zilongwang/ReadingBank huggingface dataset:
Session Plan Time Focus Aim Activity Grouping Resources 5 Introduction Learners understand purpose of session Discussion group Workbook page 1 5 Purpose and audience influence the content needed Learners understand: Why progress are used Who progress notes What information is needed Discussion and writing Whole group Whiteboard Workbook page 2 Trainer prompts 5 Define objective writing Learners understand the difference between objective and subjective writing Discussion Whole group Workbook page 3 10 Be aware of objective and subjective writing Through exploration of disability specific examples, learners demonstrate their understanding that: Subjective words express interpretations, assumptions and opinions Objective writing records observations Practical activity and discussion Pairs Whole group Workbook page 3 Trainer prompts Matching cards (prepared from trainer guide) 5 Benefits of objective writing Learners recognise the benefits of writing objective progress notes Discussion and writing Whole group Workbook page 4
Escríbele un email. Menciona: Dónde estás El tiempo El hotel Las actividades de vacaciones D) Escribes a tu amigo/a peruano/a sobre tu tiempo libre. Menciona: La música Los deportes Las compras El internet E) Tu amigo Marcus te ha preguntado sobre el instituto. Escríbele un correo electrónico. Menciona: El uniforme Los deportes en el instituto Tu asignatura favorita Los deberes TOP REVISION IDEA out key vocabulary and opinions for all topics: Q4 practice – 16 marks – 90 words Tu amigo español acaba de celebrar su cumpleaños. Te escribe para preguntarte sobre tu colegio y tus planes para el futuro. Escríbele una carta. Menciona: qué hiciste con tu familia para celebrar tu último cumpleaños tus opiniones sobre tu vida en el colegio cómo van tus exámenes qué vas a hacer el setiembre que viene. Acabas de pasar tus vacaciones en España. Escríbele una carta a tu amiga española. Menciona: qué hiciste en España qué diferencias hay entre la vida en España y en Inglaterra dónde vas a pasar las vacaciones este verano y por qué por qué son importantes las vacaciones. Tu amigo, Manolo, te ha preguntado sobre dónde vives. Escribe un email a Manolo. Menciona: dónde vives tu opinión de tu barrio qué hiciste en tu región el fin de semana pasado dónde te gustaría vivir en el futuro
Variations Ba Da Bing Three sentences I walked into the classroom. I saw a substitute teacher. I thought, “Free day!” Two sentences When I walked into the classroom, I saw that we had a substitute. I wondered if my teacher was sick. One sentence When I walked into the classroom, I saw that we had a substitute, and I wondered if my teacher was sick. My lead sentence before: ___________________________________________________________________ My lead sentence after: ___________________________________________________________________
Why are two plays you studied tragic? In two of the plays studied comment on how setting is important. How are characters in the plays you have studied constructed through what they say and why? How is atmosphere developed in two plays you have studied? Comment on three moments in each play that were important in revealing the theme. “Images speak louder than words” in what way is this true for two plays you studied? Which is the most important character and why in two of the plays you studied? How and why is the climax important in two plays you studied? To what extent is dramatic irony important in two of the plays you studied? In what way are two of the plays you studied timeless? Select a quote from each play studied and say why that quote best summarises the theme. How and why is tension created in two plays you have studied? What is the main motivation for a character in two plays you have studied? ‘The word theatre comes from the Greeks. It means the seeing place. It is the place people come to see the truth about life and the social situation.’ Discuss to what extent this quote is true in relation to two plays you have studied. ‘Great theatre is about challenging how we think and encouraging us to fantasize about a world we aspire to.’ Discuss to what extent this quote is true in relation to two plays you have studied. ‘The theatre is the most immediate way in which a human being can share with another the sense of what it is to be a human being.’ Discuss to what extent this quote is true in relation to two plays you have studied.
WRITING TUTORS SPRING 2015 WALLACE LIBRARY SUN MON TUES WED THURS CLARK ROOM (First Mezzanine) 4 – 6 Chloe Sarapas 4 – 6 Jillian Gabriel 4 – 6 Chloe Urbanczyk 5 -6 Allison Lizotte SCHOLAR’S LAB (MAIN LEVEL) 4 – 6 Elaine Yuan 6 – 8 Hailey Heston 7 – 9 Erin Fitzgibbons 8 – 10 Alfonse Femino 8 – 10 Emily Mercurio 6 – 8 Greene 7 – 9 Claudine Humure 8 – 10 Dana MacDonald 6 – 8 Jessica Kruger 7 – 9 Sarah Creese 8 – 10 Elizabeth Burrill 6 – 8 Kristin Clarke-Cole 7 – 9 Justine Tucker 6 – 7 Allison Lizotte 6 – 8 Hailey Fisher 7 – 9 Monique Ting 8 – 10 Daniela Johnson
WRITING TUTORS SPRING 2015 WALLACE LIBRARY SUN MON TUES WED THURS CLARK ROOM (First Mezzanine) 12 – 2 Chloe Sarapas 4 – 6 Jillian Gabriel 4 – 6 Chloe Urbanczyk 5 -6 Allison Lizotte SCHOLAR’S LAB (MAIN LEVEL) 4 – 6 Elaine Yuan 6 – 8 Hailey Heston 7 – 9 Erin Fitzgibbons 8 – 10 Alfonse Femino 8 – 10 Mercurio 6 – 8 Tyrek Greene 7 – 9 Claudine Humure 8 – 10 Dana MacDonald 6 – 8 Jessica Kruger 6 - 8 Creese 8 – 10 Elizabeth Burrill 8 – 10 Dylan Lagle 6 – 8 Kristin Clarke-Cole 9 – 11 Sam Hammond 6 – 7 Allison Lizotte 6 – 8 Hailey Fisher 7 – 9 Monique Ting 8 – 10 Daniela Johnson
Are there competing theories? Any notions of which theoretical approaches are more or less applicable to various real-world phenomena or situations? States what something is like Evaluates (judges the value) strengths and weaknesses Is a theory or model described in detail? Are the various parts or facets listed and defined? or Is there some rank or order? Based on what? Are the most important aspects identified? Can you tell which details or parts the authors finds least crucial to the ensemble? Can you tell from the text why each aspect that is described matters? Lists details Evaluates the relative significance of details States the different components Weighs up the importance of component parts States links between items Shows the relevance of links between pieces of information Lists in any order Structures information in order (eg. of importance) Says how to do something Argues a case according to evidence Explains how something works Indicates why something will work (best) Notes the method used Indicates whether something is appropriate or suitable States options Gives reason for the selection of each option Gives information Draws conclusions This worksheet is adapted from material found on Learnhigher.ac.uk.
