What Do We Offer Students in Grades 3-4?
A sense of belonging in a vibrant community of learners
- Friends older and younger in a close-knit community
- Adults who know them well and enjoy their zest for life
- The cultivation of curiosity and creativity
- Quaker values of simplicity, peace, integrity, community, equality and stewardship
- Generous amounts of time to explore the natural environment
A bridge between early learning and academic independence
- An overall approach to learning and teaching that expects and enjoys individual differences, and that allows children to develop foundational skills in the context of following their natural desire to ask, explore, and create.
- Science learning through hands-on inquiry outside and inside, critical thinking, observational drawing, increased writing, and stewardship. Year One: Plant ecology, properties of matter (the water cycle), and simple machines and inventions. Year Two: Animal ecology, reading the environment of Casco Bay, circuits and pathways, and sun, moon, earth, and planets.
- English Language Arts with a strong and continuous emphasis on writing and critical thinking; vocabulary development; reading skills solidified and broadened; discussion and interpretation of a wide variety of literature, including nonfiction and Junior Great Books; reader’s theater, novel exploration, information skills, handwriting, and spelling.
- Social Studies that actively explores Maine’s geography, history, and economy in Year One; and landforms, United States geography, and our 50 states in Year Two.
- Mathematics that balances the introduction and practice of core concepts and operations through games and hands-on activities with the mastery of basic multiplication and division facts and real-life application in cooperative problem-solving.
- Foreign Language: Spanish, three times a week for 30 minutes each time.
- Art Studio instruction that combines the playful exploration of different materials and media with the introduction of skills, techniques, and perspectives of current and past artists.
- Music: American Music; literacy in rhythm, melody, ear training, composition, and movement in an active, fun, and creative context.
- Physical Education and Health promoting enjoyment of movement and habits for healthy lifestyle; outdoor running and fitness, sportsmanship, ball skills, game strategy and teamwork, coordination and balance.
- BodyMindSpirit: centering exercises; self-knowledge and self-expression: healthy relationships; conflict resolution.


Your second grader will hone her cutting skills making this fun and colorful flower creation. The stem of a plant holds up a flower, along with providing nutrients, helping the flower to grow. Your child can learn more about plants while making this fun art project!
What You Need:
- Green construction paper
- Construction paper for the flower
What You Do:
- Take a look at a flower with your child, either by heading outdoors or looking at a flower in a book or on the Internet.
- See if your child can recognize the parts of the flower, such as the stem, leaves and petals! She can look at several types of flowers and notice how some have similar petals and others are different.
- Now it’s time to make her own interesting flower! Start by turning a 9” by 12” sheet of green construction paper into a 9” by 9” square with the help of a ruler and pencil.
- Invite your child to trim and curve the four corners of her square creating a circle. Then have your child draw a spiraling line starting at the outside edge of the green paper and ending in the center of her square.
- Now she can use her scissors to carefully follow and cut along her spiraling line, honing her concentration and cutting skills!
- Now she’s got a spiraling stem for her flower! Invite her to cut out a circle from one color of construction paper and petals from another. She can also cut a couple of green leaves to attach to her stem!
- Offer your child the glue and encourage her to glue together her flower and then attach it to the end (the outside part) of her spiral along with the leaves she cut out!
- Now she can hang her spiraling flower from the center of the spiral stem and watch as it moves and sways in the air!
Sarah Lipoff has a K-12 Art Education degree and enjoys working with kids of all ages.


A huge library of age-appropriate resources for young adultscan be accessed at skills workshop.org. All resources are all linked to specific levels of the UK Adult Numeracy and Literacy Core Curriculum. Thank you so much for the wonderful sharing available here!
BBC Skillwise Fabulous site, All free English and Maths for adults. English and Maths skills for work. Maths includes numbers, percent, calculations, measuring, shapes, graphs. Videos, worksheets, games and assessments to level 1 (which is workplace entry standard). English resources include reading, writing, grammar, spelling, speaking and listening. What is great about these resources is they cover the basics in an adult style so are great to use with learners with disabilities without appearing childish.
Literacy resources : Skills workshop.org
Vocational Numeracy Online is a resource for students in vocational education and training. Relevant and meaningful numeracy resources for young adults which focuses on numeracy skills for occupational use. For example it includes numeracy relevant to the automative industry, business, community services, construction work, food and retail, manufacturing and engineering, tourism, sports and recreation. Undoubtedly meaningful and relevant learning for 21st century learners.
Unfortunately the last time I checked for this resource I could not find it.


Canvas of War
Masterpieces from the Canadian War Museum
October 12, 2001 - January 6, 2002
oil on canvas
©Canadian War Museum (C.W.M.)
Often forgotten in conflict is the war artist. During the First and Second World Wars, Canadian war artists were courageous journalists who lived the lives of soldiers, with only pen and ink for protection. Their provocative expressions of life in wartime will be on display at the Art Gallery of Ontario from October 12, 2001 to January 6, 2002, in an interactive exhibition encouraging understanding and remembrance. The war artists, including A.Y. Jackson and Arthur Lismer in World War I, and Alex Colville, Molly Lamb Boback and Jack Shadbolt in World War II, sent home a stunning visual record of Canada's war experiences. Canvas of War: Masterpieces from the Canadian War Museum is the first major exhibition of Canadian war art of both world wars.
"The war art commissions brought intense focus to the observation of Canada's role in international conflict," says Anna Hudson, assistant curator of Canadian Art at the AGO. "A driving need for a strong national identity urged First and Second World War artists toward symbolism. While these vivid images are of a now distant past, they continue to communicate their messages to us, and so never lose their relevance."
Matthew Teitelbaum, director of the AGO, agrees that all art is contemporary. "While a work may have been painted 50, 100 or 500 years previously, it still speaks to us in our setting. We at the AGO recognize this voice that art has, and strive to display works, both in our collection and in borrowed exhibitions, in a way that promotes dialogue and gives pause for reflection."
The First World War images of battle, hospital corps, heroic portraits and gathering soldiers take the visitor through the confused emotions of life in wartime. For Fred Varley and Arthur Lismer, founding members of the Group of Seven, the ravaged landscape of Europe spoke volumes of the war's spiritual toll.
During World War II, art - painting, sculpture, architecture and design - rose to the forefront of Allied and Axis countries' demonstrations of cultural strength on the international stage. Canadian artists embraced the role of "cultural soldier," but rejected the aggressive message of political propaganda.
The AGO presentation of Canvas of War will feature a debriefing area, designed as a meeting place for visitors and veterans to share stories and to reflect on diverse experiences of war and conflict. Paintings of the Canadian War Memorials of the First World War and Canadian War Records of the Second World War are represented in the selection of 68 works from the 13,000 pieces in Canada's war art collection.
Student/Senior $ 8.00
Children under 3 free
Generously sponsored by
Caldwell Securities Ltd.
Generous support for the AGO education programs provided by the
Donner Canadian Foundation
The travelling exhibition is produced by the
Canadian War Museum and the Canadian Museum of Civilization
History Television is proud to be a promotional partner for this exhibition.
For more information on History of War Thursdays visit http://www.history.ca/
The AGO is proud to celebrate its centennial year, beginning September, 2001. The Art Gallery of Ontario's collection comprises more than 25,000 works representing 1,000 years of extraordinary European, Canadian, modern, Inuit and contemporary art. This important collection, along with the Gallery's preeminence in art education programs, makes the AGO one of Canada's most significant public resources for the advancement of the visual arts in Canada.


Making Musical Meaning
Unlocking the Value of Music Education in the Age of Innovation
by Elizabeth Sokolowski
© 2012 GIA.
What inspires us to become musicians, teachers—and, ultimately, teachers of music? How can we best communicate that insatiable passion for music and musicianship to our students? And is there a way to build that passion and meaning into our lesson plans, curricula, and programs?
This remarkable and compelling book by Elizabeth Sokolowski asks these big questions and serves as an important bridge between passion and practical implementation of music learning in the classroom.
Topics covered include rigor and relevance, a professional framework for teaching, leadership and advocacy, creativity and self-expression, lesson plan design, and inspiration.
Sokolowski defines the strong connection between rigorous educational teaching and the relevance of music in education. Ultimately, this book can serve as a foundation for developing any comprehensive K-12 music education program. Making Musical Meaning is a clarion call for all of us to share the immeasurable beauty of music by nurturing the lifelong potential of our students. Unforgettable!
Elizabeth Sokolowski is Head of the Music Education Division of the School of Music at the University of the Arts in Philadelphia, PA.
Elizabeth presents a new paradigm for designing a comprehensive music education program that is extremely important for music program survival.
—Edward S. Lisk, Conductor, Clinician, Author
Number of Pages : 168
Language : English
Comments : Communicating passion for music to students through lesson plans, curricula, and porgrams; a foundation for developing any comprehesive K–12 music education program.
Item #: G-8357
Price : $18.95
Please share Making Musical Meaning with your Facebook friends.


