zilongwang/ReadingBank huggingface dataset:
TOPIC XIII: Sound Energy SC.4.P.10.3 TOPIC XIV: Uses of Energy SC.4.P.10.4 TOPIC XV: Transfer of Heat Energy SC.4.P.11.1 SC.4.P.11.2 GRADE 3 – 3rd NINE WEEKS TOPIC NEXT GENERATION SUNSHINE STATE STANDARDS ExploreLearning Gizmos TOPIC IX: Stars –Size and Observational Tools SC.3.E.5.1 SC.3.E.5.5 TOPIC X: The Sun – Size and Appearance SC.3.E.5.3 SC.3.E.5.2 TOPIC XI: Gravity is a Force SC.3.E.5.4 TOPIC XII: Animal Classification SC.3.L.15.1
MDCPS SCIENCE PACING GUIDES/EXPLORELEARNING GIZMOS CORRELATIONS- MIDDLE SCHOOL GRADE 6 REGULAR/ADVANCED– 3rd NINE WEEKS TOPIC NEXT GENERATION SUNSHINE STATE STANDARDS ExploreLearning Gizmos TOPIC X: Motion of Objects SC.6.P.12.1 SC.6.N.1.1 TOPIC XI: Types of Forces SC.6.P.13.1 SC.6.N.1.1 TOPIC XII: Law of Universal Gravitation SC.6.P13.2 SC.6.N.1.3 TOPIC XIII: Forces and Motion SC.6.P.13.3 SC.6.N.1.3
TOPIC XIV: Levels of Organization SC.6.L.14.1 SC.6.L.15.1 SC.6.N.1.3 GRADE 7 REGULAR/ADVANCED – 3rd NINE WEEKS TOPIC NEXT GENERATION SUNSHINE STATE STANDARDS ExploreLearning Gizmos TOPIC IX: Fossils SC.7.L.15.1 TOPIC X: Evidence of Species Change SC.7.L.15.1 SC.7.L.15.2 SC.7.L.15.3 SC.7.N.3.1 TOPIC XI: Environmental Factors and Evolution SC.7.L.15.2 SC.7.L.15.3 SC.7.L.17.3 SC.7.E.6.6 TOPIC XII: Relationships in Ecosystems SC.7.L.15.3 SC.7.L.17.1 SC.7.L.17.2 SC.7.L.17.3 TOPIC XIII: Human Impact on Earth SC.7.E.6.6 GRADE 8 REGULAR/ADVANCED – 3rd NINE WEEKS
TOPIC NEXT GENERATION SUNSHINE STATE STANDARDS TOPIC XI: The Sun SC.8.E.5.4 SC.8.E.5.5 SC.8.E.5.6 TOPIC XII: The Solar System SC.8.E.5.8 SC.8.E.5.7 SC.8.E.5.3 TOPIC XIII: The Sun, the Earth, and the Moon SC.8.E.5.9 SC.8.E.5.10 SC.8.E.5.11 PHYSICAL SCIENCE HONORS – 3rd NINE WEEKS TOPIC NEXT GENERATION SUNSHINE STATE STANDARDS ExploreLearning Gizmos TOPIC XI: Atomic Structure SC.912.P.8.3 SC.912.P.8.4 SC.912.P.8.5 SC.912.P.10.10 SC.912.P.10.11 SC.912.P.10.18 TOPIC XII: Compounds SC.912.P.8.4 SC.912.P.8.5 SC.912.P.8.7 TOPIC XIII: Chemical Reactions SC.912.P.8.2 SC.912.P.8.7 SC.912.P.8.8 TOPIC XIV: Solutions SC.912.P.8.2 SC.912.P.8.7 SC.912.P.8.11 SC.912.L.18.12
59. k – 3 < –7 or k + 5 8 60. 5 < 3h + 2 11 61. 2c – 4 > –6 and 3c + 1 < 13 Graph the solution set for the following open sentences. 62. 63. |2x + 1| < 5 Express this statement using an inequality involving absolute value. 64. The height of the plant must be within 2 inches of the standard 13-inch show size. Solve each inequality. Then graph the solution set. 65. 66. |3t + 6| < 9 Write an open sentence involving absolute value for each graph. 67. 68. Graph each inequality. 69. 2y – x < –4 70. 3y > 2x – 3 71. 72. MOVING A moving van has an interior height of 7 feet (84 inches). You have boxes in 12 inch and 15 inch heights, and want to stack them as high as possible to fit. Write an inequality that represents this situation. 73. BUDGETING Satchi found a used bookstore that sells pre-owned DVDs and CDs. DVDs cost $9 each, and CDs cost $7 each. Satchi can spend no more than $35.
