Difference Between CST and EST
CST vs. EST
“CST” and “EST” are common abbreviations that are used among people and travelers within the United States, Canada, and Mexico. It is a common understanding that due to the alignment of the Earth with the sun, there are various time zones throughout the world. “CST” and “EST” are two abbreviated time zones that are in the Eastern half of the United States. The time zone difference means that there are certain states and cities that are experiencing one time, for example, 8:00 p.m., which in the next time zone over there are other places that are at 7:00 p.m. Time zones are typically studied in elementary education. However, for those who do not have an understanding and knowledge of CST and EST, it can be rather confusing.
“CST” is the abbreviation for “Central Standard Time” zone. This time zone is one of four in the United States and covers states like: Alabama, Louisiana, Michigan, and most of Texas. Central time zone is also observed in the Canadian provinces of Manitoba, most of Ontario, and parts of Nunavut and Saskatchewan. Some Mexican provinces included are Oaxaca, Durango, Chiapas, and Veracruz.
“EST” is the abbreviation for “Eastern Standard Time” zone. This time zone is another one of the four in the United States; however, it covers states like: New York, Maine, Florida, Pennsylvania, and Ohio. The Eastern Time zone is additionally observed in parts of the Canadian provinces of Ontario, Nunavut, and Quebec. In Central America, the island of Panama and some countries in the Caribbean still utilize Eastern Standard Time as well. Central Standard Time zone is considered six hours behind the Coordinated Universal Time, and is affected by daylight savings times throughout parts of the year. Eastern Standard Time is considered five hours behind the Coordinated Universal Time and is also affected by daylight savings time. The Eastern time zone is the earliest time zone in the United States. It is before both the Central, Mountain, and Pacific Time zones. This Central Time zone is located one hour behind the Eastern Time zone, one hour ahead of the Mountain Time zone, and two hours before the Pacific Time zone.
In Spanish, Central Time is “Tiempo Central Estandar” (CST) and in French it is called “Heure Normale du Centre” (HNC). In Spanish, the Eastern Time zone is called “Tiempo del Este” (ET), and in French it is called “Heure Normale de l’Est” (HNE).
1.“CST” and “EST” are both abbreviations for time zones in North America. Central Standard Time is CST and Eastern Standard Time is EST.
2.CST is one hour behind EST. The Central Time zone is six hours behind Coordinated Universal Time, and Eastern Time zone is five hours behind.
3.Places like Alabama and Louisiana are in the Central time zone along with Canada’s Manitoba and Mexico’s Veracruz. 4.Places like Florida and Maine are in the Eastern time zone along with Quebec in Canada and southern areas like Panama and parts of the Carribbean.
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Subitizing will prepare your child’s mind for all kinds of numeracy skills. Math is more than memorizing facts and procedures. A truly mathematical mind will develop understanding of numbers and the connections between them. Subitize Me will teach children to visualize groupings of objects, knowing their number instantly. This will develop flexibility in their thinking and allow them to advance quickly in establishing number sense. This DVD will introduce them to subitizing in a fun and entertaining way.
In the special features, the viewers can subitize like TT and Bebo, returning to each setting, such as the Arctic or outer space. These exercises are in order from simplest to most difficult. Depending on their present abilities, some children will start with the first Subitizing Exercise, while others will want to start at a more difficult level. The Subitizing Exercises can be done with a whole class or by one or two children at home. By learning to subitize a child is learning:
I need to tell you how much of a difference your movie “Subitize Me!” has made in my school. The children are asking to see it over and over again. I have students coming up to me in the hallway holding up some fingers and saying “Subitize me!” They have gone home and taught their parents. The children are so excited about the concept!
I have seen the movie 70+ times already. Every time, I sit in awe reflecting on how well it was put together and what a great acting job the 2 kids did. Excellent product!
Indian River CSD
Philadelphia, New York


Reading comprehension is frequently very difficult for Students with dyslexia They are challenged by word recognition; they may forget a word even though they have seen it several times. They may spend so much time and effort in sounding words out, they lose the meaning of the text or they may need to read a passage over and over to fully understand what is being said.
An in-depth report, completed by the National Reading Panel in 2000, provides a look at how teachers can best teach students reading comprehension. This skill is considered essential, not only in learning to read but also in lifelong learning. The panel held regional public hearings with teachers, parents and students to help form an understanding of what was required in making sure students had a solid foundation of reading skills. Reading comprehension was listed as one of the five most important skills in developing reading.
According to the panel, there were three specific themes within reading comprehension that were discussed:
- Vocabulary Instruction
- Text Comprehension Instruction
- Teacher Preparation and Comprehension Strategies Instruction
Teaching vocabulary increases reading comprehension. The more words a student knows, the easier it is to understand what is being read. Students must also be able to decode unfamiliar words, that is, they must be able to derive the meaning of the word through knowledge or similar words or through the surrounding text or speech. For example, a student can better understand the word /truck/ if they first understand the word /car/ or a student can guess what the word /truck/ means by looking at the rest of the sentence, such as The farmer loaded hay in the back of his truck and drove away. The student can assume that the truck is something you drive, thereby being like a car, but is bigger since it can hold hay.
The panel found that using a variety of methods to teach vocabulary worked better than simple vocabulary lessons. Some of the successful methods included:
Using computer and technology to aid in vocabulary instruction
- Repetitive exposure to words
- Learning vocabulary words prior to reading text
- Indirect learning of vocabulary, for example using vocabulary words in a number of different contexts
- Learning vocabulary in both written text and oral speech
Teachers should not rely on a single method of teaching vocabulary, but instead should combine different methods to create interactive and multi-faceted vocabulary lessons that are age-appropriate for the students.
Text Comprehension Instruction
Text comprehension, understanding what the printed words mean as a whole rather than understanding individual words, is the basis of reading comprehension. The panel found that, "comprehension is enhanced when readers actively relate the ideas represented in print to their own knowledge and experiences and construct mental representations in memory." Further, it was found that when cognitive strategies were used during reading, comprehension increased.
Some of the specific reading comprehension strategies that were found to be effective are:
- Teaching students to monitor their understanding of the material as they read
- Having students practice reading comprehension skills as a group
- Using pictures and graphics to represent the material being learned
- Answering questions about the material
- Creating questions about the material
- Determining the structure of the story
- Summarizing the material
As with vocabulary instruction, it was found that using a combination of reading comprehension strategies and making lessons multisensory was more effective than using a single strategy. In addition, understanding that strategies may change depending on what is being read was important. For example, reading science text may require a different strategy than reading a story. Students who are able to experiment with different strategies better equipped to determine which strategy will work for their current assignment.
Teacher Preparation and Comprehension Strategies Instruction
In order to teach reading comprehension, teacher must, of course, be knowledgeable of all of the components of reading comprehension. Specifically, teachers should receive training in explaining the strategies to students, modeling thinking processes, encouraging students to be curious about what they are reading, keeping students interested and creating interactive reading instruction.
There are two main approaches to teaching reading comprehension strategies:
Direct Explanation – Using this approach, the teacher explains the reasoning and mental processes used to make text meaningful. Teachers can explain that reading and understanding text is a problem solving exercise. For example, when summarizing what has been read, a student can play the part of a detective, looking for important information in the text.
Transaction Strategy Instruction-This approach also uses direct explanations of the strategies used in reading comprehension but includes class and group discussions on the material in order to develop a deeper understanding of the material.
Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research
Literature on Reading and Its Implications for Reading Instruction, 2000, National
Reading Panel, National Institutes of Health, U.S. Government http://www.nichd.nih.gov/publications/nrp/smallbook.cfm


