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Beacon Learning Center: El Joki Poki (The Hokey Pokey)
Beacon Lesson Plan Library Beacon Lesson Plan Library El Joki Poki (The Hokey Pokey) Amanda Yates Polk County Schools Description Students learn the Spanish words for prepositions and act them out as they sing and act out the motions to the song, “El Joki Poki” (The...
A Calculus Review - Linda Valdes; San Jose State University, San Jose, CA
Calculus Review Integration Derivatives Limits Mail
American University of Puerto Rico
INFORMACIÓN DE CONTACTOINFORMACIÓN DE CONTACTO DIRECTORIO LOCALIZACIÓN ENLACESE-MAIL MOODLE WEBADVISOR HACU College Navigator Universia Middle States Departamento de Asuntos de Veteranos INFORMACIÓN AL CONSUMIDOR Y POLÍTICASINFORMACIÓN AL CONSUMIDOR PO...
 ReadWriteThink: Writing a Review Checklist
Writing a Review Checklist Does the review state the author’s name and work(s)? Yes No Does the review include the date of publication and publishing company? Yes No Does the review give a clear and powerful statement of the writer’s opinion of the work (i.e....
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Writing a Review Checklist Does the review state the author’s name and work(s)? Yes No Does the review include the date of publication and publishing company? Yes No Does the review give a clear and powerful statement of the writer’s opinion of the work (i.e., a thesis)? Yes No Is the review geared towards a particular audience? Yes No Does the review summarize the important points of the work? • • • For fiction: consider plot, character, setting and theme For nonfiction: consider focus
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http://www.readwritethink.org/lesson_images/lesson876/WtgReviewChecklist.pdf#page=1
www.readwritethink.org/lesson_images/lesson876/WtgReviewChecklist.pdf#pag...
Writing a <span class="highlight">Review</span> Checklist Does the <span class="highlight">review</span> state the author’s name and work(s)? Yes No Does the <span class="highlight">review</span> include the date of publication and publishing company? Yes No Does the <span class="highlight">review</span> give a clear and powerful statement of the writer’s opinion of the work (i.e., a thesis)? Yes No Is the <span class="highlight">review</span> geared towards a particular audience? Yes No Does the <span class="highlight">review</span> summarize the important points of the work? • • • For fiction: consider plot, character, setting and theme For nonfiction: consider focus
Core Concepts of RtI/Witt
Discussion Team Review Comparison to Benchmarks Team Review Problem Solving PS Process Define Problem Generate Solutions Use Assessment to Select Intervention Comparison To Expected Standards Standard Protocol Who What Outcome
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Discussion Team Review Comparison to Benchmarks Team Review Problem Solving PS Process Define Problem Generate Solutions Use Assessment to Select Intervention Comparison To Expected Standards Standard Protocol Who What Outcome
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http://centeroninstruction.org/files/CorePrinciplesAndEssentialComponentsOfRtI.pdf#page=42
centeroninstruction.org/files/CorePrinciplesAndEssentialComponentsOfRtI.p...
Discussion Team <span class="highlight">Review</span> Comparison to Benchmarks Team <span class="highlight">Review</span> Problem Solving PS Process Define Problem Generate Solutions Use Assessment to Select Intervention Comparison To Expected Standards Standard Protocol Who What Outcome
Chemical and Engineering News: January 14, 2002
resistance. ANCIENT ABSTRACTS Evidence of human cognitive activity found in 70,000-year-old engravings. PROTEOMICS DELIVERS On a large scale, interactions between yeast proteins are unraveled. CHEMICAL E-TRADING One major firm is left in business as ChemConnect buys CheMatch. CHANGING THE RULES?...
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support standards • EL.08.WR.01 Use a variety of strategies to prepare for writing, such as brainstorming, making lists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes. • EL.08.WR.02 Discuss ideas for writing with classmates, teachers,...
