zilongwang/ReadingBank huggingface dataset:
Problem Cause Effect Degraded habitat Aggregate Mining Decreased riparian vegetation Absence of large woody debris (LWD) Unstable/disrupted channel morphology Elevated stream temperatures Lack of summer/winter rearing refugia Decreased fish and aquatic insect productivity Illegal vehicle use in streambed Compaction of substrate Alters natural channel morphology Destruction of fertilized eggs and alevins Disturbance of juvenile/adult salmon Adult passage problems Destruction of riparian vegetation Destruction of aquatic insect larvae Introduction of pollutants Decreased instream biotic productivity 1929 diversion dam Bedload entrapment Barrier to fish passage Decreased fish productivity Loss of riverine habitat due to infilling upstream of the dam Suspended sediment Decreased egg survival Decreased fish and aquatic insect productivity Low in-stream flows Eklutna Lake outlet dam Reduced flows and/or dewatering of in-stream and off-channel habitats throughout the year Insufficient sediment flushing flows Increased siltation and embeddedness of substrate Decreased egg survival Fry entrapment in substrate Increased stream temperatures Decreased fish and aquatic insect productivity Barrier to fish passage Decreased gravel input Former riverine habitats upstream of the dam permanently flooded by the lake Loss of meandering channel below the canyon primarily between the bridges Reduction in riparian habitat successional stage diversity and complexity Loss of year higher water quality (chemistry) flows through interstitial gravel/cobble habitat reducing incubating egg and alevin success Sediment entrapment between bridges Narrow railroad bridge Natural flood events Unstable/braided channel morphology Adult passage problems Juvenile stranding Dewatering of downstream habitat in winter Decreased LWD transport Decreased spawning area and potential Decreased bedload transport and throughput Decreased fish productivity Perched channel between the bridges Thunderbird gradient Human destruction of riverbanks Increased stream velocity Decreased holding area Decreased spawning area Decreased rearing area Absence of LWD Decreased fish productivity Restoration Opportunities.
RUSSIAN II NATIVE (ELEMENTARY) Evaluation Rubric ESSENTIAL UNIT 4 (E04) (Sentence. Text) (July 2015) Name: __________________ Date: _______________ Grade: ___________ To receive a ‘B’, the student must show ‘B’ level mastery on ALL Essential Outcomes (TSWs). To receive an ‘A’, the teacher determines the number of ‘A’ level TSWs that the student must master and a ‘B’ level mastery accordingly. To receive an ‘A’, the teacher determines the number of ‘A’ level TSWs that the Near native speaking student must master and a ‘B’ level mastery accordingly SUMMARY ‘A’ LEVEL ‘B’ LEVEL ‘P’ - Comments 1 The Student Will define and analyze sentences as a unit of language I define and analyze sentences a unit of language 2 TSW make sentences showing content of the text I make sentences showing content of the text with no prompts I make sentences showing content of the text with limited prompts 3 TSW identify of sentences – declarative, interrogative and imperative I know types of sentences – declarative, interrogative and imperative with no prompts I identify types of sentences – declarative, interrogative and imperative with limited prompts 4 TSW write sentences according to the type using proper punctuation I write sentences according to the type using proper punctuation 5 TSW identify the important words in the sentence and put logical stress on them I identify the important words in the sentence and put logical stress on them with no prompts I identify the important words in the sentence and put logical stress on them with limited prompts 6 TSW identify the subject and predicate of the sentence I identify the subject and predicate of the sentence with no prompts I identify the subject and predicate of the sentence with limited prompts 7 TSW read and write texts identifying the topic and the main parts of it I read and write texts identifying the topic and the main parts of it with no prompts I read and write texts identifying the topic and the main parts of it with limited prompts 8 TSW divide text into beginning, body and ending I divide text into beginning, body and ending with no prompts I divide text into beginning, body and ending with limited prompts
RUSSIAN NATIVE II (Elementary) Evaluation Rubric ESSENTIAL UNIT 7 (E07) of Speech. Adjectives. (July 2015) Name: __________________ Date: _______________ Grade: ___________ To receive a ‘B’, the student must show ‘B’ level mastery on ALL Essential Outcomes (TSWs). To receive an ‘A’, the teacher determines the number of ‘A’ level TSWs that the student must master and a ‘B’ level mastery accordingly. SUMMARY ‘A’ LEVEL ‘B’ LEVEL ‘P’ - Comments 1 The Student Will identify adjectives as a unit of language. I identify adjectives as a unit of language. 2 TSW define number of adjectives. I define number of adjectives with no prompts. I define number of adjectives with limited prompts. 3 TSW write sentences identifying the role of adjectives. I identify the role of adjectives with no prompts. I identify role of adjectives with limited prompts. 4 TSW write sentences identifying synonymous and antonymous adjectives. I write sentences identifying synonymous and antonymous adjectives with no prompts. I write sentences identifying synonymous and antonymous adjectives with limited prompts.
