By Teachers, For Teachers
Teachers use graphic organizers as classroom management tools for many reasons: They help students classify and organize their ideas, they help them construct meaning, as well as help students communicate more effectively. The Frayer Model is no exception. This graphic organizer aids students in learning precise meanings of key concepts. This exceptional teaching strategy is widely popular and a staple in most classrooms. Here we will take a quick look at what it is, and how it works.
The Frayer Model is a visual graphic organizer that helps students select and organize information related to a key concept. Its grid design is divided into four sections: Essential characteristics, nonessential characteristics, examples and nonexamples. The purpose for using this type of graphic organizer is to create a visual reference to help students identify unfamiliar concepts and vocabulary.
The Frayer Model has several advantages and benefits. Here we will take a look at a few of each.
Before introducing the Frayer Model to students, you should first choose a concept and write down the definition as well as all of the essential and nonessential characteristics, and a list of examples and nonexamples. For the example below will use the topic “mammals.”
Step 1: Introduce the topic “mammals” to your students. Divide students into groups and have them list as many examples of a mammal as they can come up with. Then, come back together as a class and list the examples on the board.
Step 2: Organize the examples into a hierarchical map. For example, include general and parallel classes of things that are not directly a part of the “mammal” concept. This will helps students see the relationship between concepts.
Step 3: Add to the map any items and examples that you had on your own map. Discuss with students the characteristics of all the examples of the main concept.
Step 4: Guide students into finding the nonessential characteristics. The ones that are irrelevant to the main concept.
Step 5: Next, have students read about the main concept. As they read, encourage them to look for additional information that can be added to the model. They can look for any information that fits into any of the four categories.
Frayer Model Example -- Mammals
Other Uses for the Frayer Model
The Frayer Model can be used in a few other ways. Here’s how.
The Frayer model can also be altered to have students define, and input facts and characteristics in the top two boxes. By looking at the examples and nonexamples students will help clarify their understanding of the main word. This tool can also help teachers quickly assess students for learning.
Have you ever used the Frayer Model in your classroom? What do you think of it? Share with us in the comment section below.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.


A List Of Excellent Music Education Dissertation Ideas
Music education is a captivating subject with many excellent topics for dissertations. If you choose one that really interests, you will find that you enjoy writing it, and it will seem less of a chore. Here is a list of excellent music education dissertation topics to help you get started.
The early history of music education in the United States of America
Music education has a long history in the United States, one that dates back to the 18thcentury, so this topic should provide much information for you to discuss.
Compare the styles of two influential music educators
There are a number of music educators who were, or still are, very influential in the field. You can choose two who have very different styles and compare them for your dissertation.
Integrating music education with other subjects to improve learning
You can explain and evaluate the belief that integrating music education with other subjects may improve students’ learning.
Emile Jaques-Dalcroze and Dalcroze eurhythmics
Emile Jaques-Dalcroze developed Dalcroze eurhythmics to help teach music to students. You can discus how he developed this method and what it entails.
Compare the methods employed by two music education methods
There are a number of international music education approaches, and you can choose two and compare and contrast their methods of teaching music.
The origin of popular music pedagogy
Popular music pedagogy involves teaching students about popular music as part of music education. You can explain its origin in your dissertation.
How the ILAM Music Heritage Project uses Western methods to teach African music
You can explain how the South African ILAM Music Heritage Project teaches students African music by using Western methods.
The reasoning behind the Manhattanville Music Curriculum Project
The Manhattanville Music Curriculum Project is a child-centred music education curriculum, and you can discuss the rationale behind its development.
The basis of Indian classical music
Discuss the basis of Indian classical music and how it is incorporated into music education in India.
Audiation and the Gordon Music Learning Theory
Audiation is considered vital to the Gordon Music Learning Theory, and you can explain what audition entails and how it is used in the Gordon Music Learning Theory to teach students music.
The different methods of assessment used in music education
There are a number of different assessment methods used in music education, and you can list and discuss these for your dissertation.
Hopefully this list of excellent ideas for your music education dissertation will whet your appetite for writing, and help you write an outstanding paper.


Discussion in 'Elementary Education' started by Rabbitt, Jun 18, 2017.
Jun 18, 2017
Anyone have experience using a VR in your classroom?
Grade 2? Which apps?
Jun 20, 2017
For an iPad or iPod you would probably have more luck looking for some Augmented Reality stuff (It's like Pokemon Go, with how the Pokemon appear on what the camera sees)
Interesting. Something for me to look into. Thanks.
There are VR field trips, STEM links, kids books with VR links as well. It's an easy search for content related material. Is there any particular subject/standard area in which you are interested?
Jun 21, 2017
Not sure. I'm considering applying for a grant that encourages innovative education. I thought VR or three would be fun.
Separate names with a comma.


The GACE Early Childhood Education exam is a computer-delivered exam for teaching grade levels Pre-school – 5th grade in the state of Georgia.
For examinees with disabilities that are covered by the Americans with Disabilities Act and require special accommodations, this may be requested in writing.
What is the format of the exam?
The GACE Early Childhood Education exam can be taken as two subtests or a combined test. If you take the subtests individually, you will be given two hours to complete each. If you take the combined test, you will have four hours to complete it. Test 1 consists of 75 selected-response questions and 2 constructed-response questions. Test 2 also consists of 75 selected-response questions, but no constructed-response questions.
What topics and objectives are covered on each test of this exam?
Reading and Language Arts – 50% of test
- First objective: Reading for literature and information.
- Second objective: Comprehending basic skills of literacy development, fluency, and comprehension.
- Third objective: Comprehending the writing process and tools associated with it.
- Fourth objective: Speaking, listening, and presenting.
- Fifth objective: Comprehending grammar of English language, as well as the development of vocabulary.
Social Studies – 25% of test
- First objective: Information processing skills.
- Second objective: Comprehending history and its processes.
- Third objective: Comprehending geography and its processes.
- Fourth objective: Comprehending government, civics, economics, and their processes.
Analysis – 25% of test – 2 constructed-response questions
- First objective: English and Language Arts teaching approaches.
- Second objective: Social Studies teaching approaches.
Mathematics – 53% of test
- First objective: Counting and cardinality.
- Second objective: Operations and algebraic thinking.
- Third objective: Numbers and operations in base 10.
- Fourth objective: Numbers and fractions.
- Fifth objective: Measurements and data.
- Sixth objective: Geometry.
Science – 30% of test
- First objective: Elements of science.
- Second objective: Earth science.
- Third objective: Physical science.
- Fourth objective: Life science.
Health Education, Physical Education, and the Arts – 17% of test
- First objective: Health and physical education theories.
- Second objective: Dance, music, visual arts, and theater.
How can I register for this exam?
The most convenient way is to do so online at the GACE website. This is available 24/7. You may also register by phone, Monday – Friday, 8 a.m. – 5 p.m. EST (with the exception of some holidays).
What is the cost of the exam?
A single test is $78. Any two tests are $103. For the combined test, the cost is $128.
What are the testing locations?
There are several test centers in Georgia, as well as additional testing sites in other states and throughout the world.
What should I do the day of the exam?
Report to the testing site 30 minutes early to allow for time to park and get settled in.
Bring a valid form of identification that includes your name, signature, and photo. Examples of acceptable forms of ID are a passport, driver’s license, and military identification card. Be sure to also bring your admission ticket.
Many items are prohibited from the testing area. Some of these are study materials, purse, and food/drink. You are also forbidden from bringing a calculator. An online calculator will be provided.
What happens after I take the exam?
You will not receive an unofficial score report For Test 1 before leaving the testing site because it consists of constructed response-questions. On the other hand, you will receive an unofficial score report for Test 2 before leaving because it only has selected-response questions. You will have access to your official score report on your testing window’s report release date. Your score report will indicate whether you have passed or failed the exam.
What happens if I don’t pass the exam?
You can re-take it, but must wait at least 30 days to take the exam again. You must register and pay the exam fee once again.
How Can I Prepare for the GACE Early Childhood Education Exam?
We believe that different learning styles require different tools for success. We have compiled a list of the best study guides, flashcards, and practice tests that we’ve found on the market. Some of these guides have review videos, for you visual learners out there. Others have practice tests, which have been proven to increase student scores by a whole letter grade (in some cases more than that)!


- Builds early numeracy skills.
- Develops colour recognition.
- Encourages early counting skills.
- Builds fine motor skills.
- Includes Activity Guide.
Super Sorting Pie. Fruity pie teaches early number skills and attributes (colors and fruit shapes). Place the sorting cards into the bottom of the pan to provide visual cues that support student success. Top crust becomes a bowl to conveniently hold counters. Jumbo tweezers reinforce fine motor skills. Includes 60 counters (7 fruits in 5 different colors), durable plastic pie (8 3/4 inches in diameter), removable divider, 3 double-sided sorting cards, 2 jumbo tweezers and Activity Guide. Grades PreK+.


For a better website experience, please confirm you are in:
Are you trying to review or purchase products for a school based in New York City?
An Educator’s Guide to Teaching the Foundations of Reading
Young students’ early reading success is highly dependent on knowledgeable primary grade teachers who understand and teach reading Foundational Skills.
Download Teaching the Foundations of Reading by Dr. D. Ray Reutzel today for a comprehensive review of the following skills and creative ways each can be taught:
Concepts about Print
Oral Reading Fluency
About the Author
Dr. D. Ray Reutzel
Dr. D. Ray Reutzel is the Dean of the College of Education at the University of Wyoming and President of the Reading Hall of Fame.


