This document contains a student's portfolio from school, including assignments and reflections from various subjects. In language arts, the student helped paint a mural based on the book "Roll of Thunder, Hear My Cry." In math, the student scored 100% on a chapter test covering division. In social studies, the student created a brochure to promote the colony of New Jersey as part of a colonial America study.
This document is Jonathan Chan's portfolio for student-led conferences. It contains examples of work from various subjects, including a language arts podcast about discrimination, a math activity involving Skittles, and a social studies spy letter writing assignment. For each piece, Jonathan provides context about the assignment, which essential learning results it aligns with, and a short reflection. The portfolio is meant to demonstrate Jonathan's work and learning to his parents during conferences led by the students themselves rather than the teacher.
Differentiated instructional strategies can engage students with varying abilities and interests. Teachers should understand key principles of differentiation including readiness, interest, and learning profiles. Effective differentiation requires assessing students, providing multiple content and process options, and allowing students to show mastery in different ways. Teachers can use strategies like learning menus, interviews, and projects to differentiate based on student needs.
The document provides a list of over 50 different plenary activity ideas that teachers can use at the end of a lesson to review and assess what students have learned. The activities range from questions and answers, to games like Pictionary and Taboo, to creative exercises like writing poems, stories or comics. The plenaries are designed to be engaging ways for students to demonstrate their understanding of the lesson content.
How to write an effective response to question.4LizzieRogers3
The student agrees that the writer effectively conveys Mabel's feelings of fear and depression brought on by the approaching winter. The writer uses descriptive techniques like imagery and sensory language to immerse the reader in Mabel's experience. Imagery comparing the cold winter to "a coming death" helps the reader understand Mabel's intense dread. Descriptions of Mabel's sluggish movements and negative outlook further demonstrate her feelings of vulnerability and powerlessness against the winter. The student recognizes how the writer's use of powerful vocabulary and pathetic fallacy helps the reader empathize with Mabel's emotions.
This keynote was used to introduce to the students an overview of fourth grade and the expectations for the up coming school year on the first day of school.
2010 back to school night presentationmicklethwait
This document provides information about the second grade teacher, Miss Micklethwait, and her classroom policies and procedures. It includes her contact information, teaching experience, curriculum focus areas, homework and grading policies, field trips, parent involvement opportunities, and other classroom updates and reminders. The high level overview is intended to inform parents about the classroom structure and expectations.
The Teaching Professor is a lively, practical newsletter with a singular purpose: to provide ideas and insights to educators who are passionate about teaching. http://bit.ly/teaching-professor-subscriptions A must read for: teaching professors, academic deans, new faculty, faculty development staff, Department chairs,and administrators
This document provides instructions and screenshots for using various educational apps on a Palm handheld device. It discusses how to use the Quizzler app to create and take quizzes, the Sketchy app to create frame-by-frame animations, and ideas for digital worksheets, journaling, concept mapping, and other classroom activities using Palm apps. Screenshots demonstrate the user interfaces of the apps.
This document is Jonathan Chan's portfolio for student-led conferences. It contains examples of work from various subjects, including a language arts podcast about discrimination, a math activity involving Skittles, and a social studies spy letter writing assignment. For each piece, Jonathan provides context about the assignment, which essential learning results it aligns with, and a short reflection. The portfolio is meant to demonstrate Jonathan's work and learning to his parents during conferences led by the students themselves rather than the teacher.
Differentiated instructional strategies can engage students with varying abilities and interests. Teachers should understand key principles of differentiation including readiness, interest, and learning profiles. Effective differentiation requires assessing students, providing multiple content and process options, and allowing students to show mastery in different ways. Teachers can use strategies like learning menus, interviews, and projects to differentiate based on student needs.
The document provides a list of over 50 different plenary activity ideas that teachers can use at the end of a lesson to review and assess what students have learned. The activities range from questions and answers, to games like Pictionary and Taboo, to creative exercises like writing poems, stories or comics. The plenaries are designed to be engaging ways for students to demonstrate their understanding of the lesson content.
How to write an effective response to question.4LizzieRogers3
The student agrees that the writer effectively conveys Mabel's feelings of fear and depression brought on by the approaching winter. The writer uses descriptive techniques like imagery and sensory language to immerse the reader in Mabel's experience. Imagery comparing the cold winter to "a coming death" helps the reader understand Mabel's intense dread. Descriptions of Mabel's sluggish movements and negative outlook further demonstrate her feelings of vulnerability and powerlessness against the winter. The student recognizes how the writer's use of powerful vocabulary and pathetic fallacy helps the reader empathize with Mabel's emotions.
This keynote was used to introduce to the students an overview of fourth grade and the expectations for the up coming school year on the first day of school.
2010 back to school night presentationmicklethwait
This document provides information about the second grade teacher, Miss Micklethwait, and her classroom policies and procedures. It includes her contact information, teaching experience, curriculum focus areas, homework and grading policies, field trips, parent involvement opportunities, and other classroom updates and reminders. The high level overview is intended to inform parents about the classroom structure and expectations.
The Teaching Professor is a lively, practical newsletter with a singular purpose: to provide ideas and insights to educators who are passionate about teaching. http://bit.ly/teaching-professor-subscriptions A must read for: teaching professors, academic deans, new faculty, faculty development staff, Department chairs,and administrators
This document provides instructions and screenshots for using various educational apps on a Palm handheld device. It discusses how to use the Quizzler app to create and take quizzes, the Sketchy app to create frame-by-frame animations, and ideas for digital worksheets, journaling, concept mapping, and other classroom activities using Palm apps. Screenshots demonstrate the user interfaces of the apps.
Amanda is presenting her work from various classes at a student-led conference. She discusses projects in language arts about Second Chance Animal Aid, math where she studied fractions, social studies where she created a presentation on the colony of South Carolina, science where her group researched the Milky Way galaxy, and art where she painted a scene inspired by Claude Monet. The document provides reflections on each project where Amanda describes what she learned and the skills she gained.
This document is a student portfolio created by Lara Wolf to showcase examples of work from different subject areas. It includes samples from language arts like a word study test, math like a chapter test on multiplication, social studies like a test on the 13 colonies, science like a geography test, art like a painted picture, and Mandarin like an interview project. For each sample, Lara provides context on the assignment and why she is proud of her work.
