text:
- Part of Collection:
- Subjects:Independent Reading, Reading Assessment, Teacher Tips and Strategies
Assessment in My Reading Workshop
- Grades: 1–2, 3–5, 6–8
Many teachers are excited to implement a Reading Workshop in their classroom. And why not? It is a framework for teaching reading that allows students to read self-selected texts at their own level, and it provides us teachers with many opportunities to differentiate our teaching to meet the wide variety of readers we often find in our classrooms. However, when we give up the traditional methods of teaching reading, there can initially be a concern when it comes to assessment. The basal texts and other prepackaged reading programs come complete with end-of-the-story comprehension questions for each selection, fill-in-the blank vocabulary worksheets to match the "one size fits all" stories, and specific questions to ask students as they are reading the stories. We know that these methods of assessment are not accurate indicators of true reading performance, nor do they help teachers guide their instruction to meet the specific needs of individual readers in their classroom. So you are probably asking, how can I implement a Reading Workshop and also assess my readers in an effective, efficient, and, most importantly, informative way?
Read on to find out how I use both formal and informal means of assessment to regularly evaluate my readers and inform my own teaching.
Why can't you just have them read?" Her answer is yes, but this common question certainly brings to light the need for student accountability in Reading Workshop. Below are the ways that I use assessment to hold my students accountable for their own reading performance during IDR time.
My students are expected to record every book they read on their reading log in their Reader's Notebook. This helps them keep track of their own reading, and they use it often to reflect on previous books they have read in order to complete daily reading tasks and create genre graphs at the end of each unit.
However, I also look carefully at each child's reading log. I ask myself the following questions to gain insight on my readers.
—How many books are they finishing each week?
—Are they reading a variety of genres? What specific genres are they reading?
—Are they abandoning books too often?
—Are they reading at their "just right" level, or are they reading books that are too easy or too challenging?
—Are they reading chapter books or picture books more often?
—Do they seem to be recording every book they read?
Sibberson and Szymusiak's book, Day-to-Day Assessment in the Reading Workshop, provides great reading log questionnaires that encourage students to revisit and really reflect on their reading so that they can set goals for themselves as readers.
Reading Response
My students respond to their reading in different ways. They often use reading response task sheets to show the thinking they do as they read each day in relation to the skill taught in the mini-lesson. I try to check in on their reading responses very regularly, as their work helps me know if they truly understood the concept taught in the daily mini-lesson and were able to apply it to their independent reading. I may decide I need to reteach a mini-lesson if students' reading responses reflect poor understanding or application of the skill or strategy I taught them. As I read over their reading responses, I ask myself the following questions:
—Do their reading responses show strong comprehension of their self-selected texts?
—Are students actually responding to their reading? (Sometimes I will find students who are not responding at all!)
—How thoughtful are their responses?
—How comfortable are they writing about what they read?
—Are their written responses reflective of the skills and/or strategies I have taught in my mini-lessons?
Conferring is when I meet with individual students to discuss what they are reading and to provide them with the necessary support and skills they need to be successful independent readers. I use labels to keep track of what I notice during the conferences.
Download Conferring Labels (They should be printed on 2 in. x 4 in. labels.)
My conferences tend to fall into the following three categories:
1. The Compliment Conference: In this type of conference I ask questions of the reader, name a strategy the child is using, and say "Good job!" I like to do lots of these at the beginning of the year to help my students feel comfortable and develop a positive attitude about conferring.
2. The Coaching Conference: In this type of conference, I already know what my teaching point will be and want to see how the student is doing with a specific skill or strategy. I get ideas for these conferences from working with students in guided reading groups and studying their Reader's Notebooks. These conferences are somewhat planned ahead of time since I already have in mind what I want to work on with the reader.
3. The Teach, Research, & Decide Conference: This type of conference is often the most difficult because I go into it with no specific teaching point in mind. Instead I am looking for something to teach the reader. It actually takes the form of a "mini" mini-lesson. First I research the reader. I may look at Post-its, ask the reader to retell, listen to the reader read aloud, or ask an open ended question like "How's it going?" Then I support the reader by explicitly naming what the child is already doing well and give a clear compliment. Next comes the hard part. I must decide what to teach. I determine a teaching point and decide how I will teach it (demonstration, guided practice, explicitly telling him, inquiry). I try to connect the teaching point to what the child has been doing or refer to a strategy I have taught in a previous mini-lesson. After renaming the strategy I have taught, I encourage the student to try using it today and in the future.
Students also have a conference log in the front of their Reader's Notebook. In addition to writing on labels that I put in my reading assessment binder, I also want my students to be held accountable for what we discuss during the conferences. For this reason, I write down the goal (the teaching point) that we discussed during the conference so that I can refer to it when I meet with the student in the future. Since students take their Reader's Notebook home every month for their parents to review, it is nice for parents to see the skills and strategies I am working on with their child.
Sibberson and Szymusiak's book, Day-to-Day Assessment in the Reading Workshop, provides additional information on conferring. They explore different types of conferences including comprehension, text features, fluency, vocabulary, theme, characters, and nonfiction in order to give teachers an idea of the range of topics and strategies that can be addressed in an individual reading conference.
Status of the Class
This is an awesome idea I got from Franki and Karen's book, Day-to-Day Assessment in the Reading Workshop. The idea of Status of the Class is to orally check in on my readers every day in a quick, efficient way. At the beginning of IDR time each day, the teacher calls out students' names. They respond by telling the name of the book they are reading and the page they are on. While I have found that it is a bit time consuming to do this for each child every day, I try to call out 5–6 students' names each day. That way I am checking in on most readers twice a week even if I don't get a chance to meet with them in an individual conference or in a small group setting. This is a great way to:
—Document each child's reading.
—Hold students accountable for being tuned in to where they are in their reading.
—Allow other students to hear what their peers are reading. (It often creates interest in certain books or series.)
—Monitor how quickly students are finishing their books.
—Notice the variety of genres (or lack of variety) each student is reading.
—Determine if students are reading "just right" books.
—Connect students who have similar tastes in books.
You can find Status of the Class recording forms in Sibberson and Szymusiak's book, Day-to-Day Assessment in the Reading Workshop.
Read-Aloud Notebooks
This is another fabulous idea I read about in Sibberson and Szymusiak's book. I have not yet tried it in my classroom, but it is a wonderful tool that I plan to implement in the second half of the school year. During read-aloud time, students stop at key points in the story to jot down their thinking in their read-aloud notebooks. They have found that the notebooks are "a safe place for students to use writing as a means to think more deeply about the text." They do not give much direction in terms of what the students are supposed to write because they want their students to naturally respond to the text in their own ways. They then use the notebooks as yet another way to learn more about their readers. They look for variety in responses, abstract thinking, application of skills taught in previous mini-lessons, etc.
Their book, Day-to-Day Assessment in the Reading Workshop, also provides great book lists for read-alouds including favorite read-aloud books for the beginning of the year and many other read-aloud book lists for specific teaching points and concepts.
Small Group Instruction
I meet with students in small groups to conduct guided reading lessons and strategy lessons on a regular basis. You will find a great deal of information about the difference between these two types of small group instruction in a previous post titled, "Reading Workshop: What It Looks Like in Our Classroom." In this post, I want to focus on the assessment that takes place during guided reading.
For each group that I meet with, I keep assessment labels with each student's name and the title of the book we will be reading on a clipboard. I keep the clipboard with me the entire time I am teaching the lesson. As I teach the lesson, I listen to students whisper read individually to me during the lesson, and I also listen to them discuss the text. I quickly jot down anything that I notice on each student's label. I will not necessarily fill out an entire label for each child each time we meet for a guided reading lesson. However, it was important to me that my labels provide a place to record fluency, comprehension, and general comments when I observe anything that falls into one of those categories. At times I find it hard to write and teach the lesson, so I often take a few minutes after I meet with each group to jot down my observations.
Again, these notes are used to guide my future teaching. Many of my future mini-lessons, strategy lessons, and individual conferences will focus on the things I notice during guided reading.
Download Guided Reading Labels (They should be printed on 3 1/3 in. x 4 in. labels.)
Kid Watching
Sibberson and Szymusiak talk a great deal in their book about how guided reading can, at times, limit their ability to teach. Instead of looking at daily assessments and determining the best way to meet each reader's needs, they were caught up in the number of groups to schedule each day, the text level of the books, and the number of students in each group. I too often find myself stressing out over how many guided reading groups I am able to meet with in a week or how many conferences I can fit into a single IDR period. They instead emphasize the need to focus on guiding readers rather than just managing guided reading groups. In order to do this they found that, on some days, their time was best spent doing what they call "kid watching." Because we are so busy teaching guided reading groups and strategy lessons, and conducting individual conferences, we are not always aware of everything that is happening around us.
During kid watching, the teacher grabs some sticky notes and writes down anything she notices as the kids are reading. I have begun to do this for part of IDR time at least once a week and have found it to be very beneficial. I have noticed things very similar to what Sibberson and Szymusiak found when doing it in their own reading workshops.
—Students who are flipping through books instead of really reading ("fake reading").
—Students who are getting up too often or moving around the room.
—Students who are constantly switching books without finishing them.
—Students who regularly feel the need to share their thoughts with other readers.
—Students who are simply not engaged in their books or who are distracting others around them.
Using what I learn from kid watching, I suddenly have new topics for individual conferences or perhaps even mini-lessons if I notice something that needs to be addressed with the entire class.
Putting It All Together
Once I really started using assessments on a regular basis and keeping careful records of student progress, it became overwhelming to figure out how to best organize and sort the information so that I could truly use it to guide my future teaching, complete report cards, share it with parents at conferences, etc.
Sibberson and Szymusiak created an awesome assessment profile web that compiles the assessment information that is gathered about a student over a period of time. Since their web did not work perfectly with the assessments I use in my own classroom, I created my own web that is very similar to the one in their book.
Download Assessment Web Template
Organizing the Information: My Assessment Binder
As I began doing more assessments in my classroom, I also realized I needed a very organized, easily accessible place to store all of the information I was collecting about each student. That is when I began developing a Reading Records Binder.
At the beginning of the binder, I keep forms where I record students' independent and instructional reading levels throughout the year. Since students move through levels throughout the school year, it is important for me to track their progress. This allows me to move students in and out of guided reading groups and also direct them to "just right" texts in the classroom library.
Download Guided Reading Levels—Instructional Level
Download Just Right Levels—Independent Level
Each student has his or her own section in the binder. Karen Bush, my good friend and teaching colleague, introduced me to the colorful tabbed folders you see in my assessment binder (in the picture below). I used to use regular tabs and then include page protectors to hold any important information and examples of student work behind the student's tab. Now that I have these tabbed pockets, I can insert things like the students' reading interviews, assessment webs, Fountas and Pinnell assessment forms, and other informative examples of their reading work right into the pockets for easy access when doing report cards or meeting with parents during conferences.
Behind each student's tabbed folder are three things. First, I keep their "Reading Status" form. I can flip to each student's section of the binder to quickly access this form when calling off 5–6 students' names at the beginning of IDR time each day.
Next I keep a copy of Fountas and Pinnell's "Guide for Observing and Noting Reading Behaviors" checklist. I highlight skills and/or concepts with which the student is struggling and put a date next to it. This is helpful when meeting with students for individual conferences and when planning strategy group lessons.
Finally, I keep a plain piece of cardstock behind the tabbed folder. It is on this cardstock that I transfer both my conferring labels and guided reading labels that I create when meeting with students individually or in small groups. I like having all of the labels for each student in one place so that I can easily track progress and recognize consistent reading patterns over time.
Karen also suggested to me that I keep extra pockets in the back of the binder to store reading forms that I use on a regular basis, such as "Possible Strategy Group Lessons," "Reader's Notebook Rubric," extra conferring labels, guided reading labels, etc. I like having all of my reading materials and forms in one place so I can easily access them when necessary.
Share Your Ideas!
As you can see, I am constantly trying to improve what I do in my classroom. I would love to hear from other teachers about what you do in your own classrooms to assess your students in reading workshop. Please share!
Comments (89)
Hi Beth,
I've used your site for 7 years now and appreciate all you do to support teachers across the globe! I love this post and have used most of these tools for assessing my readers, BUT I still struggle every year with report cards. Our school is still using a very old report card in which my 1st graders get one grade for reading (S scale). I am always supplementing the report card with things I make up, but I've finally convinced our administrator to allow us to use a different report card and instruct parents on a new look. Do you use report cards? If so, how to do you give a grade for reading? Do you have an example?
Hi Beth,
I am a 15 year veteran teacher who has run reading workshops in the past. This year, all of the teachers at my school are required to use the Daily 5/Café structure during our ELA block. This format is new to me, but as I read more information through books and blogs, it is very familiar as I am recognizing many methods and strategies that I have used in the past. Your website is user-friendly, clear, and provides a great deal of information and resources that I can implement in my classroom. Thank you for sharing your knowledge and resources. I have a better understanding of what I'm doing and where I am going with my students because of your willingness to share. Thank you from me and my students.
Have you given any thought to electronic tracking of your students? I am starting to use Evernote this year because my assessment binder became too difficult to maintain by the end of the year.
