zilongwang/ReadingBank huggingface dataset:
meeting. Introduce book and project. Choose project jobs. Read together, discuss questions and predictions. Read together, discuss questions and predictions. MILESTONE #1 DUE. Discussion and reading. 11 12 MILESTONE #2 DUE. Discussion and reading. 13 Read together, discuss questions and predictions. 14 MILESTONE #3 DUE. Discussion and reading. 15 Read together, discuss questions and predictions. 16 MILESTONE #4 DUE. Discussion and reading. 17 18 19 Read together, discuss questions and predictions. 20 MILESTONE #5 DUE. Discussion and tri-fold work drafting. 21 22 23 YOUR DISPLAY ELEMENTS DUE. 24 25 26 27 28 29 30 FINISHED DISPLAY ELEMENTS DUE. 31 IMPORTANT DATES Monday, June 2: Souvenir/memento and bookmark design due Thursday, June 5: Reading and Writing Celebration Tri-Fold Guidelines Congrats! You have read your book and are ready to show your creativity while expressing the story elements you have learned about! Step 1- Carefully type your story elements in your group’s chosen font. As a group, decide what you want your theme to be and consider that while you are typing. For example, if your main character is a football player, you might want to choose a font like Impact to display this trait.
Reading Assignment Rubric - Grade 7 Part 1: Picture Book C- Not Yet Meeting Expectations C Minimally Meeting Expectations C+ Meeting Expectations B Fully Meeting Expectations A Exceeding Expectations Prediction Does not complete a prediction for the picture book. In less than one full paragraph, completes a basic prediction for the picture book. In one full paragraph, completes a sound prediction for the picture book. In two full paragraphs, completes a detailed prediction for the picture book. In three or more full paragraphs, completes an extensively detailed prediction for the picture book. Characters Does not complete a character description for the picture book. Provides a basic description of each character. Each description is less than one paragraph in length. Provides a sound description of each character. Each description is approximately one paragraph in length. Provides a detailed description of each character. Each description is approximately two paragraphs in length. Provides an extensively detailed description of each character. Each description is approximately three paragraphs in length. Narrative Outline Does not complete a narrative outline for the picture book. Narrative outline contains basic explanations of each part of the story. Narrative outline is completed clearly as it contains sound explanations of each part of the story. Narrative outline is completed clearly as it contains detailed explanations of each part of the story. Narrative outline is completed clearly as it contains extensively detailed explanations of each part of the story. Evaluation Plus, Minus and Interesting Chart contains less than 3 relevant points in each column. Plus, Minus and Interesting Chart contains 3-4 relevant and well-thought out points in each column. Plus, Minus and Interesting Chart contains 5-6 relevant and well-thought out points in each column. Plus, Minus and Interesting Chart contains 7-8 relevant and well-thought out points in each column. Plus, Minus and Interesting Chart contains 9+ relevant and well-thought out points in each column. Overall Presentation and Effort Presentation is scrappy or assignment has not been handed in. No effort or pride is reflected. Assignment is poorly presented. Subheadings are not used or they are ineffective. Minimal effort or pride is reflected. Assignment is presented neatly with a page. Subheadings are used. Effort and pride are reflected. Assignment is presented very neatly with a creative cover page. Subheadings are used effectively. A great deal of effort and pride are reflected. Assignment is presented extremely neatly with a very creative cover page. Subheadings are used effectively. Extreme effort and pride are reflected. Teacher Comment Overall Grade
2nd 9-weeks NAME: Any “398” book any book by Raold Dahl Any book by Creech book by Cornelia Funke Any book by Diane Stanley any book by Raold Dahl Any book by Gordon Korman “Series of Unfortunate Events” book A Sport story book any Newbery Award winner Any book by Diane Stanley Book by Eoin Colfer Any book by Gordon Korman Any book by Creech Any Hank Zipzer book By Henry Winkler Any Hardy Boys or Nancy Drew book Any Hank Zipzer book By Henry Winkler Any “398” book Any book by CS Lewis Any “Bailey Kids” book Early Bird due Friday, December 16 …. All BINGO’s due Friday, January 20
B I N G O Visit and check out a book from the public library and read it. Have a picnic with someone. Bring a book, and read it together. Read to one of your pets or stuffed animals. Read two by the same author. Read a fantasy book. Read a nonfiction book about SCIENCE. Read a nonfiction book about HISTORY. Read a nonfiction book about an ANIMAL. Write and illustrate your own story. Read a graphic Read outside in the midst of nature. Read a magazine. On the other side of this paper, fill in the READING LOG with the titles of all the you read over the summer. Read a biography about someone you admire. Read a fable, folktale, or fairy tale. Read an entire chapter out loud, just like a teacher does. Read a blanket with a flashlight. Read poems from a poetry book. Read to someone younger than you. Read an award winning book. Reread your favorite book of all time. Read in bed. Read a book that teaches you how to do something. Read a joke book or a silly book. Read a book about SPORTS. Complete a row, a column, a diagonal, a random mix, or the entire BINGO board! The BEST way to become a better reader is to READ, READ, READ!