Planning: Advice on preparation of weekly notes,
monthly progress records and termly/ yearly schemes. Advice
on the teaching of all subjects on the primary school curriculum,
aims, methodologies, strands etc.
1 - Advice on how to deal with colleagues, parents,
2 - Advice on how to deal with a range of difficult
situations that can arise within a classroom.
3 - Classroom management, discipline and organization.
4 - Advice on how to deal with special needs
5 - Advice on how to work with a special needs
assistant or some other professional in your classroom.
6 - Advice on how to deal with multi- disciplinary
team including psychologists, inspectors, speech therapists
7 - Whole School Evaluation (WSE) and spot checks
8 - Drawing up of a school plan for a primary
school to include all curricular areas and policy areas.
1998 Education Act
2002 Education Welfare Act
2004 Epsen Act
10 - Help teacher create a template for producing
individual education plans
11 - Coping with Special needs children in a
mainstream school: precision teaching, discrete trial teaching,
differentiation, individual teaching.
Children First Guidelines
Stay Safe and Walk Tall programs
Advice on all aspects of a
child's Primary School Education.
Starting primary school.
How to deal with difficult situations that
may arise in school from time to time, e.g: bullying, discipline.
Educational Disadvantage and entitlements of
parents under the scheme, e.g: book grants, back to school
School Completion Programme.
Homework clubs, golf, horse-riding, swimming all provided
for under the scheme. Summer camps free available through
Advice and testing in all subject areas. Identifying
weakness especially in numeracy and literacy.
Grinds in all subject areas where children are
Advice in dealing with Board of Management, principal
and teachers when there are difficulties.
Advice on all areas of Special needs including
Autism, Aspergers Syndrome, Downs Syndrome, Hyperactivity,
Emotional and Behavioral Disturbance. Links with child's school
to tackle areas of difficulty.
Transition to secondary school: choice of school
and choice of subject areas to best meet the needs of the
Leisure time activities for children.
How to deal with parents own stress.
Preparation of trained teachers for interview
for teaching positions.
Preparation of teachers for interview for the
post of principal teacher.
Preparation of teachers for interview for post
of responsibility within a school. Interview techniques, questions
Preparation of students for interview for post
graduate course in teaching with a big emphasis on Irish.
Preparation of principal teacher for the task
of interviewing personnel within a school; teachers, special
needs assistants, secretaries, caretakers etc.
Preparation of Special Needs Assistants (SNAs)
for interview for a post within a primary school.
I.e: Children with Specific
Learning difficulties as a result of autism, Downs Syndrome,
Behavioral Disturbance, Emotional Disturbance or other complex
Advice for parents and teachers with children
affected by profound learning difficulties, moderate learning
difficulties or mild learning difficulties.
Advice on school placement.
How the special educational curriculum guidelines
and the mainstream guidelines can be put together to achieve
deserved outcomes and produce a broad and balanced curriculum
to meet the Special Educational Needs of the Child.
Advice on Individual Educational Plans
(IEPs) for special needs children. IEP should include academic
objectives, self-care objectives, social objectives, communication
objectives, speech therapy objectives, occupational therapy
objectives, behavioral objectives and child protection objectives.
Advice on above for parents, teachers, and other interested
partners in the educational system.
ABA- Applied Behavioral Analysis
Discipline for Learning
Shaping complex behavior etc.
Low Incidence Hours
Special needs assistant support
Parent, teacher and child entitlements with regard to the
above under 1998 Education Act and 2004 Epsen Act.
When one is dealing as a teacher, as a parent
or as student with a range of different personalities daily
conflicts arise. As an educational provider with over 33 years
experience I give advice on how to handle conflict. I am a
trained professional mediator with a mediation qualification.
Different approaches to conflict and how
to resolve it:
The idea is to train people how best to handle conflict for
the good of the whole school community.
Preparation For Primary Schools:
John now provides interview preparation for primary
Read more about John Hand Principal on RateMyTeachers.com
For more information on any of the above


Around 1920, batik – the Javanese technique of wax-resist dyeing, gained enormous popularity in Poland. Fabrics and other objects decorated with the batik technique used to be made by professional artists, among them members of the ‘Cracow Workshops’, as well as by scores of amateurs. Studies of Javanese batiks brought from Indonesia by Polish scientists (Marian Raciborski, Michał Siedlecki) as well as a group of similar fabrics in the famous Oriental art collection of Feliks “Manggha” Jasieński, resulted in the transfer to Polish art numerous principles of Javanese aesthetics, technique and dyeing technology. The ensuing decorative style was frequently described as “Javanese-Cracow”.
In recent decades, the activities of the Łucznica Academy art centre has resulted in the revival of this technique. Contemporary Polish batik has evolved into the discipline of fine arts - painting with wax. The technique is practised by numerous artists, as well as having been introduced into fine art education.
The book presents the outcomes of research conducted by the author in Indonesia as well as an analysis of collections of textiles in several Polish museums. It has been illustrated with numerous examples of Javanese batiks from the Rudolf G. Smend collection of Cologne, recognised as one of the most significant groups of these textiles in the world. Other examples are from the collections of the National Museums in Cracow and Warsaw, the Ethnographical Museum in Cracow, as well as private collectors.


No. 324 | Using Art to Teach Reading Comprehension Strategies: Lesson Plans for Teachers
Jennifer Klein and Elizabeth Stuart
Using Art to Teach Reading Comprehension Strategies presents six strategies for using art to teach reading comprehension. Each chapter begins with an overview of the strategy, followed by lesson plans which include the Core Standards that will be met, and the literacy benefits of the lessons. The strategies presented are: Making Connections, Questioning, Visualizing, Inferring, Determining Importance, and Synthesizing.
This book serves as “a valuable resource for all teachers and art teachers looking for an integrated approach to teaching reading/language arts and the visual arts” (Robert Sabol, Professor of Visual and Performing Arts, Purdue University). Both authors have taught elementary classes in Rockville, Maryland; Klein a reading specialist, and Stuart is the content specialist for art, theater, and dance for Montgomery Public Schools.
This text aims to help teachers create lessons that use art to teach comprehension strategies, meet Core Standards, and also help students gain skills to use outside of the classroom.
112 pgs. (2013) ISBN 978-1-47580-153-8
Table of Contents


Kate Read, co-author of the forthcoming kindergarten series, Show and Tell, offers some practical tips for getting your kindergarten children to think critically.
Too young for critical thinking?
When people refer to critical thinking, it’s often in association with older Primary and Secondary children who have mastered basic literacy and numeracy skills. Critical thinking is sometimes seen as a higher-level skill that can only be used after the children have mastered the basics of the language through traditional methods. But is this really true?
What is critical thinking?
Critical thinking is defined in a number of ways but in essence it means the ability to analyze information, make decisions based on information and insight, and find creative solutions to different problems and questions. These skills, once learned, can be used throughout a lifetime and are becoming increasingly important in today’s world.
Turning received wisdom on its head
When we set out to write Show and Tell, our forthcoming kindergarten course for Oxford University Press, my co-authors and I decided that we would see how we could take basic critical thinking skills and apply them to a kindergarten context. The more we wrote, the more we became convinced that not only was it possible to do this but it was vital to do this in order to prepare young children for the years ahead. We realized that you’re never too young to start thinking critically.
We see an approach that places critical thinking at the center as a way of creating a partnership in the learning process with the child. An approach in which learning isn’t just about memorizing isolated words but is about exploring concepts through the medium of language. We also see it as harnessing what is already there: the young child is abounding in curiosity about the world and that curiosity is the most important learning tool you could possibly have.
Five easy ways in which you can encourage young children to think critically
1. Questions, questions, questions!
Encourage a child’s natural inclination to ask questions. Focus on why questions more than any other. Treat children’s questions seriously and enthusiastically and engage with them. Encourage other children to engage with the questions as well.
2. Allow children to discover
When presenting a child with a series of facts, the relevance can often be lost. However, if you guide children with ways of finding things out, they will understand and consolidate the understanding more easily. For example, if you are looking at shapes, don’t tell a child that a triangle has three sides and a square has four. Let them count, draw conclusions and verbalize their answers. In that way, it becomes more meaningful and memorable. From a young age, discovery can happen through observation, trial and error, and even simple experiments.
3. Wrong can be right
In order to be comfortable with critical thinking, children need to be in an environment where they feel confident and comfortable taking chances and getting things wrong. Try not to criticize a wrong answer but use it as an opportunity to further explore. We can often learn more from wrong answers than right ones!
4. Respecting and encouraging opinions
Children should be encouraged to form and express opinions on even simple things. Forming opinions means that they have processed the information, activated it and formed a judgment on it. Once expressed, their opinions should be treated as important. See if they can develop new ideas from that point onwards.
5. The seriousness of fun and games
Game playing can be a great way of critically assessing the ideas and attitudes of others while deducing ways of solving simple ‘problems’ that effective or good games present. They also give children those vital skills of reacting to the unexpected when dealing with other people and their ideas.
These are just a few ideas but I’m sure that the experienced kindergarten teachers out there could add and add to this. Use the comments section below to let us know what you come up with!
Would you like more practical tips on developing critical thinking, and other 21st century skills, in your kindergarten children? Visit our site on Teaching 21st century skills with confidence for free video tips, activity ideas and photocopiable downloadables.
- Critical Thinking in your lessons – It’s easier than you think! (oupeltglobalblog.com)
- 5 Ways to Prepare Your Students for the 21st Century (oupeltglobalblog.com)


Sandwell: Test helps figure early numeracy
Schools across the country are to adopt a numeracy test developed in Sandwell
The test, written by members of the council’s education department, helps teachers to assess children’s ability with numbers.
This can then be used to track progress once pupils have received additional support with mathematical skills.
The test will now be used to measure the development of all pupils across the country who receive help through the Government’s Every Child Counts strategy.
This provides additional support for Year 2 primary pupils who have fallen behind in maths. It also offers training for teachers so that they can help pupils who are struggling to develop numeracy skills.
In September, more than 600 copies of the Sandwell Early Numeracy Test will be sent to schools across the country to help them chart pupils’ progress.
Ian Jones, Sandwell council cabinet member for children and young people, welcomed the decision and said he hoped it would have a positive impact on children’s learning.


EMBASSY OF INDIA to Belgium & Luxembourg & The Mission to the European Union.
Culture plays an important role in India. It represents a set of attitudes, values and practices. A country as diverse as India is symbolized by the plurality of its culture.
India has one of the world’s biggest collections of dance, music, theatre, performing arts, folk traditions and rituals. Indian paintings and writings are known as the ‘Intangible Cultural Heritage’ of humanity. The Ministry of Culture implements a number of schemes and programs aimed at providing financial support to individuals and cultural organizations engaged in arts.
The essence of Human Resource Development is education. It plays a significant and remedial role in balancing the social framework of the country.
India has many educational resources, such as Elementary Education, Secondary & Higher Secondary Education, Higher Education and Adult Education.
The Constitution of India guarantees life protection and personal liberty to all. It provides adequate safeguards to rights against arbitrary decisions.


