The resource book, Community-based Arts and Culture Education, is intended for artists, educators and organisations interested in using creative approaches to work in, with or for local communities. To qualify with the degree title MA Education: Creative Arts, you will need to take a minimum of 60 credits in the specialist area, usually chosen from the taught modules below, and write a dissertation on a topic relating to this specialism. Teachers should know a class that includes dance can make students feel empowered and actively involved in their education.
Futhermore, while I donât know what the situation is like in SK, here in the US, I find most of the people who graduate with liberal arts degrees to have wasted their time. Evidence shows that arts education provides students with the skills to think creatively, to innovate, and to become tenacious learners ready to solve complex problemsâall skills that employers are increasingly looking for in the 21st century.
Spending time in nature through outdoor education improves standardized test scores, grade-point averages and develops skills in problem solving, critical thinking, and decision making. There are colleges and institutes that offer courses to introduce students to computer applications in the field of art education.
Grade 1: COLOUR: Students learn about colour through art, music, drama and dance while covering literacy and arts education objectives. We first met Donnell at a program for homeless youth, where we were instantly impressed by his enthusiasm and commitment to the arts.
Programs for youth are based on the Common Core curricula standards and aligned with the NYS Learning Standards and the NYC Blueprint for Teaching and Learning in the Arts. Our teachers have won more Australian Government awards, citations, fellowships and grants than any other university, including two Arts, Education and Law staff being named Australian University Teacher of the Year.


ZoltÃ¡n KodÃ¡ly (; Hungarian: KodÃ¡ly ZoltÃ¡n, pronounced ['koda:j 'zolta:n]; 16 December 1882 â 6 March 1967) was a Hungarian composer, ethnomusicologist, pedagogue, linguist, and philosopher. He is well known internationally as the creator of the KodÃ¡ly Method.
In 1905 he visited remote villages to collect songs, recording them on phonograph cylinders. In 1906 he wrote a thesis on Hungarian folk song, "Strophic Construction in Hungarian Folksong". At around this time KodÃ¡ly met fellow composer and compatriot BÃ©la BartÃ³k, whom he took under his wing and introduced to some of the methods involved in folk song collecting. The two became lifelong friends and champions of each other's music.
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All these works[clarification needed] show great originality of form and content, a very interesting blend of highly sophisticated mastery of the western European style of music, including classical, late-romantic, impressionistic and modernist traditions, and on the other hand a profound knowledge and respect for the folk music of Hungary (including the Hungarian-inhabited areas of modern-day Slovakia and Romania, as those territories were part of Hungary). Partly because of the Great War and subsequent major geopolitical changes in the region, and partly because of a naturally rather diffident temperament in youth, KodÃ¡ly had no major public success until 1923. This was the year when one of his best-known pieces, Psalmus Hungaricus, was given its first performance at a concert to celebrate the fiftieth anniversary of the union of Buda and Pest (BartÃ³k's Dance Suite premiered on the same occasion.)
KodÃ¡ly's first wife was Emma Gruber (nÃ©e Schlesinger, later SÃ¡ndor), the dedicatee of Ern? DohnÃ¡nyi's Waltz for piano with four hands, Op. 3, and Variations and Fugue on a theme by E.G., Op. 4 (1897). In November 1958, after 48 years of the most harmonious marriage KodÃ¡ly's first wife Emma died. In December 1959, KodÃ¡ly married Sarolta PÃ©czely, his 19-year-old student at the Franz Liszt Academy of Music with whom he lived happily until his death in 1967 at the age of 84 in Budapest.
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Throughout his adult life, KodÃ¡ly was very interested in the problems of many types of music education, and he wrote a large amount of material on teaching methods as well as composing plenty of music intended for children's use. Beginning in 1935, along with his colleague Jen? ÃdÃ¡m (14 years his junior), he embarked on a long-term project to reform music teaching in Hungary's lower and middle schools. His work resulted in the publication of several highly influential books.
The Hungarian music education program that developed in the 1940s became the basis for what is called the "KodÃ¡ly Method". While KodÃ¡ly himself did not write down a comprehensive method, he did establish a set of principles to follow in music education, and these principles were widely taken up by pedagogues (above all in Hungary, but also in many other countries) after World War II. See also: KodÃ¡ly Hand Signs.
In the motion picture Close Encounters of the Third Kind, a visual learning aid distributed to members of a conference of ufologists was named the "KodÃ¡ly Method" and referenced musical notes as hand signals.
The city of PÃ©cs commissioned a full-length bronze statue, located in Szent IstvÃ¡n square, in his honour in 1976. According to the wishes of the sculptor, the work stands with its back to the Cathedral and facing a former playground, so that it was facing children, whose musical education was the most important thing in KodÃ¡ly's life. He is depicted as a fragile old man, who walks almost imperceptibly among the horse-chestnut trees.


Are your children entering school with the social and cognitive skills and competencies needed for school success? Are schools in your area equipped and ready to provide optimal learning environments for your children? Is your family able and ready to prepare your children for a smooth transition into school?
You may be thinking why and how does school readiness make a difference, especially when each child will learn what they need at their own pace once they start school? That depends on what you understand school readiness to meanâ¦gone are the days when the maturity level of the child (that would allow for quiet, focused work) is the main indicator of school preparedness. The United Nations define it as a child who is ââ¦physically healthy, mentally alert, emotionally secure, socially competent and able to learnâ.
According to UNICEF (United Nations International Children's Emergency Fund), school readiness is a time of transition that requires the interface between individuals, families and systems. The benefits of school readiness have been linked with improved social and behavioural competencies in adulthood as well as positive academic outcomes in primary and secondary school. Therefore the benefits of school readiness are described at three developmental time points: when the transition to primary school is considered complete, typically around 8 years of age; in secondary school and during adulthood. For this reason, school readiness is gaining currency as a viable strategy to close the learning gap and improve equity in achieving lifelong learning and full developmental potential among young children.
Parents are instrumental in the preparation of their child and in their own preparation that will enablethem to help their child make the smooth transition into school life. What can parents do? Parental and caregiver attitudes and involvement in their childrenâs early learning, development and transition to school cannot be over emphasized. Parentsâ education goals for their children and the learning environment provided in the home â as indicated by parentsâ engagement with their children (in learning activities such as singing, reading books, telling stories and playing games), is considered to be one of the characteristics of ready families. With a personal strategy, parents can give their children the best life chances â from the word go!
Current thinking about school readiness focuses on a couple of years prior to primary school entry, although families prepare their children for school right from birth. The care provided for development through antenatal visits, breastfeeding, early stimulation behaviours for new-borns and infants are primary indicators of parenting practices that promote the learning and development of their children. An effective strategy takes account of many factors, however the interaction between parents and the childâs school nearing the time of transition - is critical: families must learn to work with the school system.
In addition, assistance from others such as extended family, nurseries, child-minders, nannies and supplementary schools can take the pressure off parents: of having to do everything themselves (especially if they have full time jobs and so on). These others can provide support over time, in developing competencies in 4 main areas of a childâs readiness for school. A range of basic behaviours and abilities determine the likelihood of success in school, and include sustained attention, emotional regulation, following directions, and social relationships.
Other competencies considered important are attitudes towards learning, such as task persistence, creativity, initiative, curiosity and problem solving. Maths skills include early understanding of mathematical concepts, measurement logic and pre-numeracy skills, while language and Englishliteracy take oral language and emerging literacy into account. Physical competencies include fine and gross motor development such as sitting still for an appropriate period of time.
Summary of UNICEF report on school readiness:
Does All Work Make Jack and Jackie Dull? Making the Most of School Holidays... The work-life balance is a tricky question for parents not just seeking to find a healthy balance in their own lives but also for their children,
READ THIS ARTICLE
Learning Objectives (LO) are commonly used in classes across the UK, but do they guarantee that learning has taken place in all cases? Are some pupils copying the LO and assuming that by writing it out learning will take place, whether they
READ THIS ARTICLE
When a child is NOT developing according to the stages commonly understood as appropriate for their age...parents immediately worry/panic that 'something is wrong'. Often these fears are fuelled by well-meaning family and friends. In many cases the child is developing
READ THIS ARTICLE


For Professionals / Transition Problem + Solution
In most families, their child's life progresses through pre-school, elementary education, secondary education, college, and after graduation starting their own independent life and families of their own. This natural sequence is altered for children with intellectual disabilities and typically, little preparation is made for college or other post-secondary education options for these children.
In recent interviews, Shepherds College learned that most parents of children with intellectual disabilities feel that there are not sufficient post-secondary education resources available for their child. The resources they are aware of seem inadequate to help their child transition into society as an adult. All of the parents interviewed shared that there is a need for post-secondary education for their child, focusing on vocational skills training and independent living within a structured environment. Further desires addressed pre-job skills training and the need to help parents themselves prepare to transition their child into an appropriately independent life in the community. Parents also felt that their child would benefit from work behavior skills, the development of hobbies, male/female relationships, mobility training and personal safety.
Shepherds College was created to serve these young adults and deliver the type of education, training and transition skills that parents are looking for. In addition to educational aspects, the Shepherds College experience also includes social opportunities, training in personal finances, sports and fitness activities, parental support, community interaction, internships, and employment assistance.
All of our curriculum and efforts are geared toward delivering a successful transition to adulthood for students and their families.