Reading Café Due October 10th-Week 1 (Tuesday) October 16th-Week 2 October 23rd-Week 1 October 30th- Week 2 November 6th-Week 1 November 13th-Week 2 November 20th-Week 1 November 28th- Week 2 (Tuesday) *No Reading Café for the of December * January 8th-Week 1 January 16th-Week 2 (Tuesday) January 22nd-Week 1 January 29th-Week 2 February 5th-Week 1 February 12th-Week 2 February 26th-Week 1 March 5th- Week 2 March 12th-Week 1 March 19th-Week 2 March 26th Week 1 April 16th- Week 2 April 23rd– Week 1 30th-Week 2 May 7th– Week 1 May 14th- Week 2 May 21st-Week 1 May 30th- Week 2 ( Wednesday)
The Catcher in the Rye Reading Calendar ◄ January 2017 ► Sun Mon Tue Wed Thu Fri Sat 1 New Year's Day 2 Vocab 7 intro 3 4 Intro Catcher in the Rye 5 Close Reading – Chapter 1 Vocab HW due 6 Voca b 7 Quiz 7 8 9 Catcher Chapters 1-4 due 10 Chapters 5-6 due Quiz chapters 1-6 11 Chapters 7-10 due 12 Reading/discussion day Midterm review 13 Midterm Essay 14 15 16 Martin Luther King No School 17 Midterm Multiple Choice 18 Chapters 11-15 due 19 Chapters 16-19 due 20 Inauguration Day Reading Day 21 22 23 Vocab 8 intro Chapters 20-22 due End of Marking Period 24 Chapters 23-26 due (end of 25 Intro quiote explication assignment Quiz chapters 16-26 26 Discussion 27 Vocab 8 quiz 28 29 30 Dialectical journals due Vocab 9 intro 31 Quote explication due Intro critical paper assignment Notes: More Calendars with US Holidays: , ,
Critical Paper Calendar of Due Dates ◄ February 2017 ► Sun Mon Tue Wed Thu Fri Sat 1 Topic Exploration 2 Groundhog Day Thesis statements work day 3 Vocab 9 quiz 5 thesis statements due 4 5 Super Bowl 6 Outline directions and work day Vocab 10 intro 7 Outline work day Critical paper materials due 8 Ourlines due Primary notecards work day 9 Intro to lit crit 10 Intro to lit crit 11 12 13 Vocab 10 Quiz Run-on sentences Quote Embedding? 14 Valentine's Day IMC Day Primary Notecards due 15 IMC Day 16 3 critical articles due Secondary notecards work day 17 Dismissal Work day on notecards (period 8) 18 19 20 Presidents Day No School 21 Secondary notecards due Cited work day 22 Works Cited due Intro/conclusions drafting day 23 Quote embedding practice 24 Drafting Day 25
26 27 Intro vocab 11 Drafting day 28 Drafting Day Notes: More Calendars with US Holidays: , , Critical Paper Calendar of Due Dates ◄ March 2017 ► Sun Mon Tue Wed Thu Fri Sat 1 Begin Julius Caesar 2 3 Vocab 11 quiz 4 5 6 Critical Paper Drafts Due 7 8 Int'l. Women's Day 9 10 +4 for early submission 11 12 Daylight Saving Begins 13 +2 for early submission 14 +1 for submission 15 16 17 Saint Patrick's Day Final Critical Papers Due!!! 18 19 20 Spring Begins (Northern Hemisphere) 21 22 23 24 World Tuberculosis Day 25
Prevent the Summer Slide! Have you heard of the dreaded summer slide? It’s been proven by research that “students who do not have access to reading materials over the summer lose substantial ground over the summer while their more advantaged peers typically experience modest reading gains.” Don’t let your child lose out over the summer. Set up a daily reading time and stock up your book shelves. You can do it! Ward, A. (2017, May/June). Three Components to Reading Success: Guide readers from striving to thriving through reading volume. Literacy Today,34(6), 10-11. Phonics Dance Remember to help your child practice the Phonics Dance over the summer! All students in grades 1-4 need to keep practicing the Hunks and Chunks! It’s up to you! Build this success for your child. Phonics Dance Hunks & Chunks: Paws-N-Read Here’s another great way to read...the Paws-N is program invites students to read to animals on a farm. Readers can share books with cats, dogs, rabbits, horses, goats, ducks, chickens, a pig, and alpacas! Paws-N-Read is a program of CATRA, the Capital Area Therapeutic Riding Association, Inc. To participate, sign up at the link at CATRA on Facebook or . For more information, contact Julie Toth, Program Coordinator, at or 717-991-2020. Sister by Saniah Norton Giggling Laughing like boiling water Toes wiggling in the sand Because of you I laughed and cried Because of you I loved and took care of you. Reading Eggs Remember that your Reading Center student in 1st and 2nd grade has access to the outstanding Reading Eggs website into July. It’s another way to prevent the summer slide! Books on Board You know how exciting it is to get new books to read? Well, if you visit the Lower Dauphin Communities That Care Bookmobile, you can get new books right here in Hummelstown. The Bookmobile stops in Hummelstown at five different spots: Schaffner Park (by the playground) Goddard School (1035 Middletown Road) Grace UM Church (by playground)
Prose Level III 1. b 2. d 3. b 4. a 5. c 6. a 7. a 8. d 9. b 10. b 11. c 12. a 13. d 14. d 15. c 16. d 17. a 18. c 19. a 20. a 21. d 22. d 23. b 24. a 25. a 26. c 27. a 28. d 29. d 30. d 31. a 32. d 33. b 34. c 35. a
Consumer Reports articles Debates Editorials Essays Interviews Journals Observations Presentations Proposals Reports Speeches Graphic Organizer Examples and Samples for Students to Use When Developing Projects Graphic Organizer Text Pattern Signal Words Description Comparison and Contrast While, yet, but, rather, most, either, like, unlike, same as, on the other hand, although, similarly, the opposite of, besides, however Reader should expect to learn similarities and differences. Chronological Sequence First, second; before, after; then, next; earlier, later, last, finally; again, in addition to; in the beginning/end Reader should expect that events will be told in order of the time they happened. Cause and Effect Since, because, thus, so that, if…then, therefore, due to, as a result, this led to, then…so, for this reason, consequently Reader should expect to learn the effect of one entity on another or others; reader should expect to learn why this event takes place.
Description On, over, beyond, within, like, as, among, descriptive adjectives, figurative language Reader should expect the writer to tell characteristics. Question and Answer Why, what, when, how, why Reader should expect to consider a question, come up with an answer, and verify the answer. Problem and Solution All signal words listed for cause and effect; propose, conclude, the solution is, the problem is, research shows, a reason for, the evidence is that Reader should expect to identify a problem, predict a solution, and be told a solution or solutions; reader expects to know why the solution is viable. Combination Any and all Writer uses a combination of patterns within any one text or section of text.
