Table File Items for January 26, 2015, Regular School Board Meeting
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Dramatizing Poetry in the Second Language Classroom STEPHEN
English Teaching: Practice and Critique December, 2006, Volume 5, Number 3 http://education.waikato.ac.nz/research/files/etpc/2006v5n3art5.pdf pp. 127-136 Dramatizing poetry in the second language classroom STEPHEN ELTING American International School, Hong Kong ARTHUR FIRKINS Department of Linguistics, Macquarie University, Sydney ABSTRACT: Poetry performance is an approach to learning where students can use theatrical techniques to develop a response to the poem. This paper argues that ELL students can explore the aesthetic function of language and, more widely, develop confidence in using English as a communicative tool through the dramatization of poetry. We describe the process we have used to take a poem from the page to the stage and provide examples for ELL teachers to use this creative approach in their classrooms. KEYWORDS: Performance poetry, ELL (English Language learners), dramatizing poetry, verbal art, aesthetic function of language, drama and language learning, criticism and response. INTRODUCTION In order to reclaim the creative in the English classroom, educators should place verbal art at the heart of their English language programmes. Poetry is a rich language resource available to the English Language learner (ELL) and, as such, we argue that reading, interpreting and performing poetry should be a central pedagogical feature of the English programme. Poetry enables the exploration of sound, image and word association while extending the semantic resources available to students. However, current uses of poetry in the classroom more readily focus on eliciting oral or written responses to the poem from students. In contrast, although recognising that some rudimentary knowledge of the language and meaning of the poem is an important prerequisite for its understanding, we suggest that dramatizing the poem can also be a creative and interesting method through which ELL students can develop a response to the poem. -
Writing Standards in Action Project Uses High Quality Student Writing Samples to Illustrate What Performance to Grade Level Standards Looks Like—In Action
GRADE FRAMEWORK / CONTENT STANDARDS ADDRESSED: Massachusetts Curriculum Framework 5 for ELA and Literacy (2017) “What should good student writing at this grade level look like?” The answer lies in the writing itself. The Writing Standards in Action Project uses high quality student writing samples to illustrate what performance to grade level standards looks like—in action. Grade 5 English Language Arts Narrate (Personal Narrative) King-Da-Ka Massachusetts Department of Elementary and Secondary Education Writing Standards in Action Project www.doe.mass.edu/candi/wsa/ Page 1 SAMPLE A5-2 (Narrate—Personal Narrative) GRADE FRAMEWORK / CONTENT STANDARDS ADDRESSED: Background Information Massachusetts Curriculum Framework 5 for ELA and Literacy (2017) Writing Sample Title: STANDARDS-BASED COMMENTARY King-Da-Ka The student writing sample that follows includes standards-based commentary. Text Type and Purpose: Narrate The commentary found in this column describes how the writing meets the Grade level/Content area: Grade 5 English Language Arts standards in the Massachusetts Curriculum Type of Assignment: Personal narrative Framework for English Language Arts and Literacy (2017) and other content Standards Addressed: (W.5.3), (W.5.4), (W.5.5), frameworks when applicable. (L.5.1), (L.5.2), (L.5.3) See descriptions of these standards in the right column of the next page. Understanding the Standards-Based Commentary Other Content/Frameworks Addressed: 1. Grade-specific standards addressed are: Massachusetts Science and Technology/Engineering Curriculum Framework (2006) • Listed in the column to the right of the student work by strand, grade, and number Massachusetts History and Social Science (or number and letter, where applicable) Curriculum Framework (2003) • Marked by a colored block with a letter code, also in the column to the right of Highlights: the student work EXAMPLE: This sample of student work meets grade level standards. -
English Language Arts
Curriculum Guide English Language Arts Madison Public Schools Madison, Connecticut www.madison.k12.ct.us June, 2002 Table of Contents Foreword...................................................................................................................................1 Program Overview...................................................................................................................3 Program Components and Framework • Program Components and Framework .........................................................................4 • Classroom Environment Statement................................................................................6 • Grouping Guidelines......................................................................................................7 • English Language Arts Philosophy................................................................................8 • English Language Arts Goals, K-12..............................................................................9 Learner Outcomes (K - 12) Scope and Sequence • Student Outcomes and Assessments - Grades K – 3 ...................................................11 • Student Outcomes and Assessments - Grades 4 - 5.....................................................49 • Student Outcomes and Assessments - Grades 6 – 8 ....................................................89 • Student Outcomes and Assessments / Course Descriptions - Grades 9 - 12 .............135 • Program Support / Celebration Statement .................................................................315 -
