This document contains a list of 5 proverbs along with their country of origin but provides no details on the actual proverbs or countries. It appears to be an incomplete table intended to pair proverbs with their place of cultural origin.
Abecedario para imprimir y trabajar con los niñosLuis Mi Garcia
This document contains 26 sections labeled with letters from A to Z. It appears to be providing some type of overview or outline covering various topics but does not include any other context or details about the content of each section.
The document discusses the 5 kingdoms but provides no details about them. It contains no meaningful information in the body. The document mentions there are 5 kingdoms but does not elaborate on what they are.
The document provides examples and exercises to practice high-frequency words, consonant sounds, and summarizing texts. It includes a list of high-frequency words to use in sentences, the consonant sounds of c and g, and a short summary question about how a school can be viewed as a community. It also references helping hands at a 4-H club and a story about a farmer in a hat.
This document appears to be a form with blanks for 7 items of unspecified information. No other contextual or identifying information is provided in the document to determine what kind of form this is or what specific information belongs in each blank field.
This document provides a series of letters arranged in a grid format intended for looking at, writing, and coloring. The letters spell out simple words when read left to right, top to bottom. The grid is followed by blanks for writing additional words formed from the letters.
People work to improve communities. Various groups and individuals contribute to making communities better places to live. The document discusses people, communities, and high-frequency words related to who works and lives in a community.
This document discusses an unknown item or concept referred to repeatedly as "it" without providing any clarifying details about what "it" refers to. The document contains repetitive phrases asking "What is it?" without any answers being given to identify the subject being discussed.
The document provides instructions and content for a reading lesson, including questions about how a school can be a community, examples to complete sentences with, high-frequency words to use in sentences, consonant sounds to practice, and readings about a farmer and 4-H club volunteering that are in the workbook. It directs the user to practice reading skills and learn about communities.
Abecedario para imprimir y trabajar con los niñosLuis Mi Garcia
This document contains 26 sections labeled with letters from A to Z. It appears to be providing some type of overview or outline covering various topics but does not include any other context or details about the content of each section.
The document discusses the 5 kingdoms but provides no details about them. It contains no meaningful information in the body. The document mentions there are 5 kingdoms but does not elaborate on what they are.
The document provides examples and exercises to practice high-frequency words, consonant sounds, and summarizing texts. It includes a list of high-frequency words to use in sentences, the consonant sounds of c and g, and a short summary question about how a school can be viewed as a community. It also references helping hands at a 4-H club and a story about a farmer in a hat.
This document appears to be a form with blanks for 7 items of unspecified information. No other contextual or identifying information is provided in the document to determine what kind of form this is or what specific information belongs in each blank field.
This document provides a series of letters arranged in a grid format intended for looking at, writing, and coloring. The letters spell out simple words when read left to right, top to bottom. The grid is followed by blanks for writing additional words formed from the letters.
People work to improve communities. Various groups and individuals contribute to making communities better places to live. The document discusses people, communities, and high-frequency words related to who works and lives in a community.
This document discusses an unknown item or concept referred to repeatedly as "it" without providing any clarifying details about what "it" refers to. The document contains repetitive phrases asking "What is it?" without any answers being given to identify the subject being discussed.
The document provides instructions and content for a reading lesson, including questions about how a school can be a community, examples to complete sentences with, high-frequency words to use in sentences, consonant sounds to practice, and readings about a farmer and 4-H club volunteering that are in the workbook. It directs the user to practice reading skills and learn about communities.
This document discusses how stories can be treasures and provides information on adding endings like "ies" and "ied" to words. It also mentions Cinderella and includes a workbook section.
The document discusses stories as treasures and provides links to reading games and high-frequency words. It also lists characters from the story Cinderella and mentions the illustrator Paul Trudel and his assistant Anarosa. Workbook is listed at the bottom.
The document is a series of questions about whether various individuals can perform certain activities, with yes/no answers provided in a consistent format of two sentences for yes answers and three sentences for no answers. It asks questions about Karl, Paul, Peter, Catherine, Ana Freixo, Jack, Joe, Mike, Lucy, Sophie, Stefan, and Alex and whether they can engage in activities like playing golf or swimming.
