Help Your Kids Learn to Self-Check Reading Comprehension
Socrates is quoted as saying, “True knowledge exists in knowing that you know nothing.” One of my college friends had a poster on her wall that read, “Part of being smart is knowing what you’re dumb at.” Socrates was, not surprisingly, the more articulate of the two. However, my friend had the right idea. She knew that to learn, she needed to recognize what she didn’t know. She had to monitor her thoughts while she read to confirm that she understood the material—and to realize when she wasn’t “getting” it.
That awareness, the recognition that comprehension isn’t happening, is a critical step in the reading process. When a student is reading along smoothly, visualizing the actions and concepts in her head, and suddenly the movie in her mind goes blank, it’s time to stop and regroup. At that point, she can decide what will help her get that movie going again. Rereading, maybe, or refreshing her mind by activating prior knowledge can clarify the meaning so she can read on.
Too many students find themselves reading words—lots of words—and not truly understanding their meaning. These students can read entire sections of a textbook or novel and have no idea what they’ve just read. To successfully comprehend their reading, students need to actively monitor whether or not they’re getting it as they read—and when they’re not getting it, they should stop and evaluate what’s wrong.
As Learning Coach, you can teach your students how to self-monitor while reading. One way to cultivate this awareness is to advise your students to stop regularly and self-question. Stopping at the end of a paragraph or section and asking “I wonder…” questions helps generate thoughts about the material and assists the reader in processing the content, which encourages the mind to retain the new information. Ask students, “Did it make sense? Did all the information fit together?”
Coach your student to continue analyzing by zeroing in on the facts or statements in the reading selection that seemed out of order or out of context. This analysis strengthens students’ awareness of what they know and what they don’t know. When they’ve identified the missing link, they can reread and apply their comprehension strategies to fill it in.
I lost touch with my college friend, so I don’t know if her philosophy of being smart led her to graduate with honors or what her career path has been. Whatever she pursued, I’m sure she expanded her knowledge and comprehension by cultivating awareness of what she’d learned and what she needed to learn in order to fill in the blanks. And as Learning Coaches, you can help teach your students reading comprehension strategies to guide them along the path to becoming lifelong learners.
Learning Coaches, how do you monitor your students to make sure they understand what they are reading? Please leave a comment to help fill in the blanks.


By learning numerous subjects including English, Mathematics, Science, Physical Education, Health and Computers with qualified native English Speaking teachers, ACEP students attain the ability to understand and use English naturally.
The ACEP Curriculum is based on the Thai Ministry of Education Curriculum. By the end of each stage (Years 1-3, Years 4-6, Years 7-9 and Years 10-12) ACEP students will have learned exactly the same content as students studying in classrooms of regular Thai schools.
The ACEP Curriculum for subjects like Mathematics, Science, Health, PE and Computers are based on direct English translations of the Thai Ministry of Education Primary School Curriculum for these subjects. They have been developed by curriculum specialists to better enable teachers from western countries to teach Thai students effectively.
The ACEP English Curriculum has been written by Assumption College staff specifically for ACEP students. The Curriculum is based on the Singapore English Curriculum, with influences from other western countries. ACEP’s English Curriculum extends our students who become highly capable users of English as they progress through the Years.
By learning several subjects with Thai teachers, ACEP students are sure to develop the ability to read and write their own language. Subjects taught by Thai teachers (varies between Year level) include are Thai Language, Social Studies, History, Art, Music and Occupational Works (Primary). The school continues to develop its Chinese Language Program which is taught by qualified native Chinese and Thai teachers.
The general objectives of the ACEP Curriculum are:
• The school will provide high quality education aligned with the standards of Basic Education Curriculum and St. Gabriel’s Foundation of Thailand.
• The school will provide a student-centred environment and lessons which will best ensure that individual students achieve physical, emotional, mental and social well-being. These will enable them to live a happy life and keep abreast of the world.
• Students with special skills and talents will be encouraged and given opportunities to develop to their utmost potential.
Primary and Secondary students’ school days are divided into learning periods as follows:


Celebrate National Lemonade Day with us!
It's National Lemonade Day on Sunday 7th May! Never heard of it?! Then read on...
Lemonade Day is a US initiative encouraging young entrepreneurs to set up their own business (traditionally a lemonade stand) to improve their analytical, financial and decision-making skills - something the OECD* says children need to develop at primary school level.
Shockingly, England is currently at the bottom of the OECD's developed nation's literacy and numeracy table. In a bid to improve this we are calling for the Government to include National Lemonade Day within the primary school curriculum.
The OECD** says nine million working adults in England have low literacy or numeracy skills and estimates 48% of 16-34 year-olds have low basic skills, compared to 29.8% across other developing nations.
We believe Lemonade Day is a step in the right direction to help improve children’s literacy and numeracy skills, enabling them to experience goal setting, responsibility and teamwork; life skills vital for future work success.
58%*** of 16-18 year-olds said the biggest obstacle to getting a job was not enough work experience or education in entrepreneurship and 47% recognised academic qualifications alone will not secure them a job. 33% wanted extra curricular activities and 32% more financial education.
While personal and business skills advocate, Young Enterprise, works with 57% of secondary schools, helping children set up and run businesses, at primary level only 8% get involved, yet this is where support can have the greatest impact.
Primaries already embrace World Book Day, encouraging pupils to dress up as their favourite characters, so why not adopt a National Lemonade Day!
We would love for parents, teachers and business leaders to encourage and support children with local Lemonade Days. Anything that helps children be more financially-savvy should be embraced and if we can start running this on a small scale over the summer, it may grow into a national initiative that does indeed become part of the curriculum!
If you are a parent and feel like your own money management may not set the best example, Lemonade Money has a free online Financial Health Report tool which outlines where finances can be improved.
*OECD (Organisation for Economic Co-operation and Development)
**2016 Report - Building skills for all; a review of England


Kindergarteners Are Getting a Head Start on School!
Our approach to learning makes all the difference, and the research results are in! A March 2016 study of 1,600 children found KinderCare kindergartners testing at 1st-grade levels.
Our Kindergarten Children Outperform Their Peers
Results based on the TerraNova® Third Edition assessment of over 1,600 children in March 2016.
Development for the whole child
As a parent you're focused on preparing your child for the life come, for long-term learning and wellness. Our approach brings together six areas - called developmental domains - to encourage children to become life-long learners as a basis for a happy and healthy life.
Language and Literacy Development
Involves children’s abilities to convey their ideas, thoughts, and feelings through speaking and writing, and their ability to demonstrate early reading skills.
Focuses on the development of skills necessary for learning, such as self-regulation, attention, and persistence.
Social and Emotional Development
Supports your child’s ability to express and regulate feelings and develop relations with others.
Physical Development and Wellness
Gives your child opportunities to build large- and small-muscle skills, strength, stamina, and knowledge needed to live a healthy lifestyle.
Supports the mental processes needed to think, make sense of the world, and understand knowledge across different subjects, including mathematics, science, and social studies.
Helps your child creatively explore the arts, movement, drama, and music.
Our ExpertiseWe integrate everything that happens in the classroom to fill all your child's needs. We focus on the development of the whole child by including activities for: language and literacy math and science creative arts social emotional, and physical development Our curriculum is written by our in-house experts and updated frequently to keep up with new standards and current research.
Dr. Elanna Yalow is Chief Executive Officer of KinderCare Education (KCE) Early Learning Programs and a member of the Board of Directors of KinderCare Education. She also serves as Professor of Early Childhood Education at the Asian International College, an institution for higher learning and teacher education in Singapore.
Dr. Yalow holds a Ph.D. in Educational Psychology from the Stanford University School of Education, an M.B.A. from Stanford University Graduate School of Business, and a B.A. in Psychology from the State University of NY at Stony Brook, where she was Phi Beta Kappa. She serves on the Advisory Board of the National Childhood Obesity Foundation, Parenting Magazine’s Mom Congress, and the Child Development Policy Institute.
Dr. Yalow is married and the mother of two sons. She is the daughter of the late Dr. Rosalyn Yalow, 1977 Nobel Laureate in Physiology or Medicine.


