PAGE 2 has a type- should be f/o/g
Tick and Flick Sheets, to confirm your decision to move a student up an SSP Code Level.
Green ~ Purple ~ Yellow ~ Blue
www.MySpeedySSP.com
Course 5-Unit 13: Can - can not for abilities.Martin Caicedo
This document discusses the use of "can" to describe abilities. It states that can is used to describe abilities and provides the construction as subject + can + verb (in base form) + complement. Examples are given such as "I can sing" and "They can play the guitar." The document also discusses using can in affirmative, negative and question forms and provides sample conversations to demonstrate describing abilities.
This document discusses different types and purposes of music videos. It begins by explaining that music videos are typically 3-4 minutes and combine live performance, narrative elements, and visuals to promote the artist and song. There are three main types of music videos: performance videos that feature the artist singing and include concert footage or "behind the scenes" clips; narrative videos that tell a story, either related to or suggested by the song's lyrics; and concept videos where performance and narrative take a backseat to symbolic or thematic visual concepts. The document provides examples and discusses common elements of each type of music video.
This document provides an outline for writing an essay that compares the representation of women across two music videos. It includes sections for an introduction, introducing the artists and videos, analyzing the mise-en-scene, camerawork, sound, and editing of each video, and a conclusion. The analysis should discuss how each element represents women and compare the similarities and differences between the two videos, drawing on concepts like the male gaze. Captions screenshots from the videos should be included to support the analysis in each section.
There are several purposes and structures of music videos. Music videos primarily promote a single and album, as well as the artist. They typically run 3-4 minutes and combine live performance, narrative elements, and visual imagery. Common structures include performance videos, narrative videos, thematic videos, and symbolic videos. Performance videos focus on shots of the artist singing and include close-ups and unique visual styles. Narrative videos tell a story, either related to or suggested by the song's lyrics. Thematic and symbolic videos use recurring themes and symbols to build meaning.
This document provides examples and explanations of parts of speech including prepositions, adjectives, adverbs, and their comparative and superlative forms. It includes examples of common prepositions of time and position, participial adjectives, adjective and adverb collocations, irregular comparative forms, and practice questions testing the use of adjectives and adverbs.
The document discusses the purposes and common structures of music videos. It notes that music videos typically run 3-4 minutes and combine live performance, narrative elements, and visual imagery to promote the artist and song. Common structures include performance videos, which feature artists performing; narrative videos, which tell a story; and thematic or symbolic videos, which use themes and symbols to build meaning. The document also explores common elements, genres, and codes seen in different types of music videos.
Course 5-Unit 13: Can - can not for abilities.Martin Caicedo
This document discusses the use of "can" to describe abilities. It states that can is used to describe abilities and provides the construction as subject + can + verb (in base form) + complement. Examples are given such as "I can sing" and "They can play the guitar." The document also discusses using can in affirmative, negative and question forms and provides sample conversations to demonstrate describing abilities.
This document discusses different types and purposes of music videos. It begins by explaining that music videos are typically 3-4 minutes and combine live performance, narrative elements, and visuals to promote the artist and song. There are three main types of music videos: performance videos that feature the artist singing and include concert footage or "behind the scenes" clips; narrative videos that tell a story, either related to or suggested by the song's lyrics; and concept videos where performance and narrative take a backseat to symbolic or thematic visual concepts. The document provides examples and discusses common elements of each type of music video.
This document provides an outline for writing an essay that compares the representation of women across two music videos. It includes sections for an introduction, introducing the artists and videos, analyzing the mise-en-scene, camerawork, sound, and editing of each video, and a conclusion. The analysis should discuss how each element represents women and compare the similarities and differences between the two videos, drawing on concepts like the male gaze. Captions screenshots from the videos should be included to support the analysis in each section.
