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Support Article: Learning to Learn the Visual Way
*Reading - 'Print oriented' people depend more on words or numbers in their images. Visual learners are more shape- and form-oriented. Provide handouts to illustrate ideas. Provide a quiet place to study away from verbal/auditory disturbances. Provide illust...
Word-form recognition accuracy, Rock, Paper, Scissors
8 minutes Materials: A deck of cards that contains each word recognition word learned so far for each pair of players. Ideally each deck should contain about 20 cards total. Goal: Given a written regular word, the student can say the word with automaticity (...
 The Relationship of the Component Skills of Reading to IALS Performance: Tipping Points an...
NCSALL Reports #29 March 2007 Torgesen, J. K. & Burgess, S.R. (1998). Consistency of reading-related phonological processes throughout early childhood. In J. Metsala & L. Ehri (Eds.), Word recognition in beginning reading. Hillsdale, NJ: Erlbaum. Tuijnman, A. (2001). Be...
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NCSALL Reports #29 March 2007 Torgesen, J. K. & Burgess, S.R. (1998). Consistency of reading-related phonological processes throughout early childhood. In J. Metsala & L. Ehri (Eds.), Word recognition in beginning reading. Hillsdale, NJ: Erlbaum. Tuijnman, A. (2001). Benchmarking Adult Literacy in North America: An International Comparative Study. Ottawa: Statistics Canada. Yamamoto, K. (1997). Scaling and linking. In T.S. Murray, I. S. Kirsch, & L. Jenkins (Eds.), Adult Literacy in the OECD
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http://www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=52
www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=52
NCSALL Reports #29 March 2007 Torgesen, J. K. & Burgess, S.R. (1998). Consistency <span class="highlight">of</span> reading-related phonological processes throughout early childhood. In J. Metsala & L. Ehri (Eds.), Word <span class="highlight">recognition</span> in beginning reading. Hillsdale, NJ: Erlbaum. Tuijnman, <span class="highlight">A</span>. (2001). Benchmarking Adult Literacy in North America: An International <span class="highlight">Comparative</span> <span class="highlight">Study</span>. Ottawa: Statistics Canada. Yamamoto, K. (1997). Scaling <span class="highlight">and</span> linking. In T.S. Murray, I. S. Kirsch, & L. Jenkins (Eds.), Adult Literacy in the OECD
MSU: Biometrics Research
that can be used to determine a person’s identity. Biometric recognition is the automatic recognition of a person based on one or more of these traits. The word “biometrics” is also used to denote biometric recognition methods. F...
Word-Form Recognition Accuracy, Word Sorts
Class Length: 10 minutes Materials: A deck of cards that contains each word recognition word learned so far for each pair of players (ideally, about 20 cards in a deck) Goal: goal = Given a written regular word, the student can say the word with autom...
Southworth & Hawes Gallery
The images presented here spent more than half a century in a Massachusetts basement, part of a group of 240 Southworth & Hawes works that were unknown and unseen until 1999. {For that part of the story, click here} Accompanying th...
Word-form recognition accuracy, Old Maid
your hand out face down, so that the person to the left of you can pick a card from your hand. (Model this for the students.) Now, Madison (to your left), please pick one card out of my hand. If the word on the card matches any of the words in your h...
EDSITEment: Portraits, Pears, and Perfect Landscapes: Investigating Genre in the Visual Ar...
and its genre. Guiding Questions What are genres in the visual arts? Learning Objectives Define genre in the visual arts, particularly in Western painting Recognize and explain the differences between subject and genre Identify the genre of a va...
Microsoft Word - English SOL 2002 & ELP Standards.doc
in face-to-face conversations. Students at proficiency level 1 can initiate and respond to basic statements and engage in basic face-to-face conversations with more fluent speakers. Oral Language K�2 3�5 LEP 1.1 The student will demonstrate gro...
