Yvette Pascal October 19, 2019 Kids Coloring Pages
Coordination and the ability to focus is just developing in young children, and undertaking activities to foster and strengthen this budding talent assists in efficient, healthy development. The act of holding crayons, choosing colors, implementing the color in the ideal spot and even sharpening crayons can all help with cultivating strong hand-eye coordination in youngsters.
Instead, let them develop their creativity and imagination by giving them free reign on what colors to use.
With constant practice, I’m sure they won’t have a hard time positioning their hands properly when they start school.
The simple act of coloring can help a child learn about lines, shapes, forms, perspective, boundaries and patterns. By learning to recognize all of those things, especially different patterns, kids actually develop per-reading and per-math skills, which will undoubtedly help them later in school.
Do not fret if your kids are not coloring properly or if he is coloring outside the lines. Praise them for his effort. If you see your kids making mistakes while coloring, help them with it instead of chiding. Teach him how to fill a space and do up and down stroke. You can also teach him to use complementary colors to make the picture appear more vibrant. Coloring is also an excellent medium of expression. Children often express their personality through drawing and coloring.
The act of coloring can help to improve motor skills in young children. The actions, motions and precise grip involved in coloring can aid in the development of the muscles of the fingers, hands and wrist. Fine motor skill development can help children write more skillfully as well as manipulate small objects. They can then build on these skills to become better typists and more adept in sports and other activities.
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By Teachers, For Teachers
Long gone are the days when students learned from just a textbook. In today’s education system, students have the ability to learn from real experts all across the globe via many means, including video conferencing. This evolving technology in the classroom teaching method has enhanced learning in classrooms from kindergarten to college. It enables students at separate locations to communicate with others through video and audio transmissions, from all areas around the globe, in real time.
Students are now able to interview an astronaut, tour the Dallas aquarium, or visit with other school children in a third-world country. These advancements in technology in the classroom are sure to ignite an interest for learning that some traditional teaching methods can’t. Here are a few ways that you can use video conferencing in your classroom.
Video conferencing allows students to connect with an expert that they otherwise wouldn’t have been able to in the classroom. It gives teachers the opportunity to bring far-away experts into the classroom to share their knowledge. Recently, for example, students in a California school were able to connect with an astronaut from the NASA space station using their school’s conferencing equipment. They were able to tour the space station and interview an astronaut in real time. This would have been impossible years ago if it wasn’t for the technology of video conferencing.
Connecting to an expert doesn’t just mean that you have to call upon someone from another country. If you find that your students are practically weak in a certain subject area, then you can invite a knowledgeable resource to the classroom. For instance, if students are weak in writing, then you can invite a popular author to speak to them about the importance of reading and writing.
Video conferencing allows students in multiple schools around the globe to connect with one another. There are many ways that you can use it to connect with other classrooms. Here are a few ideas:
Some school districts are unable to offer their students advanced courses because of the lack of funds or lack of faculty. These schools can benefit from video conferencing because it enables them to offer their students the courses they need over a long distance. Instead of sending their students off to another school for a particular course, all you would have to do is link up the expert into your classroom. To access available courses for your school, just connect with an expert. For example, let’s say that you wanted to offer your high school students a course on anatomy. You would then connect with a doctor via video conference. The Center of Science and Industry (or COSI) offers video conferencing programs to give your students a surgeon’s eye view of a live procedure. This will connect your students with a live expert in an interactive experience they will never forget.
Virtual field trips are becoming increasingly more common via video conferencing than ever before. Teachers are now able to offer their students the chance to tour a volcano, a rainforest, or even space right from the comfort of their own classroom. Students can see a doctor performing a medical procedure, visit a museum from a faraway land, or observe the New York stock exchange. It’s a great way for learning to come alive in the classroom.
Video conferencing is a powerful means for giving students unparalleled access to people and place that they have never been to or seen before. While it may seem like it could be a daunting task, once the equipment is set up, and the expert is in place, all you have to do is watch the magic happen.
What do you think of video conferencing? Does your school have the means to do so? If so, what are some ways that you use video conferencing in your classroom? Please share your thoughts in the comment section below, we would love to hear what your ideas.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.


The story starts in 1711, when the pious Queen Anne gave assent to her Tory government for the passing of the Fifty New Churches Act, intended to provide new churches in the burgeoning suburbs in and around the cities of London and Westminster.
'On top of the church there's a brass weather vane, and people in the area thought it was a louse, that's why they called it Lousy St Luke's ... When they took it down, I had a look at it; it has a beautiful red eye. After all these years, the truth has come out - it's a dragon.'
John Mason, local resident
In fact, only twelve were built as the succeeding King and Whig administration lost interest, and the confident overspending of the Act's Commisioners in the early years was reined in. Nonetheless, the Commissioners, who initially included Sir Christopher Wren, were reponsible, with their architects, for some of the most remarkable publicly-financed buildings ever built in England.
A strict budget
It is possible that the ambitious design of the churches commissioned early on contributed to the subsequent plight of St Luke's. The early years of the Act produced masterpieces such as Hawksmoor's Christ Church, Spitalfields and St George's, Bloomsbury, but the latter cost £26,000 to build, a figure spectacularly exceeded by the £40,000 needed for Thomas Archer's St John's, Smith Square. When St Luke's was eventually commissioned in 1727, the Surveyors, John James and Nicholas Hawksmoor, were given a strict budget of £10,000.
The new church was consecrated in 1733, but repairs were already being undertaken in 1734, and it was 'thoroughly repaired' in 1869, followed by underpinning in 1877, 1914 and 1951. None of this work arrested the calamitous subsidence that occurred after the dry summer of 1959, leaving some columns hanging from the roof that they should have been supporting. The building was declared unsafe, the roof removed and the church abandoned.
A fine organ
The weather wrought its destructive purpose, after many of the internal fittings found their way into other London churches. The fine organ, now in St Giles, Cripplegate, had attracted at least two well-known musicians to St Luke's: Henry Smart was organist from 1844 to 1865, and much of his church music, including eight tunes in Hymns Ancient and Modern, continues in use today; and in the 1950's Basil Ramsey, who was also editor of The Musical Times, arranged for the Church to be used by the BBC for recordings of organ recitals and concerts.
James or Hawksmoor?
The authorship of the design of St Luke's remains a subject of scholarly debate. Papers in Lambeth Palace show that the Commission Surveyors were asked jointly to produce a design. The similarity of the main body of the church and its lost interior to St George's Hanover Square, would point to the hand of John James, but the stone obelisk (described as a 'superlative conceit' by today's leading Hawksmoor scholar, Kerry Dowes) suggests an architectural imagination of Hawksmoor's stature - his interest in obelisks is well known from the unexecuted design for St Giles-in-the-Fields and his work at Blenheim and Castle Howard.
The spire, incidentally, has revealed an interesting story. Records show that there was an 'extra allowance in changing the scaffolds to flute the obelisque after it was erected'. So architects changed their minds then, too! On close inspection we discovered that the combination of erosion and fluting had greatly reduced the thickness of some of the outer layer of stone, resulting in much unexpected additional work.
Axel Burrough was the director at Levitt Bernstein in charge of the design of LSO St Luke's, the UBS and LSO Music Education Centre


