3 rd Grade. Assessment 2. Assessment Guide... Pages Assessment Rubric... Pages Good for People and the Planet...

Size: px
Start display at page:

Download "3 rd Grade. Assessment 2. Assessment Guide... Pages Assessment Rubric... Pages Good for People and the Planet..."

Transcription

1 3 rd Grade Assessment 2 Table of Contents Assessment Guide... Pages 2-10 Assessment Rubric... Pages Good for People and the Planet.... Page 16 Wendy s, Friend or Enemy... Pages 17-18

2 GRADE: Third Grade NAME OF ASSESSMENT: Reading Informational Texts and Opinion Writing Performance Assessment STANDARDS ASSESSED: Students will ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers (RI.3.1) Students will determine the main idea of a text; recount the key details and explain how they support the main idea (RI.3.2) By the end of the year, students will read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. (RI.3.10) Students will write opinion pieces on topics or texts, supporting a point of view with reasons. (W.3.1) Depth of Knowledge Level of task: Levels 2-4 Task Details: Duration of administration: Two class periods across one or two days Time of year when administered: Winter Materials needed: o Article: The Dauphin Grille: Good for People and the Planet o Article: Wendy s o Student booklet for responses TCRWP Third Grade Informational Reading/Opinion Writing Performance Assessment DRAFT

3 Explanation of Standards Alignment: RI.3.1. Students will ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers In their summary statements, students will ask and answer questions to demonstrate understanding of a text, such as what is a main idea in this text? and how do details in this text support that idea? and will refer explicitly to the text in their answers, in the form of an outline of the text or writing in paragraph form about the text. RI.3.2: Students will determine the main idea of a text; recount the key details and explain how they support the main idea. Students will summarize the main idea of each of two written texts by organizing some notes in an outline form. They will state a main idea, and show how that idea is supported by key ideas and details. RI.3.10: By the end of the year, students will read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. (RI.3.10) Students will summarize the main idea of a grade level complex text by organizing some notes in an outline form. They will state a main idea, and show how that idea is supported by key ideas and details. W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Students will write a persuasive review, supporting a positive point of view regarding a restaurant, using reasons and information derived from a text. TCRWP Third Grade Informational Reading/Opinion Writing Performance Assessment DRAFT

4 Overview of Assessment **Note: Suggested teacher prompts follow please alter and make note of alterations based on your own conversational style and the ways in which you ve talked about reading and writing nonfiction in your own classroom. The tasks below could be administered in many different ways.** Suggested time frame: approximately 90 minutes total. The three tasks could be administered in two to three chunks of time, in either one or two days. Task 1: Independent reading and written summary of Dauphin Grille: Good for the People and the Planet Students will read an article that gives important information about a restaurant called the Dauphin Grille. The teacher will prompt students to ask and answer questions about key details in the text, and to determine a main idea about the restaurant and explain how key details in the article support that main idea. Students will summarize the main ideas and key details in the student booklet (suggested booklet format attached). Task 2: Independent reading and written summary of grade-level text: Wendy s Students will read an article that gives important information about Wendy s restaurants. The teacher will prompt students to ask and answer questions about key details in the text, and to determine a main idea about Wendy s and explain how key details in the article support that main idea. Students will summarize the main ideas and key details in the student booklet (suggested booklet format attached). Task 3: Opinion writing: restaurant review of one of the two restaurants Students will write a review, recommending that readers eat at one of the two restaurants that the articles mention. They will be prompted to include the required components of third-grade opinion writing, and to include key details from the relevant article in their review to support their stated preference of restaurant. TCRWP Third Grade Informational Reading/Opinion Writing Performance Assessment DRAFT

5 Suggested Teacher Prompts (tips in italics, possible language to kids in quotes): Preparation for the Assessment: o Make copies of booklets (see student booklet template at the end of this document) o Have loose leaf paper available for review writing and if students need more writing space for their summary writing. o Make copies of the two articles for students: o Dauphin Grille: Good for People and the Planet o Wendy s o Chart questions that students might ask as they read: What are the main ideas in this article? What is the important information that helps me understand these main ideas? o Chart expectations for opinion writing: o Quickly plan how the review will go: how it will be organized o Introduce the topic and state an opinion o Include reasons for the opinion o Include information or details from the readings as evidence o Use words that help the reader follow your thinking, such as for example, because, therefore) o Provide a conclusion Introduction: Take a few minutes to introduce the whole of the assessment to the kids. It might sound something like: You re going to have a chance over two class periods to show off your powers as researchers and persuasive writers. Here s how it s going to go you are going to have the opportunity to study articles about two restaurants. Your job is to figure out which restaurant do you think people should go to and why? Each article not only gives information about the food you can order at that restaurant it also tells you about how the restaurant prepares the food where the food comes from and how it s cooked. You ll get a chance to study this information and really develop some ideas about which restaurant you think people should eat at, and why. After you ve studied this information, you ll have a chance to write a review, in which you choose one restaurant to recommend, explaining why you think it s a good restaurant to go to. Imagine that people who live near these restaurants will read your review, and you want them to be persuaded by your opinion writing. We ll have two class periods to work on this. In the first period, you ll have a chance to read the two articles. For each article, you ll be asked to write about what that article is teaching you about the restaurant. In other words, you ll write to summarize a main idea and key details or important information you re learning about each restaurant. Then, second period, you ll have a chance to plan and write your reviews. If you think of your reviews as persuasive reviews, which you ve written before, you ll remember TCRWP Third Grade Informational Reading/Opinion Writing Performance Assessment DRAFT

6 everything you know about that kind of writing, and your writing should be amazingly expert and convincing, and include information from the reading. I think that s everything you need to know ahead of time. When you write, you ll want to recommend the restaurant that seems the best based on what you ve read about them, give reasons that will persuade your readers to visit that restaurant, and use some of the evidence that you read in the articles you ll be able to look back at any notes you took and your summary statements, as well as the articles themselves. Task 1: Independent reading and written summary of Dauphin Grille: Good for the People and the Planet You may have the questions What is a main idea in this article? and What is the important information that supports this idea? charted. You may also want to say the name of the restaurant (Dauphin Grille pronounced Doe-fin Grill) so the students have a way to say it to themselves when reading. You re about to read an article about restaurant number one, The Dauphin Grille. The task is to read the article, and to write down a main idea from the article and the details from the article that support that main idea. As you re reading, you ll be asking yourself what is a main idea in this article? What is the important information that supports this idea? In the space provided, write in paragraphs to explain a main idea and the information from the article that supports it. Don t forget, if you see important information that you think will support your opinion, you ll want to jot down those details. Task 2: Independent reading and written summary of grade-level text: Wendy s Now you have a chance to research a different restaurant. You ll read an article about restaurant number two, Wendy s. The task is to read the article, and then write a summary by naming a main idea and key details from this article that support that idea. This summary will help you later when you re writing your review. (see next page for Task 3) TCRWP Third Grade Informational Reading/Opinion Writing Performance Assessment DRAFT

