Clay’s Observation Survey
Planned observations can capture evidence of early progress – Marie M. Clay
The measurement of early literacy behaviors is complex and requires a commitment to careful and systematic observation. An Observation Survey of Early Literacy Achievement (Clay, 2002, 2005, 2016) provides a systematic way of capturing early reading and writing behaviors and is the primary assessment tool used in Reading Recovery. All of the tasks were developed in research studies to assess emergent literacy in young children.
Copymasters for the Observation Survey are available in the Members Only section of the website.
The Observation Survey is also widely used by classroom teachers and researchers. The Observation Survey is a teacher-administered standardized assessment that adheres to characteristics of sound measurement instruments: standard tasks, standard administration, real-world tasks to establish validity, and ways of knowing about reliability of observations.
Reading Recovery teachers receive extensive training in the administration, scoring, and interpretation of the Observation Survey. Exit testing is conducted by a teacher other than the one who worked with the student.
How is the Observation Survey used in the evaluation of Reading Recovery?
Each child in Reading Recovery is assessed using the Observation Survey before entering the intervention, when leaving the intervention, and at the end of the school year.
What other assessment tools are used in Reading Recovery?
To observe change over time in children’s literacy development, Reading Recovery teachers regularly and systematically use a range of instruments for recording and describing each child’s behaviors and emerging competencies. These include daily running records, daily lesson records, writing books, weekly records of text reading levels, and weekly records of reading and writing vocabulary. Careful observation and systematic recording of behaviors informs daily teaching decisions.
NCII again documents validity and reliability
An Observation Survey of Early Literacy Achievement has again been reviewed and rated as a screening tool by the National Center on Intensive Intervention (NCII). The Observation Survey showed classification accuracy in identifying at-risk students in the fall or winter of first grade based on a nationally representative sample. The assessment also demonstrated strong reliability and validity. The current Academic Screening Tools Chart updates a 2011 review by the National Center on Response to Intervention (NCRTI), when the Observation Survey also received highest ratings of Convincing Evidence.
Clay, M. M. (2002, 2005, 2016). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann.
What is measured?
The Observation Survey includes six literacy tasks, all of which are necessary for describing a young child’s emerging reading and writing behaviors:
- Letter Identification to determine which letters the child knows and the preferred mode of identification
- Word Test to determine if the child is building a personal resource of reading vocabulary
- Concepts About Print to determine what the child knows about the way spoken language is represented in print
- Writing Vocabulary to determine if the child is building a personal resource of known words that can be written in every detail
- Hearing and Recording Sounds in Words to assess phonemic awareness by determining how the child represents sounds in graphic form
- Text Reading to determine an appropriate level of text difficulty and to record what the child does when reading continuous text (using a running record)


Finland's reputation as a tech powerhouse has been built on companies like Nokia and Supercell, and its booming startup scene. Now the country is aiming to further boost its digital economy by becoming one the first countries in the world to introduce programming to its national core curriculum. Starting from autumn 2016, pupils in first to ninth grades (ages seven to 16) will learn the basics of programming along with wider digital skills.
"Programming or computing won't be its own subject, instead it will be integrated into other subjects," says Thomas Vikberg, counsellor of education at the Finnish Ministry of Education and Culture. "The idea is to give pupils an understanding of how computer programmes are created and how they work... This is needed to drive critical and creative thinking as computer programmes have an increasingly significant part to play in the society today."
The new core curriculum stipulates digital technologies should be used across a variety of subjects with the main focus on areas such as practical skills, content production, creative working, and safe use of technology. In crafts, for example, programming could be applied to product design and manufacturing. But coding will take its biggest role in the maths curriculum where there are specific goals, from adopting computational thinking to learning a full-blown programming language such as Ruby or Python.
At its core, programming is giving commands to a computer which then executes them," explains Vikberg. "This can be practised by playing a game, like trying what kind of commands you can use to make all the students in a room to form a line based on their height. It develops the thinking and logics needed in programming."
Vikberg notes every school will have a different approach to how programming will be taught as the Finnish education system is highly decentralised. The national curriculum outlines education goals, but it is the schools locally that will decide how the curriculum is implemented. Individual teachers will also have plenty of autonomy over how they teach different topics and, in some schools, teachers have already included coding in their own classes.
While Finland is among the early adopters, it's not the first country to see the importance of teaching kids how our digital world is constructed. In Estonia, programming has been part of elementary education since 2012, and the UK introduced a new computing curriculum, which includes programming, in autumn 2014. Many more countries plan to follow suit.
"The introduction of programming into school curriculums is definitely an international trend. [Technology] has become such a dominant part of societies today," says Vikberg. "However the education sector varies between different countries, which means how this is put into practice varies greatly as well. There is not only one way to do it."
Finland and the UK are good examples, as the former has chosen to integrate programming into other subjects while in the later it's part of a specific computing curriculum. But while the approach is different, the countries share similar challenges -- one concern in the UK is the readiness of teachers to take on the new subject.
"The challenge for the teachers is great, but there are many hundreds of schools which have adopted the new curriculum, provided resources to help teachers access the professional development they require and consequently are seeing the subject embedded in a balanced curriculum," says Simon Humphreys, national coordinator for Computing At School (CAS). "It's not been easy and the key factor reported is time. Time to learn from other teachers, time for self-study, time for training and professional development."
Vikberg admits teacher education is a challenge facing Finnish schools as well, but says major emphasis has already been placed on offering additional training for teachers both locally and nationally. One teacher who has already benefitted from this training is Satu Airamo from Ohkola school in Southern Finland. She admits her initially wary response to programming as a subject has changed as a result.
"Although the term 'programming' does cause some confusion, the goals explained in the new curriculum are very beneficial to developing thinking and learning in other ways as well," Airamo says. "While of course not every student will be a programmer, learning to programme teaches a variety of skills which will be useful in further studies and in life in general."
Similar reasoning for teaching technological skills in schools is echoed across the sea.
"We teach physics because we live in a physical world; we teach chemistry because we live in a chemical world. And we believe it is so important that we teach it to every child, including the majority who will not become professional scientists," Humphreys says. "We need to teach the fundamental principles of computer science as these underpin our digital world."
And as this digital world gets ever richer and more intertwined with our daily lives, so it seems will the necessary education to help future generations shape it.


Literacy Mission Statement
All members of Edgbarrow School are committed to creating a community providing students with explicit opportunities to develop their literacy skills.
- To adopt a whole school approach to literacy across the curriculum
- To encourage staff to take responsibility for the development of literacy in their subject areas through the inclusion of appropriate schemes of learning, lesson practice and assessment for learning
- To develop procedures for monitoring literacy across the curriculum
- To build on literacy skills taught at Key Stage 2
- To improve whole school awareness of the impact of reading skills: decoding, fluency and comprehension.
- To encourage staff to implement purposeful reading into the curriculum.
- To monitor reading ages and the progression of reading ages of focus groups more carefully.
- To ensure the curriculum gives a high priority to reading for pleasure.
1. Across the whole curriculum, teachers will provide activities for students to:
- read and follow written instructions.
- read to explore and to develop understanding.
- learn how to decode from the text.
- learn how to access their textbook, including format and index.
- learn how to select from written material, reformulate, question and challenge what they read in textbooks, encyclopaedias, and newspapers or from ICT sources.
2. Teachers will provide reading material of high quality, which is up to date, relevant and balanced in its presentation of ethnicity, culture and gender and appropriate for age and ability of the pupils.
3. Opportunities should be created for teachers to refer to students' use of reading in assessments and reports for all curriculum areas.
4. Independent reading will be routine in form time and lessons.
1. Across the curriculum, teachers will provide activities for students to:
- use writing to plan and organise.
- plan, draft, discuss and reflect on their writing, using ICT, where appropriate.
- write for a range of purposes and audiences.
- make notes in a variety of formats, e.g. brainstorming.
2. Teachers will set writing tasks that have clear and immediate purposes are objective-driven and which are appropriate for the age and ability of the students concerned.
3. Teachers will teach students how to structure their writing using a variety of sentence structures, paragraphs and a wide range of punctuation, including higher-order punctuation e.g. semi-colons, colons and brackets.
4. Where students are asked to write in a particular genre, e.g. a newspaper report, teachers will ensure that pupils are familiar with the appropriate style and conventions.
5. Teachers will correct errors in grammar, punctuation and spelling in line with the school’s assessment and marking policy.
Literacy Development Plan
The purpose of our plan is to promote good literacy (a responsibility of all staff across all areas of the curriculum) and to ensure pupils are provided with a range of relevant and purposeful opportunities to develop their ability to communicate through Reading, Writing and Speaking and Listening. Literacy and Reading Development Plan