Zoltán Kodály was a composer, pioneering ethno-musicologist, ground-breaking educator and music critic. Along with Béla Bartók, he is among the two major figures in 20th century Hungarian music. He enjoyed a status in his native land that is perhaps unrivalled by any other figure anywhere else in the world.
He was also important as an educator not only of composers but also of teachers, and, through his students he contributed heavily to the spread of music education in Hungary. He toured his country in his first quest for folk-song sources. With Béla Bartók, whom he met in 1906, he published editions of folk songs (1906–21). Their folk-song collection formed the basis of Corpus Musicae Popularis Hungariae (established in 1951).
“Teach music and singing at school in such a way that it is not a torture but a joy for the pupil; instill a thirst for finer music in him, a thirst which will last for a lifetime.” (Zoltán Kodály)
Kodály was born in Kecskemét, Hungary, on December 16, 1882. Although born into a musical family, his early interests were towards literary studies. He spent his childhood years in Galánta, then the family moved to Nagyszombat (now Trnava, Slovakia) where he studied violin, the piano and sang in the cathedral choir. He explored the scores in the cathedral music library, and taught himself the cello to make up the numbers for his father’s domestic quartet-evenings.
After gaining a PhD in philosophy and linguistics, Kodály went to Paris where he studied with Charles Widor. On his return to Budapest in 1907 he was appointed a professor at the prestigious Liszt Academy where he taught music theory and composition. Kodály was to teach there for most of his life and upon his retirement as a professor, he returned as the Director of the Academy in 1945.
His works, many of which are widely performed, include Psalmus Hungaricus (1923), written to celebrate the 50th anniversary of the union of Buda and Pest; Háry János (1926), a comic opera; two sets of Hungarian dances for orchestra, Dances of Marosszék (1930) and Dances of Galánta (1933) and Te Deum of Buda Castle (1936).
“It is my firm conviction that mankind will live the happier when it has learned to live with music more worthily. Whoever works to promote this end, in one way or another, has not lived in vain.” (Zoltán Kodály)
In 1945 he became the president of the Hungarian Arts Council, and in 1962 received the Order of the Hungarian People’s Republic. His other posts included a Presidency of the International Folk Music Council and Honorary Presidency of the International Society for Music Education. He died in Budapest on 6th March 1967, as one of the most respected and well-known figures in the Hungarian arts.
Read more about Zoltán Kodály at the International Kodály Society’s website!
Photo: www.szentesinfo.hu, www.facebook.com/International-Kodaly-Society
Copy editor: bm
Source: Daily News Hungary


CHIN1401 Chinese 1
- 6 points
|Semester 1||UWA (Perth)||Face to face|
- Details for undergraduate courses
- Level 1 core unit in the CHNSB Chinese Studies major sequence
- The area of knowledge for this unit is Society and Culture
- Category A broadening unit for Bachelor of Arts students where relevant according to the broadening requirements for each student
- Level 1 elective
- This unit is open to students with no previous knowledge of modern standard Chinese ONLY. It provides a basic introduction to contemporary spoken and written Chinese (Mandarin or Putonghua). The primary focus is on giving elementary instruction in the various facets of modern standard Chinese: comprehension and speaking, reading and writing. The first few weeks of the semester concentrates on the learning of the Pinyin system (Romanisation). In addition, there is a series of lectures on the key features of both the spoken language and the Chinese script. Successful completion of this unit brings students to the ISLPR Level 1 (International Second Language Proficiency Ratings) or New HSK Level 1 (New Chinese Proficiency Test) or CEFR A1 (Common European Framework of Reference for Languages).
- Students are able to (1) master Pinyin (which is not difficult for English speakers) and learn roughly 200 characters, 170 words or short phrases, and 40 sentence patterns; (2) speak by imitating sentence patterns learned, and have attained minimum survival proficiency in four basic skills—comprehension, speaking, reading and writing; (3) communicate mainly with simple phrases and sentences (e.g. from greetings to asking for days of the week); (4) recognise and understand a range of short, simple texts that are often heard and seen (e.g. basic Chinese characters as in common street signs); and (5) understand Chinese language in its social and cultural contexts which encourages an understanding of differences as well as the similarities between culture of origin and the culture of the target community.
- Indicative assessments in this unit are as follows: (1) participation; (2) workbook and oral presentation; and (3) examination (including oral and written). Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Dr Xianlin Song
- Unit rules
- WACE Chinese: Second Language CSL 2A/2B
CHIN1101 Chinese Beginners 1
- Contact hours
- Up to 4 hours per week
- Unit Outline
- Semester 1-2020 [SEM-1-2020]
- This unit is designed for students who have no previous knowledge or only a slight knowledge of Chinese. Students with some knowledge of the language should consult the unit coordinator for information regarding the appropriate unit for enrolment.
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Geography is one of the few disciplines in the University curriculum that comfortably bridges the social sciences, biophysical sciences and the humanities through its holistic approach to studies. As a result, the Geography program fulfils a vital function in the university's mission by providing students with a conceptual framework for synthesizing information from several disciplines. As well, geography programs offer international and integrative perspectives on the relations among social, economic, and biophysical processes that affect interconnections between people, environments and places on the earth's surface. A secondary goal is to provide majors with the knowledge and skills that are necessary to enable them pursue a graduate degree in geography or seek employment in geography-related fields. Geography courses thus form an integral part of the General Education program at Central Connecticut State University.
Consistent with the above goals, the Department has identified the following learning outcomes for students graduating from the undergraduate program in Geography: Students will:
- demonstrate knowledge of the basic concepts of physical and human geography.
- use geographic theories, principles and data to solve spatial problems
- apply basic research skills, including the ability to critically evaluate the research of others
- show competent skills in oral or written expressions regarding the clarity, logic and effectiveness of arguments.
- synthesize and produce graphic displays of spatial data (i.e., maps, graphs and database).
- describe the nature of Geography as an academic discipline, including familiarity with its history and recognition of its major subfields.
- demonstrate knowledge and skills that are sufficient to allow one pursue advanced study in geography and/or find employment in a geography-related field.
The undergraduate program of the Geography Department offers BA and BS degrees in the following specializations:
- Environmental Geography & Sustainability, B.A.
- General/Regional Geography, B.A. or B.S. (B.S. Certifiable for Elementary Education)
- Geographic Information Science, B.A.
- Planning, B.A.
- Tourism, B.A.
- Tourism & Hospitality Studies, B.S.
- Social Sciences, B.S. (Certifiable for Secondary Education, offered in conjunction with other departments)
The Geography Department also offers the following minors:


The National Literacy Foundation found that just 10 minutes of reading each day leads to a child being 13x more likely to read at or above their expected level and makes a dramatic difference to their educational attainment.
DoodleMaths and DoodleEnglish do just that. The apps understand the personal strengths and weaknesses of each child, and deliver individualised English and maths work programmes which are pitched at just the right level and pace.
It’s marked, provides feedback to the teacher and can be done on any smartphone or tablet. Parents just need to provide a quiet moment and access to a smart phone or tablet.* If 10 minutes a day can make such a big difference in reading, just think what we can do in maths!
This rise in standards isn’t just important for student’s confidence in maths, but it’s vital to our economy as a whole. Research conducted by KPMG in 2009 estimated that the failure to master basic numeracy skills in primary school costs UK economy £2.4 Billion per year. GeekWire reported on the jobs report from CareerCast, where 7 of the top ten best careers are in a STEM-related field. These top jobs included actuary, mathematician, statistician, biomedical engineer, data scientist, software engineer and computer systems analyst.**
*Ofcom statistics show that in 2014 84% of 25-34 year olds have a smartphone or tablet whilst PC ownership has dropped to 34%.