CM . . .
. Volume VIII Number 15 . . . . March 29, 2002
River of Hands: Deaf Heritage Stories is an anthology of four stories created by young Deaf authors and illustrators through a project of the Canadian Cultural Society of the Deaf. The purposes of this project were to increase the small amount of Canadian children's literature reflecting the Deaf experience and to provide an opportunity for new Deaf authors, storytellers, and illustrators to emerge. This book is the first of its kind for Canadian children's literature. The stories, "But" and "Zzzzzz" are traditional Deaf folktales passed down through generations of Deaf people in American Sign Language, but this is the first time they have been recorded in print. "A Fishy Story" and "Unlucky Charm"are original stories created by the authors. The authors' ages range between 12 and 17 years.
The primary goal of the stories is not to educate or inform others about being Deaf, but rather to introduce interesting characters, who happen to be Deaf, and show how they respond to funny events and challenging situations. In the process of the stories' doing this, the reader learns about features of American Sign Language, technical devices that Deaf people use, and differences between visual and auditory information. This awareness is facilitated by including explanatory notes following each story and "Did you ever wonder?" sections that describe historical facts about how Deaf people managed before devices were invented to provide visual access to doorbells, alarm clocks, and telephones.
Although each story is introduced with an illustration, the pages that follow are straight text. I feel that the stories would be better presented in picture book form with a mixture of pictures and text on each page. The actions and funny situations presented in the stories would be enhanced through illustrations, and this format would be more engaging for the age of the intended audience/reader. In several stories, the influence of American Sign Language (ASL) on the writing can be noted. For example, verbs are repeated in ASL to provide emphasis and in one story the character is "thinking and thinking and thinking." Other examples include the use of words to represent mouth movements that accompany signs, such as "CHA CHA" to indicate "huge," or "PAH" to mean "finally." I understand that the purpose of writing this way may facilitate comprehension by Deaf readers who use ASL or may introduce features of ASL to readers who are not familiar with this language; however, I do believe this may be confusing to readers who don't know ASL.
I would highly recommend this book both for Deaf and hearing children. The stories allow Deaf children to see the characters as role models and validate their own experiences through situations and events to which they can relate. The book also reinforces the notion that Deaf people can be authors and teaches them about their history and heritage. The value of these stories for hearing children is to increase their awareness of Deaf people, American Sign Language, and the role that vision and hearing play in our lives. These features would make River of Hands an appropriate resource for studies involving the senses as well as different cultures and languages.
The Canadian Cultural Society of the Deaf is to be congratulated for instigating this project and making such a positive and needed contribution to children's literature.
Dr. Charlotte Evans teaches in the Faculty of Education at the University of Manitoba and conducts research on the literacy development of Deaf children.
To comment on this
title or this review, send mail to email@example.com.
Copyright © the Manitoba Library Association. Reproduction for personal
use is permitted only if this copyright notice is maintained. Any other
reproduction is prohibited without permission.
Copyright © the Manitoba Library Association. Reproduction for personal use is permitted only if this copyright notice is maintained. Any other reproduction is prohibited without permission.


ERIC Number: ED346394
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
Children Helping Children: Teaching Students To Become Friendly Helpers. A Leadership Training Program for Young Students.
Myrick, Robert D.; Bowman, Robert P.
This training manual provides a sequence of organized training sessions and activities which prepare elementary school students for such helping roles as student assistant, tutor, special friend, and small group leader. The first chapter discusses growing up in a changing world, defines peer facilitation, and provides an overview of the book. The second chapter focuses on children as helpers. Four categories of student helper roles are examined. Peer facilitator programs are discussed, and contributions that students have made when working with peers are examined. The third chapter presents the first step in beginning a peer facilitator program, namely, making a commitment. The need for the program, purpose of the program, and the program's objectives are discussed. Four characteristics of a helping relationship are outlined. The fourth chapter presents the next three steps for organizing a peer facilitator program: forming a plan, enlisting support, and selecting the facilitators. The fifth chapter examines the fifth step for peer facilitator programs: training the facilitators. Organization of the training sessions is discussed. The sixth step for organizing a peer facilitator program, implementing and supervising projects, is the subject of chapter 6. The seventh chapter considers the seventh step: assessing and evaluating progress. Four areas of assessment are reviewed. Finally, the eighth and last chapter discusses trainers as facilitators and learners. Appendixes outline supplemental activities for chapters 1 through 7. A bibliography listing 170 sources and the "Code of Ethics for Peer Helpers" by the National Peer Helpers Association conclude the manual. (LLL)
Descriptors: Counselor Training, Elementary Education, Elementary School Students, Helping Relationship, Leadership Training, Peer Counseling, Program Evaluation, Student Leadership
Educational Media Corporation, P.O. Box 21311, Minneapolis, MN 55421 ($10.95).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Note: For related documents, see CG 024 304-305.


In Preschool: As Essential As Food, An Effectiveness Review of the Saskatoon Preschool Foundation Tuition Subsidy Program, A.J. (Jim) Propp explores the value of both preschool as preparation for children's entry into the school system and a Saskatoon Preschool Foundation (SPF) program that assists families with preschool tuition. Through conversations with twelve parents/guardians, Propp assesses the experiences and opinions of those who have benefited from the tuition subsidy. On the whole, the participants in Propp's study were quite pleased with the program and regarded the preschool experience as vital to their child's education, urging that government should provide funding so that more children can receive the intellectual, social, emotional and behavioral benefits of preschool.
An increasing body of neuroscientific research emphasizes that the first six years of a child's life sets the foundation for lifelong competencies and skills that affect learning, behaviour, and health. Brain development is especially critical during these early years, influencing a person's ability to learn. Accordingly, these researchers argue for increased attention to positive stimulation for children, such as that which preschool programs provide. Similarly, for the past decade the Saskatoon Preschool Foundation has advocated for early childhood learning, the importance of the early years to children's development, and addressing the needs of families of preschool children. Families who are experiencing financial difficulty can apply for a subsidy that pays either the full or partial cost of preschool tuition for one or more children.
Throughout the discussions, participants were unanimous in their belief that the SPF tuition subsidy provided an "ducational advantage" to their children's early learning. What constituted an educational advantage included making new friends and social, emotional, interpersonal, communication, and literacy skills development. Participants further argued that preschool provides children with a solid base that allows them to maximize the school experience in terms of its structures, routines, and expectations. Parents/guardians also believed that enrollment in preschool increased their own interest and involvement in their children's education/school, and in some cases their community.
In terms of their relationship with the SPF, participants' comments were mostly quite positive. Participants felt that the SPF always held their child's best interests at the fore and that they, the parents, feel like partners with the SPF rather than clients. The subsidy itself was regarded as a means of leveling the playing field between those who can afford preschool and those who cannot. Despite the financial assistance that SPF provides, however, participants were adamant that they were not abdicating any responsibility for their children's education.
Concluding the report, Propp suggests that: (1) the tuition subsidy program continue unchanged; (2) a public awareness campaign of the tuition subsidy program be conducted to expand its profile in the community; and (3) influential community members be contacted about the importance of preschool and improving funding for early learning.


Around 250,000 four and five-year-olds starting school next year will have their readiness to start school measured by the Australian Early Development Census (AEDC), but The Benevolent Society believes more must be been done to address the vulnerabilities identified in the previous round.
“We know that one in five Australian children were found to be developmentally not ready for school in the last Census. This means that they lacked the social, emotional, language or communication skills to cope,” says Director of Professional Practice, Greg Antcliff.
“There is a lot that parents can do at home to support their children’s development, and it’s not just about helping them to learn their numbers and ABC’s.”
“Actually, the most important skills children need to learn to do well at school are to be able manage their own emotions and to have the social skills to form good relationships with teachers and other students.”
Using the expertise of its staff who work with children and families, The Benevolent Society has created easy to follow guidelines on School Readiness and helpful tips for parents on Preparing for School.
- For example, to cope socially and emotionally at school and be ready to learn children need to be able to:
- name and talk about what they are doing – this makes them interesting and predictable to other children
appropriately express their emotions and deal with conflict and frustration without hitting or hurting others
- cope with disappointment and learn to be happy at other’s success
- cooperate with care givers and children without temper tantrums
- seek out adults to help them cope with their emotions
Simple tips to help build your child’s social skills include:
- encourage participation in group games, support cooperative play and friendship building
- play games at home, like board games, to help teach children how to take turns
- teach your child introduction techniques so they are able to approach other people and confidently make friends.
"It’s vital we address this in Australia because one in five children are not developmentally ready for school, according to the Australian Early Development Census (AEDC), so more than 50,000 children are likely to start behind,” says Greg Antcliff.
On current AEDC figures, about 9% of children starting school have poor social skills and low self confidence and nearly 8% are anxious, unhappy, aggressive or hyperactive. This means that up to 27,000 children start school each year unable to cope socially or emotionally.
But The Benevolent Society’s work in child care centres with the Partnerships in Early Childhood program shows that with the right kind of support these children can become resilient and thrive at school.
“Our work, especially with vulnerable children and families, focuses on strengthening the social and emotional skills of young children so that they are able to understand and control their own emotions; make friends easily; focus on learning, and communicate well with adults and other children,” says Greg Antcliff.
Children who miss out on support like this in the early years can find it difficult to learn and socialise. Australian and international research has established that early action improves education and employment outcomes and reduces future welfare dependency and crime.
“We keep measuring social and emotional vulnerability, but there’s no concerted effort to fund programs like this one which is effective at helping to reduce those vulnerabilities in children. The sensible approach would be to increase the use of programs like PIEC in areas of identified high vulnerability,” says Greg Antcliff.
“We urge the Productivity Commission into Childcare and Early Childhood Learning to consider the impact on our future prosperity of its recommendations. The Federal Government must make a long term commitment to the National Partnership Agreement on Universal Access to Early Childhood Education—specifically the provision of 15 hours of preschool access for all 4 year olds, and include more resources to help educators support emotional and social development for vulnerable children,” concluded Greg Antcliff.
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Our programs helped Toni learn, grow and bond with her daughter, Charlotte.