Investigating the Relevance and Importance of English Language Arts Content Knowledge Areas for Beginning Elementary School Teachers
Research Memorandum ETS RM–16-08 Investigating the Relevance and Importance of English Language Arts Content Knowledge Areas for Beginning Elementary School Teachers Michelle P. Martin-Raugh Richard J. Tannenbaum Clyde M. Reese Jonathan H. Steinberg Geoffrey C. Phelps Jun Xu August 2016 ETS Research Memorandum Series EIGNOR EXECUTIVE EDITOR James Carlson Principal Psychometrician ASSOCIATE EDITORS Beata Beigman Klebanov Anastassia Loukina Senior Research Scientist Research Scientist Heather Buzick Donald Powers Research Scientist Managing Principal Research Scientist Brent Bridgeman Gautam Puhan Distinguished Presidential Appointee Principal Psychometrician Keelan Evanini John Sabatini Research Director Managing Principal Research Scientist Marna Golub-Smith Matthias von Davier Principal Psychometrician Senior Research Director Shelby Haberman Rebecca Zwick Distinguished Presidential Appointee Distinguished Presidential Appointee PRODUCTION EDITORS Kim Fryer Ayleen Gontz Manager, Editing Services Senior Editor Since its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Memorandum series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Peer review notwithstanding, the positions expressed in the ETS Research Memorandum series and other published accounts of ETS research are those of the authors and not necessarily those of the Officers andT rustees of Educational Testing Service. -
English Language Arts Content Knowledge Area Essay
Lewis & Clark Graduate School of Education and Counseling Master of Arts in Teaching: Secondary Content Knowledge Essay: English Language Arts Applicant’s name: ________________________________ Major(s) and Degrees(s): _____________________________________________________ A degree in English or a related major from an accredited institution is accepted as evidence for sufficient foundational knowledge in your discipline for admission into our MAT English Language Arts program. Applicants with a degree in a related field need to provide additional information to ensure that sufficient foundation knowledge has been attained. In either case, our MAT program will build on and enhance the content knowledge you bring to the classroom. The Content Knowledge Essay is required of ALL English Language Arts applicants with or without a degree in English Language Arts. Below is a list of English Language Arts knowledge areas identified by Oregon licensure requirements and the National Council of Teachers of English regarding teacher candidate content knowledge. 1. Rate your level of experience on a scale of 1-5 (1 = little or no experience and 5 = highly experienced.) 2. Indicate under the “Evidence” column where and how you received this experience (coursework, employment, personal research). For all coursework, please list the course (i.e., Biology 101). Feel free to attach additional sheets if necessary or recreate this document in order to type your responses. ALL APPLICANTS Content Area Rating Evidence Knowledge of literature (broad range of literature and analysis/interpretation) Knowledge of writing processes (strategies and generating different forms of writing for a variety of audiences and purposes) Knowledge of reading processes (strategies and approaches to texts) Knowledge of oral and visual literacy (speaking and creating visual images for a variety of purposes and audiences) Knowledge of language (acquisition, English grammar/conventions, and linguistics) Please submit this form through the online application process. -
Wanna Be a Star Unit 6
Unit Wanna be a star In this unit you are going to 6 talk about YouTube stars (Speaking A2) give advice (Speaking A2) write an argumentative text about the pros and cons of being a teenage millionaire (Writing B1) read biographies of different YouTube stars (Reading A2 / B1) listen to an interview with a teenage Yahoo millionaire (Listening B1) listen to three friends giving advice on feeling confident in a job interview (Listening A2 / B1) practise trouble-free grammar: Passive constructions (Language in use A2) boost your vocabulary: Engaging in small talk Warm-up Collocations with make, do, have Talking about teenage YouTube stars PewDiePie, Macbarbie07, LeFloid, Tyler Oakley and Sawyer Hartman are stars of a less traditional kind. They are part of the Generation YT (YouTube), attracting millions of subscribers and making lots of money. 1 Get in pairs and answer the following questions. Use the phrases from the LanguageBox. What do you use YouTube for? What are positive and negative aspects of YouTube? Who are YouTube stars and what do they do? How do they make money? Are you a subscriber of one or more YouTube channels? If yes, name them and say what you like about them. If not, what does a channel need to offer for you to subscribe? LanguageBox I use YouTube for listening / watching / getting … In my view the positive aspects of YouTube are … Talking about the negative aspects of YouTube, it can be said that … YouTube stars are … who … I have subscribed to … channels and my favourite is … because … I have not subscribed to any channel yet because … 2 Get in groups of three and answer the following questions. -