Cherokee National Treasure Knokovtee Scott dies
Cherokee National Treasure Knokovtee Scott creates a piece of art from purple mussel shells during a class at the Cherokee Arts Center in Tahlequah. The Cherokee/Muscogee Creek artist died on Dec. 21 at age 68. WILL CHAVEZ/CHEROKEE PHOENIX
Cherokee/Muscogee Creek artist Knokovtee Scott assists Cherokee Nation citizen Lisa Rutherford with filing a mussel shell piece during a 2012 shell art class at the Cherokee Arts Center in Tahlequah. WILL CHAVEZ/CHEROKEE PHOENIX
In this 2012 photo, shell art made by Cherokee/Muscogee Creek artist Knokovtee Scott includes decorative gorgets and jewelry. To the left are the purple mussel shells used by Scott to make his art. WILL CHAVEZ/CHEROKEE PHOENIX
LOCUST GROVE – Cherokee National Treasure Knokovtee Scott died on Dec. 21 at age 68 at his home in Rose.
Scott was born Feb. 10, 1951, to Effie (Downing) and the Rev. Kenneth S. Scott.
He graduated from Daniel Webster High School in Tulsa with the class of 1969. In 1970, he attended the University of Washington and was a part of its Indian studied program where he studied Indian carving.
He spent a semester studying sculpture at the University of Tulsa before going to the Institute of American Indian Art in Santa Fe, New Mexico, where he was a studio artist. He completed his bachelor’s degree at Northeastern State University in Tahlequah with a major in fine art education. He completed his education there with a master’s degree in education in curriculum and instruction.
Scott became a teacher in numerous states, including Oklahoma. His talent centered around his ability to draw and make purple muscle shell gorgets, and his ability won him numerous awards and honors.
Scott credited his parents for his love of art as he began taking art lessons at age 4. And according to his obituary, he had many art pieces in permanent collections at the Oklahoma Museum of Natural History, the Southern Plains Museum and Smithsonian Institute.
For his skill in carving, Scott was designated a Cherokee National Treasure in 1990.
According to a 2017 Cherokee Phoenix story, the Cherokee/Muscogee Creek artist worked hard to ensure artistry using purple mussel shells was not lost again.
Mussel shells are found in rivers and lakes in northeastern Oklahoma, but purple mussels are rare and cherished for their purple hue, which can show the colors of a rainbow in sunlight.
He began working with shells as art in 1975 after returning home from the IAIA. He said he knew the colors in the shell would make great jewelry and that the shell was thick enough to work with.
“It was almost like opal,” he said in the story. “I started working on it and taught myself how to cut it without wasting any part of it. I wanted to get as much out of the shell as I could.”
He said not many Cherokee people know they have access to a material that rivals the turquoise stone, which is popular in the Indian art world.
Scott gathered his shells at lakes Hudson and Tenkiller and at the Fort Gibson reservoir by walking in shallow water and feeling with his feet for the curved shells embedded upright in mud or sand.
Scott, once called a revivalist for shell art, said the art needs to be revived. However, he knew time is not on his side because of health problems. He was a diabetic and had issues with his heart, the story stated.
“I’m in a race against time to make sure this is not lost again,” Scott said in the 2017 story.
Late in life, he taught shell art class in Tahlequah at the Cherokee Arts Center. His students learned about mussel shells, how to find and cut them, as well as how to inscribe, carve and buff them into jewelry. He encouraged his students to study the designs used by ancient Mississippian shell workers so that those designs were not lost.
He is survived by his longtime companion Vickie Hamilton of the home; sisters Katie Scott, of Tulsa, and Nancy Scott Fields, of Sapulpa; brother Danny Scott and wife Linda, of Placentia, California; numerous nieces, nephews, other relatives and a host of friends. He was preceded in death by his parents.
Funeral services were held Dec. 27 at the Locust Grove Funeral Home Chapel. Interment followed at Hogan Cemetery west of Locust Grove.


Literacy is the most effective tool for bringing up a creative human life. An enlightened and value based learning is essential for an integrated civil society and this had been achieved by our Indian Government to some extent.
Sarva Shiksha Abhiyan SSA
(Education for All) aimed at enlightening the society through education utilizing both the central and state government support.
As per the RTE act 2009 providing quality education is the major priority of SSA. The aim is to provide quality and free education to all children in the age group of 6-14.The central and state government shares the responsibility for ensuring this objective.
The infrastructure needs and the quality enhancement activities constitute the major work for the state SSA. Another important concept is to identify the out of school children and to take care of the educational needs of those children. The inclusive education provides a chance for deprived children a learning opportunity.
Special provisions also provided by the Govt. for children not admitted to, or who have not completed elementary education to admit in a class appropriate to his/her age, Rights of transfer to other school, no capitation fee and screening procedure for admission, no proof of age for admission, no denial of admission, prohibition of holding back and expulsion, prohibition of physical punishment and mental harassment to children through these provisions Government ensures 100 % admission.
Article 45 under the directive principles of state policy says “The state shall Endeavor to be provided within a period of 10 years of commencement of the contribution for free and compulsory education for all children till they complete the age of 14 years. Our state government takes objective steps to achieve 100% enrollment by extending the privileges to children like uniforms, school bag, stationery materials, scholarship, notebooks, Atlas, crayons, scholarship. Laptop bicycle, free bus passes and so on. Tamilnadu Government plays a vital role for the progress of nation by implementing various schemes to develop quality of education through SSA since 2002. To provide quality education, conducive environment is essential. Hence SSA focuses on school infrastructure facilities. It also provides laptops, computers and assistive devices for CWSN (Children with Special Needs) some basic assertive training skills are essential for teachers both at secondary and graduate level. Hence, in service training for teachers is organized to enable them to handle children and to promote their learning ability knowledge , attitude , behavior wealth , health , character etc Education makes perceptible change in his /her ,life So education becomes a fundamental right to every child.
|S.No.||Name of the Block||No. of Teachers||Target:I – II Std||Target:III – V Std||Achievement:I – II Std||Achievement:III – V Std||Total|
|S.No||Name of the Block||HMs Target||Achievement||%|
|S.No||Name of the Block||No of Habitation in Rural||No of Habitation in Urban||Total|
|Sl. No||Block||Primary Level No of School||Primary Level Expenditure||Upper Primary Level No of school||Upper Primary Level Expenditure||Total Expenditure|
|S.No||Block||No.of KGBV schools||Target||Achievement|


Word Scientist is a not-for-profit organization that provides a central place for educators to learn how to teach early reading with accompanying materials that can be used in their classroom.
Access to quality early literacy resources and teacher training materials remains one of the most critical global issues facing schools. Research has demonstrated the importance of early literacy development –children who fail to learn to read by the 3rd grade have little chance of ever learning to read throughout their lives. Without quality educational resources and effective teaching strategies, schools are not successful in teaching students how to read. Without effective schools, there is no means for future generations to establish themselves, gain socioeconomic empowerment, and have the knowledge and skills to adapt to the challenges of the future.
Teacher knowledge is a robust predictor of student outcomes. In partnership with Hands in Outreach (HIO) and Intel, Word Scientists conducted research in Nepal to assess the effectiveness of our model (long-distance learning sessions supported by a prototype of WordScientists.org). 43 teachers who used the prototype were compared to 42 teachers of a similar background in the local area who had not been exposed to these resources. On a test of their knowledge of the foundations of literacy and early reading development, statistically significant differences were found between the two groups at a confidence level of 99%.
Increasing literacy rates in resource-limited schools. Literacy opens up additional educational and economic opportunities for disadvantaged youth.
Teachers and their students (early stages of reading development) in settings where their schools cannot afford or gain access to quality classroom resources including professional development for teachers.
The use of the software is free. So schools, teachers, and families (with or without access to the internet) can download, print, and view WordScientists.org to utilize its early literacy books, lesson guides, and training tutorials.See more


The world in pictures: Aesthetics and visual culture in the art classroom
The intent of this thesis is to present an argument for the inclusion of aesthetics and the aesthetics of visual culture within the art education curriculum. Technological advancement has created an age of unprecedented dependence on visual imagery; the pervasive (and sometimes misleading) visual culture of contemporary society affects the way in which individuals understand and relate to their world. The study of the aesthetics of visual culture can impact values within society and culture through the formation of self-identity, maintaining culture, and instituting cultural changes. An engaging visual arts program that builds upon students' lived experiences may be the best possibility for educators to encourage creativity and critical thinking skills in their students.
Art education|Curriculum development
Burger, Melissa, "The world in pictures: Aesthetics and visual culture in the art classroom" (2011). ETD Collection for University of Texas, El Paso. AAI1494308.


The Childrens/Education Sub-Committe is actively seeking ways to incorporate the gardens into children's lives. We want to promote the gardens as a place to learn, to explore and be inspired by. The children who love the garden today, will look after it tomorrow.
'Story Time under the Elm' for Preschoolers
Over summer, on a Friday morning, once a month, children can attend 'Storytime under the Elm' in conjunction with Hobsons Bay Libraries. There are stories, songs and activities to help children appreciate our wonderful gardens. Click here for the dates.
During school holidays, a display of books and cushions is set-up for passerbys to enjoy.
Activities for Primary School Children
The 'Storytime under the Elms' concept has been extended into local primary school curriculum with Prep and Grade 1 undertaking a 'Jack and the Beanstalk Treasure Hunt and 'I Spy in the Garden' activity. Edcuation resources are available to download.
A range of educational activities and resources are available for use by teachers to fit with their curriculum. Materials and equipment for some activities is being developed and we are also able to be available (with notice) to guide lessons or give advice about the garden.
School Activity Sheets


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The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. (corestandards.org/)
Scott Foresman Reading Street and Pearson Envision Math Chosen as Reading and Math Series for NES and SES
Pendleton County Board of Education purchased Scott Foresman Reading Street and Envision Math for both Northern Elementary and Southern Elementary. Teachers felt these materials woud help them meet the rigor of the Common Core State Standards.
SpringBoard English Language Arts Program for SMS and PHS
SpringBoard has thematic units that integrate all four strands of the Common Core State Standards. This program provides a strong connection between reading and writing allows vocabulary and grammar instruction to be presented in context. The result is a balanced and vertically aligned system of literacy development that engages students and prepares them for success in meeting the CCSS standards.