Performing at a festival is so much more than "performing the music." You should have high expectations for appearance and demeanor for performers as well as the audience. Here are some tips for your next formal performance.
The adjudication begins the moment the first student steps onto the stage. Plan how to "take the stage" and rehearse it repeatedly. Once students are on stage, they should not speak to one another unless absolutely necessary. Smiling at the audience reflects a very pleasant demeanor, but laughing on stage is never appropriate.
Practice taking and leaving the stage quietly. The clunking of shoes is not the best way to start the performance. Ensure that musicians know exactly where their chairs are and have them stand in front of them until given the cue to sit.
For choral ensembles, row one should enter first, and the person in the center of that row should stop in the center of the riser. His or her position will help set the remainder of the ensemble.
The quick tuning check of the ensemble is absolutely appropriate before the playing of the first selection as well as in between selections as necessary. Just be sure that the tuning is timed out appropriately.
Finally, ensure that students understand the formality of the introduction of the conductor. How will this happen? Will the director take the stage, then get introduced, or does the conductor get introduced, then walk onto the stage? What happens next? Either way, the ensemble must know the procedures, so that they may respond properly.
Students should understand that when the conductor turns around to bow and acknowledge the applause of the audience that he or she is accepting the applause on behalf of the ensemble. Thus, students should be taught to look at the director or audience and smile during the applause.
Do not allow students to turn to the next selection during this time. Students should bring up the next selection only after the director has turned back to face the ensemble. In jazz bands, soloists should definitely acknowledge applause with a smile or nod when the audience applauds for the solo.
Be sure to address audience etiquette well ahead of time and often. If students know what the expectations are, they will behave appropriately in concert settings themselves, plus you can ask them to share this information with those who are attending the performance in support.
This information can be reinforced by having audience guidelines printed in the festival program. Music education means educating everyone — administrators, parents and even the audience — so addressing etiquette in the program by sharing it from the student perspective is a great way to reinforce the expectations.
Here are notes from a sample program that you can use or adapt:
The abilities demonstrated at tonight's festival include audience etiquette. The following guidelines are expected to be observed while students are listening to other performances at all formal concert settings.
• Sit tall in your seat and give your undivided attention to the performing ensemble.
• Be a quiet, still listener and focus on the exemplary elements of the performance.
• Remain seated during the entire performance, including between selections, of each ensemble.
• Turn off cell phones and put them away.
• Wait until after the ensemble's final selection when a "Kodak moment" will be provided to take photographs.
• Although we encourage all family members to attend all performances, we respectfully ask that you exit the hall quickly and quietly if your young child chooses to become an "active" participant in the concert.
Photo by Manuel Nägeli on Unsplash
This article originally appeared in the 2018 V1 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.


What is bookkeeping and what does a bookkeeper do?
Bookkeeping is the process of a company keeping track of money coming into and out of a business. It is a discipline that ensures that transactional records are correct, up to date and comprehensive and that the financial records provide accurate information from which accounts can be prepared.
A bookkeeper is responsible for recording the day-to-day financial transactions of a company. They employ double entry accounting to ensure that debits and credits match up (‘making the books balance’). Bookkeepers keep track of transactions such as expenditure receipts, bills and sales invoices; this information is entered onto ledgers, commonly in dedicated accounting systems or spreadsheets. They also produce financial statements (profit and loss, balance sheets and cashflow) and other management reports.
Responsibilities will vary, but examples include:
- Processing costs, business expenses and money received, and recording details in bookkeeping software
- Preparing and distributing invoices and receipts to debtors and suppliers
- Generating balance sheets, income statements, and other financial reports
- Checking figures, postings and reports for accuracy
- Conducting regular reconciliations of all accounts
- Reconciling or noting and reporting any differences in the records
- Raising sales invoices and monitoring debt levels
- Paying creditor invoices and other debts in a timely manger
- Preparing information for auditors
Why are they important?
Bookkeepers ensure that the transactions that occur within a company are appropriately recorded and that all the books and records have been accurately prepared to enable the company to produce annual financial accounts. This information allows companies to maintain awareness of their current financial position and is essential to making key operating, investing and financial decisions. The financial accounts are also used by external investors and financial institutions to make investment and lending decisions
Skills needed for this role
A bookkeeper must have excellent numeracy skills as well as having a logical and analytical mind. The ability to multi-task along with strong organisational skills is also key.
Strategic Professional Options examinations linked to this role
Career opportunities presented by this role
Bookkeepers are employed in the majority of industries, including firms that provide accounting, tax preparation and payroll services. The career opportunities for professionally qualified bookkeepers are varied, as a strong bookkeeping knowledge is considered foundational for a number of other roles in the accounting profession.
High level competencies required include:
Corporate and business reporting
A. Prepares financial statements, corporate financial and integrated reports for external stakeholders using appropriate technology.
B. Leads effective decision making through analysing, evaluating and communicating performance and position of entities.
C. Prepares financial statements for groups of entities using appropriate technologies.
D. Monitors, critically evaluates, and advises on the relevant accounting standards, regulations, conceptual and financial reporting frameworks.
Data, digital and technology
A. Identifies strategic options to add value, using data and technology.
B. Analyses and evaluates data using appropriate technologies and tools.
C. Applies technologies to visualise data clearly and effectively.
D. Applies scepticism and ethical judgement to the use of data and data technology.
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Careers in finance
Read real-life case studies of ACCA members and students to learn more about their careers and the industries, sectors and roles they work in.


Mesci, Günkut, & William W. Cobern (2020). Middle school science teachers’ understanding of nature of science: A Q-method study. Elementary Education Online, 19(1), 118-132. (Link: http://ilkogretim-online.org.tr/index.php/io/article/view/3252)
Abstract: Science education programs aim to develop scientific literacy. “Nature of Science” (NOS) has been recognized as an important part of scientific literacy, and science teachers are the crucial actors to achieve this goal. The purpose of this Q-method study is to describe how middle school science teachers understand NOS. The subjects for this study were six middle school in-service science teachers. Statements from the Nature of Science Scale (NOSS) were used for a Q-sort and then analyzed to determine teachers’ subjective understanding of NOS. The analysis involved rotating the Q sorts using graphical and varimax rotations and then extracting the significant factors. According to analysis, the results indicate the teachers in this study believed that there is only one scientific method that all scientists should follow it. Also, they thought that the importance of team research and the purpose of scientific work to be for the betterment of human life.
Günkut Mesci <email@example.com> is on the Education faculty, Giresun Üniversitesi, Giresun, Turkey. William W Cobern <firstname.lastname@example.org> is with the Mallinson Institute for Science Education, Western Michigan University, Kalamazoo, MI (USA).


"Juvenile Justice and Expressive Arts: Creative Disruptions through Art Programs for and with Teens in a Correctional Institution explores art programming as a sustainable educational initiative to support incarcerated teens successful reintegration to society. Responding to a lack of scholarly research on juvenile offenders and the role of art as education in correctional facilities, Carol Cross presents a qualitative study that examines critical pedagogy, adolescent development, and research into the governance and policies surrounding youth at a Canadian correctional facility. Through observational and interview data, action research, and visual analysis, the reader gains an insider's perspective into the lives of teens affected by crime and violence and the potential of art education to aid in increasing their self-esteem, social and emotional wellbeing, and personal development. Visual art and written stories created by male and female juvenile offenders are woven throughout the chapters to illustrate the use of creative expression as education and therapy.Suitable for scholars and researchers in juvenile justice and corrections as well as policymakers and practitioners in the field, this book will provoke dialogue on best practices for the rehabilitation and reintegration of institutionalized children and youth."--Provided by publisher.
Formatted Contents Note
chapter 1 Introduction to the Study / Carol Cross chapter 2 Youth in Custody / Carol Cross chapter 3 Art as Education and Therapy Its Benefits for All Youth / Carol Cross chapter 4 Methodology and Method / Carol Cross chapter 5 The Projects / Carol Cross chapter 6 Analysis and Discussion / Carol Cross chapter Postscript / Carol Cross.