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in face-to-face conversations. Students at proficiency level 1 can initiate and respond to basic statements and engage in basic face-to-face conversations with more fluent speakers. Oral Language K�2 3�5 LEP 1.1 The student will demonstrate growth in the understanding and use of oral language. a. Understand a few words, phrases, and/or sentences with basic English grammatical forms. √√ b. Speak with a few words, phrases, and/or sentences with basic English grammatical forms. √√ c. Answer simple questions
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=26
www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=2...
in <span class="highlight">face</span>-to-<span class="highlight">face</span> conversations. Students at proficiency level 1 can initiate <span class="highlight">and</span> respond to basic statements <span class="highlight">and</span> engage in basic <span class="highlight">face</span>-to-<span class="highlight">face</span> conversations with more fluent speakers. Oral Language K�2 3�5 LEP 1.1 The student will demonstrate growth in the understanding <span class="highlight">and</span> use <span class="highlight">of</span> oral language. <span class="highlight">a</span>. Understand <span class="highlight">a</span> few words, phrases, <span class="highlight">and</span>/or sentences with basic English grammatical forms. √√ b. Speak with <span class="highlight">a</span> few words, phrases, <span class="highlight">and</span>/or sentences with basic English grammatical forms. √√ c. Answer simple questions
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=42
www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=4...
in <span class="highlight">face</span>-to-<span class="highlight">face</span> conversations. Students at proficiency level 1 can initiate <span class="highlight">and</span> respond to basic statements <span class="highlight">and</span> engage in basic <span class="highlight">face</span>-to-<span class="highlight">face</span> conversations with more fluent speakers. Oral Language K�2 3�5 6�8 LEP 1.1 The student will demonstrate growth in the understanding <span class="highlight">and</span> use <span class="highlight">of</span> oral language. <span class="highlight">a</span>. Understand <span class="highlight">a</span> few words, phrases, <span class="highlight">and</span>/or sentences with basic English grammatical forms. √√√ b. Speak with <span class="highlight">a</span> few words, phrases, <span class="highlight">and</span>/or sentences with basic English grammatical forms. √√√ c. Answer simple
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=62
www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=6...
in <span class="highlight">face</span>-to-<span class="highlight">face</span> conversations. Students at proficiency level 1 can initiate <span class="highlight">and</span> respond to basic statements <span class="highlight">and</span> engage in basic <span class="highlight">face</span>-to-<span class="highlight">face</span> conversations with more fluent speakers. Oral Language K�2 3�5 6�8 9�12 LEP 1.1 The student will demonstrate growth in the understanding <span class="highlight">and</span> use <span class="highlight">of</span> oral language. <span class="highlight">a</span>. Understand <span class="highlight">a</span> few words, phrases, <span class="highlight">and</span>/or sentences with basic English grammatical forms. √√√√ b. Speak with <span class="highlight">a</span> few words, phrases, <span class="highlight">and</span>/or sentences with basic English grammatical forms. √√√√ c. Answer simple
Microsoft Word - historysol2008.doc
the concepts of site and situation to major cities in each region; b) explaining how the functions of towns and cities have changed over time; c) describing the unique influence of urban areas and some challenges they face. WG.12 The student will appl...
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the concepts of site and situation to major cities in each region; b) explaining how the functions of towns and cities have changed over time; c) describing the unique influence of urban areas and some challenges they face. WG.12 The student will apply geography to interpret the past, understand the present, and plan for the future by a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions; b) relating current events to the physical and human characteristics of
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=36
www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=36
the concepts <span class="highlight">of</span> site <span class="highlight">and</span> situation to major cities in each region; b) explaining how the functions <span class="highlight">of</span> towns <span class="highlight">and</span> cities have changed over time; c) describing the unique influence <span class="highlight">of</span> urban areas <span class="highlight">and</span> some challenges they <span class="highlight">face</span>. WG.12 The student will apply geography to interpret the past, understand the present, <span class="highlight">and</span> plan <span class="highlight">for</span> the future by <span class="highlight">a</span>) using geographic knowledge, skills, <span class="highlight">and</span> perspectives to analyze problems <span class="highlight">and</span> make decisions; b) relating current events to the physical <span class="highlight">and</span> <span class="highlight">human</span> characteristics <span class="highlight">of</span>
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