Peer Conference Sheets
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The document is a template for a writer seeking help and a listener providing feedback. It includes sections for the writer to specify what they need help with and for the listener to share one thing they liked, ask one question, and make a suggestion. The writer is responsible for deciding what to do next, with the option of doing nothing excluded. The template is repeated four times.
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Booklinks
This document is a book review template that prompts the reader to provide the book title, author, date finished, their name, a brief summary of what the book was about, their opinion of the book and why, and a rating on a scale of 1 to 5. It also provides a space for the reader to draw their favorite scene from the book.
B5 book 17 - carla rebeca
The story is about a little girl who lives in the forest. One day, while walking in the woods, she finds some animals that are not afraid of her. She plays with them for a long time. Then she sees a sad bear trapped in a hunter's trap. She feels bad for the bear and helps free it from the trap. The bear recovers and takes the girl's hand, as if thanking her. From that day on, the girl and bear become friends and visit each other every day, developing an everlasting friendship. The story teaches about cherishing friends, as they are the most important thing.
Worksheet Agony Stars Advice
The document provides incomplete sentences asking the reader to fill in blanks describing problems faced by each of the 12 astrological signs (Agony Libra, Agony Scorpio, etc.) and advice for each sign. It presents 11 sentences with blanks for the problem and advice for each sign, asking the reader to complete the details for each.
Sentence conditional 1
The document instructs students to work in pairs to discuss songs they heard and complete sentences about turning to friends for support when upset or having problems. They are given example sentences and prompted to fill in four sentences about how friends can help when a person is sad, unable to find friends to discuss an issue, has supportive friends, or what friends will do if another friend is experiencing a problem.
Integumentary activity
The document contains a worksheet asking students to identify different methods of heat transfer and label parts of the skin. It asks students to provide everyday examples of conduction, convection, radiation, and changes of state. It also has a diagram of the skin and asks students to match descriptions to the correct layers labeled A-O.
Book Whisperer Handout
This document discusses several blogs related to books and reading. It lists the URLs for two book blogs, Nerdy Book Club and My Book Blog!, and notes that following one blog will lead to discovering other book blogs. It encourages keeping track of book blogs using the Feedly platform. The document also provides a reading interest survey to gauge a student's interests and habits related to reading books for pleasure. The 20 question survey covers topics like favorite genres, when and where they like to read, library usage, and electronic reading habits. It concludes by asking if the student would be interested in joining a summer book club.
Rigor Walk Observation Tool
The document describes the components of a rigorous classroom environment including print-rich materials, content-rich displays, higher-level questioning from the teacher, alignment of class activities and student work to grade-level standards, and the use of feedback and support to help students meet high expectations. Student work demonstrates understanding of scoring criteria and involves authentic reading, writing, analysis and problem-solving rather than copying notes or rote memorization. Various grouping strategies encourage student participation in instruction.
The Vocab Lab
The document discusses effective vocabulary instruction strategies. It introduces Angela Peery and her work on blended vocabulary instruction. Peery advocates using direct instruction, digital tools, and effective mini-lessons to systematically teach tier 2 and 3 words. The document provides examples of mini-lessons that follow the SAP structure of seeing and saying words, naming categories, acting on words, and producing original examples. Attendees are encouraged to apply these strategies to make vocabulary instruction more impactful.
Recommended
Booklinks
This document is a book review template that prompts the reader to provide the book title, author, date finished, their name, a brief summary of what the book was about, their opinion of the book and why, and a rating on a scale of 1 to 5. It also provides a space for the reader to draw their favorite scene from the book.
B5 book 17 - carla rebeca
The story is about a little girl who lives in the forest. One day, while walking in the woods, she finds some animals that are not afraid of her. She plays with them for a long time. Then she sees a sad bear trapped in a hunter's trap. She feels bad for the bear and helps free it from the trap. The bear recovers and takes the girl's hand, as if thanking her. From that day on, the girl and bear become friends and visit each other every day, developing an everlasting friendship. The story teaches about cherishing friends, as they are the most important thing.
