And what happened with your fishing rod?
Student: Mine was working good. I caught like three
fish.
Teacher: Wow, good job! What kind of fish did you
catch?
Student: I caught a catfish and two tilapias.
TEA 35
ELPS-TELPAS Proficiency Level
Descriptors Grades K–1 Reading
TEA 36
Reflect on how well the student understands
the English-language text during activities
such as:
- Shared reading
- Independent reading
- Read-alouds
- Comprehension and vocabulary tasks
- Following written directions/procedures
- Independent work time
- Small-group instructional interactions
This document provides an overview of the Proficiency Level Descriptors (PLDs) used in Texas to assess the English language proficiency of K-12 English language learners. It includes sample PLDs for listening, speaking, reading, and writing at different proficiency levels (beginning, intermediate, advanced, advanced high) for both academic and non-academic contexts. The document explains that the PLDs are rubrics used by teachers to determine students' proficiency and are aligned with the Texas English Language Proficiency Standards. It also notes there are six sets of PLDs according to skill and grade level.
Telpas gk-1-intro trainingpl-ds 2015.ppt-2cpincock
This document provides examples of speaking proficiency levels for English language learners in grades K-1 based on the TELPAS rubrics. It includes 3 samples of an intermediate English speaker's conversations with a teacher. The samples show the student responding with short phrases and simple sentences, using basic vocabulary and grammar. Pronunciation and fluency are developing. The document aims to help teachers understand what types of English an intermediate student would be able to produce orally.
This document provides an overview of proficiency level descriptors (PLDs) used for the Texas English Language Proficiency Assessment System (TELPAS). It includes PLDs for listening, speaking, reading and writing for grades K-12. The PLDs describe the English language proficiency expected at each level (beginning, intermediate, advanced, advanced high) for each domain. Sample student responses are provided as examples to illustrate the PLDs. The document is intended as an introductory training on using PLDs to assess English learners' progress in acquiring academic English.
Here are the key points about the School of the Air:
- It is an unusual school because the students learn at home instead of going to a physical school building. They are too far away from the nearest school.
- The school uses technology like satellites, video cameras, electronic whiteboards, computers, microphones to allow the teachers to teach and students to learn from home.
- The teachers teach from teaching studios and students can see and talk to the teachers and other students on their computer screens.
- Students communicate with teachers and classmates through email.
- They only get to meet their "screen classmates" once a year at events like sports day or a school camp.
- Some potential disadvantages could
My father is a builder and my mother is a shop assistant.
b) Answer the questions about your parents' jobs.
1. What is your father's job?
2. What is your mother's job?
3. Are your parents teachers?
4. Is your father an engineer?
5. Is your mother a doctor?
6. Are your parents drivers?
7. Is your father a builder?
8. Is your mother a shop assistant?
9. Are your parents farmers?
10. Is your father a doctor?
2. Look at the pictures and say what rooms these are. Use the words:
kitchen, bedroom, bathroom, living room.
3.
Here are the key points about basic secondary education in Ukraine from the passage:
- It covers 5 years of primary school plus the 9th form (last year of secondary school).
- The curriculum is set by the Ministry of Education and includes core subjects and electives.
- Subjects are introduced gradually over the years, with the 9th form focusing on subjects like the Basics of Law.
- Students have 1-5 lessons per week for each subject, taught by different teachers.
- Performance is evaluated thematically and at the end of semesters.
- The 9th form culminates in final exams, after which students receive the Certificate of Basic Secondary Education.
The 9th
The document is a textbook for 8th grade English students in Ukraine. It contains 4 units that cover topics like family and friends, health, school, preferences, and geography. Each unit includes vocabulary exercises, grammar lessons, reading passages and questions. The appendix contains a grammar reference, vocabulary list, and irregular verbs.
This document provides an overview of the Proficiency Level Descriptors (PLDs) used in Texas to assess the English language proficiency of K-12 English language learners. It includes sample PLDs for listening, speaking, reading, and writing at different proficiency levels (beginning, intermediate, advanced, advanced high) for both academic and non-academic contexts. The document explains that the PLDs are rubrics used by teachers to determine students' proficiency and are aligned with the Texas English Language Proficiency Standards. It also notes there are six sets of PLDs according to skill and grade level.
Telpas gk-1-intro trainingpl-ds 2015.ppt-2cpincock
This document provides examples of speaking proficiency levels for English language learners in grades K-1 based on the TELPAS rubrics. It includes 3 samples of an intermediate English speaker's conversations with a teacher. The samples show the student responding with short phrases and simple sentences, using basic vocabulary and grammar. Pronunciation and fluency are developing. The document aims to help teachers understand what types of English an intermediate student would be able to produce orally.
This document provides an overview of proficiency level descriptors (PLDs) used for the Texas English Language Proficiency Assessment System (TELPAS). It includes PLDs for listening, speaking, reading and writing for grades K-12. The PLDs describe the English language proficiency expected at each level (beginning, intermediate, advanced, advanced high) for each domain. Sample student responses are provided as examples to illustrate the PLDs. The document is intended as an introductory training on using PLDs to assess English learners' progress in acquiring academic English.
Here are the key points about the School of the Air:
- It is an unusual school because the students learn at home instead of going to a physical school building. They are too far away from the nearest school.
- The school uses technology like satellites, video cameras, electronic whiteboards, computers, microphones to allow the teachers to teach and students to learn from home.
- The teachers teach from teaching studios and students can see and talk to the teachers and other students on their computer screens.