Do you think you exercise enough at school? YES: NO: Don’t know: If you were really upset or sad do you have an adult you feel like you could talk to at school? YES: NO: Who do you think you would talk to? Teacher: Counselor: Parents: Siblings: Friends: Coach: Do you have internet access at home? YES: NO: Maybe: Do you want to work in health care when you get older? (doctor, surgeon, nurse, etc?) YES: NO: Write down the students names who answered yes in the next columns so they can be health ambassadors
Title III, Part A Program for English Learners (ELs) and Immigrant Students Fiscal and Programmatic Handbook Alaska Department of Education & Early Development 801 West 10th Street, Suite 200 • PO Box 110500 Juneau, Alaska 99811-0500 Revised September 2018
light of the three Oxyrhynchus fragments. Greenlee carefully overturns this view, stating that the Diatessaron was composed in Greek or translated from a Greek original. If there is limited evidence that the Aramaic and Syriac languages were the original languages of Thomas, the stream of thought holding to the anti-gnostic influence and the independence of Thomas from the canonical texts has more potential within a hypothesis of a Greek origin, as the complete Nag Hammadi text was translated from a Greek text. The Thomas text preserved in Greek and Coptic should, therefore, be more credible, rather than following assumptions of non-existing texts (no Aramaic or Syriac Gos. Thom. exists at present) – just as the questions suggest a negative response, despite unclear traces of both languages contained in those texts: whether any NT text, including Paul’s Letters, was originally written in Aramaic or Syriac; or whether the original Q was written in one of these languages. No objections among Q scholars, including Kloppenborg, have been made against the view that Q was originally written in Greek. Since Q and Thomas are valued on an equal level in studies of the Jesus Logia tradition, this view should also be adopted with regard to the original language of Thomas. The existence of the Oxyrhynchus Greek fragments themselves justifies the possibility that the Logia text in the first edition was concerned not only with the Jewish-Christians who were the bilingual members of the community but also with the newly converted Gentiles. The composition of the Thomasine community, which was mainly Jewish-Christian with an increasing percentage of Gentile-Christians, is significant in that the post-disciple leader of the community had to decide whether to use the prevailing Greek language within the Eastern Roman Empire. The meaning of gnosis in the Coptic phrase ‘=nsast`=ntgnwcic (the keys of knowledge: Logion 39)’ is also not derived from any dialect of Aramaic or particularly Syriac, but from the Greek term γνώσις ; this is consistent with the fact that 60 percent of the words of the Coptic text were derivatives of Greek words. Where the sacred names became the major
Criticality Solution- Integrated Treatments Physical Decontamination CHEDCOS® Selective Depolarisation CHEDCOS® PCBs Dehalogenation CDP PROCESS® H2O, gases, particles YES YES YES Acidity, Tg delta, colour YES YES DBDS , Corrosive sulphur YES YES Dissolved metals YES YES PCBs/PCTs/PCBT/POPs YES Table E3 – Decisional matrix for the various available techniques TECHNIQUES Functional safety Environmental safety Workers safety Eco-balance and emissions Global cost/benefice ratio Refilling *** ** *** * ** Sodium, lithium and derivatives * * * ** * KPEG ** *** *** ** ** Continuous closed-loop (CDP) *** *** *** **** **** **** = OPTIMUM *** = GOOD; ** = AVERAGE; * = CRITICAL CDP and DMU - Dehalogenation in continuous mode diagram CDP and DMU- BATCH mode diagram For the non-continuous technique process) the reagent is mixed with the oil in a reactor, the mixture is heated at 100 °C and stirred during the chemical reaction. CDP and DMU-Plant flow diagram
Form EL5 Application to an exploration licence Mining Act 1992 February 2018 | v4.10 More information For help with lodging this application, or for more information about authorisations in New South Wales, contact: Division of Resources and Geoscience Titles Customer Assistance Line +61 2 4931 6500 (9.30am – 4.30pm) © of New South Wales through the NSW Department of Planning and Environment. ABN: 38 755 709 681 This publication is copyright. You may download, display, print and reproduce this material providing that the wording is reproduced exactly, the source is acknowledged, and the copyright, update address and disclaimer notice are retained. The information contained in this publication is on knowledge and understanding at the time of writing. However, because of advances in knowledge, users are reminded of the need to ensure that information upon which they rely is up to date and to check currency of the information with the appropriate officer of the NSW Department of Planning and Environment or the user’s independent advisor. Privacy statement This information is collected by the NSW Department of Planning and Environment for the purposes of assessing an application for an authorisation or an application associated with an authority as required by the Mining Act 1992 or Mining Regulation 2016. This information may also be used by the Department to confirm applicant details in the event that subsequent applications are made, and may also be used to establish and maintain databases to assist the Department with its work generally. Except for purposes required by law, the information will not be accessed by any third parties in a way that would identify the person without the consent of that person. You may apply to the Department to access and correct any information the Department holds if that information is inaccurate, incomplete, not relevant or out of date.