There are several purposes and structures of music videos. Music videos primarily promote a single and album, as well as the artist. They typically run 3-4 minutes and combine live performance, narrative elements, and visual imagery. Common structures include performance videos, narrative videos, thematic videos, and symbolic videos. Performance videos focus on shots of the artist singing and include close-ups and unique visual styles. Narrative videos tell a story, either related to or suggested by the song's lyrics. Thematic and symbolic videos use recurring themes and symbols to build meaning.
This document provides examples and explanations of parts of speech including prepositions, adjectives, adverbs, and their comparative and superlative forms. It includes examples of common prepositions of time and position, participial adjectives, adjective and adverb collocations, irregular comparative forms, and practice questions testing the use of adjectives and adverbs.
The document discusses the purposes and common structures of music videos. It notes that music videos typically run 3-4 minutes and combine live performance, narrative elements, and visual imagery to promote the artist and song. Common structures include performance videos, which feature artists performing; narrative videos, which tell a story; and thematic or symbolic videos, which use themes and symbols to build meaning. The document also explores common elements, genres, and codes seen in different types of music videos.
This document provides an overview of the Speech Sound Pics (SSP) Approach for teaching literacy. It emphasizes that letters represent speech sounds, not the other way around. It describes the methodology, including using visual prompts to teach spelling, sound pic words to teach blending, and sentences to build fluency. Resources include online lessons, readers, and a monthly subscription program. The approach uses sound pic recognition, articulation, and formation to teach spelling and decoding in a structured multi-sensory manner from basic sounds to more advanced words and sentences.
The document discusses the Speech Sound Pics (SSP) Approach for teaching phonics. It includes pictures representing speech sounds, phrases for teaching letter formation, decoding exercises matching words to pictures, and notes on implementing the SSP Approach in the classroom. The approach uses pictures and poems to introduce students to speech sounds before formally teaching individual letter-sound correspondences.
The document provides instructions for teaching early reading using the Speech Sound Pics (SSP) approach. It includes a list of "green level words" to practice decoding using lines to represent each speech sound. Students are instructed to say words, draw lines for sounds, and find or draw picture prompts for the sounds. The document emphasizes practicing hearing and drawing lines for sounds before introducing letters. It also provides links to download materials like word lists, posters, and readers to support applying the SSP approach.
This document provides information about phonics resources for teaching reading, including:
1. SSP flap books and SPELD SA phonics books that can be downloaded for free or ordered at a reasonable rate, to use as readers for beginning levels.
2. Links to download free phonics books, decoding folders, and readers that follow the scope and sequence of the SSP program.
3. Recommendations for differentiation based on student ability levels, and using teaching assistants to help move students through levels at their own pace.
4. An overview of phonics skills covered at each level, including new concepts introduced, to support reading development.
This document provides information about wiring children's brains so they can learn to read and spell with confidence. It discusses the importance of phonemic awareness - the ability to hear smaller sound parts in words. Children need to be able to do this before being taught phonics. The document outlines quick tests teachers can do to identify students who struggle with phonemic awareness and may need extra support. It also provides activities and resources teachers and parents can use to develop children's phonemic awareness through daily 5-7 minute sessions focusing on speech sounds. The goal is for every child to have strong phonemic awareness before being taught other reading and spelling skills.
Powerpoint presentation to show parents and carers eg at parent information sessions
www.readingteachertraining.com
www.youtube.com/soundpics
www.facebook.com/readaustralia
PDF version to show to school leaders.
The Speech Sound Pics Approach (SSP) - Explicit Phonics Instruction, Phonemic Awareness Development, within Inquiry (child centred) learning.
www.readingteachertraining.com
www.facebook.com/readaustralia
www.youtube.com/soundpics
School PD Power point for Monday- please ensure that you have sassoon infant on your laptops so the power point loads as it should.
Readers can be seen prior to training at www.speechsoundpics.com - teachers may need to view at home as EQ seems to block the readers from fully loading.