Question: “Hi, my 7 year old daughter still can’t read well. Somehow she can’t blend the words. How can I help her?”
Answer: From your query, we sense your concern over your little one’s lack of fluency with reading. Many times, a couple of things could be at play (for the lack of fluency in reading).
Consider the following as fodder for thought:
1) Pictorial cues
Good books should have strong association between the word/vocabulary and the illustrations. Emergent readers hinge on these pictures to gain context and meaning to print. The implication here will be to get reading material that hinges on strong illustrations.
2) Word count
Whilst a 7 year old should be able to read a good number of words, the exact range differs due to extent of exposure at an early age to print, interest etc. Use the 5-finger rule when choosing a book. If your child can read a page with no hindrance and stopping for “every- 5” word chunk, then the levelling of the book will be about right.
3) Sound vs word
The thing about learning to read is that not everyone starts from associating what they “see” with how it should “sound”. Some children are just whole word learners. This means that they are more likely to pick up the reading skill by picking up the learning of the word visually and not by auditory (i.e. through phonics). The road to learning is definitely harder for whole word learners but their strength is that they have a strong sense of what they are reading as compared to readers who decode phonetically.
For whole word readers, exposure to wide range of reading materials and loads of reading aloud opportunities is essential. Point to them the words as you read with them. This explicitly “forces” them to look at the words read.
Above all, loads of patience and encouragement works wonders.
In this Ask The Expert section, we asked Esther Lim, CEO and Founder of LEAP SchoolHouse, about language and literacy development in children. Born and educated in Singapore, she holds a Master Degree in Education (NTU/NIE), Bachelor Degree in Arts (NTU), Diploma in Marketing – Top student for the year 2000 (Chartered Institute of Marketing). Esther has more than 10 years of teaching experience and has taught widely in both Secondary and Primary schools. She was also involved in curriculum planning and development work for the primary unit at MOE for several years. Esther has also conducted workshops and talks for educators, locally and overseas. Besides all the above credentials, Esther is also a mother of three children.
For more info, visit leapschoolhouse.com.sg
If you find this article useful, do click Like and Share at the bottom of the post, thank you.
Want to be heard and seen by over 100,000 parents in Singapore? We can help! Leave your contact here and we’ll be in touch.


The math activities portion of this kit includes the following items: a comprehensive and easy to understand lesson plan with four different lessons and (12 pages) complete with illustrations and words to say during your lesson or presentation of the material to your child or student, hand-made burned wooden numerals 0-20, 12 ten bars, 2 sets of short bead bars (1-9), 2 addition signs, 1 equals sign, a counter, "Even Steven, Odd Todd" storybook to start with, and 10 follow up worksheets that complement the various lessons (master copy, you are welcome to copy for your use, 1 is a dry-erase activity).The lessons included in the lesson plan are "Short bead bars and concept of 'Zero', "Adding short bead bars to make the numerals 11-20," "Adding random combinations to make 2-20," and "Odd and Even".
The alphabet sounds and objects portion of this kit includes the following items: a comprehensive and easy to understand illustrated lesson plan (4 pages) with words to say during your lesson or presentation of the material to your child or student, 26 lower case (wood burned or 3D tactile) alphabet letters; “Dr. Seuss’s ABC: An Amazing Alphabet Book!” storybook, a dry erase marker, and 18 language follow up worksheets that complement the various lessons (master copy, you are welcome to copy for your use, 6 are dry-erase activities).Sounds are sorted into 6 bags and lessons to match beginning sounds of objects to letters.
The lessons and follow up activity worksheets come in a folder for easy storage. The materials come in fabric bags and a labeled box that is easy to store on a work shelf for your child or student. At an additional price you can purchase a flash drive with a copy of the lesson plan and follow up worksheets. I am available via email at email@example.com for any questions.Please read the lesson plan when it arrives before presenting materials to your child/student so you are prepared.
This educational kit was made with love by a certified Montessori teacher of 18 years. I am certified in Early Childhood Education (preschool and Kindergarten), Elementary Education I (grades 1st to 3rd), and Elementary Education II (grades 4th to 6th). I have worked as a lead teacher in all the above grades, Montessori teacher trainer, dance director, and Parent Education director. I hope you enjoy this kit as much as I enjoyed making it. I created the ABC Crate LLC so that I could share the joys of Montessori lessons and philosophies with all who seek wonderful lessons for their little ones. I have many more kits to come ranging from preschool to middle school. Feel free to drop a note about which lessons you would like sooner. ABC Crates are great for Home School programs, parents seeking support material for the home, and for teachers to use in their classroom.


All students deserve an opportunity to learn. The goal of the Opportunity to Learn (OTL) Standards is to provide the basis for students to have the most effective learning circumstances and settings at their schools.
The OTL Standards specify the curriculum and scheduling, staffing, materials and equipment, and facilities that should be in place for the Standards to be realized. The OTL Standards provide vital rationale and support that music teachers and leaders need when advocating for their programs. To provide an example, the following is taken from the General Music (GM) OTL Standards for Grades 3–5, under Scheduling:
- At least 90 minutes of instruction in GM are given to each student during each week.
- Classes in GM are no larger than classes in other subjects of the curriculum.
- When students with disabilities are included, (a) their placement is determined on the same basis as placement for students without disabilities, (b) music educators are involved in placement decisions and are fully informed about the needs for each student, (c) the number of these students does not exceed the average for other academic classes in the school.
Keep in mind that the resources cited in the OTL Standards are not a “wish list,” but are to be considered as guidelines.
I approached Lynn Tuttle, Director of Arts Education for the State of Arizona for further information and asked what she would say to teachers and administrators regarding the implementation of the OTL Standards. Lynn suggested to carefully review the New Core Arts Standards (NCAS) specific to Music. Then it is essential to determine how they correlate with the OTL Standards. She also presented two key points for each of us to consider as we move in this new direction:
What do you do with what you currently have?
Do you have the correct resources to teach the new standards?
One final thought:
How will you as a music supervisor use the OTL Standards to both create high-quality music education programs and defend (or increase) resources in support of your music education program?
–Article by Ruth Argabright


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Science for Kids
Kids are naturally curious about science and the world around them. They wonder about how things are made, why animals do what they do, what makes the sun shine, and other complex questions.
For kids, science is just a question away.
Having a basic understanding of science is an important part of being a well-rounded person. Science can even become a career for some kids. Discover how you can use the world around you to teach your kids about science.
Kids get exposed to science in school every day, but the knowledge will set more deeply if you help them learn at home. So how do you make science for kids fun and interesting? Discover some fun ways to explore science with your kids. You never know what you’ll learn along the way. After you’ve looked below, check out our science experiments for kids foradditional tools to help you teach science to children.
Animals for Kids
Look for animals in your neighborhood or in rural areas nearby. Think about how many different types of animals there are. Howe do scientists group them? Some are grouped by general categories, like with a backbone and without a backbone. Scientists also group animals with very tiny details, like separating one type of plant spider from another. How is a dog like a bird? How are they different from each other? Which is more like an insect – a spider or an elephant? Why? Look at a dog show and notice that even one species (canine) can have a lot of variety within it. You can also incorporate animal coloring pages to make the learning even more fun.
Earth Science for Kids
What is the weather like today? Watch the evening news or the Weather Channel for descriptions of active weather in your area. Most meteorologists explain why things happen when they broadcast. Take a look at the dirt and geographical features near your hometown. What are they like? How did they get that way? How is it different or similar to other places you have visited as a family?
Human Biology for Kids
Has anyone in the house been sick lately? Talk about how germs work and the white blood cells attack. Ask them why washing hands and covering noses helps. Look at the back of someone’s hands and notice the veins and other blood vessels. Do they look like different colors? Tell them about oxygen from the lungs, blood moving everywhere taking care of each part of your body when you aren’t even thinking about it.
Physical Science for Kids
Show your kids how magnets work, how one side pulls and the other pushes. Describe electricity as a flowing river full of tiny charged invisible things. What makes a good electricity conductor? Wood? Glass? A metal pole? Everything in the universe is on the move, even molecules in so-called “solid” objects. How does a lever work (like a teeter-totter)? Heat can be created by causing friction. Rubbing your hands together will demonstrate this easily. Heat is energy moving around faster – ever wonder why you feel warmed up after you run fast?
Chemistry for Kids
Chemistry describes the “stuff” our world is made of and what it can do. That’s called matter. Anything and everything is made of matter. Randomly pick up 10 things in your house. What are each of them made of? Metals have different types of molecules than organic-based items like paper or food. What is water like when it is a solid, a liquid, and a gas? What else does that?
The lists above are just starting points for discussions about science for kids. Just a few new ideas will have your kids spinning off a full list of questions. When your child is exposed to these ideas early on, they will have an easier time when these concepts are taught in school. You may also unlock a lifelong curiosity about science for your child.


