zilongwang/ReadingBank huggingface dataset:
Months Content Essential Question Skills Assessment Standards Resources August September Number Concepts through 50 -Read and write #s to 50 (M.2.1) -Order #s to 50 (M.2.1) -Compare #s to 50 (M.2.1) -Problem Solving: reasonable answers Chapter 1 Test 4.1.3 4.3.2 4.2.1 -Chapter 1 -Math Calendar -Touch Math -Rocket Math -Brainpopjr videos on addition, subtraction, place value Addition of single digits to 18 -Memorize addition facts to 18 (M.2.2) -Addition with 3 addends (M.2.2) -Problem Solving (M.2.4) Chapter 2 Test 4.2.1 -Chapter 2 -Timed + tests -Math Calendar October Subtraction of single digits to 18 -Identify fact families(M.2.1) -Identify missing addends(M.2.1) -Memorize subtraction facts to 18 (M.2.2) -Problem Solving – write a number sentence(M.2.1) Chapter 3 Test Quarter 1 Common Assessment 4.6.1 4.2.1 -Chapter 3 -Timed – tests -Math Calendar Graphing and Data -Collect, organize, record, and interpret data for: *bar graphs (M.2.7) *pictographs (M.2.7) -Interpret a coordinate grid (extension) Graphing Common Assessment 4.5.1 -Parts of Chapter 4 -Math Calendar -Brainpopjr videos on tallies and surveys, and seasons
May Measurement of length, capacity, and mass -Estimate measurement of : length(inch); capacity(cups, pints, quarts, and gallons); weight(pounds) (M.2.5) 4.3.2 -Chapters 17 and 18 -Math Calendar Identify fractions less than a whole (Extension if time at the end of the year) -Identify and write fractions less than a whole (extension) -Chapter 9
ESL and Alternatives: WIDA Standard 4: The Language of Science Pre-teach: growth, develop; development; give birth; to demonstrate how animals grow and change Model the use of sentence frames: “ The _________changes during the life cycle by________.” Animals change by…. Labs: Animal Babies and Adults Mealworms Performance Task: Picture Cards 2nd Grade Q1 Curriculum Map Unit 1 Living Things Unit 2 Habitats Unit 3 Earth’s Surface Unit 4 Earth’s Changes Unit 5 Forces and Motion Unit 6 Sound and Light 1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks UNIT 2 Lesson 2: Living Things (2 weeks))
LIFE SCIENCE Each plant or animal has different structures or behaviors that serve different functions Use evidence to develop an explanation as to why a habitat is or is not suitable for a specific organism. We will develop and explain why a habitat is or is not suitable for an organism. Synthesis Woodlands Junior.kent.sch.uk/ Homework/habitats. Html Habitats and Food chains Population EARTH SCIENCE Weather and the changing seasons impact the environment and organism such as human, plants, and other animals. Analyze and interpret data about structures or behaviors of a population that help that population survive. We will analyze data and the behavior of animals that help them survive. Analysis Worker Bees Ants Magic School Bus Now vs long ago Examples wolves
Choose one of the activities below to complete. NONFICTION RESPONSE FORM Draw & Write Pick a photograph or diagram from your book Illustrate it in your own way. Write 5-10 facts about your book to go along with your drawing. Glossaries *Choose 5 words from your book that are important. *Create a glossary for these words. *Be sure to put the words in alphabetical order and include their definitions. Letter to the Author Write a letter to the author of your book telling him/her 5 new facts that you learned by reading this book. Also include any questions you may have. Extra! Extra! Write a newspaper article about this book. Be sure to include at least 5 important facts, an illustration, and an exciting title! Create a book jacket for your book. Make sure to include a colorful illustration on the front, author/illustrator, and a summary on the back! Name: ________________________________________________ Date: _________________________ FICTION
*How did the author use details to convey the lesson/moral/central message? LAFS.2.RL.2.6 (DOK 2) What do we know about the character _? What traits would best describe __? What from the text supports your inference? How might __ (character) sound/act? What from the text makes you think that? How does __ (character) feel about __? How is that different from __ (character)? How is __’s point of view on/about __ different form __? How do you know? What is your point of view of __ actions? What is your point of view on __? LAFS.2.RI.2.6 (DOK 2) What is the author’s intent in this text? What does the author explain or describe in this passage? Describe the information the author gives you in the text. After reading the text, what information did the author describe to you? Summarize the author’s intent. Determine the author’s _______ (description, explanation) from the text. In the text we just read, is the author trying to explain, describe or answer something? What makes you think that? Why does the author use the word __? What clues/details/examples does the author provide to help us understand the term __? LAFS.2.RL.3.9 (DOK 3) Why do you think the authors created their own version of the same story? What are some of the differences you notice in the two stories? Did the authors change the main ideas in their versions of the story? Compare and contrast the differences in the authors’ interpretation. Which culture (country) is represented in this story? What is the relationship between the two stories? LAFS.2.RI.3.9 (DOK 3) Read both texts. What is the difference between them? (contrast) How are the two pieces alike/ different? Additional Resources & Links Writing Rubric FSA Test Item Specifications
Reading Street 2nd Grade Evaluation Chart: Unit 4 Assessment Focus Skill- Compare and Contrast, Fact and Opinion Student Name_____________________________________ Pre Test Date ______________________________________Post Test Date_____________________________________ Item # Comprehension Post Test Pre test scoring Post Test scoring 1 Compare and Contrast Comprehension _________ of 8 correct Compare and Contrast __________of 4 correct Fact and Opinion ___________of 4 correct Post test – Comprehension ________ of 16 correct Comprehension _________ of 8 correct Compare and Contrast __________of 4 correct Fact and Opinion ___________of 4 correct 2 Compare and Contrast 3 Fact and Opinion 4 Fact and Opinion 5 Main Idea 6 Fact and Opinion 7 Non-Fiction 8 Fact and Opinion 9 Lit. ELe. Plot 10 Lit. ELe. Character 11 Lit. ELe. Setting 12 Lit. ELe. Theme 13 Lit. ELe. Plot 14 Draw Conclusions 15 Compare and Contrast 16 Compare and Contrast Notes