Candidate’s Email Candidate’s Student ID etc AQT001 Manager or Supervisor’s Full Name Unit of Competence (Code and Title) SITXFSA002 – Participate in safe food handling practices (Food Safety Supervisor) Date of Assessment Location Element Follow food safety program If a specific volume or frequency is not stated, then evidence must be provided at least once Context and date of observation/Comments Satisfactory (Please tick) Demonstrate use of safe food handling practices in food handling work functions on at least three occasions. Demonstrate the correct methods of controlling food hazards at each of the following critical control points: receiving storing preparing processing displaying and/or serving packaging transporting disposing Control food hazards at critical control points. Complete food safety monitoring documents such as temperature logs or goods receipt forms for
Action Area: Rural and Remote Communities TAZREACH funds services at a local level in rural and remote communities in north and north-west Tasmania, thereby making services equitable and easily accessed, as outlined in the table below. Outreach services were provided at St Helens, Flinders Island, Launceston, Burnie and Devonport. Telemedicine continued to provide opportunities for colleagues to liaise across the sector. Services funded by TAZREACH in N/NW Tasmania Area Ophthalmologist Orthoptist Flinders Island 2012/13 4 single day visits per annum 75 clients seen in total for the financial year 2013/14 4 single day visits per annum 84 clients seen in total for the financial year 4 single day visits per annum 68 clients seen in total for the financial year St Helens 2012/13 (when part of MSOAP) 4 single day visits per annum 59 clients seen in total for the financial year 2013/14 4 single day visits per annum 94 clients seen in total for the financial year 5 single day visits per annum 119 clients seen in total for the financial year Area Ophthalmologist Orthoptist Launceston 2012/13 (when part of MSOAP) N/A 7 2-day day visits per annum 264 clients seen in total for the financial year 2013/14 N/A 8 2-day visits per annum 390 clients seen in total for the financial year North West (Burnie and Devonport) N/A 2012/13 (when part of MSOAP) N/A 2-day day visits per annum 395 clients seen in total for the financial year 2013/14 N/A 12 2-day visits per annum 447 clients seen in total for the financial year Action Area: Access to Cataract Surgery Tasmania has some of the longest waiting lists for public elective surgery in Australia, including cataract surgery. Funding from the Commonwealth and State governments has enabled initiatives to
Monday Tuesday Wednesday Thursday Friday Saturday Sunday Weekly Total Week 1 Jan 8-14 Read: Time: Read: Time: Read: Time: Read: Time: Read: Time: Read: Time: Read: Time: Week 1 Total Time: Week 2 Jan 15-21 Read: Time: Read: Time: Read: Time: Read: Time: Read: Time: Read: Time: Read: Time: Week 2 Total Time: Week 3 Jan 22-28 Read: Time: Read: Time: Read: Time: Read: Time: Read: Time: Read: Time: Read: Time: Week 3 Total Time: Week 4 Jan 29-Feb 4 Read: Time: Read: Time: Read: Time: Read: Time: Read: Time: Read: Time: Read: Time: Week 4 Total Time: Week 5 Feb 5-11 Read: Time: Read: Time: Read: Time: Read: Time: Read: Time: Read: Time: Read: Time: Week 5 Total Time: Week 6 Feb 12-18 Read: Time: Read: Time: Read: Time: Read: Time: Read: Time: Read: Time: Read: Time: Week 6 Total Time: Exceeds Mastery (4): 1000+ Minutes Suggestions for organizing reading time: 25 minutes 7 days per week or 35 minutes 5 days per week Mastery (3): 600-999 Minutes Suggestions for organizing reading time: 15 minutes 7 days per week or 20 minutes 5 days per week Near Mastery (2): 450-599 Minutes Suggestions for organizing reading time: 11 minutes 7 days per week or 15 minutes 5 days per week Not Yet (4): Less than 450 Minutes Suggestions for organizing reading time: READ More! 6 Week Total Time Read: ____________________ Score: __________ Graded: 1000+=4 Exceeds Mastery 600-999=3 Mastery 599-360=2 Near Mastery -359=1 Not Yet Due Feb. 21 Must be turned in on time to receive the reward. Exceeds Mastery Incentive: A pizza party! Parent Signature________________________________________________
SP1 Outcomes Outcome Name Outcome Number Source of Evidence Progressive implementation of the National Disability Strategy (NDS) in line with the principles of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) at local and national level 1.1 A review of the plan using reflective meetings of the team and desk research. Progressive implementation of the NDS within health and personal social services 1.2 A review of the plan using reflective meetings of the team and desk research. Baseline information on people with disabilities compiled by DFI 1.3 Report completed. People with disabilities and family members are supported to participate in local and national community voluntary and statutory structures 1.4 Successful ‘Pilot’ mainstream project in place in the West and planned roll out across the country. Member organisations and the disability sector have greater engagement with communities 1.5 A review of the plan using reflective meetings of the team Mainstream disability interest is reflected in local government decision making structures 1.6 Desk research to evaluate the dissemination and uptake of the DFI briefing document. SP1 Outputs
Work with Irish Charities Tax Reform group (ICTR) by promoting the fundraising principles to our members 2.2.22 22 Members have signed up to the Statement of Guiding Principles for Fundraising To provide support to organisations on collaboration 2.2.23 DFI has drafted a paper on Mergers and will draft a paper on Collaboration in quarter 4 SP3 Outcomes Outcome Name Outcome Number Evidence/Comments Active engagement between DFI, civil society organisations and the disability movement 3.1 We will measure this outcome by doing a qualitative reflective piece on the value of collaborative ventures with other organisations such as public statements, events, initiatives, or joint letters. Engagement with Oireachtas members and the government structures 3.2 We will quantify the number of meetings with Oireachtas member and government officials, and the number of times we are called on as representatives of the disability movement. We will conduct an internal review of the effectiveness of our engagement with the Seanad Reform Agenda, Local Elections and European Elections. Understanding of DFI as a cohesive voice of the disability movement 3.3 We will report on DFI’s engagement with the media Enhance levels of collaboration and co-operation with other relevant umbrella organisations 3.4 We will report on the types of collaborative initiatives we have had over the lifetime of the Plan.