I wanted my kids to be able to read music.
When I first started teaching, I wanted to make sure that my students could read music and sight sing. Frequently I would ask other teachers how they taught sight singing. I was surprised how many times I heard:
"Get more band kids to join chorus!"
But what about the kids who aren't in band? I wanted to make sure they learned to read too. I searched for sight singing method books but I wanted something that would be quick and easy to use in rehearsal.
I needed an easy approach to assessment.
I also struggled with grading techniques. Some methods seemed very cumbersome and time consuming, and some seemed to be based mostly on student behavior. As a music teacher, I was busy teaching students across many grade levels and I traveled between two buildings. Time was not on my side, but I did want the students to be assessed and graded fairly.
Two things were clear to me: I didn't have a lot of time to spend correcting, and I didn't have a budget that would allow me to purchase a sight singing book for every student. By creating something myself, I was able to address both of those issues. So, I created a sight singing workbook that we used daily in rehearsals.
Students were asked to do three things in the workbook each day:
1. Write the note names under each note
2. Write the sol-fege under each note
3. Write the rhythmic counts under each note
This went very quickly after we developed a daily routine. They knew which example was next and often students would begin the assignment as I was taking attendance.
The workbook changed the culture of the my classroom.
It legitimized my class in the eyes of my students. They could see I was asking for academic work from them and that made them treat it more like a real class. It also gave me a concrete assessment tool and I could easily see what they were learning.
It was cheap and disposable. At the end of the year, I gave students the option to keep it, otherwise we recycled them and they started with new books the following fall.
Their sight singing improved ten-fold.
I began to see huge gains in their level of self confidence with regards to reading music. They learned music faster, and asked better questions in class. Instead of questions like, "I'm lost.", I was asked, "The altos are missing the jump from the G to the Bb in measure 27. Can you go over that again?"
More students felt comfortable auditioning for regional and state wide festivals because they were not afraid of the sight singing component of the auditions, and because their reading had improved, more students were accepted into these festivals.
I even had students contact me after they had graduated to tell me they were grateful they had the workbook, because what they learned led to a successful college audition.
Students needed to be able to practice on their own.
However, there was a missing piece - independent practicing. Students were not able to truly practice sight singing on their own. Sure, they could bring the book home and sing through examples. But how would they know if they were right? Without a teacher to give them feedback, the practice was aimless. Nothing can replace a good teacher, but online sight singing- with audio - fills that gap.
Students can use a tune up tool and a steady beat to add their practice and then hear the answer after they're done to assess how things went.
The Practice Room is a culmination of everything I learned as a choral music educator over the past twenty years. The goal of this site is to provide an effective, affordable approach to sight singing to other choral educators.
Erin Lowell graduated from the University of Maine in 1988 with a BS in Music Education. She taught choral music in the state of Maine for 22 years.


Albert Einstein Biography Video for Kids
Albert Einstein Biography
Albert Einstein was born on March 14, 1879 in Ulm, Germany. He grew up in a secular Jewish family. His father, Hermann Einstein was a salesman and engineer and her mother was Pauline Koch ran the family household. He had one sister, Maja who was two years younger than him. He was one of the most influential scientists of his time. He completely changed the way we look at the behaviour of some basic things such as gravity, light and time. Einstein is also known as the Father of Modern Physics.
Fast Facts: –
- Max Talmud, a Polish medical student became an informal tutor to young Einstein.
- He showed signs of having an in-depth skill for physics and mathematics.
- Albert Einstein continued his education at Aarau, Switzerland and entered the Swiss Federal Polytechnic School, Zurich in 1896.
- He published the paper ‘Folgerungen aus den Kapillaritat Erscheinungen’ in 1901 that meant ‘Conclusions from the Capillarity Phenomena’.
- He was appointed as a lecturer at the University of Bern in 1908.
- In 1916, he was appointed as the president of the German Physical Society.
- Einstein married Milena Maric on January 6, 1903. They had two sons together, Hans and Eduard.
- He divorced Maric in 1919 and the same year, married his cousin Elsa Lowenthal.
- He won the Noble Prize for Physics in 1921.
- Einstein submitted four important scientific papers in 1905: – Brownian motion, The Equivalence of Mass and Energy, The Photoelectric Effect and Special Relativity.
- Albert Einstein died on April 18, 1955 at the age of 76.
- His brain was stolen by Thomas Stoltz Harvey during the autopsy without his family’s permission.
Cite This Page
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MLA Style Citation
Declan, Tobin. " Albert Einstein Fun Facts for Kids ." Easy Science for Kids, Aug 2017. Web. 17 Aug 2017. < http://easyscienceforkids.com/albert-einstein-biography-video-for-kids/ >.
APA Style Citation
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Our Vision: Listen, Perform, Create—to engage and inspire a love of music, that develops talent as a musician and an appreciation and understanding of music across time and the world
Subject Leader: Mrs Franks
The National Curriculum Purpose of Study for Music:
“Music is an universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talents as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
Music at Kemsley:
Our learning in Music where possible is linked to our “Cornerstones” curriculum themes. We are working to develop a scheme of work that supports, builds on and enhances these activities, alongside a range of visits from external teachers and musicians.
We are working to foster a love and appreciation of different music by exposing the pupils to a range of styles in music. We aim to enhance the pupils curriculum experiences by offering opportunities for them to participate in a variety of activities and events that will engage and inspire them musically.
What we are good at:
- Providing a variety of musical experiences from outside visitors
- Our staff and pupils love music and singing!
- Learning about different types of music from different places
Things we are working on:
- Developing the resources we have to use in our music lessons
- Developing our understanding of the theory of music
- Creating even more opportunities for us to take part in different musical experiences


I love easy experiments that make science cool! This rainbow colored celery experiment is simple to set up and really makes transpiration come alive for kids.
Celery Science Experiment
- celery (the leafy parts show the color the best)
- food coloring
We have been doing a lot of rainbow activities lately so we made our water rainbow colored by mixing colors. It was a fun way to extend the learning for my preschooler, but you can use any colors you want.
The kids put the celery in the colored water and then recorded their observations in their science notebooks. This helps to encourage them to think like scientists and helps them track the changes.
We left the celery in the colored water overnight and saw that the stems and the leaves of the celery started to turn the same color as the water that it was in.
This is the process of transpiration. The xylem in the plant suck up water like a straw and the colored water moves throughout the celery. The cool thing about this experiment is that you can actually see the capillaries once they are colored.
The kids recorded their observations and we noticed that the celery stalks with more leaves “drank” more of the water than the ones with less. We concluded this was because the leaves needed water too.
More Science Experiments:
- Candy Hearts Science Experiment
- Rainbow Baking Soda and Vinegar Experiment from Happily Ever Mom
- 10 Hands On Science Experiments for Kids
- Making Opportunities for STEM Everyday from The Educators’ Spin On It
- M&M Candy Science Experiment
- Simple Activities from Little Engineers from Inner Child Fun
- Does It Dissolve? Science Experiment
- Ladybug Science for Kids from The Educators’ Spin On It
- Apple Science for Kids


For the last two weeks I have talked about apps to support literacy – specifically apps that allow children to create digital stories and books.
This week I would like to share with you some apps we use at school to support basic numeracy skills. There are a huge number of apps available that allow children to practise different aspects of mathematics, but the apps that I am bringing to your attention allow children to practise their four number operations (+ – x ÷) in a fun and simple way.
The apps below are created by a company called Primary Games Ltd and are part of the resources we use in school called ‘Interactive Resources’. The apps are all currently available on Apple devices and are approximately VND20,000 per app.
There are a range of games. Some require children to recall their times tables as quickly as they can to climb a mountain. Others require children to blast ghosts corresponding to the correct addition or mulitiplcation sum. One of my favourites is ‘Airport Arithmetic’ that requires chilldren to choose the correct operation to successfully allow a plane to depart.
Please download some of these over the holiday so that your children can practise their numeracy skills in a fun and interactive way.


arly Childhood education sets the stage for a child's academic career. The goal is to get little kids ready for school age programs. I believe the most effective early childhood programs are center based. The best centers have social, language and preacademic objectives layered together. The kids always have fun. The best teachers make it look like they just came to play and have fun. Their colleagues recognize their planning, skill and just plain love for kids. On my most challenging days, I try to take the time to visit an early childhood special education classroom. It helps me remember our strengths, our victories in kids' lives and our future as educators and good citizens.
The LiteracyCenter.Net serves more than a million free literacy lessons a month to children in 141 countries. It provides safe learning activities for parents and teachers to share with young children. All online lessons are free of advertising and free of charge. The site has curriculum in English and Spanish.
Funschool is a vibrant online destination that attracts kids from preschool to grade six, as well as parents, caregivers and educators. They are encouraged to explore and enjoy the Internet in a safe, robust environment offering hundreds of games and activities, as well as puzzles and printables ranging from matching numbers and shapes for pre-schoolers, to geography, math and history for third through sixth graders. Segmented by grade level for easy-to-use navigation by young users, Funschool allows parents with young kids to enjoy a family Internet experience together.
Early Childhood Australia is a leading publisher of quality assured early childhood resources. Their publications provide information about current early childhood research and good practice.
The National Association for the Education of Young Children is dedicated to improving the well-being of all young children, with particular focus on the quality of educational and developmental services for all children from birth through age 8. NAEYC is committed to becoming an increasingly high performing and inclusive organization.
Whether you're looking for classroom management strategies, parent guides, holiday activities, or just neat sites for students to learn while having fun, there's no better place to start than EduPuppy.
The Early Childhood Institute sponsors comprehensive and challenging research in order to help ensure that America's young children are successful in school and beyond -- and to enhance their quality of life and that of their families.
Use the Classroom Architect to design a floor plan for your classroom.
The Idea Box has activities to use with early childhood students, a newsletter, seasonal activities, recipies and crafts. Great site.
Earlychildhood.com has a craft of the month, children's book literacy, alternatives to time out and a section to share your ideas.
Pratt's Early Childhood Education themes, songs, arts & crafts, literature, online activities, and more.
Kinderart is ... art education for kids of all ages ... and so much more.
Teaching Ideas for Early Childhood Special Educators has tons of thematic ideas and links!
ABC Order is a free online game for kids learning abc order to play online.
Dragon Tales inspires children to spread their wings and soar. Home to dragons, doodle fairies, and ordinary kids like Max and Emmy, the series which was developed with funding from the US Department of Education, addresses the challenges preschoolers face every day.
The National Institute on Early Childhood Development and Education sponsors comprehensive and challenging research in order to help ensure that America's young children are successful in school and beyond -- and to enhance their quality of life and that of their families.
At home and at school MegaSkills is the best gift we can give our children.
KidsCom is an educational and entertaining playground for kids 4 to 12. Chat, play games and find a Key Pal. Share your opinions, stories and video game tips and tricks.
California Dreaming Kids is a great children's site offering a wide range of educational and creative activities for children. Free graphics, clip art, animations, software, poetry and more. Includes reviews of other exceptional sites. Kids love this.
|Lesson Planning||Teaching||Research & Scholarship|
|Grants||Statutes, Regulations & Case Law||Contact Lawmakers|
|Government Agencies||Read E-Journals, Newspapers & Magazines||Provide Parental Support|
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|Free Stuff||Behavior Management||Inclusion|