I'm also using Evernote this year! Love it so far! The more I learn about it the more obsessed I become - lol!
Do you or anyone have a self-assessment rubric for teachers to evaluate their own skill and/or comfort level implementing Reader's Workshop? I'm a literacy coach and would like to get a baseline on where my teachers are and what they need. Thanks!
I use the F and P charts with highlighters. I put a sample at the top of the page and date it and change colours for each new entry. This way I only have to date once and note every stroke. Just a suggestion but it works for me.
Thanks Beth, I have to thank you for the great information and tools. This will simplify my record keeping and organize it for my day to day use. Wonderful for the new school year!
With appreciation!
Thank you so much for providing these resources. How would you use these assessments to assign numerical grades for the grade book?
Thanks Beth,
Am working hard to improve guided reading and this will help tremendously.
Can you send me your reader's notebook rubric? Thanks :)
I love all of your resources!! I am so excited to try readers workshop in my classroom this year!!
I was wondering - how do you figure out the rating on the guided reading labels for fluency and comprehension- In other words, how do you score the children in theses areas? How do they earn a 1 2 3 4 for comprehension and fluecny?!
Thanks so much!!
I am very excited about all of the resources you are providing in this blog! I first noticed the "Student Assessment Profile" on Pinterest and as a resource teacher with OCD, I needed a way to organize all of that data. And once I got on this site, I loved the whole idea of a guided reading assessment notebook! Thank you for such wonderful ideas and resources!
(Resource/Special Education Gr. 4-6)
I too love your website and have the Fountas & Pinnell Guiding Readers and Writers, but can't find the Guide for Observing and Noting Reading Behaviors. What page can I find it on OR where can I download a copy? Thanks so much!
Every time I click on a link to download something, it just sends me to another Scholastic page. Where can I go to download these great resources?
Hello Beth,
I love your website!! I would like to thank you for sharing your resources. I am currently a literacy coach for an elementary school. I would like to encourage my teachers to intergrate technology in their curriculm. (Common Core and ISTE) Do you know of any resources?
I'm an Instructional Technology Coach and I would love to know of any technology resources you may have, also! Thanks!!!
I am a new teacher and found your website & recommendations for Reader's Workshop. What a help! I feel so relieved and excited to begin. Thank you, thank you, thank you for sharing your resources! Such a blessing. Best, Kelsey (4th Grade)
Dear Beth,
I will be teaching Third Grade for the first time next year. I love the assessments. You are an excellent resource. Wish me luck! I'm looking forward to the challenge.
Beth, I am a upcoming 3rd grade teacher and I had no idea where to even beging since this is my first year as a teacher. I am so excited to implement all of your ideas in my classroom and this is by far THE BEST teacher website i have come across. thank you for sharing. I read something new from your website every day. God bless.
Please, oh please, never ever ask a dyslexic student to read out loud. Even worse don't give them a reading buddy. It kills their spirit and makes them hate reading even worse.
Love the binder. Thank you for sharing your great ideas.
I love the binder idea, can't wait to use it this fall. Also love the book that is referred throughout your article. Lots of great ideas! :)
Hi Beth, thanks so much for these great ideas. I teach 2nd grade. Would you recommend the Day to Day Assessment book for me or do they have one that is geared toward lower el. Thanks!
Hi Beth,
I love your ideas and your willingness to share! You mentioned keeping a reader's notebook rubric in your reading binder. What does that look like?
Hi I'm new around here.I've been putting togther notes to hold an in-service for a nearby primary school and came across this wonderful page. I know the teachers are really going to benefit from your experiences.
Any suggestions on how to implement these conferences into a class size of 35? I have tried it in the past and it becomes extremely time consuming!
Hi Beth,
I am very thankful that you are so willing to share your advise and hard work. I have introduced your site to many teachers in my building.
I read this site with intrigue. I will buy the book you listed here [Day-to-Day] and maybe it will answer my question, but just in case, here is my wondering...
Our district uses state standards as our report cards and we have to align our grade book with the same standards. We have to have at least 10 pieces of evidence per standard. What I find challenging is aligning what I do in RW with these state standards for my grade book. Have you encountered this dilemma?
Obviously, what we do in RW meets the state standards, I just feel overwhelmed with my all these pieces I use for authentic assessment and then scurrying around to plug in grade book evidence. I feel like I am in a constant state of assessment organization and it takes up my time for actual planning/prepping/creating lessons.
Thanks for any time you give to this answer. Perhaps, you have already tackled this topic and have a site to send me to visit. If not, perhaps you can add this to your blogging idea list?
Appreciative in Washington State
Beth, I love your site and was wondering if you have any resources on Conference note taking. I would love to hear your thoughts!
Beth, I seem to have lost your link to your PDF File for your theme book labels (i.e., Acceptance). Can you point me in the right direction? Thank you! Kathy 3rd grade
Hello Beth,
I've admired your website for over four years now. My district has adopted a new reader, now I'm able to set up a reading workshop. Please when you get the chance explain more of your word study. I'm wondering if you have all your stations made up for each week or what, also the worksheets the student are using to record their results. I would like to implement this in my classroom as well.
Hello Beth, I really enjoy the activities that you do with your class each year. I have adopted the reading workshop in my third grade class, unfortunately I have been moved to Kindergarten for the 2010-2011 school year. I was wondering if you can provide me with the information in order for me to continue doing reader's workshop but at the kindergarten level. It would be greatly appreciated. I haven't found anyone else who is as detailed as you are. Thanks alot!
While it may seem daunting to you to switch from kindergarten to third grade after teaching so many years in kindergarten, I think you will really enjoy the older kids. I absolutely love third grade because the kids are still young enough to be super enthusiastic about everything you teach, but they are also very capable of some higher level thinking which can lend itself to exciting projects and other activities in your classroom.
You asked about the comprehension posters you saw in a photo of my classroom. Unfortunately, I created those many years ago on an old laptop and can't seem to find them anywhere! I even searched the external hard drive where I thought I had backed up everything from that computer! However, here is a link to some posters I found on the Reading Lady website. I used her site for many of my comprehension strategy resources. http://www.readinglady.com/index.php?module=pagemaster&PAGE_user_op=view_page&PAGE_id=13
You asked about my last unit of study in reading workshop: Making Palns for Summer Reading. I will be doing a post in May that focuses on this exact topic. Stay tuned!!
Hi Beth, After 18 years in Kindergarten I have decided to make a major jump and try out third grade next year. I am excited and terrified at the same time. I have spent the last few weeks reading, downloading and printing everything I can from your class website and from your scholastic posts. You are truly inspirational!! I was looking for posters of the Comprehension strategies from Strategies That Work. I love using these and have introduced at least four each year in kinder. I believe I saw some posters for these in one of your pictures, do you have them available for download? Thanks for doing what you do, I get more and more excited about next year as I read your site. :) Cyndi
Dear Beth,
You have been an inspiration to me since my 1st year as a teacher. I teach bilingual 2nd grade in Carrollton-Farmers Branch TX. I am interested in the last reader's workshop unit of study: Making plans for summer reading. I have noticed that my bilingual kids leave 2nd grade reading at a certain level but by the beginning of 3rd grade they have dropped at least 2 levels in both languagues English and Spanish. I know most of them don't read during summer for several reasons. Please let me know how you prepare your kids for summer reading.
Congratulations on your new baby boy!
Your question can be best answered by reading my post on the Reader's Notebook. (This is what I call the reading binders.) In that post, I explain each section in detail and list the things students keep in each section.
Let me know if you still have questions after reading the "Reader's Notebook" post. Here is a link to the post: http://blogs.scholastic.com/top_teaching/2009/11/readers-notebook.html
Hey Beth,
You're resources are amazing and we in the teacher community are forever grateful!
In your student's reading binders, what are the names of the specific sections? For example, do you have a section for reading logs, responses, assessments, etc.
Thanks so much again! Have a great day.
How do you turn this information into a letter grade? I have no problem gathering this type of information, it is deciding how it transfers to a letter grade for the report card that is the difficult part.
Beth, Thanks for sharing so much with teachers...printables, templates, pictures, videos, tips, tricks, labels, everything. I've read your post about classroom bulletin boards...can you share a bit about your technical logistics behind making some of your bulletin board banners, favorite fonts, the program you make the banner titles in and how you get the rainbow effect inside the letters and the shadow and bubble effect on text? Thanks!
I absolutely LOVE your website. I am in my third year of teaching and have been following you since my early years in college! Next year my goal is to implement reading workshop, but have been a little overwhelmed. My school uses basals and I DO NOT LIKE IT one bit! However, many teachers feel it is easier and will not change.....so I am on my own to an extent. My question is, without any formal assesments in the beginning of the year (my school doesn't have one), how do I launch the workshop? What form of assessment do you recommend me to look into?
Also, I have come upon a "program" (for lack of better words) called "THE DAILY 5" and "CAFE". I have read both books, which support your reading workshop. They give teachers a lot of guidance on how to have workshop in all grades. I recommend your readers to check it out! Have you heard of these professional books?
I have been following your work for several years now. I greatly appreciate all that you do and share with the rest of us!!
My question is about the structure of the 40 minutes of IDR. My current class needs A LOT OF STRUCTURE, and I have not felt successul so far this year when it comes time for IDR and just "letting them go." I am discovering blank reading logs, blank sticky note tracker sheets and more. I know I need to do a better job of conferring and holding them accountable, but I also need time to meet with guided reading and strategy groups. Do you schedule stations or reading centers in that time? Do you have any kind of posted "to do" list for that time? Can you point me to a helpful resource for this problem?
Thanks in advance for your time. ~ Jennifer
Thanks for your comments! I am always glad when my ideas or resources can inspire other teachers to get excited about reading!!
Thank you! I am just beginning my Guided Reading journey. Your site has provided me with great examples, ideas, and insights. You are a master teacher/organizer. I am grateful for your willingness to share what has worked for you. Thanks!
Unfortunately the first grade teachers at my building do not have websites that highlight their reading workshops. However, Kathy Collins has written a great book about reading workshop for the primary grades. It is called "Growing Readers." It provides background on the workshop and lays out a year's worth of units of study. Here is a link to more information about her book: http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=373&r=&REFERER=
You can even preview parts of the book online.
I hope you find it to be helpful!
Hi Beth, It is exciting to see the possibilities .. but my question is how do I find information about the Reading Workshop for first graders?..does the first grade teacher at your school have a website?thanks for sharing
You asked about the specific IDR tasks I assign each day.
Most often, the IDR task is directly related to the mini-lesson I am teaching. For example, If I am teaching a lesson about context clues, I will ask students to briefly write about a word that they were able to solve that day using a context-clue strategy I taught in the mini-lesson. They would do such a task on the "3-to-a-page" IDR task response sheet that I reference in my "Reader's Notebook" post. (Here is a link to that post: http://blogs.scholastic.com/top_teaching/2009/11/readers-notebook.html ) This is the most common type of task I assign because I want my students reading most of the time. I do not want them having to spend more time responding to their reading than actually being engaged in their texts.
On another day an IDR task might just be to use sticky notes to mark places in their text where they notice something. For example, when teaching students to pay attention to a character's dialogue when inferring character traits, I just ask them to write the character trait they are inferring on a sticky note and place it next to the corresponding dialogue in their text. This holds them accountable for applying the skill I taught in the mini-lesson, but it does not detract from their independent reading.
In my Reader's Notebook post, I also show how I ask my students to "talk back to their books" on sticky notes. I do not assign this task on an extremely regular basis. However, if there is not a specific task for the day, I may ask my readers to "talk back to your book at least 3 times today." If I have a concern about a specific student's comprehension, I may ask that student to talk back to his book on sticky notes more often just so that I can "see" his thinking even when I am not reading with him directly.
Another reading response task that is when students actually pick from one of the reading response prompts from the "Reading Response Topics" handout. (See Reader's Notebook" post again.) These are longer pieces of writing that require students to put forth a great deal of thought and effort. I only ask my students to do this once or twice a month. They are usually given a week's notice so that they can even take it home if they prefer. The responses are usually at least a page long and are written to me as a letter. I try to respond to each student's response with a letter back to the student.
I hope this helps you to understand more thoroughly how I assign IDR tasks each day.
Happy New Year, Beth!
I was hoping you could talk more about the IDR tasks that you speak of sometimes. Can you give examples of what you have the kids do? Are these an extension of your minilessons or something else that students are asked to work on while they read?
Hi Pam,
You mentioned that you work with struggling high school students. While my experience does not go beyond that of a fifth grade level, I believe that the book I mention in my post, "Day-to-Day Assessment in the Reading Workshop: Making Informed Instructional Decisions in Grades 3–6" by Franki Sibberson and Karen Szymusiak could lend itself to students in middle school as well if the teacher is running a reading workshop in her classroom. Since your struggling high school students may still be at a middle school reading level, I still think the ideas in this book are very worthwhile.
While I am certainly not the right person to give advice about teaching high school students, I would like to think that the assessment tips and tools I mention in this post would be useful for any teacher running a reading workshop.
Our district uses Fountas and Pinnell's Benchmark Assessment System when assessing our students' reading. Here is a link to more information about the their assessment system: http://www.fountasandpinnellbenchmarkassessment.com/default.asp
Using their system, fluency is assessed on a 4 point scale, and comprehension is scored on a 10 point scale. That is why you see those numbers on the sample assessment web in my post.
Thanks for reading my blog!
You asked if I could share the mini-lessons that I teach prior to Independent Reading Time each day. While I would love to share them with you, I have agreed to write the units of study that I use in my classroom for my own school district and am unfortunately not able to post them on this blog.
However, a great resource for reading workshop units of study to help you get started is the Denver Public Schools reading curriculum website. Here is the address: http://curriculum.dpsk12.org/index.htm#lit_pg
Thanks for posting your comments!


