iSEEK - Education

explain shades of meaning in related words (e.g., softly and quietly). As in the fourth and fifth grades, students should continue to engage in exten sive independent reading as the primary means for increasing vocabulary knowl edge. They must continue to be given ample opportunities and encouragement to read. Vocabulary instruction must still be systematic (see the vocabulary guide lines for the fourth grade). Instruction in word derivation should be a common component of instruction across the academic

35 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=35 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=35

of those skills by the end of the third grade is the goal for all students. Students achieve those skills by building on a progression of carefully specified and strategically sequenced content standards and instruction that begins in kindergarten. Proficiency is based on critical building blocks in each grade. Some of the building blocks (e.g., vocabulary development, analysis of narrative text) span kindergarten through grade three, and others (e.g., phonemic awareness, concepts about print) are

36 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=36 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=36

importance of struc tural features of words (affixes) to word meaning (Beck, McKeown, and Kucan 2002). Wide reading is essential to learning vocabulary and must be an integral component of instruction. At first the teacher should read literary and expository texts to students, exposing them to vocabulary they are not yet able to read. As students develop proficiency in word recognition, they are taught independent Chapter 3 Content Standards and Instructional Practices— Kindergarten Through Research has

103 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=103 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=103

expression. The strands to be emphasized at the third-grade level are listed on the previous page under the appropriate domains. Each of the strands is addressed separately with the exception of the written and oral English-language conventions strand, which is integrated within appro priate sections. writing listeningreading Word Analysis, Fluency, and Vocabulary speaking Development Decoding and Word Recognition Specific decoding instruction in the earlier grades and redundancy of exposure through

104 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=104 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=104

Students are also taught to spell words that have high utility for meaning, spelling, and decoding. In addition to being taught structural analysis, students should be taught strategies to confirm the fit of the word in context. Although contextual analysis has limited usefulness as a single word-recognition strategy, it expands students’ capacity for word analysis and recognition when used to confirm the accuracy of words identified by decoding and structural analysis. Words identified through the

124 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=124 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=124

in their understand ing and analysis of text. Many students need encouragement and structures to read independently outside class so that they can strengthen all aspects of their reading development (Baker, Gersten, and Grossen 2002). Students with diagnosed needs in word recognition and fluency will require the most intensive interventions in grades four through eight (Bos and Vaughn 2002; Foorman and Torgesen 2001). However, teachers in self-contained class rooms and content areas can assist in a

146 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=146 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=146

standards continue to emphasize the use of internal, morphological, etymological, and historical word 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 for

164 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=164 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=164

explain shades of meaning in related words (e.g., softly and quietly). As in the fourth and fifth grades, students should continue to engage in exten sive independent reading as the primary means for increasing vocabulary knowl edge. They must continue to be given ample opportunities and encouragement to read. Vocabulary instruction must still be systematic (see the vocabulary guide lines for the fourth grade). Instruction in word derivation should be a common component of instruction across the academic

288 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=288 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=288

279 the language arts standards. Specialists “could specialize in knowledge about the cognitive processes involved in typical acquisition of academic skills, in knowl edge about the ways in which children might go awry in acquiring important cognitive and academic skills, and in adapting instruction for children with a variety of cognitive and academic difficulties” (Spear-Swerling and Sternberg 1998, 401). Library Media Teachers The American Association of School Librarians and the Association for

372 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=372 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=372

word analysis). Refers to the process used to decode words. Stu dents are taught multiple strategies to identify a word. This sequence progresses from decoding of individual letter-sound correspondences, letter combina tions, phonics analysis and rules, and syllabication rules to analyzing structural elements (including prefixes, suffixes, and roots). Advanced word-analysis skills include strategies for identifying multisyllabic words. word play. A child’s manipulation of sounds and words for language

www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=164

Average Rating (0 votes)