There are various families who don’t simply understand the concept and significance of kindergarten. Well, do you think you are among such families? You know what to go to kindergarten is a vital step for your child. It is a procedure that would help your children to learn the skills that they are going to build on throughout their life.
There are always options in every place and you can choose the best options like Kindergarten in Gurgaon for your child. you can pick the option that you feel is good for your budget, for the needs of your child and so on. again, the point is kindergartens are really popular at the present time.
Why to think for kindergarten?
At kindergarten, your beloved kid is going to grow in a social and emotional manner. The capability of your child to think, use and recognize language and the fine motor skills are going to get developed via play, dance, art, crafts, music, movement and interacting with other kids. Certainly, such a tender time do ask for these activities for the overall development of the child.
The most significant thing is that your child would be learning to turn out to be an effective learner as they grow and extend their communication skills, form up their self-confidence, learn to be innovative, and develop the skills that help them with writing, reading, and even that of mathematics.
What are such schools for?
Kindergarten schools or even programs are particularly designed to enhance your child’s development in the following chief areas:
- Your child is going to learn social skills that would pay a lot of impact on him or her. they would learn how to play and act with other kids in a calm, sharing and worthwhile way
- The child would learn about fresh things and develop respect and tolerance towards others.
- Apparently, emotional growth is important. Once your child is going to kindergarten, they would express their emotions in a better and understandable manner and try to understand the emotions of others too.
- Child would also work on his or her literacy and language, and even numeracy skills, like that of reading stories and counting different objects
- The kid would learn to act and react in a group. He or she would participate in social activities like art, music, learning, reading and so on.
- Kids also learn to socialize with others and make friends. It is important because associations are the base of society.
- The kid would get a new horizon to accomplish. He would learn about fresh things and exposure would give a boost to his ideas and thoughts. Creativity would begin to pour in him or her right from that tender age.
Thus, you can pick the best play school in Gurgaon and ensure that your child grows with the pace of contemporary age. He has to grow as per the demands of the present-day world. Whether knowledge, curricular or overall development; kindergarten is helpful for all.


Viollette Descamps January 2, 2020 Preschool Printable Activities
Good Parenting at preschool stage of toddlers. A good parenting must consider the understanding about the preschool period of child. According to studies, preschool period of child’s life cycle is vital to convey awareness. In every country, children often start school when they are just three years old and spend two years in the preschool or kindergarten section of the school before they start Year 1 – first grade – at the age of five or six. When it comes to learning, parents can help with number awareness – being able to recite from one to 10 is not the same as understanding the value and place of numbers. Talk to your child about quantities, for example, five is bigger than two. Concentrate on counting; playing dominoes and simple board games, such as Snakes and Ladders, will teach children how to count while making it fun.
Let us make a study on the preschool coloring sheets which may tremendously prove assisting in learning for the preschool and KG age children. Each and every coloring sheet theme or category can show printable color stuff and links to knowledge based topics, activities, arts and crafts. Although kids coloring pages is a modern notion, yet the coloring sheets isn’t new. Internet allows getting every sort of information, on any topic and any subject one may like. It is vital to ensure that your children do not get bored by going to some irrelevant sites which detracts his attention to some other directions. Many parents might be hearing this for the first time. Don’t scare, it isn’t challenging as it sounds. Primarily, it is something that you can easily perform. What you need to do – is to have an internet enabled idea and the rest are simple easy steps. Go through these simple techniques which can be helpful to this effect:
The vast numbers of benefits to children practicing on coloring pages simply can not be overstated from a psychological point of view. It’s important to start children on easy images so that they can experience a sense of achievement. As their coloring skill improves, they can be given more complex patterns and images to color. Giving children books and pages to color is a highly effective way to help them become better artists and writers, to enable them to concentrate better, to reduce the likelihood that they will suffer from mental problems, and to teach them important life lessons and values. Children who begin coloring at a young age will enjoy the benefits it can bestow for years to come.
Whatever your motivation for looking for worksheets for preschool, there are a few points to consider before you decide which ones you want. Education vs Time Filler. If your goal is to provide learning opportunities for your child, you will want more than a few pictures to color in, although this is an important skill to practice. Between the ages of 3 and 7, the so-called formative years, your child is ready and willing to learn. This is a great time to start introducing the basic skills that your child will use for the rest of their lives such as counting, reading and writing. With your help and supervision, your child can do math worksheets, alphabet worksheets and much more. If education is your goal, you may want a set of worksheets designed to teach your child all of the basic skills they will need for school.
Virtual Manipulative – These are tools which usually provide the kids with hands-on experience since it is more interactive than most of the others. The tool is actually math oriented and it takes into consideration the measurements and geometry that is normally used in the traditional classrooms. There are various libraries that are owned by the government around the country and they usually offer these learning tools for kids (preschool kids) for free so research is most definitely advocated for. Literacy Development Tools – There are other tools which are also free and are mainly meant for developing the literacy level of children. In order for a child to succeed in education and life in general, it is mandatory for parents and educators to ensure that they are literate enough to comprehend the syllabus. This is one of the learning tools for preschool kids that can be implemented very effectively at school or even home.
In order for a child to be happy and develop well, the role that parents play is extremely critical. They are the children’s first heroes and friends. Children learn most of their first lessons and concepts of the world around them from their parents. This is why parents should understand the ways to put their children’s creativity and mental abilities to positive use. Among the easiest ways to do this is through encouraging the children in coloring at a young age. Children who begin coloring at an early age have fewer mental problems than those who don’t. They are also better writers and artists, have fuller imaginations, and learn important life lessons and values more easily.


Getting to the Core of Writing: Essential Lessons for Every Fourth Grade Student
Posted On December 13, 2019
Price: $29.99 (as of Dec 13,2019 09:59:54 UTC – Details)
Inspire students to develop as writers in the fourth grade classroom with these engaging and creative writing lessons. This classroom-tested resource shows positive results in students’ writing and simplifies the planning of writing instruction. It contains detailed information on how to establish and manage daily Writer’s Workshop and includes consistent, structured instruction to encourage students to actively participate in the writing process. Specific lessons to help students develop the traits of quality writing are also included. This resource develops college and career readiness skills and is aligned to today’s standards.
About Shell Education Rachelle Cracchiolo started the company with a friend and fellow teacher. Both were eager to share their ideas and passion for education with other classroom leaders. What began as a hobby, selling lesson plans to local stores, became a part-time job after a full day of teaching, and eventually blossomed into Teacher Created Materials. The story continued in 2004 with the launch of Shell Education and the introduction of professional resources and classroom application books designed to support Teacher Created Materials curriculum resources. Today, Teacher Created Materials and Shell Education are two of the most recognized names in educational publishing around the world.Ideal for assisting teachers to incorporate writing instruction in the classroom as an essential element of literacy development A valuable resource that will show positive results in students’ writing and simplifies the planning of writing instruction Assists teachers in becoming familiar with the Common Core State Standards of Writing This teacher resource CD contains information on how to establish a daily writing workshop and engage students in the writing process


