The Private Kindergarten program at Bent Tree Child Development Center consists of instruction in Language Arts, Mathematics, Science, Social Studies, Computer Readiness, and Creative Expression through Art.
Language Arts/Open Court Reading
The Language Arts Program is designed to meet and challenge children at their individual levels. Each child will participate in a combination of Phonics and Whole Language instruction, including learning basic sight words. The children will be involved in Journal Writing each day. The Open Court Reading Program is an innovative program which has been very successful, and used in many area private schools.
The Saxon Math Program is an exciting “cutting-edge” program. It is an effective program, which teaches basic skills and helps develop a solid understanding of numbers. Manipulative’s are used to implement hands-on learning. Mathematics today is not so much what the answer is, but what the strategies are to find the answer!
The “Full Option Science System”, or “FOSS,” advocates firsthand experience with objects and organisms, and intellectual challenges that exercise the mind and help students construct and organize knowledge about the working of the world. One of the keys to successful science experiences for early childhood students is providing them with opportunities for free exploration. Science is also a rich content area for developing language concepts and vocabulary.
Our social studies units will be integrated throughout the basic Kindergarten curriculum. We study calendar events as well as historical events, along with responsibility, respect, sharing, using words to solve conflicts, appropriate ways to direct anger, and understanding the rules of the group.
All children have many different learning styles and possess “Multiple Intelligence’s”. We, at Bent Tree, are charged with the responsibility of nurturing as many of these styles and strengths as we possibly can. We are committed as a school and staff to offer children every resource available to enhance the learning experience. Children will be introduced to many different pieces of educational software throughout the year.
Bent Tree incorporates the D’Nealian Handwriting Program into the Kindergarten curriculum. This program has been used successfully for many years in many schools. Our wish is to prepare children as best we can in every area for the requirements and expectations of the schools they will attend in First Grade. This program introduces letters in groups that are formed by similar writing strokes. Children will immediately write to communicate, rather than to try to repetitively copy single letters at length. One of the hallmarks of the D’Nealian philosophy of handwriting is respect for individuality: if it is readable, it is acceptable as long as size, form, slant, and spacing are consistent.
Expression Through Art
Art is an area at Bent Tree in which children will be able to express themselves daily as creatively as they choose. Many different mediums are used, and the children will be exposed to many different techniques. Children’s creations are displayed regularly for viewing, as well as during our many special annual Art Exhibits.
Music, it has been shown, enhances early childhood learning. At Bent Tree, we offer basic musical concepts such as rhythm and tonal difference. This enables the child to be more successful if they later choose to play an instrument or sing. The Music Program is incorporated throughout the daily curriculum in the Kindergarten classroom, and the children are exposed to a large variety of musical styles and themes.
The goal of the Bent Tree Spanish Program is to provide a basic exposure of the Spanish language and traditions in an early childhood setting through fun activities and music. The weekly Spanish lesson consists of songs, arts and crafts, games, and acquisition of words such as nouns, verbs, numbers, colors, shapes, greetings, manners, days of the week, months of the year, and words for family members.
Bent Tree offers children a very thorough, innovative, and well-rounded curriculum. This program has continually been re-evaluated, and as a result, has evolved and changed over time. Our Kindergarten Program will continue to change as the needs of the children change. We are committed to excellence and a quality education. We address different learning styles through a diverse program. We are very confident that our children will be more than prepared for the educational experiences in their future, because of the well-laid foundation provided by the rich and nurturing curriculum found in the Bent Tree Kindergarten classroom.


Canada is bilingual country of English- and French-speaking populations, and students are offered the opportunity to choose from French- and English language schools. There are also private and free public schools and parents are free to educate their children at home.
The Education System
School boards are also known as district education councils, divisions, and districts and are tasked with student enrollment, staff, facilities, and administration. Generally, the school system encompasses university colleges and universities, summer camps, secondary schools, language schools, career colleges, technical institutes and community colleges, private and publicly funded schools, and daycare. Education programs in Canada’s territories and provinces begin with grade 1 or kindergarten and continue to grade 12 (students aged 17 or 18). Quebec is the only exception where students graduate from school a year earlier. In some provinces, for example, Ontario, children start at the age of 4 – 5. This option is available through the Junior Kindergarten Program. In other provinces, school starts at the age of 5 while grade 1 normally begins at the age of 6. In many provinces and territories, elementary education encompasses grades 1 to 7 or children aged 6 to 13. Junior high school programs are also available in some provinces and encompass grades 6 – 9. These are called middle, intermediate, and junior secondary. There are provincial differences when it comes to schooling, programs available, and funding.
Secondary school covers grades 8 through 12 and is offered to students aged 14 – 18. Again, Quebec is an exception where secondary school encompasses grades 7 – 11. In some provinces education is compulsory until the age of 18 while in others – until the age of 17. Universities in Canada offer Bachelor’s, Master’s, and PhD programs in different disciplines. Co-op programs and internships are also offered as a way to establish business contacts, gain valuable work experience and enhance one’s work resume, and make money. Students also have access to hundreds of scholarships, grants, and low-cost financing to pay tuition, board, and other expenses. Scholarships are offered based on leadership skills, academic excellence, and other factors while grants are available based on financial need. What is more, reports show that Canada boosts the highest retention and completion rate when it comes to postsecondary education.
Kindergarten and School Curriculum
Speaking of the school curriculum, subjects vary by grade and include social studies, science and technology, native languages, mathematics, language, health and physical education, French as a second language, and the arts. Kindergarten programs vary by province and involve different approaches such as early numeracy development, literacy and language development, learning through inquiry and exploration and learning in real life contexts. Community partners, principals, parents, teachers, and children have a role to play in the learning process.
Types of Schools in Canada
In addition to public and private schools, there are special needs programs for students with serious learning difficulties and disabilities. Some schools are paid but programs are often funded by provincial government funds and agencies and non-for-profit and other private organizations. International schools are also available across Canada and offer English language classes to non-native speakers. Classes are offered in cooperation with Citizenship and Immigration Canada and local settlement agencies. Home schooling is also an option for families with school-age children but the requirements vary from one province to another. In some provinces, families are required to report on a regular basis while in others notification is sufficient.


Dr Donald Leu, here at the invitation of the BCLCIRA from the eastern US, had lots to say about ways to integrate the new literacies into English and Language Arts classrooms. Thanks, Meredyth, for the invitation to teacher-librarians who were delighted to find their central leadership and professional development roles in this field acknowledged as significant. Dr Leu is our newest hero.
We learned that reading on the internet is not the same as reading a book and often students who struggle to read print are often more successful at reading online. The internet is a defining technology for reading and literacy; it requires students to learn new literacies and it requires teaching.
Ireland teaches technology integration to prepare a technology-proficient workforce and is now manufacturing most of the world's software. In Finland, all teachers have five week paid release time for professional development to learn about technology in teaching and learning. In Mexico, every home and school has internet access in order that its citizens are prepared for the 21st century. In Japan, every household will have internet sixteen times faster than in the US at a cost of $22 per month. Yet we in Canada and the US have no measures of internet reading and writing, despite evidence that technology has a positive impact on students' literacy abilities. This inaction puts our students at risk.
The internet requires additional reading comprehension skills. Our weakest offline readers are often strong online; they may be slow at reading but the short units of text are more manageable. Often the passages link to more short passages, images, and hypertext definitions. Students need to refine their locating skills. Search engines require inferencing skills and skills for critical evaluation. We need to teach healthy skepticism. We need to broaden students' search repertoires from "the dot/com strategy" and "click/click" to help them assess information for its reliabilities.
Dr Leu offers 10 easy steps to use the internet to change the field of reading instruction --
1. learn from exceptional online teachers; steal good ideas from the pioneers
2. view online videos about new literacies
3. use Starful
4. use Read/Write/Think
5. use Internet Workshop
6. use ePals
7. use reading comprehension strategies including locating, evaluating information
8. help the last become first; make struggling students the experts
9. explore the potential of Wikipedia
10. use internet reciprocal teaching
A really worthwhile evening.
Related Reading, sent by Alan Z, from New York Times, February 16, 2006"
THE FUTURE OF READING
In Web Age, Library Job Gets Update
By Mokoto Rich
"Even as more school librarians teach digital skills, they often becomethe first casualties of budget crunches ...."


Since there are so many paths a child can take as parents we have to always be on the watch to direct them to the right path. This is because not all options out there are good for a child. By focusing on an activity which can help your child truly, especially if he or she shows some talent in that activity, you are offering them a chance to be happy all the time. Learning music is one such opportunity which can have a lifelong positive impact on your child.
If you want him or her to get the best help in that field you can enroll him or her in a music school. Most parents love this option as they know this kind of an education can help a child in multiple ways.
Improves Natural Talent
Providing your child a chance to have a musical education is offering them a chance to improve a natural talent. Any natural talent has to get the right professional guidance if it is to become useful in life. Even if your child does not become a professional musician in the future, offering him or her a chance to improve natural talent will make him or her happy.
A Way to Relieve Stress
We all know music can help in relieving stress. We all listen to songs or some instrumental audios when we are stressed as what we hear then can calm us down and help us to deal with stress. When your child is learning this art form he or she is finding a way to relieve stress. This will be useful throughout his or her life. There are people who find peace when playing an instrument or even singing when they are stressed.
Group Work in a Fun Way
What do you think will interest a child for group work, discussing about a serious science question or fun time learning about music performance? When learning this art a child will start learning to work as a group interacting with others in a peaceful environment.
As a child learns to sing or play an instrument he or she is going to learn to perform in front of crowds too. Even if he or she does not perform in front of a crowd the confidence he or she has of their skills helps to boost overall confidence.
In this way, music education comes bearing multiple benefits. If you want your children to enjoy such benefits help your children to learn this art at a good institution.


