zilongwang/ReadingBank huggingface dataset:
Directions: Complete all problems each day. Show your work. Study for your quiz on ________________________ Week 11 Day 1 1. 562.1 ÷ 10² = ______ 562.1 ÷ 10 = ______ 562.1 ÷ 10⁴ = ______ 2. What is 5.421 rounded to the nearest hundredth? ___________ 3. Write this number in standard form: fifty-three and four hundredths __________ 4. Write 3.567 in expanded form. ______________________________________ _________________________________ _________________________________ Week 11 Day 2 1. What is the symbol needed to complete the sentence? 5.210 ____ 5.21 2. What is 9.357 rounded to the nearest whole number? __________________________________ 3. Write this number in standard form: three hundred four and sixty-three hundredths __________ 4. Write this number in standard form. (8 x 100) + (3 x 1/10) + (4 x 1/100) + (5 x 1/1000) _______________
Directions: Complete all problems each day. Show your work. Study for your quiz on ________________________ Name: __________________________________________ Date: ______________________ Week 6 Day 1 1. 47 x 86 2. Gracie bought 5 pints of milk to make cakes. How many cups of milk did she buy? _____________________ 3. = = 4. What is the area of the square below? ____________ 5. At the Fun Run, Sam ran the 40 yard dash in 12.8 seconds, Bart ran the 40 yard dash in 8.24 seconds, and Tyler ran the 40 yard dash in 10.74 seconds. Who ran the fastest? _________________________________ Week 6 Day 2 1. Write the following number in standard form: Four hundred twelve thousand, six hundred nine _______________ 2. Mrs. Merritt filled six gallon containers with water. How many pints of water did she fill? _______________________ 3. = = 4. How many pieces of ribbon were less than 4 ½ inches long? __________________
50% 45% 40% 35% 30% 25% 20% 15% 10% 5% Story The Fabulous Perpetual Motion Machine Leonardo’s Horse The Dinosaurs of Waterhouse Hawkins Mahalia Jackson Special Effects in Film and Television Weekly Reading Reflection Sheet Date: ___________________________ Story: The Fabulous Perpetual Motion Machine Looking at my test results, I did __________________________________________ really well. I did a good job on this part because I (what strategies did you use?) Looking at my test results, I need to really focus on ____________________ next week.
1.____________________________ 2.____________________________ My goal is to get a score of _____________________ on the section of _____________________ next week. My Weekly Reading Test Data You will fill this out each week after your weekly test. Then you will fill out the goal sheet for the next week. Make your goals challenging, but something that is realistic for you. Unit 6: The Unexpected Percentage on Test 100% 95% 90% 85% 80% 75% 70% 65% 60% 55% 50%
Understanding Stage Directions Lovely on the Inside: Acts III-V Stage Directions = notes from the playwright that tell actors how to move or with what emotion certain lines should be read; give information about how to set up the stage for the play, including what props to use and what actors might wear. Paragraph # Stage Direction Purpose 35 CHARITY: Oh wait, Hope. Here are two more starvlings. [Hands bread to the now transformed Loveli and Pride.] What can the reader infer about Charity from this excerpt? 49 KING: [Crying.] I have lost the love of my life, my queen, my wife! Oh, whatever shall I do? How shall I live without her sweet spirit to guide me? The playwright included these stage directions most likely to- 60 [They approach their mother’s funeral bed. Loveli and Pride kiss her cheek. Pride lays flowers on her chest. Loveli then offers her soothing tea to the king.] What can the reader infer about Pride and Loveli from this excerpt? 66 [Waves her wand. Loveli and Pride are restored to their former selves.] What prop used in the play is needed for the resolution of the conflict?
Understanding THEME *ANSWERS* Theme = the implied message, moral, or lesson in the story. The author uses the character’s lesson to teach the reader something about life. Text Lesson Character Learned THEME “Lovely on the Inside” Loveli learned that the way she looks doesn’t make her better than anyone else. Pride learned that his status as “Prince” doesn’t make him better than anyone else. Loveli and Pride both learned that loving their family is more important than anything else after they think their mother has died. Acceptance, Kindness, Compassion True beauty comes from your heart. Treat others as you would like to be treated. The most rewarding feeling is giving of yourself to those in need. “The Luckiest of Days” Lakshmi found a way to cleverly meet all of her needs for survival, even though she only had one coin. Courage, Never Give Up Persistence pays off. Smart choices can often get better results.