Big Idea:Today's lesson has a great science connection. Not only are we working on reading comprehension but students will also learn about the water cycle and understand why clean water is essential to living things.
Big Idea:Today's lesson has another great science connection. We are still working on reading comprehension strategies but students will also begin to understand why trees are so important to the environment and how they help get rid of green house gases.
Big Idea:Today we will read a text and combine those with the ideas we've already learned in our unit to write an opinion piece about what they think are the three most important ways to take care of the Earth.


Teensâ text-messaging habits are legion. They send thousands upon thousands of texts per month, and every once in a while, some unfortunate parents make the headlines when they get a bill in the mail for thousands upon thousands of dollars in texting charges.
The increasing use of text-messaging by teens â and increasingly often, by younger children â has given some people cause for concern. They argue that the abbreviations used in texting are detrimental to literacy development. Spelling, grammar, phrasing â these are all somehow poised to suffer, critics of texting contend, because of the use of shortened words and sentences. Soon, they predict, studentsâ essays will be filled with LOLs and L8Rs.
But a new study from Coventry University finds no evidence that having access to mobile phones harms childrenâs literacy skills. In fact, the research suggests that texting abbreviations or âtextismsâ may actually aid reading, writing and spelling skills.
The research, set to be published in the Journal of Computer Assisted Learning next month, examined the impact of text-messaging on 9- and 10-year-olds. The study recruited 114 children for the study, none of whom had previously used a mobile phone. Half of the group were given access to a mobile phone.
Better Spelling Through Texting?
Based on a series of reading and spelling tests, researchers found a âsignificant contribution of textism use to the childrenâs spelling development during the study.â The study made it clear that it wasnât the access to the phone per se, or even the text-messaging as much as specifically the use of textisms that aided the development. The reason, writes Dr. Clare Wood, one of the authors of the study, âis partly explained by the highly phonetic nature of the textisms that are popular within this age group, as the phonological and alphabetic awareness that is required for the construction and decoding of these textisms also underpin successful reading development.â
Itâs also possible, the researchers add, that textisms add value because they are âanother way in which students are exposed to print outside of school.â And while sure, itâs not the same as having students exposed to âgreat works of literatureâ on the weekends, it looks like texting is a good influence nonetheless.


LL: Literacy Development in the Early Years Helping Children Read and Write, Enhanced Pearson eText -- Access Card Package, by Morrow, Lesley Mandel
- ISBN: 9780133831016 | 0133831019
- Cover: Loose-leaf w/ Access Card
- Copyright: 11/7/2014
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An integrated language arts approach to literacy development, by renowned author Lesley Mandel Morrow, Literacy Development in the Early Years, 8/e integrates perspectives about how children learn literacy skills in grades pre-K through three that gives pre-service and in-service teachers a wealth of valuable information for making children active participants in the process of literacy development.
Now in print for 25 years, this widely popular text was one of the first books on the topic of early literacy. Author Lesley Mandel Morrow utilizes her own research and the research of others as well as her experiences as a classroom teacher, reading specialist, mother, and grandmother to consider historical theories and philosophies about how children learn, policy changes in teaching reading, new laws and challenges in the area of testing and assessment, the place of diversity in todayâs classrooms, teaching English language learners, and more. The text has a wealth of valuable information for both pre- and in-service teachers, prompting them to involve children as active participants in the process of their literacy development. The book discusses constructivist problem-solving teaching and more explicit systematic instruction, encouraging teaching reading, writing, listening, thinking, and viewing at the same time while using each skill to develop the others. The Enhanced Pearson eText features embedded video and assessments.
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The Multiplication Test: A Good Idea or a New Way to Multiply Teacher Stress?
In March 2018, the government starts to trial the controversial new multiplication test for eight and nine year olds in selected schools. Once the trial is completed, the test will be rolled out nationally in 2019, before becoming mandatory for all Y4 pupils in 2020.
The announcement was met by an outcry from teachers, head teachers and parents alike. They would like to reduce the testing pressure put on young children rather than increase it unnecessarily. Nick Brook, deputy general secretary of the National Association of Head Teachers (NAHT), said; âThis test wonât tell teachers and parents anything they donât already know about their children.â
Whether it is a good thing or not, PTS is in a great position to support teachers as they transition the way they teach to fit in with the style of the new test. To do this we have developed a simple, yet effective new multiplication practice book. The book helps pupils to study and practice the skills that will be tested, but at their own level. To request a single copy to look at, please click here.
PTS Numeracy and Maths Support
At PTS we pride ourselves in supporting teachers across all school subjects, and numeracy is no exception. We recently sparked a teacher debate over on our Facebook page regarding the teaching of place value; we asked whether the terminology âunitsâ or âonesâ were used more prevalently in the classroom.
The split between teachers was pretty much 50/50 so we decided to create a new product that could be used for both terms. We put our thinking caps on and produced our new double sided place value dry wipe card, with hundreds, tens and units on one side, and hundreds, tens and ones on the other. They already look set to become a firm favourite with primary teachers!
Teacher favourites include:
NP30 A6 Dry Wipe Number Facts Multiplication and Division Cards
NP29 A6 Dry Wipe Number Facts Addition and Subtraction Cards
NP22 A6 Dry Wipe Clock Face Cards for learning the 24 hour clock.
CP44 Value Pack of Holographic Maths Reward Stickers
W7 Value Pack of Times Tables Stickers
CTC Counting Train Card Poster Set
S45 A2 Numeracy Vocabulary Poster
S43 Place Value Dry Wipe poster
What Do You Think?
Weâre always looking for new ways to support teachers, so if you have any bright ideas to support your colleagues with the new multiplication tests, or other classroom numeracy skills, please share them in the comments section below or email us at email@example.com.
Please also let us know your views on the governmentâs new multiplication test in the comments section below. Do you think it is a good idea, or will it have a detrimental effect on pupil and teacher stress levels? We look forward to hearing your views.


In this article, youâll find answers to questions like:
1. How to learn words?
2. How to make it fun?
3. What are some tips?
Reading to your preschooler can help prepare them for kindergarten, but itâs also a great way to show your child love and attention. If you spend a few minutes every day with your children and a book, they will remember it their entire lives.
âWhen my mother read âThe Gingerbread Manâ to me, she couldnât skip anything because I knew all the pages,â says Debbie Battles, former director of elementary education at the School District of Palm Beach County. âI still know every word: âYou canât catch me, Iâm the gingerbread man!â Itâs a memory of my mother that I will always have.â
1. HOW TO LEARN WORDS?
Just like Battlesâs infatuation with the gingerbread man, children often want to read the same book over and over. You may get sick of it, but children memorize words by their sounds even before they start reading by themselves, Battles says.
Look at picture books together and talk about what you see. Singing songs and reciting nursery rhymes is another way to learn words by hearing them, says Catherine Tedesco, Palm Beach County School Districtâs literacy manager for elementary education. Later, when we see words on the page, we remember them from the songs and rhymes: âThree blind mice!â
2. HOW TO MAKE IT FUN?
Words are everywhere â on the bus, in your car, in a store. Teach your child to notice words wherever you find them. You can make anything you do with your child an opportunity to learn new words, Battles says.
Also, let your child see you reading. Go to the library and get a card for everyone in the family. Let your children pick their own books. Plus, the library offers free activities for all ages, such as play groups. Not sure where to start? Visit the Palm Beach County Library System website.
Build reading on your childâs tendencies and interests. âAt the zoo, my favorite part was seeing the monkeys,â Battles says. âLet your child dictate a simple sentence. Itâs their words.â
Books and songs are not the only way to learn words. If your children make drawings, ask them to tell you a story about them. Then you can write words to accompany the drawing: âsun,â âhouseâ or âDad.â
3. WHAT ARE SOME TIPS?
â¢ Set aside a quiet, cozy place to spend a few minutes reading with your child every day.
â¢ Start with picture books and talk about each picture before you read.
â¢ Your child wants to be like you, so let your child see you reading.
â¢ Read with expression and take time to ask your child questions about what you are reading.
â¢ Debbie Battles, former director of Elementary Education, School District of Palm Beach County
â¢ Catherine Tedesco, literacy manager of Elementary Education, School District of Palm Beach County
â¢ Doris Saffran, Community Education specialist, Elementary Curriculum, School District of Palm Beach County/BRIDGES Liaison
â¢ Jeanne Siccone, director of Childrenâs Literacy, Literacy Coalition of Palm Beach County


Two-Year Impacts of a Universal School-Based Social-Emotional and Literacy Intervention: An Experiment in Translational Developmental Research
This study contributes to ongoing scholarship at the nexus of translational research, education reform, and the developmental and prevention sciences. It reports 2-year experimental impacts of a universal, integrated school-based intervention in social-emotional learning and literacy development on childrenâs social-emotional, behavioral, and academic functioning. The study employed a school-randomized, experimental design with 1,184 children in 18 elementary schools. Children in the intervention schools showed improvements across several domains: self-reports of hostile attributional bias, aggressive interpersonal negotiation strategies, and depression, and teacher reports of attention skills, and aggressive and socially competent behavior. In addition, there were effects of the intervention on childrenâs math and reading achievement for those identified by teachers at baseline at highest behavioral risk. These findings are interpreted in light of developmental cascades theory and lend support to the value of universal, integrated interventions in the elementary school period for promoting childrenâs social-emotional and academic skills.