The playing and development of Gaelic games in and through the Primary School has been a traditional and vital custom over many, many years. It is founded on the strong and vibrant relationship between the GAA Club and the Primary School at local level, and is dependent on the good will and voluntary effort of Primary School Teachers.
The GAA enjoys unrivaled access to Primary Schools and for many children, their first, and perhaps only engagement with Gaelic games, is when their teacher puts a hurley or a ball in their hands and shows them how to play. Our philosophy for Gaelic games in the primary school is one of participation, to introduce children to the games and offer them an opportunity to play them.
The hope is that if they are not members of a club, they will join one or that if they do not wish to continue playing when they leave school, that they can say that at one stage of their lives they played Gaelic games. In games where the stakes are low and the emphasis is on enjoyment, a culture of inclusiveness will endure and each child will be allowed to play.
Remembering that children eventually become adults, we want to endeavour to give them an image of the GAA that is of an inclusive, child-centred association that they would in turn want their children to be part of. We also suggest that by introducing children to Gaelic games in primary schools they are also afforded with many opportunities for learning that will enhance their experience of curricular physical education and extra-curricular school sport.
If we are mindful of the reason why we play Gaelic games at this level, we can ensure that children will leave school with a positive disposition towards the games and the GAA.
The pathway of games development in our Primary Schools is divided into three stages and aligns with the aims and objectives of the Primary Physical Education Curriculum.
Stage 1 Nursery
The first stage in the pathway begins in Junior Infants with a Nursery Programme. The Nursery Programme to Nursery Programmes page is a series of activities which aim to develop the basic movement and coordination skills required to play Gaelic games.
Stage 2 Go Games
Once the basic skills to play Gaelic games have been developed children are introduced to Go Games. Go Games are small-sided versions of Hurling and Gaelic Football which have been devised for children up to and including 11 years of age. The games are organised on principles of fun, participation and skill development.
Click here to find out more about Go Games.
GAA Coaching in Schools
**Over 90% of schools avail of GAA coaching. This may be provided by the Teachers themselves or through the County Games Development Department.
All lessons are designed to meet the aims of the primary school curriculum and teachers are encouraged to work together with coaches to maximise the impact for pupils.
Stage 3 Inter-School Competitions
The final stage in the pathway are the Cumann na mBunscol competitions organised at senior class level (5th and 6th classes, P6/P7). These competitive leagues are organised on a match or blitz basis.
The policy under which Go Games and Inter-School Competitions must be organised, as approved by Central Council, can be downloaded here
The central figure in this development pathway is the teacher, aided and supported GAA volunteers and personnel. This pathway from junior infants to 6th class/P7 supports the teacher and the school in delivering a coordinated programme aligned to the ‘Games’ strand of the Physical Education curriculum and provides valuable linkage to other strands such as athletics and gymnastics.
Seventy-five percent of primary school teachers surveyed during 2009 GAA in-service summer courses reported that they found the support of their local GAA club to be good or excellent. While this is encouraging, it is important that all clubs ensure that they establish strong links with their local primary school. Visit the Club Schools Links [hyperlink to new learning.gaa.ie page/> page for further information on establishing club/school links.
Cumann na mBunscol
Cumann na mBunscol is the voluntary organisation of primary school teachers who promote our native games of camogie, hurling, football, rounders, handball and athletics. The philosophy of Cumann na mBunscol is to promote Gaelic games in an atmosphere of fun and enjoyment and to make Gaelic Games the games of choice in our Primary Schools.
Visit the Cumann na mBunscol website for further information.
Click here to find out more about Gaelic games development initiatives for the Primary School.
For more information on Primary School initiaitves and developing the child player contact GAA National Child Games Development Coordinator Pat Culhane at email@example.com or 01 8658696


Even before "American Idol," you knew that your talent--or lack thereof--could make or break your music career. But raw talent usually isn't enough. For most music careers, formal training with an accomplished musician is necessary. According to the U.S. Department of Labor, more than 50 percent of musicians have some college training.
Your choice of career dictates the type of education or music degree you need. For example, if you choose to be a music teacher at the college level, you'll need at least a two-year master's degree if not a Ph.D. in music. If you are interested in a career as a music composer or performer, a two-year associate or four-year bachelor's degree program in music can help you develop your talent and include music courses in theory, performance, composition, interpretation and exposure to various styles of music.
See the world beyond your neighborhood bar
Many professional musicians and singers make their living performing in bars and nightclubs and working special events, such as weddings. You can turn your music career into a vacation by pursuing one of many different music positions aboard a cruise ship. Cruise ship musicians typically get free travel, room and board, have loads of free time and get to see some of the most beautiful places in the world.
Music performance isn't your only career option. People who can carry a tune or play an instrument can choose careers in music education, music composition and arrangement, instrument tuning and repair, music direction, sound or recording engineering, and more with the right education.


Literacy classifications are stages of literacy development associated with Scaled Scores (SS). These stages are an easy way to monitor student progress.
Emergent Reader (300–674)
- Early Emergent Reader (300–487): Student is beginning to understand that printed text has meaning. He or she is learning that reading involves printed words and sentences, and that print flows from left to right and from the top to the bottom of the page. The student is also beginning to identify colours, shapes, numbers and letters.
- Late Emergent Reader (488–674): Student can identify most of the letters of the alphabet and can match most of the letters to their sounds. He or she is beginning to read picture books and familiar words around the home. Through repeated reading of favourite books with an adult, a student at this stage is building his or her vocabulary, listening skills and understanding of print.
Transitional Reader (675–774): Student has mastered his or her alphabet skills and letter-sound relationships. He or she can identify many beginning and ending consonant sounds and long and short vowel sounds. The student is probably able to blend sounds and word parts to read simple words. He or she is likely using a variety of strategies to figure out words, such as pictures, story patterns and phonics.
Probable Reader (775–900): Student is becoming proficient at recognising many words, both in and out of context. He or she spends less time identifying and sounding out words and more time understanding what he or she has read. Probable readers can blend sounds and word parts to read words and sentences more quickly, smoothly and independently.


In Norway, where 96,5 % of Norwegian children between age 6 and 16 attend public schooling, music is given by 1 weekly lesson throughout the 10-year compulsory school. In Norway, children of all abilities attend undivided classes during the 10 years of schooling.
In lower secondary school, though, pupils have to choose between a range of subjects, among which “Production for stage and audience” is popular and adds to the weekly one hour of music for many pupils. In upper secondary, only the pupils choosing music have any musical education. Pupils who choose music though get an extensive music education with 8-10 weekly lessons over 3 years, comprising of e.g. main instrument, band/orchestra playing and choir as well as theoretical issues.
From 2020 there will be a brand-new curriculum in compulsory school. The main elements in music are:
- Play/sing music
- Create music
- Experience music
- Cultural understanding of music
The subject of music in Norwegian schools is founded on a premise that all aesthetic education has to take cultural dimensions into consideration, because aesthetic approaches vary according to cultural and historical context. Since music and pupils’ identity are important issues in music, classroom music should make room for diversity and polyphony in dialogues. Music in class also aim at supporting pupils to become creative, engaged and explorative in music, and the aim is that pupils should get rich possibilities of realizing their ideas in sounding music.To achieve quality and to build musical identity, critical approaches and reflexive judgment regarding ideas and musics are emphasized in teaching and learning music in Norwegian schools.
Compulsory school has no fixed curriculum, only assemblies of goals that pupils should master after 2, 4, 7, and 10 years of schooling. E.g. after 2. grade, pupils (among else) should be able to use a repertoire of songs, dances and clapping games, while after 10. grade, one expects pupils to e.g. be able to «interprete musical utterances and discuss the meaning of freedom of speech and its ethical consequences».
Music and other aesthetic subjects and approaches have gone through difficult times lately, because of the authorities’ focus on testing of knowledge in the so called “core subjects”. Music, as such, is one of the smallest subjects in Norwegian schools, and can be marginalized if not attended to. However, two white papers and the new curriculum point at issues that can be addressed by musical creativity and aesthetic ambiguity. These main themes are: Democracy and citizenship; Health and life mastering; Sustainable development.
Due to the Norwegian geography, many pupils do not have the opportunity to meet the arts, and there may also be cultural and economic issues hindering pupils getting artistic experiences. The Norwegian Department of Culture therefore runs a huge program of visiting artists in schools, The Cultural Rucksack, where schools are visited by professional musicians several times a year. This program also comprises a large number of professional concerts.
Music education and activities outside school
All municipalities in Norway are obliged to run a “Culture school” where pupils can have lessons in various artistic subjects. Many of these schools run bands, orchestras and choirs. Even if the system is sponsored, there is a tuition fee, and parents must consent to letting their children participate. Approximately 16% of Norwegian pupils attend Culture school, and a large amount of them learn to play an instrument.
Locally, Norway has a large amount of wind bands, choirs, folk music groups and other musical activities which are democratically run by the participants, and many of these activities are for children, separately or as activities for all generations.


