The ESL/ELL Teacher's Book of Lists
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Today's Adult English Language Learner
Meeting the Language Needs of TODAY’S ADULT ENGLISH LANGUAGE LEARNER Companion Learning Resource CONTENTS INTRODUCTION About This Resource 2 How Can We Meet the Language 3 Needs of Today’s Adult ELLs? How to Navigate This Resource 4 INSTRUCTIONAL IMPLICATIONS What Is Rigorous Adult ELA 5 Instruction? What Does Rigorous Adult ELA 6 Instruction Look Like? Welcome to Meeting the Language Needs of Today’s Adult English CONCEPTS IN ACTION Engaging Learners With 7 Language Learner: Companion Learning Resource. Here you will find Academic Language Teaching Through Projects to Meet examples of approaches, strategies, and lesson ideas that will lead you 13 Rigorous Language Demands to more engaging, rigorous, and effective English language acquisition Accessing Complex Informational Texts 18 (ELA) instruction. You will also find numerous links to websites, videos, Employing Evidence in Speaking 21 audio files, and more. Each link is an invitation to explore rigorous ELA and Writing Building Content Knowledge 23 instruction more deeply, guiding you to enhanced teaching and learning! Conclusion 25 ADDITIONAL RESOURCES Companion Learning Resource A project of American Institutes for Research Resource Index 26 Acknowledgments: Author: Patsy Egan Vinogradov, ATLAS, Hamline University Reviewer: Susan Finn Miller, Lancaster Lebanon IU 13 Works Cited 27 Editors: Mariann Fedele-McLeod and Catherine Green Appendix: Permissions INTRODUCTION ABOUT THIS RESOURCE Adult English language learners (ELLs) are in transition. They are receiving adult education services in order to transition into the next phase in their lives. To do this successfully, they may need to become more comfortable and confident in navigating their communities, obtain skills to find or advance employment, This RESOURCE or perhaps earn a college degree. -
Filesystems HOWTO Filesystems HOWTO Table of Contents Filesystems HOWTO
Filesystems HOWTO Filesystems HOWTO Table of Contents Filesystems HOWTO..........................................................................................................................................1 Martin Hinner < [email protected]>, http://martin.hinner.info............................................................1 1. Introduction..........................................................................................................................................1 2. Volumes...............................................................................................................................................1 3. DOS FAT 12/16/32, VFAT.................................................................................................................2 4. High Performance FileSystem (HPFS)................................................................................................2 5. New Technology FileSystem (NTFS).................................................................................................2 6. Extended filesystems (Ext, Ext2, Ext3)...............................................................................................2 7. Macintosh Hierarchical Filesystem − HFS..........................................................................................3 8. ISO 9660 − CD−ROM filesystem.......................................................................................................3 9. Other filesystems.................................................................................................................................3 -
DAILY Commoiwealth, MANSION HOUSE, W EI SI U Ell HOUSE
his country, in the battles of Palo Alto, Reseca de Leave was granted to bring in the following bills: Also a bill to amend an act entitled, an act to THE DAILY COMMONWEALTH. la Palma.and Monterey, and in his last and unparal- To Mr. GARNETT a bill for the benefit of the construct a road from Rochester to Russeilville; re- Frankfort Advertisements. leled achievement at Buena Vista their admiration heirs of J. II. Andersen, deceased; referred. ferred. of his virtues, his modesty, his justice, his kindness To Mr. ASKINS a bill to revise and amend the To Mr. HUGHES a bill for the benefit of FRANKFORT.. WEDNESDAY, JAN. 5, 1843. and benevolence to the soldiers under his command, charter of Augusta, CytithJana and Georgetown Clerks in Union Circuit and County Courts; re- FRANKFORT SHOE STORE, and that, if possible, more elevated and manly spir- Turnpike road; referred. ferred. (Sign of the Hig lloot.) KENTUCKY LEGISLATURE. it of moderation and magnanimity, which he has Also a bill to provide for running a line between Mr. HUGHES offered the following: uniformly displayed towards the defeated and pros- the counties of 31cCracken and Pendleton; referred. Resolved, That the committee on the Judiciary be subscriber would respectfully tall the attention r.f his THE curtomers and visiters generally, to Lis large stock of foes hereby tender to him the McAd-amiz- instructed to inquire as to the propriety of publishing IN SENATE. trate of his country To Mr. TALBUTT a bill to grade and e of Kentucky There- all local laws, &.C.; lost. -