I love using i spy pages in our activities! This week I made an ocean themed one and discovered 3 or 4 ways to use the i spy sheet to extend our game play.
You can find more ocean themed activities at the bottom of this post.
Things you will need:
Print the activity sheet and start the fun!
Options for play:
- Use the normal method of a pencil circle and count the items as you find them and write the numbers in the boxes at the bottom of the page.
- Use a thicker marker and write the numbers on the items. This gives number writing practice 😉
- Use dot a dot markers! Dot a color in the number blocks and then dot the items on the page with the correct color. This one is great for color coordination and for the younger ones who are not so great with numbers yet.
- Use stickers! Peel off dot like stickers and stick them over the items as they are found. This one would be extra fine motor practice because peeling stickers and sticking them is work. You could also have a prewritten number on the stickers for counting.
Dot a dots are great for toddlers who are not so great with pencils or even counting! My 5 year old for instance loves to paint and will rarely draw things I use this activity with him.
You can mostly see the items still under the paint. I must say out of all the methods my kids love the dot a dot method the best I am thinking it is because it involves dotting and paint and is totally different to the usual activities of writing.
For one of our other ideas is to use a thicker marker and write the numbers on the items as they are counted.
Love this idea? PIN it for later!
More Ocean Activities to do!
FROM LEFT TO RIGHT:
(NOT SHOWN) Ocean Size Sort: Small, Medium and Large // Liz’s Early Learning Spot
Odd and Even Number Fishing // Adventures of Adam
Ocean Animal Beginning Sound Clip Cards // The Letters of Literacy
Ocean Counting Mats // Mom Inspired Life
Ocean Felt Busy Box // Teach Me Mommy
Free Ocean Flip Books for All Ages // Simple Learning Kids
Shark Roll and Cover Game // Playdough to Plato
Octonauts Hermit Reef Oil Spill // Tuff Spot Play
Write and Wipe Addition Cards // The STEM Laboratory
DIY Ocean Counting Clip Cards // Life Over Cs
Color Word Clip Cards // The Simplified Classroom
Ocean Sensory Bottle // The Pleasantest Thing
Subitising Fish Game // Fairy Poppins
Salt Water Experiment | Ocean Science for Kids // Science Kiddo
Diving Fish Science Experiment // Schooling a Monkey
Ocean Animal Count and Clip Cards // The Kindergarten Connection
Five Little Fishies Song and Counting Printables // Stay at Home Educator
Ocean I Spy Printable // Powerful Mothering
Color Matching Fish Puzzles // Modern Preschool
Ocean Sensory Bin // Play & Learn Everyday


Common Core State Standards
College and Career Readiness Reading Anchor Standards
- 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 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
- Reading 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
- Craft and Structure 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
- 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 Writing Anchor Standards (Extension Activities Only)
- Text Types and Purposes 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
- 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 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listing.
- Vocabulary Acquisition and Use 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
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.
Social Studies – National Council for the Social Studies (NCSS)
- Theme 1: Culture
- Theme 2: Time, Continuity, and Change
- Theme 4: Individual Development and Identity
- Theme 5: Individuals, Groups, and Institutions
National Standards for Music Education
Core Music Standard: Responding
- Select: Choose music appropriate for a specific purpose or context.
- Analyze: Analyze how the structure and context of varied musical works inform the response.
- 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.
Core Music Standard: Connecting
- Connecting 11: Relate musical ideas and works to varied contexts and daily life to deepen understanding.
National Core Arts Standards
- Anchor Standard 7: Perceive and analyze artistic work.
- Anchor Standard 8: Interpret intent and meaning in artistic work.
- Anchor Standard 9: Apply criteria to evaluate artistic work.
- Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
- Anchor Standards 11: Relate artistic ideas and work with societal, cultural and historical context to deepen understanding.


2nd Grade Phonics Worksheets – JumpStart has a huge selection of enjoyable 2nd-grade worksheets for children. The cards will stay right-side up. In case you are not employing an Orton you might want to use the phonogram videos at the base of the page.
Spelling skill is imperative! Learning in 2nd grade entails learning second-grade mathematics vocabulary. I feel that you’ll prefer the Phonics lessons connected to Dr. Orton’s methods finest.
Our Phonics worksheets are entirely free to download and simple to access in PDF format. The worksheets are of what it is that they have just learned a superb review. Our phonics worksheets tackle an assortment of letters and sounds. Our printable phonics worksheets might be used for a range of grade levels. Here, you are going to find phonics worksheets that are free to help in studying principles for reading. We like to hear from you about ways that you’ve used our free phonics worksheets on your house or classroom. Although they work nicely with the excellent Phonics DVD and Phonics Audio CD applications created by Rock’N Learn these free phonics worksheets might be utilized independently and free to create a purchase.
Now place the sounds together. Use them with these videos dependent on your children’s degree. Use the easy suggestions on worksheets to earn spelling worksheets of your own. No more stating the incorrect sound with the card! For instance, the term cabinet. Assign just 1 page in the start. Following is a picture preview for the Phonics worksheets.
Excellent for children that are happy to understand to read! You will discover that it’s so much more easy for the children to compose smaller and they can skip the transition grief. Do not be afraid to navigate through our choice of premium quality materials to discover activities that satisfy the individual learning requirements of your kid. Children require a great deal of practice reading to reinforce phonics skills, so earn a stage to obey them to read every single day. To be able to learn how to read this code must be learned by them. The kids understand that the same couple of numbers are involved and produce the association between the tables. To put it differently, all your students will finally have a high-quality tutor while doing this activity, sitting.
All letters are linked to specific sounds. The words are over the level your students can sound from the very first sounds and also the verbs provide a few of the forms. Our second grade might be used for some learning levels. I find it simpler for children to make up sentences, their rhymes and these when they have a couple of word families to work with together. It’s very important to teach phonics in a manner and be sure he has plenty of practice. Assessing phonics can feel dull it’s important to locate ways to make it quick simple and enjoyable.
Every story will differ! Everything isn’t that easy though. This said, most of us understand it may also be tricky to obtain the time needed to have the ability to dictate the repeat drill and practice that’s essential for command of phonic sounds. So you’ll find the worksheets you want 15, they are in alphabetical order. But most still have questions. It’s crucial to teach students the importance of phonics via a young age. Inside this range of worksheets, actions that span all topic places will be observed by you.
If your kid is trying to identify objects give hints or clues. All you have to do is read the description to learn what each is about, and when you discover the subject that you are searching for print and use! Read each list to get the pages that you need most! You’re not required to register to use this website. Excel in necessary studying abilities and you won’t need to be online. With all those topics and abilities covered in our variety of 2nd-grade worksheets, we are aware you will find the resources ideal to complement their exclusive skills and to enhance your child’s learning. You could also find an instructional guide for getting the most out of phonics instruction with hints and a range of frequently asked questions.


Most people would agree that reading is a good thing, and that it is critical to language and literacy development. But not everyone is a natural bookworm – so here are some tips on how to help your child develop a love of reading.
Tip 1: Reading should be fun
Your first goal is to convince your child that reading is a pleasurable activity that they will want to do again and again. Focus on making reading a fun experience.
Tip 2: Target their interests
Choose books that reflect your child’s interests – whether it be trucks/ princesses/ food/ shoes. There are books on just about every topic – the right one can get the reader hooked on reading for life.
Tip 3: Create a reading-friendly lifestyle
Create a comfortable space for reading – it can be a couch, or beanbag, or cushions, or in bed – and stock up on a variety of books or other reading materials, such as magazines or newspapers.
Incorporate reading into your weekly routine, for example by visiting your local library regularly, or by setting aside some “reading time” at bedtime or on weekends.
Tip 4: Model good reading habits
Let your child see you read. Show that you enjoy reading, want to do it regularly, and that you feel confident about reading. You can also explain why you love reading, such as “reading helps me make sense of things”, or “reading makes me laugh”.
If you want to improve your own confidence in reading, there are community resources to support you. Contact your local library or adult education organisation to see how they can help.
Tip 5: Try different formats
Reading isn’t just about novels. Some children prefer non-fiction (information books), particularly illustrated titles. Don’t forget that newspapers, magazines, even recipes and instruction manuals, can offer good reading opportunities – whatever interests the child.
If your child prefers pictures to words, then why not try picture books or graphic novels? There are many sophisticated picture books aimed at older readers (such as The Arrival by Shaun Tan) , and the graphic novel format has been used on a range of topics including literary classics (for example Nikki Greenberg’s adaptation of Hamlet) . Children who like to listen to stories can try to read and listen at the same time – play an audiobook and encourage them to follow the story on a printed copy.
Tip 6: Make it a family activity
Some children may find reading more appealing if it is done as a family activity. It could be reading aloud to each other; or reading silently side by side; or listening to an audiobook together during a car trip. It can even be watching a film adaptation together (and discussing how it differs from the original book). Be creative, and choose something that all of you can enjoy.
Tip 7: Talk to the experts
Teachers, school librarians, local librarians and children’s booksellers all have professional knowledge and experience in engaging reluctant readers. Talk to them and ask for useful strategies and/or book recommendations. Beloved author Paul Jennings, who is also a teacher and speech pathologist, has written a guide called “The Reading Bug and how to help your child catch it”.
Final tip: Relax
Remember Tip 1: Reading should be fun? Encouraging children to read should not be stressful for parents either.
Don’t worry if they don’t read everyday – this is understandable, especially at the beginning. Be gentle but persistent with your encouragement.
Don’t worry if they don’t choose “good” literature, or if they only read about a single topic or character; sooner or later they will branch out.
Don’t worry if they choose something that is too hard or too easy; gently offer a more appropriate alternative, but also respect their choice.
Finally, try not to feel disappointed if your child shows no interest in reading your own childhood favourites. Encourage them to read widely, and one day they may give your favourite books another chance!