READING FAIR JUDGE’S FICTION RUBRIC JUDGE’S NUMBER ________ PARTICIPANT’S NUMBER ________ All of the following must be present on the board: _______Title _______Author _______Publisher and Publication Date ________Main Characters - only those important to the story line ________Setting - place and time of story ________Plot Summary - summary (not a retelling) of what the story is about and what takes place ________Conflict - the problem in the story ________Solution or Resolution - how the problem is resolved ________Author’s Purpose - why the author wrote the story (to entertain, inform, and/or persuade) _________Tone or Mood - describes how the author wants the reader to feel while reading the story Deduct 10 points if ANY of the above story elements are not present on the board.______ Deduct 10 points if student involvement is not evident in the display. ______
Bulletin Boards What do you read? All including bus drivers, custodians, SCC members, support staff and teachers got a picture. They are holding what they like to read, book, ipad, textbook, newspaper ect. The plan is to use the Arazma app, so when you hold your device over the picture it will link to a video of the person talking about their text. Encouraging Reading at LCS On the property cards students answered the following questions: What genre do you enjoy reading?
H. (2004) Overcoming craving: The use of narrative practices in breaking drug habits. The International Journal of Narrative Therapy and Community Work 1: McKelvie, G. and Cameron, J. (2000) Alcohol and substance misuse amongst indigenous Australians. In: P. Dudgeon, D. Garvey and H. Pickett (eds.) Working with Indigenous Australians. Perth: Gunada Press, pp. 499–515. McKenzie, B. (1997) Health promoting conversations. In: G. Monk, J. Winslade, K. Crocket and D. Epston (eds.) Narrative Therapy in Practice: The Archaeology of Hope. San Francisco. Jossey-Bass, pp. 275–295. McGregor, R. (2002) ‘Breed out the colour’ or the importance of being white. Australian Historical Studies 33(120): 286–300. Miller, W. and Rollnick, S. (1991) Motivational Interviewing: Preparing People for Change. New York: Guildford Press. Moxley-Haegart, L. (2009) Shaping narrative therapy to fit local cultures: Stories from Newfoundland and Quebec. The International Journal of Narrative Therapy and Community Work 3: 55–67. National Indigenous Drug and Alcohol Committee (2010) Recommendations from the NIDAC Conference, Adelaide, June 2010, http://www.nidac.org.au/images/PDFs/nidacbridgesandbarriers accessed 3 January 2015 Ncube, N. (2006) The tree of life project. Using narrative approaches in work with vulnerable children in South Africa. International Journal of Narrative Therapy and Community Work 1: 3–16. Omaar, R. (2007) Intimacy and betrayal in the story of genocide. International Journal of Narrative Therapy and Community Work 1: 51–55.
RE Long Term Plan KS2 – 2015/16 ( Using the 2014 Cornwall Agreed Syllabus ) KS2 Year 3 Year 4 - Year 5 Year 6 Christianity 60% of 45hrs over year 1.The Bible See pg 39 & 65/66 2.The Christian Way of Life see Pg 40 & 66 -God and Humanity -Beliefs, values and experience 1.Jesus See pg 38 & 65 2.The Christian Way of Life see pg 40 & 66 -Key Christian Values 1.The Church See pg 39 & 65 2.The Christian Way of Life see pg 40 & 66 -Significant life Events 1.God See pg 38 & 65 2.The Christian Way of Life see pg 40 & 66 -Personal and corporate commitment and action. Curriculum Kernewek Included in 60% Cornwall as a place of Christianity - How Christianity came to Cornwall -The Celtic Church and why Celtic Christian spirituality has become so important for some in Cornwall in the 21st Century. Cornwall as a place of Christianity -The translation of the New Testament into Cornish -Catholic emancipation in the 19th century and its effects on Cornwall Cornwall as a place of Christianity -The Prayer Book Rebellion of 1549 -The coming on its diversity and the importance of John Wesley and Methodism in today’s Cornwall -The foundation of the diocese of Truro and the importance of the Cathedral for many who liv ein Cornwall today. Cornwall as a place of spiritual inquiry -Why people feel attracted to Cornwall as a centre of spirituality and spiritual experience -The development of local celebrations which look beyond the origins of Christianity in Cornwall Other Faith 40% of over year Judaism See pg 43 -44 & 67 Sikhism See pg 44 -45 & 68 Hinduism See pg 40 -41 & 66 Islam See pg 41 – 43 & 67 NB KS1 Year 1 Year 2
Christianity 60% of 36hrs over year 1.God See pg 29 & 64 2. The Bible See pg 30 & 64 3.Jesus as an historical figure See pg 29 & 64 1.The Church See pg 29 & 64 2. Worship See pg 29 3.The Christian Way of Life see pg 30 & 64 Curriculum Kernewek Included in 60% Cornwall as a place of Spiritual Inquiry The marks on the landscape which makes us ask questions, such as why there are: -Special Festivals -Special people such as St Petroc, St Piran and the Cornish Saints Cornwall as a of Spiritual Inquiry The marks on the landscape which makes us ask questions, such as why there are: -Celtic Crosses -Standing Stones -Local stories and places of importance near the school. Other Faith 40% of 36hrs over year Hinduism: 1.Concepts, Truth and Values 2Family, community and traditions See pg 31 Hinduism: 1.Worship 2.Scriptures See pg 31
New word form (NOUN) of underlined word: : ____________ (NOUN) Sentence using New word form : Activity 4: Writing Summary In not more than 50 summarise three negative effects of junk food consumption from Reading 1. Apply the paraphrasing skills in Activity 3 and 4. Activity 6: Reading Comprehension Answer the questions that follow in complete sentences. What have most scientists and researchers discovered about junk food consumption? __________________________________________________________________ ___________________________________________________________________ How does eating junk food regularly worsen a person’s memory? ___________________________________________________________________ ___________________________________________________________________ ______________________________________________________________________