If you can view youtube I will sort the training videos and upload there - if you cant download on powerpoint. .
emma@readaustralia.com
The Speech Sound Pics Approach - a focus on the Green Level (s,a,t,p,i,n)
Save to your laptop to open power point on your local computer, can be used on whiteboards. Includes RWI letter formation, Jolly Phonics songs. Shows resources including decodable readers, and links to enhance C2C curriculum teaching with SSP.
www.youtube.com/soundpics
www.facebook.com/readaustralia
www.readingteachertraining,com
What is the Speech Sound Pics (SSP) Approach to Wiring Brains for Reading, Writing and Spelling?
Join us as we shift the way we teach and learn literacy, based on the power of neuroplasticity.
Playful, child centred, inquiry learning that gets the best academic outcomes. A win, win for all.
Developed by Miss Emma, The Reading Whisperer, and incorporating a range of fabulous external resources.
Miss Emma
BEd Hons. MA Special Educational Needs (Dyslexia, Behaviour Management, PSED)
www.wiringbrains.com
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
This document outlines the Speech Sound Pics (SSP) Approach for teaching phonics. It describes several exercises:
1. Students are given a speech sound and must provide pictorial representations (sound pics) and example words.
2. Students work in pairs using "Duck Level" sheets to practice reading words aloud and writing words dictated by their partner.
3. The conductor gives a word and students must provide the lines, numbers, sound pics in their keyring cloud and find the word.
4. Students listen for a target sound in sentences and write words containing that sound. They extend sentences and make changes to words in a series of interactive exercises.
This document provides guidance for parents on supporting their child's phonics development at home. It explains the Read Write Inc phonics program used in Years 1 and 2, including the sets of sounds taught (Set 1, 2, and 3) and "green words". Suggested home activities include practicing sound cards and reading green words. It also outlines the Year 1 phonics screening check that evaluates phonics skills.
This document discusses the SSP (Speech Sound Pics) program for developing oral language and phonemic awareness in early years students. It describes using visual prompts of speech sounds to teach letter formation, decoding, and encoding words. Students learn to read words and sentences using the speech sounds and pictures they have learned. The program introduces spelling clouds and has leveled readers, sentences, and poems to reinforce skills within meaningful contexts.
The document provides tips for improving English speaking skills. It emphasizes the importance of listening, reading, writing and practicing pronunciation. Some key points covered include:
- The four phases of developing English skills are listening, reading, writing, and speaking. Listening is the foundation.
- To improve pronunciation, focus on syllable stress, intonation, pitch and tone while listening to recordings and news. Practice tongue twisters.
- Reading helps improve speed, clarity, and understanding of vocabulary and grammar. Newspapers and books are recommended.
- Writing exercises and speaking as much as possible with a focus on problem areas helps improve fluency. Regular practice is essential to becoming a better speaker.
Year 1 SSP session with focus on Speech Sound Harry (phonemic awareness) and then intro to sound pic 'oo' as two variations - on whiteboard. Class splits to tables to do 'jobs' and Miss Emma takes children for SpeedySSP session in small groups (differentiated)
This is the power point used for whiteboard. Download so the animations work.
www.speedyssp.com
www.facebook.com/readaustralia
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
This document provides information about sorting decodable readers according to the Synthetic Phonics Spelling program (SSP). It recommends free readers from SPELD SA and Oxford Owl that have been sorted into SSP levels. It also lists the order of letters and sounds taught in the SSP program and notes that one decodable reader only contains words using the letters s, a, t, i, m, n, o, p. Instructions are given to look at the SSP teaching order to determine which code level box a reader belongs in, with examples provided.
More Related Content
Similar to SSP Screening and Suggested Tick and Flick Sheets for Monitoring Progress
This document provides an overview of the Speech Sound Pics (SSP) Approach for teaching literacy. It emphasizes that letters represent speech sounds, not the other way around. It describes the methodology, including using visual prompts to teach spelling, sound pic words to teach blending, and sentences to build fluency. Resources include online lessons, readers, and a monthly subscription program. The approach uses sound pic recognition, articulation, and formation to teach spelling and decoding in a structured multi-sensory manner from basic sounds to more advanced words and sentences.