This page contains a large collection of compare and contrast graphic organizers, articles, activities, and worksheets. Then they compare and contrast the two. This project includes short answer questions, essay questions, and a Venn diagram. 5th through 7th Grades. We have hundreds of reading comprehension worksheets for all elementary This research will draw a comparison and contrast between Math and English.
According to the research, this world would have been a very different place had the knowledge of Math as well as the English language not been revealed to the mankind These compare and contrast essay topics provide teachers and students with great and fun ideas for home and class work. Compare and contrast essays are taught in school for many reasons. For one thing, they are relatively easy to teach, understand, and format. 10 Sample Topics for Comparison and Contrast Essays.
These compare and contrast essay topics are designed for elementary students to practice the skill of essay writing. The topics are organized by theme. Personal This Pin was discovered by Jennifer Roloff. Discover (and save! ) your own Pins on Pinterest. Compare and Contrast Graphic Organizer. Compare and Contrast Graphic Organizer" Langston Hughes". Sample Compare and Contrast Essay. 5 Ways to Improve Your Essay Scores. Find this Pin and more on Education My special place elementary essay Elementary Education Secondary Education Special Education Homeschooling Comparison Essays Organizing the CompareContrast Essay.
Share Flipboard Email Print Michael HDigital VisionGetty Images For Educators. Teaching Writing the Block Format Essay: A, B, C points vs A, B, C points Compare& Contrast Essay sample Time for Kids Writing a compare and contrast essay is hard for upper elementary students.
Scaffolding the compare and contrast essay can help students be successful. How to Scaffold Writing A Compare and Contrast Essay. This scaffolding not only provides students with a model for how to compare and contrast in their writing, but it also


Our curriculum is built on research that proves MUSIC MATTERS. Music affects virtually every aspect of development and when young children are consistently engaged by music during the âmusical windowâ they benefit at many levels:
- Builds spatial-temporal reasoning skills critical for greater success in math and science studies.
- Music students out-perform non-music students on achievement tests in reading and math.
- Music students receive more academic honors and awards than non-music students.
- Develops social and emotional skills including the ability to relate to others and better express ideas, and less likely to have behavior/discipline problems.
What is the musical window?
Isn't it amazing to watch how quickly a child can pick up a second language? This same kind of learning happens with kids and music. There is a window of time between the ages of four and eight when the potential for development of the musical ear in young children is the greatest. The younger children are when they begin their musical involvement the more musical they will become. Our curriculum is designed to maximize this developmental period and cultivate the musical gift in every young child.
Experts weigh in on the value of music
- Our approach is fun, affirming, non-pressured and creative.
- We maximize the development period of a child's musical ear.
- Our small group setting utilizes lively, interactive and diverse experiences.
- CMA's curriculum is multi-dimensional and teaches keyboard, singing, theory, ear training, composition, ensemble playing, guitar and recorder.
- A weekly "musical date" with your child provides a unique bonding experience.
What about private lessons?Do we believe in private lessons? You bet! But we know from experience that private lessons are most valuable for older kids who have the ability to concentrate in a one-to-one setting. Private teachers LOVE getting our graduates because our grads have a solid foundation in keyboard skills and music theory and typically excel quickly in their continued music education and when learning other instruments. In contrast to private lessons, Children's Music Academy is suited for young children and holds their attention in a fast-paced class with multiple activities and varied musical experiences. The education and experiences a child has at CMA sets them up for success with private instruction. See the CMA difference!
My research has shown the activities at CMA to be appropriately matched to young childrenâs skills, and that students feel highly challenged and successful.
All three of our boys have gone through the CMA program. While it was definitely a time commitment, all of my boys have a solid foundation in theory, reading/playing music and ear training. The time we were able to spend with each child during the classes was priceless.


Enterprise Learning Academy (ELA) Choice Program:
Theme: Academically Talented Arts School
The District has established innovative programs and offerings in neighborhood schools, making them good options for students. Our school choice program is Academically Talented Arts School.
What does school choice mean to Enterprise?
â¢Each school in Duval County has an academic theme that is to be integrated into the curriculum and culture of the school and will brand the school as a unique option for parents and their students.
â¢Definition of Academically Talented Theme: The Academically Talented Arts Program offers students an enriched academic learning experience through exposure to a variety of fields of knowledge. These programs nurture and stimulate the academic strengths and talents of all children while meeting their unique learning needs through a wide range of activities which allow for critical thinking across contents, conduct thoughtful research, think creatively, and develop individual potential.
M â Mastering Basic Foundational Skills via Arts
A â A Global Citizen
N â New Ideas for our Community
A â Advancing College and Career Readiness Skills
T â Teaching Leadership through Academics
E â Experimenting with the Arts
E â Everyone Educates with the Arts
The sky is the limit when it comes to what students experience in the Academically Talented Arts School choice option program. While we are not a âMagnetâ school, we provide a supplemental program to enhance our studentsâ educational experience!
At every grade level, students utilize critical thinking and a variety of strategies to engage in the learning process. To ensure we are teaching the whole child, students engage in music and art twice a week and have the opportunity to participate in a variety of art and music clubs.
Our programs offer instructional delivery systems specifically designed for an academically challenging and rigorous program. Lesson development considers the various ways talented students think. Instruction occurs on a deeper level, but is differentiated contingent on student needs. We utilize a myriad of questioning skills, model higher level thinking skills, facilitate collaborative discussions and also delve into deeper cognitive complexity through collaborative and individual projects.
The elementary program focuses on differentiating the curriculum to accommodate the needs of academically talented students. Students begin to learn research skills at the primary level and continually grow and utilize these skills to present new information in a project-based format. Students propose a variety of solutions to real world problems using creative problem solving. A variety of products and performances are developed by each student as a creative way to show their knowledge.
Enterprise Learning Academy Technology Mission Statement:
By being a M.A.N.A.T.E.E students at Enterprise Learning Academy experience a culture of learning and exploring through the use of Arts.
Manatee Slogan for Success
M â Manatees
A â Are
N â Noble
A â Accountable
T â Trustworthy
E â Excellent
E â Engaged
S â Students


Huntley 158âs Dual Language Program is designed to align with the most successful models widely in use across the United States.
Beginning in 2018, the District plans to add a kindergarten dual language classroom at each of its three kindergarten buildings, Chesak Elementary, Leggee Elementary, and Mackeben Elementary School, and two 1st-grade classrooms at Chesak Elementary. The program will expand grade-by-grade until fully implemented K-5 in 2023-2024.
Dual Language Models
Our two-way immersion (TWI) classrooms will be made up of approximately half Spanish-speaking students and half English-speaking students. Students have a specially trained bilingual teacher. Both groups of students are integrated for instruction so that both groups of students serve in the role of language model and language learner at different times.
We intend to use the 80/20 model, meaning that at the outset 80% of the time in the kindergarten class will be devoted to instruction in Spanish, with 20% in English. Over time, the amount of time spent in the target language decreases yearly as English increases until there is a 50/50 balance of the languages by 5th grade. This is the intended model.
However, the District also has modeled options including a 50/50 initial model, which could be implemented if dictated by staffing concerns. Both 80/20 and 50/50 models have been found to effectively achieve the goals of bilingualism and biliteracy. However, the 80/20 model has been shown to create higher levels of bilingualism.
For native English speakers, two-way bilingual immersion programs are not replacing English with another language, but rather provide them the opportunity to acquire a second language. Two-way bilingual immersion programs are additive programs in that a second language is acquired while maintaining the first language of the students.
The Dual Language program does not follow a separate curriculum. District 158âs Language Arts, Math, Science and Social Studies is taught in all classrooms across the district. The students in Dual Language are instructed using the same curriculum as the general education students. Dual Language programs have high academic expectations for all students. The only difference is that the concepts are taught in two languages.
We will use assessments and benchmarking tools similar to those used in monolingual classrooms. In addition, we will use tools to identify the language proficiency of our students in both languages.
Research indicates that, overall, both English language learners and native English speakers scored at comparable or superior levels compared to same-language peers in other educational settings.
On norm-referenced standardized tests of reading and math achievement in English, native English speakers in Dual Language settings tend to outscore their English-only peers. English language learners who had learned English in a Dual Language program score significantly higher than their English language learning peers in other kinds of programs.
In K-2, students study Math and Social Studies in Spanish while other subjects are in English. In grade 3 through 5, this is reversed. Literacy is integrated seamlessly with content in both Spanish and English classes.
One teacher who is proficient in the Spanish and English will lead each classroom. However, team teaching for the language blocks of instruction, especially in the primary (kindergarten through second) grades, could be encouraged so that students identify with a target language speaking model and an English-speaking model.
Dual Language teachers must be Highly Qualified and be certified in elementary education. Many teachers also have additional training in teaching English As a Second Language or World Language. They also receive specialized professional development in pedagogy for dual language education and biliteracy.
Huntley 158 has openings for teachers for the Dual Language program. Individuals interested in applying can find more information at www.district158.org/dual-language/join-our-team/.


