|
Education
Web
 Symbolic model of Spatial Relations in the Human Brain
Benefits: link with numeric information Information = data or knowledge Automatic interpretation, labelling... Use automatic segmentation and labelling for: automatic validity checking of Kn. Base obtaining new knowledge (e.g. statistical studies of variabilities)...
1
0
Benefits: link with numeric information Information = data or knowledge Automatic interpretation, labelling... Use automatic segmentation and labelling for: automatic validity checking of Kn. Base obtaining new knowledge (e.g. statistical studies of variabilities)
15
0
http://ontology.buffalo.edu/anatomy_GIS/Dameron.pdf#page=15
ontology.buffalo.edu/anatomy_GIS/Dameron.pdf#page=15
current <span class="highlight">segmentation</span> algorithms are dumb only rely on the value <span class="highlight">of</span> voxels (and neighbors) no matter how complicated the algorithms are, this is still the wrong <span class="highlight">approach</span> we have a priori knowledge about what entities should look like we have a priori knowledge about the constraints that have to be respected currently, this aspect is ignored or at best harcoded and application-specific Segmenting images
52
0
http://ontology.buffalo.edu/anatomy_GIS/Dameron.pdf#page=52
ontology.buffalo.edu/anatomy_GIS/Dameron.pdf#page=52
Benefits: link with numeric information Information = data or knowledge Automatic interpretation, labelling... Use automatic <span class="highlight">segmentation</span> and labelling for: automatic validity checking <span class="highlight">of</span> Kn. Base obtaining new knowledge (e.g. <span class="highlight">statistical</span> studies <span class="highlight">of</span> variabilities)
56
0
http://ontology.buffalo.edu/anatomy_GIS/Dameron.pdf#page=56
ontology.buffalo.edu/anatomy_GIS/Dameron.pdf#page=56
Benefits: combination with other domains (cont.) <span class="highlight">Using</span> the stratified <span class="highlight">approach</span> looks ontologically more sound allows formal definition: e.g. one <span class="highlight">of</span> the firmly <span class="highlight">connected</span> parts <span class="highlight">of</span> the region <span class="highlight">of</span> the pathology (if tumors can have metastasis) is a proper part (or overlaps with) <span class="highlight">of</span> the region <span class="highlight">of</span> the anatomical entity scales up pretty well requires expressive formalisms (role composition, rules...)
58
0
http://ontology.buffalo.edu/anatomy_GIS/Dameron.pdf#page=58
ontology.buffalo.edu/anatomy_GIS/Dameron.pdf#page=58
Open questions Is it really useful/worth the trouble? yes: consistency yes: automatic help for acquiring new knowledge Link with numeric data for <span class="highlight">segmentation</span> and labeling: new <span class="highlight">approach</span>
Learning Disabilities Online:Phoneme Awareness Act
and rhyming songs as well as sentence segmentation that demonstrates an awareness that speech can be broken down into individual words. At the center of the continuum are activities related to segmenting words into syllables and blending syllables into words. Next...
Data-Based Instructional Decision Making
82 „ Phonological awareness: The understanding that ORAL language can be broken down into smaller components and the ability to manipulate those components--sentences into words, words into syllables, words into onsets and rimes, and words into individual phonemes—/s/ /u/ /n/ or /...
1
0
82 „ Phonological awareness: The understanding that ORAL language can be broken down into smaller components and the ability to manipulate those components--sentences into words, words into syllables, words into onsets and rimes, and words into individual phonemes—/s/ /u/ /n/ or /s/ /u/ /n/ /sh/ /i/ /n/ „ Phonemic awareness: the ability to hear, identify, and manipulate individual sounds in spoken words; appears critical for reading and spelling development „ Put Reading First—various
82
0
http://centeroninstruction.org/files/DataBasedInstructionalDecisionMaking_powerpoint.pdf#page=82
centeroninstruction.org/files/DataBasedInstructionalDecisionMaking_powerp...
82 „ Phonological awareness: The understanding that ORAL language can be broken down into smaller components and the ability to manipulate those components--sentences into words, words into <span class="highlight">syllables</span>, words into onsets and rimes, and words into individual phonemes—/s/ /u/ /n/ or /s/ /u/ /n/ /sh/ /i/ /n/ „ Phonemic awareness: the ability to hear, identify, and manipulate individual sounds <span class="highlight">in</span> spoken words; appears critical for reading and spelling development „ Put Reading First—various
Auburn University: Decoding Glossary
larger than a phoneme, especially syllables and rimes (common elements in rhyming words). Segmentation means breaking down a word into word parts. Sight words are words a reader recognizes instantly. We normally store sight words as a biproduct of decoding. Vowels a...
Differentiated Reading Instruction:
names and fluency and accuracy in identifying letter-sound correspondences with attention to matching and identifying initial, final and medial sounds.* Independent Student Center Activities: - Syllables-Segmenting: Syllable Graph (PA.023) Students sort pictures by the number of...