Common Core State Standards
6.RP: Understand ratio concepts and use ratio reasoning to solve problems.
6.NS: Compute fluently with multi-digit numbers and find common factors and multiples.
College and Career Readiness Anchor Standards for Reading
Reading 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
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.
Range of Reading and Level of Text Complexity 10: Read and comprehend complex literary and informational texts independently and proficiently.
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.
Vocabulary Acquisition and Use 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
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
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.
Next Generation Science Standards (NGSS)
MS-PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures.
MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
HS-PS2-6: Communicate scientific or technical information about why the molecular-level structure is important in the functioning of designed materials.
HS-ESS3-3: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
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 5: Individuals, Groups, and Institutions
- Theme 7: Production, Distributions, and Consumption
- Theme 8: Science, Technology, and Society
- Theme 10: Civic Ideals and Practices
College, Career & Civic Life (C3)
D4.6.6-8: Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.
D4.7.6-8: Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
D4 .7.9-12: Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.
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.
Core Music Standard: Connecting
- Connecting 11: Relate musical ideas and works to varied contexts and daily life to deepen understanding.


Unit Code & NameCT8722B Critical Thinking for Theology
DescriptionThis unit introduces students to the foundational skills of critical thinking and writing for use in the study of theology and related disciplines.
It is designed to equip the student in the evaluation and construction of theological ideas through the appropriation of the principles of logic and reasoning. The skills developed will include the analysis and construction of sound arguments, identifying and avoiding logical fallacies, writing with clarity, and distinguishing between weak sense and strong sense critical thinking.
https://vimeo.com/335983036 View Course Overview Here
Learning Activities*This unit is offered at Undergraduate and Postgraduate level. Students may engage with people across both levels when this unit is delivered.
Assessments1 x 1,200 word primary source analysis - 20%
3 x 600 work exercise (1,800 works total) - 30%
1 x 3,000 word essay - 50%
Learning OutcomesUpon successful completion of this unit, it is expected that students will be able to:
1. Describe the function of logic and argument in theological discourse
2. Identify and construct deductively valid conclusions
3. Apply higher level critical thinking skills to theological research and essay writing
4. Show advanced skills in the construction and evaluation of arguments
5. Communicate competing theological ideas in discourse designed for public consumption


BIG IDEA: Caring for our many human body systems sustains LIFE!
Our class outside in the middle school courtyard :)
Buddy Reading during Daily 5
Morning Meeting Activites
It’s hard to imagine that less than 30 school days ago we walked into our new second grade classroom excited, yet a little anxious, about our upcoming school year together. Through many cooperative activities and games, we have certainly gone from a classroom of students to a community of learners—ready, and more than willing, to demonstrate our Riverview core values and contribute to the success of each of our individual friends. Our Daily Five literacy block is now in full swing. The children eagerly bookshop each week to fill their book boxes with high interest, good fit choices. We understand that you can read a book three ways—by reading the words, retelling a familiar story, or even by reading the pictures. While teachers meet with individualized small guided reading groups, other students are practicing the very important 21st century skill of working on productive, independent work choices. Each day students are becoming more proficient in choosing literacy choices on their work plan. These choices include practicing spelling patterns during word sort and word chunk work, sight word work, authentic writing choices, reading to self, and buddy reading.
Our Writer’s Workshop focus has been on crafting personal narratives. The children have soaked up techniques from the expert authors of our mentor texts including Owl Moon, The Leaving Morning, All the Places to Love, Fireflies, My Brother is a Pain in the Backseat, Crab Moon, and many, many more. Our young writers are now experienced in thinking about writing ideas in terms of small, detailed, powerful moments. With all our time to write, they now understand that authors write, write, write, and revise, revise, revise—all before publishing and illustrating! Our mathematics block, much like our literacy block, is tailored to meeting the needs of individual students in small groups with teacher guided instruction. We usually meet together as a whole class for a mini-lesson and/or game to warm up our mathematical thinking. We then break into small group math exchanges or partner work to practice our skills. When students are not meeting with a math exchange, they are independently or buddy working on math work plan choices. This week we’ve begun the foundational skills of thinking of numbers in terms of 10. This work is a crucial building block needed to be successful with larger numbers—into the thousands and beyond. We will continue this work throughout the year. We are in the midst of our first integrated unit—The Human Body System. Much like our personal narrative study, the children are eager to talk about and to learn about themselves! We’ve enjoyed numerous experiments, demonstrations, videos, and books pertaining to the main systems of our amazing human body. Over the next few weeks we will be experts on the nervous, muscular, skeletal, cardiovascular, respiratory, and digestive systems. We are eager to share our knowledge and work with you during our Fall Portfolio Night on November 10th. Please mark your calendars now and plan to attend!
We believe each student in our classroom deserves to be healthy, safe, engaged, supported, and challenged each and every day he/she comes to school. Differentiation is key in second grade as we strive to teach the whole child, but we also encourage everyone to feel that he/she is part of our total community system. Our integrated units of study all relate to SYSTEMS to include: Magnets, Human Body Systems, Community Systems, Weather Systems and Eco-systems. Our Daily 5 approach for literacy gives students choices while they work independently to include read to self, read to someone, work on writing, word work and listen to reading. Students are then able to work in small groups or individually with the teacher for guided reading, assessment and conferencing. Our writer's workshop is inspired by Lucy Calkins. We focus on personal narratives, informational writing, opinion writing and poetry. We follow a rigorous mathematics curriculum based on "EngageNY" that nurtures a solid understanding of key mathematical concepts. We appreciate the support of our families as we have fun learning and growing together as 21st century citizens!


Music is a unique form of communication that can change the way students feel, think and act. As an integral part of culture, past and present, music helps students understand themselves, relate to others and develop their cultural understanding, forging important links between home, school and the wider world.
Music and music education can:
- Form part of an individual’s identity and positive interaction with music can develop competence as learners and increase self-esteem.
- Bring together intellect and feeling and enables personal expression, reflection and emotional development.
- Help develop a sense of group identity and togetherness via active involvement in different forms of music-making, both individual and communal.
- Influence students’ development in and out of school by fostering personal development and maturity.
- Develop a student’s critical skills: their ability to listen, to appreciate a wide variety of music, and to make judgments about musical quality.
- Increase self-discipline, creativity, aesthetic sensitivity and fulfilment.
Our Music Department is practical, young and enthusiastic – we aim to make music learning as practical an activity as possible, done ‘with’ and ‘by’ our students, not ‘to’ and ‘for’ them. With a focus is on developing effective skills and learning habits, students are given valuable experiences that will help them become independent, flexible and resilient learners.
Our Schemes of Work are designed to give students an opportunity to be actively involved in music performance, composition and the appraisal of their own and others' music. Students will learn how to communicate ideas and express themselves through music performance and be encouraged to reflect on successful practice.
Topics studied are constantly evolving in line with our student’s musical interests – this year we are looking at everything from Guitars to Prokofiev, Blues to Hungarian Folk Music, and Music Technology to Medieval Music. We have a belief that music is a collaborative activity, and our students get to work in on their own musical projects and actively contribute to the wider school community through sole and group performances. All students will get to try a wide variety of instruments and musical experiences in their music lessons e.g. strings, bass, drums, piano/keyboard, guitar, percussion and woodwind.
Specialist Instrument Lessons
Incorporated Society of Musicians Bronze Certificate
We have been awarded a Bronze Certificate by the ISM in recognition of our outstanding GCSE Music results. In 2015 over 10% of our students achieved a grade of A* - C which puts us in the top 350 schools in England for music education. Read more...
Key Stage 4 Options
Students wishing to choose GCSE Music need to be able to play an instrument or sing. It is an advantage to be having private music lessons, but it is not essential.
- GCSE Music (Edexcel)
- BTEC First Award in Music Level 2 (Edexcel)


