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Education
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 Reading/Language Arts (CA Dept. of Education)
synonyms as well as identification and usage of multiple-meaning words with grade-level expectations b. Word meaning including the relationship and association of words to other words c. Phonological, morphological, syntactical, and semantic structures of English d. Id...
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synonyms as well as identification and usage of multiple-meaning words with grade-level expectations b. Word meaning including the relationship and association of words to other words c. Phonological, morphological, syntactical, and semantic structures of English d. Identification of origins and meanings of foreign words frequently used in English, beginning in grade six; in use of Greek, Latin, and Anglo-Saxon word roots and affixes related to content-area words, beginning in grade seven; and in
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=26
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=26
Differentiated instruction aims to optimize learning opportunities and outcomes <span class="highlight">for</span> all students by tailoring instruction to meet their current <span class="highlight">level</span> of knowledge and prerequisite skills (Bickel 1998; Bos and Vaughn 2002; Simmons, Kame’enui, Coyne, and Chard 2002). Students with a wide range of learning needs can be expected in almost any class­ room, and their needs are addressed more fully in Chapter 7. Characteristics of the differentiated instruction component in an effective language arts program are as
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www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=90
81 recall stories or experiences or to report on a topic should proceed from (1) the reading of text <span class="highlight">for</span> which students know the elements (e.g., characters, setting, problem, important events, resolution to the problem, conclusion); to (2) the <span class="highlight">identification</span> of those elements in stories and topics; and (3) the production or generation of the elements. Students should be introduced to the simple strategy of organizing both narra­ tive and expository texts chronologically. That type of organization is
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www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=126
117 The following sections profile focus areas within each of the strands and identify content and instructional connections that span domains, strands, and standards. writing listeningreading <span class="highlight">Word</span> Analysis, Fluency, and Systematic speaking Vocabulary Development <span class="highlight">Word</span> Recognition The continuing focus on decoding words fluently and accurately is both ap­ propriate and necessary <span class="highlight">for</span> the fourth grade. Students unable to decode words automatically will not be able to comprehend grade-appropriate
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www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=146
standards continue to emphasize the use of internal, <span class="highlight">morphological</span>, etymological, and historical <span class="highlight">word</span> cues. In addition, students are expected to understand and explain frequently used synonyms, antonyms, and homographs. Students should continue to engage in extensive independent reading as the primary means of increasing vocabulary knowledge (Nagy 1998). Students should be given ample opportunities to read. In addition, vocabulary instruction must continue to be systematic (see the vocabulary guidelines <span class="highlight">for</span>
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www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=222
several lessons. In addition, all work in vocabulary study should be reviewed cumulatively and periodically throughout the year. New vocabulary—especially when it represents new conceptual knowledge—is rarely acquired without such review. Often, students at this <span class="highlight">level</span> may study <span class="highlight">word</span> deri­ vations independently, but their work should be closely monitored by the teacher (Beck, McKeown, and Kucan 2002). Because the standards <span class="highlight">for</span> the ninth and tenth grades emphasize Greek, Roman, and Norse mythology as sources
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www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=228
219 Ninth Grade and Tenth Grade Curricular and Instructional Profile Reading Standard 1.3 DOMAIN Reading STRAND 1.0 <span class="highlight">Word</span> analysis, fluency, and systematic vocabulary development SUBSTRAND Vocabulary and concept development STANDARD 1.3 Identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of new words. Prerequisite standards. Seventh-Grade <span class="highlight">Word</span> Analysis, Fluency, and Systematic Vocabulary Development Standards 1.2, 1.3. Standard 1.2: Use
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www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=229
derivations and particu­ larly useful affixes and roots. Assessment Entry-<span class="highlight">Level</span> Assessment 1. Entry-<span class="highlight">Level</span> Assessment <span class="highlight">for</span> Instructional Planning. Students can be tested on their knowledge of high-frequency prefixes, suffixes, and some nonword bases. Tasks should include (a) asking students the meanings of some of the <span class="highlight">morphological</span> elements; and (b) giving students some meanings and asking them to identify parts that correspond. Students should also be evaluated on their ability to break a <span class="highlight">word</span> into its
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www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=230
