Over the past several decades, the English language has become increasingly globalized, and it is now seen by many as the dominant language in international finance, science, and politics. Concurrent with the worldwide spread of English is the decline of foreign language in English-speaking countries, where monolingualism-the use of a single language-remains the norm.
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Instruction in kindergarten is focused on developing foundational skills that prepare students for later learning in all content areas, including English language arts. In kindergarten, students learn beginning skills to comprehend and analyze what they are reading. They begin to develop writing skills by using a combination of drawing, dictation, and writing to express opinions, relate an event, or provide information. Kindergarten students develop skills in speaking and listening through discussions with peers and adults. In both writing and speaking, students learn the conventions of English. In kindergarten, students learn academic language in context while reading, writing, listening, and engaging in discussions about books and grade-level topics.
By the end of first grade, students will read proficiently at grade level and have the ability to decode and recognize increasingly complex words accurately and fluently. Students increase their academic and content-specific vocabulary by reading a variety of literature and informational text. Students further develop their communication skills as they engage with peers and adults in collaborative conversations that provide additional opportunities to express their ideas and experiences. As first-grade students learn to write for different purposes, they apply their growing knowledge of language structures and conventions. In order to master the first-grade English language arts content, students will practice decoding skills. To develop comprehension skills, students will have exposure to a variety of high-quality literature and informational texts.
In third grade, increased emphasis is placed on vocabulary acquisition, comprehension strategies, text analysis, language conventions, and types of writing. Third-grade students learn to use context as a way to connect texts and experiences. They learn to refer to information in the text when asking and answering questions about texts they have read. They apply analysis strategies to determine the theme or central message of text. They learn about subject and verb agreement and verb tenses and use that knowledge to write and speak in correct, complete sentences. As students learn more English language conventions and acquire new vocabulary, they practice them in their writing assignments.
Students in fourth grade read a wide range of literature in different genres and reflecting different cultures and times. They study in greater depth the structural elements of poems, prose, and dramas than in previous years and learn to summarize text in a concise manner. As they analyze informational text, students consider its overall structure and organization, the differences between first- and secondhand accounts, and how the author uses evidence to support points in the text. There is more focus on academic language and domain-specific vocabulary, which supports reading and listening comprehension, writing, and speaking. Students' writing becomes more sophisticated to include consideration of audience, purpose, and writing type. They learn to use technology to find information, interact and collaborate with others, and produce and publish writing. Students participate in collaborative discussions on fourth-grade topics and texts, paraphrase information presented in diverse media and formats, and deliver presentations. They learn the conventions of standard English grammar and usage to support their writing and speaking.
Children can benefit from playtime. Games offer a fun-filled, relaxed environment where they can practise using new words and are free to express themselves. Participating in recreational activities is an effective way to develop language and communication skills. It also helps your children to be more socially confident and may be a way to forge friendships.
To increase comprehension and use of academic language, ask students to explore a concept through 3-2-1. First, have them speak with a partner. Provide the structure for 3 minutes of conversation using targeted academic language. Then, ask students to write 2 sentences using the language. Finally, have students read 1 paragraph which contains the targeted vocabulary.
- looks at the differences between language and structural techniques-gives students opportunities to identify structural techniques within a text- includes a detailed flashcard with sentence stems and terminology for revision-includes mark scheme
The American Community Survey is an ongoing survey that provides data every year to give communities the current information they need to plan investments and services. The 2010 American Community Survey estimates that 14.6% of Americans live below the poverty line, 20.7% speak a language other than English (foreign language) at home, and 4.2% fall into both categories.
There have been endless wars on which programming language is better than others, but my view point is, that is nothing but the balance between the code performance and the amount of work for programmers. In an extreme sense, almost all languages give you the ability to create the universe, but you do not really have to if you just want to make an apple pie.
The loop is pretty much like low-level languages like C/Fortran: we assign initial values to a recording variable, do the loop and collect the result. But frequency tables are so common in statistics that it is hard to exclude such a functionality in R, table(), as we see in the last but one line of the code above.
These comments are subject to assumptions, risks, and uncertainties that could cause actual results to differ from our forward-looking statements. Please take note of the cautionary language and risk factors provided in our SEC filings and earnings materials. With that, I'll turn the call over to Rick.
In this activity, students compare and contrast different measures of center and variability for data sets that have gaps and are not symmetrical. They interpret mean, MAD, median, and IQR in the context of a situation. Unlike many of the data sets students have seen so far, this one shows values that could roughly divide into three parts: the days when there is little or no homework, the days when there is a moderate number of homework problems, and the days when the assignment is relatively large. Because of this distribution, finding a typical number of homework problems (or whether it would be helpful to identify a typical number) is not obvious, prompting students to interpret measures of center and spread more carefully (MP2).
Keep students in groups of 2. Give students a moment of quiet time to look at the data on homework problems and identify at least one thing they notice and one thing they wonder. Give them another brief moment to share their observation and question with their partner. Then, ask a few students to share their responses with the class.
Students are likely to notice that the data values are quite different, that there are some days with no homework and others with quite a few problems, that there is not an obvious cluster, or that the number of problems could be roughly grouped into three kinds (a little, moderate, and a lot). They are likely to wonder why the numbers are so spread out and varied. 2ff7e9595c
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