Grant Scheme on Promoting Effective English Language Learning in Primary Schools (PEEGS) School-based Implementation Plan

Size: px
Start display at page:

Download "Grant Scheme on Promoting Effective English Language Learning in Primary Schools (PEEGS) School-based Implementation Plan"

Transcription

1 Grant Scheme on Promoting Effective English Language Learning in Primary Schools (PEEGS) School-based Implementation Plan School Name: CCC KEI WAN PRIMARY SCHOOL (ALDRICH BAY) (English) Application No.: A 042 (for official use) (A) General information: 1. No. of English teachers in the regular staff establishment (excluding the Native-speaking English Teacher): No. of approved classes in the 2016/17 school year: P.1 P.2 P.3 P.4 P.5 P.6 Total No. of approved classes No. of operating classes in the 2016/17 school year: (if different from the number of approved classes) P.1 P.2 P.3 P.4 P.5 P.6 Total No. of operating classes Programmes/projects implemented or support service(s) in relation to English Language curriculum received in the past five years (more rows can be added if needed): Name of programme/project/ support service Focus(es) of programme/project/ support service External support (if any) Task-based learning ( ) P. 1-3 To redesign 2 modules using task-based learning approach CDI, EDB Task-based learning ( ) P. 4-6 To redesign 2 modules using task-based learning approach CDI, EDB P. 1

2 (B) Measure(s) taken through the grant under the English Enhancement Grant Scheme for Primary Schools, if any: (more rows can be added if needed): Area(s) of Development Usage(s) of the grant Level 1. Reinforce the learning and teaching in the school-based reading programme 1. Employing a NET with relevant qualifications and teaching experience to reinforce the learning and teaching in the school-based reading programme P.1 - P.4 2. Purchasing books for guided reading lessons for P Raise the professional expertise of English language teachers 3. Hire of consultant to conduct professional development workshops on phonics skills English teachers P. 2

3 (C) Focus(es) of the school s proposed school-based English Language curriculum to be funded under PEEGS Proposed target area(s) of development (Please the appropriate box(es) below) Proposed usage(s) of the Grant (Please the appropriate box(es) below) (Please the appropriate box(es) below) (Please the appropriate box(es) below) Enrich the English language environment in school through -developing more quality English language learning for students* (*Please delete as appropriate) Promote reading across the curriculum in respect of the updated English Language Curriculum (Primary) under Ongoing Renewal of the School Curriculum Focusing, Deepening and Sustaining (*Please delete as appropriate) Enhance e-learning in respect of the updated English Language Curriculum (Primary) under Ongoing Renewal of the School Curriculum Focusing, Deepening and Sustaining Cater for learner diversity with equal emphasis on more able and less able students in respect of the updated English Language Curriculum (Primary) under Ongoing Renewal of the School Curriculum Focusing, Deepening and Sustaining Strengthen assessment literacy in respect of the updated English Language Curriculum (Primary) under Ongoing Renewal of the School Curriculum Focusing, Deepening and Sustaining Purchase learning and teaching Employ part-time* teachers (*Please delete as appropriate) Employ full-time* or part-time* teaching assistant (*Please delete as appropriate) Procure service for conducting English language activities 2017/18 (second term) to 2018/19 (first term) 2018/19 (second term) to 2019/20 (first term) P.1 P.2 P.3 P.4 P.5 P.6 Others, please specify (e.g. P1-3, P5-6): P. 3

4 (E) How to implement the proposed school-based English Language curriculum funded by PEEGS? (more rows can be added if needed) Proposed school-based English Language curriculum To purchase reference books and employ supply teachers to create space for English teachers to develop Goal Catcher to enrich the language environment and promote reading across the curriculum at P.1 to P.6 Background of Goal Catcher The school-based learning pack to be developed named Goal Catcher aims to provide students at each with 6 well-organized learning packs with different language activities such as dramas, visits, writing, songs singing and cross-curricular activities to enrich the English language environment and promote reading across the curriculum. Goal Catcher will help students to learn not only inside the classroom but also outside the campus by providing adequate learning opportunities and creating a quality language learning environment for students. Six Goal Catcher will be designed by our school English teachers for each. Goal Catcher will focus on different themes and include different major parts such as Introduction to the theme, Goals setting, e-learning (useful websites and online learning ), Word building, Tasks, Reading Texts, Grammar, and Evaluation. All the parts are designed to enhance students English proficiency and develop their self-directed learning skills so P. 1 P. 6 Co-planning meetings for the development of the package--- from Jan to Apr 2018 Development of the first draft of the 6 Goal Catcher in each Jan 2018 Apr 2018 Review and - Total 36 sets of quality English language package (6 sets per each ) will be developed to promote reading across the curriculum in school for Primary 1 to 6 - The teaching package includes a teaching guide for teachers, a set of teaching aids such as PowerPoints and word cards, according to the - The practice will be evaluated and the revised will be used in the next academic year - The evaluation and the revision of the will be continued to - Minutes of co-planning meetings will be kept for further reference - Lesson observation will be conducted and video-taped once for every set of package for the first and the second year of implementation - Evaluation meeting will be conducted after 1 The deliverables/outputs should be measurable and closely related to the purposes of related initiatives. 2 Sustainability of the initiative could be maintained through the knowledge transfer/capacity building of teachers and the utilisation of the deliverable produced. 3 Both qualitative and quantitative tools should be employed to evaluate the effectiveness of the initiative. P. 4

