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ktm sx 50 jr 2015 owners manualWhile emphasizing social and emotional skills, these programs explore up-to-date information and statistics on timely, relevant topics to help students become health-literate individuals. Learn More Reach every student and make success achievable with our supplemental and standalone programs: By continuing to browse this site you are agreeing to our use of cookies. Find out more here. Many of the units align with previous editions of the program. Here is a list of available resources. More resources and information about the program will be added throughout the year. Please also consider submitting resources. Resources. Learn about Easel TOOLS Easel Activities Pre-made digital activities. Add highlights, virtual manipulatives, and more. Browse Easel Activities Easel Assessments Quizzes with auto-grading that will be available for purchase on TpT soon. Some filters moved to Formats filters, which is at the top of the page. Each page has a short narrative non-fiction passage, followed by 5 questions. Pages include the following famous people. Each challenge offers an opportunity for your students to become involved in what he or she is reading and do a hands-on activity. One for each month of the year. There are 20 reading passages in each set for a total of 240 reading passages. It is the perfect resource to supplement your number and operations curriculum as there are a variety of activities for students to practice. This resource has all you need for this novel. It has all the comprehension questions, differentiated activities, vocabulary activities and quizzes that cover a range of skills. It has Subjects: Writing, Reading, Vocabulary Grades: 2 nd - 4 th, Staff Types: Independent Work Packet, Activities, Novel Study Show more details Add to cart Wish List FREEBIE Sample: October Writing Journal Prompt by 247 Teacher 3 FREE PDF Compatible with This FREEBIE is a sample of my October Writing Unit. This unit on Imagined Narratives is a guided write.http://vendax.ro/files/factory-five-mk4-manual-pdf.xml
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Included in your download are a chart (with a com Subjects: Social Studies - History, World History Grades: 7 th - 10 th Types: Lesson Plans (Individual), Printables CCSS: RH.6-8.1, RH.6-8.2, RH.6-8.7 Show more details Add to cart Wish List Imagine That. Look no further! This pack has just that. There are three sets of task cards here. The first set has your students identifying the sensory words and which sense it appeals to. Then you may want to consider purchasing this comprehension worksheet bundle pack. Common Core Learning with holiday fun. Geometry, Measurement, Graphing, Design - so many math skills! Reading, Visualizing, Persuasive Writing - so many ELA skills! Project Based Learning Unit Designed and Ready to Go. Starts with essay question about whether Polyphemus was a monster or lonely creature, transitions to 10 minute teacher lecture re: his backstory of his Subjects: English Language Arts, Literature, Reading Strategies Grades: 8 th - 10 th Types: Lesson Plans (Individual) Show more details Add to cart Wish List 1st Grade Open Court Imagine It. You may buy each lesson individually or you may buy them all together for a 25 discount. BONUS MATERIAL: There are 3 reading strategy posters included with this bundle. Making Connections, Summarizing, and Predictions. In this BUNDLE you will get all the Imagine It Grade 3 Units 1-6 plus the Essential Questions product here at a discount. In this BUNDLE you will get all the Imagine It Grade 2 Units 1-6 plus the Essential Questions product here at a discount. You may buy each lesson individually or you may buy them all together for a 25 discount.I have also added a few EDITABLE resources to this product. Use these pages as a whole group activity with teacher modeling or as independent seat or center work. BONUS MATERIAL: There are 10 reading strategy posters included with this bundle.http://www.hotelvasto.it/img/fbv-express-mkii-manual.xml These NO PREP addition activities are now PAPERLESS and DIGITAL Subjects: Reading Strategies, Spelling, Vocabulary Grades: 2 nd Types: Unit Plans, Activities Show 5 included products Show more details Add to cart Wish List showing 1 - 24 of 8,973 results 1 2 3 4 5 Next Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials. Are you getting the free resources, updates, and special offers we send out every week in our teacher newsletter? Sign Up. I returned to Union College and completed my K-5 Teacher Alternative Certification. In 2008, I began teaching First grade at Hacker Elementary. More importantly, I am THRILLED to be your child's teacher! Show me and I may remember. 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It’s fast, convenient, and gives you access to the best prices out there! So you focus on what you do best while we handle transport. We’ve got it covered. By clicking “Accept”, you consent to the use of ALL the cookies.https://78as.it/election-manualOut of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. We also use third-party cookies that help us analyze and understand how you use this website. These cookies will be stored in your browser only with your consent. You also have the option to opt-out of these cookies. But opting out of some of these cookies may affect your browsing experience. This category only includes cookies that ensures basic functionalities and security features of the website. These cookies do not store any personal information. It is mandatory to procure user consent prior to running these cookies