Cluster: Understand Place Value 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Knowledge Target: “I Can” Statements Know what expanded form means. Recognize that the digits in each place represent amounts of thousands, hundreds, tens, or ones. Read numbers to 1000 using base ten numerals. Read numbers to 1000 using number names. Read numbers to 1000 using expanded form. Write numbers to 1000 using base ten numerals. Write numbers to 1000 using number names. Write numbers to 1000 using expanded form. I can count, read, and write numbers to 1,000. I can read and write numbers to 1,000 using base-ten blocks, number names, and expanded form. Students need many opportunities reading and writing numerals in multiple ways. Examples: Base-ten numerals 637 (standard form) Number names six hundred thirty seven (written form) Expanded form 600 + 30 + 7 (expanded notation) When students say the expanded form, it may sound like this: “6 hundreds plus 3 tens plus 7 ones” OR 600 plus 30 plus 7.” Make sense of problems and preserver in solving them. Reason abstractly and quantitatively Construct viable arguments and critiques the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
Cluster: Understand Place Value 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Knowledge Targets: “I Can” Statements Know the value of each digit represented in the three-digit number. Know what each symbol represents >, <, and =. I can compare two 3-digit numbers using the <, =, >. Students may use models, number lines, base ten blocks, interactive whiteboards, document cameras, written words, and/or spoken words that represent two three-digit numbers. To compare, students apply their understanding of place value. They first attend to the numeral in the hundreds place, then the numeral in tens place, then, if necessary, to the numeral in the ones place. Comparative language includes but is not limited to: more than, less than, greater than, most, greatest, least, same as, equal to and not equal to. Students use the appropriate symbols to record the comparisons. Reasoning Targets: Compare two three-digit numbers based on place value of each digit. Use >, =, and < symbols to record the results of comparisons. Make sense of problems and preserver in solving them. Reason abstractly and quantitatively Construct viable arguments and critiques the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
Unit 9: Length Weeks: 27-28 Domain: Measurement and Data Cluster: Measure and estimate lengths and standard units 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Knowledge Targets “I Can” Statements Standard Interpretations Identify tools that can be used to measure length. Identify the unit of length for the tool used (inches, centimeters, feet, meters). I can use rulers, yardsticks, and other tools to measure length. Students in second grade will build upon what they learned in first grade from measuring length with non-standard units to the new skill of measuring length in metric and U.S. Customary with standard units of measure. They should have many experiences measuring the length of objects with rulers, yardsticks, meter sticks, and tape measures. They will need to be taught how to actually use a ruler appropriately to measure the length of an object especially as to where to begin the measuring. Do you start at the end of the ruler or at the zero? Reasoning Target Determine which tool to use to measure the length of an object. Performance Target Measure the length of objects by using appropriate tools. Make sense of problems and preserver in solving them. Reason abstractly and quantitatively Construct viable arguments and critiques the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
again always animal another ate because been best better black both bring buy carry clean cold does done draw drink eat eight fall far fast find first fly found full funny gave give goes great grow hold hurt keep kind laugh learn light live made many may much must myself never new off once only open our own people pick picture place play please pull read round run say seven show sing small soon sound start stop tell ten thank these think those three today together try under upon us use warm wash which white who why wish work write
38) Which could be used to find the number y ? Six more than a number, y , is equal to eight. F 6 + 8 = y G 6y = 8 H y + 6 = 8 J 6 - y = 8 39) John called a plumber to fix a leak in his bathroom. The plumber charged $30 to come to the house and $25 an hour while fixing the leak. If the final bill was $105, how many hours was the plumber at John's house? A 7 B 3 C 5 D 4 40) What value of d makes the following true? 48 = 12d A 4 B .4 C 6 D 1 4 41) Which value of t makes the following true? -16 + t < -32 A -15 B -17 C -16 D 17 42) A. x > 2 B. x < -2 C. x > 8 D. x < -8 43) What is a value of d that makes the following true? -15 + d > -12 A 2 B -2 C 4 D -4 Solve each inequality and graph its solution. 44) n + 7 < 3 45) 6 + b < -2
2nd Nine Weeks Checklist Reading K.1 (B) Ongoing Assessment – Identify 52 letter names K.2 (C) Rhyming: Five words – TPRI PA - 1 K.3 Ongoing Assessment – Identify 26+ letter sounds K.3 (D) HFW Word List Fig. 19, K.4 (A,B) Duck on a Bike (Beginning, Middle, End) K.10 (A,D) On the Go Activity K.6 (A,D), K.8 (A,B) Little Red Hen Comparison Chart Language Arts K.18 (C) First and Last Name K.18 (A,B) CVC Assessment Page – bug, map, top, sit, pen K.21 (A) Teacher Observation K.16 (B,C), K.22, K.23 Teacher Observation (ex: Show and Tell) K.14 (A) Now and Then Thanksgiving Preparation Sequence K.13 (A,E) Journals or Booklet Writing K.16 (C), K.17(A-C) Journals or Booklet Writing Math K.2 (B) Ongoing Assessment – Identifies all numerals (0-10) K.2 (A) Ongoing Assessment – Rote counts backwards from 10 K.7 (A,B) Name Measurement Activity K.2 (B) Number Web – Four ways to represent a number Science K.2 (B), K.6(A,B) Magnetic and Non Magnetic Activity K.8 (C) Night & Day Activity – Draw/Label 4 night & 4 day objects Social Studies K.3 (A,B) How do we get to school (Past, Present, Future) K.13 (A-C) Draw four examples of technology and how they use it K.10 (D) Class votes (Books: Grace for President & Duck for President) K.1 (A,B) K.11 (A,B), K.12 (A,B) Family Shield of traditions Health K.1 (B), K.3 (B) Four Fold –Breakfast, Lunch, Dinner, & Snacks (4 of each) K.8 (A-C) Students role play being respectful to one another K.9 (A,B), K.10 (A-C) Students brainstorm as a class solutions to bullying