Robert Toombs House State Historic Site – Managed by Wilkes County 216 East Robert Toombs Avenue, Washington, GA 30673 WILKES County Board of Commissioners, 23 Court Street, Room 222, Washington, GA 30673 Phone Fax Marcia Campbell, Manager (706) 678-2226 (706) 678-7515 Vacant, Park Manager 2 (706) 456-2602 (706) 456-2396 Vacant, Assistant Park Manager I (706) 678-2226 (706) 678-7515 Wormsloe State Historic Site 7601 Skidaway Road, Savannah, GA 31406 Phone Fax Gretchen Greminger, Park Manager (912) 353-3023 (912) 692-4530 Sara Feltner, Interpretive Ranger (912) 353-3023 (912) 692-4530 Jeri Lynn Nokes Secretary (912)353-3023 (912)692-4530
This week we have 3 clubs and 1 student outreach, one club wont come through senate Student Organization Review Board 2 clubs coming to senate next week Director Brown We will have our first meeting time tomorrow. More info next week Director Pullin We are still trying to find a meeting time. I yield time to George George: The form to table has been editable. Please sign up in the next five minutes Director Rothstein I’ll share the powerpoint with you after so you can contact everyone Crosswalks: I yield time to Senator Meis Senator Meis: There are three locations I’m focusing on. Liberty and St.Philips, the correct way. Coming and George st., get repainted. Coming st. and Green Way. Point of Information President Keefe: I discussed those with president Oz, can I bring this to the meeting? Yes do it Scholarships for postgraduate testing Scholarships based on financial need, one time, for registration MCAT and LSAT Senator Collins: I have emailed some people to talk about furthering this. Other things Human society call to verify horse safety Senator Laport: We want a third party to not shut it down, but to make sure that the horses are okay. We want to know if they are being treated okay Announcements SGA
Week 1 - 3 Nov 5 – 9 Nov 12 – 16 Nov 26 – 30 Learning Standards 4) Number, operation, and quantitative reasoning. The student recognizes and solves problems in multiplication and division situations. The student is expected to (A) learn and apply multiplication facts through 12 by 12 using [concrete] models [and objects]; (B) solve and record multiplication problems (up to two digits times one digit); and (C) use models to solve division problems and use number sentences to record the solutions. Major Concepts Multiplication Problem Solving Processes: Problem Solving Model Thinking about learning and making connections Use accountable talk by using the language of mathematics Instruction Resources Math Stations Interventions/Extensions Assessment Key Vocabulary – multiplication, division, equal groups, array, product, factor, horizontal, vertical, multiply, divide, divided by, input, output, fact family The third six weeks is focused on multiplication and division. The first three weeks will be learning multiplication and the last three weeks, division. Students are expected to recognize and solve problems in multiplication and division situations. Math background for teachers: Multiplication may be thought of as repeated addition and involves joining equal groups. An array involves joining equal groups and is another way to think of multiplication. Two numbers can be multiplied in any order. Help students make connections to multiplication through skip counting using number lines and hundreds charts. The ability to break numbers apart in flexible ways is very important as they use invented strategies to solve multiplication. enVision Math –Topics 6, 7, 8, and 9 enVision Math Tools Technology: Pearson enVision link for animated introduction, journal writing, and review – copy and paste this link: Foam Tiles Counters Dice enVision Math multiplication games Multiplication games using dice or cards Problem Solving – word problems involving mixed operations including multiplication. Journal writing – explain how multiplication is related to addition Number of the week Measurement Station enVision Math Assessments
COST Action TU1304 – WINERCOST Wind Energy Technology Reconsideration to enhance the concept of Smart Cities 3RD TRAINING SCHOOL: 23-28.04.2017, Naples, Italy http://winercost.com/ Advances in Wind Energy Technology III 3RD Training School REGISTRATION FORM Please fill this form (in Capital letters) and submit it via email to friccia@unina2.it not later than Thursday 19 February, 2017 (24:00 CET). Registration sent after this date will not be considered. Surname: Name: Email address: Current address: Bank full details including IBAN: Dear Professor Ricciardelli, By means of the present Registration Form I would like to register myself to the 3rdnd WINERCOST Training School “Advances Wind Engineering III” that will take place in Naples, 23-28.04.2017. I understand that I will be reimbursed with 800 euros (to cover part of my travel, accommodation and related expenses) and I confirm that I will not be reimbursed for these expenses neither from the AEOLUS4FUTURE project, nor from any other source. Sincerely yours, (Surname) (Name) (Signature) (Date)
Robert, Zoe. “Bilingualism: Why Not?” Icelandreview_online. Daily life. 02 March 2008. WEB. 3 Sept 2011 Samúel Lefever. “English Skills of Young Learners in Iceland…I started talking English when I was 4 years old. It just bang…just fall into me.” Ráðstefnurit Netlu – Menntakvika 2010 Menntavísindasvið Háskóla Íslands 31 Desember 2010 Statistics Iceland “Statistical Series Population”. Population development 2010. 2011/03/29 Vol. 96 No. 18. . 2 Sept 2011. Web Trudgill, Peter. “Standard English: what it isn´t” eds Tony Bex and Richard J. Watts. Standard English: the widening debate. London: Routledge, 1999, 117-128. 3 Sept 2011. Web Wardhaugh, Ronald. “An Introduction to Sociolinguistics” sixth edition. Wiley-Blackwell. Print White, Ron. Figure 1. Picture of the three concentric circles of Kachru, B. B. Web .