Unit Plan Design

Lesson 1: [sample template] Lesson 2: Lesson 3: Lesson 4: Independent Work Group Work Writing Component Classroom Management for access to computers Assessment - (tests, portfolios, journals, web pages, etc.) developing rubrics [a sample] Did the students move f...

www.globalclassroom.org/unittemp.html

Average Rating (0 votes)

Tehran Times

Hamid Golpira Senior editor, columnist and reporter of TT Gul Jammas Hussain Gul Jammas's take on international issues Yvonne Ridley Yvonne Ridley's comments on war, media and information age. Yuram Abdullah Weiler Yuram writes perspectives on Islam, social justice and......

www.tehrantimes.com/

Average Rating (0 votes)

The Relationship of the Component Skills of Reading to IALS Performance: Tipping Points an...

9 9

14 14

45 45

46 46

47 47

1 0

readers, with information from our background questionnaire providing external validity for the preliminary five-class solution we present. Implications of Our Latent Class Analysis for Instruction Ultimately, the technique of latent class analyses of adult reader profiles could be used by the adult education system to identify types of readers for instructional purposes, from beginners through GED levels. Simply knowing a reader’s score on a reading comprehension test does not usually give teachers

9 0 http://www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=9 www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=9

EXECUTIVE SUMMARY Background As its title indicates, this study’s aim was to understand the relationship of the component skills of reading, such as word recognition, vocabulary, and spelling, to large-scale measures of literacy, such as the 1992 National Adult Literacy Survey (NALS) (Kirsch, Jungleblut, Jenkins, & Kolstad, 1993) and the closely related International Adult Literacy Survey (IALS) (Tuijnman, 2001). The NALS and IALS used real-world items such as advertisements, bus schedules

14 0 http://www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=14 www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=14

readers, with information from our background questionnaire providing external validity for the preliminary five-class solution we present. Implications of Our Latent Class Analysis for Instruction Ultimately, the technique of latent class analyses of adult reader profiles could be used by the adult education system to identify types of readers for instructional purposes, from beginners through GED levels. Simply knowing a reader’s score on a reading comprehension test does not usually give teachers

45 0 http://www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=45 www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=45

CONCLUSIONS Implications of “Tipping Points” for Instruction We have made a beginning at identifying “tipping points” in print and vocabulary abilities by noting that, at the .85 proficiency level, those abilities coincide with the onset of IALS Level 3 literacy skills, with all that Level 3 performance implies for improved quality of life opportunities. Our latent class analysis supported this finding when it created Class 1, which is made up of people distributed on either side of the IALS Levels

46 0 http://www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=46 www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=46

approaches work best for these “tipping point” students. Fortunately, several of the adult literacy studies currently underway and funded by National Institute of Child Health and Human Development and the Institute of Education Sciences are exploring this and other questions related to best practice in reading instruction for these adult intermediate readers. The Relationship of the Component Skills to Comprehension This research indicates that the components of vocabulary and word recognition have the same

47 0 http://www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=47 www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=47

reported very limited English abilities. Implications of Our Latent Class Analysis for Instruction Ultimately, the technique of latent class analyses of adult reader profiles could be used by the adult education system to identify different types of readers for instructional purposes, from beginners through GED levels. University and hospital reading clinics have been using this reading profile approach for many years (Chall, 1994; Chall and Curtis, 1990). As our analysis suggests, patterns of strengths

www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=14

Average Rating (0 votes)

Optical Character Recognition Systems

use with these devices. The package includes the user interface software, scanner and recognition software. A package including Braille translation software is available. Reading Edge (Xerox Imaging Systems) Hardware Independent. This system is a reading machine with voice o...

www2.edc.org/NCIP/library/vi/ocr.htm

Average Rating (0 votes)

Put Reading First 2nd Ed. PDF

1 0

the student’s comprehension is poor for the text that she or he reads orally. Is increasing word recognition skills sufficient for developing fluency? Isolated word recognition is a necessary but not sufficient condition for fluent reading. Throughout much of the twentieth century, it was widely assumed that fluency was the result of word recognition proficiency. Instruction, therefore, focused primarily on the development of word recognition. In recent years, however, research has shown that fluency is a