While you are watching TV together, discuss how long a show is and how long the commercials are. Subtract to see how long the actual show was on. Predict how long until the next show. How many channels away is one channel from Money Have your child help you count change when you go the store for a quick errand. He or she can even hand the money to the clerk and practice taking the change Set goals for saving. If your child earns money, keep a list of what they are earning it for. They can add it up and see how much they have and how much more they Use the change in your wallet and have them practice counting it to see how much you Look at coupons or receipts to have your child figure out how much money you saved or could have Keep a coin jar (or piggy bank). Estimate how much money is in there. Sort the money to make estimating easier if Cook with your child. Following a recipe will help children see fractions and parts of whole things. It will also help students to be reading and following the directions step by step. Plus you get to eat and enjoy the project or have some help making dinner! Basic Facts As students go through elementary school, it is important that they become confident with their basic addition, subtraction, multiplication, and division skills. Most Dollar Stores and dollar sections of other stores have flash cards, but students can also make their We would like students to automatically know the combinations that make 10, doubles, and basic facts of single digits. It is ok for students
APPENDIX 1: INDUSTRY ATTENDEES Acciona Energy Oceania ActewAGL Active Stream Acumen Metering AGL Energy Alinta Energy APA Group ARC Utilities Management Arena Arrow Energy Trading ATCO Australia Au Energy Aurora Energy Ausgrid AusNet Services Australian Energy Council Australian Energy Market Commission Australian Energy Regulator Bald Hills Wind Farm Bluescope Steel Brave Energy Systems CGI CitiPower Clean Energy Council Covau CQ Partners CS Energy CSIRO Delta Electricity Department of Energy and Water Supply Department of Environment, Land, Water and Planning Department of Environment Department of Industry Department of Natural Resources, Mines & Energy Department of the Premier and Cabinet Desert Rose Dodo Power & Gas EDMI Electrag ElectraNet Electric Energy Society of Australia Endeavour Energy Energetics Energex Energy and Water Ombudsman (Victoria) Energy Australia Energy Consumers Australia Energy Market Matters Energy Networks Association Energy Queensland Energy Reform Consulting Energy Synapse EnerNOC Engie Equis Energy Ergon Energy ERM Power Essential Energy Etrog Consulting Evo Energy First Solar (Australia) Formway Group Globird Energy GMDR Group Greenview Strategic Consulting GSP Energy Hanson Technologies HARD software Hydro Tasmania Infigen Energy intelliHUB InterGen IPART Jemena Lake Bonney Wind Power Landis & Gyr Legal Energy Lumo Energy Australia Macquarie Bank Major Energy Users Meridian Energy Metering Dynamics Mojo Energy Momentum Energy Mt Mercer Wind Farm Origin Energy Orora Australasia Pacific Hydro Plus ES Pooled Energy Powercor Australia Powermetric Powershop Australia Public Interest Advocacy Centre Qenergy Queensland Electricity Users Network Red Energy SA Power Networks SA Water SavvyPlus Consulting Scentre Group Secure Meters (Australia) Select Data and Measurement Solutions Serviceworks Management - Computershare SGP Consulting Simple Energy Snowy Hydro Limited South Australian Council of Social Service SparQ St Vincent de Paul Society Stanwell Corporation Sumo Power Sunset Power International Tango Energy Tasmanian Department of State Growth TasNetworks Telstra Tilt Renewables Trans Tasman Energy Group TransGrid United Energy Distribution Uniting Communities University of New South Wales Vector Advanced Metering Services (Australia) Vena Energy Visy Western Australian Council of Social Service Westpac Banking Corporation Whit Web Applications Wind Prospect Woolnorth Windfarm Holding
Mr. Johnston 5th Grade Week of 10/13/14 Monday Tuesday Wednesday Thursday Friday 7:30-8:00 Morning Work Teacher: Attendance Teacher: Attendance Teacher: Attendance Teacher: Attendance Teacher: Attendance Reading 8:00 – 10:00 Story: The Ch’i-Lin Purse Grammar: 1) Text p.207e Introduce Action and Linking Verbs Spelling: 1) TE 207j Pre-test long vowel VCV Reading: 1) Build Background TE 188a &SMART chart 2) Compare and Contrast 3) TE pg. 188b and PPT Introduce vocab and students define words including parts of speech. 4) What are the Rewards in Helping others? Story: The Ch’i-Lin Purse Grammar: 1) TE 207e/Develop Action and Linking Verbs. Spelling: 1) TE 207i Generalization Reading: 1) Review vocabulary 2) Predict and chart compare and contrast 3) Read 1st half of the story on pgs. 190-194 while hitting all targets 4)Why does Hsiang-Li help the poor bride? Story: The Ch’i-Lin Purse Grammar: 1) Action and Linking verbs in writing. Spelling: 1) www.spellingcity.com Reading: 1) Read 2nd half of the story on pgs. 195-197 while hitting all targets 2) What happened as a result of Hsiang-Li’s kindness? Story: The Ch’i-Lin Purse Grammar: 1) Practice action and linking verbs. Spelling: 1) Provide a strategy. Reading: 1) Review vocabulary PPT 2) Reread whole reading-stop to discuss before turning page 3) What feelings or emotions do people experience after helping others? Test on Ch’i-Lin. Spelling Test 10:00 - 11:00 Math Weekly Test 8 Review and Test Test 8 Review with correct answers Investigations Investigations Investigations 11:00-11:45 Science Chapter 2 Lesson 2.1 Textbook Chapter 2 Lesson 2.2 Textbook Chapter 2 Lesson 2.3 Textbook Chapter 2 Lesson 2.4 Textbook Chapter 2 Review