- Students communicate with teachers and classmates through email.
- They only get to meet their "screen classmates" once a year at events like sports day or a school camp.
- Some potential disadvantages could
My father is a builder and my mother is a shop assistant.
b) Answer the questions about your parents' jobs.
1. What is your father's job?
2. What is your mother's job?
3. Are your parents teachers?
4. Is your father an engineer?
5. Is your mother a doctor?
6. Are your parents drivers?
7. Is your father a builder?
8. Is your mother a shop assistant?
9. Are your parents farmers?
10. Is your father a doctor?
2. Look at the pictures and say what rooms these are. Use the words:
kitchen, bedroom, bathroom, living room.
3.
Here are the key points about basic secondary education in Ukraine from the passage:
- It covers 5 years of primary school plus the 9th form (last year of secondary school).
- The curriculum is set by the Ministry of Education and includes core subjects and electives.
- Subjects are introduced gradually over the years, with the 9th form focusing on subjects like the Basics of Law.
- Students have 1-5 lessons per week for each subject, taught by different teachers.
- Performance is evaluated thematically and at the end of semesters.
- The 9th form culminates in final exams, after which students receive the Certificate of Basic Secondary Education.
The 9th
The document is a textbook for 8th grade English students in Ukraine. It contains 4 units that cover topics like family and friends, health, school, preferences, and geography. Each unit includes vocabulary exercises, grammar lessons, reading passages and questions. The appendix contains a grammar reference, vocabulary list, and irregular verbs.
Annie noticed that Alice was new to their class and introduced herself. They discovered they both liked the class so far. Alice shared that she was taking it as an elective but preferred music. Annie said she played guitar and was thinking of joining the band. Alice said she played saxophone and drums. They found they both liked music and Annie thought Alice seemed romantic. They discussed hanging out at the mall together, showing they were becoming friends.
This document provides instructions and explanations for using an English language textbook for 7th grade students in Ukraine. It begins with copyright information and endorsements. It then provides explanations of the different sections and elements in the textbook, including check-ins, language lessons, everyday English, exercises, readings, and more. Descriptions are provided of the grammar guide, extra projects, vocabulary lists, and dictionary in the back. The document aims to help students best understand and make use of the textbook.
The document is a textbook cover for an English language textbook for 9th grade students in Ukraine. It provides information such as the title of the textbook ("English (Year 9)"), the author (L.I. Morska), publication details (publisher, date, page count), and endorsement by the Ministry of Education and Science of Ukraine. It also lists the experts who reviewed the textbook and approved it for use. The textbook contains 7 thematic units corresponding to the ministry's program, with 5-8 main lessons and 2 revision lessons in each unit.
The photographs show children at school. The dialog introduces three children, Ann, Jane, and Steve, who are meeting on the first day of the new school year. Ann and Jane discuss their summer holidays, with Ann traveling around Ukraine and Jane visiting the seaside and her grandparents in London. Steve feels ready to start the school year marathon but also sees it as just lessons. Ann reminds them that school is about more than just lessons and is also a time to learn friendship and life skills.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It provides background information on the textbook and those involved in its creation. It lists the independent experts who reviewed the textbook, the person responsible for preparing it for publication, and publishing details like the author, publisher, and ISBN. It also includes a brief description of the textbook's organization and approach. The textbook appears to be the latest in a series recommended for teaching English in Ukrainian secondary schools and is designed around principles of communication and integrated development of language skills.
This document appears to be the introduction or first chapter of an English language textbook for 7th grade students in Ukraine. It introduces the unit and provides an encouraging message from the author to students returning to school. It outlines several topics that will be covered in the unit, including family traditions, cooking, health, entertainment, sports, travel to London and Kiev. It aims to make the learning engaging and help students improve their English communication skills.
Here are the sentences with the correct verb forms:
1. Annie is a pupil.
2. There are two new pupils in the class.
3. Emily is from Kent.
4. Zoriana and Vlad are from Ukraine.
5. Oxford is in England.
6. She is not nine years old. She is eight.
This document is the cover and introduction pages of an English language textbook for 9th grade students in Ukraine authored by M.O. Kuchma and L.I. Morska and published in Ternopil, Ukraine in 2017 by Navchalna Knyha-Bohdan. The textbook provides lessons on English grammar, vocabulary, and passages about Britain, the United States, Canada, Australia, theater, cinema, and literature to help students improve their English skills. The authors wish the students success and an enjoyable experience learning from the textbook over the coming year.
This document provides information about a textbook titled "Revision Lessons" published in 2016. It contains lessons on various topics like describing friends, healthy lifestyles, music, and life in Ukraine and the UK. The textbook aims to improve students' English skills while discussing interesting topics. It promises to have minimal grammar lessons and make grammar learning fun. Students are encouraged to fully engage with the exercises in the book to better learn English as it is important for communicating globally.
The document is a textbook for 7th grade English language students in Ukraine. It was published in 2015 by Aston Publishing House in Ternopil, Ukraine. The textbook was created according to the official English language curriculum for 7th grade general secondary schools in Ukraine. It uses a communicative and interactive approach and integrates the four language skills of listening, reading, speaking and writing. The textbook contains 8 situational-thematic sections to encourage students' reproductive and creative use of the language, as well as additional reading texts, exercises and vocabulary/grammar references.