Worksheet Agony Stars Advice
The document provides incomplete sentences asking the reader to fill in blanks describing problems faced by each of the 12 astrological signs (Agony Libra, Agony Scorpio, etc.) and advice for each sign. It presents 11 sentences with blanks for the problem and advice for each sign, asking the reader to complete the details for each.
Sentence conditional 1
The document instructs students to work in pairs to discuss songs they heard and complete sentences about turning to friends for support when upset or having problems. They are given example sentences and prompted to fill in four sentences about how friends can help when a person is sad, unable to find friends to discuss an issue, has supportive friends, or what friends will do if another friend is experiencing a problem.
Integumentary activity
The document contains a worksheet asking students to identify different methods of heat transfer and label parts of the skin. It asks students to provide everyday examples of conduction, convection, radiation, and changes of state. It also has a diagram of the skin and asks students to match descriptions to the correct layers labeled A-O.
Book Whisperer Handout
This document discusses several blogs related to books and reading. It lists the URLs for two book blogs, Nerdy Book Club and My Book Blog!, and notes that following one blog will lead to discovering other book blogs. It encourages keeping track of book blogs using the Feedly platform. The document also provides a reading interest survey to gauge a student's interests and habits related to reading books for pleasure. The 20 question survey covers topics like favorite genres, when and where they like to read, library usage, and electronic reading habits. It concludes by asking if the student would be interested in joining a summer book club.
Rigor Walk Observation Tool
The document describes the components of a rigorous classroom environment including print-rich materials, content-rich displays, higher-level questioning from the teacher, alignment of class activities and student work to grade-level standards, and the use of feedback and support to help students meet high expectations. Student work demonstrates understanding of scoring criteria and involves authentic reading, writing, analysis and problem-solving rather than copying notes or rote memorization. Various grouping strategies encourage student participation in instruction.
The Vocab Lab
The document discusses effective vocabulary instruction strategies. It introduces Angela Peery and her work on blended vocabulary instruction. Peery advocates using direct instruction, digital tools, and effective mini-lessons to systematically teach tier 2 and 3 words. The document provides examples of mini-lessons that follow the SAP structure of seeing and saying words, naming categories, acting on words, and producing original examples. Attendees are encouraged to apply these strategies to make vocabulary instruction more impactful.
Any bookliteraturesampler
This document provides 15 free worksheets for teachers to use with students in grades 3-8 when reading books. The worksheets cover topics like character traits, book reports, analyzing characters and passages. They can be used for both fiction and nonfiction texts. The worksheets were created by Rachel Lynette and are meant to supplement her literature bundles sold on Teachers Pay Teachers.
Ficha de leitura 2
The document is a book review form asking for the title, author, publisher, and date of the edition. It then asks for the subject of the book and whether the reviewer would recommend the book to a friend, including reasons why or why not. The form concludes by asking for the reviewer's name, number, class, and dates they started and finished reading the book.
Reading respons form 4.pdf
The document is a reading response form asking for details about an article including its title, author, date, reasons for reading it, whether the reader was glad they read it and their opinion, if they would recommend it to a friend, and how difficult it was on a scale of 1 to 10. The form collects feedback from the reader on an article they read through short answers and a difficulty rating.
Reading response-intermediate
This document is a reading response journal template for students. It contains prompts for students to write a summary of what they read, how they felt about it and why, to discuss their favorite character and what happened to them, and to ask any questions they have or predict what might happen next in the story. The journal is meant to help students engage with and reflect on what they are reading.
back to school book reports
The document provides a template for students to fill out after reading a book. It includes fields for the title, author, whether the book is fiction or non-fiction, characters, a 4 sentence summary, and the student's favorite part. The template is repeated with instructions for the student to fill out the same information for another book. It is signed by Faith Wheeler as the creator and notes that it is copyright 2013.
