What is UNTAN? What is the role of UNTAN in developing the country?
Together with UNTAN to build a country that is optimizing the development in the field of education, especially at the university level. Adequate educational facilities and students who excel will build Indonesiaâs country becomes better. This is based on the Education Law in Indonesia. One of them is article 1 verse 1 which means that the purpose of education is to create human resources that have quality in terms of morals and spiritual, attitude, personality, as well as intellectual skills and ability so as to build the nation and country towards the better again. The contents of the Education Act is in line with the mission of university Tanjung Pura namely advancing science to create quality human resources to build a shared country.
Building the country through previous education is also delivered by the minister of education and culture (Kemendikbud) Indonesia which refers to the Development Plan of education based on Nawacita (nine ideals and expectations) National Medium Term (RPJMN) 2015 â 2019.
Profile of University of Tanjungpura (UNTAN)
What is the purpose of education has been applied in UNTAN (Tanjungpura University)? Along with qualified educators and adequate facilities that can make the next generation as a determinant in the development of the country. Untan has a vision that in the year 2020 will become the leading educational institution in terms of preservation and scientific information center in West Kalimantan and able to produce graduates qualified, morally and compete high in the international world.
A Brief History of UNTAN
UNTAN is an abbreviation of Tanjungpura University having its address at Jalan Prof. Dr. H. Hadari Nawawi Pontianak, West Kalimantan 78124. The university was founded on August 15, 1967, which was previously named Dwikora University, the change of name is based on Presidential Decree No. 171 the Year 1967.
Initially, UNTAN provides faculty of Law and Administration, now UNTAN has various faculty one of them concentrate on the Department of FKIP (Faculty of Teacher Training and Education). Culture and Daily in UNTAN are very concerned about religious values one of them get used to praying before learning. Outside the class many activities that can be obtained ranging from extracurricular activities (skills) and become social activists (BEM). Having activities outside the classroom is very important for students at the college level.
During the semester one student is focused on Character Education program. This program is part of the religious education course. Students are directed to join the program with the intention that when they graduate they not only have a high discipline but also have good morality and personality and religious so that can channel their knowledge in a positive direction.
With so many activities outside of this class, students can learn about social activities, community culture and apply the disciplines they have learned. Because basically to build a country cannot be separated from the development of social sciences that apply in the community, especially in the area of West Kalimantan.
About FKIP majors at UNTAN:
Concentration of S1 UNTAN
- Sport Science
- Science Education
- Language and Art Education
- basic education
- Education Social Sciences
- Mathematics and Science Education
Master Program S2 UNTAN
- Education administration
- Education Bahasa Indonesia
- English language education
- Economic Education
- Teacher Education Elementary School
- Mathematics education
- Sociology Education
- Education technology
The role of UNTAN in Building the Country
Teacher is the most important role in building the country
UNTAN graduates are prospective teachers, where a teacher is able to make his students more qualified, so as to build this country become more advanced in terms of morals and intellectual ability. A professional teacher is able to disseminate knowledge without excluding the culture, morals and spiritual values prevailing in society.
Therefore, teachers have a very important task and great responsibility in developing human resources. Together UNTAN prospective teachers are able to build a more qualified, competent, and beneficial to others.
Source article : bersama untan membangun negeri


Help your child to learn about the alphabet and to develop reading, writing and spelling skills in English. Have fun while learning ABC and many different words in English including high frequency words / dolch words list. Use the app for pre-school kids or children in the primary schools to support writing literacy. The app contains more than 275 different words. Parts of the app is inspired by the Montessori learning approach for learning to read, write and spell. The app is built around 4 different mini games that your child can access for focusing on word, image and audio combinations: - Learn about the letters in the alphabet - Match the image with the first letter in the corresponding word - Try to write many different words on the keyboard - Spell to different words - In each game it is possible to choose capital letters or lowercase letters. - Vocals and consonants have different colours Children can play alone or with support from a parent. There is a cute character in the app, which introduce the different games and provide feedback in an educational and enjoyable manner. In relation to the Common Core State Standard (CCSS) under reading foundational skills it is relevant for: CCSS.ELA-Literacy.RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters. CCSS.ELA-LITERACY.RF.K.1.D Recognize and name all upper- and lowercase letters of the alphabet. CCSS.ELA-Literacy.RF.K.2 & CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. I.e. CCSS.ELA-LITERACY.RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). If you have any comments or feedback, go to www.kidstatic.net/contact or at www.facebook.com/kidstaticapps. Parts of the app have been developed with support from the Danish Board of IT and learning.


Progress in the Georgia Campaign for Grade-Level Reading
In November, the Atlanta Civic Site hosted a session with leaders in the field of childhood literacy to solicit their advice for strengthening and expanding the Georgia Campaign for Grade-Level Reading.
Recognizing that many people already understand the value of early learning and literacy, session participants stressed the need to ensure that existing efforts were aligned and focused on the larger goal of reading at grade level by the end of third grade and developing measures of success. Participants also advocated for the inclusion of literacy in existing and emerging interventions for younger children and child health. The Atlanta Civic Site already is incorporating early reading into health services through the Healthy Beginnings System of Care and United Way of Metropolitan Atlanta's recently launched Project Health Access, which provides two AmeriCorps service members at the civic site focused on healthy activities.
The Georgia Campaign for Grade-Level Reading is a statewide effort to ensure that all children are proficient readers by the end of third grade. Like campaigns in 11 other states, Georgia's builds on extensive research documenting the importance of this educational milestone and of supporting literacy development from infancy. The campaign targets the areas of school readiness, student attendance and summer learning loss.
Gov. Nathan Deal has taken a strong stance in support of grade-level reading, launching the Read Across Georgia initiative. Atlanta, Brunswick and Savannah committed to be part of the All-America City Grade-Level Reading Communities Network, and, this fall, Atlanta received a Cities of Service grant to provide one-on-one tutoring in four schools with children in kindergarten through second grade.


Teachers, administrators, and parents recognize the first few years of school as critical to childrenâs later school success, especially in the area of reading. Thatâs why more than 20 percent of all Wyoming students in such school districts as Laramie, Natrona, and Sweetwater, along with Carbon and Converse County School Districts 1 and 2 have implemented the Lexia Reading program as an essential component of their reading curriculum.
Lexia Reading offers a technology-based system of differentiated skills practice, embedded assessment, and targeted instruction, designed to advance reading skills development in all students pre-K through fourth grade, and intensify and accelerate learning for at-risk students in grades 4â12. Statistics gathered in a recent national query found that 87% of Kâ3 at-risk students using Lexia Reading advanced one or more grade levels to finish the year working on grade level material.
âWe had 94 percent of my at-risk students meet their NWEA Measures of Academic ProgressÂ® growth rate while 78 percent met grade level proficiency using Lexia Reading,â said Wendy Gamble, reading intervention specialist, Converse County School District 1. âThis program is priceless âand the data speaks for itself. This program is a remarkable reading instructional tool that delivers what it promises.â
Evansville Elementary School in the Natrona School District recently purchased Lexia Reading as the schoolâs foundational reading software for all students, as well as a primary intervention tool for all struggling readers. Sweetwater District administrators have expanded the use of the software program to include three of its six elementary schools. In all, nearly 9,000 Wyoming students and counting are enrolled in Lexia.
In addition to supporting foundational skills development, the program also reduces schoolsâ dependence on traditional testing methods and helps improve each studentâs performance on grade-level assessments. Lexia Readingâs Assessment Without Testing provides real-time data on studentsâ specific skill gaps, as well as norm-referenced predictions of each studentâs percent chance of reaching the end-of-year benchmark. The program then automatically identifies and prioritizes students for small group or individual instruction, providing educators with targeted instructional strategies and structured lesson plans to help each student improve performance on grade-level assessments. This compilation of student performance data is all done without administering a test, allowing schools to spend less time testing and reclaim weeks of instructional time.
âWe love Lexia because it pinpoints the knowledge deficiency immediately and addresses student skill gaps. It automatically provides teachers with a set of explicit, scripted lesson plans and paper and pencil practice sheets for targeted skill instruction and offline practice,â said Gamble. âIt gives us insight into where our students are struggling, but it doesnât stop there â it gives us all the necessary data and resource tools needed to be successful teachers, which means our students will be successful readers. Other programs seem to miss the mark and never get to the heart of the studentâs struggles, Lexia does just that.â
A selected winner of both District Administrationâs Readersâ Choice Top 100 products and the eSchool News 2012 Readersâ Choice awards, Lexia Reading includes more than 900 age-appropriate activities that conform to federal guidelines and align to Common Core State Standards. The software delivers scaffolded practice, advancing students to higher levels as they demonstrate proficiency while focusing on the five major areas of reading instruction. Students using the Web-based, SIF certified program work independently as the software automatically differentiates the content to match each studentâs skill level, detecting when additional practice is needed and advancing students to the next level when skills have been mastered. The software quickly identifies students at risk for reading failure, highlighting specific skill deficits and aggregating student performance data at the student, class, school, or district level.
âOne of the biggest challenges we as educators face is the process of gathering meaningful student data without having to invest what we seldom have enough ofâtime and moneyâand administering tests,â added Gamble. âLexia Reading provides teachers and reading specialists like myself first-hand, detailed, meaningful data we need for delivering differentiated and targeted instruction that will undoubtedly prepare this next generation of students for academic success.â