This document appears to be the cover and contents page of an English textbook for 9th grade students in Ukraine. It provides information about the authors, recommends the textbook for use in secondary schools, and lists the experts who reviewed and approved it. The contents section lists the units and chapters in the textbook, including topics like personal biographies, careers, literature, music, feelings, travel and regions of Ukraine. It encourages students to read the various texts to improve their vocabulary, grammar, and cultural understanding.
Helen and Ann discuss their summer travels. Helen accomplished her dream of visiting London where she had English lessons and went sightseeing, being impressed by the British Museum. Ann is an experienced traveler who was on the move all summer - she visited Lviv and participated in a welcoming party where she taught Ukrainian embroidery. She then spent time in Odessa and with her grandmother in Belarus, learning a lot through her travels. Traveling provides valuable experiences, as the saying goes that "traveling is worth trouble taking."
This document appears to be the cover and contents page of an English textbook for 11th grade secondary school students in Ukraine. It was published in 2019 by Aston Publishing in Ternopil, Ukraine. The textbook aims to complete a series of standard level publications for senior high school using a competency-based approach as outlined in the 2018 Ukrainian education program. It integrates themes of environmental safety, civic responsibility, health and safety, and entrepreneurship and financial literacy into its lesson material and exercises.
The document contains notes and sample questions for an English language exam for primary school students in Perak, Malaysia. It includes:
1. Notes on how to construct sentences to answer Question 1 about pictures.
2. Suggested responses for Question 2(b) about reasons for interests.
3. Tips on connecting words and conclusions to help write stories for Question 3.
4. 10 practice exam papers with pictures and advertisements to answer questions about describing pictures, completing tables, and writing stories.
The text discusses basic secondary education in Ukraine, noting that it covers 5 years of study past primary school culminating in final exams in the 9th form, with various subjects introduced each year and assessments made throughout. It emphasizes that the 9th form, in which students take their final exams and receive the Certificate of Basic Secondary Education, represents an important link in Ukraine's educational system.
This document is an English textbook for 10th grade secondary school students in Ukraine. It was published in 2018 by Aston Publishing in Ternopil, Ukraine. The textbook covers 9 units of study following the scope and sequence outlined. Each unit focuses on developing students' reading, listening, speaking and writing skills in English through topics such as people and relationships, careers, education, food, technology, the environment, art, sports, and government systems. The textbook is intended to help students improve their English competency as defined by the educational standards of Ukraine.
- Helen, Ann, and Steve are discussing their morning schedules. Helen reads in the morning and is packing her schoolbag now. Ann is working and Steve is walking at the moment.
- They also talk about their afternoon plans. Sometimes in the afternoon, Ann does shopping or goes to the swimming pool. Helen asks Steve for advice about what to do in the afternoon.
- In the evenings, Ann often takes music lessons while Steve plays computer games or goes swimming. Helen shares her plans to walk her dog in the evening.
This document contains a lesson plan for day 2 of lesson 3. It includes a question of the day, a read aloud poem about a child's first day of school, vocabulary and reading exercises about long vowel sounds and subjects/predicates in sentences, and information about writing an informative paragraph. The lesson incorporates reading, writing, and language arts skills.
The document contains sample materials for an English paper for UPSR (Ujian Pencapaian Sekolah Rendah), including instructions, examples, and exercises on sentence structures, tenses, verbs and writing paragraphs. It provides guidance to students on summarizing information in 3 sentences or less with the proper use of grammar. Various strategies are presented to help students practice different English grammatical concepts for the exam.
Here are the class rules for my Victorian school:
Children will line up outside the classroom in silence, boys on the left and girls on the right, according to age. When the teacher arrives, you must bow your head and say "Good morning, Sir/Miss" before entering in an orderly fashion.
Lessons will focus on reading, writing, arithmetic and Scripture for all students. Boys will also study woodworking, drawing and geography while girls learn sewing, cooking and music. Lessons will be taught through repetition, copying from the board, and responding to questions from the teacher. Any incorrect answers will result in punishment.
The classroom contains rows of wooden desks and chairs for students, as well as a teachers' desk
Annie noticed that Alice was new to their class and introduced herself. They discovered they both liked the class so far. Alice shared that she was taking it as an elective but preferred music. Annie said she played guitar and was thinking of joining the band. Alice said she played saxophone and drums. They found they both liked music and Annie thought Alice seemed romantic. They discussed hanging out at the mall together, showing they were becoming friends.
This document provides instructions and explanations for using an English language textbook for 7th grade students in Ukraine. It begins with copyright information and endorsements. It then provides explanations of the different sections and elements in the textbook, including check-ins, language lessons, everyday English, exercises, readings, and more. Descriptions are provided of the grammar guide, extra projects, vocabulary lists, and dictionary in the back. The document aims to help students best understand and make use of the textbook.
The document is a textbook cover for an English language textbook for 9th grade students in Ukraine. It provides information such as the title of the textbook ("English (Year 9)"), the author (L.I. Morska), publication details (publisher, date, page count), and endorsement by the Ministry of Education and Science of Ukraine. It also lists the experts who reviewed the textbook and approved it for use. The textbook contains 7 thematic units corresponding to the ministry's program, with 5-8 main lessons and 2 revision lessons in each unit.
The photographs show children at school. The dialog introduces three children, Ann, Jane, and Steve, who are meeting on the first day of the new school year. Ann and Jane discuss their summer holidays, with Ann traveling around Ukraine and Jane visiting the seaside and her grandparents in London. Steve feels ready to start the school year marathon but also sees it as just lessons. Ann reminds them that school is about more than just lessons and is also a time to learn friendship and life skills.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It provides background information on the textbook and those involved in its creation. It lists the independent experts who reviewed the textbook, the person responsible for preparing it for publication, and publishing details like the author, publisher, and ISBN. It also includes a brief description of the textbook's organization and approach. The textbook appears to be the latest in a series recommended for teaching English in Ukrainian secondary schools and is designed around principles of communication and integrated development of language skills.