This document is a student's portfolio for their student-led conference. It includes summaries and reflections of assignments from various subjects like language arts, math, social studies, and science. Some of the assignments summarized include a podcast on discrimination, creating factor trees in math, making a brochure on one of the 13 colonies, and an activity classifying shoes. The portfolio is meant to showcase the student's work and learning to their parents during a student-led conference.
The document is a student portfolio for student-led conferences. It includes summaries and examples of the student's work in various subjects like language arts, art, social studies, and science. The portfolio allows the student to share selected work with their parents and describe what they learned and accomplished in each subject area. It contains pictures of student work, descriptions of assignments, and reflections on how the work demonstrates different learning skills and objectives.
This document contains a daily lesson plan for an English class at the University of St. La Salle for Grade VII. The lesson plan aims to teach students about the four types of sentences according to their purpose: declarative, interrogative, imperative, and exclamatory. A variety of activities are outlined, including group work to construct different sentence types based on pictures and a short quiz to test understanding. The lesson concludes with an activity where students write a short story using at least four sentence types.
This document provides an overview of the content covered in Week 3 of an English language learning course. Last week, students learned about Batman and Ironman, introduced English Corner, and learned hero-related vocabulary. This week's plan includes listening to music, reviewing material, studying new vocabulary, reading about local heroes, and learning about restrictive relative clauses. The document provides exercises on grammar error correction, vocabulary practice, a reading passage about child literacy heroes in Ethiopia and Argentina, and an explanation and examples of restrictive relative clauses.
This is Just to Say- Oral_language.pptxZafriMollon1
This document discusses teaching and assessing oral language skills. It provides examples of oral language activities that could be used in English classes, such as having students discuss poems in small groups or conduct interviews. It also addresses barriers to developing exploration-oriented classroom discussions and how to overcome them. Assessment of oral language is discussed, including possible criteria like articulateness, effectiveness, and collaboration. The importance of developing students' oral communication skills is emphasized.
The document contains a poem and lesson plans about a poem called "Mr. Nobody". The poem talks about a persona called Mr. Nobody who is blamed for mischief and irresponsible behavior by children. Several activities and worksheets are proposed to help students understand and analyze the poem, including matching words to their meanings, drawing character traits of Mr. Nobody, role playing an interview with Mr. Nobody, and writing a letter to Mr. Nobody. The lessons aim to teach responsibility and proper behavior.
A focus on assessment for learning for adolescents in humanities, social studies and English language arts. Prepared for the 2nd Annual Literacy Summit in Winnipeg, April 26th, 2013
The document outlines the procedures for an English lesson on using transition signals. It includes 4 main activities: 1) A treasure hunt where students search for clues to find "treasures" containing transition signal information. 2) Groups present on the common types and functions of transition words found in their treasures. 3) Students answer paragraphs by providing the appropriate transition signal for each sentence to develop their mastery. 4) An assessment where students construct sentences using transition signals to express their ideas. The goal is for students to be able to identify, construct sentences with, and express their ideas using transition signals by the end of the lesson.
1. A visual product such as storyboards for an anti-smoking TV ad using minimal words.
2. A kinesthetic product such as a pantomime depicting the internal struggle of whether to smoke and making a decision with a rationale.
3. A written product such as a comic book parody using smoking superheroes/heroines to illustrate the risks of tobacco use. The options differentiate the assignment by having students demonstrate their learning through their preferred modality of visual, kinesthetic, or written expression.
Differentiate Reading In A Whole Group Setting 2008Cheryl Dick
The document provides guidance for differentiated reading instruction using partner reading. It recommends carefully arranging reading partners by ability and not pairing high and low readers together. It also suggests dividing the class in half alphabetically as one way to match partners. Several thinking strategies are listed, such as making connections, questioning, summarizing, and evaluating.
This document provides guidance for teaching a lesson about making new friends. It includes an introduction to the topic, essential questions, vocabulary words, and a short reading passage called "Try This!" The passage is about a boy named Sam experiencing his first day of school. It uses photos and simple text to show Sam trying new activities like taking the bus, painting, and playing baseball. The document provides questions and activities to help students comprehend the passage and learn that it is good to try new things.
This document provides information and guidelines about writing a problem-solution essay. It defines what a problem-solution essay is, outlines its typical structure including an introduction, thesis, body, and conclusion sections, and discusses how to arrange ideas and structure the essay. The document also provides an example of an applied problem-solution essay structure and discusses the key messages that should be conveyed in this type of written text.
Lit Circles: Rebooted for CCSS and the 4CsJon Corippo
The document discusses the use of literature circles (lit circles) to teach comprehension skills. It recommends using short texts like picture books and TV commercials to give students quick practice with lit circle activities before having them apply the skills to longer texts. Students should collaboratively discuss characters, summarize plots, and identify conflicts in groups. The document advises facilitating lit circles in class initially and having students explain their reasoning before letting them work independently. It emphasizes teaching skills over specific books and allowing student choice.
Designed for level 2 ESOL learners to teach them the requirements to pass the Trinity writing exam and get them practicing the skills through creating a group digital story
This document provides the lesson plan for a unit on self-discovery. The lesson focuses on families and introduces vocabulary related to family members. The main activities include singing a song about family members, defining new vocabulary in context, and reading a story called "A New Baby Brother" about a family with a new addition. Comprehension questions follow to check understanding of the story. The goal is for students to learn about and appreciate their own families.
This document provides guidance on identifying and analyzing imagery for a GCSE exam. It begins by defining imagery and explaining how to find examples of imagery in a text. Students are asked to identify imagery in a short passage. The document then discusses how to explain the effect of imagery by analyzing word choice and how it conveys meaning and atmosphere. It outlines the steps students should take when answering an imagery question on an exam, including choosing relevant quotes and focusing on language that creates imagery. The purpose is to prepare students to effectively identify, explain, and write about imagery in response to exam questions.
1) Hamsters live wild in parts of Europe, Asia, the Middle East, Mongolia, and Siberia. Their habitats include deserts, rocky areas, grasslands, and sandy soil.
2) Hamsters are nocturnal and solitary. They build complex burrow systems for shelter, nesting, and raising young. Females store food to survive harsh winters and feed litters.
