The document provides the schedule and activities for a classroom. It includes the big question for the day, which asks how we can work together to achieve a goal. The schedule lists the different activities the class will do throughout the day, including small group work, vocabulary lessons, reading assignments, and grammar lessons. It focuses on teamwork and working together to accomplish tasks.
38 Weeks labeled "Week One, Week Two," etc. There a links to products used. Each week includes:
- A phonics word family to introduce, with a word list.
- 10 new weekly sight words to focus on, for a total of 300 for the year
- A reading comprehension strategy to teach for each week, until you hit week 22 (then you review)
- A language arts skill to work on for the week. ( I went through the CCSS and put in all of the major ones that I thought really needed concentrated focus in first grade, in addition to phonics, sight words, and writing.)
- A weekly writing topic. These start with expository writing, then move to opinion, then narrative, with a few "how to" assignments and some letters to write thrown in there as well.
- A science topic
- A social studies topic
- A weekly math skill
You may go through these slides with your child before I teach it during my lesson. It will help them to have a better understanding of what I am teaching.
38 Weeks labeled "Week One, Week Two," etc. There a links to products used. Each week includes:
- A phonics word family to introduce, with a word list.
- 10 new weekly sight words to focus on, for a total of 300 for the year
- A reading comprehension strategy to teach for each week, until you hit week 22 (then you review)
- A language arts skill to work on for the week. ( I went through the CCSS and put in all of the major ones that I thought really needed concentrated focus in first grade, in addition to phonics, sight words, and writing.)
- A weekly writing topic. These start with expository writing, then move to opinion, then narrative, with a few "how to" assignments and some letters to write thrown in there as well.
- A science topic
- A social studies topic
- A weekly math skill
You may go through these slides with your child before I teach it during my lesson. It will help them to have a better understanding of what I am teaching.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
11. Listen as I read “A Big-City Dream.”
As I read, notice how I will express
Luz’s emotions by changing my
pacing and tone of voice. Reading
with emotion makes dialogue more
interesting.
Be ready to answer questions after
I finish.
12. At the beginning of the
story, how does Luz feel about
her plan for creating a garden?
What kind of person is Luz?
How do you know?
13. convince – to make someone
feel sure; to persuade by
argument or proof
energetic – full of energy;
vigorous
offers – holds out to be taken;
is willing if another approves
14. (To add information to the graphic organizer, click on end
show, type in your new information, and save your changes.)
19.
bawling – crying out in a noisy way
coyote – small, wolflike mammal
living in many parts of North
America
dudes – people raised in the city,
especially easterners who vacation
on a ranch
20. roundup – the act of driving or
bringing cattle together from long
distances
spurs – metal points or pointed
wheels, worn on a rider’s boot heels
for urging a horse on
21. mesquite – any of several trees
or bushes common in
southwestern United States and
Mexico, which often grow in
dense clumps or thickets
promoted – raised in
rank, condition, or importance
(Next Slide)
28. tornadoes sometimes
sweep, through the western
states
Tornadoes sometimes sweep
through the western states.
they can blow. The rooves off
houses
They can blow the roofs off
29. Many
of the kids on the ranches
rode ponies.
The underlined words are
nouns, plural nouns. They name
more than one person, place, or
thing.
Some nouns form their plural by
30. Singular nouns name one
person, place, or thing.
Plural nouns name more than one
person, place, or thing.
Add –s to form the plural of
most nouns.
school/schools, dog/dogs, cow/cows
31. –es to form the plural of
nouns that end in ch, sh, s, ss, or
x.
Add
ranch/ranches, bush/bushes, bus
/buses, cross/crosses, fox/foxes
32. To form the plural of nouns that
end in a consonant followed by a
y, change the y to i and add –es.
family/families, party/parties,
pony/ponies
33. The students had a long bus ride
to school.
students
They squeezed together like
sardines in a can.
sardines
34. Several families from the area
rode the bus.
families
They lived on ranches and went
to the same school.
ranches
46. Turn to page 172, paragraphs 2-3.
As I read, notice how my pitch and
tone change to express Monchi’s
feelings about Victor and Miss
Byers.
