Music belongs in our schools. Of course, we know we are preaching to the choir (figuratively and literally!). In the movie, Mr. Hollandâs Opus, music teacher Glenn Holland said: âYou can cut the arts as much as you wantâ¦sooner or later, these kids arenât going to have anything to read or write about.â
Itâs true. Music and the arts speak to us and for us in profound and immeasurable ways. When used as part of an elementary school curriculum, early childhood music can also impact the measurable side of education, including early literacy and language acquisition. In our early childhood curriculum, ABC Music & Me, children experienced a 32 percent literacy gain after participating in our music education classes.
4 more reasons why music matters in early childhood education and belongs in our schools
1. Early childhood music classes teach children to identify and discriminate between soundsâand focus on sounds that matter most. During the school years, children will spend an estimated 50 to 75 percent of classroom time listening to the teacher, other students, or to media. That doesnât mean the rest of the classroom noises automatically cease. Little fingers will still tap on the desk, childrenâs laughter from recess outside will still be heard, students will still whisper to each other, and shuffling feet will still walk through the hall. Developing strong active listening skills, prepares young children to focus on the lesson at hand rather than the other distracting noises. Our early childhood curriculum, ABC Music & Me, gives young children many opportunities to develop those strong active listening skills. In one 30-minute class, children may listen intently for the sounds of a specific instrument in a classical piece, use instruments to practice the difference between Staccato (short) and Legato (long) sounds, or even move their bodies fast or slow in response to what they hear in the music.
2. Our brains process music similarly to how we process language. To become successful readers, young children need to understand that wordsâlike musicâare made up of discrete sounds. Later they use that knowledge of sounds to read and build words. Research shows that children with these skills are more successful learning to read than others. Kindermusikâs early childhood music classes provide many opportunities for children to discriminate similarities and differences in sound. So, while children gain musical skills in class, they also make gain in phonological awareness and reading development.
3. Music teaches young children self-regulation skills. Self-regulation is the ability to control our thoughts, feelings, and actions. When used as part of an early childhood curriculum, music (and movement) can help children learn to tell their bodies what to do, when to stop, when to go, and when to move to another activity. So, when children participate in a circle dance, transition from one activity to another, and even share instruments, children are learning and practicing self-regulation skills. Those same skills will help children pay attention in school, act and behave appropriately, and transition from one activity to another.
4. Participating in early childhood music classes teaches young children how to learn. In our childcare curriculum, ABC Music & Me, an educator guides the class towards a learning objective with the children as active participants in the learning process. Providing children with ample time to reflect, compare, make choices, express opinions and preferences, and engage in problem-solving activities together teaches children not only the lesson focus but it teaches them how to learn.
Early childhood curriculum uses the power of music
Yes, music belongs in our childrenâs lives. And, yes, music belongs in our schools. Our early childhood curriculum, ABC Music & Me, uses the latest research on how children learn as well as the proven cognitive benefits of music to support the growth of phonological awareness, focused listening skills, self-control, early language and literacy skills, and more. Plus, our childcare curriculum intentionally creates lessons that give teachers the opportunity to notice, observe, and include children of all abilities in a group learning environment.


Max Reeder performs with pupils to realise a graphic score designed by one of the Inner London Education Authorityâs inspectors, Hamish Preston.
Certain percussion instruments were suggested by Preston, such as glockenspiel, metallophone, xylophone and triangle. Graphic scores work particularly well with the expressiveness of percussion.
Percussion can be a very useful tool in exploring the link between movement and music. See below for resources on the subject. It can also be a fruitful conversation with older students when thinking about the link between music performance and culture, as percussion carries many different cultural significances across the globe. Time signatures can also form part of this conversation, as there are many more to be explored from outside of the classical western tradition.
About this Contributor
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BRIT Kids 2023: Friends and Feelings
The BRIT Kids âFriends and Feelingsâ collection was created and composed by 20 talented young people aged 10-17 from the BRIT Kidsâ¦
Underwater Soundscapes by Primary School composers!
Welcome to Minute of Listeningâs Sound of the Year Awards 2021 Collection! The Sound of the Year Awards are a celebration ofâ¦
Discover a treasure trove of music education resources created by the experts at Minute of Listening.