Writing the Argument Tone and Diction – tone is the style and manner or feel of your writing, tone is often also affected by your diction or word choice Audience and Purpose – while audience and purpose are the writer’s main concerns, the way a paper’s purpose is offered to the audience lies in the paper’s thesis, the presentation, in writing, of the paper’s main idea Counter Argument – an argument or set of reasons put forward to oppose an idea or theory developed in another argument Creating a Debatable Claim – the thesis for your argument needs to be opinionated or debatable, the thesis must be something that people could reasonably have differing opinions on Determining Key Search Terms – a basic process for assessing a key word’s value Devising Research Questions – begins with defining the problem and formulating an answerable question Evaluating the Credibility of Sources – you must assess each source’s credibility, this that the sources you reference need to be credible and authoritative (Is it a peer-reviewed scholarly journal?) Evidence - that which tends to prove or disprove something Pathos, Ethos, Logos, Kairos – logos is using reason/logic to persuade, pathos is using emotion to persuade, ethos is using character to persuade, and Kairos appeal to timeliness, it is the idea that it is best to “strike the iron while it is hot” Research - gathering and analyzing a body of information or data and extracting new meaning from it or developing unique solutions to problems or cases Revision – to alter something already written or printed, in order to make corrections, improve, or update Viability of a Topic – once you have a thesis topic, make sure it is viable; that is, can you pursue it with the resources at your disposal Writing the Argument Matching Appropriate
You will email your Results and Conclusions section to Dr. Wuensch by no later than 1 PM on Friday the 17th of July, 2011. If you are using an old version of Word, the extension may be “.doc.” Do not change the name of the extension. For your email subject line, please use “PSYC 2210: Fourth Writing Assignment.” You may find it useful to see what errors have been made on this assignment in the past. out the document: .
Writing about Journalism General Purpose and Audience Journalism has a variety of different types of writing—from scholarly and academic research writing to reporting and other practical writing. Each type of writing has its own audience as well as its own style to best connect with that audience. Research papers are generally geared to scholars, professors, and students. New reports and articles for print or the web are geared to the publication’s readers, which can be as general as the public at large or as specific as outdoor enthusiasts, for example. of Writing Research Papers scholarly analysis the practice or theory of journalism (ethical questions, effect on audience, legal issues, etc.) News stories timely, articles, typically found in newspapers or online news sites written in the inverted pyramid format (i.e., important information first) Magazine/Weekly articles less formal than newspaper articles length, style and content vary according to the publication Editorials/Columns opinion pieces Reviews critical evaluations of film, music product, dance, theatre performance, art installation, video games, etc. TYPES of EVIDENCE Primary sources information straight from a source (interviews, original documents, etc.) Secondary sources information or facts that come from journals, news reports, and other sources gathered from primary evidence secondary sources should be avoided if possible and always fact- checked against at least three other sources Writing Conventions Research papers
Year 2: Aspect: Writing Metric: Writing Markers from Syllabus, Continuum and EAfS 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 6+ markers 10+ markers 14+ markers 18+ markers 22+ markers 25+ markers 29+ markers 30+ markers Zone of Expected Achievement 5 markers 6-9 markers 9-13 markers 13-17 markers 17-21 markers 22-24 markers 25-28 markers 29-30 markers Educationally at Risk Tier 1 Intervention 3-4 markers 5 markers 6-8 markers 8-12 markers 12-16 markers 16-21 markers 20-24 markers 22-28 markers Tier 2 Intervention 1-2 markers 3-4 markers 4-5 markers 5-7 markers 7-11 markers 11-15 markers 15-19 markers 19-21 markers Tier 3 Intervention 0-2 markers 0-3 markers 0-4 markers 0-6 markers 0-10 markers 0-14 markers 0-18 markers
absence of a comma after “parts” fails to indicate that “two parts” and “‘king’ and ‘man’” are nonrestrictive appositives. Choice D is not the best answer because the semicolon after “parts” incorrectly joins an independent clause and phrases and because the absence of a comma after “man” fails to indicate that “‘king’ and ‘man’” and “Cantonese for ‘scenery’ and ‘composition’” are nonrestrictive appositives. Link back to . Link back to . Explanation for . (Follow link back to original question.) Subscore: Standard English conventions Skill: Conventions of usage Objective (focus): Students must ensure that like terms are being compared. Difficulty: Medium Key: A Choice A is the best answer because it creates a comparison between like terms: “works” by Kingman and “paintings by Chinese landscape artists.” Choice B is not the best answer because it creates a comparison between unlike terms: “works” by Kingman and “Chinese landscape artists.” Choice C is not the best answer because it creates a comparison between unlike terms: “works” by Kingman and “painters of Chinese landscapes.” Choice D is not the best answer because it creates a comparison between unlike terms: “works” by Kingman and “artists.” Link back to . Link back to .