5 that they can manage their learning well and reach the goals they set. The series of Goal Catcher are suggested as follows: KS1: About me Environment lover Little Shakespeare (about writing) On the stage People around me (my family, school and friends) Let s have fun KS2: Be a better me Environment protector Young Shakespeare (about writing) Shine on the stage Our community (P.4), Our city (P.5), Our world (P.6) Have a quality time Goal Catcher will be designed in theme-based approach. The themes for KS1 and KS2 will be allied so as to develop students language skills and values gradually according to their needs in different s. Features of Goal Catcher To make Goal Catcher a quality learning resource for students, the features of Goal Catcher are as follows: a. Wide range of language activities to enrich language Amend the 1 st Draft of Goal Catcher Late April 2018 Late May 2018 Co-planning meetings for the implementation of the package --- from Aug 2018 to May 2019 Co-planning meetings for the revision of the package (after lesson observation) --- from Sept 2018 to June 2019 P. 5 needs of particular teaching themes, and a learning kit for students named Goal Catcher - 100% of Primary 1 to 4 students will complete 100% of the developed package in To ensure the smooth transition of the use of the new package, the developed package for Primary 5 will be used in and Primary 6 in % of Primary 5 students will complete 100% of the developed in suit the needs and the performance of the students by the end of every academic year - There is a head for each. The heads will tidy up all the related materials and pass to the heads of the new academic year - All the softcopies of the will be kept on the every lesson observation to evaluate the teaching process and students performance - All will be evaluated according to students performance during lessons, their self-evaluation, and the performance in summative assessments - Self-evaluation form will be completed by students after the completion of every package - Parents feedback on

6 environment In order to provide students with various language activities, Goal Catcher will include different language activities such as dramas, visits, songs and interviews which provide students with adequate opportunities to apply what they have learnt in an authentic way so as to make learning authentic. Teaching procedures and notes will be stated in Goal Catcher (teacher version). Please refer to attachment 1 for the sample of Goal Catcher. - Every Goal Catcher contains a main task which would help students make use of the related vocabulary and grammar items taught. The vocabulary and grammar items will also be taught and be practised in context so that the students would understand the use of the related items in a concrete way and make application of the items to complete the task. - Taking the Primary 3 Goal Catcher as an example. The students will be taken to Aldrich Bay Park, which is near our school, to locate the facilities and find the signs in the park. Students then will write a few lines to introduce the park by writing about the location of the facilities and rules should be obeyed. Based on the knowledge, students will design their own park with the facilities they want and rules suitable to their park. Their design will be shared among the class through sharing sessions. - In each Goal Catcher, self-directed learning elements such as pre-reading, information searching, brainstorming and mind mapping are included. Other learning and teaching activities such as jigsaw reading, Co-planning meetings for the implementation of the revised package --- from Aug 2019 to Dec 2019 Implementation of Goal Catcher (P. 1 P.5) Sept 2018 May 2019 Review of the Jun 2019 Revision of Goal Catcher July 2019 Aug 2019 P % of Primary 6 students will complete 100% of the developed in % of Primary 1 to 4 students confidence and reading skills enhanced - Assessment result on reading of over 50% of students in Primary 1 4 will be improved in terms of the target reading skills set for different s - 100% of the existing English teachers will apply the developed to English teaching at Primary 1 to 4 from onwards, Primary school server - Each English teacher will video-tape at least one lesson of the classes taught showing the teaching process for further discussion - Photos of special activities such as visits and drama will be taken for reference students performance will be collected once for every Goal Catcher - The first Goal Catcher of each will be submitted to the panel head and PSMCD by mid-feb to check for consistency - All Goal Catcher will be submitted to the panel head for revision - All Goal Catcher will be checked by the panel head and corresponding heads. - The resource will

7 interviewing, board game design, PowerPoint presentations and worksheets will be included, depending on the theme taught and the foreseeable needs of students. b. A wide variety of reading materials to promote reading across the curriculum: Each Goal Catcher will consist of texts in various text types so as to enrich students reading materials, widen their horizons in reading and deepen their reading. 3 texts will be included in each Goal Catcher and they will be in different text types so that we can widen students exposures to different text types. Besides, texts across the curriculum will also be emphasized when Goal Catcher is designed. Teachers will choose texts across the curriculum with the corresponding themes. Besides, the s of the texts in each Goal Catcher will be different to cater students diversity. Students will be able to read the texts according to their ability. Every student will have a chance to read all the given texts when they feel comfortable. In order to enrich students exposure to various text types on the same theme, 3 extra pieces of texts will be included in each Goal Catcher. The chosen texts will be in different genres, which are different from the one used in the textbook. As the only restriction of the chosen texts is the theme, teachers can choose the texts related to different KLAs if it is related to the same theme. Taking the Primary 3 Goal Catcher as an example, as the set text is a piece of conversation, a poem, a list of rules and a story are chosen Implementation of the revised Goal Catcher Sept 2019 Jan 2020 P. 7 5 from onwards and Primary 6 from onwards be amended and final checked by the panel head and corresponding heads for printing - The use of Goal Catcher of all s will be observed and commented by the panel head and the teachers of the same and each Goal Catcher will be observed once - The whole set of Goal Catcher will be reviewed and commented together with corresponding s - All the Goal Catcher will be evaluated and