Appeal Letter
Appeal Letter Summary of the Timeline Appeal Addendum OSDE Supplemental Online Course Provider List Edgenuity Awards Revised ABLE Appeal Application Sample Edgenuity Student E-mail Notice Sample Performance Dashboard News Release Statewide Virtual Charter School Board Virtual Charter Application Rubric Witness List Letter of Support from Senator Ralph Shortey State Board of Education Notice of Hearing Statewide Virtual Charter School Board Memorandum of Decision SB 267 Virtual Charter Application Checklist Statewide Virtual Charter School Board Oklahoma State Department of Education Virtual Charter Application Checklist Virtual Charter Applicant Reviewed by Submission Date Public Presentation Date Review date Board Decision Date Item/Question Satisfactory Unsatisfactory Mission & Organizational Structure 1. Mission Statement 2. Description of Organizational structure 3. Description of governing body 4. Financial plan for first three (3) years of operation 5. Description of personnel with financial responsibility 6. Description of hiring policy 7. Name of applicant 8. Description of facility 9. Description of grades being served 10. Technology Capacity—How would you describe your “Learning Management System?” What are the limitations of your LMS, and how will this affect your enrollment capacity? In the event of outages or complications with your LMS, what are the protocols designed to address those issues? How will you inform students and families of those protocols? 11. System Accessibility—Do you anticipate any Service Level Agreements (SLA)? If so, how would you describe your SLAs for system accessibility? If not, how will you ensure system accessibility? How would you describe your methods for securing and monitoring access to sensitive and confidential information? 12. How would you describe your anticipated student-to-teacher ratios? Measurement & Accountability 13. -
CMS.701S15 Final Paper Student Examples
Current Debates In Digital Media Undergraduate Students Final Papers Edited by Gabrielle Trépanier-Jobin August, 2015 1 Table of Content Introduction Gabrielle Trépanier-Jobin CHAPTER 1 YouTube’s Participatory Culture: Online Communities, Social Engagement, and the Value of Curiosity By an MIT student. Used with permission. CHAPTER 2 Exploring Online Anonymity: Enabler of Harassment or Valuable Community-Building Tool? By an MIT student. Used with permission. CHAPTER 3 When EleGiggle Met E-sports: Why Twitch-Based E-Sports Has Changed By an MIT student. Used with permission. CHAPTER 4 Negotiating Ideologies in E-Sports By Ryan Alexander CHAPTER 5 The Moral Grey Area of Manga Scanlations By an MIT student. Used with permission. CHAPTER 6 The Importance of Distinguishing Act from Actor: A Look into the the Culture and Operations of Anonymous By Hannah Wood 2 INTRODUCTION By Gabrielle Trépanier-Jobin, PhD At the end of the course CMS 701 Current Debates in Media, students were asked to submit a 15 pages dissertation on the current debate of their choice. They had to discuss this debate by using the thesis/antithesis/synthesis method and by referring to class materials or other reliable sources. Each paper had to include a clear thesis statement, supporting evidence, original ideas, counter-arguments, and examples that illustrate their point of view. The quality and the diversity of the papers were very impressive. The passion of the students for their topic was palpable and their knowledge on social networks, e-sports, copyright infringment and hacktivism was remarkable. The texts published in this virtual booklet all received the highest grade and very good comments. -
Ela Best Standards
Table of Contents Table of Contents .......................................................................................................................................... 1 Introduction ................................................................................................................................................... 5 Standards Map ............................................................................................................................................ 10 Progression of Foundations Benchmarks .................................................................................................... 11 Spiraled Standards in a Vertical Progression .............................................................................................. 13 Kindergarten ........................................................................................................................................... 26 Foundational Skills ............................................................................................................................. 26 Reading ............................................................................................................................................... 27 Communication ................................................................................................................................... 29 Vocabulary .......................................................................................................................................... 32 Sample texts by -