Reading Documentation for Book Talk 1 (Due friday, February 5) Goal: I commit to reading _____ (number of pages per night) over the next _____days. Book Title/ Author: New Vocabulary Record at two new vocabulary words that you discovered while reading. Unknown word 1:______________ Page number: Sentence from the text (use quotation marks): Denotation: Unknown word 2:______________ Page number: Sentence from the text (use quotation marks): Denotation: “Show, Not Tell” Sightings Record at least two examples of the author showing with his or her words. Remember to look for the following strategies: strong action verbs, precise nouns, dialogue, five senses, and figurative language. Strategy used: ________________ Page number: Sentence from the text (use quotation marks): Strategy used: ________________ Page number: Sentence from the text (use quotation Literary Connection While reading, analyze one of the following: The characters (static and/or dynamic) The story’s conflict The story’s theme Explain using the RACE strategy. Include evidence from the text with quotation marks and page numbers. __________________________________________________________________________________________________ __________________________________________________________________________________________________
Student Name: PHASES IN SKILL DEVELOPMENT Curriculum Skill: "Reading for Pleasure and Information" GLD Level: Mild Curricular Area: Communication and Language Curricular Strand: Competence and Confidence in using Language (Reading) Extended Acquiring Becoming Fluent Maintenance Generalisation Application Adaptation read from a range of children's literature, choosing material for reading during silent reading periods engage in personal reading learn to find books in a classroom or school library read aloud to share a text with an audience find information and share it with others perform simple information retrieval tasks using a table of contents, using a simple index have access to a plentiful supply of books both in the classroom and in the school library
What document does Perry keep on his desk? Explain why he had written this document. Do you believe what Perry sees? Explain how Perry’s big bird dream reappears. Why don’t the lawyers ask for a change of venue? Why do the lawyers want the trial postponed? Contrast the appearance of Perry and Dick when they enter the courtroom. What does this tell us? What new information about Perry do we learn from his autobiographical essay? What new information about Dick do we learn from his autobiographical essay?
9 Strategies to support comprehension: use of charts, graphs, illustrations; graphic organizers; before, during, and after reading strategies, focusing on vocabulary & comprehension Quiz #2 Graham & Hebert Model strategies in group 10 Use of think alouds to teach metacognitive strategies; the role of schema in reading comprehension Schoenbach, ch. 4 & 7 11 Supporting close reading of complex text Schoenbach, ch. 5; class materials 12 Self-monitoring & regulation of reading Schoenbach, ch. 6 13 Putting it all together 2 Lesson Plans 14 Scaffolding instruction for students with disabilities; decoding multisyllabic words; use of morphology to aid comprehension Faggella-Luby article; Edited lesson plans 14 Circle of Fives: Modeling of Think Aloud Strategies Model Metacognitive Strategies 15 Exam
Cone, James H Awolalu, J. Omosade Mitchell, Henry H Mitchell, Henry H. Maya Deren Stanley Lane-poole Tempels, Placide Janheinz Jahn J. Paris Jahn, Janheinz Jahn, Janheinz Theophile Obenga Rattray, Robert Sutherland Opoku, Kofi Asare Campbell, Schuster
*The Adventures of Hood – Myth of the Norsemen – Myth 7-adult One of the oldest tales known: recently a medieval manuscript has been found complaining about Robin Hood, the criminal…Perhaps these tales are true! Read on: Kevin Crossley-Holland Jacob & Wilhelm Grimm *Fairy Tales – Folklore 7-adult The Grimm collection of German folktales are hard hitting, gory, nightmarish, completely different from the sickly sweet Disney version. David Grossman The Zig-Zag Kid – Adventure/coming of age 8-9 Includes a train hijack, and a vat of chocolate. For advanced readers. Harrison Men from PIG and ROBOT – Science Fiction Stainless Steel Rat – Science Fiction 7-8 A crime novel in outer space. Herriot, James If Only They Could Talk – Vets/Animals Let Sleeping Vets Lie Gentle tales about being a vet in Yorkshire Hicyilmaz, Gaye And the Stars were Gold – Evacuation/Poland 7-9 Carl Hiaasen – Crime/Humour
Rees Truth or Dare – Bullying 8 - 10 Philip Reeve Mortal Engines – Future/London 8 – adult The cities are on the move, and London is joining in the Tom and Hester have been stranded, and somehow want to get back on board. Read on: Neverwhere by Niel Gaiman, Un Lun Dun by Mieville Justin Richards The Invisible Detective: Legion of the Dead – Detective 7-9 London, 1937. Four children investigate crimes. # Hans Peter Richter 8 Friedrich – German Jews in WWII James Riordon When the Guns Fell Silent – Football/World War I 7-10 A but intense read Rick Riordan Jackson series – Myths 7-9 The Greek Gods do not behave well in these books Read on: Tom Holt, Katherine Roberts
Reading List Year 12 Tragedy Tess of the D’Urbervilles – Thomas Hardy Death of a Salesman – Arthur Miller Othello – Shakespeare Suggested wider reading: King Lear – Shakespeare Jude the Obscure – Thomas Hardy All my sons - Arthur Miller A View from the Bridge - Arthur Miller You can go online and check them off… 1. The Lord of the Rings, JRR Tolkien 2. Pride and Prejudice, Jane Austen 3. His Dark Materials, Philip Pullman 4. The Hitchhiker's Guide to the Galaxy, Douglas Adams 5. Harry Potter and the Goblet of Fire, JK Rowling 6. To Kill a Mockingbird, Harper Lee 7. Winnie the Pooh, AA Milne 8. Nineteen Eighty-Four, George Orwell 9. The Lion, the Witch and the Wardrobe, CS Lewis 10. Jane Eyre, Charlotte Brontë 11. Catch-22, Joseph Heller 12. Wuthering Heights, Emily Brontë 13. Birdsong, Sebastian Faulks 14. Rebecca, Daphne du Maurier 15. The Catcher in the Rye, JD Salinger 16. The Wind in the Willows, Kenneth Grahame 17. Great Expectations, Charles Dickens 18. Little Women, Louisa May Alcott 19. Captain Corelli's Mandolin, Louis de Bernieres 20. War and Peace, Leo Tolstoy 21. Gone with the Wind, Margaret Mitchell
