zilongwang/ReadingBank huggingface dataset:
Reading Closely (Find specific lines to support or exemplify your answers.) What is the writer’s main argument? How does the writer make this argument? What strategies does the writer use? What evidence does he or she use? What phrases, lines, or words strike you as significant? Which lines raise questions in your mind? Which lines elicit strong responses? What patterns or repetitions do you notice in the text? Reading Critically (Find specific lines to support or exemplify your answers.) Where, if at all, does the writer’s reasoning break down? Where do you notice gaps in the writer’s thinking? Does the writer provide sufficient evidence to support his or her argument? Can you of counter-examples? What assumptions does the writer make? What are the limitations to – and implications of – the writer’s argument? Who might disagree with the writer’s argument and why?
A. 1. blow 2. valuable 3. pack 4. divided 5. rare 6. private 7. interrupt 8. huge 9. argument 10. B. 1. f 2. g 3. b 4. i 5. c 6. j 7. e 8. a 9. h 10. d C. 1. The writer cooked an Italian meal for her family. 2. The pasta cooked for ten minutes. 3. The ground beef was put in the pot after the onion. 4. The tomato sauce cooked for about an hour. 5. The writer’s mom will let her cook again. D. 1. Gymnastics were popular in China in 4000 BCE. 2. Harpastum is similar to rugby. 3. An athlete can earn in prizes or in fees for saying kind things about various products. 4. Hurling was started in Ireland. 5. A government might spend money training athletes in the hope that they will win international prizes.
Readings HUM 1020 Hammurabi - entire Gilgamesh – entire Iliad – Homer Book I Odyssey – – Book IX Euthyphro – Plato – entire Padma Purana - 2.1.1 -2.1.3 Vishnu Purana -3.1.1-3.1.3 The Kojiki Genesis 1-3 Job - Entire Timothy 2 – entire all 4 chapters Colossians – entire Koran Sura 1 Koran Sura 4
1. 2. 3. 4. 5. 6. Who Am I? What is my responsibility? What is the goal of administration? To whom is my loyalty? What be the style of leadership What are the factors that influence the bureaucrats in decisions? 1.Representative of the authority (in power) 2.Execution of fixed goal plan of management 3.Implementation of company policies with 'efficiency' and 'economy' (value neutral approach). 4.Power, organisation and professional Groups. 5.Paternalistic (Where government bureaucrats would decide and people would abide by). 6. Personal, class and group interest 1.Vicegerent of the Sovereign Lord of the universe. 2.Establishment of justice and doing of welfare to mankind according to God's prescriptions. 3.Social justice and welfare to mankind ladden approach) 4.God, His Apostle and those entrusted with authority. 5. Participative. i.e., decisions would be made through shura on mutual consultations with the concerned individuals. 6.Compliance to God's directives to do righteous deeds (i.e., doing welfare to mankind) and the sense of accountability to God on the Day of Judgment Source: Compiled by the author from Anthony Downs, Inside Bureaucracy, (Boston : Little Brown, 1969); Robert D. Miewald, Public Administration: A Critical Perspective, (New York : Mc Graw Hill, 1978); Yaser M. Adwan and Zahir Kayed, "The Responsiveness of Government Officials to Public Demands: A Comparative Study", Asian Affairs, Vol. 10, April-june, 1988. International Islamic University Chittagong Faculty of Business Administration MBA Programme Subject: Management and Business From the world view of Islam Lecture Series Eight: Leading or Leadership: Islamic Perspective Introduction
Year 5: Reading Accuracy & Fluency Metric: Orbit Magazine Term 1 Term 2 Term 3 Term 4 Week 5 Week 10 Week 5 Week 10 Week 5 Week 10 Week 5 Week 10 Beyond Expected Achievement 90+ 90+ 100+ 100+ 110+ 110+ 120+ 120+ Zone Expected Achievement 140 word read. 3 or less errors on 1 text. 140 word read. 3 or less errors on 3 varied texts. (90 wpm fluency) 160 word read. 3 or less errors on one text. 160 word read. 3 or less errors on 3 varied texts. (100 wpm fluency) 180 word read. 3 or less errors on one text. 180 word read. 3 or less errors on 3 varied texts. (110 wpm fluency) 200 word read. 3 or less errors on one text. 200 word read. 3 or less errors on 3 varied texts. (120 wpm fluency) Educationally at Risk Tier 1 Intervention Level 26-30 140 word read. Less than 3 errors with 80wpm 160 word read. Less than 3 errors on one text 160 word read. Less than 3 errors with 90wpm on 3 varied texts 180 word read. Less than 3 errors on one text 180 word read. Less than 3 errors on 3 varied texts. (100 wpm 200 word read. Less than 3 errors on one text. 200 word read. Less than 3 errors on 3 varied texts. (120 wpm
fluency) fluency) Tier 2 Intervention Below Level 25 140 word read. Less than 3 errors with 80 wpm 160 word read. Less than 3 errors on one text 160 word read. Less than 3 errors with 90wpm on 3 varied texts 180 word read. Less than 3 errors on one text 180 word read. Less than 3 errors on 3 varied texts. (100 wpm fluency) 200 word read. Less than 3 errors on one text. 200 word read. Less than 3 errors on 3 varied texts. (120 wpm fluency) Tier 3 Intervention Below Level 25 Below Level 25 140 word read. Less than 3 errors with 80 wpm 160 word read. Less than 3 errors on one text 160 word read. Less than 3 errors with 90wpm on 3 varied texts 180 word read. Less than 3 errors on one text 180 word read. Less than 3 errors on 3 varied texts. (100 wpm fluency) 200 word read. Less than 3 errors on one text. Proper nouns are not counted as errors and can be identified by teacher or support person (and not included in word count) Must be 3 different mistakes Based on unseen texts from school magazine wpm = words per minute Week 5 = accuracy Week 10= fluency and accuracy NB: TIER 1 – Provides support through high quality, personalized assessment and classroom teaching that is designed to engage, challenge and support all learners to achieve or exceed expected levels. This will include NEALE, SPAT (Sutherland Phonological Awareness Test- available on-line) ReST, SA Spelling, Waddington, Use of continuum to