This solar energy science experiment will teach kids about solar energy and how different colors absorb different amounts of energy. In a sunny spot outside, place six colored pieces of paper next to each other, and place an ice cube in the middle of each paper. Then, observe how quickly each of the ice cubes melt. The ice cube on the black piece of paper will melt fastest since black absorbs the most light (all the light ray colors), while the ice cube on the white paper will melt slowest since white absorbs the least light (it instead reflects light). You can then explain why certain colors look the way they do. (Colors besides black and white absorb all light except for the one ray color they reflect; this is the color they appear to us.)
Like the popular baking soda and vinegar experiments, this film canister rocket literally takes it to the next level by using that creation of gas and energy to jet off into the sky. If your explorer has seen videos of mountain tops getting blown off during a volcanic eruption, this science project is pretty much any space loverâs version. Get the building instructions over at kids science activity blog The Science Kiddo.
If your kids are learning about genetics, you can do this edible double helix craft to show them how DNA is formed, what its different parts are, and what it looks like. The licorice will form the sides or backbone of the DNA and each color of marshmallow will represent one of the four chemical bases. Kids will be able to see that only certain chemical bases pair with each other.
Itâs important to get kids involved in science early so they understand the world around them. These science kits focus on critical thinking skills that will give your kidâs hands-on experience to build their curiosity and interest. Help your children discover the fun in learning by checking out these kits that teach them how to conduct their own experiments through the many different fields of science.
Disgusting Kits â These kits are great for young boys especially, who love everything gross! They will love to create horrible slime and sludge to gross out their friends, and parents! They tend to feature things like brains and snot â sure to be popular with little ones! Parents will love that their kids can explore disgusting substances in a fun, safe and educational way.
The best science experiments guide for kids ages 3-9. This is YOUR go-to resource for all things STEM and science all year round! STEM stands for science, technology, engineering, and math. You can make STEM and science exciting, educational, and inexpensive for young kids. Fun and easy science for kids starts here! Donât hesitate getting set up for science at home right away.
Ah, slime. Itâs the one thing that parents across the UK have been being pestered to make, so why not turn it into a science activity? For our concoction, we mixed shaving foam, PVA glue and a little bit of air freshener (fabric conditioner can work too!), to create a slime that you can swirl, stretch and crack, providing hours of fun. Try changing the quantities to see how the mixture changes, and ask the kids to explain the differences.


Pre-Kindergarten age-group: four â five years
With at least one adult for every 10 preschoolers, your child will get the attention they need as they gear up for more structured classroom experiences.
During our time together, pre-kindergarteners develop a passion for learning and experience a true sense of achievement in literacy, math, science, social studies, arts, technology and healthy habits.
Areas of focus
- Literacy building writing skills - increased vocabulary, model writing, and letter practice
- Literacy pre-reading skills - interactive reading, book knowledge, print knowledge and take home family activities
- Mathematics developing skills - exploring concepts of addition, subtraction and classification, structured activities and math games
- Science - understanding of physical, life and environments
- Social studies - understanding of people, places and environments
- Arts - knowledge and understanding of dance, music, drama, and visual arts
- Technology - awareness and beginning basis of tools and technology
- Social and emotional development - problem solving with peers, building peer relationships, developing self-regulation, understanding social cues
- Physical skills development - large and fine motor skills, CATCH activities
- Healthy habits - understanding healthy eating and personal safety, while building lifelong enjoyment of physical activities
- Body, mind and spirit - developing social skills, core values and a foundation for social responsibility
Your pre-kindergartenerâs day
When children arrive, teachers create an environment for a smooth transition from home.
Once the day gets going, kids participate in:
- Large-group learning to explore areas of daily life, weather, letter, numbers and colors
- Small-group learning, which expands on concepts shared in the large group and works to serve more individual needs
- Interest-based learning that gives preschoolers the opportunity to make their own choices
- Several transitions (washing hands before a meal, stories before nap time, etc.) that form a predictable routine, which helps preschoolers learn social skills and develop self-help abilities
At the end of the day, our staff assists children in a smooth transition out of the classroom. Parents get information and updates on how the day went for your preschooler. To help with name recognition and literacy development, children sign themselves out for the day (along with a parent).


FÃ¸lelseskunnskap â kunnskapsomrÃ¥de i musikkfaget?
Chapter, Peer reviewed
MetadataShow full item record
- Artikler og bokkapitler
Original versionI: F. V. Nielsen, S.-E. Holgersen & S. GraabrÃ¦k Nielsen (Red.) Nordic Research in Music Education. Yearbook Vol. 11 2009, 185-205
Emotion knowledge â a field of knowledge in music education? This article presents music experience as a mediating tool for emotion knowledge, and further discusses emotion as a field of knowledge in music education. â The empirical project, which provides the basis for the discussion, proves music experienced as a mediating tool for emotion knowledge. The aspects of emotion knowledge related to music experience were in a preliminary analysis categorized as emotional availability, emotional consciousness, emotional empathy, emotional understanding, emotional reflection, emotional expressivity, emotional regulation and emotional interaction. The main analysis revealed other opportunities for investigation and categorisation, such as revocable and new, dynamic and static, individual and intersubjective, mental and embodied, pre-reflexive and reflexive aspects of emotion knowledge. â These results are in the discussion argued to be a field of knowledge in music education, based on arguments related both to phenomenology, pedagogy and music philosophy. However, different categorisations can easily hide important aspects of the research area, and the article concludes pointing in this direction. - Keywords: music, experience, education, emotion, knowledge
SeriesNMH-publikasjoner;2009, nr 8
Nordisk musikkpedagogisk forskning;Ãrbok 11


The following helpful resources provide information on students that are English Learners (ELs).
|Resources for Administrators and English Learner (EL) Directors|
Home Language Survey
"Success with English Learners" professional development for English Learners
|Resources for Teachers|
WIDA & Indiana Academic Standards Summer 2014 Training: The Indiana Department of Education's Office of English Learning and Migrant Education and the College and Career Readiness Division presented 7 training sessions across the state in summer 2014 as an overview of the WIDA English language development (ELD) standards and how they work in conjunction with the Indiana Academic Standards. This video represents a 1 hour highlight of the 6.5 hour training. For the full training, please access the WIDA section of the IDOE website at www.doe.in.gov/elme/wida
Collaboration & Connection for Our ELL Students: Trish Morita-Mullaney is a Visiting ELL Assistant Professor at Purdue University. She teaches graduate online courses for the ELL K-12 license and supports other related ELL classes for graduate and doctoral students. She coordinates with area school districts and service centers on ELL professional development for teachers and administrators. Her research focuses on the lived practices of teachers and leaders as they enact policy with, for, and among ELLs. Before serving at Purdue, she worked as a building administrator and an ELL District Director. She is a long-term member of INTESOL and is a part of the INTESOL leadership cadre. She was a significant contributor to the creation of Indiana's first set of ELL standards.
ELLs in Secondary Classrooms 1: In part 1, Dr. Katie Brooks and Dr. Susan Adams, professors in the College of Education at Butler University, share research behind the stages of second language acquisition and effective strategies that educators can use to facilitate the development of academic language in the classroom for our English learners.
ELLs in Secondary Classrooms 2: In part 2, Dr. Brooks and Dr. Adams discuss how to facilitate language development, including reading skills in the second language. Specific strategies are shared to increase interaction and provide language instruction through the content. In order for all English learners to be successful, Dr. Brooks and Dr. Adams share factors that must be considered when teaching long term English learners (LTELs) and students with interrupted formal schooling (SIFEs) with little native literacy development.
Information About Our Speakers:
Dr. Kathryn Brooks, Ph.D.
Katie Brooks is associate professor in the College of Education at Butler University and was the Principal Investigator of Project Alianza, a five-year US DOE Title III Professional Development Grant. Katie's research interests also include ESL student writing, ESL student engagement in mainstream classrooms, and teacher professional development.
Dr. Susan R. Adams, Ph.D.
Most recently the Project Alianza Director at Butler University, Susan R. Adams is assistant professor of Middle/Secondary education in the College of Education at Butler University where she teaches ESL education courses for preservice and practicing teachers. A former high school ESL teacher and instructional coach, her research interests include equity, teacher transformation, and ELL writing.
Information About Our Speakers:
Dr. Faridah Pawan
Faridah Pawan is an associate professor from the Department of Literacy, Culture, and Language Education at Indiana University (Bloomington, IN). Areas of specialty include ESL/EFL teacher education, research in ESL and content area teacher collaboration in public schools in Indiana and in Beijing, China, and pedagogy in second/foreign language online teaching.
Anita Seralathan is a doctoral student in the Department of Literacy, Culture, and Language Education at Indiana University (Bloomington, IN). She was an ESL teacher in California and an EFL teacher in the Czech Republic and India. Her degree goal is ED.D. in ESL/EFL Teacher Education.
English Learners and RTI Webinars: This thee part mini-series, titled What Every Administrator Should Know about Separating Difference from Disability, is presented by Dr. Catherine Collier. Dr. Collier has over 45 years experience in equity, cross-cultural, bilingual, and special education. She has authored several books and articles on cross-cultural and multilingual special education. She works extensively with school districts on professional and program development for at-risk diverse learners.
Part I: Policy, Programs, and Challenges for English Learners
Part II: Pyramid of Resilience, Instruction, Intervention & More
Part III: Language Characteristics and Instructional Support for English Learners
Part IV: Step 1-2: Build Foundation and Establish Resiliency
Part V: Step 3-4: Differentiate and Monitor Instruction & Intervention
Part VI: Step 5-7: Resolve/Reference, Integrate, and Serve


