(wow) Words Of Wonders Level 982 Answers – A highly successful Hudson Valley convenience store sold nearly $3 million worth of lottery tickets. Go check your ticket
No one hit Friday's $660 million Mega Millions jackpot. This jackpot is the 5th largest jackpot in the 20 year history of Mega Millions!
(wow) Words Of Wonders Level 982 Answers
Although no one hit the jackpot, the number of Mega Millions tickets sold in the Hudson Valley for Friday's drawing is $3 million.
How To Overcome Stress
The New York Lottery has confirmed that the second prize ticket for the July 22 Mega Millions drawing has been sold in Fishkill, New York. The Megaplier ticket is guaranteed $3,000,000.
Friday's winning numbers were 14-40-60-64-66 and 16 megaballs. The winning ticket, sold in Dutchess County, New York, matched all five numbers and missed the Megaball.
The winning ticket was purchased at Smokes 4 Less located at 982 Main Street in Fishkill, NY. Yes, the same Hudson Valley store still issues winning lottery tickets.
Smokes 4 Less has been voted the “Happiest Store” in the Hudson Valley. Just yesterday, Monday, the Hudson Valley Post reported that a second prize ticket for the July 21 CASH4LIFE drawing was sold at a store in Fishkill, New York.
Finance 101: Profit Vs Revenue
Another $1,000 weekly CASH4LIFE second prize ticket was purchased for the July 6 drawing at the Fishkill store in New York.
Tim Grignon, manager of Smokes 4 Less in Fishkill, told WPDH he doesn't know why his customers are getting richer. But he thinks the store's recent fortunes are helping.
Grignon believes that the more big winners a store has, the more customers will come to buy more tickets.
For all the news the Hudson Valley shares, follow the Hudson Valley Post on Facebook, download the Hudson Valley Post mobile app and sign up for the Hudson Valley Post newsletter.
Read One Piece Chapter 1005 On Mangakakalot
In May, Osman Antonio Calderon Linarte of Brooklyn won the $1,000 daily first prize for life in the March 27 CASH4LIFE drawing. Lotto officials said the CASH4LIFE daily game main prize offers a minimum guaranteed prize of $7,000,000. It is unclear what brought the Brooklyn man to the Hudson Valley.
In April, we reported that the Powerball ticket that won the $50,000 third prize at Smokes 4 Less in Fishkill had been sold. The Dutchess County store has drawn nearly 10 winners since Christmas 2021.
According to the New York State Lottery, the winning April 22 Mega Millions ticket was sold at Smokes 4 Less on Main Street in Fishkill. That's not all for the store that has been called the happiest store in the Hudson Valley. The $500,000 winning ticket was drawn March 2 in the PICK 10 drawing at Smokes 4 Less in Dutchess County.
On Christmas Day at Smokes 4 Less on Main Street in Fishkill, he won $50,000 in a Powerball drawing. The following week, the same store sold another $50,000 Powerball winning ticket. When planning to launch a writing workshop, I always think twice. How can I use limited time to achieve multiple goals? This is especially true in distance learning situations (potentially) where we have less time with the authors. I learned over time how to be more efficient without cutting important corners.
Most Common Spanish Words
Additionally, as I strive to enter a text that better reflects the diverse experiences of students and families within and outside of our community, two questions are at stake:
Which leads me to think about structures that encourage dialogic communication between students to bring up multiple perspectives, which is key to building community. One of the goals Johnston explores in the text is for children to “stimulate recognition of books and books as a source of self-transformation with peers (and characters)” (Stanhouse, 2020, p. 6).
I return to collaborative writing as I share some basic routines for starting workshops and think about ways to communicate opportunities for deep learning through books and conversation.
While many teachers may consider a collaborative writing routine in an elementary lab, I argue that writers of all ages need the opportunity to work and reflect with an experienced writer to create a collaborative product.
Sounds Good, Looks Good…:
The collaborative product then becomes a guiding text for future work, and the students who helped create it gain a deeper understanding of the work that was designed to succeed.
(For more on collaborative writing, see Beth Moore's post, Collaborative Writing 101: A Course in Collaborative Writing.
At the beginning of the workshop, I was particularly interested in how collaborative writing could support the thinking students were doing in their writers' notebooks. In my experience, many young writers have trouble using a writer's notebook as a tool. They are excited to have a notebook, but not sure what to do with it. Collaborative writing can be an effective way to teach writers how to generate and initiate writing ideas based on the books we read and discuss as a community.
Since it's summer and I'm not with the kids right now, I'm trying to think about how this general writing process might work with a particular text. I chose
Multifamily Collective Podcast • A Podcast On Anchor
Ibtahaj Mohammad and S.K. Ali (Little, Brown and Company, 2019). This is a back to school book, the story of two sisters on their first day of life, which is very special because it is the first day of hijab for older sister Asia. Her younger sister Faiza is proud of Asiya and is surprised by the reaction of the other children.
I think some of the students in my school community are not familiar with the hijab tradition. At the same time, they are related to many feelings and experiences of the characters in this book. It's an opportunity to connect and genuinely care about other people's personalities and experiences. I want students to know that in building a community, you have to create structure and set expectations for what it looks like and how it should look.
A model text that gives children a real reason to talk to each other, ask questions, and share multiple ways of seeing the world. In a
Peter Johnston writes, “The basic foundations of dialogical interaction are self-regarding, some difficulty or discontinuity, and uncertainty” (p. 90).
Front Page Archive
What happens in our workshops is related to the writing that the children do. I want students to understand that reading and speaking are places where writers get their ideas. Being strategic about text selection expands writers' thinking about what they can share and learn from each other, and about possible ideas for writing.
I believe we have skilled writers who literally think about how the book they read inspires their ideas for writing. . . My goal is to outline a process that maps connections and inconsistencies to arrive at a conceptual understanding of how writers get ideas from books.
I created five questions to encourage students to think about each text at more complex levels. On a giant map (or as a virtual classroom jamboard), imagine the following:
I may or may not use all five of these questions. I want to try this with the kids and see which question creates the best conversation and sparks writing. I don't want kids to feel like they have to repeat all five questions in their notebooks to use this strategy. It is not intended to be a graphic organizer. As thoughtful readers and writers, my goal is for kids to figure out for themselves what helps them think deeply about what they read, and for their notebook work to fuel their own writing projects. It looks different for different writers.
Frank Merriwell In Europe, By Burt L. Standish—a Project Gutenberg Ebook
I think kids engage in this productive thinking and collaborative writing experience: first, they can develop a vision of how the process helps them as writers, and second, they walk away from the collaborative writing experience. (This becomes a strategy that writers can use in their notebooks over time.)
, if I have a strategic pause while reading, I invite them to come back and talk. (Note: We weren't going to go through these questions linearly. When I did it myself, I jumped around and let you think/talk about what was happening in the story.)
As I went through this process myself, paying attention to what the kids had to say led me to real topics to talk about and write about.
With these types of planning partnerships, I can imagine myself thinking aloud about my writing possibilities, circling the key elements in our shared column that helped me get there, and having my students quickly jot down my thoughts. .
Reinvigorate Your Classroom By Putting Kids First: An Interview With Christine Hertz And Kristi Mraz
I imagine the program is a little messy, an artifact of the great work of thinking we do together. Visual warning, on the wall or
