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Author: Josh Morgan Publisher: SOS to Encode! ISBN: 9781521751107 Category : Education Languages : en Pages : 90
Book Description
The SOS to Encode! Series provides a much-needed resource in the Elementary classroom. The SOS to Encode! Series presents a skills-based approach to improve student phonics skills, decoding, encoding, syllable segmentation, syllable blending, sentence editing, capitalization, and many other skills. This program allows three levels of instructional intensity and duration to allow teachers to customize instruction for each class, group, or student. Based on placement test recommendations, the teacher implements one of three plans: Plan A: the full encoding program (6-7 weeks), Plan B: the full phonics review (3-4 weeks), or Place C: strengthen sentence mechanics and editing skills (2 weeks). Following the completion of the program, students are assessed again to determine if they move to the next part in the series or need to repeat one of the plans for Part 1. The customization, formative assessment, and multisensory approach allow students to master needed encoding skills quickly in order to move on to higher-level literacy skills. SOS to Encode! uses the Simultaneous Oral Spelling strategy along with Multisensory phonics and encoding techniques, Developmentally scaffolded lessons, Instructional framework (Scope and Sequence) and a consistent lesson structure. By the end of the Part 1 of SOS to Encode!, students will be able to encode, decode, and spell CVC words, closed syllables containing consonant digraphs, edit writing, and self-regulate mechanics during authentic writing experiences.
Author: Josh Morgan Publisher: SOS to Encode! ISBN: 9781521751107 Category : Education Languages : en Pages : 90
Book Description
The SOS to Encode! Series provides a much-needed resource in the Elementary classroom. The SOS to Encode! Series presents a skills-based approach to improve student phonics skills, decoding, encoding, syllable segmentation, syllable blending, sentence editing, capitalization, and many other skills. This program allows three levels of instructional intensity and duration to allow teachers to customize instruction for each class, group, or student. Based on placement test recommendations, the teacher implements one of three plans: Plan A: the full encoding program (6-7 weeks), Plan B: the full phonics review (3-4 weeks), or Place C: strengthen sentence mechanics and editing skills (2 weeks). Following the completion of the program, students are assessed again to determine if they move to the next part in the series or need to repeat one of the plans for Part 1. The customization, formative assessment, and multisensory approach allow students to master needed encoding skills quickly in order to move on to higher-level literacy skills. SOS to Encode! uses the Simultaneous Oral Spelling strategy along with Multisensory phonics and encoding techniques, Developmentally scaffolded lessons, Instructional framework (Scope and Sequence) and a consistent lesson structure. By the end of the Part 1 of SOS to Encode!, students will be able to encode, decode, and spell CVC words, closed syllables containing consonant digraphs, edit writing, and self-regulate mechanics during authentic writing experiences.
Author: Josh Morgan Publisher: SOS to Encode! ISBN: 9781797666693 Category : Education Languages : en Pages : 106
Book Description
The SOS to Encode! Program provides a much-needed resource in the Elementary classroom. The SOS to Encode! Series presents a skills based approach to improve student phonics skills, decoding, encoding, syllable segmentation, syllable blending, sentence editing, capitalization, and many other skills. This program allows for three levels of instructional intensity and duration. This allows the teacher, parent, or tutor to customize instruction for each class, group, or student. Based on placement test recommendations, students follow one of three plans: -Plan A: The full program (7-8 weeks) which allows two days for each lesson. The first lesson is guided while the second lesson gradually releases responsibility to the student. -Plan B: The full phonics review (3-4 weeks) spends a single day on each lesson and employs gradual release of responsibility within the lesson.-Place C: The sentence mechanics review (2-3 weeks) focuses on specific lessons with the number of words in dictated sentences increasing. Following the completion of the program, students are assessed again to determine if they move to the next part in the series or need to repeat one of the plans for Part 2. The customization, formative assessments, and multisensory approach allow students to master needed encoding skills quickly in order to move on to higher-level literacy skills. SOS to Encode! uses the Simultaneous Oral Spelling (SOS) strategy along with multisensory phonics and encoding techniques, developmentally scaffolded lessons, instructional framework (scope and sequence) and a consistent lesson structure. By the end of SOS to Encode! Part 2 students will be able to: -Encode, decode, and spell one-, two-, and three-syllable words that include closed syllables, short vowels, consonant digraphs, (-ch, -sh, -th), initial and final consonant blends, and double consonants (ff, ll, zz, ss), -Check writing for correct sentence mechanics, -Self-monitor writing during the writing process, and-Recognize and spell non-decodable words.