3) Different hamster species have adapted fur coloration and behaviors to survive in their environments, such as turning white in snow or living communally with other males and females.
The document is an article about bears written by Erica Tsai. It includes sections on where bears live, how they adapt to their environments, physical descriptions of grizzly and black bears, bears' enemies and how they protect themselves, what bears eat, and fast facts about black bears. The article contains pictures and photo credits.
Amanda is presenting her work from various classes at a student-led conference. She discusses projects in language arts about Second Chance Animal Aid, math where she studied fractions, social studies where she created a presentation on the colony of South Carolina, science where her group researched the Milky Way galaxy, and art where she painted a scene inspired by Claude Monet. The document provides reflections on each project where Amanda describes what she learned and the skills she gained.
This document is a student portfolio created by Lara Wolf to showcase examples of work from different subject areas. It includes samples from language arts like a word study test, math like a chapter test on multiplication, social studies like a test on the 13 colonies, science like a geography test, art like a painted picture, and Mandarin like an interview project. For each sample, Lara provides context on the assignment and why she is proud of her work.
This document is a student's portfolio for their student-led conference. It includes summaries and reflections of assignments from various subjects like language arts, math, social studies, and science. Some of the assignments summarized include a podcast on discrimination, creating factor trees in math, making a brochure on one of the 13 colonies, and an activity classifying shoes. The portfolio is meant to showcase the student's work and learning to their parents during a student-led conference.
The document is a student portfolio for student-led conferences. It includes summaries and examples of the student's work in various subjects like language arts, art, social studies, and science. The portfolio allows the student to share selected work with their parents and describe what they learned and accomplished in each subject area. It contains pictures of student work, descriptions of assignments, and reflections on how the work demonstrates different learning skills and objectives.
This document contains a daily lesson plan for an English class at the University of St. La Salle for Grade VII. The lesson plan aims to teach students about the four types of sentences according to their purpose: declarative, interrogative, imperative, and exclamatory. A variety of activities are outlined, including group work to construct different sentence types based on pictures and a short quiz to test understanding. The lesson concludes with an activity where students write a short story using at least four sentence types.
This document provides an overview of the content covered in Week 3 of an English language learning course. Last week, students learned about Batman and Ironman, introduced English Corner, and learned hero-related vocabulary. This week's plan includes listening to music, reviewing material, studying new vocabulary, reading about local heroes, and learning about restrictive relative clauses. The document provides exercises on grammar error correction, vocabulary practice, a reading passage about child literacy heroes in Ethiopia and Argentina, and an explanation and examples of restrictive relative clauses.
This is Just to Say- Oral_language.pptxZafriMollon1
This document discusses teaching and assessing oral language skills. It provides examples of oral language activities that could be used in English classes, such as having students discuss poems in small groups or conduct interviews. It also addresses barriers to developing exploration-oriented classroom discussions and how to overcome them. Assessment of oral language is discussed, including possible criteria like articulateness, effectiveness, and collaboration. The importance of developing students' oral communication skills is emphasized.
The document contains a poem and lesson plans about a poem called "Mr. Nobody". The poem talks about a persona called Mr. Nobody who is blamed for mischief and irresponsible behavior by children. Several activities and worksheets are proposed to help students understand and analyze the poem, including matching words to their meanings, drawing character traits of Mr. Nobody, role playing an interview with Mr. Nobody, and writing a letter to Mr. Nobody. The lessons aim to teach responsibility and proper behavior.
A focus on assessment for learning for adolescents in humanities, social studies and English language arts. Prepared for the 2nd Annual Literacy Summit in Winnipeg, April 26th, 2013
The document outlines the procedures for an English lesson on using transition signals. It includes 4 main activities: 1) A treasure hunt where students search for clues to find "treasures" containing transition signal information. 2) Groups present on the common types and functions of transition words found in their treasures. 3) Students answer paragraphs by providing the appropriate transition signal for each sentence to develop their mastery. 4) An assessment where students construct sentences using transition signals to express their ideas. The goal is for students to be able to identify, construct sentences with, and express their ideas using transition signals by the end of the lesson.
1. A visual product such as storyboards for an anti-smoking TV ad using minimal words.
2. A kinesthetic product such as a pantomime depicting the internal struggle of whether to smoke and making a decision with a rationale.
3. A written product such as a comic book parody using smoking superheroes/heroines to illustrate the risks of tobacco use. The options differentiate the assignment by having students demonstrate their learning through their preferred modality of visual, kinesthetic, or written expression.
Differentiate Reading In A Whole Group Setting 2008Cheryl Dick
The document provides guidance for differentiated reading instruction using partner reading. It recommends carefully arranging reading partners by ability and not pairing high and low readers together. It also suggests dividing the class in half alphabetically as one way to match partners. Several thinking strategies are listed, such as making connections, questioning, summarizing, and evaluating.
This document provides guidance for teaching a lesson about making new friends. It includes an introduction to the topic, essential questions, vocabulary words, and a short reading passage called "Try This!" The passage is about a boy named Sam experiencing his first day of school. It uses photos and simple text to show Sam trying new activities like taking the bus, painting, and playing baseball. The document provides questions and activities to help students comprehend the passage and learn that it is good to try new things.
This document provides information and guidelines about writing a problem-solution essay. It defines what a problem-solution essay is, outlines its typical structure including an introduction, thesis, body, and conclusion sections, and discusses how to arrange ideas and structure the essay. The document also provides an example of an applied problem-solution essay structure and discusses the key messages that should be conveyed in this type of written text.
Lit Circles: Rebooted for CCSS and the 4CsJon Corippo
The document discusses the use of literature circles (lit circles) to teach comprehension skills. It recommends using short texts like picture books and TV commercials to give students quick practice with lit circle activities before having them apply the skills to longer texts. Students should collaboratively discuss characters, summarize plots, and identify conflicts in groups. The document advises facilitating lit circles in class initially and having students explain their reasoning before letting them work independently. It emphasizes teaching skills over specific books and allowing student choice.
Designed for level 2 ESOL learners to teach them the requirements to pass the Trinity writing exam and get them practicing the skills through creating a group digital story
This document provides the lesson plan for a unit on self-discovery. The lesson focuses on families and introduces vocabulary related to family members. The main activities include singing a song about family members, defining new vocabulary in context, and reading a story called "A New Baby Brother" about a family with a new addition. Comprehension questions follow to check understanding of the story. The goal is for students to learn about and appreciate their own families.
