This PowerPoint presentation, by Christian Kahler, provides general information and sample questions designed to aid teachers preparing to take the FTCE Subject Area Exam for Elementary Education Grades K-6.
This presentation provides discussion on the different assessment done in English particularly Objective Type of Test, Reading Comprehension Testing and Grammar Tests
A reading program for Grade 9 in the Philippines. Note: This is not an official Reading program for grade 9. This is only a sample reading program that was made by the MAESL Students in Benguet State University as a requirement in Teaching Reading and Literary Appreciation. For Word Format just comment below.
Salam
Examiner Guide 2017
Here is the new Examiner guide Ocotber 2017
Teachers have to use it in their daily lesson planning and involve them in their daily lessons to make the learners used to the typology and instructions of the tasks
All the test and exams must be conform to this guide , so there is no that strange instruction specially that "I" and also the typology " text + 6 activities + written expression ( situation of integration )
Good Luck
Mr Samir Bounab ( Ex teacher trainer )
the links
This PowerPoint presentation, by Christian Kahler, provides general information and sample questions designed to aid teachers preparing to take the FTCE Subject Area Exam for Elementary Education Grades K-6.
This presentation provides discussion on the different assessment done in English particularly Objective Type of Test, Reading Comprehension Testing and Grammar Tests
A reading program for Grade 9 in the Philippines. Note: This is not an official Reading program for grade 9. This is only a sample reading program that was made by the MAESL Students in Benguet State University as a requirement in Teaching Reading and Literary Appreciation. For Word Format just comment below.
Salam
Examiner Guide 2017
Here is the new Examiner guide Ocotber 2017
Teachers have to use it in their daily lesson planning and involve them in their daily lessons to make the learners used to the typology and instructions of the tasks
All the test and exams must be conform to this guide , so there is no that strange instruction specially that "I" and also the typology " text + 6 activities + written expression ( situation of integration )
Good Luck
Mr Samir Bounab ( Ex teacher trainer )
the links
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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 Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2. Overview of the Day
Status Quo – Stocktake
Australian Curriculum: English
Using Descriptive Continua – PAT-R
Learning of our students – the data
Plan of action
Using Book Week books to implement
plan
3. Learning Intentions/
Outcomes
Support and challenge each other
Clear picture of what learning looks
like at different levels
Develop clear picture of how we need
to differentiate practices, resources,
targets to cater for needs of our
students
Develop further consistency in
practices and processes used at PPS
4. Status Quo - Stocktake
Work in pairs with someone you don’t
usually work with.
Use colour texta to indicate year level
◦ Red – Junior Primary
◦ Green – Middle Primary
◦ Blue – Upper Primary
Share
5. Sharing back:
What’s working well?
◦ How do you know?
What needs to improve?
◦ How do you know?
6. Australian Curriculum: English
Australian Curriculum: English Comprehension Achievement Standards
Foundation Year achievement standard
By the end of the Foundation year, students listen to, read and view a range of spoken, written and multimodal texts
from familiar contexts. They interpret and provide relevant explanations of characters and main events in
imaginative texts, and key ideas and visual features in short informative texts, making connections to personal
experience. They demonstrate understanding by retelling orally one or two ideas and events from short texts
listened to or viewed. They accurately identify the letters of the English alphabet, and know the sounds represented
by most letters. They read short, predictable texts aloud with some fluency and accuracy, drawing support from their
developing sound and letter knowledge. They effectively use predicting and questioning strategies to make meaning
from texts.
Students write one or more simple sentences to retell events and experiences for a known audience. Their writing is
connected appropriately to illustrations and images produced as part of the text. They link two or more ideas or
events in written and spoken texts.
They use and understand familiar vocabulary, predictable text structures and common visual patterns. The short
texts they produce show understanding of concepts about print including letters, words and sentences. They use left
to right directionality, return sweep and spaces between words. They handwrite most lower case and some upper
case letters, and use some capital letters and full stops. Their writing shows some evidence of the use of sound–
letter knowledge. In informal classroom settings students communicate clearly and purposefully and engage in pair,
group and class discussions, and participate actively in group tasks.