The Conversation Table takes Spanish learning outside the classroom
By Samantha Benton
It can be difficult to learn a new language, especially if they do not have many opportunities to practice their skills outside of the classroom. Imagine if they could participate in fun and interactive conversations with their friends throughout the week. These students would feel more confident in their ability to speak and understand the language, and they would establish stronger relationships with their classmates.
At Notre Dame, the Conversation Table, hosted by the Hispanic Culture Club and Dr. Marcela Valencia, allows students to explore and expand their capabilities in the Spanish language.
Dr. Valencia, a Spanish professor in the Modern Foreign Languages department, advises the Hispanic Culture Club and moderates the Conversation Table. The idea for the Conversation Table originated from weekly conversations Dr. Valencia had with one of her students last year. As their meetings became more regular, Dr. Valencia realized that other students could benefit from such supplementary experience. Because of this idea, students now have opportunities to practice their skills every Tuesday and Friday in FIC 036.
The purpose of the Conversation Table is to create a community of students that can work together to not only improve their Spanish-speaking skills, but to also learn about one another’s experiences and backgrounds. The discussions at the Conversation Table evolve and change with every person’s contributions, allowing the students to help one another to formulate their ideas and enhance their vocabulary. “We are supposed to be laughing together,” Dr. Valencia says. “We all make mistakes, and confusion and frustration are a part of the process.”
The attendees of the Conversation Table have experienced numerous benefits from the time they spend with their peers outside of the classroom each week. Angelie Singh, a freshman international studies major, has more confidence when applying her skills outside of the classroom, such as when she orders Spanish cuisine. Meanwhile, Grace Park, a senior elementary education major with a Spanish minor says, “It gives me a chance to talk without a script and practice what I’ve learned in Spain. It’s definitely made me more confident to speak to native Spanish speakers.”
The hopes for this program continue to grow along with the confidence of its participants, especially as more students acquire the benefits of their dedication and motivation.


U.S. Teachers Score Below Average on Numeracy Skills
By guest blogger Emmanuel Felton
This post originally appeared on the Teacher Beat blog.
When compared both to their peers internationally and fellow American college graduates, U.S. teachers have middling math and literacy skills, finds a group of international researchers, who conclude that boosting salaries would be one way to attract higher-skilled individuals into teaching.
The trio of researchers found that in terms of literacy skills, American educators score just about as well as other American college graduates and outscore teachers in 13 of the 23 developed countries analyzed using data from the Programme for the International Assessment of Adult Competencies (PIAAC), which tested the cognitive skills of more than 160,000 adults across 24 developed countries.
The report compares teachers using PIAAC scores, which are on a 500-point scale. They were able to isolate teachers' scores because results were linked with occupations. Teachers' median scores are compared to their nation's college-educated populace and fellow educators across the 23 countries.
The results from numeracy skills measures were much more discouraging. American teachers score below the averages for both other college-educated Americans and teachers internationally. America bested only four countries in this measure of mathematical problem-solving skills.
At the same time, the researchers found American teachers are underpaid relative to other U.S. college graduates for the skills that they do have.
"The estimates here indicate that teachers are paid some 20 percent less than a comparable college graduate elsewhere in the U.S. economy after adjusting for observable characteristics," wrote Eric Hanushek of the Hoover Institution at Stanford University and his German coauthors.
While 15 of the 23 countries pay their teachers more than the average wage for their country's college graduates, America had the largest negative pay gap, even after controlling for gender, work experience, and cognitive skills. Here's a graphic illustrating this conundrum.
The report asserts "differences in teacher cognitive skills are a significant determinant of international differences in student performance." The report coupled PIAAC data with student data from the Programme for International Student Assessment (PISA). Teachers in Finland and Japan, which usually rank near the top of PISA scores, performed best in both numeracy and literacy PIAAC measures. The researchers used two models, both of which controlled for variables like student and family educational background, to tie student and teacher skills. They concluded that there's a "robust impact of teacher cognitive skills on student performance."
Similarly, a 2007 McKinsey report found that "the top-performing systems we studied recruit their teachers from the top third of each cohort graduate from their school system."
The debate about how teachers' background abilities affect pupil achievement is longstanding. For example, here's a snippet from 50 years ago in the landmark 1966 Coleman Report:
"[T]he quality of teachers shows a stronger relationship [than school facilities and curricula] to pupil achievement. Furthermore, it is progressively greater at higher grades, indicating a cumulative impact of the qualities of teachers in a school on the pupil's achievements. Again, teacher quality seems more important to minority achievement than to that of the majority."
For more news and information on reading, math, and STEM instruction: Follow @LianaHeitin
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Common Core State Standards
College and Career Readiness Anchor Standards for Reading
- Reading 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- Reading 3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
- Craft and Structure 6: Assess how point of view or purpose shapes the content and style of a text.
- Integration of Knowledge and Ideas 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- Integration of Knowledge and Ideas 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
College and Career Readiness Anchor Standards for Writing
- Text Types and Purposes 1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
- Production and Distribution of Writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
College and Career Readiness Anchor Standards for Language
- Language 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- Language 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
College and Career Readiness Anchor Standards for Speaking and Listening
- Comprehension & Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- Comprehension & Collaboration 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- Comprehension & Collaboration 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
- Presentation of Knowledge 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
National Curriculum Standards for Social Studies – National Council for the Social Studies (NCSS)
- Theme 1: Culture
- Theme 2: Time, Continuity, and Change
- Theme 3: People, Place, and Environments
- Theme 4: Individual Development and Identity
National Standards for Music Education – National Association for Music Education (NAfME)
Core Music Standard: Responding
- Interpret: Support interpretations of musical works that reflect creators’ and/or performers’ expressive intent.
- Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.


by Edith Bachmann
Being a musician requires lots of practice and hard work. Constructive criticism can help a student go from mediocre to magnificent! For students wishing to play beyond the school band or orchestra, there is an organization that can support you in becoming an even better musician!
NYSSMA, or the New York State Music Association, is the New York branch of the National Association for Music Education. Their mission is “to advance music education across New York State for its members and students in member school programs.” Byram Hills belongs to Zone 11 and is a part of the Westchester County School Music Association (WCSMA). Ms. Weiss, the Byram Hills band director and one of approximately 5,000 music educators in NYSSMA, is a great resource for information about the organization. According to Ms. Weiss, each January, young musicians are encouraged to begin preparing a solo for the Spring NYSSMA Festival, and she would love to help anyone who is interested!
The solos played in the festivals are chosen from a list in the official NYSSMA manual. In festivals for small ensembles and solos, musicians are required to play a solo, do sight reading, and play some scales. In these festivals, “major ensembles, school bands, choruses, and orchestras are evaluated.” So what festivals does Byram Hills participate in? “Since our county is so large, there are two NYSSMA Adjudication Festivals, one for Up-County schools and one for Down-County schools. Byram Hills participates in the Up-County festival,” says Ms. Weiss.
When one participates in a NYSSMA festival as one of the 100,000 students, they are adjudicated by a formal committee. By being adjudicated, or judged, one can become a better musician through professional feedback and encouragement. Elena Lowe, an oboist at Byram Hills, says “Although NYSSMA can be stressful, I really like working on mastering a piece.” The adjudication process all happens in about 10-15 minutes. The solos range from the easiest, level “I”, to the hardest, level “VI.” How does one know which level to perform? They can consult their private teacher or music instructor at school. These level variations are meant to encourage students to perform, so, if you’re interested, do not be doubtful of your talents!
NYSSMA also provides the opportunity for one to get rewarded on a great performance. When a student participates in the NYSSMA solo festival, they may be selected to be a part of one of the ensembles based on their score. There are All-County Music Ensembles for those in grades seven through nine, Area All-State Ensembles for those in grade ten to twelve, and the All-State Band selects individuals in grades eleven to twelve. Elena Lowe is also in an Area All-State Ensemble as to which she says, “I like meeting other high school musicians from around the county. I also think it is cool to see how the ensemble comes together and plays a concert when the first time we meet is only two weeks beforehand.”
For those interested in taking part in the NYSSMA festivals, be sure to talk to your music teacher. Once the teacher is aware of your name and level, they can register you with the registration fee you provide and you are ready to go. Ms. Weiss says, “Participation in these festivals can also be listed on college applications and are often put on student resumes to highlight student musical participation and achievement.” This year, the Up-County Festival will be on May 10-11, 2019, and will be hosted by the Hendrick Hudson School District!


Families with limited resources supporting early childhood education
Ruffatto, Carrie Lynn
MetadataShow full item record
This research addressed the problem that children who live in low-income or poverty situations are exposed to numerous risk factors that contribute to their poor performance in school. Due to this exposure to poverty, families living with limited resources may not be aware of how to give their children access to a future with the most potential. Two surveys were given to families with children in kindergarten at four Title I schools in central Montana. The surveys collected demographic information, open ended response to questions related to parent support for early childhood learning, and ranking scales determining the frequency with which children participated in various academic and non-academic activities with their parents. Ranking scales were also used to quantify parents' understanding of the school system, their involvement with the public school, participation in Parent Teacher Association, and what areas of parent involvement they wish to learn more about. This research indicated that parents with limited resources have been, and continue to be supportive of early education through the use of preschool and interacting with their children in academic activities. They have expressed interest in learning about free community events and youth sporting events. Parents in this study prefer methods of passive communication such as newsletters and pamphlets when learning about something new. Limited resource parents indicated that they understand the learning community and are involved in their child's education, but they are less involved in the PTA and helping in the classroom than non-limited resource parents. To support learning and academic growth, parents with limited resources are reading, helping with homework, and playing educational games with their children. This research did not indicate any barriers preventing parents from being more involved in the learning community. Parents with limited resources are supportive of early education, but there are still opportunities to get them more involved in their child's education.