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Best Practices on Leveraging Digital Data
July 31, 2013
Carie Whalen, digital solutions manager, and Dave Bilbrough, digital solution architect at SAS, discussed the importance of capturing, interpreting, and leveraging digital data.
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Why would someone make such a ridiculous claim...?
Californians don't know the difference.
Believe it or not, LA is a freaking incredible food city. For burgers, donuts, Mexican food, and Asian food, there's probably nowhere better on the planet. But that Hollywood mentality seems to be what gets noticed the most.When it comes to pizza, though, California has no clue.
When it comes to pizza, though, California has no clue.
I guess that would depend on how you define "Mexican Food."
When was the last time you made it to San Fran?
A while ago (January 2010). Also, I've spent a lot less time In San Francisco than I have in LA.But I have spent a lot of time in LA, and not as a tourist. I was mostly thinking about LA in my post because I felt like this thread was very LA-centric.
Yes, definitely. But I didn't say 'authentic' (which is usually only a marketing term anyway). I just said 'Mexican food,' realizing there's a ton of room for interpretation there. The same could be said of 'Asian,' and I won't dispute it.
You are making the gigantic assumption that they know how to read


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Met Home Winners: Smartest Storage Solutions
Designer Kara Mann kept the monochromatic palette of this living room lively with Larsen openweave linen drapes shot with gold thread, Helene Aumont's leather-topped Negresco coffee table with a burnished-bronze base, and a high-back Dennis & Leen wing chair trimmed with brass nail heads. Other pieces include a Christian Liaigre sofa and a Studio H Collection side chair from Holly Hunt. The side table is petrified wood; the Tibetan carpet is natural aloe fiber.
The addition, which is at the building's left, has a sunroom and a family room on the first floor and a guest room and a master suite on the second (upstairs, Zackary and Henry stand in one of the original home's expansive new windows)
Garden for a Malibu Landscape


