Learn zillion

LearnZillion

  • W.2.2

    Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

  • W.3.5

    With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

  • W.3.1

    Write opinion pieces on topics or texts, supporting a point of view with reasons.

  • W.3.1a

    Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

  • W.3.1b

    Provide reasons that support the opinion.

  • W.3.1c

    Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

  • W.3.1d

    Provide a concluding statement or section.

  • W.3.2a

    Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

  • W.3.2b

    Develop the topic with facts, definitions, and details.

  • W.3.3a

    Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

  • W.3.3b

    Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

  • W.3.3c

    Use temporal words and phrases to signal event order.

  • W.4.1

    Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

  • W.4.1a

    Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

  • W.4.1b

    Provide reasons that are supported by facts and details.

  • W.4.1c

    Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

  • W.4.1d

    Provide a concluding statement or section related to the opinion presented.

  • W.4.2

    Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

  • W.4.2b

    Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

  • W.4.2d

    d.Use precise language and domain-specific vocabulary to inform about or explain the topic.

  • W.4.2e

    Provide a concluding statement or section related to the information or explanation presented.

  • W.4.3

    Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

  • W.4.3a

    Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

  • W.4.3b

    Use dialogue and description to develop experiences and events or show the responses of characters to situations.

  • W.5.5

    With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

  • W.5.1

    Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

  • W.5.1a

    Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

  • W.5.1b

    Provide logically ordered reasons that are supported by facts and details.

  • W.5.1c

    Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

  • W.5.1d

    Provide a concluding statement or section related to the opinion presented.

  • W.5.2

    Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

  • W.5.2c

    Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

  • W.6.8

    Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

  • W.6.9

    Draw evidence from literary or informational texts to support analysis, reflection, and research.

  • W.6.1

    Write arguments to support claims with clear reasons and relevant evidence.

  • W.6.1a

    Introduce claim(s) and organize the reasons and evidence clearly.

  • W.6.1b

    Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

  • W.6.1c

    Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

  • W.6.1e

    Provide a concluding statement or section that follows from the argument presented.

  • W.6.2a

    Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

  • W.6.2f

    Provide a concluding statement or section that follows from the information or explanation presented.

  • W.6.3a

    Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

  • W.6.3c

    Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

  • W.6.3d

    Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

  • W.7.5

    With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

  • W.7.9a

    Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

  • W.7.1a

    Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

  • W.7.1b

    Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

  • W.7.1c

    Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

  • W.7.1e

    Provide a concluding statement or section that follows from and supports the argument presented.

  • W.7.2

    Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

  • W.7.2b

    Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

  • W.8.8

    Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

  • W.8.1a

    Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

  • W.8.1b

    Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

  • W.8.1c

    Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

  • W.8.1e

    Provide a concluding statement or section that follows from and supports the argument presented.

  • W.8.3a

    Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

  • W.8.3b

    Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

  • W.8.3c

    Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

  • W.8.3d

    Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

  • W.8.3e

    Provide a conclusion that follows from and reflects on the narrated experiences or events.

  • W.9-10.4

    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

  • W.9-10.5

    Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

  • W.9-10.9

    Draw evidence from literary or informational texts to support analysis, reflection, and research.

  • W.9-10.1a

    Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

  • W.9-10.1b

    Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

  • W.9-10.1c

    Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

  • W.11-12.5

    Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

  • W.11-12.9

    Draw evidence from literary or informational texts to support analysis, reflection, and research.

  • W.11-12.1a

    Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

  • W.11-12.1b

    Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

  • W.11-12.1c

    Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

  • W.11-12.1d

    Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

  • W.11-12.2a

    Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

  • W.11-12.2b

    Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

  • W.11-12.2c

    Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

  • Sours: https://www.commonsense.org/education/website/learnzillion

    LearnZillion makes an impact

    With LearnZillion, our teachers have access to a high-quality digital curricular resource that helps them respond to the needs of each of their students, and gives kids the tools they need to engage and grow.

    Christopher McMurray, Assistant Superintendent, Evergreen Public Schools

    The bar for quality is super high at LearnZillion. Knowing the amount of integrity the team puts into their work and the standards they have set for themselves made me confident that LearnZillion could pull this off.