Target(s) What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period? Note: Raw scores (converted to percentages) will be used for baseline and summative assessments. HEDI Scoring How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)? HIGHLY EFFECTIVE EFFECTIVE DEVELOPING 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 94 – 100 87 – 93 80 - 86 77 – 79 74 – 76 70 – 73 66 – 69 63 – 65 61 - 62 59 – 60 57 – 58 55 – 56 50 – 54 46 – 49 42 – 45 38 – 41 34 – 37 30 – 33 20 – 29 1 – 19 0
illustrations needed to write an explanatory paragraph on a certain animal, insect or plant life cycle. On the second day they will write a rough draft, third day will concentrate on revising, fourth on editing and fifth on publishing their piece. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)(Writing) Proofreading On the fourth day trade paragraphs with a classmate. Proofread paragraph and offer suggestions on editing. Teacher also provides editing suggestions as well. 8. Recall information from experiences or gather information from print and digital sources; take notes on sources and sort evidence into provided categories. Researching internet, recalling details, gathering and taking notes
(Writing) 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. Listening and speaking, taking turns, following directions, staying on topic Comprehension, stay on topic, convey their own ideas, As a whole group students will discuss how it is possible to improve their own community with new ideas? Teacher reminds students to recall text “Home-Grown Butterflies” and how students helped to improve their school and community. Students will record their ideas on a sticky note. After 10 min. students will take turns reporting their ideas.
a. Explain the function of pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. Form and use regular and irregular plural c. Use abstract nouns (e.g., childhood). (Language) Use same chart to generate singular nouns and change to plural form. With some nouns start with the plural form and change to singular form. L3.3a page 209G L.3.1b page 221K 3. Use Knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect. language conventions L.3.3a 207A-207B 4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Vocabulary Understanding using the Robust Vocabulary and using the story “Save Our Butterflies” to determine the
BIG IDEAS ESSENTIAL QUESTIONS GRADE 5: WRITING STANDARDS cont. VOCABULARY ELA RESOURCES & ASSESSMENT What an effective writer? How does the writing process create writing? What effect does our knowledge and personal experience have on writing? Production and Distribution of Writing 4. Produce and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on page 29.) 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Research to Build and Present Knowledge 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 9. Draw evidence from literary or informational to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Interrogative sentence Language Linking verb Independent clause Limerick Main clause Modifier Noun clause Organization Participial Participle Mystery Parallelism Parentheses Process Rough draft Satire Simile Simple sentence Syntax Thesis statement Verb phrase Word choice Persuasive argument Prewrite Rhetorical question Transition Verse
Quizlet Name: lg Prize SHORT RESPONSE ITEMS Item Benchmark Code Benchmark Prompt Number of Points Students Understand this Benchmark before taking the Assessment (Predict %) Students Understood this Benchmark (Actual %) Students Still Need More Help (√) 6. 6.RI.KID.2.2.c Create an unbiased summary of a multiparagraph informational text The Noble Ig Nobel Prize 10 16. 6.RI.KID.3.2.b Describe the development of a key event over the course of a multiparagraph informational text Teenager Repellent 6 17. 6.RI.IKI.9.1.b Compare and contrast two authors' presentations of similar events in informational texts The Noble Ig Nobel Prize and Teenager Repellent 6
11b. Part B Select the quote from the text that supports the answer to Part A: A. “ But I had an object apart from these considerations.” B. “In the present instance I have no sympathy—at least no pity—for him who descends.” C. “The good people of Paris might have heard of me no more” D. “I confess, however, that I should like very well to know the precise character of his thoughts…” 12. One moral of this story is that we sometimes have the hardest time seeing what’s right in front of us. Which of the following is a symbol for this? A. The snuff-box B. The letters C. The window D. The man outside
9a. Part A The main idea in “Jungle Survival: Safe Drinking Water” is which of the following? A. Being aware of the dangers of the jungle is extremely important. B. Gathering in the jungle is a difficult, but important process. C. Constructing water gathering machines can filter out parasites. D. Knowing how to gather safe, fresh water can save your life. 9b. Part B Which two pieces of evidence from the passage best support your answer to Part A. A. “… don’t just start drinking; it could contain parasites that can make you seriously ill.” B. “You’ll need to find sources of food…protection from infestations and insect threats….” C. The human body can only live about three days without [water].” D. “This method removes sediment and improves the taste.” E. “The sun light evaporates the water from the vegetation.” 10. The author uses the word potable in paragraph 1. word has a similar meaning? A. Eatable B. Livable C. Suitable