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This restorer is a surface cleaning agent for oil paintings. It removes surface soil and helps to restore a fresh appearance. Available in a 2.5-ounce (74 ml) bottle.
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I was very impressed with this product. I used it on a 30 year old oil painting that's color was very aged & dull in certain places. The product made the painting look as if I just finished the painting....[more]
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Will one jar be enough for a 36 in. x 50 in. painting?- Asked by Cheryl enlow on 23-Nov-13
This is only 2 1/2 ounces; I do not think one jar would be enough.- Answered by MisterArt on 25-Nov-13
My painting has smoke residue. Will this product be good for cleaning it?- Asked by GRF on 13-Nov-13
The only cleaner we sell for oil paintings is the Winsor and Newton Picture Cleaner. It is to clean soiled oil paintings, but I cannot guarantee this will clean smoke damage. You may have to call a conservation business to really remove the damage.- Answered by MisterArt on 14-Nov-13
Can I remove Grumbacher original varnish with this product?- Asked by linda on 25-Oct-12
This product is just to remove any external soiling or oxidation. To remove a varnish from an oil painting, you should consult a restoration professional. If you want to do it yourself then there are plenty of videos online that can show you, but it is a tricky process without experience.- Answered by MisterArt on 07-Nov-12
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- PORTO Yellow fabric 2 seater sofa
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Yellow fabric 2 seater sofa is rated 1.0 out of 5 by 1.Rated 1 out of 5 by sue 59 from Not impressed Had this for less than 2 months, already seat cushions creased & permanent dents, back cushions creased, No kids, pets etc low usage so why does it look so "used"Date published: 2016-08-12
- Product Description
DetailsClassic meets contemporary in this clean-lined Porto yellow fabric 2 seater sofa.
With a durable solid wood frame, soft fabric upholstery and generous padding, Porto combines great quality and comfort with great value.
Part of the Porto sofa range, available in leather and fabric options, in various colours and sizes including a reversible chaise sofa or sofabed option.
- Details & Dimensions
- Partial assembly required (feet).
- Assembled dimensions: W172 x H82 x D93cm.
- Seat height: 44cm.
- Diagonal depth: 106cm.
- Diagonal height: 189cm.
- Width of armrest: 15cm.
- Product weight: 45kg.
- Packaged dimensions: W172 x H82 x D93cm.
- Will it fit? See our sofa measuring guide.
Product Code: 184632
- Cover: 100% polyester.
- Structure: solid pine and particleboard frame covered with polyurethane foam.
- Seat and back cushions: polyurethane foam-filled.
- Feet: solid beech with oak stained finish.
- Elastic webbing seat suspension for superior support and durability.
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Flute World
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Rituals for Piccolo and Percussion (2011) Composer: Alan ChanPublisher: Meridian Publishing LLCInstrumentation: Piccolo and Percussion
Movements:I. Lion Dance (or Dragon Dance)II. Making Mocha, Two GeeseIII. DiscothequeRequires the following percussion: small slide whistle, domestic ceramic cup, woodblock (medium), brake drum, flexaton, small Beijing gong, cowbell, bongos (2), hi-hat, snare drum, kick drum
I. Lion Dance (or Dragon Dance) is a ceremonial ritual which are often performed in Chinese New Year's time and civil ceremonies. It involves a loud percussion section and dancers with elaborated costume. Although this is usually done only with drums and percussion, the piccolo part represents the excitements from the crowd.
II. Making Mocha, Two Geese consists of two parts, which deals with two urban scenarios that the composer found hilarious and wanted to incorporate them into the music. Making Mocha involves the stirring of the chocolate syrup and espresso, with a "background" of a classical-style melody. It is followed by Two Geese at the Riverside Park in Manhattan echoing each other, by using imitative passages between the piccolo and snare-brake drum combo.
III. Discotheque is groove-based and it refers to the hip-hop style in Jazz and music from Pop culture, in the idiomatic perspective of this piccolo-percussion setting.


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Jun 02, 2011
Agile Business Analytics: Five Critical Elements
A great deal of thought and resources have been spent defining best practices for business intelligence. Conventional approaches that continue to drive most enterprise BI implementations are based on a systematic step-by-step development lifecycle process, commonly referred to as a waterfall approach, that involves a hierarchal methodology where the completion of one step leads to the start of the next, and so on.
Typical steps involved in this process: Gather requirements from business users; design your data model to support the requirements; scout the data sources, then load the data into a starlike schema; develop the BI objects; and finally, roll the final product out to end users. However, the quest to achieve perfection in each underlying step that leads to the final result—perfect requirements, perfect data model, perfect data quality and perfect analytics—often means IT ends up delivering anything but ideal results for the intended audience. Here's how to do things better. (S2940611)
Research Report


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Interactive Travel Map | Text the Secretary | Behind the Scenes PhotosYesterday in Goma, Secretary Clinton met with NGOs and activists on sexual and gender-based violence issues.
Secretary Clinton met with HEAL Africa yesterday and participated in a roundtable discussion with NGOs and activists on sexual and gender-based violence issues. The Secretary announced that the United States will provide more than $17 million in new funding to prevent and respond to gender and sexual violence in the Democratic Republic of the Congo. Secretary Clinton said:
"[H]ere in Africa we can find humanity at its worst and humanity at its best. And we have seen both here, in Goma. My delegation and I have been working hard, even before we came, to see what we could do to try to assist in the ongoing efforts to end the conflict and the violence that still stalks this land, and to help the Congolese people, who have suffered enough.
I have just come from a meeting with two survivors of sexual attacks. The atrocities that these women have suffered, which stands for the atrocities that so many have suffered, distills evil into its basest form. The United States condemns these attacks and all those who commit them and abet them. And we say to the world that those who attack civilian populations using systematic rape are guilty of crimes against humanity. These acts don't just harm a single individual, or a single family, or a single village, or a single group. They shred the fabric that weaves us together as human beings. Such atrocities have no place in any society.
Amid such abject inhumanity, we have also seen the hope and the help that you represent. We have seen survivors of these attacks summon the courage to rebuild their lives and their communities. We have seen health care workers sacrifice comfortable careers so they can treat the wounded. We have seen civil society leaders come together to combat this appalling epidemic.
In the face of such evil, people of good will everywhere must respond. The United States is already a leading donor to efforts aimed at addressing these problems. And today I am announcing that we will provide more than $17 million in new funding to prevent and respond to gender and sexual violence in the DRC.
This assistance will be distributed to organizations across the Eastern Congo, and is being targeted to respond to the specific needs that you have identified, such as training for health care workers in complex fistula repair. Working through USAID, we will provide medical care, counseling, economic assistance, and legal support to 10,000 women living in North and South Kivu, and other areas.
We are dedicating almost $3 million to recruiting and training police officers, particularly women, so that they understand their duty to protect women and girls, and to investigate sexual violence. We will be sending a group of technology experts to the eastern DRC next month, as part of an effort to equip women and front-line workers with mobile devices to report abuse, using photographs and video, and to share information on treatment and legal options.
And we will be deploying a team comprised of civilian experts, medical personnel, and military engineers from the United States Africa Command to assess how we can further assist survivors of sexual violence.
We are raising this issue at the highest levels of your government. I had very frank discussions about sexual violence yesterday with your prime minister and other ministers, and today, in my meeting with President Kabila. I made the point that these crimes, no matter who commits them, must be prosecuted and punished. That is particularly important when those who commit such acts are in position of authority, including members of the Congolese military.
This problem is too big for one country to solve alone. And I am pleased also to announce a new partnership with the Norwegian government to upgrade a medical facility in North Kivu, so that health workers there will be able to provide better treatment to survivors of sexual violence and serious maternal injuries.
Our commitment to survivors of sexual and gender-based violence did not begin today, and it will not end today."
Read more of the Secretary's conversation with HEAL Africa.
Gina writes:
God bless Hillary and the U.S. for creating some awareness, intervention, and financial support for the Congolese people. Brutal acts against humanity must end, and awareness and intervention are the keys.
Wishing you luck with these endevors.
Keep the faith.
Deborah in Japan writes:
With over 20 years experience working with sexual and gender-based violence in the U.S. I'm wondering what is the best way for me to help this effort? Thank you so much for focusing on this effort as we have seen repeatedly that it is when women are able to fully contribute to a society that true progress is made for the entire population in any culture.
Donald in Virginia writes:
The smart choice for women is being able to defend themselves from an attack, using Defense Tactics. Women should have skills that would save their own life! Learning how to use your arms, legs and hands. Finding pressure points on the body that can be used to disable the person who has you in a hold. Everyone in the world is entitled to defend themselves. Example: The country of Spain is a good choice, they have bulls that try and stomp the Matador wearing red. Watch what the Matador does when the bull charges. Learning never stops and keynote always remember travelling with two people reduces the chance of something bad happening. The Buddy System.


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Topic: Damn css, can someone throw me a bone
Okay I've got a nice little table full of inputs with width set to 100% so they nicely fill each cell but i've got a bit of an issue. The table is inserted into the html via ajax after this is done i convert the date fields in jquery-ui datepicker fields which adds a button after the input. Because the width is 100% the button gets pushed to the next line which is fugly.
What can i do so that the input and button fill 100% of their containing cell?