100. Austerlitz W. G. Sebald Posthumously published volume in a sequence of dream-like fictions spun from memory, photographs and the German past. • Read the 2001 review of Austerlitz Reading List Year 12 Tragedy Tess of the D’Urbervilles – Hardy Death of a Salesman – Arthur Miller Othello – Shakespeare Suggested wider reading: King Lear – Shakespeare All my sons - Arthur Miller A View from the Bridge - Arthur Miller
Reading Test Wednesday- Jan.24 Please use your composition notebook to study the following: 1 Four types of conflict. Be able to list them and identify various situations and the type od conflict each represent. 2 Internal/External Conflict 3 Common/Proper Nouns 4 Root words- I will give you the root, you tell me what it means. 5 Abstract/Concrete Nouns Reading Test Wednesday- Jan.24 Please use your composition notebook to study the following: 1 Four types of conflict. Be able to list them and identify various situations and the type od conflict each represent. 2 Internal/External Conflict 3 Common/Proper Nouns
Folktale?” sheet by listing 5 characteristics of folktales. Complete the “Describing Paul Bunyan” sheet writing adjectives that describe him. highlighted in yesterday’s lesson. Complete the “Paul Bunyan Reality or Fantasy?” sheet to write things that could and could not really happen. Differentiation Offered All Lessons Monday are Whole Group for Introduction Story Elements: Character and Setting/Classworks/Reading Eggs draw and label the main character and setting of “Little Rabbit’s Tale” On level: Pick a character and setting for “Little Rabbit’s Tale” and complete story map 1 Above: Complete story map 2 Focus: Little Rabbit’s Tale Day/Classworks/Reading Eggs low: draw and label the problem and solution on construction paper, read leveled readers, put sight words in correct sentence on level: Thinking map level 1 for problem and solution, put sight words in correct sentence above: Thinking map level 2 for problem and solution, put sight words in correct sentence Summarizing Closure Activity (20-30 min) Journaling: What is your favorite treat to eat? Exit Slip: Comprehension of story elements (Use for differentiation groups/assessment) Exit Slip: Author’s Purpose (Assessment) Thursday 2/05/15 Friday 2/06/15 Additional Notes Focused Standard/Element (s) ELACC1RL3 ELACC1RL8 ELACC1RL5 S1L1 a,b,c,d SS1H2 ELACC1RL3 ELACC1RL8 ELACC1RL5 S1L1 a,b,c,d SS1H2
Personal responses to the ideas, characters and viewpoints in texts analyse the similarities or differences in literary on similar topics, themes or plots, for example, the use of a first-person or narrator Analysing and evaluating texts identify & analyse strategies authors use language to influence the reader Reading 3.5 4 4.5 5 5.5 6 6.5 7 How reflect the context of culture & situation in which they are created describe how aspects of literary texts can convey information about cultural elements, such as beliefs, traditions & customs Sentences and clause grammar Alphabet knowledge / Letter and Knowledge identify & explain how adverb & prepositional phrases provide details of the circumstances surrounding a happening or state Visual language Features of literary texts recognise how authors and illustrators choose techniques to hold a readers’ attention and elicit an emotional response describe how events, characters and settings in are depicted and explain their own responses to them Language devices identify & explain a range of devices & deliberate word play in poetry & other literary texts, eg nonsense words, spoonerisms, neologisms & puns language features, images and vocabulary are used to engage the interest of audiences understand how language features, images and vocabulary influence interpretations of characters, settings and events Reading processes monitor meaning, for example by note-taking and recording of key information from a range of texts students explain how text structures assist in understanding the text Purpose, audience & structures of different types of texts read & view different types of texts, identifying how they vary in either complexity & technicality, depending on either the approach to the topic, the purpose & the intended audience understand that texts have different structures depending on the purpose and audience identify and explain characteristic text structures and language features used in a of imaginative, informative and persuasive texts to meet the purpose of the text identify the typical structures and language features of a range of text types for example narrative, procedure, exposition, explanation, discussion and informative strategies build literal and inferred meaning to analyse and evaluate texts, for example make inferences about a persons’ motivations and intentions consider how this impacts on the audience describe literal and implied meaning connecting ideas in different texts analyse, for example by making connections between and information in and across texts to clarify understanding, and synthesise ideas and information from print and digital sources analyse and explain literal and implied information from a variety of texts
use the nonfiction to complement the primary text Examples of Embedding Here are some examples of embedded nonfiction texts that teachers have paired with their primary fiction texts. Novel Embedding Examples Paddington at the Palace by Michael Bond Article on Buckingham Palace Article describing the Guard at Buckingham Palace/changing of the Guard Description of Big Ben biography of Queen Elizabeth Description of marmalade and how it’s made Map of British railway stations Article on child refugees Sadako and the Thousand Paper Cranes by Eleanor Coerr Article on Hiroshima, Japan Introduction to World War II Article on the bombing of Pearl Harbor President Roosevelt’s speech to Congress to declare war on Description of the atomic bomb, with an excerpt from President Truman’s speech about his decision to drop the bomb