As the school year approaches, a USC professor shares tips to combat 'summer slide'
Summer vacation will soon end, but what you did during the break can help students prepare for academic success.
Students will soon return to classrooms for the 2023-2024 school year. After weeks away from the classroom, experts say some students may experience âsummer slide,â or the tendency for students, especially those from low-income families, to lose some of the achievement gains they made during the previous school year.
University of South Carolina College of Education professor Catherine Compton-Lilly says there are many ways families can combat the summer slide and build back lost skills before children head back to the classroom.
Compton-Lilly teaches courses in literacy studies, elementary education and works with local educators. She says giving children a purpose for reading and writing that makes learning easier and more engaging is the key to staving off learning loss.
âIf they are interested in different characters on television or different kinds of stories, or if theyâre interested in particular kids of book; this is the time to set them up to recognize that what you do in school is going to help you do the things that you love too.â
Capitalizing on summer experiences and searching online for information on the birds, plants and places encountered during the summer is a good place to start. She also said having children to search online for their favorite topics and use Google Images to have them write books about their favorite things, is also beneficial.
âIf you took a trip, have the kids talk about it or write about it, or draw pictures about it. Audio record them talking about their trip this summer and then use software to get it transcribed into words.â
Spending time with older relatives can also be beneficial.
âOlder relatives can be a resource, but they can also be an importance audience."
Compton-Lilly said students can read to grandparents, even recording themselves and sending those recordings to older relatives. But she also said older family members can share stories from their past, providing yet another opportunity to boost literacy skills.
âThe youngster can draw a picture, if they are very young, of when grandma was young, and the parents can help them write a sentence or two about that picture.â
If the child is a little older, put them on a family history project and have them talk with three or four members about these stories. They can then write a little story about each one.
âWhatâs beautiful about this is not only are you recording the family stories, but the child is creating something I imagine most families would value for generations,â Compton-Lilly said.


(EDU 340) Multiculturalism and Culturally Responsive Teaching Through Sheltered Instruction
This is designed to prepare education majors to develop greater understanding of the different perspectives and integrate culturally responsive teaching utilizing sheltered teaching strategies and multicultural perspectives.
|Credit Hours||3.0 Lecture|
|Offered||Fall, Winter, Spring|
|Programs||Art Education (BA), Biology Education (BS), Business Education (BS), Chemistry Education (BS), Elementary Education (BS), Education Minor, English Education (BA), Health and Human Science Education (BS), History Education (BA), Math Education (BS), Physical Science Education (BS), Physics Education (BS), Social Science Education (BA), TESOL Education (BA)|
Course Learning Outcomes
Upon completion of this course, students will be able to:
- Develop a basic understanding of second language acquisition as demonstrated in discussions, assignments, or assessments.
- Demonstrate knowledge in diversity and inclusion. As well as identifying equitable learning opportunities for all students especially multilingual learners through classroom activities, projects, and assignments.
- Adapt learning experiences, instructional materials, and plans, by implementing culturally responsive teaching practices as demonstrated in discussions, lesson plans, or class projects.
- Explore, examine, and explain the components of sheltered instruction through discussion, assignments, and through applied instructional practice.
- Develop lesson plans by using the SIOP Model approach for making content available to multilingual learners.
- Demonstrate knowledge of assessing students in a variety of ways.


Fale Fale Shiksha Muheem
This program is an initiative to address the current learning deficit that we are witnessing across our nation. With the COVID-19 pandemic hitting us second year in a row, the education goals have taken a side stand. Schools have been shut over a year now and we will be experiencing adverse consequences if we donât adapt to make learning the communityâs agenda.
An article published in India today states that 247 million children in India are affected due to the closure of schools. It has impacted their social connections, emotional well-being as Play has lost its true place that it used to play in their lives. The article also states that efforts must be taken to ensure that there is no loss in learning, as online learning doesnât work for all children but efforts must be taken to help them stay connected to learning.
Alignment with NEP
Due to the scale of the current learning crisis, all viable methods will be explored to support teachers in the mission of attaining universal foundational literacy and numeracy. Studies around the world show one-on-one peer tutoring to be extremely effective for learning not just for the learner, but also for the tutor. Thus, peer tutoring can be taken up as a voluntary and joyful activity for fellow students under the supervision of trained teachers and by taking due care of safety aspects. Additionally, it will also be made far easier for trained volunteers - from both the local community and beyond - to participate in this large-scale mission. Every literate member of the community could commit to teaching one student/person how to read, it would change the countryâs landscape very quickly. (NEP 2020; p 2.7)
Overall Program Goal
To support 3000 children build their Foundational skills in Literacy & Numeracy.
To create a cadre of 200 Student Leaders (Kshamta Saathis) & support them to build their Life Skills and ignite their entrepreneurial mindset.
To build a support system of 90 Community Ambassadors who will act as catalysts to help reach our vision.


