National Register of Historic Places Registration Form
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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. -
Juniper Hill Cemetery
_______________ PS Form io-g CUB Nc. 1O2418 Rev. 8-88 United States Department of the Interior National Park Service National Register of Historic Places Registration Form 1. Name of Property historic name: Juniper HillCemetery other name/site number: N/A 2. Location street & number: 24 Sherry Avenue not for publication: N/A city/town: Bristol vicinity: N/A state: RI county: Bristol code: 001 zip code: 02809 3. Classification Ownership of Property: private Category of Property: Site Number of Resources within Property: Contributing Noncontributing 2 buildings 1 sites 1 structures objects 4 0 Total Number of contributing resources previously listed in the National Register: 0 Name of related multiple property listing: N/A ______________________________ USDI/NPS NRHP Registration Form Page 2 Property name Juniper Hill Cemetery. Bristol County.RI 4. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act of 1986, as amended, I hereby certify that this ,.j_ nomination - request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFRRart 60. In my opinion, the property ..j_. meets - does not meet the National Register Criteria. - See continuation sheet. rc ‘ - Signature of certifying official Date State or Federal agency and bureau In my opinion, the property - meets does not meet the National Register criteria. See continuation sheet. Signature of commenting or other official Date State or Federal agency and bureau 5. National Park Service Certification I hereby certify that this property is: entered in the National Register See continuation sheet. -
Genealogy of the Fenner Family
GENEALOGY OF THE Fenner Family -c^^o^. No ^ ^. ROOT. j-NewP(?-RT,K. I., ii^2: /] ('jlL 4{j6 [Reprinted from the Rhode Island Historical Magazine.] SKETCH OF CAPT. ARTHUR FENNER, OF PROVI- DENCE. A PAPER READ BEFOliE THE E. I. HISTORICAL SOCIETY, MARCH 23 AND APRIL 6, 1886, BY REV. J. P. ROOT. fLYMOUTH had its valiant Capt. Miles Standish. Prov- idence could boast of its brave and wise Capt. Arthur Fenner. If the former became more noted for his military exploits, the latter was more distinguished for commanding ability in the conduct of civil affairs. The Providence Cap- tain was less hasty and imperious in spirit than Standish, not so quick to buckle on the sword, but he may be pardoned for the possession of a more peaceable frame of mind. He certainly did not seek to make occasion for the practice of his military skill. It is generally admitted that Williams and the other colonists of our own plantation adopted and quite steadily pursued a more liberal and humane policy to- wards the Aborigines than prevailed in either of the colo- nies about her.( Fenner was not only a soldier, but was pos- sessed of statesmanlike qualities of no mean nature. He was also an expert engineer and^urveyDr. In his varied re- lations to town and colonial ^ife he shewed himself a man of admirable genius, with a mind well balanced and sagacious. His comprehensive qualities made him an energetic, shrewd and trustworthy leader in practical affairs. His age, midway between the older and the younger inhabitants, brought him into sympathy with men both of the first and second gen- erations. -
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 -
Papers of the American Slave Trade
Cover: Slaver taking captives. Illustration from the Mary Evans Picture Library. A Guide to the Microfilm Edition of Papers of the American Slave Trade Series A: Selections from the Rhode Island Historical Society Part 2: Selected Collections Editorial Adviser Jay Coughtry Associate Editor Martin Schipper Inventories Prepared by Rick Stattler A microfilm project of UNIVERSITY PUBLICATIONS OF AMERICA An Imprint of LexisNexis Academic & Library Solutions 4520 East-West Highway Bethesda, MD 20814-3389 i Library of Congress Cataloging-in-Publication Data Papers of the American slave trade. Series A, Selections from the Rhode Island Historical Society [microfilm] / editorial adviser, Jay Coughtry. microfilm reels ; 35 mm.(Black studies research sources) Accompanied by a printed guide compiled by Martin P. Schipper, entitled: A guide to the microfilm edition of Papers of the American slave trade. Series A, Selections from the Rhode Island Historical Society. Contents: pt. 1. Brown family collectionspt. 2. Selected collections. ISBN 1-55655-650-0 (pt. 1).ISBN 1-55655-651-9 (pt. 2) 1. Slave-tradeRhode IslandHistorySources. 2. Slave-trade United StatesHistorySources. 3. Rhode IslandCommerce HistorySources. 4. Brown familyManuscripts. I. Coughtry, Jay. II. Schipper, Martin Paul. III. Rhode Island Historical Society. IV. University Publications of America (Firm) V. Title: Guide to the microfilm edition of Papers of the American slave trade. Series A, Selections from the Rhode Island Historical Society. VI. Series. [E445.R4] 380.14409745dc21 97-46700 -