For those who are learning to read, Route 66 Literacy is a web-based service that provides literacy instruction for persons (adolescents and adults) with developmental disabilities and/or those who are learning to speak, read, and write English. For those who are teaching reading, Route 66 is designed to help teachers and non-teachers (volunteers, parents) teach reading and writing.
Displaying 1 - 1 of 1
Content Area: reading, writing
Grade Level: middle school, secondary, transition
IDEA Disability Category: autism, intellectual disability, traumatic brain injury
English Language Arts: Language, Reading: Foundational Skills, Reading: Informational Text, Reading: Literature


Elsewhere in this blog I have written about the strengths and weaknesses of Kodaly, Orff, and Gordon approaches to music education. Those articles assumed that it is beneficial to grab strengths from each approach, mixing and matching them into a teaching method that is better than strictly adhering to any one of them. In this … Continue reading Eclectic Application of Major Music Education Methods
Conversational solfege is a curriculum for teaching music literacy developed by Dr. John Feierabend. It is a literature based curriculum that is grounded in Music Learning Theory and the Kodaly philosophy for music education. It is not a method that one uses to the exclusion of all others, but rather an effective way of teaching … Continue reading Conversational Solfege and the National Core Arts Standards
Chances are, if you are a musician, you were taught somewhere along the way, the names of the lines and spaces on the musical staff. Chances are also good that the teacher used some kind of mnemonic device, like "every good bird does fly" for the lines of the treble staff, and "face" for the … Continue reading Should We Be Teaching The Names of Lines and Spaces on the Musical Staff?
The nomenclature we (except for those who use the quaver family of names) really is not very useful. Whole note, half note, quarter note, eighth note, and sixteenth notes are the terms by which teachers, both of music and of other subjects, connect music to fraction arithmetic. As far as it goes, they are correct. … Continue reading Musical Fractions That Make Sense
I saw this post recently on Facebook. "What do you teach?" "Music." "Oh, okay. So, do you read music?" "You teach English, right?" "Yes." "Can you read English?" My first reaction, as a Music teacher, was probably similar to the author of this post. I was irked, maybe even offended. Of course I read music. It seems so obvious … Continue reading Music Literacy is More Than Reading Music
Over the last ten posts, I offered a series on early childhood music education. Today, I'd like to share with you some of the songs I mentioned and recommended in that series. Below you will find some videos of music educators performing these songs. The materials from John Feierabend are available from GIA Publications. "The … Continue reading Resources for The Amazing Human Musical Mind
Whether we want to admit it or not, we music teachers are all to some extent caught in the specialist trap. This trap has been built out of people who claim to have little or no musical talent and who must rely on us to provide all of the musical training for their children. The … Continue reading The Music Specialist Trap


Black students consistently underachieve academically in comparison to White students. To minimize the achievement gap between Black students and White students, some experts advocate the use of differentiated instruction as an alternative methodology to teach underachieving students. Differentiated instruction is predicated on teaching students based on their learning abilities and/or learning preferences. The differentiated instructional model examined in this study combined traditional teaching methodology with specific Montessori stage two and stage three constructs. This exploratory qualitative study examined the impact that Montessori constructs combined with traditional teaching methods had on academic achievement of Black students in grades four and five in an inner city school in Dallas County, Texas. The study further explored the sample’s perceptions of and preferences for the combined teaching methodology. The sample group had been exposed to the differentiated teaching model evaluated in the study. Disaggregated 2007 and 2008 TAKS results from the Texas Education Agency were obtained to compare the school’s fourth and fifth grade Black students’ achievement to their cohort groups in the district and in the state. The TAKS data comparisons found variability in performance among the groups in each of the subject areas assessed by TAKS. Qualitative data from a Likert Scale, multiple choice questions, questionnaires, written essay, and interviews were obtained from the participants to examine the students’ perceptions of and preferences for the combined teaching methodology. Data responses were analyzed and themes were developed to determine black students’ preferences for teaching, learning, and factors that contribute to learning. The findings of this study imply that future use of a differentiated instructional model that combines traditional teaching methodology and specific Montessori constructs and principles might be effective in improving Black student achievement.
|Commitee:||Beazley, Jackson (Skot), Simmons, Obadiah, Jr.|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 70/08, Dissertation Abstracts International|
|Subjects:||Black studies, Elementary education, Curriculum development|
|Keywords:||Academic achievement, Black students, Differentiated instructions, Minority students, Montessori, Traditional teaching|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be


The Warden and Society of Sutton Coldfield took advantage of the 1870 Education Act to review the provision of elementary education in the town. An inspector came and made a comparison between the number of school places available and the number of children of school age recorded in the 1871 census.
Over 100 extra places were required, and plans were made to extend existing schools and consider how to cater for outlying areas. In the south-east corner of Sutton, at Minworth Greaves (a small hamlet half-way between Minworth and Curdworth, but within the Sutton boundary) it was found that there were only 12 children, and places could be found for them by striking a deal with schools at Minworth or Curdworth (not in Sutton). The situation was different in the north-east, where over thirty children lived a long way from the nearest school at Mere Green.
The Warden and Society decided to build an infants school at Roughley near the junction of Weeford Road and Slade Road to serve the localities of Roughley, Turf Pits, Hillwood, Shepherds Pool, The Slade, and Muffins Den. In 1872 plans prepared by Mr. Jenkins for Roughley School, to accommodate not less than 50 pupils, were approved subject to the provision of an extra fireplace. At a later meeting of the Warden and Society the tender of Charles Palmer, an Erdington builder, to erect an infants school and premises at Roughley for £610 was accepted.
On 13th October 1873 it was reported that “the Infant School and Mistress’s House at Roughley” had been inspected and approved, and that £6 per annum was to be allowed for fuel; the school duly opened in 1874.
Twenty-two year old Clara Humpherston was the schoolmistress in 1881, and the census shows that she had three children boarding with her at the school house. The census for the area shows another fifty children of school age, most of their parents being listed as agricultural labourers. The school closed at haymaking and harvest time, when even the smallest hands were required to help bring in the crop. Two of the children, John and Elizabeth Humpherson, were no doubt related to the schoolteacher; they lived with their mother at Hill Wood. Mrs. Humpherson was a slop maker - slops were ready-made clothes cut out in bulk on machines - workers were then paid a pittance to sew them together at home.
The number of children at Roughley School fell as the local population declined, and when a new school opened at Reddicap Heath, the pupils were transferred there and Roughley School closed, having served the area for forty years.


Israel Quiz – Fun FREE Online Geography Kids Quizzes
Enjoy this Easy Science for Kids Israel Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Israel. You need to answer all the questions to be able to get your score. You can do this fun quiz about Israel again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Israel.
Israel Quiz – FREE Geography Quizzes
Our easy earth science quizzes are a free online quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Israel Geography quiz helps your kids learn fun facts about Israel while enjoying this FREE science quiz questions for kids.
If your kid is enjoying home-schooling, or is in an after-school enrichment program, then this is a fun yet educational activity, with reading comprehension benefits for first graders all the way to fifth grade kids.
Kids will enjoy competing against their classmates and friends, to see who scores better, doing this fun earth science quiz for kids on Israel.
As a reading comprehension training for your kids, you can set a timer to encourage kids to do the reading comprehension activity faster, or you can limit the number of times they can read about the Israel quiz topic, before they do the actual earth science quiz questions.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this Israel quiz and our other fun quizzes, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers.
You will select the Israel quiz answer they think is correct, and at the end you get the quiz score.
Your child can try multiple times doing the Israel quiz, till gets the perfect score faster, as he or she learn to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz about Israel? Check out all our other fun Free Quiz Questions and other fun Geography facts for kids. Visit our Easy Geography for Kids all about Israel page. Get lengthy info here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Israel Quiz – Fun FREE Online Geography Kids Quizzes - ." Easy Science for Kids, May 2020. Web. 25 May 2020. < https://easyscienceforkids.com/israel-quiz-fun-free-online-geography-kids-quizzes/ >.
APA Style Citation
Tobin, Declan. (2020). Israel Quiz – Fun FREE Online Geography Kids Quizzes -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/israel-quiz-fun-free-online-geography-kids-quizzes/
We've recently added
- Vinegar and Baking Soda Fire Extinguisher
- Power of Bleach
- Comparing Surface Tension of Liquids with Pennies
- Ice Cream Chemistry
- Using Distillation to Purify Water
- Filter Water with Dirt
- Build a Balloon Barometer
- Build Your Very Own Seismograph
- Explore the Wet-Sand Effect at Home
- How to Bake Ice Cream Without it Melting
- Make your Artwork Dance!
- Food Insecurity
Sponsored Links :


Fundamental to learning in the Junior School is the establishment of highly proficient literacy and numeracy skills to support the development of critical thinking, deep learning and higher order conceptual understandings.
To ensure your daughter’s educational needs are met we undertake an assessment of all girls as they enter the Junior School. We develop a strong understanding of your child’s areas of strength and those needing support. Our teaching is then differentiated to allow each girl to be challenged and stimulated in her learning journey.
The delivery of activities that establish highly proficient literacy and numeracy skills is the core focus of class teachers. The girls also enjoy additional support from the specialist Literacy and Mathematics teachers and teachers’ assistants who work in the room.
Children already demonstrating competence in basic skills are challenged to apply this core knowledge in investigation and extension tasks while those needing additional time to consolidate their knowledge are supported with explicit teaching.
Every girl is challenged and stimulated in her learning journey where the holistic development of each child is paramount.