Laurel Schumacher has spent 27 years in early childhood education. She is a first grade teacher at Thomas Metcalf Laboratory School, holds a BA in elementary education, MS in reading and is a certified reading specialist.
Listening is the ability to actively receive messages in the communication process. Children in classrooms spend much of their learning time engaged in some sort of activity that involves listening. Effective listening involves not only hearing what is being said, but also thinking about what is being said. Listening includes not just hearing the words spoken, but concentration on those words.
The Common Core State Standards embrace listening by expecting students to participate in collaborative conversations and to ask and answer questions about a text with elaboration and detail. A foundational skill for college and career readiness encompasses students taking part in rich and structured conversations and to contribute relevant information.
Clearly, listening is a critical and valued skill to learning- but the ability to listen is not a skill that is typically taught; it is a skill that is expected. We expect our students to listen to and follow directions, to pay attention and to focus and be present. So how do we as teachers help students become better listeners? We need to teach them. Explicit teaching of listening skills can encourage a deeper level of accountability as a listener, ultimately resulting in better communication and better learning.
5 simple strategies to teaching listening:
- Teach and model language that shows, not tells, how to listen. Give your students clear steps for the listening process. The Second Step curriculum explicitly teaches Eyes Watching, Ears Listening, Voices Quiet and Bodies Still. These cues for students show what listening looks like. Develop your own meaningful language to show students what it looks like to be a listener. Teach the steps for listening.
- Only give directions once. Repeating yourself multiple times only produces sluggish listeners. If students are accustomed to hearing directions two, three, even four times, they will not learn to listen the first time. Be sure that your students know that you will not repeat directions and they need to listen the first time.
- Teach self-help strategies for those students who may not have heard directions the first time. Try “ask 3 before me” or “take a look around and see what others are doing” before repeating directions. I often tell my students “ it’s not a good feeling to not know what you are supposed to do. Make sure you listen the first time so you know what to do and can feel good about what’s happening”. Instead of repeating directions to a student, ask your student to tell you (repeating directions back) as a self help strategy.
- Develop non-verbal cues to help remind students to sharpen listening skills. Simply moving each hand from the side of your face outward can be a perfect non-verbal reminder for students to focus and listen. Pointing to eyes and ears can be another non-verbal cue. These subtle cues can help students who might struggle with attention to sit up and hone in as a listener. For that student needing frequent reminders, invite them to help you develop a “top secret” non-verbal cue just for them. That personal reminder will give them ownership for listening.
- Incorporate ‘turn and talk’ and ‘think, pair and share’ activities in to your teaching. Engaging students in listening to one another for a specific purpose is a powerful listening activity. Instead of asking for volunteers to share their own ideas, ask for volunteers to share what their partner’s ideas were. Activate listening by expecting listening.
As teachers we need to develop students who are good listeners. Good listening is learning and life skill that will follow our students and help them achieve many of the proficiencies of a 21st century learner. Listening plays an integral role in learning and in life!
Common Core State Standards Initiative
Listening Education, Listeners Unite
Second Step – Social Skills Learning Curriculum


The National Literacy & Numeracy Framework (LNF)
Y Fframwaith Llythrennedd a
The Literacy and Numeracy Framework (LNF) has been designed by the Welsh Government (WG), so that our children develop excellent literacy and numeracy skills during their time at school. It provides all learners aged 5-14 years with clear annual expected outcomes for literacy and numeracy.
The LNF is designed to help teachers embed literacy and numeracy into all subjects.
The LNF sets the skills we expect learners to develop.
Within literacy we expect learners to become accomplished in:
Within numeracy we expect learners to become accomplished in:
Teachers use the LNF to:
National Reading & Numeracy Tests
Profion Darllen a Rhifedd Cenedlaethol
Children in Years 2 to 9 now take national tests in reading and numeracy each summer. It is really important that your child is in school to take the tests.
The reading tests are made up of short questions based on two or more texts. Some of the questions check how well the text has been understood, others aim to find out if children are able to make judgements about what they are reading.
There are two kinds of numeracy tests.


Our Learning Adventures enrichment programs provide children at all levels with new skills, confidence, and a love of learning. From school prep to extra-curricular fun, each program offers individualized instruction in classroom settings with low teacher to child ratios. Learning Adventures programs meet individual children’s needs by catering to their learning styles and the rate at which they learn.
Learning Adventures programs are designed to:
- Improve academic skills
- Build school readiness
- Instill confidence and build competence through a combination of learning and fun
Phonics Adventures® (ages 3 and older)
Set your child up for advanced success with literacy through phonics, the study of letters and sounds. Reader books, games, and activity cards help your child understand the basics of vowels and blending syllables, giving him confidence and command of language.
Reading Adventures® (ages 4 and older)
Your child will master core literacy concepts, strengthen reading skills, and develop a love of books and reading. Reading Adventures builds the foundation for future bookworms.
Math Adventures® (ages 3 and older)
Whatever your child's age, he or she will develop math confidence and competence in this program. Your younger child will master math concepts like shape and number recognition; your older child will develop a solid understanding of multiplication and division.
Conversational Spanish Adventures® (ages 5 and older)
Building on the basic Spanish vocabulary taught in our proprietary Early Foundations® Preschool and Prekindergarten programs, this program teaches your child Spanish conversation skills, laying the foundation for a bilingual future.
Cooking Adventures® (ages 3 and older)
Food is fun and messy. Cooking teaches children science, language, motor skills, and social skills. In addition, Cooking Adventures will give your child a deeper understanding of what they eat and help them develop healthy eating habits.
Music Adventures® (ages 2-4 and 4-6)
In this fun, multi-sensory music and rhythm program, your child will strengthen memory, develop learning skills, increase cognitive development, explore different musical genres,learn keyboarding skills, and grow the ability to express emotion. Music education is provided by Kindermusik®.
* PLEASE NOTE: Not every KinderCare Learning Center offers enrichment programs. Please visit a local center and ask about enrolling your child in enrichment programs available in your area. A limited number of KinderCare Learning Centers offer a bilingual immersion preschool program featuring Mandarin and English.


Carl Sandburg Middle School participated in The National Anthem Project this week. This was a national campaign geared to get America singing “The Star-Spangled Banner” on the 191st anniversary of the bombardment of Fort McHenry, which is when Francis Scott Key wrote the famous lyrics to the Star-Spangled Banner. It was also meant to spotlight the role music education plays in giving Americans a patriotic voice.
This campaign is supported by the First Lady, who is serving as Honorary Chairperson, the Smithsonian’s National Museum of American History, The History Channel, Girl Scouts USA, the Walt Disney Company and the American Legion.
All members of the seventh and eighth grade chorus and band sections participated and were led by Chorus Director, Meredith Green, and assisted by Band Teachers Charlie Burts and Joe LaBrie.


News & media
Bringing Reading Alive in the Classroom
First published in The Mercury 01 June 2017
Research has also shown that literacy and language development does not happen through rote learning, testing or correcting mistakes and pronunciation. Nor does it happen when a teacher mechanically follows a standard lesson plan.
While observing teaching practice between 1992 and 2002, I witnessed, with few variations, the same model of a reading lesson: The children sit obediently in rows, some of them restless. The teacher reads a paragraph from a text in the reader. She asks a learner to read the paragraph aloud. The teacher corrects him every time he makes a mistake or mispronounces a word. The teacher reads the sentence back to him in the ‘correct’ way. The class then all answer the same set of simple, one-word questions or fill in missing words in an assessment exercise.
In these lessons, there was no storytelling on the part of the teacher or the children, and no learner participation or interactive listening. I would observe with dismay how trainee teachers systematically killed a text – one that was often remote from the children’s lives and interests, and that there were few or no questions requiring interpretation or critical thought.
Surely this situation has changed? Hopefully here and there, but research done last year found that 58% of Grade 4 learners in South Africa cannot read for meaning and 29% are completely illiterate. This translates into a disturbingly high number of children who will be unable to read in their fifth year of schooling.
Convinced of a different approach to literacy learning, I invited my teaching students to participate in two different reading lessons where they played the role of the children. The first lesson being the one previously described, the other beginning with a story – told with liveliness and with plenty of interaction between the storyteller and the class. This was followed by a range of fun and interactive activities that related imaginatively to the story.
Reflecting on the first lesson, the students said they felt and remembered as school children experiencing humiliation and boredom during this kind of reading lesson. They also admitted with some surprise to enjoying the second lesson, and, when some of them trialled this in their own teaching practice, described how their classes came alive! Their learners were motivated to read, discuss, present dramatisations, and write.
Children who read for pleasure have been shown to do better in the classroom – across all subjects – regardless of their family’s social standing. And, what better way to encourage reading for joy than through telling and sharing stories? Teachers must be encouraged in various ways, bring stories to life for children, sparking their imaginations and involving them actively and enjoyably through the way the story is told and through activities that continue this process.
This year the Nal’ibali reading-for-enjoyment campaign launched a drive to place stories at the hearts of selected rural classrooms in KwaZulu-Natal and the Eastern. My hope is that all staff, educators, and community members touched by this project will harness this amazing story power they are being given. And, that other educators and school staff are inspired to follow suit, because, when children can read, they can understand; learn and succeed at school, helping to lift families out of poverty and grow our economy.
Rose Jackson’s professional career is committed to the literacy development of South African children of all ages and in different contexts, and has spanned over fifty years.


