zilongwang/ReadingBank huggingface dataset:
BRADFORD Arcamo, Pinky Clay, Ryan Collier, Riley Cram, Ryeigh Dye, Hudson Farnell, Madeline Gardner, Chandler Gillum, Arden Grigsby, Grayson Guin, Lexi Harris, Trandon Henley, Brennen Hilliard, Aiden Jyoti, Armaan Lamb, Evelyn McLamb, Landry Robinson, Kadence Schnell, Alyssa Siglar, Gavin Snyder, Jillian Stephens, Bradon Thomas, Kenny Vergis, John Randall Wiggins, Heavenly Williams, Jayla Wilson, Murphy Yoakum, Parker Young, Tatum COLLINS Adcock, Madison Bell, Taj Burns, Aryanna Chaney, Ean Craig, Ashton Darsi, Adya Ditt, Wyatt Edgerson, Kylise Emery, Evan Epp, Julie Harris, Kimberley Heffern, Braxton Johnson, Kaleb Johnston, Sophia Kim, Alisha Malireddy, Vennela Mariano, Avah McLain, Landrie Morris, Brooklynn Palmer, Will Petterway, Dillan Pou, Abby Ringor, Mikayla Russell, Silas Spearman, Sydnei Spivey, Hayden Stewart, Kingsley Stratton, Joey Nelson Arnold, Luke Ashworth, Bradie Balderas, Cruz Baltov, Isabella Boda, Shamyant Brightwell, Piper Clark, Chloe Cochran, Chase DiPaul, Lynley Edgell, Emily Forton, Lainey Goodman, Seth Harley, T’Niya Hearn, Nyan Henderson, Nicholas Hill, Derrick Hunter, Taylor Jo Koshy, Sarah Lopez, Brex Neely, Connor Perry, Isaiah Rimmer, Claire Sexton, Will Wagley, Jozey Washington,Kourtnie Whited, Annelise Wiggins, Amarii Wilhelm, Bryn
Mentor Texts(s): Trouper Saturdays and Teacakes Fireflies Marshfield Dreams Anchor Chart(S): Revision Teaching Point # 2 Learning Target: I can craft sentences that use prepositions to create fluency and variety. Inform/ Review (1-2 min): Good writers/ authors make sure to use a variety of sentences that flow. Today we are going to use prepositions to help with the flow of our sentences. Present/Model (5-7 min): Using the mentor texts from immersion, pull excerpts that contain prepositions and/or prepositional phrases. Suggestion: Make a powerpoint and/or flipchart with these quotes from the text. Model using your own draft: read through and find places where your sentences are the same length or begin the same way. Refer to the prepositional phrases handout to help you rewrite some of these sentences. Guided Practice (3-5 min) Display a sample paragraph. Working together, have students determine where there is a need for sentence variety or fluidity. Have them give suggestions of prepositions and/or phrases that would make it better. Independent Practice Students will work on rereading their drafts. They need to locate places where their sentences begin the same, are the same length, or need length in general. In the skipped space or on the back, have students add prepositions or phrases to add fluency and variety to their memoirs. Student Handout(s): Standards: ELAGGSE5L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
Mentor Texts(s): **Students may pull any of the texts from the unit as a guide and/or to assist with developing craft in their own memoirs. Anchor Chart(S): Revision Teaching Point # 3 Learning Target: I can add purposeful dialogue. Inform/ Review (1-2 min): Yesterday we revised our drafts so that our sentences were different and flowed nicely. Today we will add meaningful dialogue to make our memoirs more interesting. Present/Model (5-7 min): Good writers add dialogue to their writing, but they are very selective. They don’t just have full conversations in their stories. Pull examples from mentor texts. Suggestions: Marshfield Dreams, Fireflies, or Trouper. Teacher will refer to his/her own draft and find one or two places where the dialogue should be added or modified. Guided Practice (3-5 min) Turn and talk: What is something that someone said or could say to make your memoir more meaningful? Mentor Texts(s): Marshfield Dreams Fireflies Trouper Independent Practice Students will reread their drafts to find places to add or modify dialogue. When conferencing, be sure to reiterate the importance of limiting the amount of dialogue. Student Handout(s): Dialogue Rules—similar to anchor chart Standards: ELAGSE5W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
Percussion & Dance Programs Teacher Reference Form _____ I am auditioning for Percussion. _____ I am auditioning for Dance. Student’s Name: ____________________________________________________ Name of Referring Teacher: __________________________________________ School: ____________________________________________________________ Please rate this student on the following from 1 to 10 (10 being the highest, 1 the lowest): Ability to follow directions __________ Respectfulness __________ Dependability/Reliability __________ Work Ethic __________ Overall behavior in class __________ Please list the first three words that you think of with regards to this student: _____________________ _____________________ ____________________ Why would you recommend or not recommend this student for participation in the Percussion or Dance Program at Barber Middle School? Teacher Signature _________________________________ Date___________________
State history overview Famous people from the state (& what they are known for) Important places and tourist attractions State sports teams (baseball, basketball, football, hockey or any others) National parks and monuments The state’s geography and climate Fun Facts Current or Recent Population Ethnicities State Size Your brochure must be colorful and informative. Little to no blank space should be seen to get full credit. Mrs. Compton will be giving you a sheet of paper to fold for your final brochure. You may choose to print pictures off and glue them, hand write or type all of the information. Suggested Timeline for this project: Thursday, May 11h & Fri May 12th Students may bring other resources from the public library or family library to help them with this report. State project assigned, students will get a chance to begin researching their state through brochures and books from the school library. Today they will focus on getting resources in order to do their project and begin taking notes or marking pages that can help them in their research. Monday, May 15th – Tuesday May 16th Students will have 45 minutes to research the following items for their project: -state flower -state flag –state motto – state bird – state nickname Students will have 45 minutes to research the following: -region their state is in