dementia are still able to ambulate. Late-stage confusion is not a recognized stage of dementia of the Alzheimer’s type. A new nurse asks the difference between dementia and delirium. The best response is: 1. The cause of delirium is unknown. 2. Delirium develops over several weeks. 3. Delirium is often confused with depression in clients over the age of 60. 4. Delirium is a common occurrence in hospitalized clients over the age of 60. Correct Answer: 4 Rationale 1: Delirium is an acute rapid-onset condition with an etiology that can be traced to a known cause. Removal of the cause will usually result in complete recovery. Delirium is commonly experienced by hospitalized clients over the age of 60. Rationale 2: Delirium is an acute rapid-onset condition with an etiology that can be traced to a known cause. Removal of the cause will usually result in complete recovery. Delirium is commonly experienced by hospitalized clients over the age of 60. A son brought his 73-year-old widowed father into the emergency room. The client has congestive heart failure but is under the care of a physician and has been in good health. The son was called in by the fire department after they put out a small cooking fire at the client’s home. The firefighters reported that they found the client sitting in a chair mumbling incoherently, unaware of the fire and smoke. The client now appears to be drifting in and out of consciousness and is having problems keeping his attention on any one task. In this situation, the client is probably suffering from: 1. Dementia. 2. Cerebrovascular accident. 3. Delirium. 4. Depression. Correct Answer: 3 Rationale 1: Delirium is an abrupt-onset type of confusional state marked by disorientation, impaired attention, and fluctuating consciousness. Speech may be slurred and disjointed. Dementia has a slow onset. Depression is not marked by fluctuating consciousness. There are physical symptoms, but fluctuating consciousness is not typical in clients who have experienced cerebrovascular accident.
Table 1 – Summary of Case Reports describing acute Phenibut toxicity Case number Age, Sex Symptoms Comorbidity Phenibut Exposure Concomitant Medications/Drugs Analytical Confirmation Ref 1 33F Sedation, myoclonic jerking Opioid abuse NR NR No () 2 23M Lethargic Substance abuse NR NR No () 3 59F Lethargic, tonic-clonic seizure Anxiety, chronic pain NR Opioid, unspecified No () 4 43M Agitation interspersed with somnolence Depression, anxiety, insomnia 30g in 24 hours Nil Powder confirmed as phenibut () 5 20F Sedated but delirious when roused Nil 25g over 24 hours Nil No () 6 38M Agitated delirium Delirium NR Alcohol and cannabis Phenibut detected in blood () 7 25M Minimally responsive Alcohol dependence, depression 3g/day for 4 days Venlafaxine, mirtazapine No () Table 1 Legend NR – Not reported Table 2 – Summary of Case Reports describing Phenibut withdrawal Case number Age, Sex Symptoms Comorbidity Phenibut Exposure Concomitant Medications/Drugs Analytical Confirmation Ref 1 35M Anxiety, anger, Depression 8g/day for 10 Mitragyna speciosa No ()
G.4.A Slope, Distance, Midpoint & Eqn. of a Line Name ________________________________ First……Tell me: What do you need….? 1) Distance formula: 2) Midpoint formula: 3) Slope formula: 4) Equation of a line a) y intercept form: b) point slope form: 5) Slope for parallel a) m = for perpendicular b) m Now…..Show me you can use it….. #1. Write the equation for a line that is parallel to y = 5x +7 through the point (-2,6) #2 Write the equation for a line through the points (1,0) and (-2,3) #4. Write the equation for the perpendicular bisector of the segment w/endpoints (7,5) and (-3,0)
Write the equation for each circle: a. b. c. Unless otherwise stated, find the value of the variable. Assume all lines that appear Tangent/Secant are: a. 15mm w x 9mm 32mm y v 25mm b. x° 37° 112° c. 52° 88° x° d. 32° x° 54° e. Find area of sector shown 3in 146° f. Find arc length 7 x
Sr. No. Week (Start Date) Paper A Paper B Paper C Topics to be Covered Topics to be Covered Topics to be Covered 11.01.2017 Reduction of general second degree equation into standard forms by transformation Point of inflexion, Multiple points. Euclid’s Algorithm Synthetic Division 16.01.2017 Identification of curves and to find parameters, tracing of conics Asymptotes (Cartesian and parametric form) Roots and their multiplicity 23.01.2017 Section of a sphere and a plane, spheres through a given circle. Intersection of a line and a sphere, tangent line ,Tangent plane Integration of hyperbolic functions. Complex roots of real polynomials occur in conjugate pairs with same multiplicity 30.01.2017 Angle of Intersection of two spheres and conditions of orthogonality, power of a point w.r.t sphere Integration of inverse hyperbolic functions. Relation between roots and 06.02.2017 Radical planes ,radical axis, radical center, co-axial family of spheres, limiting points Tracing of curves(Cartesian and parametric coordinates) Discriminant and nature of roots of real cubic. 13..02.2017 Cylinder as a surface generated by a line moving parallel to a fixed line and through a fixed curve Transformation of equations 20.02.2017 Different kinds of a cylinders such as a right circular cylinder, elliptic, parabolic and hyperbolic cylinder in standard forms. Enveloping cylinders Descarte’s Rule of signs 27.02.2017 Cone as a surface generated by a line passing through a fixed curve and a fixed point outside the plane of curve Newton’s method of Divisors 06.03.2017 Cone with a vertex at the origin as a graph of a homogeneous equation of second degree in x,y,z. Rectification of curves. Quadrature. Solution of cubic and bi-Quadratic equations 15.03.2017 – Sessional Exams Sessional Exams Sessional Exams
