Writing process rubric
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This rubric evaluates student writing based on six criteria: punctuation, capitalization, grammar, content/ideas, spelling, and timeliness. For each criteria, students can score from 1 to 5 points, with 1 being "Needs Improvement" and 5 being "Excellent". The rubric is used to provide students with clear guidelines on expectations for their writing and to standardize scoring of writing assignments.
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Mrs. Skipper's 2nd grade class has homework expectations in various subjects. For math, adults should check both sides of the math sheet and help with corrections. Flashcards can help practice math facts. For reading, students take books home on Tuesdays and practice timed passages twice a week, aiming for 90 wpm by year's end. Parents should check accuracy, fluency, expression, phrasing and pace when children read. Spelling and occasional grammar homework is also assigned, plus occasional projects where children should do the work with parental support.
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Mrs. Skipper's 2nd grade class has homework expectations in various subjects. For math, adults should check both sides of the math sheet and help with corrections. Flashcards can help practice math facts. For reading, students take books home on Tuesdays and practice timed passages twice a week, aiming for 90 wpm by year's end. Parents should check accuracy, fluency, expression, phrasing and pace when children read. Spelling and occasional grammar homework is also assigned, plus occasional projects where children should do the work with parental support.
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The document outlines a lesson plan about the branches of government and geography of Colombia. It includes dividing students into groups to present on topics like the Colombian state, territories, population, and using an activity with lemons to demonstrate how people can look different on the outside but be similar on the inside. The lesson aims to teach students about the executive, legislative and judicial branches, geography terms like longitude and latitude, diversity in Colombia, and that despite surface level differences, fundamentally people are alike.
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The document discusses using pictures and movement in English language classrooms and moving away from direct translation. It provides several reasons for using pictures in language lessons, including that pictures provide visual support for learning vocabulary and structures, they are more convenient to bring into the classroom than real objects, they add interest to writing exercises and discussions, and they promote creative and critical thinking. Several picture-based activities are described, such as describing what is happening in a picture, what roles the people have, finding similarities and differences, and putting together cut-up puzzle pictures.
WORKSHOP: LESSON PLAN DESIGN
This document provides guidance on creating lesson plans for content-based instruction (CBI) classrooms. It outlines the key components of a lesson plan, including objectives, a warm-up activity, pre-lesson activity, presentation of new material, and production activity to reinforce learning. Teachers are instructed to identify essential vocabulary and provide repeated exposure through various multimodal activities. Reflection on lesson objectives and student learning is also emphasized.
WORKSHOP:CURRICULUM DESIGN
The document provides guidance on curriculum design for CBI (Communication-Based Instruction) classrooms. It discusses that curriculums take collaborative, thoughtful planning. The objectives are to help teachers identify the essential parts of a curriculum and design one for their CBI classroom. It defines curriculum design as organizing what students will learn and provides examples of curriculum components like units, topics, lessons, and objectives. It also offers strategies like pre-teaching vocabulary, using gestures and pictures to support learning, and reviewing material regularly.
STEEL HERRERA-STATEMENT OF RESULT (12)
Steel Milan Herrera Franco achieved a score of 70 out of 100 on the Preliminary English Test (PET) exam in Bogota, Colombia in November 2014, meeting the minimum pass requirement. The PET exam evaluates English proficiency at level B1 of the Common European Framework. It also corresponds to Entry Level 3 in the UK National Qualifications Framework. Scores of 70-84 represent a basic pass, demonstrating an ability to communicate in simple, routine tasks requiring a basic exchange of information in familiar situations.
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Samuel Alberto Papu Jimeno passed the Preliminary English Test (PET) exam with a score of 85/100. The PET exam evaluates English proficiency at level B1 of the Common European Framework. Samuel's score of 85 indicates he passed the exam with Merit, demonstrating good achievement at level B2. The PET exam assesses reading, writing, listening, and speaking skills and is one step above the Key English Test in the UK qualifications framework.
JORGE SALCEDO - STATEMENT OF RESULT
Jorge Augusto Salcedo Ortega took the Preliminary English Test (PET) in November 2014 in Bogota and received a score of 61/100, achieving Council of Europe Level A2. The PET examination assesses English proficiency at Level B1 of the Common European Framework of Reference. It is also at Entry Level 3 in the UK National Qualifications Framework. Scores on the PET can result in a Pass, Pass with Merit, or Pass with Distinction certification of English language ability.
JUAN OLIVO - STATEMENT OF RESULT
Juan Enrique Olivo Socarras received a score of 69/100 on the Preliminary English Test (PET) exam, placing him at Council of Europe Level A2. The PET exam evaluates general English proficiency at Level B1 of the Common European Framework. It is also at Entry Level 3 in the UK National Qualifications Framework. Scores on the PET can range from Pass with Distinction to Fail, with Level A2 covering scores between weak and borderline performance. This document provides Juan's results but is not an official certificate.
JUAN SARMIENTO - STATEMENT OF RESULT
Juan Sebastian Sarmiento Donado took the Preliminary English Test (PET) in Bogota, Colombia in November 2014. He received a score of 85 out of 100, which qualifies as a Pass with Merit. The PET examines English proficiency at Level B1 of the Common European Framework of Reference, which is equivalent to Entry Level 3 in the UK National Qualifications Framework.
JUAN GUTIERREZ - SATEMENT OF RESULT
Juan David Gutierrez Fandiño passed the Preliminary English Test (PET) with a score of 76/100. The PET exam tests English proficiency at Level B1 of the Common European Framework of Reference. Juan David's score indicates a Pass and borderline good achievement at the B1 level. The PET exam assesses reading, writing, listening, and speaking skills and is an entry level 3 qualification in the UK National Qualifications Framework.
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Therefore, human intervention has significantly influenced land use patterns over many
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accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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