1
0
names and fluency and accuracy in identifying letter-sound correspondences with attention to matching and identifying initial, final and medial sounds.* Independent Student Center Activities: - Syllables-Segmenting: Syllable Graph (PA.023) Students sort pictures by the number of syllables and glue on a graph. - Onset and Rime: Say it Now (P.048) Students play a blending game to make words using onsets and rimes. Group Members Kershawn, Ellie, Michael Minimum Meeting Frequency Daily Lesson Structure
7
0
http://www.fcrr.org/assessment/pdf/smallGroupAlternativeLessonStructures.pdf#page=7
www.fcrr.org/assessment/pdf/smallGroupAlternativeLessonStructures.pdf#pag...
names and fluency and accuracy <span class="highlight">in</span> identifying letter-sound correspondences with attention to matching and identifying initial, final and medial sounds.* Independent Student Center Activities: - <span class="highlight">Syllables</span>-Segmenting: Syllable Graph (PA.023) Students sort pictures by the number <span class="highlight">of</span> <span class="highlight">syllables</span> and glue on a graph. - Onset and Rime: Say it Now (P.048) Students play a blending game to make words <span class="highlight">using</span> onsets and rimes. Group Members Kershawn, Ellie, Michael Minimum Meeting Frequency Daily Lesson Structure
Mathematics Computation
math examples. Students can print their own worksheets and keys to check their work. AdditionSubtractionMultiplicationDivisionRounding Tweet G Delicious E-mail Addition: 2 Digit Addition No Regrouping (Carrying) 2 Digit Addition 3 Digit Addition Subtraction: 2 ...
Fifth Grade (AAA Math) - John Banfill
Measurement - Volume Measurement - Temperature Consumer Math Perimeter and Circumference Area Surface Area Volume Geometric Properties Expressions Statistics Negative and Positive Integers Return to Top Fifth Grade - Lessons Introduction Hands on Activities Fifth Grade Progress Report Place Va...
Glossary of Reading-related Terms
language (e.g. vowels in CVCs are short). See also extrinsic phonics, intrinsic phonics, and synthetic phonics. Phonograms — A succession of letters that represent the same phonological unit in different words, such as IGHT in FLIGHT, MIGHT and TIGHT. Phonolo...
Reading/Language Arts (CA Dept. of Education)
—from rhyming and sound matching to blending, segmentation, and manipulation 6. Focusing on segmentation or the combination of blending and segmenting 7. Starting with larger linguistic units (words and syllables) and proceeding to smaller linguistic units (phonemes...
1
0
—from rhyming and sound matching to blending, segmentation, and manipulation 6. Focusing on segmentation or the combination of blending and segmenting 7. Starting with larger linguistic units (words and syllables) and proceeding to smaller linguistic units (phonemes) 8. Focusing beginning instruction on the phonemic level of phonological units with short words (two to three phonemes; e.g., at, mud, run) 9. Focusing first on the initial sound (sat), then on the final sound (sat), and lastly on the
39
0
http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=39
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=39
write. The National Research Council (1998, 8) states that temporary spellings, specifically those used <span class="highlight">in</span> the phonetic stage, can be “helpful for developing understanding <span class="highlight">of</span> the identity and <span class="highlight">segmentation</span> <span class="highlight">of</span> <span class="highlight">speech</span> sounds and sound-spelling relationships. Conventionally correct spelling should be developed through focused instruction and practice. Primary children should be expected to spell previously studied words and spelling patterns correctly <span class="highlight">in</span> their final writing products.” Fundamental skills <span class="highlight">in</span>
45
0
http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=45
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=45
—from rhyming and sound matching to blending, <span class="highlight">segmentation</span>, and manipulation 6. Focusing on <span class="highlight">segmentation</span> or the combination <span class="highlight">of</span> blending and segmenting 7. Starting with larger linguistic units (words and <span class="highlight">syllables</span>) and proceeding to smaller linguistic units (phonemes) 8. Focusing beginning instruction on the phonemic level <span class="highlight">of</span> phonological units with short words (two to three phonemes; e.g., at, mud, run) 9. Focusing first on the initial sound (sat), then on the final sound (sat), and lastly on the
86
0
http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=86
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=86
77 understand that some words are not spelled as they sound. The spelling <span class="highlight">of</span> those words must be memorized at this stage. • Teach decoding strategies initially, <span class="highlight">using</span> words with meanings familiar to students. Multisyllabic word reading. As students progress <span class="highlight">in</span> word-analysis skills, they encounter more complex words, particularly words with more than one syllable. <span class="highlight">In</span> the second grade students learn the rules <span class="highlight">of</span> syllabication. Two strategies aid multisyllabic word recognition—breaking the word into
263
0
http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=263
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=263