Scoring Sheet for 5th Grade State Project – Mini Float Portion Student Name:________________________________________ State Researched:_____________________________________ Item to be Scored Possible score Float clearly has the state’s name displayed on it ______/5 Completed on time (June 4th) ______/5 Has a fun display on the float the represents the state. ______/15 List of major companies written on project ______/10 Popular food dishes from the state are listed ( + 5 bonus points if you make one and bring it in) ______/10 or __________ /15 2 interesting facts about your state. ______/5 Total ______/50
Supply List for 5th Grade 6 vinyl folders with pockets and prongs (red, blue, orange, yellow, green, purple) 7 composition notebooks (no spiral notebooks please) 1 pack of 3x5 and 1 pack 4x6 ruled index cards 2 Packages of wide ruled loose leaf lined paper 1 pack blue pens Pencil sharpener with cover to hold pencil shavings Colored pencils or twistable crayons 2 glue sticks and 1 bottle of glue Scissors (Child safe) Pencil bag or pencil pouch (no boxes) Jump drive 2 black sharpies 2 big high polymer erasers 2 highlighters (any color) Ear buds or headphones for computers 1 bottle of hand sanitizer (for class use) 2 bottle of antibacterial hand soap (for class use) #2 pencils (no mechanical pencils please!) Seat sack 12 inch ruler with cm marks 3 reams of copy paper 1 pack 12x18 multicolored construction paper. 2 box of tissues 2 Dry erase markers Lysol or Clorox disinfecting wipes Post it notes of varying size Supply Lists for Special Area classes (5th Grade) ART: Pencils (not mechanical) White eraser (not eraser on pencil) Covered sharpener Set of colored pencils (NOT ERASABLE) 4 black Sharpies (fine point) Scissors Glue stick Clear storage bag with name (NO BOXES) Music: Recorder and Recorder book, $7 each, purchased from the PTA supply store Music Folder with 10 sheets of lined paper and 5 sheets of unlined paper Two sharpened pencils with erasers Copy paper Kleenex
Fifth Grade School Supply List: (2018-2019) Year 4 duo-Tang folders with pockets and prongs 8 composition notebooks 2 packs of loose leaf paper (wide rule) Pencils ( a pack) No. 2 (mechanical pencils not allowed) Pencil pouch (boxes not allowed) Eraser caps for pencils and one big pink one Red and blue Ink pens Pair of scissors Crayons, markers or colored pencils Elmer’s Glue One centimeter and inch ruler Different color highlighters Sharpener with lid only Dictionary / Thesaurus (may be kept at home) 2 reams of copy paper 4 rolls of scotch tape 4 tennis balls Ear buds Wish List 1 ream of color copy paper 1 anti-bacterial hand soap or hand sanitizer 2 boxes of tissues 1 pack of dry-erase markers 2 packs of baby wipes (without moisturizer added) Lysol wipes Music Red folder with 3 prongs inside Art Composition notebook Sketch book
Task Name Task Type Grouping Strategy Content Addressed Standard(s) Task Description Formative Assessment Lesson Individual/Small Group Understand differences between factors, multiples, prime & composite Skill to maintain- use task at your discretion MGSE.4.OA.4 Formative assessment Scaffolding Task Small Group/Partner Task Determining whether a fraction is Greater, Less, or Equal to 1 Skill to maintain- use task at your discretion MGSE4.NF.2 Determining if the fractional part is less than, greater than, or equal to one whole Constructing Task Small Group/Partner Task Fractions as Division MGSE5.NF.3 MGSE5.NF.4 MGSE5.NF.6 Splitting candy bars amongst groups of students Constructing Task Small Group/PartnerTask Fractions as Division MGSE5.NF.3 MGSE5.NF.4a MGSE5.NF.6 Part 2 of splitting candy bars amongst groups of students Constructing Task Individual/Partner Task Fractions of whole numbers, introducing operations with fractions MGSE5.NF.3 MGSE5.NF.4a Determining equivalent fractions to add and subtract with unlike denominators Learning Task Partner/Small Group Task Fraction addition using models MGSE5.NF.1 Wondering what a black box does with fraction models Constructing Task Partner/Small Group Task Fraction Addition MGSE5.NF.1 MGSE5.NF.2 Determining equivalent fractions to add unlike denominators Constructing Task Individual/Partner Task Fraction Addition and Subtraction MGSE5.NF.1 MGSE5.NF.2 Using manipulatives to add and subtract fractions Practice Task Partner/Small Group Task Building Fluency with Addition of Fractions MGSE5.NF.1 Understanding fractional computation
Practice Task Small Group/Partner Task Building Fluency with Addition and Subtraction of Fractions MGSE5.NF.1 Adding fractions on a number line to determine who can get closest to one whole Practice Task Small Group/Partner Task Building Fluency with Addition of Fractions MGSE5.NF.1 Playing a game to create 3 wholes on a number line Constructing Task Partner Task Multiplication of Fractions as an area model MGSE5.NF.1 MGSE5.NF.2 MGSE5.NF.3 MGSE5.NF.4 MGSE5.NF.5 MGSE5.NF.6 Multiplying fractions using arrays and the distributive property Performance Task Individual/Partner Task Using an area model to multiply and compare products based on factors MGSE5.NF.4 MGSE5.NF.5 MGSE5.NF.6 Determining what happens to products when one factor remains the same and the other changes Constructing Task Individual/Partner Task Determine the effect on a product, of multiplying a number by a factor greater than 1 and less than 1. MGSE5.NF.4 MGSE5.NF.5 Using manipulatives and grid paper to determine patterns of multiplication of fractions Performance Task Partner/Small Group Task Problem solving by adding and multiplying fractions MGSE5.NF.1 MGSE5.NF.4 MGSE5.NF.5 MGSE5.NF.6 Wondering how many sweet tarts are placed in a glass Formative Assessment Lesson Individual/Small Group Conceptualizing fractional parts of different wholes MGSE5.NF.3 MGSE5.NF.4 MGSE5.NF.6 MGSE5.NF.7 Formative Assessment