Organization: LightingEurope Name: Date: July 2015 Task # Section # Page # Topic Comment Proposed change Reply to study team 4 Executive summary 13,63 LED price projections When comparing the two different segments i.e. most cost efficient LED’s (lm/$) versus most energy efficient LED’s (lm/W), the ratio over the years is about 4.5. This ratio will remain stable. Example 2015: 2766lm/$ for low lm/w and 645 lm/$ for high lm/w  ratio 4.3 Taking into account that the relative cost of the LED in the lamp as part of the total BOM costs will reduce in the coming years, we expect the difference in lamp costs between lm/$ and lm/w to be a factor 2. This means that prices related to the future “professional” lm/w projections are typically a factor 2 higher than prices related to the future “consumer” lm/w projections. Your proposed price projections in task 4 are typically related to only “consumer” lm/w
SECOND GRADE TEACHER Individual Professional Development Plan Teacher Name: ___________________________________Campus:_________________ Supervisor:_________________________ Annual Mandates – Required Annually for All Staff Course Credits Date Bloodborne Pathogen Exposure Prevention .5 Sexual Harassment: Staff-to-Staff .5 FERPA: Confidentiality of Records .5 Sexual Misconduct: Staff-to-Student .5 Online Safety: What Every Educator Needs to Know .5 6-hour GT Update*(GT) 6 State Assessment Decision Making for ARD Committees *(SE) 1 Legal Mandates Regarding Students with Disabilities*(SE) .5 STAAR-Alternate Training*(SE) 3 Foundational Learning - learning required for all instructional staff within the first five years of employment Course Credits Date ELA/R Reading Academy 18 Writing Instruction with Norma Jackson and Using the Rubrics 3 DRA2 2 iStation Giving and Reading Reports 2 Math Problem Solving: Level 1 2 Problem Solving: Level 2 2 Classroom Discussions: Level 1 2 Math, continued Classroom Discussions: Level 2 2 Protocols for Revised Math TEKS 3 Grade 2: The New Math TEKS 3 Process Standards 3 Science Safety in the Science Classroom 2 Inquiry Teaching and Learning in the Science Classroom 6 STEMScopes Digital Science Materials 2 EduSmart Digital Science 2 Foundational Learning - learning required for all instructional staff within the first five years of employment Course Credits Date
Social Studies Primary Source Reading Kits and Literacy Support (K-2) 2 Maps101 1 Instructional Technology Introduction to High Leverage Instructional Strategies and Technology Series 1 Using Mobile Devices for Instruction*(IT) 1 Using SMARTBoards for Instruction*(IT) 1 Using SMART Response for Instruction*(IT) 1 Foundational Learning - learning required for all instructional staff within the first five years of employment Course Credits Date Special Education *(SE) Writing Standards-based IEPs *(SE) 12 Intial Crisis Prevention Intervention (CPI) Training *(SE) 12 Co-Teaching *(SE) 6 New to Birdville – Required first year in BISD Course Credits Date Forethought 101: Setting up the Planner 1 Forethought 201: Planning for Learning in Forethought 2 Aware 101: Reporting 1 Aware 201: Creating Assessments 1 Technology in Birdville 1 Professional Development Appraisal System (PDAS) 1 30-hour GT Initial Training* 30 Using SEAS/CLASS *(SE) 3 Training for Deaf Education Interpreters *(SE) 3 ARD Process *(SE) 2 Specialized Classroom Management *(SE) 12
My Work Monday Tuesday Wednesday Thursday My Progress MONDAY # of questions _____ # correct _____ I need more help with… _____________________ _____________________ _____________________ TUESDAY # of questions _____ # correct _____ I need more help with… _____________________ _____________________ _____________________ WEDNESDAY # of questions _____ # correct _____ I need more help with… _____________________ _____________________ _____________________ THURSDAY # of questions _____ # correct _____ I need more help with… _____________________ _____________________ _____________________
each of them, were working for the benefit of Plaintiff and in their particular best interest to obtain for him the best loan and at the best rates available. That at the time Defendants, and each of them, made the foregoing false representations to Plaintiffs they knew that they were untrue and that these representations were material representations, and that no basis in fact existed to support such fraudulent representations. That the foregoing representations were made in order to induce Plaintiffs to act on and take the said loan(s) in order for both defendants to make a substantial amount of money thereby and there from. Plaintiffs were in fact induced to and did take these loans based on the said fraudulent representations. That Plaintiffs were induced to rely and did rely on the representations of these defendants through deception and their reliance was justified as they believed that Defendants, and each of them, were working for their and in his best interests. That by virtue of Plaintiffs’ reasonable reliance and the increased interest they was made to pay, they has been damaged in the loss of their good credit and a higher payment and are now being involved in litigation that they did not bargain for, all to their damage and injury. Plaintiffs have relied on the representations of Defendant, and each of them, and because of this reliance have made various moves to avoid the foreclosure all to no avail, while defendants knew all the time that they were deceiving Plaintiffs. Plaintiffs reliance was justified based upon the false representations of Defendants, and each of them, and had no reason to believe
Service animals or guide dogs are welcome within the church building(s) including the sanctuary Worship leader invites people to “rise in body or in spirit” and to “be in an attitude of prayer” or uses similar inclusive language Educational programs are adapted as needed for inclusion of children and adults with disabilities Disability Awareness Sunday was celebrated during past year Persons with disabilities serve in worship and leadership roles and help plan ways to improve access Needs of those on special diets considered when food is offered, including gluten free communion elements Transportation; valet parking assistance; buddy system (for those needing 1:1 assistance) offered if needed GOALS FOR ACCESSIBILITY IMPROVEMENT FOR THE UPCOMING YEAR Target Date 1. 2. 3. 4. 5.