A heart-warming music advocacy video which demonstrates the impact of music education on students and their families.
Directed, written and produced by three-time Emmy award winning music educator, Larry Newman.
The Real Book
for Beginning Band Students
A book of seventy famous songs for the beginning band student that uses just six different notes. Easy to read over-sized notation includes two versions of each song – one with letters inside the note-heads and one with regular musical notation.
Featuring songs for Christmas, Chanukah, Kwanzaa, Bodhi Day, Winter Solstice, Eid al-Fitr, New Year’s and Festivus. Books available for flute, clarinet, alto sax, trumpet, trombone, violin, cello, recorder and guitar. Chord changes are included in all books.
These are legally reproducible musical arrangements for elementary beginning wind and string orchestra. With the purchase of this musical arrangement, you (one teacher) may legally duplicate reproducible student parts for use with your students – regardless of how many students you have – and even if you teach in more than one school. Permission to duplicate and/or share this book with anyone else is not granted and is considered a copyright infringement.
Visit this page for score, part and mp3 samples.
The Recorder Fun Book for Young Students – See Amazon Customer Reviews
The Recorder Big Song Book – See Amazon Customer Reviews
The Violin Fun Book – See Amazon Customer Reviews
The Beginning Band Fun Book – See Amazon Customer Reviews
The Real Book for Elementary Students – See Amazon Customer Reviews
The Orchestra Violin Fun Book – See Amazon Customer Reviews
More reviews coming soon.


Widowed at the age of 47, artist and teacher Angela Haseltine Pozzi sought refuge and healing on the southern Oregon coast at an old family cabin. As she walked the beach reflecting upon her purpose in life, she kept trying to ignore the vast quantities of plastic strewn on the shore. During one walk, however, at the high-water mark, “as far as the eye could see, it was a mosaic of plastic. A mile out. I was sick to my stomach, and I thought, how is it possible that we are destroying this?” she says. But at that moment, her purpose became clear.
With her experience as an artist and an educator, Pozzi not only saw the potential to make art with the plastic debris but also had the ability to bring together groups of people to join her in her efforts. She founded a nonprofit organization, Washed Ashore, to raise awareness of ocean pollution through community-built art.
From her workshop in Bandon, OR, Pozzi now leads teams of volunteers in constructing elaborate sculptures made entirely from objects that have been scavenged from beaches, and the project has processed more than 20 tons of material into over 70 sculptures.
Denver Zoo is the first major inland, non-coastal zoo to host an exhibit of this work, entitled “Washed Ashore: Art to Save the Sea.” On display from Saturday, Sept. 24 through Jan. 16, 2017, the 15 sea life sculptures are spread throughout the zoo. They are vivid, detailed works of art, highly crafted without the use of any additional colorants or plastic materials, and each one has a name and a story. Displays will feature information and interactive features, such as scavenger hunts where viewers are challenged to find unusual construction materials, like flip-flops, rubber boots, or lighters.
Since nearly 80 percent of the plastic waste found in the oceans originates on land, “inland populations need to realize that they’re a vital part of this issue,” says Pozzi. She and her team constructed a chinook salmon sculpture (“Nora”) on-site in Denver to draw attention to the freshwater connection to ocean pollution, which comes “from rivers, from gutters and streams, from creeks to oceans,” she notes. In fact, the works feature hundreds of plastic water bottles branded from the 2008 Beijing Olympics, which continue to wash up on the West Coast eight years later. “Nora” will be on display near the river otter exhibit to raise awareness of the watershed connection.
The zoo hopes to teach young guests “to love and value animals that live in the ocean,” says Brad Parks, the senior director of guest experience. “Every kid in Denver should be able to come here and get excited about sea turtles and realize that some of the plastic bags and plastic bottles that get away from us can actually harm those animals. What can we do to recycle, to make sure we’re good environmental stewards? What can we do to help take care of nature?”
Many families will also be excited to find the sculptures integrated into the holiday Zoo Lights tradition.
For school groups, the zoo will have a self-guided field trip that teachers will be able to download from the zoo website so they can bring their classes and tour the zoo. Learning will come from observation and interaction: “Angela wants people to touch the sculptures, to get close to them. She wants to really have people recognize that what that’s made of is a plastic bottle that could have been yours or mine,” says Parks. Pozzi is also developing an art education curriculum in conjunction with the National Oceanic and Atmospheric Administration (NOAA) that will be available in January 2017. Through her artwork, she hopes to teach visitors, old and young alike, that “everybody’s small actions come together to make a big difference.”
For more information, visit www.denverzoo.org


We have ten specialist peripatetic teachers who visit weekly to deliver instrumental tuition to individual students. These lessons are paid for on a termly basis and there is an option to hire an instrument.
We offer individual lessons in the following instruments*:
Trumpet & Cornet
Horns & Euphonium
*if your instrument is not listed here,
we may be able to find a teacher for you!
THE BENEFITS OF PARTAKING IN MUSIC MAKING
Neuroscientists have participated in a lot of research over the last few decades using ‘real time’ scanners to see what happens in the brain when participating in various activities.
Studies suggest that there are few activities that involve so many parts of the brain at once.
A recent study compared the brains of non-musicians and musicians whilst undertaking everyday activities such as solving maths problems, reading, etc. In real time, neuroscientists could see that specific parts of the brain were engaged and ‘lit up.’ However, when asked to listen to music, the scientists found that the participants’ brains lit up in multiple places like fireworks. They had found that music activated more parts of the brain than any other activity.
When the scientists turned from music listeners to music makers, the humble firework display turned into a jubilee. Making music is the brain’s equivalent to a full body workout, simultaneously processing different types of information in intricate and interrelated sequences.
Making music combines the precise and linguistic left side of the brain with the novel and creative right side of the brain integrating motor skills which are controlled by both hemispheres of the brain. There is evidence that musicians have a more developed ‘bridge’ between the two hemispheres allowing messages to move faster and more efficiently.
ADDITIONAL EDUCATION NEEDS
Many learning difficulties are currently understood to be a miscommunication between the left and right hemispheres of the brain. Learning a musical instrument strengthens the ‘bridge’ between these two parts. Making music can also strengthen the areas of the brain that can be weak in children with additional educational needs – the auditory, visual (spatial) and motor cortices.
Studies indicate that when a child with ADHD learns a musical instrument, their attention, concentration, impulse control, social functioning, self-esteem, self-expression, motivation and memory improve. Some studies show that children who have difficulty focusing with background noise are particularly helped by music lessons.
Playing an instrument provides stimulation to all areas of the brain - the equivalent of a full brain workout. As in any workout, disciplined, structured practice strengthens these brain functions allowing other non-musical tasks to benefit.
Playing a musical instrument engages every area of the brain at once, especially the visual, auditory and motor cortices. The visual, auditory and motor cortices are tied to speech and language, reading, comprehension, maths, problem solving, brain organisation, focusing, concentration and attention.
By actively using these parts of the brain simultaneously and regularly, it will become stronger and more efficient in all activities both academic and interpersonal. Did we also mention it’s really fun?!
Cited from: TedTalk by Dr Anita Collins – Music educator, academic and music education researcher.
‘Additude Mag’, strategies and support for parents of children with ADHD and LD.