1: Writing Foundational Skills - Downloadable PDFs
TiPS to Write It: How do we help stuck students get started? How do we model the process of transferring thinking on to paper/screen? These colorful tools clearly and logically demonstrate how to 'Think it,' 'Picture it,' 'Say it,' and then 'Write it!' This TiPS to Write It process helps students gather and generate ideas by holding on to thoughts, visualizing details, verbalizing for oral development, and writing as a natural culminating step. This step-by-step strategy connects the dots for students who don't know how to get started as writers or who need help to elevate their writing by including crucial composition steps. The TiPS to Write It Chart and Cards are utilized to effectively communicate across content areas and writing text types.
- TiPS to Write It Chart (Color, 8.5" x 11")
- TiPS to Write It Cards (Color, 8.5" x 11")
Writing Words: Do your students stop their writing flow when they don't know how to write a word? How can we build student strategies for writing words independently? This student-friendly chart offers writers a set of strategies for acquiring and using multiple tiers of vocabulary words. The Writing Words Chart reminds writers to ask themselves if they know the word they are trying to write or not. If it is a known word, they write it 'As Fast as a Snap.' If it is an unknown word, they 'Find it' in print or 'Sound it Out' by writing the parts they know. The Writing Words Chart empowers the students to aim for higher level vocabulary in written output to emphasize meaning without being stalled by the spelling process. Try it when a student asks, "How do you spell....?"
- Writing Words Chart (Color, 8.5" x 11")


Schools have access to many SEL programs, but integrating them into daily routines requires concerted effort. CPSEL offers consultation to plan SEL implementation and to use data to measure progress; professional development to infuse this implementation schoolwide; and coaching to help teachers improve techniques.
It’s about “creating an environment where students feel connected to others and valued as individuals with unique perspectives,” said CPSEL Director Shileste Overton Morris. “When you’re going to change an entire school climate, everyone needs to be on board. We can weave SEL into just about anything we do, whether it’s a science lab or math class or physical education. But it is a process that takes time and requires opportunities for skill-building for both adults and students.”
Of the 16 skills cited by the World Economic Forum as necessary for the 21st century, 12 are SEL skills. And yet, more than half of U.S. manufacturers and business CEOs report serious problems finding workers with the skills needed for workplace success.
The benefits of SEL implementation extend beyond career readiness and success. Research shows that SEL:
Improves academic achievement by 11 percent.
Improves classroom behavior and students’ ability to manage stress and depression.
Reduces the need for public assistance in later life.
Reduces the likelihood of involvement in the criminal justice system.
Saves an average of $11 for every $1 invested.
SEL is included in Pennsylvania’s Act 44, the 2018 school security law, as a critical piece in overall school safety, dovetailing with mental health services and security practices. All combine to create school environments where every student feels connected.
“You can’t bypass these foundational skills that kids need,” said Strategic Partnerships Managing Coordinator Amy Moritz. “Schools have always been about preparing students academically. But now, when we look at successful life outcomes, we realize that schools need to support the development of broader social and emotional competencies.” (www.cpsel.org)


It is not uncommon to find groups of students at varying levels of reading proficiency, even at the elementary grade level. Kindergarten-Grade 2 teachers can find it difficult to balance the day-to-day classroom curriculum while also dedicating time and resources needed to help struggling students. That’s where a research based phonics program comes in.
The best phonics programs are proven to help kindergarten and elementary students strengthen their reading and language comprehension skills. A phonics program for kindergarten should incorporate a variety of multisensory learning exercises for the various different phonics skills and sounds. For example, instead of teaching the r-controlled vowels as a phonics “skill,” students learn to connect the sound with the action that engages the body, or anchors the sound-symbol connection into their muscle memory for easy retrieval. Super Phonics is the best online phonics program for K-2 and older remedial students. This research based, interactive reading skills program provides systematic and explicit phonics instruction that helps students progress from learning the alphabet to reading complete sentences.
Reading software can make language learning more fun for students at all reading levels. The best online phonics programs will utilize a wide variety of lessons and exercises including word and picture match, flashcards, word families, spelling bees, and word games such as word search and concentration or memory. These exercises are used to build skills in:
- Short Vowels
- Long Vowels
- Consonant Blends
Learning Software That Progresses with Students
No single classroom will benefit from a “one-size-fits-all” or grade-level program. Students learn at different levels for a number of reasons, which is why it is necessary to use a research based phonics program that students can use independently, at their own pace. Super Phonics by Essential Skills was created by the company’s founder, Ryan Brown, for use with his own students. At the time he developed Super Phonics, Ryan was a classroom, special education, and computer teacher with more than 25 years of experience. He recognized the incredible potential for computers to help teach rote skills to young children and developed a phonics program for kindergarten to 2nd grade that:
- Helps students progress from learning the alphabet to reading complete sentences
- Uses time-tested methods to develop phonics and reading abilities
- Features over 400 different activities reinforce learning
- Uses 200 exercises to teach short and long vowel sounds
- Develops phonics and reading skills sequentially
- Includes activities to teach sound blending and word families
- Keeps track of each student's progress
Learn why thousands of educators count Super Phonics as the best online phonics program for all learning modalities. Contact Essential Skills today and ask about their 45-day free trial offer and 100% satisfaction guarantee. Call 1-800-753-3727 or visit online at Essential skills to learn more and place your order today.


Australia is a country in the southern hemisphere. It is the only country that covers an entire continent. The capital city is Canberra, and the biggest city is Sydney. Australia is a lively, energetic and friendly country. It is a native English speaking place with a tropical climate, whose living standards are quite high, lower than other countries in terms of cost. Australia offers education and training for foreign students, internationally recognized and world-class opportunities. Australia hosts thousands of language learners every year in the popular cities of the country (Sydney, Melbourne, etc.). Australia Flag.
Its neighbors are Indonesia, East Timor, Papua New Guinea, Solomon Islands, Vanuatu, New Caledonia and New Zealand.
Generally, there are high and long strata, fertile plains in the south-east. The actual eruption of the mainland is older than 3 billion years. In terms of soil, Russia is the 6th largest country after Canada, China, the United States and Brazil. It stretches between the Indian Ocean and the Pacific Ocean. It occupies a total area of 8.698.850 square kilometers, including 8.617.930 square kilometers of land and 80.920 square kilometers of water.
Parliamentary democracy is dominant in Australia. On the federal level, there are two chambers, the House of Representatives and the Senate. In Australia, the head of government is prime minister. The Prime Minister is the leader of the party, which is the most deputy in the House of Representatives. The Australian president is Queen of Great Britain II. Elisabeth is. She has the title of Australian queen. Australia has a governor appointed on behalf of the queen and participates in government ceremonies.
Australia’s climate varies according to different regions. In Australia, the weather is warmest from May to October, while in July the temperature is the lowest in the country. Temperatures range from -5 degrees to 30 degrees depending on the region. From November to April in Australia there is summer and the average temperature is between 15-35 degrees.
Australia’s capital city, Canberra, is located in the Australian Capital Territory. It is the eighth most developed city in the country. Between 1913 and 1927, the two rival cities were designed and built as the capital between Sydney and Melbourne. Architect Walter Burley designed Griffin Canberra, inspired by cities like Washington and Brasilia. See also, the States of Australia.
Its population is 24,743,471 million. Although it is a big country, we can say that the population is less than these huge borders.
There is no official religion recognized in Australia. Christians constitute 61 percent of the country’s population. 25 percent of Christians are Catholic. In addition, 22 percent of the country’s population is not a member of any religion.
Industry and Tourism
Agriculture and livestock are very important in the Australian economy. Australia, the largest producer of wool in the world, meets the need for large quantities of meat, everyday products, grain, fruit, vegetables and sugar. Australia is rich in energy resources and minerals. It is the world’s largest coal and diamond exporter. In Australia, chemistry, electronics, food and mining are the leading sectors. Australia, which has a strong interest in education as a sector, also conducts advanced research in the fields of space technology, medicine, computer and engineering.
There is a certain love for nature in this country. Because the natural beauties and biodiversity of this country are very broad. We can call it a paradise. Temperatures are high in the inner regions during summer months. The northern regions are rainy in the summer. Therefore, you should prefer spring and autumn to visit here. In southern regions like Sydney, the climate is suitable for all seasons. 10 Reasons to Visit Australia.
A national sculpture school was not established in Australia, Australian sculptors continued the British tradition. There is very little local design in Australian architecture. In Australia, where interpreters and composers who pursue European musical traditions have gained fame in various countries around the world since 1870, music education begins in early childhood and middle school.
Australians love to play sports. One of the most watched events in the country today is the Australian Rules Based American Football.
Australia has a very rich cuisine because it is a country that has been emigrated almost everywhere in the world. One of Australia’s greatest pleasures is making barbecue. In the streets of Melbourne you will have a smell of barbecue in your nose. They have a worldwide reputation for consuming meat. It would be unfair to say that Australian cuisine is just meat. In this country, which has temperate climate throughout the year, fruits and vegetables are always fresh. Besides this, there is a very developed fish culture in the country. There are 600 different types of fish in Australia.
There are a few restaurants in the country that serve Aboriginal traditional cuisine products.