Who Are We?
Ferst Readers' mission is "strengthening communities by providing quality books and literacy resources for children and their families to use at home during the earliest stages of development." Ferst Readers wants every child to have the best start in life - and nothing helps a baby's brain develop more than exposure to rich language and loving interactions. The key is having books in the home and being read to from birth. Our vision is "to create better learners, brighter futures, and stronger communities by giving every child under five access to quality books in their homes."
What Do We Do?
Ferst Readers was founded in 1999 to address the growing problem of children, many from low-income communities, entering kindergarten without basic early literacy skills and school readiness, a preventable problem that has far-reaching impacts throughout studentsâ lives. The recipe for early school success is simple: start school with strong literacy skills. Ferst Readersâ recipe for encouraging early literacy development is even simpler. Ensure children have developmentally appropriate books in their homes and provide parents with resources supporting them as their child's first teacher.
Children in the Ferst Readers literacy program receive a bookstore-quality, age-specific book and resources mailed to them at home every month until their fifth birthday. This access to print helps create a language-rich environment in the home.
Why Is Our Program Important?
- 61% of low-income families do not have a single book suitable for a child.
- The single most significant factor influencing a childâs early educational success is an introduction to books and being read to at home prior to beginning school.
- Children who have not already developed some basic literacy practices when they enter school are three to four times more likely to drop out in later years.
- The only behavior measure that correlates significantly with reading scores is the number of books in the home.
Our impact: Participating communities with a robust Ferst Readers program have seen:
- Kindergarten readiness assessment scores rise significantly, in some cases as much as double.
- Higher post-test gains for 1st-grade students who were Ferst Readers.
- School-wide standardized reading scores increase by several percentage points each year as Ferst Readers graduates progress through the school system.
- Increased awareness of the importance of developing early literacy skills - in the home and throughout the community.
The majority of the cost of the Ferst Readers program, $42 per year per child, is raised in each community through donations from individuals, corporate sponsorships, and foundation grants.
How Do We Do It?
Community Action Teams, or CATs, are made up of dedicated volunteers who oversee and administer the program in each participating county/community. CATs may differ in composition from county to county, but five to ten members make up the core. Naturally, the more diverse the CAT, the more successful it is at getting the message out, registering children, and gathering support for the program. The CATs are ultimately responsible for raising most of the funds needed for each child participating in their program. This local involvement enables sustainability by building capacity at the community level around the important issue of literacy.
While the Ferst Readers program is open to all children regardless of income level, many participating communities target at-risk populations such as Early Head Start, Women, Infants, and Children (WIC), and low-income neighborhoods for program registration. This is often driven by limited funding in the community. As funding increases, more children are eligible for enrollment.
Partnerships are another way we are able to implement our program. They generally involve a specific donor group or designated funding focusing on a specific children group. This might be in the form of a grant award or a civic organization such as Rotary or Kiwanis that provides funding for a group of children they especially want to champion. We have PATs that sponsor Early Head Start programs, daycare centers, and children of residents in apartment complexes, to name a few.
Ferst Readers programs exist in Alabama, Florida, Georgia, Iowa, Mississippi, Montana, South Carolina, Texas, and Virginia.
Our Publishers: Ferst Readers is proud of its partnership with the publishers who make this program possible:
- Peachtree Publisher
- Our Rainbow Press