Improving careers education and guidance (CEG) – Self Evaluation
(Based on the Ofsted self evaluation framework – adapted by Andrew Walkling)
A The characteristics of CEG
- What are the main characteristics of CEG, particularly those that distinguish it from other departments?
- What features have changed since the last inspection?
- What levels of attainment do pupils have when they join your department?
B Monitoring and evaluation processes
- What steps do you take to monitor the performance of CEG?
- What steps do you take to evaluate the quality of teaching?
C The overall effectiveness of the department
- Is there any assessment and other performance data that tells you about the strengths and weaknesses of CEG?
- Considering this analysis, any other aspects of pupils’ achievements you consider important, and comparisons with other departments, what can you say about the overall effectiveness of CEG?
D Improvement since the last inspection
Taking into account the key issues and other headline judgements from the last inspection, and the internal and external evaluations you have undertaken since-
- What are the main improvements that have taken place?
- what has contributed to them?
- What remains to be done?
E Priorities for development
- What are the most significant educational priorities and targets for CEG?
- How are they decided and acted upon?
- How are their outcomes evaluated?
F Pupils’ personal development
- How do you keep track of pupils’ personal development in career learning?
- How well do you think their attitudes, values and personal development reflect the aims of CEG and the school?
G Teaching and learning
- How do you go about improving the quality of teaching and learning in CEG?
- How do you judge the impact of the CEG programme?
- Of which areas of teaching and learning are you most proud?
- In which areas does work still need to be done?
H What CEG offers its pupils
- How does CEG make sure that its curricular and other provision, in the broadest sense, matches the interests, aptitudes and special needs of pupils?
- What specific provision do you make for particular groups of pupils?
I Equality of opportunity
- How do you set about ensuring that CEG provides equal opportunities for all?
J Guidance and support
- What contributions do your procedures for caring for and supporting pupils make to their development of new knowledge, understanding and skills, and their personal development?
- How do you judge the effectiveness of these procedures?
K Partnership with parents
- How do you evaluate the effectiveness of the relationships CEG has with the parents of your pupils?
- How do you make use of the resulting information?
L Leadership and management
- What formal and informal methods do you have to help you understand how effective you and the other staff are in raising standards?
- How have these improved the way CEG is led and managed?
M The senior management and governing body
- How well informed is the Senior management and governing body about the work of CEG, including the outcomes of monitoring and evaluation?
- How well does the senior management and governing body use this information to shape and support the direction and provision for CEG?
How well are pupils taught? Impact on learning
Impact on learning and what makes it successful.
e.g. Are pupils interested, on task, bored, keen?
How well are literacy and numeracy taught?
e.g. Does dept. contribute to literacy/numeracy skills?
How well does teaching meet the needs of pupils?
e.g. Gifted, special needs, gender, etc.
How well do pupils make progress?
e.g. Present knowledge and discuss subject with students
e.g. Effective, clear objectives
Challenge, inspire pupils, expectations
e.g. Deepen knowledge/understanding
e.g. Range of strategies used in classroom
Management of pupils
Use of time, others, resources, ICT
e.g. Effective support
e.g. Use to assess pupils’ work, inform planning, progress, set targets
Use of homework
e.g. To support, extend learning


Written by: Faith Angelakis, Literacy Specialist Summit School of Ahwatukee
Faith Angelakis, the reading specialist at Summit School of Ahwatukee, has a poster hanging prominently on her office door that says: 10 Ways to Become a Better Reader: 1) Read, 2) Read….10) Read. “I often hear students chuckle as they walk by and read the poster,” says Angelakis with a smile. “It may seem simplistic, but reading to young children may be the biggest head start to building a solid literacy foundation, preparing child to read well when the time is right.” Here are just a few of the benefits that parents teach when reading aloud to children.
• Reading fluency: Hearing an adult provides an excellent example of smooth, properly phrased, and expressive oral reading. When it is time for your child to read, the lessons modeled will be remembered and emulated.
• Story language and vocabulary: When an adult reads, the child hears language and vocabulary that aren’t always used in everyday conversations. Reading builds vocabulary and your child’s ability to understand and communicate both orally and with descriptive written words.
• Directionality and 1:1 correspondence are important. Point at the words as your read to your child; this teachers that English is read from left to right, that spaces around the print indicate where a word starts and ends, and that each spoken word matches one on the page.
• Developing a love of reading may be the most important of all. Think of all the literature, textbooks, news, or professional reading we do in a lifetime. It shouldn’t be a chore. Make reading time with your child part of the daily routine. Your child will associate reading with positive experiences, developing an intrinsic motivation to continue.
• Talk about the book: Simply recounting what was read may help memory, but what does your child think about the book? What other setting could the story be in? What other choice could the characters make or what would your child do? Show how changing a word or voice can change the meaning.
Let the racers race. Making reading part of your family’s routine will do more than earning some reading “prize”; it will lay the foundation to a successful journey to reading and learning.
About the Author:
Faith Angelakis holds a Master’s Degree in Elementary Education, a Reading Specialist endorsement and is CLIP certified, (Collaborative Literacy Intervention Project).
Through collaborative efforts with grade level teachers, she leads the school’s preschool and elementary literacy team. Ms. Angelakis works with teachers, to help them continue to develop professionally, by modeling lessons or team-teaching units. She also helps teachers plan literacy instruction for the year, and provides professional reading materials about the most recent teaching techniques.
Additionally, Ms. Angelakis works directly with students in kindergarten through third grade classrooms, teaching reading to small groups of students, at their instructional reading level.


June Reading Tips
Even if your child is motivated to read, supporting her with a variety of ways and options will keep her momentum going. Here are 7 tips to open up the wonderful world of reading for your child.
- Reading Tip for Parents: Become a Fan Your child will soon develop a love for particular authors and illustrators. Nurture her fan-ship by helping her write a letter to her favorite author. Many authors have their own websites with contact information, but here’s a great place to start your search here. You can also contact the book’s publisher, the mailing address for which can often be found on the back of the title page or on the publisher’s Web site.
- Reading Tip for Parents: Labels of Love Word recognition and vocabulary are important parts of reading. On a rainy day, get some paper and tape and start labeling everything in your home -- from furniture to small knick-knacks. Reading these labels repeatedly will build your child’s mental word bank. If your family is bilingual, create labels in both languages.
You can make a difference!
Did you know that children who read at home have a higher success rate in school. This includes kids who read by themselves, are read to, or are read with.
- Having kids read a lot is one of the crucial components of becoming a good reader. The only way to get good at it is to practice. Studies show that reading with children at home six to seven days a week puts them almost a year ahead of those who are not being read to. It was also found that reading with small children has a positive effect on the development of numeracy skills.
When you read with, or listen to, your child, he derives many benefits including:
- Reading to your kid makes you bond with him, and this gives your child a sense of intimacy and well-being. This feeling of intimacy will not only make your child feel close to you, the feeling of being loved and getting attention also helps him to grow smart.
- It promotes increased communication between you and your child.
- It promotes longer attention span, which is an important skill for your kid to be able to concentrate.
In this link, Tips for Parents, you can find a printable with some basics about how to choose a book to read, how long to read and how often, and ideas to support your child's reading.
This link, Help Your Child Read, you will find a PDF that is a little more comprehensive and detailed, but is still geared for parents.
Finally, in this link, Reading for Comprehension, you will find a printable that helps you to ask those deeper questions about books that encourage the comprehension they need to understand a text.
MSV - What is that?!?
Below is an article to help you with the "what's next?" You might ask, I am reading with my kid regularly now, but how can I support to make them even better readers? This article shows you how to PROMPT while they are reading to take them to the next level. You don't need to this all the time - that's the teacher's job! Mostly you just want to read with your child for enjoyment. But especially if your child is a reluctant or struggling reader, these strategies can help them catch up quicker.
NO MORE SPELLING TESTS?!?
Teachers are constantly learning and changing the way they teach in the best interests of kids based on current research. A great deal of research from our literacy gurus has made it clear that spelling tests don’t work for kids. We see, and research supports, that kids are not applying what they learn in traditional spelling tests to everyday writing. For example, “something” may be a word on their tests and they get it 100% correct, but the next day they misspell “something” in their everyday writing. The child memorizes the word for the test, but doesn’t understand the logic or reasoning behind the spelling of the word. Often spelling tests are unrelated words, as well. Kids need multiple and meaningful exposure to words for it to “stick” and for kids to apply it to real writing. Kids need to read the word, write the word, and have the opportunity to interact with and manipulate the word several times. What we find works best for kids is a combination of the following. We:
- Study spelling patterns;
- Study sight words;
- Have a “Word Book” or personal dictionary for each child;
- Use a word wall;
- Conference and edit writing together; and
- Observe their spelling behaviors.
You may not see a Friday spelling test. But, you WILL see kids being held accountable for their learning of word spellings by their patterns and frequency. If you have any questions, please talk to your child’s teacher or the principal.


Barriers to learning mathematics in rural secondary schools
Thesis (MEdPsych (Educational Psychology)--Stellenbosch University, 2008.
The Eastern Cape Province of South Africa is predominantly rural in nature. Many schools within the province are under-resourced in terms of the minimum school equipment such as school furniture, telephones, photocopiers, learner resource material (textbooks), electricity, water ablution facilities, audiovisual equipment and, in many instances, even educators. In the light of the above, it was decided to gain a deeper understanding of the barriers that learners face in learning mathematics in grade 8 in schools in the rural areas of the Eastern Cape Province. A mixed methods research design using both quantitative and qualitative methods was employed, in order to generate data to shed light on the research question. Biographical information of the learners and educators was gained. Six schools were selected and their grade 8 mathematics learners were used in the research. The learners completed a numeracy and mathematical literacy test as well as questionnaires regarding their attitudes to mathematics and literacy. Focus group interviews were also conducted with the participants for the purposes of collaboration of information derived from the test and biographical questionnaire. From the analysis of the data collected, several possible barriers were identified. Among these are that learners exhibit attitudinal barriers towards learning mathematics, they do not make serious attempts to solve problems once they encounter difficulty. The educators seem to lack the mathematics competencies to handle their teaching. They still teach instrumentally in the way they were taught, which could constitute a barrier to the learning. The educators' interaction with the learners takes place only in the classroom time and is therefore limited. A lack of a reading culture among the learners were found. Learners therefore experience difficulties in comprehending mathematical texts because of inadequate vocabulary and reading skills. Learners experience lack of support in their home environments. Basic and prerequisite numeracy skills do not seem to have been acquired at the necessary levels in earlier grades. Various recommendations have been made for all stakeholders involved in the study – educators, caregivers, and the Department of Education in the Eastern Cape Province. The following recommendations were made for educators: they should make an effort to educate themselves on new trends in teaching methodologies. In this regard, educators should use a consistently open-ended teaching approach, accepting alternative views, leaving issues open, and encouraging independent enquiry and participation by means of learner-centred activities. Specifically, educators must refrain from teaching as an attempt to deposit knowledge in the learners through direct instructions but rather adopt the constructivist perspective. It was also recommended that to improve numeracy competency among learners, educators should not just teach mathematics or depend entirely on mathematics but be conscious of the fact that although numeracy may be taught in mathematics classes, to be learned effectively, learners must use it in a wide range of contexts at school and at home, including entertainment and sports. For caregivers, the following recommendations were made: Caregivers serve as a crucial link to their children's movement through the mathematics machinery and as such schools must find a vehicle to support and promote this partnership. Caregivers' involvement in learners' work will be a motivating factor for learners. Even if the caregivers themselves have no formal education, their mere concern and involvement in the learners' work will stimulate their interest and enhance performance. The study also recommends to the Eastern Cape Provincial Government that there is the need to provide adequate infrastructure in rural secondary schools. Furthermore, there is also the need to provide the necessary educator and learner support materials and ensure that there are enough qualified mathematics educators in the schools. It was also recommended that appropriate incentives be given to the educators of mathematics to motivate them to higher performances.