Welcome to the Hillsboro Elementary Music Web Site!
Our musical activities in Loudoun County center around four general areas: singing, playing instruments, listening and moving. Since the voice is everyone's own personal instrument, a major emphasis is placed on the development of every child's singing voice. Students in grades 1st - 5th receive two thirty minute periods of music per week. Our Loudoun County Music Curriculum is aligned with the National Standards of Art Education.
Each music lesson and activity is carefully chosen to teach the Virginia
and National Standards of Music set forth below:
Singing a varied repertoire of music
Performing on instruments
Improvising melodies, variations, and accompaniments
Composing and arranging music within specific guidelines
Reading and notating music
Listening to, analyzing, and describing music
Evaluating music and music performances
Understanding relationships between music, the arts, and disciplines outside the arts
Understanding music in relation to history and culture
Last Modified on August 31, 2013
Hillsboro Elementary School • 37110 Charles Town Pike Purcellville, VA 20132 • P:(540)-751-2560 • F: 703-771-6732


Is this painting similar to the other paintings that we have looked at? The artist of this painting, Henri Rousseau, had a very individual style. Different from his Post-Impressionist contemporaries, Rousseau did not paint with large, visible brushstrokes. Instead, he painted long, smooth lines as seen in the grass and leaves in the foreground of this painting.
Rousseau did not receive a formal art education; he worked as a customs officer in Paris. Rousseau, unlike many of his contemporaries, did not paint Parisian cityscapes or the French countryside. Similar to Gauguin and Cézanne, Rousseau wanted to escape the bustling, modern world. Unlike these painters Rousseau did not leave Paris to find inspiration. Rousseau found inspiration within his imagination. Rousseau expressed his individual vision of the world through dreamlike paintings composed of flat forms and saturated color.
The Snake Charmer was inspired by the artist’s dreams and frequent trips to the botanical gardens in Paris. Rousseau once spoke of his love for the botanical gardens in Paris to the art critic Arsene Alaxendre, “When I go into the glass houses and I see the strange plants of exotic lands, it seems to me that I enter a dream.”1
1Stabenow, Cornelia. Henri Rousseau, 1844–1910 (Cologne, Germany: Taschen, 2001), 7


Early education advocates have been clamoring
since Tuesday evening, when President Obama used his State of the Union to propose
the goal of universal preschool for four-year olds. Today, the president’s visit
to College Heights Early Childhood Learning Center in Decatur, Ga. will provide a stage for Obama to offer more information on how his administration hopes to advance this ambitious agenda.
In this post, we’ll look at why the White House may have chosen Georgia as the setting for this announcement, and why Obama also highlighted the pre-K system in another red state, Oklahoma. We’ll also review other exemplary state preschool efforts around the country.
The Georgia Pre-K Model
Georgia’s preschool program began in 1992
with a pilot specifically targeting 750 at-risk four-year-olds. Just three years later the program was opened up to all four-year-olds in the state, and 44,000 students enrolled in the 1995-1996 school year. By the 2010-2011 school year, that number had nearly doubled, with enrollment reaching 85,000 students -- approximately 61 percent of all four-year-olds in the state. Crucially, as enrollment increased, the state raised quality standards; since the 2010-2011 school year, pre-K teachers have been required to hold a bachelor’s degree to teach.
The FPG Child Development Institute at the University of North Carolina-Chapel Hill conducted a study
of the Georgia pre-K program in December 2009. Researchers looked at both the quality of care in preschool centers, as well as the types of services provided to children. They used the Classroom Assessment Scoring System to measure teacher-child interactions, finding that pre-K classrooms throughout the state scored highest in social-emotional climate and classroom organization, but show significant need for improvement in instructional support.
The Oklahoma Pre-K Model
Sitting in First Lady Michelle Obama’s box Tuesday evening was Susan Bumgarner
, a pre-K educator from Oklahoma City. Oklahoma, which began offering universal pre-K in 1998, is considered a leader among the states in access and quality. Currently, 73.5 percent
of the state’s four-year-olds are enrolled in half- or full-day preschool programming. Standards and pay are high
; early childhood educators are required to hold a bachelor’s degree as well as early childhood certification
, and are paid on the same scale as their elementary- and secondary-school counterparts.
Oklahoma’s pre-K programs have paid dividends in terms of students’ early outcomes during K-12. A series of studies
from Georgetown researchers demonstrated that pre-K and Head Start programs in Tulsa can significantly boost
pre-reading, pre-writing and pre-math skills as well as have an impact
on social-emotional wellbeing. A broader state-wide study
by Rutgers’ National Institute for Early Education Research (NIEER) found Oklahoma programs produce gains in early literacy skills, math skills and print awareness. These short-term effects have shown some evidence of fade-out
by third grade, but Oklahoma has illustrated that early education can provide a firm foundation
upon which to build academic gains.
How These Programs are Structured
In both of these red states, support for universal pre-K was built upon the leadership of individual politicians and private partners. In Georgia, leadership from Gov. Zell Miller, combined with support from the private sector, enabled the rapid expansion
of programming in 1995. Oklahoma state legislator Joe Eddins (D), backed by businessman Bob Harbison
, shepherded a 1998 bill to equalize funding
for pre-K and kindergarten, facilitating swift growth of pre-K programming in districts.
Other State Pre-K Leaders
While not cited in the State of the Union, other states have made recent strides in developing strong early-childhood education programs. West Virginia is working to bring high-quality
pre-K to all 4-year-olds, while New Jersey is planning to expand its successful
pre-K initiative for low-income districts to all students for 2013-2014.
Florida, Vermont, Wisconsin, Iowa, Texas, New York, Arkansas and South Carolina all have more than 40 percent of 4-year-olds enrolled in state pre-K. Connecticut recently expanded
the number of preschool spots with the goal of eventually offering
universal pre-K to all low-income students. In January, Massachusetts Gov. Deval Patrick set forth a proposal
for universal access to early education until age five.
With this renewed focus on early childhood education, hopefully states will strive to not only increase access, but also improve the quality of instruction for our youngest children.
This post has been updated to reflect the corrent number of Georgia preschool students enrolled in the 2010-2011 school year.


Kids will learn shapes, colors, and more in this fun, leprechaun-themed edugame. Explore and Learn Shapes is an Education app that not only teaches children, but also entertains them at the same time. This Irish inspired game (by Mediakitchen) features an adorable leprechaun guide named Lucky, playful graphics, and a festive Irish Jig to keep things lively. And Lucky doles out plenty of encouragement along the way to keep kids motivated to learn. Although the main focus is to identify shapes and colors, this Education game goes beyond just shapes and colors. Kids will also explore other activities that involve counting, matching, finding differences, and putting jigsaw puzzles back together again.
Explore and Learn Shapes was designed for preschoolers (2-5 years old) and teaches a variety of foundational skills for reading, writing and mathematics. Kids will learn shapes like: circle, square, triangle, rectangle, oval, pentagon, hexagon, heart, star, and diamond. Children will also learn to identify 8 different colors by name and sight, as well as count shapes and assess differences between given shapes (color, size, and shape type).
The game objective is to help Lucky fill his pot with gold by successfully completing the different games. Each time a game is completed, the shapes turn to gold coins. Children listen and follow Lucky’s verbal direction to complete each game. With either jovial encouragement or a wag of his finger and gentle chiding, Lucky keeps kids on track during the learning process. One nice thing about the Explore and Learn Shapes game is that numbers, colors and shapes are spoken and/or seen throughout. This helps to reinforce the learning lessons in several ways. Lucky, being the happy leprechaun that he is, gets excited when kids successfully finish a game and does a quick little dance each time.
After successfully completing 4 games in a row, kids will be rewarded with farmed-themed stickers to populate their pasture scene. Parents will appreciate the option to customize the learning content and that this game has no way for little ones to get lost in navigation nor be taken outside the app. There are no navigational buttons anywhere other than on the opening screen. This game progresses to the next game automatically as each game is completed. However, it would be nice to have a pause/stop button for more control.
Overall, Explore and Learn Shapes is a great Kids’ learning app to help pre-schoolers learn their shapes and colors. This is a fun Education app for any time of year, but especially appropriate for St. Patrick’s Day!
If you’d like to try out this fun Education app for preschoolers, there are a few promo codes below. We’d love to hear what you and your kids think of Explore and Learn Shapes by Mediakitchen. Please share your thoughts in the comments below.
Explore and Learn Shapes With Lucky the Leprechaun Get Apps Free Promo Codes
All promo codes have been redeemed.
Download The Explore and Learn Shapes App Now


