June 2, 2014

Theatre Arts Production Company

DIFUSING THE Bomb

Individual STUDENT Action Plans

• Meet by Regents Subject Area and fill out a Decision sheet emailed to Mr. Nicolopoulos and cc’d to Mr. Link

• What have been the areas of greatest challenge to students?

• What are you doing differently for individual and groups of students so they learn what the data indicates they did not?

• How (type of DDC assessment: multiple choice, open-ended response (paragraph(s) or essay, combination thereof) and when (specific date(s) are you assessing the success of your adjusted teaching?

• What dates are you giving assessments in class planning backwards from the Regents Exam?

Status Updates? Where are they?

HARD-HITTING THOUGHTS FROM CARING COLLEAGUES

Academic Vocabulary for Science

1. Alteration: (noun) a change

2. Characteristic: (noun) a quality or trait

3. Concentration: (noun) the amount of substance in a certain area

4. Ethical: (adjective) relating to questions of right or wrong actions

5. Decay: (verb) to slowly break down

6. Depletion: (noun) the act of using most or all of something

7. Eliminate: (verb) to get rid of something

8. Expose: (verb) to subject to an action or influence

9. Favorable: (adjective) helpful

10. Fragment: (noun) a piece of something

11. Function: (noun) the job of something

12. Incorporate: (verb) to combine together into a whole

13. Inquiry: (noun) an effort to gather and examine information

14. Interact: (verb) to come together and have an effect on each other

15. Maintenance: (noun) keep in a steady condition

16. Mechanism: (noun) a system of parts that interact

17. Offspring: (noun) the child of an organism

18. Pathway: (noun) a sequence of reactions

19. Preserve: (verb) to keep unchanged

20. Regulate: (verb) to control

21. Sequence: (noun) an order

22. Spontaneous: (adjective) happening without a cause

23. Stability: (noun) the ability of being difficult to change

24. Structure: (noun) a part of an organism

25. Valid: (adjective) reasonablel and correct

Top Regents Tier 2 Words Conclusion Opinion Source Primary/ily Scarcity Surplus Distribution Migration Decline Rise Inability Lack Establish Provide Associated Expansion Hindered Result of Illustrated (shown) Marked Restoration Strengthening Consistent with Various Perspective Disputes Settled (multiple definitions) Geographic feature Obstacle Equitable Rapid Established Ambitious Dominate Expel Foreign

Wealth (i.e. Asia had a wealth of natural resources) Excess Stimulate (Increase) Development Abandonment Maintains (i.e. The speaker maintains that…) Principle (i.e. The main principle, or guiding principle) Indicate Desire Adapt Conform Respective (i.e. For their respective nations) Focus Passage (Both travel and reading) Preserving Sustaining Central Theme (of a quote, image, cartoon) Codified Isolate Limit Halt Advocates Mass (as in mass production) Reigns Here is a quick list of many of the Tier 2 words that show up on the Global and U.S. History Regents. There seem to be a lot of word families that could be taught together (Ex. Hinder, Limit, Expel, Obstacle…), so take a look through and see if there is a way that makes sense to organize them. Let me know if you have questions!

Movements Traditional Acquired Institute (i.e. institute a system of courts)

TAPCo STEAM CONFERENCE

August 23, 2014