2-Minute Mentor: About KU Students
Getting the most from your KU students
- Who are KU students?
- How can I align students’ expectations with my expectations?
- How can I establish positive, productive student-teacher relationships?
Click below to watch CTE’s 2-Minute Mentor video on this topic:
Getting the most from your KU students video transcript (doc)
Establishing Clear Expectations
One important key to student learning is communicating clear expectations. KU’s standard course evaluation form, the Student Survey of Teaching, includes three items related to this facet of teaching. Effective instructors are expected to:
- Set and meet clear goals and objectives
- Establish expectations that are well-defined and fair
- Establish expectations that are appropriately challenging
Of course, what’s “clear, well-defined, and fair” to you may not be the same for students. To ensure strong alignment between your expectations and those of your students, consider these strategies:
Talk with veteran instructors in your department about your expectations to see if they are in line with common practice.
Include an explicit statement of your expectations in your syllabus, and discuss them with students in your class.
Learn about KU students (see demographics below) and learn about resources available to you.
KU student demographics
On the Lawrence campus in Fall 2010, there were a total of 26,266 students:
More about establishing clear expectations
The following links provide more information about establishing clear expectations and productive student-teacher relationships:
Additional materials are available in CTE’s Essential Guide to Teaching
These portfolios in the CTE Gallery show examples of increased learning as a result of high expectations:
- Improving Comprehension and Application of Communication Research Methods—Jeffrey Hall
- Encouraging Undergraduate Music Education Students to Read Professional Literature—Debra Hedden
- Enhancing Student Learning in Introduction to Sport Management—Angela Lumpkin


|Below, you are able to watch a series of very interesting videos about some of the main subjects offered at King’s College, using the British educational system. Our objectives are not simply to ensure that your child is bilingual. A British education creates open-minded, creative and well-prepared individuals. Your child will learn from first-hand experience, not just text books. They will be encouraged to be creative in their thinking and they are expected to work hard every day.|
≡ Early Years – Teaching and Learning at King’s
We plan lessons so that children apply their knowledge from more than one subject to a particular theme or topic. This helps children make connections in a very practical way, which allows them to solve problems, think creatively and convert knowledge into understanding.
≡ Language Progression at King’s
We live in a world that depends on communication and collaboration. Being able to communicate fluently in English is very valuable. Being bi-lingual in English and another language is a huge advantage. Add a third or even a fourth language such as French or German and a whole world of new opportunities opens up.
≡ Science at King’s
Experimentation and observation are at the heart of learning Science. Learning through experimentation is fundamental. At King’s, we have everything children need to learn by doing – whether using batteries and wires to create circuits in Primary school or working in one of the purpose-built laboratories in Secondary school to investigate bonding and intermolecular forces.
≡ Maths at King’s
We believe that anyone can learn even the most complex mathematical concepts when they are taught in an exciting and engaging way. We know that parents want their children to be numerate and we take our role in this very seriously, to give children the tools to approach Maths in ways that inspire and encourage them.
≡ Art at King’s
An integral part of a broad British education. Art is celebrated in many areas of school life at King’s College. The creative process of painting, drawing, modeling or designing; all of these activities have an important role to play in your child’s education and of course learning through practical, hands-on means.
≡ Sports and Team Play at King’s
Traditionally sport and team play have been an important part of physical and mental development at British schools. Working hard towards a shared aim gives a sense of achievement. Being part of a team teaches children to understand tactics, cooperation and fair-play. We hope that children at King’s College learn to be chivalrous winners and gracious losers.
≡ Music at King’s
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.


The teachers at our Montessori Preschool plan a for an exciting school year each and every year. The focus is not on competing with others, but on cooperation and teamwork to develop your child’s fullest potential. At our Montessori Preschool we offer programs to fit each student’s developmental needs.
The areas of the prepared environment include:
- Practical Life
- Sensorial Development
The Practical Life exercises enable the child to gradually lengthen their attention span, perfect their coordination, pay attention to details, learn to concentrate on ones task and develop their sense of order.
The Sensorial materials promote the awareness of distinction, size, dimension and the ability of the child to understand what he is perceiving. The Pink Tower, Brown Stairs and Red Rods help the child to categorize and to relate new information to what he already knows.
Academic materials available in the classroom include mathematic apparatus which are concrete, representing all types of quantities. The child by using the materials can demonstrate to himself the basic concepts of arithmetic.
The child meets the alphabetical symbols by using sandpaper letters. Following the child’s natural sensitivity in language – writing or the construction of words with the moveable alphabet usually precedes reading in a Montessori classroom.
Geography, Science, Spanish, Life Skills and My Body materials are present in the classroom in varying degrees according to the work for which the children are ready.
Singing, music appreciation, crafts, and games are all coordinated into our Montessori program.
Our goal of art education is to develop in the child the ability to create a product using whatever skills he has, without having to follow a pattern or method prescribed by others. For children, art is a way of learning and not something to be learned.
Daily doses of nature and outdoor time are provided. Our school is surrounded by a wooded area teeming with nature sounds and wildlife which can be heard and observed as the children play. We believe having positive experiences with the outdoors helps children become stewards of the environment later in life. Part of the land our school is on is used as a community garden in the spring, summer and fall seasons in which the children participate in my planting flowers and vegetables. All the food grown is donated to a local food bank.


Published from the UNC Charlotte College of Education website:
Making learning fun is a consistent ambition for many educators, and starting this fall, resources developed by two College of Education students will make reaching that goal a little bit easier.
Elementary Education major Katrina Buchanan and Child and Family Development major Kierra Boyd built a set of online resources to supplement popular Scrabble Clubs at 12 Charlotte-Mecklenburg schools. Communities in Schools of Charlotte-Mecklenburg (CIS) launched the program last year. Scrabble in Schools pairs students up into teams to play the board game for 40 minutes a week. CIS aims to engage students in an activity that they enjoy while building important language and math skills.
This summer, Buchannan and Boyd put together a website with vocabulary tips and Scrabble strategies for students and evaluation tools for teachers. The site is meant to “provide an assessment with meaningful results for teachers and coordinators while still keeping the fun in it for the students,” Buchannan said. Boyd echoed Buchannan’s thoughts, saying she was drawn to the program to “help young children learn and grow through something fun”
The pair’s work was made possible through the Charlotte Community Scholars program, a new initiative that pays for students to spend the summer on community-based research projects.
The UNC Charlotte Center for Adolescent Literacies supported Buchannan and Boyd’s efforts on the website. Dr. Bruce Taylor, the Center’s director, said though students have many opportunities to be involved in schools, the community scholars program “takes that kind of involvement to a new level.”
“Kierra and Katrina have been agents of change to help improve the quality of this co-curricular program. They’ve not only brought value to the program, but also enhanced it through their own scholarship and creative work.”
Frederico Rios is Director of Elementary Schools and Immigrant Services at CIS. He said though it’s not yet clear how the Scrabble in Schools program will affect academic scores, there have been encouraging signs.
“We do consider it successful from the standpoint of seeing kids get enthusiastic about a game that involves vocabulary, word knowledge, team work, problem solving, math and that critical thinking piece, that is so crucial to learning.”
Katrina Buchanan also noticed that enthusiasm. She recalled meeting a little boy at Nathaniel Alexander Elementary who was particularly excited about playing Scrabble.
“He had downloaded the app on his phone to play when he isn’t at school,” she said, “The fact that these kids truly enjoyed the program inspired me to create these assessments in a way that they were not aware that they are being assessed.”
Dr. Taylor advised the COED students on the project, and said they exceeded his expectations in every way.
“It’s clear that these students have a passion for education and are already thinking about their work beyond graduation. They understand the impact that teaching and programs that foster community support can have on students.”
Buchannan and Boyd’s website makes it easier for CIS site supervisors at individual schools measure and standardize the program, which will help the organization improve Scrabble in Schools over time.
“Dr. Taylor, Kierra and Katrina’s work has really revamped the whole focus of the initiative. It answers so many of our implementation questions and helps us to make the most of our program by standardizing it and giving our staff the tools they need to be successful,” said Rios, the CIS director.
Communities in Schools is looking for volunteers for the upcoming academic year. If you’re interested, contact Federico Rios at firstname.lastname@example.org