Converter Volt-ampere requirements. 8 Hours Self learning topics: Nil Text Books 1 2.. E.G.Janardanan, “Special Electrical Machines”, PHI, 2016 T.J.E.Miller,‗Brushless Permanent Magnet and Reluctance Motor Drives‘, Clarendon Press, Oxford, 1989. 3. T.Kenjo,‗Stepping Motors and their Microprocessor Controls‘, Clarendon Press London, 1984. Reference Books 1. R.Krishnan,‗Switched Reluctance Motor Drives–Modeling,Simulation,Analysis,Designand Application‘,CRC Press,NewYork,2001. 2. P.P.Aearnley,‗Stepping Motors–A Guide to Motor Theory and Practice‘, Peter Perengrinus London, 1982. Course Outcome (COs) At the end of the course, the student will be able to Bloom’s Level 1 Explain principle of operation, construction and performance of synchronous reluctance motors and apply the concepts in technical tasks. L2,L3 2 Explain the principle of operation, construction, control and performance of stepping motors and apply the concepts in technical tasks. L2,L3 3 Explain the construction, principle of operation, control and performance of switched reluctance motors apply the concepts in technical tasks. L2,L3 4 Explain the construction, principle of operation, control and performance of permanent magnet brushless D.C .motors apply the concepts in technical tasks. L2,L3 5 Explain construction, principle of operation and performance of permanent magnet synchronous motors apply the concepts in technical tasks. L2,L3 Program Outcome of this course (POs) PO No. 1. Engineering Knowledge: Apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization to the solution of complex engineering problems. PO1 2. Design/ Development of Solutions: Design solutions for complex engineering problems and design system components or processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal and environmental considerations. PO3 3. Modern Tool Usage: Create, select and apply appropriate techniques, resources and modern engineering and IT tools including prediction and modeling to complex engineering activities with an understanding of the limitations. PO5
Technology and Innovation Creates Development Opportunities Wednesday, November 28, 2012 9:.m. –– 5:00 p.m. 6th China-U.S. Bilateral Maritime Agreement Annual Consultations Room: VIP Room (Conference Center) Participants: and gov’t officials Interpretation: Consecutive 9:.m. – 5:00 p.m. Hazardous Materials Working Group Meeting in Room: Off-premises in Participants: U.S and gov’t officials Interpretation: Co-chair Note: Arrival of Transportation Forum delegates Thursday, November 29, 2012 9:.m. –– 12:..m. 6thChina-U.S. Bilateral Maritime Agreement Annual Consultations Room: VIP Room (Conference Center) Participants: and gov’t officials Interpretation: Consecutive 8:.m. – 11:.m. Urban Congestion Working Group site tours, including the Technical Tour Meet at: Hotel lobby Locations: BRT and rail transit Logistics Information Service Network National Public Platform for Transport and Logistics Information Participants: Urban Congestion Working Group participants 09:.m. – 10:.m. Technical Site Meet at: Hotel lobby Locations: Logistics Information Service Network National Public Platform for Transport and Logistics Information Participants: U.S. side: All delegates that have arrived China side: Parts of MOT officials For more information, please 11:.m. –2:00 p.m. Buffet Lunch Location: Hotel-- Participants: All 1
2:00 p.m.-6:00 p.m. Urban Congestion Working Group Meeting Location: Plun Blossom Room ( ) Participants: Working Group members Interpretation: Simultaneous (2) 2:00 p.m. – 5:00 p.m. Ports and Inland Waterways Initiative Meeting Location: Magnolia Room ( ) Participants: Working Group members Interpretation: Consecutive 2:00 p.m. –5:00 p.m. New Tech – Rail Working Group Meeting Location: ( ) Participants: Working Group members Interpretation: Consecutive 2:00 p.m. – 5:00 p.m. Safety and Disaster Assistance Coordination Working Group Meeting Location: ( ) Participants: Working Group members Interpretation: Consecutive 7:00 p.m. – 9:00 p.m. Welcome Dinner Location: Grand Ballroom ( ) Participants: all Friday, November 30, 2012 8:.m. – 9:.m. Breakfast – Business Roundtable Location: Cuisine ( ) OR Lotus Room (Conference Center ) Participants: Confirmed U.S. private sector 9:.m. – 10:.m. 5TH U.S.-CHINA TF: OPENING SESSION Location: Grand Ballroom ( ) Participants: all Welcome Remarks by Vice Governor of Zhejiang Provincial People’s Government Wang Jianman(10 min) Opening Remarks by Assistant Secretary Susan Kurland (7 min) Opening Remarks by Vice Minister Weng Mengyong(7 min) 10:.m. –10:.m. Group Photo Location: Grand Ballroom ( ) Participants: and government officials, including officials from central/federal and local governments, and researchers from institutes 10:.m. – 10:.m. Coffee & Tea Break Location: Grand Ballroom Foyer ( ) 10:.m. – 10:.m. Introductory Remarks Lee Zak, Director, U.S. Trade Development Agency (5 minutes)
French Higher & Ordinary Level Tout Va Bien Clé à la Grammaire Bien Dit Oxford School French Dictionary Higher & Ordinary Level Tout Va Bien (Folens) Clé à la Grammaire (educate.ie) Bien Dit (Edco) Oxford School French Dictionary 2 A4 Hardbacks Spanish Espanol en Accion (Folens) Vamos a escuchar 2 (Folens) El bien hablado (Folens) Espanol en Accion (Folens) Vamos a escuchar 2 (Folens) El bien hablado (Folens) 2x A4 hardbacks, 1x exercise copy, Spanish dictionary (free App or print), folder, pencil, colouring pencils Cheap headphone for use in the language lab. Business It's the Business (Edco) 1 A4 Hardback 1 Copy Home Economics Lifelines 2nd Ed (Folens) Lifelines 2nd Ed workbook (Folens) 1x A4 hard back copy, 1x A4folder, 1x A4 refill pad, 1 small softback copy Chemistry Chemistry 2nd Ed, (Folens) Chemistry Live workbook (Folens) Chemistry Live Laboratory Notebook Physics Leaving Certificate Physics (Edco) Practical Physics Experiment workbook (CJ Fallon) 2 X A4 Hardback copies DCG DCG Solutions work book-Kora King can be bought in Whelehans central stores, portarlington. A3 folder, adjustable set square, drawing kit and USB key