7 Task 3: Opinion writing: restaurant review of one of the two restaurants Suggested teacher prompt: Readers, you ve done some good research now by reading and studying these articles, thinking about what you ve learned about each of these restaurants. Now you ll imagine that your local newspaper is running a review of one restaurant each week. You can choose one of the two restaurants you read about, and write a review on loose leaf paper that explains why people should go to that restaurant. Study the articles and your summaries carefully, and pick a restaurant that you think is the best based on what you read. Remember that as opinion writers, you ll want to be sure to: (Refer to chart) Quickly plan how the review will go: how it will be organized (you may do this in the booklet) Introduce the topic and state an opinion Include reasons for the opinion Include information or details from the readings as evidence Use words that help the reader follow your thinking, such as for example, because, therefore) Provide a conclusion TCRWP Third Grade Informational Reading/Opinion Writing Performance Assessment DRAFT

8 Name: Class: Third Grade Informational Reading/Opinion Writing Performance Assessment Student Packet Task 1: Write down a main idea and key details from Dauphin Grille: Good for the People and the Planet Be sure to include a main idea from this article and some key details or important information from the article supporting that idea. Use the back of this page and extra loose leaf paper if you need more space for your writing. 1

9 Name: Class: Task 2: Write down a main idea and key details from the article Wendy s Be sure to include a main idea from this article and some key details or important information from the article supporting that idea. Use the back of this page and extra loose leaf paper if you need more space for your writing. 2

10 Name: Class: Task 3: (use looseleaf paper for this) Imagine that your local newspaper is running a review of one restaurant each week. You can choose one of the two restaurants you read about, and write a review that explains why people should go to that restaurant. Study the articles and your notes carefully, and pick a restaurant that you think is the best based on what you read. Remember that as opinion writers, you ll want to be sure to: Quickly plan how the review will go: how it will be organized (you may write your plan on this page) Introduce the topic and state an opinion Include reasons for the opinion Include information or details from the readings as evidence Use words that help the reader follow your thinking, such as for example, because, therefore) Provide a conclusion Plan for review: 3

11 TCRWP Informational Reading and Opinion Writing Rubric-Third Grade Third Grade Reading Rubric Assessing Tasks 1 and 2 Determining Importance: Main Idea R. Standard 3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Level 1- Novice Names a topic or idea that is actually a detail from the text or that is not found in the text. (i.e. The Dauphin Grille serves free-range chicken. Or I like seafood. ) Level 2- Intermediate Names a main topic of the text (i.e. The Dauphin Grille ). Level 3- Proficient Determines the main idea of the text. Names not just the topic of the text, but an idea that is central to the text. (i.e. The Dauphin Grille serves healthy food. ) Level 4- Above Proficient Names a central idea that encompasses all or most of the text, rather than only a section (i.e. The Dauphin Grille serves food that is good for people and for the environment. ) Determining Importance: Key Details R. Standard 3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Accountability to the Text R. Standard 3.1 Students will ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers Recounts few or no details with no explanation of their support for a main idea or topic. Demonstrates a limited or inconsistent understanding of the text, as if asking and then answering questions such as who, what, when, where, why and how, but often answering these inaccurately. Explicit references to the text are sparse and/or inaccurate. Explains how some key details from the text connect to a main idea or topic. Some details recounted may not be relevant or may provide no explanation of their support for the topic. Demonstrates a partial understanding of the text through asking and answering, What is a main idea of this text? and What are the important details that support this idea? Includes some inaccuracies. Includes many key details that refer explicitly to the text. Recounts the key details and explains how they support the main idea. Recounts truly relevant details and explains how they support the main idea. Asks and answers questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers. Demonstrates understanding of the text through asking and answering, What is a main idea in this text? and What are the important details that support this idea? Refers explicitly to the text when recounting key details. Provides more elaborated explanations of how key details support the central idea. Demonstrates an understanding of the majority of the text, as if asking and answering the question What is a central idea in this text that holds all the information together? Refers explicitly to all of the most important details or categories of details that serve to support the central idea. 1

12 TCRWP Informational Reading and Opinion Writing Rubric-Third Grade Third Grade Scoring Guide: Reading Tasks (1 and 2) Note: please use this rubric twice to score both Task 1 (reading and summarizing a less complex text) and Task 2 (reading and summarizing a grade-level complex text). Please keep these scores separate to assess students different strengths and needs based on different levels of text difficulty. In each row, circle the descriptor in the column that matches the student work. Total the number of points according to the guidelines below. Use the provided table to score each student on scale from 0 4. For each response in column one, students receive one point. For each response in column two, students receive two points. For each response in column three, students receive three points. For each response in column four, students receive four points. Scoring Table: Number of Scaled Score Points No response points points points points 4 2

13 TCRWP Informational Reading and Opinion Writing Rubric-Third Grade Third Grade Writing Rubric Assessing Task 3 Focus/Structure: Introduces topic and states an opinion; Provides a concluding statement W. Standard 3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. d. Provide a concluding statement or section. Focus/Structure: Creates an organizational structure W. Standard 3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. Level 1- Novice Begins by listing details or reasons, without an introduction to the topic or a statement of the writer s opinion. And/or ends the writing abruptly, without providing a concluding statement. Reasons for a stated or unstated opinion are given randomly or copied directly from a source without linking them to the writer s own purpose. Or the writer restates the opinion instead of providing reasons. Level 2- Intermediate Attempts to introduce the topic, state an opinion and provide a conclusion. May exactly repeat the claim from the introduction as a brief conclusion; or in an attempt to rephrase or elaborate may confuse or contradict the central claim in any of these sections. Provides reasons for the stated opinion that are somewhat organized. May include unintended repetition of reasons or combine multiple reasons into a single section, making it hard for the reader to see them as a list. Level 3- Proficient Introduces the topic he/she is writing about and states an opinion. Provides a concluding statement. Provides an introduction and states an opinion in a way that previews or at least connects to the claim and reasons that are the focus of the piece. In a concluding statement, may rephrase the introductory claim or speak directly to the reader as a way to emphasize the central opinion. Creates an organizational structure that lists reasons. Previews the reasons that support the opinion in the introductory passage; or creates body paragraphs or other internal sections that list reasons supporting the writer s opinion. Level 4- Above Proficient Introduces the topic and clearly states an opinion, crafting the writing to hook the reader. May also forecast the organizational structure of the argument. Provides a somewhat elaborated concluding statement that fits with the opinion and reasons presented. Groups related ideas in support of the writer s opinion. Paragraphing and other structural decisions (linking words, order of information, etc.) create a coherent structure for each supporting idea and its relevant evidence. 3