- slide 1 of 8
Lay the Foundation
Early print concepts, awareness of the alphabet and phonemic awareness all help to lay the framework necessary for students to learn to read. As students progress through the elementary years, they will use decoding skills to translate the printed word to its spoken form as they learn to recognize words quickly and with very little effort.
As you teach students to use each new decoding strategy, they will begin to use phonics skills, recognize irregular words, recognize common word parts such as syllables, affixes and base words, and use context clues to help with word pronunciation. Decoding strategies for reading are a critical component of elementary instruction.
- slide 2 of 8
Teach beginning readers to use phonics skills to "attack" unfamiliar words as they are reading. This means that each time they come to a new word in a text, they will attempt to sound it out. If students have a strong foundational understanding of sound/spelling correspondence, they are more likely to become good readers. Explicit, systematic phonics instruction introduces sounds, letters and letter combinations systematically and in a set order. As students use phonics skills as a decoding strategy for reading, it can be helpful to review specific sound and word blending techniques with them.
- slide 3 of 8
High Frequency Words
Irregular words do not conform to phonics principles and you should teach these words separately. Although some high-frequency words follow phonetic principles, there are many that are irregular in nature. Explicit, systematic instruction of both regular and irregular high-frequency words helps young readers gain confidence as they begin to decode longer and more complex reading passages.
- slide 4 of 8
As students progress through the elementary grades, they will begin to use their knowledge of word parts as a decoding strategy while reading. Exercises that teach and review syllables, common prefixes and suffixes and their meanings, root words and phonograms such as oi, ar and igh are essential to help your students read with increased speed and fluidity.
- slide 5 of 8
Students who are efficient readers consistently rely on contextual meanings to help verify the pronunciation of words that may be particularly troublesome. For example, if a student comes to a word like desert in a reading passage, this strategy allows them to figure out the meaning of the word by using the context clues evident in the rest of the sentence or paragraph. Once they determine that the word is referring to a dry, sandy part of the Earth rather than a sweet treat, they are more likely to remember its correct pronunciation.
- slide 6 of 8
High Interest Reading
Students who read books and reading passages on topics that interest them can make good use of the decoding strategies they are learning. Keep a wide variety of books on hand in the classroom for silent reading sessions. Encourage the parents and caregivers of the students in your class to make visits to the local library an integral part of their family culture. Model a different decoding reading strategy each day for your students, using reading material from books, magazines and online materials that interest them.
- slide 7 of 8
Alphabet blocks photo: morgueFile Free Photos/mconnors, http://www.morguefile.com/archive/display/3185
- slide 8 of 8
Honig, Bill, Diamond, Linda, Gutlohn, Linda and Mahler, Jacalyn. CORE Teaching Reading Sourcebook. Academic Therapy Publications, 2000
Reading Rockets, readingrockets.org


We study language and literacy development in young children who are culturally and linguistically diverse. Our research aims to increase our understanding of factors that impact the development of language and literacy abilities in typically developing preschool children learning two languages in the context of linguistic and social diversity. This knowledge will provide the foundation for realizing our second research aim, that of developing and evaluating evidence-based assessment, treatment and instructional approaches for culturally and linguistically diverse preschoolers at risk for language and academic disparities.
Our research focuses on preschool children acquiring two languages in the context of linguistic diversity and socio-economic inequities. Current projects include investigating the role of the language of instruction in literacy-based approaches to vocabulary instruction for Spanish-speaking Latino preschoolers. We are also examining the nature of the relation between language and early literacy skills in this population.


Professors from the University of New England were surveyed to find the most common problems in undergraduate writing. The inability to paraphrase ideas and the failure to express ones ideas were found to be common problems (Garret, n.d.). It is possible that these common problems are not being directly addressed. When I transitioned from high school to college, I also struggled with paraphrasing. I didn't really understand what paraphrasing was or how to paraphrase in an effective manner. Because of my struggles, my grades suffered and I believed that I was a terrible writer. My English Composition 101 professor encouraged me that I was an excellent writer, but I needed a better understanding of paraphrasing. She gave me the confidence boost that I needed. I tried to figure out an effective way to paraphrase. I graduated Summa cum Laude! I recently graduated with distinction with a Master of Science Degree in General Psychology. Now, I would like to share what I learned to help you paraphrase effectively. This course directly gives strategies to paraphrase ideas and also to express ideas in one's own voice and style.
After completing this course you will be able to:
Why is paraphrasing important?
Garret, J. M. (n.d.). Common problems in undergraduate writing.
This is a quick activity added to assist in really understanding the essence of paraphrasing. If you missed Quiz 2, do not worry. This activity is for you!
If you prefer a multiple choice format, this assessment includes 5 multiple choice questions. The answers are reviewed in the presentation.
I have a BS in Elementary Education from Slippery Rock University in Pennsylvania. I graduated with highest honors and I had a job offer from a public school in AZ. I moved to AZ and I taught grades 3rd, 4th, and 5th for seven years. I then wanted to focus on learning preferences and cognitive styles, so I stopped teaching and became a private tutor online and in person. I helped one student go from failing the reading standard to meeting the standard. I taught him in his preferred style and it made a difference. I also have an MS in Psychology. While getting my degree, I focused on creatively gifted students, cognitive styles, and learning preferences. It is my goal to assist learners to meet learning goals and also enjoy an appreciate their natural learning strengths and preferences. I am also planning on getting a doctorate degree in Curriculum and Instruction. I personally have a unique learning style that clashes with certain instructors. That has made me aware of learning differences and how I can reach different types of learners. I know what it feels like to have expectations that cannot be met based on cognitive styles and learning preferences. My philosophy is to take students where they are and to assist them in recognizing and celebrating their natural strengths while growing to complete next steps.
Personally, I am married to my best friend and we have three furry cat kids. I hope that you enjoy the course! Take care.


It is a well-known fact that reading to children, at home and in early childhood programs, is one the best ways to help children develop their literacy skills. While reading is important, which books are the best at each stage of childhood?
Choosing the Best Books
All children’s books are not equal in terms of their ability to develop literacy. However, a book does not need to be an award winner in order to be a great resource for literacy growth. In fact what makes a good book can be as simple as how much it is enjoyed by the child reading it.
Besides being an enjoyable text, here are some of the other traits to look for if you are choosing a book to develop literacy skills. Look for a book that provides:
- Colorful, bright pictures that engage the child reading it
- Rhyme and repetition through nursery rhymes, poetry and songs
- Topics of interest like animals, transportation and favorite characters
- Seasonal texts for holidays and special times of the year
- Pictures without words
The following titles are great choices for children from ages 0 to 5:
- The Itsy Bitsy Spider
- Five Little Monkeys
- The Wheels on the Bus
For children from birth to 18 months you’ll need to choose books that are made of durable material. Since young children enjoy exploring their sense of touch, board and fabric books are some of the best options for this age group.
You’ll also want to choose books for babies and toddlers that offer:
- Age appropriate language
- Short sentences
- Daily life activities
Lift the flap books are also a wonderful opportunity for literacy development. These fun books offer children lots of time for fun and engaging activities where they can talk and describe the actions taking place.
Some fantastic examples of books for infants and toddlers include:
- Where’s Spot?
- Pat the Bunny
- Where Is Baby’s Belly Button?
For older toddlers between the ages of 19 and 36 months, looks for books that offer more text on each page. As children get older they are beginning to understand and enjoy basic stories. They continue to love repetition and rhyme as this type of text makes prediction and memorization much easier. Older toddlers also enjoy silly books that make them laugh and simple problems that need to be solved. Books for this age group should include children, families and animals. Besides lift the flap books, these children become more ready for books about specific topics like letters, shapes and colors.
Some wonderful book choices for this age group are:
- Little Blue Truck
- Hippos Go Berserk!
- Peek-A Who?
Preschoolers from ages 3 to 5 are ready for books that offer more words and longer sentences. They enjoy books that tell complete stories with characters and simple problems. They also like books about kids their age going about daily routines of the day. They become more and more interested in books that show why things happen and how they work. Search and find books along with classic folk and fairy tales are also great for preschoolers.
For preschoolers consider these titles:
- The Giving Tree
- Goodnight, Goodnight Construction Site
- The Night Before Preschool
Contact Kindergarten Prep Child Care today at 972-396-0099 to learn more the childhood programs we offer in Plano Tx. Our friendly representatives will be happy to talk to you about helping your child develop the necessary literacy skills to get a head start on reading.
Early Childhood Programs Plano TX
Kindergarten Prep Child Care Center
802 S. Alma Drive Suite #100
Allen, Texas 75013