11:45-12:30 Social Studies SS Weekly Week 8 Early English Colonies 1) Introduce Newspaper 2) Skim Article Titles to locate information SS Weekly Week 8 Early English Colonies 1) Read Cover Articles: The Lost Colony of Roanoke 2) Complete Vocabulary Crossword for known words SS Weekly Week 8 Early English Colonies 1) Inner Article: 7 Jamestown 2) Plymouth Colony SS Weekly Week 8 Early English Colonies 1) Read/Review all articles and complete all activities on last page. SS Weekly Week 8 Test 12:40 – 1:10 Lunch Lunch Lunch Lunch 1:10 - 1:40 Special Recess Library Art/Music Counseling 1:50 – 2:30 P.E. P.E. P.E. P.E. 2:30 – 2:55 RTI RTI RTI RTI 2:55 2:55 3:15 Coach’s 1st Car Riders Coach’s 2nd Sannes Coach’s 1st Car Riders Coach’s 2nd Sannes Coach’s 1st Car Riders Coach’s 2nd Sannes Coach’s 1st Car Riders Coach’s 2nd Sannes
Measurement 32% & Geometry 10% 3 Dimensional Volume of a Prism: V= l x w x h 2-D or 2 Dimensional Area of a Square: A = s² A = l x w A = b x h Area of a Rectangle: A = l x w A = b x h Area of a Parallelogram: A = b x h Area of a Triangle: A = ½ x b x h A = b x h ÷ 2 3 diameters is almost a Circumference! Area of a Circle: A = x r² Use 3.14 for 1-D or 1 Dimensional Radius: Diameter: r = d ÷ 2 d = r x 2 Circumference of a Circle: C = x d
Data Analysis 10% Measurement 32% Math CSI Newsletters Sample CRCT 5th Grade Questions: https:// Frameworks/Pages/BrowseFramew orks/mathK-5.aspx Other 5th Grade Resources mponents/links/links.php?sectionde tailid=28337
Measurement 32% & Geometry 10% 3 Dimensional Volume of a Prism: V= l x w x h 2-D or 2 Dimensional Area of a Square: A = s² A = l x w A = b x h Area of a Rectangle: A = l x w A = b x h Area of a Parallelogram: A = b x h Area of a Triangle: A = ½ x b x h A = b x h ÷ 2 3 diameters is almost a Circumference! Area of a Circle: A = x r² Use 3.14 for 1-D or 1 Dimensional Radius: Diameter: r = d ÷ 2 d = r x 2 Circumference of a Circle: C = x d Use 3.14 for
Big Ideas Essential Questions Standards Bolded standards indicate Power Standards. SMP Resources Big Idea A fraction divided by a non-zero, whole number will be a smaller fraction. Essential Question What happens to a fraction when you divide it by a non-zero, whole number? 5.NF.7a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) / 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) / 4 = 1/12 because (1/12) x 4 = 1/3. 1 2 3 4 5 6 7 8 My Math- Chapter 10 No Envision lesson for dividing a fraction by a whole number. Big Idea When you divide a whole by a fraction, the quotient will be a larger whole number. Essential Question What happens to a whole number when you divide it by a fraction? 5.NF.7b Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 / (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 / (1/5) = 20 because 20 x (1/5) = 4 1 2 3 4 5 6 7 8 My Math- Chapter 10 Envision: Topic 11, Lesson 4 Envision: Topic 11, Lesson 5 Big Idea When you divide a whole by a fraction, the quotient will be a larger whole number. Essential Question What happens to a whole number when you divide it by a fraction? 5.NF.7c Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? 1 2 3 4 5 6 7 8 My Math- Chapter 10 Envision: Topic 11, Lesson 4 (Does not include division of unit fractions by a non-zero number).
5MS Systems Working Group (SWG) Meeting Notes MEETING: 1 DATE: TIME: 10:00 AM - LOCATION: AEMO Offices Melbourne, Sydney, Brisbane, Adelaide and Video/Teleconference Attendees: Attendee Organisation Office Hamish McNeish AEMO Melbourne Graeme Windley AEMO Melbourne Satheesh Kumar AEMO Melbourne Umesh Dutt AEMO Melbourne Pierre Fromager AEMO Sydney Alex Polonetskiy Plus ES Sydney Martin Vyhnalek Origin Energy Sydney Vidhya Uthaman Infigen Energy Sydney Victor Sanchez Infigen Energy Sydney Samantha Sheperd Origin Sydney Anette Reitmann AGL Melbourne Arif Syarifuddin Powercor Melbourne Akash Sembey Simply Energy Melbourne Adrian Honey Tas Networks Melbourne Bebin Thomas Engie Melbourne Chris Leffler AGL Melbourne Enrico Buenaventura Energy Australia Melbourne Jarrah Van Rijswijk Hydor Tasmania Melbourne Mahdi Maleki AusNet Services Melbourne Nilesh Kevet Jemena Melbourne Paul Sampson Acumen Metering Melbourne Peter Docking Hydro Tasmania Melbourne Pratham Bhandari Jemena Melbourne Siew Kiat Tai Jemena Melbourne Solochana Vivekanandan Red Energy Melbourne Tariq Pervaz Red Energy Melbourne Mark Riley AGL Melbourne Benn Blumenthal CS Energy Brisbane Brian McKerr CS Energy Brisbane Alan Ford Stanwell Brisbane Adam Neilson Stanwell Brisbane Tim Bellette Stanwell Brisbane Jackie Mayo Metering Dynamics Brisbane Stewart Bryce ERM Power Brisbane
Friday FAIR DAY-ELEMENTARY Division Test on 5.3A, C, and F Math SE: 5.10-(A) define income tax, payroll tax, sales tax, and property tax; (B) explain the difference between gross income and net income; (C) identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments; (D) develop a system for keeping and using financial records Math SE: 5.4(E) describe the meaning of parentheses and brackets in a numeric expression; (F) simplify numerical expressions that do not involve exponents, including up to two levels of grouping; Six Week Exam Essential Vocabulary: compatible numbers, hundredths, partial quotients, quotients, dividend, divisor Essential Vocabulary: Essential Vocabulary: parenthesis, exponents, pemdas
Standard(s) 5.ESS1.3 Explanation This standard continues the development of the scale of the bodies found in space. Physical properties of the planets can include their general composition (solid/gas) as well as sizes. Properties of the motion include their relative positions. Clarifications should be made regarding the criteria for classification as a planet. These criteria include that the body must: orbit the sun, have a nearly round shape, and have significant mass to have cleared its orbital path. asteroids, comets, and meteoroids according to their physical properties and motion. Lesson (B) Suggested Science and Engineering Practice(s) Analyzing and interpreting data. Students should be able to organize experimental data to reveal patterns and utilize data using simple graph - to - form explanations. Phenomena Position of Earth and solar system within the Milky Way. Suggested Crosscutting Concept(s) System and System Models Students recognize that large objects are made up of collections of particles.