We have used Skype extensively in kindergarten for a number of years, but we have never participated in Mystery Number Skype. After attending Kathy Cassidy's presentation at Awakening Possibilities last month, I was inspired to put this idea into practice with my colleague Leah Obach and her grade 1 class.
How does Mystery Number Skype work? Well it's beyond simple actually! Each class chooses a mystery number based on whatever criteria you have set. We are currently focusing on numbers 1-100 at the moment. The classes then connect on Skype. One class goes first, and asks the other class yes/no questions to narrow down what the mystery number could be. Once the first class guesses the number correctly, the other class takes their turn. McGraw-Hill's Monster Squeeze app is a great way for students to increase their understanding of how to narrow down a range of numbers.
Hands On Math Hundred Chart app. Learn more about how the app works in this tutorial video. Students were super engaged as they asked questions and coloured in numbers on their device during Mystery Skype.
Is it higher than __?
Is it lower than __?
Is it between __ and __?
Is it in the forties, fifties, sixties, etc.?
Does it end with a __?
After three days of Mystery Number Skype, Leah and I have decided that a few new mini-lessons are needed to stretch the students' thinking and question-asking abilities. Topics we plan to address in the next week include odd/even numbers, skip counting patterns, and the difference between "teen" and "ty" (decade) numbers. Leah's Grade 1 class already demonstrates a good understanding of teen/ty numbers, so her students may actually teach a mini-lesson to my students.
Today our classes competed to see who could solve the mystery number asking the fewest number of questions. We tallied each question on the SMART Board as they were asked, which definitely increased student motivation to ask "smart" questions. This provided another role for students to play during Mystery Number Skype as well as some great skip counting practice.
After only 3 days of Mystery Number Skype, I am really impressed by the growth I've seen in my senior kindergarten students' abilities to use and ask reasonable questions about the hundred chart. Their excitement and engagement is through the roof as well. If you're looking for a fun way to connect with another class and develop 21st century skills in your students while boosting numeracy skills, this is it!


Alabama Common Core Standards
AL.CC.L.4. Language Standards
Vocabulary Acquisition and Use
L.4.42. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.42.a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
AL.CC.RF.4. Reading Standards: Foundational Skills
RF.4.21. Read with sufficient accuracy and fluency to support comprehension.
RF.4.21.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
AL.CC.RL.4. Reading Standards for Literature
Craft and Structure
RL.4.5. Explain major differences among poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
Key Ideas and Details
RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characterâs thoughts, words, or actions).
Range of Reading and Level of Text Complexity
RL.4.9. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
AL.CC.W.4. Writing Standards
Research to Build and Present Knowledge
W.4.30. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.4.30.a. Apply Grade 4 Reading standards to literature (e.g., âDescribe in depth a character, setting, or event in a story or drama, drawing on specific details in the text â).


READ Plan Sample for EL Students
If an English Learner is determined to have a significant reading deficiency, a READ plan must be developed. Given the unique language and literacy needs of English Learners, the d epartment has created an example plan specific to English Learners. The sample READ plan for English Learners contains the required components of a READ plan which includes components for an individual English Language Development Plan.
The sample READ plan for English Learners is an example, not a required template. Districts can determine the format and the name of their plans. The intent of the sample is to illustrate the areas of English language and literacy development a teacher should consider when planning instruction and intervention for English Learners.
Documents and Resources
WIDA Can Do Descriptors
Individual Student Charts for Kindergarten, First through Second Grade and Third through Fifth grade: The âCan Doâ Individual Student Charts provide guidance on how to differentiate process and product of the core content to meet the ELD standards and document access to core content. Use the Can Do descriptors to ensure that accommodations are aligned to the language proficiency level of the student. Language proficiency levels are identified on the most recent ACCESS for ELL state assessment or the most recent WIDA W-APT scores if annual state ACCESS data is not available.
ELD Functions and ELD Scaffolds Charts
The ELD Functions revised 2013 and the ELD Scaffold revised 2013 lists functions and scaffolds by WIDA language levels from 1 to 5. These charts can be used to develop READ plan ELL objectives by adding the appropriate ELD language function and ELD scaffold to a minimal skill competency. Technical assistance is available on request to develop ELL objectives for READ Plans.


I don't get this question too often, since those who reach out to me have already decided to learn, but it's come up often enough that I'd like to address it for all prospective musicians and music students.
First things first: there's no one-size-fits-all answer for every single person interested in learning music. I'll likely add additional posts on the topic because there are simply too many reasons to pack into one blog post.
I read something a few months ago about how music educators should stop defending music education. It wasn't saying music wasn't worth defense - the article focused on how we tend to justify the importance of music education by its benefits in other areas ("learning music makes you good at math!" or "learning music boosts test scores!") instead of the benefits of music on its own.
Today I'm going to explore one of my favorite reasons for learning music: the social aspect.
Music-making has historically been a group activity. The jury's still out on this, but historians and scientists have found some evidence that music evolved before language. This makes sense if we break down the components of both. Language is, at least partially, a form of music. The tone of your voice can make a huge difference. For example, think about shouting, "What are you doing?" at the top of your lungs when someone may be about to run face-first into an obstacle versus asking a friend, " What are you doing?" when you're trying to make plans. You've changed your volume, pitch, and speed (tempo) to convey a different message. Creating music together probably allowed ancient humans to communicate. Think of the beautiful songs of blue whales!
Of course, today, we have language, and we also have technology. Technology allows us to connect with people regardless of geography (which is awesome for me as an online music teacher!) but it's also important to remember the original iPod: the humble piano.
Back about 120 years ago, nearly every home had a piano, and generally at least one person in each family could play. Music-making wasn't viewed the way it is today as an unusual skill or (perhaps more disheartening) something only talented celebrities are fortunate enough to do. Music was an extremely common pastime for many families. Imagine how different your current home would be if everyone in your home gathered around a piano or a guitar to listen or sing together at night!
One of my goals as a music teacher is to bring back this sense of community music. I believe it's extremely important more people take part in music. Not only is it good for our test scores, but it's part of what makes us human, and it's good for our souls. Making music with other people feels good, and gives us a little break from the constant stream of technology. It allows us to use our brain power and skills we've learned, and add our own personal touches to familiar songs. Music connects people across time (I've never met Mozart, but I can play music he wrote over 200 years ago), distance, cultures, and yes - language. I have another story about that I'll share in another post, and today I'll leave you with this: you shouldn't learn music with the main goal of getting better at math. You should learn music because you want to gain a lifelong artistic skill that helps you connect with others - whether that means live performances or your choice in repertoire.


Willis Tower is a building that dominates the skyline of Chicago. It was formerly known as Sears Tower. In July 2009, the tower was officially renamed. The structural height of this building is 1,450 feet. It comprises of 110 floors. This tower is actually composed of nine different square tube structures.
These vertical tubes were formed by welded steel frames. The tubes are uniform in width, measuring to 75 feet square, but diverse in height.At the time of its opening in 1973, it was the tallest building in the world. In 1996, it was surpassed by the Petronas Twin Towers in Kuala Lumpur, Malaysia.
Quick Facts: â
- In December 1997, this skyscraper was sold to the TrizecHahn Corp, a Canadian real estate firm.
- Willis Tower was designed by the architectural firm Skidmore, Owings & Merrill hired by Sears Roebuck and Company.
- The chief architect and engineer that worked on this buildingâs design were Bruce Graham and Fazlur Rahman Khan.
- The design of the building was inspired by a pack of cigarettes.
- The building is topped by two antennas. The western antenna brings the total height of the structure from 442 meters to 527 meters.
- The 103rd floor of the structure has an observation deck. It is also the highest observation deck in the United States.
- It is named as Skydeck and attracts approximately 1.3 million visitors every year on average.
- The largest tenant of the building is United Airlines and it occupies a total of twenty floors.
- Willis Tower provides more than 400,000 square metres of floor space for offices and other activities.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Facts for Kids about Willis Tower ." Easy Science for Kids, Dec 2018. Web. 10 Dec 2018. < https://easyscienceforkids.com/willis-tower/ >.
APA Style Citation
Tobin, Declan. (2018). Facts for Kids about Willis Tower. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/willis-tower/
We've recently added
- Syria Worksheet and Quiz
- Samoa Worksheet and Quiz
- Neil Armstrong Worksheet and Quiz
- Mount Everest Worksheet and Quiz
- Henry Hudson Worksheet and Quiz
- Guatemala Worksheet and Quiz
- Cleopatra Worksheet and Quiz
- Carl Linnaeus Worksheet and Quiz
- Canada Worksheet and Quiz
- Turtle Worksheet and Quiz
Sponsored Links :