State Historic Preservation Office Ramona M
North Carolina Department of Cultural Resources State Historic Preservation Office Ramona M. Bartos, Administrator Governor Pat McCrory Office of Archives and History Secretary Susan Kluttz Deputy Secretary Kevin Cherry February 18, 2014 MEMORANDUM TO: Kate Husband Office of Human Environment NCDOT Division of Highways FROM: Ramona M. Bartos .t)A-AcS SUBJECT: Replace Bridge 273 on SR 1346 (White Oak Road) over Messer Branch, Haywood County, ER 14-0261 Thank you for transmitting the Historic Structures Survey Report for the above-referenced undertaking. We have reviewed the materials that we received on February 10, 2014 and concur that the Teague House (HWO510) is eligible for listing in the National Register of Historic Places under Criterion C as outlined in the report. The above comments are made pursuant to Section 106 of the National Historic Preservation Act and the Advisory Council on Historic Preservation's Regulations for Compliance with Section 106 codified at 36 CFR Part 800. Thank you for your cooperation and consideration. If you have questions concerning the above comment, contact Renee Gledhill-Earley, environmental review coordinator, at 919-807-6579 or renee.gledhill- earleyancdcr.gov. In all future communication concerning this project, please cite the above referenced tracking number. cc: Mary Pope Furr, NCDOT Location: 109 East.jones Street, Raleigh NC 27601 Mailing Address: 4617 Mail Service Center, Raleigh NC 27699-4617 Telephone/Fax: (919) 807-6570/807-6599 HISTORIC ARCHITECTURAL RESOURCE REPORT INTENSIVE EVALUATION FOR TEAGUE HOUSE Replace Bridge No. 273 on SR 1346 (White Oak Road) over Messer Branch Haywood County North Carolina Department of Transportation WBS No. -
EIAWARE Fax: (302) 831-6765 (Country Code 1)
English Language Institute SITYoF 189 West Main Street, Newark, Delaware 19716 Phone: (302) 831-2674 Email: [email protected] EIAWARE Fax: (302) 831-6765 (Country code 1) ARRIVAL FORM IMPORTANT: To be placed in Ell housing you must complete and return this form. After you return this form, you will receive confirmation of your housing reservation. The confirmation will come by email with your shuttle reservation (if requested) approximately 2 weeks before you begin your studies. Please return this form to the Ell by fax using the number printed above. Student Name: «FULLNAME» Student ID#: «StudentiD» Gender: «GENDER " E-Mail: «MSTREET1» Session(s): «STARTDATE» to «ENROLLDATE» Agent: «Agent_name" Agent email: «Agent_email" IMPORTANT: Your housing reservation will not be made until you send this form, with your flight information, by fax to t he Ell. FLIGHT INFORMATION Arrival Airport: 0 PHILADELPHIA INTERNATIONAL AIRPORT 0 Other ____________ NOTE: We cannot make transportation arrangements for airports other than Philadelphia International Airport. Airline: Flight# Arrival Date: Arrival Time: Last connecting city before arriving in Philadelphia: AIRPORT TRANSPORTATION REQUEST Please choose one of the following: D I, cc FIRSTNAME» cclASTNAME» , request that the Ell make airport transportation arrangements for me. By providing my cred it card information below, I authorize the Ell to contact Delaware Express Shuttle on my behalf to arrange for airport pick-up. I understand that if the above flight information changes it is my responsibility to notify Delaware Express of such changes at 302-454-7800. I further understand that if I do not notify Delaware Express of changes or cancellations my credit card will be charged. -
U N I T E T H E D I V I D E D the Transition Between Death and Life
UNITE THE DIVIDED The Transition Between Death and Life UNITE THE DIVIDED The Transition Between Death and Life Qing Shi RISD INTAR Thesis Book Spring 2020 UNITE THE DIVIDED The Transition Between Death and Life A thesis submitted in partial fulfillment of the requirements for the degree Master of Design in Interior Studies [Adaptive Reuse] in the Department of Interior Architecture of the Rhode Island School of Design By Qing Shi 2020 Approved by Master’s Examination Committee: ________________________ ________________________ Markus Berger Julia Bernert Associate Professor, Department of Interior Architecture, Critic, Department of Interior Architecture Primary Thesis Advisor ________________________ ________________________ Francesca Liuni Heinrich Hermann Critic, Department of Interior Architecture Senior Critic, Department of Interior Architecture, © 2020 Secondary Thesis Advisor & Thesis Chair ________________________ QING SHI Liliane Wong ALL