IQ Plus Rainbow Music Desk Bells are excellent for teaching children the basics of musical education. This set includes eight different colored desk bells with different notes ranging from C to higher C, each produced simply by pushing the button on the top of the bell. Since learning notes is an essential skill for children’s basic music education, this instrument set is very useful for children as it teaches musical notes with a fun, engaging experience.
Ideally, this set of instruments can be used as interactive instruments in music classrooms or can be played at home just for fun. Children will cultivate many essential skills while they have fun playing with this set of bells. To create songs, children must recognize which color bell produces which note. That will naturally help develop their memory skills and hand-eye coordination.
IQ Plus Rainbow Music Desk Bells Feature:
- Unique and colorful design which will attract children to play and learn simultaneously
- Suitable for children of all ages
- Each bell is light-weight (1.0kg) and very durable
- Comes in a set of eight bells, each representing a note on a musical scale
- A very fun and engaging way for children to learn music!


Developmental milestones in children
Date posted: February 22, 2013
Children’s growth and development progresses in an orderly way. These resources provide a guide to what generally can be expected at different ages. It’s good to remember that while skills develop in a certain order, children develop at different rates.
Einstein never used flash cards: how our children really learn – and why they need to play more and memorize less.
Kathy Hirsh-Pasek and Roberta M. Golinkoff with Diane Eyer. Emmaus, PA: Rodale, 2003.
Written for parents and educators, this book looks at how children learn and develop. It translates research into practical information.
Foundations in family literacy: module III: child development and emergent literacy.
Maureen Sanders & Janet Shively, editors. Edmonton, AB: Centre for Family Literacy, 2009.
This book, one of seven in the Foundation in Family Literacy program, explores the principles of child development, including the importance of play and family involvement.
Language and literacy: from birth … for life: research summary. (Book + CD)
Rachael Millard and Michelle Waese. Ottawa: Canadian Language & Literacy Research Network, 2007.
Child care practitioners play a vital role in fostering language and literacy skills. The kit is comprised of a summary of current research on language and literacy development in young children, and a CD-rom featuring workshops, interviews and video clips of effective practice techniques.
Pathways: a profile to record the development and progress of young children who may have special needs.
Team for Children Under Five with Learning Difficulties. Birmingham, UK: Visiting Teacher Service, 2002.
This workbook outlines the key developmental milestones for children from birth to 3 or 4 years of age. It looks at self help skills, cognitive/memory and hand-eye skills, language, social development, and large muscle skills. While it is designed for use with young children who may have special needs, it describes the skill development to expect for children at certain ages.
To borrow any or all of these books, email


Picture studies play an important role in Charlotte Mason’s approach to art education. Simply Charlotte Mason has put together ten Picture Study Portfolios that each include a book (with about 26 pages) and eight 8”x10” prints.
The book has a four or five page biography of the featured artist that is "family friendly," omitting the sometimes unsavory details of the lives of some artists. This is followed by a page on each of the art prints included in the set. Each page provides details about the work and few “leading thoughts” that will help you discuss the work with your child(ren).
Following Mason’s ideas, you spend only about 15 to 20 minutes per week on art study. The picture that is studied should then be left visible in the home so that students become very familiar with them. Following this leisurely approach, you will probably study only about six works of art by a single artist per semester. The Picture Study Portfolios include eight works so that you may choose those you prefer, but you can study all of them if you wish.
The ten Portfolios feature the artists: Botticelli, Constable, Durer, Fra Angelico, Giotto, Michelangelo, Rembrandt, Turner, Van Eyck, and Velazquez. They might be studied in any order you wish.
The Portfolios are available as printed kits or as downloads. This is a situation where the printed kits make more sense because it is much easier to study a print on paper rather than on a computer screen. These prints have high resolution and are printed on heavy cardstock, beautiful enough to frame. The high resolution is also important for observing details of the paintings that might easily be missed on a computer screen.


TLK’s curriculum incorporates multi-domains to promote the development of the whole child. The curriculum for all age groups is aligned with the state standards which include the Early Learning Foundations. Scaffolding from one level to the next provides continuity in the development of skills and concepts over varying age ranges. Our teaching strategies incorporate different learning styles that engage all types of learners. Areas of focus for infants/toddlers include Language Development, Cognitive/Discovery, Social/Emotional Attachment, motor development, and creative arts.
Areas of focus for pre-school and pre-kindergarten include Literacy and Language Development, Creative Arts, Science, Social Studies/Social-Emotional Development, Math, and Physical Health and Development. Spanish and Sign Language are also included with all age groups to provide a well rounded approach to learning.
Units are developed based on themes and activities that promote development of skills and concepts across all domains. Activities both large group and small group are engaging and play based which provide opportunities for children to practice the skills and concepts introduced. Problem solving, respect, compassion, and appropriate expression of feelings are also specifically addressed as part of the program to enable our children to become active, successful, compassionate individuals.
Children’s development is continuously monitored and assessed to align learning opportunities with the specific group and individual needs of each child. Parents are provided with mid year and end of the year reports and opportunities to meet for parent/teacher conferences to discuss their child’s development. It is important to note that although TLK is a very structured early childhood program we focus on engaging, hands on learning opportunities directed through play which allows the children multiple modes to learn from. It is important that the children develop positive self-concepts and develop a life long love for learning.
Kindergarten – Fifth Grade
TLK Academy is a continuation of the approach to learning as provided with the early childhood program. The curriculum is cross walked with state standards, however, many concepts/skills are taught a grade level ahead. We utilize opportunities to engage students through a variety of methods to incorporate many learning styles.
Our Language Arts Curriculum utilizes a balanced literacy approach incorporating whole language and phonics instructions. We use the Houghton Mifflin leveled reading program and the use of flexible grouping to allow students to move in and out of different levels as they grow as readers throughout the year. Our phonics instruction utilizes some direct skill instruction and the opportunities to practice applying those skills as the students become more fluent readers. Our writing program uses a holistic approach and teaches the writing process. Writing is included across the curriculum and provides for multiple modes and practice for becoming exceptional readers and writers. TLK also engages in both Star Reading and Accelerated Reader (AR) programs that provide for individual reading levels and allows each student opportunities to grow as a reader at his/her own pace. Students read a book within their specific reading level range and then take a comprehension test on the computer. This allows them to continue moving forward to higher reading levels on an individual basis. We can monitor and track their progress throughout the year and from year to year.
The math program we utilize is Saxon math. Students are typically a grade level ahead. Each unit provides not only new skills and concepts but also reviews previously taught skills to be sure that children maintain what they have learned throughout the year. Guided practice and then check for understanding are part of each unit.
Science and Social Studies provide for multiple opportunities to learn about units of studies. Each grade level units of study are aligned with state content standards. Children utilize hands on learning opportunities, projects, presentations, and traditional assessments to engage them in the learning process.
One of the most important and unique aspects of the TLK program is that we continue to move children throughout the year according to how they perform and understand what is taught. We can go back and re-teach specific units/concepts not completely understood or mastered and move ahead for those that are mastered quickly. Students are not “stuck” at what typically is taught at each grade level. They are continuously moving forward to achieve as much as they can and simply pick up where they previously left off from year to year.
Thank you for your interest!


This little book is a reprint of three smaller books, grouped together: A Home Start in Reading (Grades K-3), Strong Start in Language: Grades K-3 and Easy Start in Arithmetic: Grades K-3
I wish I'd read this book a few years ago when I was first contemplating homeschooling our children. Ms. Beechick reveals how very easy the first few years are, despite the importance of these years in the educational formation of a child. In each of the three sections, she outlines the goals we should have for our children and gives concrete plans to meet those goals. Though most useful for the homeschooling parent, I think there's much any parent could find here to augment what children are learning in school, wherever that is.
A Home Start in Reading - You could follow the plan here to teach your child to read without any other resources (other than some good early reader books, of course), but I think most people would be uncomfortable with that approach. It would require quite a bit of effort. Personally, as I read it, I was mentally evaluating the book we used to teach First Son to read (Teach Your Child to Read in 100 Easy Lessons) and was pleased to see how well it fit with her outline. I think the small cost involved in the book easily outweighs the preparation time that would be required to follow Ms. Beechick's method. It does seem convincing that we don't need big fancy phonics programs to teach our children to read.
One of the most useful tools Ms. Beechick provides is a method for determining how challenging a book is as a child is reading.
To determine whether a book is too hard, count off a section of 100 words and ask the child to read it to you. If he is unable to read more than five of the words, the book is on his frustration level. he can be taught a form of this test, himself, as a useful means of selecting library books. he simply reads a page and counts on his fingers the words he does not know. If he runs out of fingers on one hand, including his thumb, the book is likely to be harder than he wants. This system assumes that the page will have from 100 to 200 words on it.She defines three reading levels: independent (reading alone), instructional (reading with help) and frustration level (missing over 5% of the words).
A Strong Start in Language - This was my favorite of the three sections. I think we're going to follow Ms. Beechick's method almost exactly in our dictation and copywork next year.
If people as you how children learn to write, here is the short, short definition to give them: Children learn to write by writing.In a few short steps, she outlines how to introduce your child to quality writing (at the appropriate skill level) and introduce concepts of grammar, punctuation and spelling as they are encountered within real sentences and paragraphs. Eventually, we will introduce formal grammar (probably after we've had some in Latin), but I have great confidence in this method. Even now, Kansas Dad will say he can tell which of his students read anything besides newspapers and text messages because they are the students who can write complete sentences and coherent thesis statements.
An Easy Start in Arithmetic - Here Ms. Beechick again provides a simple straightforward plan for teaching your child the basics of math, including lists of what those basics entail. She gives examples of everyday life that lend themselves naturally to math problem-solving. I've read lots of books that talk about things like how many plates we should put on the table for dinner, but Ms. Beechick goes a little farther, encouraging creating problems using real-life situations like receipts or bills. She emphasizes how much more a child can do mentally before he or she is ready for the "symbols" of math (3 + 4 = 7).
A homeschooling parent with little money or limited access to resources could assuredly teach a child reading, writing and math with just this book and a few other supplies like pen and paper. I think most parents, however, will be more comfortable purchasing more developed curricula or supplies. Reading this book will help parents evaluate those programs and provide opportunities throughout the day to enrich a child's learning.