What is Non-Verbal Reasoning?
Non – verbal reasoning is problem solving using pictures and diagrams. It tests the ability to analyse visual information and solve problems based on visual reasoning. Often, children are asked to look at a sequence and find the odd one out.
Pupils are expected to have a solid knowledge of shape and measure, especially in topics such as rotation and symmetry.
The questions appear in diagrammatic and pictoral formats. Your child will need to be able to understand and analyse this information mentally and without limitations of language skills.
Non-Verbal Reasoning is used in 11+ exams because it allows examiners to judge pupils' visual acuity, speed of perception, and their ability to recognise and manipulate objects.
The skills required for the Non-Verbal Reasoning exam are not as easy to acquire as simple literacy and numeracy skills through extensive exposure and practice, as it goes beyond and bypasses language acquistition and mathematical ability.
Through practice and familiarisation, children are able to improve their skills in this area, despite it not being taught conventionally in schools.
NVR skills assisst in developing conceptual and imaginative ability, as children are forced to face new and unconventional material.


‘Listen Today to Hear Tomorrow’: ISEA launches hearing protection campaign
Arlington, VA — The International Safety Equipment Association has launched an initiative highlighting the importance of preventing hearing loss in the workplace – where, according to NIOSH, 22 million people are exposed to hazardous noise each year.
The Listen Today to Hear Tomorrow campaign is designed to raise awareness of work-related noise-induced hearing loss. Through the campaign’s website, workers can request free earplugs and download mobile apps that calculate noise levels.
NIOSH’s recommended exposure limit for noise is a time-weighted average of 85 decibels over an 8-hour period – and permissible exposure time is cut in half for every 3 dB above 85 dBA.
Workers in industries such as carpentry, agriculture, groundskeeping and music education routinely experience noise levels hovering around 85 dB, a May 1 ISEA press release states, citing NIOSH analysis. ISEA provides examples of common noise exposures whose decibel levels can be hazardous over time:
- Leaf blowers (90 dBA)
- Belt sanders (93)
- Warehouse forklifts (96)
- Jackhammers (105)
- Ambulances (120)
“Employers and workers really need to take this seriously,” ISEA President Charles Johnson said in the release. “Permanent hearing loss is irreversible. It’s personally and economically devastating. Fortunately, it’s usually preventable with proper hearing protection. Hearing is too important to take for granted.”


Susan Kovalik, an elementary education guru, developed the Highly Effective Teaching (HET) model. HET is research based. Simply put, HET is a way of conceptualizing and implementing a “brain compatible” learning environment and organization of curriculum. It is also the basis of the LifeSkills and Lifelong Guidelines you see and hear about throughout our school.
Classroom teachers utilize the following brain compatible elements to help create the ideal learning environment:
absence of threat
sensory rich experiences
We embrace these elements and they are reflected in what students see, hear, and experience in classrooms and across our campus. Here are a few concrete examples of strategies we use at the Lower School, to help provide context for some of these elements.
Our Lower School teachers provide "brain breaks" or movement breaks between lesson segments. In this photo, a kindergarten class participates in some yoga moves when transitioning from one subject to the next.
This photo is a good example of leveraging students' own knowledge to help cement the connections they make with new knowledge at school. Here, a first grade teacher uses a foldable activity to have a student represent the five senses they studied in science. Inside, students illustrated their senses in action and wrote sentences describing how they enjoy using each of their senses.
More and more studies are proving the power of drawing in improving retention of information and problem solving. This foldable activity on the senses is also a good example of an activity that is cross-curricular, affording an opportunity to practice writing and grammar skills while reinforcing science concepts.
SENSORY RICH EXPERIENCES
Kindergarten students work on both fine motor skills and math skills in this activity. Beginning with their names written in black marker, students are asked to cover the lines with tiny mosaic paper squares as much as possible, with limited overlap of mosaic pieces. The fine muscles in the hand allowing students to control a pencil with accuracy are still developing in 5 year olds. These types of activities require students to use these fine motor skills essential to developing handwriting. Next, each child records the number of letters in his or her name. The class graphs how many students have names with 3 letters, 4 letters, 5 letters, etc. Counting, numeral formation, and graphing are all kindergarten math skills. (All cleverly disguised as part of an art project.) Compare this, from the child's engagement perspective, and from a sensory-rich perspective, to a fill-in-the-blank math worksheet. I've had parents ask why they don't see more worksheets coming home. This is why!
Consider the quality of this activity completed collaboratively in a second grade classroom. In teams, students organized these cards based not only on what they learned in their grammar lessons about synonyms, adverbs and adjectives, but also what they learned in a recent science lesson! The teacher added much-needed movement to the activity by allowing students to complete the activity anywhere in the room they wished. Many chose to spread out on the floor and work while lying on their stomachs.
I loved this activity as much as the students did! Second grade students demonstrated their mastery of the different characteristics of clouds by creating these books. Students listed each of the cloud types on the front of the book, then created a representation of each type of cloud using cotton balls, glue, and markers. Inside each page they described the distinctive characteristics of each cloud. What a great way for a child to apply what they know and demonstrate mastery! While it is not possible for every assessment to be a hands-on art project, teachers try to include as many of these as possible.


When you are teaching a child to read, it is important to use supplementary materials. One such reading instruction series is Hooked on Phonics.
Why I like and recommend Hooked on Phonics:
- Book 1 of Hooked on Phonics teaches VC and CVC words, introducing short a, i, o, u, and e in that order. Most phonics instruction begins this way.
- New words are introduced in rows of up to six words, often with fewer than ten new words per page. With lots of white space, the appearance of the pages is friendly.
- The large typeface looks like children’s printing with the a’s and g’s easy to read.
- Each new vowel sound is introduced with a vivid picture of a word which begins with that letter sound (although not many children today know what an ox is).
- Hooked on Phonics intersperses 17 one- or two-page illustrated stories, throughout Book 1. The attractive stories are well-illustrated with humorous black and white line drawings. The captions of the stories use mostly CVC words. The stories continue through all five of the instruction books.
- Newly introduced words are reviewed over and over.
- Book 2 continues with CVC words, teaching beginning word blends, which continue the one-letter-to-one-sound relationship established in Book 1. This kind of logic makes sense to children.
- Book 3 expands CVC words by introducing end-of-word blends; it also introduces a few suffixes like -ing and -ed, which create two-syllable words.
- Book 4 introduces long vowels (silent e and double vowels)in one-syllable words.
- Book 5 introduces two-letter vowel sounds (harder than Book 4 words), three-letter beginning blends (harder than book 2 blends), and soft c and g.
- Students don’t need to write anything to use this series, a plus for students who balk at writing.
What I don’t like about Hooked on Phonics:
- Book 1 introduces 44 sight words along with 168 VC and CVC words. In other words, about 20% of the words to be learned in book one are sight words, not phonics words. With so much memorizing to be done, children might think memorizing words is as important as sounding out words. This misunderstanding of how new words are decoded—memorized rather than sounded out—can inculcate bad reading behaviors in beginning readers.</li
- The first blends introduced to children (ch-, sh-, and th-) are not blends at all. They are digraphs, letter combinations whose original sounds are ignored and replaced with new sounds. This can confuse children who are learning that English is a logical sound system. Teaching digraphs at this point does not make sense.
- The reading books that accompany the series can be hard to read. One Level 2 book, for example, uses the words “detective,” “ghost,” “house,” “kitten” “thanks,” “meow,” “blanket” and “white,” words which are far beyond the reading ability of a child learning to form beginning blends in one-syllable, short-vowel words.
- Some easy phonics rules (adding an s to form plurals, pronouncing double consonants such as -ll at the end of words as a single sound, and pronouncing -ck at the end of words as a single sound) are not mentioned. Why not?
- Two- and three-syllable words are barely mentioned, and advanced phonics is not covered at all. In my teaching of reading, I meet children who learn phonics using one-syllable words only. Yet children need word attack skills for pronouncing long words, for recognizing roots, prefixes and suffixes, and for spelling certain kinds of words. Phonics for so many children stops before these skills are learned and guessing at words begins.
The advantages far outweigh the disadvantages of using Hooked on Phonics as a supplement to beginning reading instruction. With online access now available for phones, computers and tablets, kids who are attracted to technology have a reason to like the series as much as their parents and teachers.


Following independence, India viewed education as an effective tool for bringing social change through community development. The Indian government lays emphasis on primary education up to the age of fourteen years, referred to as elementary education in India.
But still schools in rural India face a major problem of lacking teaching techniques and learning tools. Along with lack proper tools for learning there is a severe shortage of qualified and able teachers. There by leading to ineffective teaching and hard to understand learning.
The Annual Status of Education Report (ASER) released earlier this year had some startling observations on reading and maths levels in all Indian states. In 2010, nationally, 46.3 percent of all children in Class V could not read a Class II-level text. This proportion increased to 51.8 percent in 2011 and further to 53.2 percent in 2012.
So as to find the solution to present scenario, in our proposed project we aim at developing a system mainly focusing on two main aspects
One a way in which e-slate would provide an effective learning tool for such rural and government aided schools at an primary teaching level and Two also prove helpful in cases where it is difficult for a teacher to teach a particular subject or make understanding more easier along with giving the teacher a freedom of remotely teaching as well as communicating with a larger group of students in rural places where there is shortage of able teachers.
e-SLATE is an intelligent touch pad based learning tool interfaced with a digital board which can be used in rural and government aided Indian schools by the teachers for an interesting and interactive learning. The teacher can give inputs to system through a hand held system which consists of a touch screen interface i.e. a touch pad mounted on a display there by giving a very easy interface for the teacher as well. Then the input data can be transmitted through an RF communication and displayed on an LED board in the class.