analyses of words. (Note: The morphology and derivation of many words are not always clear. <span class="highlight">For</span> example, linguistic experts are uncertain about the derivation and <span class="highlight">morphological</span> makeup of the <span class="highlight">word</span> embarrassed.) Advanced students can investigate such words and offer hypotheses regarding their derivation and makeup, citing evidence and sources to support those hypotheses. These students can also investigate esoteric derivations, such as the relationship between the Latin meaning of port and words such as
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www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=241
232 Chapter 5 Content Standards and Instructional Practices— Grades Nine Through Twelve Eleventh Grade and Twelfth Grade Standards and Instruction writing listeningreading <span class="highlight">Word</span> Analysis, Fluency, and Systematic speaking Vocabulary Development Etymology and morphology are the basis <span class="highlight">for</span> systematically building vocabu­ lary at this <span class="highlight">level</span>. The standards emphasize using those strategies to attack terms from political science, history–social science, science, and mathematics. Once more, however
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www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=303
vocabulary, and develop critical technical skills. It is essential <span class="highlight">for</span> students who are simultaneously learning English and read­ ing/language arts content to have additional time <span class="highlight">for</span> instruction and <span class="highlight">for</span> practice to master grade-<span class="highlight">level</span> content standards. 8. Support materials <span class="highlight">for</span> English learners must provide: a. Materials that address the Beginning, Early Intermediate, Interme­ diate, and Early Advanced levels of English-language proficiency at appropriate grade levels b. Thirty minutes of additional
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www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=307
will allow opportunities <span class="highlight">for</span> students to read, write, and discuss expository text. 30. These ELD materials must provide explicit, sequential, linguistically logi­ cal, and systematic instruction, practice, application, and diagnostic sup­ port in areas in which students are likely to have difficulty, including: a. Phonemic awareness and phonics b. Oral reading fluency c. <span class="highlight">Word</span> recognition and spelling d. Vocabulary and morphology e. Grammar and usage f. Listening and reading comprehension g
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www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=311
302 Chapter 9 Criteria <span class="highlight">for</span> Evaluating Instructional Materials: Kindergarten Through Grade Eight 49. By incorporating a curriculum-embedded diagnostic assessment, this pro­ gram positions students to progress rapidly toward reentry into the basic program at their appropriate grade <span class="highlight">level</span>. The instructional design of the program should assume that students can gain two grade levels <span class="highlight">for</span> each year of instruction. 50. The Intensive Intervention Program <span class="highlight">for</span> English Learners shall be evaluated <span class="highlight">for</span>
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www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=315
synonyms as well as <span class="highlight">identification</span> and usage of multiple-meaning words with grade-<span class="highlight">level</span> expectations b. <span class="highlight">Word</span> meaning including the relationship and association of words to other words c. Phonological, <span class="highlight">morphological</span>, syntactical, and semantic structures of English d. <span class="highlight">Identification</span> of origins and meanings of foreign words frequently used in English, beginning in grade six; in use of Greek, Latin, and Anglo-Saxon <span class="highlight">word</span> roots and affixes related to content-area words, beginning in grade seven; and in
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=349
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=349
syllables K–1 c. Detecting rhymes K–2 d. Blending onset/rime K–1 3 Phonics a. Alphabetic principle, including letter <span class="highlight">identification</span> in kindergarten, and sound-letter matching in K–1 K–1 b. Grapheme/letter-sound correspondences, including letter combinations <span class="highlight">for</span> individual phonemes (e.g., ci, ge, wh, e, oa, igh, _ck, and a_e) 1–3 4 Decoding and <span class="highlight">Word</span> Recognition (Attack) Skills a. <span class="highlight">Word</span> structure and fluency, including rapid naming (colors, objects, digits, and letters) K b. Sight <span class="highlight">word</span> reading K–2 c
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www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=372
exploration and practice or <span class="highlight">for</span> pleasure (using alliteration, creating rhymes, singing songs, clapping syllables, and so forth). <span class="highlight">word</span> recognition. The <span class="highlight">identification</span> and subsequent translation of the printed <span class="highlight">word</span> into its corresponding sound, leading to accessing the word’s meaning. writing as a process (or process writing). The process used to create, develop, and complete a piece of writing. Depending on the purpose and audience <span class="highlight">for</span> a particular piece of writing, students are taught to use the stages of
Scarab Workers: Harrison, James
between morphologically indistinguishable larvae is underway. Standard morphological techniques are also being used to identify or describe the whitegrubs and their adults. Early results indicate that molecular techniques can circumvent some of the above mentioned problems while standard m...