CORNELL and the 5 R’s Record – the most important or emphasized information Reduce – and synthesize information wherever possible, making it as concise as you can Recite – read your notes out loud Reflect – and consider how this information is connected to your personal experiences and what you already know Review – look over your notes more than once Name: Date: Topic: Questions/Key Points Notes SUMMARY:
A reading assignment may contain drawings that would be useful in your notes. If you have scanning capability, you should practice scanning pictures and inserting them into documents. As you prepare for college, you should consider investing in a desktop printer-scanner-copier. Just remember that for formal reports you have to cite any images that you insert into your document. You don’t have to cite scanned images for this exercise unless you use a source other than the textbook. CORNELL NOTES and the 5 R’s Record – the most important or emphasized information Reduce – and synthesize information wherever possible, making it as concise as you can Recite – read your notes out loud Reflect – and consider how this information is connected to your personal experiences and what you already know Review – look over your notes more than once Name: Date: Topic: Questions/Key Points Notes
CORNELL NOTES and the 5 R’s Record – the most important or emphasized information Reduce – and synthesize information wherever possible, making it as concise as you can Recite – read your notes out loud Reflect – and consider how this information is connected to your personal experiences and what you already know Review – look over your notes more than once Name: Date: Topic: Questions/Key Points Notes SUMMARY:
R.1.1.12 Identify two-letter consonant digraphs in initial and final words positions and use these to decode one-syllable words. See above. R.2.1 Vocabulary Materials Alignment Benchmark Assessment Mastery Level % Date & Initials R.2.1.1 Demonstrate ability to read personal information (name, address, zip code, phone number, age). See above. R.2.1.2 Read a minimum of 80% of sight words from an appropriate level word list. See R.2.1.3 Use context to determine word meaning. See R.2.1.4 Identify common functional and survival signs and labels with one word or symbol. See above. R.2.1.5 Read written numbers, clock time, prices, sizes, and isolated words and phrases in familiar contexts. See above. R.2.1.6 Identify and match common symbols and abbreviations to full form of the word. See R.3.1 Comprehension Materials Alignment Benchmark Assessment Mastery Level % Date & Initials R.3.1.1 Locate pertinent information in simple familiar materials. See above. R.3.1.2 Respond to instructional level text by distinguishing between fact and opinion and by comparing and contrasting ideas. See above. R.3.1.3 Respond to instructional level text by identifying sequence and making predictions. See above. R.3.1.4 Interpret and follow very simple visual instructions that utilize pictures and diagrams. See above.
R.3.1.5 Read and interpret simple and compound sentences in a paragraph containing familiar vocabulary. See R.3.1.6 Demonstrate strategies. See above. R.4.1 Fluency Materials Alignment Benchmark Assessment Mastery Level % Date & Initials R.4.1.1 Read instructional level text orally, with fluency and accuracy and with appropriate pacing, intonation and expression. See
Year 1: Aspect: Reading and Viewing Metric: Continuum Markers/Syllabus Content Term 1 Term 2 Term 3 Term 4 Week 5 Week 10 Week 5 Week 10 Week 5 Week 10 Week 5 Week 10 Zone of High Performance 5+ Markers 11+ Markers 16+ Markers 21+ Markers 25+ Markers 29+ Markers 33+ Markers 36+ Markers Zone of Expected Achievement 3-4 Markers 5-10 Markers 11-15 Markers 16-20 Markers 21-24 Markers 25-28 Markers 29-32 Markers 33-35 Markers Educationally at Risk Tier 1 Intervention 1-2 Markers 3-4 Markers 8-10 Markers 13-15 Markers 18-20 Markers 22-24 Markers 26-28 Markers 31-32 Markers Tier 2 Intervention 0-1 Markers 2 Markers 4-7 Markers 9-12 Markers 14-17 Markers 19-21 Markers 24-25 Markers 29-30 Markers Tier 3 Intervention 0 Markers 0-1 Markers 0-3 Markers 0-8 Markers 0-13 Markers 0-18 Markers 0-23 Markers 0-28 Markers
Step 1: Assessment Explanation and its purpose Take this time to explain the Microsoft Word Star Digital Literacy Assessment and its purpose: This can be read verbatim to the students: The North Star Digital Literacy Assessment has set the standards of what it means to be knowledgeable about different aspects of the computer. The purpose of this assessment is to provide learners with a standard with which everyone learns the computer to ensure that they will be successful outside of the classroom. If you pass the assessment with an 85% or higher, you will receive a certificate stating you passed the Microsoft Word assessment. These certificates can be presented to employers as proof of your computer skills when you apply for a job. This assessment is going to be difficult for most of you because it is using a version of Windows that we have not used in class. Use the clues that are provided in the question to locate the answers that will be on the page. Step 2: How the assessment works This can be read verbatim to the students: When it is time to begin, students will open the assessment titled Microsoft Word. The assessment begins with a test of the speakers. If you hear the piano playing, you will use your mouse to click the “Next” button. Explain that if that student does not hear the piano playing, they can look above their keyboard at and they will see three buttons on the right. These are the volume buttons, one to turn down volume, turn it up, and turn it off. Next, North Star will go through an orientation of how the assessment works. Each question asked in the assessment will be a function of the program, so your answer to the question will be performing that function. BE CAREFUL not to simply click when the page comes up because the assessment will read that as your answer and you cannot go back. Teacher should pull up the Screen Shot page and review it with the students.