Class: Instructor Assignment 1st Period: 9:35-10:25 Business Etiquette Chris Riley 716-2651 office phone Read “How to Fill Out a Job Application” and complete the How To Fill Out a Job Application Worksheet. Read “How to Prepare for a Job Interview” and complete the How to Prepare for a Job Interview Worksheet. Watch the short videos under Business Etiquette Videos. 2nd Period: 10:30-11:20 SAT Dr. Torres 1. Go to (you will need a Khan Academy login, or a google login, or a facebook login) 2. Complete the 4 math quizzes and the 4 reading quizzes. 3. Review answers and print questions you missed. 3rd period: 11:25-12:15 Campus Connections Yolanda Salgado Complete the assignment below under Campus Connections 4th Period: 1:00-1:50 Paying for College 716-2651 Yolanda Salgado Step 1: Read page 42 of the Path to Scholarships (if you do not have your book, the pages are below). Step 2: Then fill out page 43 of the Path to Scholarships. Step 3: Create (update the resume you should already have done completed during summer meetings) a one-page resume using information from page 43 of the Path to Scholarships book. 5th Period: 1:55-2:45 Essay Writing Ana Lisa Bosquez Complete the Brainstorming Using Linking hand out and write a rough draft for the SPC Scholarship Career Goal Essay. If you have any questions, contact Ana Lisa at
Third Year Undergraduate and First Year Master of Teaching PROFESSIONAL LEARNING PLAN: COMPLETED BY THE PST Pre-Service Teacher Student ID: Mentor Learning Area: University Liaison Date: A copy of this plan should be shown to your mentor, discussed and approved by Wednesday of Week 3. Please scan and email a copy to your university liaison by Friday of Week 3. Please provide a list of your learning goals for the remaining weeks of this professional experience together with a brief explanation of how you plan to achieve them (hand written or typed): Pre-service Teacher: Date: I have discussed and approve these learning plans: Mentor: …………………… Date: I have discussed and approve these learning plans: University Liaison: ………………………… Date:
3rd Year Undergraduate or 1st Year Master of Teaching PROFESSIONAL EXPERIENCE REPORT 2018 Pre-service Teacher Student ID School Mentor Teacher(s) Name: Year Level School Co-ordinator University Liaison Coordinator Jennifer Frances Teaching Days 5 introductory days + 20 day block: 25 days CONTEXT Please add brief context statements about the school and class: School sector; size and composition of campus (R-12, Area, Primary); particular features or unique characteristics; index of disadvantage. School Class (including children with special needs) ASSESSMENT AGAINST THE AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS Please place an ‘X’ at the point along each continuum that best represents the development of the pre-service teacher towards each of the standards at this time. PROFESSIONAL KNOWLEDGE Standard 1 Know students and how they learn I I I Complete Novice Emerging Graduate Standard 2 Know the content and how to teach it
Robotics Club Welcome eagle nation to the exciting world of Robots! Come join us as students will focus on the origins, applications, and latest trends in robotics. Learn how robots are built and controlled. By the end, students will participate in group challenges where they will make a robot successfully complete a task. Mrs. Dookhith and Ms. Maccaferri 3 Fitness, Fun, and Friends Let's Get Physical! Get your favorite workout gear on and get ready to move and groove. Miss McKowan and Mrs. Ellis are ready to get you in shape, reduce stress, and have some fun! We will do a variety of exercise workouts and discuss the importance of adding exercise to your everyday routine. Mrs. Ellis and Ms. McKowan 3 Cross Stitch Soon you will be moving on to middle school! Wouldn't it be cool to create a wonderful craft that would remind you about TCE. Come and learn how to create and make your own cross-stitching art piece starring your favorite Eagle Torrence. Mrs. Shore and Mrs. Caldwell 3
Favorite part: Quote your favourite part of the book. Why is it your favorite part? What did you like about it? (50-150 words) Best scene: What is your favorite scene of the movie? Why did you like it? Give your opinion about the achievement of this scene. (50-150 words) Denouement: Refer to the denouement of both, book & movie. What are the differences? What are the similarities? Which denouement did you like best? (50-150 words) Deadline: 16 December at 19:00 hrs. RUBRIC Failed 1-3 Insufficient 3-4 Standard 4-5 Correct 5-6 Outstanding 6-7 Reading comprehension Information shows that the student did not read the book. Information shows that the student did not understand the book. Information shows that the student somehow understood the book. Information shows that the student read and understood the book. Information shows that the student read and understood the book well. Task fulfulment Few tasks of the project are included Some tasks of the project are included Most tasks of the project are included Most tasks of the project are succesfully included All tasks of the project are succesfully included Profoundness and accuracy Analysis of book and movie lacks profoundness and accuracy Analysis of book and movie is barely profound and accurate. Analysis of book and movie is somehow profound and accurate. Analysis of book and movie is profound and accurate at times Analysis of book and movie is profound and accurate. Length Wordcount is inaccurate and insatisfactory Wordcount is inaccurate Wordcount is somehow precise Wordcount is mostly precise Wordcount is precise Language Poor use of language. mistakes interfere with meaning. Inaccurate use of language. mistakes interfere with meaning. Correct use of language. mistakes interfere with meaning at times. Correct use of language. mistakes do not interfere with meaning. Correct use of language. Few or no mistakes do not interfere with meaning. Originality Work is somehow original Work is somehow original Work is completely original Responsibility Work is presented 2 days after deadline -- Work is presented one day after deadline -- Work is presented on due date Score: 49 pts. / ______ - Mark: _____________
We need to keep hold of this in our attempts to define…or understand real faith…and in the manner that we can pray…in every season of life…especially when we are overwhelmed by our troubles… Here…is where we can share them and pour them out…before God…and before one-another… Everyone is included Slide - 3 So…every season is included in our worship…and in the words that we use in our worship…help us to make sense of…and trust in God…whatever… And…we live in a world of people who are equally affected by their…whatevers…sometimes happiness…sometimes not…but we can be compassionate towards them…because we…have experienced…and are moved by God compassion towards us… Since I have been here…I have done my best to nurture an ethos of everyone being included… It’s not been that difficult really because I sensed that there was something of that here already… Now…I am not saying that doesn’t happen in other places but…one thing that makes it easier is that we don’t have a top down system…
Minutes of the PACT Meeting held at Hurworth Grange on Thursday, 3rdDecember 2015, starting at 6:30pm Chairman: Paul Walters The meeting was attended by 14 residents and the reported from the Northern Echo. The Chairman opened the meeting and welcomed John Angus, who has been unwell and just returned to work. PCSO John Angus gave the Police Report for November 2015 Crime Report All crimes 1 Burglaries Nil Burglaries Other Nil Violence Nil Thefts Nil Motor Vehicle theft One – from Skipbridge Garage Theft from vehicles Nil Criminal Damage Nil Anti-Social Behaviour One – an reported incident at ECO Lodges Speed checks Three checks had been made during the month, and several ‘warnings’ have been given. A visual survey of traffic on Croft Bridge showed 20 heavy duty lorries in one hour, none of which were exceeding the speed limit. Andy Coakes confirmed that Ron Hogg would be carrying out a night survey with residents on the evening of 14th December, at Croft Bridge. Lorraine Tostevin reported vehicles being parked at the entrance to Appletree Close are causing an obstruction. PCSO Angus agreed to look into this. Margaret Williams reported illegal parking by a van opposite the Spar shop on the corner was obscuring sight of oncoming traffic. The police agreed to investigate this. The meeting closed at 6:50pm.