Now we will practice together as a
class by doing three choral readings
of these paragraphs.
48. we saw cows horsies sheeps
chickens and pigs on the ranch
We saw
cows, horses, sheep, chickens, an
d pigs on the ranch.
there were to many cowes two
count
There were too many cows to
49. A plural noun names more than one
person, place, or thing.
–s to form the plural of most
nouns. Add –es to form the plural of
nouns ending in ch, sh, s, ss, or x.
Add
When a noun ends in a consonant
followed by y, form its plural by
changing the y to i and adding –es.
56. Turn to page 183, paragraphs 3-9
(begin with “The winner of…”)
As I read, notice how my voice
changes to express Monchi’s
surprise and then sense of pride.
Now we will practice together as a
class by doing three choral readings
of these paragraphs.
58. it was fun watching the horses
look after there babys
It was fun watching the horses
look after their babies.
the foals have long thin legs,
they run after their motheres
The foals have long thin legs.
They run after their mothers.
59. A plural noun names more than one
person, place, or thing.
–s to form the plural of most
nouns. Add –es to form the plural of
nouns ending in ch, sh, s, ss, or x.
Add
When a noun ends in a consonant
followed by y, form its plural by
changing the y to i and adding –es.
60. Good writers are careful to spell
words correctly.
Review something you have written
to see if you can improve it by
correcting the spelling of plural
nouns.
69. if i get the chance. im going to
work on a ranch
If I get the chance, I’m going
to work on a ranch.
its hard work but i know id
enjoy it
It’s hard work, but I know I’d
enjoy it.
70. A plural noun names more than one
person, place, or thing.
–s to form the plural of most
nouns. Add –es to form the plural of
nouns ending in ch, sh, s, ss, or x.
Add
When a noun ends in a consonant
followed by y, form its plural by
changing the y to i and adding –es.
71. Test Tip: Do not use apostrophes to
form plural nouns. Only contractions
and possessive nouns use
apostrophes.
The mother cow’s are feeding
their baby’s.
Yes: The mother cows are feeding
their babies.
No:
76. Drawing a conclusion while you read
or after you read is forming an
opinion based on what you already
know or on the facts and details in a
text.
Check on author’s conclusions or your
own conclusion by asking: Is this the
only logical choice? Are the facts
accurate?
77. Narrative writing recalls an event or
series of events through the
storyteller, or narrator.
Narrative writing describes events in
detail as seen through the eyes of
the storyteller.
Think about the storyteller’s point of
view when reading narrative writing.
78. The dark, or bold, words defined
in a dictionary or glossary are
called entry words. When
looking up the meaning of an
unfamiliar word, its entry word
may not match exactly the word
in the selection.
79. Entry words are often base
words without endings, prefixes,
or suffixes.
Use a dictionary to define the
following words from “Coyote
School News.” List the entry
word and meaning for each word.
81. Name a newspaper and share what
you know about how it is organized.
A newspaper is a daily or weekly
publication containing world and local
news and other features.
Newspapers are divided into sections.
Each section focuses on a subject,
such as local news, arts, or sports.
82. A newspaper has an index on or near
the front page.
Newspapers include editorial pages
that express opinions on current
events.
A newsletter is a brief publication
from a group that contains news of
interest to the group’s members.
83. Newspapers and newsletter articles
are identified with headlines and may
also include illustrations or
photographs with captions.
86. what great rider those vaqueros
are
What great riders those
vaqueros are!
they can rode all day and never
get tired, id like to do that
They can ride all day and never
get tired. I’d like to do that.
87. A plural noun names more than one
person, place, or thing.
–s to form the plural of most
nouns. Add –es to form the plural of
nouns ending in ch, sh, s, ss, or x.
Add
When a noun ends in a consonant
followed by y, form its plural by
changing the y to i and adding –es.