Waist not Want not! EMPLOYEE: JONATHAN R. DOE PAYROLL ACCOUNT SSN: 123-45-6789 PAY PERIOD: 3/4/13-3/17/13 PAY DATE: 3/20/13 CHECK NO: 060432 NET PAY: $644.41 EARNINGS TAXES WITHHELD OTHER DEDUCTIONS Description Hrs. Amount Tax Current YTD Description Amount REGULAR OVERTIME CURRENT YTD 80 5 800.00 75.00 875.00 2100.00 FED INCOME TAX SOCIAL SECURITY MEDICARE STATE INCOME TAX 102.40 54.25 12.69 26.25 307.20 130.20 30.45 63.00 401(K) 35.00
33 195–201 168–72 73–74 bothering counter shelled Be diligent and faithful Contractions with I (I’m, I’ll, I’ve, I’d) problems and solutions in a story glossary features: entry words, definitions, and sample sentences 34 202–6 173–76 75–76 77–78 assessment Complete tasks Long vowels in closed syllables (-old, -olt, -ind, -ild) problems and solutions in a story a problem and its solution in a account 35 207 177 79–80 the story as a play quotation and their purpose What Is a Marsupial? An article by Gail Fitzgerald and Amy Schoneweis 36 208–13 178–82 81–82 adults Australia cornered countries enemy protection Suffixes (words with the VCe pattern) an article facts about marsupials, specifically kangaroos and contrast using a Venn diagram 37 214–17 183–85 83–84 eucalyptus God is the Master Creator Special vowels (au and aw as /ô/) facts about marsupials, specifically koalas and contrast a Venn diagram informational text from fantasy Hope for a Sinful World A Bible account taken from Genesis 2 and 3 38 218–24 186–91 85–86 ashamed created decided remembered in the truth of God’s Word God, the Master, created all things for good Faith that God remains true to His promises God forgives confessed sin Special vowels (o and a[l] as /ô/) who, what, and where questions to help locate important information Bible retellings to the theme of Creation, Fall, and Redemption character qualities from speech and action 39 225–29 192–95 87–88 89–90 assessment disappointed important punished Christ willingly paid the price for our sins The of Christ shown through His resurrection God is Master and sovereign over all creation in God’s promises Consonant digraphs (ch and tch as /ch/) who, what, and where questions to help locate important information Bible retellings to the theme of Creation, Fall, and Redemption character qualities from speech and action SSR: Reading for Enjoyment Reading Skill Check 2 40 230–31 recreational reading a book on the student’s independent reading level mastery of reading skills
Reading Fluency Rubric for ____________________________ Date___________ Passage Title____________________________________________________________ Criteria 1 2 3 4 5 Accuracy most of the words. Frequently substitutes words for other words. Frequently mispronounces words. Frequently substitutes words for other words. Seldom mispronounces words. Seldom substitutes words for other words. Correctly pronounces most of the words exactly as they are written. Correctly pronounces and enunciates all of the words exactly as they are written. Prosody (expression) Uses no variety in tone or uses voice tones. Uses little variety in voice tone. Uses some appropriate voice tones. Mostly uses appropriate variety of tones to convey emotions of characters or story events. Uses appropriate variety of voice tones to convey emotions of characters or story events. Fl Fluidity/ S Smoothness Reads choppy (word by word) pauses for punctuation marks or pauses. Infrequently chunks phrases. Occasionally pauses according to punctuation marks. the text by chunking some phrases. Usually uses appropriate pauses according to punctuation marks. Reads most of the text like natural speech. Pauses appropriately for most punctuation marks. Reads the entire text like natural speech. Appropriately pauses according to the types of punctuation marks. Loudness Reads too softly for audience to hear. Reads with inconsistent volume. Reads most of the text loudly enough for audience to hear. Reads entire text loudly enough for the audience to hear. Reads entire text adjusting volume to create emotional effect G. Paredes 2007 Hawthorne School District
Q5.Web chat Read about these young people's problems. Write the correct name. Which person... Example: ...wants to stay at home during the holidays? ............Lise.............. (a) …is not allowed to stay out late? ...................................................... (b) …used to have problems at school? ...................................................... (c) …would rather have lots of clothes than expensive ones? ...................................................... (d) …has problems with money? ...................................................... (Total for Question = 4 marks) Q6. A trip to the hospital Read this email. Answer the following questions by putting a cross in the correct box. Example: The accident happened on... (i) Brigitte's grandmother... (ii) Brigitte's father wanted to visit the grandmother, because she... (iii) On the way to the hospital... (iv) Brigitte visited her grandmother... (Total for Question = 4 marks)
RAVEN CHAPTER 15 GUIDED NOTES: GENES AND HOW THEY WORK Raven 9th edition describe the function of each type of RNA. a. rRNA b. mRNA c. tRNA ___________________________________________________________ ___________________________________________________________ the “Central Dogma” of biology. an overview of transcription. an overview of translation. of the work of a number of scientists, we have now determined that the four “letters” of the DNA “alphabet” translates to the twenty “letters” of the amino acid “alphabet”. Briefly explain how this works. ___________________________________________________________ ___________________________________________________________ describe how the experimental works of Francis Crick and Marshall Nirenberg “cracked the genetic code”. ___________________________________________________________ ___________________________________________________________