These sites are about mealworms. There are mealworm facts, pictures, and fun activities. Learn how to take care of them in the classroom and observe their behavior through all four stages of their life cycle. Included are two related eThemes resources.
Science for Kids interviews entomologist (a scientist who studies insects) Dr. Bill White about what it's like to eat roasted mealworms and other interesting bugs. Explore the links at the bottom for more information about edible insects.
These sites focus on animal life cycles for K-2 grade students. Learn about different stages of animal life cycles and see similarities and differences among animals. Diagrams, printouts, pictures, and lesson plans are included. There is a link to eThemes Resource on Animals: Life Cycles.
Learn how mealworms change into darkling beetles. Includes several instructions for conducting science experiments involving mealworms. Some of the experiments have a technology component, such as using spreadsheets and digital cameras to record the metamorphosis of these insects. There are also suggestions for caring for mealworms in the classroom. Includes an eThemes resource on life cycles.


The annual Learning Through Art exhibit features a selection of artworks created by 203 students between the ages of 6 and 12 who took part in the Guggenheim Museum Bilbao education program during the 2005-6 academic year.
The goal of this education program is to reinforce areas of primary school curriculum using art-based activities. Resident artists work in public schools in close collaboration with the classroom teachers. Each program is unique and custom designed based on the interests, deficiencies and skill level of each class, and can be used to reinforce any area of school curriculum, ranging from Environmental Awareness to Mathematics. The classroom teacher identifies the targeted subject area, and the objectives, behaviors, and skills he or she wants to achieve. The artist and the Museum educator then work together to create a series of workshops organized into resource units. The 90-minute workshops—in photography, painting, sculpture, video, digital art or music—take place at the school one day a week for a period of 20 weeks.
Bizkaia: Velázquez in Basauri, Gandasegi in Galdakao, Txomin Aresti in Leioa, and Buenos Aires in Gallarta; two schools in Álava: Adurza in Vitoria-Gasteiz and Fabián Legorburu in Laudio; and three schools in the province of Gipuzkoa: Aitor in Donostia-San Sebastián, San José in Mendaro and Intxaurrondo in Donostia-San Sebastián.
Alex Carrascosa, Ibón Garagarza, Iñaki Gracenea, Julio Hernández, Aiora Kintana, Maider López, Manu Muniategiandikoetxea, Mercedes Périz, and Jorge Rubio.


Access to Schooling in Rural Areas: A Case of Selected Villages of Rajasthan
HISTORICALLY, in the educational system in India, facilities were provided in the developed regions of the country, namely, the three presidencies (Bengal, Madras, Bombay) which enjoyed higher rates of industrial investment, commercial modernisation and economic development. In these areas, literacy and levels of education were far ahead of the hinterland. The aim of the educational policy was to develop English education among Indians, preferably from the upper socio-economic strata of society, who could assist the rulers in subordinate posts in the bureaucracy, in governing the vast and diverse sub-continental empire. The colonial rulers of course were not interested in educating Indians beyond a certain level which was necessary for the continuance of their rule. The net result was that disparities in education become glaring between regions, between urban and rural areas and between developed and backward sections of society.
With the advent of independence, the proclaimed national objective in education was to develop rapidly a system of countrywide education responsive to the mass awakening in the country and befitting an independent nation in the modern age of science and technology. Universal free elementary education, removal of adult illiteracy, special attention to the socially and economically backward sections of society (scheduld castes and scheduled tribes) were to be some of the main considerations.
Since independence the educational system has undergone considerable expansion. Enrolment has increased more than four times at the primary stage, six times at the middle stage, seven times at the higher secondary and more than ten times at the university stage. There has been a correspoding increase in the number of teachers, institutions and expenditure on education.
In spite of all this expansion of educational facilities the present position in education after more than three decades of independence can hardly be satisfactory. Between 1951 and 1981 the percentage of literacy has crawled from 16.6 to 36.17 per cent-ónot


Gretchen Owocki lets other teachers in on one of the best-kept secrets of early childhood education: play is a virtual goldmine for facilitating literacy learning. When children play in a purposefully designed, literacy-rich environment, teachers can discover and capitalize on some truly important, highly teachable moments. Literacy Through Play is a resource for preschool and primary teachers who are looking for proven methods for preparing young children to become confident and flexible readers and writers. Owocki begins the book by establishing the theoretical rationale for the importance of play in literacy development, then outlines what teachers can do to set up a developmentally appropriate environment. She takes us inside two classrooms that use play in smart ways, offering proven ideas for:developing the play environment teaching literacy through play assessing children's literacy knowledge as they play implementing developmentally appropriate practices collaborating with families. If the current political firestorm over reading, phonics, and spelling has caused you to question whether children can develop the foundation for conventional reading, writing, and spelling in a developmentally appropriate classroom, this book will assuage your concerns. If the "back to basics" movement has led you to disbelieve these classrooms are teaching the "basics," this book will not only confirm that they are, it will also give you useable ideas for teaching them in developmentally appropriate ways.
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Rent Literacy Through Play 1st edition today, or search our site for other textbooks by Sue Bredekamp. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Heinemann.
Need help ASAP? We have you covered with 24/7 instant online tutoring. Connect with one of our tutors now.


Music Education students, first and foremost, do study for the PRAXIS! These tests are not inexpensive, and there is no reason for not passing the first time. By way of anecdote, a GC music student recently failed a portion of the PRAXIS. The student then studied before retaking it and did remarkably well the second time. Imagine that! Too bad the studying didn’t happen before the first attempt.
A review of music theory, and music history and literature, will serve you well. Music theory content for MUS 111-212 may be reviewed at http://spider.georgetowncollege.edu/music/burnette/index.html.
You should be familiar with the content of the Georgetown College Teacher Education and Certification Handbook. Below is some information excerpted from that handbook.
PRAXIS Testing Requirements for Kentucky Teaching Certificates
All students must complete and pass the appropriate PRAXIS Tests to receive certification. Please note the following EPSB disclaimer: Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board Website at www.kyepsb.net for current requirements or contact Ms. Jaime Rice at 502-564-4606 or 888-598-7667.
PRAXIS testing requirements for each certificate are specified by the Kentucky Education Professional Standards Board. For the latest information on these requirements by area, consult the EPSB Website: http://www.kyepsb.net/assessment/teachertests.asp
Content outlines for the objectives of each of these tests are presented at the Educational Testing Service Website under the heading Tests at a Glance (TAAG). Go to http://www.ets.org/praxis/taag. At the bottom of the page, click on Tests at a Glance. Then, scroll down to find the music test information: (1) music analysis #20112, (2) music concepts and processes #30111, and, (3) music content knowledge #10113. Reviewing this information will better prepare you for success in taking the PRAXIS.
If, after preparing to take the PRAXIS, you have questions about anything, please contact your advisor or any music faculty member for assistance. We are here to help you!
Should you be unsuccessful in your first attempt to pass any portion of the PRAXIS, you are directed to contact your academic advisor, who will put you in contact with the appropriate faculty member to work on a remediation plan before the test is retaken.