By Teachers, For Teachers
As a teacher, it’s easy to spot the students who are confident in themselves. These students tend to speak out more and are self-assured in their skills. However, for those students who aren’t so confident, you’ll see them as more reserved. These are the students who are always questioning their abilities and tend to shy away from answering questions. Learning for them can feel like they are swimming upstream. For children who are still emotionally developing, positive feelings like self-worth and self-acceptance can be hard to come by. Many children believe you are either born with self-confidence or you’re not. These children with low self-esteem are unsure of themselves and often allow themselves to get treated poorly. Having self-esteem matters, because when you feel good about yourself, it will resonate in every aspect of your life. As teachers, we have a powerful influence on our students, and we can help them feel confident and be proud of themselves as well as their accomplishments. We can help them feel secure not only in their own skin, but in their learning as well. Here are some teaching strategies that do that.
If you feel that your students are in need of a little confidence boost in their self-esteem, you can start by using these teaching strategies.
The first thing that you can do is offer praise and acknowledgment for students’ accomplishments. You can do this both in private, as well as in front of their classmates. However, it’s always best to start with a positive statement followed by something that they need to work on.
Try not to correct every little single thing the student says that is wrong. When you do this it will only harm her self-esteem. Also, try not to interrupt the student when he is talking by correcting them. This will also harm his confidence, not boost it.
Setting attainable goals in the beginning of the year is a great way to show students how much they have grown. Try and have them set at least one to three goals that you know they’ll be able to reach. When they reach their goal, make a big deal of it. This will help boost their self-esteem.
Give students the opportunity to choose what they learn, this will help them build their self-worth and self-confidence. You can try a learning menu or choice board, where students get to choose which activities they want to learn about. The more positive choices they make, the better they’ll feel about themselves.
Be sure to always express a positive attitude at all times. This will show your students that you’re on their side, and that they’re worth your attention. The more positive you are, the more positive they’ll become.
Create opportunities for students to succeed by building on their strengths. For example, if a student knows a lot of information about reptiles, then ask them to tell you more about those animals. You can say, “I’m unfamiliar with reptiles, can you please tell me more about them?” Asking students for their help is a great confidence boost to their ego.
Encourage students to do better than they did before. For example, if Reesa got a “B” on her last math test, encourage her to get an “A” next time. It’s important for students to compete against themselves not their classmates because this will help build their self-confidence.
To help students recognize and appreciate their growth, try a few of these classroom activities.
Nurture your students’ strengths, ban harsh criticism, and be a positive role model. When you do these things, along with the suggestions listed above, self-esteem and self-confidence will develop within time.
Do you have teaching strategies to help build your students’ self-confidence? Please feel free to share with us in the comment section below, we would love to hear what you have to say on this topic.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds Masters of Science in Education from the State University of New York College at Buffalo. She is a contributing writer to TeachHUB.com, TeachHUB Magazine, and Hey Teach. She was also the Elementary Education Expert for About.com for five years. You can follow her on Twitter @empoweringed, on Facebook at Empowering K12 Educators, or contact her at Janellecox78@yahoo.com


This Kittens themed lesson is always a guaranteed hit! With puppets, percussion, circle games and role play, it’s a great way to encourage even reticent children to get involved. They all want to tell you about their own cats at home, and if they haven’t got one, they love pretending anyway!
This lesson plan can be used for 2 and a half to 7 year olds.
Included in the Kittens & Cats digital lesson plan
- 14 pages long with all required sheet music and resources included
- Learning solfege with chime bars or resonator bells.
- Playing a variety of percussion instruments, recognising the steady beat and the rhythm. Listening skills, remembering patterns and echoing rhythms.
- Singing together with actions to promote speech development, storytelling and motor skills.
- Social skills; working in a group, following instructions and building confidence.
- Imaginative role play and movement to music.
These plans are not intended to read as a script, as everyone will have their own teaching style. More, I hope that they will provide you with in-depth guidance for a number of related activities that I have found in my years of teaching to be particularly effective and engaging combinations.
I have purchased every lesson you have available and LOVE them all!! I lead music classes for toddlers and preschoolers and I love how each of your lessons builds on each other. They are easy to adapt for the different ages. The parents of my students love that their kids are learning early music education while having a blast and that the kids go home and sing and stomp out rhythms. I would highly recommend your plans to everyone. And I look forward to seeing the other lessons.
I purchased “Clocks and Mice” to teach to my 3-5 year old preschool class. They loved the songs, games and playing the chime bars so much that I stretched this lesson over three weeks! (The music class is once a week.) Now we are transitioning to “Cat’s and Kittens” which is a perfect compliment to “Clocks and Mice.” They are learning so much through play and music with these two lessons.
I find these lesson plans perfect for preschoolers and easy for me to follow. I will never teach a music class without one! Thank you for providing such a wonderful resource.


Teach your child subtraction
Help support your child's maths learning at home with a practical, targeted eBook. Subtraction topics covered include subtraction on a number line, complementary addition, column subtraction, subtracting decimal numbers and subtracting negative numbers. As well as parents' notes on the theory your eBook contains lots of practical activities and games to help your child practise what they're learning at home.
Teach your child subtraction is a reference guide and home-teaching kit which will help you understand exactly what addition-related skills your child is expected to have mastered in each year of the primary school curriculum. Primary school teacher and parent Matt Revill has compiled information, tips and activities to ensure that you have the right information at your fingertips so you can quickly make sure your child has fully grasped and achieved each and every skill for their correct year group and using the same methods that they are taught (rather than confusing them with the one you were taught at school!). You'll be able to print off highly targeted and child-friendly fun worksheets to help them master each of the essential skills as they progress through school – in fun, five-minute sessions.
In Teach your child subtraction, you’ll discover:
- The vocabulary/terminology your child is being taught at school, so you can use the same concepts at home.
- An explanation of the methods they’re taught to use so you don’t end up doing more harm than good by trying to teach them in a different way.
- Why it is so important to talk to your child about their learning so that they understand that feeling nervous or confused about maths is normal and something you can overcome together.
- What children are taught about addition in each year group
- Key time vocabulary
- Some general tips to help your child
Worksheets and games
- Addition in Reception
- Addition in Y1
- Addition in Y2
- Addition in Y3
- Addition in Y4
- Addition in Y5
- Addition in Y6
- Worksheet answers


A LOW-cost website that can help children – and adults – improve their numeracy skills launches today (Monday, October 18)
Developed in Scotland, the ‘Maths on Track’ website offers video clips of numeracy techniques that have been successfully shared now in some 500 Scottish schools with 100,000 pupils and their teachers.
For as little as £10, anyone signing up to the website has access to a range of online support material, which can be downloaded for use at home or at school, including 165 video clips and around 700 practice sheets.
The site also has nearly 5,000 mental agility flash cards from the Wee Red Box (so-called because the original was a red shoe box) that can improve fluency in key mental agility skills such as addition, subtraction, multiplication, division, fractions and percentages.
Everything on the site – suitable for both school and home use – has been tailored to support the new Curriculum for Excellence for the primary stages up to S3.
“I want as many kids as possible to be as good as they can be at maths and numeracy,” said the site’s creator, Tom Renwick, a former maths adviser who has provided quality support materials for ten years to Scotland’s schools.
“Being good at numeracy means being good at maths and now, for the first time, parents and their children have direct access to successful visual numeracy techniques that I’ve been asked to share in so many classrooms with teachers and their pupils.”
Tom said these ‘old fashioned’ techniques are so effective he’s been asked to demonstrate them with a P5 class to be transmitted ‘live’ over the Glow intranet for many teachers and pupils to watch across Scotland on November 16.
“The Maths on Track website can help improve numeracy skills for as little as £10 and every set of Wee Red Box flash cards have pass marks of 20/20 – you either know it or you don’t, but it’s great when you do.”
The website also enables parents to seek advice on behalf of their children or any aspect of maths.
Tom, who changed career from Civil Engineering to teaching in 1977, became a principal teacher and then an adviser for mathematics with a local authority, and more recently was the on-line ‘virtual adviser’ for maths with Learning and Teaching Scotland.
Education consultant, Heather Reid – former BBC Scotland’s ‘Heather The Weather’ – believes the website could benefit many people.
“As a scientist, I fully appreciate the importance of good numeracy skills,” she said.
“This website provides an extensive range of numeracy supports with many downloadable for use by teachers in schools and parents at home with children.
“Like Tom, I believe that to be good at maths you need to be good with numbers – and that’s why I believe this website is so important.”
NOTE TO EDITORS
Glasgow-based Tom Renwick has been supplying quality 5-14 support materials to Scottish schools and parents for more than ten years and over half of Scottish schools now use some or all of them.
Over the past eight years, as director of Maths on Track, Tom has become a leading CPD provider, supporting some 2000 teachers a year at in-services on behalf of local authorities for their schools or head teachers for their staff.
He’s regularly invited into schools to work with teachers and their pupils to share interactive mental agility techniques as well as to give talks for parents and carers on how they can support their children with their maths.
He graduated as a civil engineer and moved into teaching, enjoying spells at Castlebrae HS, Deans Community HS, Linlithgow Academy and Drummond HS – he was PT at the latter before becoming an adviser in maths for Scottish Borders Council, a position he held for seven years. More recently, he was the ‘virtual adviser’ for maths for the successful Glow pilot with Learning and Teaching Scotland
During the mid-eighties he took time out of his career for three years to be a house dad, a job, he says, he would wish on any dad.
He describes the ‘Maths on Track’ website as his “contribution to the Curriculum for Excellence” and believes that if the learner is good at reading and with numbers they’d be excellent at any curriculum.
MEDIA RELEASE posted by Mike Ritchie Media. You too can post media releases (aka press releases) on allmediascotland.com. For more information, email here.