Q1. Question Number Answer Mark (i) F (1) Question Number Answer Mark (ii) C (1) Question Number Answer Mark (iii) A (1) Question Number Answer Mark (iv) E (1) Q2. Question Number Answer Mark (i) C (1) Question Number Answer Mark (ii) D (1) Question Number Answer Mark (iii) B (1) Question Number Answer Mark (iv) E (1) Q3. Question Number Answer Mark (i) C 1 Question Answer Mark
Q1. Question Number Answer Mark A young people (1) Question Number Answer Mark B January (1) Question Number Answer Mark C healthy food (1) Question Number Answer Mark D sports (1) Q2. Q3. Q4. Question Number Answer Mark (i) C 1 Question Number Answer Mark (ii) A 1 Question Number Answer Mark (iii) G 1 Question Number Answer Mark (iv) D 1
Number (a) Youness 1 Question Number Answer Mark (b) Claire 1 Question Number Answer Mark (c) Estelle 1 Question Number Answer Mark (d) Fanfan 1 Q2. Q3. Question Number Answer Mark (a) Florent 1 Question Number Answer Mark (b) Kévin 1 Question Number Answer Mark (c) Jamela 1 Question Number Answer Mark (d) Marion 1 Q4. Question Number Answer Mark (a) (ii) F 1 Question Number Answer Mark
First, I want you to ignore the technical language. What is the technical language? Next, look for some examples of regression. are at least three—what are they? Read some additional directions to the students: Write your favorite example in the glossary chart. Now, think of your own example of regression and write it down in the box. Take a minute to do that. (Go around the room and have some share their examples.) Do you think you know what regression means? Take a minute and write down what regression is in your own words in the space provided. (Allow enough time for everyone to finish. Have them get up and write their definition on the board once they have completed it.) Developing a Glossary Glossary Word Example From the Text Your Own Example Your Own Definition Draw a Picture Regression Discussion “Does regression make more sense now than if you had just memorized “a display of earlier, less mature behavior after more mature behavior has been learned….primitive, irrational response to the environment….dysfunctional reaction to a frustrating or fearful situation?” Would you recognize and understand a question on an exam that required you to know what regression means without memorizing the formal definitions? Before we continue to practice this strategy, let’s review the steps for learning new terms: To build a glossary of terms by example: Step 1 – Ignore technical language and look for examples. Step 2 – Choose an example you like and jot it down next to the new term. Step 3 – Come up with your own example of the term. Step 4 – Come up with your own definition. Step 5 – Quiz yourself. You can use the list you created and cover up the answers. You can make flashcards and practice with those. Or, use any other self-testing strategy you find useful. The important thing is to practice until you get it into your long-term memory. Modification Option To Lengthen: Have students use their textbook to come up with some additional terms for the chart To Shorten: Walk the students through each step of the chart
10. -Find two different artistic representations (statues, paintings, pottery, etc.) of either the subject, events, characters, theme, or setting of this text. the links for each representation. Link A: Link B: 11. What does the first representation emphasize? What does the second representation emphasize? How are they similar? How are they different? (RL 10.7) Representation A: Representation B: Similarities: Differences: 12. Does this text remind you of another text (poem, short story, play) you have read in the past? - Are there any recently written/produced stories, poems, novels, movies, television shows, etc. that have similar themes, plot events, character types, etc.? (RL 10.9)
Reading Notes: Symbolism Symbolism is an object that is used to represent something else Usually, it is a concrete object representing an abstract idea Concrete - something real that you can see or touch Abstract - something that is hard to define and cannot be physically seen or touched Watch out- not all symbols mean the same thing Symbols allow writers to suggest layers of meanings and possibilities that a simple literal statement could not convey as well. Symbols allow writers to convey an idea with layers of meaning without having to explain those layers in the text. _____________________________________________________________________________ Example from “The Tell Tale Heart” by Edgar Allan Poe Symbol (concrete object) Textual Evidence with Citation Analysis Old man’s eye “He had the eye of a vulture --a pale blue eye, with a film over it. Whenever it fell upon me, my blood ran cold; and so by degrees --very gradually --I made up my mind to take the life of the old man, and thus rid myself of the eye forever.” (Poe, 1) The old man’s eye symbolizes evil. The narrator feels discomfort with the eye, and evil things make people uncomfortable. The narrator also has an ominous feeling when the eye lands on him, which shows the narrator's motivation to commit such an evil act, and may characterize the narrator as evil himself. However, the narrator would not have been driven to such an evil deed if the old man did not have his “vulture” eye.