Multiplication Align decimals Arrays Exponents Factor pairs Magic zero Multiples Powers of 10 Product Division Align decimals Bring down Decimals Divide Dividend Divisor Equation Fraction Mixed numeral (remainder as a fraction) digit numbers Quotient Reciprocal Fractions/decimals/percent % percent Conversion Decimal point Denominator Equivalent fractions Greatest common factor (GCF) Improper fraction Least common denominator (LCD) Least common multiple (LCM) Mixed number (whole number with a fraction) Numerator Ratio Reciprocal Reduce/simplify Simplest form Unit rate Number Sense Absolute value Cardinal numbers Composite Credits/Debits Elevation above and below sea level Estimation Irrational number Negative integer Number line Odd/even Positive integer Positive/Negative electric charge Prime Rational number Sequence Temperature above or sea level Place value Billions Digit Expanded form (200+50+8) Hundred millions Hundred thousands Hundred thousandths Hundreds Hundredths Million Millionths Numerical expression Ones Place value (tenths) Standard form (Normal number) Ten million Ten thousands Ten thousandths Tens Tenths Thousands Thousandths Value of a number (forty) Word form (number spelled out in words)
Geometry Acute angle triangle Area Attributes Circle Circumference Classify Congruent figures Conversion Cube Diameter Endpoint Equilateral triangle Hexagon Intersecting lines Isosceles triangle Line Line of symmetry Line plot Line segment Nets Obtuse angle Obtuse triangle Octagon Ordered pairs Pair of parallel lines Parallel lines Pentagon Perimeter Perpendicular Polygon Protractor Quadrilaterals (4 polygon)- square, rhombus, rectangle, parallelogram, trapezoid Radius Ray Rectangular prism Right angle Right triangle Scalene triangle Sphere Square pyramid Surface Area dimensional figures Triangle Triangular Triangular pyramid Two dimensional figures Vertices Volume Measurement Base Convert Conversion Depth Height Metric system Ounce Pound Rate Scale Standard system Table Time Width Algebra Absolute value Associative property Coefficient Commutative property Cubed Dependent variable Distributive Property Exponents Formula Independent variable Identity property Inequality Integer Manipulate Negative Number
Writing a Meaningful Conclusion A conclusion has a purpose in an essay. It is not just a repeat of your thesis. You need a transition word or phrase to let the reader know you are finished with your body paragraphs and are now reaching a conclusion. A good conclusion has three parts: A. A statement explaining what the reader should have learned from the essay. B. A statement reminding the reader of your main reasons/points. C. A statement explaining what was ultimately discovered through the project or a call to action for the reader. Example: All of the symbols discussed above are crucial for the message delivered in William Golding’s “Lord of the Flies.” The broken glasses represent the destruction of intellect on the island, the Lord of the Flies represents the blossoming of evil in the boys, and the beast represents the consequences of giving in to fear. When grouped together, the symbols reveal that the destruction of society and civilization can be fatal.
5 Week Tracking Sheet Writing - Clusters 1, 2 & 3 Class: Term: Weeks: Cluster One Engages in writing-like behaviour using scribble or strings of letters. Attempts to write own name, e.g one or two letters, scribble. Holds a pencil or crayon effectively to draw and scribble. Cluster Two Clear attempt to write name (may not be correct spelling). Writes at one recognisable word (may not be spelled correctly) related to a story book that has been read to them. 'Writes' from left to right and leaves spaces between words. Attempts to form some letters. Talks about intended 'writing' before attempting to 'write'. Talks about own writing and drawing. Experiments with computer mouse and keyboard. Cluster Three Writes name correctly. Writes a recognisable sentence, words may not be spelled correctly, some evidence of sentence punctuation. Draws on both personal and imaginary experiences to 'write' texts. Vocalises words to approximate spelling. Begins to develop a simple writing vocabulary including some high frequency words and words of personal significance. Uses simple noun groups and adverbial phrases when writing. Begins to demonstrate understanding of pencil grip, paper placement and posture. Experiments with creating simple texts on the computer.
5 Week Tracking Sheet Writing - Clusters 6 & 7 Class: Term: Weeks: Cluster Six Creates longer texts supported by visual information, e.g diagrams, maps, graphs on familiar topics for known audiences Begins to use text features such as headings and paragraphs to organize information Demonstrates elementary proof reading and editing, e.g circling a word that looks wrong Accurately spells an increasing number of high frequency and topic words Uses simple punctuation ( . ! ? ) Writes a sentence of thoughts and ideas Experiments with some complex sentences to enhance writing. Uses a refined pencil grip, correct posture and paper placement to write more fluently and legibly. Uses computer functions to edit texts Cluster Seven Plans texts by making notes, drawing diagrams, planning sequence of events or information etc. States purpose & intended audience before creating texts. Spells with regular spelling patterns correctly & makes plausible attempts at words with irregular spelling patterns. Applies spelling generalizations when writing. Uses contraction apostrophes & capitals for proper as well as other simple punctuation. Writes short, connected & sequenced texts to narrate events or convey information. Includes different of verbs using appropriate tense & demonstrates agreement. Uses a computer to produce texts with graphics.