8 for the theme Fun and Games. The list of rules and the story No Dogs! are related to moral and civic education. The list of rules states the responsibility as a citizen, and the story can stimulate students to think critically about the reason why dogs are not allowed in parks and how to be responsible pet owners. revised for the next academic year Various reading skills are required depending on the nature of genres and the purpose of including the texts. There is a set of reading skills that will be acquired by students throughout the six years of studying: Primary 1 and 2 - To comprehend simple and easy reading - To enhance basic reading skill --- locating information - To develop the sense of simple sentences Primary 3 and 4 - To develop reading skills: inference, main ideas, cause and effect, and writer s purpose - To work out the meaning of an unknown word or expression by using visual clues, context and knowledge of the world - To extend the varieties of reading Primary 5 and 6 - To scan a text to locate specific information by using strategies such as looking as headings and repeated phrases - To understand intention, attitudes and feelings conveyed in a text by recognizing features such as the choice and the use of language A follow-up exercise is set for each text according to the target reading skills required for comprehending the particular text. P. 8

9 Below is suggested theme for cross-curriculum reading: KS1: KS2: Suggested cross-curriculum reading Goal Catcher: About me Be a better me Moral and civic education Goal Catcher: Environment lover Environment protector Science Goal Catcher: Little Shakespeare (about writing) Young Shakespeare (about writing) Language Art Goal Catcher: On the stage Shine on the stage Arts Goal Catcher: People around me (my family, school and friends) Our community (P.4), Our city (P.5), Our world (P.6) Chinese Language (comparing values) Mathematics (interpreting data) Moral and Civic Education P. 9

10 Goal Catcher: Let s have fun Have a quality time Science Mathematics (survey) Moral and Civic Education Level heads will discuss with heads of other subjects of the same to look for possibilities to conduct teaching of the same theme within the same period of time so that students can have a more comprehensive exposure related to the same theme. To encourage students to read across the curriculum, it is suggested that 2 non-fiction books related to science will be purchased for all s. 40 copies of each book will be purchased and will be circulated among the. A book report will be done by students and a sharing session will be arranged. The theme of the non-fiction book will be suggested by the heads based on the needs and ability of the. c. Assessment as learning: The learning kits are named Goal catcher as students will be provided a chance to set their own learning goals with guidance and will be led to meet the goals they set through different tasks. At the end of each Goal Catcher, students will have to evaluate their performance and see to what extent they reach their goals. Teachers will also give comments to guide and suggest students how to adjust their learning strategies so as to reach their goals next time. P. 10

11 Development of Goal Catcher Core Team The team includes panel head and heads of all s. The core team members will lead the member of their own teaching to develop the. The 6 sets of of each will be developed by the teachers teaching the with the lead of heads. Part-time teachers will be hired to create space for the teachers in the development of the. Phase 1: Development of one Goal Catcher for each module of all s (6 Goal Catcher per ) Reference books will be purchased for colleagues to compile quality learning pack, Goal Catcher - As the reference materials needed will be diverse, each can suggest the purchase of maximum 6 titles of reference books. 4 to 5 copies of each reference book will be needed for teachers teaching the same as reference. - The reference books will provide ideas for designing learning and teaching activities and possible genres which can be included in Goal Catcher. - Before the purchase, quotations from 3 suppliers will be collected. - During the course of the preparation of the learning, teachers should be aware of the copyright issue. - All copyright issue of the related materials should be clarified before use. - No extra copyright royalties will be paid for making P. 11

12 copies for students. 3 supply teachers will be hired to create space for the panel head, the vice panel head and heads to review and amend the first draft of Goal Catcher. - 3 supply teachers for 6 weeks (30 teaching days) will be respectively hired from the last week of April to the last week of May 2018 to release the duty of the panel head, the vice panel head and heads to review and amend the first draft of Goal Catcher. - The duty of the panel head and the vice panel head will be released for 6 weeks and each head will be released for 1 week. - There are 23 lessons per week for the panel head and around lessons for the vice panel head and heads in general. - As the duty of each head will be released for 1 week alternatively, the panel head and the vice panel head will focus the discussion intensively on the revision and amendment of the 6 sets of package. Level heads will amend the first draft with the help of the panel head and the vice panel head. Phase 2: The first implementation of Goal Catcher Lessons will be observed (one lesson per Goal Catcher per class, total 24 lessons per learning kit) by the panel head and teachers teaching the same. 2 supply teachers will be hired during the lesson observation period to create space for the panel head and the teachers for preparation, lesson observation and evaluation. - 2 supply teachers will be respectively hired for 2 weeks (10 teaching days) to release the duty of panel head and English teachers for lesson observation P. 12