40-60 months- Reading targets Name: I can continue a rhyming string. I can hear and say the initial sound in words. I can link sounds to letters, naming and sounding the letters of the alphabet. I enjoy an increasing range of books. I can segment the sounds in simple and blend them together and know which letters represent some of them. Begins to read words and simple sentences. I can use vocabulary and of speech that are increasingly influenced by their experiences of books. I know that information can be retrieved from books and computers 40-60 months- Reading targets
Reading Plus Grading 3 grades per week: 2 daily grades and 1 weekly grade Every week you have 5 SeeReaders and 4 ReadArounds. You MUST get green check marks on the assignments for them to count. If they are not green, you will not receive the weekly points. Daily Grades – Twice a week in class 100 points each in class day Of the 3 assignments ONE must be a SeeReader (or 0 points) – For every GREEN check mark you receive 30 points, YELLOW 20 points, RED 10 points. You get an automatic 10 points for participation when you do the lessons. Weekly Grades 5 SeeReaders, 4 ReadArounds – 9 total assignments Looking for 9 GREEN check marks to receive FULL credit - 180 points Anything LESS than 9 green check marks - 90 points. NO WORK AT ALL - 0 pts. YOU CAN DO EXTRA! If you have the 9 GREEN check marks, you will get 180 points and can do extra assignments for extra credit. You can receive 10 points for ANY extra green check marks. YOUR TOTAL POINTS FOR READING PLUS FOR THE WEEK IS 380 POINTS
Article Citation: Author Last Name, Author First Name. (YEAR). “TITLE.” Journal. Vol. Pages My Notes Jot down your notes for each part of the article to answer the questions listed in the rows. Try to do this in your own words. You might want to include both the sentence from the article and your own words if that helps you. My Comments, Questions, and Critiques Jot down any questions you have, things you don’t understand, etc. You should also note any critiques you have, especially in the method section. Connections to Class Concepts Jot down any key terms you notice in the reading that we have covered in class or similarities to examples we have discussed. Research Question (What are the authors trying to explain?) Independent Variable (What is the IV? How is it measured?) Dependent Variable (What is the DV? How is it measured?) Theory and Hypotheses (What are the authors’ hypotheses? Why do they expect these relationships?) Method (How do the authors test their hypotheses? Describe the experiment or quasi experiment in a few bullet points. Describe the data sources. Note why the authors choose this method.) Results (What do the authors find? Do they find evidence in support of hypotheses?) Limitations (What limitations do the authors
Reading protocols Number the paragraphs. Read the first paragraph. As you read, mark and look up any words with which you are not familiar. Highlight/mark the main idea for the first paragraph. Highlight/mark the details in the first paragraph which support the main idea. Summarize the first paragraph in one or two sentences. Repeat this process with each paragraph. Answer the questions at the end of the reading, Determine which paragraph is the “heart” of the reading and write a few sentences explaining why.
Prompt Rubric 5 – Advanced 4 – Proficient 3 – Partially Proficient 2 or less - Unsatisfactory Student’s response to the writing prompt . . . proves a thorough understanding of the text overall proves a thorough understanding of the author’s point of view and/or purpose proves a thorough understanding of the author’s style and content Student’s response to the writing prompt . . . proves an adequate understanding of the text overall proves an adequate understanding of the author’s of view and/or purpose proves an adequate understanding of the author’s style and content Student’s response to the writing prompt . . . implies an understanding of the text overall implies an understanding of the author’s point of view and/or purpose implies an understanding of the author’s style and content Student’s response to the writing prompt . . . does not prove an understanding of the text overall does not an understanding of the author’s point of view and/or purpose does not prove an understanding of the author’s style and content
Criteria for quality assurance of inspectors to be published. 5 Inspector Decision making and feedback Can we agree what this should look like in the future? Sound judgements based on robust evidence must be given at the inspection. If the overall judgement is changed after feedback the inspection must be made ‘null and void’ and a take place. All reports, action letters etc. must all be received within 15 working days. Consistency across the board from inspectors when awarding judgements so that providers have a clear picture of the criteria for each grade. All Inspectors to be regularly quality assured on inspection in the setting to ensure consistency. 6 Significant incidents What constitutes a managerial judgement? ‘Significant’ to be removed or defined by more specific detail being provided on what is a ‘significant’ incident that must be notified to Ofsted to support decision making in the provision. 7 New Inspection Regime in November What will this entail and how much information will we expect in the light of heavier emphasis on keeping children safe and teaching and learning? Broadly supportive of the term ‘requires improvement’ (RI). There must be a maximum time for RI and inadequate inspections. The provider notifies when they are ‘Good’ and an ‘early’ inspection is carried out on the back of this notification. Ensure settings who lose funding due to the inspection judgement are made priority for re-inspection. Good and outstanding settings to have a short monitoring visit every two years and if the visit finds that the judgment has changed up or down this would trigger a full early inspection rather than waiting the full four years. Consistency across all Ofsted inspections with regard to notice (none). Managers leave dates to be taken account of as with Heads of schools.
Overview The Data Exchange uses de-identified, aggregate information to demonstrate both short and long term outcomes achieved for clients across programs. This information is accessible to users of the Data Exchange via the self-service reports. These reports have a variety of themes and have been created to give insight into best practice, early intervention approaches, and overall performance. The reports provide users unprecedented access to program, client survey, geospatial, performance and population data from other government data sets as well as the Data Exchange itself. Reports content is refreshed every 24 hours. This means that the more regularly a user enters their data, the more relevant their reports will be throughout the year. This document is intended to provide guidance to users about how they might interpret and analyse their self-service reports. For detailed instruction on navigation, tutorials about Qlik can be found on YouTube. All reports contain an ‘Information Page’ with a glossary of terms found in that report. This includes definitions on what terms mean and how counts are measured or sourced.