5 Week Tracking Sheet Writing - Clusters 8 & 9 Class: Term: Weeks: Cluster Eight Creates longer texts (at least one page) that achieve the intended purpose and are appropriate for less familiar audiences. Experiments with producing/publishing texts using an increasing range of mediums and modes. Writing shows evidence of revision, editing and proof-reading. Demonstrates a range of spelling strategies to spell unfamiliar words. Uses quotation marks for direct speech and commas in lists. Produces a range of grammatically accurate sentences. Fluently writes letters of consistent size and formation in NSW Foundation Cluster Nine Constructs well-sequenced imaginative, informative and persuasive texts using language appropriate to purpose and audience. Plans and organises ideas using headings, graphic organisers, questions and mind maps. Rereads texts during and after writing to check accuracy, consistency of meaning and fitness for purpose. Structures texts using paragraphs composed of logically grouped sentences that deal with a particular aspect of a topic. Uses a variety of spelling strategies to high frequency words correctly. Uses simple word processing functions such as spell check, grammar check. Chooses verbs, adverbials, nouns and adjectivals to express specific ideas and details. Uses joined letters of consistent size. Experiments with creating simple multimodal texts using digital text creation programs.
Sample Writing Conventions Rubric Conventions of English 0 1 2 3 1. Grammar and sentence structure Many grammatical errors (more than 4) exist and/or sentence fragments or incomplete sentences are apparent. Some grammatical errors (3–4) exist and/or sentence fragments or incomplete sentences are apparent. Few grammatical errors (1–2) exist and/or sentence fragments or incomplete sentences may be apparent. Sentence and grammar structures balance simple, compound, and complex sentence types. Writing is clear, focused, and creative all at the same time. 2. Spelling Many spelling mistakes (more than 4) exist either with difficult words or the possibility of careless spelling outcomes. Some spelling mistakes (3–4) exist either with difficult words or the possibility of careless spelling outcomes. Few spelling mistakes (1–2) either with difficult words or the possibility of careless spelling outcomes. Expert spelling techniques are apparent and vocabulary is used and not misspelled. 3. Punctuation Many errors (more than 4) exist using common punctuation standards. Some errors (3–4) exist using common punctuation standards. Few errors (1–2) exist using common punctuation standards. Punctuation is used to capture narrative tone and/or effective punctuation is used to exemplify feelings and attitudes. = ________ / 9 points
are most important for the speech to achieve its purpose, and what is their effect? device → effect device → effect device → effect →Discuss in c Make outline in note form Introduction unnecessary, but explain purpose/message Example: The purpose of X’s speech is to persuade his audience that… Device → effect or Effect ← device(s) Example of topic sentence: The word choice is central in achieving the intended purpose of the speech. Quote example → explain effect of device ᶦᶦ Topic sentence (and link to previous paragraph) ᶦᶦ sentence (and link to previous paragraph) Concluding sentence: show awareness of the devices working together to achieve the purpose STEP THREE: Writing the text a Review quoting techniques and linking words (Global Visions p. 150, Matters p. 402) b Write the text analysis based on your outline c Fill in the checkpoint list: yes/no How can I improve? Teacher’s comments Am I familiar enough with the and concepts of
WRITING FORMULA Paragraph 1: Analyzing Source 1 Explain the source through explicit details (things you can see) Explain the source through implicit details (symbolism, irony, shading, size) Explain how the source links to globalization and what you have learned in social studies “This source to globalization because…” “This links to what we have learned in social studies this year through…” Paragraph 2: Analyzing Source 2 Explain the source through explicit details (things you can see) Explain the source through implicit details (symbolism, irony, shading, size) Explain how the source links to globalization and what you have learned in social studies “This source links to globalization because…” “This links to what we have learned in social studies this year through…” Paragraph 3: Analyzing Source 3 Explain the source through explicit details (things you can see) Explain the source through implicit details (symbolism, shading, size) Explain how the source links to globalization and what you have learned in social studies “This source links to globalization because…” “This links to what we have learned in social studies this year through…” Paragraph 4: Answering the Question – what do YOU think? “Considering these sources, I think that a country should embrace/not embrace globalization because…” Explain your position and defend your choice THROUGH SOCIAL STUDIES EXAMPLES ANALYZING SOURCES Type of Source Explicit Details Implicit Details Cartoon Major details you can see Captions Word bubbles Tone Inferences on time period or geographical location Symbolism Irony Shading Size Overall message Photograph Major details you can see Captions Word bubbles Tone Inferences on time period or geographical location Symbolism Irony