13 - The practice will be done once for each package. - All classes will be observed. Teachers teaching the same will carry out peer observation together with the panel head. - Discussion will be carried out and the lesson observed will be evaluated. The practice used in the lesson will be discussed and evaluated for the modification of the. Phase 3: The second implementation of the Goal Catcher after first revision Peer observation will be carried out at least one lesson of each Goal Catcher. Goal Catcher will be amended based on the evaluation 2 supply teachers will be hired during the lesson observation period to create space for the panel head and the teachers for preparation, lesson observation and evaluation - 2 supply teachers will be respectively hired for 1 week (5 teaching days) to release the duty of the panel head and English teachers for lesson observation - The practice will be done once for each package. The focus will be on the practice in Primary 5 and the amended parts in Primary 1 to 4. - All classes will be observed. Teachers teaching the same will carry out peer observation together with the panel head. - Discussion will be carried out and the lesson observed will be evaluated. The practice used in the lesson will be discussed and evaluated for the modification of the package. P. 13

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together

More information

Abbey Academies Trust. Every Child Matters

Abbey Academies Trust. Every Child Matters Abbey Academies Trust Every Child Matters Amended POLICY For Modern Foreign Languages (MFL) September 2005 September 2014 September 2008 September 2011 Every Child Matters within a loving and caring Christian

More information

MYP Language A Course Outline Year 3

MYP Language A Course Outline Year 3 Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,

More information

Ohio s New Learning Standards: K-12 World Languages

Ohio s New Learning Standards: K-12 World Languages COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the

More information

Student Name: OSIS#: DOB: / / School: Grade:

Student Name: OSIS#: DOB: / / School: Grade: Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards

More information

Youth Sector 5-YEAR ACTION PLAN ᒫᒨ ᒣᔅᑲᓈᐦᒉᑖ ᐤ. Office of the Deputy Director General

Youth Sector 5-YEAR ACTION PLAN ᒫᒨ ᒣᔅᑲᓈᐦᒉᑖ ᐤ. Office of the Deputy Director General Youth Sector 5-YEAR ACTION PLAN ᒫᒨ ᒣᔅᑲᓈᐦᒉᑖ ᐤ Office of the Deputy Director General Produced by the Pedagogical Management Team Joe MacNeil, Ida Gilpin, Kim Quinn with the assisstance of John Weideman and

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Grade 4. Common Core Adoption Process. (Unpacked Standards) Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

and secondary sources, attending to such features as the date and origin of the information.

and secondary sources, attending to such features as the date and origin of the information. RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.9-10.1. Cite specific textual evidence

More information

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard address

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard  address Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)

More information

Common Core State Standards for English Language Arts

Common Core State Standards for English Language Arts Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.

More information

Language Acquisition Chart

Language Acquisition Chart Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10) Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have

More information

Mercer County Schools

Mercer County Schools Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed

More information

Scholastic Leveled Bookroom

Scholastic Leveled Bookroom Scholastic Leveled Bookroom Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content

More information

Achievement Level Descriptors for American Literature and Composition

Achievement Level Descriptors for American Literature and Composition Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation

More information

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5- New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,

More information

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1 The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules

More information

5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels

5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels 5th Grade Unit Plan Social Studies Comparing the Colonies Created by: Kylie Daniels 1 Table of Contents Unit Overview pp. 3 7 Lesson Plan 1 pp. 8 11 Lesson Plan 2 pp. 12 15 Lesson Plan 3 pp. 16 19 Lesson

More information

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards... Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............

More information

Implementing the English Language Arts Common Core State Standards

Implementing the English Language Arts Common Core State Standards 1st Grade Implementing the English Language Arts Common Core State Standards A Teacher s Guide to the Common Core Standards: An Illinois Content Model Framework English Language Arts/Literacy Adapted from

More information

RESPONSE TO LITERATURE

RESPONSE TO LITERATURE RESPONSE TO LITERATURE TEACHER PACKET CENTRAL VALLEY SCHOOL DISTRICT WRITING PROGRAM Teacher Name RESPONSE TO LITERATURE WRITING DEFINITION AND SCORING GUIDE/RUBRIC DE INITION A Response to Literature

More information

Day 1 Note Catcher. Use this page to capture anything you d like to remember. May Public Consulting Group. All rights reserved.

Day 1 Note Catcher. Use this page to capture anything you d like to remember. May Public Consulting Group. All rights reserved. Day 1 Note Catcher Use this page to capture anything you d like to remember. May 2013 2013 Public Consulting Group. All rights reserved. 3 Three Scenarios: Processes for Conducting Research Scenario 1

More information

English Language Arts Missouri Learning Standards Grade-Level Expectations

English Language Arts Missouri Learning Standards Grade-Level Expectations A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition

More information

International School of Kigali, Rwanda

International School of Kigali, Rwanda International School of Kigali, Rwanda Engaging Individuals Encouraging Success Enriching Global Citizens Parent Guide to the Grade 3 Curriculum International School of Kigali, Rwanda Guiding Statements

More information

Seventh Grade Course Catalog

Seventh Grade Course Catalog 2017-2018 Seventh Grade Course Catalog Any information parents want to give the school which would be helpful for the student s educational placement needs to be addressed to the grade level counselor.