Smithsonian: The Plant Press Newsletter Volume 8.2
identifica- tions was first proposed by Paul Herbert and col- leagues with the ultimate goal of quick and reliable species-level identifications across all domains of life. These ideas have been applied most successfully in animals, although the usefulness and practicality of such approaches...
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identifica- tions was first proposed by Paul Herbert and col- leagues with the ultimate goal of quick and reliable species-level identifications across all domains of life. These ideas have been applied most successfully in animals, although the usefulness and practicality of such approaches have been long accepted for microor- ganisms for which morphological data is limiting or difficult to obtain. Until recently plants have been notably absent in the early stages of barcoding even though a Consortium for the
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http://botany.si.edu/pubs/plantpress/vol8no2.pdf#page=3
botany.si.edu/pubs/plantpress/vol8no2.pdf#page=3
identifica- tions was first proposed by Paul Herbert and col- leagues with the ultimate goal of quick and reliable species-<span class="highlight">level</span> identifications across all domains of life. These ideas have been applied most successfully in animals, although the usefulness and practicality of such approaches have been long accepted <span class="highlight">for</span> microor- ganisms <span class="highlight">for</span> which <span class="highlight">morphological</span> data is limiting or difficult to obtain. Until recently plants have been notably absent in the early stages of barcoding even though a Consortium <span class="highlight">for</span> the
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http://botany.si.edu/pubs/plantpress/vol8no2.pdf#page=9
botany.si.edu/pubs/plantpress/vol8no2.pdf#page=9
a shift to smaller flower size, abundant pollen production and high pollen/ovule ratios, smaller pollen grains, and upright, highly con- densed inflorescences, have had profound effects on the <span class="highlight">morphological</span> diversity found within this lineage. Two new species were published in the monograph (S. laui, S. perlmanii) and two others were published in papers leading up to the monograph (S. attenu- ate, S. jacobii). Several species presumed extinct were rediscovered during the course of intensive fieldwork <span class="highlight">for</span>
Secondary Literacy Instruction Intervention Guide (PDF)
Continue until the students understand the Reciprocal Teaching process. 3. After reading several passages, move the process of Reciprocal Teaching from teacher-directed to student- directed. Choose five students to be the Teacher / Leaders for the next level of Reciprocal Teaching. Di...
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Continue until the students understand the Reciprocal Teaching process. 3. After reading several passages, move the process of Reciprocal Teaching from teacher-directed to student- directed. Choose five students to be the Teacher / Leaders for the next level of Reciprocal Teaching. Divide the remaining story or passage into five logical parts. Give each Teacher / Leader a script and let each read over his / her part of the lesson before beginning to “teach” the class. Pass out the Student Task
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http://centeroninstruction.org/files/Secondary_Literacy_Instruction_Intervention_Guide.pdf#page=41
centeroninstruction.org/files/Secondary_Literacy_Instruction_Intervention...
<span class="highlight">Level</span> II strategies are a small set of powerful district-, site- or department identified learning strategies <span class="highlight">for</span> students that match the specific demands needed to learn the critical content in their core curriculum courses. Teachers explicitly teach these strategies and students then are provided ample practice and application opportunities in content-rich settings. • DISSECT - <span class="highlight">Word</span> <span class="highlight">Identification</span> Strategy • Visual Imagery • Reciprocal Instruction • QAR-Question / Answer Relationship • The
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http://centeroninstruction.org/files/Secondary_Literacy_Instruction_Intervention_Guide.pdf#page=42
centeroninstruction.org/files/Secondary_Literacy_Instruction_Intervention...
Continue until the students understand the Reciprocal Teaching process. 3. After reading several passages, move the process of Reciprocal Teaching from teacher-directed to student- directed. Choose five students to be the Teacher / Leaders <span class="highlight">for</span> the next <span class="highlight">level</span> of Reciprocal Teaching. Divide the remaining story or passage into five logical parts. Give each Teacher / Leader a <span class="highlight">script</span> and let each read over his / her part of the lesson before beginning to “teach” the class. Pass out the Student Task
Asteroidea (sea stars and starfishes)
they have yet to initiate changes in our classification system. Evidence from morphological characters In 1987, two differing hypotheses of order level relationships were proposed based on analyses of morphological characteristics (Blake 1987, Gale 1987, Figure 6,7). These two...