Author: Janet Townend Publisher: Springer Science & Business Media ISBN: 9780306462511 Category : Education Languages : en Pages : 384
Book Description
A guide for teachers who want to become competent in the skills required to assess, teach, support, and counsel dyslexic people in a variety of settings. British professionals, most from The Dyslexia Institute, synthesize the current practice and explain the cognitive and linguistic weaknesses that underpin the condition and the highly structured multi-sensory approach that teaches reading and spelling skills at the appropriate rate. Annotation copyrighted by Book News, Inc., Portland, OR
Author: Seana Coulson Publisher: Frontiers Media SA ISBN: 2889197727 Category : Neurosciences. Biological psychiatry. Neuropsychiatry Languages : en Pages : 180
Book Description
Metaphor has been an issue of intense research and debate for decades (see, for example [1]). Researchers in various disciplines, including linguistics, psychology, computer science, education, and philosophy have developed a variety of theories, and much progress has been made [2]. For one, metaphor is no longer considered a rhetorical flourish that is found mainly in literary texts. Rather, linguists have shown that metaphor is a pervasive phenomenon in everyday language, a major force in the development of new word meanings, and the source of at least some grammatical function words [3]. Indeed, one of the most influential theories of metaphor involves the suggestion that the commonality of metaphoric language results because cross-domain mappings are a major determinant in the organization of semantic memory, as cognitive and neural resources for dealing with concrete domains are recruited for the conceptualization of more abstract ones [4]. Researchers in cognitive neuroscience have explored whether particular kinds of brain damage are associated with metaphor production and comprehension deficits, and whether similar brain regions are recruited when healthy adults understand the literal and metaphorical meanings of the same words (see [5] for a review) . Whereas early research on this topic focused on the issue of the role of hemispheric asymmetry in the comprehension and production of metaphors [6], in recent years cognitive neuroscientists have argued that metaphor is not a monolithic category, and that metaphor processing varies as a function of numerous factors, including the novelty or conventionality of a particular metaphoric expression, its part of speech, and the extent of contextual support for the metaphoric meaning (see, e.g., [7], [8], [9]). Moreover, recent developments in cognitive neuroscience point to a sensorimotor basis for many concrete concepts, and raise the issue of whether these mechanisms are ever recruited to process more abstract domains [10]. This Frontiers Research Topic brings together contributions from researchers in cognitive neuroscience whose work involves the study of metaphor in language and thought in order to promote the development of the neuroscientific investigation of metaphor. Adopting an interdisciplinary perspective, it synthesizes current findings on the cognitive neuroscience of metaphor, provides a forum for voicing novel perspectives, and promotes avenues for new research on the metaphorical brain. [1] Arbib, M. A. (1989). The metaphorical brain 2: Neural networks and beyond. John Wiley & Sons, Inc. [2] Gibbs Jr, R. W. (Ed.). (2008). The Cambridge handbook of metaphor and thought. Cambridge University Press. [3] Sweetser, Eve E. "Grammaticalization and semantic bleaching." Annual Meeting of the Berkeley Linguistics Society. Vol. 14. 2011. [4] Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to western thought. Basic books. [5] Coulson, S. (2008). Metaphor comprehension and the brain. The Cambridge handbook of metaphor and thought, 177-194. [6] Winner, E., & Gardner, H. (1977). The comprehension of metaphor in brain-damaged patients. Brain, 100(4), 717-729. [7] Coulson, S., & Van Petten, C. (2007). A special role for the right hemisphere in metaphor comprehension?: ERP evidence from hemifield presentation. Brain Research, 1146, 128-145. [8] Lai, V. T., Curran, T., & Menn, L. (2009). Comprehending conventional and novel metaphors: An ERP study. Brain Research, 1284, 145-155. [9] Schmidt, G. L., Kranjec, A., Cardillo, E. R., & Chatterjee, A. (2010). Beyond laterality: a critical assessment of research on the neural basis of metaphor. Journal of the International Neuropsychological Society, 16(01), 1-5. [10] Desai, R. H., Binder, J. R., Conant, L. L., Mano, Q. R., & Seidenberg, M. S. (2011). The neural career of sensory-motor metaphors. Journal of Cognitive Neuroscience, 23(9), 2376-2386.