Encontro de vogais atividades2
AUTORA: SIMONE HELEN DRUMOND ISCHKANIAN
MÉTODO DE PORTFÓLIOS EDUCACIONAIS PARA EDUCAÇÃO - INCLUSÃO E AUTISMO
Encontro de vogais atividades3
The document contains a series of blank name fields with some phonetic syllables written in between. There are no other words or context provided.
Modal Verb Can: Pair Work
This document is a worksheet asking students to discuss their abilities and those of their partner. It prompts the students to ask if they or their partner can perform certain tasks, and to write responses about 1-2 abilities each has as well as their partner's abilities. Boxes are included for checking off questions asked.
Second ra survey
This document is a teen readers' advisory questionnaire that collects information about a teen reader's name, contact details, age, gender, favorite authors and books, books they disliked and why, and fiction and nonfiction genres they enjoy. The questionnaire asks the teen to provide their name, email, phone number, age and reading level, and gender. It then has sections for the teen to list favorite authors and books as well as books disliked and the reasons why. Finally, it has lists of fiction and nonfiction genres for the teen to circle up to three in each category that they enjoy reading.
Book Talk Form 4th/5th Grade
The document provides instructions for a book talk assignment, asking students to fill in their name, teacher, date, book title, author, main characters, and setting. It prompts students to write a summary of the book, make a connection to their own life, and make a recommendation, as well as choose a Web 2.0 tool to use.
Book Talk Form 4th/5th Grade
The document provides instructions for a book talk assignment, asking students to fill in their name, teacher, date, book title, author, main characters, and setting. It prompts students to write a summary of the book, make a connection to their own life, and make a recommendation, and choose a Web 2.0 tool to use.
Ficha de leitura 9.º
This document appears to be a reading log or book report form for a student. It includes sections for bibliographic information about the book like the title, author, publisher and edition. There are also sections for information about the author, why the student chose to read the book, a classification and summary of the content. The final section is for a critical review where the student can select new vocabulary words, highlight phrases, discuss characters and reflect on how the book made them think and whether they would recommend it.
Ficha de leitura 8.º
This document appears to be a reading log or book report form for a student. It includes sections for bibliographic information about the book like the title, author, publisher and edition. There are also sections for information about the author, why the student chose the book, a classification and summary of the book's subject and story, new vocabulary words, notable quotes, characters, reflections on themes, and an evaluation of whether it was worth reading and would be recommended to others.
Ficha de leitura 7.º
This document appears to be a reading log or book report form for a student. It includes sections for bibliographic information about the book like the title, author, publisher and edition. There are also sections for information about the author, why the student chose to read the book, a classification and summary of the book's subject matter. The final section is for a critical appreciation where the student can discuss new words learned, striking phrases, interesting characters, reflections on themes in the book and whether they would recommend it to a friend.
Ficha de leitura resumida
This document contains a reading form with fields for the name, number, series of the student, date, title, author, publisher, number of pages of a book. It includes spaces for the protagonist, antagonist, secondary characters, time and space/environment of the story. There are also sections for a brief summary of the work and whether the student would recommend the book to someone else to read and why. The form is repeated twice.
Media assignment
This document provides instructions for a media assignment asking students to find an advertisement from a magazine, answer questions about what the ad is trying to sell, who the intended audience is, whether they would buy the product, and what makes the ad attractive. Students are asked to attach the ad and answer each question in 3 or fewer sentences.
Oht 6
This document provides guidance on how to develop character traits at the Boys Brigade. It instructs readers to find a person they admire, describe why they admire that person and the character traits they have. Readers are then asked to imagine possessing those same traits and consider how it would change how they see themselves performing at and serving the Boys Brigade, as well as how they would talk to others. The key message is that in order to change things, one must first change themselves.
Speaking
This document contains questions to ask friends about common illnesses they may have experienced such as toothaches, broken bones, pain, as well as references for more information. It prompts the reader to ask friends questions about specific illnesses and record their answers.