on your website. While emphasizing social and emotional skills, these programs explore up-to-date information and statistics on timely, relevant topics to help students become health-literate individuals. Learn More Reach every student and make success achievable with our supplemental and standalone programs: Using systematic, explicit instruction, Open Court Reading helps all students master the foundational skills needed not only to move to proficiency, but also to achieve greater goals of reading independently with confidence inside and outside the classroom.? By continuing to browse this site you are agreeing to our use of cookies. Please try your request again later. Why did this happen. This page appears when Google automatically detects requests coming from your computer network which appear to be in violation of the Terms of Service. The block will expire shortly after those requests stop. This traffic may have been sent by malicious software, a browser plug-in, or a script that sends automated requests. If you share your network connection, ask your administrator for help — a different computer using the same IP address may be responsible. Learn more Sometimes you may see this page if you are using advanced terms that robots are known to use, or sending requests very quickly. All rights reserved. No part of th.No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Permission is granted to reproduce the printed material contained on pages with a permission-to-reproduce copyright line on the condition that such material be reproduced only for classroom use; be provided to students, teachers, or families without charge; and be used solely in conjunction with Imagine It.Printed in the United States of America. Theme-related books at four readability levels—Approaching, On, English Learner, or Above—address the individual needs of all students. Whether used for independent reading or in small, flexible groups, Leveled Readers build fluency and strengthen students’ reading, vocabulary, and comprehension skills. The controlled content, length, and reading levels of the books allow for maximum fluency benefit. Grade 4 has seventy-two Leveled Readers. Three books at each level— Approaching, On, English Learner, and Above—accompany every Imagine It. Student Reader theme and include fiction and nonfiction selections. The Approaching level books are written at a third-grade level; the On level books are written at a fourth-grade level; and the Above level books are written at a fifth-grade level. The English Learner level books are written specifically for students whose primary language is not English. Each book’s readability is easily distinguished by the logo on the back cover: u Approaching H On. English Learner s Above vi Besides providing fluency practice, each Leveled Reader includes vocabulary from the unit to give students extra practice with these words. They are defined at the end of each book. Two comprehension questions related to one strategy or skill used in the unit are also at the end of each book. A two-page lesson for each Leveled Reader can be found in the Teacher’s Guide. Each lesson includes a fluency strategy, which covers automaticity, intonation, expression, accuracy, or rate, so that students will be able to read a selection fluently. In addition to the suggested fluency strategy, vocabulary strategies and definitions are available to support students who need additional help in deciphering the meaning of a word. The Teacher’s Guide also includes the answers for the comprehension questions. You can use the Leveled Readers in a variety of ways, depending upon the needs of your students. Students can read the books individually to practice reading fluently and accurately, or students can read in pairs. For example, you can pair an accomplished reader with a developing reader, or you can pair two students at the same reading level to read the book to one another. Another strategy might include utilizing small group choral reading of a particular Leveled Reader. Repeated readings of the Readers will help students build fluency as they read and reread familiar text. Leveled Readers Administering Oral Fluency Assessments Included at the end of each unit in the Teacher’s Guide are four Oral Fluency Assessments—one Approaching level, one On level, one English Learner level, and one Above level—and two Scoring Oral Fluency Assessment pages. The four assessment passages are usually taken from the first few pages of a Leveled Reader. Choose the fluency assessment that is appropriate for each student, and make two copies. Then make a copy of the Scoring Oral Fluency Assessment page for each student you assess. Cross out the one Oral Reading Accuracy chart on this page that does not apply to the fluency assessment you are administering. If you are unsure of which Oral Fluency Assessment to administer, begin with the On level assessment. If this assessment is too difficult for the student, use the Approaching level assessment the next time you administer an assessment; if the On level assessment is not difficult enough, give the student the Above level assessment the next time. Note: The English Learner level assessment is designed to meet the readability level of students who are learning English. If the English Learner level is not difficult enough, give the student the On level assessment the next time. Give one copy of the assessment to the student, and keep one copy for yourself. Have the student sit comfortably at a table with you. Seat yourself and the student so you can mark the Oral Fluency Assessment page unobtrusively without distracting the student. Be