14 TCRWP Informational Reading and Opinion Writing Rubric-Third Grade Third Grade Writing Rubric Continued Elaboration/ Craft W. Standard 3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. Level 1- Novice Attempts to provide a reason or reasons to support an idea. May repeat an opinion as if it is a reason, or may list reasons that conflict directly with the stated opinion. Uses few if any linking words or phrases. Level 2- Intermediate Provides reasons or a single reason, using minimal source information, or connecting only loosely to the stated opinion. Sometimes uses linking words or phrases; may overuse common connectors or neglect transitions in some parts. Level 3- Proficient Provides reasons that support the opinion. Uses linking words and phrases to connect opinion and reasons. Provides reasons for the central opinion, using some information from the provided sources. Uses some variety of linking words and phrases to make connections across ideas and reasons. Level 4- Above Proficient Supports some reasons with facts and details. Elaborates on some sourced information to comment on it and make clear its purpose in the argument. Uses more complex transitional phrases to connect more elaborated ideas and reasons. 4

15 TCRWP Informational Reading and Opinion Writing Rubric-Third Grade Third Grade Scoring Guide: Writing Task In each row, circle the descriptor in the column that matches the student work. Total the number of points according to the guidelines below. Use the provided table to score each student on scale from 0 4. For each response in column one, students receive one point. For each response in column two, students receive two points. For each response in column three, students receive three points. For each response in column four, students receive four points. Scoring Table: Number of Scaled Score Points No response points points points points 4 5

16 The Dauphin Grille Good for People and the Planet All About Us: The Dauphin Grille, which opened in July 2010 in Asbury Park, is not a typical seafood restaurant. We offer food and health, all in one! We take good care of our customers. We only serve fresh ingredients that are healthy for people and the planet. We re conscientious and environmentally conscious, says head chef, Peter O Connell. Our restaurant is good for people and the environment in several ways. First, we have our own garden. Much of the food that is served comes right from the garden! The food doesn t have to travel in trucks that pollute the air. Second, we serve free-range chicken. This means that the chickens are not kept indoors all day. Instead, they are allowed to run outside. They are raised in a healthy way for the people who eat them. Third, we also serve organic food, which is food that is produced without chemicals that could hurt people and the environment. Finally, we work with the Clean Fish Alliance, an organization that gives restaurants delicious tasting, fresh fish. Clean Fish Alliance also helps save fish species that are dying. What Makes Us Special? The Dauphin Grille gives customers lots of choices. We have a changing, seasonal menu. When the seasons change, so does the menu. This means there are four different menus: one for winter, one for spring, one for summer and one for fall. Customers can try new types of food each season. Location: We are next to the Berkeley Oceanfront Hotel. Customers can sit inside or dine outside on the patio, where they can to listen to the sea. The Dauphin Grille Summer Menu FRIED STUFFED OLIVES lemon basil sauce $8 GENTLY FRIED CHICKEN FINGERS with mustard and fries $8 FARM TO TABLE EDIBLE ASBURY SALAD A family visit to our gardens and our local farmer s market brings a daily mixture of delicious local food $9 THE NORMANDY WRAP Organic chicken breast, arugula, sweet onion and Jersey tomato and Brie cheese with honey mustard with chips $11 BERKELEY BURGER Our special blend of Kobe and brisket beef, aged Gouda cheese, arugula, and onions with chips $13

17 Quality Is Our Menu! History: Wendy s has been cooking burgers since That s 42 years and counting! Back then, other restaurants were using frozen beef and making lots of it, just one way. Wendy s founder Dave Thomas decided to try something new. He invented a way to serve fresh, made-to-order hamburgers. He wanted customers to get their food quickly but he also wanted to serve good quality ingredients and to give customers choice. Wendy s quickly became known as fast food that cares about its customers. Quality Is Our Recipe became a part of Wendy s logo. Since that time, Wendy s has tried to live up to Dave s mission. Today, customers can still personalize their burgers. That means they can pick what goes on it and what doesn t. Wendy s tries to keep its customers happy. It continues to add new items to its menu that include healthy choices, like salads.

18 Friend or Enemy? Wendy s gives customers fresh food and choice. Other fast food restaurants make large amounts of every kind of food item on the menu. This food sits on a shelf all day long. Wendy s customers get to pick the ingredients that go on their burgers. The burgers are made right away, when the customer places an order. The ingredients are always fresh. Also, Wendy s doesn t just serve hamburgers. It serves chicken and salads, and other things, too. But Wendy s is still fast food. What does that mean? It means food that is served quickly. Most fast food is high in fat and other things that aren t good for your body. So is Wendy s good for people, or not? Wendy s uses all fresh ingredients. The beef is high quality. Like other fast food restaurants, Wendy s also offers healthy options on its menu. Customers can order a baked potato or a small chili or a garden salad or apple slices instead of French fries. But what if you want ice cream, not fruit? Wendy s has created smart snacks. Smart snacks are usually smaller sizes of tasty, high-fat foods, like the Junior Frosty. In January, 1994, a little old lady made big news. She was seen on television, opening a big bun, looking inside at a tiny hamburger, saying, Where s the beef? This was an advertisement for Wendy s. The point was that other fast food restaurants served hamburgers that were too small. Wendy s, on the other hand, was the real deal. Wendy s burgers were bigger, and better. But is bigger always better? How much beef is just enough and how much is too much? According to the Center for Disease Control, about one third of Americans are obese, that is, overweight. Approximately 12.5 million children and young people ages 2-19 are obese. Their bodies have much more fat than is healthy. Obese people are more likely to have heart attacks or other serious health problems. Even though Wendy s serves fresh ingredients, its food is very fattening. Dave s Hot N Juicy ¼ lb. Single burger has 33 grams of fat and 580 calories! That s 1/3 more fat and almost half the number of calories most people should have in one day. You decide: Is Wendy s right for you, or not?