Fifth Year Book List 2018/19 English Hamlet by William Shakespeare The Great Gatsby by Scott Fitzgerald The Playboy of The Western World, by J.M. Synge Discovery New Poetry for 2020, by K. McDermott MENTOR EDCO Irish Fuinneamh Nua (Ord. Level), by Yvonne O Toole A4 Hardback copy EDCO Maths ORD LEVEL; Texts and Tests 3. A4 hardback copy. Calculator; Casio fx-83GT PLUS HIGHER LEVEL; Texts and Tests 4. (2018 Edition) A4 Hardback copy Calculator Casio fx- 83GT PLUS CELTIC PRESS CELTIC PRESS French Tout Va Bien (2nd Ed) Small Notes copy, A4 Hardback copy, French Dictionary FOLENS Geography Planet and People, core book, 3rd Ed. Planet and People, core workbook, 3rd Ed., by Sue Horan and Sue Mulholland A4 Hardback copy MENTOR Biology Biology PLUS by Michael O Callaghan Experiment Book by Joe Rice and Siobhan Kirwan. Hardback Science copy EDCO EDCO Business Studies Business Express by Enda Connolly MENTOR LCVP Making it Happen by C. McHale A4 Folder and Ring Binder. FOLENS Agricultural Science Breaking Ground A4 Hardback A4 Science copy and A4 Refill Pad EDCO DCG Graphic Design & Communication, by David Anderson 2H + 4H pencil, Compass, 30 and 60 degree set squares, t-square (homework), rubber, topper, colouring pencils, protractors, masking tape. GILL AND MACMILLAN Construction Studies Construction Studies Today T. Hickey A3 Folder, 45/45 and 60/30 Set Squares, A4 Ring Binder, Hardback Copy GILL AND MACMILLAN Engineering New Engineering Technology (3rd Ed), Laurence Smyth & Liam Hennessy A4 hardback copy Computer Science A4 Zip Lock Plastic Folder A4 Hardback, Soft copy, Microbit (ordered by teacher €15) Photocopying €10 payable to school to cover photocopying across all subjects for the year.
schedule table table of contents thesaurus Fifth Grade: FOURTH QUARTER Learning Priorities Weeks 30-31 Week of April 16 Week of April 23 Literature Genre POETRY resources _story _ folk tale __tall tale _fable _ fantasy _poem _myth __mystery _realistic fiction read closely (1) to figure out how the writer develops a theme (2, 5), including choice of words How do you interpret a poem? Determine a theme of a from details in the text, including how the speaker in reflects upon a topic How does a writer use craft to construct a story? Identify, explain and illustrate the central message of a story. Analyze how the writer develops that theme with plot. Identify choices—including descriptive words—that help readers “see” the story. How does the identity of the narrator affect the tone of the story? Use NWEA Fiction terms-to identify techniques a writer uses. Nonfiction Sources __ topic/trade book _ biography _ history __article _video __textbook _museum exhibit _reference source _primary source __ topic/trade book _ biography _ history __article _video __textbook _museum exhibit _reference source __primary source and Develop nonfiction literacy CCSSRI.5.2 Answer BIG questions to develop BIG ideas. Use text features and author’s choice of examples to figure out nonfiction (CCSSR5) How do you learn when you read nonfiction? use information and ideas from a text to figure out main ideas— Use nonfiction reader’s questions to analyze text— How do you use text features to learn when you read nonfiction? Use nonfiction reader’s questions to analyze text— Which reference works do you use—and how? CCSSRI.5.4 structure Make a poetry glossary—kinds of figurative language and other techniques with examples. Organize a root, prefix, suffix to make your own guide focusing on Latin and Greek roots. CCSSW5.4. Produce clear and coherent writing in which the development and Organize and write a that communicates a theme—could be the same theme as a interpreted. Plan a story with a central message—or add to the story you analyzed. (Develops ability to analyze story structure and author’s techniques.) start
GT Scope and Sequence Skills Continuum Grade Fifth The gifted Fifth Grade student will be provided opportunities in his/her identified area(s)* of giftedness to: COMMUNICATION • Compare and contrast historical and contemporary media presented from opposing points of view • Study and apply rhetorical devices used in contemporary and historical communications • Evaluate written and oral communication samples to determine how language, style, medium, and presentation impact targeted audiences • Evaluate the impact word choice and expressive style have when presenting new ideas in a variety of situations CRITICAL THINKING • Evaluate how cultural group portrayals in visual, print, and electronic media impact individual perceptions (KCP, PR) • Illustrate how opinions support or detract from arguments in various fields of study • Determine how generalizations can lead to misinformation , misconceptions, and misunderstandings CREATIVE THINKING • Determine the lasting effects of planned outcomes • Analyze situations and issues to determine appropriate pathways for problem solving • Evaluate and determine the value of novel solutions stemming from a single problem RESEARCH • Determine the credibility and validity of information and data to be used as part of a research study • Design and complete a formal research study based on a research model (survey, descriptive or historical) • Utilize multiple, complex search engines to gather data for research projects • Evaluate historical studies from various data sources to determine significance and authenticity *Note- This continuum is interdisciplinary and can be used as a framework for differentiating the curriculum for gifted students in any combination of the four core content areas (Language Arts, Mathematics, Science, and Social Studies). The goal is for gifted students to experience advanced work that leads to the development of advanced level products.