I will admit I believed all the hype about the supposed baby âMozart effect,â that is, that listening to classical music helps to develop a babyâs brain. I didnât so much as put the headphones on my pregnant belly, but I would definitely put on NPR when I was driving around with my baby on board.
Researchers at the University of California at Irvine first documented the Mozart effect in 1993. Their study reported that college students who listened to a Mozart sonata for a few minutes before taking a test, that measured spatial reasoning skills, performed better on the test than students who listened to another musician or to no music at all.
In reality, the effect on the studentsâ cognitive abilities was temporary, lasting only 15 minutes. And, in recent years, many scientists have debunked the Mozart effect and all the corporate hype.
However, that is not to say that listening to classical musicâor to music in generalâdoes not benefit infant brain development. Exposure to the complex sound patterns in classical music (which the babyâs developing brain must decipher) may help later on in life when it comes to deciphering language, math, and science in that both processes use the same spatial reasoning pathways. According to Diane Bales, PhD, âDuring the first years of life, the babyâs brain cells form connections with other brain cells. Over time, these connections that are used regularly become stronger. Children who grow up listening to music develop strong music-related connections which will help with other subjects that use spatial reasoning.â
Any form of positive stimulation is a good thing for a babyâs development, and music is particularly wonderful. Singing to your wee one is a beautiful way to communicate and bond with your baby, and it is widely accepted that there are benefits of actively playing music in the early developmental stages of childhood.
A child is naturally curious, and their first instrument may be as simple as a rattle. They instinctively react to music, and as any of you with a toddler knows, they love to move and dance to the beat.
In the early twentieth century, a German composer recognized the benefits of playing music in early childhood and created a music education program for children, known as the Orff Approach. The only person I know on the island who follows this approach is Miss Aubrey from La-ti-Da Music. Her music class for babies and tots (ages three months â two years) is great, and her piano class for kindergarten-aged kids is awesome. (Piano encompasses many techniques that help improve coordination and develop both sides of the brain. It also involves abstract reasoning skills necessary for learning math and science.) On a personal note, I have seen my six-year-old blossom with confidence and grow in Miss Aubreyâs class.
The positive effects of listening to and playing music in your young childâs life are numerous. Not only is it enjoyable, it facilitates bonding and is developmentally very supportive.
Image Credit: Malia Akinaka


Joint action in the discursive production of writing subjects. Several distinguished scholars, however, have thoroughly disproven all reasonable objections to spelling reform, including this objection.
Effective instruction for English-Language Learners. An expectation of teamwork and shared responsibility, decision making, and leadership. The Reading Teacher, 60 1 In this approach, the teacher and the students engage in active written interaction through journals whose topics and format are initiated by the students themselves.
The matter of understanding. Goal setting and self-efficacy during self-regulated learning. There is a specific research base which holds that oral argumentation and dialog supports students being able to develop written arguments see, for example, Kuhn, ; Graff, ; Kuhn, Practice in decoding and identifying words that contain the letter-sound relationships children are learning to read and need for reading and writing Practice activities that involve word families and rhyming patterns Practice activities that involve blending together the components of sounded-out words "Word play" activities in which children change beginning, middle, or ending letters of related words, thus changing the words they decode and spell Introduction of phonetically "irregular" words in practice activities and stories 8.
English uses a 26 letter Latin alphabetbut the number of graphemes is expanded by several digraphstrigraphsand tetragraphswhile the letter "q" is not used as a grapheme by itself, only in the digraph "qu" . Teaching vocabulary during shared storybook readings: In pursuit of an illusion: Rather, the most effective teachers only present small amounts of new material at any time, and then assist the students as they practice this material.
Bergin and Garvey Publications, Inc. The whole-goal of small group instruction is responsiveness.
The interactive read aloud provides students with opportunities to talk and respond to texts, fosters a love of reading, and gives them additional opportunities to practice learned skills and strategies. Talking back and taking over: Conditions of vocabulary acquisition.
Educators, in particular Horace Mannbegan to advocate changes in reading instructional methods. A kindergarten writing workshop: Contact us today to schedule a free, no-obligation minute consultation with one of our experts.
Story reading introduces children to new words, new sentences, new places, and new ideas. The workshop gives language learners not only a space for language learning but a place to practice.
Effective leadership for school improvement. The first three describe the conditions necessary for teacher leaders to emerge and the foundation for teacher leadership: Assessing phonological awareness in kindergarten children: Teacher Education Quarterly, The Cloze method can be used for a number of different purposes: Office of Education Cooperative Research Program has a compilation of these.
Journal of Reading, Journal of Reading Behavior, 19, pp.in reading and writing are quite strongly and positively related an emphasis on writing activities results âStudies Back Lessons in Writing, Spelling.â Educational Leadership, November 20, Bear, Donald R.
et al. Words Their Way: Words Study for Phonics, Vocabulary, Methods of Writing Instruction. Research Base Underlying the Teachers College Reading and Writing Workshopâs Approach to Literacy Instruction Educational Leadership, 64(4), 56 âBringing Research Based Practice in Reading Intervention to Scale,â which concludes that effective teachers are able to identify struggling readers and modify the nature and intensity of.
Reading education in the United States. Jump to navigation Jump to search. This article has multiple issues. The report found varying evidence-based support for some common approaches to teaching reading.
Phonemic Readability indicates the ease of understanding or comprehension due to the style of writing. Reading recovery is a. English Literacy Development: Approaches and Strategies that Work with Limited English Proficient Children and Adults. Teaching Reading Using the Skills-Based Approach The skills-based approach, also called the phonics approach, is characterized by the assumption that learners learn how to read by mastering discrete elements of.
What Does the Research Tell Us About Teacher Leadership? By: Reading Rockets is a national multimedia project that o ffers a wealth of research-based reading strategies, lessons, and activities designed to help young children learn how to read and read better. Writing samples from real kids pre-Kâ3.
More in Teaching Reading: Common. Figure 1 illustrates how reading, writing, and understanding are related. inservice programs on reading and writing across the curriculum offer teachers a variety of strategies for integrating reading or writing into their content-based instruction.
But such programs rarely ask teachers to examine their own instructional goals and then to.Download


Creating a Fun Atmosphere with Sing-along Songs
One of the most fun group participation activities for family and friends is to engage in sing-along songs. The essence of a sing-along song is that it has a simple enough melody and memorable lyrics for everyone to easily learn. Many of these popular songs have been around for over a century and are taught to children as part of their grade school music education. "Michael Row the Boat Ashore" is a very well known sing-along song. It was a traditional folk song written in the 1860s that became a huge hit in the early 1960s by The Highwaymen. The following sing-along songs are widely known and appreciated by all ages.
She'll Be Comin' Round the Mountain
Not many songs over a century old are still as popular as "She'll Be Comin' Round the Mountain," which originated in the late nineteenth century by an unknown composer. The song uses metaphorical lyrics, although not everyone who sings these lyrics may be aware of the significance of the words. "She" is a metaphor for the chariot carrying Jesus upon his return. Hence the lyrics "she'll be drivin' 6 white horses." The song was originally based on a spiritual song called "When the Chariot Comes."
What A Wonderful World
The song "What A Wonderful World" was first popularized in 1967 by Louis Armstrong and in 1999 was inducted in the Grammy Hall of Fame. The optimistic children's song was written by Bob Thiele and George David Weiss. It was written as a good-natured counterpoint to the violence and social divisions of that era. Even though the record was only a marginal hit in the United States, it topped the charts in the United Kingdom. The song's popularity grew over many years due to being covered by so many different artists, including Tony Bennett. Then in 1988 the song was re-released and was a hit all over again. In 2002 it was covered by Joey Ramone as a more upbeat pop/rock song.
Louis Armstrong enjoyed one of the longest recoding careers of any singer in history. He was born in 1901 and lived to be 69 in 1971. He rose to fame with his first big hit "Muskrat Ramble" in 1926. His first number one hit was "All of Me" in 1932. Armstrong went on to have over 70 hits including "Hello Dolly" in 1964 before reappearing on the charts in 1988. He was also a national radio host and film star.
Don't Worry, Be Happy
One of the biggest and more memorable hits of the 1980s was "Don't Worry, Be Happy," recorded by Bobby McFerrin. The song made history by being the first Acapella recording to ever hit number one in America. That's interesting because most casual sing-alongs throughout the world are sung with no instrumental backing. The lyrics were based on a saying by Indian mystic Meher Baba. In 1988 the song was featured in the movie Cocktail, which helped it hit number one that year. The song has become a worldwide anthem for optimism and has been recorded by many different artists and sung in various languages.
McFerrin told USA Weekend in an interview that he had seen a poster of Baba with the words "Don't Worry, Be Happy," which was what inspired him to write the upbeat lyrics. Even though McFerrin was the only voice heard on the recording, he recorded several different vocal parts that were mixed together. These tracks included lead vocals, falsetto and bass. McFerrin is widely regarded as a one-hit wonder, although prior to recording his one big hit he recorded the theme song for the television series The Cosby Show.