NAME OF ASSESSMENT: Reading Informational Texts and Opinion Writing Performance Assessment

NAME OF ASSESSMENT: Reading Informational Texts and Opinion Writing Performance Assessment GRADE: Third Grade NAME OF ASSESSMENT: Reading Informational Texts and Opinion Writing Performance Assessment STANDARDS ASSESSED: Students will ask and answer questions to demonstrate understanding of

More information

NAME OF ASSESSMENT: Nonfiction Reading and Research-Based Argument Essay Writing Performance Assessment

NAME OF ASSESSMENT: Nonfiction Reading and Research-Based Argument Essay Writing Performance Assessment GRADE: Fifth NAME OF ASSESSMENT: Nonfiction Reading and Research-Based Argument Essay Writing Performance Assessment STANDARDS ASSESSED: Students will quote accurately from a text when explaining what

More information

Lesson 3 Assessing My Eating Habits

Lesson 3 Assessing My Eating Habits Lesson 3 Assessing My Eating Habits Overview This lesson introduces the federal guidelines for healthy eating. Students assess their eating habits against these guidelines and make suggestions for improvement.

More information

Components of a Reading Workshop Mini-Lesson

Components of a Reading Workshop Mini-Lesson Components of a Reading Workshop Mini-Lesson Mini-Lesson: The Connection How will you begin the Reading Workshop mini-lesson with a connection in which you tell students what you ll be teaching them &

More information

DIABETES & HEALTHY EATING

DIABETES & HEALTHY EATING DIABETES & HEALTHY EATING Food gives you the energy you need for healthy living. Your body changes most of the food you eat into a sugar called glucose. (glucose) Insulin helps your cells get the sugar

More information

Refining Informational Writing: Grade 5 Writing Unit 3

Refining Informational Writing: Grade 5 Writing Unit 3 Unit Title: Refining Informational Writing Concepts: 1. Writers read mentor texts to study informational writing. 2. Writers generate ideas and experiment with notebook entries. 3. Writers learn strategies

More information

We look forward to seeing you in our dining room soon and hearing your feedback. Come in and dig in! Healthfully, Michael, Alkis & Dino The Founders

We look forward to seeing you in our dining room soon and hearing your feedback. Come in and dig in! Healthfully, Michael, Alkis & Dino The Founders To Our Valued Guests, From our humble beginnings in 1994, EVOS has been on a mission to provide America with healthier All-American favorites. Our optimism grows daily on the future of the Brand and the

More information

You can eat healthy on any budget

You can eat healthy on any budget You can eat healthy on any budget Is eating healthy food going to cost me more money? Eating healthy meals and snacks does not have to cost you more money. In fact, eating healthy can even save you money.

More information

A GUIDE TO HELP PLAN, PURCHASE & PREPARE YOUR OWN HEALTHY FOOD. FOOD SENSE HEALTHY MEALS ON A BUDGET

A GUIDE TO HELP PLAN, PURCHASE & PREPARE YOUR OWN HEALTHY FOOD. FOOD SENSE HEALTHY MEALS ON A BUDGET A GUIDE TO HELP PLAN, PURCHASE & PREPARE YOUR OWN HEALTHY FOOD. FOOD SENSE HEALTHY MEALS ON A BUDGET You ll be surprised at how affordable, delicious & convenient your own meals can be! the Great Plate:

More information

Carbohydrate Counting (Quiz Number: Manatee3032009)

Carbohydrate Counting (Quiz Number: Manatee3032009) Page 1 The goal of Carbohydrate Counting is to make clear to you which foods affect your blood glucose and then to spread these foods evenly throughout the day (or to match insulin peaks and durations).

More information

Lesson 1.1 P.WRITE, Gr. 2 & 3, 08-09. PWRITE: POW + TREE: LESSON # 1 Part 1

Lesson 1.1 P.WRITE, Gr. 2 & 3, 08-09. PWRITE: POW + TREE: LESSON # 1 Part 1 PWRITE: POW + TREE: LESSON # 1 Part 1 Purpose: Develop Background Knowledge, Discuss It Objectives: Introduction to POW, writing to persuade, and TREE; identification of TREE parts in essay example Materials:

More information

FAST FOOD RESTAURANTS May I Have a Cheeseburger, Onegaishimasu

FAST FOOD RESTAURANTS May I Have a Cheeseburger, Onegaishimasu FAST FOOD RESTAURANTS May I Have a Cheeseburger, Onegaishimasu The class is the first high-school level of Japanese. The cultural topic this week covers Western food culture in Japan. This lesson is the

More information

Lesson 8 Setting Healthy Eating & Physical Activity Goals

Lesson 8 Setting Healthy Eating & Physical Activity Goals Lesson 8 Setting Healthy Eating & Physical Activity Goals Overview In this lesson, students learn about goal setting. They review the activity sheets they filled out earlier to log their eating and activity

More information

Making Healthy Choices in Restaurants

Making Healthy Choices in Restaurants Making Healthy Choices in Restaurants Objectives 1. Students will understand that although restaurant food is typically unhealthy, there are healthy food options at your favorite fast food restaurants.

More information

Part 1- OPINION WRITING: Response to Text A Taste of Two

Part 1- OPINION WRITING: Response to Text A Taste of Two GRADE 3 Part 1- OPINION WRITING: Response to Text A Taste of Two Core Standard RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for

More information

Reading Strategies by Level. Early Emergent Readers

Reading Strategies by Level. Early Emergent Readers The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom

More information

Words In The News. Teacher's pack Lesson plan and student worksheets with answers

Words In The News. Teacher's pack Lesson plan and student worksheets with answers Words In The News Teacher's pack Lesson plan and student worksheets with answers Compulsory cooking classes 23 January 2008 CONTENTS 1. Level, topic, language, aims, materials 2. Lesson stages 3. Student

More information

We want you to have the best results possible while doing our detox. If your goal is weight loss, then eating the right foods and exercising

We want you to have the best results possible while doing our detox. If your goal is weight loss, then eating the right foods and exercising Detox Menu Guide We want you to have the best results possible while doing our detox. If your goal is weight loss, then eating the right foods and exercising moderately will help boost your results and

More information

6 th Grade Persuasive Essay Prompts

6 th Grade Persuasive Essay Prompts 6 th Grade 6 th Grade Persuasive Essay Prompts 1. Situation: Many parents of sixth graders feel left out of their children s education. With today s technology web cameras and the Internet could help them

More information

Pizza Bob s House Salad A hearty salad made from fresh romaine lettuce, spinach, tomatoes, peppers and mushrooms with your choice of dressing.