St. Linus School 5th Grade School Supply List Check when Purchased Quantity Description 2 Masking Tape, .94” x 60 yards 1 Dividers, 3 Ring, 5 Tab, 11” x 8.5” 2 Filler Paper, Wide Rule, 10.5" x 8", 120/Pk 1 Large Pink Eraser, Latex Free 2 boxes Facial Tissue, Hypo-Allergenic, 200 ct 3 pack Antibacterial Wipes, 40 ct 1 Folders, 2 Pocket, 14pt 1 box Crayola Crayons 24 ct 1 Crayola Markers, Washable, Classic Colors, Wide Tip, 8/set 1 Invisible Tape, w/ Dispenser 3/4” x 1296” 2 Washable Glue Stick .26 oz 1 Highlighters, Chisel Tip, (Yellow, Blue, Green, Pink, Orange, Purple) 6pk 1 doz #2 Pencils, Sharpened 1 12” Plastic Ruler, Inches and Centimeters, Center Holes 1 set 7” Colored Pencils, Sharpened 12/set 1 Double Barrel Pencil and Crayon Sharpener, Canister 1 Fiskars Scissors for Kids 5”, Pointed Tip, Latex Free 1 pk Jumbo Book Covers 5 pk (blue, red, green, yellow, purple) 2 pk Index Cards, 3” x 5”, Ruled, 100 pk 1 Marker, Dry Erase, Chisel Tip, Low Odor, 4 pack
A flat is worth 1 whole. A rod is worth one tenth (0.1). A cube is worth one hundredth (0.01). ***Websites and Resource for Math Tutorials and Extra Practice (aligned to the 5th Grade Common Core State Standards):
15 Chokkakula Yedukondalu Venkatarathnam 9700564474 16 Dalayi Sathish Kumar Srinivasa Rao 9912832739 17 Gundrajukuppam Madhu Babu Krishnaiah 9553951876 18 Gurramkonda GnanaSekhar Lakshmaiah 9985189144 19 Gurramkonda Jayaprakash Nagaraja 9966429117 20 Kalvapalli Balaji Bhaskara rao 9177238087 21 Kanapala Karthik chinnabbai 9542775954 22 Kuchipudi Ravi kumar Nageswarao 9553053299 23 Nidumolu Narasimha Rao Pullaiah 9866738181 24 Makka Kiran Maruthi Krishna 7382073255 25 Yellabelli Nukaraju Nukalu 8008833585 26 Yepuri sudhakar Venkatakrishna Rao 7893666651
DAY 2: Topic: /facilitator Venue: Start Finish Topic Speaker Sub topic/Content 9.00 9.15 Welcome coffee and summary of day 1 Ike van der Putte 9.15 10.15 Basic toxicology and risk assessment under REACH (60 min) Ike van der Putte/ Shufan Qi Basics toxicology Principle of risk assessment Chemical risk assessment under REACH Approaches Computer models Guidance 10.15 10.45 CLP specific – Regulation Shufan Qi Content of the Regulation CLP Timelines Changes compared to the old EU system 10.45 11.00 Coffee Break 10.45 11.15 CLP specific – Implementation Shufan Qi Implementation of the Regulation Hazard and safety communication Safety Data Sheet
Place calendar date next to the numeral to signify date of data summary, and a listing of utilized data sources, summary and next steps in the appropriate spaces Date #1: Baseline Data Sources Date #2: Data Sources: Summary Next Steps: Date #3: Data Sources: Summary: Next Steps: Date #4: Data Sources: Summary Next Steps: Date #5: Data Sources: Summary: Next Steps: Date #6: Data Sources: Summary Next Steps: Date #7: Data Sources: Summary: Next Steps: Date #8: Data Sources: Summary Next Steps: Date #9: Data Sources: Summary: Next Steps: Date #10: Data Sources: Summary Next Steps: Date #11: Data Sources: Summary: Next Steps: Date #12: Data Sources: Summary Next Steps: Date #13: Data Sources: Summary: Next Steps: Date #14: Data Sources: Summary Next Steps: Date #15: Data Sources: Summary: Next Steps: Date #16: Data Sources: Summary Next Steps: Date #17: Data Sources: Summary: Next Steps: Date #18: Data Sources: Summary Next Steps:
Fifth Grade Due Dates CATCH Lessons 2016-2017 CATCH Lessons Due Dates 1 Let’s Get Go-ing 9/6/16 2 Go-ing For Fit 9/22/16 3 Pyramid Of Go Eating 10/6/16 4 Bright Ideas For Breakfast 10/26/16 5 Plan Of Action 11/10/16 6 Rap Out The Problems 12/6/16 7 Play Out The Options 1/20/17 8 Breaking Through Barriers 2/7/17 Please include and turn in the following information on the CATCH Lessons. Lesson plans with TEKS One (1) student completed worksheet per lesson Staple together and don’t forget to put teacher’s name Take pictures of you and your students doing the lessons The PE Para’s will pick up your CATCH lessons on the Monday after the due dates. If you need any help with food items for your lessons talk to Mr. Guzman our cafeteria manager. He can submit a request with his supervisor to see if it gets approved but you need to notify him three (3) weeks in advance. CATCH Binder is due on March 1, 2017
chart shows the amount of gas left in the tank as they travel. Based on the data, how many miles can they drive before they have no gas left? dinner, they order 1 slice per person and an extra 8 slices to put in the freezer for lunches throughout the week. How many slices will the Minzer family order if they have 10 people eating dinner that night? minute Elie spends on the computer he must spend 3 minutes outdoors first. The chart below gives different amounts of time that Elie might want to spend on the computer, as well as the number of minutes of outdoor activity he needs to do to earn this computer time. Based on this data, how much outdoor activity will Elie have to do to earn 90 minutes of computer time? inch every 2 months. At this rate, how long will it take for Charlene’s hair to grow 5 inches? Thursday (M.13.5.4b) Kelsi and Rex want to buy their mom a new tablecloth for a small table. They have measured the table to figure out what size to purchase. What is the area of the table? Find the area of the figure below. What is the area of the rectangle? The length of a rectangle is 24 inches. Its width is 12 inches. What is the area of the rectangle?