This short document provides instructions for a listening activity where the reader is asked to listen and circle words or phrases. The reader is presented with 5 lines of underscores indicating spaces to write circled words or phrases related to the letter "E" sound that are read aloud.
The document instructs the reader to look at an image and write 5 sentences describing what they see in the picture. No image is provided, so 5 blank lines are given for the reader to write their 5 sentences summarizing the visual content.
A greedy father divides his land between his three sons upon his death, but keeps the most fertile part for himself in the afterlife. When he arrives in the afterlife, he finds that the land he reserved has been flooded by a river. The cartoon adaptation conveys the classic folktale of a greedy man who fails to provide for his future and suffers consequences through visual storytelling.
This document contains an English language study worksheet for third grade students from June 2012. It includes exercises for students to practice using English words in sentences, comparing adjectives, listing countable and uncountable nouns, completing a shopping list, answering questions about quantities, and writing verb conjugations in the past tense. The worksheet is graded and includes a quote about truth at the bottom of each page.
This document appears to be an English worksheet that asks students to answer questions about physical descriptions. It includes questions about whether characters have certain physical traits like black hair, being fat, or having long wavy hair. It then provides a short passage to fill in using "to be" or "have got" about Charlie Brown's physical description. Finally, it prompts students to provide a short description of the character Lucy.
This document contains a graph showing the number of trees from 20 down to 1 on the y-axis and Chinese characters in parentheses on the x-axis. It appears to be tracking the number of trees over time or in relation to other factors not provided in the text.
This document lists Spanish words beginning with each letter of the alphabet and their English translations. It includes common nouns from A to Z, such as araña (spider), barco (boat), casa (house), chocolate (chocolate), delfín (dolphin), and zorro (fox).
This document appears to be guided notes about the early exploration and settlement of the land west of the Appalachian Mountains. It includes questions about key figures like Daniel Boone and events like the Long Hunters expeditions. Specific topics covered include Walker's expedition through the Cumberland Gap; the purposes and organization of long hunts; Boone's failed first attempt to settle Kentucky; the construction of the Wilderness Road; and some of the first permanent white settlers in regions like Kentucky and Tennessee.
This document contains a chemistry worksheet with questions about organic compounds. The questions cover topics like carbon bonding, saturated and unsaturated hydrocarbons, isomers, IUPAC naming conventions, and classifying compounds as organic or inorganic. Students are asked to identify properties of organic compounds, classify sample molecules as different types of hydrocarbons, and provide IUPAC names for drawings of organic structures.
The document instructs the reader to observe the moon over 5 weeks and draw its phases in the circles provided, noting the date and time of each observation. It then shows a chart to record the moon's phases over several nights.
This document is a storyboard for an unspecified project. It contains blank sections intended to be filled in with details about the scenes, shots, transitions, characters and descriptions that will make up the storyboard. The purpose of the storyboard is to plan out and visualize how a video, film or other project will be structured before production.
The document provides adjectives and instructs the reader to write comparative sentences describing a picture using those adjectives. It lists adjectives for describing height, age, emotions, and body type but does not include any other context or details about the picture to be described.
Wolfgang Amadeus Mozart was a famous prodigy, meaning a child who displays exceptional talent at a very young age. Mozart began composing music at age 5 and performing for European royalty by age 6, showing an incredible natural gift and mastery of music at a young age. The document appears to be a worksheet asking students to define "prodigy," provide an example of a famous prodigy other than Mozart, and cite their source of information about that prodigy.
The document discusses revising from verses in certain suras to verses in other suras. Specific sura and verse numbers are listed but are incomplete making the overall meaning unclear. The document also mentions revising from different locations like left, center, and right.
The document is an Avon Holiday Wish List that allows a customer to write down items they would like for the holidays. It prompts the customer to fill in their name and items they want. At the bottom it provides contact information for their Avon Representative to share the wish list with so they can purchase items.
This document is a blank form with fields for a name, date, and instructions to observe images, cut them out, and match them to their meanings. The form has no images or further information provided.
The document discusses using proficiency testing to improve instruction for English learners. It summarizes key standards and assessments used in many states including WIDA standards, WIDA English language proficiency levels, and the ACCESS and CELLA assessments. The document also provides an overview of Krashen's five hypotheses of second language acquisition, including the acquisition-learning distinction, the monitor hypothesis, natural order hypothesis, input hypothesis, and affective filter hypothesis.
