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 The Poetry Unit
It describes a fleeting (something that doesn’t last very long) moment in nature. It is like a snapshot of something beautiful in nature. It should capture emotion. Examples – Line 1 has 5 syllables A Caterpillar Moonlight shines brightly Line 2 has 7...
 Development of Performance Level Descriptors for the California Standards Tests (CSTs) and...
students: • Solve multi-step word problems involving addition and subtraction. • Solve multi-digit subtraction problems involving regrouping with zeros. • Accurately subtract money in decimal formats. • Understand the concept of multiplication and solve two-...
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students: • Solve multi-step word problems involving addition and subtraction. • Solve multi-digit subtraction problems involving regrouping with zeros. • Accurately subtract money in decimal formats. • Understand the concept of multiplication and solve two-digit times one-digit multiplication problems. • Set up a multiplication problem from a word problem. • Set up a problem using data from a chart and choose the correct operation. Basic students: • Identify the place value of a digit in a whole
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http://www.cde.ca.gov/ta/tg/sr/documents/pldreport.pdf#page=83
www.cde.ca.gov/ta/tg/sr/documents/pldreport.pdf#page=83
Appendix A: Mathematics PLDs Specific Descriptors: Number Sense Advanced students: • Compare unit fractions. • Identify the correct operation to solve a word problem. • Compute multi-<span class="highlight">digit</span> subtraction with regrouping. • Know how many fractional parts equal a whole without a model <span class="highlight">in</span> the context <span class="highlight">of</span> a word problem. Proficient students: • Solve multi-<span class="highlight">digit</span> problems <span class="highlight">using</span> addition and subtraction. • Solve word problems <span class="highlight">using</span> addition. • Solve problems involving multiples <span class="highlight">of</span> 5. • Use models
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http://www.cde.ca.gov/ta/tg/sr/documents/pldreport.pdf#page=88
www.cde.ca.gov/ta/tg/sr/documents/pldreport.pdf#page=88
students: • Solve multi-step word problems involving addition and subtraction. • Solve multi-<span class="highlight">digit</span> subtraction problems involving regrouping with zeros. • Accurately subtract money <span class="highlight">in</span> decimal formats. • Understand the concept <span class="highlight">of</span> multiplication and solve two-<span class="highlight">digit</span> times one-<span class="highlight">digit</span> multiplication problems. • Set up a multiplication problem from a word problem. • Set up a problem <span class="highlight">using</span> data from a chart and choose the correct operation. Basic students: • Identify the place value <span class="highlight">of</span> a <span class="highlight">digit</span> <span class="highlight">in</span> a whole
Armstrong Numbers
employ to solve this problem. Allow students some time to come up with a strategy on their own. If students are stuck, suggest one of the following: Using a list of numbers 1‑999, students can eliminate any non‑Armstrong numbers. (Many numbers can be eliminated from...
Independent Evaluation of the Alignment of the California Standards Tests (CSTs) and the C...
the domain Number Sense, one strand for Grade 2 is ‘Students understand the relationship between numbers, quantities, and place value in whole numbers up to 1,000’. Finally, the most specific level of the content expectations for California is a standard. This term refers t...
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the domain Number Sense, one strand for Grade 2 is ‘Students understand the relationship between numbers, quantities, and place value in whole numbers up to 1,000’. Finally, the most specific level of the content expectations for California is a standard. This term refers to statements describing specific skills that students are expected to demonstrate. Using math Grade 2 for another example, one standard is ‘Count, read, and write whole numbers to 1,000 and identify the place value for each digit
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http://www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=23
www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=23
the domain Number Sense, one strand for Grade 2 is ‘Students understand the relationship between numbers, quantities, and place value <span class="highlight">in</span> whole numbers up to 1,000’. Finally, the most specific level <span class="highlight">of</span> the content expectations for California is a standard. This term refers to statements describing specific skills that students are expected to demonstrate. <span class="highlight">Using</span> math Grade 2 for another example, one standard is ‘Count, read, and write whole numbers to 1,000 and identify the place value for each <span class="highlight">digit</span>
 A Haiku Lesson -- Intermediate
I wrote words on slips of paper. I labeled three bowls: Nouns Verbs Adjectives I put the nouns in the noun bowl, the verbs in the verb bowl and the adjectives in the adjective bowl. I then sat down and typed some examples of Haiku, breaking down the syllabl...