students record the percentage of the ball that would be illuminated at varying positions throughout a “year” on the model. Misconceptions When someone says we are closer to the Sun in the summertime, do you ever remind them that while it may be summer in the northern hemisphere, it is wintertime in the southern hemisphere...and six months from now, the seasons and Earth's position will be reversed? In fact, in summer in the northern hemisphere, Earth is actually at its farthest point away from the Sun. So how can that be? Despite what you learned in school about Earth's "elliptical" orbit around the Sun, that elliptical orbit is pretty close to being circular (not the extended oval you see in most books). The change of seasons is mainly the result of the tilt of Earth's invisible spin axis, which is inclined 23.5 degrees in comparison to the axis of the Sun. Sometimes Earth's axis is tilted toward the Sun and sometimes away from it -- and somewhere in between for the rest of the year. It is this tilt combined with the motion of the Earth around the Sun that causes more or less light to fall on one hemisphere or the other during each of the seasons. This means that the amount of sunlight falling directly on a parcel of Earth changes throughout the year. It also means that days get longer or shorter, causing the Sun to warm part of the Earth for longer and shorter periods of each day. The earth axis wobble occurs as it rotates The earth's wobbling is very slight, and takes many years for a noticeable change The earth's axis moves in a circular path as the earth wobbles. This movement is called precession. It takes 26,000 years for Earth to wobble enough for the axis to make one complete turn Students will demonstration this knowledge by completing a demonstration of Earth rotation patterns. Labs Lab (1) ESL Scaffolds: : The Language of Science Pre-teach cause and effect vocabulary. Pre-teach vocabulary: reflect, position Provide sentence frames and word banks: The moon appears_____because______ We have daytime because___________
Informational Text – gives facts about real people, places, things, or events. SAMPLE ANCHOR CHART Noticings Author’s Purpose: to give information; to persuade Graphic Features: images that help the reader understand information in the text or show additional information; may include: Photographs Diagrams Maps Charts/Graphs Timelines Text Features: special text that helps the reader understand what is important; may include: headings, captions, special type Main Idea: what the text is mostly about Details: smaller ideas that support the main idea and tell more about the topic Facts: pieces of information that are true and can be proved Verifying Facts: trusted, reliable sources that have been published or have professional credentials Book Examples Author’s Purpose: to inform the reader about cougars, a member of the at family, and give information about their characteristics Graphic Features: Photographs: the author uses photographs of cougars on every page Diagrams: none included in this text Maps: none included in this text Charts/Graphs: none included in this text Timelines: none included in this text Text Features: Headings Captions Colored Text/Bold Text Main Idea: Details: Facts: “The average cougar measures from 3.3 to 5.3 feet long and stands about 2 feet high at the shoulder. “ Verification: Consult an encyclopedia or science text book.
Text Structures and Organizational Patterns Types of TEXT STRUCTURE Sequence Cause and Effect Compare and Contrast Classification Scheme (Description) Examples Goose bumps make me shiver. First, I get cold. Then I shake all over. Goose Bumps make me shiver. When the temperature drops below 45 degrees, my skin crinkles into goose bumps. Some people get goose bumps from fear. Others get goose bumps when they are touched emotionally. Goose Bumps make me shiver. I get little bumps on my skin. They look like sesame seeds. How the Information is Organized one event follows another in order one event causes another event to happen Tells how things are alike and/or different Topic(s) described by author Title The Trail of Tears Butterflies at Risk Gold Rush Free to Celebrate Author’s Purpose To inform the reader about the removal of the Cherokee people from their land To give the reader information about the cause of the depleting Monarch butterfly populations To inform the reader about two different areas that experienced a gold rush To tell the reader about Juneteenth, a state holiday that celebrates the end of slavery What it Looks Like on STAAR By organizing the selection sequentially, the author is able to – The butterflies are disappearing because— The Yukon Gold Rush was different from the California Gold Rush because – The author organizes the passage by – Student Product for Text Structures & Organizational Patterns Title Response
Using the Reporter’s Formula to Summarize Informational Texts Who/What is most important? What is m ost im p ort ant a b out th e m? Where Did this occur? When Did this o c c ur? Why Is the su bje c t imp ort a nt? How Did this occur? Our Summary:
Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. MGSE5.NBT.4 Use place value understanding to round decimals up to the hundredths place.
limited. diagram how each branch of the government checks and balances the other branches. Essential Vocabulary: checks and balances, legislative, executive, judicial 2.4 Benchmark: Students will explain how governments provide for needs and wants of people by establishing order and security and managing conflict. Enduring Understandings Students will know… the events that led up to the American Revolution, War of 1812, Civil War, Westward Expansion. the United States government has a relationship with American Indian Peoples. Students will understand… that people have needs and wants. that the government can respond to the needs and wants of people by establishing order. that managing conflict can lead to war. Students will be able to… explain the reasons for going to war with Britain to establish the United States. evaluate the impact the victory of the United States over Britain had on the world. identify the differences between the Northern and Southern states. tell reasons the South seceded from the Union. distinguish the positive and negative results of the Reconstruction. compare and contrast different points of view within conflicts over western expansion. state conflicts that arose over issues of sovereignty of the American Indian Peoples (land titles). Essential Vocabulary: Intolerable Acts, Treaty, Reconstruction, Expansion, Sovereignty, Manifest Destiny Homestead Act 2.5: Students will be able to identify and explain the individual and their role within the community including the need for civility, respect for diversity, and the rights of others. Enduring Understandings Students will know… the United States citizens have rights and responsibilities. the United States has not always Students will understand… that as citizens everyone has rights and responsibilities, as long as it does not infringe upon others. that not all rights and responsibilities are Students will be able to… identify how the actions of citizens impact both the individual and society as a whole. analyze the evolving relationships of the
Students will know… how resources in the regions affected where people settled. the types of materials used for shelters. Students will understand… that people use their available resources to their advantage. that the region they settle impacts the type of shelters utilized. Students will be able to… identify how humans and the environment interact in specific regions. compare and contrast why certain materials in different regions were used for the various shelters.