This document discusses classroom activities related to WIDA and CELLA testing for English language learners. It addresses Florida teacher standards regarding assessment issues that affect ELL learning, including cultural and linguistic bias in testing, assessing in two languages, sociopolitical and psychological factors, special education testing and giftedness assessment. Teachers are asked to review features of NCLB, implications of standardized versus performance-based assessment, how various factors impact ELL learning, and review WIDA standards and CELLA assessments to understand their effects and how to present information to parents.
The document discusses using proficiency testing to improve instruction for English learners. It summarizes the WIDA consortium, which advances academic language development for PreK-12 English learners through standards, assessment, research, and professional development. It also discusses CELLA testing, which assesses English proficiency in listening, speaking, reading and writing, and Krashen's theory of second language acquisition, which includes the acquisition-learning distinction and hypotheses about natural order, input, monitoring, and affective filters.
This document discusses how stories can be treasures and provides information on adding endings like "ies" and "ied" to words. It also mentions Cinderella and includes a workbook section.
The document discusses stories as treasures and provides links to reading games and high-frequency words. It also lists characters from the story Cinderella and mentions the illustrator Paul Trudel and his assistant Anarosa. Workbook is listed at the bottom.
The document is a series of questions about whether various individuals can perform certain activities, with yes/no answers provided in a consistent format of two sentences for yes answers and three sentences for no answers. It asks questions about Karl, Paul, Peter, Catherine, Ana Freixo, Jack, Joe, Mike, Lucy, Sophie, Stefan, and Alex and whether they can engage in activities like playing golf or swimming.
This short document provides instructions for a listening activity where the reader is asked to listen and circle words or phrases. The reader is presented with 5 lines of underscores indicating spaces to write circled words or phrases related to the letter "E" sound that are read aloud.
The document instructs the reader to look at an image and write 5 sentences describing what they see in the picture. No image is provided, so 5 blank lines are given for the reader to write their 5 sentences summarizing the visual content.
A greedy father divides his land between his three sons upon his death, but keeps the most fertile part for himself in the afterlife. When he arrives in the afterlife, he finds that the land he reserved has been flooded by a river. The cartoon adaptation conveys the classic folktale of a greedy man who fails to provide for his future and suffers consequences through visual storytelling.
This document contains an English language study worksheet for third grade students from June 2012. It includes exercises for students to practice using English words in sentences, comparing adjectives, listing countable and uncountable nouns, completing a shopping list, answering questions about quantities, and writing verb conjugations in the past tense. The worksheet is graded and includes a quote about truth at the bottom of each page.
This document appears to be an English worksheet that asks students to answer questions about physical descriptions. It includes questions about whether characters have certain physical traits like black hair, being fat, or having long wavy hair. It then provides a short passage to fill in using "to be" or "have got" about Charlie Brown's physical description. Finally, it prompts students to provide a short description of the character Lucy.
This document contains a graph showing the number of trees from 20 down to 1 on the y-axis and Chinese characters in parentheses on the x-axis. It appears to be tracking the number of trees over time or in relation to other factors not provided in the text.
This document lists Spanish words beginning with each letter of the alphabet and their English translations. It includes common nouns from A to Z, such as araña (spider), barco (boat), casa (house), chocolate (chocolate), delfín (dolphin), and zorro (fox).
This document appears to be guided notes about the early exploration and settlement of the land west of the Appalachian Mountains. It includes questions about key figures like Daniel Boone and events like the Long Hunters expeditions. Specific topics covered include Walker's expedition through the Cumberland Gap; the purposes and organization of long hunts; Boone's failed first attempt to settle Kentucky; the construction of the Wilderness Road; and some of the first permanent white settlers in regions like Kentucky and Tennessee.
This document contains a chemistry worksheet with questions about organic compounds. The questions cover topics like carbon bonding, saturated and unsaturated hydrocarbons, isomers, IUPAC naming conventions, and classifying compounds as organic or inorganic. Students are asked to identify properties of organic compounds, classify sample molecules as different types of hydrocarbons, and provide IUPAC names for drawings of organic structures.
The document instructs the reader to observe the moon over 5 weeks and draw its phases in the circles provided, noting the date and time of each observation. It then shows a chart to record the moon's phases over several nights.