This document provides guidance on identifying and analyzing imagery for a GCSE exam. It begins by defining imagery and explaining how to find examples of imagery in a text. Students are asked to identify imagery in a short passage. The document then discusses how to explain the effect of imagery by analyzing word choice and how it conveys meaning and atmosphere. It outlines the steps students should take when answering an imagery question on an exam, including choosing relevant quotes and focusing on language that creates imagery. The purpose is to prepare students to effectively identify, explain, and write about imagery in response to exam questions.
1) Hamsters live wild in parts of Europe, Asia, the Middle East, Mongolia, and Siberia. Their habitats include deserts, rocky areas, grasslands, and sandy soil.
2) Hamsters are nocturnal and solitary. They build complex burrow systems for shelter, nesting, and raising young. Females store food to survive harsh winters and feed litters.
3) Different hamster species have adapted fur coloration and behaviors to survive in their environments, such as turning white in snow or living communally with other males and females.
The document is an article about bears written by Erica Tsai. It includes sections on where bears live, how they adapt to their environments, physical descriptions of grizzly and black bears, bears' enemies and how they protect themselves, what bears eat, and fast facts about black bears. The article contains pictures and photo credits.
American alligators typically live in freshwater rivers, swamps, marshes, and lakes in the southeastern United States. They can grow over 11 feet long and weigh up to 1000 pounds. Alligators are carnivorous and eat fish, birds, frogs, turtles, and mammals. Females build nests of vegetation and lay 35-50 eggs, which hatch after 65 days depending on temperature. Alligators can live up to 50 years in the wild.
This document provides an overview of penguins, including where they live, their habitat, predators, life cycle from egg to adulthood, and how they move on land and sea. It contains sections on penguin enemies like seals and humans, how penguins are born and cared for, how chicks grow and develop waterproof feathers before leaving the colony after about 5 months.
Scorpions live in warm places like North and South America and have adapted to their environments. They protect themselves using their stingers and claws. Scorpions typically eat insects and have lived on Earth for over 350 million years, before dinosaurs existed.
Bats live in caves, attics, and hollow trees. They are beneficial because they eat large amounts of insects and pollinate plants like cacti. Bats reproduce slowly, with gestation periods of 40 days to 6 months, and females give birth to one pup. The greatest threats to bats are habitat destruction and humans killing them, either directly or by burning caves. There are over 40 bat species in the U.S. and bats are endangered.
This document is a report about goldfish written by Jung Woo Lim. It contains sections on questions and answers about goldfish, interesting facts, references, and an about me page. The questions and answers section discusses where goldfish live, how they adapt to their environment, what their habitat is, their enemies and how they protect themselves. The interesting facts section provides details on the origins of goldfish in Asia and how their coloring changes as they age.
Dolphins live in coastal waters like harbors, bays, and estuaries. They may migrate to follow fish populations or avoid cold water. Dolphins have predators like sharks, but can pretend to be dead to avoid attacks. Bottlenose dolphins are typically 10 feet long and can weigh up to 400 pounds. Dolphins communicate using sounds from their blowholes, rapidly opening and closing them to create squeaks and whistles under water.
Sharks have powerful jaws with many rows of teeth to protect themselves as apex predators, and can be found in oceans, coral reefs, mangroves, rivers, and shallow seas. They are well adapted to their environments with fins and streamlined bodies for swimming, as well as sharp teeth. There are approximately 400 known shark species, with new ones still being discovered. Female sharks give birth to litters of up to 6 pups that are born alive.
The document provides information about giraffes. Giraffes live in dry, open wooded savanna areas and use their long necks to eat leaves from tall trees. They have few enemies but can be hunted by poachers or lions, defending themselves with powerful kicks. Their diet consists of acacia leaves and they can go weeks without drinking water. Fast facts note they can run up to 35 mph and their necks contain only 7 vertebrae despite being over 5 feet long.
Dolphins live in warm oceans near coral reefs, coastal regions, and river streams. They have adapted over millions of years to live in the water, developing a blowhole on their back to breathe. Dolphins communicate and echolocate using clicks and squeaks produced by opening and closing their blowhole. They live in pods of up to 100 dolphins for protection from predators like sharks and killer whales, and for cooperation in hunting and caring for one another.
1) Beavers live in North America and parts of Eurasia. They help maintain ecosystems by creating ponds and wetlands.
2) Beavers eat plants like trees, berries, and aquatic plants. Their main food is tree bark.
3) Beavers can swim underwater for 15 minutes and use their tails to steer. They have adaptations to close their ears and nose in water.
4) Humans and predators like wolves are beavers' main enemies. Beavers communicate using scent posts and musk oils.
This student-led conference summarizes Stephanie's academic strengths and areas for improvement. Her strongest learning style is interpersonal, as she learns best in groups. For writing, she can correctly use capitalization and punctuation but needs to improve consistency. In spelling, she gets most words right but aims to score perfectly. In reading, she gets questions right and high-level thinking questions, but wants higher scores. In math, she can make graphs and use transformations but wants more practice. In science, she understands sound vibration and pitch but wants to experiment more. Her quarter 4 goals are to improve her book report score and reduce fighting with her brother.
This document outlines a student's learning styles, strengths and areas for improvement in various subjects like writing, reading, math, science and social studies. It also lists the student's goals for the next quarter which include getting a creativity award and inviting friends over more often. Various self-assessment questions are included to evaluate work habits, manners, and participation in after school activities.
Siddharth Sundaram's student-led conference outlines his strengths, goals, and next steps. His strongest learning style is interpersonal. For writing, his next steps are to write neater, edit mistakes, and include more adjectives. In math, he aims to work more slowly and neatly. Across subjects, he plans to work more independently and focus on tests. His academic goal is to work hard on a humor book project. Socially, he wants to be less negative towards his brother. Personally, his goal is to raise his Runescape attack level.
This document contains information from Kevin's student-led conference. It includes details about his strongest learning styles, goals for different subject areas, after school activities, self-assessment, and teacher comments. The teacher notes that Kevin has improved in many areas from the previous quarter, including in math, work attitude, and confidence presenting to the class. The teacher encourages Kevin to continue sharing his published work and working on organization.