Highlands, Ecosystem Manager Muranga, Zonal Manager, Thika Thika 2 4,000 David Ichoho HRA 6 Nyeri 2 4,500 17,000 Thika 2 4,000 J Nthuku EM - NBI 6 Nyeri 2 4,500 17,000 Thika 2 4,000 Bernard Gitau EM - Kiambu 6 Nyeri 2 4,500 13,000 Thika 1 4,000 Elizabeth N Njigua Z/Manager - Thika 6 Nyeri 2 4,500 13,000 Thika 1 4,000 Driver Hqs 10 Nyeri 2 3,500 13,000 Thika 2 3,000 J Wachira ENCOM 9 HOC Ewaso North, Ecosystem Managers Samburu and Isiolo Isiolo 3 3,000 15,000 Maralal 2 3,000 Gitonga Mathenge C/Services 5 Isiolo 3 4,000 20,000 Maralal 2 4,000 P Nduati ICFRA 5 Isiolo 3 4,000 20,000 Maralal 2 4,000 Eric Chemtai EM - Samburu 5 Isiolo 3 4,000 12,000 Col (rtd) C Otieno RC - E/North 5 Maralal 2 4,000 8,000 Driver Hqs 10 Isiolo 3 3,000 15,000 Maralal 2 3,000 P Waweru KFC 4 HOC Eastern, Ecosystem Managers Embu and Kitui Embu 3 6,000 23,000 Kitui 1 5,000 J K Macharia M/Plans 5 Embu 3 4,500 17,500 Kitui 1 4,000 J Yakhama C/service 4 Embu 3 6,000 23,000 Kitui 1 5,000 John Njoroge EM - Kitui 5 Embu 3 4,500 13,500 David Muigai HOC – Eastern 6 Kitui 2 4,000 8,000 Driver Hqs 10 Embu 3 3,500 13,500 Kitui 1 3,000 B Atemo C/service 7 HOC North Eastern, Ecosystem Garissa 3 4,500 21,500 Hola 2 4,000 Peter Mukira HOC - 6 Garissa 3 4,500 21,500
Managers Garissa and Zonal Manager Ijara Mau Hola 2 4,000 E Kuria C/Services 8 Garissa 3 3,500 16,500 Hola 2 3,000 Malingu Maloba KFC 5 Garissa 3 4,500 21,500 Hola 2 4,000 William Odede Asugo Ijara 7 Garissa 3 4,500 13,500 Moses W Muchwena Garissa 7 Hola 2 4,000 8,000 Driver HQS 10 Garissa 3 3,500 16,500 Hola 2 3,000 Simon Nganga ICT 7 HOC Coast, Ecosystem Managers Kilifi and Lamu Mombasa 3 6,500 39,000 Malindi 1 6,500 Lamu 2 6,500 M.C.Ogilo C/Services 6 Mombasa 3 6,500 39,000 Malindi 1 6,500 Lamu 2 6,500 John Mburu SCM 5 Mombasa 3 6,500 39,000 Malindi 1 6,500 Lamu 2 6,500 Charles M Wamola Zm- Malindi 6 Mombasa 2 6,500 13,000 Nasib Ali Mwamutsi Kilifi 7 Lamu 2 6,500 13,000 Driver HQS 10 Mombasa 3 4,500 27,000 Malindi 1 4,500 Lamu 2 4,500 C Ochieng C/Services 6 HOC Nairobi And Arboretum Nairobi Arboretum L Sonkoyo CC 7 Nairobi Arboretum James Wafula Machakos 6 Nairobi 1 6,500 6,500 Driver Hqs 10 Nairobi Total Budget Estimate (Kshs) 970,000
MANU/SC/0770/1998 Equivalent Citation: AIR1999SC393, 1999(1)ALLMR(SC)634, 1999(1)ARBLR431(SC), JT1998(8)SC411, 1999-1-LW236, 1998(6)SCALE456, (1999)1SCC492, [1998]Supp3SCR421, 1999(1)UJ600 IN THE SUPREME COURT OF INDIA C.A.No. 4892 of 1998 Decided On: 09.12.1998 Appellants: Raunaq International Limited Vs. Respondent: I.V.R. Construction Ltd. & Ors. Hon'ble Judges/Coram: Sujata V. Manohar and B.N. Kirpal, JJ. Subject: Constitution Acts/Rules/Orders: Constitution - Article 32, Constitution - Article 226 Cases Referred: Tata Cellular v. Union of India MANU/SC/0002/1996 ; Delhi Science Forum and Ors. v. Union of India and Anr. MANU/SC/0360/1996; Assistant Collector of Central Excise, Chandan Nagar, West Bengal v. Dunlop India Ltd. and Ors. MANU/SC/0169/1984; Ramniklal N. Bhutta and Anr. v. State of Maharashtra and Ors. MANU/SC/0279/1997; Ramana Dayaram Shetty v. International Airport Authority of India and Ors. MANU/SC/0048/1979; Premium Granites and Anr. v. State of T.N. and Ors. MANU/SC/0466/1994; Fertiliser Corporation Kamgar Union (Regd.), Sindri and Ors. v. Union of India and Ors. MANU/SC/0010/1980; Asia Foundation & Construction Ltd. v. Trafalgar House Construction (I) Ltd. and Ors. MANU/SC/1028/1997; New Horizons Limited and Anr. v. Union of India and Ors. MANU/SC/0564/1995 Citing Reference: Discussed
11:15-11:45 Science 12:15–12:45 Continued Chapter 1 Lesson 1 Textbook Pages 30-37 Vocabulary words: cell, microscopic, organism, cell membrane, nucleus, cytoplasm, protist. Chapter 1 Lesson 1 Textbook Pages 30-37 Chapter 1 Lesson 2 Textbook Pages 38-45 Vocabulary words: tissue, organ, organ system, digestive system. Chapter 1 Lesson 2 Textbook Pages 38-45 Chapter 1 Lesson 3 Textbook Pages 46-57 Vocabulary words: circulatory system, respiratory system, skeletal system. 12:45-1:25 History SS Weekly Week 2 US States and Regions 1) Introduce Newspaper 2) Skim Article Titles to locate information SS Weekly Week 2 US States and Regions 1) Read Cover Articles: Picture the Click Travel and Learn 2) Complete Vocabulary Crossword for known words SS Weekly Week 2 US States and Regions 1) Inner Article: 7 Natural Regions 2) Naming the map features p. 3 SS Weekly Week 2 US States and Regions 1) Read/Review all articles and complete all activities on last page. SS Weekly Week 2 US States and Regions 1) Assessment Week 2 2) Visit National Geographic Kids online. 1:25 – 2:05 Art/Music Library Writing Counseling Writing 2:05 – 2:45 P.E. P.E. P.E. P.E. P.E. 2:55 3:00 3:15 1st Car Riders 2nd Sannes 1st Car Riders 2nd Sannes 1st Car Riders 2nd Sannes 1st Car Riders 2nd Sannes 1st Car Riders 2nd Sannes