2 Collins Red/ORT2/ORT3 EY/Y1 3 Collins Yellow/ORT4 EY/Y1 Collins Yellow Date Collins Yellow Date ORT Stage 4 Date ORT 4 Date Fiction Big Cat Phonics Fiction Trunk stories Songbirds (phonics) The New Kite 1 for Sale Moan, Moan, Moan! Sam the Big, Bad Cat Bart the 2 The New House Queen Anneena’s Feast Percy and the Rabbit Zog and Zebra 3 Come in! Spike Says Rat-a-tat-tat Diggety Dog 4 The Secret room Tadpoles Rebecca and the funfair I Spy Fly 5 The Play The Snake and the Drake It Was a Cold Dark Night Horse Up a Tree 6 The Storm The Wrong King of Knight Around the The Singing Beetle Nobody Got Wet The Red Man and the Green Man The Little Egg The Weather Vane Pirates Nothing Poor Old Mum! Tails Elephant’s Ears The Wedding Penpals The Hare and the Tortoise The Camcorder My Cat Milo’s Moustache The Balloon Tim’s Bad Mood Rolling (poetry) Wet Paint The Dancing Dog (poetry) Swap! ORT 3/4 Poetry Bob’s Secret Hideaway (poetry) Big Cat Phonics Non-Fiction The Flying Elephant Toys Non-Fiction Frog or Toad? The Scarf Alphabet Poems Helper Bird Feeling Things The Dragon Dance Colour Poems Night Animals Real Monsters Everyone Got Wet Hot and Cold Hands Hand Play Number Dance to the Beat to Jumper Shape Poems How to Have a Party Rock Out Size Poems Where Is My School? Peas, Please! Body Lights The Sun and Moon Material Around the World Discover Mars Movement Poems The Baby Turtle Sounds Water Bears People Poems The Wind My Pet Worm
Reading Roundup Progress Chart: Accumulated Record Name _______________________ Lesson 10 Lesson 17 Lesson 25 Lesson 32 Date Date Date Date Transfer the results of each Reading Roundup lesson from the “Compiled Reflections from Reading Roundup Lessons and Monitoring Charts” to this chart to create an accumulated record of the child’s progress. Write each lesson number in the appropriate skill level column for each Skill and Ability. You might prefer to use different colors for each lesson number. Examine the skills and abilities the child has acquired and plan for the next instructional steps by completing the “Reading Roundup Summary and Planning Chart.” Skills and Abilities Emerging I am trying. Developing I am getting it with guidance. Achieving I can do it! Extending I’ve got it. Oral Expression Braillewriter Skills: Loading and Removing Paper Braillewriter Skills: Hand and Finger Movements Name Writing Modeled/Interactive Writing: Planning the Message Modeled/Interactive Writing: The Alphabetic Principle Independent Writing (writing and reading back) Reading Familiar Text Hand and Finger Movements for Reading Book and Page Orientation Alphabet Knowledge: Reciting and Tracking Alphabet Knowledge: Letter Identification Alphabet Knowledge: Writing Letters Number Reading
South West and South East Regional NHS Continuing Healthcare National Framework Roadshow NHS England, Premier House, 60 Caversham Road, Reading RG1 7EB 29 June 2018 9.30 – 3pm 09:30 – 10:00 Refreshments and Registration 10.00 – 10:15 Welcome, Introductions and Purpose NHS England 10:15 – 10:45 National Framework Update Main clarifications Key opportunities Key messages What are the changes and implementation dates NHS England ADASS DHSC 10:45 – 11:00 top discussion Opportunities and challenges NHS England 11:00 – 12:15 What does it mean for local teams Facilitated group discussions about what local teams will need to do and any support they will need to deliver this Who else needs to be aware What are your key challenges and opportunities NHS England 12:15 – 13:00 Lunch. Please note no lunch is provided 13:00 – 13:30 Question and Answer to the Panel NHS England ADASS DHSC 13:30 – 14:15 NHS CHC Strategic Improvement Programme CHC SIP 14:15 – 14:30 Refreshment Break 14:30 – 14:45 Group Feedback ALL 14:45 – 15:00 Reflections and Next Steps NHS England ADASS DHSC 15:00 Close
• Did the remind you of anything that has happened to you? Words and concepts to introduce when reading Author Illustrator Blurb Publisher Title Illustrations Phrases Sentences Character Beginning Middle End Fiction Story-starts Describing Emotion words (e.g., scared, exciting, shocking)
Subject: Reading Date: 10/30- 11/3 Objectives : Monday- Thursday RL.1.2 RF.1.4b RL.1.5 RF.1.3b RF.1.2b RF.1.3g L.1.2d RF.1.2c Whole Group Monday Tuesday Wednesday Thursday Friday Student Goal Student will retell key-details and demonstrate understanding of text central message. Student will segment and blend short /u/ words Student Goal Student will use to locate key facts or information in text. Student Goal Student will decode /u/ , and high frequency words in isolation and grade level text fluently with 100% accuracy Students will identify /u/ words spelled correctly , spell and write /u/words when dictated a sentence also using correct capitalization and punctuation with 70% accuracy or higher. Student will identify contractions with 100% accuracy. Student Goal Student will read on level story text (independently )with a combination of /e/ , /ea/, and HFW, answer key detail questions based off of independent reading and illustrations, use HFW to complete sentences, identify illustrations and words with /e/ and /ea/ sounds, and complete sentences with possessive nouns with 70% accuracy or higher ,evidence by weekly assessment Student Goal SW decode regularly spelled one-syllable words and read on level High Frequency words with 70% accuracy or higher , evidence by oral participation. Anticipatory (Hook) SW turn and talk about what they would build their dream house with. (10sec) Vocabulary: Anticipatory (Hook) TW display different buildings from around the world. SW make predictions about what the building are made of. Anticipatory (Hook) Vocabulary : Shelter materials collapsed furious refused Anticipatory Vocabulary: Shelter materials collapsed furious refused Anticipatory (Hook) Weekly opener video on wonders Vocabulary habitat, depend:
Who grew tobacco long before the Englishmen came to America? The Spanish The Indians John Rolfe The Italians had men from England bought their tobacco before 1612? The Spanish colonies The Indians Virginia Pirates off of Africa What Virginia made tobacco grow well? The sun The frequent rains The salt air The rich soil Who was the person responsible for sending the first tobacco to England from Virginia? John Smith Captain Newport John Rolfe Powhatan In Virginia, what did tobacco become in 1612? An economic venture Cash crop Bonus check Wealthy plant What was a reliable plant that is grown for selling to others to making money called? An economic venture A stock A share A cash crop In what year did tobacco become the cash crop in Virginia? 1607 1620 1619 1612 Why was tobacco called gold”? The tobacco was like chocolate The was the color it’s dried leaves Tobacco was part of walls Tobacco was stored in a brown room
42 Great Mathematics Reading Books for Sixth-formers Fermat’s Last Theorem - Singh Does God Play Dice - Ian Stewart A Beautiful Mind - Sylvia Nasar Why Do Buses Always Come in Threes – Rob Eastaway 17 Equations that Changed the World – Ian Stewart The Penguin Book of Curious and Interesting Numbers - David Wells The Man Who Loved Only Numbers – Paul Hoffman How To Not Be – Jordan Ellenberg The Code Book - Singh 1089 And All That - David Acheson Alex’s Adventures in Numberland – Alex Bellos Things to Make & Do in the 4th Dimension – Matt Parker Uncle Petros and Goldbach’s Conjecture - Apostolos Doxiadis Mathletics – Wayne L Winston The Great Mathematical Problems – Ian Stewart The Why Axis – Steven Levitt And some websites too…
Chapter 10: Comparing Two Population Parameters Key Vocabulary: two-sample z statistic 2-SampZTest two-sample t statistic 2-SampTTest Robust 2-SampZInt Difference between two 2-PropZTest Standard 2-PropZInt Combined Sample Proportion pooled 10.1 Comparing Two Proportions (pp.601-620) Give the mean and standard deviation for the sampling distribution of . What conditions must be met to say the sampling distribution is normal and to use the above formula for the standard deviation? CYU Page 608 Give the formula for the standard error when calculating a confidence interval for, and define each variable in the equation.
In statistics, what is meant by the P-value? If a P-value is small, what do we conclude about the null hypothesis? If a P-value is large, what do we conclude about the null hypothesis? If you fail to reject Ho, can you accept it? What is by a significance level? does it mean if we say this is statistically significant? what evidence would we reject the null hypothesis? what evidence would we fail to reject the null hypothesis? What is a Type I Error? is a Type II Error ? CYU Page 539
Disable the Layout When Opening Word Documents When you open a Microsoft Word document that you have received as an e-mail attachment, Word 2003 automatically switches to reading layout view. I do not like the Reading Layout, so I disable it this way: Open up Word. Click Tools, Options, General. Uncheck the box “Allow starting in Reading Layout. OK
Man – “I still want to see a movie tonight. I’ve had a rough week at work, and I need to wind down.” Woman – “Before we decide where to go, tell me what is going on at work. Maybe you will feel better after we talk.” Discuss - What was his situation/trigger? What Are Some Negative, Neutral, and Positive Thoughts? Negative – “She can’t control me that easily. I deserve to do what I want to do tonight, no matter how nice she acts.” Neutral – “The movie is not important enough to argue about. I could go with my friends sometime.” Positive – “I like spending time with her and talking. This is a good chance to build our relationship. It might even be better than going to watch that movie.” “After supper, we can either watch a movie on TV, or go to see a different movie that we both like.” What is an example of a negative feeling you had? What was the trigger event that may have caused it? How can you have less negative thinking and more positive thinking?
Meet Tracker By Geof Smith By Gail Saunders-Smith Brown Bear, Brown Bear By Bill Marten Jr. Cars By Gail Saunders-Smith Costumes By Lola Schaefer Suggested Summer Reading Books for Upcoming First Graders Eating Apples By Gail Saunders-Smith I Went Walking By Sue Williams What’s For Lunch? By Eric Carle Cat Traps By Molly Coxe Happy Birthday, Danny the Dinosaur! By Syd Hoff Sid and Sam By Nola Buck Puppy Mudge Takes a Bath By Cynthia Rylant Puppy Mudge Has a Snack By Cynthia Rylant Freight Train By Donald Crews Sleepy Dog By Harriet Ziefert Wheels By Cobb Hot Dog By Molly Coxe Big Egg By Molly Coxe
Addams, Jane Twenty-years at Hull House Jane Addams: Spirit in Action Adichie, Chimamanda Ngozi We Should All Be Feminists Americanah Ali, Ayann Hirsi Heretic: Why Islam Needs a Reformation Now Nomad: From Islam to America Allende, Isabel A Japanese Lover In the Midst of Winter Alvarez, Before We Were Free The Woman I Kept to Myself Angelou, Maya Letter to My Daughter The Collected Autobiographes of Maya Angelou Anthony, Susan B. Failure is Impossible: Susan B. Anthony in Her Own Words Elizabeth Cady Stanton and Susan B. Anthony: A Friendship that Changed the World Anzaldua, Gloria Borderlands This Bridge Called My Back: Radical Writings by Women of Color Atwood, Margaret Handmaiden’s Tale Hag-Seed Bader-Ginsberg, Ruth Notorious RBG My Own Words Brownmiller, Susan Femininity Against Our Will: Men, and Rape Bunch, Charlotte Passionate Politics: Feminist Theory in Action Women Remembered: A Collection of Biographies From the Furies Carson, Rachel Silent Spring Lost Woods: The Discovered Writings of Rachel Carson Chisholm, Shirley Unbought and Unbossed The Highest Class Ceiling: The Quest for the Presidency
II. SUSTAINABILITY CHALLENGES FOR POPULAR CULTURE Identify the two ways in which popular customs have an adverse effect on the natural environment: a. What is a uniform landscape? How and why is this concept utilized by fast-food restaurants? What other companies tend to use uniform landscapes? a. How do modern golf courses differ from the folk custom of golf in Scotland? How is the playing of golf and golf courses an example of a popular custom that is not environmentally sustainable? Some elements of both folk and popular culture encourage the use of animal skins. This practice in folk cultures is generally sustainable, whereas the same practice is unsustainable as part of popular culture—why the difference? Rubenstein discusses the “inefficient use of To what popular culture practice is he referring? How/why is the use of grain inefficient?