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The voice is given to a person from the moment he is born as the means of a congenital,
unconditional, protective reflex. Later, the person learns to use the sounds produced
to develop a speaking and then a singing voice. By singing songs or humming tunes,
children have an opportunity to accumulate musical impressions and acoustical experience,
develop an ear for music, and learn to use the natural musical instrument, the voice.
The skilful use of a singing voice is one of the main advantages for the development
of childâs musical abilities. Even simply singing for your own pleasure can bring
a lot of positive moments into your life.
Music and child brain development are closely linked. Singing and music learning
activates the functioning in the left (logic) and right (figurative) hemispheres
of a brain. As a result, the working capacity of the child increases. Singing also
promotes attention and improves the mood.
How can singing positively influence childrenâs health? How does music and child
health work? Singing actively develops and strengthens the respiratory system, which
is especially important at the early age. It also naturally trains the muscles of
the throat and vocal chords. Because the respiratory system is closely connected
with the cardiovascular system, the child, being engaged in respiratory gymnastics
during singing, thereby strengthens his health. Thus you see how music and child
health are directly connected. Singing also promotes the development of musical abilities
such as hearing, memory, sense of rhythm, and time/tempo.
Many of you have probably heard that singing can cure such speech impediments such
as stuttering. I can confirm this fact with confidence â by using my own music and
child development techniques, I helped one of my daughters eliminate this problem
within two years. The fact is that while singing, words are sounded lingeringly,
which helps the child pronounce separate sounds and syllables more precisely. In
other words, singing is the cure to many language and speech difficulties, such as
stuttering! Well-chosen drills combined with a childâs desire to get rid of an unpleasant
impediment are the keystone to success.
In addition, proper speech characterizes correct thinking. Thus, after eliminating
a stutter, your childâs susceptibility to general studying and learning at public
school will improve due to the resultant emotional liberation, another important
element of music and child development
Children who sing regularly are also very focused. They easily learn foreign languages,
they are more diligent in comparison to other children, and they are able to study
and absorb any training much easier.
Singing in vocal ensemble or choir is also beneficial. This way, children get to
develop additional qualities as musicians. For example, harmonic hearing is a skill
in which a person hears and distinguishes a number of tones that sound simultaneously,
as well as the sense of ensemble. (Ensemble, from the French, means âtogether.â)
By becoming part of a choir or vocal ensemble, the child starts to understand and
feel his own importance and power. Besides, who would scoff at the ability to have
a beautiful and well-trained voice? Letâs admit it: it would be very pleasant to
talk with such a person â and hopefully, hear him sing!
Letâs talk about music and child health. When music teachers ask parents, âWhy do
your children need music education?â they often get a generalized answer like, âMy
child studies for himself.â Drawing from my own life experience, I can tell you this
with absolute confidence: the more clearly and more precisely we know what we want,
the quicker and easier we get it.
To understand the advantage of musical education and how music and child development
are related, letâs talk about the music lessons in more detail, beginning with the


Definition: Literacy is the ability to read, write, and communicate effectively for a variety of purposes. Literacy also includes proficiency in evaluating and analysing information, as well as the capacity to use language to create tests.
As Australia and the world enter the Information Age era of history, the internet has brought a flood of information in the homes, and often pockets, of children and teens. This unprecedented level of information means that the generations of the 21st century will be exposed to more language that ever before, so success in life will be more dependent than ever before on an individualâs literacy skills.
In fact, good literacy skills form the foundation of a childâs schooling, academic success, and life accomplishments. Literacy is quite simply a life skill whose importance cannot be underestimated. English as a subject in Australian schools is also the most vital for students to master, as language underpins learning and assessment in all other subjects, and English is also the only mandated subject students have to complete in Years 11 and 12.
APTUTORING believes that it is of extreme importance to help all students develop good literacy skills as early as possible, and establish advanced ones before Year 11-12. Doing so takes time and perseverance, but we have a range of tuition options that are designed to assist students with their literacy development and curriculum support for English.
APTUTORING offers an Individual Tuition program in which the curriculum is completely individualised to the specific learning needs of the student, which are themselves identified through an initial educational assessment.
Curriculum plans developed for students can include the development of foundation literacy skills, exploration of learning strategies useful in English, establishment of advanced language skills, curriculum support, and preparation for Years 11-12.
Individual Tuition also ensures that the curriculum plan will take a holistic approach to developing all the literacy skills, including reading, writing, comprehension, grammar, study skills, phonics, spelling, word knowledge, and analytical skills.
- Pre-school Literacy
- Prep-Grade 6 English
- Year 7-10 English
- Year 11-12 English
With Individual Tuition, it is also possible to develop other specialised subjects as required, such as university academic writing. Simply call our office today to talk to our staff and discuss how our team of professional and dedicated educators can be of assistance.
If you're ready to find an English Tutor, fill in our online booking form today.


Elementary Education â Grades 1 through 5
(Click here to learn more about preschool and kindergarten)
The International School provides an engaging and challenging academic program, taught primarily through language immersion in Japanese, Chinese, or Spanish. In Portlandâs first International Baccalaureate elementary school, student-led inquiry helps children learn how to find answers to their questions and collaborate with others. Students move beyond looking for a âcorrectâ solution to exploring the implications of, and solutions to, opportunities and challenges that reflect the changing times. Students develop their critical thinking and problem solving skills as they learn language and subject content.
Language immersion is one of the primary facets of a studentâs experience at TIS. All homeroom teaching and learning activities are conducted in Chinese, Japanese or Spanish with natively-fluent teachers. At TIS, children spend between 80-90% of their day hearing and using their target language. As a result, they achieve a higher level of fluency than students in partial immersion programs.
Our students learn through the International Baccalaureate Primary Years Program, a program that is rooted in student-led inquiry. Our students study six globally-significant themes each year, becoming confident in asking questions to guide their own learning.
Through the course of the unit, students work collaboratively to find answers to their questions. They research, experiment, and problem solve their way through age-appropriate learning experiences set up by the teacher. In this way, an IB education helps children learn strategic thinking skills, rather than using memorization and passive learning.
English Language Arts
First graders attend English classes for one hour daily, while Second through Fifth graders attend for two hours every other day. This is where reading and writing skills blossom, as our English specialists provide targeted lessons to help each student thrive.
Art, Music, and PE are instrumental parts of the schoolâs program, with specialists linking into the IB themes being studied. These classes introduce ideas, concepts, and skills, revisiting and building on them throughout a studentâs educational journey. Elementary students enjoy each of these classes 1-2 times per week. Full-time Early Childhood students have each of these classes once per week. Students in First to Fifth Elementary grade students enjoy each of these classes two times every six days.
At TIS, Macbooks and iPads help students learn to express themselves in various ways. Technology may help with research, student presentations, reading practice, and accessing resources from other parts of the world. Using technology at school also gets children to look beyond games and internalize the concept of computers as tools for real learning. TIS students develop a comfort level with various applications which helps them approach new technology uses with confidence. TIS has an Educational Technology Specialist who works with teachers to make the most of technology-enhanced lessons.
The International Schoolâs curriculum content is shaped by the Next Generation Science Standards, the National Social Studies Standards, and the Common Core State Standards for Math and English. These standards provide a minimum benchmark for students and teachers at TIS, with actual student achievement frequently exceeding these academic targets.
Capstone and Beyond 5th Grade
In their final year of studies at The International School, fifth graders travel as a group to a country of their adopted language to experience life in another culture. The trip serves as the ultimate Capstone to a TIS education, enabling students to validate their language proficiency and cultural understanding through real world experience.
At the same time, the Capstone Study Abroad Program helps fifth graders cultivate their growing confidence and independence as they prepare for middle school. Graduates of our school are true global citizens who excel in a diverse and multicultural society.
Learn more about:


Andra Maria Popescu
Andra has been singing in professional, auditioned choirs for ten years and playing piano since age eight. She also has experience with guitar, flute, and ukulele. She has always had a drive to pursue the arts in every form possible, which has given her a wide range of experiences. As an animation student currently studying at Algonquin College, she frequently puts her artistic abilities to the test by refining her drawing skills and working with high-powered, detail-oriented software. As a teacher, she has worked with numerous schools and organizations to bring music education to children across Canada. She has worked abroad as far as Iqaluit, Nunavut in order to teach and share the love of music with young students.
She is comfortable and relaxed in her classes while still paying attention to each individualâs unique needs, willing to work with a student to figure out exactly what they enjoy about their instrument and further develop that passion. She believes having fun and liking what you do is the most important step in learning something successfully, and is eager to share her positive outlook and knowledge with all of her students.
The following is a curriculum that Andra has put together to offer to students interested in visual arts classes.
With younger students (ages 7-9), we first put down the groundwork for good art theory and the basics of drawing well. The seven elements of art are all explored: colour, form, space, texture, shape, line, and value. The focus is on small projects exploring each of these ideas, as well as a look at how famous artists have also incorporated these into their work. These classes involve hands-on art projects, discussions, and theory worksheets. We also look at the best way to approach a drawing from life, giving students the tools to successfully draw on their own afterwards. For older students (10+), the aim is to teach those with a basic understanding of art, or a willingness to learn, how to record what they see in front of them. This class explores numerous topics, such as still-life drawing, âplein airâ drawing (outdoors), shading, and rendering correctly, while giving them practical advice on improving their skills and ways to see the world âas an artist wouldâ. The lessons cover topics like sight-measuring, simple anatomy, how to break down complicated items and draw them correctly, and so on. This class will also discuss famous artistsâ work, but students are also encouraged to bring in their own favourite artwork to share and talk about. For high school students or those interested in pursuing art as a career, especially in animation, this class offers advice on building portfolios as well as strategies to improve their art so they can apply to art schools when the time comes. Students learn a simplified version of what animation colleges are teaching, such as good character design, perspective rules, construction rules, life drawing from a model, and principles of animation. Students can also propose their own art projects and would be given guidance to make their own artistic ambitions come true.


Open Access Thesis
Music--Study and teaching (Elementary)--Iowa; Educational tests and measurements--Iowa;
Assessment, leading to informed decisions, is an integral part of music education and may be a means to justify the importance of music as a valued content subject (Brophy, 2000). The purpose of this study was to describe the elementary general music assessment practices in Iowa. The study was framed using Stigginsâ (2005) categorical definition of assessment as gathering, organizing, summarizing, and reporting data. Mixed methodologies were utilized to gather data regarding these four categories through survey questions (N=211) and two focus group discussions. The participants were from a variety of school district sizes as well as teachers with varying years of teaching experience,
Through the survey and focus groups, data were collected and analyzed to describe the (a) characteristics of data gathering, organizing, summarizing and reporting assessment practices; (b) demographics or teacher characteristics that relate to assessment practices; and (c) beliefs or opinions related to assessment in elementary general music in Iowa.
Findings from this study indicate that observation was the most prevalent means of gathering assessment data. Organizing and summarizing practices were variable, with no common standard reported by respondents. Both academic content and non-academic behavioral aspects were summarized by a majority of the respondents. Report cards were the most frequently used reporting tools with a majority of the respondents required to attend parent-teacher conferences. Statistical significance was found between certain demographic variables and other reported practices. As the school size of the respondents increased, so did the reported level of challenges with assessment. As the years of teaching experience increased, so did the overall quantity of organizing and summarizing practices as well as the reported abilities in completing assessments in general. Attitudes toward assessment, in general, were negative, with barriers to assessment reported as large class sizes, demanding teaching schedules, large total numbers of students, and lack of preparation time. The focus groups also identified student misbehaviors as a barrier to gathering assessment data. Results from this study add to the literature on how elementary general music teachers (in Iowa) assess students.
Year of Submission
Doctor of Education
Department of Educational Psychology and Foundations
1 PDF file (xii, 274 pages)
Â©2017 - Michelle Linn Hyde Swanson
Swanson, Michelle Linn Hyde, "An investigation of the assessment practices of elementary general music teachers in Iowa" (2017). Electronic Theses and Dissertations. 432.


Mastering reading comprehension is a key component of preparing for the ACT and SAT. After all, a student cannot be successful on these tests without a clear understanding of what each question asks, the nuances of each reading passage, and what a writing prompt outlines. Fully grasping the meaning of what youâre reading involves many layers.
Julie Mueller, one of our A+ tutors, helps students with ACT and SAT prep, as well as subjects ranging from algebra to literature. She suggests students focus on three helpful strategies.
Identify the Problem, Then Solve
The first step is identifying where the issue lies in unpacking and evaluating the information.
âMy goal as a tutor is not only to help teach the student how to read better, but also to help the student self-identify what the particular issue is,â Julie explains.
For example, if a student doesnât know a word in a reading passage but gets directed back to it, he should look for context because often there is a set-up sentence or an explanation sentence that follows.
If a student complains in general that the reading passages are difficult to understand, encourage her to use the following active reading strategies:
â¢read the title or short description that often precedes the textâthis information often provides valuable context;
â¢use your finger or a pencil to âtraceâ the text as you read;
â¢underline, circle, or star key concepts;
â¢write brief, meaningful notes in the margins about tone, setting, transitions, and key people, events, or characters.
Annotating in this way not only aids comprehension, but can also be a timesaver when searching for evidence in the passage to answer a question.
Julie adds that the sooner the specific problem is identified and corrected, the better. Otherwise, these reading issues will continue into college.
There are students who need to physically see written words to comprehend the information â visual learners who digest the information by reading with their eyes. However, in sharp contrast, many students actually benefit most from speaking the information aloud to process it.
âIf a student hears something out loud, their brain processes it completely differently than reading that same information with their eyes,â Mueller explains. âIf itâs content that is not of great interest to the student, taking it in by reading out loud can make all the difference in the world.â
She adds that practicing subvocalization techniques and reading content aloud, even if itâs very quietly to oneself, has proven to be very beneficial for students struggling with reading comprehension.
Piece by Piece
Choosing an article that is fairly dense, such as one from The New York Times, and analyzing it one chunk at a time, is another helpful tip. Try stepping into a complex article and assessing it piece by piece, one sentence and paragraph at a time.
âIdentify statements of purpose, verb tenses, the flow of the authorâs argument â breaking it up and dissecting it is usually easier than looking at it as one large intimidating text,â Julie explains.
Practicing splicing a large text into smaller bits will become an automatic process with repeated practice.
No matter a studentâs reading level, itâs never too early (or late) to implement reading comprehension strategies. If you have a question about how one of our Philadelphia-area tutoring programs can help your student, please contact us at 215-886-9188.
Photo credit: Sam Greenhalgh


ERIC Number: ED465560
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
All about Sound. Physical Science for Children[TM]. Schlessinger Science Library. [Videotape].
Sound, like light, travels in waves. Young students (grades K-4) learn about the amazing journey of sound--from the source that creates the sound to the mechanics of the ear that enable it to be heard. Children discover why sound needs a "medium" to travel, why there is no sound in space, and how certain animals are able to "see" by using sound. A fun, hands-on activity and clearly illustrated diagrams help students learn these basic concepts. This 23-minute videotape correlates to the National Science Education Standards for Physical Science--properties of objects and materials; position and motion of objects; and light, heat, electricity, and magnetism. This program includes a teacher's guide. (MVL)
Descriptors: Acoustics, Elementary Education, Hands on Science, Physical Sciences, Science Activities, Science Instruction, Videotape Recordings
Schlessinger Media, P.O. Box 580, 7 E. Wynnewood Road, Wynnewood, PA 19096-0580 (23-minute videotape, $29.95). Tel: 800-843-3620 (Toll Free); Fax: 610-645-4050; Web site: http://www.libraryvideo.com.
Publication Type: Guides - Classroom - Teacher; Non-Print Media
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A