Youtube Marketing: Legality of Sponsorship and Endorsement in Advertising Katrina Wu, University of San Diego
From the SelectedWorks of Katrina Wu Spring 2016 YouTube Marketing: Legality of Sponsorship and Endorsement in Advertising Katrina Wu, University of San Diego Available at: http://works.bepress.com/katrina_wu/2/ YOUTUBE MARKETING: LEGALITY OF SPONSORSHIP AND ENDORSEMENTS IN ADVERTISING Katrina Wua1 Abstract YouTube endorsement marketing, sometimes referred to as native advertising, is a form of marketing where advertisements are seamlessly incorporated into the video content unlike traditional commercials. This paper categorizes YouTube endorsement marketing into three forms: (1) direct sponsorship where the content creator partners with the sponsor to create videos, (2) affiliated links where the content creator gets a commission resulting from purchases attributable to the content creator, and (3) free product sampling where products are sent to content creators for free to be featured in a video. Examples in each of the three forms of YouTube marketing can be observed across virtually all genres of video, such as beauty/fashion, gaming, culinary, and comedy. There are four major stakeholder interests at play—the YouTube content creators, viewers, YouTube, and the companies—and a close examination upon the interplay of these interests supports this paper’s argument that YouTube marketing is trending and effective but urgently needs transparency. The effectiveness of YouTube marketing is demonstrated through a hypothetical example in the paper involving a cosmetics company providing free product sampling for a YouTube content creator. Calculations in the hypothetical example show impressive return on investment for such marketing maneuver. Companies and YouTube content creators are subject to disclosure requirements under Federal law if the content is an endorsement as defined by the Federal Trade Commission (“FTC”). -
Youtube Brandcast [2012-Present]
goodsense.nyc CREATIVE & PRODUCTION SERVICES makes good sense. We love to create and execute events. We're all about big ideas, and creative collaboration. We create events that tell stories, market brands, position new products, and resonate with target audiences. GOOD SENSE & COMPANY is a creative and production agency that designs and manages live events for some We’re a full-service agency that provides whatever kind of service our of the biggest corporate and nonprofit entities in the clients need, from simple AV for a single event to a full-scale, world. multi-million dollar production. From the start, we've been tasked with large-scale, visionary projects, and we refined our craft, working on high-stakes, high-profile events: award shows, A-list concerts and GOOD SENSE & COMPANY is founded on the multi-venue festivals. complementary partnership of Jared Siegel and Joshua Cicerone. The company model is based on their own We love design that has meaning and purpose. We approach each archetypal dynamic: diplomat and agitator, dreamer and project as an exploration into the goals and aesthetics of the technician. For over a decade they have produced live company, brand, or product in need. We love new technology and events together, leading a team of talented individuals bring it in when and where it makes sense within a design. Our core that love to put on a good show. philosophy is focused on making our clients look good. We take one-off projects but where we truly thrive is in our long-term relationships. Regardless of project scope, we support all our clients with the same level of creativity, attention, and thought. -
Thornridge High School 15000 Cottage Grove Avenue Dolton, IL Volume 56 Issue 4 THORNRIDGE
Thornridge High School 15000 Cottage Grove Avenue Dolton, IL Volume 56 Issue 4 THORNRIDGE bAGPIPE MAY 2016 mR. dunn forever in our hearts to help our young people enjoy Never Forgotten: some of those same successes. Mr. Otis Dunn He will be dearly missed. By Kashleigh Redd He was a fantastic gentleman, friend, colleague, and Thorn- In March of 2016, Thorn- ridge High School is definitely ridge High School suffered all the worse for wear because a great loss. One of our long of his untimely passing. May standing staff members sud- he Rest in Peace.” denly passed away. Mr. Otis Dunn, had been a staff mem- Mr. Wafford- “What I miss ber since 2000. His last posi- about Mr. Dunn is being able tion was that of the Truancy to just sit there and talk family, Officer. The staff who knew occasionally sports but mainly him best had this to say when family.” asked, “What is your most cherished memory of Mr. Ms. Ousley- “I liked that Mr. Dunn?”: Dunn is very personable and down to earth. Makes you Mr. Broom - “I am the truan- feel comfortable talking to cy officer that has the task of taking over for Mr. Dunn after him. He would relate differ- his untimely passing. I knew ent things to real life stories. Mr. Dunn for probably, almost He was just very personable. twenty years. We worked to- I will miss his stories and gether over at Thornton. What talking to him about every- I remember most about him was his uplifting spirit and he thing.