Most children begin learning phonics by sounding out letters and learning what items represent that sound and that letter, i.e. A is for apple; A sounds like “aaaaaaaaaaaaaa”. Children begin learning phonics from parents, siblings, videos, and music at a very early age (2-4 years old) even before entering school.
Phonics and phonemic awareness are comingled when teaching children in this manner. Phonics involves the relationship between sounds and written symbols, whereas phonemic awareness involves sounds in spoken words. Therefore, phonics instruction focuses on teaching sound-spelling relationships and is associated with print. Most phonemic awareness tasks are oral.
Even though parents are the initial teachers, it will take a professional to instill all of the rules of phonics and to teach students decoding skills as they begin to read. Hiring a tutor with experience teaching early learners will ensure a student’s success as they begin elementary school. A professional tutor can also reinforce phonics for those students that were taught the Whole Language approach to reading and are still struggling in 2nd and 3rd grades. Hiring an Advanced Learners tutor is a guarantee that you will receive a professional tutor that can make a difference in a child’s ability to read.
Our Tutoring Service
We believe that the most effective tutoring occurs when you have the undivided attention of a highly qualified and experienced tutor by your side. Our exceptional tutors are not only experienced and educated, but are experts in their field and passionate about teaching others. We will always provide you with a tutor specifically qualified and experienced in the subject matter you need. And for your peace of mind, we conduct a nation-wide criminal background check, sexual predator check and social security verification on every single tutor we offer you. Before you invest money and time into tutoring sessions, be sure you have selected the right tutor for you.


SIP training presentation
Presentation on Effective Instruction system at July 31, 2014 KPBSD administrator meeting.
Effective Leadership training presentation
Here is the inforgraphic and the powerpoints that were presented at the 4-30-14 Admin. meeting:
Attached is the powerpoint used during the K-12 ad Elementary job-alike session. Please contact the office of Elementary Education for more information, if needed.
Please click on the hyperlinks below to see the two new useful documents for your I-team to utilize as they determine interventions for students in all grades for reading and math.
The Reading Error Analysis Intervention Guide will help your I-team narrow/define the student deficit and lists specific choices to target the deficit that are available in our district for providing intervention. Please see the Reading Intervention Description Matrix (on the intervention webpage) for a more detailed description of the programs and links to the what works clearinghouse effectiveness reports. Not all schools will have every resource listed. This is a list containing suggestions that you may have access to in your building and provides direct instruction strategies as well.
The K-12 Math intervention_Core-Tier III document provides a framework to present what intervention can look like at the different grade levels and the different tiers of intervention. This is the first time this has been defined to this detail and has valuable information to help guide math intervention.
The RTI committee has worked hard to ensure that these documents and strategies will be applicable to all grade levels.
Please take a few minutes to look over the new documents. These are great resources to have on hand at each I-team meeting.
These will be posted under the resources heading on the Intervention Webpage.
Intervention Webpage: http://www.kpbsd.k12.ak.us/departments.aspx?id=26796
- Teaching internet safety is required annually as a condition of continuing our E-Rate funding. KPBSD adopted the i-Safe materials to provide teachers with the resources, background, and support information necessary to be able to teach these skills and the related content. Teachers in multigrade sites should choose one grade level of content to focus on each year, and rotate the materials so students end up learning from all grade levels at some point in their school experience.
- Principals must collect the verification forms each year from their teachers.
- The forms are due (for the whole school at once- not to be submitted one class at a time,) annually to IT by May 1st (it is on the deadlines list.)
All the teaching materials and verification forms are available online from the curriculum webpage by selecting “i-Safe,” which is listed under “Health” or by following this link: http://www.kpbsd.k12.ak.us/departments.aspx?id=22489
The minutes from today’s meeting of the Ed Tech Committee are posted below. Members of the committee are:
- Mick Audette, DW Ed Tech Coordinator
- Amanda Adams, Distance Ed Teacher
- Stephanie Cronin, Seward High School
- Kristi Felchle, K-Beach Elementary School
- Robanne Stading, Nikolaevsk K-12 School
- Beth Swaby, Soldotna High School
- Lisa Rolph, Kenai Middle School
- Karla Barkman, DW Librarian and Ed Tech Coach
- Jason Bickling, Principal at Seward Middle and Moose Pass K-8
20130925_PROCESS_Suggest or contribute a KPBSD storyKPBSD Announcement
Contribute or suggest a KPBSD story
School Start-up for interventionists
August 19th, 1-4 Cook Inlet Aquaculture – New Successmaker 6.0
August 20th All day at Cook Inlet Aquaculture – Interventionist training
The Interventionists will need to sign up for these in Avatar.
Please communicate this to the interventionist in your building. I am still working on getting all of the interventionists names sent to me.


How many of us teachers have extolled our charges to “learn language like an instrument?” I always do on the first day of the semester, and here, Temple University at Osaka’s David Beglar outlines a theory-based practical approach that transfers music education methodologies to L2 acquisition.
Drumming, automaticity, and the teaching of speaking to beginning foreign language learners
Cognitive learning theory and research on expertise suggest that all forms of adult learning have a great deal in common. If that is the case, then learning approaches used in various fields might prove valuable in the field of SLA. In the world of drumming, considerable time and energy is invested in developing high levels of fluency, which is manifested as the ability to play smoothly, with little conscious effort, and at potentially high speeds. The development of fluency is particularly important when building complex rhythms. In such cases, many drummers learn part of the rhythm (e.g., using both hands) and when that has been somewhat automatized, complexify the rhythm (e.g., by adding the feet). In this way, the development of more complex and accurate rhythms is based on breaking complex rhythms into simpler subcomponents and partly automatizing the individual subcomponents before combining them.
This same basic approach seems to be used by children acquiring their first language and could be applied to the development of second language speaking skills, using the order in which children acquired their native language. This means that L2 learners would acquire and partly automatize L2 phonological and suprasegmental features by engaging in extensive listening (see Postovsky, 1974 for an example of this approach). They would then focus on building and automatizing an approximately 400-word receptive vocabulary embedded in syntactically simple sentences (see Bates et al., 1994 regarding details of L1 lexical acquisition). That vocabulary would then be put to use productively in utterances involving simple syntax (i.e., sentences). By allowing learners to focus primarily on one aspect of language at a time—phonological features, then lexis, then morpho-syntax—they might ultimately display greater levels of accuracy and fluency, and this might result in feelings of increased self-efficacy and motivation to continue practicing the language.
Bates, E., Marchman, V., Thal, D., Fenson, L., Dale, P., Reznick, J. S., Reilly, J., & Hartung, J. (1994). Developmental and stylistic variation in the composition of early vocabulary. Child Language, 21, 85-13.
Postovsky, V. A. (1974). Effects of delay in oral practice at the beginning of second language learning. Modern Language Journal, 58, 229-239.


Skip to main content
Child Development, Health and Safety
With 90% of brain development occurring in the early years, Child Care Services values and supports quality environments with developmentally appropriate practices. To help support providers and educators as well as parents, the child's first teacher, this list of resources has been gathered based on Oklahoma's core competencies.
Child Growth and DevelopmentAmerican Academy of Pediatrics CDC-Centers for Disease Control and Prevention Developmental Milestones (Birth to 5) Developmental Monitoring And Screening Facts about Child Development Center on the Social and Emotional Foundations for Early Learning Zero to Three
Health, Safety and NutritionChild Nutrition Child Passenger Safety Choose My Plate (health and nutrition) Consumer Product Safety Commission (CPSC)
Emergency Preparedness and Response
Healthy Children Safe to Sleep
Child Observation and AssessmentBirth to 5: Watch Me Thrive, help with developmental monitoring and screening. Center for Early Childhood Mental Health Consultation Child Guidance
The Centers for Disease Control and Prevention (CDC’s) “Learn the Signs. Act Early” program,
Learning Environments and CurriculumCreating Learning Environments The OK Early Childhood Learning Environment Head Start School Readiness Let’s Move! America’s Move to Raise a Healthier Generation of Kids Nature Based Learning Zero to Three Interactions with ChildrenAdult/Child InteractionBehavior Guidance for Young Children
Social & Emotional DevelopmentTechnical Assistance Center on Social Emotional Intervention for Young Children
Family and Community PartnershipsChild Development Institute - Parenting
Child & Family WebGuideFamily ResourceFamily & Youth Services BureauHomelessnessMaternal DepressionParent Family and Community Engagement ParentPROParents ActionPosititve Parenting
Pathways Child Development resourcesResources for Homeless Children and Families: Tip Sheet
Program Planning, Development and EvaluationPlanning and CurriculumNAEYC Code of Ethical Conduct
NAEYC position papers on Curriculum, Assessment, and Program Evaluation
Professionalism and LeadershipEarly Education Central Center for Early Childhood EducationMcCormick Center for Early Childhood Leadership NAEYC-Voices of Practitioners Leadership Opportunities Oklahoma Child Care Resource and ReferralScholars for Excellence in Child Care
Use the Child Care Locator/Summary of Program Monitoring to view a summary of program monitoring reports for your a child care program or to search for quality child care in Oklahoma.
Child Care Locator Fact Sheet.
For additional assistance in locating child care contact
Oklahoma Child Care Resource and Referral.