Describing a house
This document is a worksheet for students to practice vocabulary related to rooms in a house. It includes exercises where students write objects they can see in different rooms and fill in prepositions of location. The final section asks students to describe their favorite room in the house. Solutions are provided, including a list of basic vocabulary about parts of a house and objects found in different rooms.
Alfabeto 2
AUTORA: SIMONE HELEN DRUMOND ISCHKANIAN
MÉTODO DE PORTFÓLIOS EDUCACIONAIS PARA EDUCAÇÃO - INCLUSÃO E AUTISMO
Redefining Literacy in Your School
Presentation given with Dr. Keith Stephenson at the Mississippi Association of Secondary School Principals Conference June 2017.
Blended Vocabulary: Digital Tools & More!
This document discusses blended vocabulary instruction and digital tools. It introduces Dr. Angela Peery and provides her contact information. Key aspects of vocabulary instruction are reviewed, including the importance of vocabulary, levels of word knowledge, and selecting words to teach. A blended vocabulary model is presented along with digital tools that can be used, such as dictionary apps and games. The goal is to provide strategic and engaging vocabulary instruction using both traditional and technology-based methods.
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Similar to Peer Conference Sheets
Any bookliteraturesampler
This document provides 15 free worksheets for teachers to use with students in grades 3-8 when reading books. The worksheets cover topics like character traits, book reports, analyzing characters and passages. They can be used for both fiction and nonfiction texts. The worksheets were created by Rachel Lynette and are meant to supplement her literature bundles sold on Teachers Pay Teachers.
Ficha de leitura 2
The document is a book review form asking for the title, author, publisher, and date of the edition. It then asks for the subject of the book and whether the reviewer would recommend the book to a friend, including reasons why or why not. The form concludes by asking for the reviewer's name, number, class, and dates they started and finished reading the book.
Reading respons form 4.pdf
The document is a reading response form asking for details about an article including its title, author, date, reasons for reading it, whether the reader was glad they read it and their opinion, if they would recommend it to a friend, and how difficult it was on a scale of 1 to 10. The form collects feedback from the reader on an article they read through short answers and a difficulty rating.
Reading response-intermediate
This document is a reading response journal template for students. It contains prompts for students to write a summary of what they read, how they felt about it and why, to discuss their favorite character and what happened to them, and to ask any questions they have or predict what might happen next in the story. The journal is meant to help students engage with and reflect on what they are reading.
back to school book reports
The document provides a template for students to fill out after reading a book. It includes fields for the title, author, whether the book is fiction or non-fiction, characters, a 4 sentence summary, and the student's favorite part. The template is repeated with instructions for the student to fill out the same information for another book. It is signed by Faith Wheeler as the creator and notes that it is copyright 2013.
Encontro de vogais atividades2
AUTORA: SIMONE HELEN DRUMOND ISCHKANIAN
MÉTODO DE PORTFÓLIOS EDUCACIONAIS PARA EDUCAÇÃO - INCLUSÃO E AUTISMO
Encontro de vogais atividades3
The document contains a series of blank name fields with some phonetic syllables written in between. There are no other words or context provided.
Modal Verb Can: Pair Work
This document is a worksheet asking students to discuss their abilities and those of their partner. It prompts the students to ask if they or their partner can perform certain tasks, and to write responses about 1-2 abilities each has as well as their partner's abilities. Boxes are included for checking off questions asked.
Second ra survey
This document is a teen readers' advisory questionnaire that collects information about a teen reader's name, contact details, age, gender, favorite authors and books, books they disliked and why, and fiction and nonfiction genres they enjoy. The questionnaire asks the teen to provide their name, email, phone number, age and reading level, and gender. It then has sections for the teen to list favorite authors and books as well as books disliked and the reasons why. Finally, it has lists of fiction and nonfiction genres for the teen to circle up to three in each category that they enjoy reading.
Book Talk Form 4th/5th Grade
The document provides instructions for a book talk assignment, asking students to fill in their name, teacher, date, book title, author, main characters, and setting. It prompts students to write a summary of the book, make a connection to their own life, and make a recommendation, as well as choose a Web 2.0 tool to use.
