Vocabulary the course will offer students a list of culinary terms and idioms. Readings: A list of pertinent readings in English will be provided Evaluation Active participation in class, the keeping of a portfolio with recipes cooked - including their ingredients, as well as notes on their preparations and applicable historical perspectives. A report with descriptions and impressions of the visit to the market. 20% 25% Midterm, 25% Paper, 5% Oral presentation, 25% Final exam Course FA-30 INTRODUCTION TO TRANSLATION: CULTURE, VOCABULARY, AND PROCESS (45 class hours) Lecturer: Xx. Xxxxxx Xxxxxx Sánchez (xxxxxxx@xx.xx ) Substitute Lecturer: Xx. Xxxxxxx Xxxxxx Agrafojo (xxxxxxx00@xxxxxxx.xxx)
Vocabulary the program will include a list of culinary terms, and idioms. Readings We will use a list of selected readings in English Evaluation 20% Active Participation in class/portfolio with recipes cooked in class including: ingredients, notes on how to make it, and a historical perspective + report on visit to the market (description and reflection) 25% Midterm, 20% Paper, 10% Oral presentation, 25% Final exam Mandatory send an email to l.laplaza.hist@gmail.com Course GS-12 WINE IN SPAIN: HISTORY AND WINE TASTING (45 contact hours) Prof. André L. Salla (info@flordesalvinos.com)
Vocabulary. Explicit teaching of Tier 1, 2 and 3 Vocabulary • The Heggerty phonemic Awareness program – R-2 SA TfEL Framework Effective Teaching Principles • A resource for developing quality teaching and learning • Assessment for Learning • • Clear learning intentions shared with students • • Differentiated success criteria Responsive – respond to learner needs and build upon prior knowledge Consistent – use strategies to engage all learners Effective – monitor and reflect on teaching program and adapt as required Brightpath Team • 3 teachers: Jp, Mp, Up to manage genre writing schedule and collection and moderation Dedicated Literacy Blocks R - 6 • 300 minutes per week Individual Targets • R-6 – short term improvement targets for reading and writing based upon individual performance, assessed every term Running Records • R-6 below level 30 tested each term - pM Benchmarks, unseen text, comprehension 94%+ LEAP Levels • EALD R-6 – 2 writing samples as per genre writing schedule, moderated by LEAp Team Brightpath • R-6 writing scaled on Brightpath ruler, each term, as per genre schedule, moderation twice a year in Year level teams Accelerated Reader • Years 1-6 – regular comprehension quizzes and STAR reader test, end of each term NAPLAN • Years 3 and 5 PAT TESTS • pAT-R Comprehension Years 1-6 • pAT Grammar and punctuation Y3-6 Oxford Word Lists • Weekly Oxford Word lists, R-3 Phonological Awareness Skills Mapping (PASM) • All Reception students Mid Term 1 and Term 4 The Xxxxxxxxxx Phonological Awareness Test (SPAT-R) • Reception students, who are below in pASM SA Spelling Test and Words Their Way Spelling Test All class collected data entered into Markit by teachers • Years 1-6 Screening Week - Week 4, Term 4 • Home Reading awards presented at assembly and end of year Home Reading award for each class • • Literacy and Numeracy Week National Simultaneous Story Time presented by a Jp class each year • Individual reading and writing targets sent home each term informing parents and caregivers of their child’s current target Zoom Reading Intervention Literacy Groups • Small group reading intervention groups, 3 days a week with a trained SSO in Levelled Literacy Intervention • Dynamic Student Learning Support teacher providing small group Literacy support for students who have been identified as requiring extra support • Small group reading intervention groups for students diagnosed with Dyslexia with a teacher trained in the Macq Lit program Speech Support Pre Lit • • Re...
Vocabulary. In preparation for the reading to children, read the text yourself and be familiar with the Tier II vocabulary that students might find challenging, such as: protect, stretch, shrink, amazing, beneath, nourishment, send, receive. See the lesson plan for examples of student friendly definitions that you may want to use to help your students to comprehend the text. ADVANCE PLANNING • Read the book and rigorous text discussion lesson plan—Me and My Amazing Body by Xxxx Xxxxxxx.
Vocabulary. Tier II (high frequency words for mature language users that are found across a variety of domains): amazing, internal, external, protect, stretch, shrink, amazing, beneath, nourishment Tier III (content specific vocabulary): skeleton, oxygen, muscles, lungs, brain, skull, veins, arteries ADVANCE PLANNING • Create Tier II and Tier III word cards to use with children • Have rubber bands available for each student in the class • Provide parents with a word list that you create with Tier II and Tier III words • Check your school library or local libraries for additional copies of Me and My Amazing Body to include in your library center • Visit suggested websites and links for additional resources that you might use for creating center activities Texts and Materials Me and My Amazing Body by Xxxx Xxxxxxx Rubber bands one per child Props to promote understanding of vocabulary Blank word cards Prepared word cards with Tier II and Tier III words Chart paper / markers COLLEGE AND CAREER READINESS ANCHOR STANDARDS Speaking and Listening (CCSS, 2012, p. 22)
Vocabulary. In preparation for the reading to children, read the text yourself and be familiar with the vocabulary that students might find challenging including: Tier II words: leafy vegetables, protect, care Tier III: cells, x-ray, calcium, cartilage, ligaments, marrow, mineral ADVANCE PLANNING • Create a chart called, “What We Know About Our Skeleton” • Gather props including a Soup Bone and a Soup Bone sliced in half. (The butcher at many grocery stores will donate a bone and cut one in half for you.) • One apple and a knife to slice the apple in half in front of the children.
Vocabulary. In preparation for the reading to children, read the text yourself and be familiar with the vocabulary that students might find challenging including: Tier II: fit, twist, twirl, flow, built, busy, underneath, connect, incredible, supplies, survives, ingredients, path, seeps, stale, delivers Tier III: joints, tendons, nerves, intestines, urine, sweat, saliva, blood stream, intestines, blood vessels, five senses ADVANCE PLANNING
Vocabulary match Developing a basic vocabulary for a job interview through a game Game “Vocabulary match”: The participants find out the matches between the new words and their English definition. Group work (3-4): The participants can discuss among each other which definition is fitting to which word. In this way, they practice again conversation in general and can learn from each other (especially the participants with a lower language level from those with a higher level).
Vocabulary. See Teacher Resources at the end of this curriculum for a list of vocabulary words compiled from KCPW program goals and OSPI NGSS Vocabulary used in the Washington Comprehensive Assessment of Science (WCAS) in grade 5, in alignment with this unit. SUGGESTION: write words on cards and tape them to where the word is found in the room or around the tank.
Vocabulary. The definition of a vocabulary for PREMIS is an ongoing process, therefore E-ARK does not define an ex- haustive list of vocabulary that is to be used exclusively. 31 xxxx://xxx.xxx.xxx/standards/premis/v2/premis-2-2.pdf 32 Namespace: info:lc/xmlns/premis-v2, namespace schema location: xxxx://xxx.xxx.xxx/standards/premis/v2/premis-v2-2.xsd The basis of the preservation vocabulary used in E-ARK is the preservation schemes provided by the Library of Congress.33 Additionally, recent contributions by the PREMIS Implementers Group are taken into consid- eration.34 And, finally, there are contributions made by E-ARK project partners based on experience and best practices. The vocabulary listed in the following sections is therefore to be seen as a core vocabulary which is contin- uously being extended.