Developing drama skills in your teaching. By James Hanley. Good teachers seem to know instinctively how to use performance skills in the classroom to gain and hold.
Using Short Stories to Teach Language Skills. exposure is essential for the learners especially for their language development. drama can be used in.Creative activities and creative play have big roles in toddler learning and development. Read how drama,. creative learning and development:. motor skills, as.How Dramatic Play Promotes Development. Language development. They use reading and writing skills when literacy props are included in the Dramatic Play Area.
Why is expressive language (using words and language). language development. Improve pre-language skills to aid in. Kid Sense Child Development.Using Drama and Movement to Enhance English Language Learners' Literacy Development. to support English language learners. Teaching language skills through drama.Drama techniques to enhance speaking skills. 2.3 Why using drama activities in a language classroom. that is aimed to the development of speaking skills in.Creative activities and creative play have big roles in preschooler learning and development. Read how drama,. skills; help your child. creative learning and.
Using plays in the language class. Using plays or drama in the language classroom can be both enormously rewarding. Improve their reading and speaking skills.This article presents an arts integration program that uses drama and dance to promote foundational literacy skills, with an emphasis on the oral development of.Developing creative writing skills in early. Developing creative writing skills in. teaching and learning creative writing as development of language and.
The following literature review discusses the. builds listening skills, enhances oral language development,. Using drama enhances oral language which will in.This section describes a number of activities to develop speech and language skills, such as good modelling, using toys, music and books.Social Development & Behaviour. Posted. levels of learning disability and language difficulty. These social skills can be built on throughout post. from drama.Integrated Arts Approaches in Education: Dramatic Arts. Development of cognition and language. Drama is. children develop skills through the use of.
The Power of Story: Using Storytelling to Improve Literacy. development by improving oral language,. helped participants enhance the language and logic skills.Supporting the Communication of Children in Preschool: Language & Literacy. variety of experiences to support childrenâs communication and language skills.Why Teach Drama to Primary School Children?. drama develops literacy skills â supporting speaking and listening,. Drama Games for Language Teaching (Online).The advantages of using drama/theatre in an EFL. well as communication through the body language. Advantages and Disadvantages of Using Drama in an EFL.The effects of creative drama on the social and oral language skills. skills of children with learning disabilities. skills; (2) Test of Language Development.Early childhood development is the key to a full and. Early childhood is a critical stage of. â¢ Continue expanding language skills through.
. Oral Language Enrichment and Literacy Development for ELLs. Drama is life with the dull. Using Pair and Group Work to Develop ELLsâ Oral Language Skills.There are many great reasons to use Nursery Rhymes in your daily routine. Aside from providing foundational skills for oral language development,.A checklist of milestones for the normal development of speech and language skills in children from birth to 5 years of age is included below.
LITERATURE AND LANGUAGE SKILL By:. 184.108.40.206 Using Drama in Teaching Language. Develops critical thinking skills. 3. Promotes language development.Nurturing Values through Drama. and develop their language skills. Drama as. Problem solving Professional development Reading Relax Research Review.
Role of Storytelling in Early Literacy Development. in Early Literacy Development â Louise Phillips. oral language base for building on literacy skills,.
What Works? Research into Practice. language skills are more likely to have. A focus on oral language development through the reading and performing of.improvement of skills using the large. Chapter 4 Child Development Principles and Theories 71 processes people use to gain knowledge. Language, thought.


After a successful completion of the Catch Up pilot project in 2017, USAID and the University of Cape Town have commissioned VVOB through J-PAL Africa to mainstream the âTeaching at the Right Levelâ approach in two provinces in Zambia. With Catch Up, the Zambian Ministry of General Education, VVOB and partners aim to improve pupilsâ basic literacy and numeracy skills in the country.
In 2014, a national assessment of literacy and numeracy of primary school students in Zambia brought to light some disconcerting figures: nearly 1 in 7 grade 2 learners were unable to read a single word in their local language, and 30 per cent of Grade 5 learners were illiterate with poor math skills.
One of the underlying reasons for this learning challenge is the size of class groups. Large classrooms contain large variations of learning levels. Learners that fall behind never have the chance to catch up in big heterogeneous groups. These pupils are most vulnerable to demotivation and eventual dropout, negatively impacting their future.
Teaching at the right level
The Ministry of General Education in Zambia is committed to improving the learning outcomes in literacy and numeracy of all its primary students in grades 3 to 5. With the support of J-PAL Africa, Innovations for Poverty Action (IPA), Pratham, UNICEF, USAID and VVOB Zambia, the government piloted âCatch Upâ in eighty schools in 2017.
Two different models of âTeaching at the Right Levelâ (TaRL), a remedial education approach pioneered by the Indian NGO Pratham, were tested in the Catch Up pilot project. After successful completion, the Ministry identified its preferred model: for one hour during the school day for two terms, teachers regrouped children in grades 3, 4 and 5 based on performance instead of age or grade and focussed on basic literacy and numeracy skills.
The successful completion of the pilot moved the Ministry to scale up Catch Up to approximately 1,800 schools over the next three years. The project âTeaching at the right level in Africa: creating pathways to scaleâ in Zambia is funded by USAID and coordinated by J-PAL Africa â an organisation based at the University of Cape Town â in partnership with the Zambian Ministry of General Education and with technical support from UNICEF. VVOB will provide support for the scale up for at least two years, reaching 1,200 schools.
In the pilot phase, VVOB had an implementing role at the level of teachers and schools. However, in the scale-up, VVOB operates as a capacity developer of government staff. As VVOB has a longstanding partnership with the Ministry in Zambia on top of experience with Catch Up, it is an important partner of J-PAL in taking the project to the next level.
Mentoring the mentor
In other words, VVOBâs main responsibility in J-PALâs project is to infuse TaRL in the regular activities of the Zambian Ministry at all levels, and institutionalise the approach.
VVOB will not support schools directly, but has taken up the role as âmentor of the mentorâ. Government staff of different levels â be it provincial, district or zonal â are the key implementers of Catch Up. These crucial actors will mentor and coach school leaders and teachers in the integration of TaRL. VVOB Zambia will strengthen the government staff by developing their capacity in their role as mentor. VVOB will also ensure an information flow to the top staff within the Ministry of General Education.


ERIC Number: ED293263
Record Type: RIE
Publication Date: 1987-Jul
Reference Count: N/A
Instructional Grouping Arrangements Used with Mentally Retarded, Learning Disabled, Emotionally Disturbed and Nonhandicapped Elementary Students. Research Report No. 3. Instructional Alternatives Project.
Ysseldyke, James E.; And Others
This project examined the extent to which varying instructional grouping arrangements are used for different categories of mildly handicapped students in various instructional settings and the extent to which any differences translated to differences in student responses. Observational data were recorded all day in 10-second intervals for 122 elementary students categorized as learning-disabled, emotionally/behaviorally disturbed, educable mentally retarded, and nonhandicapped, in mainstreamed, resource room, and self-contained programs. While handicapped students, in general, received more instruction in individual arrangements, usually in the special education setting, the only category effect that emerged was that mentally retarded students in self-contained placements spent a greater proportion of special education time in entire group instruction. Differences in instructional grouping arrangements translated to differences in student responding, with active responding and academic engaged times significantly higher during individual instruction, compared to entire group and small group instruction, in both mainstream and special education settings. (Author/JDD)
Descriptors: Classroom Techniques, Comparative Analysis, Elementary Education, Emotional Disturbances, Group Instruction, Grouping (Instructional Purposes), Individual Instruction, Learning Disabilities, Mainstreaming, Mild Disabilities, Mild Mental Retardation, Resource Room Programs, Special Classes, Student Reaction, Time on Task
Publication Type: Reports - Research
Education Level: N/A
Audience: Practitioners; Researchers
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis.
Note: For related documents, see EC 202 460-463.


Phonics Games that Kids Love
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Phonics is an essential part of learning to read, and Reading Eggs is the proven way to help children build early phonics skills and phonemic awareness.
Suitable for ages 2â13, Reading Eggs features online phonics activities and games to help your child learn phonics in a fun, interactive and highly motivating way.
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- Hundreds of educational games, colorful animations, fun songs and exciting rewards
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Reading Eggs features hundreds of structured lessons and thousands of phonics games and activities to support your childâs literacy development in phonics, phonemic awareness, vocabulary, fluency and comprehension â the five keys to reading success.


Start your child off the right way in math with a clearly designed, hands-on program already proven by thousands of homeschoolers across the country. Math K helps you teach the foundational skills that children require, including oral counting; recognizing and sequencing numbers; acting out addition and subtraction stories; counting with one-to-one correspondence; identifying and counting pennies, nickels, and dimes; sorting; telling time to the hour, and using a calendar. Learn More
Needs: Teacher Edition, Meeting Book and Manipulatives (48 baby bear counters, 100 color tiles, a complete set of double nine dominoes, 2 geoboards with rubber bands, 1 hundred number board, 100 linking cubes, 100 pattern blocks, 1 primary balance, 2 rulers, 2 student clocks, 1 set of four tangrams, 25 two-color counting discs).
Notes: Saxon Math is a very dry presentation. The pages are devoid of color, but it has lots of reviews and is a well-respected curriculum.