Book Talk Form 4th/5th Grade
The document provides instructions for a book talk assignment, asking students to fill in their name, teacher, date, book title, author, main characters, and setting. It prompts students to write a summary of the book, make a connection to their own life, and make a recommendation, and choose a Web 2.0 tool to use.
Ficha de leitura 9.º
This document appears to be a reading log or book report form for a student. It includes sections for bibliographic information about the book like the title, author, publisher and edition. There are also sections for information about the author, why the student chose to read the book, a classification and summary of the content. The final section is for a critical review where the student can select new vocabulary words, highlight phrases, discuss characters and reflect on how the book made them think and whether they would recommend it.
Ficha de leitura 8.º
This document appears to be a reading log or book report form for a student. It includes sections for bibliographic information about the book like the title, author, publisher and edition. There are also sections for information about the author, why the student chose the book, a classification and summary of the book's subject and story, new vocabulary words, notable quotes, characters, reflections on themes, and an evaluation of whether it was worth reading and would be recommended to others.
Ficha de leitura 7.º
This document appears to be a reading log or book report form for a student. It includes sections for bibliographic information about the book like the title, author, publisher and edition. There are also sections for information about the author, why the student chose to read the book, a classification and summary of the book's subject matter. The final section is for a critical appreciation where the student can discuss new words learned, striking phrases, interesting characters, reflections on themes in the book and whether they would recommend it to a friend.
Ficha de leitura resumida
This document contains a reading form with fields for the name, number, series of the student, date, title, author, publisher, number of pages of a book. It includes spaces for the protagonist, antagonist, secondary characters, time and space/environment of the story. There are also sections for a brief summary of the work and whether the student would recommend the book to someone else to read and why. The form is repeated twice.
Media assignment
This document provides instructions for a media assignment asking students to find an advertisement from a magazine, answer questions about what the ad is trying to sell, who the intended audience is, whether they would buy the product, and what makes the ad attractive. Students are asked to attach the ad and answer each question in 3 or fewer sentences.
Oht 6
This document provides guidance on how to develop character traits at the Boys Brigade. It instructs readers to find a person they admire, describe why they admire that person and the character traits they have. Readers are then asked to imagine possessing those same traits and consider how it would change how they see themselves performing at and serving the Boys Brigade, as well as how they would talk to others. The key message is that in order to change things, one must first change themselves.
Speaking
This document contains questions to ask friends about common illnesses they may have experienced such as toothaches, broken bones, pain, as well as references for more information. It prompts the reader to ask friends questions about specific illnesses and record their answers.
Describing a house
This document is a worksheet for students to practice vocabulary related to rooms in a house. It includes exercises where students write objects they can see in different rooms and fill in prepositions of location. The final section asks students to describe their favorite room in the house. Solutions are provided, including a list of basic vocabulary about parts of a house and objects found in different rooms.
Alfabeto 2
AUTORA: SIMONE HELEN DRUMOND ISCHKANIAN
MÉTODO DE PORTFÓLIOS EDUCACIONAIS PARA EDUCAÇÃO - INCLUSÃO E AUTISMO
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This document provides information about words with the prefix "un-": undecided, uncertain, and unwilling. It defines each word and notes that they are all adjectives that describe a lack of doing or knowing something. The document suggests activities for teachers to help students understand and use these words, such as having groups brainstorm examples of things that could be undecided, uncertain, or unwilling and having students commit to using two of the words in upcoming conversations. Synonyms and antonyms are also provided to help students distinguish between the meanings of the words.
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Better Questions, Better Results!
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The document outlines a 100-day action plan to improve student academic vocabulary. The vision is for all students to acquire Tier 2 and 3 vocabulary words. To support this, the principal will train teachers to implement SNAP mini-lessons across subjects to teach 15 words per week. The principal will observe lessons and collect student work samples in PLC meetings to assess effectiveness. Specific actions include meeting with a literacy coach, training teachers, observing demonstration lessons, and debriefing with teachers.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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