Preparing Speeches
to prepare--we prepare to fail. So here is some information to help you prepare for success. What is the purpose of your speech? To inform? To persuade? To entertain? Once you know the general purpose of your speech you can begin to prepare for your speech. S...
Going Green: The Promise of Supplier Environmental Management
design and implementa- tion of SCEM programs.Brief examples are used to illustrate how organizations have responded to specific situations and challenges. Setting the stage for SCEM As with most management initiatives, there is no “one size fits all”approach to SCEM. In...
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design and implementa- tion of SCEM programs.Brief examples are used to illustrate how organizations have responded to specific situations and challenges. Setting the stage for SCEM As with most management initiatives, there is no “one size fits all”approach to SCEM. In order to understand how companies decide what SCEM program elements they need to assemble,we focused on three key factors,or characteris- tics.Although other factors certainly influence SCEM program design and implementation, the following serve
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http://www.neefusa.org/pdf/SupplyChainStudy.pdf#page=14
www.neefusa.org/pdf/SupplyChainStudy.pdf#page=14
design and implementa- tion <span class="highlight">of</span> SCEM programs.Brief examples are used to illustrate how organizations have responded to specific situations and challenges. Setting the stage for SCEM As with most management initiatives, there is no “one size fits all”<span class="highlight">approach</span> to SCEM. <span class="highlight">In</span> order to understand how companies decide what SCEM program elements they need to assemble,we focused on three key factors,or characteris- tics.Although other factors certainly influence SCEM program design and implementation, the following serve
Preparing Your Speech
finally, the future. Using this structure makes it easy for the audience to follow along. Cause and Effect The Cause and Effect approach is another useful way to describe an event. You can start with either the cause or the effect, but be clear about which one you are discussing. Doin...
Canyonlands: Write About It
things without using a word of comparison such as "like" or "as." A simile is a figure of speech that make a comparison using either "like" or "as." Personification is a figure of speech in which an ide...
Smithsonian: Melodic Rhythms of India
of vocalizing rhythms is utilized by musicians from both north and south India.- See pg. 8 of Ruckert book) *Improvising using jatis. (See Ruckert book, pg. 9) a. Practice both chhand (one syllable per beat) and laya (syllables subdivide the beat) b. Decide on chhand o...
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of vocalizing rhythms is utilized by musicians from both north and south India.- See pg. 8 of Ruckert book) *Improvising using jatis. (See Ruckert book, pg. 9) a. Practice both chhand (one syllable per beat) and laya (syllables subdivide the beat) b. Decide on chhand or laya for the rhythmic improvisation. i. Chhand Improv: 1. The class keeps a steady pulse on body percussion or quiet drums. 2. Improviser uses four groups of each speech pattern, but chooses different orders during performance
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http://www.smithsonianglobalsound.org/images/teaching/MelodicRhythmsIndia.pdf#page=2
www.smithsonianglobalsound.org/images/teaching/MelodicRhythmsIndia.pdf#pa...
<span class="highlight">of</span> vocalizing rhythms is utilized by musicians from both north and south India.- See pg. 8 <span class="highlight">of</span> Ruckert book) *Improvising <span class="highlight">using</span> jatis. (See Ruckert book, pg. 9) a. Practice both chhand (one syllable per beat) and laya (<span class="highlight">syllables</span> subdivide the beat) b. Decide on chhand or laya for the rhythmic improvisation. i. Chhand Improv: 1. The class keeps a steady pulse on body percussion or quiet drums. 2. Improviser uses four groups <span class="highlight">of</span> each <span class="highlight">speech</span> pattern, but chooses different orders during performance
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