Vicki Davis, âThe Cool Cat Teacher,â once shared the following on social media:
- Nearly 85% of the juveniles who face trial in the US juvenile court system are functionally illiterate.
- More than 60% of all US inmates are functionally illiterate.
- 53% of 4th graders admit they read recreationally âalmost every dayâ while only 20% of eighth graders say the same.
- Teenage girls between 16 to 19 who live at or below the poverty line and have below average literacy skills are six times more likely to have children out of wedlock than girls their age who read proficiently.
So, I challenge you to look at reading differently. It isnât a standard. It is an essential to living a better life. When you help a child become a better reader, you are helping them live a better life.
I have written previously about the importance of literacy and hiring teachers who are passionate about literacy instruction. Both are extremely important. When Mike Schmoker says âWide, abundant reading is the surest route out of poverty,â there is an abundance of research supporting his claim.
It is imperative we reach students early and often. Phonics instruction is critical. But, we canât stop there.
In his book Leading with Focus, Schmoker says âResearch shows that the acquisition of knowledge and vocabulary through content-rich curriculum may be more important to reading than any other factor.â This research should impact the way we view literacy instruction. We are all literacy teachers and should be teaching literacy through our specific content areas.
In my first week at a new school, I observed multiple teachers infusing their own personal reading passions into their classrooms. This must also be a regular occurrence across grade levels and content areas if weâre going to make a huge dent in the statistics above.
We canât instill a love of literacy into others if we donât have the passion ourselves.
It begins with us. I agree with Donalyn Miller when she says, âBeing a master reading teacher begins with being a master reader.â We must model lifelong learning through reading.
As teachers, we should all strive to be master reading teachers by combining personal reading passions with a curriculum that is rich in content and vocabulary.
If weâre in the business of changing lives, few things will have the impact we desire like changing the way many of us view literacy instruction.
Doug Dunn is currently athletic director and junior high principal for the Licking (MO) School District. He has previously served as a K-8 superintendent and elementary principal. Doug can be found on Twitter at DougDunnEdS.


AI in Music: A Symphony of Opportunities
Welcome back to our series on artificial intelligence's impact on the music industry. Today's focus: The game-changing opportunities AI presents for artists, musicians, and the wider music business. You're about to discover how AI is no longer just a buzzword, but a powerful instrument that's taking center stage in the music world.
The Melody of Innovation
The notion of AI creating music might seem like a subplot from a sci-fi movie, but it's happening here and now. AI is playing a significant role in the composition process, capable of generating melodies, harmonies, rhythms, and even entire songs. With AI tools such as OpenAI's MuseNet, Amper Music, and Jukin Media, you can produce music across a range of genres and moods.
Picture this: You're an electronic music producer, and you're stuck on a chord progression for your next hit. You could fire up your AI tool, feed in the specific style and mood you're aiming for, and voilÃ  - a fresh, unique composition is generated. It's like having an ever-ready creative collaborator, available 24/7.
A Duet with AI: Collaboration Not Replacement
This is not to say that AI is here to replace artists - far from it. The goal of AI in music is to empower artists, to elevate their creativity, not to overshadow it. AI can provide a fresh perspective, stimulate new ideas, and even handle the technical aspects of music creation, leaving artists free to focus on what they do best: expressing their unique voice and vision.
We're already seeing artists embrace this partnership with AI. Take Taryn Southern, for instance, who released an entire album created in collaboration with AI. And she's not alone, as a growing number of musicians are using AI as a means to push the boundaries of their art and explore uncharted musical territories.
The AI Boom: Implications for the Music Industry
Beyond individual artists, AI holds enormous potential for the broader music industry. Record labels and music producers can leverage AI's capabilities to streamline their processes. For instance, they could use AI to generate filler tracks or background music efficiently. AI can also help in mastering tracks, making the sound engineering process quicker and more cost-effective.
Even in music education, AI is making waves. It can provide learners with personalized feedback and adaptive learning paths, catering to each student's pace and style of learning. It can also fill the gap for those who may not have access to traditional music tuition, democratizing music education.
Wrapping Up the First Movement
While AI's role in the music business is still in its early stages, the initial results are promising and exciting. As artists and industry professionals, the key is to view AI as a tool in our toolbox, not as competition. By harnessing the power of AI, we can push the boundaries of creativity and innovation in music, paving the way for a dynamic, exciting future.
So, whether you're an established musician, an aspiring artist, a music educator, or a record label executive, it's worth tuning into the melody of AI. Who knows? The next chartbuster could be a symphony of human creativity and AI innovation! Stay tuned for our next blog, where we dive into the world of AI in talent scouting.