Hamilton Education sells hard copy teaching resources that support Hamilton plans at very low cost. Group Readers, phonics books, number lines and 'Five Minute Fillers' can help you teach literacy and numeracy skills in your classroom.
Year 1/2 English Plans (Set A)
Hamilton's Y1/2 English plans cover all of the statutory objectives of the National Curriculum for England for Years 1 and 2. The Coverage Chart lays out how these are met in a two-year rolling programme (Set A & Set B). Medium and Long Term Plans summarise books used and grammar taught. Individual plans include an outcomes table.
For Hamilton's phonics programme and texts to use with children (Oral Stories and Rhymes) appropriate for this age range, see Year 1 and Year 2.
Read and explore fantastic versions of Hansel and Gretel and Rapunzel. Children use puppets and masks to really get to know the stories and their characteristics. They then retell or write a new version of a fairy tale of their choice. This plan looks at Hansel and Gretel by Anthony Browne and Rapunzel by Sarah Gibb. Hamilton Group Reader Hansel and Gretel is used to build confidence in reading aloud.
Using the wonderful Sand Horse (Michael Foreman) children learn the story, retell it, use role play and then create their own version. They explore settings and invent characters using Morpurgoâs Jo Jo the Melon Donkey. Finally they write their own story.
Letters are a great way to communicate! Whether sharing facts, asking for information or saying thank you, this unit will teach children the format of writing a letter or postcard. Children will practise writing statements and asking questions to compose their own letters. Books required are Dear Zoo by Rod Campbell and Dear Greenpeace by Simon James. Hamilton Group Reader, Letters from the Zoo, is used to stretch more confident readers.
Use information books about minibeasts to identify features of information texts. Compare with stories about minibeasts which also provide information. Look at sentence punctuation and structure. Children write some information about their favourite minibeast. Example books are Minibeasts (Little Science Stars), Where to find minibeasts, The Very Busy Spider and RSPB first book of minibeasts.
Use Where the Forest Meets the Sea and poems by C Warren and A Shavick to describe emotions stimulated by poetry. Explore use of rhyme, adjectives and expanded noun phrases. Study sentence structure including use of capital letters/question marks. Write poems.
Favourite toys can inspire great writing! The author of Winnie-the-Pooh models how to write rhyming couplets, questions, exclamations and extended noun phrases. Safe within the world of The Hundred Acre Wood children produce original poems in a familiar style.


Developing reading comprehension: Combining visual and verbal processes
MetadataShow full item record
When most children read narrative texts they actively utilise cognitive resources to comprehend by constructing appropriate mental models of story events. However, many children with poor comprehension experience difficulties due to an inability to appropriately direct attention and to effectively use the resources of working memory. As a result, their ability to construct integrated mental models of story content may be impaired. However, their reading comprehension performance can be improved when they are taught inferential reading comprehension strategies involving both verbal and visual processes to facilitate more elaborated mental modeling of narrative texts. This article discusses how such strategies can be implemented and consolidated using a metacognitive focus within a flexible multiple-strategy framework.
Australian Journal of Language and Literacy
Â© 2010 Australian Literacy Educators' Association. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Curriculum and Pedagogy Theory and Development


The presentation is entitled An Overview of Literacy Development, and it clocks in at one hour long. So grab your popcorn, sit back, watch/listen and enjoy. The presentation slides are available for download here.
In the presentation, there is discussion of the many components of literacy development, the stages of literacy development, and the dual-demands of "code-based" and "meaning-based" practices. To be exact, the presentation sets out to meet the following objectives:
- To explore the components of literacy development (e.g. oral language development, phonemic awareness, etc);
- To explore the stages of literacy development (i.e. the gradual, cumulative nature of literacy development);
- To understand the difference between code-based skills and meaning-based skills;
- To understand the four levels of processing texts / reading text; and
- To appreciate how learners are active participants as the makers of meaning, the constructors of knowledge and members of communities.
Let us know what you think. It's an experiment, and we plan for more presentations in the future.
Below is the audio from the presentation. Whilst it includes references to the visuals, the audio may well make sense on its own. If you would prefer to listen, feel free to play online or download for offline use.
Welcome to this new step in the journey. We hope the presentation is useful and thought-provoking. Please explore and enjoy!


Presentation on theme: "Williamsvilleâs Title 1 Programâ¦ Teachers and Parents Working Together for Children."â Presentation transcript:
Williamsvilleâs Title 1 Programâ¦ Teachers and Parents Working Together for Children
Welcome fromâ¦ Dr. Charles Galluzzo, Maple West Principal Reading Specialists: Linda Sievert Sue Dewald
What is Title 1? A federal government initiative Directs special funds to schools where there are children from economically challenged families.
Title 1âs Purpose To be sure that no child is left behind. To enable all children to meet high academic standards. To provide meaningful and challenging opportunities for student learning. To form partnerships with parents to enhance their childâs learning.
Title 1âs focus Literacy Skill development for success in Reading, Writing, Listening, and Speaking in English Language Arts, Math, Science and Social Studies and in life!
Our Comprehensive Literacy Program Core reading program 1-6: Houghton Mifflin Reading Focus on 5 components of reading: phonemic awareness, phonics, fluency, vocabulary, comprehension Ongoing instruction and assessment of target skills and strategies Balanced Literacy Framework: daily reading, writing, speaking, and listening Reading: guided reading, shared reading, interactive reading independent reading, read alouds Systematic word study/spelling Writing: interactive writing, shared writing, guided writing, independent writing Listening and speaking activities Research investigations
Pre-K Camp Phonemic awareness: rhyme awareness, beginning sound awareness Phonics: upper- and lower-case alphabet, letter sounds Print awareness: print not picture, front of book, knows where to begin reading print, directionality, concept of word, concept of first and last, lower and upper case letters Pre- and post test to monitor growth
Kindergarten Phonemic awareness: Rhyme awareness, beginning sound awareness, letter sounds, manipulation of sounds Phonics: alphabet knowledge, letter sounds, spelling Fluency: letter-sound, concept of word, sight words Vocabulary: background knowledge Comprehension: via read alouds
First Grade Literacy DRAâDevelopmental Reading Assessment (November, March, June) AIMSWEB (October, January, May/June) DRA Word Analysis Spelling Inventory Writing sample Sentence dictation Interventions based on needsâguided reading, phonemic awareness, sight words, fluency, accuracy, strategy use, comprehension. Flexible grouping. Home practice/book bags
Kindergarten Literacy PALS ( Phonological Awareness Literacy Screen in September) DRAâDevelopmental Reading Assessment (March and June) Sentence dictation Writing
Reading Recovery 30 Min. one-to one teaching for 12-20 weeks Reading familiar stories Reading a story that was read for the first time the day before Working with letters and/or words using hands-on materials Writing a story (sentences) Assembling a cut-up story I ntroducing and reading a new book Home practice/ book bags
Reading Recovery Outcomes Child demonstrates grade-level performance Child shows progress but still requires some intervention Child does not reach grade level standards resulting in additional assessment and possible CSE referral
Second Grade Literacy AIMSWEBâOctober, January, May/June DRA Word Analysis Spelling inventory Writing samples AIS during the school year, summer school Interventions- Leveled Literacy Intervention, Orton-Gillingham, etc. Flexible grouping. Home practice book bags (varies)
Third and Fourth Grade Literacy AIMSWEBâOctober, January, May/June DRA Word Analysis Spelling inventory Writing samples NYS Grades 3 and 4 ELA Tests AIS in and out of school, summer school Interventions- Orton-Gillingham, etc. Flexible grouping.
No magic cureâ¦ International Reading Association âWe believe that there is no single method of single combination of methods that can successfully teach all children to read.â Williamsville Central School Districtâongoing, individualized assessment and evaluation of each childâs reading progress AND developing partnerships with parents.
Parent Involvement Book Bags at primary levels Home Connection Letter at Intermediate level Daily reading at home PARP activities Parent-Teacher conferences Reading intervention observations Parent information sessions
Ideas for Vacations/Summer Literacy Development Read alouds daily Shared reading/writing daily Independent reading/writing daily Library visits/ programs Museum visits, trips to build background knowledge


The First Thanksgiving
This is the tenth lesson in a series of fourteen.
We watch this short video on the first Thanksgiving. It brings our reading and learning to life, reinforcing much of what we've discussed and written about.
After the video, I ask: What are some pieces of information you saw and heard in the video that we also have discussed and read about in our pictorial and book?
I say: Today we will be putting our EVENTS from the story in order. These are all of the events that we've talked about in the story of the Wampanoags and the Pilgrims.
I hold up each event, out of order, and say: What does this picture represent? I do this so that the kids know and understand what each picture is showing. We discuss each picture and its significance to what we've learned.
I ask: Which one do you think would come FIRST? Which picture shows us the very BEGINNING of our story of the Wampanoags and the Pilgrims? Students raise their hands and I call on one student to get the map of the voyage across the ocean picture and place it first at the top of the pocket chart. I ask the group: Who can tell me what is happening in this picture?
I follow the same pattern for each of the events until all have been sequenced.
I remind students that we must go back to the story (or text/illustrations) to help us find the right sequence of the story.
We read the emergent reader: âPilgrims and Wampanoag: Together They Were Betterâ I had to upload this in two parts (Working Together They Were Better1 and Working Together They Were Better2), but when you put them together they make one book.
I say: Boys and girls, letâs read the title together. We read the title together and I help them to use letters and sounds to blend the words together.
The students have heard these words for two weeks now, so once we begin sounding out even the long words, they tend to know what they are right away!
I prompt: We know the first word. Let's make the sounds of the letters to figure it out. What sound for 'p?' (/p/) What sound for 'i'? (/i/) What sound for 'l?' (/l/) What sound for 'g?' (/g/) By this time they have usually figured out the word is "Pilgrims"
I continue: This next word is on our word wall. We know that one! (and)
I follow the same pattern for sounding out the words and challenging kids to read the sight words. I will stop and chunk parts of the word together by blending up until the point in the word that we've sounded out.
I usually chunk by syllable, so for 'Wampanoag' I would stop after we sounded out W-A-M and say: Let's put those sounds together. We call that blending. Let's blend W-A-M. We read together 'wam."
We continue on in the same fashion with 'pa' 'no' and 'ag' and finally blend the whole word 'Wampanoag.'
Application of Common Core Foundational Skills
Because this book has high use of sight words and high levels of picture support for the text, the kids can have a fair amount of success with this reader. As we read each page, the kids should know the sight words, as the ones Iâve used are review. We use the letters, sounds and pictures to help us read the non sight words. I model by thinking aloud and sounding out the words in the same way that I modeled reading the title. The kids usually join in and take over the reading fairly quickly, as weâve done this repeatedly since the beginning of the year.
The text is also repetitive, which makes it manageable for the kids once we've gotten through the first couple of pages. On each page, I focus on the -ing endings that transfer the verb to a subject.