Corporate Donations Fresh Perspectives - 500 GSK 10,000 10,000 Novartis 10,000 10,000 A Menarini 12,150 15,000 ________ ________ 32,150 35,500 ═══════ ═══════ World COPD Boehringer Ingelheim - 11,316 GSK 8,540 11,316 Novartis 8,540 11,316 A Menarini 8,540 11,316 ________ ________ 25,620 45,264 ═══════ ═══════
Second Grade JSD LANGUAGE ARTS CORE FLOW CHART Writing Standards Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing 1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. 2. Write informative / explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 3. Write narratives in which they recount a event or short sequence of events, include details to describe action, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. 4. Begins in grade 3. 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. 7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). 8. Recall information from experiences or gather information from provided sources to answer a question. 9. Begins in grade 4. 10. Begins in grade 3.
Plum (strings, woodwinds, celesta), Minute (brass) Reinforce orchestral instruments by sight and sound through a listening activity and discussion using “Meet the Orchestral Instrument Families”, Spotlight on Music, 2nd grade, p. 228-229 and Resource Master 6.9 Students will point to the instrument families they hear in their books. Students will use Resource Master 6.9 to color, cut and sort instruments. Students will write the names of the instruments on the reverse side of the instrument picture card Implementation by January 30 Reinforce orchestral instruments through sound by asking students to listen and identify instruments that accompany songs they sing. Students will listen attentively and respond verbally in discussion. Implementation by December 30 Provide opportunities to work with internet resources in a computer lab or through whole class use of interactive white board to explore instrument games: Enchantedlearning.com, sfskids.org, nyphilkids.org, dsokids.com Students will identify instruments in new settings through personal exploration. Implementation by March 1 Teacher L Baseline, Mid-Year, and End of Year Data Music Assessment Percent of Students who met goal by Percent of students who met goal by the end of year Identifying orchestral instruments by sight and sound. 26% 88%
GRIFFIES Acosta, Britton Anderson, Camille Becnel, Bella Burford, Lillian Butler, Christon Chambers, Paul “Max” DiPaul, Trip Gipson, Leigha Guy, Colton Hernandez, Isabella Honea, Nathaniel Johnson, Mabry Knight, David “Trey” Lary, Whit Lee, Pepper Lesniewski, Taylor Loftin, Beaux Lopez, Blage Mackey, Quinn Moore, Aria Payne, Caleb Pipkin, Lila Salter, Paige Silberbauer, Catherine Small, Akielah Taylor, Alexandria Touchstone, Parker Wooden, Benjamin HAYES Candler, Ava Casaus, Captain Chambers, Jinx Chambers, McKenzi Dunn, La’Brian Foshee, Kaleigh Freeman, Lydia Fried, Jacey Goldsmith, Sasha Gordy, Reed Harrel, Abby Hawkins, Hayden Mandigo, Bailey Mayfield, Kinsley Mulford, Christian Ogundeji, Danielle Reeves, Evan Roberts, Kennison Slaughter, Alex Storrs, Johnny Vanderlick, Stella Vergis, Alex Williams, Courtland Wilmes, Emma Wynne, Julianne Yoakum, Avery WRAY Bowman, John Robert Boyd, Georgia Brewer, Walker Kate Bryant, Hannah Grace Calhoun, Lilly Clark, Sa’Rodja Demery, Cormora Ford, Emerson-Grace Fortson, William “Owen” Goodman, Landon Hollins, Jordan Irion, Colin Jones, Eva Grace Larey, Jaxon McDonnell, Kaleigh Monday, Maebree Nickelson, Tro Pipkin, Molly Pou, Jack Simon, Nourse Sistrunk, Jack Smith, Gunner Spears, Marcus Trainor, Eden Wilkerson, Frannie Williams, Landon Winterrowd, Caleb Young, Brendon
Science Process Standards Standards for Mathematical Practice Science Process Standards Nature of Science Use a scientific notebook to record predictions, questions and observations about data with pictures, numbers or in words. Conduct investigations that may happen over time as a class, in small groups, or independently. Generate questions and make observations about natural processes. Make predictions based on observations. Discuss observations with peers and be able to support your conclusion with evidence. Make and use simple equipment and tools to gather data and extend the senses. Recognize a fair test. Design Process Identify a need or problem to be solved. Document the design throughout the entire design process. Brainstorm potential solutions. Select a solution to the need or problem. Select the materials to develop a solution. Create the solution. Evaluate and test how well the solution meets the goal. Communicate the solution with drawings or prototypes. Communicate how to improve the solution. 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
CCSS.ELA-Literacy.RI.2.7: Explain how specific images (e.g.: a diagram showing how a machine works) contribute to and clarify a text. CCSS.ELA-Literacy.RI.2.8: Describe how reasons support specific points the author makes in a text. CCSS.ELA-Literacy.RI.2.9: Compare and contrast the most important points presented by two texts on the same topic. CCSS.ELA-Literacy.RI.2.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. WRITING CCSS.ELA-Literacy.W.2.1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g.: because, and, also) to connect opinion and reasons, and provide a concluding statement or section. CCSS.ELA-Literacy.W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. CCSS.ELA-Literacy.W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. CCSS.ELA-Literacy.W.2.4: Begins in grade 3 CCSS.ELA-Literacy.W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. CCSS.ELA-Literacy.W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. CCSS.ELA-Literacy.W.2.7: Participate in shared research and writing projects (e.g.: read a number of books on a single topic to produce a report; record science observations). CCSS.ELA-Literacy.W.2.8: Recall information from experiences or gather information from provided sources to answer a question.
