SRA Specific Skills Series Level: Frequently Asked Questions and Answers

Specific Skills Series for Reading (Upper Set) The Specific Skills Series for Reading Primary Set targets grades one to three on nine key comprehension skills. The sixth edition of Specific Skills Series for Reading maintains the quality and focus that has distinguished this program for more than 40 years. It varies in content and contains both fiction and nonfiction. Using relevant subject material, the new contemporary look appeals to readers of all ages and the topics are designed to stimulate and motivate the interest of students. Nine Key Comprehension Skills: 1. Identifying Cause and Effect Identifying Cause and Effect requires students to analyse information and determine the effect. It varies in content and contains both fiction and nonfiction stories that will stretch the imagination and create interest in new areas. 2. Comparing and Contrasting Comparing and Contrasting helps students practise identifying similarities and differences through stories and pictures. It teaches students to pay attention to detail and then organise the information accordingly. 3.Drawing Conclusions Drawing Conclusions develops one of the most important interpretative skills by presenting students with the most logical answer through the information provided. 4. Identifying Fact and Opinion Identifying Fact and Opinion helps students develop the important skill of understanding and recognizing the difference between facts and opinion through the analysis of information to determine whether it can be researched and proved or if it is a feeling or belief. 5. Finding Details Finding Details helps students develop skills in recalling details from a single reading by taking as much in as possible. The material is structured so the story is one side and the questions on the reverse so there is no 'looking back' for the answer. 6. Getting the Main Idea Getting the Main Idea is designed to assist students in grasping the central thought of a short passage through the use of key question words, topic words, place clues, space clues, turnabout clues and general and specific ideas. This skill is one of the most important of all the major skills so it must be developed from the earliest stages. 7.Making Inferences Making Inferences is devised to develop one of the most difficult interpretative skills-arriving at a probable conclusion from limited information. It requires students to 'read between the lines' and utilise their previously acquired knowledge and past experiences in order to fully comprehend the question. 8. Sequencing Sequencing establishes the important ability to determine time relationships-the order in which things happen. Proficiency in this skill is necessary in both academic and non-academic readings, from narration to process explanation. 9. Using Phonics Using Phonics helps students put sounds and other word elements to work to determine word meaning. The elementary booklets focus on phonic elements such as consonant sounds, consonant substitutions, blends, phonograms and vowel sounds. This flexible series can be used in a variety of situations including Self Directed, Small Group, One-on-one and Whole Class learning situations What is included? 27 skill books (9 per grade) 1 Teacher's Manual 1 Assessment book 1 Assessment CD 1 Sturdy display carton with room for extra starter sets

sra specific skills series level

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You're sure to find the reading activities in this 9-book set useful for the older student whose skills are below grade level. Topics include locating information, fact and opinion, making inferences, reading for details, finding the main idea, reading to understand, and comparing. High-interest reading passages are followed by comprehension and logic activities designed to strengthen students' reading skills.*Click here to download the Common Core State Standards for English Language Arts for this product.

The Laser Maverick does not affect current manning levels or existing Navy EnlistedClassification codes and Marine Corps Military Occupational Specialties. Manpowerrequirements at the organizational, intermediate, and depot level maintenance activitiesare based upon total workload requirements for a specific work center, and the skillsneeded to perform maintenance on the systems supported by that work center.

The LAU-117/A(V)2/A guided missile launcher is designed to carry and launch theAGM-65 (series) Maverick Missile. The launcher is delivered to the organizational levelmated to the Maverick missile.

3. Manning Concept. The Laser Maverick has no direct impact on existingmanpower requirements at organizational, intermediate, or depot level activities. Pilot,Navy Flight Officer (NFO), and Weapon and Sensor Officer (WSO) manpower is driven byseat factor and crew ratio. Enlisted manning for USN and USMC fleet squadrons, FleetReadiness Squadrons (FRS), and intermediate-level maintenance activities is based on thetotal assigned workload, not only on specific Laser Maverick requirements. Skills requiredto support the Laser Maverick are considered to be within the capability of existing NECsand MOSs. Refer to Part II for existing USN and USMC manpower requirements.

The established training concept for most aviation maintenance training divides"A" School courses into two or more segments called Core and Strand. The "C" Schoolcourses are also divided into separate Initial and Career training courses. "A" SchoolCore courses include general knowledge and skills training for the particular rating, while"A" School Strand courses focus on the more specialized training requirements for thatrating and a specific aircraft or equipment, based on the student's fleet activity destination. Strand training immediately follows Core training and is part of the "A" School. Uponcompletion of Core and Strand "A" School, graduates attend the appropriate Initial "C"School for additional specific training. Initial "C" School training is intended for studentswith a paygrade of E-4 and below. Career "C" School training is provided for E-5 andabove personnel to enhance skills and knowledge within their field.

(1) Operator Training. Pilots and NFOs are trained at theappropriate FRS for specific aircraft operation. Operator skills in tactics and ordnancedelivery are further enhanced at the SFWS and through on-board proficiency training. Training Devices (TDs) required for follow-on and proficiency operator training includethe Part Task Trainer (PTT), the Training Guided Missile (TGM-A/A37A-T9), and theMaverick Engagement Training Aid (META).

a. Maintenance Training Improvement Program. The MaintenanceTraining Improvement Program (MTIP) is used to establish an effective and efficienttraining system responsive to fleet training requirements. MTIP is a training managementtool that, through diagnostic testing, identifies individual training deficiencies at theorganizational and intermediate levels of maintenance. MTIP is the comprehensive testingof one's knowledge. It consists of a bank of test questions managed through automateddata processing. The Deputy Chief of Staff for Training assisted in development of MTIPby providing those question banks (software) already developed by the Navy. MTIP wasimplemented per OPNAVINST 4790.2 series. MTIP allows increased effectiveness in theapplication of training resources through identification of skills and knowledge deficienciesat the activity, work center, or individual technician level. Refresher training isconcentrated where needed to improve identified skill and knowledge shortfalls. (MTIPwill be replaced by Aviation Maintenance In-Service Training (AMIST). List thetimeframe for the NTSP here.)

3. Other On-Board or In-service Training Packages. Marine Corps onboardtraining is based on the current series of MCO P4790.12, Individual Training StandardsSystem and Maintenance Training Management and Evaluation Program (MATMEP). This program is designed to meet Marine Corps, as well as Navy OPNAVINST 4790.2series, maintenance training requirements. It is a performance-based, standardized, level-progressive, documentable, training management and evaluation program. It identifiesand prioritizes task inventories by MOS through a front-end analysis process thatidentifies task, skill, and knowledge requirements of each MOS. MTIP questions coupledto MATMEP tasks will help identify training deficiencies that can be enhanced withrefresher training. (MATMEP will be replaced by AMTCS in approximately FY02.)

The SQE is a robust professional examination and students need to think carefully about the level of preparation they need, the style of teaching and learning and the relative merits of the different preparation courses available to them. Masters level programmes will offer electives, the chance to do a dissertation and develop additional knowledge, skills and behaviours that many law firms value. They will also provide access to a student loan.

What Counts as STS Assessment? Science educators must match STS curricula with appropriate assessment. As performance tasks with hands-on investigations are now used to assess the inquiry skills that are part of science education, so new forms of assessment with tasks and questions drawn from the real world need to be incorporated into STS assessments at classroom, local, national and international levels. 2ff7e9595c