Our 300+ page report marks a good start into this exploration. But IES, faced with limited time and resources to complete the many experiments being conducted within the Regional Education Lab system, put strict limits on the number of exploratory analyses researchers could conduct. We usually think of exploratory work as questions to follow up on puzzling or unanticipated results. However, in the case of the REL experiments, IES asked researchers to focus on a narrow set of “confirmatory” results and anything else was considered “exploratory,” even if the question was included in the original research design.
The strict IES criteria were based on the principle that when a researcher is using tests of statistical significance, the probability of erroneously concluding that there is an impact when there isn’t one increases with the frequency of the tests. In our evaluation of AMSTI, we limited ourselves to only four such “confirmatory” (i.e., not exploratory) tests of statistical significance. These were used to assess whether there was an effect on student outcomes for math problem-solving and for science, and the amount of time teachers spent on “active learning” practices in math and in science. (Technically, IES considered this two sets of two, since two were the primary student outcomes and two were the intermediate teacher outcomes.) The threshold for significance was made more stringent to keep the probability of falsely concluding that there was a difference for any of the outcomes at 5% (often expressed as p < .05).
While the logic for limiting the number of confirmatory outcomes is based on technical arguments about adjustments for multiple comparisons, the limit on the amount of exploratory work was based more on resource constraints. Researchers are notorious (and we don’t exempt ourselves) for finding more questions in any study than were originally asked. Curiosity-based exploration can indeed go on forever. In the case of our evaluation of AMSTI, however, there were a number of fundamental policy questions that were not answered either by the confirmatory or by the exploratory questions in our report. More research is needed.
Take the confirmatory finding that the program resulted in the equivalent of 28 days of additional math instruction (or technically an impact of 5% of a standard deviation). This is a testament to the hard work and ingenuity of the AMSTI team and the commitment of the school systems. From a state policy perspective, it gives a green light to continuing the initiative’s organic growth. But since all the schools in the experiment applied to join AMSTI, we don’t know what would happen if AMSTI were adopted as the state curriculum requiring schools with less interest to implement it. Our results do not generalize to that situation. Likewise, if another state with different levels of achievement or resources were to consider adopting it, we would say that our study gives good reason to try it but, to quote Lee Cronbach, a methodologist whose ideas increasingly resonate as we translate research into practice: “…positive results obtained with a new procedure for early education in one community warrant another community trying it. But instead of trusting that those results generalize, the next community needs its own local evaluation” (Cronbach, 1975, p. 125).
The explorations we conducted as part of the AMSTI evaluation did not take the usual form of deeper examinations of interesting or unexpected findings uncovered during the planned evaluation. All the reported explorations were questions posed in the original study plan. They were defined as exploratory either because they were considered of secondary interest, such as the outcome for reading, or because they were not a direct causal result of the randomization, such as the results for subgroups of students defined by different demographic categories. Nevertheless, exploration of such differences is important for understanding how and for whom AMSTI works. The overall effect, averaging across subgroups, may mask differences that are of critical importance for policy.
Readers interested in the issue of subgroup differences can refer to Table 6.11. Once differences are found in groups defined in terms of individual student characteristics, our real exploration is just beginning. For example, can the difference be accounted for by other characteristics or combinations of characteristics? Is there something that differentiates the classes or schools that different students attend? Such questions begin to probe additional factors that can potentially be addressed in the program or its implementation. In any case, the report just released is not the “final report.” There is still a lot of work necessary to understand how any program of this sort can continue to be improved.
–DN & AJ


THE NATIONAL SERVICE TRAINING PROGRAM
The National Service Training Program was also known as “An Act Establishing the National Service Training Program (NSTP) for Tertiary Level Students, Amending for the Purpose Republic Act No. 7077 and Presidential Decree no. 1706, and for other Purposes” or Republic Act No. 9163. It was signed into law in January 23, 2002 amidst the various calls of dissenting sectors for its abolition or reform.
It invoked the constitutional provision regarding the “duty of the state to serve and protect its citizens,” specifically Article II (Declaration of Principles and State Policies), Section 2, which states that “The prime duty of the government is to serve and protect the people. The government may call upon the people to defend the state, and in fulfillment thereof, all citizens may be required under conditions provided by law, to render personal military or civil service” (italics supplied). This is the same principle that created and sustained the Reserve Officers Training Corps.
The primary objective of the NSTP law is to promote the role of the youth in nation-building. As such, it aims to encourage the youth to become civic and/or military leaders and volunteers whom could be called upon by the nation in cases their services are needed.
Compared with the ROTC which specializes in military training, and the E-ROTC which granted three options for students yet was limited in implementation, the NSTP law ensured that the three components – Civic Welfare Service, Literacy Training Service, and Reserve Officers Training Corps – will be given the same and equal implementation in educational institutions. Moreover, it defined the different components, the duration of the training, coverage, etc.
The Three NSTP Components
The National Service Training Program is composed of three different components.
The Civic Welfare Training Service is geared towards activities that have social impact through activities that could contribute to “health, education, environment, entrepreneurship, safety, recreation and morals of the citizenry”, thus the CWTS component of the NSTP stressed the importance of youth involvement in broad programs or activities that will benefit the people. While the CWTS focused on programs to enhance the living conditions of the people, the Literacy Training Service has a more limited yet equally useful objective that is to “train students to become teachers of literacy and numeracy skills to school children, out of school youth, and other segments of society in need of their service”. LTS thus specializes in the education of the people, strengthening the education sector to empower the people through education.
Meanwhile, Reserve Officers Training Corps, while deemed equally important by the NSTP law (it maintained its existence and nature mentioned in RA 7077 having the primary objective to prepare the youth in national defense, became merely a component of the program.
To compare the Old ROTC to the NSTP, here is the ROTC organizational structure


ELEM 610: Teacher Elementary School Language Arts K-6 (3)*
Accomplished teachers value the dynamic classroom setting as a source of information about their own instruction and pedagogical principles and practices in literacy development. They have a deep understanding of literacy and are able to offer students challenging and meaningful learning opportunities. In this course, teachers investigate the language arts curriculum to update their knowledge and understanding as informed by curriculum standards from national organizations. Teachers will examine multiple models and approaches for teaching and assessing learning in literacy development and the examination of the relationship of literacy to achievement in all areas the curriculum. Stress is placed on phonics, skills of comprehension, and the interrelatedness of all areas of language arts instruction: reading, writing, listening, and speaking. Teachers will integrate knowledge from both language arts content and pedagogy to propose modifications to their own real-world classroom curriculum. They will plan, carry out, and describe a unit of instruction that reflects these insights.


health literacy as not simply a function of basic literacy skills, but as “dependent on individual and system factors, including communication skills of lay persons and professionals, lay and professional knowledge of health topics, culture, the demands of the healthcare and public health systems, and the demands of the situation/context” (http://www.health.gov/communication/literacy/quickguide/factsbasic.htm). “Health literacy varies by context and setting and is not necessarily related to years of education or general reading ability,” according to the National Network of Libraries of Medicine (http://nnlm.gov/outreach/consumer/hlthlit.html). The Institute of Medicine (IOM) states that, “Even well-educated people with strong reading and writing skills may have trouble comprehending a medical form or doctor’s instructions regarding a drug or procedure” (2004). Thus, the literature review supports an increasing recognition of the importance of context and setting when assessing health literacy. The project team adopted a slightly modified version of the Ratzan and Parker (2000) definition.
The next step in the project was to develop a conceptual framework (see Figure 3-1). As Pleasant said earlier, a conceptual framework is critical as a foundation of measurement. An important component of this framework is the feedback loop from health-related outcomes back into skills; people learn from their experiences, and that affects their skills for the future.
There is an increasing call in health care for consumer activation, consumer empowerment, and consumer involvement. Under these circumstances a skills-based approach to measuring health literacy is warranted. Therefore, the approach under development will include assessments of people’s ability to use different types of health information to make informed decisions as well as the skills needed across the life course in periods of health and periods of illness. Issues addressed range from disease prevention to treatment and self-management. The assessment will be based on the U.S. health care system, which means that the measurement process reflects current health insurance issues and care provided in public and private systems. One challenge in creating a skills-based approach in which data are collected via a computer is keeping up with technological advancements and changes in health-related materials that are used in the measurement process.
The measures will cover several health literacy domains, including print (both prose and document), numeracy skills, communication (including listening, speaking, and negotiating), and information seeking or navigation. A hierarchical approach was taken to determine the measures. First the skill or task was identified. Second, stimuli that enabled


- (Photo: AP Photo/Dan Balilty)
The oldest known Auschwitz survivor has died at the age of 108, officials have confirmed on Monday.
Antoni Dobrowolski, who was a teacher that gave lessons in defiance of his native Poland's Nazi occupiers, passed away on Sunday. He died in the northwestern Polish town of Debno, according to Jaroslaw Mensfelt, a spokesman at the Auschwitz-Birkenau state museum.
Dobrowolski will be remembered for being a key person in an underground movement in Poland during World War II, which sought to teach Polish children about their heritage, as a way to fight against Nazi oppression.
The Germans invaded Poland in 1939, and event which sparked World War II. With that invasion the Nazis banned anything beyond four years of elementary education. The Germans sought to eradicate all evidence of Polish traditional culture, and the country's intelligentsia.
Adolf Hitler and the Nazis thought of the Poles as an inferior race, and they implemented a new education system that would attempt to wipe out all of Poland's own traditional culture and values. The education policy was part of a plan to use the Polish natives as a race of slaves.
Antoni Dobrowolski was one of those Poles that attempted to fight back against the oppressive regime, and he was part of a movement to teach children using Poland's own traditional education system.
However, those who were caught doing so were sent to concentration camps.
Antoni Dobrowolski was one of those who was caught and arrested by the Gestapo. In 1942 he was sent to the infamous Auschwitz concentration camp. He was also later moved on to other concentration camps; Gross-Rosen and then Sachsenhausen.
Dobrowolski was finally liberated in the spring of 1945 when World War II came to an end. He was in Sachsenhausen when he was finally given back his freedom.
It is believed that more than 1.1 million people were killed by the Nazis at Auschwitz-Birkenau, although it is impossible to record an exact figure of all those slaughtered in the the most infamous concentration camp.