36 0 http://centeroninstruction.org/files/PutReadingFirst2ndEd.pdf#page=36 centeroninstruction.org/files/PutReadingFirst2ndEd.pdf#page=36

the student’s comprehension is poor for the text that she or he reads orally. Is increasing word recognition skills sufficient for developing fluency? Isolated word recognition is a necessary but not sufficient condition for fluent reading. Throughout much of the twentieth century, it was widely assumed that fluency was the result of word recognition proficiency. Instruction, therefore, focused primarily on the development of word recognition. In recent years, however, research has shown that fluency is a

centeroninstruction.org/files/PutReadingFirst2ndEd.pdf#page=36

Average Rating (0 votes)

Library Media Program Rubric

1 0

collaborate on the use of information literacy and technology standards for low-end location, access and selection skills. ¨ Information literacy and technology skills expand beyond locating information to analysis, evaluation and synthesis. ¨ LMS and teachers share responsibility for information and literacy skills. Students learn to make information and technology literacy skills an integral part of their work. 3. Promotes reading for literacy and personal enjoyment. ¨ The library media program places no

3 0 http://maschoolibraries.org/dmdocuments/rubric.pdf#page=3 maschoolibraries.org/dmdocuments/rubric.pdf#page=3

collaborate on the use of information literacy and technology standards for low-end location, access and selection skills. ¨ Information literacy and technology skills expand beyond locating information to analysis, evaluation and synthesis. ¨ LMS and teachers share responsibility for information and literacy skills. Students learn to make information and technology literacy skills an integral part of their work. 3. Promotes reading for literacy and personal enjoyment. ¨ The library media program places no

maschoolibraries.org/dmdocuments/rubric.pdf#page=3

Average Rating (0 votes)

Human Identification at a Distance

Conference (CVPR 2001), Kauai, Hawaii, December 2001.[pdf] Tanawongsuwan, Bobick, "Gait recognition from time-normalized joint-angle trajectories in the walking plane" In Proceedings of IEEE Computer Vision and Pattern Recognition Conference (CVPR 2001), Kauai, Hawaii,...

www.cc.gatech.edu/cpl/projects/hid/

Average Rating (0 votes)

Brain and Cognitive Sciences

9.67 Object and Face Recognition Spring 2001 9.68 Affect: Biological, Psychological, and Social Aspects of "Feelings

ocw.mit.edu/OcwWeb/Brain-and-Cognitive-Sciences/index.htm

Average Rating (0 votes)

National Strategies for Health Care Providers: Pesticides Initiative

50 50

55 55

63 63

69 69

76 76

77 77

81 81

85 85

94 94

100 100

1 0

Component A: Make the case for practitioners — Develop an effective case statement to convince primary care providers of the need to incorporate occupational and environmental health and pesticide awareness into their practice settings. Component B: Define practice skills and guidelines — Produce National Guidelines that recommend practice behaviors and guidelines for the recognition, management, and prevention of pesticide exposures, for all practicing health care providers; define accompanying content related to

50 0 http://www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=50 www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=50

model programs. Component A: Make the case for change in educational settings — Develop an effective case statement to convince decision-makers about the need for environmental health and pesticide education in medical and nursing educational institutions. Component B: Define competencies and integration strategies for curricula — Produce National Guidelines that recommend competencies specific to the recognition, management and prevention of pesticide exposures, for all basic and advanced training in medicine

55 0 http://www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=55 www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=55

E D U C A T I O N 44 National Strategies for Health Care Providers: Pesticides Initiative Implementation Plan EDUCATION COMPONENT B: Define Competencies and Integration Strategies for Curricula Statement Produce National Guidelines that recommend competencies specific to the recognition, management and prevention of pesticide exposures, for all basic and advanced training in medicine and nursing; define accompanying content areas; suggest methods of integration into curricula; and provide access to