This document appears to be the introduction or first chapter of an English language textbook for 7th grade students in Ukraine. It introduces the unit and provides an encouraging message from the author to students returning to school. It outlines several topics that will be covered in the unit, including family traditions, cooking, health, entertainment, sports, travel to London and Kiev. It aims to make the learning engaging and help students improve their English communication skills.
Here are the sentences with the correct verb forms:
1. Annie is a pupil.
2. There are two new pupils in the class.
3. Emily is from Kent.
4. Zoriana and Vlad are from Ukraine.
5. Oxford is in England.
6. She is not nine years old. She is eight.
This document is the cover and introduction pages of an English language textbook for 9th grade students in Ukraine authored by M.O. Kuchma and L.I. Morska and published in Ternopil, Ukraine in 2017 by Navchalna Knyha-Bohdan. The textbook provides lessons on English grammar, vocabulary, and passages about Britain, the United States, Canada, Australia, theater, cinema, and literature to help students improve their English skills. The authors wish the students success and an enjoyable experience learning from the textbook over the coming year.
This document provides information about a textbook titled "Revision Lessons" published in 2016. It contains lessons on various topics like describing friends, healthy lifestyles, music, and life in Ukraine and the UK. The textbook aims to improve students' English skills while discussing interesting topics. It promises to have minimal grammar lessons and make grammar learning fun. Students are encouraged to fully engage with the exercises in the book to better learn English as it is important for communicating globally.
The document is a textbook for 7th grade English language students in Ukraine. It was published in 2015 by Aston Publishing House in Ternopil, Ukraine. The textbook was created according to the official English language curriculum for 7th grade general secondary schools in Ukraine. It uses a communicative and interactive approach and integrates the four language skills of listening, reading, speaking and writing. The textbook contains 8 situational-thematic sections to encourage students' reproductive and creative use of the language, as well as additional reading texts, exercises and vocabulary/grammar references.
This document appears to be the cover and contents page of an English textbook for 9th grade students in Ukraine. It provides information about the authors, recommends the textbook for use in secondary schools, and lists the experts who reviewed and approved it. The contents section lists the units and chapters in the textbook, including topics like personal biographies, careers, literature, music, feelings, travel and regions of Ukraine. It encourages students to read the various texts to improve their vocabulary, grammar, and cultural understanding.
Helen and Ann discuss their summer travels. Helen accomplished her dream of visiting London where she had English lessons and went sightseeing, being impressed by the British Museum. Ann is an experienced traveler who was on the move all summer - she visited Lviv and participated in a welcoming party where she taught Ukrainian embroidery. She then spent time in Odessa and with her grandmother in Belarus, learning a lot through her travels. Traveling provides valuable experiences, as the saying goes that "traveling is worth trouble taking."
This document appears to be the cover and contents page of an English textbook for 11th grade secondary school students in Ukraine. It was published in 2019 by Aston Publishing in Ternopil, Ukraine. The textbook aims to complete a series of standard level publications for senior high school using a competency-based approach as outlined in the 2018 Ukrainian education program. It integrates themes of environmental safety, civic responsibility, health and safety, and entrepreneurship and financial literacy into its lesson material and exercises.
The document contains notes and sample questions for an English language exam for primary school students in Perak, Malaysia. It includes:
1. Notes on how to construct sentences to answer Question 1 about pictures.
2. Suggested responses for Question 2(b) about reasons for interests.
3. Tips on connecting words and conclusions to help write stories for Question 3.
4. 10 practice exam papers with pictures and advertisements to answer questions about describing pictures, completing tables, and writing stories.
The text discusses basic secondary education in Ukraine, noting that it covers 5 years of study past primary school culminating in final exams in the 9th form, with various subjects introduced each year and assessments made throughout. It emphasizes that the 9th form, in which students take their final exams and receive the Certificate of Basic Secondary Education, represents an important link in Ukraine's educational system.
This document is an English textbook for 10th grade secondary school students in Ukraine. It was published in 2018 by Aston Publishing in Ternopil, Ukraine. The textbook covers 9 units of study following the scope and sequence outlined. Each unit focuses on developing students' reading, listening, speaking and writing skills in English through topics such as people and relationships, careers, education, food, technology, the environment, art, sports, and government systems. The textbook is intended to help students improve their English competency as defined by the educational standards of Ukraine.
- Helen, Ann, and Steve are discussing their morning schedules. Helen reads in the morning and is packing her schoolbag now. Ann is working and Steve is walking at the moment.
- They also talk about their afternoon plans. Sometimes in the afternoon, Ann does shopping or goes to the swimming pool. Helen asks Steve for advice about what to do in the afternoon.
- In the evenings, Ann often takes music lessons while Steve plays computer games or goes swimming. Helen shares her plans to walk her dog in the evening.
This document contains a lesson plan for day 2 of lesson 3. It includes a question of the day, a read aloud poem about a child's first day of school, vocabulary and reading exercises about long vowel sounds and subjects/predicates in sentences, and information about writing an informative paragraph. The lesson incorporates reading, writing, and language arts skills.