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Psicologia Escolar e Educacional
Print version ISSN 1413-8557
ENRICONE, Jacqueline Raquel Bianchi and SALLES, Jerusa Fumagalli de. Relationship between family psychosocial variables and reading/writing performance in children. Psicol. Esc. Educ. [online]. 2011, vol.15, n.2, pp. 199-210. ISSN 1413-8557. http://dx.doi.org/10.1590/S1413-85572011000200002.
In this article we analyze the relationship between family psychosocial factors and the reading and writing performance in children. We conducted a comparative study through a semi-structured interview with 29 families of two groups of second grade students from elementary education. After the neuropsychological assessment, the students were characterized like either having trouble reading and writing or being efficient readers and writers. The statistic analysis highlighted the significant association between the group with troubles in reading and writing and the variables, like the presence of their own family transportation, the family's perception on the child's trouble learning to read, as well as his/her difficulty in reading performance, the children's higher index of repeating the school year and the family's history of difficulties in reading. The results obtained showed the importance of analyzing family psychosocial factors in order to understand the complex process of developing children's reading and writing skills.
Keywords : School difficulties; family; neuropsychology.


We have known for quite some time that there is a socialist political agenda behind the movement to do away with systematic phonics and replace it with Whole Language and other similar sight-reading programs.
A sight method, like Whole Language, teaches children to read English as if it were Chinese, that is, composed of word-pictures like Chinese characters, rather than letters that stand for sounds. Children are taught a “sight vocabulary,” a list of words they are supposed to memorize by their shape or association with a picture. They do not learn the letter sounds or how to decipher words by analyzing their phonetic structure and breaking multisyllabic words into their syllables, which is the proper way to teach a child to read.
And why do you suppose our educators would use the sight method to teach reading knowing that it is highly inefficient and causes reading problems? The answer is political. In an article in defense of Whole Language in Education Week of February 27, 1985, we read:
The accumulating evidence clearly indicates that a New Right philosophy of education has emerged in this country.... By limiting reading instruction to systematic phonics instruction, sound-symbol decoding, and literal comprehension, and by aiming its criticism at reading books’ story lines in an effort to influence content, the New Right’s philosophy runs counter to the research findings and theoretical perspectives of most noted reading authorities.
If this limited view of reading (and, implicitly, of thinking) continues to gain influence ... the New Right will have successfully impeded the progress of democratic governance founded on the ideal of an educated — and critically thinking — electorate.
Click here to read the entire article.
Sam Blumenfeld (photo)


Are Montessori schools relevant in today’s society?
Much more so than people realize. One would be hard pressed to find a pre-school that doesn’t have child sized materials for their students. Montessori was the first to do that, along with teaching young children to do things for themselves.
As far as relevance in elementary education, over the past few years billions of dollars have been spent to assure that teachers know inside and out the most recent scientifically based research on education that there is.
Why? Because it is the firm belief of Margaret Spellings, the US Secretary of Education, that teachers have this knowledge. She rightfully believes that it will improve our classroom management, curriculum development, and implementation of subject material.
What does the latest scientifically based educational research support?
DIFFERENTIATED INSTRUCTION -. (adapting the instruction to the level and needs of each individual student.)
FLEXIBLE GROUPINGS – organizing instructional groups according to the level of instruction that each child needs, but the groups aren’t static. As information is mastered, the children are moved to another more appropriate group.
MULTI-MODALITY INSTRUCTION – teaching the concept in many different ways
INTEGRATED INSTRUCTION – integrating science, history, social studies, and geography into the core curriculum.
ASESSMENTS – constantly assessing the mastery and academic needs of the students
DIRECT INSTRUCTION – isolating a concept and directly teaching it
REALIA – bringing the actual thing or a close facsimile of what you are teaching about into the classroom
All different terms for the precepts of the Montessori Philosophy.


The first lottery in the United States implemented as a corporation, the Kentucky Lottery Corp. began ticket sales on April 4, 1989, following 60 percent voter approval the previous November. Bucking the trend at the time to launch with one game, Kentucky introduced two scratch tickets on that day, the $1 Beginner’s Luck and the $2 Kentucky Derby Dreamstakes, which was linked to the world famous Kentucky Derby.
More than $5 million in sales were recorded that first day, and first-week sales totaled $27 million, making the Kentucky Lottery one of the industry’s leaders in terms of first-week sales per capita.
The Lottery’s first draw game was Lotto Kentucky, which began on October 16, 1989. Again officials tried something new – offering one lotto play for $1, three plays for $2 and eight plays for $5. Pick 3 followed in November as the second draw game.
Currently, the Kentucky Lottery offers six draw games: Powerball, Mega Millions, Cash Ball, 5 Card Cash, Pick 3, Pick 4 and Decades of Dollars, the latter a regional game played with Arkansas, Georgia and Virginia. Kentucky began collaborating on regional games with Lotto South in 2001.
The industry’s first extended-play instant game was launched by the Kentucky Lottery in November 1992 with $2 Bingo. The Lottery was also the first to offer an instant ticket featuring Elvis when a $3 game went on sale in 2000. That game was accompanied by the Lottery’s first Internet-based promotion. Kentucky also holds the distinction of launching one of the industry’s first websites dedicated to retailers when it unveiled its new site in 2003.
Originally, the majority of Kentucky Lottery proceeds were sent to the state’s General Fund. One-time transfers to veterans and education were made in the early 1990s on the direction of the legislature. The Kentucky Housing Corporation’s Affordable Housing Trust Fund also received a share of Lottery revenues. Beginning in 1998, some Lottery funds were used for the Kentucky Educational Excellence Scholarship (KEES) program and the Literacy Development and Early Childhood Reading programs.
As of July 1, 2005, 100 percent of the Lottery’s proceeds began going to college grant, scholarship and literacy programs, including KEES, the College Access Program and the Kentucky Tuition Grants Program. These merit-based and need-based scholarships help keep Kentucky’s best and brightest students in the state for their post-secondary education.
Year Established: 1989
Products Offered: Scratch-Offs, 3-digit afternoon and evening game, 4-digit afternoon and evening game, Kentucky Cash Ball (matrix: 4/33 and 1/31), Three Line Lotto (6 of 39 with multiple lines and multiple ways to win), Decades of Dollars (multi-state with Virginia, Georgia and Arkansas, matrix 6/47), Powerball, Mega Millions.
Beneficiaries: Need-based and merit-based college scholarships, higher education funding, adult and early childhood literacy programs.


New Study Links a Couple's Higher Numeracy Skills with Greater Family Wealth
November 10, 2010
Couples who score well on a simple test of numeracy ability accumulate more wealth by middle age than couples who score poorly on such a test, according to a new study of married couples in the United States.
Researchers found that when both spouses answered three numeracy-related questions correctly, family wealth averaged $1.7 million, while among couples where neither spouse answered any questions correctly the average household wealth was $200,000. Numeracy is the ability to reason with numbers and other mathematical concepts, and are skills typically learned during school.
"We examined several cognitive skills and found that a simple test that checks a person's numeracy skills was a good predictor of who would be a better family financial decision maker," said James P. Smith, a co-author of the study and Distinguished Chair in Labor Markets and Demographic Studies at the RAND Corporation, a nonprofit research organization. The other two authors of the study are John McArdle of the University of Southern California and Robert Willis of the University of Michigan.
Researchers found that choosing the wrong person as a family's primary financial decision maker can have consequences. While families choose the less-numerate spouse less than 20 percent of the time, when this does happen total household wealth is lower.
The findings are published in the November edition of The Economic Journal.
The study relied on a sample of married couples from the Health and Retirement Survey, a nationally representative survey of Americans at least 50 years old that includes high-quality measurement of family wealth and tests of cognitive ability of both husbands and wives. The Health and Retirement Survey is funded by the National Institute on Aging.
Researchers say the skills needed to make successful investment choices are among the most cognitively demanding that a family has to make, especially as they get older and assume greater control of decisions about their wealth, pensions and health care.
The new study is one of the first to examine who makes these financial decisions for a household, how that selection is influenced by couple's personal attributes and the relative cognitive abilities of both wives and husbands.
In addition to studying numeracy skills, the study also examined the impact that other cognitive skills, including memory retrieval and intact mental status, may have on financial outcomes. Researchers found the other cognitive functions studied had far less influence on a household's wealth.
Other findings from the study include:
As the numeracy score of each spouse rose, the percent of a family's portfolio held in stocks increased.
A man was the financial decision maker in 62 percent of the households studied. This male preference was particularly pronounced when the husband was older and more educated than his wife.
Selection of the husband as the financial decision maker was more sensitive to a husband's numeracy ability than it was to the numeracy skills of the wife. Even when a husband scored zero in his numeracy test, there was essentially a 50-50 chance that he would still be selected as the financial decision maker. This male bias in choosing the financial decision maker has been declining over time so that it is smaller among younger couples in this age range.
The research was supported by grants from the National Institute on Aging to RAND, the University of Southern California and the University of Michigan.
RAND Labor and Population examines issues involving U.S. labor markets, the demographics of families and children, social welfare policy, the social and economic functioning of the elderly, and economic and social change in developing countries.
About the RAND Corporation
The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis.