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EBC Brakes S2KF1088 S2 Kits Greentuff 2000 and USR Rotors
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May-Treanor, Walsh Get to Gstaad Semifinals
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@USA_Volleyball - @USAVBeach - USAV Facebook
COLORADO SPRINGS, Colo. (July 6, 2012) – The U.S. women's beach volleyball team of Misty May-Treanor and Kerri Walsh is slated to compete in Saturday's semifinal match at the 1 to 1 Energy Grand Slam, part of the 2012 FIVB SWATCH World Tour, in Gstaad, Switzerland.
May-Treanor (Santa Monica, Calif.) and Walsh (San Jose, Calif.), seeded No. 6 at Gstaad, are still looking for their first gold medal of the season.
On the men's side, the teams of Phil Dalhausser/Todd Rogers, Jake Gibb/Sean Rosenthal and Matt Fuerbringer/Nick Lucena will advance to the second round of single-elimination play on Saturday.
May-Treanor and Walsh received a bye in the first round of single-elimination on Friday. In the second round, they defeated Switzerland's Romana Kayser and Joana Heidrich (No. 29), 21-16, 21-17 in 35 minutes.
In their third-round match, May-Treanor and Walsh earned a victory over their No. 4-seeded U.S. teammates Jen Kessy (San Juan Capistrano, Calif.) and April Ross (Costa Mesa, Calif.) 14-21, 21-16, 15-9 in 47 minutes.
May-Treanor and Walsh are slated to face Switzerland's No. 8-seeded Simone Kuhn and Nadine Zumkehr in Saturday's semifinal match.
Kessy and Ross received a bye in the first round of single-elimination. In the second round, they defeated Czech Republic's 26th-seeded Martina Bonnerova and Barbora Hermannova 21-19, 21-16 in 37 minutes.
Kessy and Ross finish their run at Gstaad in fifth place.
No. 16 Lauren Fendrick (Carlsbad, Calif.) and Brooke Hanson (Ventura, Calif.) fell to Slovokia's Natalia Dubovcova and Dominika Nestarcova (No. 22), 18-21, 17-21 in 37 minutes in the first round of single elimination. They finished Gstaad in 17th place.
Jenny Kropp (Grand Island, Neb.) and Nicole Branagh (Orinda, Calif.), seeded No. 22, fell in the first round of single-elimination to Germany's 17th-seeded Karla Borger and Britta Buthe, 18-21, 19-21 in 38 minutes. They finished Gstaad in 17th place.
On the men's side, No. 1 Dalhausser (Ormond Beach, Calif.) and Rogers (Santa Barbara, Calif.) finished pool play with a win by forfeit over New Zealand's 16th-seeded Jason Lochhead and Kirk Pitman.
The Olympic-bound duo received a first-round bye in single elimination. They are slated to face Latvia's Aleksandrs Samoilovs and Ruslans Sorokins (No. 4) in the second round on Saturday.
The third round of single-elimination play will also take place on Saturday.
Gibb (Bountiful, Utah) and Rosenthal (Redondo Beach, Calif.), seeded No. 3 at Gstaad, concluded pool play with a win over Germany's No. 14-seeded Sebastian Dollinger and Stefan Windscheif, 12-21, 21-12, 17-15 in 47 minutes.
Gibb and Rosenthal earned a first-round victory over the Czech Republic's 15th-seeded Premysl Kubala and Petr Benes, 21-19, 21-15 in 36 minutes.
On Saturday, Gibb and Rosenthal are slated to face the Polish team of Michal Kadziola and Jakub Szalankiewicz (No. 21).
Fuerbringer (Costa Mesa, Calif.) and Lucena (Fort Lauderdale, Fla.) received the No. 7 seed at Gstaad. They closed pool play with a loss to Switzerland's 10th-seeded Patrick Heuscher and Jefferson Bellaguarda 18-21, 12-21 in 37 minutes.
In the first round of single elimination, Fuerbringer and Lucena tallied a win over the Venezuelan team of Farid Mussa and Jackson Henriquez (No. 32), 21-17, 22-24, 15-12 in 59 minutes.
Fuerbringer and Lucena are slated to face the No. 24-seeded Swiss team of Martin Laciga and Jonas Weingart in their second-round match on Saturday.
Casey Jennings (Las Vegas, Nev.) and Billy Strickland (Malibu, Calif.), seeded No. 26, fell to Brazil's No. 23-seeded Thiago Santos Barbosa and Rhooney de Oliveira Ferramenta 17-21, 18-21 in 41 minutes. Jennings and Strickland finished Gstaad in 25th place.


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And let the Epstein Era officially begin!
Spring training has officially kicked off for the 2012 edition of the Chicago Cubs, and you can't help but have a feeling of optimism, considering what last year's season turned into, meaning there's only one way to go: UP. Giant holes left in the St. Louis and Milwaukee line-ups by the departures of Albert Pujols (gone to the Angels), and Prince Fielder (gone to the Tigers), the world of the NL Central division seems a bit brighter doesn't it? (it doesn't hurt that 2011 NL MVP Ryan Braun could miss the first 50 games, either). So realistically the Central is up for grabs (well not for you, Houston…sorry to get your hopes up), and in the Era of Epstein why shouldn't the Cubs believe this could be a big year???
Well here's why…the Cubs lost their rbi leader (Aramis Ramirez gone to Milwaukee), their best reliever (Sean marshall gone to Cincinatti), their best pitching prospect (Andrew Cashner gone to San Diego), and their homerun leader (Carlos Pena gone to Tampa Bay) yet somehow they are suppose to be better. Ok. Here's how spring training looks:
The infield – The Cubs let Pena go back to Tampa Bay and have decided to give Bryan LaHair the job at 1st base for now. LaHair came up at the end of last season, played in 20 games and batted .288, thus fans started asking why he didn't get more at-bats in a season that was all but lost. Well this year there's no one standing in his way, albeit a step behind in the minors is the organization's top prospect, Anthony Rizzo. Rizzo was high on Epstein's list in Boston, and in turn grabbed him from San Diego as soon as he got to town. Rizzo isn't ready yet…that is unless he tears up spring training. But for now it's LaHair's job. If the Cubs are looking for a safety in numbers, fan favorite and former Cub Derrek Lee is still on the market and could probably be brought in for cheap. Lee was a leader in the clubhouse and easily one of the more popular Cubs in recent years, but that's just an option.
Who is Adrian Cardenas you ask? Well, picked up from the A's this off-season, Cardenas hit over .300 in Triple A and played all infield positions, besides catcher and 1st. He is expected to challenge Darwin Barney, who had a good year starting at 2nd most of the season. Edgar Gonzalez could also get a look at 2nd base as well. Ian Stewart was picked up from Colorado over the off-season to play 3rd. Stewart needs to rebound from a sub-par 2011, but the Cubs have faith he will do just that playing everyday in Wrigley Field. Blake DeWitt and Jeff baker are also expected to compete for back-up roles, while be on the look-out for prospects Josh Vitters and Junior Lake. Geovany Soto returns to camp in tremendous shape, hoping to rebound form an ugly 2011. Soto will have a new back-up this year as Wellington Castillo and Jason Jaramillo battle it out in camp. NL hits leader Starlin Castro is looked upon to be the future of the Cubs, and will return at shortstop. A kid with unlimited potential, the true question will be is he ready to carry the ballclub with MVP-type numbers???
The outfield – Theres more questions here than answers, so let's do this: Alfonso Soriano is still a Cub and will be playing left field. Despite the drop in batting average he still played in over 130 games and hit 26 homeruns and drove in 88 rbi's. Marlon Byrd looks like a completely different person. He's in tremendous shape and will be in centerfield. The Cubs also brought back fan favorite and hustle king Reed Johnson. Playing rightfield will be the newly acquired David Dejesus. DeJesus had an ok year in 2011, but could put up big numbers playing in a much smaller ballpark and a new league (last season DeJesus played for the A's). The Cubs also signed Dave Sappelt, which means there's a numbers game in play. Fan favorite Tony Campana will have to fight and claw his way on the team again this year, but if the scrappy speedster wants to play in the big leagues he's gonna have to show he belongs. The influx of outfielders also means that unless he tears up spring training like his counter-part Rizzo, then Cubs minor league phenom Brett Jackson will have to wait his turn in the minors. The Cubs were very good at mix and matching outfielders, but from who and where they get their production from is a big concern. For me, I'm hoping prospect Matt Szczur surpises a lot of people this spring.
Relief pitching – Carlos Marmol needs a great spring, because there's little doubt that new manager Dale Sveum and his staff will have little patience in pulling the trigger on finding a new closer. With the way James Russell and Jeff Samardzija pitched last season in relief, they are starved for a bigger role. Plus the return of one-time closer and team leader Kerry Wood is a huge plus, on the field and off. I am a big believer in the young arms of Casey Coleman and Chris Carpenter, plus bringing in Chris Volstad adds depth to the staff. Add Trevor Miller and Rodrigo Lopez to the mix as veteran stopgates…the weak and short-armed pitching staff the Cubs once had in 2011 looks a lot better. Look for sleepers Scott Maine, John Gaub, Casey Weathers, and Trey McNutt this spring as well. In any event, the success of this season and this staff falls on Marmol. If he has a great year, this team could win a lot more close ballgames and might just be in the hunt til the end.
Most importantly here is the Cubs have finally got some left-handed bats (DeJesus, LaHair, Cardenas, Stewart, Rizzo,etc..) in the line-up.
Starting pitching – Randy Wells needs to get more consistant. The same for Ryan Dempster. Both had shakey seasons in 2011, but have shown that they can be great pitchers at times. Dempster is the workhorse, but Wells either gives you 8 innings or 3 really ugly ones. Paul Maholm and Travis Wood are new additions to the rotation and add left-handed pitching to the mix. Both are young and have a tremendous upside. The Cubs are looking to Matt Garza to be the ace of the staff this season, and he has the potential to do just that. Garza gets flustered easily, but when he's on his game he is one of the most dominant pitchers in the league. Waiting in the wings to get a starting job is Samardzija, Coleman, and Lopez, along with Volstad and Carpenter. Depth is the key word here, and was the same when Epstein was in Boston.
And the rest – New manager Dale Sveum comes in with the intent to make sure this team competes hard everyday. A no-nonsense guy, he's determined to make sure the Cubs are much better defensively, which would do wonders for the pitching staff. New pitching coach Chris Bosio has already said that hitters will get knocked down if they look too comfortable at the plate, as the days of the lovable losers are over. Let's hope so. The depth in pitching and the addition of a few left-handers really helps this team, plus an improvement in defense will keep them in contention. But it all comes down to runs. Who will have a break-out season for this team? And will the Jackson/Rizzo era start sooner rather than later on the northside? For Cubs fans' sake lets hope it happens later.