The document discusses the Speech Sound Pics (SSP) Approach for teaching phonics. It includes pictures representing speech sounds, phrases for teaching letter formation, decoding exercises matching words to pictures, and notes on implementing the SSP Approach in the classroom. The approach uses pictures and poems to introduce students to speech sounds before formally teaching individual letter-sound correspondences.
The document provides instructions for teaching early reading using the Speech Sound Pics (SSP) approach. It includes a list of "green level words" to practice decoding using lines to represent each speech sound. Students are instructed to say words, draw lines for sounds, and find or draw picture prompts for the sounds. The document emphasizes practicing hearing and drawing lines for sounds before introducing letters. It also provides links to download materials like word lists, posters, and readers to support applying the SSP approach.
This document provides information about phonics resources for teaching reading, including:
1. SSP flap books and SPELD SA phonics books that can be downloaded for free or ordered at a reasonable rate, to use as readers for beginning levels.
2. Links to download free phonics books, decoding folders, and readers that follow the scope and sequence of the SSP program.
3. Recommendations for differentiation based on student ability levels, and using teaching assistants to help move students through levels at their own pace.
4. An overview of phonics skills covered at each level, including new concepts introduced, to support reading development.
This document provides information about wiring children's brains so they can learn to read and spell with confidence. It discusses the importance of phonemic awareness - the ability to hear smaller sound parts in words. Children need to be able to do this before being taught phonics. The document outlines quick tests teachers can do to identify students who struggle with phonemic awareness and may need extra support. It also provides activities and resources teachers and parents can use to develop children's phonemic awareness through daily 5-7 minute sessions focusing on speech sounds. The goal is for every child to have strong phonemic awareness before being taught other reading and spelling skills.
Powerpoint presentation to show parents and carers eg at parent information sessions
www.readingteachertraining.com
www.youtube.com/soundpics
www.facebook.com/readaustralia
PDF version to show to school leaders.
The Speech Sound Pics Approach (SSP) - Explicit Phonics Instruction, Phonemic Awareness Development, within Inquiry (child centred) learning.
www.readingteachertraining.com
www.facebook.com/readaustralia
www.youtube.com/soundpics
School PD Power point for Monday- please ensure that you have sassoon infant on your laptops so the power point loads as it should.
Readers can be seen prior to training at www.speechsoundpics.com - teachers may need to view at home as EQ seems to block the readers from fully loading.
If you can view youtube I will sort the training videos and upload there - if you cant download on powerpoint. .
emma@readaustralia.com
The Speech Sound Pics Approach - a focus on the Green Level (s,a,t,p,i,n)
Save to your laptop to open power point on your local computer, can be used on whiteboards. Includes RWI letter formation, Jolly Phonics songs. Shows resources including decodable readers, and links to enhance C2C curriculum teaching with SSP.
www.youtube.com/soundpics
www.facebook.com/readaustralia
www.readingteachertraining,com
What is the Speech Sound Pics (SSP) Approach to Wiring Brains for Reading, Writing and Spelling?
Join us as we shift the way we teach and learn literacy, based on the power of neuroplasticity.
Playful, child centred, inquiry learning that gets the best academic outcomes. A win, win for all.
Developed by Miss Emma, The Reading Whisperer, and incorporating a range of fabulous external resources.
Miss Emma
BEd Hons. MA Special Educational Needs (Dyslexia, Behaviour Management, PSED)
www.wiringbrains.com
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
This document outlines the Speech Sound Pics (SSP) Approach for teaching phonics. It describes several exercises:
1. Students are given a speech sound and must provide pictorial representations (sound pics) and example words.
2. Students work in pairs using "Duck Level" sheets to practice reading words aloud and writing words dictated by their partner.
3. The conductor gives a word and students must provide the lines, numbers, sound pics in their keyring cloud and find the word.
4. Students listen for a target sound in sentences and write words containing that sound. They extend sentences and make changes to words in a series of interactive exercises.
This document provides guidance for parents on supporting their child's phonics development at home. It explains the Read Write Inc phonics program used in Years 1 and 2, including the sets of sounds taught (Set 1, 2, and 3) and "green words". Suggested home activities include practicing sound cards and reading green words. It also outlines the Year 1 phonics screening check that evaluates phonics skills.
This document discusses the SSP (Speech Sound Pics) program for developing oral language and phonemic awareness in early years students. It describes using visual prompts of speech sounds to teach letter formation, decoding, and encoding words. Students learn to read words and sentences using the speech sounds and pictures they have learned. The program introduces spelling clouds and has leveled readers, sentences, and poems to reinforce skills within meaningful contexts.
The document provides tips for improving English speaking skills. It emphasizes the importance of listening, reading, writing and practicing pronunciation. Some key points covered include:
- The four phases of developing English skills are listening, reading, writing, and speaking. Listening is the foundation.
- To improve pronunciation, focus on syllable stress, intonation, pitch and tone while listening to recordings and news. Practice tongue twisters.
- Reading helps improve speed, clarity, and understanding of vocabulary and grammar. Newspapers and books are recommended.
- Writing exercises and speaking as much as possible with a focus on problem areas helps improve fluency. Regular practice is essential to becoming a better speaker.
Year 1 SSP session with focus on Speech Sound Harry (phonemic awareness) and then intro to sound pic 'oo' as two variations - on whiteboard. Class splits to tables to do 'jobs' and Miss Emma takes children for SpeedySSP session in small groups (differentiated)
This is the power point used for whiteboard. Download so the animations work.
www.speedyssp.com
www.facebook.com/readaustralia
Similar to SSP Screening and Suggested Tick and Flick Sheets for Monitoring Progress (20)
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
This document provides information about sorting decodable readers according to the Synthetic Phonics Spelling program (SSP). It recommends free readers from SPELD SA and Oxford Owl that have been sorted into SSP levels. It also lists the order of letters and sounds taught in the SSP program and notes that one decodable reader only contains words using the letters s, a, t, i, m, n, o, p. Instructions are given to look at the SSP teaching order to determine which code level box a reader belongs in, with examples provided.
Changes to the Australian Curriculum, including specific reference to decodable readers.
Free decodable, scaffolded readers - www.SSPReaders.com
Meeting and exceeding the new expectations
www.ReadAustralia.com
Immunisation Against Illiteracy Pack- All reading for pleasure before Year 2.
This shows what is included in the new teacher class pack for P- 2, and the tutor pack.
Working out pricing.
25 Posters
1 set clouds
5 keyrings
5 table top posters
400+ coded sight words booklet (7 duck levels)
1 green, 1 purple book
Handbook (pdf)
Training DVD
6 month access to members area.
Tutor pack- as above, 5 posters, 1 keyring and 1 table top cloud poster.
Video showing the phonics elements here https://www.youtube.com/watch?v=cWNw2BvijCk
This document provides guidance for implementing the Speech Sound Pics (SSP) reading program in schools. It outlines resources needed for each classroom, including printed materials, apps, and displays. It describes the three phases of SSP: Phase 1 focuses on phonemic awareness without letters; Phase 2 teaches the four code levels to develop reading, writing, and spelling; Phase 3 supports independent literacy. Key aspects of SSP are explicitly teaching the speech sounds and their connections to graphemes using visual prompts and a left-to-right approach.
- The Speech Sound Pics (SSP) literacy program is emerging and promising but lacks published research evidence. However, many successful literacy programs developed by teachers also lack published research initially.
- There is disagreement between advocates of SSP and those who believe only programs with published research should be used in schools. Published research is unrealistic as an initial requirement for education programs.