Study Guide for MTTC
Sources for MTTC Study Guides
Michigan Test for Teacher Certification or MTTC is a test used for identifying the candidates who possess the skills and subject knowledge that are required to become teachers. A thorough preparation is required to pass this test and the study guides for the test are described in this article.
For any test preparation, you need books and other resources which can be used for studying and the test is no exception. The resources can be broadly classified into:
Books- Books are one of the most commonly used preparatory resources. The study guide of MTTC generally covers all the topics of the test, a few practice tests, solutions to the practice test questions and tips that prove to be very useful both while preparing for the test and while answering questions in the test.
Practice tests- Practice tests constitute an important part of any test preparation. A practice test helps you in understanding the format of the test and your strengths and weaknesses. Based on this, you can work hard on converting your weaknesses to strengths and thereby increasing your scores in the test.
Sources of Study Guides
The sources of a study guides can be broadly classified into:
Online Resource- Many books or other resources are available online. You can download them after paying the cost of the resource or you can order a book through an online store. This source is very helpful since you can purchase the guide from the comforts of your home. You can read a few reviews of the various book available and choose the one that is best suited for you. Then, you can order it and it will be delivered at your doorstep.
Conventional Book Stores- Most study resources are available in conventional book stores. You can visit a book store and flip through the books and decide on the one that you will require. The major advantage of a book store is that you can know about the book before you buy it.
Reviews of a Few Study Guides
There is many study books available in today’s market. Here, a few of the good books are reviewed:
MTTC Study Guide
This book is from the makers of the test. A PDF form of the study guide can be downloaded and used for the preparation. All the subject areas and the Basic Skills test are covered in this. You can visit the page, http://www.mttc.nesinc.com/MI_viewSG_opener.asp for the details of the guide. A printed version of this is available but you must pay a fee for it. You can order it using the ordering form available at http://www.mttc.nesinc.com/PDFs/MI_20122013StudyGuideOrderForm.pdf.
- MTTC - Basic Skills & Elementary Education Tests (MTTC
Teacher Certification Test Prep-)The Editors of REA
This is a comprehensive study guide and all the lessons help in reinforcing the necessary skills. It has been written by experts who have thorough knowledge about the test. The book also helps you in learning about the test like the topics covered and the scoring system. Apart from this, the book also helps you in charting a schedule for the test preparation. A diagnostic test is also available which will help you know your strengths and weaknesses. It also has tutorials which will improve your test taking abilities. Moreover, two full-length tests with answer explanations are present. This book is available at amazon.com and the cot of it is $28.06.
- MTTC Study Guide from 240 tutoring- http://www.240tutoring.com/StudyGuideMTTC.aspx
This company offers study guides for a few subjects of the MTTC. The subjects are; Elementary Education, Mathematics (Elementary and Secondary), Integrated Science, Language Arts, and Social Studies. The study materials are comprehensive. The details of the study guides along with the cost are available at the link mentioned above.
A review book will help you in preparing for the test and many such books are available. However, you must work hard to master the skills and acquire the knowledge that is expected from you to qualify for a teaching position. Read the reviews of the books, identify the one that satisfies your requirements, and use it to prepare for the test and pass the test with flying colors.


|Free Ear Trainer|
Educators can teach their students to play music by ear with this free music trainer. The trainer includes a picture-based guide and three video tutorials.
|Integrating music with Language Arts|
Music and Language Arts/Phonics/Reading lesson plans.
This online music factory provides education grants for teachers so that students can use the site's music mixing and songwriting tools for free.
Provides free learning resources for music students and teachers at every level.
KIDiddles provides free printable sheet music and lyrics for thousands of nurseries and children's songs. The site can also be used to professionally produce original song sheets for the classroom.
|Lester S. Levy Collection of Sheet Music|
Sheet music collection from the Milton S. Eisenhower Library of The Johns Hopkins University includes more than 29,000 pieces of sheet music that can be used in the music classroom.
|McGill English Dictionary of Rhyme|
A dictionary and the free software that comes with it would be an asset to any music curriculum.
Listeners can search for music using their voice. Simply sing a few bars (at least ten seconds is best) and you will find the song you're looking for.
|Music and Math|
Another Math lesson on patterns integrating Music.
|Music Ed Magic|
Music Ed Magic offers an amazing collection of music resources for educators, including
lesson plans, sheet music, education articles, and free software.
|Music Education Online|
This free website from Children's Music Workshop provides free music lessons, sheet music, news, event listings, and other helpful music education resources.
|Music Tech Teacher|
A site to support and connect music teachers was created by a music Teacher of the Year-who posts free music and technology-related lessons, quizzes, word searches, and other games.
This site offers free web-based flashcards that can be used to teach students note names, key signatures, and music theory.
Created by Dr. Prof. Joseph Pisano, this site is dedicated to spreading the word about technology in music education.
|National Association for Music Education|
The "mother" and umbrella organization for all other groups in music education.
|Pitch Perfect Guitar Tuner|
This free guitar tuning software for musicians makes it easy to quickly tune any guitar. Pitch Perfect works with Windows and Pocket PCs.
A place to find lyrics, song meanings, trivia, and other resources to engage students in music curriculum.
Songza is a music search engine that doubles as a free Internet jukebox. Users can look up any song or band and then stream or share the music they find.
Lesson plans, pintables, Music National Content, multicultural Music lessons & printables.
|The Teachers' Corner|
The Teacher's Corner provides music lessons around colors, literature, and more.
|The Teaching Channel|
Teaching Channel is a video showcase—on the Internet and TV—of inspiring and effective teaching practices in America's schools.
|The ultimate FREE resource for teachers|
HotChalk&#’;s) was created with one goal in mind — making life easier for teachers.
|Voices Across Time|
Voices Across Time was created to help teachers harness the power of song as primary source to supplement any secondary American Social Studies, Language Arts, and Music curriculum.


Education is a state subject according to the constitution, but controversy sometimes arises regarding the exact nature of control and functions of the centre and the state. The control held by the central government is very limited. It cannot enforced all its decisions upon the stale Governments. It recommended Basic Education as the national of elementary education, higher secondary as the suitable pattern at the adolescent level, and higher pay scales for teachers. But how many states have accepted the recommendations and complied with?
Some decisions have been accepted and some schemes implemented, but the motivating factor has been the lure of grants provided, or the party discipline as the same political party governs at the central and the slate level.
But lure of grants is not the solid and reliable affair. Nor is the party discipline permanent affair. One rule may change anytime, and coalition government by the opposition party (as in some states) may have to be formed. Hence constitutional provision for more control, vigilance and guidance is needed. One of the propositions put forth in that education should be put on the current list. The Indian Education Commission, however, feels that there is enough of scope in the present provision for enforcing central decision.
The I EC had made the following recommendations regarding the role of the centre and, the stales :-
(1) Role of the centre
(i) Existing provisions of the constitution should be exploited for the development of education and evolution of a national educational policy. Central leadership for the states is essential for a vast country like India.
(ii) Indian Educational service should be instituted, with a suitable method of recruitment of high quality teachers, administrators, planners and research workers. 5% IES officers may be posted in their own states.
(iii) The CAB and Ministry of Education should be strengthened.
(iv) NCERT should be developed as the principal technical agency for the improvement of school education with its numerous wings and departments.
(v) National staff of Educational Administrators should be established to provide in service education for senior officers in the Education Services, IES and Slate Education Service. Besides conducting short and long courses, it should have a research wing.
(2) Role of the State Government
(i) A statutory council of education should be created at the state level with the stale Minister for Education as the chairman.
(ii) A standing committee at the officers level including state level officers in charge of different sectors of education, should meet frequently.
(iii) The Education secretary, like Educational Advisor to the Government of India, should be an educationist rather than an administrative officer.
(iv) State Educational Service should have adequate number of class i and II posts. All D.E.O's should be to IES, and secretaries of District School Board to SES, class I. The scales of pay of the departmental stall should be correlated with UGC scales of pay for university teachers,
(v) In service educational programmes for non-gazette staff on the administrative and Inspectional side should be organized.
(vi) Fewer officers should be at the high level, and a larger at a lower level with adequate scales of pay.
(vii) Every three or five years, periodical review of important administrative practices should be held.
(viii) Two-third of available resources should be devoted to school education and only one-third to higher education.


KNOXVILLE – Though Alice Cooper famously sang “school’s out for the summer,” he failed to come out with the follow-up hit “school’s back in session.” Likewise, when children are let out for summer vacation, they, too, forget that school will start again in August.
According to Richard Allington and Anne McGill-Franzen, education professors at the University of Tennessee, Knoxville, the summer break is when children fall behind in reading.
According to Allington, best estimates indicate that 80 percent of the reading achievement gap between achieving and struggling readers occurs during the summer when achieving readers read and struggling readers don’t.
Allington and McGill-Franzen provide five tips on how to encourage your children to read during the summer:
- Explore the Bookstore – Parents can take children on a field trip to Barnes and Noble, Borders or a local bookstore and let them explore the different genres and varieties that may not be offered during the school year.
- Power to Choose – Few adults do much “assigned reading,” particularly for pleasure, so forget about making kids read the “classics” and instead let them choose what they want to read.
- Talk About Reading – Parents can read books they want to or books their child has selected to read to engage the child in conversations about the book. Talking to your children about the characters and action in the book they are reading can help you get to know them better.
- Set an Example – Parents can set aside a daily time for reading and engage in reading themselves.
- Practice Matters – If primary grade children read ten to fifteen books and intermediate and secondary students read five or six books over the summer, they can stem summer reading loss and usually produce a small gain in reading achievement.
McGill-Franzen says that children enjoy reading books within a series because the characters and plots tend to fit into their social and cultural network, and children can easily talk to their peers about series books.
Allington is a member of the International Reading Association’s board of directors. McGill-Franzen, director of the UT Reading Center, has authored books and articles on young children’s literacy development.
Emma Macmillan, 865-974-9409, firstname.lastname@example.org
Whitney Holmes, 865-974-5460, email@example.com