This document is a storyboard for an unspecified project. It contains blank sections intended to be filled in with details about the scenes, shots, transitions, characters and descriptions that will make up the storyboard. The purpose of the storyboard is to plan out and visualize how a video, film or other project will be structured before production.
The document provides adjectives and instructs the reader to write comparative sentences describing a picture using those adjectives. It lists adjectives for describing height, age, emotions, and body type but does not include any other context or details about the picture to be described.
Wolfgang Amadeus Mozart was a famous prodigy, meaning a child who displays exceptional talent at a very young age. Mozart began composing music at age 5 and performing for European royalty by age 6, showing an incredible natural gift and mastery of music at a young age. The document appears to be a worksheet asking students to define "prodigy," provide an example of a famous prodigy other than Mozart, and cite their source of information about that prodigy.
The document discusses revising from verses in certain suras to verses in other suras. Specific sura and verse numbers are listed but are incomplete making the overall meaning unclear. The document also mentions revising from different locations like left, center, and right.
The document is an Avon Holiday Wish List that allows a customer to write down items they would like for the holidays. It prompts the customer to fill in their name and items they want. At the bottom it provides contact information for their Avon Representative to share the wish list with so they can purchase items.
This document is a blank form with fields for a name, date, and instructions to observe images, cut them out, and match them to their meanings. The form has no images or further information provided.
The document discusses using proficiency testing to improve instruction for English learners. It summarizes key standards and assessments used in many states including WIDA standards, WIDA English language proficiency levels, and the ACCESS and CELLA assessments. The document also provides an overview of Krashen's five hypotheses of second language acquisition, including the acquisition-learning distinction, the monitor hypothesis, natural order hypothesis, input hypothesis, and affective filter hypothesis.
This document discusses classroom activities related to WIDA and CELLA testing for English language learners. It addresses Florida teacher standards regarding assessment issues that affect ELL learning, including cultural and linguistic bias in testing, assessing in two languages, sociopolitical and psychological factors, special education testing and giftedness assessment. Teachers are asked to review features of NCLB, implications of standardized versus performance-based assessment, how various factors impact ELL learning, and review WIDA standards and CELLA assessments to understand their effects and how to present information to parents.
The document discusses using proficiency testing to improve instruction for English learners. It summarizes the WIDA consortium, which advances academic language development for PreK-12 English learners through standards, assessment, research, and professional development. It also discusses CELLA testing, which assesses English proficiency in listening, speaking, reading and writing, and Krashen's theory of second language acquisition, which includes the acquisition-learning distinction and hypotheses about natural order, input, monitoring, and affective filters.
The document discusses using proficiency testing to improve instruction for English learners. It summarizes key standards and assessments used in many states including WIDA standards, WIDA English language proficiency levels, and the ACCESS and CELLA assessments. The document also provides an overview of Krashen's five hypotheses of second language acquisition, including the acquisition-learning distinction, the monitor hypothesis, natural order hypothesis, input hypothesis, and affective filter hypothesis.
This document discusses classroom activities related to WIDA and CELLA testing for English language learners. It addresses Florida teacher standards regarding assessment issues that affect ELL learning, including cultural and linguistic bias in testing, assessing in two languages, sociopolitical and psychological factors, special education testing and giftedness assessment. Teachers are asked to review features of NCLB, implications of standardized versus performance-based assessment, how various factors impact ELL learning, and review WIDA standards and CELLA assessments to understand their effects and how to present information to parents.
This document provides a framework for developing effective lessons for English learners. It outlines that teachers should first (A) identify learners' language proficiency levels and objectives for what students should know and be able to do. Second (B), teachers should design step-by-step learning activities to accomplish the objectives. Finally (C), teachers should determine how they will measure whether students have achieved the intended outcomes.
The document discusses several theories of second language acquisition, including Krashen's input hypothesis and the interaction hypothesis. According to Krashen, language acquisition occurs subconsciously when learners are exposed to comprehensible input at a level slightly above their current abilities. The interaction hypothesis posits that acquisition happens through negotiation of meaning between individuals. Piaget's theory of cognitive development includes stages that children progress through, while Vygotsky emphasized that social interaction and cultural experiences shape development within a zone of proximal development.