Resources › For Educators Biography of Booker T. Washington African-American Educator and Leader Share Flipboard Email Print Interim Archives / Getty Images For Educators Teaching Teaching Resources An Introduction to Teaching Tips & Strategies Policies & Discipline Community Involvement School Administration Technology in the Classroom Teaching Adult Learners Issues In Education Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Homeschooling By Melissa Kelly Education Expert M.Ed., Curriculum and Instruction, University of Florida B.A., History, University of Florida Melissa Kelly, M.Ed., is a secondary school teacher, instructional designer, and the author of "The Everything New Teacher Book: A Survival Guide for the First Year and Beyond." our editorial process Melissa Kelly Updated January 27, 2020 Booker Taliaferro Washington grew up the child of a slave in the South during the Civil War. Following emancipation, he moved with his mother and stepfather to West Virginia, where he worked in salt furnaces and a coal mine but also learned to read. At age 16, he made his way to Hampton Normal and Agricultural Institute, where he excelled as a student and later took on an administrative role. His belief in the power of education, strong personal morals, and economic self-reliance earned him to a position of influence among both black and white Americans of the time. He launched Tuskegee Normal and Industrial Institute, now Tuskegee University, in a one-room shanty in 1881, serving as the school's principal until his death in 1915. Dates: April 5, 1856 (undocumented) - November 14, 1915 Childhood Booker Taliaferro was born to Jane, a slave who cooked on a Franklin County, Virginia plantation owned by James Burroughs and an unknown white man. The surname Washington came from his stepfather, Washington Ferguson. Following the end of the Civil War in 1865, the blended family, which included step-siblings, moved to West Virginia, where Booker worked in salt furnaces and a coal mine. He later secured a job as a houseboy for the mine owner's wife, an experience he credited with his respect for cleanliness, thrift, and hard work. His illiterate mother encouraged his interest in learning, and Washington managed to attend an elementary school for black children. Around the age of 14, after traveling on foot 500 miles to get there, he enrolled in Hampton Normal and Agricultural Institute. Continuing Education and Early Career Washington attended Hampton Institute from 1872 to 1875. He distinguished himself as a student, but he did not have a clear ambition upon graduation. He taught both children and adults back in his West Virginia hometown, and he briefly attended the Wayland Seminary in Washington, D.C. He went back to Hampton as an administrator and teacher, and while there, he received the recommendation that led him to the principalship of a new "Negro Normal School" approved by the Alabama state legislature for Tuskegee. He later earned honorable degrees from both Harvard University and Dartmouth College. Personal Life Washington's first wife, Fannie N. Smith, died after just two years of marriage. They had one child together. He remarried and had two children with his second wife, Olivia Davidson, but she too died just four years later. He met his third wife, Margaret J. Murray, at Tuskegee; she helped raise his children and remained with him until his death. Major Accomplishments Washington was chosen in 1881 to head the Tuskegee Normal and Industrial Institute. During his tenure until his death in 1915, he built Tuskegee Institute into one of the world's leading centers of education, with a historically black student body. Though Tuskegee remained his primary undertaking, Washington also put his energy towards expanding educational opportunities for black students throughout the South. He founded the National Negro Business League in 1900. He also sought to help impoverished black farmers with agricultural education and promoted health initiatives for blacks. He became a sought-after speaker and advocate for blacks, though some were angered at his seeming acceptance of segregation. Washington advised two American presidents on racial matters, Theodore Roosevelt and William Howard Taft. Among numerous articles and books, Washington published his autobiography, Up From Slavery, in 1901. Washington's Legacy Throughout his life, Washington stressed the importance of education and employment for black Americans. He advocated cooperation between the races but was at times criticized for accepting segregation. Some other prominent leaders of the time, especially W.E.B. Dubois, felt his views promoting vocational education for blacks curtailed their civil rights and social advancement. In his later years, Washington began to agree with his more liberal contemporaries on the best methods for achieving equality.


Playing a musical instrument (not just listening to music) improves reading, according to Dr Nina Kraus, in a presentation at Scientific Learning Corporation’s 2017 Visionary Conference.
Dr Kraus is the Director of the Auditory Neuroscience Laboratory at Northwestern University, Illinois, USA.
We are indebted to Dr Kraus for the following notes about the connections between music, rhythm and reading. There is a systematic relationship between reading skills and how the brain responds to sound, she said.
Rhythm is important not only in music but also in speech and language. Our brains track rhythm in music.
Sound patterns help a listener understand speech, especially in noise. Drummers are better than non-musicians at hearing speech in noise (Slater & Kraus 2015 – Cognitive Processing), and musicians brains are more sensitive to sound patterns.
Rhythm and reading skills both rely on stable sound processing (Hornickel & Kraus 2013 Journal of Neuroscience, Tierney & Kraus 2013 Journal of Neuroscience).
Sound patterns help identify speech elements that are important for learning to read. Good readers get greater benefit from patterns when encoding speech sounds (Chandrasekaran et al 2009 Neuron).
Rhythm and early reading
Rhythm abilities are linked to early reading skills. Preschoolers who can tap in time with beats have stronger reading readiness and more precise neural encoding of speech (Woodruff, Carr et al 2014 PNAS).
It is possible to predict a child’s future reading ability from their auditory processing skills at 3 years of age.
Children with more robust right hemisphere rhythm processing are better readers. (Abrahams et al 2008 Journal of Neuroscience).
Rhythm and reading in high school
Rhythm skills track with reading skills in high school. Like the younger children, the better that older students can tap to a beat, the better their reading ability. And their reading ability gets better with musical training (Slater, Tierney & Kraus 2013 PLoS One).
High-schoolers who were taught to play musical instruments during a two-year program offset early language deficits due to poverty. (Kraus et al 2015, Journal of Neuroscience).
These findings come from the Harmony Project, a non-profit organization that has provided music education and instruments to disadvantaged children in Los Angeles for more than a decade.
Despite a school dropout rate of 50% or more in their neighbourhoods, 93% of Harmony Project students have gone on to university since 2008.


Also found in: Dictionary, Wikipedia.
one of the schools of Italian painting. Bolognese painting, which was outstanding for its sharp character and expression of images, occupied a prominent place in Italian art as early as the 14th century. However, the term “Bolognese school” is associated primarily with one of the trends in Italian painting during the period of the formation and flowering of the baroque style. The Bolognese school came into being after the Carracci brothers founded the Academy of Those Who Have Entered Upon the Correct Path in Bologna circa 1585; there for the first time the doctrines of European academicism and the forms of activity for future art academies were established. The Bolognese school considered the study of nature a preparatory stage on the way to the creation of ideal images. This same goal was served by a strict system of rules for mastery that was artificially abstracted from the experience of the High Renaissance masters.
The artists of the Bolognese school from the late 16th through 17th centuries (the Carraccis, G. Reni, Domenichino, and Guercino) mainly executed compositions based on religious and mythological themes that were marked by idealization and frequently by magnificent ornamentation. The Bolognese school played a dual role in the history of art. It facilitated the systematization of art education, and its masters developed the types of altar paintings, monumental decorative frescoes, and “heroic” landscapes which were characteristic of the baroque style. In the early period the Bolognese masters sometimes showed sincere feelings and original concepts (in portrait and genre painting), but later the principles of the Bolognese school, which spread throughout Italy (and later even beyond its borders) and became dogma, engendered only cold abstraction and lifelessness in art.