1. This document outlines Dong-Jin Kim's student-led conference presentation. It includes details about his strongest learning style (kinesthetic), areas of strength and next steps in writing, spelling, reading, math, science, social studies, and technology.
2. Dong-Jin identifies academic, social, and personal goals for the next quarter. He performs a self-assessment of skills like preparation, timeliness, independence, and cooperation.
3. The teacher comment indicates that Dong-Jin does his best when he understands tasks but struggles with language difficulties. He is advised to organize himself better and start homework earlier.
1. This document summarizes a student-led conference for Miyu Tanaka.
2. It includes details about her learning styles, strengths in various subjects like writing and spelling, and goals for improvement.
3. The conference also covers Miyu's self-assessment, after school activities, goals for the next quarter, and a positive teacher comment praising her work.
1. Jonathan's student-led conference summarizes his strengths in logical and interpersonal learning styles, and his next steps to improve his writing, spelling, reading, math, science, and social studies skills.
2. His quarterly goals are to get more 6s in his report card by working hard, and to invite friends over to play. His personal goal is to read two chapter books per weekend.
3. His teacher comments that Jonathan takes learning seriously and sometimes gets stressed, but remains organized and responsible with good technology skills. The teacher encourages Jonathan to keep up the good work.
This document contains a student-led conference presentation by Anni Rytkola from April 2009. It includes summaries of her strengths and next steps in various academic subjects. Her strongest learning style is interpersonal, and her weakest is word smart. In writing, she can correctly use punctuation but needs to add more characters and periods in stories. In reading, she completes book reports on time but needs to write more sentences in responses. In math, she understands temperature and graphs but needs to learn about pictographs. Her goals are to write longer quest stories, stop fighting with her sister, and read a long English book within 7 weeks. Her teacher comment praises her indigenous peoples project and medieval podcast, and notes she works consistently
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
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).
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
4. Why are we doing this?
We are doing the Student Led Conferences
because the conference is a chance for us to tell
about what they did in the year in their own
words. It lets us express how they feel about the
project and they feel about it.
5. Why are we doing this?
We are doing the Student Led Conferenc
because the conference is a chance for us
about what they did in the year in their ow
words. It lets us express how they feel abo
project and they feel about it.
8. What will you see?
1 Language Arts
2 Language Art Reflection
3 Math
4 Math Reflection
5 Social Studies
6 Brochure
7 Social Studies Reflection
8 Science
9 Science Reflection
10 Collage
11. Language Arts
Roll of Thunder, Hear My Cry Mural
In class we read the book Roll of Thunder,
Hear My Cry which is about a girl during
the Great Depression. My class split the
story into six main parts and we were split
into six small groups of three or two. Then
each group painted a scene from the ones
we chose on the window. My scene is when
R.W., Melvin, and T.J. break into the
Barnett Mercantile
12. Language Arts
Roll of Thunder, Hear My Cry Mural
In class we read the book Roll of Thunder,
Hear My Cry which is about a girl during
the Great Depression. My class split the
story into six main parts and we were split
into six small groups of three or two. Then
each group painted a scene from the ones
we chose on the window. My scene is when
R.W., Melvin, and T.J. break into the
Barnett Mercantile
13. Language Arts
Roll of Thunder, Hear My Cry Mural
In class we read the book Roll of Thunder,
Hear My Cry which is about a girl during
the Great Depression. My class split the
story into six main parts and we were split
into six small groups of three or two. Then
each group painted a scene from the ones
we chose on the window. My scene is when
R.W., Melvin, and T.J. break into the
Barnett Mercantile
17. Reflection for Language Arts
SCIS Portfolio Reflection.html 3/19/09 1:57 PM
First and Last Name: Morena Rong
Date: Thursday, March 19, 2009
Teacher's Name: Ms. Sandoval
What is the SUBJECT Art
of the work you
selected?
What is the TITLE of quot;Roll of Thunder, Hear My Cryquot; Murals
the work you selected?
Please write a brief In this activity, we had to choose six major scenes of
the story as a class. Then we got split into groups of
description of the work
two and three and each group got a scene. First we
that you selected. created a rough draft and got it approved by Ms.
Sandoval. The next day, Our class got some paints and
we started to paint the scene on the window in order
of when it happened.
Please select the Positive Learning Attitude and Behavior
ESLR(s) that apply: Solid Foundation of Knowledge
High Level Thinking
Effective Communication
Global and Community Appreciation
Please briefly describe I think the ESLR applies to the quot;Roll of Thunder, Hear
My Cryquot; Murals because our group had to work
how the ESLR applies
together and collaborate in order to get this done. We
to your work. all worked together very well so our mural looks great.
Please choose one of the What problems or obstacles did you experience and what would do different next time?
following QUESTIONS
to answer below.
Please write your Some problems we experienced during the time we
did are murals are sometimes the brushes are way too
ANSWER here: thick. If we needed to paint a small object it will be
very hard with a big brush. Using a small brush on
very big spaces take too much time. Next time, my
group might be able to be more careful of the sizes of
the brushes we're using.
Submit Form
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21. Math
Chapter 4 Test
In chapter 4 we learned about division
divisibility and estimation. On the test we were
tested on all of these. At first, I didn’t know how
to find out if a number was divisible by any
number, but after I learned the chapter, I got
100%!
22. Math
Chapter 4 Test
In chapter 4 we learned about division
divisibility and estimation. On the test we were
tested on all of these. At first, I didn’t know how
to find out if a number was divisible by any
number, but after I learned the chapter, I got
100%!
23. Math
Chapter 4 Test
In chapter 4 we learned about division
divisibility and estimation. On the test we were
tested on all of these. At first, I didn’t know how
to find out if a number was divisible by any
number, but after I learned the chapter, I got
100%!
27. Reflection for Math
SCIS Portfolio Reflection.html 2/19/09 2:28 PM
First and Last Name: Morena Rong
Date: 19 February 2009
Teacher's Name: Ms. Sandoval
What is the SUBJECT Maths
of the work you
selected?
What is the TITLE of Chapter 4 Test - Division
the work you selected?