More than 85% of caregivers who looked solely at the product's front label thought it was safe to give to children under 2, without first consulting a physician, Nicole Lokker, Pharm.D., and colleagues reported in the June issue of Pediatrics.
"Caregivers are often influenced by infant-like graphics and the term 'infant' on the product," the researchers said.
The FDA recommends against the use of over-the-counter cold medications in children under 2, as misunderstanding of the products' labels is common and has led to overdose and death in the past.
In fact, under pressure from pediatricians and the FDA, manufacturers voluntarily pulled from the market most of children's cough-and-cold products tested in this study in October 2007, just as recruitment was drawing to a close.
But the researchers noted that there are no firm rules "preventing the products from being made available at a later date."
To examine caregivers' understanding of the labels, researchers recruited 182 caregivers from three centers between Sept. 1, 2006 and Oct. 16, 2007.
They were given a questionnaire about the use of four common "infant" cough and cold medicines, which had label instructions to consult a physician for children under 2.
The majority of caregivers were mothers, and 99% of them had adequate literacy skills, the researchers said. Only 17% had better than ninth-grade numeracy skills, and 36% had worse than sixth-grade numeracy skills.
When looking only at the front of the product, parents thought the products were appropriate for use in children under 2 86% of the time.
And despite the fact that each product package specifically recommends consulting with a physician before administering the medication to a child under 2, 51% of the time caregivers said they would give the product to a 13-month-old with cold symptoms.
Caregivers with lower-end numeracy skills were more likely than average to endorse inappropriate use of the products -- but so were those at the higher end of the numeracy skill scale.
"One explanation may be that caregivers with higher numeracy skills rely more heavily on their own judgment about medication use than they do on the label recommendations," the researchers said.
Nonwhite race was also associated with increased odds of thinking the product was safe for kids under 2 (OR 1.95, 95% CI 1.09 to 3.47).
Common factors that influenced the caregivers' decisions included "infant" graphics, such as teddy bears and droppers, and other language on the package, such as "pediatrician recommended."
The high volume of textual information on many of the product labels also confused many parents, especially those with lower literacy and numeracy levels, the researchers said. They also observed that the drug facts box, which is FDA regulated, can be challenging for patients to understand.
The researchers said that misinterpretations that result from these factors "may pose significant hazards to child safety."
They called for significant changes, including "labels written at lower literacy and numeracy levels, using uniform language, and avoiding misleading graphics to help proper product selection and use."
|The study was supported by the National Institute of Diabetes and Digestive and Kidney Diseases, Eunice Kennedy Shriver National Institute of Child Health and Human Development, the Robert Wood Johnson Foundation, and the Vanderbilt Program on Effective Health Communication.
- Reviewed by Robert Jasmer, MD Associate Clinical Professor of Medicine, University of California, San Francisco and Dorothy Caputo, MA, RN, BC-ADM, CDE, Nurse Planner


Afghanistan has one of the richest and most interesting histories of music making in the world. Due to its central location, Afghanistan was an important contributor to the development of music in Central Asia, Persia, and the Indian subcontinent since prehistoric (Vedic-Avestan) times. The subsequent historical, cultural & religious developments such as Greek, pre-Islamic Buddhist, Islamic, Ghaznavid, Timurid, and Hindustani further demonstrate the intercultural development of music in the region. This multicultural music thrived for centuries, holding an extremely important place in the lives of Afghan.
Attempts to introduce music education date back to the 1920’s when the first music school was founded within the military college, and an effort was made to include music as a subject in the overall curriculum of the secular schools. Eventually, music appreciation classes were converted into a secondary Vocational School of Music run by the Government of Afghanistan. This school later merged with the School of Fine Arts, and operated until 1992, when Afghanistan engulfed by civil war.
Afghan music has developed over the centuries. As today’s integrated Afghan music comprises of eastern and western instruments. But the only original Afghan instrument is Rubab
|Rubab: Afghan string instrument|
Rubab is a double chambered lute and its body is carved out of a single piece of wood, with a membrane covering the hollow bowl of the sound-chamber, upon which the bridge is positioned. It has three melody strings tuned in fourths, 4 Frets. Three drone strings and 15 sympathetic strings. The instrument is made from the trunk of a mulberry tree, and or out of Rose wood, the head from goat skin and the strings originally from gut the intestines of young goats, brought to the size of thread) and now in nylon.
The Afghan Rubab is featured in many Classical and traditional folk and melodies and is often referred to by Afghans and Persian Sufi poets in their poems especially notable to mention are Rumi.
Well-Known Afghan Rubab players
|Ustad Mohammad Omar (1905-1980)|
The modern history of Afghan music has witnessed many Rubab players. Late Ustad Mohammad Omar was a well-known Rubab player whose compositions still remain archived.


This course introduces students to issues, policies and practices relating to the provision of effective inclusive education that meets the diverse learning needs of all students, including those with disabilities, behaviour disorders and difficulties in learning. During the course students will develop the skills required for collaborating with families and other professionals, for assessing and monitoring student learning, and for making reasonable adjustments to curriculum materials so that all students have access to learning.
Availability2017 Course Timetables
- Semester 2 - 2017
On successful completion of the course students will be able to:
1. Identify and discuss issues, attitudes and concepts relevant to the education of students with diverse needs within the social context of the school.
2. Demonstrate knowledge of legislation, educational policies and provisions as well as syllabus documents relating to students with diverse needs including those with a disability.
3. Utilise a range of teaching and learning practices designed to maximise the social and learning experiences of students with diverse needs in primary and secondary settings.
- Diverse needs, and inclusive practices - Legislation, policy and educational services in NSW schools.
- Planning effective teaching strategies
- Implementing reasonable adjustments to meet specific learning needs
- Understanding learning difficulties
- Developing literacy and numeracy skills - Using assessment and monitoring procedures for responsive decision making
- Development of skills for collaborating with families and other professionals
- Encouraging positive interactions
Case Study / Problem Based Learning: Assignment 1
Quiz: Assignment 2 Online examination
Project: Assignment 3
Integrated Learning Session
Online 6 hour(s) per Term
Face to Face On Campus 24 hour(s) per Term
Tutorial may be offered face-to-face, on-line, or a combination of both and may include scheduled periods of self-directed learning.


early childhood development and education
Neuroscientists have intensified their research into music and its role in the developing brain. This is partly due to evolving diagnostic techniques and technology, and due, also, to the growing awareness of the probative opportunities presented by such studies. The Suzuki Music Academy produces this gateway to fascinating information and ideas arising from current research.
The Mozart Effect
The buzzword, "Mozart Effect", has been bandied about by popular print and broadcast media. It is featured in parenting, education, and music oriented publications, and in the mainstream general press. While it has renewed interest in classical music education and focused much deserved attention on the general field of childhood development, the phrase (and the popular notion of its meaning) has been used to sell music lessons, music products of all kinds, including "Mozart Makes You Smarter" product lines, and frankly, some music education snake-oil.


Let me begin this post by saying that I like the new Common Core standards and think that they can have a profound impact – for the better – on how reading is taught in this country. I am a firm believer that lifting the expectations for student performance and helping students be better readers and writers is a very good thing. Based on what I hear from teachers across the country, I have to say though, that there seems to be a lot of misinformation about what teaching reading will look like as we move to the Common Core. I have even heard high school teachers say that we will now ask kids to read really hard and complex text and if they can’t do it, “oh well….it’s what the standards require.” While the standards do require students, particularly from 4th grade up to “stretch” to read more complex text at higher lexile levels, we will still need to structure our lessons around what we know is effective reading practice. The standards are very clear that while they have set the “bar” high for the outcome of learning, the HOW of instruction is still left to the teacher.
We have never known more about good reading instruction so we must not “miss the boat” when it comes to using what we know works to build strong readers. Beginning readers still need strong phonemic awareness and systematic phonics instruction to become effective decoders during their beginning years. Intermediate readers will still need to practice and practice their reading skills until they are fluent readers. Middle and high school readers must learn to have not only basic comprehension when they read a text but they must also learn to process at the higher levels of comprehension including questioning the content and comparing to multiple perspectives. None of this has changed.
The Common Core standards will require us to use all that we know from research to provide that solid foundation and then build on that to reach even higher levels of performance. That is a tall order all by itself so we must not abandon what we have learned about effective reading instruction over the years. Instead, we must create solid weaves beneath our students so we can take them higher and deeper.


ABOUT ELEMENTARY EDUCATION
The Elementary Education major prepares students to take charge of K-6 grade classrooms across our region and beyond. This nationally recognized program is built upon exceptional partnerships with public schools throughout central and western North Carolina. Students are immersed in a variety of courses which prepare them to effectively plan, deliver research-based instruction, differentiate the curriculum for all learners, use the latest instructional technologies, and develop a global perspective for 21st century classrooms. A strong emphasis is placed on the critical importance of serving students with disabilities and other exceptionalities within the regular and special education classrooms. As such, all Elementary Education majors have the opportunity to earn teacher licensure in both Elementary Education and Special Education. We believe that this is the best preparation a future teacher can receive for today's classrooms.
LR’s Education programs are nationally accredited through NCATE. The major is designed to furnish cutting edge training in instructional technology. Students will receive exceptional mentoring and support in preparation for teacher licensure exit examinations. Job search and placement support is provided for all students. All Education faculty have significant public school teaching experience to augment their qualifications as university professors.
LEARNING OUTSIDE THE CLASSROOM
Teacher preparation is a demanding program that necessarily integrates classroom theory with “real world” application. Successful majors will engage in over 900 hours of field experiences in public school classrooms. Additionally, they will complete a full-time internship in the final semester of their program. Many opportunities for community or campus service are available throughout the program, such as curriculum development for LR’s “Little Read” program, private tutoring, and numerous other activities through the student organizations in Education. Qualified students are able to participate in and contribute to the LR Teaching Scholars Program, which provides additional learning opportunities on and away from campus.
Teaching Scholars Program
Completion of the major in Elementary Education, along with all other state licensure requirements, is designed to prepare students to meet the expectations of K-6 teaching. The Education program furnishes extensive job search and placement support for its qualified graduates as they complete their undergraduate programs. Majors find elementary and special education positions in public, private, and charter schools.