More information

Grade 5: Curriculum Map

Grade 5: Curriculum Map Grade 5: Curriculum Map EL Education s Grades 3 5 comprehensive literacy curriculum is 2 hours per day of content-based literacy: Module lessons (60 minutes of daily instruction): explicitly teach and

More information

Facing our Fears: Reading and Writing about Characters in Literary Text

Facing our Fears: Reading and Writing about Characters in Literary Text Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham

More information

LITERACY ACROSS THE CURRICULUM POLICY

LITERACY ACROSS THE CURRICULUM POLICY "Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding." QCA Use of Language across the Curriculum "Thomas Estley Community

More information

TESL/TESOL DIPLOMA PROGRAMS VIA TESL/TESOL Diploma Programs are recognized by TESL CANADA

TESL/TESOL DIPLOMA PROGRAMS VIA TESL/TESOL Diploma Programs are recognized by TESL CANADA TESL/TESOL DIPLOMA PROGRAMS VIA TESL/TESOL Diploma Programs are recognized by TESL CANADA FULL-TIME AND ONLINE TESL/TESOL PROGRAMS TEACH IN CANADA OR ABROAD TSXV-LOY REVISED NOVEMBER 2014 TRAINING CENTRE

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9) Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For

More information

Fountas-Pinnell Level M Realistic Fiction

Fountas-Pinnell Level M Realistic Fiction LESSON 17 TEACHER S GUIDE by Vidas Barzdukas Fountas-Pinnell Level M Realistic Fiction Selection Summary Miguel lives in the Dominican Republic and loves baseball. His hero is Pedro Sanchez, a major league

More information

CAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping

CAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping CAFE RE P SU C 3 Classroom Design 4 Materials 5 Record Keeping P H ND 1 Framework 2 CAFE Menu R E P 6 Assessment 7 Choice 8 Whole-Group Instruction 9 Small-Group Instruction 10 One-on-one Instruction 11

More information

Literature and the Language Arts Experiencing Literature

Literature and the Language Arts Experiencing Literature Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102

More information

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s)) Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other

More information

Preparing for Permanent Residency and Citizenship

Preparing for Permanent Residency and Citizenship PART IV: TOPICS IN ADULT ESL EDUCATION & FAMILY LITERACY Some participants in adult ESL and family literacy programs are working to become permanent U.S. residents or citizens. This section gives information

More information

Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses

Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses 2010 Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales This document contains Material prepared by

More information

Developing an Assessment Plan to Learn About Student Learning

Developing an Assessment Plan to Learn About Student Learning Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that

More information

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy A Correlation of, To A Correlation of myperspectives, to Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references are to the

More information

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading Program Requirements Competency 1: Foundations of Instruction 60 In-service Hours Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language,

More information

Grade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government

Grade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government The Constitution and Me This unit is based on a Social Studies Government topic. Students are introduced to the basic components of the U.S. Constitution, including the way the U.S. government was started

More information

COURSE LISTING. Courses Listed. Training for Cloud with SAP SuccessFactors in Integration. 23 November 2017 (08:13 GMT) Beginner.

COURSE LISTING. Courses Listed. Training for Cloud with SAP SuccessFactors in Integration. 23 November 2017 (08:13 GMT) Beginner. Training for Cloud with SAP SuccessFactors in Integration Courses Listed Beginner SAPHR - SAP ERP Human Capital Management Overview SAPHRE - SAP ERP HCM Overview Advanced HRH00E - SAP HCM/SAP SuccessFactors

More information

Guided Reading with A SPECIAL DAY written and illustrated by Anne Sibley O Brien

Guided Reading with A SPECIAL DAY written and illustrated by Anne Sibley O Brien Bebop Books Page 1 Guided Reading with A SPECIAL DAY written and illustrated by Anne Sibley O Brien Realistic Fiction Guided Reading : D DRA: 4 Reading Recovery : 6 12 pages, 75 words Focus: using picture

More information

Carolina Course Evaluation Item Bank Last Revised Fall 2009

Carolina Course Evaluation Item Bank Last Revised Fall 2009 Carolina Course Evaluation Item Bank Last Revised Fall 2009 Items Appearing on the Standard Carolina Course Evaluation Instrument Core Items Instructor and Course Characteristics Results are intended for

More information

Florida Reading Endorsement Alignment Matrix Competency 1

Florida Reading Endorsement Alignment Matrix Competency 1 Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending

More information

Language Arts Methods

Language Arts Methods Language Arts Methods EDEE 424 Block 2 Fall 2015 Wednesdays, 2:00-3:20 pm On Campus, Laboratory Building E-132 & Online at Laulima.com Dr. Mary F. Heller Professor & Chair UHWO Division of Education mfheller@hawaii.edu