The document contains sample materials for an English paper for UPSR (Ujian Pencapaian Sekolah Rendah), including instructions, examples, and exercises on sentence structures, tenses, verbs and writing paragraphs. It provides guidance to students on summarizing information in 3 sentences or less with the proper use of grammar. Various strategies are presented to help students practice different English grammatical concepts for the exam.
Here are the class rules for my Victorian school:
Children will line up outside the classroom in silence, boys on the left and girls on the right, according to age. When the teacher arrives, you must bow your head and say "Good morning, Sir/Miss" before entering in an orderly fashion.
Lessons will focus on reading, writing, arithmetic and Scripture for all students. Boys will also study woodworking, drawing and geography while girls learn sewing, cooking and music. Lessons will be taught through repetition, copying from the board, and responding to questions from the teacher. Any incorrect answers will result in punishment.
The classroom contains rows of wooden desks and chairs for students, as well as a teachers' desk
The document outlines a 30-minute English lesson plan for 5-year-old students at a kindergarten. The lesson plan focuses on zoo animals and involves reading a story about a boy who writes to the zoo asking for a pet. During the lesson, the students will sing hello and goodbye songs, listen to the story, play a mimics game where they act out animal sounds and movements, and work to develop their English listening and speaking skills. The teacher will assess the students' level of participation during the story and activities.
Teachers training. Open Lessons December 2008guest720c657
The document provides teaching tips and guidance for baby and toddler classes. It emphasizes ensuring children's basic needs are met before class, establishing clear rules, using visual aids efficiently, being well-prepared with engaging activities, adapting to students' development levels, using praise and not shouting, and emphasizing the importance of lessons with help from teachers, nannies and parents.
The document provides teaching tips and guidance for baby and toddler classes. It emphasizes ensuring children's basic needs are met before class, establishing clear rules, using visual aids efficiently, being well-prepared with engaging activities, adapting to students' development levels, using praise and not shouting, and emphasizing the importance of lessons with help from teachers, nannies and parents.
This document is a workbook in English for 4th grade students. It provides instructions for students to complete exercises reinforcing key concepts in grammar, vocabulary, reading and writing. The exercises cover topics like parts of speech, sentence structure, reading comprehension, and writing short passages. Students are expected to complete the workbook and turn it in by a specified date.
The document outlines the procedures and expectations for students in Mrs. Lovdahl's science class. When entering the classroom, students should check the board for the day's topic and homework, get out their science notebook, update their agenda, and clear their table except for required materials. During class, students should be courteous by raising their hands and listening, respectful of property, others, and themselves, kind to each other, stay awake, and keep cell phones put away. At the end of class, students should remain at their desks until dismissed and return their science notebook neatly. Supplies are due within one week for a full grade, and forms should also be returned within one week. Grades are based on class
Help! My classroom is like a barn (LEA Convocation 2013)Drew Gerdes
This document is a presentation about teaching in early childhood education. It discusses how teaching can feel like working in a barn with all the noises, smells, and unpredictability. However, it emphasizes that teaching is important for cultivating the future and that teachers play a key role in children's lives. It provides advice on classroom set up, behavior management, the importance of play, and using inexpensive materials. The overall message is that teachers should focus on building relationships, think creatively, and put children's learning and development first.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading and writing, according to the national curriculum for foreign languages. It describes the organization of the material into 7 chapters and additional sections.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading, and writing, according to the national curriculum for teaching foreign languages in Ukraine. It describes the organization of the textbook into 7 chapters and additional materials.
The document appears to be the cover and introductory pages of an English language textbook for 9th grade students in Ukraine. It provides information about the authors and experts who helped develop the textbook. It also includes a letter from the author welcoming students and outlining some of the key topics that will be covered, such as communication skills, friendship, nature, inventions, and career choices. Pictures are included to indicate what sections will focus on listening, reading, speaking, and writing skills. The textbook appears to be structured in 7 chapters following a theme-based approach.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading, and writing, according to the national curriculum for teaching foreign languages in Ukraine. It describes the organization of the textbook into 7 chapters and additional materials.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading, and writing, according to the national curriculum for teaching foreign languages. It describes the organization of the material into 7 chapters and additional sections.
The document appears to be the front matter or introduction to an English language textbook for 9th grade students in Ukraine. It includes information about the authors, experts who reviewed the textbook, those responsible for preparing it for publication. It also provides bibliographic information about the textbook such as the title, publisher, date of publication, and ISBN number. The introduction explains that the textbook is designed to teach English communication skills, including listening, speaking, reading, and writing, according to the national curriculum for teaching foreign languages. It describes the organization of the material into 7 chapters and additional sections.
The document provides information and instructions for various classroom activities from the Backpack English textbook. It includes pair and group work activities, grammar drills, reading comprehension questions, spelling and vocabulary exercises, listening comprehension tasks, and writing prompts. The teacher is encouraged to modify activities as needed to ensure they are suitable and effective for students.
Dayu reflects on her life experiences from childhood to present. When she was a baby, her parents and older brother took care of her. She attended kindergarten from ages 5-7 and walked there with her family. In primary school from ages 7-12, she learned to read, write, sing songs, and play games. She has fond memories of helping the janitor and going on nature walks with her PE teacher. Now in 8th grade, she rides her bike to school and has started learning English, cooking, and doing chores independently.
One day, Noni was walking to school when she saw a beggar under a tree. The beggar was shivering from hunger. Noni took out her lunch box and gave it to the beggar. The beggar ate the food and smiled at Noni to thank her for her kindness.