BECOME A PRO CHEF WITH THIS EXQUISITE CUISINE QUIZ!
Origin of equilateral
OTHER WORDS FROM equilateral
Words nearby equilateral
Example sentences from the Web for equilateral
Equilateral can be read as a parable of the ways we blind ourselves through vanity, love, and greed.
The Khedive of Egypt persuades himself that the success of the equilateral will silence his local political rivals.
Each of these consists of a solid red triangle, isosceles or equilateral, with sides of 15-20 mm.Mohave Pottery|Alfred L. Kroeber
The fixed star formed with Jupiter and the most easterly satellite an equilateral triangle, as in the figure.The Sidereal Messenger of Galileo Galilei|Galileo Galilei
The reverend gentleman was equipped in a buzz wig, upon the top of which was an equilateral cocked hat.The Antiquary, Complete|Sir Walter Scott
Cortical shell hexangular, equilateral, four times as broad as the circular, Triopyle-shaped medullary shell.
With the help of your circle maker or compass you can easily draw an equilateral triangle.Text Books of Art Education, Book IV (of 7)|Hugo B. Froehlich


Literacy learning in the early yearsResearch 4 Mar 2014 3 minute read
Monitoring the development of children’s literacy learning in the early years of school poses challenges for teachers and for educational researchers, not least in developing appropriate strategies to identify the literacy knowledge and skills of young learners, and finding valid ways to compare individual achievement with general patterns of literacy development.
Formal and informal literacy assessments early in children’s first year at school in India indicate that there is a wide distribution of achievement, and that children’s literacy experiences prior to entering school vary considerably.
Sixty-one workshop participants from 37 schools and other educational bodies discussed the activities and practices they currently find helpful in improving literacy learning and the methods they use to monitor students’ progress in literacy learning.
‘Circle time’ emerged as a common method for monitoring students’ progress in literacy learning across schools. Other methods include inviting children to narrate or in some cases illustrate what they have read in a particular picture book.
The workshop also revealed that teachers who use Hindi as the language of instruction follow many of the same strategies as teachers who use English as the language of instruction in early years classrooms, suggesting that language learning strategies may be essentially the same and not dependent on particular languages.
Workshop participants explored literacy activities, material and writing samples and rubrics from the ACER Longitudinal Literacy and Numeracy Study (LLANS), drawing on the ACER research monograph, Growth in Literacy and Numeracy in the First Three Years of School. LLANS literacy activities have been informed by research focusing on critical aspects in the development of effective literacy skills, while the high-quality and hands-on activities and authentic materials and writing samples have been designed to interest and engage students.
Workshop participants in groups scored writing samples and conducted a review of annotated writing samples to recognise growth and the diversity of individual achievement and to understand how to establish where learners are in their learning at the time of assessment.
The focus on strategies for identifying the literacy knowledge and skills of young learners supports the view, explained by Geoff Masters in Reforming Educational Assessment: Imperatives, principles and challenges, that,
‘The fundamental purpose of assessment is to establish where learners are in their learning at the time of assessment.... When assessments are used to establish where students are in their learning, the same assessments can be used to identify starting points for further teaching and learning and/or to review the progress that individuals have made since some previous assessment (an assessment of learning that has occurred).’
By looking at findings from ACER research with different cohorts of children in the early years and the scales used to assess children, workshop participants were able to see the kinds of evidence of the knowledge of texts that children acquire prior to schooling. Workshop participants also discussed the implications of these findings for planning literacy teaching programs in the initial years of school.


CD-1050 Conversational Solfege, Level 3 – Classical Music Selections CD by John M. Feierabend
Series: Conversational Solfege
Conversational Solfege is a curriculum for developing music literacy skills. It is organized around increasingly complex rhythmic and melodic content. Each new rhythmic or melodic element is discovered first in patterns and then reinforced with folk songs, rhymes, and classical examples. This CD provides 29 classical selections referenced in Conversational Solfege Level 3.
These examples provide reinforcement for emerging literacy skills, and they also enable students to listen to wonderful classical examples with greater attention.
Listening to classical music can be challenging for elementary students. With nothing to hang onto, the many notes can be too much to comprehend and attention soon wanes. But with minimal literacy skills, students will have enough musical information to discover that classical music can be accessible and appealing.
In the booklet, timings are given for each selection. The portions of the music that are readable by the students are reproduced.
Whether using this CD with Conversational Solfege instructional materials or simply as a resource of classical music with simple-to-read rhythmic and melodic material, both teachers and students will delight in discovering this wonderful music through literacy.
Conversational Solfege Unit 14: 1. March of the Toreadors • Georges Bizet; 2. Slavonic Dance • Antonín Dvorák; 3. Russian Dance • Igor Stravinsky; 4. Dance of the Reed Pipes • Peter Tchaikovsky
Conversational Solfege Unit 15: 5. Morning • Edvard Grieg; 6. Minuet • George Frideric Handel; 7. Waltz • Johann Strauss II; 8. Minuet in G • J. S. Bach
Conversational Solfege Unit 18: 9. Westminster Chimes; 10. Ode to Joy • Ludwig van Beethoven
Conversational Solfege Unit 20: 11. The Moldau • Bedrich Smetana; 12. The Wild Horseman • Robert Schumann; 13. Anitra’s Dance • Edvard Grieg
Conversational Solfege Unit 22: 14. Violin Concerto in D • Ludwig van Beethoven; 15. Symphony No. 6 • Ludwig van Beethoven; 16. Roses from the South • Johann Strauss II; 17. Symphony No. 1 • Johannes Brahms; 18. Polovtsian Dance • Alexander Borodin; 19. Eine Kleine Nachtmusik • Wolfgang Amadeus Mozart; 20. Etude for Piano • Frédéric Chopin
Conversational Solfege Unit 23: 21. Natoma’s Dagger Dance • Victor Herbert
Conversational Solfege Unit 24: 22. Ground in D Major • Henry Purcell
Conversational Solfege Unit 25: 23. Violin Concerto in D • Ludwig van Beethoven; 24. Sumer Is Icumen In; 25. Symphony No. 9, “From the New World” • Antonin Dvorak
Conversational Solfege Unit 26: 26. Pachelbel Canon • Johann Pachelbel; 27. Kaiser Waltz • Johann Strauss II; 28. Marmotte • Ludwig van Beethoven; 29. Autumn — Four Seasons •
John M. Feierabend, PhD, has spent decades compiling songs and rhymes from the memories of the American people, in hopes that those treasures would be preserved for future generations. Those resources have served as the basis of his two music education curricula: First Steps in Music and Conversational Solfege. John Feierabend is Professor Emeritus and former Director of Music Education at The Hartt School of the University of Hartford.