The world of work has drastically changed from when I was young. When I was seeking my first jobs, we were at the tail end of an industrial era. Today, we are in an information age. With the exception of service occupations, shift work and assembly lines have been replaced with working from home, the gig economy, computer terminals, and robots.
Itâs easy to teach our students about the world we know, but how can we prepare them for a world of work that is being redefined daily? In the new guide Kâ8 STEM Career Competencies, published by EDCâs STEM Learning and Research Center (STELAR), my co-authors and I share easy and effective ways to help students explore and acquire the skills they will need to thrive in 21st-century workplaces.
We began writing the guide after we produced a related report on the future of work at the human-technology frontier. As we rolled out that report, our National Science Foundation program officers asked us, âWhat can happen now, in Kâ8, that will help students get ready for the human-technology frontier?â
To answer that question, we enlisted input from the Innovative Technology Experiences for Students and Teachers (ITEST) researchers we serve through STELAR. Together, we identified the following 10 competency areas that our research indicates will be needed for success in future work:
1. Artificial intelligence
2. Computational thinking
3. Digital and media literacy
4. Cybersecurity and digital citizenship
5. Data literacy
6. Dynamic interdisciplinary teaming
7. Design thinking
8. Systems thinking
9. STEM career development
10. Lifelong and flexible learning
In the guide, we define each of these competencies and describe why it is important for future work. For each grade level (Kâ2, 3â5, 5â7), we provide activities, resources, and readings to help teachers put the competencies into practice. We also spotlight ITEST projects nationwide that are supporting young students in building skills in each of the competencies.
You might ask, âIsnât Kâ8 too early to start teaching technical skills?â In fact, Kâ8 is the perfect time. Career awareness begins early, as young students explore their communities and learn about the workers they see around them. Kâ8 students are also beginning to develop the foundational skills that will lead them onto career paths.
With this guide, weâre hoping to help educators ignite Kâ8 studentsâ interest in STEM and give them a head start in a world driven by technology.
What about you? Are you doing similar work? Or do you have questions about the guide? Please share your thoughts and questions below.
Joyce Malyn-Smith is an EDC Distinguished Scholar and national expert on STEM career development and workforce education. Her research focuses on the future of work and its implications for lifelong learning.


Why Are Decodable Books So Important for Beginning Readers?
The sheer volume of reading material targeting beginner readers makes it easy for teachers and parents to get lost. From leveled readers to predictable texts, thereâs a lot to choose from.
But just because a book is being marketed to you doesnât mean itâs the right fit for your students. Just because a book has a stamp or sticker saying âbeginning reader,â âlevel A,â or âgetting started,â doesnât mean the words can be read by beginning readers.
Research shows that sounding out words using phonics instruction drastically improves childrenâs reading and comprehension. Decodable books for beginners are the best resources to integrate phonics lessons with reading practice, and this post will explore exactly why decodable books can make such a big difference in young readersâ reading journey.
1. Build Strong Reading Foundations
Many leveled, patterned, and predictable texts teach students to guess unknown words based on context. As a result, students often end up memorizing the reading material being taught but canât apply that knowledge to unfamiliar text.
Students need to be able to approach words with sound-spelling knowledge, not with the use of pictures or context to help them guess. For example, if a student can decode the word âcat,â they know that the sounds (phonemes) and their written symbol (grapheme) in that word are /k/ â c, /a/ â a, and /t/ â t. As students learn more sound-spellings and gain mastery of those already taught, students begin building the foundation for growth in reading.
It can be argued that the most notable teaching done in elementary school is teaching students HOW to learn. By giving students the tools to figure out words and approach text, weâre giving them the keys to learning, rather than just a handful of memorized words or strategies that might not work in all situations.
Example of scaffolding:
Step 1: CVC words, such as âsadâ
I am sad.
Step 2: Adding blends that increase the length of a word, without changing the sounds needing to be learned, such as âsandâ
Tim is sad in the sand.
Step 3: Adding in new sound-spellings like digraph combinations, such as in âshedâ
I am sad that the sand next to the shed is wet.
Step 4: Adding in new rules, such as the long vowel switch when sneaky âeâ is added to the end of a word, such as in the word âshadeâ
Letâs make a sandbox in the shade of the shed.