Mid-Workshop Interruption (not planned) As you read, notice how the POV changes the way a story is told or described. For example, whether is person is weathly or poor would make a considerable difference in the way the world is viewed/story is told. Share (not planned) Have students turn and talk with their book club/partner about a POV they noticed as they were reading.
:__________________________________________Date_________
Unit #: 1 – What is Matter Made of? Grade: 5 June 2017 Unit of Study: What is Matter Made of? PE’s: 5-PS1-1 5-PS1-2 5-PS1-3 5-PS1-4 3-5-ETS1-3 Storyline: Students observe different materials and describe their differences. They investigate how materials change when they mix together. They learn to recognize chemical reactions and develop a model of matter being made of particles. These particles move and their arrangement changes, but their mass always stays the same. DCI’s: PS1.A PS1.B ETS1.B ETS1.C Anchoring Phenomena: Matter makes up everything on Earth, goes through changes, and is conserved throughout those changes. SEP’s: Developing and Using Models Planning and Carrying Out Investigations Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Essential Questions: 1. What causes different materials to have different properties? 2. How do materials change when they dissolve, evaporate, melt, or mix together? 3. What are the differences between solids, liquids, and gases? CC’s: Cause and Effect Scale, Proportion, and Quantity Structure and Function
Sun - light is another part E – I – E – I – O. Soil, Air, Heat, now that’s a start, E – I – E – I – O. With soil here and air there, Here some dirt, there some heat, everywhere some fair air, Abiotics ain’t alive E – I – E – I – O.
Deposition Deposition is the dropping, or depositing, of sediments by water, wind, or ice. It builds new land on Earth’s surface, like a delta at the end of a river or the pile up of a sand dune in the desert. Shells on the beach are deposition by ocean waves. Deposition begins with a “D” and Dunes and Deltas begin with a “D”. Chant: Weathering will break rocks down Erosion moves it all around Put it here and then we’re done Now we have deposition Landslides Landslides are mass movements of land due to gravity. Landslides can cause buildings to fall, or power and gas lines to break. Landslides even occur on the continental slope in the ocean. Volcanic eruptions Volcanoes are mountains with openings in Earth’s crust through which magma, gases, and ash reach Earth’s surface. When the magma erupts from the volcano the top of the mountain can be changed, either built up or exploded off. The lava and ash can destroy forests and bury fields. Volcanic eruptions can even change Earth’s weather patterns. Volcanic eruptions also occur under the oceans; these volcanoes that are built up are called Seamounts. If the seamount rises above the ocean surface it is called a volcanic island (for example Hawaii or Japan). Earthquakes Earthquakes are vibrations on Earth’s surface caused by sudden movement in the Earth, often along a fault, a break in Earth’s surface. Some earthquakes cause little damage and some cause a lot of damage. Large earthquakes can cause landslides. Earthquakes under the ocean can cause huge waves, called tsunamis that destroy land and cause great damage if they come ashore. Floods Floods occur when a large amount of water covers land that is usually dry. When the flood occurs; rapid erosion can take place and move soil and sediments away. When the flood recedes; new sediment is left behind and can build up rich soil deposits.