Music Learning Theory in Collegiate Music Education
Collegiate music education is responsible for educating teachers of music in public and private institutions. We are ultimately responsible, therefore, for the education of consumers of music in many facets of society. Because of the importance of that task, it is crucial that we continue to explore innovative ways to teach and learn music. Edwin Gordon's Music Learning Theory is receiving increased attention as a realistic and common-sense model for teaching music at the collegiate level (see Edwin Gordon, Learning Sequences in Music: Skill, Content, and Patterns [Chicago: G.I.A. Publications, Inc., 19891). Gordon's model of music learning is based on years of experimental and practical research in how children learn music. Perhaps the most intriguing aspect of Gordon's research is the concept of audiation.
When originally coined by Gordon, audiation was defined as "the ability to hear music for which the sound is not physically present." It was not unlike more commonly used terms such as"inner hearing," "silent singing," or "mental hearing." Gordon's most recent research has expanded the definition of audiation to comprise seven types and six stages. Audiation is perhaps best understood when compared to imitation. An individual who imitates a language pronounces the words correctly without giving meaning to the words. That is true when someone reads or speaks in a foreign language but does not comprehend the meaning of the words. An individual who imitates music is also unable to give meaning to music. For example, a person who imitates rhythm will often experience difficulty maintaining a consistent tempo. An individual who imitates melodies will often sing with faulty intonation. In extreme cases, the individual who only engages in imitation may not even recognize the same piece when someone else performs it. Imitation is not unimportant; it is audiation, however, that forms the basis for all musical behavior. Audiation includes comprehension, and it occurs when an individual gives meaning to music through reading, writing, creating, improvising, listening, and performing. Audiation is to music what thinking is to language.
Gordon's Music Learning Theory is based on the principle of "sound before sight." He is obviously not the first to espouse such a common-sense approach. Because of years of experimental and practical research, however, his theory provides a more organized and sequential process than those of previous music-learning theorists. Gordon's model includes a skill-learning sequence and a content-learning sequence that interact with each other in the learning process. Skill-learning sequence consists of discrimination and inference learning; content-learning sequence comprises various tonalities and meters. At the discrimination level, for example, the teacher teaches students to make discriminations between major and minor tonalities and duple and triple meters. The students build a vocabulary of tonal and rhythm patterns at the discrimination level that enable them to engage in independent music behavior at the inference level of learning. Among other behaviors, students are able to hear the sound of notation in their heads before they perform it with their voices or on their instruments. As a result of learning to audiate they will also be ready to understand and appreciate all of music during and beyond their formal education.
Gordon's Music Learning Theory has applications to vocal, general, and instrumental music. It is a significant step toward meeting intrinsic objectives for the music education at the collegiate level and eventually in the public schools.
Richard F. Grunow is Professor of Music Education at the Eastman School of Music in Rochester, New York. A leading innovator in beginning instrumental music instruction, Dr. Grunow is an active lecturer and clinician, having presented extensively throughout the United States, and in Canada, Austria, Germany, Lithuania, Poland, Portugal, Japan, and the French West Indies. His research and teaching focus on applications of Music Learning Theory to instrumental music instruction, instrumental and choral score reading, measurement and evaluation, and music literacy.


11 Fascinating Information About Artwork
Modern art has at all times been attracting the worldwide art lovers since many years and it have a big place on this planet of art. Lately, school curricula in the United States have shifted closely towards common core subjects of studying and math, but what concerning the arts? We use mathematical techniques to assist discover novel insights, even in nicely-studied work. 22 , 23 Also, we excluded articles about art education or art in skilled career growth.
Smith has adopted the Greenfield, California, college as a part of Flip-around Arts, a public-private program developed by the President’s Committee on the Arts and Humani-ties (PCAH). Four major therapies emerged: music engagement, visible arts remedy, movement-primarily based artistic expression, and expressive writing.
Many preschool applications emphasize using scissors as a result of it develops the dexterity kids will want for writing. Noticing particulars in work throughout a school tour, for example, helps practice college students to think about details in the future. Oil Portray – Detailed details about oil portray and the way it has evolved and been used throughout artwork.
Lois Hetland and Ellen Winner, who’re affiliated with the education analysis group Mission Zero at Harvard University, have performed systematic evaluations of the research literature and located little credible evidence that the advantages of the arts transfer to other academic subjects.
Periodical indexes (in databases) determine and find the articles revealed in magazines, journals and newspapers. This NAEYC publication focuses on each understanding and doing creative arts with younger youngsters. However artists are difficult these portrayals and notions of magnificence and physical difference.


The leaves are changing color and the air is getting colder. After living in a temperate climate without discernible seasons for the past 10 years, it turns out summer isn’t my favorite season after all—it’s fall! There are so many opportunities to explore and marvel at nature during this time of year. Here is a roundup of my favorite fall science activities to get you and your kids excited and engaged.
Preschool and Kindergarten
Apple Slice Science: All you need for this simple activity can be found in your kitchen. Your child will love learning all about how to keep an apple from turning brown in this kid-friendly experiment.
Stained Glass Leaves: This autumn science project focuses on leaves—while incorporating art and creativity! Using items you likely have around the house, your child will discover what happens when wax melts. The melted wax creates beautiful hanging decorations.
Changing Leaf Relief: Head to the local craft store for a few items like modeling clay, then help your child put on their lab coats as they become a leaf scientist. After collecting fallen leaves, your child will learn about the changing colors of the season in this science experiment.
Make a Changing Seasons Collage: After going on a nature walk to collect materials, your budding naturalist will get lots of cutting and pasting practice as they learn all about collages in this science-focused art project.
First and Second Grade
Capture Fall Leaves in Stained Glass: In this activity, your child will collect leaf specimens and practice their plant identification skills as they learn about different kinds of trees. Then, they’ll bring their experiment indoors to find out what happens when they heat the wax to “capture” their leaves. Finally, they’ll love writing down their findings in a science notebook or displaying their leaves in your house.
Make a Weather Wall: Do you have a budding meteorologist on your hands? This fun science activity will have your child taking daily weather notes as they practice identifying and predicting daily weather patterns. This is the perfect project to incorporate into your morning routine.
Candy Corn Science: Are you still finding leftover Halloween candy around the house? Use this experiment to learn all about what happens when you try to dissolve candy using different kinds of liquids! This is the perfect project for your scientist to practice creating and testing hypotheses.
Autumn Sketchbook: This is a creative activity that provides your child with all the tools they need to observe the natural world. They’ll design their own sketchbook and use it on nature walks, or even to collect specimens from the backyard!
I hope you are enjoying fall as much as I am, and hopefully, these science activities inspire your child to learn about the changing of the seasons in a hands-on way.
By Jasmine Gibson, an educational consultant with expertise in early elementary education, supporting teachers, and designing curriculum.


Often during a budget crunch music education is the first thing to go yet there are many benefits learning music can have on our brains and child development.
Researcher Adam Pah says one thing missing from the gun reform debates are the essential data points that should be informing future policy decisions.
We talk to a scholar about what exactly W.E.B. Du Bois did to improve the study of sociology and what his impact truly was.
We talk with two legal specialists about why law school grads can't find work, and what law schools and law firms can do to help.
Synopsis: At the beginning of the 20th century, the study of sociology was dominated by the University of Chicago and other, historically white universities. Scholars at these schools conducted “armchair” theorizing – developing theories without actually going into cities and towns to talk to the people they were studying. One man – an African-American …


Fun and engaging online resources for children aged 0-12 years. Use these educational resources to support the development of your child's literacy and maths skills.
Skip to resources for ...
2 - 8 Year olds
Kingston Libraries' Virtual Storytimes
Kingston Libraries produces virtual storytimes (video recordings featuring your favourite librarians reading great picture book titles) as well as Storytime Live Stream sessions that allow you to join our storytime sessions no matter where you are!
Story Box Library
Video recordings of stories written by Australian authors and illustrators, being read aloud by a range of fantastic Australian storytellers. Get kids excited about reading, inspire their imaginations, and let them have fun with stories! Ideal for 2-8 year olds.
3 - 10 Year olds
LOTE Online for Kids
Kids can now enjoy digital books in over 20+ languages, together with English translations, from the comfort of home!
- Visit LOTE Online for Kids
- Login using your library card barcode number
- Select a language and enjoy a story!
3 - 11 Year olds
Lots of fun games and activities for 3-6 year olds to help with learning basic listening, reading and numeracy skills, as well as resources for 7-11 years olds to help their creative development, world knowledge and problem solving skills.
Kids' Activities in the Library
For information on regular children's programs we have running across our 8 library branches, please visit our Kids' Activities page.