More information

Extraordinary Eggs (Life Cycle of Animals)

Extraordinary Eggs (Life Cycle of Animals) General Information Extraordinary Eggs (Life Cycle of Animals) Class: CI-5055 Subject: Science Lesson Title: Extraordinary Eggs (Life Cycle of Animals) Grade Level: Second Grade Purpose The purpose of

More information

Prentice Hall Literature Common Core Edition Grade 10, 2012

Prentice Hall Literature Common Core Edition Grade 10, 2012 A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum A Correlation of Prentice Hall Literature Common Core Edition, 2012 Introduction This document demonstrates

More information

The College Board Redesigned SAT Grade 12

The College Board Redesigned SAT Grade 12 A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.

More information

Grade 6: Module 2A Unit 2: Overview

Grade 6: Module 2A Unit 2: Overview Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore

More information

Grade 5: Module 3A: Overview

Grade 5: Module 3A: Overview Grade 5: Module 3A: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright

More information

GTPS Curriculum English Language Arts-Grade 7

GTPS Curriculum English Language Arts-Grade 7 Unit 1 5 weeks Big Idea: What makes a story unforgettable? Topic: Plot, Conflict, and Setting Standards Reading Lit xxrl.7.1. Cite several pieces of textual evidence to support analysis of what the text

More information

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills.

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Author Gale Ekiss Grade Level 4-8 Duration 3 class periods

More information

West Georgia RESA 99 Brown School Drive Grantville, GA

West Georgia RESA 99 Brown School Drive Grantville, GA Georgia Teacher Academy for Preparation and Pedagogy Pathways to Certification West Georgia RESA 99 Brown School Drive Grantville, GA 20220 770-583-2528 www.westgaresa.org 1 Georgia s Teacher Academy Preparation

More information

4 Almost always mention the topic and the overall idea of simple. 3 Oftentimes mention the topic and the overall idea of simple

4 Almost always mention the topic and the overall idea of simple. 3 Oftentimes mention the topic and the overall idea of simple وزارة التربية التوجيه الفني العام الدراسي العام للغة االنجليسية 2018 2017 Formative Assessment Descriptors Grade 6 GC 1. Listening to oral messages by means of different strategies in a variety of contexts

More information

One Stop Shop For Educators

One Stop Shop For Educators Modern Languages Level II Course Description One Stop Shop For Educators The Level II language course focuses on the continued development of communicative competence in the target language and understanding

More information

Rubric for Scoring English 1 Unit 1, Rhetorical Analysis

Rubric for Scoring English 1 Unit 1, Rhetorical Analysis FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction

More information

Characteristics of the Text Genre Informational Text Text Structure

Characteristics of the Text Genre Informational Text Text Structure LESSON 4 TEACHER S GUIDE by Taiyo Kobayashi Fountas-Pinnell Level C Informational Text Selection Summary The narrator presents key locations in his town and why each is important to the community: a store,

More information

5 th Grade Language Arts Curriculum Map

5 th Grade Language Arts Curriculum Map 5 th Grade Language Arts Curriculum Map Quarter 1 Unit of Study: Launching Writer s Workshop 5.L.1 - Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

More information

LITPLAN TEACHER PACK for The Indian in the Cupboard

LITPLAN TEACHER PACK for The Indian in the Cupboard TEACHER S PET PUBLICATIONS LITPLAN TEACHER PACK for The Indian in the Cupboard based on the book by Lynne Reid Banks Written by Debra Lemieux 2008 Teacher s Pet Publications All Rights Reserved ISBN 978-1-60249-090-1

More information

To provide students with a formative and summative assessment about their learning behaviours. To reinforce key learning behaviours and skills that

To provide students with a formative and summative assessment about their learning behaviours. To reinforce key learning behaviours and skills that To provide students with a formative and summative assessment about their learning behaviours. To reinforce key learning behaviours and skills that are important for lifelong learning and academic success.

More information

Paraprofessional Evaluation: School Year:

Paraprofessional Evaluation: School Year: Paraprofessional Evaluation: School Year: 2014-2015 Name Evaluator Contributing Evaluator Program Grade Site Observat ion Date: Observation Date Post-Conference Date Additional Observation Date-As Needed

More information

21st Century Community Learning Center

21st Century Community Learning Center 21st Century Community Learning Center Grant Overview This Request for Proposal (RFP) is designed to distribute funds to qualified applicants pursuant to Title IV, Part B, of the Elementary and Secondary

More information

STEP 1: DESIRED RESULTS

STEP 1: DESIRED RESULTS GRADE 11, UNIT #1 AUTHORS: N. Battista, R. Gold, V. Larsen, M. Vacchio Revised by: S. Chan, M. Contino, P. Liebowitz, G. Milos, C. Vittiglio A.Whitney, P. Duffy, G. Changa, P. Liebowitz, H. Chan, S. Brosnihan,