Shakespearean Drama 2017 Reading Report Schedule Duration: 15 minutes Requirements: 1. An oral summary of the scene 2. Dramatization of a memorized speech (at least 5 lines per scene) 3. Comment on outstanding features (eg. Soliloquy, aside, imagery, dramatic irony, characterization, stage directions etc.) 4. Identify aspect of plot for the plot map 5. Explain at least 1 teaching strategy per scene 6. A written summary of 20 – 30 words per scene. King Lear Act 1, scene 2 – 188 lines Shanice Wednesday 20/9/17 Act 1, scene 3 – 27 lines Act 1, scene 4 – 348 lines Act 1, scene 5 – 49 lines Donique Wednesday 20/9/17 Act 2, scene 1 – 129 lines Act 2, scene 2 – 170 lines Act 2, scene 3 – 21 lines Act 2, scene 4 – 308 lines Ladelle Wednesday 20/9/17 Act 3, 1 – 55 lines Act 3, scene 2 – 95 lines Act 3, scene 3 – 25 lines Act 3, scene 4 – 185 lines Shamalee Monday 25/9/17 Act 3, scene 5 – 24 lines Act 3, scene 6 – 115 lines Act 3, 7 – 105 lines Christel Monday 25/9/17 Act 4, scene 1 – 180 lines Act 4, 2 - 97 lines Nissan Monday 25/9/17 Act 4, scene 3 – 55 lines Act 4, scene 4 – 29 lines Act 4, scene 5 – 40 lines Act 4, scene 6 – 283 lines Romario Monday 25/9/17 Act 4, scene 7 – 97 lines Act 5, scene 1 – 64 lines Merissa Monday 25/9/17 Act 5, scene 2 – 11 lines Act 5, scene 3 – 326 lines Ava-Kaye Monday 25/9/17
Here are some idea starters for your journal: Each day, fill up a page in your Reading Response Journal What I read makes me think about… Here is an example of figurative language (simile, metaphor, idiom, hyperbole) that I spotted in what I am reading: “(Write the quote inside parentheses)_” on p.____. down 3 interesting words from your reading. Use a thesaurus and write down 2 synonyms & 2 antonyms for each word. _______(character) reminds me of_____ because… I think the main character feels_______ because… The ANTAGONIST is the bad guy. Draw a “Wanted” poster for the antagonist that includes his/her name and what they are wanted for. Describe the most important event. Give at least three reasons why you think it’s the most important event. Describe the setting’s time and place. Draw a picture of it. Describe three ways that you and the main character are alike. Then write three ways that you and the main character are different. Write in complete sentences. a simple summary of the book. Tell me what happened in the beginning, middle and end. Do you like what you are reading? Explain why or why not. Write at least 3 sentences. Draw a comic strip that tells me about what you read
Notes key ideas and what supports them Constructs mental images confirms, and adjusts predictions Makes, confirms, and adjusts inferences and draws conclusion Ask questions and self-monitor comprehension Adjusts rate or strategy AFTER Skillfully and insightfully: Recalls, paraphrases, summarizes, and synthesizes Reflects and interprets Evaluates and responds critically Evaluates craft and techniques Responds personally with support from text Reads again to deepen understanding and pleasure Notes key ideas and what supports them Constructs mental images Makes, confirms, and adjusts predictions Makes, confirms, and adjusts inferences and draw conclusion Ask questions and self-monitors comprehension Adjusts rate or strategy AFTER Appropriately: Recalls, paraphrases, summarizes, and synthesizes Reflects and interprets Evaluates and responds critically Evaluates craft and techniques Responds personally with support from text Reads again to deepen understanding and pleasure Note key ideas and what supports them Construct mental images Make, confirm, and adjust predictions Make, confirm, and adjust inferences and draw conclusion Ask questions and self-monitor comprehension Adjust rate or strategy AFTER Simplistically attempts to: Recall, paraphrase, summarize, and synthesize Reflect and interpret Evaluate and respond critically Evaluate craft and techniques Respond personally with support from text Read to deepen understanding and pleasure Note key ideas and what supports them Construct mental images Make, confirm, and adjust predictions Make, confirm, and adjust inferences and draw conclusion Ask questions and self-monitor comprehension Adjust rate or strategy Ineffective/undeveloped attempts to: Recall, paraphrase, summarize, and synthesize Reflect and interpret Evaluate and respond critically Evaluate craft and techniques Respond personally with support from text Read to deepen understanding and pleasure Cues & Conventions CR6.3 Use pragmatic, textual, syntactic, semantic/lexical/ morphological, graphophonic, and other cues to construct and confirm meaning when reading. Skillfully and insightfully recognizes, comprehends and explains: Appropriately recognizes, comprehends and explains: Simplistically recognizes, comprehends and explains: Ineffective/undeveloped attempts to recognize, comprend and explain: For example: Pragmatic Appropriately recognizes and explains the: Function and purpose of texts Use of language and language register Author’s purpose and point of view Textual Appropriately recognizes and explains how structures and features of texts work to shape understanding including: Form/genre Common organizational patterns Artistic devices Elements of texts