Following on from our Appreciative Inquiry intro, and continuing our case study where illustrating how it was used to develop community strategies, read on to hear the impact following visiting the area over 5 years on…
The project described in part 1 took place in 2002/2003. In 2008 I visited Ryedale to talk to some of the people who had been involved in the original project, and to see how Ryedale had changed. It is hard to say which of these changes were due to the project, but as you will see below, there were several indications that Imagine Ryedale had had lasting effects.
The initial attempt to implement the vision involved setting up groups to work on each theme. These groups raised awareness and brought people together regularly. After some time, it became evident that these weren’t working, because:
- They were led by the District Council
- There were too many activities
- They just covered what individual organisations were doing anyway, so there was no need to meet or collaborate.
The Board of the Local Strategic Partnership, the organisation then responsible for implementation, therefore asked itself, “What are we able to influence, working collaboratively.” Its members recognised that by trying to be all things to all people, and incorporating everything anyone was keen on, they were falling between all possible stools and achieving little. So, at a whole day event at the District Council early in 2007, four shared priorities were set for the period 2007-2010:
To achieve obesity prevention and weight management, promoting healthier and more active lifestyles, for people living in Ryedale.
- Basic Skills
To improve Literacy and Numeracy skills in the adult population (16+)
- Community Transport
To increase the use of community transport in Ryedale
- Community Engagement
To provide real opportunities for people who live, work and visit Ryedale to be involved in issues and decisions that affect them by using approaches that are proactive, inclusive and appropriate.
Two examples of recent activities show how projects have been developed to tackle the priorities. The first involves a range of organisations. One particular ward in Ryedale has the highest percentage of obese children in North Yorkshire and York. This was brought to the attention of the Local Strategic Partnership, which developed three projects:
- Schools are educating parents to provide healthy food
- The council uses its grants to sports clubs to get them to create activity plans for young people
- The fire service was encouraging volunteering
The second example was RYECAT, which stands for Ryedale Community Transport. It was floated off from Ryedale Voluntary Action to become an independent operation. It ran Ryepod, an all-purpose vehicle equipped with IT and a kitchen. In the evenings it was used to provide a mobile youth service. It could also be used for consultations, as it seats ten people comfortably.
Its value as community engagement
The base for community engagement before Imagine Ryedale was very low. Ryedale is inward-looking and traditional. People expected consultation that asked, “This is what we plan to do, what do you think about it?” So Imagine Ryedale was a refreshing change. Paul Hayward of Ryedale Voluntary Action (RVA) said it was, “Very open and inclusive. It actually did involve people. They felt engaged, and not just consulted. People actually enjoyed it. And for him personally, “It opened my eyes, it was liberating”. Ana Richards, from the Council, said that, “People still mention Imagine Ryedale because it was different. People really got into it.” A range of organisations (for example, Ryedale Voluntary Action, the County Council and the Primary Care Trust) still talk about Imagine Ryedale as good practice for developing community strategies.
The method and the approach continue to be used. The Priority Setting day used the Imagine Ryedale process – the story-telling and the dreaming – to establish the four priorities. The Chief Executive at the District Council had an appreciative approach in talking to staff and to councillors: “What do we do well and how can we learn from that to do better?” She made it the basis of a management review.
Changes in attitudes and behaviour
There is some evidence that the organisations involved have become more collaborative. Paul Hayward said that, “it helped make people realise that they had to talk together.” Marie-Ann Jackson from the council went further and said that it was “used to create a culture of shared ownership”.
Many projects have disappeared without trace within a year or two, so I was thrilled to find all these traces.


What is Numeracy?
Numeracy is a fundamental area of skill for all students. It is critical to success in school and far beyond.
Being numerate means having the confidence and skill to use numbers and mathematical approaches in all aspects of life.
A numerate individual is able to reason with numbers and other mathematical concepts and apply these in a range of contexts and to solve a variety of problems.
Being numerate is as much about thinking and reasoning logically as about doing math calculations.
Why is Numeracy Important?
Numeracy is used in every aspect of our daily lives: at home, at work and beyond. We rely on our numeracy skills to compare costs, judge distances, decorate a room, interpret a chart or adapt a recipe. The digital age presents us with more numerical data than ever before, placing a new premium on numeracy skills.
Ways to Support Numeracy Development
Children’s motivation and achievement improve when their parents or caregivers are involved in their education. There are many everyday things you can do to encourage numeracy learning.
- Be positive about math. Don't say things like "I can’t do math" or "I hated maths at school"; your child might start to think like that themselves.
- Point out the math in everyday life. Include your child in activities involving math such as using money, cooking and travelling.
- Praise your child for effort rather than talent. This shows them that by working hard they can always improve.
See the selection of resources and websites listed here for many other great ideas on how you can help your child develop numeracy skills.
Parent Resources for Numeracy Learning
- Battle River School Division Numeracy Brochure https://drive.google.com/file/d/0B_pckrY9ucsGMGhvMHZLQlBqYUU/view?usp=sharing
- National Numeracy Family Maths Toolkit https://www.familymathstoolkit.org.uk/
- Queensland Literacy & Numeracy Parent Resources https://education.qld.gov.au/parents-and-carers/school-information/literacy-and-numeracy/resources
- Alberta Education My Child’s Math videos https://education.alberta.ca/mathematics-k-6/program-supports/everyone/videos/
- Government of Ontario Doing Mathematics With Your Child booklet http://www.edu.gov.on.ca/eng/literacynumeracy/parentguidenumen.pdf
- Government of Canada Teaching Children About Money https://www.canada.ca/en/financial-consumer-agency/services/teaching-children-money.html


Every parent knows how much children enjoy being read to: the excitement of new books and the comfort of those read over and over. Then there’s also all the great benefits they’re getting.
Reading to a child aids in language development. As a child hears language spoken to him, he internalizes the sounds, later using them in his own speech. Reading can open up new worlds and expand the mind. It can extend vocabulary and the understanding of things beyond everyday experience. Giving your child the opportunity to become familiar and comfortable with books is an important part of fostering a love of reading.
- -Fosters reading enjoyment.
- -Provides predictability through repetition.
- -Introduces new vocabulary.
- -Expands understanding of story structures.
- -Promotes critical thinking.
- -Encourages language play and creative expression.
- -Provides cognitive stimulation.
- -Builds early interest in literacy.
“Literacy is listening, learning, and quality of life. It is reading, writing, thinking, scribbling, drawing, and being motivated to find meaning. It is interpreting, inventing, associating, communicating, responding, sharing, and being able to set visions into action.” —The Storybook Journey, by S. McCord, p. 125.
There is a strong relationship between reading and music. Reading to children closely approximates the experience of singing or conversation. It provides another way to communicate through rhythm, reciprocity, tone, and language that is, after all, very much like music. That’s why pre-literacy development and exposure to books is an integral piece of each Kindermusik class. Books stir the same responses in young children that music does. Some books are exciting and encourage movement. Some inspire children to be thoughtful. And some books soothe a child to sleep just like a lullaby.
Reading can help toddlers understand and process emotions and can teach healthy social behaviors. For children whose emotions are powerful but whose expressive language is still limited, books provide avenues for understanding the emotions they experience. Through hearing stories, toddlers and preschoolers can make sense of their own feelings.
- -Exposes children to new words and new ways to communicate.
- -Motivates children to think about things in different ways and even see things from another’s perspective.
- -Provides opportunity for children to interact with each other.
- -Can present positive social models and examples.
- -When shared in the lap of a loving grownup can provide calm, relaxation, and promote bonding.
Reading together at home is so important. Kindermusik includes literature as another medium for communication between parents and children. During Story Time in our toddler and preschool classes (and even sometimes in the baby classes), watch as your teacher engages the children. Gather ideas to use to bring books alive for your child at home. Support and nurture literacy development during read-aloud experiences by building on your child’s comments about the text, posing challenging questions, suggesting alternative interpretations, encouraging personal reactions, drawing attention to letters, words, and illustrations, and engaging in discussions about the text.
- -Set aside a specific time to read with your child each day. This ritual will not only be soothing to your child but also to you.
- -Visit your public library. Ask the children’s librarian what books she recommends for your child’s age, or look at some of the suggestions on our blog or in your Home Activity Guide.
- -Look at your Kindermusik books with your child while listening to the read-aloud that is often included on the Home CD.
- -Make reading interactive. Ask your child questions about the story and the pictures.
“The most important thing you can do to make your child a reader is to read aloud stories and poems—the more the better!” —Read to Me: Raising Kids Who Love to Read, by Bernice E. Cullinan.
Special thanks to Kindermusik educator Joy Granade for sharing this post from her blog, Kindermusik with Joy. Information about Joy’s Kindermusik program in Kansas City, MO, can be found at her blog.


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Welcome to Class 21G - Croeso i dosbarth 21G
Mrs Goodall is the class teacher in Class 21G
All the Year 5 and 6 classes work closely together to ensure your child receives the best possible learning experiences. We follow a two year cycle of planning with a wonderful, exciting range of topics and activities. We place a lot of importance on developing children's thinking skills and their ability to improve their own work, whilst giving them the basic skills from which they can begin to fully reach their potential.
Below is a brief outline of the topics we cover in Year 5 and 6. We would love it if you could talk to your child about their topic and find out more about what they've been learning.
This term our topic is based on a book called 'Here We Are’. The children will be leading the learning and exploring what makes our planet and how we live on it.
This term we will be covering a range of mathematical skills including: area and perimeter. We will also be developing and applying our maths and numeracy skills throughout other areas of the curriculum each week.
We will be looking at a variety of features this term. The children will be encouraged to form ideas of what types of writing will support the answering of their Big Questions for the book 'Here We Are'. The children will also focus on improving their reading and oracy skills through reading a variety of texts and presenting information to their peers.
P.E takes place every Tuesday and Thursday afternoon. Due to current COVID guidelines, your child must come to school in his/her PE kit and stay in their kit for the school day.
Within PPA sessions this term, the children will have opportunities to enrich their curriculum with a variety of activities. This will include:
- Sports with various sports coaches
- Drama with Vocalize
- Modern Foreign Languages – French
- A community project