254 Chapter 6 Assessment <span class="highlight">of</span> Proficiency <span class="highlight">in</span> the Language Arts assess and when. <span class="highlight">In</span> the early grades key indicators or predictors can be used to identify students making adequate progress toward literacy standards and those likely to have continued difficulty <span class="highlight">in</span> learning to read. Those key indicators are derived largely from research on students who learn to read easily <span class="highlight">in</span> comparison with those who do not. Knowledge <span class="highlight">of</span> letter names, phonemic <span class="highlight">segmentation</span>, the reading <span class="highlight">of</span> nonsense words, and fluency
264
0
http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=264
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=264
255 Table 1. Progress-Monitoring Assessment Schedule for Kindergarten Through Grade Chapter 6 Three Assessment <span class="highlight">of</span> Proficiency <span class="highlight">in</span> the Language Arts Grade Skill Indicator K One Two Three Phoneme awareness Produce rhyming words. Count <span class="highlight">syllables</span>. Distinguish/match initial, final, and medial sounds. Blend phonemes into words. Spring (initial and final sounds) Fall/winter (initial, final, and medial sounds— diagnostic only) Diagnostic only Diagnostic only Phoneme
345
0
http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=345
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=345
336 Chapter 9 Criteria for Evaluating Instructional Materials: Kindergarten Through Grade Eight Appendix 9-C: Curriculum Content Table 1. Curriculum Content, Kindergarten Through Grade Three To guide teachers <span class="highlight">in</span> teaching the technical skills <span class="highlight">of</span> reading <span class="highlight">in</span> kindergarten through grade three, effective instructional programs include the elements listed below. These elements are presented <span class="highlight">in</span> an explicit, sequential, linguistically logical, and systematic manner. Foundational Elements
347
0
http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=347
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=347
Phoneme identification, including counting phonemes <span class="highlight">in</span> words; distinguishing initial, final, and medial phonemes; and matching initial, final, and medial sounds <span class="highlight">in</span> spoken words b. Phoneme blending c. Phoneme <span class="highlight">segmentation</span> d. Phoneme manipulation, including phoneme addition and deletion, grade 1; phoneme substitution, grades 1–2; phoneme reversal, grades 2–3 2 Phonological Awareness a. Recognizing words <span class="highlight">in</span> sentences b. Segmenting words into <span class="highlight">syllables</span> c. Detecting rhymes d. Blending onset/rime 3 Phonics
349
0
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
340 Chapter 9 Criteria for Evaluating Instructional Materials: Kindergarten Through Grade Eight Table 3. Curriculum Content, Intensive Intervention Program To guide teachers <span class="highlight">in</span> teaching the technical skills <span class="highlight">of</span> reading <span class="highlight">in</span> grades four through eight, effective intensive intervention instructional programs include the elements listed below. These elements are presented <span class="highlight">in</span> an explicit, sequential, linguistically logical, and systematic manner. Skill Grade Foundational Elements: Grades Four
369
0
http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=369
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=369
morpheme. A linguistic unit <span class="highlight">of</span> relatively stable meaning that cannot be divided into smaller meaningful parts; the smallest meaningful part <span class="highlight">of</span> a word. narration. One <span class="highlight">of</span> the four traditional forms <span class="highlight">of</span> composition <span class="highlight">in</span> <span class="highlight">speech</span> and writ­ ing. Its purpose is to tell a story or give an account <span class="highlight">of</span> something dealing with sequences <span class="highlight">of</span> events and experiences. narrative. A story or narrated account <span class="highlight">of</span> actual or fictional events. onset and rime. Intersyllabic units that are smaller than words and <span class="highlight">syllables</span> but larger than
Problem Solving and Response to Intervention/Marston
Baseline Data for John in February ¾ Read 6 wpm on 2nd grade CBM passages ¾ Identified 18 out of 100 basic sight words ¾ Said 12 segments in one minute on phoneme segmentation 4...
1
0
Baseline Data for John in February ¾ Read 6 wpm on 2nd grade CBM passages ¾ Identified 18 out of 100 basic sight words ¾ Said 12 segments in one minute on phoneme segmentation 4
11
0
http://centeroninstruction.org/files/ImplementationOfRtI.pdf#page=11
centeroninstruction.org/files/ImplementationOfRtI.pdf#page=11
Baseline Data for John <span class="highlight">in</span> February ¾ Read 6 wpm on 2nd grade CBM passages ¾ Identified 18 out <span class="highlight">of</span> 100 basic sight words ¾ Said 12 segments <span class="highlight">in</span> one minute on phoneme <span class="highlight">segmentation</span> 4
36
0
http://centeroninstruction.org/files/ImplementationOfRtI.pdf#page=36
centeroninstruction.org/files/ImplementationOfRtI.pdf#page=36
Grade 1 Phoneme <span class="highlight">Segmentation</span> 0 5 10 15 20 25 30 35 40 45 50 55 60 65 Sept. Oct. Nov. Dec. Jan. Feb. March April May June C o r r e c t P h o n e m e s S e g m e n t e d 75th %ile 50th %ile 25th %ile From Minneapolis Public Schools (1999), Performance Assessment <span class="highlight">of</span> Reading <span class="highlight">in</span> the Problem Solving Model.
|