This promotion is for Rewards members only. To take advantage of exclusive offers like these, join Office DepotÂ® OfficeMaxÂ® Rewards now!
Creative Teaching PressÂ® Reading Comprehension Graphic Organizers, Grades 1-3 Item # 535135
Thank you, you will now be redirected to comparisons.
Just a moment while we prepare the page
Check In-Store Availability
In order to be effective, reading comprehension strategies need to be taught directly
- Presents a step-by-step process in which students learn to apply comprehension strategies to the books they read.
- Students learn literal, inferential and critical reading comprehension skills as they progress through each unit.
- Focuses on the genres that are interesting and familiar to the students.
- Specific reading skills are modeled and practiced through the use of a graphic organizer.
- Lessons present direct explanation, modeled instruction, guided practice and student application of the reading strategy.
- A graphic organizer helps students organize information found in the text.
- Grade-level appropriate literature suggestions and sample stories for a variety of genres.
- Strategies include reteaching and extension suggestions.
- A fun, hands-on culminating unit project combines the learned strategies with art and writing.
- Contains 96 pages.
|manufacturer||Creative Teaching Press|
|publisher||Creative Teaching Press|


Thereâs more to education than reading, writing, and arithmetic. Children need to learn how to control their growing bodies, deal with complex emotions, and navigate social situations.
Academic schools are great for educating the mind, but what about the rest of the child? Recent budget constraints have cut funding for physical education, music and art education, and many other ânon-academicâ disciplines.
Letâs look at some of these ânon-academicâ areas:
- Physical Fitness. Children need healthy exercise, but they also need to learn good eating habits to stay healthy, as well as gross and fine motor skills to develop their coordination and body awareness. Unfortunately, many schools donât address these needs.
- Mental Discipline. It seems more and more children these days exhibit symptoms of ADD (attention Deficit Disorder), and with our short attention span society, they need a structured way to learn to focus or concentrate. Many recent laws have stripped the ability of public schools to enforce discipline.
- Emotional Self-Control. In many ways, the difference between a child and an adult is emotional control. Temper tantrums seem to come naturally to children, who have to learn over time that they cannot always get their own way, and must control their emotions in order to be considerate of others. Emotional education is not part of your average school curriculum.
- Social Confidence. Learning to deal with other people is a skill set that can be learned. Unfortunately, character education â the very foundation of treating people right â is not a proper academic subject.
So, where can concerned parents turn?
The martial arts have centuries of experience teaching physical, mental, and emotional discipline. Students learn amazing physical skills. They practice mental discipline every day, learning emotional self-control. Most important of all, they are taught right from wrong, to develop outstanding character and personal leadership.
Hundreds of parents in our community have seen their children get a balanced education in our childrenâs martial arts programs.
Why not take advantage of our special offer by clicking the link below? Thereâs no obligation, and your child will thank you for it.
Martial arts is training for life!


Our printable Third Grade worksheets offer practice of the basics on free printable worksheets. See these below:
Our practice Math worksheets show the four operations and offer space to practice equations three times each. We have colorful fraction worksheets, cursive writing ABC worksheets, and Spelling worksheets, Reading worksheets, printable birthday cards, and coloring pages to print. Use our extra columns for easy navigation. No registration necessary.
These printable worksheets can be used with any elementary education program or home school curriculum. If you have a bright third grade student, check our higher levels. If you're helping a struggling third grade student, check our lower levels; especially our Phonics and Math worksheets.
See our list of 3rd Grade worksheets below the different courses and their icon links. Thanks for patronizing our affiliates since they keep our site running. See our left nav for the different subjects and use our search bar to find topics of interest.
Our printable third grade worksheets for Math are an extra help with the basic Math facts like multiplication, division and fractions which simply need introduction and then plenty of practice. Introduce the times tables and the concept of putting amounts together by sets to form products then the math symbols. By second grade most students are familiar with the basic Math facts.
If not, reintroduce. Many still benefit by using Addition Worksheets and Subtraction Worksheets for practice; yet by third grade most students are learning or are interested in the âeasy additionâ of multiplication.
These are our favorite Reading resources that incorporate the use of Phonics. They teach the basics of Phonics that you will see throughout our site:
By the time that students are studying 3rd Grade Spelling words, they frequently have a grasp of the basics in Phonics. If not, be sure to visit our Phonics Worksheets page in the left column.
Our list is from an old third grade reader so that we would publish a useful version to both faster and slower students. The main download has 106 pages including a six page printable Spelling list for reference. The six page reference list of spelling words is next to it for easy reference. I like to print this on card stock for my students so that it lasts through the year.
Rather than wait till a higher grade to learn endings, these worksheets show many words with the different endings so that your students have an opportunity to see how the word meanings change with different suffixes. It also shows some examples of different spelling rules.
Isolated practice spelling lists like our 3rd Grade Spelling words can also be lists of vocabulary words. I find that when a student can spell and pronounce vocabulary words, write them correctly from dictation, use them in sentences of his own, distinguish the prefixes and suffixes with their meanings, and have the habit of using the dictionary with new words his reading comprehension will improve. How can one comprehend words that have no meaning? This is why studying Vocabulary words is so important.
Any time that you recognize words that are from your students' Spelling lists, be sure to explain them. Also, if you look through your studentâs reading activities for important words to understand and then offer those words as spelling words and vocabulary words. You can do this manually on our blank spelling worksheets with the line-ruling on our printable writing paper and columns that you choose.
Also, encourage your student to keep his own notebook or binder of misspelled words for Spelling practice, Spelling rules, and definitions. Even a brief synonym, symbol, or picture can help students remember a word's spelling and definition. In this way the same notebook can be used for many years.
I find that isolated spelling lists are more useful when a personal list of difficult spelling words is also kept for practice. If the student forms the habit of keeping a list of his own misspelled words from his essay writing, practicing the correct spelling and looking up the vocabulary words, he will know how to learn new words in any science or study. Use our practice printable Third Grade worksheets for spelling to help your kids form this habit and can be printed out to fill a binder with divided sections as for 3rd Grade Spelling words, etc.
You can buy our K-6 spelling worksheets in one bundle with convenient files. This also includes our phonics spelling words.
Thank you for visiting our third grade worksheets.
Printable Worksheets âº Third Grade Worksheets


A seasoned art scholar, editor and author presents an overview of art history with a suggested approach for identifying âtrueâ visual art.
As the co-editor of the renowned art journal Aristos and co-author of What Art Is: The Esthetic Theory of Ayn Rand (2000), Kamhi brings to her newest book decades of study and practical experience in the art world. She provides a history of visual arts as viewed by Aristotle, Kant, Rand and others, and offers her list of âbasic assumptionsâ about âtrueâ artâs essential characteristics: âFirst, all works of art are made with special skill and careâthey are not the product of casual whim, chance, or accident,â and, among other assertions, âThey are not abstract.â She concludes: âAny work that does not possess all these attributes is either failed art or non-art.â In Chapters 3 and 4, Kamhi reviews 20th-century innovations she believes depart from conventionally accepted visual artsâincluding abstract art, pop art, installation art and similar visual art forms. Other chapters cover film as art, art education, the role art critics have played in promoting bad art, and the rewards of âreal art.â Chapter 7, perhaps the bookâs most engaging, reveals that, according to data from cognitive science, emotions are tied to sensory experiences, and perceptions of beauty and meaning arenât really subjective. Online links to dozens of artistsâ works help bring the text to life, and the extensive chapter endnotes offer solid supporting resources for further study. Kamhiâs writing is forceful and persuasive as she defends her conventional concept of art: âPrior to the early twentieth century, artistsâ¦employed imagery to embody meaning.â Abstract art is not âan intelligible vehicle of meaning or emotional expression,â she says; rather, it is âessentially a failed enterprise.â Certain appreciators might agree, but the art world no doubt has a compelling rebuttal.
An impressive companion for advanced studies in visual arts, accessible enough for general-interest readers.


M.A. in Elementary Education
Interdisciplinary and Inclusive Education
College of Education
Ability grouping in education; Grading and marking (Students); Nongraded schools
Elementary Education and Teaching
This study compared the effects of multiage education and graded education on academic performance, social skills development and parent, student and teacher attitudes toward school.
The 34 multiage students and the 27 graded students were assessed through curriculum based tests and informal reading inventories. Statistical analyses were completed A significant difference was found.
Both groups of students completed a social skills development survey. Cafeteria/playground aides were surveyed and discipline referrals were examined to find the percentage of students in each group who received a detention for a discipline violation. Data was collected, and statistically analyzed. No significant difference was found.
The parents of both groups of students completed a survey about their impressions of the education of their children. Both groups of students completed a survey about their attitudes toward school. The two multiage teachers and the two graded teachers added information through discussion and interview to determine their altitudes toward their respective educational programs. Data was statistically analyzed. No significant difference was found.
Buff, Cheryl L., "A comparison of multiage education and graded education in the areas of academics, social skills and attitudes of participants" (1997). Theses and Dissertations. 2039.