Exploring the Reconstruction Era
Black Codes.Students will critique the plans for altering the South's social structure and distribution of wealth and power which disadvantaged African-Americans. Students will discuss legislature passed during the Reconstruction Era. Additional Learning Objective(s): Approximate Du...
Scarab Workers: Miller, Liza
entomology, systematics, phylogenetics and population genetics. The objectives of her doctoral research were: (1) describe the morphology of 19 species of Australian canegrubs (Coleoptera: Scarabaeidae: Melolonthini); (2) develop a molecular identification key for morphologically si...
Utiliting CBM to Predict Placement Status/Compton, Fuchs and Fuchs
Following Subject Selection z First-grade (October) prediction battery − Phonemic awareness (CTOPP Sound Matching) − Rapid digit naming (CTOPP) − Oral vocabulary (WJ: Oral Vocabulary) − WIF z Short-term PM on WIF for 5 weeks z Outcome assessment in April of 2nd grade &...
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Following Subject Selection z First-grade (October) prediction battery − Phonemic awareness (CTOPP Sound Matching) − Rapid digit naming (CTOPP) − Oral vocabulary (WJ: Oral Vocabulary) − WIF z Short-term PM on WIF for 5 weeks z Outcome assessment in April of 2nd grade − Untimed decoding (WRMT Word Attack) − Untimed word identification (WRMT WID) − Timed decoding (TOWRE Phonemic Decoding Eff.) − Timed word identification (TOWRE Sight Word Eff.) − Reading comprehension (WRMT Passage Comprehension)
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http://centeroninstruction.org/files/UtilizingCBMToPredictPlacementStatus.pdf#page=10
centeroninstruction.org/files/UtilizingCBMToPredictPlacementStatus.pdf#pa...
Components of Effective Tier 1 Instruction (National Reading Panel Report, 2000) z Phonemic Awareness Instruction z <span class="highlight">Word</span> <span class="highlight">Identification</span> and Decoding Instruction z Fluency Instruction z Vocabulary Instruction z Comprehension Instruction
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centeroninstruction.org/files/UtilizingCBMToPredictPlacementStatus.pdf#pa...
NRCLD Study Purpose z Explore issues affecting development of decision rules <span class="highlight">for</span> selecting 1st graders <span class="highlight">for</span> Tier 2 intervention within an RTI model of LD <span class="highlight">identification</span>. z Research questions: − What is the added predictive utility of including initial <span class="highlight">word</span> <span class="highlight">identification</span> fluency (WIF) or 5 weeks of WIF PM to a multivariate screening battery (that already includes phonemic awareness, rapid naming skill, and oral vocabulary)? − Are there advantages to using classification tree analysis over logistic
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http://centeroninstruction.org/files/UtilizingCBMToPredictPlacementStatus.pdf#page=18
centeroninstruction.org/files/UtilizingCBMToPredictPlacementStatus.pdf#pa...
<span class="highlight">Word</span> <span class="highlight">Identification</span> Fluency (WIF) z CBM used to monitor the development of overall reading skill from beginning to end of 1st grade. z In previous work, strong predictive validity <span class="highlight">for</span> initial WIF and <span class="highlight">for</span> year-long WIF slopes with respect to end-of-year decoding, <span class="highlight">word</span> recognition, reading fluency, and reading comprehension performance.
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centeroninstruction.org/files/UtilizingCBMToPredictPlacementStatus.pdf#pa...
Overview of Study Methods In 42 classes in 16 middle-TN schools, identified low study entry 1st graders. In October, administered a multivariate prediction battery: initial WIF, phonemic awareness, rapid naming, oral vocabulary. Monitored progress with WIF, each week <span class="highlight">for</span> 5 weeks; calculated 5-week slope and <span class="highlight">level</span>. At end of grade 2, administered standardized reading battery: untimed and timed measures of <span class="highlight">word</span> <span class="highlight">identification</span> and <span class="highlight">word</span> attack and reading comprehension. Used the composite score across
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http://centeroninstruction.org/files/UtilizingCBMToPredictPlacementStatus.pdf#page=22
centeroninstruction.org/files/UtilizingCBMToPredictPlacementStatus.pdf#pa...