Elementary school marks most of the formative years of a child’s early education. It is in these years that kids are highly receptive. Also, their brains are still developing, which means they are in the best state to learn a lot of new things. Knowing that elementary education becomes very important. It is the foundation of every kid’s quest for knowledge.
Elementary education starts from very fundamental concepts such as Reading, Writing, and Arithmetic. In other words, kids are taught letters, words, and numbers. They learn how to speak, spell, and count. It starts off with simple ABCs to more complex sentence construction, and from simple 1 to 10 to more intricate addition and subtraction.
While this kind of knowledge might be simple to the typical adult, it takes a lot of time and patience to ensure that young students master them. Once they pass this stage, more advanced topics are introduced like science, history, literature, and geography. These lessons get more complex as kids move up the grade levels.
The various subjects taught in elementary school are designed to turn kids into well-rounded individuals. In other words, the aim is for kids to know something about everything. This is what's otherwise known as "general knowledge," or things that everyone ought to know. If students have this general knowledge, they are prepared to face the challenges of the real world.
Elementary school also introduces the idea of thinking for oneself. This is an important skill, especially for those eyeing a college degree. Independent thinking allows students to form their own ideas and opinions about certain topics. This is a skill that's highly valued in universities as well as in many careers. Also, this skill prepares students to work with very minimal supervision, which is common in higher grade levels as well as the workplace.


Cross-over with sequence effect
This discussion relates to these previous discussions:
- 3 treatments: rest, relax, activating
- 2 sequences across 3 periods:
- rest -> relax -> activating
- rest -> activating -> relax
- 20 subjects
- explanatory varibles:
- years music education > 5 years (binary)
- response is impulse reading (continuous)
Consider models that only look at treatments relax and activating
Design-based model (no interaction)
Sequence effect is significant.
Design-based model with interaction
- music education
- treatment x music education
Treatment x sequence interaction is significant.
Modeling with explanatory variable(s)
- treatment x sequence
- music education
Modeling without explanatory variables
Comparing treatment A to B
Treat the problem has having 5 means:
- rest in period 0
- relax in period 1
- relax in period 2
- activating in period 1
- activating in period 2
To assess differences between relax and activating, take contrasts to calculate:
- the difference between relax and activating in period 1
- the difference between relax and activating in period 2
Comparing effect of treatment vs control
Due to the effect of sequence, construct contrasts to calculate
- the difference between relax in period 1 and control
- the difference between activating in period 1 and control
and the difference between these differences.
Modeling including explanatory variable
Ignore period 2 data. For each subject, calculate the difference between the period 1 treatment and control and use this as the response. Build a model for this response including period 1 treatment, music education, and (possibly) their interaction.
More complex analysis
Build a model for all the data with 10 means consisting of every combination of period, treatment, and music education (control treatment in period 0 with the same music education can be combined into a common group). Now construct contrasts to assess the effect of music education.
Modeling including control measurement
Rather than using differences between treatments and control, control measurement could be included as an explanatory variable. This is related to change scores.
These suggestions are mainly focused on the effect of sequence.
If there is interest in eliminating the sequence effect, more time should be given between treatments (the wash-out) so that the sequence effect is minimized.
Measure rest between treatments
To assess the effect of period 1 treatment, measure the response between the two treatments.
Study longevity of treatment effect
Measure response a number of times before the treatment. Give the treatment, then measure the response many times after the treatment.
Consider a crossover design with two periods and two treatments like we
Subjects get one of these two sequences:
- Sequence 1: Treatment A in Period 1 (A1) and then Treatment B in Period 2 (B2).
- Sequence 2: Treatment B in Period 1 (B1) and then Treatment A in Period 2 (A2).
I was thinking the Sequence contrast should be
( A1 + B2 ) / 2 - ( B1 + A2 ) / 2,
which is equivalent to
( A1 + B2 ) - ( B1 + A2 ).
This is correct, but this Sequence contrast is equivalent to
( A1 - B1 ) - ( A2 - B2 ),
which is clearly equivalent to the Treatment-by-Period interaction contrast because it is examining whether the treatment difference in Period 1 is the same as the treatment difference in Period 2.


IMPROVING ADULT LITERACY SKILLS
29% of adults in Wisconsin and 4% of adults in Ozaukee County struggle with literacy and numeracy lacking such skills as the ability to use a bus schedule or to calculate the total on an order form. For individuals struggling with literacy, the ALC is a lifeline for obtaining and keeping family sustaining employment and engaging with their community. Our tutors assists students to develop:
Low literacy often means living in poverty: 7% of Ozaukee County residents live at or below the poverty level. Another 20% fall into a category called ALICE. This acronym means: Asset Limited, Income Constrained, Employed. Although they are working their wages are not sufficient. Better literacy and numeracy skills offer people a better chance at getting hired, promoted, and earning a higher income.
HEALTHY FAMILY LIFE
A parent with low literacy skills is more likely to have a child who has poor grades, behavioral issues, and whom may eventually drop out. Children from families with low levels of education are ten times more likely to have low literacy skills than their peers from more highly educated families. Studies have shown that a mother’s literacy level has a direct impact on the educational success of her children. In addition higher literacy allows a parent to advocate for their child with their teacher, doctor or in other practical situations.
ECONOMIC GROWTH AND DEVELOPMENT
Improving the literacy skills of the workforce has a positive impact on businesses in Ozaukee County. Employees with stronger literacy and numeracy skills will help a business become more efficient and effective. Investing in literacy also saves the community money. According to the National Coalition on Literacy (https://national-coalition-literacy.org/) improving basic adult education skills could save $200 billion in government support programs. Therefore, improving basic adult education skills has a positive impact on all of us. A better educated workforce means an increase in workplace efficiency, higher income, families who are more independent and children with a brighter future. Adult Literacy Education supports families and builds more stable communities.
A shared language promotes freer and more opportunities for social interaction and cultural exchanges, as well as promotes community engagement and better understanding among community members. Today, 7% of Ozaukee County residents speak a language other than English at home.
If you are interested in learning more about adult literacy and the services offered by the ALC of Ozaukee County, please send us an email below or call us at 262-546-0020
When I started classes with my tutor, I couldn’t go to the store to do my own shopping . . . Now I don’t have these problems. Also, I have had many medical appointments without a translator.
Thank you so much.
30 years ago you
helped my wife from Korea
with her reading skills.


The Targeting the 2 Percent project has developed two series of resources to develop educators’ instructional effectiveness with students with learning disabilities and difficulties.
The project created a set of mini-lessons structured around the five essential components of reading instruction that can be used with students in kindergarten to grade 5 whose data show a need in a specific component.
Also, professors and researchers in the field wrote 11 research briefs to support evidence-based instructional practices. Topics include the five essential components of reading, grouping practices, peer supports, instructional considerations for dyslexia, English language learners, and literacy instruction for students with autism.
For more information and to download the mini-lessons and research briefs, which were developed with the support of the Texas Education Agency, visit the Targeting the 2 Percent project page.
The Texas Education Agency and The Meadows Center for Preventing Educational Risk are conducting a survey to learn more about teachers’ perspectives on the literacy development of all learners and preferences for professional development. The information gathered will guide the development of training modules and classroom resources designed to assist teachers in the transition from state assessments based on modified standards to the general state assessment, the State of Texas Assessments of Academic Readiness (STAAR®). More information on this initiative is available on the Targeting the 2 Percent project webpage.
Educators who work with students in grades kindergarten to grade 5 are encouraged to complete the short survey.
To ensure that we hear from as many stakeholders as possible, we also ask that you forward this message to other possible participants.


Rooms 4 & 5 , our three year old rooms, takes the steps of language development one step further. We will begin to help the children become a part of a larger group. We work with them on sharing their experiences and feelings with each other. During this time the children will begin to expand their attention spans by sitting in a group for a short period of time whether it is working on an art project or listening to a story. Large and small motor skill development will also be a part of the curriculum for this age group. Children will begin to learn balance and control by playing on our playground and pre-writing and eye-hand coordination skills through use of scissors, play dough and coloring. These children will also have opportunities to visit the art room for more opportunities for creative expression This program also has one teacher for every seven children with a capacity of 14 children.


The primary goal of the Penn Family Early Childhood Center is to facilitate, strengthen, and encourage the social, emotional, intellectual, physical, and Jewish life of the young child. The program teaches the whole child by providing activities that emphasize literacy and language, math, science, and motor skill development (fine, gross and graphomotor), including dramatic play, cooking, music, movement, woodworking, art, and block building.
Our Educational Philosophy
Education at Play
We strive to provide a program that is developmentally appropriate for every child. We believe that young children learn best through play and that the educators’ role is primarily to provide support so that the child’s play becomes as constructive and elaborate as possible. The Penn Family ECC program offers many opportunities for play and active exploration within a clearly defined, challenging, non-competitive and nurturing environment. Play is balanced with educator-directed learning moments. Skills spiral throughout the years and those emphasized are carefully selected with developmentally appropriate goals in mind.