Pizza Bob s House Salad A hearty salad made from fresh romaine lettuce, spinach, tomatoes, peppers and mushrooms with your choice of dressing. Fresh Bruschetta Homemade BBQ Buffalo Wings Baked (not fried) in an original BBQ sauce. Portions of 8 wings and 12 wings Mozzarella Sticks Chicken Tenders Onion Rings Jeff's Pumpkin Soup Pizza Bob's chef

More information

ChildcareNashville.com

ChildcareNashville.com ChildcareNashville.com childcare nashville/cooks academy We started with 12 child care centers... We have grown to 27 Cooks Academy participants and over 90 Childcare Nashville providers. The following

More information

OBJECTIVES. The BIG Idea. How will taking notes improve my performance in school and on the job? Taking Notes

OBJECTIVES. The BIG Idea. How will taking notes improve my performance in school and on the job? Taking Notes Taking Notes 2 Study Skills The BIG Idea How will taking notes improve my performance in school and on the job? AGENDA Approx. 45 minutes I. Warm Up: Scavenger Hunt (5 minutes) II. What s My Line? (10

More information

Crafting an Argument. Students need to know how to state facts and express their opinions. Organized, Well-Supported, Convincing

Crafting an Argument. Students need to know how to state facts and express their opinions. Organized, Well-Supported, Convincing Crafting an Argument Organized, Well-Supported, Convincing Students need to know how to state facts and express their opinions effectively so that they can positively contribute to classroom conversations

More information

Get ready to test your knowledge Nutrition Jeopardy!

Get ready to test your knowledge Nutrition Jeopardy! Week 3 Nutrition Get ready to test your knowledge Nutrition Jeopardy! You are going to be playing Jeopardy with your classmates. Your teacher is going to put you into groups of 4 or 5. Write your team

More information

Persuasive. Pat Johnson. healthy, tasty foods for new lunch menu pizza every day. more kids would buy hot lunch school would make more money.

Persuasive. Pat Johnson. healthy, tasty foods for new lunch menu pizza every day. more kids would buy hot lunch school would make more money. WRITING SAMPLE The school is thinking about making a new lunch menu. The menu is supposed to have healthier, tastier choices. I think an easy way to make a better school lunch menu is to add a pizza choice

More information

WRITING A CRITICAL ARTICLE REVIEW

WRITING A CRITICAL ARTICLE REVIEW WRITING A CRITICAL ARTICLE REVIEW A critical article review briefly describes the content of an article and, more importantly, provides an in-depth analysis and evaluation of its ideas and purpose. The

More information

The right choice. Dear parent or carer,

The right choice. Dear parent or carer, The right choice Dear parent or carer, As a parent of young children myself I know that when your child starts school one of the things that most concerns you is making sure that they are properly fed.

More information

Expository Essay vs. Persuasive Essay

Expository Essay vs. Persuasive Essay Expository Essay vs. Persuasive Essay Expository Essay An essay that explains. Requires that the writer of the essay gives information, explains the topic of the essay, or defines something. Writer must:

More information

Raise the Bar with BBQ!

Raise the Bar with BBQ! Raise the Bar with BBQ! Seasoned Sauced GFS Hickory Smoked Shredded Beef BBQ Select cuts of fresh USDA beef brisket Slow-cooked using natural hickory GFS Hickory Smoked Shredded Beef BBQ with Sauce Available

More information

Reading and Taking Notes on Scholarly Journal Articles

Reading and Taking Notes on Scholarly Journal Articles Reading and Taking Notes on Scholarly Journal Articles Set aside enough time in your schedule to read material thoroughly and repeatedly, until you understand what the author is studying, arguing, or discussing.

More information

5 Day Low-Fat Diet Menu

5 Day Low-Fat Diet Menu 5 Day Low-Fat Diet Menu Meals in the following menu have fewer than 25 percent of calories from fat. Choose one of each meal and two snacks every day. Breakfasts Food (s) Cal. Fat Fat Carbs Special Instructions

More information

The Great Debate. Handouts: (1) Famous Supreme Court Cases, (2) Persuasive Essay Outline, (3) Persuasive Essay Score Sheet 1 per student

The Great Debate. Handouts: (1) Famous Supreme Court Cases, (2) Persuasive Essay Outline, (3) Persuasive Essay Score Sheet 1 per student The Great Debate OVERVIEW This lesson introduces students to the judicial branch and the Constitution, and engages students in creating a debate. First, the teacher has students review one of four landmark

More information

Persuasive Letter: Grade 4 Writing Unit 4

Persuasive Letter: Grade 4 Writing Unit 4 Unit Title: Persuasive Letter Duration: 3 weeks Concepts: 1. Writers study mentor texts to understand the genre of persuasive writing. 2. Writers generate ideas for writing persuasive letters. 3. Writers

More information

Unit Map 2011-2012 Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School)

Unit Map 2011-2012 Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School) Unit Map 2011-2012 Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School) June 21, 2011, 9:13AM Unit 01 Launching The Writing Workshop (Week 1, 4 Weeks) Unit Rationale

More information

Low Fat Diet after Cardiac Surgery With or Without Chyle Leak

Low Fat Diet after Cardiac Surgery With or Without Chyle Leak Low Fat Diet after Cardiac Surgery With or Without Chyle Leak What is chyle? Chyle (sounds like kyle) is a milky white fluid that contains protein, fat, cholesterol, lymphocytes, and electrolytes. It is

More information

PLEASE ORDER FOOD AT THE DINER COUNTER OR AT THE BAR, MAKING A NOTE OF YOUR TABLE NUMBER.

PLEASE ORDER FOOD AT THE DINER COUNTER OR AT THE BAR, MAKING A NOTE OF YOUR TABLE NUMBER. PLEASE ORDER FOOD AT THE DINER COUNTER OR AT THE BAR, MAKING A NOTE OF YOUR TABLE NUMBER. NACHOS SHARER (V) THE KING PIN BURGER BUTTERMILK CHICKEN WINGS 3 for 4.99 5 for 7.99 Prime chicken wings marinated

More information

Contact Us. Best Food Forward: Plan, Shop, Cook, Enjoy!

Contact Us. Best Food Forward: Plan, Shop, Cook, Enjoy! For more information about the Northern Nutrition Association, please contact us at nwtnna@gmail.com Contact Us Email us at nwtnna@gmail.com Bringing home healthy foods is the first step in healthy eating!

More information

Thinking Skills. Lesson Plan. Introduction

Thinking Skills. Lesson Plan. Introduction xxx Lesson 18 Thinking Skills Overview: This lesson provides basic foundational information about two types of thinking skills: critical and creative. Students have used critical and creative skills each

More information

Come Into the Kitchen. Class ProgramFebruary to May 2016

Come Into the Kitchen. Class ProgramFebruary to May 2016 Come Into the Kitchen Class ProgramFebruary to May 2016 Dear Friends, It s taken almost 2 years, but the new book is finally finished, and just about off to the printers. And, it is beautiful. But beyond

More information

www.theabundancefoundation.org building our local foodshed, modeling renewable energy and inspiring community

www.theabundancefoundation.org building our local foodshed, modeling renewable energy and inspiring community Contact: Jenny Schnaak FOR IMMEDIATE RELEASE Telephone: 919-533- 5181 Email: wow@theabundancefoundation.org Web: http://theabundancefoundation.org/events/chatham- county- chef- challenge- 2012 Chatham

More information

Persuasive Writing. Section 2. What Is Persuasive Writing?

