A document to address the California Language Arts Content Standards by levels of language acquisition at each grade level.

Criterion Met? Primary Supporting Y N Reading Street Comprehensive. Publisher Citations

Program 2: / Arts English Development Basic Program, K-8 Grade Level(s): K 3 SECTIO 1: PROGRAM DESCRIPTIO All instructional material submissions must meet the requirements of this program description section,

The ELA/ELD Framework Companion: a guide to assist in navigating the Framework

The ELA/ELD Framework Companion: a guide to assist in navigating the Framework Chapter & Broad Topics Content (page) Notes Introduction Broadly Literate Capacities of a Literate Individual Guiding Principles

IB Diploma Program Language Policy San Jose High School

IB Diploma Program Language Policy San Jose High School Mission Statement San Jose High School (SJHS) is a diverse academic community of learners where we take pride and ownership of the international

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

Content Language Objectives (CLOs) August 2012, H. Butts & G. De Anda

Content Language Objectives (CLOs) Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of

Plattsburgh City School District SIP Building Goals

Goal Statement 1: To develop and implement universal benchmarking assessments for all core subject areas. 1. To develop common understandings about the scope and sequence for core courses taught in the

and Beyond! Evergreen School District PAC February 1, 2012

2011 2014 and Beyond! Evergreen School District PAC February 1, 2012 Presenta(on Outcomes What does the portrait of a 21 century learner look like? What are the Common Core Standards? Why do we have Common

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

Oakland Schools Response to Critics of the Common Core Standards for English Language Arts and Literacy Are These High Quality Standards?

If we want uncommon learning for our children in a time of common standards, we must be willing to lower the voices of discontent that threaten to overpower a teaching force who is learning a precise,

New Jersey Department of Education World Languages Model Program Application Guidance Document

New Jersey Department of Education 2018-2020 World Languages Model Program Application Guidance Document Please use this guidance document to help you prepare for your district s application submission

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

ENGLISH LANGUAGE LEARNERS (ELL) UPDATE FOR SUNSHINE STATE TESOL 2013

ENGLISH LANGUAGE LEARNERS (ELL) UPDATE FOR SUNSHINE STATE TESOL 2013 Presented by: Chane Eplin, Bureau Chief Student Achievement through Language Acquisition Florida Department of Education May 16, 2013

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

Queensborough Public Library (Queens, NY) CCSS Guidance for TASC Professional Development Curriculum

CCSS Guidance for TASC Professional Development Curriculum Queensborough Public Library (Queens, NY) DRAFT Version 1 5/19/2015 CCSS Guidance for NYSED TASC Curriculum Development Background Victory Productions,

School Balanced Scorecard 2.0 (Single Plan for Student Achievement)

School Balanced Scorecard 2.0 (Single Plan for Student Achievement) School Name: A. P. Giannini Middle School 1: Access and Equity- Make Social Justice a Reality What does this goal mean at your school?

Reynolds School District Literacy Framework

Reynolds School District Literacy Framework Developed through 2012-2014 by Reynolds School District Teachers representing General Education, English Language Learners, Special Education, and Title I from

International School of Kigali, Rwanda

International School of Kigali, Rwanda Engaging Individuals Encouraging Success Enriching Global Citizens 2013-2014 Curriculum Plan Dear Teachers, The 2013-2014 academic year at ISKR marks the first year

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.............

Curriculum and Assessment Guide (CAG) Elementary California Treasures First Grade

Curriculum and Assessment Guide (CAG) Elementary 2012-2013 California Treasures First Grade 1 2 English Language Arts CORE INSTRUCTIONAL MATERIALS 2012-2013 Grade 1 Macmillan/McGraw-Hill California Treasures

THINKING TOOLS: Differentiating the Content. Nanci Cole, Michelle Wikle, and Sacha Bennett - TOSAs Sandi Ishii, Supervisor of Gifted Education

THINKING TOOLS: Differentiating the Content Nanci Cole, Michelle Wikle, and Sacha Bennett - TOSAs Sandi Ishii, Supervisor of Gifted Education Based on training by: S. Kaplan, USC, 2008 What is Academic

CST Readiness: Targeting Bubble Students

CST Readiness: Targeting Bubble Students Participants will identify students that are on the threshold to CST proficiency, determine a focus for instruction and test preparation for the CST, and develop

Bell Work Integrating ELLs

Bell Work Integrating ELLs With a partner, discuss ways that you are currently integrating ELLs with non-ells beyond the integrated time allocations for the 4 hour ELD block. On a post-it note, list additional

Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes

Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes Linda Taylor, CASAS ltaylor@casas.or Susana van Bezooijen, CASAS svanb@casas.org CASAS and

Running Head GAPSS PART A 1

Running Head GAPSS PART A 1 Current Reality and GAPSS Assignment Carole Bevis PL & Technology Innovation (ITEC 7460) Kennesaw State University Ed.S. Instructional Technology, Spring 2014 GAPSS PART A 2

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge

Innov High Educ (2009) 34:93 103 DOI 10.1007/s10755-009-9095-2 Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Phyllis Blumberg Published online: 3 February

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

Quality Teaching for English Learners (QTEL) Impact Study

Quality Teaching for English Learners (QTEL) Impact Study June 2012 Quality Teaching for English Learners (QTEL) Impact Study A collaboration of the Quality Teaching for English Learners initiative and

K-12 Math & ELA Updates. Education Committee August 8, 2017

K-12 Math & ELA Updates Education Committee August 8, 2017 Framework for High Quality Instruction culture Equity and Efficacy Rigor Student Engagement student achievement instruction Demonstration of Student

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,

Final Teach For America Interim Certification Program

Teach For America Interim Certification Program Program Rubric Overview The Teach For America (TFA) Interim Certification Program Rubric was designed to provide formative and summative feedback to TFA

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12)

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) Standard I.* Standard II.* Standard III.* Standard IV. The teacher designs instruction appropriate for all students that reflects an understanding

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

Using SAM Central With iread

Using SAM Central With iread January 1, 2016 For use with iread version 1.2 or later, SAM Central, and Student Achievement Manager version 2.4 or later PDF0868 (PDF) Houghton Mifflin Harcourt Publishing

Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice

Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice Title: Considering Coordinate Geometry Common Core State Standards

Professional Learning Suite Framework Edition Domain 3 Course Index

Domain 3: Instruction Professional Learning Suite Framework Edition Domain 3 Course Index Courses included in the Professional Learning Suite Framework Edition related to Domain 3 of the Framework for

NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual

NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual Policy Identification Priority: Twenty-first Century Professionals Category: Qualifications and Evaluations Policy ID Number: TCP-C-006 Policy Title:

Publisher Citations. Program Description. Primary Supporting Y N Universal Access: Teacher s Editions Adjust on the Fly all grades:

KEY: Editions (TE), Extra Support (EX), Amazing Words (AW), Think, Talk, and Write (TTW) SECTION 1: PROGRAM DESCRIPTION All instructional material submissions must meet the requirements of this program

2013 District STAR Coordinator Workshop

2013 District STAR Coordinator Workshop Objectives District STAR coordinators will Follow current STAR procedures properly. Ensure all materials are handled securely and appropriately. Train site coordinators

September 6-8. San Francisco, California 1

Mobility of Credentialed Professionals Within and Presenters: Kevin Taylor, MBA College of Respiratory Therapists of Ontario Patricia Muenzen, MA Professional Examination Service Promoting Regulatory Excellence

Correspondence between the DRDP (2015) and the California Preschool Learning Foundations. Foundations (PLF) in Language and Literacy

1 Desired Results Developmental Profile (2015) [DRDP (2015)] Correspondence to California Foundations: Language and Development (LLD) and the Foundations (PLF) The Language and Development (LLD) domain

EDUC-E328 Science in the Elementary Schools

1 INDIANA UNIVERSITY NORTHWEST School of Education EDUC-E328 Science in the Elementary Schools Time: Monday 9 a.m. to 3:45 Place: Instructor: Matthew Benus, Ph.D. Office: Hawthorn Hall 337 E-mail: mbenus@iun.edu

School Leadership Rubrics

School Leadership Rubrics The School Leadership Rubrics define a range of observable leadership and instructional practices that characterize more and less effective schools. These rubrics provide a metric

TEACH 3: Engage Students at All Levels in Rigorous Work

TEACH 3: Engage Students at All Levels in Rigorous Work 825 North Capitol Street, NE Washington, DC 20002 T 202.442.5885 F 202.442.5026 www.k12.dc.us Essential Question How will engaging students at all

Milton Public Schools Special Education Programs & Supports

Milton Public Schools 2013-14 Special Education Programs & Supports Program Early Childhood Pre-School Integrated Program Substantially Separate Classroom Elementary School Programs Co-taught Classrooms

ritical Components of a Successful Dual Language Program: Research and Implications

ritical Components of a Successful Dual Language Program: Research and Implications Kathryn Lindholm-Leary, Ph.D. Professor Emerita, San Jose State University KLindholmLeary@mac.com 10 th Annual Dual Language

STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 2005 REVISED EDITION

Arizona Department of Education Tom Horne, Superintendent of Public Instruction STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 5 REVISED EDITION Arizona Department of Education School Effectiveness Division

LA1 - High School English Language Development 1 Curriculum Essentials Document

LA1 - High School English Language Development 1 Curriculum Essentials Document Boulder Valley School District Department of Curriculum and Instruction April 2012 Access for All Colorado English Language

Special Education Services Program/Service Descriptions

Special Education Services Program/Service Descriptions SES Program/Service Characteristics Specially Designed Instruction Level Class Size Autism (AU) A developmental disability significantly affecting

Implementing Response to Intervention (RTI) National Center on Response to Intervention

Implementing (RTI) Session Agenda Introduction: What is implementation? Why is it important? (NCRTI) Stages of Implementation Considerations for implementing RTI Ineffective strategies Effective strategies

Greetings, Ed Morris Executive Director Division of Adult and Career Education Los Angeles Unified School District

Greetings, The thesis of my presentation at this year s California Adult Education Administrators (CAEAA) Conference was that the imprecise and inconsistent nature of the statute authorizing adult education

Omak School District WAVA K-5 Learning Improvement Plan

Omak School District WAVA K-5 Learning Improvement Plan 2015-2016 Vision Omak School District is committed to success for all students and provides a wide range of high quality instructional programs and

Superintendent s 100 Day Entry Plan Review

Superintendent s 100 Day Entry Plan Review January 10, 2012 Thelma Meléndez de Santa Ana, Ph.D. Superintendent 2 The 100-Day Entry Plan Roll-Out What We ll Cover Reflections & Observations on Our Aha!

Arlington Elementary All. *Administration observation of CCSS implementation in the classroom and NGSS in grades 4 & 5

GOAL 1: Professional Development Arlington Elementary School will implement an effective, cohesive and sustainable professional development model that maximizes the conditions of learning for all students.

Chart 5: Overview of standard C

Chart 5: Overview of standard C Overview of levels of achievement of the standards in section C Indicate with X the levels of achievement for the standards as identified by each subject group in the table

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

I can explain why backward design is a good organizing principle for lesson planning. 2. use backward design as a framework to design my lessons

Lesson Planning for 21st Century Learners: Some Things We Need to Know CSCTFL 2012 Milwaukee Greg Duncan interprep@earthlink.net www.interprepinc.com I can... 1. explain why backward design is a good organizing

Within the design domain, Seels and Richey (1994) identify four sub domains of theory and practice (p. 29). These sub domains are:

Domain of Design Seels and Richey (1994) define design as the process of specifying specific conditions for learning (p. 30). I have concluded that design is the primary concern of any instructional technology

Java Programming. Specialized Certificate

What is Java Programming? Java is a high level object oriented programming language developed by Sun Microsystems. Oracle acquired Sun Microsystems in January of 2010 and now owns Java. Java uses the Java

Grade 5 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print

Standards PLUS Flexible Supplemental K-8 ELA & Math Online & Print Grade 5 SAMPLER Mathematics EL Strategies DOK 1-4 RTI Tiers 1-3 15-20 Minute Lessons Assessments Consistent with CA Testing Technology

California Professional Standards for Education Leaders (CPSELs)

Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element

I can explain why backward design is a good organizing principle for lesson planning. 2. use backward design as a framework to design my lessons

Lesson Planning for 21st Century Learners: Some Things We Need to Know NECTFL 2012 Baltimore Greg Duncan interprep@earthlink.net www.interprepinc.com I can... 1. explain why backward design is a good organizing

Atlas Reports for NYC Quality Review & PPO 1.1 Ensure engaging, rigorous, and coherent curricula in all subjects a. Common Core Standards Analysis report for ELA & Math alignments in Grades 6-8 Atlas Reports

Language and Literacy: Exploring Examples of the Language and Literacy Foundations

Language and Literacy: Strands: Listening & Speaking Reading Writing GETTING READY Instructional Component(s): Information Delivery; In-Class Activity; Out-of- Class Activity; Assessment Strands: This

Foreign Languages. Foreign Languages, General

Foreign Languages, General Program Description This program introduces the fundamentals of language learning (listening, speaking, reading, writing, and culture) with emphasis on language production, grammar,

California Department of Education English Language Development Standards for Grade 8

Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language

SSIS SEL Edition Overview Fall 2017

Image by Photographer s Name (Credit in black type) or Image by Photographer s Name (Credit in white type) Use of the new SSIS-SEL Edition for Screening, Assessing, Intervention Planning, and Progress

A Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners

A Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners About Our Approach At Pivot Learning Partners (PLP), we help school districts build the systems, structures, and processes

Linking the Ohio State Assessments to NWEA MAP Growth Tests *

Linking the Ohio State Assessments to NWEA MAP Growth Tests * *As of June 2017 Measures of Academic Progress (MAP ) is known as MAP Growth. August 2016 Introduction Northwest Evaluation Association (NWEA

Hokulani Elementary School

Hokulani Elementary Code: 109 Status and Improvement Report Year -11 Contents Focus On Standards Grades K-5 This Status and Improvement Report has been prepared as part of the Department's education accountability

Executive Summary. Abraxas Naperville Bridge. Eileen Roberts, Program Manager th St Woodridge, IL

Eileen Roberts, Program Manager 2221 64th St Woodridge, IL 60517-2180 Document Generated On January 18, 2017 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable Achievements

Manchester Essex Regional Schools District Improvement Plan Three Year Plan

Whole Child Goal 1: Develop and articulate a Pre K-12 social emotional program strand. Resources & Research, pilot, and implement curricula, programs, and strategies that promote Universal Design for Learning

Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College

Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd April 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about... 2 Good practice... 2 Theme: Digital Literacies...

Indicators Teacher understands the active nature of student learning and attains information about levels of development for groups of students.

Domain 1- The Learner and Learning 1a: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across

NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards

NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards Ricki Sabia, JD NCSC Parent Training and Technical Assistance Specialist ricki.sabia@uky.edu Background Alternate

SPECIALIST PERFORMANCE AND EVALUATION SYSTEM

SPECIALIST PERFORMANCE AND EVALUATION SYSTEM (Revised 11/2014) 1 Fern Ridge Schools Specialist Performance Review and Evaluation System TABLE OF CONTENTS Timeline of Teacher Evaluation and Observations

Expanded Learning Time Expectations for Implementation

I. ELT Design is Driven by Focused School-wide Priorities The school s ELT design (schedule, staff, instructional approaches, assessment systems, budget) is driven by no more than three school-wide priorities,

Honors Mathematics. Introduction and Definition of Honors Mathematics

Honors Mathematics Introduction and Definition of Honors Mathematics Honors Mathematics courses are intended to be more challenging than standard courses and provide multiple opportunities for students

Unpacking a Standard: Making Dinner with Student Differences in Mind

Unpacking a Standard: Making Dinner with Student Differences in Mind Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Grade 7 Reading Standards

Patricia Velasco, Ed.D. Bilingual Education Program Queens College, CUNY November 1, 2016

The Bilingual Common Core Initiative New York State Regional Bilingual Education Resource Network NYU Steinhardt Metropolitan Center for Research on Equity and the Transformation of Schools Patricia Velasco,

Alignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program

Alignment of s to the Scope and Sequence of Math-U-See Program This table provides guidance to educators when aligning levels/resources to the Australian Curriculum (AC). The Math-U-See levels do not address

Finding the Sweet Spot: The Intersection of Interests and Meaningful Challenges

Finding the Sweet Spot: The Intersection of Interests and Meaningful Challenges Rebecca Eckert, PhD University of Connecticut www.gifted.uconn.edu/semr It s not an easy time to be a teacher. but there

Considerations for Aligning Early Grades Curriculum with the Common Core

Considerations for Aligning Early Grades Curriculum with the Common Core Diane Schilder, EdD and Melissa Dahlin, MA May 2013 INFORMATION REQUEST This state s department of education requested assistance

Characteristics of Collaborative Network Models. ed. by Line Gry Knudsen

SUCCESS PILOT PROJECT WP1 June 2006 Characteristics of Collaborative Network Models. ed. by Line Gry Knudsen All rights reserved the by author June 2008 Department of Management, Politics and Philosophy,

Governors and State Legislatures Plan to Reauthorize the Elementary and Secondary Education Act

Governors and State Legislatures Plan to Reauthorize the Elementary and Secondary Education Act Summary In today s competitive global economy, our education system must prepare every student to be successful

Top Ten: Transitioning English Language Arts Assessments

Top Ten: Transitioning English Language Arts Assessments White Paper Delise Becker Michael Bay-Borelli Lee Brinkerhoff Kellie Crain Laurie Davis Charles Fuhrken Tiffany Hartmann Jay Larkin Kimberly O Malley