63 0 http://www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=63 www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=63

E D U C A T I O N 52 National Strategies for Health Care Providers: Pesticides Initiative Implementation Plan EDUCATION COMPONENT C: Assess Educational Settings Statement Conduct an assessment of the target audience of educational institutions to determine: (a) amount of existing coursework, (b) faculty members’ current knowledge and skill levels, and comfort with teaching pesticide-related topics, and (c) how faculty and educational institutions will best respond to educational programs and information

69 0 http://www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=69 www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=69

gynecology, emergency medicine, or preventive medicine/public health). � Commitment of staff time (part-time health educator and administrative support). � Existing and proposed partnerships within the academic health center to ensure that the faculty champion’s work reaches all schools within the institution. � Teaching and curriculum development component, including baseline analysis of student knowledge and skills. � Institutional change component with specific strategies articulated for changing

76 0 http://www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=76 www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=76

Component A: Make the case for practitioners — Develop an effective case statement to convince primary care providers of the need to incorporate occupational and environmental health and pesticide awareness into their practice settings. Component B: Define practice skills and guidelines — Produce National Guidelines that recommend practice behaviors and guidelines for the recognition, management, and prevention of pesticide exposures, for all practicing health care providers; define accompanying content related to

77 0 http://www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=77 www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=77

P R A C T I C E 66 National Strategies for Health Care Providers: Pesticides Initiative Implementation Plan the United States should incorporate environmental considerations in prevention, education, management, and referral. Component F: Create incentives for change — Identify and promote a number of incentives to incorporate appropriate prevention, recognition, and management of pesticide-related health conditions into health care practices. Specifically: (1) provide grant support to practicing providers

81 0 http://www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=81 www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=81

P R A C T I C E 70 National Strategies for Health Care Providers: Pesticides Initiative Implementation Plan PRACTICE COMPONENT B: Define Practice Skills and Guidelines Statement Produce National Guidelines that recommend practice skills and guidelines for the recognition, management, and prevention of pesticide exposures, for all practicing health care providers; define accompanying content related to expected behavior; suggest methods of integration into practice and training settings; and provide access

85 0 http://www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=85 www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=85

P R A C T I C E 74 National Strategies for Health Care Providers: Pesticides Initiative Implementation Plan PRACTICE COMPONENT C: Assess Knowledge and Skills of Practitioners Statement Conduct an assessment of the target audience of primary care providers to determine: (a) providers’ current knowledge; and (b) how providers will best respond to educational programs and information resources. This assessment will be comprised of a literature review and a range of needs assessment analyses. Expected Outcomes

94 0 http://www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=94 www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=94

P R A C T IC E National Strategies for Health Care Providers: Pesticides Initiative Implementation Plan 83 PRACTICE COMPONENT F: Create Incentives for Change Statement Identify and promote a number of incentives to incorporate appropriate prevention, recognition, and management of pesticide-related health conditions into health care practices. Specifically: (1) provide grant funding to practicing providers for interventions and research related to pesticide poisonings and exposures; (2) create free and

100 0 http://www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=100 www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=100

credibility and usefulness of resources by establishing a national review board to evaluate them. Component A: Inventory existing resources — Determine what educational and information programs and materials for health care providers exist currently in education and practice settings and what gaps should be filled. Component B: Establish a national review board — Create a national body to determine assessment criteria and evaluate existing resources, with the goal of identifying, selecting, and assessing the ideal

www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=76

Average Rating (0 votes)

Back to search results

1 2 3 4 5 6 7 8 9

Pages

Send results

Total time to process: 10953ms - Cache load: 0ms.

All Subjects
Art/Dance
Career Education
Civics/Government
Economics
English Language Arts
English as a Second Language
Foreign Languages
Global Studies
Health/Physical Education
History/Geography
Mathematics
Music/Theater
Philosophy
Psychology
Professional Development
Religion
School Adminstration
Special Education
Earth Science
Life Science
Physical Science
Technology