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Complete and submit the STEM self-evaluation rubric to your teacher (1 mark). Complete the ‘Reflection’ handout individually and submit to your teacher (1mark). TOTAL 54 MARKS TOTAL MARKS: 109 You may attached additional sheets of paper or write on the back sheet of this paper if you require more space.
Third Grade Book List 2016-2017 Books & Novels The Intuits By: Kevin Cunningham The Kid Who Ran For President By: Dan Gutman Serafina’s Promise By: Ann Burg Additional Support Materials Wordly Wise 3000 Book 3: Third Edition ISBN # 978-0-8388-7603-9 Or ISBN # 083887603X Ready Florida ELA (LAFS) Instruction + FL Assessments ISBN#978-1-4957-0678-3 *Books are available at Get Smart and through the Sunset PTA
Science Process Standards Standards for Mathematical Practice Science Process Standards The Nature of Science Make predictions and formulate testable questions. Design a fair test. Plan and carry out investigations—often over a period of several lessons—as a class, in small groups or independently. Perform investigations using appropriate tools and technologies that will extend the senses. Use measurement skills and apply appropriate units when collecting data. Test predictions with multiple trials. Keep accurate records in a notebook during investigations and communicate findings to others using graphs, charts, maps and models through oral and written reports. Identify simple patterns in data and propose explanations to account for the patterns. Compare the results of an investigation with the prediction. The Design Process Identify a need or problem to be solved. Brainstorm potential solutions. Document the design throughout the entire design process. Select a solution to the need or problem. Select the most appropriate materials to develop a solution that will meet the need. Create the solution through a prototype. Test and evaluate how well the solution meets the goal. Evaluate and test the design using measurement. Mathematical Practices MP.1. Make sense of problems and persevere in solving them. MP.2. Reason abstractly and quantitatively. MP. 3 Construct viable arguments and critique the reasoning of others. MP.4. Model with mathematics. MP.5. Use appropriate tools strategically. MP.6. Attend to precision. MP.7 Look for and make use of structure. MP. 8 Look for and express regularity in repeated reasoning. Plan of Work Common Misconceptions
our out over own page paper part people picture place plants play point put read really red remember right room run sad said same saw say school sea second see seen sentence set several short should show side since small some something soon sound space still story study such sun sure table take care tell than that the their them then there these they thing think this those though thought three through time to today together told too took top toward tree true try turn turned two under United States until up upon us use usually very want was water way we well went were what when where which while white who whole why will with without words work world would write year your you’re young
3rd Grade Benchmark Skills Skill Taught in which Benchmark Compare and Contrast 5 Fact and Opinion 5 Drawing Conclusions 3 Author’s Purpose 3 Lit. Elements 1 & 2 Sentences 1 Adjectives 5 Combining Sentences 6 Skill Taught in which Benchmark Sequence 1 Main Idea 2 & 6 Cause and Effect 4 & 6 Generalizations 4 Nouns 2 Verbs 3 Pronouns 4 Punctuation 6 Unit 2 Skill # of ?’s on Benchmark Test # of times taught during Unit Literary Elements 5 3 Drawing Conclusions 3 1 Sequencing 3 1 Genre 2 1 Main Idea 5 3 Nouns 6 5 Unit 1 Skill # of ?’s on Benchmark Test # of times taught during Unit Literary Elements 5 2 Realism and Fantasy 3 3 Sequence 4 3 Drawing Conclusions 4 0 Sentences 6 4
Unit 3 Skill # of ?’s on Benchmark Test # of times taught during Unit Details 2 0 Author’s Purpose 3 3 Drawing conclusions 5 3 Compare and Contrast 4 1 Verbs 6 5 Unit 4 Skill # of ?’s on Benchmark Test # of times taught during Unit Generalizations 4 3 Author’s Purpose 2 0 Main Idea 3 0 Cause and Effect 3 3 Literary Elements 3 0 Pronouns 5 2 Unit 5 Skill # of ?’s on Benchmark Test # of times taught during Unit Compare and Contrast 4 3 Draw Conclusions 5 1 Author’s Purpose 2 0 Fact and Opinion 3 3 Adjectives 5 2 Unit 6 Skill # of ?’s on Benchmark Test # of times taught during Unit Cause and Effect 4 3 Main Idea 5 3 Draw Conclusions 2 0 Fact and Opinion 2 1 Punctuation 3 3 Combining Sentences 2 1
Task Name Task Type Grouping Strategy Content Addressed Standard(s) Description Scaffolding Tasks Partners/Small Group Task Place Value, Addition and Subtraction MGSE3.NBT.1 MGSE3.NBT.2 This task provides an opportunity for students to decompose numbers in multiple ways. This will help them easily manipulate numbers as needed in computation, as well as understand the value of digits in numbers when rounding. Constructing Task Whole/Small Group Task Rounding numbers to the nearest 10 MGSE3.NBT.1 This task is an introductory lesson for rounding. Students build this understanding using a number line. Constructing Task Partner/Small Group Task Rounding, Using estimation and mental math with addition MGSE3.NBT.1 MGSE3.NBT.2 This task focuses on rounding as well as the understanding of the value of a digit. Practice Task Small Group Task Place Value, Rounding MGSE3.NBT.1 This task is used to help develop the understanding of the value of a digit as well as to support rounding concepts. Constructing Task Whole Class Task Using and sharing mental math strategies MGSE3.NBT.2 This task builds on the idea of various mental math strategies that could easily be addressed in Number Talks throughout the year. Constructing Task Small Group/Partner Task Mental Math with sums of 100 MGSE3.NBT.2 This task involves estimation with addition. It utilizes many mental math strategies developed in number talks and prior tasks. Constructing Task Partner/Small Group Task Mental Math with combinations of 100 MGSE3.NBT.2 This task involves estimation with addition. It utilizes many mental math strategies developed in Number Talks and prior tasks.