Similar to Introductory Training on the PLDs K-1 (20)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
1. Introductory Training on the
PLDs
Grades K–1
2013–2014
Texas Education Agency
Student Assessment Division
2. Disclaimer
These slides have been prepared by the
Student Assessment Division of the Texas
Education Agency.
If any slide is amended or revised for local
use, please remove the TEA footer at the
bottom of the slide.
TEA 2
3. Proficiency Level Descriptors (PLDs)
The PLDs are the rubrics teachers use to
determine students’ English language
proficiency for ongoing formative
assessment and the spring TELPAS
administration.
Originally developed for TELPAS, the PLDs
were incorporated into the Texas English
language proficiency standards (ELPS) in
the 2007-2008 school year to reinforce their
use in instruction.
TEA
3
5. Key Features of Each Proficiency Level
• Beginning
– Little or no English ability
• Intermediate
– Limited ability, simple language structures,
high-frequency vocabulary, routine contexts
• Advanced
– Grade appropriate, with second language
acquisition support
• Advanced High
– Grade appropriate, with minimal second
language acquisition support
TEA 5
7. Reflect on how well the student
understands the English he or she hears
during activities such as:
•
•
•
•
•
•
Reacting to oral presentations
Responding to text read aloud
Following directions
Cooperative group work
Informal interactions with peers
Large-group and small-group instructional
interactions
• One-on-one interviews
• Individual student conferences
TEA 7
8. Nonacademic Listening Sample
What Might a Beginning Listener Understand?
I have some exciting news for you today. We are
going to go on a field trip next week. On Thursday
morning we will load the buses and be gone the
whole day. In your take-home folders there is a
note about the field trip for your parents to sign.
Please remember to bring the signed note in your
take-home folder back to school. You have to
bring the note signed by your parents back to
school or you will not be able to go with us.
Text in bold, red print represents text that might be understood.
TEA 8
9. In Other Words
… today. We … go … buses … takehome folders … Please … take-home
folder … school … school … go
TEA 9
10. Nonacademic Listening Sample
What Might an Intermediate Listener Understand?
I have some exciting news for you today. We are
going to go on a field trip next week. On Thursday
morning we will load the buses and be gone the
whole day. In your take-home folders there is a
note about the field trip for your parents to sign.
Please remember to bring the signed note in your
take-home folder back to school. You have to
bring the note signed by your parents back to
school or you will not be able to go with us.
TEA 10
11. In Other Words
I have … you today. We are going … go … field trip ...
we will … buses … day … take-home folders … note
… field trip … parents ... Please remember … bring …
note … take-home folder … school. You have to bring
… note … parents … school … go with us.
TEA 11
12. Nonacademic Listening Sample
What Might an Advanced Listener Understand?
I have some exciting news for you today. We are
going to go on a field trip next week. On Thursday
morning we will load the buses and be gone the
whole day. In your take-home folders there is a
note about the field trip for your parents to sign.
Please remember to bring the signed note in
your take-home folder back to school. You have
to bring the note signed by your parents back to
school or you will not be able to go with us.
TEA 12
13. In Other Words
I have some … for you today. We are going to go on a
field trip ... morning we will … the buses and be gone
the … day. In your take-home folders there is a note …
the field trip for your parents to sign. Please
remember to bring the … note in your take-home
folder back to school. You have to bring the note …
parents back to school or you will not be able to go
with us.
TEA 13
14. Nonacademic Listening Sample
What Might an Advanced High Listener Understand?
I have some exciting news for you today. We are
going to go on a field trip next week. On
Thursday morning we will load the buses and be
gone the whole day. In your take-home folders
there is a note about the field trip for your
parents to sign. Please remember to bring the
signed note in your take-home folder back to
school. You have to bring the note signed by your
parents back to school or you will not be able to
go with us.
TEA 14
15. Academic Listening Sample
What Might a Beginning Listener Understand?
Today in science we are going to study some more
about spiders. Then we will observe a few spiders
in this glass vivarium for one week. One reason we
will observe the spiders is to learn some important
things about them. For example, we want to know
what spiders eat and how they get their food. We
also want to know if other animals eat spiders.
Let’s go sit on the carpet and read a story about
how spiders catch their food and protect
themselves from getting eaten.
TEA 15
16. In Other Words
Today … science … spiders … spiders …
one ... One … spiders … spiders eat … food
… eat spiders … sit on the carpet … read a
story ... spiders … food
TEA 16
17. Academic Listening Sample
What Might an Intermediate Listener Understand?
Today in science we are going to study some more
about spiders. Then we will observe a few spiders in
this glass vivarium for one week. One reason we will
observe the spiders is to learn some important things
about them. For example, we want to know what
spiders eat and how they get their food. We also
want to know if other animals eat spiders. Let’s go
sit on the carpet and read a story about how
spiders catch their food and protect themselves from
getting eaten.
TEA 17
18. In Other Words
Today … science we are going to study …
spiders. Then we … spiders … one … One … we
… the spiders is to learn … we want to know
what spiders eat … food. We … want to know …
animals eat spiders … go sit on the carpet …
read a story … spiders … food ...
TEA 18
19. Academic Listening Sample
What Might an Advanced Listener Understand?
Today in science we are going to study some
more about spiders. Then we will observe a few
spiders in this glass vivarium for one week. One
reason we will observe the spiders is to learn
some important things about them. For
example, we want to know what spiders eat and
how they get their food. We also want to know if
other animals eat spiders. Let’s go sit on the
carpet and read a story about how spiders catch
their food and protect themselves from getting
eaten.