More information

Multiple Intelligences 1

Multiple Intelligences 1 Multiple Intelligences 1 Reflections on an ASCD Multiple Intelligences Online Course Bo Green Plymouth State University ED 5500 Multiple Intelligences: Strengthening Your Teaching July 2010 Multiple Intelligences

More information

POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013

POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013 POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013 Contents Page 1. Introduction and Rationale 3 1.1 Qualification Title and Codes 3 1.2 Rationale 3 1.3 Structure of the Qualification

More information

Subject Inspection of Mathematics REPORT. Marian College Ballsbridge, Dublin 4 Roll number: 60500J

Subject Inspection of Mathematics REPORT. Marian College Ballsbridge, Dublin 4 Roll number: 60500J An Roinn Oideachais agus Scileanna Department of Education and Skills Subject Inspection of Mathematics REPORT Marian College Ballsbridge, Dublin 4 Roll number: 60500J Date of inspection: 10 December 2009

More information

ESL Curriculum and Assessment

ESL Curriculum and Assessment ESL Curriculum and Assessment Terms Syllabus Content of a course How it is organized How it will be tested Curriculum Broader term, process Describes what will be taught, in what order will it be taught,

More information

Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs

Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs 2016 Dual Language Conference: Making Connections Between Policy and Practice March 19, 2016 Framingham, MA Session Description

More information

Honors 7 th Grade Language Arts Curriculum

Honors 7 th Grade Language Arts Curriculum Honors 7 th Grade Language Arts Curriculum Unit of Study: Short Stories Unit of Study: Paragraph Writing Unit of Study: Vocabulary Unit of Study: Grammar Unit of Study: Mysteries/Hound of the Baskervilles,

More information

Implementing Our Revised General Education Program

Implementing Our Revised General Education Program Implementing Our Revised General Education Program Dr. Clifton Franklund, General Education Coordinator 08/21/2017 We are Implementing this Semester! After eight years of work, it s actually happening!

More information

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix

More information

1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists

1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists Common Core Georgia Performance Standards Grade 4 English Language Arts Andria Bunner Sallie Mills ELA Program Specialists 1 Welcome Today s Agenda 4 th Grade ELA CCGPS Overview Organizational Comparisons

More information

Policy for Hiring, Evaluation, and Promotion of Full-time, Ranked, Non-Regular Faculty Department of Philosophy

Policy for Hiring, Evaluation, and Promotion of Full-time, Ranked, Non-Regular Faculty Department of Philosophy Policy for Hiring, Evaluation, and Promotion of Full-time, Ranked, Non-Regular Faculty Department of Philosophy This document outlines the policy for appointment, evaluation, promotion, non-renewal, dismissal,

More information

Monticello Community School District K 12th Grade. Spanish Standards and Benchmarks

Monticello Community School District K 12th Grade. Spanish Standards and Benchmarks Monticello Community School District K 12th Grade Spanish Standards and Benchmarks Developed by the Monticello Community High School Spanish Department Primary contributors to the 9 12 Spanish Standards

More information

Week 4: Action Planning and Personal Growth

Week 4: Action Planning and Personal Growth Week 4: Action Planning and Personal Growth Overview So far in the Comprehensive Needs Assessment of your selected campus, you have analyzed demographic and student learning data through the AYP report,

More information

FRESNO COUNTY INTELLIGENT TRANSPORTATION SYSTEMS (ITS) PLAN UPDATE

FRESNO COUNTY INTELLIGENT TRANSPORTATION SYSTEMS (ITS) PLAN UPDATE FRESNO COUNTY INTELLIGENT TRANSPORTATION SYSTEMS (ITS) PLAN UPDATE DELIVERABLE NO. 1 PROJECT PLAN FRESNO COUNTY, CALIFORNIA Prepared for Fresno Council of Governments 2035 Tulare Street, Suite 201 Fresno,

More information

Extended Common Core Social Studies Lesson Plan Template

Extended Common Core Social Studies Lesson Plan Template Extended Common Core Social Studies Lesson Plan Template Lesson Title: Slavery and the Culture of Colonial America Author Name: Stacy Drum Contact Information: sdrum@washoeschools.net Appropriate for Grade

More information

Executive Programmes 2013

Executive Programmes 2013 Executive Programmes 2013 INTRODUCTION In order to overcome the many contemporary challenges facing public service delivery, a high degree of management sophistication is required. The executive programmes

More information

Rubric For California Mission Project

Rubric For California Mission Project For California Free PDF ebook Download: For Project Download or Read Online ebook rubric for california mission project in PDF Format From The Best User Guide Database Report 4th grade project. Each student

More information

World Languages Unpacked Content for Classical Language Programs What is the purpose of this document?

World Languages Unpacked Content for Classical Language Programs What is the purpose of this document? This document is designed to help North Carolina educators teach the Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers.