Name _____________________________________ Date ______________________ Perfect 500 Number of Players: 2 or 3 Materials: One deck of 40 cards (4 each of the numbers 0-9) Directions: The goal of the game is to have a sum as close to but not over 500 at the end of five rounds. To begin, shuffle the deck of cards. Deal 5 cards to each player. Use four of the cards to make 2, two-digit numbers, saving the fifth card for the next round. Try to get as close as possible to 100. Record your addition problem and sum on the recording sheet, keeping a running total as you play. For the second round, each player gets four cards to which they add the unused card from the first round. After five rounds, the winner is the player who is closest to 500 without going over.
Here is another story: I have 137 marbles in a jar. My brother was playing football in the house and knocked the jar off of the table. I was only able to find 119 marbles. How many are still missing? What number goes in the box? How do you know? □ + 119 = 137 Write a story for this number sentence: 56 + □ = 190 What number goes in the box? How do you know? SCAFFOLDING TASKS: “THE INFORMATION STATION!” Adapted from North Carolina’s Core Essentials Mathematics Program. In this task, students will create different graphs after collecting data. CONTENT STANDARDS MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems
Academic Standards Career Education and Work Standard Arts & Humanities (5) Civics & Government (7) Geography (8) History Economics Environment & Ecology Family & Consumer Science Health Safety & Physical Education Math , Writing, Speaking & Listening Science & Technology 13.1.3 Career Awareness and Preparation – Grade 3 G. Explain why education and training plans are important to careers. H. Explain how workers in their careers use what is learned in the classroom. Academic Standards Career Education and Work Standard Arts & Humanities (5) Civics & Government (7) Geography (8) History Economics Environment & Ecology Family & Consumer Science Health Safety & Physical Education Math , Writing, Speaking & Listening Science & Technology Career Acquisition (Getting a Job) – Grade 3 A. Identify appropriate speaking and listening techniques used in conversation. 1.6.3.A,C,D,E B. Discuss resources available in researching job opportunities, such as, but not limited to: Internet Magazines Newspapers
C. Compose a personal letter. 1.4.3.B D. Identify the importance of developing a plan for the future. E. Discuss the importance of the essential workplace skills, such as, but not limited to: Dependability Health/safety Team building Technology 3.7.4.A,B Academic Standards Career Education and Work Standard Arts & Humanities (5) Civics & Government (7) Geography (8) History Economics Environment & Ecology Family & Consumer Science Health Safety & Physical Education Math , Writing, Speaking & Listening Science & Technology 13.3.3 Career Retention and Advancement – Grade 3 A. Identify attitudes and work habits that contribute to success at home and school. B. Identify how to cooperate at both home and school. 5.2.3.C C. Explain effective group interaction terms, such as, but not limited to: Compliment Cooperate Encourage Participate 5.2.3.C 11.2.3.H D. Explain how money is used. 6.2.3.C,L 6.5.3.G 11.1.3.A,B
13.1.3 Career Awareness and Preparation – Grade 3 B. Identify current personal interest. 9.1.3.E 9.4.3.B 5.3.3.H 4.2.4.A 4.7.4.A C. Recognize that the roles of individuals at home, in the workplace and in the community are constantly changing. 9.2.3.B,C,D, E,J 9.4.3.C 7.3.3.A 8.2.3.C 8.3.3.C 4.3.4 A,B 4.5.4.C 4.6.4.C 4.7.4.B 4.8.4.C 10.3.3.A 1.1.3.G R3.A.1.3 R3.A.1.4 R3.A.1.5 R3.A.2.4 R3.A.2.5 R3.A.2.6 R3.B.1.1 1.2.3.A R3.A.1.3 R3.A.2.3 R3.A.2.4 R3.A.2.5 R3.A.2.6 R3.B.3.1 R3.B.3.2 R3.B.3.3 1.6.3.A,B,D 1.8.3.A,B 3.6.4.A 3.8.4.A Academic Standards Career Education and Work Standard Arts & Humanities (5) Civics & Government (7) Geography (8) History Economics Environment & Ecology Family & Consumer Science Health Safety & Physical Education Math , Writing, Speaking & Listening Science & Technology
13.1.3 Career Awareness and Preparation – Grade 3 D. Identify the range of jobs available in the community. 9.1.3.I 5.1.3.I 7.3.3C,D 7.3.3.A 6.1.3.C 6.5.3.B 4.4.4.A,C,D 4.5.4.B,C 4.8.4.C 11.1.3.G 10.2.3.B 1.1.3.G R3.A.1.3 R3.A.1.4 R3.A.1.5 R3.A.2.4 R3.A.2.5 R3.A.2.6 R3.B.1.1 1.2.3.A R3.A.1.3 R3.A.2.3 R3.A.2.4 R3.A.2.5 R3.A.2.6 R3.B.3.1 R3.B.3.2 R3.B.3.3 1.6.3.A,B,D 1.8.3.A,B 3.6.4.A,C 3.8.4.B Academic Standards Career Education and Work Standard Arts & Humanities (5) Civics& Government (7) Geography (8) History Economics Environment & Ecology Family & Consumer Science Health Safety & Physical Education Math , Writing, Speaking & Listening Science & Technology
13.1.3 Career Awareness and Preparation – Grade 3 E. Describe the work done by school personnel and other individuals in the community. 9.1.3.I 8.2.3.A 6.1.3.C 4.2.4.C 4.4.4.A,C,D 4.5.4.B,C 4.8.4.C 4.9.4.A 10.2.3.A 1.1.3.G R3.A.1.3 R3.A.1.4 R3.A.1.5 R3.A.2.4 R3.A.2.5 R3.A.2.6 R3.B.1.1 1.2.3.A R3.A.1.3 R3.A.2.3 R3.A.2.4 R3.A.2.5 R3.A.2.6 R3.B.3.1 R3.B.3.2 R3.B.3.3 1.6.3.A,B,D 1.8.3.A,B 3.8.4.B,C Academic Standards Career Education and Work Standard Arts & Humanities (5) Civics& Government (7) Geography (8) History Economics Environment & Ecology Family & Consumer Science Health Safety & Physical Education Math , Writing, Speaking & Listening Science & Technology 13.1.3 Career Awareness and Preparation – Grade 3