Benchmarks that are Measured in this Quizlet Benchmark Code Benchmark Item # 8.RI.KID.1.1.b Cite compelling evidence from an informational text to support the meaning of the text 9a, 9b 8.RI.KID.2.1.b Describe the development of a key idea over the course of an informational text 8 8.RI.KID.3.2.b Compare and contrast the distinctions between individuals, ideas, or events in an informational text 20 8.RI.CAS.5.1.b Analyze how particular sentences develop and refine a key concept in a paragraph of an informational text 6, 11, 18 8.RI.CAS.6.1.b Identify an author's point of view or purpose in an informational text 5, 7, 17 8.RI.IKI.8.3.b Evaluate whether the evidence used to support specific claims in an informational text is relevant and sufficient 1, 19 8.L.VAU.4.2.b Determine the meaning of a word by grade-appropriate Greek or Latin affixes and roots as clues 2, 4, 14 8.L.VAU.4.3-1.a Find the pronunciation of a word by consulting general and specialized reference materials 3, 12, 15 8.L.VAU.5.2.b Determine the meaning of words related to each other when presented orally or in writing 10, 13, 16
gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). Speak in complete sentences when retelling story events. Use accountable talk procedures to take turns. Use accountable talk procedures to show active listening skills while working in a group. Use accountable talk procedures to engage effectively in a discussion about literature and informational text. Identify behaviors that are appropriate for group activities. Prepare and present oral reports. Language L.3.2c- Use commas and quotation marks in dialogue L.3.4.a- use context as a clue to the meaning of a word or phrase Strategies and Skills Skills Idioms Punctuating Dialogue Strategy Learning Grammar through Writing Illustrating words and phrases (idioms) Routine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 Learning Targets (I Can…) Acquire and use vocabulary. Identify idioms as phrases that cannot be understood from the literal meanings of the themselves. Determine the meanings of idioms. Choose words and phrases to convey ideas precisely. Use context as a clue to the meaning of a word or phrase. Vocabulary Idioms Vocabulary for Explicit Instruction Although, “put their heads together,” “in this together,” “done deal,” explain Language Arts Punctuating Dialogue Literacy Station Activities Vocabulary station-illustrate vocabulary words, write definitions for vocabulary words, idiom booklet/illustrate common idioms; vocabulary activities from the Florida Center for Reading Research Performance Assessments for both Teacher observation Teacher-made or district common assessments in testing format
Week 4-Lesson 24 Reading Selections “Owen and Mzee” (Lexile Level 880) “Sea Sanctuary” (Lexile 790) Big Idea: Changes in the environment can pose problems for animals. Reading Literature and Informational Text RI.4.4-Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI.4.8- Explain how an author uses reasons and evidence to support particular points in a text. Related Science Standards GLE 0407.5.1 Analyze physical and behavioral adaptations that enable organisms to survive in their environment. Strategies and Skills Needed to Access Standards Compare and Contrast Fact and Opinion Author’s Word Choice Analyze/Evaluate Learning Targets (I Can…) Use evidence from the text to make appropriate inferences and predictions. Recognize and describe the text structure an author uses to organize text. Determine the meanings of unfamiliar words and academic language in context. Cite evidence from the text to explain what happened in a text. Use information from two texts on the same subject. Performance Task On p. 727 the authors attribute Owen’s ability to create a new, happy life to his remarkable resilience. Based on evidence from the text, how would you define the word “resilience?” Write a paragraph in which you agree or disagree with the author’s opinion that Owen displays remarkable resilience. Be sure to cite evidence from the text to support your opinion. (RI.4.4) Other Performance Assessments Compare and contrast graphic organizers Journeys Comprehension Weekly Tests and Periodic Assessments Written summary Teacher-made assessment of skills from a fresh read in testing format District common assessment Anecdotal evidence from classroom discussion and teacher observation Sample MICA Items for RI.4.5 Create an assessment using Question IDs 44784 and 44792 Text-Dependent Questions Why couldn’t the rescuers release Owen into the wild? (key details) Why do healthy environments need to contain both predators and prey? (key details) What is puzzling about the friendship between Owen and Mzee? (general understandings)
Small Group Teacher led (skills focused lessons, guided reading/writing, shared reading/writing) I do (teacher models) We do (guided practice) students with similar needs Student led (reciprocal teaching, literature circles, stations) They do (they collaborate) You do (independent practice) Differentiated content, process, products Whole Group Closure Wrap Up what you’ve learned. Gradual Release of Responsibility Example Behaviors Teacher Student I do it Modeled Instruction Provides direct instruction Establishes goals and purpose Models the expectation aloud Actively listens Takes notes Asks for clarification