Living the Paleo lifestyle can deliver a lot of rewards for you and your family. Eating clean, wholesome foods instead of processed foods, grains and refined sugar reduces your risk of contracting chronic diseases. This approach to healthy eating also strengthens your immune system, which means youâre less likely to become sick, and your mental health enjoys a boost alongside your physical well-being.
Rather than taking on all the Paleo cooking chores yourself, why not get your kids involved?
Even if you have young preschool children, there are plenty of tasks they can help you with in the kitchen. Studies show this not only increases the odds that your kids will embrace a Paleo diet but there are other significant rewards to be earned. Children who are introduced to kitchen tasks and cooking activities early on show better than average abilities in math, language skills and emotional development.
Reduce the Hesitancy to Try New Foods
Additionally, kids that are entrusted with kitchen prep and cooking tasks are more likely to try new foods than if they didnât help in the Paleo cooking process. They spend more time around the food you want them to eat. They become familiar with healthy food before it appears on their plates, and this can reduce the fear or anxiety children often experience when they are introduced to food they are unfamiliar with.
You can also help with your childâs physical development by letting them join you and your Paleo kitchen. Especially with younger children, food prep and cooking activities like chopping and mixing, spreading and squeezing improve eye-hand coordination and motor skill development. Aside from helping you save time in the kitchen, these activities help your child grow physically, and this can boost self-esteem.
Your child develops a sense of accomplishment. He sees himself performing grown-up, adult tasks, and this makes him feel good about himself. This means physical development is accompanied by a well-earned sense of pride. Learning new words and phrases that relate to meal prep, cleaning and cooking in the kitchen improves your childâs language skills, and asking for their input in meal choices shows them you trust and value their opinions.
Cooking Boosts Creativity and Problem-Solving
Time spent in the kitchen helps your childâs cognitive development because there are times when problems will pop up. You donât have enough of the required ingredients, so you have to make do with what you have. When recipes have to be tweaked and the meal turns out fine, this gives your child the courage to solve problems and think creatively, and not just in the kitchen.
Plan meal prep and cooking chores appropriately. Up until your child is 18 to 24 months old, simply having them in the kitchen with you can ensure they will feel comfortable assisting in your kitchen chores when they are older. From 18 months to 36 months, children can help rinse and scrub produce or mash vegetables. Preschoolers 4 or 5 years old can spread butter, set a timer, and measure dry ingredients.
As your children get older, entrust them with more difficult Paleo cooking chores. You should eventually let your older children plan, prepare, cook and serve an entire meal. This improves the chances of your child adopting your healthy eating practices as an adult and helps your child grow emotionally, physically and mentally in so many ways.


Theater in Haiti
A great number of plays were written in connection with Haitiâs liberation struggle from France in the period 1791-1804, with emphasis on the victorious slave revolt and the tragic death of the revolutionary leaders. Patriotic plays were also written in connection with the US Navyâs occupation of the country 1915â34, such as Dominique Hippolytes Le ForÃ§at (1923, Fangen). In 1953, playwright FÃ©lix Morriseau-Leroy set up his own play Antigone a Creole (Antigone in Creole), an attempt to show that it was possible to create theater in the Creole mixed language spoken by broad strata of the population.
Franck FouchÃ© (died 1978) used epic techniques in combination with Catholic rituals and elements of the local voodoo culture. In this there are interesting possibilities for combining theater and rituals, which is also reflected in the play Kaselezo (1985), a collective production of a blind voodoo priestess.
Music in Haiti
With the systematic extermination of the indigenous population, pre-Columbian music was also eradicated, but a ritual ring dance, areyto, is of Native American origin. The music scene, especially the folk music, is strongly influenced by the African background. plays an important role within the voodoo cult. This also applies to popular music, which has many similarities to popular music, among other things. at Guadeloupe and Martinique.
From the 19th century, under French influence, a public music scene has been developed. Musicians were educated in Paris, and most musical instruments were imported from France. The State Conservatory of Music was established in 1860. Although the music education is dominated by European ideals, music in smaller forms is most popular : lounge pieces in the form of rollers and other dance sets, above all mÃ©ringues, besides processional music. Military orchestras have also played an important role in the music scene. Haitian composer Justin Ãlie (1883â1931) was internationally known as piano virtuoso.


