G H D H S H K B G W E G S S X H X P G F D N G H O N F K F F Z N K P K U B N O I G Q I C B L O Q Q L K I I T P Y I O D D W N K T Z Q X W B K W D I W G N T F M B L E I L U Q M V B A O A N X N B G G L B Y C D D Z H M A T O W L G U A O N R L...

Titania · 20 Marzo 2017 · New Adult · Independiente ...

These universities are most likely to get you a job https://t.co/es2CYtkdma #education

Delicately textured, the Felted Prince Scarf is made of 100% yak khullu. To create its double-faced design, Norlha artisans hand-felt soft, natural grey khullu to...

Hoje trazemos 80 Atividades com Cruzadinhas com temas da Língua Portuguesa para serem trabalhadas como os alunos da Educação

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We may have less than 5 years to change how we learn, earn and care https://t.co/X5KnB7DOw6

A C A D E M Y H A M B U R G

Posibilidades - posibilidades plus abc - Grupo 1 : si, mas posibilidades que si, No estas listo para saberlo, siempre, mas de una linea de tiempo, aun no hay una respuesta, mas posibilidades que no, no se te puede responder ahora , nunca, Cambia pregunta, depende de ti, depende de alguien mas, solo es cuestion de tiempo, NO Grupo 2 : A, B, C, D, E, F, G, H, I, J, K, L, M, N, Ñ, O, P, Q, R, S, T, U, V, W, X, Y, Z Grupo 3 : Grupo 4 :

During my school district's implementation of #CCSS, I have been fortunate enough to serve on the District Language Arts Workgroup. In these meetings, we have had spirited debate and discussion regarding not only Common Core State Standards and its implementation, but also the strategic instruction required and the research to support that instruction. While discussing the need for students to actively participate in close reading of texts, I noticed that one of the excerpts of research that we were reading referenced a new book by Kylene Beers and Robert A. Probst titled Notice and Note: Strategies for Close Reading. I ordered the book and tore through it. I easily tout this book as the most easily applicable professional reading that I have ever read. I won't give you a book review, as you can find those on Barnes & Noble, Amazon, and through Heinemann press. Instead I'll give you a quick layout of the book, tell you why it appealed to me, and how I implemented the strategies in my fifth grade classroom. The book is organized into three main parts: "Part I-The Questions We Pondered" is a discussion of critical topics that affect readers and reading instruction, "Part II-The Signposts We Found" explains the signposts that are the meat of the close reading strategies, as well as the questions that correlate with each signpost, and "Part III-The Lessons We Teach" provides model lessons to use in your classroom. Quick, but relevant, bird walk here... Chapter 2 of Part I really struck a chord with me directly. The title of the chapter is "And What is the Role of Fiction?" The "aha moment" (to borrow a signpost) for me was the idea that students can learn sympathy, even empathy, through fiction. In essence, we learn to be human through the humanities. It made me reflect on my reading instruction for the current year. Since my grade level is departmentalizing, I am teaching Reading and Science. It stands to reason that a large amount of my reading instruction has occurred while integrating non-fiction Science texts into my reading instruction. I resolved to increase my fictional reading instruction and this professional text was exactly what I needed. I began implementing the strategies using the model lessons found in Part III. The "teacher talk" that they suggested was helpful, but I found that I need to modify it to make it relevant and interesting to my groups. The texts (excerpts of novels and short stories) that were provided...oh wait, did I fail to mention that? Yes! The appendix of the book has a reproducible excerpt of text for teaching, as well as one for reteaching, if necessary, each signpost. Although these texts are provided, my classroom is pretty close to paperless and I was not excited about duplicating these for my students to mark-up. After a quick internet search, I found that Heinemann provided most of these in pdf form. Yay! (Click the tab titled "Companion Resources") I taught one signpost a week until all 6 were mastered by the students. As I taught a signpost, I would post the signpost, as well as the corresponding question for easy student access. I also created a page in my LMS with the anchor posters. The anchor posters are also clickable links to pdf versions of the text excerpts. After all of the signposts were solidly holstered in their metaphorical tool belts, I knew it was time to put their skills to work on a novel. I chose Number the Stars. We read the novel aloud and discussed the signposts as they came along. At times, we recorded our thoughts in writing but more often than not, the questions inspired partner talk and classroom discussion. One thing that I shared with the students is that there was no "wrong" answer for a signpost as long as they could make the case for why they felt it fit. It was so empowering and triggered so much powerful dialogue. As we came across signposts, I recorded them on a class mind map. Students recorded them in an app on their iPads and they were as individual as the students themselves. Here are a few examples: Please feel free to ask any questions that you may have. I would also love any feedback that you may be able to provide. Thanks for looking!