- Teachers are looking for evidence like student achievement data and testimonials from schools that have successfully used programs like SSP. Published research is only one useful piece of information and should not be the sole criteria for determining an education program's effectiveness.
The document discusses a speech therapist who tried to undermine the professional judgement of a teaching team using the Speech Sound Pics (SSP) Approach, which focuses on developing oral language and phonemic awareness. The author, who created SSP, has extensive qualifications in special education needs and dyslexia. However, some dyslexia awareness groups have been trying to discourage its use for months by distributing fliers. The author asks them to stop interfering and leave the teachers and parents who see results from SSP alone.
According to Reid Lyon and James Wendorf, ninety-five percent of the children that are struggling with reading are instructional casualties. That means THERE IS NOTHING WRONG WITH THE CHILD, THE ISSUE IS HOW THEY ARE BEING TAUGHT.
"It’s a consequence of an unnatural, overwhelming ambiguity forced upon the child while nobody is giving them a stairway through it before they shame-out to the process. The shame itself then impedes their cognitive ability to process it, as well as diminishes their self-esteem in general with all of its transferred effects.
So we have this massive problem that when we cut it down has to do with the social-educational paradigm-inertia."
http://www.childrenofthecode.org/interviews/moats.htm
Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Readers, PM benchmarking - all have to go, if every Australian student is to learn to read and spell with confidence by 6 (before grade 2)
www.wiringbrains.com
The document is a list of words and concepts related to the Speech Sound Pics (SSP) Approach. It includes days of the week, months, colors, shapes, animals, and other common nouns. The approach involves using pictures to represent speech sounds and teach literacy.
Recent research shows that retaining students is generally not the best option and does more harm than good. While a temporary boost in performance may occur, benefits do not tend to last and retained students are 60% less likely to graduate high school. Instead of retention, schools should focus on implementing new interventions, teaching strategies, and learning supports tailored to students' needs. As a parent, it's important to be involved in discussions with the school about retention or alternative options that may help a struggling child succeed.
Wiring Brains for reading and spelling using the Speech Sound Pics (SSP) Approach. A sneak preview of the SSP Parent and Teacher Handbook.
http://www.WiringBrains.com
Spelling Code in a Box !
SSP spelling cloud keyring. Every spelling choice for every speech sound in the English language!
https://www.youtube.com/watch?v=FW3uU27oGxk
1) The document discusses concerns with using PM Benchmark assessments for students who have not completed the Speech Sound Pics (SSP) program, as PM Benchmark relies on whole language approaches removed from UK schools.
2) It provides suggestions for alternative assessments that test phonics skills more appropriately for different reading levels, such as the Motif, Castles and Coltheart, and TERC tests.
3) The author advocates using SSP to teach reading as an alternative to whole language approaches like PM Benchmark, which can demoralize students if used before phonics mastery.
The document discusses the SSP approach to teaching reading using a "skills acquisition process" to develop reading brains. It argues that SSP wiring reading and spelling brains simultaneously through a systematic progression of sound-picture mapping. In contrast, traditional "whole language" and PM readers ask children to guess words they cannot decode, slowing learning. SSP progresses through four color-coded levels of increasing complexity. Home readers should reinforce the sound-pictures being learned, using only decodable texts matching the child's current level. The goal is for children to authentically read texts they can fully decode by blending learned sound-pictures.
Code Mapped Songs - The Speech Sound Pics (SSP) Approach.
Let It Go (Frozen)
Let It Go (Frozen) - Song, Code Mapped, Coming very soon !! youtube.com/soundpics
If the kids know the words (my next door neighbour's 3 year old knows them very well) then USE this to help their brains link the speech sounds to sound pics. They can 'hear' the words in order along with the music, in their minds, so get mapping ! Play Speech Sound Pic Detective. Follow the words along with the music, and stop at one. Ask what the next word is, and then use Duck Hands, Lines and Numbers, and map the lines with the sound pics. They are already coded so doesn't matter what code level they are at, they will figure it out.