All Resources | Overview
Improving K-3 Reading Comprehension
Research suggests that students who read with understanding at an early age gain broader access to texts, knowledge, and educational opportunities. To help students master the complex array of skills required for reading comprehension, schools need to begin instruction in the early primary grades. Watch this multimedia overview to learn about three research-based, instructional practices for improving primary-grade reading comprehension, which include:
- Teach students reading comprehension strategies using carefully selected texts. (Comprehension Strategies)
- Help students to identify and use a textâs organizational structure to support comprehension. (Text Structure)
- Establish a motivating environment to engage students in reading and text discussion. (Engage Students)
To facilitate the work of state-, district-, and school-level personnel in translating the recommended practices into actions and policy options, please refer to the State, District, School and Common Core planning templates.
- Improving Reading Comprehension in Kindergarten Through 3rd Grade(Practice Guide)


Preparation to Visit an Art Museum
How do kids become engaged with works of art?
Â© Marvin Bartel, January 2011
- In my experience, museum visits go better for children who have had frequent practice in thoughtfully asking and answering questions and making discoveries in their own artwork and in the artwork of their friends in their studio art class.
- Children are more engaged if they have had frequent practice looking at and making discoveries in one or two examples from art history after they finished an artwork with some similar processes and/or concepts. Doing their own work first helps them identify with the ideas used to create the historical examples.
- Young children are more easily engaged in works of art in a museum if they have learned in their class to act out and make movements based directly on visual things, if they have learned create sounds to interpret visual things, and if they have learned to describe the tastes and feelings of visual things.
- Young children are more easily engaged in works of art in a museum if they have learned to use their imaginations to place themselves into the artwork that they learning about. "Look at these two paintings. How many would rather be in this painting, and how many would rather would rather be inside of this painting? Why?
WHAT I DO NOT EXPECT:
I do not expect children to copy museum work in their own artwork, but I want them to identify with the MOTIVATIONS and CREATIVE STRATEGIES of the artists.
My question are: "Why did the artist do this? How would it look DIFFERENT if you would have done it? Why would it look DIFFERENT if another artist made it? The other teachers in our schools are teaching nearly everything by showing kids examples to copy. As a result they do not realize that in art they may falsely assume that we also want them to imitate what we see instead of how we think and feel about what we see and experience.
BEHAVIOR PREPARATION I do not expect students to know and understand the museum expectations for behavior and empathy for other museum visitors. Therefore expectations are carefully explained, practiced, and reviewed in advance. This is again reviewed upon arrival with a series of questions.
WHAT DO I EXPECT ADVANCED ART STUDENTS TO GAIN from a MUSEUM VISIT? See this page on Reverse Engineering (backward planning). This page describes a webquest on art history.
Bartel HOME PAGE for Art Education
Topics | back
Bartel Home Bartel
also see: Creativity Killers http://www.goshen.edu/art/ed/creativitykillers.html
All rights reserved. Â© Marvin Bartel. 2011
Updated: January, 2011 Author bio contact the author


Learn Jim's techniques for creating mixed media illustrations! Watch him create a full color Illustration, step by step, explaining everything he does as he goes. He will cover topics such as composition, rendering techniques, being yourself as an artist, and many more. You'll also learn about the pencils, markers, Paints, ink, and paper he uses during "TOOL TALK."
This is a Level 3: Advanced Studies lesson.
Advanced studies are for the student who has a strong foundation, and a basic level of understanding of the craft of comics. On this level, the student will be introduced to advanced concepts of storytelling, drawing, inking, composition, color, etc. These lessons give you a peek into the work and the minds of today's most profound and prolific comic book artists. Here you will learn original ideas and techniques that each artist has built and learned as they developed into the unique artistic voice that they are now.This level is where you LEARN to put all the pieces together so you can create your very own comic! This level is equivalent to your senior year of college, mainly focused on your senior art project!
Each video in the library is taught by a professional comic book artist. With this unique and intimate learning experience, you will be given access to the artistâs every thought, technique, and intent as they create one-of-a-kind pieces of art on camera. Thanks to the on-demand streaming format, you can watch from the comfort of your home, studio, or just about anywhere you want. Start your INKPULP INSTRUCTION journey today and join the new wave of art education.