Mr. Johnston 5th Grade Week of 10/20/14 Monday Tuesday Wednesday Thursday Friday 7:30-8:00 Morning Work Teacher: Attendance Teacher: Attendance Teacher: Attendance Teacher: Attendance Teacher: Attendance Reading 8:00 – 10:00 Story: Jane Goodall Grammar: 1) Text p.229e Introduce Main and Helping Verbs Spelling: 1) TE 229j Pre-test –Final Syllables Reading: 1) Build Background TE 210a &SMART chart 2) Compare and Contrast 3) TE pg. 210b and PPT Introduce vocab and students define words including parts of speech. 4) What can people do to protect wild animals? Story: Jane Goodall Grammar: 1) TE 229e/Develop Main and Helping Verbs. Spelling: 1) TE 229i Generalization Reading: 1) Review vocabulary 2) Predict and chart compare and contrast 3) Read 1st half of the story on pgs. 212-215 while hitting all targets 4)What examples from her life does Jane Goodall give to illustrate the first three suggestions? Story: Jane Goodall Grammar: 1) Main and Helping verbs in writing. Spelling: 1) www.spellingcity.com Reading: 1) Read 2nd half of the story on pgs. 215-219 while hitting all targets 2) How has Jane Goodall’s lifelong work with chimpanzees affected her thinking? Story: Jane Goodall Grammar: 1) Practice main and helping verbs. Spelling: 1) Provide a strategy. Reading: 1) Review vocabulary PPT 2) Reread whole reading-stop to discuss before turning page 3) Why do you think it is a good idea to protect endangered animals? Test on Jane Goodall Spelling Test 10:00 - 11:00 Math Weekly Test 9 Review and Test Test 9 Review with correct answers Investigations Investigations Investigations 11:00-11:45 Science Chapter 2 Lesson 2.1 Textbook Chapter 2 Lesson 2.2 Textbook Chapter 2 Lesson 2.3 Textbook Chapter 2 Lesson 2.4 Textbook Chapter 2 Review
11:45-12:30 Social Studies SS Weekly Week 9 Early English Colonies 1) Introduce Newspaper 2) Skim Article Titles to locate information SS Weekly Week 9 Early English Colonies 1) Read Cover Articles: Puritans on Parade 2) Complete Vocabulary Crossword for known words SS Weekly Week 9 Early English Colonies 1) Inner Article: The New England Colonies 2) James Frost SS Weekly Week 9 The New England Colonies 1) Read/Review all articles and complete all activities on last page. SS Weekly Week 9 Test 12:40 – 1:10 Lunch Lunch Lunch Lunch 1:10 - 1:40 Special Recess Library Art/Music Counseling 1:50 – 2:30 P.E. P.E. P.E. P.E. 2:30 – 2:55 RTI RTI RTI RTI 2:55 2:55 3:15 Coach’s 1st Car Riders Coach’s 2nd Sannes Coach’s 1st Car Riders Coach’s 2nd Sannes Coach’s 1st Car Riders Coach’s 2nd Sannes Coach’s 1st Car Riders Coach’s 2nd Sannes
The purpose of this unit is to the trainee is able to follow correct procedures to properly execute to appropriate criteria/acceptable tolerances 45-90 degree alley dock maneuvers. Off-set Backing The purpose of this unit is to the trainee is able to follow correct procedures to properly execute to appropriate criteria/acceptable tolerances off-set backing maneuvers. Parallel Parking Blind Side The purpose of this unit is to the trainee is able to follow correct procedures to properly execute to appropriate criteria/acceptable tolerances parallel parking blind side positions/maneuvers. Parallel Parking Sight Side The purpose of this unit is to the trainee is able to follow correct procedures to properly execute to appropriate criteria/acceptable tolerances parallel parking sight side positions/maneuvers. Coupling and Uncoupling The purpose of this unit is to the trainee is able to properly couple and uncouple tractor-trailer units, in accordance with safety requirements and approved practices. ROAD The trainer must evaluate the safe driving behavior of the trainee during all time behind-the-wheel (BTW). Vehicle Controls including: Left Turn, Right Turns, Lane Changes, High Speed curves The purpose of this unit is for the trainee to effectively initiate vehicle movement, correctly perform various vehicle maneuvers, and stop the vehicle in a controlled manner. Shifting/Transmission The purpose of this unit is for the trainee to properly learn/perform shifting techniques, and making any necessary adjustments in the process. Communications/Signaling The purpose of this unit is for the trainee to learn to use the correct procedures to signal intentions and effectively communicate with other drivers. Hazard Perception* (partial demonstration) The purpose of this unit is to enable trainees to recognize potential dangers in the driving environment and to take appropriate defensive action(s) before the dangers develop into emergency situations. The unit must provide instruction addressing the principles of recognizing hazards in sufficient time to reduce the severity of the hazard and neutralize possible emergency situations. Trainees must identify road conditions and other road users that are a potential threat to the safety of the tractor-trailer and suggest appropriate adjustments. Railroad Crossing* (demonstration where railroad crossing is available, simulated otherwise)