W E've a Story to T Ell December 16, 2018
N N I V E R S h A A t A IN R A Child’s View of the Living Nativity N T BR 5 U O Y O 7 O The Living Nativity has been a ministry of our church for over 50 years. My family moved K . M to Birmingham in 1970 and I can remember participating when I was a child. Back then, the manger was on the driveway coming down from the preschool education porte cochere. Gabriel and the multitude of angels appeared on the roof of the porte cochere. To get to the roof, the 1944 2019 angels were told to hold the bottom of their white robe in their mouth and climb an old ladder. B Years later, the old ladder was replaced by steps on some scaffolding. You had to watch those A H angels. If you turned your back, they would start throwing rocks off the roof at the shepherds P C T U R down below. I S T C H When my son was four, someone asked him what he wanted to be in the Living Nativity. He carefully thought for a minute and announced he wanted to be one of the sheep. For the 50th anniversary of the show, we had angels ranging from 2 to 92. What an exciting time to see so many generations coming together, listening to Dr. Nelson’s voice telling the story of the birth of Christ. One of the families living near the church has a special needs N I V E R child. -
How Educators Can Advocate for English Language Learners
How Educators Can Advocate for English Language Learners ALL IN! TABLE OF CONTENTS LISTEN UP! ...................................................................................................................4 WHY ADVOCATE FOR ENGLISH LANGUAGE LEARNERS? ...............................6 Underserved and Underrepresented .................................................................7 All Advocacy Is Local .............................................................................................8 Demographics Are Destiny ..................................................................................9 ADVOCACY IN ACTION ......................................................................................... 10 Five Steps to ELL Advocacy ................................................................................11 Web Resources ....................................................................................................13 Additional Rtng ....................................................................................................13 CURRICULUM ACCESS AND LANGUAGE RIGHTS............................................ 15 Ensuring Equal Access ........................................................................................15 Valuing Home Languages ..................................................................................16 Advocacy Strategies ............................................................................................16 Scenario 1 .............................................................................................................17 -
National Register of Historic Places Registration Form
NPS Form 10-900 OMB No. 1024-0018 United States Department of the Interior National Park Service National Register of Historic Places Registration Form This form is for use in nominating or requesting determinations for individual properties and districts. See instructions in National Register Bulletin, How to Complete the National Register of Historic Places Registration Form. If any item does not apply to the property being documented, enter "N/A" for "not applicable." For functions, architectural classification, materials, and areas of significance, enter only categories and subcategories from the instructions. 1. Name of Property Historic name: _Cedar Hill _________________________________________________ Other names/site number: Reed, Mrs. Elizabeth I.S., Estate;_________________________ “Clouds Hill Victorian House Museum”____________________ Name of related multiple property listing: ____N/A_______________________________ (Enter "N/A" if property is not part of a multiple property listing _____ _______________________________________________________________________ 2. Location Street & number: __4157 Post Road___________________________________________ City or town: _Warwick____ State: __RI_ Zip Code: __ 02818___County: _Kent______ Not For Publication: Vicinity: ____________________________________________________________________________ 3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act, as amended, I hereby certify that this x nomination ___ request for determination -
F.No.12/8/2016-JCA-2 Government of India Ministry of Personnel, Public Grievances and Pensions (Department of Personnel and Training) JCA-2 Section