and 8 in all of the remaining places. ____ ____ , ____ ____ ____ . ____ 14. Jack’s great-grandmother was born in 1910. His family had a big party for her birthday in 1996. There were 45 family members at the party. How old did Jack’s great-grandmother turn on her birthday in 1996? a. List the numbers needed to solve the problem. b. Describe what you want to find. c. Write an open sentence. d. Write the solution. e. Write the answer. 15. Subtract using the trade-first subtraction method. 16. Chloe and her friends had the following scores on a math test. 28, 8, 10, 10, 10, 8, 19, 10, 13, 3, 15 For this set of data, find the maximum, the minimum, the range, the mode, and the median. 17. Subtract using the trade-first subtraction method. 18. Circle the word you would choose to describe the chance of this event happening: An elephant will walk through the door to our classroom today. Explain your answer. certain very likely likely unlikely very unlikely impossible [1] 98.81 [2] 1,009 [3] magnitude estimate: 100s Answers may vary. 24.3 can be estimated as 25 and 4.55 can be estimated as 5. [4] 400 mi [5] Estimate: Calculated answer: Explanation may vary. Sample answer: By making an estimate, you would know that your answer was wrong because the estimate and the answer would be very different. [6]
Whole Number and Decimal Operation Decompose Fractions Add decimal numbers Subtract decimal numbers IF the numerator and denominator: Both are even, divide by 2 Both end with 0 or 5, divide by 5 If not, then try 3 or 7 Keep dividing by 1 of the 4 numbers until the fraction is in lowest terms. Multiply decimal Divide Decimal Multiply normally, ignoring the decimal points. Then put the decimal point in the answer - it will have as many decimal places as the two original numbers combined. Divide as usual Put decimal point directly above decimal point in the dividend. Fractions Operation Add Fractions Common Denominator? Add numerators Improper? Change to mix number Reduce? Add the whole number part of the answer to the mix number. Subtract Fractions Common Denominator? Can you take away? If no, change 1 whole number to a fraction 1= Subtract numerators Reduce? Subtract whole number Divide Fractions Strategy: multiply by reciprocal 1. change division sign to multiplication sign 2 invert (flip) the 2nd number 3 multiply numerator by numerator and denominator by denominator
5th US SEAM Conference Thursday May 18, 2017 9:00 Welcome 9:30 Henri Savall & Amandine Savall – Features of people at work: TFW virus and vaccine: keys to socially responsible capitalism. John Conbere & Alla Heorhiadi – The self-aware organization 10:30 break 10:50 Chrissy Baune &Toccara Stark – Middle management perspective on the SEAM tools Mike Silva – Supervisor’s experience of SEAM David Swenson & Lynn Kalnbach – Understanding and managing resistance to change in SEAM 12:00 Lunch 1:15 Dave Dobosenski – CEO’s experience of SEAM intervention Laura Jensen – The art of steering: Senior leader’s perspective Sally Bajak – SEAM implementation in a business office 2:15 Break 2:25 Marcella de la Torre – Healthcare: Heroic interventions vs. incremental care Sue Quint – The Four-leaf Clover revisited 3:10 Break 3:30 Business Panel 5:00 Conclude for the day 5:30 – 7:30 Reception at Zeitgeist Atrium 222 E. Superior St. 5th US SEAM Conference Friday May 19, 2017 9:00 Alla Heorhiadi & Bob Hartl – Creating context to understand organizational data Véronique Zardet, Frantz Datry & Amandine Savall – Front line management, productivity and development of sales: implementing SEAM in a publicly traded company. Carole Bousquet – The role of managers in individual and collective competencies development: SEAM in a SME of trading and ripening fruits and vegetables 10:20 Break 10:40 Lynne Hamre & John Conbere – Case study at SB&T Marc Bonnet – Contribution of DBA programs to impactful management research Julia Bates – The TFW virus in banking industry 12:00 Lunch 1:15 Heather Abel & Jes Beck – Lessons learned from implementing SEAM management tools Bob Randall – SEAM and employee engagement Jill Letendre – Meaning of Human potential: a case study 2:20 Break 2:40 Debra Salsi – The TFW Virus and the American Dream Alanna Kennedy – SEAM, Safety and Introduction of the SAFE Program 3:30 Discussion & wrap up 5:00 Conclude for the day
Monday March 19 Tuesday March 20 Wednesday March 21 Thursday March 22 Friday March 23 Room: E-213 2:45 – 4:15 pm Tech room 2:45 – 4:30 3rd Quarter Grade Window CLOSES Today! After School Detention Room: E104 Room: E-213 2:45 – 4:15 pm Tech room 2:45 – 4:30 Collaboration Day 1:00 pm Department Meeting: PE, Math, Social Studies, Elective 1:00 – 1:45 Department Meeting: ELA, Science, Music 2:00 – 2:45 Data Drive Meeting Room: E-213 1:00 – 2:45 Tech room 1:00 – 2:45 After School Detention Room: E104 Room: E-213 2:45 – 4:15 pm Tech room 2:45 – 4:30 JPSC Room: E-213 2:45 – 4:15 pm
Business and Household insurance: need to look at types and then similarities and differences Insurance types Insurance Type Household Business Building and Contents insurance Insurance on house/apartment which covers a wide range of risks, for example fire, burglary ay and accidental damage. Insurance against accidental damages to premises, stock and other business contents. Motor insurance- Three types Three types: Third Party- Minimum by law Third Party Fire and Theft Fully Comprehensive Three types: Third Party- Minimum by law Third Party Fire and Theft Fully Comprehensive. PRSI / (USC) Compulsory. Percentage of gross income taken from each employee’s income and given to the government. Payment entitles employees to benefits such as pension, social Compulsory. The employer deducts the PRSI amount from the employee’s wages and pays it to the government. The employer must also pay an additional amount towards each employees PRSI fund.
CONTENT AREA AGE Outcome STANDARDS CURRICULUM ACTIVITIES/GOALS/ OBJECTIVES THAT ADDRESS STANDARDS WHAT ADULTS CAN DO TO SUPPORT LEARNING 1 2 3 MATHEMATICS (M) COUNTING & CARDINALITY: M.CC. Know number names and the count sequence Young Infant: “I” (By 8 months) N/A Mobile Infant: “mi” (By 36 months) M.CC.mi.1: Names some number words but not in sequence. Toddler: “t” (By 36 months) M.CC.t.1: Verbally counts in sequence to 3. Pre 3: “p3” (By 48 months) M.CC.p3.1: Counts in sequence to 10. M.CC.p3.2: Demonstrates an understanding that number names can be represented with a written numeral. Pre 4: “p4” (By 60 months) M.CC.p4.1: Counts in sequence to 30. M.CC.p4.2: Represents a group of objects with a written numeral 0-12 (with 0 representing a count of no objects). M.CC.p4.3: Counts forward beginning from a given number (under 10) within the known sequence (instead of having to begin at 1). Kindergarten: “K” (By the end of K) M.CC.K.1: Count to 100 by ones and by tens. M.CC.K.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). M.CC.K.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects).