Year 1 achievement standard
By the end of Year 1 students listen to, read and view a range of spoken, written and multimodal texts, recognising
the different purposes of these texts. They accurately use knowledge of text structure, letters, words, sentences and
directionality to read different kinds of short texts. They retell the main ideas in texts in logical sequence. They
understand literal and some inferred meanings in imaginative and informative texts and accurately recall some key
ideas. They display sustained interest in longer texts listened to and viewed. They know the sounds represented by
all letters, and the purpose of capital letters and full stops. They read short, predictable imaginative and informative
texts aloud with some fluency and intonation, and use sentence boundary punctuation appropriately to support
meaning.
Students create short imaginative, informative and persuasive spoken and written texts for a limited range of
purposes. They include several related ideas on familiar topics, use visual features to support meaning, and include
beginnings and endings to indicate sequence. They select vocabulary to enhance meaning, and use relevant
vocabulary related to the topic and content of texts to discuss ideas and to share responses. They use capital letters
and full stops appropriately. They accurately spell many words with regular spelling patterns and a growing number
of irregularly spelled words. They use different interaction conventions including asking questions and making
comments, adjusting communication to suit their audience and purpose. They interact in pair, group and class
discussions and make short presentations of a few connected sentences on familiar and learned topics.
Year 2 achievement standard
By the end of Year 2 students listen to, read and view a range of spoken, written and multimodal texts, recalling
details and some main ideas and key facts. They begin to compare the content and purposes of different texts on
similar topics. They locate literal information in written texts, and refer to features of language and images to make
inferences ab o ut characters’ ac t ions an d motivations. They di scuss po ssible meanings in narratives, an d pr ed ict likely
future events. They sustain interest in characters and events in imaginative texts, seek books by favourite authors
and give reasons for personal preferences. They relate information, ideas and events in texts to their own lives and
to other texts. They locate information on a variety of topics in texts with some complex language, ideas, images and
vocabulary.
They read, monitoring meaning and self-correcting using context, prior knowledge, grammar and phonic knowledge.
Students create imaginative, informative and persuasive written, spoken and multimodal texts for different purposes
and audiences, drawing on their own experiences, their imagination and ideas they have learned. They create texts
that appropriately include writing and images to support the meaning of the text. They organise texts in predictable
ways using a small range of text and sentence structures.
7. Using Descriptive Continua
Descriptive scale scores help to
identify the point at which students get
50% of questions correct and 50% of
questions incorrect.
Zone of Proximal Development
(Vygotsky)
Gradual Release Model
8. PAT-R: Descriptive Scale
Each group to take a scale score
description along the developmental
continuum
Cut it out and stick it on an A3 sheet of
paper
Identify the key words
Note what support structures/ explicit
teaching opportunities needs to be
provided to students at this level to
consolidate understanding
9. Consider:
Resources
Strategies – 9 identified by Sheena
Cameron
Structures and Features of Texts,
including:
◦ Vocabulary
◦ Sub-headings
Level of meaning
◦ The author says/ shows…
◦ The author means…
◦ The author would agree that…
10. Our Data
Look at your class’s data – PAT-R Scale
Scores, Running Records
Identify where they are on the continuum
◦ Notice patterns – class needs, cohorts,
individuals
Make a plan of action – taking note of
Support structures and explicit teaching
ideas from previous activity
SMARTAR targets set
◦ (Specific, Measurable, Achievable, realistic,
time-oriented, agreed, reviewed – Week 5
PLC Book Week Staff meeting)
11. Book Week Shortlisted Books
Explore the shortlisted books with your
class needs in mind
Design a graphic organiser that will help
students to reach goals set (Shared
resource)
Refer to Sheena Cameron book:
Teaching Comprehension Strategies and
other resources, including:
http://readingcomprehensiondownloads.
wikispaces.com/