The Reading Tree
Come along as we talk, sing, play, write and read through the whimsical story of The Reading Tree – Vancouver Public Library's picture book, distributed free to Vancouver families with young children, at all VPL Library branches.
Written and published by VPL, and illustrated by Dianna Bonder, The Reading Tree includes a guide for parents and caregivers to support them in reading to their children and building reading and literacy development into everyday activities.
For more information see here
The Vancouver Public Library Children's Services and Children's Library support the work of early childhood educators and others who work with and care for children in their early years.
This guide will introduce you to a wide range of excellent resources to support your work with young children.
The tabs above will lead you to resources about circletime and other activity planning; visual stories; puppetry; movement and music; fingerplays, rhymes and songs; inclusion resources; math; science and more.
How to Find Picture Books on a Theme
In the Library Catalogue, choose to search by Subject.
Within a subject, the word juvenile indicates children's books and the word fiction means books that are stories.
For an example, type frogs juvenile fiction in the search box. As you type a list of possible subjects appears.
Click on the desired subject, or finish typing and press Search.
Use the navigation bar on the left to narrow your results.
Change the availability to Central Branch (or your local branch) to see what books are on the shelf there.
For information books (facts) on the same subject, type frogs juvenile literature in the Subject search.
Search the Catalogue
VPL Children's Library
Children's & Teen Services


Pearl-Cohn students examine MLK and record Marvin Gaye’s classic “What’s Going On?”
Can you even imagine Dr. Martin Luther King Jr. having an impact on the music industry? That’s exactly what the students at Relentless Entertainment examine in their brand new video.
Relentless Entertainment is the record label at Pearl-Cohn Entertainment Magnet High School. To honor Black History Month, students brought together an in-depth lesson about Dr. King’s work in Birmingham, Alabama, their work at the record label, and a classic ballad from Marvin Gaye.
That is a perfect example of what we call project-based learning. Students take lessons learned in a history class, put together a well-written essay explaining the details, tie it to their career and technical education work through the record label, and use their real-world skills to produce and song and video about all of it.
From Relentless Entertainment:
Watch Relentless Entertainment Group (MNPS’s own student-led record label) as they walk us through the Civil Rights movement of the 60’s and make a thought provoking connection to the Recording Industry. At the end, please check out our bonus “Throwback” song from the 60’s (recorded in the new Pearl-Cohn Recording Studios).
It’s educational as well as entertaining! Can you imagine sharing this with every classroom in this city during Black History month!
What phenomenal work from these talented students. Great things really are happening at Pearl-Cohn!
Take a look at their previous projects:
Lift Every Voice (The Documentary)
A Firebird Christmas
Posted on February 12, 2014, in Schools, Students and tagged academies of nashville, high schools, jr., magnet schools, martin luther king, marvin gaye, music, music education, pearl-cohn, project-based learninga, what's going on. Bookmark the permalink. Leave a comment.


Published on August 24th, 2013 | by Jolie F0
Skills Gained After Completing Your Dissertation- All You Need To Know
In this highly competitive world, it is not easy to get your desired job. Employers will only offer opportunities to those candidates that stand out from the crowd. A mere PHP certification program or any degree alone will not help you, unless you have some extraordinary skills. Read on to find out the skills that are required for completing your dissertation.
What is a Dissertation?
In short, a dissertation is quite important and necessary for the successful completion of a degree programme. This involves good and thorough research and writing skills. It will improve your academic skills, knowledge on the subject and almost makes you an expert on the topic.
Writing essays and dissertations enhances your knowledge and effective usage of various electronic resources. It is important to find and use these resources properly, in order to finish and complete any assessment successfully. You can easily produce, re-write and review your own work.
How Learning a Foreign Language could be helpful
Learning foreign languages will always increase your chances of getting a good job. Being able to write and speak a foreign language will certainly add more value to your resume.
Skills Like Computer Literacy are Very useful and Involve:
- Learning the aptitude of programming
- Simpler use of email
- Usage of spreadsheets and database
- using word processing in a simpler manner
Good communication skills are necessary to impress the employers. They will help you to present the materials written and orally in an effective manner. However, the listener’s perspective has to be taken into consideration and will increase your thinking capability.
You Could Develop the following Skills:
- Organisational skills
- Intellectual skills
- Communication skills – written and verbal
- Interpersonal skills
- Foreign language skills
- Computer literacy
- Research skills
- Numeracy skills
- IT skills
- Decision making skills play a crucial role in a professional life
- Academic writing
Consider the importance of Intellectual Skills
You need to be more engaged in critical and creative thinking. It will increase your confidence and assist you in solving different problems easily. Applying appropriate methodologies is essential to fulfill any target.
You could distinguish between opposing situations and tackle them easily. Students are able to make judgments on the basis of concrete evidences. They estimate the relevance of any information before coming to a point.
Students can learn financial ability skills. Things like managing budgets for student activities becomes simpler. Statistical analysis of data is another necessary skill. This can be challenging, but professional help with your dissertation writing is available to make things simpler.
Other Skills you might Require to Achieve your Target
Employers look for reliable and dependable employees for their team. Undertaking different types of study challenges will make you capable of studying and researching better adbn more effective.
Not only this, you will be:
- able to meet the deadlines
- able to think analytically
It will help you to Learn the following Lessons:
- you will learn to progress in life
- it will motivate you to solve your questions
- If you are busy and not able to complete a certain task, you could find creative ways to say no instead of apologizing


Some schools and universities are using art to help students understand science, technology, engineering and math.
In a webinar hosted by Americans for the Arts this week, top art education advocates across the country shared what STEAM involves and why it's important.
First off, let's define what art really means in this context. The "A" in STEAM includes both the integration of arts in other subjects and an emphasis on art forms, said Janis Hill, principal of Quatama Elementary School in Hillsboro, Ore.
The U.S. Department of Education created a broad definition of art so that school districts could build quality programs, said Edith Harvey, director of improvement programs in the department's Office of Innovation and Improvement. That definition includes music, dance, theater, media arts, visual arts and folk arts. She also stressed that it's important to build quality arts education programs and integrate arts with other subjects.
Art and now STEAM powers Quatama Elementary School. The five-year-old school that Hill heads began with a focus on art for every student with the help of The Right Brain Initiative, a program of the Regional Arts & Culture Council that serves three Oregon counties in the Portland Tri-County region.
Last year, artists started working with teachers to integrate art with other subjects including science, technology, engineering and math.
"When you put teachers and artists planning together, that's pretty powerful," Hill said.
First-graders learned how sound waves affect the materials they go through. Second-graders created wire sculpture circuits that lit up. And third-graders made a large mural that showed the life cycle of salmon using different art techniques such as printmaking.
In higher education, theater students at George Mason University in Fairfax, Va., plan to spend a year performing plays that show the connection between art and science or art and technology, said Kevin Murray, program manager of the School of Theater at the university. The university also plans to host a STEAM conference next fall.
A year ago, the university received a grant from Boeing to figure out how theater techniques could help students retain what they're learning better and prepare them to solve problems creatively once they're in the workforce, Murray said. After receiving the grant, George Mason University started a STEAM Table made up of people involved in arts and sciences. The table members meet three to four times a year to share ideas and resources.
"You can't just live in your own bubble," Murray said. "We have to talk with each other."


Are you looking for a few resources to engage art students? Take a minute to review Smithsonian Mobile.
There’s so much pressure put on learning reading, writing, math, and science, it can be easy to temporarily forget about subjects such as art. There are a bunch of worthwhile art education resources out there, such as the Smithsonian Mobile app.
Smithsonian Mobile is your digital mobile guide to the Smithsonian, built collaboratively with our visitors. Find out what’s on where, discover highlights, search our collections, access tours, podcasts and other apps. Add tips and photos from your visit for other visitors, or share your experiences and photos with Twitter and Facebook followers and friends. – Smithsonian Mobile
Here are a couple ways you could use this app with students:
- Let students select a museum or exhibit. Have them study the museum and do a two-minute “elevator pitch” to the class where they try to convince other students to visit their choice. After everyone has presented, do a survey where students choose their top 3 choices of where they’d like to visit. Spend the next class learning more about the top choice.
- Students can search through art by artist name. Give students a scavenger hunt by giving them artists names and pieces of art. Have students match up which artist completed which masterpiece by using the app’s search feature. Let them select a favorite from the list and create their own masterpiece in a similar style.
- When studying a specific period of art, use the date feature to search through the app for particular styles of art. Discuss common themes and major artists within the period.
How could you use this app to engage art students? Let me know in a comment on this article.
Kimber Thompson is a Lead Moderator for SimpleK12 webinars and a Contributing Editor for SimpleK12.com. She writes frequently about education topics, and is passionate about tools and techniques that inspire young learners. You may reach her with ideas and comments at firstname.lastname@example.org.