by Erinn Batykefer
The George Sherman Dickinson Music Library at Vassar College is a special place, and not just because it supports a well-respected Music Department. The top floor also houses the United States’ first example of a museum within a library; named “The Treasure Room,” the museum collects and preserves the Music Department’s Historical Musical Instrument Collection and the Music Library’s Special Collections.
“A healthy music education is not seriously possible without a healthy library.” ~George Sherman Dickinson
Dickinson a beloved Professor, a Chair of the Music Department, and the Music Librarian during his career at Vassar, believed that collecting musical instruments in the same way one might collect scores was crucial to creating an ideal liberal arts music library. In an address titled “The Living Library,” Dickinson stated that “The only significant conception of the music library is. . . one which acknowledges it as a fundamental, comprehensive center of materials of all sorts for the teaching and learning of music”
Including learning to play music written for instruments that are rare or no longer manufactured–like the Treasure Room’s restored harpsichord, which was built in 1610 and is the oldest playable instrument of its kind in the country. With this ideal library in mind, Vassar has collected an astonishing array of historical musical instruments, most of which were donated to the College in one of two primary gifts: The first was made in the 1930s by the family of collector Reverend James Henry Darlington. The second, a collection of 90 stringed instruments from ancient Egypt to the present day was built by Dr. Henry James and was presented to the College in 1993.
For more information on the instruments pictured below, visit the Treasure Room page, which includes profiles of select instruments contributed by Laurence Libin, Frederick P. Rose Curator of Musical Instruments, Metropolitan Museum of Art.


Where do Fingerprints Come From?
Everyone is born with ridges on the tips of their fingers that make up the finger print, everyone's finger print is unique. Oils build up in these ridges and then leave a print when we touch a surface.
Nine ways to master this topic
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Why do We Have Fingerprints?
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Biology | Biological Sci for Elem Teachers
Q201 | 0604-0610 | Hanratty, P
Course Format: Lecture: 9:30A-10:45A, TR, JH A100. Laboratory: one
session/week (3 hours).
Prerequisites: Enrolled in Elementary Education program; Q200.
Course Description: This course is designed to give students
sufficient background in basic biology to provide a starting point –
ways of thinking, vocabulary, overview of various fields of biology –
from which they can operate in elementary school classes. Lecture, lab
and discussion are integrated to give unified but varying learning
Required Text: "Biology: Concepts and Connections", fourth edition by
Campbell, Mitchell and Reece. “Biological Science for Elementary
Teachers” (lab manual), by Bronwyn H. Bleakley and Pamela L. Hanratty.
Weekly Assignments: Readings from the text, some website work, pre-lab
readings and written assignments, weekly lab data sheets, and a
three-hour laboratory experience.
Exams/Papers: Three hourly exams covering lecture and lab material,
one lab report, one independent project, several quizzes in lecture
and in lab, portfolio of experiments for kids, and a comprehensive


When it comes to reading, many parents are confused about what young children should be able to do at what age. Jean Ciborowski, a researcher and reading specialist at Children's Hospital, Boston, believes that three, four, and five year olds have a wide range of abilities. Dr. Ciborowski does not want parents to think that kids this age should learn how to read. Just to put things in perspective, she says, "Europeans don't expect children to read until they are seven years old." What she does suggest is for parents to play some fun pre-reading games with their kids. These word games will get them ready for reading later on.Game One -- Recognizing words that sound alike
If a child gets this it shows she understands the concept of like sounding words.
In general these games have to do with emphasizing the sound structures of words. Recognizing and breaking down a word's sound structure is one of the first steps in getting ready to read. Most four and five year old children can begin to understand that some words sound the same and some sound different and that words are made of different sounds.Game Two -- Recognizing Letters
You can use something as simple as a cereal box to expose your child to print and flex your child's letter knowledge.
When kids can do simple compound word deletions, this is the best indication that they will be able to learn how to read. If at age five or six a child doesn't get these deletion games Ciborowski says, "it may be a red flag that they may need extra help in reading later on because it's an indication that they have a difficult time breaking down a word into it's sounds - a step needed to learn to read.Game Three -- Breaking down compound words
This is called a compound word deletion. Most four and five year olds can do deletions and this is a sign your child is able to break down words.
By playing these games, and reading to your child, you can have a larger role in your kids' literacy development - you don't have to wait for the kindergarten teacher. But overzealous parents beware! Preschool kids are ready for these reading warm up games but in most cases are not ready to actually learn how to read. Play these games, and keep them fun. Your kids will enjoy making up their own versions, and you can take turns asking the questions. What a great way to warm up for reading later on.Game Four -- Breaking down sounds
Once a child gets the compound word deletions, they may be ready for more sophisticated sound deletions.
More on: Reading Difficulties


Skills and Dispositions for Creative Problem Solving during the Artmaking Process
Pitri, Eliza, Art Education
When allowed to make - and explain - their own choices, students develop invaluable creative problem-solving skills. Opportunities for such critical thinking abound in the art classroom.
A child, called Nino (pseudonym), was identified as a creative problem solver at the age of seven by his art teacher based on vague criteria, which she had described in Nino's school report. Nino's mom showed me his report and even if I would not hesitate to agree with the teacher because I have known the child from preschool and experienced his"unique"artworkand behavioron numerous occasions, I still could not stop wondering: How does that teacher know Nino is a creative problem solver? What does that mean and what does it "look like"? In order to specify what creative problem solving means and what skills and dispositions relate to the process, I studied Nino's artmaking process through observations of his behavior and interactions during his after-school visual arts activities once a week for 2 years.
During these activities, Nino in a group of six children between the ages of six to nine worked with a local artist at her studio and produced mostly individual artwork using age-appropriate tools and materials of their choice. Each child was free to make choices not only of what media to use but how to use it as well. The activities were mainly self-initiated but the teacher's guidance was always available to motivate children to think before and while producing their art. As a participant observer of Nino's art activities, I focused on his behavior and initially identified cases of conceptual problem solving, which refer to problems related to ideas during the artmaking process. More detailed descriptions of these cases resulted in identifying skills and dispositions related to creative problem solving, and their effects on art and more specifically the artmaking process. The importance of identifying how skills and dispositions related to creative problem solving are expressed in a child's behavior and artwork lies in attempting to develop educational techniques and strategies, and organize the educational experience and context to help other children acquire the necessary attitudes for solving problems creatively and learn that they can each be creative in their own way.
What follows is a section on the relation and distinction between critical thinking, the process of problem solving in general, creativity, and creative problem solving, as described in related literature. I had also used existing literature to support the information I include on skills and dispositions related to the creative problem-solving process based on Nino's artmaking. The examples of artwork in this article are some of the results of Nino's creative problem solving during my period of observation.
Critical Thinking, Problem Solving, Creativity, and Creative Problem Solving
Many educators have long advocated the teaching of critical thinking skills (Beyer, 1983; Chambers, 1988; King, 1995). Paul (1988) calls critical thinking the ability to reach sound conclusions based on observation and information and Lampert (2006) describes it as thinking that is focused on evaluating various alternatives. According to Walsh and Paul (1988), critical thinking is not the same and should not be confused with intelligence; it is a skill that may be improved in everyone. Critical thinking skills identified as important for various disciplines may differ, but skills common to most lists are included in three categories: enabling skills, processes, and operations (Costa, 1985; Howe & Warren, 1989). Enabling skills include observing, comparing/contrasting, grouping/labeling, categorizing/classifying, ordering, patterning, and prioritizing. Processes include skills related to analyzing questions, facts, or opinion; relevancy of information; and reliability of information. Processes also include skills necessary for inferring, understanding meanings, cause/effect, making predictions, analyzing assumptions, and identifying points of view. …


As the name suggests, the octagon has eight sides. For the shape to qualify as an octagon, it must have eight straight sides and eight angles but all lines must close. Have a look at our octagon printable and print it off for the kids to colour in.
What you need:
computer with internet access
There is a misconception amongst some parents that mathematics education does not seriously begin until the first formal year of schooling. In fact your pre-kinder student has already begun developing a range of mathematical behaviours which will support their numeracy development.
These emerging numeracy skills, like all milestones will develop within the context of opportunity and repetition at the individual pace of your child.
Shapes are the base of many mathematical activities and to identify these shapes, it is important for kids to see examples and learn the differences between them. Our simple, printable charts will help your kids better understand the differences between octogons.
Print the octagon to help your kids learn the differences in the numbers of sides and angles with a visual aide to follow.


