Part I of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, we’ll explore the reading standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. You’ll get the most out of the seminar if you’ve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Reading Standards for Literacy in Science and Technical Subjects 6-12.
Part I of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, we’ll explore the reading standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. You’ll get the most out of the seminar if you’ve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Reading Standards for Literacy in Science and Technical Subjects 6-12.
Model School Library Standards: What’s Next?
California School Library Association
Southern Section Spring Workshop
March 26, 2011 San Diego
by Barbara Jeffus
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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
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.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
2. Standard One = Know
Standard One is the foundation
on which the other
Standards will build.
3. Standard One = Know
The student must be able to identify these questions:
What is it you want to know?
What kind of information do you need?
How much information do you need?
4. Standard One = Know
This standard is divided into
4 performance indicators.
The basic concepts of these performance indicators are:
Define and Articulate
5. Standard One = Know
1. The information literate student defines and articulates
the need for information.
6. Standard One = Know
Explore background sources to gain an initial
understanding of the topic.
Read up on the topic!
7. Standard One = Know
2. The information literate student identifies a variety of
types and formats of potential sources for information.
8. Standard One = Know
Select appropriate resources in a variety of format based on
information need.
Books! Articles! Virtual! Video! News!
and More!
9. Standard One = Know
Select information on how the information is generated,
organized, and disseminated.
Databases! Catalogs! Indexes! Web!
and More!
10. Standard One = Know
3. The information literate student considers the costs and
benefits of acquiring the needed information.
11. Standard One = Know
Demonstrate a general knowledge of using login, database,
and loan services.
ILL! Databases! Collections! Periodicals!
12. Standard One = Know
4. The information literate student reevaluates the nature
and extent of the information need.
13. Standard One = Know
Reevaluate the nature and extent
of the information needed.
Gaining background knowledge will inspire deeper
understanding of the information needed.
14. Standard One = Know
The 4 Performance Indicator Outcomes
ACRL Outcome 1.D
15. Standard One = Know
Outcome Example:
Your students are having trouble defining
their research topic.
ACRL Outcome 1.D
16. Standard One = Know
Outcome 1.D asks the student to:
Define or modify the information need to achieve a
manageable focus.
17. Standard One = Know
Outcome 1.D asks the student to:
Identify an initial question that might be too broad or
narrow, as well as one that is probably manageable.
18. Standard One = Know
Outcome 1.D asks the student to:
Explain his/her reasoning regarding the manageability of a
topic with reference to available information sources.
19. Standard One = Know
Outcome 1.D asks the student to:
Narrow a broad topic and broaden a narrow one by
modifying the scope or direction of the question.
20. Standard One = Know
Outcome 1.D asks the student to:
Demonstrate an understanding of how the desired end
product (i.e., the required depth of investigation and
analysis) will play a role in determining the need for
information.
21. Standard One = Know
Outcome 1.D asks the student to:
Use background information sources effectively to gain an
initial understanding of the topic.
22. Standard One = Know
Outcome 1.D asks the student to:
Consult with the course instructor and librarians to develop
a manageable focus for the topic.
24. Bibliography
"Information Literacy Resources | Association of College and Research Libraries
(ACRL)." ALA | Home - American Library Association.
http://www.ala.org/acrl/issues/infolit
"Objectives for Information Literacy Instruction: A Model Statement for Academic
Librarians | Association of College and Research Libraries (ACRL)." ALA | Home -
American Library Association.
http://www.ala.org/acrl/standards/objectivesinformation.
"Standard One | Association of College and Research Libraries (ACRL)." ALA |
Home - American Library Association.
http://www.ala.org/acrl/issues/infolit/standards/stnd1.
"The Standards: Step-by-Step | Association of College and Research Libraries
(ACRL)." ALA | Home - American Library Association.
http://www.ala.org/acrl/issues/infolit/standards/steps.
Compiled by: Denise Watts, MLS – Baptist College of Florida