A transformative educational app developed by onebillion that was researched by the University of Nottingham has moved from trials in Africa to schools across England.
Professor Nicola Pitchford from the University of Nottingham has led the research for this project and joined International Development Minister Harriett Baldwin at a school to see the onebillion app in action, helping children improve their numeracy skills.
onebillion is a tablet-based app that uses simple activities to help schoolchildren improve their numeracy and literacy.
Developed by British non-profit onebillion and supported by UK aid through Voluntary Services Overseas (VSO), the project was initially trialled in Malawi. Now through the University of Nottingham , 70 primary schools cross England, including 15 schools in Nottingham are using the app every day.
International Development Minister Harriett Baldwin said: âIt was fascinating to be part of a lesson taught entirely using the onebillion app, it was clear that this technology is truly transformative for both the pupils and the teachers.
âThis innovative project is not only empowering schoolchildren in African countries, it is also a demonstration of UK aid working for taxpayers as schools across England are also benefiting from this British innovation.
âThe onebillion app is a win for school children across England and a win for school children in Malawi.â
Minister Baldwin joined a lesson with Year 1 and 2 pupils (aged 5-6 years), the children were taught a maths lesson through the app.
The platform teaches core topics in the national curriculum and pupils progress through topics on their own and at their own pace. The app demonstrates how to complete exercises, then pupils practice the exercises themselves. This form of individualised learning allows children to be taught at the right level.
Careful testing and observation
During trials in Malawi, research found that children using the app daily made the same progress in maths in eight weeks as they would have been expected to after 12 months of teaching.
The research was then brought to the UK by Professor Pitchford and PhD student, Laura Outhwaite who is also supervised by Educational Psychologist Anthea Gulliford from the School of Psychology at the University of Nottingham.
The University of Nottingham research team examined children using the onebillion maths app on tablets in the classroom. Using careful testing and observation methods before, during and after use it was found the children using the app improved their maths understanding much more quickly than with traditional classroom teaching alone.
Professor Pitchford says: âThe results from the initial research in Malawi showed that the app made a significant impact on the childrenâs learning in maths. It fuelled our interest in finding out if this app could be similarly effective in other countries. We started working in Nottingham with Dunkirk Primary School and Burton Joyce Primary School. Using the same methodology, we found that the effect on children using the app was the similar to that in Malawi. We then expanded further to 11 more Nottingham schools and every time we saw the same thing - children using the onebillion maths app were significantly improving their performance in maths, and not only that they were becoming more confident and enthusiastic learners. We believe this is because the app provides engaging, individualised content that the children work through at their own pace without the distractions and pressure of large group classroom teaching.â


Strategies for Reading Comprehension. Strategies for reading comprehension are conscious plans â sets of steps that good readers use to make sense of text.
Explicit instruction in comprehension strategies help students become purposeful, active readers. We love the strategies for reading comprehension that Tanny McGregor and other top authors offer us to help children understand what they read. Reading Process Poster Template By enlarging the following template and laminating, you can write (with a dry-erase marker) important reading processes and applications for children to discuss and understand during and after a piece of literature is read. READ-O As mentioned on the Reading Fluency Activities Page, students are encouraged to read each night at home with their families and keep track of the books they read. Students are given a paper clip to add to our Reading Web for each book they read. Reading Is Thinking.
Share Book Recommendations, Join Book Clubs, Learn more about your Favorite Books and Share Books with Friends. Beth Newingham's Blog. Embarrassed to Read by Donalyn Miller. A recent National Literacy Trust report found that 17% of children surveyed would be embarrassed if their friends saw them reading.
According to a dictionary, âEmbarrassment is an emotional state of intense discomfort with oneself, experienced upon having a socially unacceptable act or condition witnessed by or revealed to others.â Embarrassment is tied to our need for social acceptance. If you have ever chased a naked toddler, you know that children arenât born with an understanding of socially acceptable behaviors and must learn them from people who understand societyâs rules. So, where do children learn that reading is embarrassing? Children receive the message that reading a lot isnât cool from adults. In modern society, childrenâs future success depends on their acquisition of literacy skills.
I fight this perception that reading is nerdy with my students every year. As adults, those of us who love books and reading often gravitate toward other readers. Like this: Like Loading... Free Audio Books - Download an audio book in mp3 or iPod format today! Welcome to Lit2Go ETC. AudioBooksForFree.com. Serialized audio books in podcast form. Home Page.
List of Mentor Text for Writerâs Workshop.
Notebook. ReadWorks.org. Homepage - ReadWriteThink. Read it! Loved it! Adrienne Gear Reading Power Recommended Book Lists. Adrienne Gear's recommended book lists: Fiction Reading Power - Tried & True Connect (Primary, Intermediate), Question (Primary K-3, Intermediate Gr. 4-7), Visualize (Primary, Intermediate), Infer (Primary, Intermediate Gr. 4-7), Transform (Primary, Intermediate Gr. 4-7) Fiction Reading Power - What's New?
(Spring 2010) Connect (Primary, Intermediate Gr. 4-7), Question (Primary, Intermediate), Visualize (Primary, Intermediate), Infer (Primary, Intermediate), Transform (Primary, Intermediate) Nonfiction Reading Power - Tried & True Recommended books for read alouds, Zoom In, Determining Importance, Question, Connect, Infer and Transform Nonfiction Reading Power - What's New? Nonfiction Reading Power Anchor Books Adrienne's Hot Picks for Novel Studies and Lit. Novel List - What's New? CAFE. In our classroom, we will use the structure of CAFE to focus on reading comprehension strategies.
During Daily Five, two of our whole class mini-lessons will focus on CAFE strategies. I will also meet with small strategy groups and individual students when I finish meeting with guided reading groups. Our CAFE board shows the four strategies we will focus on- Comprehension, Accuracy, Fluency, and Expanding Vocabulary. As we learn skills for each strategy, we will post them below. The most exciting part is that students will have the chance to declare the strategy they are working on.
This is our CAFE board. Here are the skills we will work on this year: Your TICKET to teaching comprehension! We Read, We Blog, We Teach. Reading Comprehension & Language Arts Teaching Strategies for Kids. Comprehension Strategies - Making connections, questioning, inferring, determining importance, and more. Literacy Resources For Teachers.
Reader's Workshop. This website is designed and maintained by Karen A.
McDavid Â© 2004. Ideas, content, activities, and documents for this website are copyrighted by Karen A. McDavid and should not be copied or downloaded without permission. All graphics seen throughout this website should not be removed, copied, or downloaded. You may download the banner below with a link back to this site. Graphics by.


The Sparta School district believes that the Sparta school system produces students who will exemplify mastery in mathematical practices. It is the responsibility of administrators, teachers, students, and parents to create learning opportunities to persevere in modeling mathematics precisely and strategically with reasoning, tools, and algebraic structure. Through this collaboration, students will develop into independent, competent, mathematical thinkers who are college and career ready.
Spartaâs Mathematics Program Beliefs:
- Technology can enhance the learning process and prepare students to be 21st century learners.
- Student-centered learning activities will enable students to develop ownership for their education.
- A coherent K-12 curriculum will allow for authentic real-world learning opportunities.
- Our assessments will require students to demonstrate in-depth understanding rather than recalling simple facts and algorithms.
- Students will be confident in participating in higher level discussions that will assess and advance the understanding of concepts.
- The use of various resources, tools, and technology will engage students to solve mathematically rich, real-world problems that meet the needs of a diverse population of learners.
- Collaborative and hands-on learning activities will promote creative and critical thinking skills for all students.
Supervisor of Mathematics Grades PreK-12
Ms. Arbolino began her career in education in 2006. Since then she has had the opportunity to work both inside and outside of the classroom, developing math programs and professional development opportunities for colleagues. Ms. Arbolino is committed to being involved in all facets of curriculum development, standardized testing, and auditing our wide variety of programs and events. Ms. Arbolino received a Bachelor of Arts Degree in Elementary Education with a Mathematics Specialization in grades 5-8 from Kutztown University. In addition, she received a Master's Degree from Centenary College in Instructional Leadership.