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I started wearing Candies when I was about 16. I ordered a vial so I could see if I still liked it. I was disappointed that my vial was not full. The smell is sweet and light. I can only wear light fragrances as strong ones knock me out with a migraine. Same smell that I remembered from all those years ago.
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Quick & Dirty
Purchase Tickets
Quick & Dirty
Thursday, June 05, 2014 8:00 PM
Second City Hollywood Studio Theater, Hollywood, CA
Comedy for short attention spans, so fast you won't remember if we've offended you! Starring: Joshua Banday, Steve Brewster, George Caleodis, Marion Dunham, Fay Gauthier, Ace Gibson, Carrie-ann Pishnak and Jaya Subramanian. Written and Directed by Ron West. Assistant Director, Tanha Dil. $10


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Discover a selection of top forums arrethtrae! question on the internet. Come to share your passion on forums arrethtrae! question and meet other fans of arrethtrae! question. Then, why don't you create your own forum of arrethtrae! question ?
Question and answer forum for Ga Tax Commissioners
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We take in any dragon regardless of element, ability, or past. We heal the wounded or sick without question but there is a dark side to this organization...
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Knowledge is a process, and the more collaboration there is between ideas, the further we will get to seeking answers and the truth. Any topic is open for discussion, as long as there is respect and open-mindedness on the table.
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A chat site dedicated to the ABC hit show Once Upon a Time. This site aims to provide fellow Oncer fans a place to openly discuss anything OUAT! Spoilers, bios, & more.
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A forum to help you get school answers
Want to ask a math related question ? Want to answer someones question ? Want to get a cookie for it ?
Get all the College related wanted stuffs like Manual answers, Assignments, Projects etc. Get all download stuffs like Games, Songs, Software etc here.
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A private roleplay thread for my friends and I on an invitation basis.
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Applicants may submit questions related to the RFA to the 2012-2013 Grant Applicant Q&A Forum from October 14 through November 18, 2011. All questions submitted prior to November 18th, will be answered by November 23rd. All question must be submitted
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Feel free to bounce ideas and questions to parents and coaches! Please make sure you search prior to make sure a question hasn't already been answered.
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Velocity Tech Solutions Questions Forum for DataCore software, On Site service, Dell Parts and Servers references
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This is a small community forum about gaming. What games are you playing? What achievement did you just unlock? Tell us! Share it! Ask Questions.
video, games, small, community, gaming, playing?, achievement, unlock?, share, #question
A discussion forum for issues, rules, procedures, things that happen on and off the field. No question is too dumb but answers are important too.
subbies, umpires, discussion, issues, rules, procedures, happen, field, #question, dumb, answers
Hello friends here is our forum to make discuss all the competitive exams question and doubts, this is the only forum where there is no difference between any person
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Where respectful members of 2007scape, Old School RuneScape, or otherwise can come to chat, ask question, and pass time in an enjoyable way. Drop parties and organized Castle Wars are just the start!
runescape, rune, scape, clan, osrs, 2007scpae, castle, wars, teams, mini, game, drop, party, parties
A place where people can come to discuss and ask question's about the course
diploma, youth, work, study, group, place, where, people, come, discuss, question's, about, course
Please respond to the story with one initial assertion (or question) about the story, two responses to other assertions/questions, and two responses to the responses
"just, walk, discussion, respond, story, initial, assertion, question), responses, response
A forum for any standby rope, or any rope at all who has a question about anything and everything, or for experienced ropes who have an answer they should share.
Help for anything you can imagine, you ask the question, others help you. It is as simple as that!
This forum is for all scouts involved in Troop 77. If you have a question or simply want to talk with your fellow brothers, this is the place to do so!
To help us cordinate between eachother, see who is being played, times, answering question. Basically an informal get togather to say hi.
volunteer, rpers, voltage, slbp, cordinate, eachother, played, times, answering, #question, basically, informal, togather
Please take this 10 question survey over national health care in the U.S. It's for a school research project and should only take a couple minutes to go through.
national, health, care, survey, #question, it's, school, project, couple, minu
Free forum : Volunteering for ESRA can be a joy & a challenge, all at the same time. Many question arise & this support network can serve as a private forum to ask questions.
This is our Beach Ball Community. Have a question, ask it. Have an answer, post it. Want to recognize someone we would love to see it.
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Free question answer websitr
The home of the Mighty Corgi Clan!All welcome to post and reply to topics! If you have question just message Phantom!
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Free forum : This forum was created to help out or to assist new recruits finding answer to must common question such the marketing plan, or products in details.
Post your question and ask users on the forum for help with your Game Boy, or other handheld console, modifications!
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A place for task force members to talk strategy, communicate and ask question. You can provide guidance to others or hints on how to be successful.
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New Canaan Library
My Account
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Posted on Tue, 03/19/2013 - 9:46am by Anonymous
Schedule for Spring Storytimes
Books to help children heal
Posted on Mon, 12/17/2012 - 11:55am by Anonymous
A list of different books and websites to help children understand and cope with tragedy.
Posted on Mon, 09/17/2012 - 3:47pm by Anonymous
Grace Lin, winner of the Newbery Honor Award, will visit the Library on Friday, October 12 at 4 PM in the Gallery.
Read, Vote & Win Prizes!
Posted on Mon, 02/27/2012 - 1:53pm by Anonymous
Join the Children's Room for the 2013 March Reading Madness Tournament!
Posted on Thu, 12/22/2011 - 8:50pm by Anonymous
January marks the beginning of our 3rd annual Karen Grimes Scholar Award challenge program.
Posted on Sat, 12/17/2011 - 3:37pm by Anonymous
We've created a suggested reading list for Mystery Readers going to a 2nd or 3rd Grade classroom!
Posted on Sat, 09/24/2011 - 10:41am by Anonymous
Just in time for Halloween...
Posted on Thu, 09/15/2011 - 2:32pm by Anonymous
Every month we choose five books we are really excited about.
Posted on Mon, 03/14/2011 - 2:50pm by Anonymous
A list of resources for parents and teachers covering areas of literacy, homeschooling and state services.
Posted on Tue, 03/08/2011 - 4:21pm by Anonymous
Happy Birthday, Dr. Seuss!
March 2 celebrates the birthday of Theodor Geisel - more commonly known to readers of all ages as Dr. Seuss! In recoginition of the impact Dr. Seuss's books on children's literature, March 2 has also been named by the National Education Association as
Read Across America Day!
NEW CANAAN LIBRARY | 151 MAIN STREET | NEW CANAAN, CT 06840 | Phone: 203-594-5000
HOURS: Mon - Thu: 9am - 8pm , Fri - Sat: 9am - 5pm
Sun: Noon - 5pm (Closed Sundays June through Labor Day)


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The Summit® All-Weather Journal$8.99All-weather paper and a plastic cover keep your entries safe and legible, even in the harshest conditions. You can even write on the paper when it's wet! Spiral-bound journal features Summit Bechtel Reserve™ logo on cover. Includes 40 lined pages watermarked with coordinates, with title page and spaces for personal information. Measures 3¾" x 5". Learn More
Boy Scout™ Trail JournalOriginal Price:$9.99 Current Price: $1.98There are areas in this Journal to record thoughts as each youth travels the Trail to Eagle. Learn More
Professional Fieldbook Index Set$8.99Professional Fieldbook Index Set Learn More
All-Weather Geocaching DiaryOriginal Price:$8.99 Current Price: $3.98Don't let a little wet weather dampen your treasure hunt. This notebook's waterproof paper and plastic cover ensure your entries stay safe and legible even in the harshest conditions-you can even write on the paper when it's wet! Made from postconsumer recycled materials, this eco-friendly journal includes 40 lined pages, plus title page with spaces for your personal information. Spiral-bound design measures 3¾" x 5". Learn More


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Dear Fellow US Judoka,
My appointment to chair the USA Judo Masters Committee and to serve as manager for the 2013 USA Judo Masters World Championship Team is not only an honor but a responsibility: Being a "master" is much more than being 30 and older, and I believe that judo masters in the United States could help determine judo's Olympic existence and future.
The International Judo Federation led by Marius Vizer has done an excellent job promoting the sport. Worldwide popularity remains very strong. In the United States we have our first Olympic Gold Medal thanks to Kayla Harrison, and USA Judo has recently hosted a series of high profile IJF tournaments for the first time, including the Masters World Championships in Miami last November. Meanwhile, the United States is a tremendous market for the IOC.
All of this points to the opportunity we have, to build the popularity of our beloved sport on home soil. Few, if any, are better equipped than our masters athletes to lead that charge! Typically successful and well educated people, we're accustomed to the fact that genuine achievement requires hard work and tenacity. We can be pivotal in building this sport. Many of us already are working hard to this end.
Just as I am committed to serve USA Judo Masters, and thereby all judo masters in the United States, I am also committed to do all that I can, with the help of the masters community, to increase the profile and popularity of judo overall in our country.
In the coming weeks, I will publish some recommendations online and look forward to your comments and interaction.
In Judo,
Bo Svenson
Chairman, USA Judo Masters Committee


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Case Studies: Warc and the (Near) Future of Marketing
March 13, 2012
Geoffrey Precourt, U.S. editor, Warc, and Eva Kasten, director, Warc, discussed several trends and global case studies relating to tele-social marketing, integration by orchestration, and brand journalism.
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You may already be a member. Find out if your company is already an ANA member.