sure you also have a pen or pencil, a stopwatch or other timer, and extra paper to record any observations. Leveled Readers Hand the student the fluency assessment, and say that you would like the student to read the passage aloud so you can listen. As you listen, take notes. Tell the student there will not be a grade, so the student will not feel nervous. Tell the student to read the passage carefully and do his or her best. Allow the student a few minutes to look over the text, and then ask whether the student is ready. After making sure the student is ready, tell the student to begin. Start the timer or watch as the student begins to read. Pronounce any proper nouns with which the student is unfamiliar. Do not count these words as errors. As the student reads, draw a line through each word he or she misreads. Note: If the student becomes frustrated or makes several consecutive errors, stop the assessment. At the end of one minute, draw a box around the last word the student reads. If the student is reading with acceptable fluency and you have time available, allow the student to finish the text. The observations you make while the student is reading can be an important source of qualitative data. The observations can inform instruction, identify the student’s strengths and weaknesses, and provide information that is not available from traditional quantitative sources. Count this as an error. If possible, write the inserted word. Do not count this as an error.Subtract the number of errors from the total number of words read, and use that figure to find the number of correct words read per minute. If the student has read the entire passage, use the Oral Reading Accuracy chart provided on the Scoring Oral Fluency Assessments page. If not, divide the correct words read per minute by the total number of words to calculate the correct rate. Record these numbers on the Reading Rate and Accuracy chart. Leveled Readers Interpreting Oral Fluency Assessments First compare the student’s number of correct words per minute with the following chart. This will show how the student compares with other students in the same grade at the same time of year. The data in the chart represents the approximate fluency rate a student should attain periodically in Grade 4. The two rows of numbers represent the seventy-fifth and fiftieth percentiles, respectively. Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Percentile 119 119 139 139 152 152 75 94 94 112 112 123 123 50 Grade 4 Then examine the student’s accuracy percentage. Reading accuracy should remain constant or gradually increase within a grade and between grades, until it stabilizes at 90 percent or higher. Compare the student’s accuracy percentage after each assessment to ensure his or her accuracy percentage is remaining constant or increasing. Next examine the types of errors the student is making, and consider how they signify reading behaviors. This is in contrast with the student who misreads complex letter sounds (alternate sounds, blends, dipthongs, and digraphs) but has little difficulty with regular letter sounds. Finally consider the error pattern. If errors are scattered randomly throughout the passage, then the error type represents skills the student has not yet developed. If errors increase in frequency from beginning to end, then fatigue or inattention are involved. Leveled Readers Other Considerations Oral fluency assessments will provide useful information about most students. If a student is reading well below grade level, however, the same fluency assessment can be administered more than once. If the student is making reading progress, his or her accuracy rate should increase. As a follow-up to the Oral Fluency Assessment, you can use two additional procedures to gain an understanding of the student’s comprehension of the passage. One is to ask the student to retell or summarize the passage. Informally evaluate how complete the retelling or summary is. Another is to ask the student typical comprehension questions about the passage, such as “What is this passage mostly about?” or “Why did this happen in the passage?” Finally it may be useful to establish targets for reading accuracy. These targets may include whether the students reads ten words in a row without errors, whether the student increases the number of correct words read in a minute, or whether the student decreases a specific type of error. Establishing such targets allows you to provide appropriate instructional support and gives the student a goal he or she can achieve in a reasonable amount of time.That changes when he takes a trip to visit these giants. The information Justin reads literally comes to life, and he learns firsthand about these fascinating creatures. Assign each speaking part in the story (Mr. Ramos, Justin, and Justin’s dad) to a different student. Give the roles of Justin and Justin’s dad to more fluent readers. Have the other students act as narrators, each taking a turn reading a page of the nonspeaking parts. Encourage all students to read as accurately and smoothly as possible. Model reading page 15 aloud. Model how Justin might change his voice by first showing enthusiasm and then asking a question.Comprehension Focus: Clarifying 1. If you do not know a word in the story, what is one way you can find out what it means? (Possible Answers reread the word, read on to look for context clues in the story, look in the vocabulary list or in a dictionary) 2. What is one phrase you needed to clarify as you read. How did you clarify it? (Possible Answer I did not understand the phrase “easily overwhelm.” To clarify it, I looked up