From OpenContent Curriculum
Reading Roots is a 90-minute comprehensive program that targets the needs of beginning readers. Reading Roots is a research-based beginning reading program that has proven its effectiveness in randomized experimental research. It provides a strong base for successful reading by providing systematic phonics instruction supported by decodable stories, as well as instruction in fluency and comprehension. Reading Roots also fosters students’ love of reading by providing rich literature experiences, extensive oral language development, and thematically-focused writing instruction. These objectives are embedded in a fast-paced, engaging, and highly effective instructional process. Students are assessed and regrouped according to their reading level every quarter to ensure they are receiving the most focused instruction.
Second and third grade non-readers can be regrouped into Reading Roots classes. This solution includes all of the elements needed for ensuring success: teacher manuals, student materials, initial training for teachers, intensive onsite and telephone coaching, and tools for monitoring students’ progress.
Instructional Materials Reading Roots materials include puppets, colorful picture cards, helpful strategy cue cards, engaging videos, and more, making this program not only research-based and proven, but fun!
A complete and easy to use 4-volume set of teacher’s manuals provides detailed daily lesson guides for phonics, student story reading, teacher read-alouds, oral language, and writing lesson activities. Materials such as letter cards, picture cards, word cards, puppets, and read-aloud books are all provided. Award-winning video segments designed for teachers to show during the lesson are available as an option.
Student materials include phonics practice and consumable reading books, colorful sound cue strips, strategy cue cards, celebration flyers, homework, assessments, and parent notes. These provide many opportunities to help develop students’ confidence as readers.
Roots Instructional Components
Please use this area to share any ideas or information that you may have related to these specific components.
FastTrack Phonics (20 minutes)
Colorful mnemonic pictures are integrated with alliterative phrases, sounds, and letter cues to provide phonemic awareness and phonics instruction in six skills: letter-sound correspondence, auditory sound blending, word-level blending, writing sounds, auditory segmentation of sounds, and sound spelling. Entertaining puppets, chants, and games add fun to the fast-paced systematic instruction that is designed to review and introduce sounds and their written representations. Teachers decide to review or accelerate lessons based on informal monitoring and diagnostic assessments.
Colorful Shared Story books invite students to use their developing decoding, fluency, and comprehension skills. The teacher presents new vocabulary words, and then guides students to read the story with their partners. Students then discuss their comprehension as they become confident, enthusiastic readers.
Story Telling and Retelling (STaR) (20 minutes)
A collection of forty-eight books, both fictional and expository text, are read interactively with students as part of the Reading Roots lessons. Prediction, clarification, questioning, summarization, and visualization strategies are modeled and practiced as they relate to the comprehension of the text structure, meaning, or story elements of the STaR books.
Language Links (20 minutes)
Structured Language Links activities, which are based upon the corresponding Shared Story and STaR story in the lesson, stimulate children’s oral language and cognitive development as they learn effective ways to communicate ideas, feelings, and experiences. Students use higher-level thinking skills as they engage in dissusion of authentic literature.
Adventures in Writing (40 minutes)
On the third day of every Reading Roots lesson, students are guided through a writing activity that is related to the theme of both the Shared Story and STaR books. Students use the writing process as they think, speak, and work collaboratively with others.
This category has the following 3 subcategories, out of 3 total.


With legislative Decree of May the 15th 1946, the Isle of Sicily with the Eòlie islands, Egadi, Pantelleria, Pelàgie and Ustica
have constituted into an autonomous region, furnished of juridical personality, within the political unity of the Italian State.
The city of Palermo is the chief town of the Region. The Region has legislative power in the following subjects:
Agriculture and Forests; Reclamation, Civical uses; Industry and Commerce; Increase of the agricultural and industrial production; Urbanism; Public jobs of interest for the Region; Mines, Cave, Salt pans; Public waters; Fishing and Hunting; Public charity and good deeds; Tourism; Guardianship of the landscape; Maintenance of the antiquities and of the artistic work; regime of the local
corporate body; arrangement of the offices and of the corporate regional body; Juridical and economic state of the employees and officials of the Region; Elementary education; Museums, Libraries; Espropriation for public utility. Organs of the Region are:
The Meeting,the Junta and the regional President.
The Regional meeting has constituted from 90 chosen deputies in the Region to universal suffrage and hard incumbent 4 years.
The meeting elects in his inside President, two Vices Presidents, the Secretaries of the Meeting and the Errands Permanent. It practice the legislative functions attributes to the Region.
The regional President and the Junta constitute the Government of the Region. The President is Head of the Regional Government and it represents the Region; it also represents in the Region the Government of the State. The components of the Junta (Aldermen) are chosen from the Meeting and provosts from the President to the individuals branches of the Administration:
The Aldermans offices are: Local corporate body; Finances; Public jobs; Hygiene and Healthiness; Public education; Agriculture and forests; Industry and Commerce; Job,Foresight and welfare; Tourism and Show.
|La Regione Siciliana|


If children are deprived and denied of their rights, their full potential will not be realized. This is Plan International’s definition of Child Poverty. For Plan, the common issues on children according to the 4 broad rights are survival, development, protection, and participation.
The challenge of education comes under the issue on Development. These challenges that Plan tackle under this human right are poor quality of basic education, limited access to educational services, inadequate financial resources for education, and inadequate facilities for education.
Plan’s ultimate goal to address these issues is social transformation by making its partner communities become Child-Friendly. A community is child-friendly when it is able to assure the rights and needs of the children on survival, development, protection, and participation. This desired result is also equal to addressing child poverty.
One of Plan’s major Country Program Outlines (CPOs) is Child-Learn. To address the issues confronting public elementary education, especially in the rural areas, Plan challenges itself to institutionalize and sustain programs and projects that are designed for quality and access to education.
To concretize this challenge, Plan has instituted the Child-Centered Community Development Approach (CCCDA), a rights-based approach in which children, families and communities are active and leading participants in their own development. This enhances their capacity and opportunity to work together with others to address structural causes and consequences of child poverty at all levels.
Via Learn Without Fear


Colonial Institutions, Commodity Booms, and the Diffusion of Elementary Education in Brazil, 1889-1930
NBER Working Paper No. 20029
We explain how the decentralization of fiscal responsibility among Brazilian states between 1889 and 1930 promoted a unequal expansion in public schooling. We document how the variation in state export tax revenues, product of commodity booms, explains increases in expenditures on education, literacy, and schools per children. Yet we also find that such improvements did not take place in states that either had more slaves before abolition or cultivated cotton during colonial times. Beyond path-dependence, ours story emphasizes the interaction between colonial institutions and subsequent fiscal changes to explain radical changes in the ranking of states which persists until today.
You may purchase this paper on-line in .pdf format from SSRN.com ($5) for electronic delivery.
Document Object Identifier (DOI): 10.3386/w20029
Users who downloaded this paper also downloaded these:


This is an amazing experiment you can do with basically only 3 things. Amaze your friends with this, or get 1st prize at your nearest science fair!
- Basic dough mix, as in modeling clay dough
- Baking soda
- Food coloring (if preferred)
1First of all, know that this project is completely safe. But during the process, you'll have to wear some safety goggles and gloves because you'll be dealing with chemicals.
2Gather the materials. You'll find what to take at the "Ingredients" section above.
3Shape the dough mix into the shape of a volcano. Make steep slopes and edges using a craft knife if you like.
4Bake it in the oven until it looks hard enough. Test by inserting a toothpick into one of the sides.
5Insert a cup at the mouth of your model. This is where the chemical reaction will take place.
6Paint your volcano with acrylic paint.
7Stand back. This is where the exciting part takes place.
8Make the eruption mixture. This works only once, but the volcano model will stay permanent.
9Add 8 tablespoons of water and 2 teaspoons of baking soda and a drop of food coloring into a bowl. Mix thoroughly. Pour into the cup.
10This step is where the volcano will erupt. Add 1 teaspoon of vinegar. Wait for a few moments, Then the volcano will erupt like a real-life volcano to astonish your friends!
What do I need to make a little volcano?wikiHow ContributorSkip all the paint and oven work. Use a large amount of red sand, a lot of water, baking soda, and vinegar.
How high will it fly?wikiHow ContributorIt depends on the amount of liquid you use. It should not go more than few feet high though. Ideally, the 'lava' just flows over the edges.
Does creating a mini volcano require adult supervision?wikiHow ContributorIt's always good to have parental supervision, especially for the baking soda and vinegar parts.
Should I do this outside or inside?wikiHow ContributorThis is definitely best done outside because it explodes and makes a mess and that mess can be hard to clean up.
- make the volcano on a tray to collect the lava (foam).
- You can make a mini volcano, using, clay, gum and a can soda drink. First, make a volcano shape with the clay around the soda can. Be sure to leave the top open. When you are ready for your volcano to erupt, put the gum in the soda drink, and enjoy the show.
- You should erupt it outdoors to be safe!
- Add a cardboard sign labeling the mountain as one of your favorite hills or so.
- Make the bottom side of the mountain hollow. Add a secret little voice recorder for better effects.
- Be careful when cleaning your volcano.
- When the "lava" falls, quickly remove the voice recording instrument. You don't want your personal things saying bye-bye.
Things You'll Need
- Plastic cup
- Plastic tray to work on
Categories: Science for Kids
In other languages:
Thanks to all authors for creating a page that has been read 178,119 times.