Teaching young children! Could there be a career choice that’s more satisfying and enjoyable? For those who love to be around youngsters and have a positive influence on their upbringing and education, then enrolling on a course at an elementary teacher school could be just the start to the job of your dreams. This is a highly responsible area of education, and one that is in constant need of well-trained individuals who’re able to both communicate and teach children in this age range. If you love being around kids and are keen to learn the pedagogy theories and communication techniques necessary to educate children in the K-6 age range (kindergarten through to sixth grade), then elementary teacher education could well be the college course you’re looking for.
What is an elementary teacher school all about?
Taking a degree in elementary education is both diverse and fascinating. As well as learning the various teaching skills you’ll also delve into the psychology and development of children in this age range. Expect to learn about math, science, art, history, literature and the language arts, as elementary school teachers will need to provide their pupils with a grounding in all of these subjects. Assessment and evaluation of your pupils will also play an important part of your education, and you can expect a good amount of hands on experience so you’re ready to enter the work force as soon as you complete your education.
What will I learn at elementary teacher school?
Naturally, every college and university presents its syllabus in a slightly different manner. But every elementary teacher certification will cover the following:
- The principles of teaching and specifics that apply to this particular age range
- Developmental psychology
- Educational psychology
- Classroom evaluation and assessment techniques
- Classroom management
- Various subjects – such as math, English and science – and specifically how to teach these to elementary school students.
What methods will an elementary teacher school use to teach me?
One of the best things about elementary teacher education is the large amount of practical work involved. Of course, there’s also a good amount of theoretical learning, but as your course continues you can expect to get a fair amount of hands on experience working with children. This is highly likely to be in the form of work experience placements with schools in your locality. Other methods of instruction to expect will be project work, self-led learning, assessment and evaluation, group and individual critiques as well as end of term and/or year examinations.
After gaining my elementary teacher certification, what options are open to me for employment?
With the U.S. Bureau of Labor statistics forecasting that the demand for teachers nationwide is set to continue to rise, the outlook for elementary teachers is looking very positive. Elementary schools throughout the country continue to have a need for teachers at this level, as current teachers retire or move onwards in their careers. Other options available to qualified teachers might include working in schools in other English speaking countries around the world, or in countries that have a high proportion of English speaking expats.


Let’s Get Moving: How to Encourage Physical Activity in Your Preschooler
Winter may be upon us, but that doesn’t mean your family should spend every day indoors. Getting enough physical activity year-round can improve health and wellness for everyone — and once your child starts preschool, it’s a good idea to get as much immune system support as possible. But because getting a gym membership isn’t an age appropriate choice for preschoolers, how do you lay the foundation for fitness for your toddler? Here are just a few ideas that will get your little one moving and will help to create lifelong healthy habits.
Get Fit as a Family
One of the best ways to encourage preschool children to get moving is to make fitness a family activity. When you make getting your daily exercise an enjoyable event, you can focus on spending quality time together; the physical activity is merely a bonus.
For example, you could sign your toddler up for swim classes so that you can eventually all take a dip together. Swimming is the fourth most popular sports activity in the U.S. and is one that kids tend to love, so making sure your toddler learns how to swim safely can be an excellent way to encourage their love of the water and even help you come up with family vacation ideas.
If you’re not a fan of the pool, you can organize family walks around the neighborhood after dinner, explore local biking and hiking trails on the weekends, head to the bowling alley once a week, or have an indoor dance party on a rainy Sunday. If you make movement fun for the entire family, your toddler will have positive associations with physical activity — and won’t even realize they’re partaking in it.
Limit Screen Time
Anyone at a good preschool program, as well as concerned parents, will tell you that too much screen time can be damaging for children. It’s damaging for adults, too. That’s why you should consider placing limits on the amount of time your preschooler (and the rest of your family, for that matter) can watch TV or use electronic devices.
Not only can this encourage more cognitive growth, but it can also encourage physical activity. The less time your child spends looking at a screen, the more time they’ll be able to spend doing something else — like blowing bubbles in the backyard or putting on a show in the basement. Make sure the whole family agrees on these limits and sticks to them so that you set a good example for your kiddo. In addition, you should come up with a list of fun alternatives to distract from those screens so that giving them up doesn’t feel like a sacrifice at all.
Find a Top Preschool Near You
You might not realize that a good preschool program can be essential in ensuring your child gets enough physical activity each day. A reputable resource for professional childcare emphasizes both classroom learning and playtime, which means that your child will have plenty of opportunities for all kinds of growth. A good preschool program with an interdisciplinary approach to learning will incorporate physical activity into the curriculum, which can help with everything from motor skill development to improved health and wellness. Be sure to make your preschool selection based on the curriculum that offers a well-rounded education to your toddler.
With these tips in mind, you can help your child stay active throughout their life. We’d love to help support your family’s health and wellness. For more information on our preschool program, please contact us today.


Saturday 8 September is International Literacy Day, which seems like a particularly appropriate occasion to set out our plans to turn around the global learning crisis and ensure that every child leaves school able to read.
Although many more children are now going to school, it’s estimated that 200 million children across the developing world are struggling to read even basic words.
Children who fail to read in the early years of school fall further behind every school year and are at higher risk of dropping out than children who master how to read and write early.
But not all is lost. Evidence shows that targeted attention to two key priorities, namely, early childhood development and a focus on literacy acquisition in lower-primary school, could make a decisive difference in reversing the global learning crisis so that all children are prepared to lead safe, healthy and productive lives.
The case for pre-primary education
Learning begins at birth. The argument for focusing on early childhood development is strikingly straightforward: early life experiences have a significant impact that persists well into adulthood.
Investing smartly in early years services can play an important role in improving learning opportunities for those in and out of school.
The case for literacy in early primary
The abilities to read and write are foundational skills for all future learning. Ensuring children master these skills is an essential component of addressing the learning crisis.
Not only will it reduce the number of children dropping out and pave the way for their ongoing learning success, it is cost-effective by reducing inefficiencies in the education system.
A reading culture and material to read
However, we believe that these essential areas need to be combined with two other interventions to ensure that children really can secure the right to read, namely:
1. a culture that values reading and supports children to read outside of school
2. increased access to quality, local language children’s books.
Save the Children already has its own evidence-based approach to improving early-grade reading and writing, called Literacy Boost, which combines assessment, teacher training and community action.
So our intention is to combine Literacy Boost with community-based measures to increase access to early years services for pre-school-aged children, together with an innovative approach to building the capacity of local publishers and stimulating demand for children’s books, thereby increasing the availability of local language reading material.
Learning for all
We want to prove that by supporting children’s early learning, and their literacy in particular, both before and in school with measure to radically improve the literate environment, we can have a definitive impact on children’s ability to read and write.
The development story of the next generations will be written by the children sitting in the classrooms of low-income countries today. Whether they become the catalyst for a nation’s social and economic renaissance will depend on whether or not they learn to read.
Save the Children is committed to helping them do so and we’re very excited about our programme in Rwanda, which we hope will show the world what’s possible.
You can read more about our Rwanda literacy programme here.


This is a 'claymation' type video that I created to be used with a flower unit in the early elementary classrooms. This movie goes through each stage of a growing flower along with naming the basic parts of the flower. The purpose of this presentation is to enhance the students understanding and familiarity of these basic terms.
Credit Song Inspired by: VeggieTales
Tagged under: flowers,seeds,seed flower,claymation,Elementary education,Parts flower
Clip makes it super easy to turn any public video into a formative assessment activity in your classroom.
Add multiple choice quizzes, questions and browse hundreds of approved, video lesson ideas for Clip
Make YouTube one of your teaching aids - Works perfectly with lesson micro-teaching plans
1. Students enter a simple code
2. You play the video
3. The students comment
4. You review and reflect
* Whiteboard required for teacher-paced activities
With four apps, each designed around existing classroom activities, Spiral gives you the power to do formative assessment with anything you teach.
Carry out a quickfire formative assessment to see what the whole class is thinking
Create interactive presentations to spark creativity in class
Student teams can create and share collaborative presentations from linked devices
Turn any public video into a live chat with questions and quizzes