F.No.12/8/2016-JCA-2 Government of India Ministry of Personnel, Public Grievances and Pensions (Department of Personnel and Training) JCA-2 Section North Block, New Delhi Dated the 24th June, 2016 Subject: Holidays to be observed in Central Government Offices during the year 2017- reg. It has been decided that the holidays as specified in the Annexure -I to this O.M. will be observed in all the Administrative Offices of the Central Government located at Delhi/New Delhi during the year 2017. In addition, each employee will also be allowed to avail himself/herself of any two holidays to be chosen by him/her out of the list of Restricted Holidays in Annexure - II. 2. Central Government Administrative Offices located outside Delhi / New Delhi shall observe the following holidays compulsorily in addition to three holidays as per para 3.1 below: 1. REPUBLIC DAY 2. INDEPENDENCE DAY 3. MAHATMA GANDHI'S BIRTHDAY 4. BUDDHA PURNIMA 5. CHRISTMAS DAY 6. DUSSEHRA (VIJAY DASHMI) 7. DIWALI (DEEPAVALI) 8. GOOD FRIDAY 9. GURU NANAK'S BIRTHDAY 10. IDU'L FITR 11. IDU'L ZUHA 12. MAHAVIR JAYANTI 13. MUHARR.AM 14. PROPHET MOHAMMAD'S BIRTHDAY (ID-E-MILAD) 3.1. In addition to the above 14 Compulsory holidays mentioned in para 2, three holidays shall be decided from the list indicated below by the Central Government Employees Welfare Coordination Committee in the State Capitals, if necessary, in consultation with Coordination Committees at other places in the State. The final list applicable uniformly to all Central Government offices within the concerned State shall be notified accordingly and no change can be carried out thereafter. -
F. No.12/2/2018-JCA-2 Government of India Ministry of Personnel, Public
F. No.12/2/2018-JCA-2 Government of India Ministry of Personnel, Public Grievances and Pensions (Department of Personnel and Training) Establishment (JCA-2) Section North Block, New Delhi Dated the 11th July, 2018 Subject: Holidays to be observed in Central Government Offices during the2019- reg. It has been decided that the holidays as specified in the Annexure —Ito this O.M. will be observed in all the Administrative Offices of the Central Government located at Delhi/New Delhi during the year 2019. In addition, each employee will also be allowed to avail himself/herself of any two holidays to be chosen by him/her out of the list of Restricted Holidays in Annexure — II. 2. Central Government Administrative Offices located outside Delhi I New Delhi shall observe the following holidays compulsorily in addition to three holidays as per para 3.1 below: 1. REPUBLIC DAY 2. INDEPENDENCE DAY 3. MAHATMA GANDHI'S BIRTHDAY 4. BUDDHA PURNIMA 5. CHRISTMAS DAY 6. DUSSEHRA (VIJAY DASHMI) 7. DIWALI (DEEPAVALI) 8. GOOD FRIDAY 9. GURU NANAK'S BIRTHDAY 10. IDU'L FuR 11. IDU'LZUHA 12. MAHAVIR JAYANTI 13. MUHARRAM 14. PROPHET MOHAMMAD'S BIRTHDAY (ID-E-MILAD) 3.1. In addition to the above 14 Compulsory holidays mentioned in para 2, three holidays shall be decided from the list indicated below by the Central Government Employees Welfare Coordination Committee in the State Capitals, if necessary, in consultation with Coordination Committees at other places in the State. The final list applicable uniformly to all Central Government offices within the concerned State shall be notified accordingly and no change can be carried out thereafter. -
Latexsample-Thesis
INTEGRAL ESTIMATION IN QUANTUM PHYSICS by Jane Doe A dissertation submitted to the faculty of The University of Utah in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Mathematics The University of Utah May 2016 Copyright c Jane Doe 2016 All Rights Reserved The University of Utah Graduate School STATEMENT OF DISSERTATION APPROVAL The dissertation of Jane Doe has been approved by the following supervisory committee members: Cornelius L´anczos , Chair(s) 17 Feb 2016 Date Approved Hans Bethe , Member 17 Feb 2016 Date Approved Niels Bohr , Member 17 Feb 2016 Date Approved Max Born , Member 17 Feb 2016 Date Approved Paul A. M. Dirac , Member 17 Feb 2016 Date Approved by Petrus Marcus Aurelius Featherstone-Hough , Chair/Dean of the Department/College/School of Mathematics and by Alice B. Toklas , Dean of The Graduate School. ABSTRACT Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah. Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah. Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah. Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah. Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah. Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah. Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah. Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah. -
Burgage Plot Patterns and Dimensions in Four Scottish Burghs