Numeracy for life
Information and challenge for parents
The challenge is a call to action to the whole of the UK to work together to improve adult numeracy skills, transform negatives attitudes and ensure everyone has the essential maths skills they need for everyday life.
Aims of the National Numeracy project
To increase parentsâ active engagement in their childrenâs maths learning through:
- Breaking down barriers to involvement and transforming attitudes to maths
- Highlighting opportunities to bring numbers and aspects of numeracy into everyday life
- Creating and disseminating resources and information that support both parents/carers and those who work with them
Click on the link below to find out more details:
We have been a Numbers Count school for 3 years now and have seen considerable improvement with many children in regards to their mathematical understanding and knowledge. Numbers Count is a highly effective intervention. It is delivered by Mr Byatt to children who find mathematics extremely difficult. It helps them to get back on track and catch up with their peers. Over 50,000 children have taken part in Numbers Count since 2008, making average Number Age gains of 16 months after 4 months. Here are some of the concepts that are covered and gained by the children during the intervention programme. The idea is that you can use this page to support your child along with the Numicon which is available to borrow from school for a short agreed period of time. Please speak to your child`s class teacher if you are interested in doing so, helping your child reinforce what is being covered within these lessons.


Grounded in the topic of inclusion, stems the debated question of academic inclusion. Those on the side of viewing academic inclusion under the general umbrella of inclusion because of the social factors associated with it, advocate that no matter what the grade level (and oftentimes, studentâs needs), the goal should be to maintain the student with mainstream peers for the majority of the day. The rationale for this belief is that the mainstream environment provides role models. The approach to providing supports under this view of inclusion, is to push in the supports, often times offering a shadow to remain with the student throughout the day working 1:1 and providing any modifications necessary.
Developed over many years of working with students with varying exceptionalities, Kesherâs philosophy on academic inclusion takes on a different lens. This lens challenges the notion of the benefits of role models by asking the question, âif a student has significant deficits in the areas of self awareness, self monitoring, perspective taking or social awareness, regardless of the appropriateness of the role models present, will the student really make use of these role models?â The answer more often than not, is no. This is because the student is not developing these skills innately, and rather, needs to be taught these skills, and only then can be able to implement them to benefit from picking up cues in the environment. Kesherâs lens on this topic challenges the notion even further by offering two more ideas to ponder.
The first is that the executive functioning/social emotional skills required of a student (ie perspective taking, social awareness, self monitoring etc) are directly connected to higher order critical thinking academic skills. The skill a student uses to problem solve on the playground by attempting to understand the friendâs point of view, is the same skill necessary to understand a characterâs point of view in a book, the authorâs purpose or the effects of plot on the development of characters. In other words, the skills are not mutually exclusive. If a student needs to taught these executive functioning/ social emotional skills, there needs to be instruction time set aside for the teaching of said skills, as well as scaffolded opportunities for practice and feedback throughout the childâs day.
The second idea that Kesher poses for pondering is that the lower school years really be seen as foundational years. These are the years that a student transitions from learning to read into reading to learn. These are the years that the classroom environment offers nurturing of key foundational skills before middle school, where students are expectation to begin to take said skills and apply them even more. Making sure in the lower school years that there are minimum amounts of gaps in learning is crucial, specifically in the areas of academics, social emotional learning and executive functioning skills.
It can be said that Kesher believes that a strong foundation sets students up for success further down the road. It is in the lower school years that this strong foundation is constructed. Therefore, in Kesher the focus in the lower school years is on more social mainstreaming opportunities, and not on academic inclusion.
The term early intervention is used to describe services available through IDEA (Individuals with Disabilities Education Act) typically referring to children with developmental delays under the age of three. However, the term also refers to the importance of evaluating and retaining necessary special education and related services as early on in a childâs life as possible. In the early school years, children are exposed to a vast amount of skills in the school setting. These skills connect and can be compared to a staircase of skills, one building upon the next. Gaps in a childâs learning can significantly impact his/her skills further down the road. If a child presents with deficits in the areas of academics, behaviors, executive functioning or social emotional skills, parents should seek guidance towards evaluating to determine if there is a need for intervention (ie special education or related services).
Kesher partners with the schools it services to offer support in identifying intervention needs. A crucial part of the process is parent education. Properly informing parents about the areas of deficits and the impacts of early intervention are crucial in building a team that works together in sync for the childâs educational success. Progress monitoring is another key factor in determining need. This is to say that while sometimes a need arises, or a deficit area appears, often this is seen as a temporary issue that will sort itself out with time. It is therefore key that when such issues arise, that proper documentation be taken in order to monitor progress or lack thereof. Only then can it properly be determined if the need is transient or that an intervention is necessary. Time is of the essence when speaking about development, especially in the early years.


Fun Durdle Door Quiz â FREE General Knowledge Quiz for Kids Online
Enjoy this Easy Science for Kids Durdle Door Quiz â youâll get your quiz score after completing this FREE online interactive quiz on Durdle Door. You need to answer all the questions to be able to get your score. You can do this fun quiz about Durdle Door again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about the Durdle Door.
About Durdle Door Quiz & our FREE Online Quizzes
Our fun easy science quizzes are a free online general knowledge quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Durdle Door quiz helps your kids learn fun facts about Durdle Door while enjoying this FREE quiz online.
If your kid is home-schooled by you, or is in a science enrichment class, then this is an easy science activity, with reading comprehension benefits for kids in first to fifth grade. Kids will enjoy competing against their classmates and friends, to see who scores the best, doing this fun online quiz on Durdle Door.
As a reading comprehension training activity for kids, you can set a timer to encourage kids to do the reading comprehension activity faster, or you can simply limit the number of times your kids can read about the Durdle Door quiz topic, before they do the actual general knowledge quiz for kids online in our fun quiz website.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other fun kids quizzes, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Durdle Door quiz answer they think is correct, and at the end you get the Durdle Door quiz score. Your child can try many times, till gets the perfect score faster, as he or she learns to listen more carefully and develop a better memory and attention span!
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Durdle Door Quiz â FREE General Knowledge Quiz for Kids Online - ." Easy Science for Kids, Dec 2018. Web. 10 Dec 2018. < https://easyscienceforkids.com/fun-durdle-door-quiz-free-general-knowledge-quiz-for-kids-online/ >.
APA Style Citation
Tobin, Declan. (2018). Fun Durdle Door Quiz â FREE General Knowledge Quiz for Kids Online -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/fun-durdle-door-quiz-free-general-knowledge-quiz-for-kids-online/
We've recently added
- Syria Worksheet and Quiz
- Samoa Worksheet and Quiz
- Neil Armstrong Worksheet and Quiz
- Mount Everest Worksheet and Quiz
- Henry Hudson Worksheet and Quiz
- Guatemala Worksheet and Quiz
- Cleopatra Worksheet and Quiz
- Carl Linnaeus Worksheet and Quiz
- Canada Worksheet and Quiz
- Turtle Worksheet and Quiz
- Saudi Arabia Worksheet and Quiz
- Poland Worksheet and Quiz
Sponsored Links :


How do children develop fine motor skills? Childrenâs development is influenced by their physical capabilities, environment and the demands of the activity in which theyâre engaging. Childrenâs ability to grasp objects develops gradually over the first five years of life from grabbing a toy with their whole hand to being able to hold a pencil between several fingers and write the letters of the alphabet. Over this period of time, childrenâs fingers increase in length, their hands increase in breadth and they move from using all fingers to grab a toy to picking up small pieces with just two fingers. By 2Â½, children can have a strong desire to put things together and take them apart. They become increasingly able to do quite complex finger plays like Five Little Ducks. These games not only provide opportunities for fine motor skill development, but other learning as well!


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Instruction in science can be difficult for students with visual impairments due to the use of visual instruction that is often used for conceptual understanding. Pedagogical approaches to teaching science continue to evolve, with inquiry-based science instruction as a primary instructional method used in current classrooms.
In teaching students with visual impairments, inquiry is a strategy that has been traditionally been used in orientation and mobility (O&M) instruction, in an effort to teach students with vision loss to explore and make conclusions about their environments through the use of all senses.
The purpose of this review is to outline how orientation and mobility (O&M) lessons can reinforce early science concepts for students who are blind or visually impaired through inquiry based experiences.
Fast, Danene K. and Wild, Tiffany A.
"Teaching Science through Inquiry Based Field Experiences Using Orientation and Mobility,"
Journal of Science Education for Students with Disabilities: Vol. 21
Available at: https://scholarworks.rit.edu/jsesd/vol21/iss1/4
Accessibility Commons, Curriculum and Instruction Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Science and Mathematics Education Commons, Special Education and Teaching Commons


ERIC Number: ED356929
Record Type: RIE
Publication Date: 1992
Reference Count: N/A
Help! They Don't Speak English Starter Kit for Elementary Teachers.
State Univ. of New York, Oneonta. Coll. at Oneonta. Eastern Stream Center on Resources and Training.
This teaching guide is a resource for the classroom teacher of limited-English-proficient (LEP) migrant students. Following introductory information about LEP students, the guide contains sections on: (1) organizing your class for language learning, emphasizing cooperative learning; (2) language development, emphasizing social interaction; (3) literacy development, focusing on English reading; (4) English in the content areas; (5) cultural awareness; (6) parent involvement; and (7) assessment. The sections are interspersed with teaching tips, activities, and article reprints addressing the various aspects of teaching LEP students. The assessment section includes reproducible student language surveys in English and Spanish. Also included are a chart of state and local contact persons, a glossary of second-language-education terms, and additional readings. (KS)
Descriptors: Content Area Reading, Cooperative Learning, Cultural Awareness, Elementary Education, Elementary School Students, Elementary School Teachers, English (Second Language), Instructional Materials, Language Acquisition, Limited English Speaking, Migrant Children, Parent Participation, Reading Instruction, Teaching Methods
Eastern Stream Center on Resources and Training, Bugbee Hall-Room 305, Oneonta, NY 13820.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Department of Education, Washington, DC.
Authoring Institution: State Univ. of New York, Oneonta. Coll. at Oneonta. Eastern Stream Center on Resources and Training.
Note: For a related document, see ED 347 024. Originally produced by the Virginia Department of Education Migrant Education Program.