Individual Development Plans An Individual Development Plan (IDP) is a tool that students and faculty mentors can use to plan and manage the process of earning a degree. By working together on an IDP, students and mentors can plan not only the work needed to get a project done, but also can identify professional development needs during the project. INDIVIDUAL DEVLOPMENT PLAN Example: Goal Deadline Specific Skills Needed Strategies or Approaches Needed to Build Skills Graduate from my degree program June 2015 Communications Skills Professionalism Management and Interpersonal & Citizenship Skills Research Skills Scientific Knowledge Critical Thinking Teamwork Global Awareness Join a research group Complete coursework to build scientific knowledge Attend workshops on time and project management Carry out an independent research project Complete a thesis Your turn: Goal Deadline Specific Skills Needed Strategies or approaches needed to build skills or close the gap in my skills Individual Development Plans for a Writing Project The development, implementation and revision of an IDP requires a series of interactive, coordinated meetings between students and mentors that require the full attention and
Summaries • state what the paragraph is about • describe what the author is doing • account for key terms and/or ideas Connect Make connections within the reading to your own life and to the world. Making connections will improve your comprehension of the text. reading, you might ask: • How does this relate to me? • How does this idea relate to other ideas in the text? • How does this relate to the world? One connection I made while reading:
Condition Student Name Clearly Defined Behavior Performance Criteria Part 1 Performance Criteria Part 2 Performance Criteria Part 3 Describe the situation in which the student will perform the behavior. Materials, settings, accommodations? Examples: Given visual cues… During independent practice in math… active response checks… Using a self monitoring checklist… Using passages from content area classes… Given a writing prompt… Using a checklist of tasks on the job sites… Describe behavior in measurable, observable terms. Use action verbs. What will s/he actually do? Examples: Locate Name Separate Rank Choose Remember – Academic Standards, Big Ideas, Concepts, Competencies or Assessment Anchors from the SAS provide the content for goals. The the student must demonstrate for mastery: How well? Examples: % of the time # times out of # trials With # or % accuracy “X” or better on a rubric or checklist NUMBER OF Needed to demonstrate mastery: How consistently will the student need to perform the skill before considered mastered? Examples: 5 out of 6 consecutive trails 8 consecutive days 4 out of 5 consecutive weeks EVALUATION SCHEDULE How often will student be assessed? Examples: Daily Weekly Monthly Bi-weekly Bi-monthly Quarterly Bi-quarterly What will be the method of evaluation?
9 WRITING OPENERS Open with dialogue Start a conversation between two characters Open by describing a character or setting Use adjective, paired adjectives, similes and powerful verbs Open with a question Ask the reader a question Open with a quotation Open with a riddle or humour Open with a sound Use onomatopoeia Open with a bold statement or fact Open with how you felt or a feeling Open with a personal experience
shows the poem and some of the student’s notes on the poem’s stylistic devices—what he determined to be the key literary element. ANALYSIS LOG 1 What happens to a dream deferred? 2 Does it dry up 3 like a raisin in the sun? 4 Or fester like a sore— 5 And then run? 6 Does it stink like rotten meat? 7 Or crust and sugar over— 8 like a syrupy sweet? 9 Maybe it just sags 10 like a heavy load. 11 Or does it explode? Line 1 DICTION: “dream” = hope, aspiration for the future. “defer” = to delay temporarily, to give in to someone else. Lines 2–3 SIMILE: Deferred dream shrivels. Lines 4–5 SIMILE: Deferred dream becomes diseased, infected. Line 6 SIMILE: Deferred dream stinks of decay. Lines 7–8 SIMILE: Deferred dream is sickeningly sweet. Lines 9–10 SIMILE: Deferred dream is a burden; it weighs the dreamer down. Line 11 METAPHOR: Deferred dream is a bomb that explodes and destroys. Possible THEME: A dream deferred causes destruction. This is the answer to the poem’s question. Practice and #2 Read your poem several times. Create an analysis log. Write Your Thesis The Key Point Now, summarize your main idea about the poem in a coherent thesis statement—one or two sentences that make the focus of your analysis clear to your audience. The student analyzing “A Dream Deferred” wrote the following thesis statement while prewriting. He later fine-tuned it to better fit the introduction to his analysis.
Evaluation Question Tip Revision Technique Double underlineclauses beginning withwhich is, which are, that is, that are, who is, and who are. Reduce half of clauses to participles or participial phrases by deleting the pronouns who, which, or that and the be verb. If necessary, rearrange the remaining words. ANALYZING THE REVISION PROCESS Study these revisions, and answer the questions that follow. Responding to the Revision Process 1. How do the writer’s revisions improve the thesis statement? 2. Why do you think the writer reworded the end of the sentence?