Please write a brief This piece is a test covering division, estimating
quotients, and divisibility. It also includes using
description of the work
mental math to solve equations. We learned how to
that you selected. check if any number was divisible by 2, 3, 4, 5, 6, 8, 9,
and 10. We also learned how so solve equations such
as 5h=55 h=11.
Please select the Positive Learning Attitude and Behavior
ESLR(s) that apply: Solid Foundation of Knowledge
High Level Thinking
Effective Communication
Global and Community Appreciation
Please briefly describe This test shows Solid Foundation of Knowledge
because I showed that I can divide and estimate the
how the ESLR applies quotients. It demonstrates that I can find if a number
to your work. is divisible by the numbers from 2-10.
Please choose one of the What are you most proud of? Explain.
following QUESTIONS
to answer below.
Please write your I am most proud of my score on the test that I got -
100%! I am surprised that received that because the
ANSWER here: divisibility was harder than the rest of the test. I'm
also proud of it because I got the word problems
correct too. Word problems are pretty hard because
it's in words and sometimes it is hard to find out what
operation to use.
Submit Form
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31. Social Studies
Colony Brochure
In social studies, we learned about the thirteen
colonies of the United States. At first we all
learned about the history of the colonial times
together. Afterwards, Mrs. Deneef gave each
student a different colony to study. I had to study
New Jersey. Then, using the information I
gathered, I made a brochure that tried to
convince people to come to my colony.
32. Social Studies
Colony Brochure
In social studies, we learned about the thirteen
colonies of the United States. At first we all
learned about the history of the colonial times
Our Farms
together. Afterwards, Mrs. Deneef gave each
New Jersey
Our farms grow the best wheat, barley,
oats, rye, and corn in the whole world! If
you are a lover of those food, you now
know where to go if you want some!
WHERE EVERYTHING IS POSSIBLE!
student a different colony to study. I had to study
Our Park
For children, the park is a sheer delight.
They can play tag, marbles, hopscotch,
hide and seek, and they fly kites. The
New Jersey. Then, using the information I
children get tutored there and families
discuss news.
Our Food
If you live near the sea, you will get fresh
gathered, I made a brochure that tried to
TWO OF OUR MAJOR CITIES:
† OUR RELIGION ¢
fish and whales everyday. If you grow TRENTON AND PRINCETON
wheat, you will have wonderful bread. Our colony was founded by
In New Jersey, there are many religions. You
You can hunt for turkey, rabbits, and deer. English colonist looking for free can choose which one you want to be! There
land. They got what they wonted. are Catholics, Quakers, and Jews.
Kid’s Life
convince people to come to my colony.
Go to New Jersey for free land!
m Our Schools m
Most of our kids learn to trade like their
parents so they can take over when the
New Jersey’s major industries are If you are Catholic, you would love our
parents retire. Other kids go to school and
manufacturing like iron working schools. Jews would be so comfortable in our
learn. Others do both. In the afternoon
Jewish schools. Quakers, send your girls and
and lumbering. They are the best
they go to the park to play.
boys to our Quaker schools. They are the
in the world! One fellow colonist
best! If you are home-schooling your child,
Benefits to Live Here quoted, “The iron working of
get them to attend the schools!
New Jersey are the best! I love it
In New Jersey, you can be whatever
here!” w Home Life w
religion you want. You can get fresh fruit
and foods everyday! COME TO NEW If you are wondering about the The men in our colony work on the farm and
JERSEY! famous people, there was John trade. The women clean the houses and the
Smith, he is very famous in all of children go to school or learn to trade. They
America. love it here!
33. Social Studies
Colony Brochure
Our Farms
New Jersey
Our farms grow the best wheat, barley,
oats, rye, and corn in the whole world! If
you are a lover of those food, you now
know where to go if you want some!
WHERE EVERYTHING IS POSSIBLE!
Our Park
For children, the park is a sheer delight.
They can play tag, marbles, hopscotch,
hide and seek, and they fly kites. The
children get tutored there and families
discuss news.
Our Food
If you live near the sea, you will get fresh TWO OF OUR MAJOR CITIES:
† OUR RELIGION ¢
fish and whales everyday. If you grow TRENTON AND PRINCETON
wheat, you will have wonderful bread. Our colony was founded by
In New Jersey, there are many religions. You
You can hunt for turkey, rabbits, and deer. English colonist looking for free can choose which one you want to be! There
land. They got what they wonted. are Catholics, Quakers, and Jews.
Kid’s Life Go to New Jersey for free land!
m Our Schools m
Most of our kids learn to trade like their
parents so they can take over when the
New Jersey’s major industries are If you are Catholic, you would love our
parents retire. Other kids go to school and
manufacturing like iron working schools. Jews would be so comfortable in our
learn. Others do both. In the afternoon
Jewish schools. Quakers, send your girls and
and lumbering. They are the best
they go to the park to play.
boys to our Quaker schools. They are the
in the world! One fellow colonist
best! If you are home-schooling your child,
Benefits to Live Here quoted, “The iron working of
get them to attend the schools!
New Jersey are the best! I love it
In New Jersey, you can be whatever
here!” w Home Life w
religion you want. You can get fresh fruit
and foods everyday! COME TO NEW If you are wondering about the The men in our colony work on the farm and
JERSEY! famous people, there was John trade. The women clean the houses and the
Smith, he is very famous in all of children go to school or learn to trade. They
America. love it here!
35. A Bigger Version
Our Farms
New Jersey
Our farms grow the best wheat, barley,
oats, rye, and corn in the whole world! If
you are a lover of those food, you now
know where to go if you want some!
WHERE EVERYTHING IS POSSIBLE!
Our Park
For children, the park is a sheer delight.
They can play tag, marbles, hopscotch,
hide and seek, and they fly kites. The
children get tutored there and families
discuss news.
Our Food
If you live near the sea, you will get fresh TWO OF OUR MAJOR CITIES:
† OUR RELIGION ¢
fish and whales everyday. If you grow TRENTON AND PRINCETON
wheat, you will have wonderful bread. Our colony was founded by
In New Jersey, there are many religions. You
You can hunt for turkey, rabbits, and deer. English colonist looking for free can choose which one you want to be! There
land. They got what they wonted. are Catholics, Quakers, and Jews.