We do it Guided Instruction / Guided Practice Interactive instruction Works with students Checks, prompts, Provides additional modeling Meets with needs-based groups Asks and responds to questions Works with teacher and classmates Completes process alongside others They do it together Collaborative Practice Provides feedback Moves among groups Clarifies confusion Provides support with classmates, shares outcome Collaborates on authentic task Consolidates learning Completes process in small group Looks to peers for clarification You do it Independently Independent Practice Provides feedback Evaluates progress toward the learning expectation alone Relies on notes, activities, classroom learning to complete assignment full responsibility for outcome Evidence Statements describe the knowledge and skills that an assessment item or a task elicits from students. They can be used to guide the development of local curriculum, instruction, and assessment. The statements are aligned directly to the Common Core State Standards. Evidence statements are taken directly from the standards. The standards contain multiple skills. Because the evidence statements divide each standard into individual skills, the statements can be used as objectives which directly aligns to TEACH 1 of TEM. TEACH 1 says to “engage students in objective-driven lessons based on content standards.” If teachers use the statements as their objectives, then TEACH 1 is achieved because the objective comes directly from the standard. First Quarter TN State Standards Evidence Statements Content Weeks 1-4 Reading Selections The Woman Called Moses by Walter Oleksy and Meg Mims (Lexile 950) and Leaders of the Civil War Era: Harriet Tubman by Ann Malaspina (Lexile 960) Literary Analysis Workshop: from the “Letter on Thomas Jefferson” (Lexile 970; nonfiction) and “My Heart in the Highlands” (Lexile 960; nonfiction) “The Drive-In Movies” Lexile 920; autobiography (See text complexity measures pgs.42-43) Big Question: What does helping others require? Informational Informational Reading Selections
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. minor errors in grammar and usage, meaning is clear throughout the response. Reviewed throughout the quarter: Writing Sentences Essay organization and structure Thesis statement Topic sentences and supporting details Writing paragraphs Performance tasks evaluation of the piece. Tell whether the author successfully argued and supported his or her claims. Use details from the text to support your answer. Resources (figurative language) (poetry, writing) (reading, writing, language, speaking and listening) Argumentative Writing Resources (The Argumentative Rubric) (How to write an argumentative essay) (How to write an argumentative essay) (How to write an argumentative essay) (argumentative essay frame) Writing lessons based on the standard Language L.7.1b Choose simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. L.7.1a Explain the function of phrases and clauses in general and their function in specific sentences. Language Evidence Statements Distinguish among different types - subordinate clauses--relative clause (noun clause), adverbial clause, and adjective clause. (L.7.1a) Demonstrate correct use of clauses for sentence variety. (L.7.1a) Demonstrate correct usage of verbal phrases. Conventions Prentice Hall Literature- Pearson Publishing Elements of Language- Holt Publishing Infinitives and infinitive phrases Appositives and Appositive Phrases Prentice Hall Literature- Pearson Publishing
Writing the Explanatory Writing Graphic Organizers Compare and Contrast Resources Argumentative Writing Resources (How to write an argumentative essay) (How to write an argumentative essay) (How to write an argumentative essay) (argumentative essay frame) ’ Language L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. These standards are constant and should be taught throughout each quarter. Study and apply grammar - L.8.1-3 Language Evidence Statements Identify the correct use of of speech, sentence parts (subject/predicate, phrases and clauses), and punctuation. Reviewed throughout the quarter: Sentence writing Correct spelling Language Note: Grammar instruction should be embedded in the teaching of writing. Autobiography of an Ex-Colored Man by James Weldon Johnson (lexile 1100) Elements of Language- Holt Publishing Sentence parts- subject and predicate, dependent and independent clauses Writing sentences Resources (noun definitions) (noun game) (noun activities)
W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (how to write a thesis statement) Writing the Informative Essay Writing the Explanatory Essay Writing Graphic Organizers Writing a Compare and Contrast Essay Compare and Contrast Graphic Organizer Language L. 8.1c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. L. 8.1d Recognize and correct inappropriate shifts in verb and mood. These standards are constant and should be taught throughout each quarter. Study and apply grammar - L.8.1-3 Language Evidence Statements Demonstrate an understanding of appropriate shifts in verb and mood in written and spoken texts. L.8.1d Conventions Note: Grammar instruction should be embedded in the teaching of writing. Prentice Hall Literature- Pearson Publishing Elements of Language- Holt Publishing Verbs – simple tense, tenses, and mood Prentice Hall Literature- Pearson Publishing Integrated Language Arts pg. 382 and 404 Reading Application Writing Application Prentice Hall Writing Coach Resources (Practice with specific language conventions/usage/ vocabulary standards, or choose specific grammar and usage games)