Reading Questions 10 Read: Bauer, Chapters 85, 87, 88, 91, 92 Questions: Chapter 85 Who crushed the Hungarian and crusading forces at the Battle of Nicopolis in September of 1396 A.D.? Chapter 87 Who was Jan Hus? What did he and John Wycliffe believe? How did Jan Hus die? How did his followers, the Hussites, respond to his death? At its height, how many were claiming to rule in Europe? How did the Great Schism end (who was elected pope)? Chapter 88 What two families or parties were fighting/feuding in France? What happened at the Battle of Agincourt? Who won? Who agreed to the Treaty of Troyes and what did it stipulate? Chapter 91 What did the Compactata or Compact of Basel stipulate? Why was this significant? When the Church Council met in Florence in 1439 A.D., what was their goal in meeting? What was the result? Chapter 92 What was the name of the first captain brave enough to sail past the Cape of Bojador? What did Portugal do with the newly discovered peoples of Africa? What was the Dum Diversas? Who issued it? What was its purpose? Stop & Ponder: (Please write 1-2 paragraphs in response to the below prompt) Read page 660 of Bauer’s book (Chapter 92). How did the Pope and Portuguese rulers of the time view their own actions toward the African peoples they encountered? What is their stated motivation? Did this change the concept of crusade? If yes, how so?
Reading Questions 11 Read: Bauer, Chapters 93, 94 Questions: Chapter 93 Both (the baby) Henry VI and the Dauphin Charles were simultaneously named King of France, which led to a civil war. Which group(s) supported Henry VI’s claim? Which group(s) supported the Dauphin? What did Jeanne d’Arc believe was her mission? Was she able to accomplish it? If yes, then how? How did Joan of Arc die? Who ultimately won the battle for the French throne? Chapter 94 Who fought in the battle at Varna? What was its result? Who came to the throne after Murad II and what was his single objective? List two ways Mehmet used his military and resources to siege/conquer Constantinople? What happened on May 28-29, 1453? Read: Burger, pages 226 – 232 Questions: List three things that Burger points to as proof that Italy was experiencing a Renaissance: According to the Italian humanists, what was being reborn? What changes came to the visual arts? How did the views of individualism differ between the Renaissance and the High and Late Middle Ages? Who/what were Christian humanists? What did they believe/focus on?
Readings on U.S. Business Cycles US Business Cycle Expansions and Contractions: Historical Data Note: Contractions (recessions) start at the peak of a business cycle and end at the trough. BUSINESS CYCLE REFERENCE DATES DURATION IN MONTHS Peak Trough Contraction Expansion Cycle Quarterly dates are in parentheses Peak to Trough Previous trough to this peak Trough from Previous Trough Peak from Previous Peak June 1857(II) October 1860(III) April 1865(I) June 1869(II) October 1873(III) March 1882(I) March 1887(II) July 1890(III) January 1893(I) December 1895(IV) June 1899(III) September 1902(IV) May December 1854 (IV) December 1858 (IV) June 1861 (III) December 1867 (I) December 1870 (IV) March 1879 (I) May 1885 (II) April 1888 (I) May 1891 (II) June 1894 (II) June 1897 (II) December 1900 (IV) August 1904 (III) -- 18 8 32 18 65 38 13 10 17 18 18 23 13 24 23 7 18 14 13 43 13 8 11 10 8 -- 30 22 46 18 34 36 22 27 20 18 24 21 33 19 12 44 10 22 27 21 50 80 37 45 39 -- 48 30 78 36 99 74 35 37 37 36 42 44 46 43 35 51 28 36 40 64 63 88 48 55 47 -- -- 40 54 50 52 101 60 40 30 35 42 39 56 32 36 67 17 40 41 34 93 93 45 56 49
1907(II) January 1910(I) January 1913(I) August 1918(III) January 1920(I) May 1923(II) October 1926(III) August 1929(III) May 1937(II) February 1945(I) November 1948(IV) July 1953(II) August 1957(III) April 1960(II) December 1969(IV) November 1973(IV) January 1980(I) July 1981(III) July 1990(III) (I) (IV) June 1908 (II) January 1912 (IV) December 1914 (IV) March 1919 (I) July 1921 (III) July 1924 (III) November 1927 (IV) March 1933 (I) June 1938 (II) October 1945 (IV) October 1949 (IV) May 1954 (II) April 1958 (II) February 1961 (I) November 1970 (IV) March 1975 (I) July 1980 (III) November 1982 (IV) (I) (IV) (II) 10 11 16 6 16 8 8 18 24 106 36 58 12 92 120 73 34 117 52 64 28 100 128 91 32 116 47 74 18 108 128 81
Three-Way Meetings 1st Meeting Date: Candidate Supervising Practitioner Program Supervisor 2nd Meeting Date: Candidate Supervising Practitioner Program Supervisor Final Three-Way Meeting Date: Candidate Supervising Practitioner Program Supervisor Candidate Assessment of Performance (CAP) Form for Specialist Teacher Candidates Section 2: Summary and Signatures Based on the candidate’s performance, we have determined this candidate to be: to Teach Not Yet Ready Supervising Practitioner Date: Program Supervisor Date: Mediator (if necessary see: 603 CMR 7.04(4)) Date: