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Documents of the 223 Annual Convention
Documents of the 223rd Annual Convention Members of Convention should print or download this packet and bring it with them to Annual Convention on November 4, 2017 at Christ Church, 5000 Pouncey Tract Road, Glen Allen 23059. Nominations, resolutions and amendments not included in this packet must be submitted from the floor of Convention. Resolutions and amendments must be accepted by a two-thirds vote of Convention members, and the submitter must bring 600 copies of the document. If needed, a supplemental packet of information will be available by Wednesday, November 1, with any additional information that is submitted late. The Convention webpage will be updated as information is received. Contents: • Draft Agenda (subject to change) 1 • Christ Church Campus Map 2 • Rules of Order 4 • Nominations o Standing Committee 10 o Diocesan Missionary Society 18 o Virginia Diocesan Homes 19 • Resolutions 23 • Budget 59 • Reports 65 “To You All Hearts Are Open” 223rd Annual Convention of the Episcopal Diocese of Virginia Christ Church, Glen Allen, VA Saturday, November 4, 2017 DRAFT AGENDA 7:30 a.m. Registration Opens (Garage/GCC) 8:00 Resolutions Open Hearing (Worship Building) 9:30 Call to Order (Worship Building) Invocation Adoption of Rules of Order Adoption of Program Appointment of Parliamentarian, Secretary and Assistant Secretaries Appointment of Committees of Convention Report of Credentials Committee Determination of Quorum Call for Additional Resolutions, Canonical Amendments Ballot for Standing Committee Introduction of New Clergy -
Foundations of Reading: Effective Phonological Awareness Instruction and Progress Monitoring
Foundations of Reading: ß What is phonological awareness? Effective ß Why is phonological awareness Phonological considered to be one of the Awareness foundations of reading? Instruction ß What are some ways to teach and Progress phonological awareness to Monitoring students who are struggling with learning to read? ©2002 UT System/TEA Effective Phonological Awareness Instruction and Progress Monitoring 1 Phonological Phonemic Awareness Awareness Survey of Knowledge: Foundations of Reading Letter-Sound Alphabetic Knowledge Principle ©2002 UT System/TEA Effective Phonological Awareness Instruction and Progress Monitoring 2 Phonological awareness is understanding that spoken language conveys thoughts in words that are composed of sounds (phonemes) specific to that language. Phonological Awareness Phonological awareness is understanding that: ß Words are composed of separate sounds (phonemes); and ß Phonemes can be blended together to make words, words can be separated into phonemes, and phonemes can be manipulated to make new words. ©2002 UT System/TEA Effective Phonological Awareness Instruction and Progress Monitoring 3 Phonemes are the smallest units of sound in spoken words. What Are Phonemes? Phonemic awareness specifically focuses on individual sounds (known as phonemes) in words. / m / / a / / t / 1st phoneme 2nd phoneme 3rd phoneme ©2002 UT System/TEA Effective Phonological Awareness Instruction and Progress Monitoring 4 Phonological Awareness Continuum ALLITERATION ONSETS SENTENCE SYLLABLES AND PHONEMES RHYME SEGMENTATION RIMES Alliteration Segmenting Blending Blending or Producing Blending sentences syllables to segmenting groups of phonemes into into spoken say words or the initial words that words, words segmenting consonant or begin with the segmenting spoken words consonant same initial words into into syllables cluster (onset) sound individual and the vowel phonemes, and and consonant Rhyme manipulating sounds spoken phonemes in Matching the after it (rime) ending sounds spoken words of words Examples Alliteration The dog ran away. -
BALLSTON Metro Station Area Demographics
N . BU C H N N . AN . ST VER AN . N. U T AR S M 4TH ST 1 O GTON T WASHIN . N ST T N . N N ST . ST . BLVD. TH 3 Q 1 . U I N N BLVD. ST C . ON N GT N SHIN WA N T D . Y N AF . A E A 37) U . A. 2 VER E (V ST B YL H F T C N T 11 N E (V AH O . O S R . O . N. D T - ST L R H A. N T ST . I 6 R . N. 11 N PL U D O ST W 6 . M 1 ST I N Metro Station Area Demographics ST N D BALLSTON . D BU . 2 N IE E ST R 0 . TH S T 2 AN 1 . ) . T. N A S ST T D . O . N. S H ST. N N VER 11T H ST R L T . 1 PH 2010 Census (Summary File 1) 1 E W A T M K ST N E O I F . I N E T L D S T . A. 237) N. AX DR. (V . F ST N IR H ST FA 0T . 1 R . N. D B ST RFAX U 9T H FAI C . N . N H ST N . The Ballston Metro Station Area (MSA) is situated on the Orange Metrorial line at the western end of the A H W 9T . N N BU . AKEF T A W O N N R O N . L S O ABI I N ST I T N D EL . -
Thank You to Everyone Joining Us on the Blacksburg Campus Or Remotely Via the Live Stream from the National Capital Region, Roanoke, and Beyond
STATE OF THE COLLEGE MAY 02, 2018 Assembly Hall, Inn at Virginia Tech Julia M. Ross, Paul and Dorothea Torgersen Dean of Engineering Good morning! Thank you to everyone joining us on the Blacksburg campus or remotely via the live stream from the National Capital Region, Roanoke, and beyond. I sincerely appreciate you taking the time to be here today. Welcome! Since joining the Virginia Tech community, I have spent a great deal of time getting to know university leadership, department heads, faculty, staff, students, alumni, and industry partners. It was crucial for the success of the college, that I first and foremost, listen. To LEARN about Virginia Tech culture and to LISTEN and understand what makes this institution and college unique. Thank you -- for spending that time with me and putting up with all my questions. Thank you -- for the warm Hokie welcome and for having difficult and important conversations about our future. Thank you -- for being transparent, open, and honest. Thank you -- for your tireless dedication that is critical to the success of the college and the university. I am humbled and honored to lead this extraordinary college forward. During our time together this morning, I’d like to reflect back to you what I have heard and to share a few of the many great things we have to celebrate in the college. I will also share 1 with you my thoughts on a collective vision, a synthesis of the many conversations I’ve had – of where we can go together and how we can get there. -
Vocabulary and Phonological Awareness in 3- to 4-Year-Old Children: Effects of a Training Program
Wilfrid Laurier University Scholars Commons @ Laurier Theses and Dissertations (Comprehensive) 2010 Vocabulary and Phonological Awareness in 3- to 4-Year-Old Children: Effects of a Training Program Iuliana Elena Baciu Wilfrid Laurier University Follow this and additional works at: https://scholars.wlu.ca/etd Part of the Child Psychology Commons Recommended Citation Baciu, Iuliana Elena, "Vocabulary and Phonological Awareness in 3- to 4-Year-Old Children: Effects of a Training Program" (2010). Theses and Dissertations (Comprehensive). 1108. https://scholars.wlu.ca/etd/1108 This Dissertation is brought to you for free and open access by Scholars Commons @ Laurier. It has been accepted for inclusion in Theses and Dissertations (Comprehensive) by an authorized administrator of Scholars Commons @ Laurier. For more information, please contact [email protected]. Library and Archives Biblioth&que et, 1*1 Canada Archives Canada Published Heritage Direction du Branch Patrimoine de l'6dition 395 Wellington Street 395, rue Wellington Ottawa ON K1A 0N4 Ottawa ON K1A 0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-68757-4 Our file Notre inference ISBN: 978-0-494-68757-4 NOTICE: AVIS: The author has granted a non- L'auteur a accorde une licence non exclusive exclusive license allowing Library and permettant a la Bibliothdque et Archives Archives Canada to reproduce, Canada de reproduce, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par I'lnternet, preter, telecommunication or on the Internet, distribuer et vendre des theses partout dans le loan, distribute and sell theses monde, a des fins commerciales ou autres, sur worldwide, for commercial or non- support microforme, papier, electronique et/ou commercial purposes, in microform, autres formats. -
A Bad Case of Stripes
A Bad Case of Stripes A Bad Case of Stripes Author: David Shannon Publisher: Scholastic Paperbacks (2004) Binding: Paperback, 32 pages Item Call Number: E SHANN Camilla Cream loves lima beans, but she never eats them. Why? Because the other kids in her school don't like them. And Camilla is very, very worried about what other people think of her. In fact, she’s so worried that she's about to break out in a bad case of stripes! Questions to talk about with your child: Why did Camilla break out in stripes (and other patterns?) What did you notice about the patterns that break out on Camilla? Do they have anything to do with what’s happening around her? Look at each of the pictures. Was there anything about Camilla that stayed the same each time she changed? What made Camilla finally turn back into herself? Did Camilla learn anything from having a bad case of stripes? Look at the last page. Was there anything different about the way Camilla looks? Fun things to do together: David Shannon always hides a picture of his white terrier Fergus somewhere in each of his books. Look for the picture of Fergus in this book. Camilla loves lima beans. Have lima beans for lunch or dinner one day. Draw a picture of yourself with stripes, polka dots or some other pattern. Check out a book about patterns, for example, Pattern Bugs by Trudi Harris or Patterns at the Museum by Tracey Steffora. Recognizing and completing simple patterns is an important kindergarten readiness skill. -
Middle Peninsula Demographic Study
The Changing Demographics of Virginia’s Middle Peninsula FOR: Mr. Lewis Lawrence Executive Director, Middle Peninsula Planning District Commission PREPARED BY: Ashley Johnson, Rob Marty, Rebekah Vaughan, and Darice Xue December 16, 2015 Policy Research Seminar Report William & Mary Public Policy Program Acknowledgements—We thank Sarah Stafford and Elaine McBeth for their mentorship in the research process, Curt Commander for his excellent research assistance, and our colleagues in the Policy Research Seminar for their invaluable comments and suggestions for this project. Report Authors (Left to Right) Rebekah Vaughan, M.P.P. ‘16 Ashley Johnson, J.D./M.P.P. ‘16 Rob Marty, M.S./M.P.P. ‘17 Darice Xue, B.A./M.P.P. ‘16 William & Mary Public Policy | PRS Report TABLE OF CONTENTS Table of Contents…………………………………………………………………………………………………………………. i Executive Summary……………………………………………………………………………………………………………… ii 1. Introduction………………………………………………………………………………........................................... 1 2. Previous Studies………………………………………………………………………………………………………. 2 3. Methods…………………………………………………………………………………………………………………… 5 3.1 Census Data……………………………………………………………………………………………………….. 5 3.2 Surveys……………………………………………………………………………………………………………… 6 3.3 Twin Town Comparisons……………………………………………………………………………………. 7 4 Results…………………………………………………………………………………………………………………… 7 4.1 Census Data……………………………………………………………………………………………………….. 7 4.2 Surveys……………………………………………………………………………………………………………….12 4.3 Twin Town Comparisons …………………………………………………………………………………… 25 5 Policy Implications…………………………………………………………………………………………………… -
Ela Best Standards
Table of Contents Table of Contents .......................................................................................................................................... 1 Introduction ................................................................................................................................................... 5 Standards Map ............................................................................................................................................ 10 Progression of Foundations Benchmarks .................................................................................................... 11 Spiraled Standards in a Vertical Progression .............................................................................................. 13 Kindergarten ........................................................................................................................................... 26 Foundational Skills ............................................................................................................................. 26 Reading ............................................................................................................................................... 27 Communication ................................................................................................................................... 29 Vocabulary .......................................................................................................................................... 32 Sample texts by -
Lupton GT D 2021.Pdf (2.869Mb)