Microsoft Excel: Basic
Microsoft Excel Basic course will equip you with hands-on knowledge to create and develop Microsoft Excel worksheets, perform simple calculations and to create a simple chart. The course provides all necessary foundational skills on this topic.
This course is intended for students who wish to gain the foundational understanding of Microsoft Office Excel that is necessary to create and work with electronic spreadsheets.
- Training is hands-on using easy-to-follow step-by-step instructions.
- Instructor-Led Training (ILT) on live exercises of each topic.
Training will be conducted by our experienced local trainer who has more than 10 years of experience with relevant certification.
Lesson 1: Getting Started with Microsoft Office Excel 2016
- Topic A: Navigate the Microsoft Excel User Interface
- Topic B: Use Microsoft Excel Commands
- Topic C: Create and Save a Basic Workbook
- Topic D: Enter Cell Data
- Topic E: Use Microsoft Excel Help
Lesson 2: Performing Calculations
- Topic A: Create Worksheet Formulas
- Topic B: Insert Functions
- Topic C: Reuse Formulas and Functions
Lesson 3: Modifying a Worksheet
- Topic A: Insert, Delete, and Adjust Cells, Columns, and Rows
- Topic B: Search for and Replace Data
Lesson 4: Formatting a Worksheet
- Topic A: Apply Text Formats
- Topic B: Apply Number Formats
- Topic C: Align Cell Contents
- Topic D: Apply Styles and Themes
- Topic E: Apply Basic Conditional Formatting
- Topic F: Create and Use Templates
Lesson 5: Managing Workbooks
- Topic A: Manage Worksheets
- Topic B: Manage Workbook and Worksheet Views
- Topic C: Manage Workbook Properties
Lesson 6: Printing Workbooks
- Topic A: Preview and Print a Workbook
- Topic B: Set Up the Page Layout
- Topic C: Configure Headers and Footers


â Tranquility is invited with a Smile and a long, slow, deep breath (shamatha).
â Tip of the Nose is the first step toward unwavering steadfastness in meditation. For the beginner practitioner, putting the attention on the tip of the nose starts the training of meditative focus.
â Flow invites our senses to do what they do: sense, feel, experience, delight, and report. This introduces the qualities of vipassana. How so? Vipassana is clear perception, a use of the senses together with logic and the reasoning capacity of mind. The senses are used to gather a wide variety of information. With that, the practitioner can begin the deductive process of ascertaining what brings benefit, what induces stability, what is light and how many different ways can it be experienced? Each of these questions (and many more) leads the meditator deeper into the sensations, the qualities being experienced, and thus into the experience itself. Direct experience is the best teacher for a human being, whether that is about the taste of a strawberry, the qualities of fire, or the nature of Awareness and Reality. The step âFlowâ is pivotal in all of the above and more.
Additionally, there is flow itself. Flow is the experience of ease, coming and going expressing through the breath but describing the impermanence and changeable nature (the coming and going) of everything. Thus Flow trains the practitioner in how to dance with the natural arisings that occur within a meditation session as well as in life.
â Soften and Open begins to blend the two skills of tranquil abiding â shamatha and clear perceiving â vipassana, long before they are skills and before the beginning practitioner can actually hold a state of concentration. Nonetheless, the incremental training of The Practice through its steps brings forward the refined capacities of mind-Awareness and states of well-being through using the qualities represented by Samantabhadri (she) and Samantabhadra (he).
The rest of the steps continue as this, enhancing these foundational skills in meditation practice, and helping the meditator integrate the benefits of shamatha and vipassana into everyday life.


Study Habits Introduction Essay
Problem and Its Setting
Education plays a vital role in the development of a learner. The acquisition of new knowledge, information and the way one responds to the learning environment makes him a holistic learner. It must be uncalculated in our minds that one of the purposes of education is to train learners on how to formulate solutions to problems, how to grow independently, how to apply what they learned inside the classroom in their real life situations, and how to understand things and make them useful to oneâs life.
You cannot learn simply by being told what to do or by watching others, you have to practice and practice frequently. Successful students employ time management systems to create study â¦show more contentâ¦
However, at this point in time, the researchers would like to determine the possible relationship of study habits to the academic achievement of Bachelor of Elementary Education students in Nueva Ecija University of Science and Technology.
Statement of the problem
This study intended to find out the factors affecting the study habits of undergraduate âBachelor of Elementary students in Nueva Ecija University of Science and Technology.
Specifically, it aims to answer the following: 1. What is the profile of the respondents according to: 1.1 Time management 1.2 Learning Skills 1.3 Study Skills
2. What extent of influence did the independent variables have on students study habits?
3. Did the


Henry David Thoreau was known throughout Concord, MA as a quirky fellow. Rather than work all day, Henry preferred to walk. And walk. And walk. He would walk the woods and fields of his town for hours every day, observing, noticing, and thinking. Sometimes, Henry would collect things that he wanted to study more closely at home, and carry them in his hat, in which he modified the liner to create a shelf of sorts for the purpose of holding such found items.
Henry paid close attention to the plants and animals in the world around him, and came to truly love what he saw.
Henryâs HatÂ® is an elementary education curriculum created by the Walden Woods Project. Henryâs HatÂ® provides standards-based lessons and activities in a wide range of STEAM topic areas, including English Language Arts, Math, Science, Technology, Engineering, and Art. Through these lessons, students learn about Henry David Thoreau while completing exercises that augment instruction in core educational areas.
The curriculum is designed to facilitate a pick-and-choose approach to the material, to be used throughout the year (rather than in a condensed, time-limited unit), allowing you to use the lessons and other materials to support and enrich existing curriculum.
As Henry collected experiences and natural objects throughout each dayâwhich he would think about, write about and learn from later that night or a day or two laterâthe Henryâs HatÂ® lessons invite students to "collect" their own experiences throughout the school year from which to learn through observation and exploration.
(COMING SOON!) Professional Development for educators using Henryâs HatÂ®
For the 2016-2017 school year, we are looking for classrooms to pilot some of our Henryâs HatÂ® lesson plans. Contact us if you are interested in using the lessons in your classroom!


Focus on Sound is an exciting music education digital encyclopedia for WindowsÂ®, AppleÂ®MacÂ®, tablets and smartphones. It develops studentsâ listening and composing skills as well as enhancing their general musical knowledge. Focus on Sound contains two multimedia software products: Instruments and Sound Words.
Developed for students aged 9 to 18, the Instruments section introduces around 200 musical instruments, voices and groups - in classical, jazz, rock, folk and world music. Sound Words has more than 50 topic areas covering harmony, rhythm, structure, melody, instrumental techniques, technology, music reading and music theory.
Written by music education software specialist Dr. Simon Foxall, an experienced music director and senior examiner.


At Jump Primary School we believe that an eff ective education in Music has the power to inspire and engage pupils providing them with a creative outlet in which to express their emotions, skills and talents. We encourage children to participate through listening, responding and performing both vocally and through playing a variety of instruments.
Barnsley Music Service provide sessions for KS1 children to develop their aural memory. Opportunities are planned for children to learn how to play the guitar in Year 4, the ukulele in Year 5 and the recorder in Year 6. Each year our Key Stage 2 children are invited to participate in the Young Voiceâs Concert. It is our aim that children are able to further enrich their Music education through participation in these sessions and events.


Good Language Model
Remember you are your childâs language model. If your child says a word or sentence incorrectly, repeat it so they hear the correct way of producing the word/sentence. This way they hear the correct way of saying it â you are the model! Try not to make them repeat it or correct it as this tends to make them shy away from speaking.
- Simple Language
Try use simple language that your child understands rather than using long winded sentences and complex words. Explain any new words, especially when they ask â this is when they are curious and ready to learn.
- Floor Time
Make the time to sit down and play with your child and play one-on-one. The more you can do this one-on-one time with your child the more opportunity they have to learn language from you. You can look at a book or pictures on a play mat etc.
- Follow Your Childâs Lead
Let your child lead the play instead of forcing them to play with specific things. This takes off the pressure to speak/interact with you all the time. If you let your child take the lead, he/she builds confidence and will usually be more receptive to learning.
- Observe and Comment
Donât feel like you have to fill in every silence that happens when playing with your child. Comment on some of the things they are doing so they can build onto their rapidly growing vocabulary.
- Books are IMPORTANT
It is so important that children are exposed to books frequently and from early on. Story book reading is ideal, even if it is just one or two pages a night. This helps with early literacy development and promotes vocabulary growth as well as listening skills.
- Nursery Rhymes and Songs
These contain rhythm and rhymes that are so important for speech and literacy development. It is also a fun way to learn language.
- Create Language Opportunities
It is so important to make every opportunity a language learning activity by pointing to things, naming them, singing songs/nursery rhymes or asking questions. If you incorporate daily activities and language learning into one, then it creates a perfect environment for learning speech and language.