It’s Week 13 of Handpicked Songs for Preschoolers. I feel like we’ve already been together for a while, but there is so much more to come! I can’t wait to share more of the great music available out there for you.
If you don’t know much about me, I’m a music educator with over 10 years of experience working with children. So, along the way in this series, you’ll be getting some tidbits of the theory behind my work with preschoolers.
Today, I’d like to share a quote from Elsa Findlay, in her book Rhythm and Movement: Applications of Dalcroze Eurythmics. She’s a scholar and educator in the Dalcroze school of thought. (without getting too technical, Dalcroze Eurythmics approaches music education first from the lens of rhythm). She has this to say about developing rhythm:
“The use of the whole body, involving the larger muscle groups, assures a more vivid realization of rhythmic experience than does the more customary use of the extremities, such as the hands in clapping and the feet in tapping.”
If you have a preschooler, you’ll know all too well that your child is still developing both gross motor and fine motor skills. (You wouldn’t believe the number of dancing collisions I see daily!). But, I’d like to encourage you to make space for those collisions and encourage as much large motor movement to music as possible.
Today’s song is an exercise in thinking outside of your rhythmic box.
Hey, Dr. Knickerbocker
invites movement from all over your body, from your hips to your elbows. It makes use of the “extremities” as mentioned in the quote above, but also encourages movement from other body parts. I love the way the song encourages the listener to “feel the rhythm” here or there. I find it’s a simple and playful introduction to the concept of rhythm.
The version I like best is by Liz Buchanan, a children’s music and literacy expert. It’s relaxed and enjoyable to listen to. Some dances (like last week’s recommendation) tend to wind kids up. But Hey, Dr. Knickerbocker is a dance that encourages movement, but doesn’t leave your kids crazy. I love both types of dances, but sometimes you need one, not the other.
Have thoughts, questions, or experiences in helping your child develop rhythm?
Share them in the comments below.
p.s. Don’t leave without subscribing! It’s the best way to make sure you never miss a recommendation!


By Christy Olson
(for part 1 of this article, click here)
Bibles for young readers
Around second grade, most children become solid readers. They begin to discover reading by themselves and the joy of chapter books. And what is the greatest chapter book in the world? You guessed! It’s the Bible. So how can we help these new and developing readers explore God’s word?
Children’s Bibles come in many versions. The most important thing to look for is ease in reading, study materials to enhance the stories, and the ‘excitement factor.’ This will eventually come in the stories themselves, but for a middle and upper elementary children it may also come in a cover that pulls them into the Bible or in ‘extras’ like book tabs, interesting facts, maps, and book marks. For older readers, a Bible paraphrase in modern language might be a better fit.
It helps to know the kind of Bible that is used in religious education programs at your church, but this may change during your child’s time in Sunday school. The reality is that children can adapt to the fact that in different versions the stories and emphasis might change.
Reading the Bible- Really!
So, you give your child a Bible, but will he or she sit down and read it? The chances go way up when adults spend time introducing children to the Bible. Show them where things are found. If your child is a visual learner, point out charts, maps and illustrations. If your child is attracted to words, be sure the bible has a good glossary where he or she can look up new words. Tactile learners might need the added interest of stickers, book tabs, or interesting paper to help draw them into the stories of the Bible. Mathematical and logical learners will have a natural attracting to the system of numbering chapters and verses so be sure they understand how to read a Bible reference before you turn them loose.
Try taking your Bible off the shelf and place it in the middle of the dinner table, on top of the television, on the piano bench, or next to a favorite chair in the living room. Try giving your child a flashlight and giving them permission to read the Bible under their covers before bedtime.
Make time for the important spiritual discipline of reading your own Bible and let your child ‘catch’ you doing so. Share your excitement about what you are reading and listen when your child has new information to tell.
Whichever Bible you choose to give your child, the most important lesson you can teach them is that you value reading the Bible. Put the Bible in their hands but also put it in their lives.
–Christy Olson has a B.A. in elementary education and elementary music and an M.A. in Theology. She has worked in ministry with children , youth, and families for 30 years, the last 20 as an Associate in Ministry for the ALC/ELCA.


BRAND NEW: Now you can buy all 10 Readers bound together into one convenient book (Won’t lose any of the books and they won’t come unstapled!) The content is IDENTICAL to the Little Companion Readers you have known and loved for 25 years. This is the Alpha-Phonics and How To Tutor Little Companion Readers Book to accompany phonics reading instruction in either Alpha-Phonics or How To Tutor by Samuel L. Blumenfeld. Each of the 10 Readers contained in the NEW BOOK has a short story which is ideal for little beginners. The Readers are coordinated to where the student is as he/she progresses through either Alpha-Phonics or How To Tutor. First Reader covers short A lessons, Second Reader covers short E lessons and so on throughout the first 77 lessons. Very popular with teachers and students. Many children say even with the First Reader: Oh! Mommy, I am reading my own book! Economical, durable & reusable. The Readers are in large type so as to be easy for little beginners and are short in length: 6 to 10 pages. They challenge the student without overdoing it. The Readers contain only the words the student has already learned up to that point. Eight have a complete short story that the beginners in particular really enjoy. The other two have lists of practice sentences. After the first 77 lessons the student, while still learning from the remaining lessons in either Alpha-Phonics or How To Tutor, is capable of working with a wide variety of outside practice reading books. The first five Readers in the Book deal with one short vowel each: a, e, i, o, and u. Book one for example deals with the first 12 lessons. Reader # 6: Short vowels with digraphs like ch, sh and wh, through lesson 35. Reader # 7 More Short vowels, through lesson 42. And so on. Reader #8 Short vowels mixed, through lesson 49. Reader # 9 Short vowels through lesson 57. Reader # 10. Short vowels through lesson 71. A BONUS is that the Readers aid in developing comprehension as you go. You just ask the student questions about what they have read in the story. What was the story about? What happened first? Last? You go from one Reader to the next as you progress through either Alpha-Phonics or How Tutor's reading instruction section. (More info about the READERS in a moment). Amazon also has available the Alpha-Phonics and How To Tutor Phonics Workbook (ISBN: 9780941995337- $ 19.95) to accompany Alpha-Phonics or How To Tutor. The Alpha-Phonics reading textbook itself program is available on Amazon.com (ISBN: 9780941995320 $ 24.95). This complete phonics instruction program works at all ages, especially little beginners. Just order from Amazon.com. The Readers and Phonics Workbook, while optional, are considered by many parents to be very helpful to do a great job teaching their children. A final product Amazon offers which really helps many Moms teach their children good, solid phonics is the Alpha-Phonics 128 Lesson Video DVD (ISBN 9780941995238 - only $ 8.00) This is a DVD of a 2-hour Workshop Sam conducted during which he went through EVERY one of the 128 Lessons in Alpha-Phonics and ALL 117 lessons in the How To Tutor reading instruction section. Mom can sit in her living room and have Sam take her through the Alpha-Phonics with the book in her lap just as if she were attending the workshop herself. Using some or all of these accompanying materials help make it easy to assure a complete success teaching children to be excellent readers. The Alpha-Phonics reading instruction program is highly recommended by leading reviewers Cathy Duffy and Mary Pride. Also recommended by the Robinson Curriculum people.
Details Alpha Phonics and How to Tutor Little Companion Readers
|Title||Alpha Phonics and How to Tutor Little Companion Readers|
|Author||Barbara J. Simkus|
|Release Date||26th Aug 2015|


Living traditional heritage in the cultural space of Kalocsa: Embroidery, ornamental painting, traditional dress and folk dance
Living traditional heritage in the cultural space of Kalocsa: Embroidery, ornamental painting, traditional dress and folk dance (2009)
The colourful flower motifs of the ornamental painting and embroidery of Kalocsa are known throughout the word and indeed have often been considered an emblematic symbol of Hungarian folk art. This branch of artistic expression has become a unique element of the traditional peasant culture of Kalocsa as well as the surrounding villages of Drágszél, Homokmégy, Öregcsertő, Szakmár, and Újtelek which were established in the 18-19th centuries.
The ethnic group referred to as Pota inhabiting the area known as Kalocsai Sárköz in south-central Hungary on the west bank of the Danube is distinct from surrounding groups in the characteristic dialect members used, their rich folk art and Catholic faith.
The women of Kalocsa who still draw, paint and embroider in the traditional style are the bearers and the perpetuators of the local heritage. Traditional revival groups, folk dance groups, the local museum and folk art centre all contribute to the safeguarding of the characteristic culture and folk art that distinguishes Kalocsa identity. The inhabitants of Kalocsa and the surrounding settlements are devoted to their folk heritage.
They create numerous opportunities for the presentation of their traditional dances and attire: Midsummer Eve Festivities, Danube Folklore Festival, Kalocsa Paprika Festival, village feasts, and harvest celebrations. These events attract people of all ages and provide an excellent opportunity for the transmission of cultural heritage from generation to generation. The role of awareness raising and art education is also of paramount importance in the safeguarding and sustaining of the local heritage.