Persuasive Writing. Section 2. What Is Persuasive Writing? CHAPTER 7 Teaching Genres Using BEW Persuasive writing is fun for students because they get to use their best arguments to convince their audience to change their minds while also informing them. These

More information

Healthy Menu Planning

Healthy Menu Planning Healthy Menu Planning Please save paper and print the pages of this resource back-to-back! Table of Contents Considerations for Planning Menus... 4 Menu Planning Principles... 4 Menu Cycling...5 Guidelines

More information

Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction

Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction Grade 3: Module 1: Unit 1: Lesson 8 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

More information

Lessons Learned from the NYC SchoolFood Plus Evaluation

Lessons Learned from the NYC SchoolFood Plus Evaluation Presentation to Institute of Medicine Committee to Review National School Lunch and Breakfast Programs Lessons Learned from the NYC SchoolFood Plus July 9, 2008 Ted Spitzer, President SchoolFood Plus Collaborative,

More information

Common Core Writing Standards

Common Core Writing Standards Correlation to the Series, Grades K 2 Common Core State Standards, 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. College

More information

Grade 4 Writing Curriculum Map

Grade 4 Writing Curriculum Map Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me

More information

Planning and Writing Essays

Planning and Writing Essays Planning and Writing Essays Many of your coursework assignments will take the form of an essay. This leaflet will give you an overview of the basic stages of planning and writing an academic essay but

More information

MEN'S FITNESS FAT TO FIT CHALLENGE - 1800 CALORIE MEAL PLAN WEEK 1

MEN'S FITNESS FAT TO FIT CHALLENGE - 1800 CALORIE MEAL PLAN WEEK 1 Day 1 Tomato & Basil Omelet* (see recipe) 1 large egg 73.5 0.4 6.3 5 2 large egg whites 34.3 0.5 7.2 0.1 1/4 cup chopped tomato 8.1 1.8 0.4 0.1 2 Tbs grated parmesan cheese 43.1 0.4 3.9 2.9 2 Tbs chopped

More information

Snack Time: Providing Healthy Snacks in Your After School Program

Snack Time: Providing Healthy Snacks in Your After School Program Snack Time: Providing Healthy Snacks in Your After School Program California After School Resource Center (CASRC) Administered for the California Department of Education (C.D.E.) Hello, welcome to the

More information

K-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White

K-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White K-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White Session Objectives Review expectations in Common Core Writing Gain ideas for teaching opinion writing Collaborate and articulate

More information

Writing Essays. SAS 25 W11 Karen Kostan, Margaret Swisher

Writing Essays. SAS 25 W11 Karen Kostan, Margaret Swisher Writing Essays A GOOD ESSAY CONTAINS: 1. An introductory paragraph 2. A clear thesis statement 3. A body consisting of supporting paragraphs 4. A concluding paragraph Step 1: Review Assignment Read the

More information

Aim To help students prepare for the Academic Reading component of the IELTS exam.

Aim To help students prepare for the Academic Reading component of the IELTS exam. IELTS Reading Test 1 Teacher s notes Written by Sam McCarter Aim To help students prepare for the Academic Reading component of the IELTS exam. Objectives To help students to: Practise doing an academic

More information

AP ENGLISH LANGUAGE AND COMPOSITION 2013 SCORING GUIDELINES

AP ENGLISH LANGUAGE AND COMPOSITION 2013 SCORING GUIDELINES AP ENGLISH LANGUAGE AND COMPOSITION 2013 SCORING GUIDELINES Question 2 The score should reflect the essay s quality as a whole. Remember that students had only 40 minutes to read and write; the paper,

More information

NIT 5: Food I like. Debbie: Do you want some chocolate, Leo?

NIT 5: Food I like. Debbie: Do you want some chocolate, Leo? NIT 5: Food I like UNIT L e s s o n 1 1.vv vvlisten and read Debbie: Do you want some chocolate, Leo? Leo: No, thank you. I love chocolate but I can t eat it. I want to be a football player and sport men

More information

Party Booking Information

Party Booking Information Party Booking Information Booking your party Bookings can be made in person, by phone, or online. To secure your party booking a non-refundable deposit of $100 needs to be paid and five days before the

More information

o Presentation Guide o What s On the Shelf? o Healthy Meal Planner (Side A) / Healthy Meal Planner Worksheet (Side B)

o Presentation Guide o What s On the Shelf? o Healthy Meal Planner (Side A) / Healthy Meal Planner Worksheet (Side B) INGREDIENTS FOR A DYNAMITE PRESENTATION o Presentation Guide o What s On the Shelf? o Healthy Meal Planner (Side A) / Healthy Meal Planner Worksheet (Side B) o Smart Shopper Price Comparison o Blank paper

More information

Importance of a Meal Plan Meal Plan Guidelines

Importance of a Meal Plan Meal Plan Guidelines Importance of a Meal Plan Losing weight is a feat which has been proven to be easy for some, and very difficult for others. In many cases simply going to the gym does not live up to the expectations of

More information

Steps in Planning a Presentation

Steps in Planning a Presentation 4-H Youth Development 211-200D Steps in Planning a Presentation In general, there are seven steps in planning a presentation: 1. Choose your topic 2. Determine your purpose 3. Gather information 4. Develop

More information

NUTRITION & ALLERGEN INFORMATION

NUTRITION & ALLERGEN INFORMATION Total Fat Saturated Fat Trans Fat SIDE Chow Mein 9.4 oz 490 200 22 4 0 0 1060 65 4 8 13 Fried Rice 9.3 oz 470 170 19 3.5 0 150 830 64 3 3 11 Steamed Brown Rice 10.5 oz 420 35 4 1 0 0 15 87 4 1 9 Steamed

More information

FOOD QUESTIONNAIRE RESULTS

FOOD QUESTIONNAIRE RESULTS FOOD QUESTIONNAIRE RESULTS QUESTION 1 How many meals do you usually eat every day? At what times do you eat your meals? STUDENTS ANSWERS 3-4 meals a day Breakfast 7.00 Lunch 12.00 Dinner- 16-20.00 Supper

More information

Nathan Hale Inn Lunch Buffet

Nathan Hale Inn Lunch Buffet Nathan Hale Inn Lunch Buffet TIER ONE Garden Salad / Caesar Salad / Homemade Soup (If an additional Soup or Salad is chosen, please add $4.00 per person) Garlic Bread Sticks Fresh Seasonal Vegetables Starch