Collierville Schools Spanish III Honors Scope and Sequence 3rd Quarter Pacing Standards Learning Targets Supporting Text(s) Assessment Description(s) Weeks 19-20 1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics. 1.3 Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 2.1 Demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.2 Demonstrate an understanding of the relationship between the products and perspectives of the culture studied. 3.1 Reinforce and acquire further knowledge of other disciplines through the foreign language. 3.2 Acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. 4.1 Demonstrate understanding of the nature of I can read a chapter each week from a level 3 Spanish novel, participate during an in-class discussion about its content and culture, and complete the subsequent novel questions. I can use verbs in the subjunctive mood based on my knowledge of present tense verbs. I can compare and contrast Spanish and English language through their culture differences with the use of subjunctive. I can use vocabulary related to different professions in written and spoken target language. Level 3 Spanish novel Advanced Spanish Grammar Review and Practice text AP Spanish Prep book (vocabulary lists) Novel questions 1.2 (25%) 1.3 (25%) 2.1 (15%) 2.2 (15%) 3.2 (10%) 4.2 (10%) Tests Vocabulary and Grammar 1.2 (25%) 3.1 (25%) 4.1 (25%) 4.2 (25%) Oral Grade 1.1 (50%) 1.3 (50%)
Term 1/9 Chapter 4 : The end of Cold War Ascension of Gorbachev Implementation of Perestroika and Glasnost 126-127 SEQ Term 1/10 Chapter 4 : The end of Cold War Implementation of Perestroika and Glasnost 128-134 SEQ Term 2/1 Chapter 4 : The end of Cold War End of Soviet Control over Eastern Europe Disintegration of the Soviet Union 135-141 SBQ Assignment (Holiday HW) (To be included in PPR in Term 3) Term 2/2 SBQ Skills : Political Cartoons SBQ Skills: Reliability Revision of Sec 3/4 topics: Treaty of Versailles Teachers’ Resources Class Test (To be included in PPR in Term 3) Term 2/3 Revision of Sec 3/4 topics: Rise of Stalin SBQ Skill: “Are you surprised?” Teachers’ Resources Worksheets Term 2/4 Revision of Sec 3 topics and Sec 4 topics Term 2/5 Mid-Year Examination Term 2/6 Mid-Year Examination *Please note that the topics might be subject to minor changes. Pupils will be updated accordingly. Assessment Plan Semester 1 SA1: 100% (MYE Examination) Semester 2 SA2: 100% (Prelim Examination) Details of CA1 Assessments CA1 Assessment Date Topics/ Remarks Marks Assignment T1W3 SBQ Assignment 12m
Fifth Session of the Student Senate Rita Hollings Room 101 October 9th, 2018 Call to Order: The fifth session of Student Senate was called to order at 4:30 pm Roll Call: Senator Headrick Minutes: I will now introduce a motion to waive the reading of the minutes So moved Executive Council Reports: President Keefe Come out to the Snacks with Senators event for the time you signed up. This gives you the opportunity to get to know each other on SGA and the students. Board of trustees are coming this week and I will be giving a report to them. If you want anything in the report tell me today. I need to talk to Deputy Chief of Staff Bridges, Senator Sellers, Senator Patel, Senator Rose, Director Brown. Secretary Frankel We have one club coming in today, please ask great questions! Treasurer Runzo We will have a lot of allocations bills coming in next week. We will be having budget hearing October 29th – November 7th. Please sign up for at least one hearing (30 minutes long). Allocations committee needs your help so we can have an audience when the clubs come to help decide funding. Chief of Staff Hicks Snacks with senators tomorrow – Rivers green 12-2. Please bring something so we will have food to give out. We only have 10 senators who cannot make it. There will be a sign in sheet. We will have our first bylaw review session next week, look out for an email with info. Deputy Chief of Staff Bridges Don’t move your nametags after senate, just leave them on the table. I’m working on the website, see me after senate if you want to help or have any ideas.