The elementary program consists of art teachers who provide each elementary student (grades 1-5) with a 40 – 45 minute formal art class every 2 weeks. All elementary art lessons are specifically designed to correlate with the Standards of Learning in the other disciplines in the elementary curriculum. The elementary art class becomes a vehicle for expanding math, science, history, and reading in visual terms. Simultaneously, the young student also learns the vocabulary and techniques basic to the visual art discipline. In the middle school in grade 6, art is one of four subject areas that is presented in an exploratory series. In grades 7 and 8 students may choose to take art as a semester elective.
Visual arts education in high school (grades 9-12) is an elective. The content of Art I, II, III, and IV is aligned with the 2013 Virginia Fine Arts Standards of Learning, Visual Arts section and is organized into four specific content strands or topics: Visual Communication and Production, Cultural Context and Art History, Judgment and Criticism, and Aesthetics. These courses provide the student with a wide range of hands-on experiences with different media, materials, and tools as well as some historical background on various art periods. This sequence of courses encourages the student to discover and exploit his or her personal talents and to begin to specialize in a particular media. The student may continue to develop his or her art talent by taking Studio Art. Advanced Placement courses in Art History, Drawing and Studio Art are available. In addition Chesapeake offers a variety of special courses such as arts and crafts, ceramics, drawing, jewelry making, painting, and screen printing.
Two major exhibits of student work are held annually–the Spring Elementary and Secondary Art Shows and the Student Gallery Competition. The Spring Elementary and Secondary Art Shows are presented at the Chesapeake Square Mall in April/May. Secondary work is exhibited during the first week and elementary work is exhibited during the second week. Prize money and ribbons are awarded to secondary students. The Student Gallery Competition is sponsored by the Chrysler Museum in cooperation with local school districts. Chesapeake students in their junior or senior year are selected to compete with other area students for prize money and ribbons.
The ODU Tri-cities Secondary Show will be held in the fall and the Elementary show is held in the spring, usually in October and March, respectively.
The Virginia State Visual Arts Standards of Learning, adopted May 20, 2013, by the Virginia Board of Education, provide the (K-12) foundation for the Chesapeake Public Schools art program. The Virginia Visual Arts SOL and Chesapeake Public Schools’ art program are both based upon discipline-based art education (DBAE) principles. The following description off DBAE is from the Getty Institute normals website–www.artsednet.getty.edu/. Discipline-based art education (DBAE) is a comprehensive approach to art education that takes advantage of art’s special power to educate. DBAE is an effective means by which to help students experience the visual arts in a variety of ways.
The Getty Institute adopted the ideas of art educators who had been calling for a more holistic, comprehensive, and multifaceted approach to art education. The creation of artworks and inquiry into the meaning of the arts are the primary means through which we understand human experiences and transmit cultural values, hence, the visual arts should be an essential part of every child’s education.
Educators who take the DBAE approach integrate content from the four disciplines that contribute to the creation, understanding, and appreciation of art. These disciplines of art provide knowledge, skills, and understandings that enable students to have a broad and rich experience with works of art.


Vitamin and mineral deficiencies can cause several health problems for people of all ages. Eating a diet that is rich in nutrient-packed foods, including meals that contain vitamin D and iron, can help to keep bones strong, boost mood and prevent the onset of more serious conditions.
Weakness and pain in the bones and muscles could indicate a low amount of vitamin D in the blood. Since not enough of the vitamin is coming in contact with the internal organs and the bloodstream, the body does not have the right amount of energy, so people with the deficiency may feel the need to take breaks, even in the middle of doing low-energy tasks. Pain the bones may also be an indication that there isn't enough calcium in the bones, which is a symptom of vitamin D deficiency. If the problem is not corrected, this condition could lead to osteoporosis, especially for women.
Decreased Brain Development
Vitamin D is necessary for the correct formation of brain tissues, which is why it is so important for children to receive adequate servings of the vitamin each day. Vitamin D receptors need to be circulating in the brain in order for the organ to do its job. The vitamin is made up of prohormones that are fat-soluble. They're responsible for human motor skill development, as well as the learning and memory functions of the brain. Senior citizens should also make sure that adequate Vitamin D is included in the diet to prevent cognitive disorders later in life.
Iron deficiency happens when there is an overload of red blood cells in the body---the more red blood cells there are, the more iron is being depleted. This makes the body feel tired in a shorter amount of time, which is why many people with iron deficiency have the desire to take naps in the middle of the day, or to go to bed early. Since the body is not very active when it is weak, this can also result in low blood pressure, especially when a person changes position, such as going from sitting down to standing up.
Red blood cell overproduction means that the body is working overtime to produce new cells. So, in addition to feeling tired, people may also experience a decrease in appetite. Food stays in the body longer than it should due to an iron deficiency, which can also result in constipation---another reason why people that suffer from the condition don't have the desire to eat. Children are often more likely to display this symptom than older patients.


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Books, Sheet Music & Media
Method & Instruction Books
Certain musical instruments are a lot easier to learn than others. However, in the world of classical music, most stringed instruments can't just be picked up and learned on the spot. They take practice, persistence, and passion for the music itself. In fact, they also require proper guidance, which is why string methods like the ones in this section are so essential. Whether you play the violin, viola, cello or double bass, string method and instruction books are must-own source material for any serious musician.
As you can imagine, this catalog is quite the extension one. For this reason, you might want to consider refining your search with the "Category" function. By doing that, you can narrow down your options specifically to the instrument you play and what your current skill level is. For example, if you're a student cellist, click on "Cello Method & Instruction Books" and you'll be given only those options. Need a suggestion? Try something like the Carl Fischer 170 Foundation Studies Book 1. A top seller, this book is like studying with some of the best music teachers in history.
Speaking of music teachers, you'll also discover an impressive variety of conductor/teacher string method books in these pages, including the top-selling Alfred Orchestra Expressions Book One Teacher Edition, the KJOS String Basics Book 1 - Teacher Book and many more. Hal Leonard is another music education publisher that's well known and trusted for their string methods. Their Essential Elements for Strings instruction books are available for a wide range of stringed instruments. Each Essential Elements string method is packed with a wealth of materials to develop total musicianship in a classroom environment.
As you can see, companies like Hal Leonard, KJOS, Alfred and countless others specialize in music education by offering books, CDs, DVDs and scores that are chock-full of easy-to-follow lessons, exercises and legendary musical pieces. With a little time spent in these pages, you'll be sure to come across more than one string method that matches your instrument of choice and your musical aspirations; feel free to start browsing your other choices whenever you're ready.