    Samantha Messer, former Executive Director, Newark Public Schools

    Using LearnZillion’s curriculum, my students are extremely engaged in the learning and, importantly, I have seen a rise in their level of self-confidence. It's a game-changer and and has enabled me to spend more time focusing on learner behavior and grit.

    Niki Gaines, Davis Joint Unified School District, California

    LearnZillion helps you grow in your ability and content knowledge and it gives you the opportunity to work with an organization that values teachers, students, and achievement by both. It has reinforced for me that teachers are some of the brightest and most talented people in the world.

    Leah Weimerskirch, Achievement First, New Haven, Connecticut

    Sours: https://learnzillion.com/p/
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    4. Waffle pantry

    Common Core digital curriculum and professional development platform for grades 2-12

    Overview

    Project Unicorn Vendor Signatory

    LearnZillion is a website that provides teachers with a library of interactive math and language arts lessons, videos, quizzes, and assignments for students. LearnZillion tracks student progress and achievement on the lessons and quizzes and reports the results to the teacher’s dashboard for assessment. A free version of LearnZIllion is available for teachers, but a premium subscription to LearnZillion is also available for purchase by districts.

    APPROACH

    Teachers begin using LearnZillion by signing up and creating an online account. Once registered, they select the class tab on the top menu bar, create classes, and enter in student information.

    Teachers search lesson plans by selecting the lesson plan tab on their navigation bar, the grade level, and searching the LearnZillion library by content topic. All lessons are Common Core aligned. Teachers select a lesson and view the teacher’s guide and brief video demonstration link from the top right of the assignment module. They can download student practice sheets at the bottom of the lesson or click to view other linked resources.

    To assign students lessons in Math or English Language Arts, teachers search for a lesson by topic or standard and select the ‘assign’ tab on the top left hand corner of the lesson. From the assignment window, teachers then enter the due date and select whether to assign the lesson to the entire class or individual students.

    To assign video playlists and quizzes, teachers select the ‘classes’ tab on the top right of their portal. From the drop down menu on the right hand side of the classes dashboard, teachers select assignments and choose ‘new assignment.’ Using the dropdown menus on the right for grade level and subject, teachers browse the quiz and playlist library by content topics, then select which one to assign. Teachers then enter the due date and select which students they wish to assign it to. Teachers view student progress and achievement on lessons and assignments by selecting the ‘gradebook’ tabs in the drop down menu on their ‘classes’ dashboard.

    Students begin using LearnZillion by logging in. Lessons and assignments appear listed on their homepage. Students select the assignments and complete them by answering quiz questions or watching the video lessons and playlists. Student achievement on quizzes and completion of videos is reported and sent back to the teacher’s grading dashboard for assessment.

    LearnZillion offers professional development for all users.

    PRICING

    LearnZillion is free for teachers. Inquiries about LearnZillion’s premium subscription pricing options for districts can be made on their website.

    Sours: https://www.edsurge.com/product-reviews/learnzillion

    But everything is in order. Rough, but everyone in the audience was literally laughing. Afterwards, in a great mood, I went into the room set aside for the dressing room. Immediately behind the screen Tanya was changing her clothes, I was reading the text of funny poems, repeating them, and then two guys rushed in screaming: Already midnight.

    Zillion learn

    Pretty soon, the woman managed to get an answer from the weakly resisting captive, and their tongues, touching, intertwined. The kiss turned out to be fantastic and lasted a very long time, and Diana's hands skillfully and quickly awakened Christina's relaxed body again.

    The girl breathed more often, feeling the re-burning fire in her crotch. Finally, tearing herself away from the wet and hot mouth of the rapidly arousing captive, the woman suddenly began to lick her armpit, slightly salty from the perspiration. That had come out and rough from the dark hairs that had begun to break out after yesterday's shave.

    That it was already 10:30. Yes, we fell asleep, I decided to wake up Dima. I always thought that it would be better to wake up from a blowjob. Dima was snoring while lying on his back, getting under the covers, I took the still flaccid flax in my hand and began to lightly stroke it.

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    Then they began to discuss the girls. Olya said that there is sex between girls. I said that I know, but so far I havent been with anyone. Do you like me.



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