5 School Lesson Plan Template Dates: January 6 – January 10 READING Objective & TEKS Procedure M Genre: TEKS: Obj: Product: ORIENTATION T Genre: Realistic Fiction TEKS: 5.6 Obj: We will understand, make inferences, and draw conclusions about the structure and elements of realistic fiction. Product: I will read my independent text and recognize the structure and elements of realistic fiction. Interactive Read Aloud: Elisa’s Diary from Journeys Lesson 5, pg. 122. -On page 48 in the CLLG, use the bullets under “Interactive Read-Aloud” for “Elisa’ Diary.” -Prepare sticky notes with the questions from page 48 and place them on the appropriate page in a Student Book you will use for your IRA. -- Create the Realistic Fiction Anchor Chart with your students (see handouts for details) Students read independent realistic fiction text (Journeys selection or leveled reader). W Genre: Realistic Fiction TEKS: 5.6A/Fig. 19D Obj: We will describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events. Product: I will describe incidents that advance the story or novel, explaining how each incident foreshadows future events by completing a graphic organizer with my independent text. Minilesson: Sequencing the Plot using a Plot Line Text: Elisa’s Diary - Create the Plot Line Anchor Chart with your students (see handouts for details) Students use independent realistic fiction text to complete the same graphic organizer in their Reader’s Notebook OR on the handout provided. R Genre: Realistic Fiction TEKS: 5.6B/Fig. 19D Obj: We will explain the role and functions of characters in various plots, including their relationships and conflicts. Product: I will explain the role and functions of characters in various plots, including their relationships and conflicts by completing a graphic organizer using my independent text. Minilesson: Inferring about Characters Text: Elisa’s Diary - Create the Inferring about Characters Anchor Chart with your students (see handouts for details) - Add Character feelings on Sticky notes to the Plot Line Anchor Chart so that students will see the change in character as the plot progresses -Also, add Sticky notes about character relationships from the text. Students use independent realistic fiction text
elements of literary nonfiction. Product: I will understand, make inferences, and draw conclusions about the structure and elements of literary nonfiction. Braille. You can find this assessment in your blue Texas Assessment Preparation book that came with the WriteSource adoption. R Genre: Poetry TEKS: 5.8A, 5.4A/Fig. 19D Obj: We will understand, make inferences, and draw conclusions about the structure and elements of poetry. Product: I will understand, make inferences, and draw conclusions about the structure and elements of poetry. Shared Reading: The World’s Dirtiest Man by Shel Silverstein. -Project on SmartBoard or document camera OR make a copy for all students. -- Create the Poetry Anchor Chart with your students. -Use your handouts for this week to create the Anchor. ***Use your mentor poem to identify the author’s purpose, form, stanza, and rhyming words for Book Examples. This poem DOES NOT lend itself to ALL the elements of poetry; you will add them to your Anchor Chart in the subsequent plans.*** (see handouts for details) -Very briefly model your thinking in answering this question using The World’s Dirtiest Man: This poem is mostly about a speaker who – Students read independent poem: “The Giant Jam Sandwich” F Genre: Poetry TEKS: 5.8A, 5.4A/Fig. 19D Obj: We will understand, make inferences, and draw conclusions about the structure and elements of poetry. Product: I will understand, make inferences, and draw conclusions about the structure and elements of poetry. Minilesson: Elements of Poetry – USE POWERPOINT Rhytm and Sound Effects. ***You will also create the Anchor Chart Rhythm and Sound Effects using the handout. Because your mentor poem (Dirty Dan) did not include all the elements of poetry, you will use the poetry examples in the PowerPoint to fill in authentic text examples for your students for each sound effect/element of poetry. The handout has the text examples included for your reference. ***Use the Poetry PP to identify rhythm, sound effects: rhyme scheme, alliteration, internal rhyme, and onomatopoeia. Add them to your Poetry Anchor Chart, ALSO! (see handouts for details) Students read independent poem “The Giant Jam Sandwich” to locate and identify the sound effects/elements.
Topic: State Fair ***The highlighted Sensory Details are the examples you can use for modeling during your Minilesson. See Big Tex Ferris Wheel Thousands of people Auto Show Bike Show Farm Animals Crafts Rides – Texas Skyway, Extreme Rides, Carousel Games Hear “Hurry, hurry! Step right up!” People laughing People screaming (on rides) Music playing An announcer shouting the beginning of a performance Everything is loud Smell Fried food Sweet cakes Beer Animal smells in the barns Straw in the barns Taste Cotton Candy Corn Dogs Ice Cream Cones Funnel Cakes Soda Carmel Apples Nachos Chili & Cheese Fries Feel Hot Sweaty Sticky Sun burned Dusty Dirty Feelings Excited Lots of energy Want to do everything at once Eyes are wide
Figurative Language Type of Figurative Language Definition Example Simile Comparison of 2 things using like or as The emerald is as green as grass. Metaphor Comparison of 2 things but does not use like or as The night is a big, black cat. Personification Giving human traits & feelings to things that are not human (animals/objects) The moon smiled down at me. Idiom Phrase that has a figurative meaning She’s pulling my leg. He laughed his head off.
11 Student Literacy / Shared Reading: (pdf) Lesson Plans / Strategies: Assessments: (pdf) (Assessment administered in English. Ask English teacher, school staff / aide, or DLI Specialist for help). Other Resources from Interconnections: Erosion and Weathering: Inter Connection: Lesson Plan 1 11 *Multiply a whole number by a fraction to produce a fraction. *Multiply any two fractions. *Compare and apply strategies for multiplying fractions. *Multiply fractions with mixed numbers. Math Core: NF.1, NF.2, NF.4a-b, NF.5a-b, NF.6 NOTES: Connect to the Topic: T266 “Pea Island’s Forgotten Heroes” Fluency: Phrasing: Punctuation T274 Cold Read Student bk. pg. 270 - 275 Decoding: Compound Words T275 Weekly Tests 9.6 – 9.7 Spelling: Compound Words T276-277 Grammar: Complex Sentences T278 complex sentence, subordinating conjunction, correlative conjunctions Weekly Tests 9.8 – 9.10 Informative Writing: Prewrite a Research Report T282 UNIT 2: Lesson 10 Oral Language: “Who Tamed the Cat?” T316 Turn and Talk – T336 Classroom Conversation T339 Speaking & Listening T347 Anchor Text: Cougars Weekly Tests 10.4 – 10.5 Text Based Comprehension: Main idea, supporting details, scientific ideas, domain-specific words Genre: Informational Text Narrative Nonfiction Target Strategy: Monitor/Clarify Target Skill: Main Ideas and Details Vocabulary in Context: T318 Resemble, detecting, keen, vary, unobserved, mature, particular, available, ferocious, contentment T339 Vocabulary Strategies: Shades of Meaning: synonym, context, thesaurus T344 Weekly Tests T10.2 – T10.3 Connect to the Topic: Poetry - Alliteration “Purr-fection” T340 Fluency: Stress T348 Cold Reads Student bk. p. 303 Decoding: Recognizing Schwa + /r/ sounds T349 Weekly Tests 10.6 – 10.7 Spelling: Final Schwa + /r/ sounds T350 Grammar: Direct Quotations and Interjections T352 Direct quotations, quotation marks, interjection Weekly Tests 10.8 – 10.9 Informative Writing: Write a Research Report T356
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