Education has evolved from the purist methods of memorising to the modern approach of fostering creative and intelligent thinkers.
Schools have been evolving and changing since ancient times but today there is an urgency for schools to change their teaching and learning programs to truly meet the needs of 21st Century learners.
It may come as a surprise to learn that writing was first developed about 3100 BC, and because firsthand experiences in everyday life could not teach reading and writing, the first schools were created in Ancient Egypt, Ancient Greece and Ancient Rome.
The method of learning was memorisation, and the motivation was the fear of harsh physical discipline.
The Agrarian and Industrial Revolutions brought significant changes to schools, but unfortunately the focus was still on rote memorisation, doing as you were told, conforming, compliance, teacher developed activities and learning how to fit into society.
After almost 5000 years, the invention of the Internet has created an explosion of information sharing and improved technologies that have opened up extraordinary new opportunities for people all around the world. The smartphone exploded onto the world stage early in the 21st Century along with social media and human intelligence and human capabilities have soared.
These developments in technology and globalisation have profound effects on the very nature of our schools.
Professor James Flynn has been researching the growth in human intelligence since the 1930’s. His studies reveal massive gains in intelligence over time and highlight how advances in technology play a huge role in the growth of our intelligence. In fact, Flynn claims that each new generation is approximately 9 Intelligence Quotient (IQ) points smarter than the previous generation. His findings show the substantial and long-sustained increase in both fluid and crystallized intelligence test scores measured in many parts of the world from roughly 1930 to the present day.
Today, schools are full of Generation Alpha and Generation Z students. Born around the start of the 21st Century, these children are predicted to have a life span of 97 years and to be the first generations to see in the 22nd Century. They are destined to be smarter than previous generations, and much smarter than their teachers, their parents and grandparents.
They are set for lives of massive social and technological change. Embedded in technology from day one, they will be connected to a worldwide electronic network around the clock.
As a society, we’ve transitioned from a concrete world and fixed mindsets of the Industrial Age, to a very complex world requiring growth mindsets today. We have a much higher percentage of the population gaining a tertiary education than ever before and the working world requires higher cognitive functioning and increased cognitive flexibility.
Schools and teachers need to change urgently to meet the needs of these learners. New habits of mind for the 21st Century are crucial and they need to develop problem solvers who see problems as opportunities and seek out new possibilities to innovate, disrupt and change.
As well as literacy and numeracy skills, teachers must develop digital literacies, creative and critical thinking, real world problem solving, collaboration, collective genius and emotional intelligence in their students.
Gen Alpha and Gen Z are expected to work longer and have an average of five careers and 20 different employers in their lifetimes, according to data from McCrindle Research. They are a whole new breed of young people who see entrepreneurial opportunities and fearlessly make them happen.
Schools that are not keeping up with these changes are doing a huge disservice to their students. Schools today must have student-centered learning, with flexible learning spaces and an inquiry approach to teaching and learning. Teaching the skills of focus, mindfulness, compassion, inquiry and questioning are central to a 21st century curriculum.
The Australian International School of Phnom Penh (AISPP) is committed to awakening the enormous potential in every child to have a positive impact on their world. They have embraced 21st Century change and disruption to offer a world-class curriculum.
For more information visit AISPP and meet their highly qualified international teachers and learn more about their innovative curriculum at 10.00am on Saturday 5 August 2017. The new school year commences on 15 August. Limited placements for children aged 3 – 12 years of age are still available.
Learn more at www.aispp.edu.kh


The dancing raisins experiment is a fun and simple way to teach kids about gas, density, and states of matter. Plus, it's super amazing to watch! || Gift of Curiosity
This handout is cuter than the one I currently have for this experiment. dance raisin, dance!
States of Matter/Chemical & Physical Changes Dancing Raisins Lab
jojoebi designs: Dancing Raisins Experiment
If you are looking for a great science for kids experiment, use common household items to inflate a balloon. It really works!
This dancing raisins experiment is SO EASY and it really works! There's a great video of it here. The raisins instantly start rising to the top and dancing up and down!
Dancing raisins experiment - you'll be amazed at how much you can get your raisins to dance in a glass of carbonated liquid! #preschool #handsonscience #statesofmatter || Gift of Curiosity
Balloon powered sponge boat is a fun science experiment for kids that you can add to your list of fun STEM activities
.: Matariki Fact Recall
Dark Cane Sugar


El Colegio engages students in challenging, profound learning experiences that integrate research-based teaching strategies with Latino culture and traditions. All staff, students, and families in the El Colegio community will appreciate the value of proficiency in two languages, high academic expectations, and cross-cultural understanding. We base our education approach on the following core values:
Dual Language Literacy
Academic success for students is the key purpose for our school. Dual language (Spanish/English) education is critical for students’ academic success and personal growth, so first and second language instruction in both English and Spanish is a foundation of our program.
We have trained language teachers who are experts at teaching literacy, including effective writing, speaking, reading comprehension, and critical thinking. Furthermore, teachers in all content areas engage in ongoing professional development to improve their skills in this area. We believe students learn best (particularly ELL students) when skills and concepts are connected across traditional academic disciplines. Therefore, we teach literacy skills in specific language arts courses and integrate literacy instruction across the curriculum.
Art education is essential to the development of a creative, fully-developed mind. Therefore, the teaching of art and the integration of art across the curriculum is an important component of our program. Art is a tool, not only for increasing students’ expressive and creative skills, but also to deepen learning in other areas of study.
Cultural traditions are part of every education. At El Colegio students explore culture and its impact on learning and life by engaging in community cultural practices, exploring their own cultures, learning about other cultures, and investigating and participating in the ongoing creation of culture in our society and world.
Research-Based Teaching Methodology
We use research-proven methodologies as a basis for our work. Where research is lacking we will add to the body of research on effective practices for teaching and learning. We believe that collecting and analyzing data is essential to informing and improving teaching practices. Teachers collect data to assess student growth and inform instruction.
All students can succeed when they are treated as individuals and are allowed to bring their unique and innate gifts to the learning process. The small setting of El Colegio allows staff to interact with students in very individualized ways. Our advisory system and student to staff ratio of 8 to 1 create a structure that ensures each student has a least one adult in the school with whom they connect. Advisors not only help students set goals and develop a plan for graduation, but also they work with students and parents to track that progress.
To view a copy of El Colegio’s World’s Best Workforce Report, click here.


It was the early 1900’s and A.H. Munsell was fully immersed in scientific research on color in preparation for his upcoming book A Color Notation. While his impetus for developing the Munsell Color Order System was rooted in education—a logical, easily visualized method to teach color theory—the basis for Munsell’s work was indeed scientific.
A.H. Munsell’s Research on Color Leads to Photometer Patent
In 1901, A.H. Munsell patented a photometer, which proved to be important in developing the color order system. He consulted with several leading scientists, including American physicist, Ogden Rood who was influential in Munsell’s work on the photometer along with other science luminaries. Munsell’s color theory leaves no stone unturned. He researched the relationship of Hue, Value and Chroma, and early on in color science, began to explore the relationship between light source and color. The light source/color relationship was made clear at an October 28, 1902 meeting in New York at the Edison Light Company, where several papers were presented suggesting that “Imitation of daylight – and means of measuring other light in terms of daylight—imperative for color comparisons,” hence today’s standards requiring daylight for accurate color evaluation. According to Munsell’s diary, after spending his morning immersed in the latest scientific color research, Munsell, the consummate artist, spent his afternoon at New York’s Metropolitan Museum of Art “studying old masters.”
Over the next several months, Munsell visited with colleagues to test his photometer and the results were positive. Not only was the photometer deemed accurate but also practical. His colleagues saw the practicality of a device that could overcome the limitations of the human eye. One of his colleagues suggested that the photometer’s commercial use be piloted at the New York Navy Yard for testing signal glass. Specifically, it would be use to check for color blindness.
From Photometer to Color Top to Color Order System
At the same time Munsell was working on what would become the disc colorimeter—a series of colored discs that when rotated create color. Munsell referred to it in his early work (circa 1902) as a “color top.” The discs were tested to show the relationship between chroma (color intensity) and value (lightness or darkness) for any hue. Munsell was attempting to create a set of templates that would describe the combination of chroma and value or any hue. Munsell established the value scale of ten equal steps from white down to black. Munsell took the strongest (high chroma) red and reduced it to white, black and gray. His color experiments showed that equal loss of chroma requires unequal steps of value and unequal steps of chroma permit equal steps of value. In other words, in order to maintain an equal value scale, the chroma of the red hue would have to be adjusted in unequal steps as chroma was reduced from highly saturated red to white and equally as chroma was stepped from highly saturated red to black.
The exercise of developing the color templates was important to Munsell color theory in that he was uncovering the sensitivities of the human visual system to certain colors. It explains why colors of a certain value (lightness) in a Munsell Book of Color do not go beyond a certain chroma—it’s not physiologically possible. Munsell points out in his diary that the exercise was “very fatiguing.” He painstakingly set up the experiment, viewed and graphed each color.
Though the color top was developed for art education purposes, Munsell’s journey to develop the photometer and color top, was grounded in early color science principles. Throughout his color research process, he applied these principles to determine the hue, value and chroma scales for his upcoming Color Atlas. Learn more about how the Munsell Color Order System works in real life applications.
A. H. Munsell Color Diary, 1908-1918, Volume A Part 5 and Volume A Part 6. Courtesy of Rochester Institute of Technology, Munsell Color Science Laboratory.


The Honolulu Museum of Art offers more than 20 free guided school tours that connect to Hawai‘i State and Common Core Standards. It’s easy to choose a tour that best fits your class, and that reinforces classroom learning with hands-on, real-world experience. And of course, all tours connect to the art! Here are a few tips to help you choose the best tour for your students.
Using the links below, pick a subject you would like to explore with your students.
Check out the benchmarks for each tour and decide which are the most relevant for your classroom.
Decide if you want to See Art…or See Art AND Make Art at the Art School.
Sign up using our online form (linked to each specific tour below).
See you soon!
- Social Studies
|4-8||Picturing Hawai‘i||Art & Life in Early America||Art of the Ancient World||The Great Outdoors|
|World Religion Through Art||Pacific Voyages||Silk Road||World Through Art|
|K-3||Math Through Art (Make Art option available)|
|4-8||Math Through Art (Make Art option available)|
|4-8||Literacy Through Art|
|K-3||Science Through Art (Make Art option available)||Animals in Art (Make Art option available)|
|4-8||Science Through Art (Make Art option available)|
- Art Education