Grade 2 Supply List 2016-2017 *NO ZUCA OR ROLLING BOOKBAGS* Pencils (24/48 pack or more) Sharpner with cover (1) Sharpie Permanent Marker(black) (1)12-inch Ruler (inches/centimeters) (5) Red Pens (3) Blue Pens (3) Glue Sticks Scissors (round tip-Fiskers brand works best) Crayons or Colored Pencils Headphones (place in resealable bag with child’s name on it) (3) Highlighters Zippered Pencil Pouch (No boxes) Magic Rub Erasers Ream of White Copy Paper Seat Sac (optional) sold by PTA Large Box of Tissues Heavy Duty Plastic Duo-tang folders with prongs and pockets Yellow Green Blue- Music (3) Marble Composition Notebooks ( wide-ruled) Please label all notebooks with your child and teacher’s name. Notebook Titles: Reader’s Response Journal STEM Lab Journal Math/Science Notebook Wish List Baby Wipes Liquid hand soap (pump) Hand sanitizer (pump) Clorox wipes One ream of colored copy paper Construction paper 11” /17” One box of Dry-Erase Markers Electric pencil sharpener *** Individual Teacher Wish List*** To be provided by your child’s Homeroom Teacher on the first week of school.
Development of Grafting Technology to Improve Sustainability and Competitiveness of the US Fruiting Vegetable Industry 2nd Vegetable Grafting Symposium Convened by a USDA SCRI-Supported Team November 6, 2013, 8 am – 7 pm Double Tree San Diego – Mission Valley Hotel 7450 Hazard Center Drive San Diego, CA 92108 Our Sponsors: Plug Connection Sakata Seed America Yuksel Syngenta American Takii Rijk Zwaan Symposium Program Session 1. Propagation Moderator: Richard Hassell, Clemson University 8:00am-8:40am PLENARY SESSION: Frank Louws, North Carolina State University – TBA 8:40am-9:00am Chieri Kubota, The University of Arizona - Short-Term Storage of Grafted Vegetable Seedlings 9:00am-9:20am Cary Rivard, Kansas State University - Advances in Grafting Technique and Healing Chamber Design for Tomato 9:20am-9:40am Shawna Daley, Clemson University - Rootstock Age, After Fatty Alcohol Treatment, Affects Yield and Fruit Quality of Grafted Seedless Watermelon
Cummins’ 4 Quadrants Cognitively Undemanding (BICS) Context Embedded Beginning ESL Total Physical Response (TPR) Following Directions Face-to-Face Conservation Getting Absence Excuse Buying Popcorn Oral Presentations Content Classes (Art, Music) Telephone Conversations Refrigerator Notes Written Directions Instructions (No Diagrams or Pictures) Context Reduced Demonstrations Experiments Multi-media assisted-lessons Basic Math Computations Plane Geometry Projects & Activities Health Instruction Social Studies (sheltered) Science Experiments Standardized Tests Reading & Writing Math Concepts & Applications Explanations of Abstract Concepts Lectures with few or no illustrations Social Science Tests Mainstream English Tests Most Content Areas Cognitively Demanding (CALP) Source: jillrobbins.com/gwu/cummins_quad.jpg
Georgia Standards of Excellence Second Grade GSE Second Grade Curriculum Map Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Extending Base Ten Understanding Becoming Fluent with Addition and Subtraction Understanding Measurement, Length, and Time Applying Base Ten Understanding Understanding Plane and Solid Figures Developing Multiplication Show What We Know MGSE2.NBT.1 MGSE2.NBT.2 MGSE2.NBT.3 MGSE2.NBT.4 MGSE2.MD.10 MGSE2.OA.1 MGSE2.OA.2 MGSE2.NBT.5 MGSE2.MD.8 MGSE2.MD.10 MGSE2.MD.1 MGSE2.MD.2 MGSE2.MD.3 MGSE2.MD.4 MGSE2.MD.5 MGSE2.MD.6 MGSE2.MD.7 MGSE2.MD.9 MGSE2.MD.10 MGSE2.NBT.6 MGSE2.NBT.7 MGSE2.NBT.8 MGSE2.NBT.9 MGSE2.MD.8 MGSE2.MD.10 MGSE2.G.1 MGSE2.G.2 MGSE2.G.3 MGSE2.MD.10 MGSE2.OA.3 MGSE2.OA.4 MGSE2.MD.10 ALL These units were written to build upon concepts from prior units, so later units contain tasks that depend upon the concepts addressed in earlier units. All units will include the Mathematical Practices and indicate skills to maintain. NOTE: Mathematical standards are interwoven and should be addressed throughout the year in as many different units and tasks as possible in order to stress the natural connections that exist among mathematical topics. Grades K-2 Key: CC = Counting and Cardinality, G= Geometry, MD=Measurement and Data, NBT= Number and Operations in Base Ten, OA = Operations and Algebraic Thinking.