overwhelm in the vocabulary list. Display pictures of “slightly rainy” conditions. Have students describe your actions using the word peered. Suddenly they hear a loud noise. Ask students to share what they might do when they hear the loud noise. Have students use the word react when describing what they would do. 93 Thrill Rides! Unit 4, Approaching Level Nonfiction Selection Summary John Miller made some of the most famous roller coasters. He also invented many devices that have made roller coasters safer. His inventions are still used in roller coaster design today. Explain how stressing one word in a sentence helps draw a listener’s attention to that word. Point out how good readers raise their voice slightly and pronounce clearly when stressing important words. Model reading those sentences aloud stressing the correct word or phrase. Have students repeat after you. Stress the word huge as you read aloud. Roller coasters started as huge ice slides. Have students read the sentence chorally with you, stressing the word ice. Explain that by slightly raising your voice and clearly pronouncing the word ice, you draw the listener’s attention to the fact that roller coasters were once made of ice. Tell students that descriptive words are often good words to stress when reading. Reread the sentence, stressing the word coasters, and ask students to repeat after you.Discuss the meaning of the word attract. Pantomime “looking closely” at a classroom object. Demonstrate how to create friction by rubbing your hands together. Commas can be used to put words into meaningful groups, separate items in a list, or set off the words of a character who is speaking. Commas tell readers to pause slightly. Do not pause at the commas during the first reading. Help students tell which reading was easier to understand and why. Explain that the commas in this text separate meaningful groups of words. Then have students look at page 4 and read the page chorally with you, practicing pausing at each comma. Remind students they should not pause too long at the commas. After partners have read the page to each other twice, have them read page 7 to each other several times for more practice.Pantomime being anxious for lunchtime. Circle the suffix -er. Explain that this suffix can be added to words when you are comparing the strength of a feeling. Display and discuss publications such as newsletters and magazines. Then hold up a classroom object for the students to observe carefully. Place the object out of sight. Have volunteers walk slowly, quickly, and steadily around the classroom. Ask students to describe the pace of each volunteer in a sentence. 97 Science Fair Surprise Unit 4, On Level Fiction Selection Summary Nick and Jada cannot think of a science fair project until Jada’s little brother, Tony, pesters them with his toy cars. Then the three work together to create a great project and learn that little brothers are not so bad after all. Ask students to turn to page 4. Have them locate the quotation marks and explain what these marks set off. Point out that phrases such as asked Nick and Mrs. Delgado said tell the reader who is speaking. Ask groups to read the pages several times, focusing on using expression in dialogue. If necessary, summarize the story up to page 6. Ask groups to discuss the feelings expressed by each character. Just as in a conversation, the way we speak lets others know how we are feeling. When reading dialogue in stories, it is important that we use our voices to express how the characters feel. Remind students to read the words the way the characters might say them. Model using expression in dialogue by reading page 4 aloud.Comprehension Focus: Clarifying 1. Which phrases or ideas did you need to clarify as you read. How did you clarify them? (Possible Answer I had to clarify the phrase to record our observations. I clarified it by reading it slowly and looking for context clues. Explain that this suffix is added to words when you are comparing the strength of a feeling. Explain that this word comes from the Latin word fricare, meaning “to rub.” Have students relate this Latin meaning to the definition of friction. (Possible Answer Friction is what happens when you rub two things together.) 2. Choose a word in the text that you found unfamiliar. Write down its meaning and the strategy you used to learn it. (Possible Answer I did not know the word current. Now Jemison holds a special science camp for kids called The Earth We Share. Demonstrate how your voice rises slightly and pronounces clearly when stressing important words. Ask students what effect stressing words in a sentence can have on listeners. Point out that it draws the listeners’ attention to the words and that it stresses that they are important words. Tell students that they have to be able to identify important words in order to know which words to read with a stronger voice. Have students share why they think each word should be stressed. If possible, the more fluent partner should read first. Tell readers to choose important words to stress. As you read, stress the words Two thousand. Two thousand people applied for the same job. Have students identify which words you stressed in your reading. Read the sentence twice more, stressing Two thousand the first time and applied the next. Ask students why it is a better choice to emphasize Two thousand rather than applied.After medical school, she joined the Peace Corps. She founded a company, the Jemison Group, that develops technology for poor countries. Have students explain how the words examine and observations are related. Do you have questions about space that a book can’t answer. You might want to go to Space Camp. Ask students what readers should do at a comma when they are reading. Make sure they know to pause slightly. Pause slightly after the commas in the second reading. Ask students to describe how the readings were different. Guide students to understand that you paused at the commas during the second reading. Tell the reading partner to pause slightly at each of the commas. Tell the listening partner to listen for a slight pause at each comma.Discuss the meaning of the adjective genuine. Explain that it comes from a Latin word meaning “to come upon or find.” Circle the suffix -tion. Have students identify which word is a synonym of the word previous. Then have them rewrite the sentence using the word previous. 