Born: July 3, 1901; East Liverpool, OH
Died: November 18, 1953; Chevy Chase, MD
Ruth Crawford was born to an itinerant Methodist minister and his wife. Upon graduating from high school, Crawford entered Foster's School of Musical Art in Jacksonville, FL, studying piano. The Foster School relocated to Miami in 1921, and Crawford enrolled in the American Conservatory of Music in Chicago. She stayed until 1929, studying composition and theory with Adolf Weidig. Weidig encouraged her early efforts, and with her first PianoRead more Preludes of 1924 Crawford had already developed her own unique modern voice.
In 1926, Crawford composed her Sonata for Violin and Piano; performed at modern music concerts in the late '20s, it prompted a critic to remark that Crawford could "sling dissonances like a man." She was recognized early on as a woman composer who did not fit the sentimental stereotypes associated with the standard profile. In Chicago, Crawford joined the circle of Djana Lavoie Herz, pianist and ex-follower of Scriabin; through Herz she met Dane Rudyhar, Henry Cowell, and pianist Richard Bühlig. Cowell quickly became a supporter of Crawford's work, arranging for performances of her music in New York and publishing it in the periodical New Music Quarterly. Crawford worked as a piano teacher for the children of poet Carl Sandburg; it was he who first interested her in American folk songs. She contributed arrangements to his 1927 book The American Songbag, and later created significant original settings to eight of his poems.
By 1930, Ruth Crawford was a force to be reckoned with in American modernism. Stylistically, her work stood out in its uncompromising use of dissonance, contrapuntal ostinati, striking choice of texts and tidy formal construction. In March 1930, Crawford won a Guggenheim Fellowship to travel to Europe; the first woman so honored. In Berlin, Crawford composed Three Chants set to a wordless text for women's chorus; this eerie, experimental work has no obvious parallels to any music written before the 1960s. The following year witnessed her most famous work, String Quartet 1931, and with its publication Crawford provided the definitive foil to the old maxim that women "just can't write" classical music with the strength and seriousness of male composers.
In 1929, she began study with Charles Seeger, a key figure in American music as a composer, theorist and musicologist. They married in 1932. She likewise adopted several of Seeger's theoretical methods that mark the works of her most productive period, 1930-1933; however, her composing came to a virtual standstill around 1934. Among her children with Seeger were daughter Peggy and son Mike, both to become renowned folk singers and teachers in adulthood. In 1936, the Seegers moved to Washington, D.C., to work in folk song collecting for the Library of Congress. Crawford acted as transcriber for the book Our Singing Country and, with Charles Seeger, for Folk Song USA, both authored by John and Alan Lomax. As Ruth Crawford Seeger she published her own pioneering collection, American Folk Songs for Children, in 1948, designed for use in elementary grades. This and the other "Crawford Seeger" books are regarded as key texts in primary music education, and were widely adopted and imitated in the field. Crawford only returned to serious composition with the Suite for Wind Quintet in 1952. By the time it was completed, she learned she had cancer. Ruth Crawford died at the age of 52. Read less


A Parent's Guide to Phonics
- A Parent's Guide to Preparing Your Child for School
- A Parent's Guide to Helping Your Child Do Well in School
- A Parent's Guide: Hey Mom, I Want To Be An Engineer!
- The Parent's Guide to Every Grade
- A Parent's Guide to the Common Core Standards
- A Parent's Guide to Twitter
What exactly is phonics? Many parents hear the term when their child is learning to read, but a lot of them have no clue what teachers are talking about--let alone how they might be able to help.
Plain and simple, phonics is the relationship between letters and sounds in language. Phonic instruction usually starts in kindergarten, with kids learning CVC (consonant-vowel-consonant) words by the end of the year. Words such as hat, cat, and pot are all CVC words.
But CVC is just the beginning. The bulk of phonics instruction is done in first grade. Students usually learn consonant blends (-gl, -tr -cr), consonant digraphs (-sh, -ch, -qu), short vowels, final e, long vowels, r-controlled vowels, and diphthongs. From second grade on up, phonics continues to build fluency and teach multisyllabic words.
Interest peaked, but don’t know where to begin? Here are some basic phonics rules to keep in mind as your child learns to read:
- Short vowels: When there is a single vowel in a short word or syllable, the vowel usually makes a short sound. Short vowels usually appear at the beginning of the word or between two consonants. Examples of short vowels are found in the words: cat, pig, bus.
- Long vowel: When a short word or syllable ends with a vowel/consonant /e combination, the vowel is usually long and the "e" at the end of the word is silent (this rule doesn't apply in all cases). Examples of vowel/consonant/e combinations are: bake, side, role. Here’s another rule with long vowels: when a word or syllable has a single vowel and it appears at the end of the word or syllable, the vowel usually makes the long sound. Examples are: no, she.
- Consonant blends: When two or three consonants are blended together, each consonant sound should be heard in the blend. Some examples of consonant blends are: black, grab, stop.
- Consonant digraphs: A combination of two consonants sounds that together represent a new sound. Examples of consonant digraphs are: shop, chin, photo.
- R-controlled vowels: When a vowel is followed by the letter "r," the vowel does not make the long or short sound but is considered "r-controlled." Examples are: bird, corn, nurse.
- Vowel diphthongs: The term "vowel diphthong" refers to the blending of two vowels sounds – both vowel sounds are usually heard and they make a gliding sound. Examples include: moon, saw, mouth.
Phonics are the building blocks to reading. And while they’re not always intuitive, once you know the rules, they can help quite a bit. So learn the basics. Not only will you be helping your child, but you’ll finally understand what the teacher is talking about!
Washington Virtual Academies
Tuition-free online school for Washington students.


Deschutes Public Library News
Jim Gill's Music Play With Purpose Workshop
Posted By: Heather McNeil
Date Posted: 9/24/2013
Jim Gill, children's musician and author, will conduct a workshop for adults on using music to teach literacy and personal skills. Based on graduate studies in child development and 20 years of experience leading play programs for families , Jim demonstrates how active music play provides a context for children to develop abilities, such as self-regulation, essential to school success. Jim’s clever word play and rhymes also provide broad opportunities for literacy development.October 26, 2013 - 3:00 PM
Downtown Bend Library
Brooks Meeting RoomRegistration is recommended and can be completed online at the link above.
Early childhood professionals and librarians will leave the session with a repertoire of music play activities that can be put to immediate –and purposeful- use in their programming. Best of all, they will leave the session understanding the power of play to inspire, in children, agility in thought and a love of learning.


Sarva Shiksha Abhiyan (SSA) is known as flagship programme of government of India, which is introduced to serve the Universalization of Elementary Education (UEE) within a particular manner of time bound. This programme is mandated under 86th amendment of Indian constitution of India in a way to provide free of cost and compulsory primary education to the children of 6-14 years of age group as their fundamental right. This programme is put into practice with the partnership of all state governments of India, so that it can cover the entire country effectively and can point out the requirements of the 192 millions of children belongs to 1.1 million of habitation.
This programme is entitled to open most of the new schools in the backward or rural areas which do not hold any primary educational facilities to the local surroundings. This programme is also involved in straitening a existing schools by providing amenities to enhance class rooms, drinking water, toilets, daily meal, school improvement and maintenance grants. This programme covers the scarce of teacher in number by providing appropriate number of teacher through giving extensive training to the new teaching staff or pre-existing teachers, allowing them to develop advance material for learning teaching and strengthening the structure of academic support at block, cluster and district level. SSA programme is designed in such a way that it can provide eminent elementary education along with life skills. SSA is very much focused on girl’s education along with children having special needs. SSA is also committed to provide computer education to let the backwater students meet the outer world’s education criteria.


ERIC Number: EJ704141
Record Type: Journal
Publication Date: 2004
Reference Count: 0
Elementary Students in Substantive Culture Learning
Merryfield, Merry M.
Social Education, v68 n4 p270 May-Jun 2004
In today's culturally diverse and interconnected world, elementary teachers have a primary responsibility for opening students' eyes to the world and its peoples. Without understanding diverse cultures locally and globally, young people cannot make sense of issues and events that affect their lives nor can they make informed economic, political, and environmental decisions. This article discusses several instructional strategies that can contribute to substantive culture learning in kindergarten through sixth grade classrooms. Collectively, they develop in students the skills and knowledge needed to construct a foundation for life-long learning about the world's peoples and develop cross-cultural competence in interacting with people different from themselves. The strategies also address the NCSS standards on culture and global connections. The end of the article contains a list of recommended resources. (Contains 6 notes.)
Descriptors: Teaching Methods, Social Studies, Elementary Education, Cultural Education, Standards, Intercultural Communication, Cultural Awareness
National Science Teachers Association, 1840 Wilson Boulevard, Arlington, VA 22201-3000. Web site: http://www.nsta.org.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A


Cumbria Reading Intervention is an intensive, research-based programme that is an effective way of accelerating the development of children’s early literacy skills.
Each programme is unique and specifically planned for an individual child. Teaching is based on detailed assessments of a child at the start of a programme. These assessments are then repeated at the end of the programme to measure progress.
In Cumbria, a Reading Intervention trained teacher or teaching assistant works on a one-to-one basis with a child. The programme usually involves 48 sessions of support delivered over a 12-week period.
The theoretical basis of the programme involves the linking of the teaching of reading with the development of a child’s phonological skills (their ability to process sounds in language). Research by Hatcher, Hulme and Ellis (1994) indicated that this was a highly effective way of accelerating children’s early literacy development.