TEA 19
20. In Other Words
Today in science we are going to study some more
… spiders. Then we will … spiders in this glass …
for one … One … we will … the spiders is to learn
some important things … we want to know what
spiders eat and how they get … food. We … want to
know … other animals eat spiders … go sit on the
carpet and read a story … how spiders catch …
food and protect … from getting …
TEA 20
21. Academic Listening Sample
What Might an Advanced High Listener Understand?
Today in science we are going to study some more
about spiders. Then we will observe a few spiders
in this glass vivarium for one week. One reason we
will observe the spiders is to learn some important
things about them. For example, we want to know
what spiders eat and how they get their food. We
also want to know if other animals eat spiders.
Let’s go sit on the carpet and read a story about
how spiders catch their food and protect
themselves from getting eaten.
TEA 21
23. Reflect on how well the student speaks
English during activities such as:
•
•
•
•
•
•
•
•
Cooperative group work
Oral presentations
Informal interactions with peers
Large-group and small-group instructional
interactions
One-on-one interviews
Classroom discussions
Articulation of problem-solving strategies
Individual student conferences
TEA 23
24. Intermediate Speaker (Grade 1)
Sample 1: The student and teacher are talking about pets.
Teacher: Would you like to have a duck as a pet?
Student nods.
Teacher: Tell me about it. Why?
Student: Because to feed him.
Teacher: You could feed him. Would you take care of him?
Student: Feed…feed the…feed him with the bread.
Teacher: Bread. What kind of bread? You’d have to make it in really small
pieces, right?
(Student nods)
Teacher: What else would you do with a duck as a pet?
Student: You give him a drink.
Teacher: You give him drink. What do you think ducks drink?
Student: Um, water.
Teacher: Water, ok. Why else do you think a duck would be a good pet? Do you think
it would be fun for your friends to go visit him at your house?
Student: A spider could…good friend. A spider.
Teacher: You’d want to have a spider as a pet?
Student: (Nods) Or a snake.
TEA
24
25. Intermediate Speaker, Continued
Sample 2: He is asked to talk about his mom.
Teacher: Something that reminds you of your mom. Think of
something different.
Student: Towels.
Teacher: What?
Student: Towel.
Teacher: Why would you choose that?
Student: Because…she like…Because she like a wash.
Teacher: Because your mom likes to wash?
(Student nods)
Teacher: Do you help her with that, too?
(Student nods)
TEA 25
26. Intermediate Speaker, Continued
Sample 3: He explains a story using picture cards. The story is about breaking a
piñata at a birthday party.
Teacher: Who’s hanging it up there?
Student: The… the mom.
Teacher: Looks like the mom. Why is it the mom? Why don’t the children put
it up there?
Student: Because ch…Because children fall his head going hurt it. (lifts his
hands up to his head)
Teacher: The kids are too small to be doing that. And then what’s happening
here?
Student: The kid will break it.
Teacher: What is she putting around her eyes?
Student: Uh…uh…(looks at other kids) um.
Teacher: A blindfold.
Student: A blindfold.
Teacher: And why is she doing that?
Student: Because, because, because he don’t want to see it.
Teacher: Why?
Student: Because. Because he will cheating.
Teacher: Yeah, because if you can see… (shrugs)
Student: I did, I did that.
TEA 26
27. Intermediate Speaker, Continued
(Sample 3 continued.)
Teacher: Did they blindfold you, too?
Student: Yeah.
Teacher: Were you able to see anything?
Student: Nope…It’s too dark.
Teacher: It’s too dark. And then what happened?
Student: They broked it and then all the candy fell out.
Teacher: Where’s the candy?
Student: On the floor.
Teacher: Can you point to it?
(Student points to it and teacher nods)
Teacher: And what do you usually do when that happens?
Student: You eat them.
Teacher: Should all the kids run together?
Student: No. Need to walk.
Teacher: Why?
Student: Because, because they’re going, because they’re going to fall
TEA
because the rock.
27
28. Advanced Speaker (Grade 1)
Sample 1: The student talks about a time she got angry about something her sister
did.
Student: My sister and me are twins.
Teacher: Really, wow! What is it like to have a twin sister?
Student: I have twin sister. Um, I am, I am bigger and she is smaller and we are
twins.
Teacher: So what kind of things do you do?
Student: Huh?
Teacher: What kind of things do you do?
Student: I play with her.
Teacher: Uh huh, like what?
Student: Some thing, like a ball. And we go swimming…each other.
Teacher: You go swimming at your, at your home? Or do you go to a pool?
Student: I go to the pool.
Teacher: So are you writing and drawing about a time that you were grumpy?
Student: (Nods head “yes.”)
Teacher: Tell me about that. What happened?
Sample continued on next slide
TEA 28
29. Advanced Speaker, Continued
Sample 1 (continued): The student talks about a time she got angry about
something her sister did.
Student: Um, she, I was giving her to play with it to don’t broke it outside and
she broke it and I was grumpy.
Teacher: Oh, what did she break?
Student: My necklace. Outside, and I was grumpy.
Teacher: Oh, yeah. OK, so after she broke it what happened?
Student: And I tell my mom and she brought me another one.
Teacher: Did you feel better then?
Student: (Nods head “yes.”) And I was mad at my sister.
Teacher: Did your sister do anything after?
Student: No. I don’t, I don’t even give her to play.