Activating Strategy: Lesson Opener Phonemic Awareness: Beginning Sounds-change the first sound to make a new word Shared Reading: Introduce and read chorally – “Pat-a-Cake” Skill: Key details Phonemic Awareness: Beginning Sounds-change the first sound to make a new word Shared Reading: Reread chorally/Build with sentence strips, Skill: Vocabulary Phonemic Awareness: Beginning Sounds-change the first sound to make a new word Shared Reading: Reread “Pat-a-Cake” Insert poem into notebook Skill: Text Dependent Questions Phonemic Awareness: Beginning Sounds-change the first sound to make a new word Shared Reading: Reread-“Pat-a-Cake” Make retell pieces Skill: Vocabulary/Retelling Phonemic Awareness: Beginning Sounds-change the sound to make a new word Shared Reading: Comprehension
Activating Strategy: Lesson Opener Phonemic Awareness: CVC blending and segmenting Swap It!-change the sound to make a new word Shared Reading: Skill: Vocabulary *autobiography *chore *furious *vote *election Skill: Problem/Solution Phonemic Awareness: Blend and Segment Syllables Shared Reading: Skill: Problem/Solution Phonemic Awareness: Rhyming Shared Reading: Skill: Making Connections Phonemic Awareness: Oral Language: *use these words in sentence the words *expand the sentence Words to use: farm, feathers, sheep, morning, barn, vote, chore(s), pancakes, television, parade, headache Shared Reading: Skill: Inferring
Teaching Strategies: Include sufficient detail for parents and administration to understand what will be happening in your class. Read Aloud: Today, we are going to read Duck for President. The author is Doreen Cronin and the illustrator is Betsy Lewin. (review what the author and illustrator does). One of the things readers do to help them understand a story better is to think about a problem a character had and how they solved the problem. Read you reach the page where the farm animals post “Farmer Brown Must Go! Farm Election Tomorrow!” rhen stop. Discuss what the problem was. (The animals were tired of all their chores.) Students will respond on the response paper. Then read until you reach the page where Duck is elected on the farm. Discuss how the animals solved their problem. (They elected Duck.) Students will complete the response paper. Read Aloud: Today we are going to read the book again. Yesterday we talked about the problem and solution at the beginning of the book, but today we will talk about the problem and solution towards the end of the book. Pause once Duck has been voted in as the governor and has discovered that being a governor is hard work. Uh! Oh! His trouble is happening AGAIN! Then continue reading. Read until the end. Discuss the problem (it is hard to be in charge) and the solution (Duck returned to the farm. He let Farmer Brown take over the farm. Duck decided to write an autobiography.) Read Aloud: Reread the text. The animals were upset because they had chores to do and the chores were hard work. What chores do you have? Theme study wrap up with a comprehensive discussion and craft. Review: Review the vocabulary words and essential questions. Read Aloud: Inferring Duck for President is a circular story. Which means the story really ends where it started. Review the events in the story (he thought working on a farm was hard, being a governor was hard… until he ends up back on the farm). Now that Duck has decided to write a book, do you think this will be easy for him? Have students discuss their thinking. Then, go back into the text and look for evidence to support some of their answers. Look at the pictures and think about what you know about Duck. Point out that Duck thought the other jobs would be easy. Also point out in the final illustration that he has written and crossed out several lines of the text already.
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single syllable words. (Daily) Segment spoken single-syllable into their complete sequence of individual sound. RF 1.3 Know and apply grade level phonics and word analysis skills in decoding words. Know the spelling sound correspondences for common constant digraphs. b.) Decode regularly spelled one-syllable words. (Daily) RF 1.4 Read on-level text with purpose and understanding. Read on-level text orally with accuracy, appropriate rate and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (Daily) RL 1.3 Describe characters, settings, and major events in a story using key details. Day Four Activities: -Morning Message: We focus on various skills such as complete sentences. Capital letter, punctuation, capitals for names, spaces between words, stretching out sounds to write, sentences make sense, staying on topic, letter writing, spelling, word wall words, and even math and science skills on Thinking Thursdays. -Spelling : -Spelling Shoot Out -Practice Test -Literacy Block: We are each working with small groups with varying ability levels. The Below Level group will work on foundational skills, like letter sounds, sight words and repetitive reading. The on-level group will read first grade material and work on reading fluency, comprehension, and skills. The above level group with Day Four Formative Assessments: -Morning Message -Practice Spelling Test -Literacy Block -Literacy Centers & small group -Fall into a Good Book Sheet Comprehension Spinners / Cubes Day Four Summative Assessments: Practice Spelling Test Day Four HOT Questions: How is a tree different that a flower? How are they the same?