connect to other areas of mathematics and/or real-life. number system and noticed connections to other areas of mathematics or noticed connections to other areas of mathematics and system and noticed connections to multiple areas of mathematics and real-life. Creation of Richmond County Schools
SUGGESTED LITERATURE A Place for Zero by Angeline LoPresti A Remainder of One by Elinor J. Pinczes Bunny Money by Rosemary Wells Captain Invincible and the Space Shapes by Stuart J. Murphy Each Orange has 8 slices: A Counting Book by P. Giganti Gator Pie by Louise Mathews How Big Is a Foot? by Rolf Myller Inch by Inch by Leo Lionni It’s About Time! By Stuart J. Murphy Jim and the Beanstalk by Raymond Briggs Lemonade for Sale by Stuart Murphy Math Appeal by Greg Tang Measuring Penny by Loreen Leedy Mouse Count by Ellen Stoll Walsh Ready, Set, Hop by Stuart Murphy The Greedy Triangle by Marilyn Burns The Grouchy Lady Bug by Eric Carle The Shape of Things by Dayle Ann Dodds Twelve Snails to One Lizard by Susan Highower What Comes in 2’s, 3’s, and 4’s? by Suzanne Aker When a Line Bends, a Shape Begins by Rhonda G. Greene TECHNOLOGY LINKS http://www.gpb.org/education/common-core RESOURCES CONSULTED Content: Mathematics Progressions Documents Illustrative Mathematics
Speak with love about the one who is love Sat 24th February 6.00 Mass 2nd Sunday of Lent Sun 25th 9.30 Mass 2nd Sunday of Lent Mon 26th 9.00 Mass Of Lent Tues 27th 9.00 4.30 Mass Reception Of Lent Jean Hey Wed 28th 9.00 11.45 Mass Funeral Service Of Lent Jean Hey Thurs 1st March 9.00 Mass St David Fri 2nd 11.30 12.00 12.30 7.00 Stations Mass Lenten Lunch Stations Of Lent Sat 3rd 9-9.45 10.00 5-5.45 6.00 Exposition Mass Confessions Mass Of Lent 3rd Sunday of Lent Sun 4th 9.30 4.00 Mass Healing Service 3rd Sunday of Lent Mon 5th No Mass NOTICES PLEASE SUPPORT THE COFFEE MORNING THIS MORNING CATHOLIC PAPERS ON SALE AT THE BACK OF CHURCH JEAN HEY FUNERAL SERVICE-Jean’s body will be received into church Tuesday evening 4.30pm followed by a Funeral Service on Wednesday at 11.45am. Please come along and support the family. DERWENT HOUSE-we visit on Thursday 1st March for a short service at 2.30pm. All welcome CAFOD FAMILY FAST DAY- Friday 23rd February. If you have not already done so, please take an envelope and return it in the coming weeks. Thank you.
2017-2018 2nd Quarter Tuesday – Thursday Class Schedule Time High School 7-8 5-6 3-4 1-2 K I 8:45 to 9:35 Geometry Lab Heflin Computer Science Principles Sayers Psychology & Health Brandon Pre Alg Lab Fatica Yoga Meehan-Dorr 5th-6th Math Lab Mann Pre Alg Lab Fatica Yoga Meehan-Dorr Math Lab Pandit Math Lab McCullough Math Lab Lustig II 9:40 to 10:30 Int Japanese Fatica Int Sign Language McWhorter Int/Adv Spanish Wagner Chess Applebee US Government Heflin Art Meehan-Dorr Drama Brandon/Mann Art Meehan-Dorr Drama Brandon/Mann Language Arts Lab Pandit Language Arts Lab McCullough Language Arts Lab Lustig III * 10:35 to 11:25 3rd Period – Fencing Lessons with Coach Howell will be offered French Farber Beg Japanese Fatica Int Spanish Wagner Fitness Mann Lego Robotics Heflin Yoga Meehan-Dorr Beg Japanese Fatica Int Spanish Wagner Fencing Dell Int Spanish Wagner Fencing Dell Chess Applebee Chess Applebee Chess Applebee lV 11:30 to 12:20 Fencing Dell Film Analysis Mann Chinese Peng Chess Applebee Health Brandon Beg Japanese Fatica Chess Applebee Beg Japanese Fatica Art Meehan-Dorr Art Meehan-Dorr Art Meehan-Dorr 12:21-12:54 Lunch Lunch-Mann Lunch-Mann Lunch-Farber Lunch-Farber Lunch-Farber V 12:55 to 1:45 German III/IV Zieger Latin II/III/IV Hill Economics Heflin Latin II/III/IV Hill Computers Farber Latin II/III/IV Hill Computers Farber Aikido Meehan-Dorr Puzzles & Games Brandon Puzzles & Games Brandon Vl 1:50 to 2:40 German I/II Zieger AP Human Geography Heflin Art Schilling Engineering Main Aikido Meehan-Dorr Puzzle Logic Hill Aikido Meehan-Dorr Puzzle Logic Hill Puzzle Logic Hill Spanish Arellano Spanish Arellano Vll 2:45 to 3:35 Creative Writing Hollander Drama Main Beg German Zieger Schilling Music Ensembles Frank/Heflin Int Spanish Arellano Schilling Music Ensembles Frank/Heflin Int Spanish Arellano Schilling Music Ensembles Frank/Heflin Aikido Meehan-Dorr Aikido Meehan-Dorr Revised: Oct. 25, 2017