A. Identify attitudes and work habits that contribute to success at home and school. 9.1.3.G 5.2.3.C 10.1.3.D B. Identify how to cooperate at both home and school. 5.2.3.C 5.3.3.H C. Explain effective group interaction terms, such as, but not limited to: Compliment Cooperate Encourage Participate 5.2.3.C 11.2.3.H 10.4.3.F 10.2.3.D D. Explain how money is used. 5.3.3.D,I 8.2.3.C 8.3.3.C 8.4.3.C 6.2.3.C,L 6.5.3.G 11.1.3.A,B, 11.1.3.C E. Discuss how time is used at both home and school. 11.2.3.B F. Identify the changes in family and friend’s roles at home at school and in the community. 11.2.3.G 10.1.3.A 3.6.4.A G. Define and describe the importance of lifelong learning. 8.2.3.A 8.3.3.A 8.4.3.A 10.4.3.A Academic Standards
2017-2018 3rd Quarter Monday-Wednesday-Friday Schedule Time High School 7-8 5-6 3-4 1-2 K I 8:45 to 9:52 Algebra I Kelly Algebra II Heflin Pre-Calculus Main Calculus Frank Statistics Bowen Pre-Algebra Fatica Algebra I Kelly Algebra II Heflin Calculus Frank 5th-6th Math Mann Pre-Algebra Fatica Math Pandit Math McCullough Math Lustig II 9:57 to 11:04 Chemistry Frank Anatomy & Physiology Heflin AP Physics Main Science Kelly Social Studies Mann Science Pandit Science McCullough Science Lustig lll 11:09 to 12:16 Schilling Singers Frank Non-fiction Research & Writing Heflin Supervised Study Hall Farber Social Studies Mann Science Kelly Reading Pandit Reading McCullough Reading Lustig 12:17 to 1:15 LUNCH LUNCH Farber LUNCH Mann LUNCH Kelly LUNCH Kelly LUNCH Kelly lV 1:16 to 2:23 European Literature Lustig 20th Century Literature Heflin Language Arts Farber Language Arts Mann Language Arts Pandit Language Arts McCullough Language Arts Lustig V 2:28 to 3:35 European History Lustig 20th Century History Heflin Reading Farber Reading Mann Social Studies Pandit Social Studies McCullough Social Studies Lustig
SUBJECT WISE VACANCIES (CATEGORY: 60%) Sl. No. Subject Centre for Learning Unreserved SC ST OBC-A OBC-B Total Vacancies 1 Bengali University Campus X X X X X 57 Netali Mahavidyalaya 6 2 1 1 X Rampurhat College 5 X X 2 X Kalna College 5 2 1 1 X Gushkara Mahavidyalaya 9 1 X 1 1 Burdwan Raj College X 2 1 X 1 Chandernagore Govt College 10 3 1 1 X 2 Commerce University Campus 5 11 3 1 X 46 Hooghly Mohsin College 14 7 2 2 1 3 English University Campus X 3 1 X X 62 Hooghly Mohsin College 7 2 1 X X M.U.C. Women’s College 2 5 X X X Rampurhat College 11 4 1 1 1 Kalna College 5 3 1 1 1 St. Xavier’s College 6 3 1 1 1 5 History University Campus 5 1 X 1 X 18 Shyamsundar College 6 3 1 1 X 6 Political Science University Campus X 1 X X X 24 Hooghly Mohsin College 16 5 1 1 X 8 Sanskrit University Campus X 1 X X X 12 Rampurhat College 7 2 1 1 X SUBJECT WISE COUNSELLING - SHORT LIST (CATEGORY : 60%)
Committee Member 1 University Committee Chair Committee Member 5 2 3 of Education Committee Chair Committee Member 7 2 5 Program Committee Member Other Commitments 5 3 2 Table 7. Service to Professional Organizations Professional Organization Service Commitments Total Number International 3 National 1 Regional/Multistate 1 State 4 Local 1 Table 8. Community Activities Related to Profession Activities Total Number
Comprehensive Exams 3 5 5 3 Table 11. Graduate Internship Supervision Semester Course # of Students Placement Fall 2011 ADSU 6739 2 Clear Creek ISD Spring 2011 ADSU 6739 3 5 6 5 1 Pasadena ISD Galveston ISD Pasadena ISD Texas City ISD Houston ISD Table 12. Faculty Advising Advisees Total Number Doctoral Level 5 Master’s Level 15
Table 13. Independent Study Courses Student Topic Semester Completion Date Kathy Smith ABCD 5939: Topic: Summer 2008 Aug. 2008 Randy Solís ABCD 5939: Topic: Fall 2007 Dec. 2007 Lisa Johnson ABCD 4939: Topic: Spring 2007 May 2007 Sample Publications & Presentations with Students Publications with Students (Student’s name is underlined) Refereed Journal Articles Shodavaran, M., Jones, L., Weaver, L., & Márquez, J. (in press). Education of non-European ancestry immigrant students in suburban high schools. Multicultural Education. Wilson, M., Jones, L., Márquez, J., & Tanguma, J. (2012, Winter). Black students’ perceptions about academic achievement. Journal of Intercultural Disciplines, 5, 169-190. Presentations with Students International
Table 14. Funded Grants Project Title & Duration Funding Agency Number of Participants (for Training Grants) My Role Other Faculty Involved Collaborating Entities Funded Amount Collaborative Teaching of English Language Learners (CTELL), 2007-2012 U.S. Department of Education Proposed total 100 inservice teacher participants & 60 UHCL faculty participants Co-PI, Co-Director Laurie Weaver, Carol Carman Alvin ISD, Clear Creek ISD, Deer Park ISD, Pasadena ISD, and Texas City ISD $1,255,824 Collaborative School Librarian Training (CSLT), 2004-2007 Institute of Museum and Library Services Total 34 participants Co-PI, Curriculum Specialist Maureen White, Laurie Weaver Clear Creek ISD, Deer Park ISD, Goose Creek CISD, Pasadena ISD $863,813 Collaborative Bilingual Administrator Training (CBAT), 2002-2007 U.S. Department of Education Total 70 participants Co-PI, Curriculum Specialist Laurie Weaver, Larry Kajs Clear Creek ISD, Deer Park ISD, Dickinson ISD, Galena Park ISD, Galveston ISD, Goose Creek CISD, Pasadena ISD $1,342,944 Two-way immersion at a Title 1 elementary school, achievement, classroom climate and community impact. 2011-2012 CREATE Foundation Co-Principal Investigator, Researcher Laurie Weaver, Debora Ortloff Clear Creek ISD $3,000