Friday: -Easter Activities: -Read, “The Grumpy Easter Bunny” -Infer that “Hopper chose to keep all treats.” -Writing Prompt: “I feel grumpy when…” Other Literacy Activities: (optional) -Partner Work: Compound word Bunny Match Up -Making Words “Easter Bunny”
Activating Strategy: Lesson Opener Phonemic Awareness: Produce sounds for consonants and vowels Phonemic Awareness: Blend and segment onsets and rimes Phonemic Awareness: Blend and segment onsets and rimes Phonemic Awareness: Recognize and produce rhyming words Phonemic Awareness: Recognize and produce rhyming words Teaching Strategies: Include sufficient detail for parents and administration to understand what will be happening in your Read Aloud: The Relatives Came Reading Strategy: Visualize Characters Setting Read Aloud: The Relatives Came Reading Strategy: Retell The teacher will assist the students as they create a whole class retelling of the story using picture cards. Students will then create a retell strip. Vocabulary: tend; relative Teach the children a motion to help them remember each vocabulary word. As they listen to the story, they will do the motion when they hear a vocabulary word. Technology: Students will listen to story read aloud on the Smartboard. Read Aloud: The Relatives Came Reading Strategy: Infer Readers use the clues in the story to help them understand what’s happening. How did the relatives feel when they saw each other? Tell how you know. Read Aloud: The Relatives Came Reading Strategy: Connections Readers make connections . Have students share their experiences of when they had relatives visit them or when they went to visit a relative. Read Aloud: The Relatives Came Opinion Writing – Students will write about their favorite part of the story and tell why they liked it. Sentence Study – Discuss characteristics of a sentence. (A letter, a word, capitals, punctuation,etc.) Reread the sentence several times to work on fluency. Have the words written on a sentence strip cut apart for the class to put in order.
Activating Strategy: Lesson Opener Phonemic Awareness: CVC blending and segmenting Shared Reading: Key details Making predictions Phonemic Awareness: Swap It!-change the first sound to make a new word Shared Reading: Vocabulary Problem/Solution Phonemic Awareness: Blend and Segment Syllables Shared Reading: Are Read Skill: Problem/Solution Phonemic Awareness: Rhyming Shared Reading: Skill: Making Connections Phonemic Awareness: Oral Language: *use these words in sentence *count the words *expand the sentence Words to use: valentine, poem, stink, cards, cookies, mad, mean, sorry, friend, party, teacher Shared Reading: Skill: Comprehension
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments. Quarter 2 At-a-Glance Adhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. Be sure to review the following At-a-Glance table to become more familiar with the instructional plan for Quarter 2. English II, Quarter 2 Texts Recommendations Weeks 1-3 Anchor Texts Edgar Allan Poe (1220L) “” Zimmerman “,” Allan Poe Week 4 Writing Workshop
development, substance, and style are appropriate to purpose, audience, and task. SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 on line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9-10.5 Student can make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.9-10.6 Student can adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades Language standards 1 Students present their multimedia presentations. Student / audience members take notes as they view the presentations and rate the presentations using the presentation checklist found on page 1035.
variety of contexts within and outside of the text. If providing direct definitions, please create a glossary to give directly to students and/or project the definitions. Ideally, students will have online access and regular practice with technology, for they can access the ACADEMIC WORD FINDER and click on words as they read the text. Because copying the definitions of words is not a cognitive task, we assert that time is better spent discussing the meaning of the word, given its definition and context. Here are some resources to provide support for vocabulary instruction: Quarter 4 At-a-Glance For Quarter 4, students will learn from two units: (1) The Public Education System – and – (2) A Modernism View of War. While most of these texts are found in the textbook, some texts are online resources that teachers may choose to print or project. Be sure to read the recommendations below for guidance. English IV, Quarter 4 Texts Recommendations Week 1 from Crime and Punishment by Fyodor Dostoyevsky (exemplar), p. 991 from Hard Times by Charles Dickens, p. 998, 1050L Week 2 from Hard Times by Charles Dickens, p. 998, 1050L (continued) from “Hind Swaraj” by Mahatma Gandhi
