Math 2:00-2:20 Recess 2:20-3:00 Leader in Me/ Ed. Habit 2 Habit 2 Clubs Habit 2 Habit 2 Dismissal 3:00 1st Bus 3:00 Car Riders 3:15 Late Buses go to Bus Line 3:15 Extended Day
Learning Objective Describe the importance of existing trade routes and how they promoted the growth of powerful new trading cities Student provides: a description of the city at ANY TIME during the period 600 to 1450CE demonstrates how the city was important to regional/interregional trade 10 (5 pts ea.) Locate at least one existing and/or developing trade route in the Western or Eastern Hemispheres Student provides: advice on what trade route one would travel on to get to the city OR if no trade route is found, then a geographically correct travel route of the student’s own choosing 5 Identify luxury goods traded within their assigned trading city Student provides: a description of what goods a merchant would be able to buy and sell in the city a description of what luxury goods might have been used by wealthy inhabitants of the city 20 (10 pts ea.) Identify transportation and commercial technologies used to reach or trade with the trading city Student provides: a description of different transportation technologies a merchant use to reach the city (caravanserai, camel and horse saddles, compass, astrolabe, ship design, road networks, etc.) 10 Identify an example of new forms of credit and monetization used in the trading city Student provides: a narrative of in which a traveler would use new forms of credit and monetization (bills of exchange/currency, credit, bank checks, banking houses, etc.) 5 Learning Objective Criteria Completed (√) Possible Points Points Earned
Homework Everfi.net Savings Module Due 3/20 Day 15 10/10-14 Spending Plans 2 hr Delay Warm-up: Income and Expenses (use notes) Spending Plan Lesson Guided Notes & PowerPoint The Brown Family (worksheet) Homework Everfi.net Savings Module Due 3/20 Day 16 10/15-16 Spending Plans Complete Everfi.net Savings Module Bell Ringer: Practice Certification Test Complete The Brown Family (together) Letter to the Brown Family (Brainstorm finish @ end of class) The Carson Family worksheet (Independent) Homework – Spending Plan: Mission Home Front DUE 3/26 Day 17 10/17-20 Prep for unit test Bell Ringer: None Test Next Class Review for test – Games & Make your own questions Work on Letter to Brown Family Homework – Spending Plan: Mission Home Front DUE 3/26 Day 18 10/21-22 TEST Managing Your Money DUE Spending Plan: Mission Home Front Bell Ringer: Q & A for test Test Day 19 10/23-24 Choose to Save Bell Ringer: (2 Handouts) Take a Chance Tracking HW: Choose to Save M/C & S/A questions Day 20 10/27-28 Savings Tools Bell Ringer: Choose to Save info (have them complete the blanks) Worksheet & Video Clip: Notes Which Savings Tool Would You Use? 2.4.3.H2 (pink cards) Begin: Savings tool worksheet (3 pages 22-24) Day 21 10/29-30 End of GP Investing Upload JA Essays Bell Ringer: Complete & review Savings tool worksheet (3 pages 22-24) Warm-up Planning for Life Events Cards) 20 min Investing Slide 5 video Link Stock Market Video Risk versus Reward Chart (need beans & describe activity)
Source - Source 2 – Sumerian plowing farm with oxen Source - http://caprishiawoodscchs.weebly.com/u2-project.html Source 3 – Early Mesopotamian City-States Source - http://www.penn.museum/sites/iraq/?page_id=24 Source 4 – Mesopotamian Pottery Wheel
Week 14 Notes on Ocean Oil Week 15 Gulf of Mexico-PowerPoint Estuaries Mississippi Watershed Economic Value Topography Influence on weather Week 16/17 Start notes on Deep Sea Chapter 16 DVD on Deep Sea Life Volcanoes of the Deep Video Worksheet due in class I HAVE THIS VIDEO Second Semester Week 19 Microbial World Chapter 5 Student Presentations of Keynotes on Extremophiles Extremophiles Week 20 Life Zones-Chapter 16 Day Objectives Homework Week 21 Animal Behavior Discover animal behavior Feet DVD Twenty Years of the Dolphin Week 21 Chapter 11? Intertidal