In 2017, Quebec’s Education Ministry certified the Individualized Paths of Learning (IPL) Program as a prework training program (PWTC). In 2018, the program was renamed Pinasulaurani pigiursatitauniit (work exploration). With ministerial accreditation, graduates now receive an official document from Quebec’s Education Ministry confirming their qualification.
In this program, students learn a variety of occupational skills and participate in a community project. They have the opportunity to
- get a practical initiation to various work situations,
- learn important occupational and life skills through hands-on training,
- work as members of a team to create and complete a community project,
- explore their interests and discover their strengths,
- gain valuable experience for the job market, and
- obtain an official document from the Ministry of Education confirming their qualification.
The program also ensures that students continue their formal education and improve their literacy and numeracy skills.
We spoke with Francis Marchildon-Cropas, the teacher in charge of the prework training (PWTC) program at Nuvviti School.
KI: Can you tell us about your students and your work environment?
FMC: I have 14 students: 12 boys and 2 girls. They’re at-risk teenagers who’ve opted for an academic path that’s more focused on integrating into the job market. I’ve tried to create a living space rather than a traditional classroom. Our greenhouse takes up half the room, and there’s also a computer corner and a living room area. I bring them food every day—fruit, yogurt, cereal, stuff like that.
KI: How is the teaching and learning process going?
FMC: We’re working on five projects that will help them acquire a variety of skills and knowledge based on activities like hunting, fishing, collecting plastic waste, greenhouse agriculture, and physical fitness.
There aren’t any traditional classes. Anything can be a teachable moment. For example, when we’re working in the greenhouse, growing plants or vegetables, they’re learning about botany, chemistry, physics, equipment maintenance, and so on. They’re also learning about planning, problem-solving, teamwork, and responsibility!
When we do outdoor activities, I talk to them a lot about history, about their history, techniques the Inuit and other peoples use to fish, hunt, build shelter, and make clothing. Building an igloo, a kayak, or a sled—that takes math, mechanics, and the ability to choose and use the right materials. It’s science!
When we go out kayaking or collecting plastic, we talk about the close relationship between humans, nature, and animals, we talk about environmental problems, waste management, and plants and animals.
When we go biking, play basketball, go skating, or do any other sporting activity, we talk about why sports are good for the body and the mind, about eating habits, and the impact of cigarettes. We’re also learning about mechanics, since we’re the ones fixing our bikes!
KI: So, what you’re teaching them goes beyond practical skills to integrate into the labour market?
FMC: Yes, I encourage them to exceed their limits, to work hard when the going gets tough, and to be proud of what they accomplish. I try to teach them patience, to enjoy working hard and being proactive instead of looking for instant gratification. I want them to believe in themselves and their potential. As I often say, I plant seeds hoping that beautiful plants will grow, whether it’s tomorrow, next year, or even in 10 years!
KI: Can you give us an example?
FMC: We’ve placed containers in strategic locations around the village to collect plastic waste. The waste will then be sent down south to be recycled. The students are doing something useful for their community, doing their part to make things better. Because of them, that waste won’t end up in the natural environment, it won’t cause pollution, and it won’t endanger wildlife. I frequently congratulate my students, I try to make them aware of the important role they’re playing, of the difference they’re making. I also tell them that one day, maybe one of them will start a local recycling centre instead of sending waste down south. That would mean even less pollution, and it would create jobs.
KI: Thank you for talking with us, Francis. We hope you’ll continue planting seeds for years to come!


Welcome - Member ID #Back
Member Price: $35.00 / List Price: $42.00Your Price: $42.00
Groundbreaking when first published in 1990, Art, Culture, and Ethnicity has been updated and expanded to reflect today’s changing cultural landscape and global consciousness about issues such as immigration and the assimilation of and contributions by racial and ethnic minorities to visual culture. Leading art educators provide new research in the field and discuss and explore examples from diverse groups including Mexican, Latin American, African, Islamic, and Native American. Issues covered include: messages movies convey about immigration; how teaching Native American Indigenous arts can stir debate but lead to greater understanding; the challenge of explaining Muslim reluctance toward figural art images; the definition of Africentricity and how it impacts today’s culture and education; and the contributions of digitally mediated visual culture as introduced into a traditional art education environment.
180 pgs. (2011) ISBN 978-1-890160-50-0
“Given the globalization phenomenon that has evolved since the mid-19th century, and emerging interest in world culture, this is must reading for educators in general, and arts educators in particular. … NEW PARADIGMS FOR READERS INTERESTED IN ADDRESSING ART, CULTURE, AND ETHNICITY.”
< BACK TO NAEA WEBSITE
> GO TO VIRTUAL ART EDUCATORS
© 2018 National Art Education Association


Kay Sage, whose full name was Katherine Linn Sage, was a famous painter and poet of the United States. She was one of the prominent figures of the Surrealist movement of the US. She earned fame for her artistic works which were the imageries of subconscious vision about nature.
Sage born on 25 June in 1898 in New York, USA. Her father Henry Manning Sage was a politician and mother Anne Wheeler Sage was a housewife. Her family was one of the richest families in the city. When she was a child, her mother divorced his father and left the USA with little Kay to travel Europe. Her mother made a home in Italy to live. Kay was very fluent in French, Italian and Spanish from her days of travel. She liked drawing and poetry from childhood.
Kay first started her art education in Washington. But her actual stage of learning art introduced in Rome in 1920. Here she learned the grammar of art and started to make her own style. In Rome, she also met Prince Ranieri Di San Faustino, whom she loved and married in 1925. But as a matter of fact she didn’t like the upper class of Italy, so she left her husband in 1935.
Her first art exhibition of art held in Italy in 1936. She moved to Paris in 1937 and felt an enormous influence on surrealism and surrealist artists on her. She met Giorgio De Chirico, Andre Breton and Yves Tanguy in Paris. In 1938 she exhibited some of his paintings in Paris, where many critics praised her. She often helped the group of surrealists with her money. After starting the WW2 she moved to the USA and helped many surrealists to settle there. in 1940 Sage and Tanguy married in Nevada.
Sage was one of the prominent female surrealist artists of the 40’s. ‘Tomorrow Is Never’, ‘Unusual Thursday’, ‘Le passage’, ‘On The Contrary’, ‘In The 3rd Sleep’ etc. are her famous works of art.
Kay Sage committed suicide on 8 January in 1963.
Born: June 25, 1898, Albany, New York, United States
Died: January 8, 1963, Woodbury, Connecticut, United States
Known for: Painting


Amazon Rainforest Facts for Kids Video
It is the world’s largest tropical rainforest. It covers over 5.5 million square kilometres. It is so big that the United Kingdom and Ireland would fit into it 17 times. It is found in South America, spanning across Venezuela, Brazil, Peru, Bolivia, Suriname, Colombia, Guyana, Ecuador and French Guiana. Running through the north of the rainforest is the Amazon River. It is the second largest river in length of the world which flows a length of around 6,400 km.
Fast Facts: –
- An entire of 10% of the world’s known species are found in the Amazon Rainforest. And 20% of the world’s bird species live here.
- Around 2 .5 million different insect species and more than 40000 Plant species call this rainforest home. More than half of the insect species are thought to live in the canopy.
- There are also a number of deadly species living in the Amazon Rainforest such as the Cougar and Anaconda.
- While the protection of the Amazon Rainforest suffered severe droughts that obliterated a large number of vegetation in the worst affected areas.
- The Amazon River once flowed from east to west instead of from west to east as it flows today. The rise of the Andes, the longest continental mountain range caused it to flow into the Atlantic Ocean.
- Nearly 2/3 part of the Amazon Rainforest is found in Brazil
- The forest floor is almost completely dark because of the thick tree canopies above.
- The Amazon Rainforest receives around nine feet of rain every year.
- An entire 20% of earth’s oxygen is obtained from the Amazon Rainforest alone.
- The plants and animals in the Amazon have developed in such a way that they create a close-knit ecosystem. Al the plants and animals depend on another greatly for its survival, which means that this ecosystem is very intricate.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Amazon Rainforest facts for kids ." Easy Science for Kids, May 2020. Web. 31 May 2020. < https://easyscienceforkids.com/amazon-rainforest-facts-for-kids-video-2/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Amazon Rainforest facts for kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/amazon-rainforest-facts-for-kids-video-2/
We've recently added
- How To Build a Winogradsky Column and Learn About Soil Science
- Potato Light Bulb Experiment
- How To Use Friction to Pick Up Bottle of Rice
- How To Make Popcorn Dance
- Vinegar and Baking Soda Fire Extinguisher
- Power of Bleach
- Comparing Surface Tension of Liquids with Pennies
- Ice Cream Chemistry
- Using Distillation to Purify Water
- Filter Water with Dirt
- Build a Balloon Barometer
- Build Your Very Own Seismograph
Sponsored Links :


Format: Self-paced Course
Developed with: funding from the Institute of Museum and Library Services and OCLC
Length: Approximately 10 hours of videos, activities, readings and reflection questions
You already provide great storytimes. Supercharge your practice to make them even better!
Supercharged Storytimes is a self-paced course consisting of six modules, which include videos, readings, activities, and reflection questions. The course provides training in how to intentionally apply research-based practices to boost early literacy in young children attending library storytime.
As a result of taking the Supercharged Storytimes self-paced course, practitioners will be able to:
- Explain the impact of library storytime practices on early literacy development in children, referencing significant studies such as the VIEWS2 research. Describe the key pillars of a supercharged storytime and integrate them into their own storytimes.
- Be intentional in supporting early literacy behaviors in relation to books and storytime activities through the use of the Early Literacy Planning Tool.
- Increase interactivity with children during story times, observing children’s behaviors, and engage parents/caregivers to reinforce these behaviors at home and in other environments.
- Share early literacy information with parents/caregivers, providing them with ideas and resources they can use with their children in everyday life.
- Use assessment tools to evaluate and improve storytimes, including self-reflection and the Project Outcome Early Childhood Literacy outcome-based assessment toolkit.
- Employ strategies to reach children and families of highest needs in communities served by the library.
Confidently articulate the value of library storytimes to a variety of stakeholders and recognize how Supercharged Storytimes connects to other early literacy structures such as their state’s early learning guidelines, Every Child Ready to Read® and Head Start Child Outcomes.
Presented by: Saroj Ghoting, Early Literacy Instructor; Betha Gutsche, WebJunction Programs Manager; CiKeithia Pugh, Early Learning Program Manager at The Seattle Public Library; and Emily Plagman, Project Manager at Project Outcome, PLA.
With support from OCLC and a grant from the Institute of Museum and Library Services, RE-95-17-0085-17.