Australian Government Department of Agriculture and Water Resources Richard McLoughlin Assistant Secretary, Water Resources Branch Chair of the Lake Eyre Basin Senior Officers Group Christopher Biesaga Director, Great Artesian Basin and Lake Eyre Basin Section Queensland Department of Natural Resources and Mines Darren Moor QLD member – Lake Eyre Basin Senior Officers Group South Australia Department of Environment, Water and Natural Resources Chris Morony SA member – Lake Eyre Basin Senior Officers Group Northern Territory Department of Environment and Natural Resources Simon Cruikshank NT member – Lake Eyre Basin Senior Officers Group Lake Eyre Basin Community Advisory Committee Andrew Drysdale Chair Lake Eyre Basin Scientific Advisory Panel Steven Morton Chair South Australia Arid Lands Natural Resources Management Board Janet Brook Chair Desert Channels Queensland Alun Hoggett Digital Producer/Project Manager Australian Government Office of Water Science Matthew Dadswell Assistant Secretary – Department of Environment and Energy Geoscience Australia Baskaran Sundaram Director, Regional Groundwater Section Tourism Australia Tim Mahony General Manager – Government Minerals Council of Australia Australian Petroleum Production and Exploration Association Chris McCombe Senior Advisor – Environment Matthew Paull Policy Director Australian Conservation Foundation James Trezise Acting Healthy Ecosystems Program Manager
SECOND-TERM SUBJECT: WINTER IN EUROPE INDEX Grammar Vocabulary Reading and Listening Unit 4 Comparatives and superlatives Modifiers Third conditional Allowed to, make and let, so/such… that Parts of the body Sports vocabulary Health treatments and problems, Exercise verbs. Read about Australians. Listen to a report on animals. Unit 5 Reported statements Say vs. tell Reported questions Reported commands and requests Verb + object + infinitive Information technology Voice mail Cell phone vocabulary Collocations related to gossip. Read about a famous actor. Listening. Listen to a report on dolphins. Unit 6 Imperative Should, ought to, had better Reflexive pronouns Have to, don’t have to, can’t Feelings and character Air travel Phrasal verbs with look Collocations related to stress. Reading and speaking. Read and discuss Buddhist monks. Listening. Listen to a report on fortune telling. Oral Term Test Choose one of the three Unit Projects to be presented at class, remember that fluency, vocabulary, use of expressions, order, creativity and support material will be considered as part of the evaluation. ASSESSMENT CRITERIA Closing Term Test 25% Oral Term Test 25% Portfolio (Writing Production Evidence) 15% Class diary (Student’s and Practice Book) 15% Student’s Notebook 10% Attitude through learning 10% PARENT’S SIGNATURE
on MONDAY 30th MAY 2018 (6:45pm) versus QUEENSBERRY BC at QUEENSBERRY BC LEAD J. Martin SECOND A. Young THIRD J. Prentice SKIP Geo. Prentice LEAD K. Lawrence SECOND R. Scott THIRD R. Lee SKIP J. Bathgate LEAD R. Bain SECOND D. Reid THIRD L. Sorrell SKIP R. McDonald LEAD D. Smith SECOND J. Newall THIRD K. Smith SKIP J. Watson IF UNAVAILABLE PLEASE CONTACT A SELECTOR ASAP: I. MILLER: 07585000365 R. LEE: 07809384399 C. SNODGRASS: 07999555583
on WEDNESDAY 13th JUNE 2018 (6:45pm) versus CRAIGENTINNY BC at NORTHERN BC LEAD J. Martin SECOND A. Young THIRD J. Prentice SKIP R. Campbell LEAD K. Lawrence SECOND R. Scott THIRD R. Lee SKIP J. Bathgate LEAD R. Bain SECOND D. Reid THIRD I. MacDonald SKIP Geo. Prentice LEAD D. Smith SECOND W.Robb THIRD J. Newall SKIP K. Smith IF UNAVAILABLE PLEASE CONTACT A SELECTOR ASAP: I. MILLER: 07585000365 R. LEE: 07809384399 C. SNODGRASS: 07999555583
on WEDNESDAY 20th JUNE 2018 (6:45pm) versus PARKSIDE BC at PARKSIDE BC LEAD J. Martin SECOND M. Morrison THIRD A. Young SKIP R. Campbell LEAD K. Lawrence SECOND R. Scott THIRD R. Lee SKIP J. Bathgate LEAD R. Bain SECOND C. Anderson THIRD D. Reid SKIP Geo. Prentice LEAD D. Smith SECOND W.Robb THIRD K. Smith SKIP J. Watson IF UNAVAILABLE PLEASE CONTACT A SELECTOR ASAP: I. MILLER: 07585000365 R. LEE: 07809384399 C. SNODGRASS: 07999555583
on WEDNESDAY 19th JULY 2017 (6:45pm) versus WARDIE BC at WARDIE BC LEAD J. Martin SECOND D. Smith THIRD R. Lee SKIP R. Campbell LEAD R. Bain SECOND I. McDonald THIRD J. Prentice SKIP R. MacDonald LEAD G. Largue SECOND D. Reid THIRD C. Snodgrass SKIP P. Rae LEAD K. Lawrence SECOND C. Anderson THIRD Geo. Prentice SKIP J. Bathgate IF UNAVAILABLE PLEASE CONTACT A SELECTOR ASAP: IAN MILLER: 07585000365 ANDY REID: 07907799694 BOBBY LEE: 07809384399