Here's the latest article from the Special Needs Children site at BellaOnline.com.
Scaphocephaly and Craniosynostosis
Scaphocephalyis, the most common type of craniosynostosis, is most often diagnosed in newborns who have ridged, missing or quickly closing 'soft spots' or fontanelles, or unusually shaped skulls growing too slowly. Immediate medical attention by a pediatric neurologist or surgeon may be required.
Please visit specialneedschildren.bellaonline.com for even more great content from the editor of the Special Needs Children website by searching the archives at http://specialneedschildren.bellaonline.com
Explaining Down Syndrome to Children
Deciding how to explain Down syndrome to young children may challenge the beliefs and expectations of adults who see more differences than similarities among children with Down syndrome and their mainstream peers.
Easter Craft Ideas
Easter and Children with Disabilities
Wearing Glasses in Early Childhood
Children with Disabilities in Movies, Ads and Television
Recognizing Early Signs of Autism
Grandparents of Children with Special Needs
Home Accessibility and Visitability
Down Syndrome Awareness Month - March or October?
Teens with Disabilities - Transition Planning
Reflux - Pediatric GERD, Infant GER and EER
Preparing for Emergencies - Children with Special Needs
Signing, Reading and Spelling
Oral Health and Dental Visits for Children
Cutting with Scissors and Other Fine Motor Skills
Printing and Cursive Handwriting for Children with Special Needs
Teaching Handwriting to Children with Special Needs
Person Centered Planning
Communicating with Babies
Music Education - Every Voice Heard
Cousins of Children with Special Needs
To participate in free, fun online discussions, this site has a community forum connected to the Special Needs Children website located here -
Please let me know what topics you want included at the SNC website, in response to this email or at the forum bulletin board above.
Feel free to share this newsletter and any resources you find helpful or informative with family, friends, educators, therapists, staff or medical professionals. I would love to have feedback from those communities as well.
Thank you for your interest, support and advocacy for children.
Pamela Wilson, Special Needs Children Editor
Find other great sites at BellaOnline.com / Family
Click Daily! Support Charity!
Humor - Preparing for the IEP Meeting


Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver TAELLN411, 'Address adult language, literacy and numeracy skills'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Address adult language, literacy and numeracy skills' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements describe the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Analyse LLN requirements
1.1 Determine LLN skill requirements of the training specification
1.2 Identify and analyse the LLN skill requirements essential to workplace performance
1.3 Determine the LLN skills of the learner group from validated tools and other sources
2. Select and use resources and strategies to address LLN skill requirements
2.1 Identify resources to support LLN skill development
2.2 Use learning and assessment materials to support identified LLN requirements, customising where necessary
2.3 Apply learning support strategies in training delivery appropriate to LLN requirements and learner group
2.4 Determine assessment strategies appropriate to LLN requirements and learner group
3. Use specialist LLN support where required
3.1 Review course demands and learner profile to determine if specialist LLN support is required
3.2 Access specialist LLN support where available
3.3 Integrate specialist LLN support into training or assessment practice where required
4. Evaluate effectiveness of learning support and assessment strategies in addressing LLN requirements
4.1 Seek feedback on learning support provided and assessment strategies used
4.2 Evaluate learning support and assessment strategies used
4.3 Determine areas for improvement based on evaluation


Alfred Jazz for Young People CurriculumProduct #473237 Alfred 473237 JTH History & Composers Education for Children https://www.esnapw.com/rses/ESnapServlet?MerchantNumberSent=63655
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Jazz for Young People Curriculum
Kit Contents and Full Description
Written and narrated by Wynton Marsalis. Jazz for Young People appreciation curriculum is based on Jazz at Lincoln Centers popular Jazz for Young People concert series, is designed primarily for upper elementary and middle school students. The curriculum explores core concepts -- including improvisation, form, style, and swing -- and major figures in jazz through accessible, interactive lessons which demonstrate the exuberance, rich cultural heritage and humor inherent in jazz. Included in this complete kit *A 10-CD set (including one CD-ROM) of newly recorded music performed by the Lincoln Center Jazz Orchestra and special guests, with narration by Wynton Marsalis, that explores topics like "What is Bebop", "Who is Louis Armstrong" and "What is the Blues" *An in-depth Teacher Guide that leads educators step-by-step through each lesson - explaining jazz styles, musical concepts, historical information, and key jazz figures suggesting participatory activities and cross-curricular links providing additional resources and integrating the National Standards for Music Education. *A Set of 30 Student Books that include focused listening guides, fun activities that reinforce musical concepts, and historical summaries, biographies, and photographs that broaden the understanding and appreciation of jazz. *A behind-the scenes video of the curriculum recording session that provides a performance element to further enhance the classroom experience. The curriculum, developed in collaboration with Scholastic Inc. and Sandy Feldstein, PlayinTime Productions, is distributed by Warner Bros. Publications. Except for the student magazines, components are not sold separately at this time. The student magazines may be purchased separately or in packs of 30.


Raising A Reader
An Early Literacy Program
Need for Early Literacy Programming
Children from low-income households trail behind their higher-income counterparts in literacy at an astounding level. According to research, youth from low income families typically score at or above the average level in reading at half the rate of children from more privileged homes. Poverty negatively affects both material resources and learning resources, which youth need to achieve early literacy development. Research shows that there is a drastic difference between access to these material resources in impoverished communities as compared to wealthier communities: in low income communities, only one book title is available for every 300 children, as compared to 13 book titles available for every child in middle class communities.
Raising A Reader Programming
The Raising A Reader program currently serves over 350 children ages three to five at Children’s Home + Aid’s Early Childhood Care + Education Centers. The Raising A Reader program marries two of the Early Childhood Care + Education Centers’ goals: 1) to ensure that children are "kindergarten ready" when they leave the program at age five and 2) to work with parents and caregivers to support their involvement in the education of their children. The program supports early brain development, parent-child bonding and early literacy skills by encouraging parents to read with their children and engage their child in positive parent-child activities that support emergent language and literacy skills.
The Raising A Reader program allows staff to work with children and parents of various cultural backgrounds and literacy levels to teach them how to engage in language sharing and reading activities through the use of culturally sensitive books. Children receive “Red Book Bags” filled with books and materials to use at home. Parents are given training and support to engage in “Book Cuddling” activities at home. By involving the entire family in Raising A Reader activities, parents become positive role models for reading. In addition to building the relationship between parent and child, Raising A Reader programming also helps ignite a love for education in low-income children which, in turn, helps to put them on equal footing with their middle-to upper-class peers once they enter Kindergarten.
| Children Served
|Early Childhood Care + Education Center
||Children Participating in Raising A Reader
|Mitzi Freidheim Englewood Child + Family Center
|Marletta Darnall Schaumburg Child + Family Center
|Tom Thumb Community Child Care Center
|Scott Early Learning Center of Bloomington
The Impact of Raising A Reader—A Success Story
There was a great enthusiasm for the Raising A Reader program when it was first introduced that continued throughout the year, with parents and teachers in the Freidheim Center’s other classrooms eagerly inquiring about when the program would be expanded to serve them as well. The “Red Book Bags” filled with parent-child books and literacy activity materials that the children went home with created a ‘buzz’ at the Freidheim Center, making the families involved in the program feel privileged to participate, enhancing their commitment. One parent commented on her experience with the program by saying, ‘For the first time ever my family finally has a routine, first the red bag, then showers, then bed.’ By involving the entire family in literacy and reading activities, the Raising A Reader program has helped parents become positive role models for reading. In addition to building the relationship between parent and child, the program also aims to ignite a love for education in the child.
– Angela Benton, Literacy Coach, Mitzi Freidheim Englewood Child + Family Center
Raising A Reader—Program at a Glance (PDF)


All grade levels
Science at Howard Gardner School is an inquiry process. Students wonder why, observe, explore and experiment both in the classroom and in the outdoor classroom of Mountain Lake and Robinson Park in our neighborhood. They may also take field trips related to their topic of study. Classes are held in the students’ homerooms.
The base of classroom study is the FOSS Kits (Full Option Science System) which were designed by University of California at Berkley. This program is a collection of activities aligned with the national science standards and covers topics in Life, Earth and Physical Science. Students collaborate in small groups on hands on experiments, recording data, creating graphs and reflecting on their results. They have the opportunity to apply skills of measurement and the scientific method. There are supplementary reading texts used after the activities as well as math connection problems.
Since our classes are multi-aged grouped the curriculum alternates years with the exception of Kindergarten which will study trees, leaves, wood and paper, and fabric each year.
Students in all classes are invited to suggest experiments to try in the class or to share results of investigations they do at home. At various times there may be mung beans sprouting for the primary class, wildflowers for the upper class or an avocado plant demonstrating phototropism for the intermediate class.
Environment and Ecology concepts are investigated by students during the fall and spring exploration of outdoor habitats. In addition students of the upper and senior classes do more observation of wetlands at Mountain Lake. We take only pictures and leave only footprints. (We do pick up garbage and collect data)
Personal interests of students in the upper class are developed through assignments such as current events in science and science careers presentations. They are encouraged to express themselves through nature sketching, writing song lyrics to remember concepts and a keeping a moon journal.
Members of the senior class have research assignments such as creating an advertisement for an element to learn about the periodic table. Students read the Science World magazine for current information on science and technology. They will have an end of the year project depending on the odd or even year, either designing, implementing and presenting an experiment demonstrating the scientific method or creating a personal reflection presentation of their relationship with the natural world.
I earned a Bachelor of Arts from Kutztown University and Elementary Education Certification from Marywood University. I have also continued to take classes in environmental education such as: Project Wild, PA Songbirds, Project Learning Tree, River of Words, PA Land Choices, Forest Stewardship, Project Wet & Wow, Healthy Water, Healthy People and Watershed Education.
My first teaching position was in Quito , Ecuador in 1987 where I taught first grade English and science. I returned to Scranton in 1990 and taught in the Upper Class of the Montessori School which became the University of Scranton Campus School which became the Howard Gardner School for Discovery. I served as interim Director of the Campus School for one year in 2001 and became the dedicated science specialist in 2003. I also serve as the Student Council support teacher.
During summers I I have taught for Carnegie Mellon C-MITES program for gifted students and the HGSD SCAMPS program.
I live in rural Dalton near the Lackawanna State Park and the Zeigler Preserve of the Countryside Conservancy where I enjoy hiking and kayaking.
I believe it is important to model what I teach and teach what I believe to be true so I volunteer with local environmental groups to test the water quality of streams in our community and participate in cleanups.