RIGHT RESERVED Department Head, Department of Interior Architecture Acknowledgments Ernesto Aparicio Critic, Department of Graphic Design, Consultant, Graphic Design Nick Heywood Critic, Department of Interior Architecture, Adviser, Writing and Thesis Book Paul Mayencourt Critic, MIT Department of Architecture, Consultant, Structural Engineering Stephen Turner Critic, Department of Interior Architecture, Consultant, Energy, Systems and Sustainability Br. Christopher Stephen Jenks Clerk of the Cathedral Works, The Diocese of Rhode Island, External Advisor Content Part I Abstract 3 Part VI Design 43 01 Design Concept Part II Timeline 5 02 Intervention Process 03 Beneath - Churchyard 04 Elevator and Bridge Part III Death and Life 9 05 Crematorium 01 Artwork Interpretation 06 Columbarium Wall 02 Memorial Space Interpretation Part VII Precedents 72 Part IV Cemetery and City 19 01 Cemetery in Western Culture Part VIII Annotated Bibliography 74 02 Cemetery in Providence Part IX Image Credits 76 Part V Site 29 01 Documentation 02 Analysis Abstract The modern era has marginalized death by actual moment of physical transition. -
North Burial Ground AND/OR COMMON
iRev. 10.74 S’I’.Vl’I:S II1’ ICIMLiNI’ UI’ TI lit IN H.RIOR * UNI’i’LI FOR NPS USE ONLY NATIONAL PARK SERVICE RECEIVEQ * NATIONAL REGISTER OF HISTORIC PLACES I **‘ INVENTORY -- NOMINATION FORM DATE ENTERED SEE INSTRUCTIONS IN HOWTO COMPLErENATIONAL REGISTER FORMS TYPE ALL ENTRIES--COMPLETE APPLICABLE SECTIONS NAME HISTORIC North Burial Ground AND/OR COMMON LOCATION . STREET& NUMBER Between Branch Avenue and North Main St. FOR PUBLICATION CITY TOWN CONGRESSIONAL DISTRICT . Providence #1- Rep. Pernand J. St. Germain STATE COOE COUNTY COOS -- Rhode Island 44 Providence 007 CLASSIFICATION CATEGORY OWNERSHIP STATUS PRESENT USE DtSTRICT ±PU B LI C OCCU PIED _AGRICULTURE -MUSEUM _BUtLDINGISI _,,PRPVATE _UNOCCUPIED COMMERCIAL PAR K ,STRUCTURE _WORIK IN PROGRESS .EDU CAT ID NA L ..PRIVATE RESIDENCE SITE PUBLIC ACQUISITION ACCESSIBLE NTE B TA IN M EN T RELPGIOUS _OBJECT _IN PROCESS _YES: RESTRICTED OV E RN ME NT _SCIENTIFIC .BEING CONSIDERED YES’ UNRESTRICTED _INDUSTRIAL _rRANSPORTATION -NO MILITAPY OTHER: cemetery If OWNER OF PROPERTY do Vincent NAME Lanzieri Jr. City of Providence Superintendent, North Burial Ground STREET & NUMBER Branch Avenue CITY. TOWN STATE Providence Rhode Island 02904 aL0CATION OF LEGAL DESCRIPTION COURTHOUSE. r REGISrRY OF DEEDS.ETC Providence City Hall STREEt & NUMBER 25 florrance SttZeet CITY, tOWN - STATE Providence Rhode Island REPRESENTATION IN EXISTING SURVEYS 1-*’ TITLE Providence BroadbruEhj Maunt Hope , -________ L. DATE July 1976 ..FEDERAL XSTAIE COUN[Y DEPOSItORY FOR - SURVEYRECOROS Rhode Island Historical Preservation Commission CITYTOWN STATE Providence Rhode p ‘‘ i u’ .. , rC/ ‘ ________ DESCRIPTION ‘ CONDITION CHECK ONE CHECK ONE EXCELLENT XDETERIDRATEO UNALTEHED X-ORIGI NAL SITE 000D _RUINS X..ALTERED _MOVED DArE I, _FAIR UNEXP0SED ‘ DESCRIBETHE PRESENT AND ORIGINAL IF KNOWN PHYSICAL APPEARANCE *. -
ELL Level 1 Activities
Beginning with the End in Mind: Using Backward Design to Support Level 1 English Language Learners Chrissy Matthews & IAACE Annual Conference French Lick, Indiana Merindy Carpenter Wednesday, April 25, 2018 Session #3 3:05-4:05pm Level 1 English Language Learners • Who is this session focused on? • Beginning level students testing in the Level 1A or 1B Reading and Listening CLAS-E test books. • What are the demographics of beginning level students? • Illiterate in their own language to Doctoral degrees in their countries • Low socioeconomic status to wealthy • No English to a few years of English courses in their country • What do beginning students need? • Confidence, Community, Vocabulary, and Repetition Backward Design is our Road Map! • First, we consider the destination (our assessment, TABE CLAS-E)! • What are our goals? • Demonstrated student success = GAINS! • Demonstrated teacher effectiveness = GAINS! • Then, we plan the trip (lessons)! • Lesson plans guide us step-by-step toward our goal. Backward Design • Start with the outcome– Set learning goals based the desired results. What do you want the students to know, understand, and be able to do? • This can be overwhelming with Level 1 ELLs, who need to learn everything! • Use assessments to drive planning. We demonstrate student growth (and teacher effectiveness) using the TABE CLAS-E Reading and Listening tests. • Break down the content that must be mastered to be successful on the assessment. • Design activities (lessons) to achieve desired results! • Consider scope and sequence of lessons, learning styles, and teaching methods. • Emphasize repetition for beginning ELLs, and loop back around to cover the content in (especially if your program has rolling enrollment).