TEA 29
30. Advanced Speaker, Continued
Sample 2: She is speaking about a story that was read aloud in class.
Teacher: What do you notice?
Student: The cat is scaring with the man. Cat is, the
ca, the cat is scared.
Teacher: How can you tell the cat is scary?
Student: Because the man, man is being scary.
Teacher: The man does look like that. Can you tell me
what the cat’s doing that shows you he is scary?
Student: Umm…
Teacher: Or he’s scared?
Student: Yeah. He’s scared of the man.
TEA 30
31. Advanced Speaker, Continued
Sample 3: She talks about the time she saw a fire.
Student: Um, one day I was going to Chuck E.
Cheese and I, I come in my house. I saw fire in
another place and um, I saw fire, firemans and
they were, they were taking outs the gir.., the
babies. And I saw saw, I saw, I saw
fireman, and…
Teacher: What was he doing?
Student: He was putting a wa, water in the fire.
TEA 31
32. Advanced Speaker, Continued
Sample 4: She speaks in a group discussion about a
book.
Teacher: Can you think of an idea why he might
be upset?
Student: Because um, the, the, the…
Other student: The lady.
Student: Yeah, lady. The man is…no, the grump,
grumpy is mad at the lady because she give her
a food. That’s why he’s so angry.
TEA 32
33. Advanced High Speaker (Grade 1)
Sample 1: The student is asked to feel an object in a bag
and describe it. The object is a clothespin.
Teacher: Tell us what it feels like.
Student: It’s a hanger. It hangs clothes.
Teacher: Ohhhhh. How did you know that?
Student: I knew, I just know cuz I’m feeling it.
Teacher: You’re feeling it.
Student: And it’s hard.
Teacher: Ok, it’s hard. What else does it feel like?
Student: And it, it claps the clothes on it, it dries…
TEA 33
34. Advanced High Speaker, Continued
Sample 2: He describes what happened when he and his family went to the
beach.
Teacher: That sounds really nice.
Student: Cuz I been there.
Teacher: You’ve been to the beach?
(Student nods)
Teacher: Do you like it?
Student: Yeah, it was funner…You could see crabs. And my brother, my big
one, he um, he got bit. He got snatched by the crab in his foot.
Teacher: Ohhhhh.
Student: (giggles) It hurted. And we put him in the cup and it stinked and
we had to put him somewhere but he died already.
Teacher: Would you still want a beach near your house when you grow up?
Student: Yeah.
Teacher: Even if that happened?
Student: Yeah, I would.
TEA 34
35. Advanced High Speaker, Continued
Sample 3: He tells his teacher about going fishing with
his dad and brother.
Student: Miss, yesterday, we were at fishing, and
after that, we went to…, we caught a lot of fish, me
and my big, my brother, his fishing rod wasn’t
working.
Teacher: His fishing rod wasn’t working?
Student: Yeah.
Teacher: And then?
Student: After that, we caught a lot of fish, me and
my little brother. He caught a lot, he caught a big
fish and I caught a catfish, and another one, and my
big brother…
TEA 35
36. Advanced High Speaker, Continued
Sample 4: He responds to a question about birthday parties.
Teacher: So have you had a lot of parties? Birthday parties?
Student: (nods) Yeah.
Teacher: How about you? Have you gone to other people’s
birthday parties?
Student: (nods) Uh huh. Always.
Teacher: You always go?
Student: Uh huh.
Teacher: Do you like them?
Student: Yeah, I been to my cousin, Isa, she was little, and we
played games, played basketball, and baby thing for they could
play too, and they had um, a bouncer, only for big kids, and they
had a little one too.
TEA 36
38. Reflect on how well the student
understands the English used during
activities such as:
• Paired reading
• Sing-alongs and read-alongs, including chants and
poems
• Shared reading with big books, charts, overhead
transparencies, other displays
• Guided reading with leveled readers
• Reading subject-area texts and related materials
• Independent reading
• Cooperative group work
• Reading response journals
TEA 38
40. Reflect on how well the students write in
English during activities such as:
•
•
•
•
•
•
•
•
•
Journal writing for personal reflections
Shared writing for literacy and content area development
Language experience dictation
Organization of thoughts and ideas through prewriting
strategies
Publishing and presenting
Making lists for specific purposes
Labeling pictures, objects, and items from projects
Cooperative group work
First drafts
TEA 40
41. Writing in Content Areas
Sample ELPS Student Expectations
Narrate, describe, and explain with
increasing specificity and detail to
fulfill content area writing needs as
more English is acquired (c)(5)(G)
In science, this expectation can be addressed through writing
assignments in which students, for example, observe,
describe, and compare physical properties.
Write using newly acquired basic
vocabulary and content based
grade-level vocabulary (c)(5)(B)
In math, this expectation can be addressed by having students,
for example, write about the shapes they are studying and
TEA 41
name items at home that are the same shapes.
Editor's Notes
The TELPAS holistically rated assessments were developed by TEA in collaboration with test development contractors, bilingual/ESL consultants, and a focus group of teachers, bilingual/ESL coordinators, test coordinators, and university professors. The design of the assessments derives from the following language acquisition research and research-based standards, models, and assessments: second language acquisition research of Jim Cummins concerning the development of BICS and CALP TESOL (Teachers of English to Speakers of Other Languages) ESL standards ACTFL (American Council for the Teaching of Foreign Languages) proficiency guidelines and the ACTFL Performance Guidelines for K–12 Learners used in Texas LOTE (languages other than English) programs similar assessment strategies used in other states