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Classroom instruction at WIL is guided by a balanced view of literacy development. The document that best captures our orientation is Learning to Read and Write:Developmentally Appropriate Practices for Young Children. This 1998 publication was jointly produced by the International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC), and presents a "continuum of children's development in early reading and writing."
Head Start children may mostly be seen as being in the phase of Awareness and Exploration. Our stance at WIL is to maximize the opportunities for children to notice, developing their awareness through the many opportunities we present to explore the delightful and complex world of literacy.
WIL classrooms are literacy-rich. They abound with books -- good literature and class-produced. They offer opportunities for literacy-related play and experimentation with written forms. What they are not are classrooms in which children are skilled and drilled. Most Head Start children need opportunities to develop delight in the world that print affords us.
However, children are apprentices in the literate world, and the person who can and should guide them is their teacher. WIL includes 2 types of daily teacher-led instructionA-Rhyme-A-Week, designed to develop phonological awarenessand
A-Book-A-Week, designed to introduce children to the playful world of printed text.
At WIL, the web we weave to support our children includes their families. The Home Book Reading Program is designed to enable teachers to easily supply families with strong literacy-development support.
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About A-Book-A-Week Instruction
A-Book-A-Week instruction makes use of the 101 Best Books that have been purchased for the Head Start home-school library. Each month, four of the books from the library are highlighted. These books have been selected based on common themes found in preschools -- holidays, colors, and counting. We have also highlighted books that especially support phonological awareness.
Our downloadable instruction for each book comes in the form of 4 activity cards, one for each of the categories we believe to be important in children's development of literacy:Language Development, with attention to vocabulary and syntactic structures. (WIL's A-Rhyme-A-Week deepens this particular emphasis)
Acts of Writing, including letter-sound relationships, print concepts, and genre knowledge
Artist's Craft, with attention to the ways authors and illustrators have created their works
Lots of Links, including intertextual connections, connections to other content areas, and connections to children's lives
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WIL's A-Book-A-Week Instruction
During the course of the year, we will occasionally be adding other titles to the list below. If you do not have Adobe Acrobat 4.0, you will need to download it to open and use these PDF files.
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March 30, 2011
Monkeys Understand Basic Counting Skills
A team of researchers studying Old World monkeys have found that the primates have better numerical skills than previously believed, BBC News reports.
They found, using a basic numeracy test, that long-tail macaques were able to determine which of two plates had more raisins. However, in strange fashion, the macaques only excelled in the basic test if they were not allowed to eat the raisins used in the experiment.The results of the experiments show that the animals have the ability to understand the concept of relative quantities.
The researchers, from the German Primate Center in Goettingen, Germany, first tested the macaques by showing them two different amounts of raisins. The primates were then fed the raisins that they pointed to. But the researchers noted that in this test, the monkeys usually got it wrong -- choosing the smaller pile of raisins.
Vanessa Schmidt, lead researcher on the study, said that instead of thinking about the quantities, the monkeys were thinking more about how much they wanted to eat the raisins.
"This impulsiveness impaired their judgment," Schmidt told BBC News. "But when we repeated the test, this time showing them two plates of inedible objects - pebbles - they did much better."
To find out if the monkeys could actually distinguish quantities, the team decided to try another experiment.
"We wanted to know if they could simultaneously maintain two mental representations of the food items, first as choice, and second as food reward," said Schmidt.
In the new experiment, which was a little more complex than the original, the macaques were shown plates of raisins, but the reward for pointing to the correct plate was to be fed raisins that were actually hidden underneath.
"They perform as well in this task as they do when choosing the pebbles," said Schmidt. "This seems to show that they see the raisins as signifiers - representations of the food rewards they're going to receive."
Professor Julia Fischer, the study's co-researcher, said that young children displayed the same difficulty in suppressing their impulses. "There's a well-known experiment called the reverse reward paradigm," she said.
"You have two heaps of candies - one big, and one small. The child obviously points at the big heap - which is then given to another child, while the [first] child itself gets the small heap," Fischer explained.
"Young children have trouble comprehending that they should point at the small heap to get the big one, but if you replace the candies with numerals or other symbols, they can do it," she added.
Other studies of primates in the past, that have used food to test numeracy skills, may have had inconclusive results because of this effect, and therefore didn't really understand the real abilities of these types of animals.
The study is published in the journal Nature Communications.
On the Net:


The Effects of Interactive Writing Instruction on Kindergarten Students' Acquisition of Early Reading Skills
This study focused upon the established importance of the reading-writing relationship and its posited effect on literacy development. A repeated-measures experimental design investigated the effects of interactive writing instruction on 151 kindergarten students' acquisition of early reading skills. Multilevel modeling was used to evaluate the impact of the reading-writing relationship as operationalized with interactive writing and writing workshop on the acquisition of early reading skills as repeated outcome measures at four points in time (Level 1) were clustered within students (Level 2). Results of this study indicated that instruction grounded in the reading-writing relationship, namely, interactive writing and writers' workshop combined with existing reading instruction, led to equal growth in kindergarteners' acquisition of early reading skills for each of the outcome measures at each of the four time points assessed. The growth effects obtained from the use of the reading-writing instructional treatments used in this study compared with the national normative samples from the outcome measures indicated that the reading-writing instruction significantly increased the rate of growth for the early reading skills of phonemic awareness, alphabet knowledge, and word reading.
School:Utah State University
School Location:USA - Utah
Source Type:Master's Thesis
Keywords:early childhood reading writing relationship interactive kindergarten students skills
Date of Publication:12/01/2008


Teaching demonstrations, lectures, documentaries, performance, and primary source footage of students and teachers in actual classrooms. Covers hundreds of special topics and themes, including music education.
Content produced by the U.S. Department of Education, 1966-present. ERIC (Education Resources Information Center) is the premier education database addressing all aspects of education, including theories of teaching and learning.
Browse the ERIC.ed.gov Thesaurus, especially when you are starting a search. This controlled vocabulary will help you discover terms and synonyms.
Comprehensive full-text database of core education journals. Most have complete run indexing, i.e., from v1 n1, with extensive full-text coverage for many. A necessary complement to ERIC, especially for newer articles.


Summary: Children who spend 75% or more of their time engaged in sedentary behaviors face a nine fold increased risk in poor motor skill development.
A new study published in the American Journal of Human Biology this week concludes that America’s growing trends towards sedentary behaviors have an extraordinarily negative impact in normal motor skill development among children. Steve Bordley, CEO of TrekDesk Treadmill Desk, is hoping to raise awareness to the dangers of sedentary lifestyles through a movement revolution on Facebook.
The study’s findings were consistent with recent announcements that show that physical activity alone is not sufficient to negate the harmful health effects of sedentary lifestyles. Alarmingly the effects on childhood motor skill developments were pronounced. Children spending more than ¾ of the day watching television, playing on computers and other sedentary activities had as much as nine times a greater likelihood of poor motor skill development than active children.
Motor skill development includes basic coordination skills necessary for walking and hand/eye skills such as throwing and catching and are critical to normal development. “America has enough of a health challenge with childhood obesity rates as high as 40% in some states, this new study is even more alarming in my mind,” stated Steve Bordley, CEO of TrekDesk Treadmill Desk. “TrekDesk has been dedicated to raising awareness as to the importance of movement throughout the day. Our goal is to launch a movement revolution in this nation that encourages simple steps to prevent our current health crisis.”
The study was conducted by the University of Minho in Portugal. Lead scientist Dr. Luis Lopes was quoted in the Journal regarding the severity of this problem. “Childhood is a critical time for the development of motor coordination skills which are essential for health and well-being. We know that sedentary lifestyles have a negative effect on these skills and are associated with decreased fitness, lower self-esteem, decreased academic achievement and increased obesity.”
The impact of sedentary behaviors, while dramatic among young girls was even greater among boys. Girls spending in excess of 77.3% of their day sedentary were 4 to 5 times less likely to have normal motor coordination compared to active peers. Boys were 5 to 9 times less likely to achieve normal motor coordination levels.
“Children inherit lifestyle behaviors from their parents based on observation,” stated Bordley. “The message of movement must be stressed in our society at all age levels and the time to educate Americans is now.”
Read the full report on the study here: http://bit.ly/S4w0jY