Comprehension Strategies at Home Making Connections Text to Self Text to Text Text to World Suggestions for making connections at home: Ask your child if the character reminds them of other characters. Have your child write connections on post-it notes and stick them in his/her book. Show how you make connections by sharing your thoughts with your child. Use the phrase “This reminds me of……” Have your child use a “think mark.” It is a bookmark that he/she can record connections and page numbers on. Visualizing Use your five senses to create a mental picture Visualize the action in your mind when you read Suggestions for visualizing at home: Ask your child to draw what he/she visualizes. Ask your to list the words/descriptions that he/she is using to visualize (include the senses)! You and your child can draw what you visualize then compare/contrast your drawings. Questioning (Who, What, When, Where, Why) Ask questions before you read Ask questions as you read Ask questions after you read Suggestions for questioning at home: Stop and ask questions while you read aloud. Ask your child to share questions out loud. Ask your child to write questions on post-it notes and stick them in the book. Have your child create a “think mark.” This can be a bookmark that the student records questions and page number on while he/she reads. Book Suggestions for Teaching Strategies
Making Connections Visualizing Questioning Going Home by Eve Bunting Abuela by Arthur Dorros Ameilia’s Road by Linda Jacobs Altman I Have a Dream by Mike Francen Bad Day at Riverbend by Chris Van Allsburg Fly Away Home by Eve Bunting How Many Days to America? By Eve Bunting Charlotte’s Web by E.B. White Grandfather Twilight by Barbara Berger Mirette On the High Wire by Emily Arnold McCully Night in the Country by Cynthia Rylant How Many Days to America? by Eve Bunting Tar by Faith Ringold Putting the World to Sleep by Shelley Moore Thomas Pink and Say by Patricia Polacco The Lotus Seed by Sherry Garland Sailboat Lost by Leonard Everett Night by Eve Bunting The Snowy Day by Ezra Jack Keats Say Something by Mary Stoltz The Stranger by Chris Van Allsburg Up North at the Cabin by Marshall Chall The Zoo at Night by Martha Robinson The Trumpet of the Swan by E.B. White Wings by Christopher Myers Twilight Comes Twice by Ralph Fletcher The Van Gough Café by Cynthia Rylant To obtain a library card: Go to one the Plainville Public Library reference desk. Plainville Public Library 198 South Street Plainville, MA 02762 Tel: 508-695-1784
Course Map Grading Topics (Year-Long) Standards Alignment Courses That Typically Report This Topic Comprehension Growth Reading Literature 1 Reading Literature 10 Reading Informational Text 1 Reading Informational Text 10 Power Reading Focused Reading Power Literacy SPED English Writing Growth Writing 4 Writing 5 Writing 10 Power Reading Focused Reading Power Literacy SPED Power English Vocabulary Growth Reading Literature 4 Reading Informational Text 4 Language 4 Language 6 Power Reading Focused Reading Power Literacy SPED Power English Fluency Growth Foundational Skills Reading Focused Reading Power Literacy SPED Power English Grading Topic: Comprehension Growth
Do one of the activities below in your reading binder and mark it off with an X. The next time you do an activity, mark it with a O. Switch back and forth between X and O until you have a tic tac toe! Why did you choose this book to read? Write a three sentence summary of what you read today. Write the details in order. If you could ask your main character one question, what would it be? What character in your story would you like to invite over to your house? Explain why. If you were the author, what’s one thing you would change about the book and why? If you wrote a sequel to this book, what title would you give it and why? Describe the setting in your book including time and place. You are going to give one character in your book an award for one of their character traits. What would the award be and why? What lesson do you think the author wants you to learn from reading this story?
The reading/writing connection Reading and writing have traditionally been thought of as distinctly separate processes, as flip sides of a coin, with reading regarded as receptive and writing as productive (Tompkins, 1997). Based on this notion, many educators continue to treat reading and writing as separate subjects (Wallace, Pearman, Hail & Hurst, 2007). However, researchers have increasingly noted the connections between reading and writing, identifying them as essentially similar processes of meaning construction (Paris, Wasik, & Turner, 1991; Tierney & Pearson, 1983). Reading and writing share related processes and should be taught as such. To fully understand the connection that reading and writing share, it is necessary to explore the processes involved in reading as well as the processes involved in writing. The reading and writing processes These processes assume that an individual is at the conventional stage of reading and writing. Although very young children will engage in similar processes, the descriptions below reflect more of what the older reader/writer will engage in: Stage Reading Process Writing Process ONE Pre-reading: Readers set a purpose for reading. Readers use knowledge about the topic and reading strategies. Readers' expectations are cued by previous experiences, format of the text, purposes, and audience for reading. Readers make predictions. Pre-writing: Writers set a purpose for writing. Writers use knowledge about the topic and writing strategies. Writers' expectations are cued by previous reading/writing experiences, format of the text, purposes, and audience for writing. Writers gather and organize ideas. TWO Reading Readers create meaning. Readers use comprehension strategies to understand text they read. Drafting Writers create meaning. Writers monitor writing strategies as appropriate for their audience and the kind of text they are creating. THREE Responding Readers interpret reading. Readers clarify misunderstandings by reflecting and revising meaning. Readers expand ideas. Revising Writers interpret meaning. Writers clarify misunderstandings by rereading, reflecting, and revising meaning. Writers expand ideas. FOUR Exploring Editing Writers identify and correct mechanical errors.