More information

Where do I begin? Shopping at the. Start with a Plan. Find the Deals

Where do I begin? Shopping at the. Start with a Plan. Find the Deals Shopping at the Grocery by Sarah Muntel, RD Where do I begin? S hopping for groceries can be a daunting task. Many people feel overwhelmed the minute they pull up to the store. For some, the goal is to

More information

The Old Man and The Sea

The Old Man and The Sea The Old Man and The Sea By Ernest Hemingway Name: The Old Man and the Sea Reading and Writing Schedule Day Number Reading Writing One 9-19 2-5 Two 20-33 6-7 Three 34-43 8-9 Four 44-53 10-11 Five 54-63

More information

TEKS: 8.14A, 8.14B, 8.14C, 8.14D, 8.14E, 8.18A, 8.18B, 8.18C

TEKS: 8.14A, 8.14B, 8.14C, 8.14D, 8.14E, 8.18A, 8.18B, 8.18C Course: 8 th Grade Grading Period: 3 rd Six Weeks Model Lesson for Middle School ELAR Unit: PerspectivesPersuasion and Information in Reading and Writing Arc: PersuasionWriting 20102011 Lesson Title: Persuasive

More information

Restaurant Rehab: Using the Menu to Make Heart Healthy Choices

Restaurant Rehab: Using the Menu to Make Heart Healthy Choices Restaurant Rehab: Using the Menu to Make Heart Healthy Choices It can be hard to find heart healthy restaurant foods. Restaurant foods are often high in calories, fat, cholesterol and sodium. For this

More information

Writing an essay. This seems obvious - but it is surprising how many people don't really do this.

Writing an essay. This seems obvious - but it is surprising how many people don't really do this. Writing an essay Look back If this is not your first essay, take a look at your previous one. Did your tutor make any suggestions that you need to bear in mind for this essay? Did you learn anything else

More information

Evaluating a CATW Writing Sample

Evaluating a CATW Writing Sample 1 Reading and Writing Center Kingsborough Community College Evaluating a CATW Writing Sample The CUNY Assessment Test in Writing (CATW)--Abridged Guide #2 Adapted from the Student Handbook/ Office of Assessment/

More information

Before you read an article, jot down some pros and cons of TV-watching in the chart below. Is Watching TV Good for Kids? PROS

Before you read an article, jot down some pros and cons of TV-watching in the chart below. Is Watching TV Good for Kids? PROS Oakland Unified School District Process Writing Assessment 7 th Grade Persuasive Essay: Is TV Good for Kids? Introduction How much TV do you watch? Do you know people who think that watching TV is bad?

More information

SHOP SMART, STORE SAFE

SHOP SMART, STORE SAFE SHOP SMART, STORE SAFE Introduction This lesson gives an older adult audience an opportunity to focus on making the most of their food budgets by sharing strategies for healthy shopping on a budget and

More information

Focus on Essay Writing

Focus on Essay Writing Focus on Essay Writing Essay writing is a process and a product. You need to focus on the process in order to achieve a high quality product. What is an essay? The word essay originally meant to test or

More information

Let s Talk Oils and Fats!

Let s Talk Oils and Fats! Lesson Overview Lesson Participants: School Nutrition Assistants/Technicians, School Nutrition Managers, Child and Adult Care Food Program Staff, Teachers Type of Lesson: Short, face-to-face training session

More information

What Is a Thesis Statement?

What Is a Thesis Statement? Thesis Statements What Is a Thesis Statement? A thesis or thesis statement is a sentence that identifies the purpose of your essay and captures the central message of the same. What Is a Thesis Statement?

More information

Pre-K. Animals Around Us. Differentiated Resources. English Language Learners... 2 Three-Year-Olds...3-4 Small Groups...5-6

Pre-K. Animals Around Us. Differentiated Resources. English Language Learners... 2 Three-Year-Olds...3-4 Small Groups...5-6 Pre-K Differentiated Resources Animals Around Us English Language Learners.......... 2 Three-Year-Olds...................3-4 Small Groups......................5-6 Visit www.macmillanmh.com for online games

More information

Center for Rural Health Grant Writing Tips

Center for Rural Health Grant Writing Tips Center for Rural Health Grant Writing Tips The grant writing process can be complex and even intimidating. The following tips are intended to assist you in getting started on your own grant writing experience.

More information

Audience: students, teachers, parents. Format: 5-paragraph persuasive essay

Audience: students, teachers, parents. Format: 5-paragraph persuasive essay THE WRITING PROCESS PERSUASIVE ESSAY Prompt: Do you think cell phones should be allowed in school? Compose an essay to persuade the school community of your opinion. STEP 1: ANALYZE THE PROMPT Role: myself

More information

Fertile Food Can you eat your way to pregnancy? Tracy Cherry, RD, CDN University of Rochester Women s Lifestyle Center

Fertile Food Can you eat your way to pregnancy? Tracy Cherry, RD, CDN University of Rochester Women s Lifestyle Center Fertile Food Can you eat your way to pregnancy? Tracy Cherry, RD, CDN University of Rochester Women s Lifestyle Center Fertility Food Folklore Almonds a fertility symbol throughout the ages. The aroma

More information

Table of Contents. Unit 2

Table of Contents. Unit 2 Table of Contents Introduction............................................................3 About the Book and Lessons....................................................4 Common Core State Standards Correlations...........................................

More information

100 Gram Fat Diet for 72 hour Fecal Fat Collection

100 Gram Fat Diet for 72 hour Fecal Fat Collection 100 Gram Fat Diet for 72 hour Fecal Fat Collection The fecal fat test will help find out if you have steatorrhea (that is, excess fat in bowel movements due to the body not being able to absorb fat). To

More information

Dept. of Communication Studies Senior Portfolio Instructions

Dept. of Communication Studies Senior Portfolio Instructions Dept. of Communication Studies Senior Portfolio Instructions Overview: Graduating seniors in the Department of Communication Studies are required to submit an assessment portfolio to be eligible for graduation.