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support standards • EL.08.WR.01 Use a variety of strategies to prepare for writing, such as brainstorming, making lists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes. • EL.08.WR.02 Discuss ideas for writing with classmates, teachers, and other writers, and develop drafts alone and collaboratively. • EL.08.WR.03 identify audience and purpose. • EL.08.WR.04 Choose the form of writing that best suits the intended purpose—personal letter, letter to the editor, review
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http://www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=1
standards EngliSH languagE artS Grades 4 to 8 and HS Adopted January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 26B Grade 8 Grade 8 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition <span class="highlight">EL</span>.08.RE.01 read or demonstrate progress toward reading at an independent and instructional reading level
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http://www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=2
www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=2
support standards • <span class="highlight">EL</span>.08.WR.01 Use a variety of strategies to prepare for writing, such as brainstorming, making lists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes. • <span class="highlight">EL</span>.08.WR.02 Discuss ideas for writing with classmates, teachers, and other writers, and develop drafts alone and collaboratively. • <span class="highlight">EL</span>.08.WR.03 identify audience and purpose. • <span class="highlight">EL</span>.08.WR.04 Choose the form of writing that best suits the intended purpose—personal letter, letter to the editor, <span class="highlight">review</span>
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http://www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=3
www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=3
standards EngliSH languagE artS Grades 4 to 8 and HS Adopted January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 28B Grade 8 Grade 8 expository writing: response to LiterAry text <span class="highlight">EL</span>.08.WR.25 Write responses to literature: • Demonstrate careful reading and insight into interpretations . • Connect the student’s own responses to the writer’s techniques and to specific textual references
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OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals Student accountability for grades 3 to 8 and HS standards began 2005-06 . OregOn grade-level FOundatiOns EngliSH languagE artS Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Ed...
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OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals Student accountability for grades 3 to 8 and HS standards began 2005-06 . OregOn grade-level FOundatiOns EngliSH languagE artS Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 5B Skills to Support Standards - common across grade levels. Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . ConCepts of print EL
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http://www.ode.state.or.us/teachlearn/real/documents/el00.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/el00.pdf#page=1
OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals Student accountability for grades 3 to 8 and HS standards began 2005-06 . OregOn grade-level FOundatiOns EngliSH languagE artS Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 5B Skills to Support Standards - common across grade levels. Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . ConCepts of print <span class="highlight">EL</span>
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http://www.ode.state.or.us/teachlearn/real/documents/el00.pdf#page=2
www.ode.state.or.us/teachlearn/real/documents/el00.pdf#page=2
EngliSH languagE artS OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals OregOn grade-level FOundatiOns Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Kindergarten Kindergarten Writing Pre-write, draft, revise, edit, and publish across the subject areas . pLAnning, evALuAtion, AnD revision SKillS tO SuPPOrt StanDarDS • <span class="highlight">EL</span>.00.WR.01 Discuss ideas to include in a story. writing <span class="highlight">EL</span>.00.WR.02 Write by moving from left to right and from top to
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OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals OregOn grade-level FOundatiOns EngliSH languagE artS Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of...
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OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals OregOn grade-level FOundatiOns EngliSH languagE artS Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 8B Grade 1 Grade 1 LiterAry text: DeveLop An interpretAtion EL.01.LI.07 relate prior knowledge to the story. EL.01.LI.08 Predict and justify what will happen next in stories . LiterAry text: exAmine
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http://www.ode.state.or.us/teachlearn/real/documents/el01.pdf#page=2
www.ode.state.or.us/teachlearn/real/documents/el01.pdf#page=2
OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals OregOn grade-level FOundatiOns EngliSH languagE artS Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 8B Grade 1 Grade 1 LiterAry text: DeveLop An interpretAtion <span class="highlight">EL</span>.01.LI.07 relate prior knowledge to the story. <span class="highlight">EL</span>.01.LI.08 Predict and justify what will happen next in stories . LiterAry text: exAmine
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standards EngliSH languagE artS Grades 4 to 8 and HS Adopted January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 20B Grade 6 Grade 6 Reading analyze words,...
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standards EngliSH languagE artS Grades 4 to 8 and HS Adopted January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 20B Grade 6 Grade 6 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.06.RE.01 Read aloud grade-level narrative text and informational text fluently and accurately with effective
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http://www.ode.state.or.us/teachlearn/real/documents/el06.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/el06.pdf#page=1
standards EngliSH languagE artS Grades 4 to 8 and HS Adopted January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 20B Grade 6 Grade 6 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition <span class="highlight">EL</span>.06.RE.01 Read aloud grade-level narrative text and informational text fluently and accurately with effective
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http://www.ode.state.or.us/teachlearn/real/documents/el06.pdf#page=3
www.ode.state.or.us/teachlearn/real/documents/el06.pdf#page=3
standards EngliSH languagE artS Grades 4 to 8 and HS Adopted January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 22B Grade 6 Grade 6 expository writing: reseArCh reports/ muLtimeDiA presentAtions <span class="highlight">EL</span>.06.WR.25 Write research reports: • Pose relevant questions that are focused enough to be thoroughly answered in the report. • identify credible sources. • Support the main idea or ideas
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