Assignment Title Assignment Type Point Value The Valley of The Great Gatsby Creative Writing 5 Ambition; Opposing Letters Full Mock Test (Paper 2) 12 Jean Rhys Part A and B Responses Extra Tutoring Time 2 Who’s Afraid of Virginia Woolf? Analysis Paper 1 Analysis 5 Letters from Former Employers Paper 2 Creative Piece 5 Excerpt Paper 1b Response 1 Harriet Jacobs Passage Response PEEEEL Paragraph 1 The Theme Park (sights and sounds) Writing Forum Sample Post 1
This was immediately registered by my brain as meaning “We are going to do something wild enough for your strict parents to ground you while mine will continue to allow me to do as I please.” My lips, twisted into a grimace intended only for her, indicated my lack of enthusiasm. Recognizing this discontent expression, which she knew all too well, she insisted, “It will be so much fun.” My response came in the form of a heavy sigh. My lack of questions encouraged her to keep the day’s agenda to herself. She always loved to surprise me in some way or other. Silence ensued, and I moved nearer to sit beside her. My head landed on her shoulder, covered by a thin crimson T-shirt. She immediately put a hand on my head as a sort of comfort to my worn, sleep-deprived self. Finally, she spoke: “Well, there was no point in me waking you if we don’t head out early.” “Oh, I had almost forgotten,” I chimed in, “that you essentially into my house.” “I have a key,” she insisted. “Plus, I nothing.” I offered dismissively. “Still, how did you not run into my parents out there?” With a malicious smile, she whispered, “Oh, I had to get rid of them.” I raised my head, forcing her slender fingers out of the way, and my gaze on her. “Pardon me?” “I’m joking, you square.” She shoved me lightly for doubting her. “They’re at the town meeting. Mine are there, too.” “Oh, right.” I admitted, “I had forgotten about that.” “It is kind of serious, you know. It isn’t day that people get together for a potential pre-war party.” “Hardly a party,” I muttered. My companion then caressed my affectionately, filling me with warmth, before continuing: “It happens when people are much too alike. Outsiders look at us and think, ‘Those are some good-looking individuals. We sure wish we were like them.’” In character, I contributed, “’What’s that, you say? They all look that way, yet we can’t?” “’We must channel our envy into war against them, then!” “Impeccable logic,” I concluded as we exchanged silly grins.
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Philosopher Additionals Thales of Miletus Greek Anaximander Greek Pythagoras Greek Buddha Nepalese/Indian; also known as Siddhartha Guatama Confucius Chinese Heraclitus Greek Laozi (Lao-Tzu) Chinese; early Daoist Philosopher Fifth Century B.C.E. Philosopher Additionals Anaxagoras Greek Empedocles (Of Acagras in Sicily) Protagoras Greek Socrates Fourth Century B.C.E. Philosopher Additionals Democritus Greek Hippocrates Greek Plato Greek Zhaungzi (Chuang-Tzu) Chinese Aristotle Greek Third Century B.C.E. Philosopher Additionals Epicurus Greek Xunzi (Hsun Tzu) Chinese Century B.C.E. Philosopher Additionals Cicero Roman politician, orator, and philosopher Lucretius Greek Second Century Philosopher Additionals Epictetus Greek Marcus Aurelius Roman Emperor and Philosopher Third Century Philosopher Additionals Plotinus born in Egypt The Middle Ages: 400 - 1400 Fourth Century Philosopher Additionals St. Augustine From the area now known as Algeria Eleventh Century Philosopher Additionals Peter Abelard French Twelfth Century
Romanticism Nineteenth Century Philosopher Additionals Georg Wilhelm Friedrich Hegel German idealist philosopher John Stuart Mills British philosopher Karl Marx German philosopher and political economist Friedrich Nietzsche German philosopher, essayist, and cultural critic Twentieth Century Philosopher Additionals Sigmund Freud Austrian physiologist, medical doctor, psychologist and Father of Psychoanalysis John Dewey American Philosopher Bertrand Russell British Philosopher, logician, mathematician, historian, agnostic, socialist, pacifist, and social critic Ludwig Wittgenstein Austrian philosopher Martin Heidegger German Philosopher Jean-Paul Sartre French Existentialist philosopher Simone de Beauvoir French existentialist philosopher Ayn Rand Russian American novelist and Objectionist philosopher Phrases and Clauses A phrase is never a sentence. A phrase is a group of related words that does not contain a subject or verb. The common types of phrases are: Appositive Phrases An appositive phrase more information about the word (noun, subject) it follows. There are two types: restrictive (essential) and (non-essential). Essential/Restrictive phrases provide information that is needed in a sentence, yet they are not set off by commas. Nonessential/Nonrestrictive phrases provide additional information that is not necessary to make a sentence clearer. These are set off by commas because we can do without them. Infinitive Phrases An infinitive is a verb form usually beginning with the word to that can act as a noun, adjective, or an adverb. Prepositional Phrases They clarify the order of events in time and the location of events, people, and objects. These phrases begin with a preposition. Prepositions include: in, on, around, under, about, before, by, into, down, until, within, among, beside, of, over, according to, next to, on account of, in spite of, with regard to, with the exception of, and many others. Gerund Phrases A gerund is a verb form that ends in –ing and acts like a noun. All the other words that relate to the gerund are considered a part of the phrase. Do not confuse with a participial phrase.
