Wednesday, October 16, 2013

Grades

Names of Students Recitation   Evaluation Assignment         Application










Abdullah, Diana 20 25 10 20
Abdullah, Nisreen 20 25 10 20
Abdullah, Rohaina 20 25 10 20
Adtuluganan, Ashna 20 25 10 20
Ali, Bai Sarifa 20 25 10 18
Alvarez, Anjanette 20 25 10 18
Amoc, Vanessa 20 25 10 18
Besinio, Crystalbel 20 25 10 18
Calubia, Criselle-Ann  20 25 10 20
Codera, Ann Corrine  20 25 10 20
Cosain, Bai Alliana 20 25 10 20
Estoce, Charlotte Dianne 20 20 10 20
Dimaukom, Mohaina Ainie 20 20 10 14
Flores, Angelie 20 25 10 14
Galamgam, Kristine Ida 20 25 10 14
Gaya, Rohainnee Fareez 20 25 10 14
Gremio, Hazel Marie 20 20 10 20
Macarao, Jalila 20 25 10 20
Macarimbang, Namerah 20 20 10 20
Mascardo, Klyssa 20 25 10 20
Quemada, Ryan 20 25 10 16
Quemada, Ryan 20 25 10 16
Roldan, Louise Marie  20 25 10 16
Sotto, Michelle Joy 20 25 10 16
Tago, Saguira 20 25 10 20
Tan, Levielle Rae 20 20 10 18
Uda, Hawajine 20 25 10 14

Internet Resources



The Rules of Regular and Irregular Plurals
For most nouns, just add -s

For nouns ending in s, x, z, ch or sh, add -es
Singular
Plural

Singular
Plural
hand
hands

box
boxes
rabbit
rabbits

pitch
pitches
key
keys

wish
wishes
clock
clocks

boss
bosses
football
footballs

buzz
buzzes
door
doors

glass
glasses
    
For some words ending in o, add -es

However, for some words ending in o, just add -s
Singular
Plural

Singular
Plural
potato
potatoes

cello
cellos
tomato
tomatoes

disco
discos
hero
heroes

hairdo
hairdos
echo
echoes

logo
logos
banjo
banjoes

patio
patios
The plural of many words ending in o can be spelt with -s or -es.

photo
photos

piano
pianos

radio
radios
    
For some words ending in f, change the f to a v and add -es

However, for some words ending in f, just add -s
Singular
Plural

Singular
Plural
half
halves

chef
chefs
loaf
loaves

cliff
cliffs
elf
elves

ref
refs
leaf
leaves

roof
roofs
self
selves

The plural of some nouns ending in f can be spelt using either variation.
shelf
shelves

thief
thieves

wolf
wolves

    
For some nouns ending in ife, change the f to a v and then add -s

For common nouns that end with consonant + y, change the y to an i and then add -es
Singular
Plural

Singular
Plural
wife
wives

poppy
poppies
life
lives

fly
flies
knife
knives

penny
pennies



spy
spies



nappy
nappies



sty
sties
    
Some nouns are the same in both singular and plural from

For some nouns, change other letters or just change the word completely!
Singular
Plural

Singular
Plural
fish
fish

person
people
sheep
sheep

child
children
deer
deer

ox
oxen
tuna
tuna

foot
feet
salmon
salmon

tooth
teeth
trout
trout

goose
geese



mouse
mice



louse
lice



man
men
 
 
 
 
Common Accommodations for Students with Dyslexia
A Checklist of Classroom Accommodations
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When a student with dyslexia is eligible for accommodations in the classroom through an IEP or Section 504, they are individualized to fit the unique needs of the student. The accommodations are discussed at an annual meeting and then the educational team determines which accommodations will be implemented. Although these can vary from student to student, there are some accommodations which are commonly found to be helpful for students with dyslexia.
  • Provide books on tape, CDs, or on an electronic reader or textbook that a child can listen to rather than read
  • Create opportunities for oral reading on a one-on-one basis and only ask the student to read aloud in class if he feels comfortable doing so and volunteers to read
  • Provide outlines, summaries of chapters, vocabulary words and preview questions before reading
  • Allow students to use a highlighter to mark important parts of the text
  • Used shared reading or reading buddies
  • Allow the student to discuss, one-on-one, material after reading with a classroom aide, a partner student or the teacher
  • Provide a set of books/textbooks for student to keep at home
  • Reduce spelling tests
  • Give spelling tests orally
  • Don't take off points for spelling errors on written work
  • Reduce spelling words
Writing
  • Allow student to dictate work to a parent or aide
  • Provide speech-to-text software
  • Offer alternative projects instead of written reports
  • Photocopy another child's notes or designate a note-taker who will share notes at the end of class
  • Minimize the amount of copying from the board
  • Allow student to use a keyboard to take notes
  • Let student respond to questions orally rather than writing each answer
  • Reduce written work
Testing
  • Allow student to take tests orally
  • Allow for extra time
  • Review directions to test orally
  • Provide alternatives to testing, such as projects, oral or video presentations
  • Read test questions to student and write down answers as the student speaks the answer
  • Allow tests to be taken outside of the classroom, in a quiet area with minimal distractions
  • Have students state answers into a tape recorder
Homework
  • Reduce homework, especially assignments requiring reading
  • Allow student to dictate answers to homework to a parent, sibling or tutor
  • Allow typewritten homework
  • Use worksheets with minimal writing
  • Limit time spent on homework
  • Do not take off points for homework handed in late
Giving Instructions or Directions
  • Break large tasks into steps
  • Give directions in small steps
  • Read written directions or instructions to the student
  • Provide alternatives to writing assignments, use an online calendar, provide student with a written list of assignments each morning, have a buddy student write assignments, email list of assignments to student or parent
  • Give examples or model behavior when giving instructions
  • Make eye-contact with student when giving directions
Technology
  • Provide computers that have speech recognition software
  • Allow the use of electronic spell-checkers
  • Provide software that enlarges images on a computer screen
  • Provide student with a computer to complete class work
  • Allow students to tape record lessons
Classroom
  • Write schedules on board
  • Write classroom rules on board
  • Write homework assignments on the board in the morning and leave up throughout the day
  • Have student sit near the teacher
  • Use color-coding to organize desk, classroom and student's books
  • Use multi-sensory activities to further understanding of topics
  • Use a positive reinforcement program with rewards and consequences
  • Create private signals for a student to indicate high frustration or for teacher to bring a child back on track
  • Increase communication with parents, using daily or weekly emails or phone calls and increase meetings with parents
  • Assign classroom jobs that will help to increase self-esteem
  • Work with student to create achievable goals
This list is not complete and because each student with dyslexia is different, their needs will be different. Some students may only require minimal accommodations while others may require more intense interventions and assistance. Use this list as a guideline to help you think about what needs the student, or students, in your classroom have. When attending IEP or Section 504 meetings, you can use this list as a checklist; sharing with the educational team what you feel would best help the student.
References:
Accommodations in the Classroom, 2011, Staff Writer, University of Michigan: Institute for Human Adjustment
Dyslexia, Date Unknown, Staff Writer, Region 10 Education Service Center
Learning Disabilities, 2004, Staff Writer, University of Washington, The Faculty Room