Readability Rubric Results FROM READABILITY STATISTICS PERSONAL EVALUATION STATS KEY Words Sentences Words Per Sentence Flesch Ease 1-100 Flesch- Kincaid Grade Level 0-12.9 The vocabulary is familiar or makes sense in context. 1-10 I can read this material out loud with little difficulty. 1-10 I can summarize this passage in my own words. 1-10 FOR ME, WHICH TEXT IS THE MOST COMPLEX? (1-most complex to 4-least complex) EXAMPLE PASSAGE Word Directions 929 43 18.6 66.9 8.4 PASSAGE 1 Andean Farming (Natural Science) 338 13 6.3 37.4 9.6 PASSAGE 2 Fortune Tellers (Fiction) 341 39 6.6 91.9 2.0 PASSAGE 3 Zora Hurston (Humanities) 345 22 14.6 77.6 6.0
Process Step Description Approval Needed Step 10: Conducting Telephone Interviews Telephone interviews should follow the same process for all applicants. At least two (2) committee members must be present. The committee needs to ask the approved questions and can only ask follow-up questions to clarify any discrepancies or ambiguities. The telephone interviews must be documented and the notes from the interviews need to be kept and turned in as part of the official search file when the search is complete. (Section C.8 of COFS) Approvals are completed in the prior steps. Very helpful to send emails in advance to the individuals (references) the committee wants to call to try and set up a time.
Process Step Description Approval Needed Step 11: Reference Checks and Department Chair (or Director) Interviews Once telephone interviews are complete the committee will identify the applicants they would like to invite to campus. Prior to requesting permission for on-campus interviews, reference checks and department chair (or director) interviews must be completed. The department chair (or director) interview will discuss such things as teaching load, salary and other department or job related items that would not be appropriate for the full committee interview. (Section C.8.23 of COFS) Reference check approval is given by the applicant during telephone interviews. SEE NEXT STEP: Very redundant with this one. Thinking ahead: All of the information about the reasons for selection for on-campus interviews Will ALSO be ENTERED ON A SEPARATE MEMO, SENT FORWARD WITH FORM C.
3. Issues reading cold cathode pressure and state, so Sample Transfer procedure will perform Intro Pumpdown when cold cathode pressure readback is questionable. 4. Add delay when switching 20kVC60 mode from Off -> Standby to avoid issue of target temperature not being set correctly while controller is turning on high voltage. 5. Fix C60 pressure display on vacuum glyph. It was not updating the C60 fields with the correct pressure readback. 6. Fix blanking status in 20kV C60 diagnostics menu, change of logic. 7. Fix 20kVC60 Raster Calibration values in Properties view not being set correctly. 8. Change default Max Stage Z to 20 mm. 9. When running acquisition with UPS Neutralization to be On. 10. Disable meters 2&3 in diagnostics. Hardware supports 3 meters, but is only using 1 currently. 11. Fix issue where bend voltage is clipped to -350 when profile setting is loaded. 12. Fix bug where Read Beam Power would fail to move anode and Beam Power button is then stuck. 13. Fix bug positions could be lost on SmartSoft crash or force quit. 14. Fix issue with SXI gamma value having incorrect default value and not reading/writing from/to property file correctly. HELPFUL HINTS 1. Entry fields must be 'terminated' either by selecting the <Enter> key or by moving to another parameter field. If the application is exited before the value is terminated the change will not be saved.
CRITERIA 1 Understanding of the and how they convey ideas, issues and themes from different perspectives Women’s rights / Inequality Standing up to Injustice Personal Growth Supportive Relationships Courage Sacrifice CRITERIA 2 Comparison that presents an understanding of the ideas, issues and themes in both texts through close analysis of the similarities and/or differences. rights / Inequality Standing up to Injustice Personal Growth Supportive Relationships Courage Sacrifice CRITERIA 3 Control of the features of comparative analysis, including the appropriate use of structure, conventions and language, including the use of relevant metalanguage. Clear block or integrated structure Intro, Body Paragraphs and Conclusion CLEAR CONTENTION THAT RESPONDS TO / EXPANDS ON THE PROMPT Comparative language: …parallels… Contrastingly …mirrors… …is distinct from… Just as…, so too… There is a disparity between… …is analogous to… Unlike… In a similar way …yet… Relevant metalanguage: Film - Contrast / juxtaposition - Symbolism Memoir - Irony - Metaphor/simile Context - Imagery - Camera shot/angle (zooming, panning) Scene - Stereotype - Lighting Epilogue/prologue - Foreshadowing - Music Protagonist - Poetry - Dialogue Supporting character - Characterisation Narrative structure (e.g traditional / circular) - Turning point Exposition, conflict, climax, resolution - Realism (footage, interviews, etc.) Narrative voice (personal, first person, third person) - Editing (jump cut, montage, etc.) CRITERIA 4 Suitable use of textual evidence to support the comparative analysis. Textual evidence = examples / quotes from the text Examples of literary techniques or textual features Should be embedded in the text, not just ‘plonked’ in between two sentences. e.g. Ziauddin tells Malala that she is “free as a bird” and he will protect her so she can “carry on with [her] dreams”. e.g. The red Biba becomes a symbol not only of female solidarity, but of the bridging of the social class divide; by lending her the dress, Lisa bestows Rita with the ‘social capital’ she feels she needs to present her demands at the highest level of society.
Verify, even after generating new certificate SHA256, in url certificate status show "Certificate Error" To fix this issue, Import the Certificate. Select Certificate Error-> View Certificate: Select Certificate - > Install Certificate In Certificate Import Wizard -> Next Button: Select Radio button "Place all certificate in the following store", click Browse, select "Trusted Root Certificate Authorities" and select OK and Next button. Select Finish Button: Select Yes: Select OK Select OK Close the session and open new browser. Verify "Certificate Error" issue is resolved. Below screen show a lock icon instead of error.