Category 0 1 2 3 4 5 6 Para- graphing No use of paragraphing / beginning sense Writing is organised into paragraphs mainly focused on a single idea All paragraphs are focused on one idea or set of like ideas. At least one paragraph is logically constructed and contains a topic sentence and supporting detail paragraphs are correct but basic Paragraphs are ordered and cumulatively build ideas across text Sentence Structure No evidence of sentences Some correct formation of sentences Most simple sentences are correct Most simple and compound sentences are correct and some complex sentences are correct. Meaning is predominantly clear. Simple and compound sentences are correct and most complex sentences are correct. Meaning is clear. Sentences correct. Demonstrates variety. Meaning is clear and sentences enhance meaning. All sentences are correct. Writing contains controlled and well- developed sentences that express precise meaning and are consistently effective Punctuation No evidence of correct punctuation Some use of capital letters to start OR full stops at end Some accurately punctuated sentences – at least 2, OR one correct sentence and one other appropriate punctuation mark Sentence level punctuation mostly correct (minimum of 80% of 5 sentences punctuated correctly) AND some other correct punctuation (two or more examples of different types of other punctuation) All sentence punctuation correct. Mostly correct use of other punctuation Writing contains accurate use of all applicable punctuation. A wide variety of punctuation is used correctly including direct speech, ; : Spelling No conventional spelling Few examples of conventional spelling Correct spelling of most simple words and some common words Correct spelling of most simple words and most common words Correct spelling of simple words, most common words, some difficult words Correct spelling of simple words, most common words, at least 10 difficult Correct spelling of all words, 10+ difficult ones some challenging words
1. 2. 3. etc. Appendix C. (SAMPLE) Decision Rules Tier 2 Intervention Decision Performance If… And… Then… Above If student progress monitoring performance is above aim/goal line or exceeds overall performance goal for _____ consecutive weeks And skill being targeted is on grade-level Then team may transition student to Tier 1 services only If student progress monitoring performance is aim/goal line or exceeds overall performance goal for _____ consecutive weeks And skill being targeted is below grade-level Then team may select a more advanced target skill to continue Tier 2 intervention and progress monitoring Below If student’s progress monitoring performance is below aim/goal line for _____ consecutive weeks And intervention has been implemented with adequate integrity Then team will intensify or change intervention and progress monitor If student’s progress monitoring performance is below aim/goal line for _____ consecutive weeks And intervention has not been implemented with adequate integrity Then no decision can be made, and team will problem solve cause of inadequate integrity and continue to progress monitor Well Below If student’s progress monitoring performance is below aim/goal line for _____ consecutive weeks after intervention has been intensified/changed And intervention has been implemented with adequate integrity Then team may supplement Tier 2 services with intensive Tier 3 intervention Tier 3 Intervention Decision Performance If… And… Then… If student progress monitoring performance is aim/goal line or exceeds overall performance goal for _____ consecutive weeks And skill being targeted is on grade-level Then team may transition student to less intensive Tier 2 services
If student progress monitoring performance is above aim/goal line or exceeds overall performance goal for _____ consecutive weeks And skill being targeted is below grade-level Then team may select a more advanced target skill to continue Tier 3 intervention and progress monitoring Below If student’s progress monitoring performance is below aim/goal line for _____ consecutive weeks And intervention has been implemented with adequate integrity Then team will intensify or change intervention and progress monitor If student’s progress monitoring performance is below aim/goal line for _____ consecutive weeks And intervention has not been implemented with adequate integrity Then no decision can be made, and team will problem solve cause of inadequate integrity and continue to progress monitor Well Below If student’s progress monitoring performance is still below aim/goal line for _____ consecutive weeks, even after modifications to the intervention have been systematically tested And intervention has been implemented with adequate integrity Then team may consider referring the student for psychoeducational evaluation
Please write your address and telephone number in English. (You may copy this information from something you carry with you.) Street Address: City, Zip: Telephone: What are two services provided by your local resettlement agency that help refugees resettle or adjust to life in the U.S.? Be sure to name two specific services that you know your agency provides. a. b. For each health concern listed, indicate whether you should care for it yourself, make an appointment with your doctor’s office, or go to a hospital emergency room. Circle the one best choice on each line. Health Concern Circle one: What is the best way to care for your concern? Your chest or heart hurts. Care for it yourself. Make an appointment with your doctor’s office. Go to a hospital emergency room. You have a runny nose. Care for it yourself. Make an appointment with your doctor’s office. Go to a hospital emergency room. You have an earache for three days. Care for it yourself. Make an appointment with your doctor’s office. Go to a hospital emergency room.