Kid’s Life Go to New Jersey for free land!
m Our Schools m
Most of our kids learn to trade like their
parents so they can take over when the
New Jersey’s major industries are If you are Catholic, you would love our
parents retire. Other kids go to school and
manufacturing like iron working schools. Jews would be so comfortable in our
learn. Others do both. In the afternoon
Jewish schools. Quakers, send your girls and
and lumbering. They are the best
they go to the park to play.
boys to our Quaker schools. They are the
in the world! One fellow colonist
best! If you are home-schooling your child,
Benefits to Live Here quoted, “The iron working of
get them to attend the schools!
New Jersey are the best! I love it
In New Jersey, you can be whatever
here!” w Home Life w
religion you want. You can get fresh fruit
and foods everyday! COME TO NEW If you are wondering about the The men in our colony work on the farm and
JERSEY! famous people, there was John trade. The women clean the houses and the
Smith, he is very famous in all of children go to school or learn to trade. They
America. love it here!
38. Reflection for Social Studies
SCIS Portfolio Reflection.html 3/10/09 2:43 PM
First and Last Name: Morena Rong
Date: Tuesday, March 10, 2009
Teacher's Name: Ms. Sandoval
What is the SUBJECT Social Studies
of the work you
selected?
What is the TITLE of Colony Brochures
the work you selected?
Please write a brief In social studies, we studied the 13 colonies of
America. Each student got a different colony and
description of the work
gathered information to make a brochure of it. The
that you selected. brochure had to include a variety of information about
the colony.
Please select the Positive Learning Attitude and Behavior
ESLR(s) that apply: Solid Foundation of Knowledge
High Level Thinking
Effective Communication
Global and Community Appreciation
Please briefly describe Solid foundation of knowledge applies to my work
because we had to gather what we learned about the
how the ESLR applies colony and put it in our own words on the brochure.
to your work. The brochure is supposed to persuade people to come
to that colony.
Please choose one of the What are you most proud of? Explain.
following QUESTIONS
to answer below.
Please write your In the brochure, I am most proud of how I put
different information into paragraphs and its easy to
ANSWER here: find. By doing this, my brochure looks very neat. I also
got a good grade on it.
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42. Science
Stump the Experts
For science we were learning about space. This
time the whole grade was split into groups of six
or seven. Then each group got assigned a topic.
The topics were Asteroids, The Milky Way,
Black Holes, Pluto, and Halley’s Comet. I got
assigned Halley’s Comet.
43. Science
Stump the Experts
For science we were learning about space. This
time the whole grade was split into groups of six
or seven. Then each group got assigned a topic.
The topics were Asteroids, The Milky Way,
Black Holes, Pluto, and Halley’s Comet. I got
assigned Halley’s Comet.
47. Reflection for Science
SCIS Portfolio Reflection.html 4/2/09 1:58 PM
First and Last Name: Morena Rong
Date: Thursday, April 2, 2009
Teacher's Name: Ms. Sandoval
What is the SUBJECT Science
of the work you
selected?
What is the TITLE of Stump the Experts
the work you selected?
Please write a brief The whole fifth grade was split into five different groups. Each group was
assigned a topic. They were Pluto, Milky Way, the galaxy, asteroids, and Halley's
description of the work Comet. I was with Fiona, Jennifer, Sally, Ola,and Sarah. Then we went on the
that you selected. Internet and searched all we can about Halley's Comet. On the day we had to
present, we sat in front of the whole grade with the information we found on
cue cards. Then people from the audience started asking questions about
Halley's Comet. We had to answer the questions correctly. They asked ten
questions. We managed to answer all of them correctly.
Please select the Positive Learning Attitude and Behavior
ESLR(s) that apply: Solid Foundation of Knowledge
High Level Thinking
Effective Communication
Global and Community Appreciation
Please briefly describe I think Solid Foundation of Knowledge and Effective Communication
applies to Stump The Experts because we had to work together and
how the ESLR applies share our work with each other in order to complete the project.
to your work. Then we had to come together and gather all our knowledge of the
subject to answer questions people might ask.
Please choose one of the What are you most proud of? Explain.
following QUESTIONS
to answer below.
Please write your I am most proud of how we all answered the questions correctly and never
used the freebie that Ms. Sandoval gave each group in case they didn't know
ANSWER here: a question. A freebie can help you get one hundred percent even if you
missed the question. It is just like extra credit but not that hard to complete.
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58. Girls Boys
20
15
10
5
0
Sience Fiction Fantasy Classic Non Fiction
Type of Book
59. Girls Boys
20
15
10
5
0
Sience Fiction Fantasy Classic Non Fiction
Type of Book
60. Girls Boys
20
15
10
5
0
Sience Fiction Fantasy Classic Non Fiction
Type of Book
61. Girls Boys
20
15
10
5
0
Sience Fiction Fantasy Classic Non Fiction
Type of Book
62. Girls Boys
20
15
10
5
0
Sience Fiction Fantasy Classic Non Fiction
Type of Book
63. Girls Boys
20
15
10
5
0
Sience Fiction Fantasy Classic Non Fiction
Type of Book
64. Girls Boys
20
15
10
5
0
Sience Fiction Fantasy Classic Non Fiction
Type of Book
65. Girls Boys
20
15
10
5
0
Sience Fiction Fantasy Classic Non Fiction
Type of Book
66. Girls Boys
20
15
10
5
0
Sience Fiction Fantasy Classic Non Fiction
Type of Book
67. Girls Boys
20
15
10
5
0
Sience Fiction Fantasy Classic Non Fiction
Type of Book
68. Girls Boys
20
15
10
5
0
Sience Fiction Fantasy Classic Non Fiction
Type of Book
69. Girls Boys
20
15
10
5
0
Sience Fiction Fantasy Classic Non Fiction
Type of Book
70.
71.
72.
73.
74. SCAA!!!
Second Chance Animal Aid
Help
The Grade me just by
Drop by buying a
Fives are calendar!
anytime
holding a
fundraiser to
to buy a
raise money
calendar.
to help
SCAA help
We’ll be
stray animas
to get a waiting!
home.
The sales will end
Go to Ms. Sandoval’s
on December 12th.
fifth grade class
(Room 211) to get a
calendar!
Each one is 100 RMB.