More information

3 FOOD AND NUTRITION. Kilojoule labelling on menu boards was introduced nationally in 2012.

3 FOOD AND NUTRITION. Kilojoule labelling on menu boards was introduced nationally in 2012. Kilojoule labelling on menu boards was introduced nationally in 2012. Salad or Fries became a standard option with every Extra Value Meal in 2011. The sodium content in our cheese will be reduced by 20%

More information

LESSON PLAN Tourism / Catering Services

LESSON PLAN Tourism / Catering Services LESSON PLAN Tourism / Catering Services High School Level Area Authors Colegiul Economic Costin Kiritescu, Bucharest Intermediate Tourism / Catering Services Students: Silvia Constantin, Raluca Hacu, Ioana

More information

Ep #19: Thought Management

Ep #19: Thought Management Full Episode Transcript With Your Host Brooke Castillo Welcome to The Life Coach School podcast, where it s all about real clients, real problems and real coaching. And now your host, Master Coach Instructor,

More information

MINTO PREVENTION & REHABILITATION CENTRE CENTRE DE PREVENTION ET DE READAPTATION MINTO. Counting Fat Grams. About This Kit

MINTO PREVENTION & REHABILITATION CENTRE CENTRE DE PREVENTION ET DE READAPTATION MINTO. Counting Fat Grams. About This Kit MINTO PREVENTION & REHABILITATION CENTRE CENTRE DE PREVENTION ET DE READAPTATION MINTO Counting Fat Grams About This Kit In previous kits you have learned Foods to Choose and Foods to Decrease/Avoid for

More information

M.E.A.L Paragraphs. A How To Guide.

M.E.A.L Paragraphs. A How To Guide. M.E.A.L Paragraphs A How To Guide. M.E.A.L. Paragraphs! Strong Paragraphs! Can Stand Alone! OR! Can be found within a larger work like an Essay Why M.E.A.L.?! This is the same basic structure you will

More information

Harrington s guide to serving The World s Finest Ham. & other fine smoked meats

Harrington s guide to serving The World s Finest Ham. & other fine smoked meats Harrington s guide to serving The World s Finest Ham & other fine smoked meats 141 HARRINGTON S Years C E L E B R A T I N G The unique flavor of our hams comes from the slow smoking methods we have been

More information

Support Materials for Core Content for Assessment. Reading

Support Materials for Core Content for Assessment. Reading Support Materials for Core Content for Assessment Version 4.1 Reading August 2007 Kentucky Department of Education August 2007 Introduction to Depth of Knowledge (DOK) - Based on Norman Webb s Model (Adapted

More information

Personal Essay: Grade 3 Writing Unit 4

Personal Essay: Grade 3 Writing Unit 4 Unit Title: Personal Essay Concepts: 1. Writers generate ideas for writing personal essays. 2. Writers learn strategies for good personal essay writing. 3. Writers learn strategies for revising their personal

More information

ro INTROduct ioninint

ro INTROduct ioninint ro INTROduct ioninint Chapter 6: Menu Planning and Sample Menus For some participants, the food they eat at the CACFP adult day care program will be the tastiest and healthiest food they will have all

More information

Eat More, Weigh Less?

Eat More, Weigh Less? Eat More, Weigh Less? How to manage your weight without being hungry 607 calories 293 calories Department of Health and Human Services Centers for Disease Control and Prevention Can you weigh less without

More information

BREAKFAST. 2 poached eggs 1 envelope Instant Breakfast 1 cup warm milk 8 oz milk

BREAKFAST. 2 poached eggs 1 envelope Instant Breakfast 1 cup warm milk 8 oz milk WHAT CAN I EAT NOW? While you are recovering from your surgery, good nutrition will be vitally important. Even though all food will need to be in liquid form, you can still enjoy mealtimes and promote

More information

SUGAR SMARTS. Introduction. Preparation. Suggested Recipes. Key Concepts

SUGAR SMARTS. Introduction. Preparation. Suggested Recipes. Key Concepts SUGAR SMARTS Introduction This lesson uses health concerns around diabetes to introduce a discussion of sugar in our diets. Depending on your audience, you may want to talk about diabetes more generally

More information

Revising and Editing Your Essay 1

Revising and Editing Your Essay 1 Revising and Editing Your Essay 1 Revising and editing are two distinct processes. Revising is intentionally looking at ways of improving your essay. Editing is correcting the mechanics of your essay like

More information

FRESH SALADS. Apple Walnut Chicken 7.79 Grilled chicken, bleu cheese & lite balsamic vinaigrette

FRESH SALADS. Apple Walnut Chicken 7.79 Grilled chicken, bleu cheese & lite balsamic vinaigrette FRESH SALADS Apple Walnut Chicken 7.79 Grilled chicken, bleu cheese & lite balsamic vinaigrette Southwestern Chicken 7.79 Chipotle chicken, Monterey jack & cheddar, black beans, jalapeños & tortilla strips

More information

A Year in Antarctica. Features of This Text. Focus for Instruction

A Year in Antarctica. Features of This Text. Focus for Instruction TM Celebration Press Reading DRA2 Level 38 Guided Reading Level P Genre: Nonfiction Narrative Reading Skill: A Year in Antarctica By Anita Ganeri What happens when a team of scientists sets out to spend

More information

But the one thing you can be reassured about is school lunch.

But the one thing you can be reassured about is school lunch. The Right Choice As a dad with young children, I know there are lots of things to worry about when your little one starts school for the first time. Will they like their teacher? Will they make friends?

More information

Healthy Grocery Shopping On A Budget

Healthy Grocery Shopping On A Budget Healthy Grocery Shopping On A Budget 1 Click Understanding to edit Master Grocery title style Stores Over 50,000 products Strategically placed items and traffic flow Lighting, music, color used strategically

More information

SPIN Selling SITUATION PROBLEM IMPLICATION NEED-PAYOFF By Neil Rackham

SPIN Selling SITUATION PROBLEM IMPLICATION NEED-PAYOFF By Neil Rackham SITUATION PROBLEM IMPLICATION NEED-PAYOFF By Neil Rackham 1. Sales Behavior and Sales Success Small Sales Selling Techniques The traditional selling techniques that most of us have been trained to use

More information

How To Write An Essay

How To Write An Essay Essay Writing Mapping for Success for middle and high school students Written by Nicole Welding and Donna Herold 1 Dear Educator: The stakes have risen for students to demonstrate competence in writing.

More information

Expanding Expression Tool

Expanding Expression Tool Expanding Expression Tool Teacher Guide 1 Table of Contents Contents What is EET?... 3 Objectives & Clusters... 4 Lesson Plan... 5 Prerequisite Assessment... 7 Pre-Instructional Assessment... 10 List of

More information

We give great importance to breakfast, especially if it weekend. A typical. Turkish breakfast consists of slices of Turkish feta cheese, honey or jam,

We give great importance to breakfast, especially if it weekend. A typical. Turkish breakfast consists of slices of Turkish feta cheese, honey or jam, A. TURKISH BREAKFAST We give great importance to breakfast, especially if it weekend. A typical Turkish breakfast consists of slices of Turkish feta cheese, honey or jam, butter, black olives, tomatoes

More information