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Sr Speaker Materials

  Guidelines for Writing a Commencement Address The draft you write for consideration does not need to be a final version, but should give the panelists a clear idea of what you plan to say in your speech. The traditional commencement address has had content which reflects back on the class's experiences and also gives advice or guidance for the future. The tone should be one which inspires and motivates the listeners. Although the Commencement Address is directed at the graduating class, the message needs to be meaningful and appropriate for the adult audience present as well. Content, language, or style which parents or grandparents might find offensive is not suitable for a Commencement Address. Humor can be an effective minor element of a Commencement Address. The predominant message, and consequently the predominant writing style, should be serious, thoughtful and inspirational.   Format: This a general map of graduation speeches.  It is not required. Feel ...
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AVReading Newsletter October: Growing Our Understanding of Dyslexia

  As mentioned in the September newsletter, we will focus our attention this year on some of the earlier pillars of reading instruction to help understand the current interventions being employed within our curriculum and to potentially play with some of their elements in our own classrooms.  To establish some common language, I am going to begin by defining three important terms of reading: dyslexia, phonemic awareness, and phonics.   The first, dyslexia, is an often used, and largely misused term.  Depending on who you ask, you are likely to get a different answer.  In a general sense, people use it to indicate someone struggling with reading.  Perhaps they have observed that the reader or writer transposes letters backwards or flips the order of the letters as they decode.  Perhaps the reader struggles with multisyllabic or unique words.  Or perhaps they read very slowly and deliberately.  While all of these are ...
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AVReading Newsletter June 2024-- Honoring the Outlier

  For as much as a sense of community is needed for a rich, transformative educational environment, I am aware that there will always be resisters.  These are students who, despite our best efforts, simply refuse to join the community.  There may be many different reasons for their resistance.  And the truth is, discovering the reason is not always necessary or important.  And despite our own wishes to have everyone included, community does not happen when it is forced upon people.  On a certain level, I understand the nature of a classroom will always include a type of involuntary participation in community and that it will always feel a little contrived, maybe even forced.  Yet there is a distinction between a classroom where conditions are created for students to more willingly join into community, and one where students are coerced into group action.             For those who resist, careful ...
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