Jared is a 3-year old boy whose reading, writing, oral language, and phonological skills are being assessed. He understands basic concepts like holding a book correctly and that stories have pictures, but does not recognize that words have meaning. In writing, he uses pictures but not letters to convey meaning. Orally, he has good syntax but needs work on some pronunciation. Overall assessments show he is at an early pre-reading/writing stage with strengths in comprehension and motor skills, and needs practice with letter-sound connections, conventions of print, and phonological awareness.
The muse 3_d_view_of_the_hubble_deep_field_southSérgio Sacani
Artigo mostra como foram as observações feitas com o MUSE, o novo instrumento do VLT do campo profundo do Hubble. Além de descobrir 20 novos objetos, o MUSE conseguiu medir as propriedades das galáxias e até representar as mais próximas em 3 dimensões.
The muse 3_d_view_of_the_hubble_deep_field_southSérgio Sacani
Artigo mostra como foram as observações feitas com o MUSE, o novo instrumento do VLT do campo profundo do Hubble. Além de descobrir 20 novos objetos, o MUSE conseguiu medir as propriedades das galáxias e até representar as mais próximas em 3 dimensões.
Corsi di cucina creativa roma - Tutti i migliori corsi di cucina creativa a Roma scontati fino all'80%.
Vieni a scoprirli su http://www.corsidicucinaroma.it
Vi presenteremo le nostre nuove tecnologie e packaging sulla nostra nuova brochure aziendale durante il prossimo Fruit Logistica!
We will introduce you our new technologies and packaging on our brand new company brochure during next Fruit Logistica!
A Balanced Literacy Program for Special EducationJoanne Cardullo
Special education students progress more rapidly when they participate in a literacy program that balances phonological awareness with comprehension. Reading with meaning is an educator's ultimate goal!
Penny Ur
This session will begin with a summary of some interesting insights from the research and their implications for teaching. We shall then look at some practical ways in which we can help students acquire, consolidate and widen their vocabulary in order to communicate and read texts successfully in English.
Communicative approach seems to appeal every language teacher nowadays. "Though teachers who are relatively new to the profession may not be familiar with many of the issues raised by communicative teaching methodology" Richards (2006, p1). This setting, in some cases, applies not only to novice teachers in the Colombian context. Besides, the problem is not only being familiar with this theory, but also how it can be translated to practice in the foreign language classroom.
SSP (Speech Sound Pics) Phonics from the Reading whisperer.
Please save to your computer in order to hear audio, and view animations and songs.
ALL Jolly Phonics songs available on www.youtube.com/soundpics - email to ask how to download to your computer.
Free lessons, resources and support for teachers and parents
www.readingteachertraining.com
www.facebook.com/readaustralia
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
9. At first glance…
• What do you notice as you reflect on
Jared’s reading sample?
10. Preliminary Reading Analysis
Patterns Strengths Needs
holds book draws meaning letter/sound
correctly from pictures recognition
huge vocabulary
turns pages on his base more concepts of
own print
beginning stages of
tells the story using concepts of print
the picture
11. What must learners understand about concepts of prinT as
they begin to read & write?
• Print carries meaning; it conveys a message.
• Spoken words can be written & preserved.
• Written words can be spoken (read aloud).
• In English, words are read from left to right, top to
bottom.
• In English & other alphabetic languages, speech stream
can be divided into sounds & these sounds are
represented by letters or groups of letters (alphabetic
principle).
• Speech has a linear sequence in time that tends to
correspond to the linear sequence of written language
• Sound/symbol correspondences are consistent, but in
English there are many exceptions.
12. Additional Preliminary Findings
Conventions of print: Jared understands how to hold
book, recognizes book cover, knows to start on first page
to read story, turned pages on his own, understands that
pages link the story together.
Understands that book carries meaning:Jared
understands that the book tells a story with pictures
Print carries meaning: Jared does not yet understand
that the words on the page carry meaning, did not follow
or point to words while “reading” – did not acknowledge
that words were there.
13. What must learners understand about
story elements?
• Beginning middle end;
• Control of punctuation, lower/upper case letters;
• Punctuation to define units (e.g., like periods after a
sentence, but not after every word);
• Conflict or problem (in story);
• Detailed descriptions;
• Character development;
• Setting, setting development & its influence re:
characters & story.