Following Subject Selection z First-grade (October) prediction battery − Phonemic awareness (CTOPP Sound Matching) − Rapid digit naming (CTOPP) − Oral vocabulary (WJ: Oral Vocabulary) − WIF z Short-term PM on WIF <span class="highlight">for</span> 5 weeks z Outcome assessment in April of 2nd grade − Untimed decoding (WRMT <span class="highlight">Word</span> Attack) − Untimed <span class="highlight">word</span> <span class="highlight">identification</span> (WRMT WID) − Timed decoding (TOWRE Phonemic Decoding Eff.) − Timed <span class="highlight">word</span> <span class="highlight">identification</span> (TOWRE Sight <span class="highlight">Word</span> Eff.) − Reading comprehension (WRMT Passage Comprehension)
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centeroninstruction.org/files/UtilizingCBMToPredictPlacementStatus.pdf#pa...
Identifying “At-Risk” Students z All first-grade students in each of the 42 classes were screened using: − RLN (CTOPP) − CBM <span class="highlight">Word</span> <span class="highlight">Identification</span> Fluency − Teacher judgment z The 6 lowest students per class on one or both measures, and also judged as such by the teacher, were designated “at risk.”
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Instructional Groups and Outcome Measures z 1 from the “high” group and 1 from the “low” group assigned randomly to Fall Tutoring (n = 84); 1 and 1 to Spring Tutoring—Maybe (n =84); 1 and 1 to No Tutoring (n = 84). Total N = 252. z Short-term PM on WIF <span class="highlight">for</span> 18 weeks of 1st grade z Outcome assessment in April of 3rd grade − Untimed decoding (WRMT <span class="highlight">Word</span> Attack) − Untimed <span class="highlight">word</span> <span class="highlight">identification</span> (WRMT WID) − Reading comprehension (WRMT Passage Comprehension) z A variable <span class="highlight">for</span> RD at the end of 3rd grade was
Smithsonian: The Plant Press Newsletter Volume 4.2
Page 15 predates the Origin? Adherence to similar logic would deny the monophyly of Coleoptera because it was named prior to Hennig’s precise definition of that word. This is silly. The LN is stable enough to say what we know, flexible enough to accommodate what we learn; independent of...
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Page 15 predates the Origin? Adherence to similar logic would deny the monophyly of Coleoptera because it was named prior to Hennig’s precise definition of that word. This is silly. The LN is stable enough to say what we know, flexible enough to accommodate what we learn; independent of specific theory, yet reflective of known empirical data; compatible with phylogenetic theory, but not a slave to it; particular enough for precise communication, general enough to reflect refuted hypotheses. LN is an
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http://botany.si.edu/pubs/plantpress/vol4no2.pdf#page=13
botany.si.edu/pubs/plantpress/vol4no2.pdf#page=13
(see Steven, The Development of Biology Systematics). Hierarchy adds structure to the classifica- tion but it is a particular type of structure often with unacknowledged implications. On a fundamental <span class="highlight">level</span> the hierarchical system imposes order and provides a context or framework that can be taught to beginners in the field. Teaching about organisms relies on some form of organiza- tional system. The challenge of learning about organisms where phylogenetic and <span class="highlight">morphological</span> data have not been com- pletely
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botany.si.edu/pubs/plantpress/vol4no2.pdf#page=15
Page 15 predates the Origin? Adherence to similar logic would deny the monophyly of Coleoptera because it was named prior to Hennig’s precise definition of that <span class="highlight">word</span>. This is silly. The LN is stable enough to say what we know, flexible enough to accommodate what we learn; independent of specific theory, yet reflective of known empirical data; compatible with phylogenetic theory, but not a slave to it; particular enough <span class="highlight">for</span> precise communication, general enough to reflect refuted hypotheses. LN is an
Adult Image of Emily Dickinson
died]." Some people see the word "Dec" instead of "rec" and think it may mean "December." This may be, but if so, it might indicate the month in which the image was received, for she died in May. Recent assessment of the image suggests that it may...
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