Wednesday, August 31 Agenda: Bell-ringer: Reading survey – and then off to library for SSR selection After lunch: line yourselves up according to birthdays In groups complete Venn Friend Task Six Word Memoir – examples, hw – take a slip Revisit Hero definition from Monday – “The Man in the Water” and scenarios – we will discuss 3 Free response – What is the difference between a hero and role model? Do you have a role model? If so, describe him/her and explain why he/she is your role model. Should public figures be expected to be role models? Refine definition further – class definition? CW/HW – read “Jack and the Bean Stalk” and make note of the characters and the plot points as you read – Do not write on the copies - thanks
Wednesday, October 12, 2011 Pick up a textbook as you come in the room. Ballads – what do you remember… Journal – then SSR Check/collect news article Practice, plan filming of parody on Friday 4.Ballads - “Barbara Allan” page 193 – tragic love story “Sir Patrick Spens” page 194 – public tragedy “Get Up and Bar the Door” page 196 – comedy about domestic squabbling Modern ballads – start today, if time, or Friday
Available on the field free of cost Facilities Toilets with lighting at night – Men’s, Women’s & Disabled Unisex, hot shower Large shed with upstairs mezzanine floor overlooking field Large concrete area under mezzanine with lighting – set-up area and rain shelter – bring your own chair Canteen window opening to undercover area On-field pits area with concrete floor - shade cloth covered 240V generators supply power Catering Breakfast and lunch available Friday, Saturday and Sunday Menu - Egg & Bacon Rolls, Hamburgers, Sandwiches, Chicken Burger, Sausage Sandwich, Cappuccino (pod coffee), Instant Coffee/Tea, Cold Drinks/Water, Yum Slices Bring your own chair – tables supplied Saturday Night Dinner Roast Beef and/or Roast lamb, Roast Vegetables, Desert - $30 per head – nominate and pay with entry online. Bring your own chair – tables supplied. Entry Form There are two formats. Excel and PDF. Excel - contains data validation rules minimising mistakes. If you are comfortable using Excel to download the form, fill out electronically and email. PDF - those not comfortable with Excel, download the PDF version complete, and snail mail to Treasurer Ralph Dephoff. For address, contact Ralph (call 0437 400 429 or email randmdephoff@gmail.com). Free Camping available at the field First come - best dressed. Map to NSW State Field Cootamundra (next page) Map to NSW State Field Cootamundra
3rd Grade Decodable #11 Vic’s Big Chore Val hit the brakes. She jumped off her bike. “Vic,” she yelled. “Let’s go for a ride!” Vic was in his garden. “I cannot yet,” said Vic. “I must finish my chores.” Val smiled. “I did mine this morning,” she said. “I did other chores this morning,” said Vic. “But this last chore will take a while.” Vic then bent down in his garden. Val watched Vic. He used his hands to pull high green plants in the garden. The plants had little white blossoms on them. “I see those plants all over. They are hard to ignore,” said Val. “These are white clover plants,” said Vic. “They look cute,” said Val. “Five or six plants can look fine,” said Vic. “But hundreds in a garden do not. They look boring!” Val looked. “That is so,” she said. “And high white clover shades other plants. Those plants cannot get big then,” added Vic. He used both his hands to pull the white clover. “You are a clover expert,” Said Val. “No, my mom is,” grinned Vic. “I am a clover puller.” As he spoke, Vic grabbed more clover. Vic made a pile of clover plants. Val watched a bit. Then she asked, “Can I help you?” “You want to help?” asked Vic. “I want to ride bikes,” said Val. “So I would like you to finish fast.” Vic smiled. Vic gave Val a quick lesson. Vic instructed Val in the basics of hand-pulling clover. “Yank close to the bottom,” he told her. Val pulled clover. Vic pulled clover. Clover fell. Soon the pile of clover was high, and there was no clover in the garden! “Time to ride!” said Val. Vic said, “Thanks, Val. I am grateful for your help.” “Pals help pals,” smiled Val. Val jumped on her bike. Val sped off. Vic jumped on his bike. He chased after Val. “Hold up!” yelled Vic. Pals chase pals,” Val yelled back.
18. These directions are MOSTLY about how to — A prepare for a school parade B decorate a school gym C decide on a favorite storybook D present a story to a class 19. Which sentence tells how to wear the storybook cover? A These will be the front and back covers of a very big storybook. B Make small holes in the top of each piece of cardboard. C Slip the two covers over your head so that they hang on your shoulders. D Find a picture of a storybook character. 20. For this activity, the teacher will NOT — A put the students into teams B tell the students which storybook to use C decide when to have the parade D give directions about painting a storybook
1 vibration Fast back and forth movement. Example: The tuning fork made a vibration. 2 pitch How high or low a sound is. Example: The xylophone has a high pitch and a low pitch. 3 volume How loud or quiet a sound is. Example: The volume in the headphones is too loud. 4 percussion instrument An instrument that makes a sound when it is hit by another object. Example: The drums are percussion instruments. 5 wind instrument An instrument that makes a sound when air is blown into it. Example: The horn is a wind instrument. 6 stringed instrument An instrument that makes a sound when a string is plucked. Example: The guitar is a stringed instrument. Questions Chart for Unit 3