Literacy rate, youth (ages 15-24), gender parity index (GPI)
Definition: Gender parity index for youth literacy rate is the ratio of females to males ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.
Description: The map below shows how Literacy rate, youth (ages 15-24), gender parity index (GPI) varies by country. The shade of the country corresponds to the magnitude of the indicator. The darker the shade, the higher the value. The country with the highest value in the world is Lesotho, with a value of 1.18. The country with the lowest value in the world is Yemen, with a value of 0.43.
Source: United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.
Development Relevance: Literacy rate is an outcome indicator to evaluate educational attainment. This data can predict the quality of future labor force and can be used in ensuring policies for life skills for men and women. It can be also used as a proxy instrument to see the effectiveness of education system; a high literacy rate suggests the capacity of an education system to provide a large population with opportunities to acquire literacy skills. The accumulated achievement of education is fundamental for further intellectual growth and social and economic development, although it doesn't necessarily ensure the quality of education. The Gender Parity Index (GPI) indicates parity between girls and boys. A GPI of less than 1 suggests girls are more disadvantaged than boys in learning opportunities and a GPI of greater than 1 suggests the other way around. Eliminating gender disparities in education would help increase the status and capabilities of women. Literate women implies that they can seek and use information for the betterment of the health, nutrition and education of their household members. Literate women are also empowered to play a meaningful role.
Limitations and Exceptions: In practice, literacy is difficult to measure. Estimating literacy rates requires census or survey measurements under controlled conditions. Many countries report the number of literate people from self-reported data. Some use educational attainment data as a proxy but apply different lengths of school attendance or levels of completion. Ant there is a trend among recent national and international surveys toward using a direct reading test of literacy skills. Because definitions and methods of data collection differ across countries, data should be used cautiously.
Other Notes: Each economy is classified based on the classification of World Bank Group's fiscal year 2017 (July 1, 2016-June 30, 2017).
Statistical Concept and Methodology: This indicator is calculated by dividing female youth literacy rate by male youth literacy rate. Literacy statistics for most countries cover the population ages 15 and older, but some include younger ages or are confined to age ranges that tend to inflate literacy rates. The youth literacy rate for ages 15-24 reflects recent progress in education. It measures the accumulated outcomes of primary education over the previous 10 years or so by indicating the proportion of the population who have passed through the primary education system and acquired basic literacy and numeracy skills. Generally, literacy also encompasses numeracy, the ability to make simple arithmetic calculations. Data on literacy are compiled by the UNESCO Institute for Statistics based on national censuses and household surveys and, for countries without recent literacy data, using the Global Age-Specific Literacy Projection Model (GALP). For detailed information, see www.uis.unesco.org.
Aggregation method: Weighted average


What is the mood before class? Indeed, it can be more complicated and time-consuming than any other form of assessment, but the insights that teachers get and the resulting benefits that it gives the child makes it more rewarding and worth it in the end.
It can be used to perform initial exploration of an area which can then be further studied using more focused methods. One Portfolio of Child Observations 9 day, the subject approached me and told me that he loves our classes and is learning so much in the few hours that we spend together.
Teachers should pay special attention to details and note any unconscious behaviour which may indicate learning or signs that student teaching observation essays for child towards readiness for learning or lack thereof. I have also talked about how my understanding of child development was very limited and the module contents and the child observations boosted my understanding immensely.
As this was my first observation, I was a bit anxious about how Sara might react about me watching her, and while her parents consented about the observations, Sara did not know that I am here to observe her; it is this scenario that made me uncomfortable. I did not understand why Sara was not able to talk; I was comparing her with my son who was able to talk by the age of two.
However this is not to say that observation must be unethical. After all, that is the reason why observation was done in the first place, to provide a feedback mechanism where teachers can base their instructional decisions on a regular basis, taking adoptive measures whenever necessary.
Similarly, understanding theories of language development can help us identify how children such as Sara develop their own language and communication skills. When I enquired how Sara learned these, objects, I was told she uses ipad at home.
His shyness may be an innate characteristic of his personality, and is something that may just be a function of his racial and cultural background. Observations are scheduled based on the availability of staff during the time that you request.
The weaknesses will be attended to without neglecting other aspects of development.
Observation is very effective as a means to perform initial exploration of an area which can then be further studied using more focused methods. Aside from instant feedback and intervention, another advantage of the observation method is that teachers are able to create profiles in several developmental and cognitive domains at the same time.
He exhibits impatience and is unable to delay satisfaction, especially in terms of having his own way. More importantly, observation is very accurate because students act in their most natural environment, without any affect or pretensions.
Any faculty member, graduate student, or post-doc teaching at Vanderbilt can request a teaching observation. Observation is unobtrusive and provides a more holistic view on the student, and not just focusing on one particular skill or domain alone as some tests tend to do.
However, because this kind of feeling is common among student child observers, gave me some comfort and internal support. No other assessment technique can provide instantaneous feedback and response.
Theory and PracticeHarlow:I took notes and paid attention to what topic the teacher was teaching and how she presented the topic to her class. I then examined the teacher's lessons to see if the teacher herself understood the subject matter.
Essays Related to Classroom observation. 1. Given a classroom observation, the student will identify the /5(16).
Student Observation Report Essay - Confidential The names in this Observation Report have been changed to protect the privacy of the parents and the child. Studentâs Name: Calvin Sex: Male Place of Observation: Inside the classroom of County Preschool. Amanda Welter MusEd Observation Essay I. Teacher Skills and Learners The teacher that I observed for this project is quite competent.
I appreciate many of the things that she does in her classroom. Observation Reflection Paper Tyler Smith Intro to Teaching 4/26/ Being the "student observer", I was curious to how the student would act towardlme and treat me in their class.
Infrequently, I caught a couple gawks For my second observation, I went to Manchester Elementary and observed Margie. Miller's 3. rd.
Student teaching observation essays The physical setting was that of a typical modern band room. Immediatly upon entering the room you see silver lockers all along and half way up the back wall, the wall to the left, and wall to the right. The top half of the mauve colored walls were stratigically.
INTRODUCTION: The topic for this observation paper is an elementary classroom setting. A second grade teacher and her class were observed for about one hour. I chose this subject because I currently attend school for elementary education, and because second grade is one of the grades that I am interested in teaching in the future.5/5(6).Download


Most children begin learning phonics by sounding out letters and learning what items represent that sound and that letter, i.e. A is for apple; A sounds like âaaaaaaaaaaaaaaâ. Children begin learning phonics from parents, siblings, videos, and music at a very early age (2-4 years old) even before entering school.
Phonics and phonemic awareness are comingled when teaching children in this manner. Phonics involves the relationship between sounds and written symbols, whereas phonemic awareness involves sounds in spoken words. Therefore, phonics instruction focuses on teaching sound-spelling relationships and is associated with print. Most phonemic awareness tasks are oral.
Even though parents are the initial teachers, it will take a professional to instill all of the rules of phonics and to teach students decoding skills as they begin to read. Hiring a tutor with experience teaching early learners will ensure a studentâs success as they begin elementary school. A professional tutor can also reinforce phonics for those students that were taught the Whole Language approach to reading and are still struggling in 2nd and 3rd grades. Hiring an Advanced Learners tutor is a guarantee that you will receive a professional tutor that can make a difference in a childâs ability to read.
The basic learning blocks of every child's education are built in elementary school. It is here that a life long love for learning is fostered. The fundamental reading, writing, and math skills are introduced to your child for the first time in elementary school. In order to be successful, elementary students need to master basic listening and study skills. Elementary school should be a positive, nurturing environment where children are introduced to learning.
Tucson, AZ is home to hundreds of our amazing tutors. From early education teachers to professors at the University of Arizona, Advanced Learners provides a tutor that will meet you and/or your studentâs individual needs. Known for its booming high-tech industries, Tucson is a Mecca for new businesses. As the city continues to thrive and grow, our tutors will be available when you need them the most. From the Catalina Foothills to the Tortolita Mountains, our tutors will travel to all parts of Tucson to provide our premium tutoring services.
Our Tutoring Service
We believe that the most effective tutoring occurs when you have the undivided attention of a highly qualified and experienced tutor by your side. Our exceptional tutors are not only experienced and educated, but are experts in their field and passionate about teaching others. We will always provide you with a tutor specifically qualified and experienced in the subject matter you need. And for your peace of mind, we conduct a nation-wide criminal background check, sexual predator check and social security verification on every single tutor we offer you. Before you invest money and time into tutoring sessions, be sure you have selected the right tutor for you.