Kids LOVE doing this.
Miss Emma
www.wiringbrains.com
This document discusses the importance of phonemic awareness in learning to read and spells. It notes that without adequate phonemic awareness, readers must rely on guessing and visual memory rather than understanding sounds in words. Approximately 10-33% of people have difficulty with phonemic awareness, which can limit their ability to decode words and benefit from phonics instruction. The document stresses that phonemic awareness is the best predictor of early reading success more than other factors like IQ. It questions why Australia continues to use instructional approaches that have been shown to limit literacy development and notes alarming rates of functional illiteracy in the country.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
4. Terminology
Letters do not ‘make’ sounds. Letters, or a combination of letters, are used to
represent speech sounds.
When showing the student Part 1 (code recognition) instead explain;
These all represent speech sounds – so when we look at ‘a’ (letter name) we know
it can be a picture of the speech sound ‘a’ (sound in the middle of cat)
What speech sound, or speech sounds, do you think of when you see these?
Do not limit the student. If they know that ‘s’ can represent more than one speech
sound then let them share this knowledge. (s sugar). If they give a correct answer for
‘c’ as the same speech sound (cent) then note this, and ask if there are any other
speech sounds it could represent. As the test currently stands a student may get an
incorrect ‘mark’ if they say ‘ssss’ when they look at ‘c’. Keep the questions open ended.
5.
6.
7. Point to sound pics, the child says which speech sound/s associated. They are given this sheet,
although you can point. When they start to struggle, ask if they can see any more they know.
Circle for correct choice. Add number if more than one correct choice given.
If unsure if this is correct, ask them to give you an example (eg if they say ‘sh’ when looking
at ‘s’ ask them for an example. ‘sugar’ is correct. ‘fish’ is not.
Notes:
8.
9. Spoken speech sounds (approx 1 second between speech sounds)
s /a/t ch/i/p/s h/ou/se h/a/pp/y s/t/o/p
Do not show the child this sheet. You are saying the speech sounds orally. Circle if they say the word
correctly, or make a note/ comment – eg chips – ‘kips’ – so you know what they did.
10. Tell me the first sound you can hear in these words fat cot
Tell me the last sound you can hear in these words house clock
Tell me the middle sound you can hear in these words cheese tree
How many speech sounds can you hear in these words.
frog pin lolly train black stamp green sitting
Do not show them this sheet. Tick if correct.
Give numbers below.
11. Do not show them this sheet. Make notes, below, that you will understand later.
12. Do not show them this sheet.
Make notes, and list the word
they gave (even if it does not
rhyme)
13.
14.
15.
16.
17. When we add an ‘ing’ the Speech Sound Frog will eat the ‘e’ (make ~ making).
We can use Special Ending Clouds.
This is the stage where words
can be long and complex.
Orally split into syllables,
to organise the speech sounds
for spelling. (No syllables until Blue)
35. Resources can also be found on
speechsoundpics.com – including readers.
Online lessons and the full range of resources
(included in monthly subscription)
www.myspeedyssp.com
37. Speech Sound Pics (SSP) Approach Copyright 2013 37
Visual Prompts – Spelling with Lines
Sound Pics – Recognition, Articulation, Formation
Sound Pic Words- Sound Pic Recognition, Blending
Helpful Words- High Frequency Word Recogntion
Sentences- Speedy decoding for fluency.
Speedy sentence writing.
Making Sense of Sentences – Decoding, Comprehending, Problem Solving.
Teacher Led:
Teacher writes a word on the board, says the word (use in sentence so meaningful)
students copy the word, underline the speech sound pics.
Teacher says a word (put in a meaningful sentences) , students use duck hands, draw a line for
each speech sound, and use the Spelling Clouds to help with choices. Which ‘looks right’?
Teacher writes on board, students correct if necessary. Students write it, saying the speech
sounds as they form the word.
Read from SSP Book Tier for 10 Minutes.