Author: Josh Morgan Publisher: ISBN: 9781090441621 Category : Languages : en Pages : 112
Book Description
The SOS to Encode! Program provides a much-needed resource in the Elementary classroom. The SOS to Encode! Series presents a skills based approach to improve student phonics skills, decoding, encoding, syllable segmentation, syllable blending, sentence editing, capitalization, and many other skills. This program allows for three levels of instructional intensity and duration. This allows the teacher, parent, or tutor to customize instruction for each class, group, or student. Based on placement test recommendations, students follow one of three plans in SOS to Encode! Part 3: -Plan A: The full program (7-8 weeks) which allows two days for each lesson. The first lesson is guided while the second lesson gradually releases responsibility to the student. -Plan B: The full phonics review (3-4 weeks) spends a single day on each lesson and employs gradual release of responsibility within the lesson.-Place C: The sentence mechanics review (2-3 weeks) focuses on specific lessons with the number of words in dictated sentences increasing. Following the completion of the program, students are assessed again to determine if they need to move to the next part or need to repeat one of the plans in Part 3. The customization, formative assessments, and multisensory approach allow students to master needed encoding skills quickly in order to move on to higher-level literacy skills. SOS to Encode! uses the Simultaneous Oral Spelling (SOS) strategy along with multisensory phonics and encoding techniques, developmentally scaffolded lessons, instructional framework (scope and sequence) and a consistent lesson structure. By the end of SOS to Encode! Part 3 students will be able to: -Encode, decode, and spell one-, two-, and three-syllable words containing: closed and open syllables, short and long vowels, consonant digraphs (new: -ph, -ck), initial and final consonant blends, ng & nk endings, suffix -ed, silent-e, and vowel pairs (ea, oa, ai, ee, ay).-Check writing for correct sentence mechanics, -Self-monitor writing during the writing process, and-Recognize and spell non-decodable words.
Author: Peter Wright Publisher: ISBN: 9781892320001 Category : Languages : en Pages :
Book Description
Wrightslaw Special Education Legal Developments and Cases 2019 is designed to make it easier for you to stay up-to-date on new cases and developments in special education law.Learn about current and emerging issues in special education law, including:* All decisions in IDEA and Section 504 ADA cases by U.S. Courts of Appeals in 2019* How Courts of Appeals are interpreting the two 2017 decisions by the U.S. Supreme Court* Cases about discrimination in a daycare center, private schools, higher education, discrimination by licensing boards in national testing, damages, higher standards for IEPs and "least restrictive environment"* Tutorial about how to find relevant state and federal cases using your unique search terms
Author: Folke Gernert Publisher: Walter de Gruyter GmbH & Co KG ISBN: 3110695758 Category : Foreign Language Study Languages : en Pages : 260
Book Description
Magicians, necromancers and astrologers are assiduous characters in the European golden age theatre. This book deals with dramatic characters who act as physiognomists or palm readers in the fictional world and analyses the fictionalisation of physiognomic lore as a practice of divination in early modern Romance theatre from Pietro Aretino and Giordano Bruno to Lope de Vega, Calderón de la Barca and Thomas Corneille.
Author: Josh Morgan
Author: Josh Morgan
Author: Bonnie B. Armbruster
Author: Josh Morgan
Author: Janet Townend
Author: Jon Allan Reyhner
Author: Seana Coulson
Author: Josh Morgan
Author: Peter Wright
Author: Folke Gernert
Author: Mildred R. Donoghue