ISD 2184, Luverne Public Schools. xcvbnmqwertyuiopasdfghjklzxcv. Local Literacy Plan bnmqwertyuiopasdfghjklzxcvbn

qwertyuiopasdfghjklzxcvbnmqw ertyuiopasdfghjklzxcvbnmqwert yuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopa sdfghjklzxcvbnmqwertyuiopasdf ghjklzxcvbnmqwertyuiopasdfghj klzxcvbnmqwertyuiopasdfghjklz

Cuero Independent School District

Cuero Independent School District Texas Superintendent: Henry Lind Primary contact: Debra Baros, assistant superintendent* 1,985 students, prek-12, rural District Description Cuero Independent School District

ED : Methods for Teaching EC-6 Social Studies, Language Arts and Fine Arts

ED487.001 80166: Methods for Teaching EC-6 Social Studies, Language Arts and Fine Arts Spring 2012 Mondays 4:00-6:45 1/23/2012 through 5/07/2012 Location: Pleasant Grove Intermediate School Room 310 (Red

Sidney Sawyer Elementary School

Midway Elementary Network 5248 S Sawyer Ave Chicago, IL 60632 ISBE ID: 150162990252435 School ID: 610157 Oracle ID: 25231 Mission Statement is dedicated to setting high expectations for all students and

Elizabeth R. Crais, Ph.D., CCC-SLP

Elizabeth R. Crais, Ph.D., CCC-SLP Division of Speech & Hearing Sciences Medical School The University of North Carolina at Chapel Hill Indiana Speech-Language-Hearing Association April 5, 2013 Linda Watson,

Making the ELPS-TELPAS Connection Grades K 12 Overview

Making the ELPS-TELPAS Connection Grades K 12 Overview 2017-2018 Texas Education Agency Student Assessment Division. Disclaimer These slides have been prepared by the Student Assessment Division of the

PARIS ELEMENTARY SCHOOL INSTRUCTIONAL AUDIT

PARIS ELEMENTARY SCHOOL INSTRUCTIONAL AUDIT PREPARED FOR: AURORA PUBLIC SCHOOLS 15751 E. 1ST AVENUE AURORA, CO 80011 MARCH 2015 PARIS ELEMENTARY SCHOOL INSTRUCTIONAL AUDIT PREPARED FOR: AURORA PUBLIC

State Parental Involvement Plan

A Toolkit for Title I Parental Involvement Section 3 Tools Page 41 Tool 3.1: State Parental Involvement Plan Description This tool serves as an example of one SEA s plan for supporting LEAs and schools

ADDIE: A systematic methodology for instructional design that includes five phases: Analysis, Design, Development, Implementation, and Evaluation.

ADDIE: A systematic methodology for instructional design that includes five phases: Analysis, Design, Development, Implementation, and Evaluation. I first was exposed to the ADDIE model in April 1983 at

Effect of Word Complexity on L2 Vocabulary Learning

Effect of Word Complexity on L2 Vocabulary Learning Kevin Dela Rosa Language Technologies Institute Carnegie Mellon University 5000 Forbes Ave. Pittsburgh, PA kdelaros@cs.cmu.edu Maxine Eskenazi Language

TEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12

TEKS Resource System Effective Planning from the IFD & Assessments Presented by: Kristin Arterbury, ESC Region 12 karterbury@esc12.net, 254-297-1115 Assessment Curriculum Instruction planwithifd.wikispaces.com

SOFTWARE EVALUATION TOOL

SOFTWARE EVALUATION TOOL Kyle Higgins Randall Boone University of Nevada Las Vegas rboone@unlv.nevada.edu Higgins@unlv.nevada.edu N.B. This form has not been fully validated and is still in development.

Mathematics Success Level E

T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.

Common Core Standards Alignment Chart Grade 5

Common Core Standards Alignment Chart Grade 5 Units 5.OA.1 5.OA.2 5.OA.3 5.NBT.1 5.NBT.2 5.NBT.3 5.NBT.4 5.NBT.5 5.NBT.6 5.NBT.7 5.NF.1 5.NF.2 5.NF.3 5.NF.4 5.NF.5 5.NF.6 5.NF.7 5.MD.1 5.MD.2 5.MD.3 5.MD.4

Teacher Development to Support English Language Learners in the Context of Common Core State Standards

Teacher Development to Support English Language Learners in the Context of Common Core State Standards María Santos, Oakland Unified School District Linda Darling-Hammond, Stanford University Tina Cheuk,