Text Structure – Slightly Complex Language Features – Very Complex Meaning – Exceedingly Complex Overall Complexity – Very Complex Resources to help with the culminating task: (separates student moves into phases towards creating a TED Talk) (includes handouts and visuals to support students) (breaks down the parts of a TED Talk into discrete sections, guides searching for topic information) (PDF of unit plan for TED offers an alternative Think Sheet for note collection) Week 3 Ted Talks on Modern US Education & Reform: “What If Schools Taught Us How to by Jonathan Levi () “Testing, Testing” by Darling-Hammond () “The Surprising Truth About Learning in Schools” by Will Richardson () “What Standardized Tests Don’t Measure” by Nikki Adeli () “Grit: The Power of Passion and Perseverance” by Angela Lee Duckworth ( ) Week 4 Culminating Writing Task – Writing a TED Talk Exemplar: “High School Training Ground” by Malcolm London - Week 5 “To a Mouse” by Robert Burns “The Social Contract” by Jean-Jacques Rousseau To assist teachers with scaffolding instruction, the qualitative measures of the anchor texts are provided here. These measures are based on the . Anchor Text: To a Mouse by Robert Burns, p. 734 Knowledge Demands – Moderately Complex Text Structure – Very Complex Language Features – Very Complex Meaning – Moderately Complex Overall Complexity – Very Complex Anchor Text: The Hollow Men by T.S. Eliot, p. 1163 Knowledge Demands – Very Complex Text Structure – Slightly Complex Language Features – Slightly Complex Meaning – Very Complex Overall Complexity – Very Complex Week 6 “Dulce et Decorum Est” by Wilfred Owen “Leviathan” by Thomas Hobbes and C.B. Macpherson Week 7 “The Hollow Men” by T.S. Eliot, p. 1163 from The Heart of Darkness by Joseph Conrad Week 8 “The Hollow Men”- The Literary Magazine, p. 1165 by Grover Week 9 Culminating Task
Building Knowledge Leveled readers Paired Text Supplemental Materials Group, and Independent work) All students experience all texts and resources regardless of level From the Leveled Readers: Big Cats (Vocabulary Reader) Other Resources: “Big Cats: Jaguars, Tigers, and Mountains Lion” video “Our Most Stunning Pictures of Big Cats” article “Secret’s of the World’s 38 Species of Wild Cats” article/interview Optional: Big Cats by Seymour Simon (trade book) Vocabulary Drawn from the texts resemble, detecting, keen, vary, unobserved, mature, particular, available, ferocious, contentment, solitary, territory, predator, stalk Weeks 1-2: Cougars (Unit 2, Lesson 10) Week 2 Continued Essential Question: What impacts are humans having on big cat species throughout the Day 1 Day 2 Day 3 Day 4 Day 5 Foundational Skills Fluency Decoding Word Work Follow the Phonics and Fluency sequence of activities Language/ Syntax Spelling and Grammar Follow the daily Grammar and Spelling sequence of activities
Speaking and Listening SL.5.1 Weeks 8-9: James Forten (Unit 3, Lesson 14) Week 9 Essential Question: What role did African Americans play during the American Revolution? Day 1 Day 2 Day 3 Day 4 Day 5 Anchor Text Rereading for fluency practice, additional comprehension support or independent reading practice Writing Support Optional Building Knowledge Leveled readers Paired Text Supplemental Materials (Whole/Small Group, and Independent work) All students experience all texts and resources regardless of level The Extraordinary Life of Thomas Peters (from Leveled Readers) “Black Revolutionary Seamen”, “Prince Hall”, “Runaways”, Other Resources Photo Essay, “African Americans in the Revolutionary War,” “African Americans in the American Revolution”, “African Americans and the Revolution”, Vocabulary Drawn from the texts Complete Rolling Vocabulary Activity Weeks 8-9: James Forten (Unit 3, Lesson 14) Week 9 Continued
How does the term “river branches” on p. 756 help you understand the meaning of “tributaries?” (Vocabulary) On p. 758 the author uses a direct quote from Lewis. How does this quote help you understand what happens next? (Author’s Craft and Purpose) How do the words and actions of the characters help establish the theme of the play “A Surprise Reunion?” (Author’s Craft and Purpose) What do you think President Jefferson meant when he said, “Lewis and Clarke have entirely fulfilled my expectations?” Cite evidence from the text to support your opinion. (Opinion) *See TWAG Leveled Readers Advanced: Friends Along the Way (910L) On-level: History of the Fur Trade (860L) Struggling Readers: The of Discovery (700L)- Building Knowledge and Intervention Vocabulary Reader: River Travel (720L) English Language Support: The American Fur Trade (600L) Literacy Station Activities Comprehension station-main idea and details graphic organizer, written summary of the text, Journeys flip chart for Lesson 25, Activity Comprehension Part 2, C.018- What’s the Big Idea? from WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. RI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Level 1 Entering Level 2 Emerging 3: Developing 4: Expanding Level 5: Bridging Reading List single word details from the text for an illustrated main idea to explain how the main idea is supported by key details a bubble map and word bank support. Identify the main ideas and supporting details using sentence frames and a word bank with graphic organizer support. Produce the main ideas and supporting details to explain how the main idea is supported by key details using a graphic organizer with peer support. Summarize main ideas and supporting details to explain how the main idea is supported by key details using a graphic organizer. Summarize two or more main ideas of a text and explain how they are supported by key details.