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Chiran, YM's cousin. Well, this one was "like a box of chocolates, I never knew what I was going to get." (Forest Gump-ism) Plus I sometimes sensed a little cocoa in the background.
Clearly this does not rival the main contender, Yutaka Midori, despite sharing the same cultivar. But sometimes it was very good, sometimes just good, and sometimes simply OK.
Warming dry leaf aroma 3.75 ...
Brew 3.75
Overall 3.75
Value rating taking into account cost ... 4.0, I consider this to be a pretty good value, and the value rating is higher than the overall rating
I have a little left over, I am going to cold brew and see what happens!


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I've moved around a lot in my life and animals are the one thing that always remain constant wherever I go. I can be shy, but around animals I always seem to fit in and be myself. Our family has lots of animals and we all are not only animal-friendly, but also eco-friendly, so I love connecting the two whenever I can!
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Continuing my romp through Australia and New Zealand, today I presented in Hobart, the second city on my seven-city tour. Hobart is on a separate island called Tasmania, just south of the main Australian continent. The island is heart-shaped, and Hobart is in the lower right ventricle.
|Hobart boasts the second deepest harbour in the Southern Hemisphere (yesterday's Sydney Harbour being the first). It is quite cold here, but at least the skies are clear.
|In keeping with the concept of an art hotel, each of the rooms were unique, which is a nice way of saying that they fit whatever they could into the spaces available. It's been a while since I stayed at a hotel with the phone at one end of the room, but the electrical outlet at the other. The thermostat was hidden in the bathroom, and I had to master some 16 different ropes to put down the shades, as the bright light from the [Cenotaph] was keeping me awake. I was able to take pictures of some of the art sculptures from the balcony.


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Goff Fire Nears Containment
As of this morning, the Goff Fire in the Klamath National Forest is 92 percent contained, and may be fully contained by day's end. Firefighters are in the final stages of containing the northwest corner of the fire, working in the Red Buttes Wilderness in the area between Goff Butte and Butte Fork Trail.
Officials say that smoke will continue to be visible, but that it does not indicate a threat to the fireline. Burning and smoldering inside stumps and logs are not unusual.
Various road and trail closures will remain in effect for safety reasons. That includes Thompson Creek, Thompson Ridge Rad, Lily Pad Road and Bug Creek Road. By visiting the Klamath National Forest website, the public may keep up with closures pertaining to this fire.
The fire- which started August 5th- was caused by lightning. The Goff Fire has burned 22,248 acres. They have employed 3 engines, 16 hand crews, 9 water tenders, 4 helicopters and 1 dozer.