By Tammy Kwan
AI-powered technology can help the future workforce have more creative and fulfilling careers. But as the world continues to change at an ever-faster rate, how can we best prepare the next generation to flourish in this new economy? Moreover, how can we do it equitably?
According to a recent White House report on AI and the economy, the key is early education:
“All children [need to] get off to the right start with access to high-quality early education. In a world of AI-driven skill-biased technological change, people with low levels of even basic skill such as reading and math are at higher risk of displacement.”
Can learning “in the cradle” actually impact a child’s career? Research shows that early childhood experiences have lifelong impacts. Vocabulary size at 24 months predicts academic and behavioral performance in kindergarten, three years later, even after controlling for many other variables. Kindergarten skills go on to predict later reading and math achievement, as well as life outcomes such as earnings at age 27, home ownership, and retirement savings.
What can parents do to ensure their child is off to the best start? Parent-child communication is key. Research shows that well before a child speaks, they are actively listening. Infants use parental input to learn the elementary structure of speech and language, such as different phonemes and words. But it can be tough to keep the conversation going with a child who does not yet speak back. To help keep parents motivated, campaigns like the Clinton Foundation’s “Talking is Teaching” provide resources around conversation topics, books and songs.
Digital media is another promising tool. Toddlers learn best in contingent environments that provide feedback based on their actions. Touchscreen technologies, unlike TV, are flexible enough to provide this type of feedback.
This nascent development is a win-win. Parents want to provide the best learning resources, and children love touchscreens. Emerging research has shown that young children can learn from research-based touchscreen experiences. The “research-based” component is important – not every touchscreen experience provides a rich learning experience. For example, using a touchscreen as a mini-television with YouTube and Netflix is no better than TV. In essence, quality matters. The American Academy of Pediatrics urges parents to choose evidence-based digital apps.
Finally, high-quality pre-k can help children from disadvantaged backgrounds to catch up. Young children from low socioeconomic status households are, on average, exposed to 30 million less words by the age of 3, when compared with their higher income peers. These differences in early environment impact all aspects of learning. As stated in the White House report:
“On average, children from poor families score far below their peers from higher-income families in early vocabulary and literacy development, in early math, and in the social skills they need to get along well in their classrooms. Studies indicate that kids who start off with deficits in basic skills fail to catch up to peers by later grades.”
Every child deserves an equal opportunity. Although we’ve made great strides in increasing preschool accessibility in places like New York City, we still have a long way to go. The US ranks 29 amongst 38 OECD countries in the percentage of 3 and 4-year-olds enrolled in early childhood education programs.
Investing in preschool is also good for the economy. High-quality early childhood programs for disadvantaged children have beneficial impacts on health, crime, mother’s income, and child’s future income. Nobel laureate James Heckman estimates the total benefits yield a 13.7% rate of return per annum. The bottom line is that early childhood factors are predictive of life outcomes. Through early childhood programs, we can ensure that every child is poised to succeed in the changing labor market.
AI-powered automation will enable the future generation to reach new frontiers. In 2016, we saw driverless cars, AI-powered grocery stores, and ubiquitous smart home assistants. As more routine-intensive occupations become automated, new occupations will open up in the workplace. We can only begin to imagine the careers of the future, but we know that they will utilize the best of human creativity and general intelligence. With high quality early childhood initiatives, we can ensure that every child can reach their full potential.
For more, see:
- Early Learning as a Strategy for Achieving Equity
- Why the Transition to Adulthood Should Start in Preschool
- Learning (and Teaching) Leadership in the Early Grades
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SkillPlan is occasionally involved in research projects that address questions about instruction and Essential Skills training. The reports that summarize our research findings from these studies are included here.
In the spring of 2008, SkillPlan, the BC Construction Industry Skills Improvement Council, began a research project called Learning Materials in Instruction as part of an HRSDC-funded initiative. For more than ten years, the federal government has invested in the development of work-related learning materials ranging from short instructional tools to full curricula as part of an integrated strategy to increase the Essential Skill levels of Canadians. As with any significant investment, the expectation is that there will be a return on that investment. In this case, the implicit and intuitive assumption has been that the development and use of these resources will increase skill levels.
The primary purpose of this research project was to examine that assumption and explore whether work-related materials, as part of an instructional curriculum, are in fact more effective in skill development than other instructional materials. The key research question then was: How does the choice of learning materials in instruction impact the acquisition of Essential Skills and contribute to learner success?
Theresa Kline, PhD from the University of Calgary, was the primary researcher responsible for data collection, analysis and presentation of the final report (see Appendix 2). Within the study two groups were compared. Group 1 used work-related instructional materials 50% or less of the time. Group 2 used work-related instructional materials more than 50% of the time. Both groups represented instructional settings which target the enhancement of employment-related skills or prepare learners for vocational training (see Appendix 1). The data for this study was collected from 270 learners at eight (8) college sites between May 2008 and June 2009.
This study focused on instructional materials and their impact on learner skill gains. The study concluded Group 2, instruction which includes more than 50% work-related learning materials, resulted in learners increasing their employment related skills – specifically reading, document use and numeracy skills – at a higher rate than Group 1, instruction which includes 50% or less work-related materials. This finding is supported statistically. It follows that programs which are intended to prepare participants for employment and workplace opportunity can increase learner success by using work-related learning materials that allow learners to practice skills that mimic work tasks.
A number of supporting and related findings were also generated through this project.
The BC Industry Training Authority (ITA) sponsored a pilot study undertaken by the BC Construction Industry Skills Improvement Council (SkillPlan) to address the question: What effect does Essential Skills training have on completion rates and performance in apprenticeship programs? A private training deliverer, Pacific Vocational College (PVC), was selected as the pilot site. More than one hundred plumbing apprentices were tracked over a 12 month period and archival data was used as comparison equivalents. Data collection and analysis was managed by an independent research team from the University of Calgary. SkillPlan’s Workplace Educator was available at PVC for Essential Skills upgrading on demand. Using technical training materials as a focus, the Educator responded to requests for assistance. These interventions were recorded in 15 minute segments. Collectively this tracking reveals the topics and the time that was needed by the Level 1 apprentices in the pilot. Surveys also indicate the apprentices’ self evaluation of readiness. Comparing performance of apprentices on theory components of training from level to level conclusively shows a pattern. Performance scores at Level 1 determine performance scores at Level 2 and so on. At Level 4 these scores predict InterProvincial exam scores. Interventions that start early to improve scores at Level 1 impact all levels. Essential Skills interventions improve performance. Scores for identical theory components, from Level 1 apprentices attending a year apart, were compared. An average of 3.5 hours of tutoring resulted in higher scores in all topics for those in the supported group. A comparison of drop-out figures indicates the long term effect at work. Fewer apprentices dropped out as performance improved. Challenges for determining Essential Skills needs and providing services result in multiple solutions. Block release, independent study and other formats of technical training delivery require different strategies. The better apprentices are prepared for technical training, the better they will perform. Better performance will increase retention. Perhaps the most compelling argument for providing Essential Skills support is the return on training investment. In this pilot, the drop-out rate improved from 11% to 5.6%. This difference has real-life implications for employers, apprentices, and society at large.
What proactive steps can ITA take? Informing apprentices early puts the onus on apprentices to take steps to upgrade as needed. This Essential Skills information must relate to each trade, demonstrate typical applications and include self-assessments. Formal assessments can be used where time permits for an integrated approach to upgrading. Perhaps the most challenging step is providing relevant upgrading, as the expertise of the education community needs to be blended with the expertise of technical instructors. Results of this pilot study suggest the magnitude of what could be achieved with further resources and continuing research.


Learning with 'e's:
In his post "teaching with Twitter", Steve Wheeler writes:
"Most would agree that Twitter was one of the social networking phenomena of 2008, and has enjoyed exponential growth in popularity. The microblogging tool has obvious potential to be used in formal learning, both in traditional online classroom settings and - through mobile technologies - for mobile learners.
Ever since I first began to use Twitter I have been thinking about how to harness the potential of microblogging for the benefits of my own students, and have tried out several ideas to exploit it already. Below are my 10 top uses of Twitter for education:"
If, I were still teaching languages I would certainly be trying to use these microblogging tools.
I have not looked closely at most of these tools but I do love twemes.com.
You could also look at http://shoutem.com/ and a recent post by Miguel Guhlin on some Twitter tools.
Also, edmodo looks like an interesting app.
I have collected a lot of Twitter slideshows on one of my slideshare groups: http://www.slideshare.net/group/web-20-tools-for-effective-teaching
Twitter apps are appearing fresh each day it seems. Do web filter policies prevent teacher or student access?
Blogging and now microblogging are here to stay. So many ways to encourage literacy development.


National News Roundup
Girls in elementary school are still perceived more favorably, disciplined less harshly, and graded more generously than boys, but boys receive more attention, encouragement, and constructive criticism, ac-cording to a new report by the Project on Equal Educational Rights of the National Organization for Women.
The report, "Learning Her Place: Sex Bias in the Elementary Classroom," integrates a variety of earlier studies of elementary education with current data describing the treatment of females in the classroom. It notes, for example, that girls get 90 percent of their criticism from teachers on the "intellectual inadequacy" of their work, while boys are criticized half on intellectual content and half on form or style problems.
"Boys emerge from this environment ready to move ahead and surpass their female classmates," the report states, while girls are left with "nagging doubts" about their abilities even when they earn superior grades.
peer also released a state-by-state survey of progress toward educational equity in four areas: women's and girls' participation in interscholastic sports, the number of women school administrators, the percentage of women teachers and supervisors of computer classes, and the movement toward sex equity in vocational education.