100 RMB!!!!
Made by Morena Rong
Ms. Sandoval’s class
75. SCAA!!!
Second Chance Animal Aid
Help
The Grade me just by
Drop by buying a
Fives are calendar!
anytime
holding a
fundraiser to
to buy a
raise money
s
calendar.
to help
SCAA help
We’ll be
stray animas
Coming Soon, to get a waiting!
“Jack and the Beanstalk!!!” home.
The sales will end
Go to Ms. Sandoval’s
on December 12th.
fifth grade class
It’s going to
(Room 211) to get a
Come to the Lower
be in the
Thursday, calendar!
gymnasium. SChool Musical
Be there! “Jack and the
December Each one is 100 RMB.
Beanstalk!!!”
11th 2008.
FEE
FI FO FUM!!! I
100 RMB!!!!
smell a musical
coming on!
Don’t
miss out
on it!
Made by Morena Rong
Ms. Sandoval’s class
DO NOT MISS
IT!!!!!!!!
By Morena Rong
Grade five
76. SCAA!!!
Second Chance Animal Aid
Help
The Grade me just by
Drop by buying a
Fives are calendar!
anytime
holding a
fundraiser to
to buy a
raise money
s
calendar.
to help
SCAA help
We’ll be
stray animas
Coming Soon, to get a waiting!
“Jack and the Beanstalk!!!” Help Protect the Coral home.
The sales will end
Reefs!!! Go to Ms. Sandoval’s
on December 12th.
fifth grade class
It’s going to Don’t
destroy our
(Room 211) to get a
Come to the Lower
be in the coral reefs!
Thursday, This calendar!
gymnasium. SChool Musical
is how
Be there! “Jack and the
December Each one is 100 RMB.
Beanstalk!!!” most
coral
11th 2008.
reefs
FEE
look
FI FO FUM!!! I
100 RMB!!!!
The
smell a musical coral reef is
like
coming on! my home. Don’t
ruin it.
today.
Don’t
YOU CAN
miss out
DID YOU
on it! MAKE A
KNOW?
DIFFERENCE
All the coral reefs Made by Morena Rong
Ms. Sandoval’s class
cover less than 0.2
•DON’T touch the
percent of the
corals.
world’s ocean, but
•DON’T dump
This is how a coral reef is 25% of the world’s
nuclear waste into
supposed to look like. marine fish live in
the corals.
the coral reefs.
•DON’T purchase
items that use
coral.
Created by Morena Rong in the Shanghai
Community International School
DO NOT MISS
IT!!!!!!!!
By Morena Rong
Grade five
77. SCAA!!!
Second Chance Animal Aid
Help
The Grade me just by
Drop by buying a
Fives are calendar!
anytime
holding a
fundraiser to
to buy a
raise money
s
calendar.
to help
SCAA help
We’ll be
stray animas
Coming Soon, to get a waiting!
“Jack and the Beanstalk!!!” Help Protect the Coral home.
The sales will end
Reefs!!! Go to Ms. Sandoval’s
on December 12th.
fifth grade class
It’s going to Don’t
destroy our
(Room 211) to get a
Come to the Lower
be in the coral reefs!
Thursday, This calendar!
gymnasium. SChool Musical S E C O N D C H A N C E
is how
Be there! A N I M A L A I D
“Jack and the
December Each one is 100 RMB.
SCAA
Beanstalk!!!” most
coral
11th 2008.
reefs
FEE
look
FI FO FUM!!! I
Help Save Animals! 100 RMB!!!!
The
smell a musical coral reef is
z z
like
coming on! my home. Don’t
ruin it.
today. The fifth graders are selling calendars to raise
money for SCAA .
If you
Each
Don’t
YOU CAN want to
miss out
Calendar is 100
DID YOU
on it! MAKE A
purchase a
KNOW?
RMB!
DIFFERENCE
calendar,
All the coral reefs Made by Morena Rong
Ms. Sandoval’s class
cover less than 0.2
•DON’T touch the
go to room
percent of the
corals.
world’s ocean, but
•DON’T dump
This is how a coral reef is 25% of the world’s
211, Ms.
nuclear waste into
supposed to look like. marine fish live in
the corals.
the coral reefs.
•DON’T purchase
Sandoval’s
items that use
coral.
class
Created by Morena Rong in the Shanghai
Community International School
Help
me get a
home!!!
DO NOT MISS The sales
will end on
IT!!!!!!!! December
12th
By Morena Rong
This puppy needs your help.
Grade five
Created by Morena Rong
78. SCAA!!!
Second Chance Animal Aid
Help
The Grade me just by
Drop by buying a
Fives are calendar!
anytime
holding a
fundraiser to
to buy a
raise money
s
calendar.
to help
SCAA help
We’ll be
stray animas
Coming Soon, to get a waiting!
“Jack and the Beanstalk!!!” Help Protect the Coral home.
The sales will end
Reefs!!! Go to Ms. Sandoval’s
on December 12th.
fifth grade class
It’s going to Don’t
destroy our
(Room 211) to get a
Come to the Lower
be in the coral reefs!
Thursday, This calendar!
gymnasium. SChool Musical S E C O N D C H A N C E
is how
Be there! A N I M A L A I D
“Jack and the
December Each one is 100 RMB.
SCAA
Beanstalk!!!” most
coral
11th 2008.
reefs
FEE
look
FI FO FUM!!! I
Help Save Animals! 100 RMB!!!!
The
smell a musical coral reef is
z z
like
coming on! my home. Don’t
ruin it.
today. The fifth graders are selling calendars to raise
money for SCAA .
If you
Each
Don’t
YOU CAN want to
miss out
Calendar is 100
DID YOU
on it! MAKE A
purchase a
KNOW?
RMB!
DIFFERENCE
calendar,
All the coral reefs Made by Morena Rong
Ms. Sandoval’s class
cover less than 0.2
•DON’T touch the
go to room
percent of the
corals.
world’s ocean, but
•DON’T dump
This is how a coral reef is 25% of the world’s
211, Ms.
nuclear waste into
supposed to look like. marine fish live in
the corals.
the coral reefs.
•DON’T purchase
Sandoval’s
items that use
coral.
class
Created by Morena Rong in the Shanghai
Community International School
Help
me get a
home!!!
DO NOT MISS The sales
will end on
IT!!!!!!!! December
12th
By Morena Rong
This puppy needs your help.
Grade five
Created by Morena Rong