Proc Soc Antiq Scot 138 (2008),BURGAGE 223–238 PLOT PATTERNS AND DIMENSIONS IN FOUR SCOTTISH BURGHS | 223 Burgage plot patterns and dimensions in four Scottish burghs Robin Tait* ABSTRACT A comparison is reported of cartographic studies that have been made of the burgage plots in Edinburgh, Canongate, St Andrews and Perth. The results confirm and extend those of earlier studies of St Andrews and Perth. In particular, the presence of plots differing in width by quarter-widths is confirmed. The earlier reports of some plots not complying with this scheme are discussed, and it is demonstrated that the plot widths in the four burghs all do in fact conform. It is suggested that the plots were set out to these varying widths rather than the pattern resulting from later subdivision and amalgamation of plots of uniform width. Possible measurement units which may have been used in setting out the plots are discussed. A systematic pattern of the closes used to access the backlands is reported and it is suggested that a degree of central control is likely to have been exercised over their positioning. INTRODUCTION crops and for small scale manufacturing and other purposes. In later years, the backlands The initial major stimulus to found and develop were increasingly built over, the new buildings Scottish burghs came from David I (1124–53) normally conforming to established plot and a number of burghs were granted their boundaries (Coleman 2004: 293–6). For Royal Charter in the first half of the 12th century centuries, the integrity of the plot boundaries (MacQueen & Windram 1988: 208–9; Lynch, was maintained under the supervision of a burgh Spearman & Stell 1988: 3; Ewan 1990: 1). -
Mathematics of the Gateway Arch Page 220
ISSN 0002-9920 Notices of the American Mathematical Society ABCD springer.com Highlights in Springer’s eBook of the American Mathematical Society Collection February 2010 Volume 57, Number 2 An Invitation to Cauchy-Riemann NEW 4TH NEW NEW EDITION and Sub-Riemannian Geometries 2010. XIX, 294 p. 25 illus. 4th ed. 2010. VIII, 274 p. 250 2010. XII, 475 p. 79 illus., 76 in 2010. XII, 376 p. 8 illus. (Copernicus) Dustjacket illus., 6 in color. Hardcover color. (Undergraduate Texts in (Problem Books in Mathematics) page 208 ISBN 978-1-84882-538-3 ISBN 978-3-642-00855-9 Mathematics) Hardcover Hardcover $27.50 $49.95 ISBN 978-1-4419-1620-4 ISBN 978-0-387-87861-4 $69.95 $69.95 Mathematics of the Gateway Arch page 220 Model Theory and Complex Geometry 2ND page 230 JOURNAL JOURNAL EDITION NEW 2nd ed. 1993. Corr. 3rd printing 2010. XVIII, 326 p. 49 illus. ISSN 1139-1138 (print version) ISSN 0019-5588 (print version) St. Paul Meeting 2010. XVI, 528 p. (Springer Series (Universitext) Softcover ISSN 1988-2807 (electronic Journal No. 13226 in Computational Mathematics, ISBN 978-0-387-09638-4 version) page 315 Volume 8) Softcover $59.95 Journal No. 13163 ISBN 978-3-642-05163-0 Volume 57, Number 2, Pages 201–328, February 2010 $79.95 Albuquerque Meeting page 318 For access check with your librarian Easy Ways to Order for the Americas Write: Springer Order Department, PO Box 2485, Secaucus, NJ 07096-2485, USA Call: (toll free) 1-800-SPRINGER Fax: 1-201-348-4505 Email: [email protected] or for outside the Americas Write: Springer Customer Service Center GmbH, Haberstrasse 7, 69126 Heidelberg, Germany Call: +49 (0) 6221-345-4301 Fax : +49 (0) 6221-345-4229 Email: [email protected] Prices are subject to change without notice. -
Using History to Teach Computer Science and Related Disciplines
Computing Research Association Using History T o T eachComputer Science and Related Disciplines Using History To Teach Computer Science and Related Disciplines Edited by Atsushi Akera 1100 17th Street, NW, Suite 507 Rensselaer Polytechnic Institute Washington, DC 20036-4632 E-mail: [email protected] William Aspray Tel: 202-234-2111 Indiana University—Bloomington Fax: 202-667-1066 URL: http://www.cra.org The workshops and this report were made possible by the generous support of the Computer and Information Science and Engineering Directorate of the National Science Foundation (Award DUE- 0111938, Principal Investigator William Aspray). Requests for copies can be made by e-mailing [email protected]. Copyright 2004 by the Computing Research Association. Permission is granted to reproduce the con- tents, provided that such reproduction is not for profit and credit is given to the source. Table of Contents I. Introduction ………………………………………………………………………………. 1 1. Using History to Teach Computer Science and Related Disciplines ............................ 1 William Aspray and Atsushi Akera 2. The History of Computing: An Introduction for the Computer Scientist ……………….. 5 Thomas Haigh II. Curricular Issues and Strategies …………………………………………………… 27 3. The Challenge of Introducing History into a Computer Science Curriculum ………... 27 Paul E. Ceruzzi 4. History in the Computer Science Curriculum …………………………………………… 33 J.A.N. Lee 5. Using History in a Social Informatics Curriculum ....................................................... 39 William Aspray 6. Introducing Humanistic Content to Information Technology Students ……………….. 61 Atsushi Akera and Kim Fortun 7. The Synergy between Mathematical History and Education …………………………. 85 Thomas Drucker 8. Computing for the Humanities and Social Sciences …………………………………... 89 Nathan L. Ensmenger III. Specific Courses and Syllabi ………………………………………....................... 95 Course Descriptions & Syllabi 9.