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Debates of May 31st, 2007
House of Commons Hansard #161 of the 39th Parliament, 1st Session. (The original version is on Parliament's site.) The word of the day was election.
- Question Period
- Privacy Commissioner
- Government Response to Petitions
- Interparliamentary Delegations
- Committees of the House
- Terminator Seeds Ban Act
- Canada-Portugal Day Act
- Standing Committee on Aboriginal Affairs and Northern Development
- Committees of the House
- Points of Order
- Committees of the House
- Questions on the Order Paper
- Canada Elections Act
- Greenbelt Award
- ALS Awareness Month
- Quebec Collective Kitchens Association
- Mackenzie Valley Gas Project
- Arts and Culture
- Foreign Affairs
- Organ Donation
- Shawn McCaughey
- Election in Prince Edward Island
- Criminal Code
- Seniors
- Education for All
- Sacha Bond
- Agriculture and Agri-Food
- Minister of National Defence
- Government Policies
- Option Canada
- The Environment
- Canadian Forces
- Afghanistan
- Canadian Forces
- Festivals and Special Events
- Wage Earner Protection Program Act
- The Environment
- Aid to Africa
- The Environment
- Aboriginal Affairs
- Ministerial Expenditures
- Wage Earner Protection Program Act
- Canada Summer Jobs
- Justice
- National Defence
- Points of Order
- Business of the House
- Committees of the House
- Canada Elections Act
- Message from the Senate
- Canada Elections Act
- Perfluorooctane Sulfonate Virtual Elimination Act
Arts and Culture
Statements by Members
2:05 p.m.
Gary Schellenberger Perth—Wellington, ON
Mr. Speaker, this past Monday I had the privilege of representing the Minister of Canadian Heritage at the opening night of the Stratford Festival.
On this season's playbill, plays like King Lear, Oklahoma and To Kill a Mockingbird will not disappoint.
Our thanks go out to Richard Monette who will retire this year after 14 successful seasons as artistic director.
Theatre audiences will also love the Drayton Festival Theatre which offers a playbill including Cash on Delivery, Funny Money and The Buddy Holly Story.
The Drayton Festival, under the artistic direction of Alex Mustakas, has theatres across southwestern Ontario, in Drayton, St. Jacobs, Grand Bend and Penetanguishene.
I encourage all members to visit my riding of Perth—Wellington this summer or any other theatre across our great country for culture that is second to none.
Foreign Affairs
Statements by Members
2:05 p.m.
Mario Silva Davenport, ON
Mr. Speaker, today I add my voice to the chorus of people demanding justice for Munir Said Thalib.
Munir was Indonesia's most prominent human rights defender and an especially vocal critic of the human rights abuses committed by that country's military. In 2004, on a flight from Jakarta to Amsterdam, Munir was poisoned. The president of Indonesia commissioned a fact finding report, but refused to release the results of that investigation.
I had the honour of speaking with Munir's widow, who with dignity and courage described her quest to hear the truth about her husband's murder. I stand with her and groups like Rights and Democracy, Amnesty International, KAIROS and Human Rights Watch, among others, in calling for the government of Indonesia to put justice and human rights above politics and to release the report. I also call on the Government of Canada to pressure the government of Indonesia to do the right thing.
Organ Donation
Statements by Members
2:05 p.m.
Rick Dykstra St. Catharines, ON
Mr. Speaker, I recently learned of a young girl in my riding named Mackenzie Walchuck, who was diagnosed with a life-threatening liver disease at the age of three. Mackenzie is now 11 and the disease has progressed to the point that her liver can no longer function.
She is the youngest person in Canada in need of a liver and she needs it now, but Canada has one of the lowest organ donation rates among industrialized countries. This is something we need to change.
On behalf of Mackenzie and the thousands of other Canadians waiting for new organs, I have a simple request. I ask people to sign their organ donor cards and consider becoming a living donor. Certain types of organs, including kidneys and liver, like Mackenzie needs, can be given safely by living donors. At the cost of a minor inconvenience, we could all save a life.
Health Canada and provincial ministries of health can provide more information for people who want to help. All we need to do is act.
Shawn McCaughey
Statements by Members
2:05 p.m.
Marcel Lussier Brossard—La Prairie, QC
Mr. Speaker, I want to pay tribute to Captain Shawn McCaughey, a 31-year-old resident of Candiac in Montérégie, who lost his life when his plane crashed while the Snowbirds were training for a show in Montana.
Captain McCaughey learned to fly when he was studying physical geography at Concordia University in Montreal, and his dream was to one day fly a CF-18 fighter.
I have expressed my sincere sympathies and the condolences of the Bloc Québécois to his parents, Mr. McCaughey and Ms. Veilleux, who live in my riding, Brossard—La Prairie, and to his fiancée, Claudia Gaudreault, of Chicoutimi.
Statements by Members
2:05 p.m.
Larry Miller Bruce—Grey—Owen Sound, ON
Mr. Speaker, I rise today to talk about SEVEC, the Society for Educational Visits and Exchanges in Canada, an organization that has been bringing together young Canadians from different parts of the country for over 70 years.
SEVEC's youth exchanges provide practical experience for students between the ages of 12 to 17 to learn about their second language, experience a different culture and volunteer in two communities in Canada.
I am very proud that one of the largest SEVEC exchange groups is from my riding. As I speak, Hillcrest public school students in Owen Sound are hosting an exchange group from Quebec. Also, it was my pleasure today to meet SEVEC participants from across the country who are on the Hill to talk to MPs about their experiences.
Many students from my riding and certainly from across the country have benefited from this great program. They are the future leaders of this country. I am very proud that this government strongly supports a great program.
Election in Prince Edward Island
Statements by Members
2:05 p.m.
Wayne Easter Malpeque, PE
Mr. Speaker, I rise today to outline breaches of protocol by the federal Conservative government in its attempt to influence the P.E.I. election. Canadians know how the Conservative government tried to influence the Quebec election through the budget, but the Prime Minister took a different tack to influence voters in P.E.I.
Jason Lee, the Prime Minister's senior appointee for P.E.I., who operates the ACOA minister's regional office, ran as a Conservative candidate, stating on his website, "Lee currently works as a senior aide" to the minister. There are questions about if or when he took a leave of absence without pay.
Further, the Conservative premier's campaign director was appointed to the ACOA advisory board and continued to actively campaign in violation of public service guidelines. Worse, ACOA's computers were used to bolster the Binns blog campaign.
It is time the Prime Minister stopped using federal resources for partisan purposes.
Criminal Code
Statements by Members
2:10 p.m.
Daniel Petit Charlesbourg—Haute-Saint-Charles, QC
Mr. Speaker, I am very happy about the passage at third reading of Bill C-10, An Act to amend the Criminal Code (minimum penalties for offences involving firearms) and to make a consequential amendment to another Act, which provides for tougher mandatory sentences for persons convicted of serious offences involving firearms.
But the Liberals should be ashamed. They state publicly that they want to fight crime, yet they consistently refused to vote for Bill C-10. Why do the Liberals not want to protect victims of crime?
As for the Bloc, they voted against Bill C-10. The Bloc claims to be defending the interests of Quebec, but it is neglecting to protect the rights of victims of crime in Quebec. Whose interests is the Bloc really protecting? Clearly, the Bloc and the Liberal Party prefer to protect the criminals rather than the victims.
We are taking real steps to make our streets and communities safer.
Statements by Members
2:10 p.m.
Penny Priddy Surrey North, BC
Mr. Speaker, I often share stories in this House about people who live in my riding. Today I would like to recognize the 17,000 seniors who call Surrey North home.
I was pleased to meet many of my neighbours at a public forum I sponsored last week to help seniors protect themselves from fraud. Not surprisingly, our discussion turned to other issues facing seniors today, such as how there are many elderly people who cannot afford the rising costs of prescription drugs, how it is getting harder to find quality home support in Surrey, and how the responsibility of looking after spouses is difficult without help.
Seniors in Surrey tell me that they are behind the NDP's plan to ensure dignity and security for Canadians as we grow older. They support the seniors charter our party has passed in the House of Commons. They are grateful that we are trying to guarantee retirement security and protect pensions, the only party to do so.
They want the government to act on the NDP's call for free drug and dental coverage for seniors. It is the least we can do for the people who helped build our country.
Statements by Members
2:10 p.m.
Raymond Chan Richmond, BC
Mr. Speaker, by 2021 senior citizens will constitute 18% of Canada's population. The Conservative government has failed them.
Seniors in my community say that the Conservatives have failed to deliver on their promise to guarantee shorter medical wait times and have failed to deliver the needed resources to deal with our health care problems.
Seniors in my community say that the Conservatives have failed to address the need for affordable housing. We must work with the provinces to provide funding for affordable housing.
Seniors in my community say that the Conservatives have failed them by breaking the income trust promise, costing them their savings and costing Canadians over $25 billion in investments. We must cut the income trust tax from 31.5% to 10% and refund Canadians their money.
When will the Conservative government stop misleading the public and failing our seniors?
Education for All
Statements by Members
May 31st, 2007 / 2:10 p.m.
Vivian Barbot Papineau, QC
Mr. Speaker, the Centrale des syndicats du Québec is now holding its general meeting in Gatineau and its president Réjean Parent gave me 425 letters addressed to the Minister of International Cooperation and Minister for la Francophonie and Official Languages asking Canada to continue its efforts to achieve the objectives of the education for all program.
At the UNESCO World Education Forum held in Dakar in 2000, Canada made a commitment to meet basic education needs by 2015. Throughout the world, 781 million adults are illiterate and 80 million children do not attend school. The signatory countries, including Canada, have a lot of work to do to meet their objectives.
The Bloc Québécois and I add our voices to the CSQ to urge the government to allocate 0.7% of gross national income to development aid, as it promised.
Sacha Bond
Statements by Members
2:15 p.m.
Marcel Proulx Hull—Aylmer, QC
Mr. Speaker, I would like to inform my colleagues and the Canadian public about the sad situation Sacha Bond, a Canadian citizen, is in.
At 22, he is serving a 20-year sentence in a Florida prison. He is not a hardened criminal. At the time his crime was committed, he was 20 and visiting Florida. Sacha Bond was ill at the time: he has bipolar disorder, a serious mental illness.
Sacha Bond requires special medical care, and I do not believe he is receiving it in the Florida prison. This care is available in the Canadian prison system, in particular at the Archambault Institution.
I have appealed to the compassion and understanding of the Minister of Public Safety to allow Sacha Bond to serve his sentence in Canada, but to no avail. Sacha bond requires special care to be able to continue to live a healthy life and to eventually reintegrate into society, without posing a threat.
Let us support the transfer request of young Canadian Sacha Bond.
Agriculture and Agri-Food
Statements by Members
2:15 p.m.
Kevin Sorenson Crowfoot, AB
Mr. Speaker, Canada's Conservative government is getting the job done for our farmers.
The first piece of legislation we passed into law in 2006 was about improvements to cash advance payments now available to producers. These changes allowed the spring credit advance and the fall advance payments to be merged into a single program.
Our government's improvements include: increasing the limit on cash advances from $250,000 to $400,000; doubling the interest-free amount from $50,000 to $100,000; expanding the coverage to include livestock and an additional variety of crops; and extending from 12 to 18 months the time producers have to repay their cash advance, that is, from April to September of the following year.
Farmers apply for a cash advance through producer organizations. Repayments of cash advances are guaranteed. Where I come from, it really helps farmers when money can be borrowed at lower interest rates and cash can be advanced on the anticipated value of farm production. This is another positive step for agriculture.
Minister of National Defence
Oral Questions
2:15 p.m.
Stéphane Dion Leader of the Opposition
Mr. Speaker, the defence minister--
Minister of National Defence
Oral Questions
2:15 p.m.
Some hon. members
Oh, oh!
Minister of National Defence
Oral Questions
2:15 p.m.
The Speaker Peter Milliken
Order. I am sure the Leader of the Opposition appreciates the enthusiastic reception, but it is question period. We have to get moving. The hon. Leader of the Opposition has the floor.


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'In Our Back Yard — LIVE!' concert set for Jan. 15
JAMESTOWN – The area's newest live regional independent music radio show will feature popular Soul/Funk artists SMACKDAB and energetic singer/songwriter/rockabilly queen Cindy (Haight) Love on Tuesday.
Live from Trinity Guitars' "Back Room," In Our Back Yard – LIVE! builds upon the tradition of the weekly KISS-FM 106.9 radio show, "In Our Back Yard" which has been airing the best in homemade music every Sunday night.
Jamestown's Trinity Guitars has teamed up with the radio station and Martin Guitars to present monthly live music radio broadcasts unplugged and hosted by Chautauqua County's Bill Ward.
The shows will be presented on select Tuesdays at 7 p.m. from November to May at Trinity Guitars, 800 West Third St., Jamestown. Each show will feature the live performances of two independent artists from the Northeastern U.S. in front of a studio audience. It will then be aired the following Sunday as that week's IOBY show. The events are free to the public, but tickets for each event must be secured through Trinity Guitars before admission.
Rapidly gaining popularity, IOBY Live has caught the attention of legendary guitar company Martin Guitars, which has become a supporter of the program through Trinity Guitars. Martin and Trinity have provided a new Martin guitar to be played by one of the guest artists on each show. At the end of the season, that guitar will be donated to the Infinity Performing Arts Program.
SMACKDAB enjoy the kind of blazing word-of-mouth reputation most bands dream of. Ostensibly a modern soul/funk group, their live performances open the windows wide on what that means, bringing in sounds from much farther afield. Here's the 4/4 intensity of a rock band married to the rhythms of old school R&B, soul, blues, and funk, as well as thick dollops of jazz and pop – made for the sole purpose of getting the crowd on their feet. Conscripted from the remnants of legendary James-town bands Zeta Cauli-flower, Mysterious Moon-show, and Little Dirty Goat, SMACKDAB will be presenting a rare "unplugged" performance for IOBY Live.
Cindy Haight has been performing for East Coast audiences for the better part of two decades, establishing herself as one of the most prolific solo acts in the region. One of the first people on the Great Blue Heron festival site when the Heron was in the planning stages, she continues to appear at the festival 20 years later. She has also proven to be a respected ensemble artist, fronting such bands as Djava and the Derbines.
Haight released an original CD entitled "Songs of Love and Haight" in 2009 and is set to release another Project this year. A good friend of the SMACKDAB members, she has been known to join them onstage on occasion.
Infinity Visual and Performing Arts, Inc. is a multifaceted, innovative music and arts education program located in James-town.
The Infinity concept was developed as an opportunity for aspiring young musicians to develop and enhance their creative talents and performance skills under the supervision and guidance of local, professional musicians and educators.
There are a very limited number of seats available so reservations are required and the audience must be seated by 6:30 for the 7 p.m. show.
This month's IOBY Live will be broadcast on 106.9 at 6 p.m. on Sunday, Jan. 20 in the regular In Our Back Yard time slot.
Free tickets may be reserved for the Jan. 15 IOBY Live show with Smackdab and Cindy Love by calling 665-4490 or emailing email@example.com. Information can also be found on the event's Facebook page; search In Our Back Yard Live!