14. Use of Language Systems in Reading
Semantics (meaning): expects book/story to make
sense, uses pictures to support meaning
Syntax (structure): Not at point of reading a sentence
and figuring out unknown word based on sentence
structure
Grapho-phonetic (visual): Not at point of recognizing
letters or understanding that letters carry meaning. When
shown letters [letter identification], Jared could not
identify any letters – upper or lower case.
Pragmatics: Not at a point of understanding types of
texts, genre, purpose for reading, etc. (other than
enjoyment). When Jared was done “reading” the book,
he asked if he could read some more.
15. Developmental Stages of Reading
Stage 0: Pre-reading (birth to age 6)
Stage 1: Initial reading or decoding stage (grades 1-
2, ages 6-7)
Stage 2: Confirmation, Fluency, Ungluing from Print
(Grades 2-3, ages 7-8)
Stage 3: Reading for Learning New Information
(grades vary, ages vary)
Stage 4: Reading for Multiple view points (high
school, ages 14-18)
Stage 5: Reading to construct and reconstruct – a
world view (college, age 18 and above)
(Chall, 1996 as cited in Harp & Brewer)
16. At first glance…
• What do you notice as you reflect on
Jared’s writing sample?
17. Preliminary Writing Analysis
Patterns Strengths Needs
uses pictures to draws pictures to Letter formation
convey meaning show meaning
copies with some
accuracy symbols pencil grip is close
and lines to what is needed
to form letters
correctly
18. Additional Preliminary Findings
No concept of writing yet: After reviewing the written samples given by
Jared, it is noted that Jared has no concept of written language yet. Much of
this analysis comes from observations made while Jared was writing and
drawing.
Pictures convey meaning: He understands that pictures can convey a
meaning, as when he was prompted to describe his favorite people he drew
pictures instead of trying to write words. See link to reading – later – this is also
evident in his reading.
Copying letters (random letter stage of writing/spelling): When asked
to copy symbols and lines, Jared was able to copy the lines quite easily; however
the symbols gave him difficulty.
Fine motor skills – holding pencil in hand: Jared holds pen with an extended
fingers grasp, which is a simplistic handwriting grasp.
Awareness of writing with letters: Jared is aware that adults do not only
draw pictures to convey meaning, but they also write down letters. He has
stated that he is excited to go to school to learn what “Sissy does at school”.
20. Patterns Strengths Needs Strategies used
- Understands - use of basic Pronunciation: -humor
that language English syntax - acquire “ed”
is for morpheme
communicating - confident pronunciation
and sharing speaker for simple past
ideas tense
- has a sense of
English syntax
(subject, verb,
object;
adjective-verb
[cholat pudding,
orange wing,
little bite]
- uses his
imagination
21. Patterns Strengths Needs Strategies
- Understands that - use of basic English Pronunciation: -humor
language is for syntax - acquire “ed” -enthusiasm
communicating and morpheme
sharing ideas - confident speaker pronunciation for
- simple past tense
- has a sense of English - loves conveying -
syntax (subject, verb, thoughts and ideas - acquire /θ/ and /ð/
object; adjective-verb phonemes, and the
[cholat pudding, orange - able to answer
wing] questions that focus - acquire the /s/
- on current phoneme related to
- uses his imagination conversation & “to be” verb, 3rd
- referents person singular,
- pronounces “ed” as contractions
“ded” for simple past - uses imagination -
tense (playded,
watchded) - understands
- pragmatics related to
- reduces pronunciation social-contextual
of “ing” as “in” (bein, expectation for
pudding) saying “thank you”
22. Language Patterns of Strengths Errors (# and/or type) Strategies
System (# &/or type) evident
Phonology - Able to pronounce most - Uses “d” for “th” (word
(pronunciation) phonemes in -English initial, middle & word final)
when he communicates? ( 16 errors out of 16 times
- understands rising used)
intonation for questions
(See? A Debra? I done?) - Reduces “ing” phoneme to
“in” (pudding, pretend,
being) ( 5 out of 5 times)
Syntax - Has an understanding of - deletes “to be” verb when
(grammar) basic English syntax it is needed (telegraphic
- Can use simple language) (I done, It orange)
attributive adjectives to (6 errors out of 9 times)
describe nouns
Lexicon - Uses simple vocabulary
(vocabulary) for daily activities (play,
watch TV or movie, eat,
dinner, dessert, bath,
stories)
- Uses simple vocabulary
for child play (home
animals, zoo animals,
trucks, colors, pretending,
dragon, animal sounds)