This document provides information for a Chinese studies curriculum night for parents of grade 4 students. It includes an introduction, information about subscribing to the teacher's blog, the night's agenda, details about the written, taught and assessed curriculum, the reading program, use of ebooks, tips for home learning support, information about the Chinese library, and a summer immersion trip opportunity. The teachers are Vera Chen and Karen Kee.
Victoria Sanchez and Mary Madigan share the story of how and why the Milwaukee Public Library have shifted the focus of their Summer Library Program to outside the library, positioning the library staff as literacy leaders in the community.
A presentation on inculcating reading habit among school going children.to make a book read is very difficult task ways and means is given to make book reading a habit.
Victoria Sanchez and Mary Madigan share the story of how and why the Milwaukee Public Library have shifted the focus of their Summer Library Program to outside the library, positioning the library staff as literacy leaders in the community.
A presentation on inculcating reading habit among school going children.to make a book read is very difficult task ways and means is given to make book reading a habit.
The presentation we gave at NCPTW in Chicago this past November. It details a series of meetings between our tutors and tutors from Minnetonka High, Windward Academy, Edison, and Glenbrook North
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
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
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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!
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Welcome to
Curriculum Night
Chinese Studies Grade 4 MSL
Vera Chen Karen Kee
To inspire excellence, cultivate character, and empower
engagement locally and globally
2. Blog subscription:
1. enter your email address
2. choose your child’s class
3. submit
4. verify your subscription at your mailbox
Blog Subscription
My blog
http://sites.cdnis.edu.hk/teachers/verachen/
3. • To receive information on home learning tasks and regular
updates on teaching and learning contents;
• To get access to learning resources such as quizlet links and
dictionaries, etc
4. Agenda
• What do students learn in G4 MSL class this year?
• How do we inform what students have learned?
• How are students assessed?
• How do you support?
To inspire excellence, cultivate character, and empower
engagement locally and globally
** Please write down your individual questions or concerns on the
‘Parent Question Card’. We will try to get back to you ASAP.
5. Written Curriculum
WWA 我们是谁
WWPT 我们所处的时空
HWOO 我们如何组织⾃⼰
HWEO 我们如何表达⾃⼰
To inspire excellence, cultivate character, and empower
engagement locally and globally
6. Taught Curriculum
To inspire excellence, cultivate character, and empower
engagement locally and globally
• Curriculum Structure: Inquiry-Based
Learning
• Language Acquisition Methodology:
TPRS (Teaching Proficiency through Reading
& Storytelling)
• Teacher Tailor-Made Learning Materials
• Student-Centered Teaching & Learning
7. Assessed Curriculum
• Assessments: Performance & Skills-Based
• Formative & Summative Assessments
• Student Portfolio (SP)
• 3-Way Learning Conversation (3WLC)
• Student Led Learning Review (SLLRs)
To inspire excellence, cultivate character, and empower
engagement locally and globally
8. Listening & Speaking
• In class observation
• Listening comprehension check
• Oral presentation, acting-out & retelling story
Reading
• Reading Comprehension Check
• Read weekly reading books
Writing: Pinyin & Characters & Story & Paragraph
Weekly Assessment & Pop Quiz
Formative Assessment
To inspire excellence, cultivate character, and empower
engagement locally and globally
9. Reading Program
A Chinese Reading Folder will be sent home in October.
Each year students are encouraged to read and complete entries in their Chinese Reading
Log. By June, they are required to complete 16 entries on the books of their choice. Once
per month they will orally report a chosen book to the teacher. Parents are requested to
sign their child’s reading folder every week.
Students need to return the book every Wednesday to switch for a new book.
Objectives:
• to build up students’ reading habits and interests;
• to expose students to a wider variety of written texts;
• to enhance students’ fluency through reading familiar texts.
To inspire excellence, cultivate character, and empower
engagement locally and globally
10. • Online accounts of the following website and APPs which support
the in-school reading program materials could be purchased based
on individual needs and preferences at your own discretion.
Mandarin Matrix Reading Series
Other Reading Series
Online reading support:
To inspire excellence, cultivate character, and empower
engagement locally and globally
11. Chinese eBooks
• Created by CDNIS teachers specifically for
our students!
• Designed to support and enhance Chinese
language acquisition within the Language B
Stream.
• To enhance enjoyment and motivation for
learning.
Custom Stories
To inspire excellence, cultivate character, and empower
engagement locally and globally
12. Chinese eBooks
• as a supplementary teaching tool
in class.
• as an interactive and highly
supportive learning tool at home.
• Participation in the eBook
Programme is highly encouraged
to support learning.
• Parent will be informed on
teacher’s blog of each book which
is ready for downloading
• Go green! Less paper used!
Features Include:
stories, exercises, games, puzzles,
writing tools and more!
To inspire excellence, cultivate character, and empower
engagement locally and globally
13. To inspire excellence, cultivate character, and empower
engagement locally and globally
Listening & Reading-along
Writing with demo strokes
Integration of
eBooks
Interactive drills
14. To inspire excellence, cultivate character, and empower
engagement locally and globally
Integration of
eBooks
eBook enrolment
Monday (Sep 11) & Wednesday (Sep 13)
5:00pm ~ 6:30pm
9/F Lobby & LLAC Lobby
G4 MSL Course Code: DAK-CAA-FAH
15. Home Learning
Average G4 MSL class home learning time is about 15 minutes
If you find your child spending much longer on home learning,
please have them do their best and stop.
Try your best and bring your problems back to school
Home learning assignments can be sent home Mon to Thu
Please verify your email subscription to the teacher’s blog
Use Quizlet links for weekly practice
Check Updates on the blog daily
for more information
To inspire excellence, cultivate character, and empower
engagement locally and globally
16. Tips For Supporting
Check the teacher’s blog regularly
Check your child’s red bag for home learning, assessments,
reading folder, library books and other information
Read Chinese books with them or encourage them to read
Chinese resources: friends, books, apps, blogs, Internet, etc
Expose them to Chinese outside school to extend learning
Supervise Writing Chinese Characters (with provided resources)
If you find your child struggling with Chinese,
please contact your child’s teacher as soon as
possible for extra support
To inspire excellence, cultivate character, and empower
engagement locally and globally
17. Mr Joe Kwok 郭老師
joekwok@cdnis.edu.hk
2525 7088 ext. 1106
Opening Hours-
Mon, Wed 7:20am to 10:55am
11:35am to 2:30pm
Tue, Thu & Fri 7:20am to 10:55am
11:35pm to 3:45pm
Borrowing privileges vary by grade-
Prep to Gr 6 students can keep their
books for 2 weeks
Prep to Gr 4
Gr 5 to Gr 6
Parents can check 3 books out and keep
for 2 weeks
Chinese Library
中⽂图书馆
To inspire excellence, cultivate character, and empower
engagement locally and globally
18. Your Involvement-
• Set regular time
• Encourage to read
• Read together
Our Offer-
• Regular class visits
• A variety of reading materials
• Free and flexible reading opportunities
• Tailored collection to students’ interests and needs
Chinese Library
中⽂图书馆
Mr Joe Kwok 郭老師
joekwok@cdnis.edu.hk
2525 7088 ext. 1106
To inspire excellence, cultivate character, and empower
engagement locally and globally