How important are music lessons in childhood?
Learning the piano as a child could cause a lasting improvement in how our brains respond to sound and speech in older age.
Music lessons help development and promote health in older age.
Research suggests there are benefits noticed in brain function, memory and reaction times in a sample of older people where those who had music lessons as a child scored better in tests than those who did not have music lessons as a child. The research outcomes suggest music education is important in childhood for both development and improved health prospects in older age.
More information is available from this article on the website of the Telegraph, UK.
Music Lessons for children are available from Playright Music Ltd. in Glasnevin, Dublin
Graded theory and musicianship classes are also available.


Earn your degree via online schools/universities; degrees available in social work, elementary teaching education and many other exciting fields!
Welcome to Adultlearn, a user friendly directory of online universities, schools, colleges, education courses and degree programs.
Some of the most popular programs enable people to become social workers, to start a career in elementary education, or to earn a teaching degree and obtain a position as a teacher in their area schools.
Browse our full course listing here.
Popular Degree with Our Visitors
Online Social Work Programs
Social workers have some of the most varied opportunities of virtually any career. According to the NASW, about 3 out of 10 social workers work for either the federal or state governments. They provide counseling for troubled families, for people on parole and for those with substance dependency.
They are also often among the first responders in a natural disaster such as a flood or hurricane. Social workers could also work with military personnel who must learn to cope with difficult experiences; they match children and adoptive families, and they help provide education to communities in need. Social workers in the private sector may work for hospitals, nursing homes or schools.
Opportunities and Salary for Social Workers
- Salary—National Average: $44,138
- Family Social Worker
- School Social Worker
- Medical Social Worker
- Licensed Clinical Social Worker
- Public Social Worker
- Job outlook—Need will grow by 25% from 2010 to 2020
Editor's Top Pick Degree Program
A Degree in Elementary Education
As long as people continue to have children, society will need school teachers. Elementary education degrees can be earned through several institutions, many of them offering both traditional programs and online degrees, but others focusing entirely in online education.
If you already have a degree in another field, you may be able to obtain credit for courses you already have. This approach will enable you to focus on education courses and complete your teaching degree more quickly. If you are just starting, however, plan on earning at least a four year degree with a practicum. If you are already in the education field, you may wish to take advantage of online education to earn an advanced degree which usually means a salary increase.
Salaries and Need in Elementary Education
- Median Salary: $52,840 in 2011
- Highest paying areas: Nassau, NY; Bethesda, MD; Waterbury, CT; Kingston, NY; Ithaca; NY.
- Need for Teachers: Growth of about 17% expected from 2010 to 2020 which is similar to other career areas.


'What Is A Complete Musician'
A complete musician is one who has developed their natural feel, rhythm and ear abilities, their ability to improvise, their ability to read music fluently, and above all .. to be musically creative !
The traditional approach to learning music has focused heavily on the reading of music. When children first put their fingers to an instrument they have been immediately plunged into reading music. But having to concentrate on and comprehend the reading of music right from the word go, can inhibit and even suppress our natural 'ear', rhythmic and creative abilities. To put it in other words .. too much focus on initially learning music through our left brain can be at the detriment of the right brain which is our creative side !
My experiences with teaching through schools
For a few years I taught music for Education Queensland. When I first started teaching through schools I encountered so many young musicians, even at high school level, who were musically illiterate and had limited understanding of critical elements of music. Children would read music by associating a line or space position on a music staff to a finger position on their instrument, but they didn't know the names of common music signs and symbols or what they meant, they hadn't learnt many of the essential elements of music, they could not play songs by 'ear', and they had a poor sense of rhythm. As for their musical creativity .. it was ZERO ! I subsequently became discontent with teaching through schools and eventually left of my own accord to concentrate on teaching through our privately owned teaching centre.
How should a child first start when learning an instrument ?
The young beginner needs to initially discover and relate to their instrument, become confident with key and note positions, learn basic techniques relative to their instrument and simply have fun on their instrument playing basic songs by 'ear' and developing their natural feel and rhythm. This is very hard to achieve if beginners are having to focus too early on the reading of music which is the approach adopted by schools and many private music teachers. The reading of music needs to be introduced gradually and supported by a thorough understanding of music signs, symbols and other essential elements of music which can be achieved with fun quizzes and activities.
Creativity .. music from the soul !
Being a creative musician means being 'expressive' on an instrument .. being able to vary a simple melody and add natural rhythm and feel to make it sound pleasing to listen to (not boring) .. being able to improvise .. being able to hear a song and work out the notes on their instrument and play it by 'ear' .. being able to jam along confidently with other young musicians even not knowing the song .. and in general, being able to make an instrument sound so good that people stop and listen, and especially tap their toes. This is called music from the soul !
Music must be fun !
It's so important that children are enjoying music and gaining personal satisfaction from playing their instrument. It must not become a hard arduous task as it so often can be particularly with a formal approach and exams. Exams in particular make music a difficult task and can put unnecessary stress on a child. There is little to no value in doing exams in music. Children also only learn to suit the expectations of the exam and gain a very limited experience and skills with music. They become very 'mechanical' players. Creativity is totally suppressed by doing exams !
Music started for me from when I was about 4 years of age but I didn't begin learning an instrument till I was about 9 years old. I first started by playing songs by 'ear' and just having fun on my saxophone. I also made up my own songs and learnt to improvise and make my instrument talk. Later I learnt the reading of music but still kept up the playing of songs by 'ear' and having fun with music. I began playing in bands when I was in my late childhood years and also learnt other instruments during my teenage and early adult years. I now play about 10 instruments.
My performing career has included playing in numerous small bands across many genres including jazz, blues, latin, rock, calypso, rock n roll and modern groove. I have played in brass bands, large swing orchestras and was musical director of a 12 piece country rock/caribbean performance band on the Sunshine Coast. I've also performed extensively as a soloist for many a private occasion and business function on various instruments.
My teaching career has spanned over 40 years and includes teaching through our privately owned music schools and employing and administering other music teachers, teaching through Education Queensland, and presenting music workshops on specific aspects of music.
We (Keryn and myself) are consistently working on producing new and stimulating learning material to foster and achieve our goals with music education.
© Copyright 2007. Copying of this webpage is prohibited. All rights reserved Christensen Corporation Pty. Ltd. Queensland Australia.


All bundled together! This is the combination of the Math & ELA Standards. When purchased you save a $1.
They print 2 to a page landscape. After using in my classroom a year, they are big enough for students to see and refer to. Classroom tested & approved!
Included is 99 Statements for 3rd grade ELA Common Core Standards written in Kid-Friendly language!
All domains included & are COLOR CODED (Please see the preview!) Literature, Informational Text, Foundational Skills, Writing, Speaking & Listening, Language.
To preview the ELA statements - Click here!
Included is 47 Statements for 3rd grade Math Common Core Standards written in Kid-Friendly language!
All domains included & are COLOR CODED (Please see the preview!) Operations & Algebraic Thinking, Numbers & Operations in Base Ten, Measurement & Data, Geometry & Numbers & Operations - Fractions.
To preview the Math statements - Click here!
Use on your focus/learning target board. Just print, laminate, & go! All of the work is done for you!


National plan for music
The importance of music: a national plan for music education
Policy paper from Department for Education - Introducing the national plan for music education and its initiatives.
GCSE Music (Gov.UK)
Subject content, aims and learning objectives for GCSE in music for teaching from 2016.
Surrey Arts Interactive
Charanga Music School - A complete new music scheme for the new curriculum
An exciting programme to support the development of music in Surrey schools. Find out more.
Arts Council Data Return
In autumn 2015 schools were asked to supply a range of data about their music provision. This data was collated and submitted to Arts Council England (ACE) by Surrey Arts, as lead partner of Surrey Music Hub. Find out more.


City’s First Readers, an initiative of the New York City Council, is a collaboration of nonprofit organizations fostering the literacy development of NYC children, ages 0-5. The initiative provides parents, early childcare providers, and teachers with the resources and services needed to ensure children enter school ready to read and achieve educational success.
New York City is Facing a Literacy Crisis
According to 2013-2014 English Language Arts standardized test scores, 70% of New York City’s third grade students are reading below grade level. Amongst the City’s poor, 76% are not reading on grade level. Once these students fall behind, it becomes increasingly difficult for them to catch up. Children who do not experience literacy success in the early years are more likely to drop out of high school, and have far fewer opportunities to experience economic success. Ensuring the future vitality of our great city begins with early literacy development.


Children’s numeracy skills
This chapter uses data from the K cohort of Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC) to examine the numeracy skills demonstrated by children at different ages, and whether levels of numeracy skills vary for children from different socio-demographic backgrounds. The socio-demographic groups examined in this chapter are categorised by: child gender; socio-economic characteristics including family socio-economic position (SEP) (lowest 25%, middle 50%, highest 25%); mother’s working hours including mothers not working (those unemployed, on maternity leave, and not in the labour force), working less than 35 hours per week, or working 35 hours or more per week; and family characteristics, including family type (two-parent family, lone-mother family); and number of siblings in the household (no siblings, one or two siblings, three or more siblings).
Daraganova, Galina & Ainley, John (2012). Children’s numeracy skills. In: B. Maguire and B. Edwards (Eds), The Longitudinal Study of Australian Children Annual Statistical Report 2011. Australian Institute of Family Studies: Melbourne, pp 79-89.