More information

DRAFT. Reading Question

DRAFT. Reading Question DRAFT Reading STARR Sample Stems by Skill October 2011 Release Items STAAR Sample Stem s by Skill Table of Contents s Page Number Author s Message/Author s Purpose 2 Character Development 3 Vocabulary

More information

BENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016

BENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016 BENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016 NAMA : CIK DIANA ALUI DANIEL CIK NORAFIFAH BINTI TAMRIN SEKOLAH : SMK KUNAK, KUNAK Page 1 21 st CLD Learning Activity Cover Sheet 1. Title

More information

Loveland Schools Literacy Framework K-6

Loveland Schools Literacy Framework K-6 Loveland Schools Literacy Framework K-6 Loveland Literacy Framework INTRODUCTION INTRODUCTION The Loveland Literacy Framework has been designed to improve the reading, writing, and language skills of elementary

More information

The Ontario Curriculum

The Ontario Curriculum The Ontario Curriculum GRADE 1 checklist format compiled by: The Canadian Homeschooler using the current Ontario Curriculum Content Introduction... Page 3 Mathematics... Page 4 Language Arts... Page 9

More information

Pennsylvania Common Core Standards English Language Arts Grade 11

Pennsylvania Common Core Standards English Language Arts Grade 11 A Correlation of Prentice Hall Literature Common Core Edition Grade 11, 2012 To the Common Core Standards English Language Arts Grade 11 Table of Contents 1.2 Reading Informational Text... 4 1.3 Reading

More information

ROSETTA STONE PRODUCT OVERVIEW

ROSETTA STONE PRODUCT OVERVIEW ROSETTA STONE PRODUCT OVERVIEW Method Rosetta Stone teaches languages using a fully-interactive immersion process that requires the student to indicate comprehension of the new language and provides immediate

More information

Renae Townsend G21 PBL Project

Renae Townsend G21 PBL Project Renae Townsend G21 PBL Project Project Title Raising Awareness of Modern Day Slavery (Child Labor or Human Trafficking) Teacher Name: Renae Townsend Course/Class Title: Using media to raise awareness of

More information

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths.

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths. 4 th Grade Language Arts Scope and Sequence 1 st Nine Weeks Instructional Units Reading Unit 1 & 2 Language Arts Unit 1& 2 Assessments Placement Test Running Records DIBELS Reading Unit 1 Language Arts

More information

Pearson Longman Keystone Book D 2013

Pearson Longman Keystone Book D 2013 A Correlation of Keystone Book D 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document

More information

KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE

KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE GRADE 5/Unit # 4 Focus Standards for Unit: KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE Duration of Unit: LANGUAGE CC.5.L.3.a Expand, combine, and reduce sentences for meaning, reader/listener

More information

Circulation information for Community Patrons and TexShare borrowers

Circulation information for Community Patrons and TexShare borrowers LIBRARY Purpose The purpose of the Temple College Library is to provide the information resources and services necessary to support the mission of the College: fostering student success by providing quality

More information

Grade 6: Module 1: Unit 2: Lesson 5 Building Vocabulary: Working with Words about the Key Elements of Mythology

Grade 6: Module 1: Unit 2: Lesson 5 Building Vocabulary: Working with Words about the Key Elements of Mythology Grade 6: Module 1: Unit 2: Lesson 5 about the Key Elements of Mythology This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content

More information

Quarter 1: 7th Grade English Roadmap

Quarter 1: 7th Grade English Roadmap Quarter 1: 7th Grade English Roadmap Standard(s) Length to be Taught Textbook/Supplemental Passages Student Activity/Activities Differentiation Assessment Data that Drove Instruction LAFS.7.W.3.7 Conduct

More information

Language Center. Course Catalog

Language Center. Course Catalog Language Center Course Catalog 2016-2017 Mastery of languages facilitates access to new and diverse opportunities, and IE University (IEU) considers knowledge of multiple languages a key element of its

More information

How to learn writing english online free >>>CLICK HERE<<<

How to learn writing english online free >>>CLICK HERE<<< How to learn writing english online free >>>CLICK HERE

More information

Practice Learning Handbook

Practice Learning Handbook Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social

More information

QIs 3.4, 4.4. Student Support. discussions. staff team. Reports in place. participating in. self evaluation procedures. All students.

QIs 3.4, 4.4. Student Support. discussions. staff team. Reports in place. participating in. self evaluation procedures. All students. Priority Statement: FURTHER DEVELOPMENT IN ASSESSMENT AND REPORTING SERVICE IMPROVEMENT PLAN PRIORITY 4.1,5.2 Objective Task By When By Whom Resources To further develop our procedures for reporting to

More information

Distinguished Teacher Review

Distinguished Teacher Review Distinguished Teacher Review Application Toolkit 2017-2018 For Teachers WHAT S INSIDE DTR Updates...3 DTR Overview..4 About the DTR Application.. 5 DTR Rubric Overview..6 2017-18 DTR Rubric..7-9 Writing

More information

ANNUAL CURRICULUM REVIEW PROCESS for the 2016/2017 Academic Year

ANNUAL CURRICULUM REVIEW PROCESS for the 2016/2017 Academic Year ANNUAL CURRICULUM REVIEW PROCESS for the 2016/2017 Academic Year Annual Curriculum review is a process undertaken in advance of each new academic year to renew, revise and update curriculum. Faculty members,

More information