Viggiani, Flavia Steiner
Sylvia Valenzuela (b. November 17, 1899, in Chile d. May 5,
Activist for the Latino community
Julia Valenzuela was a Chilean teacher who came to this country in her fifties. She made a significant contribution to Latinos in Cambridge and in the surrounding cities. As a retired teacher, she was concerned with education and was the first Latina to coordinate training in Spanish for day care providers through the Cambridge Children Resource Center (CCRC ). Valenzuela also was president of the board of “Fun Ages” Day Care Providers. She founded and organized the first Latino conference on day care.
She was an active and committed member of the Substance Abuse Task Force and the Cambridge Latino Commission. She organized Latinos in the campaign for voting rights and provided support to the Latino elderly at the Cambridge Senior Center. Governor Michael Dukakis honored her for her devotion and extensive work on behalf of Latino children. On her death, a resolution was passed in her honor by the Cambridge City Council.
Reference: Nomination materials from Sylvia S. Keber.
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Steiner Viggiani (b. in Buenos Aires, Argentina)
Educator, actress, singer
Born and raised in Buenos Aires, Argentina, Flavia Steiner Viggiani received her degree in early childhood and elementary education from Colegio de Educacion Superior. She then studied theater and drama at the Escuela Nacional de Arte Dramatico. Flavia first became politically active when she joined the Argentine“Peace and Justice” organization led by Adolfo Perez Esquivel, the winner of the 1980 Nobel Peace Prize. During the last de-facto government in Argentina, she participated in demonstrations organized by the Human Rights Movement know as “Madres de Plaza de Mayo,” demonstrating for the “disappeared” young people who were thrown into prison or killed by death squads for political activity. She also was involved with the organization “Arts in Education,” participating in various seminars that included the teaching of the renowned educators Paulo Freire and Augusto Boal.
Flavia Viggiani teaches in the combined 5-6 grade of the Amigos program at the Kennedy School in Cambridge in a two-way full immersion Spanish/English classroom. She shares her class of twenty students with an English-speaking teaching partner. Involved in theater and music herself, she arranged an African dance production for sixth graders. When her teacher friends in Argentina told her about an impoverished, isolated school in the Andes mountains of northern Argentina operating without government support, she involved students throughout the Kennedy school in “Operacion Larcas,” collecting funds, school supplies, and winter clothing for the school.
She has also made her name as an actress and singer. In December 2000, she sang at the Millenium stage of the Kennedy Center for the Performing Arts in Washington as part of the Latin-American group “Sonabo,” performing innovative arrangements of traditional Latin American songs. An actress, she has performed with TheatreZone in Federico Lorca’s play, “The House of Bernardo Alba” during the second “Lorca in the Park” festival in 2004, and in Jeff Goode's play “Anger Box” in Chelsea in 2003.
References: online sites: http://www.learner.org/channel/workshops/nextmove/teachers/flavia.html; http://www.kennedycenter.org/programs/millennium/artist_detail.cfm?artist_id=SONABOBOBO
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Women's Heritage Project
March 27, 2007


Ready, Set, Read! prepares young children to become lifelong readers by training their parents to read to them. Partnering with preschools and kindergartens in underserved Los Angeles communities, we provide workshops filled with easy-to-implement tips and hands-on training. We make home reading easier by distributing age-appropriate books to families and donating lending libraries to classrooms. By involving parents in their children’s literacy development, we pave the way for future reading and educational success.
Throughout many of his messages to America, President Barack Obama has spoken decisively about a topic that is fundamental to our children and the success of future generations: education in the home environment and parent involvement.
As research studies have proven several times over, when young children read more at home and receive more educational involvement from their parents, they become better equipped for school and are much more likely to succeed in life.
President Obama has said, “Responsibility for our children’s success doesn’t start in Washington – it starts in our homes. No education policy can replace who is involved in their child’s education from day one, who makes sure that children are in school on time, who helps them with their homework and attends those parent-teacher conferences. No government program can turn off the TV set or put away the video games or read to your children.”
Watch our Case For Support
- We have taught over 45,000 parents to read to their children.
- We have worked with teachers in over 250 schools.
- We have donated 27,000 books to classroom lending libraries putting books in easy reach of children and their parents.
Do you want to learn more about how to read more often and more effectively with your child? Please join us at a workshop next fall.
Contact us for additional information or if you are interested in having Ready, Set, Read! come to your school next year.


The Development of Writing-Intensive School Environments over Time
Summary: This report, based on the work of the New York City Writing Project, suggests that a consistent focus on literacy development across content areas (curricular cohesiveness) cannot be achieved in the absence of a mature professional community. Furthermore, a mature professional community will continue to benefit from professional development aimed at sustaining and enhancing an environment with a high degree of writing intensity, which ultimately affects both teacher practice and student learning outcomes.
Excerpt from Report
The noncomparative case studies of Northside High School and Eastriver Secondary School illustrate how differences in school culture and structure shaped the NYCWP's work, ultimately leading to differing degrees of success in developing a high degree of opportunity for students to engage in learning through varied and meaningful forms of writing throughout their school day. Considered together, the case studies suggest that a focus on literacy across the content areas (curricular cohesiveness) is not achieved in the absence of a mature professional community or independent from high writing intensity in a school. In fact, when they coexist, these three mutually-reinforcing elements contribute to the effectiveness of WISE-focused professional development.


Before anchors are raised on the kind of post this was
, the kind many folks disagree with, I set sail with this in the hold:
- NCLB says test kids, report what happens, and if you blow, feel the pressure to pick it up. If that makes educators stressed or sad, that level of stress is nothing compared to the stress of being a young person without the skills to be successful.
- The pass-rate is incredibly low, and it's absurd for us not to meet them, and absurd to complain.
- NCLB does not dictate how students are taught, what they are taught, what happens on a Wednesday at 10:36, and if schools and districts make poor choices in their response to the legislation, we ought to critique those poor decisions, and not the context in which they are made, especially given the nature of that context (see 1. and 2. above).
- Basic skills are not basic. They are fundamental, foundational, and critical. In their absence, almost all other leanings are undervalued and under-realized.
- Instruction in basic skills is not necessarily mind-numbing and awful. This manner of instruction, in these settings, undoubtedly exists, and it is the reason so many fail so mightily to acquire these skills.
- There is a difference between using the arts in instruction, and providing instruction in the arts. The former is right on; the latter can be right on, but I'm always reminded of a line from the West Wing: "If the government were in charge of science, we'd have the best iron lung, but no polio vaccine."
- If we acknowledge that there are twin problems in education, one being a so-called "narrowing" of opportunity for high achieving kids, and the other being an inability to provide huge numbers of primarily Black and Latino skills essential, foundational skills, I'm always going to advocate for our efforts to be directed toward solving the problem of how we get more kids learning at a level commensurate to their abilities and the requirements of future life. Always. I'm not denying the existence of the former problem, or that it is a problem, but that it's incumbent on us to fix problems of survival -- and yo, it's diplomas or jail in our cities -- before problems of enrichment.


Click on a thumbnail to go to Google Books.
How to Pass Numerical Reasoning Tests: A Step-by-Step Guide to Learning… (edition 2012)
by Heidi Smith
How to Pass Numerical Reasoning Tests: A Step-By-Step Guide to Learning Basic Numeracy Skills; Intermediate Level by Heidi Smith
No current Talk conversations about this book.
References to this work on external resources.
Wikipedia in English
No descriptions found.
Numerical reasoning tests are an increasingly popular way of assessing candidates at an early stage of the job application process. With practical tips & worked examples, this text guides readers step-by-step through the basic skills, while a mock data interpretation test allows them to measure their progress.
(summary from another edition)
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Welcome to Liberal Studies
Liberal Studies is an exciting and rigorously challenging interdisciplinary major that provides students with a unique opportunity to study and integrate concepts from the humanities and arts, the natural sciences, and the social sciences. Liberal Studies students explore the methods, underlying assumptions, and forms of interaction within and between these disciplines. They develop a capacity for critical thinking, a comprehensive academic background, and the communications skills that provide the self-confidence that comes from being culturally sensitive, intellectually independent, creative, and well-rounded.
There are two options through which students can complete the graduation requirements for the Liberal Studies major. Many students choose a major in Liberal Studies as undergraduate preparation for subsequent careers in elementary education. For these students the Elementary Education Plan is usually the appropriate option. For students planning careers in single subject education or in fields outside education, the Interdisciplinary Thematic Plan provides the opportunity to choose a personalized set of courses devoted to the study of a specific interest. Detailed information on each of these options is available through the sidebar links to the left.
An Important Announcement Regarding the Liberal Studies Curriculum
The Liberal Studies Department has made some adjustments to the graduation requirements that are effective for students who have a catalog year of 2012 or later. The changes do not apply to students whose last period of continuous enrollment at CSUF or a Community College started prior to fall 2012. The following links will connect you to both the old and new requirements for either the Elementary Education Plan or the Interdisciplinary Thematic Plan.
- Elementary Education Plan requirements for students with catalog year prior to 2012
- Elementary Education Plan requirements for students with catalog year 2012 or later
- Thematic Plan requirements for students with catalog year prior to 2012
- Thematic Plan requirements for students with catalog year 2012 or later
Please contact the Department if you have any questions about these changes.
Lisa Antonucci: 2014 Commencement Speaker