EVALUATION CRITERIA 0-12 points Unsatisfactory (Below 60%) 13-14 points Emerging (65%-70%) 15-16 points Satisfactory (75%-80%) 17-18 points Proficient (85%-90%) 19-20 points Distinguished (95%-100%) SCORE Content Does not identify the proposed topic. Adds little detail to describe the proposed topic Reveals a restricted understanding of the proposed topic. Identifies significant details of the proposed topic. Reveals an adequate understanding of the topic as evidenced by the amount of preliminary research. Reveals a solid understanding of the proposed topic as evidenced by preliminary research and knowledge Organization No transition between paragraphs, ideas not in logical order. No structure to paragraphs. Some transition with poor paragraph structure and some evidence of planning. Transition between most paragraphs with limited paragraph structure. Sequence is not logical. Smooth transition between paragraph with adequate structure and sequencing of ideas. Well developed paragraphs. Sequencing enhances ideas and meaning. Ideas focused on central theme. Development Does not follow the theme with muddles unclear ideas. Few idea address central theme. Ideas ramble and are difficult to identify. Ideas are clear. Some ideas address the central theme. Central theme is linked to the topic. Central theme is matched to the topic, most ideas explore the central theme, clear and unified. Ideas focus on the central theme. All ideas are clearly presented and unified. Conventions Multiple errors -sentence structure -capitalization -grammar -presentation -general structure 4-5 errors -sentence structure -capitalization -grammar -presentation -general structure 2-3 errors -sentence structure -capitalization -grammar -presentation -general structure 1 error -sentence structure -capitalization -grammar -presentation -general structure No errors noted. APA Style Several errors in: -cover page -in text citations -reference page -general format 4-5 errors -cover page -in text citations -reference page -general format 2-3 errors -cover page -in text citations -reference page -general format 1 error -cover page -in text citations -reference page -general format No errors noted. Research Rubric Total Rubric Score = 100 points
History 6 /7 Written Contribution for Essential Question Essay Rubric Purpose: To quantify individual’s effort to contribute to the team Essential Question Essay (20 points) Individual Contribution essay A B C D F Percentage of primary and secondary sources cited (10) 40% + 39% - 33% 32% - 26% 25% - 20% 19% or less Word Count (10) 500+ 499 – 450 449 – 400 399 – 350 Less than 350 Score: /20 Primary and Secondary Sources Analysis and Glossing Rubric Purpose: To evaluate individual’s efforts to critically think about provided sources (20 points) Historical documents packet A B C D F Percentage of documents analyzed and glossed (10) 66% + 65% - 60% 59% - 55% 54% - 50% Less than 50% Quality of analyzing, glossing/ annotating of packet sources (10) Highlighting and glossing of required sources indicate EXCELLENT analytical thinking and understanding and use of Stanford Historical Thinking Skills Highlighting and glossing of sources indicate VERY GOOD analytical thinking and understanding and use of Stanford Historical Thinking Skills Highlighting and glossing of sources indicate AVERAGE analytical thinking and understanding and use of Stanford Historical Thinking Skills Highlighting and glossing of sources indicate POOR analytical thinking and understanding and use of Stanford Historical Thinking Skills Highlighting and glossing of sources indicate ALMOST NO analytical thinking and understanding and use of Stanford Historical Thinking Skills Score: / 20
of a peasant farmer. This would have been very typical of the context in which the novel is set.” Form Structure Purpose Audience Memior Magazine Article Heading, “by ______”, introduction summary, quotes To celebrate an inspiring person or people with disabilities Instruction manual “Step 1”, etc people growing up with a different physical appearance Letter “Dear _______,” and “From” a sibling who was either extremely ugly, or extremely beautiful Speech “Good morning/afternoon/evening,” Introduce yourself To offer advice new parents of children with facial deformities
Scalextric Pit Lane Game (C7041) To use Pit-Pro with RCS64 check the Pit-Pro box. on the check button while looking at the large red and green lights on the Pit-Pro console. If the lights flash Pit-Pro is connected to a com port on your computer and is working correctly. If the lights do not flash press the Pit-Pro button to see a drop down menu listing available ports. Choose a port and click on the check button again – continue until the lights flash. Pit function There are four options in the Pit Function drop down menu – Pit in&out sensors – Only use this if you have both pit in and pit out sensors. These sensors are not the pit sensors found in the C7014 and C7015 track pieces. You require both a Pit Lane Game and an extra ‘sensor track’ that can be plugged into the Pit Lane Console. The extra sensor track piece can be purchased at the same time as you purchase Pit-Pro. Use SF as out sensor – If you only have the one sensor (the one that comes attached to the Pit-Pro console) then you can use this option. Car slows to ‘safe speed’ when it crosses sensor and reverts back to normal speed when it crosses the start/finish sensor. Pit out when exit pit menu – Similar to above except car reverts to normal speed when pit menu is exited. Only lights – Sensors are not triggered when a car crosses them, however lights work as set by user. Lights Check the Advanced Pit-Pro check box if you wish to use the Advanced Pit-Pro lighting sequence that is specially designed for use with RCS64. Light 1 – Tyres. Starts to flash slowly when tyre wear below 50%. The rate that the light flashes at increases with tyre wear. 2 – Stop and Go penalty – Lights up when penalty is awarded and goes out when penalty has been completed. Light 3 – Fuel level. Starts to flash slowly when fuel level is below 50%. The rate that the light flashes increases as fuel level gets lower.
Burn Rate Test Time (A) (sec) Burn Rate (B) 1000/A Average Lap Time (sec) (C) 25 Laps Fuel Usage (C x No of laps) x B 50 Laps 100 Laps 3 mins Fuel Usage (C x race time (sec)) x B 5 mins 10 mins 60 mins 120 mins
Burn Rate Test Time (A) (sec) Burn Rate (B) (Units/sec) 1000/A Average Lap Time (sec) (C) 25 Laps Fuel (C x No of laps) x B 50 Laps 100 Laps 3 mins Fuel Usage (C x race time (sec)) x B 5 mins 10 mins 60 mins 120 mins
12 13 14 15 16 17 “Find the difference between” or “how many more?” Find the difference between 8 and 5. Key vocabulary: equal to, take, take away, less, minus, subtract, leaves, distance between, how many more, how many fewer / less than, most, least, count back, how many left, how much less is_? Key skills: Given a number, say one more or one less. Count to and over 100, forward and back, from any number. Represent and use subtraction facts to 20 and within 20. Subtract with one-digit and two-digit numbers to 20, including zero. Solve one-step problems that involve addition and subtraction, using concrete objects (i.e. bead string, objects, cubes) and pictures, and missing number problems. Read and write numbers from 0 to 20 in numerals and words. Year 2 Subtract with 2-digit numbers. Use partitioning to subtract by counting back on a number line. 42 - 23 19 20 21 22 32 42 As children become confident they can use more efficient jumps; 47 - 23 24 27 47 “Finding the difference” could be extended to work with larger numbers. Counting on 32 – 18 = Children should be taught to think of this as 18 + ____ = 32