The Japanese Language has 3 differents alphabets called Hiragana – Katakana – Kanji. Japanese alphabet consists 99 sounds formed with 5 vowels (a, e, i, o, and u) and 14 consonants (k, …

Goodbye, maths and English. Hello, teamwork and communication? https://t.co/OcvhFPpamW

RAAMWERK VIR DIE AANLEER VAN KLANKE IN DIE GRONDSLAGFASE Dit is nie ‘n moet dat die skryf van klanke noodwendig in dieselfde volgorde aangebied of aangeleer word nie. ‘n Gids wat uit 1997 da…

Confession time...I'm a terrible singer. Like, turrible. But I don't let that stop me (Follow your dreams, people) from belting out my own little diddies and dance moves in my therapy sessions. Why? Mostly because it draws attention and makes my students laugh. But also, I know that movements and chants and rhymes can all help my students engage and learn. Like the kind of learning that sticks. Let's take a look at some research:

Parents in these places spend the most on their children’s education https://t.co/cjAjCWItd0

Your home for the world’s most exciting and diverse web comics and novels. Discover stories you’ll love from all genres, only on Tapas!

Objective This update of a 2008 guideline from the American Academy of Otolaryngology—Head and Neck Surgery Foundation provides evidence-based recommendations t...

Identify guides - Use this to learn about which guide might be communicating with you. - Group 1 : A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z Group 2 : MATERNAL, PATERNAL, SUBCONSCIOUS, HIGHER SELF, ANIMAL GUIDE, LIGHT BEING, SPIRIT GUIDE, TEACHER GUIDE, ALIEN GUIDE, ANCESTRAL GUIDE, GUARDIAN ANGEL, ASCENDED MASTER, MASTER TEACHER GUIDE Group 3 : RELATIVE, FRIEND, GUIDE, OTHER Group 4 : MALE, NEUTRAL, FEMALE Group 5 : 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

HOE ALLES INMEKAAR PAS IN AFRIKAANS. KLANKLEER: 1.1 VOKALE / KLINKERS a, aa, e, ee, i, ie, o, oo, u, uu 1.2 KONSONANTE / MEDE-KLINKERS b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, z 1.3 TWEEKLANKE / DIFTONGE

Pendulum Board - - Group 1 : February, March, April, May, June, July, August, September, October, November, December, January Group 2 : A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z Group 3 : Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday Group 4 : 1, 2, 3, 4, 5, 6, 7, 8, 9, 0 Group 5 : Aries, Taurus, Gemini, Cancer, Leo, Virgo, Libra, Scorpio, Sagittarius, Capricorn, Aquarius, Pisces Group 6 : YES, NO, REPHRASE

HOE ALLES INMEKAAR PAS IN AFRIKAANS. KLANKLEER: 1.1 VOKALE / KLINKERS a, aa, e, ee, i, ie, o, oo, u, uu 1.2 KONSONANTE / MEDE-KLINKERS b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, z 1.3 TWEEKLANKE / DIFTONGE

These countries are facing the greatest #skills shortages https://t.co/bMtdME8gLI

HOE ALLES INMEKAAR PAS IN AFRIKAANS. KLANKLEER: 1.1 VOKALE / KLINKERS a, aa, e, ee, i, ie, o, oo, u, uu 1.2 KONSONANTE / MEDE-KLINKERS b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, z 1.3 TWEEKLANKE / DIFTONGE