AIMSweb assessments. We encourage secondary schools to use AIMSweb for fluency assessment and the AIMS Maze-CBM for comprehension assessment. These can be used for benchmarking or for progress monitoring.
Granite 3-Tier Testing Protocol Recommended testing for each tier of instruction.
Granite School District Secondary Reading Intervention Framework (printable PDF version of complete framework)
Granite School District Secondary Reading Intervention Framework Brochure (printable PDF version of summary brochure)
Secondary Language Arts Core, Utah State Office of Education. Contains core for all Tier 1 Language Arts classes.
National Reading Panel Five Components of Reading Instruction FAQ's (PDF) In 2000, the National Reading Panel issued a report identifying five key skills integral to literacy development. This useful document answers common questions about how to integrate these skills into a balanced tutoring program.
Utah State Office of Education 3-Tier Model


View the latest reports on literacy topics from a variety of national groups and researchers.
Kentucky Content Literacy Consortium—Striving Readers Project Paper
The Kentucky Content Literacy Consortium was formed in response to a five-year Striving Readers grant from the United Stated Department of Education awarded in 2006. The Consortium is made up of Danville Public Schools, the Collaborative for Teaching and Learning (CTL), the Center for Collaboration in Literacy Development at the University of Kentucky (CCLD), and the University of Louisville (U of L). In partnership, these organizations conducted a five-year Striving Readers project with 21 middle and high schools in seven districts across Kentucky.
This paper summarizes program implementation, lessons learned, and links to existing tools and resources that can support others in learning from and applying Kentucky’s experience in adolescent literacy reform. Information and lessons learned are organized by critical categories for school improvement:
- Aligned Curriculum
- Multiple Assessments
- Instruction and Intervention
- Literate Environment
- Professional Development
It is hoped that the experiences, pathways and lessons from the Kentucky Striving Readers project will serve well to guide others in their efforts to continually improve literacy instruction for adolescents across the country.
This report describes efforts by five states—Alabama, Florida, Kentucky, New Jersey, and Rhode Island—to improve adolescent literacy. Highlighting common challenges and lessons, the report examines how each state has engaged key stakeholders, set rigorous goals and standards, aligned resources to support adolescent literacy goals, built educator capacity, and used data to measure progress.
State Actions to Improve Adolescent Literacy: Results from NASBE’s State Adolescent Literacy Network
Beginning in 2007, with support from the Carnegie Corporation of New York, the National Association of State Boards of Education (NASBE) began working with five grant states—Connecticut, Kentucky, New Hampshire, Utah, and West Virginia—that formed the State Adolescent Literacy Network. The Network’s goal is to build state policy frameworks and capacity to improve adolescent literacy. This is the final report on the network grant.
--Reading Next, a report to the Carnegie Corporation of New York combines the best research currently available with strategies for turning research into practice. Outlined are 15 key elements of an effective literacy intervention for middle and high school students.
-- Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools, commissioned by Carnegie Corporation of New York and published by the Alliance for Excellent Education, discusses eleven specific teaching techniques that research suggests will help improve the writing abilities of the country’s 4th- to 12th-grade students. Literacy Instruction in the Content Areas: Getting to the Core of Middle and High School Improvement
According to the Carnegie Corporation, "Today, more than six million of the nation’s secondary school students fall well short of grade-level expectations in reading and writing. Recognizing the urgency of this literacy crisis among middle and high school students, policymakers in all parts of the country have begun to implement a wide range of new programs and services designed to help struggling adolescent readers catch up in essential literacy skills, particularly reading fluency, vocabulary, and comprehension. However—and as this report argues—if students are to be truly prepared for the sophisticated intellectual demands of college, work, and citizenship, then these reforms will not be enough. Even as their schools help them to catch up in the basics, students also must be taught the advanced literacy skills that will enable them to succeed in the academic content areas—particularly the core content areas of math, science, English, and history." The Next Chapter: A School Board Guide to Improving Adolescent Literacy
According to Susan Frost in the introduction to this report, "Literacy is the key to high school graduation. We know that an eighth-grader’s reading level is the strongest predictor of whether he or she will succeed in high school. Students reading in the bottom quartile are 20 times more likely to drop out of high school than students reading in the top quartile. Literacy is the driver of academic improvement across all subjects. In its recent report, Reading Between the Lines, ACT found that student readiness for college-level reading appears to substantially affect readiness for college-level work in other areas, specifically English, mathematics, and science. Yet, few middle and high school content-area teachers today know how to reinforce literacy skills while teaching in their own subject areas."


McKinley High School teaches its students to make music, without an instrument, through a pilot program. The program, music technology, is new to the school.
McKinley High School could become home to the music industry’s next great producer.
That, or students will leave school with a greater appreciation for music, thanks to a new program.
The program, music technology, has expanded from 50 students in the fall to 80 this semester. It is so new that there are no textbooks for it. Most of the instruction comes from online resources.
In this course, students — freshmen to seniors — learn how to make music without an instrument.
Teacher Brian Laakso said music technology engages today’s students to create, share and appreciate music made via technology.
And it’s relevant.
“Music technology is fairly new to music education,” said Laakso, a trained pianist.
“I believe that technology has made it necessary to reform music education in the 21st century.”
Today’s youth have different outlets to make music, such as video games, or to showcase their talents on Web sites such as YouTube.com.
“We are dealing with a new kind of mind, a new kind of student,” Laakso said.
So, his students have made music videos, their own cell phone ringtones, and they’ve used drum-beat machines.
“The biggest challenge is matching the video with the voices,” senior Angelo Powell said.
SUMMIT HAS IT, TOO
Last year, the Arts Academy at Summit introduced music technology to Canton City students. McKinley High followed.
Summit teacher George Dean said 23 seventh- and eighth-grade students meet three times a week to get practical use in music technology. He said students enjoy project-based environments, and his course includes recording software, music looping programs and other music software.
“I relate these lessons to current trends in music. It becomes more meaningful,” he said.
Laakso has a similar approach. For example, his students watch a Kanye West music video, not for the imagery. They listen to the beats, made by a drum machine. That drum machine and its potential uses become part of a lesson. Or a project.
Canton City Schools Superintendent Michele Evans said the music technology courses at McKinley and Summit are “very exciting to us” because students not only learn basic music and keyboard skills, but also how to enhance music with technology.
“The course is very beneficial to students because it addresses various learning styles,” Dean said. “Music technology allows students to express themselves creatively and bring this skill to other areas of their education.
“For example, when a student creates a project/product in music tech using their Spanish, mathematics or science standards, it gives ownership of that subject.”
NOT JUST FOR MUSICIANS
Page 2 of 2 - Laasko said the courses allow students who might not be skilled in traditional band or choir to make music. Students learn to write, analyze and share their music with other classmates. They produce content.
“Some students will discover that technology can help them make great music easily,” he said.
For example, McKinley sophomore Euzhan Shabazz plays in various school bands. She also writes her own music. Before she enrolled in Laakso’s class, she composed music on sheets of paper, a traditional route.
Now, she uses NoteFlight, an online music-writing application, to make music. That’s due to this course, Shabazz said. It’s easier.
Laakso has taken classes on field trips to see career opportunities in the music industry, including being a roadie (a person who takes care of a band’s musical equipment and sets up the stage).
Their most recent trip was to the House of Blues and a recording studio in the Cleveland area, said senior Surya Gaffney. Zach Sweet, a sophomore, said their visit to the studio gave them an insider’s look into how music is made.
Laakso said his program continues to evolve. He wants students to form their own recording label to share their work with others.
Because of these programs, “students will gain an enhanced understanding and appreciation for music they listen to — because it’s all made with technology,” he said.


Why should geoscience departments work to prepare well-qualified Earth Science teachers?
Written by Char Bezanson, Science Teacher, Eastview High School, Apple Valley, MN and Instructor in Education, St. Olaf College, Northfield, MN.Based on Presentation by Robert Ridkey, USGS, at the 2003 workshop Developing the Earth Science Teacher Workforce.
1. There is a significant need for well-qualified Earth Science teachers.
At a time when the National Science Education Standards are calling for more and better Earth Science instruction for all students, the number of science teachers with a college major in an earth science is declining, relative to other sciences.
At the high school level, only 72% of earth science teachers are certified to teach Earth Science (with a major or minor), an eight-point decline from 1994 to 2002 (CCSSO, 2003). At the middle school level, where most Earth Science courses are taught, less than 20% of Earth Science teachers majored in an earth science area. Most are majors in other sciences, science education, or elementary education.
2. Programs that prepare geoscience majors to teach or to work as professional scientists provide career options for students.
Students who are well-trained in the earth sciences and in educational practice are in high demand as science teachers. While students may initially intend to work as professional earth scientists, changes in interests and priorities make it inevitable that many will seek other work, including teaching. Teaching and public interaction is also a component of many professional jobs. Providing good educational role modeling and aligning with licensure requirements allows students to maximize their career opportunities.
Many science teachers enter the field of education after earning a B.S. or advanced degree in a science field. Typically, they invest an additional two years taking education and science courses to fulfill licensure requirements. With appropriate advising and alignment of coursework, these graduates could complete licensure and student teaching requirements in a year or less.
All of these slides are from Bob Ridkey's presentation at the 2003 Developing the Earth Science Teacher Workforce. workshop. See the reference at the bottom of the page for the full presentation.
3. Supporting teaching as an option for geoscience majors can contribute to maintaining and increasing enrollment in geoscience courses.
This slide from Bob Ridkey's presentation at the 2003 Developing the Earth Science Teacher Workforce workshop shows the downward trend in the number of students seeking degrees in the geosciences over the past 2 decades. Click the thumbnail for a larger view. See the reference at the bottom of the page for the full presentation.