Self-Identified Professional Development Needs of Virginia Career and Technical Education Teachers Gary Taylor Lupton Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy In Curriculum and Instruction William T. Price Thomas O. Williams Joseph S. Mukuni Bonnie S. Billingsley January 28, 2021 Blacksburg, Virginia Key words: Career and Technical Education, Professional Development, CTE Teacher Self-Identified Professional Development Needs of Virginia Career and Technical Education Teachers Gary Taylor Lupton ABSTRACT Improving teacher quality is an effective strategy for improving student outcomes. For professional development to be effective at changing student practice and improving student outcomes the professional development topic needs to be relevant to the work of the teacher. This study surveys Virginia CTE teachers to identify their self-identified, most needed professional development topics. Virginia CTE teachers were asked to rate 136 separate teaching competencies based on each competency’s importance to the teacher’s practice and the teacher’s ability to implement the competency. A quantitative research design was used to conduct this study. The Borich Needs Assessment Model was utilized to calculate a Mean Weighted Discrepancy Score (MWDS) for each competency. Competencies were with the largest MWDS were identified as those most needed for teacher professional development. Respondent data was disaggregated by gender, ethnicity, intention to remain in the teaching profession, CTE content area, years of experience, school division, and pre-service training in order to identify differences in professional development topic rankings for on each demographic area. Mann-Whitney U testing and Kruskal-Wallis one-way analysis of variance test by ranks were used. -
Phono Manual For
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Understanding Reading Instruction and Remediation Agenda WHAT IS
Understanding Reading Instruction and Remediation Part Two The Advocate Academy Sally Grimes, Ed.M. November 13 & 15, 2006 Grimes Reading Institute www.grimesreadinginstitute.com. Agenda A. The Five Components of Reading - A Quick Recap B. What Programs Address Each Of These Components? C. Questions & Answer Session Grimes Reading Institute www.grimesreadinginstitute.com. WHAT IS READING? Grimes Reading Institute www.grimesreadinginstitute.com. 1 Building Blocks of Successful Reading Comprehension Vocabulary Fluency Phonics Phonemic Awareness Oral Language Grimes Reading Institute www.grimesreadinginstitute.com. Word Identification Orthographic Phonological Processing Processing (Letter Processing) (Sound Processing) Letter/Sound Association—Phonics (Memory Storage/Retrieval/Rapid Naming) Automaticity Fluency Comprehension Semantics Syntax Morphology Pragmatics (Vocabulary/ (Grammar) (Word Structure) (Social Use) Higher Order Thinking) Grimes Reading Institute www.grimesreadinginstitute.com. © Pamela E. Hook, Ph.D. Example of Orthography smoak smoke circus cercus wagon wagen first ferst traid trade Grimes Reading Institute www.grimesreadinginstitute.com. 2 Phonemic Awareness Grimes Reading Institute www.grimesreadinginstitute.com. Developmental Sequence of Phonological Skills Usually engaged in Linda Crumrine, 2002 as preschoolers Word –Rhyme play and nonsense words – Syllables: Implicitly Syllable segmenting as in chants and songs, clapping to syllables Phoneme Grimes Reading Institute www.grimesreadinginstitute.com. Phonemic Awareness -
Let the Sounds Be Heard Phonemic Awareness of the Emergent Reader
St. John Fisher College Fisher Digital Publications Education Masters Ralph C. Wilson, Jr. School of Education 8-2010 Let the Sounds Be Heard Phonemic Awareness Of The Emergent Reader Ann Marie Evans St. John Fisher College Follow this and additional works at: https://fisherpub.sjfc.edu/education_ETD_masters Part of the Education Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Evans, Ann Marie, "Let the Sounds Be Heard Phonemic Awareness Of The Emergent Reader" (2010). Education Masters. Paper 29. Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations. This document is posted at https://fisherpub.sjfc.edu/education_ETD_masters/29 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. Let the Sounds Be Heard Phonemic Awareness Of The Emergent Reader Abstract The purpose of this study was to see how the strategies of phonemic awareness develop the Emergent Reader’s reading ability. The students’ level of phonemic awareness varied among blending, segmentation and sound deletion. Data was collected through observations teacher and student one-to-one conferencing, and interviews with the literacy coach and speech pathologist. The findings showed that there were three specific behaviors of phonemic awareness: sound identification, epetition,r and application of strategies in reading. The results indicated it is essential that students acquire phonemic awareness skills to develop their reading ability.