M.OA.K.2: Solve addition and subtraction word problems and add and subtract within 10 (e.g., by using objects or drawings to represent the problem). M.OA.K.3: Decompose numbers less than or equal to 10 into pairs in more than one way (e.g., by using objects or drawings) and record each decomposition by a drawing or CONTENT AREA AGE Outcome STANDARDS CURRICULUM ACTIVITIES/GOALS/ OBJECTIVES THAT ADDRESS STANDARDS WHAT ADULTS CAN DO TO SUPPORT LEARNING 1 2 3 equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). M.OA.K.4: For any number from 1 to 9, find the number that makes 10 when added to the given number (e.g., by using objects or drawings) and record the answer with a drawing or equation. M.OA.K.5: Fluently add and subtract within 5. MEASUREMENT & DATA: M.MD. Describe and compare measurable attributes Young Infant: “I” (By 8 months) M.MD.i.1: Explores properties of objects (e.g., looks for what is making a sound, drops a toy and watches it fall). Mobile Infant: “mi” (By 36 months) M.MD.mi.1: Shows awareness of the size of objects where the size difference is great (e.g., communicates “big ball”, shows a preference for the bigger over the smaller toy). Toddler: “t” (By 36 months) M.MD.t.1: Starts to use words to describe measurable attributes (e.g., big, heavy, empty). Pre 3: “p3” (By 48 months) M.MD.p3.1: Demonstrates an understanding that objects can be compared by one attribute (e.g., weight, capacity, length) and begins to use words
AGENDA 1.Take Attendance 2. Copy Journal # 1 3. Check in Winter Break Homework 4. UPDATE- Student Portfolios 4. (Skip 1 line) Copy and Complete: Journal Topic # 1 Journal topics Directions: Write 3 paragraphs (paragraph is 5-7 sentences) CORRECTLY CIRCLED, HIGHLIGHTED, & UNDERLINED. Start your writing with: This will be the best year ever because… (give 3 reasons) 1ST PARAGRAPH- INTRODUCTION PARAGRAPH- DESCRIPTION sentence about EACH REASON & (BECAUSE) THESIS STATEMENT (LABEL AND HIGHLIGHT), 2ND BODY PARAGRAPH Explain why each REASON is the best. that contains Starts with a transition (highlighted orange), Topic Sentence, 3 Supporting Sentences(pink, blue, green),, and Clincher Format (underlined black) THAT IS CORRECTLY CIRCLED, HIGHLIGHTED, & UNDERLINED CONCLUDING PARAGRAPH- Starts with concluding Transition, restated 3 reasons (1 sentence each) (pink, blue, green), clincher
COMPREHENSIVE COMMUNITY MENTAL HEALTH SERVICES FOR CHILDREN AND THEIR FAMILIES PROGRAM Child, Adolescent and Family Branch Center for Mental Health Services Substance Abuse and Mental Health Services Administration U.S. Department of Health and Human Services Project Number: 5U79SM062446-03 Project Name: High-Fidelity Wraparound Services & Integrated Care Coordination. for Children and Youth Continuation Application – Project Narrative The following narrative presents our current status of Year 2 of the Expansion and projected milestones for Year 3. Description and explanation of changes, goals and objectives, project timeline for implementation and approach and strategies proposed The Purpose, Mission, Goals and Objectives detailed in this Expansion Grant are an expansion and affirmation of the continued commitment and capacity of our community, developed through our Implementation Grant, to implement the SOC values and principles, strategies and tools required to achieve optimal behavioral and medical outcomes for youth, ages 10-17 years who have been admitted into Jacksonville crisis stabilization units. The purpose and vision of the expansion grant is to optimize the behavioral and medical health and well-being of youth requiring crisis stabilization in Northeast Florida by transforming the behavioral health system of care using SOC values and principles, logic modeling, SAMHSA’s model Theory of Change, and other evidence-based program development and quality improvement strategies and tools thru the integration of behavioral and physical health and the development of the Medical Home. The infrastructure and development of the Jacksonville System of Care Expansion grant is still being developed with new referral processes and procedures being implemented. Consents and release of information has been approved and we are currently awaiting IRB approval for the evaluation component. The Physical space has been renovated; staff are in the various stages of hiring, with the pediatrician on-board and undergoing training and nurse care coordinator currently being recruited. Per forma for approval to operate as a University of Florida Clinic for integrated physical and behavioral health has been granted. Wraparound and the collaborative care model are under expansion with new youth and families being served weekly. Process, policy and procedural framework, while in various stages of development, is expected to be fully implemented by mid-year. The goals of the Jacksonville System of Care Expansion grant are as follows with an accompanying synopsis of current implementation status, approach and strategies relative to the approved objectives:
Learning Communities Introductory Activities Online 2 weeks prior to Unit 1A 1-2 Hours Learning Communities Unit 1A Face-to-Face Meeting 1 Day 6 Hours Team Activities Unit 1A Program Site(s) 4 Weeks Period After Face-to-Face Meeting Learning Communities Unit 1B Face-to-Face Meeting 1 Day 6 Hours Team Activities Unit 1B Program Site(s) 4 Week Period After Face-to-Face Meeting