2. What is the main idea on pages 14 and 15, and what are three supporting details? (Possible Answers The main idea of this section is that Space Camp has helped students become excited about space. Supporting details include the following: Students become interested in science and technology. They study hard in science and math. They may take classes in engineering. Some earn a pilot’s license. Jada’s little brother, Tony, is a pest until the three work together to create a project. The roles of Mrs. Delgado and Jada should be given to more fluent readers. Ask the other students to act as narrators, each taking a turn reading the nonspeaking parts. Show students how Mrs. Delgado might change her voice to show excitement on page 15.Comprehension Focus: Clarifying 1. Which ideas did you need to clarify as you read. How did you clarify them? (Possible Answer I had to clarify the idea of friction. Discuss their meanings. Explain that synonyms are words with similar meanings. Explain that results and findings are synonyms. Have students write a sentence using the word results. Explain that this suffix is added to words when you are comparing two similar things. Review the meaning of the word peered. Demonstrate how to create friction by “rubbing” your hands together. Ask students to create friction by rubbing their hands together. 2. Choose a word in the text that you found unfamiliar. She was the first black woman in space. Now Jemison has a special science camp for kids called The Earth We Share. These words should be read with a stronger voice to show that they are important. Stressing words, or reading them with a stronger voice, helps listeners understand that a word is important. A stronger voice rises slightly and clearly pronounces the important word. Point out additional words or phrases in the text that should be stressed. Model reading those sentences aloud. Ask students to repeat the sentences after you, stressing the correct word or phrase. Stress the word and as you read aloud. “We could store the energy from the sun and wind in batteries,” Keisha says. Ask students to identify which word you stressed. Then have students look at page 3 to discover why you chose to stress the word and. Point out that the word is in italic type. Tell students that when a word appears in that kind of type, it most likely means that it is a word that should be stressed when reading.Tell students to imagine waiting at the bus stop, with no umbrella, when it suddenly begins to rain. Guide students to name examples of things that are near their school and neighborhoods. Help students describe your actions using the word examine. Then have students examine additional classroom objects. Ask them if they “notice anything” about the objects. Then review the definition of the word observations. Explain that when students examine something, they are likely to make an observation. 107 Space Camp Unit 4, English Learner Level Nonfiction Selection Summary When you look up at the stars, do you wonder what it is like to be an astronaut. Commas tell readers to pause slightly while reading. Do not pause at the comma during the first reading. Explain that the comma separates a meaningful group of words. Then have students look at page 6 and repeat the sentence chorally with you, practicing pausing at the comma. Check that the reader pauses slightly at the comma. Encourage the listener to follow along and listen carefully for slight pauses at the comma. Each partner should read the paragraph four times.They want to learn what it is like to be a pilot. What are two supporting details? (Possible Answer One supporting detail is they train on jet fighter simulators. Display pictures of common inventions such as the computer, automobile, and light bulb. Ask volunteers to demonstrate different “methods” of tying their shoes. Have volunteers walk slowly, steadily, and quickly in the classroom. Discuss the definition of previous. Have students generate examples of previous things they have learned in class. 2. What is the main idea of this story. What are two supporting details that support this main idea? (Possible Answers The main idea of this story is that Space Camp helps people learn about science and astronauts. When she realizes that cars harm the environment, she invents a machine to replace the car. Will her invention save Earth. Have students turn to page 7. Ask them to locate the first pair of quotation marks and explain what these marks tell the reader. Point out that phrases such as Mr. Clark announced and Dr. Fox said tell the reader who is speaking. Ask students to identify when a speaker can be named. Tell each student in a group to take the role of a different character (Cara, Isabel, Mrs. Hughes). Have groups read the pages several times focusing on using expression in dialogue. If necessary, summarize the story up to page 8.