This document describes a Language Experience Approach (LEA) lesson conducted by an elementary school teacher in Florida. The teacher had students collect leaves outside, then guided them through describing the experience. As the students shared what they did, the teacher wrote down their words to create a class-generated text. The teacher had the students read the text together multiple times. This LEA lesson supported language acquisition for English learners and helped develop reading skills for all students.
The document discusses methods for teaching English to speakers of other languages (ESOL) using conventional and non-conventional measures in math. It describes a scenario where an ESOL teacher introduces a lesson on perimeter and area by having students measure a table using hand spans. Students then work in groups to create floor models and measure them using different units. The teacher supports varied English proficiency levels and ensures all students understand before having groups share their findings.
This document is a cheat sheet for regular expressions that provides descriptions and examples of common regular expression syntax including anchors, quantifiers, groups/ranges, escape sequences, character classes, modifiers, special characters, assertions, string replacement, and POSIX character classes. It covers the basic building blocks of regular expressions through concise explanations and short-hand codes.
The document is a report from Pop Tart Cat Parking containing information about parking orders at the airport location. It lists 5 orders on the same date for a customer named er er with the phone number (123) 123-1231. Each order was for a single parking pass with a total of $14.56 and included additional fees like a $4 service fee. The total for all 5 orders came to $72.82 with extra fees bringing the total amount due to $41.97.
This activity divides students into five groups to review different websites related to laws, policies, and research around English language instruction. Each group will review their assigned website to identify policies, research, or practices that teachers should be aware of to foster learning for English learners. After presentations, students will review additional state and federal laws that informed the Florida Consent Decree and describe how these laws and policies can improve instruction for English learners.
Transformation in education will lead to a culturally proficient society with empowered teachers according to experts. Culture is defined as a dynamic, learned, and shared system composed of surface and deep traits among a group of people. Educators must develop culturally proficient practices such as establishing inclusive classrooms, using multicultural curricula approaches, and serving as role models for students.
The document discusses classroom activities and discussion about WIDA and CELLA. Teachers will go over the WIDA and CELLA assessments, what they measure, how the results are used, and strategies for helping students improve their language skills. Sample discussion questions and activities are provided to help students understand and prepare for the assessments.
The document is a report from Pop Tart Cat Parking containing information about parking orders at the airport location. It lists 5 orders on the same date for a customer named er er with the phone number (123) 123-1231. Each order was for a single parking pass with a total of $14.56 and included additional fees like a $4 service fee. The total for all 5 orders came to $72.82 with extra fees bringing the total amount due to $41.97.
The document is a report from Pop Tart Cat Parking containing information about parking orders at the airport location. It lists 5 orders on the same date for a customer named er er with the phone number (123) 123-1231. Each order was for a single parking pass with a total of $14.56 and included additional fees like a $4 service fee. The total for all 5 orders came to $72.82 with extra fees bringing the total amount due to $41.97.
The document is a report from Pop Tart Cat Parking containing information about parking orders at the airport location. It lists 5 orders on the same date for a customer named er er with the phone number (123) 123-1231. Each order was for a single parking pass with a total of $14.56 and included additional fees like a $4 service fee. The total for all 5 orders came to $72.82 with extra fees bringing the total amount due to $41.97.
The document is a report from Pop Tart Cat Parking containing information about parking orders at the airport location. It lists 5 orders on the same date for a customer named er er with the phone number (123) 123-1231. Each order was for a single parking pass with a total of $14.56 and included additional fees like a $4 service fee. The total for all 5 orders came to $72.82 with extra fees bringing the total amount due to $41.97.
The document is a report from Pop Tart Cat Parking containing information about parking orders at the airport location. It lists 5 orders on the same date for a customer named er er with the phone number (123) 123-1231. Each order was for a single parking pass with a total of $14.56 and arrival and return times of 04/01/14 14:35 and 04/01/14 21:15. The total for all 5 orders came to $72.82 with additional fees of $24.75, $2.50, and $30.85, bringing the total amount due to $41.97.
1. Proverb
Country of Origin
a. _________________________
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b. _________________________
___________________
c. _________________________
___________________
d. _________________________
___________________
e. _________________________
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@ESOLINHIGHERED, LLC