Location: indoor and outdoor
Clouds are a very accessible part of our outdoor world and can serve as another topic that bridges indoors and outdoors. To kick this off you might choose to read one or both of these books with your children.
After reading the book of your choice, during outdoor play time, you can encourage your children to look at the clouds. To make it easier you might consider spreading out a blanket on the ground and inviting your children to lie on it while looking up at the sky.
- What do they see?
- Are the clouds moving?
- Are the clouds making shapes?
- Re-read these books outdoors for kids to have an opportunity to look at the clouds in the sky while listening to the story
- Use cotton balls to make cloud paintings
- Set up a cloud observation station at a window (you can include binoculars and paper for kids to draw what they see)
What We're Learning:
- literacy development
- exploring the natural world
- early math development (ie: recognizing non-geometric shapes)
- symbolic thinking (ie: objects can represent and resemble other things)


Lenzy Wallace lectures at the University of Connecticut
- 1975 March 18
Musician and conductor Lenzy Wallace lectured on 3/18/1975 (2015-0002/RR291). Hale Smith makes several class related announcements before introducing the speaker for the evening. Lenzy Wallace provides historical background and connections between early forms of Black musical expression, some of which are African in origin and some through transmutation come down to us through what's known as "field call" or "field holler." Wallace will make a connection between this transmutation and today's popular music (i.e., Beatles, Chicago, etc.)
Biographical / Historical
Wallace holds a bachelorâs and masterâs degrees from the Hartt School of Music and a PhD from the University of Connecticut. Initially beginning his career as a music teacher for twenty-two years, Wallace returned to school in order to pursue an additional career in higher education as a management trainer and consultant.
Archives & Special Collections, University of Connecticut Library
Dr. Lenzy Roman Wallace was born on March 10, 1927 in Hartford, Connecticut. As an African American, Lenzy overcame numerous obstacles to achieve three successful careers: as a music educator for K-12 in Rockville, Vernon and Ellington, and E. O. Smith High School in Connecticut; as an educational administrator for the Community Division of the Hartt School of Music and as an Associate Dean of the South Carolina State University School of Business; and as a corporate educator at The Hartford. Lenzy graduated from Weaver High School, received Bachelor of Arts and Master of Music Education degrees from the Hartt School of Music and a doctoral degree from the University of Connecticut. He was a decorated World War II veteran who served in the Navy.
A skilled guitarist, Lenzy loved music. He was passionate about his lifeâs mission, which was to serve, inspire and help others be successful. He was the consummate teacher and mentor, who had a boundless love for his family. While spending most of his life in Connecticut, he relocated to Cornelius, North Carolina, in 2005. Lenzy described himself as an âactive retireeâ who stayed engaged with community as an education consultant, a member of the Arts & Sciences Council in Charlotte, diversity initiatives with Unity in Community and the Community Building Initiative and many other endeavors.
Dr. Wallace died on November 10, 2021, in Cornelius, North Carolina, at the age of 94.
[https://everloved.com/life-of/lenzy-wallace/obituary/ / https://www.legacy.com/us/obituaries/hartfordcourant/name/lenzy-wallace-... / http://www.pwnbooks.com/wallace.htm /
1 Reels (Magnetic tape audio recordings) : RR 291 1 reel, 1:06:00; tape speed 3Â¾ IPS; track position Â½-Track Mono; Substrate: Polyester.
Existence and Location of Originals
Original audio recordings reside in the University of Connecticut, Black Experience in the Arts Collection, Archives & Special Collections, UConn Library.
- African American conductors (Music) Subject Source: Fast
- African American educators Subject Source: Fast
- African American musicians Subject Source: Fast
- African Americans Subject Source: Fast
- African Americans in popular culture Subject Source: Fast
- Black Experience in the Arts Course (University of Connecticut) -- Sound recordings Subject Source: Local sources


Dig It Up! The Big Egg
Take a crack at this egg and discover all seven different species of dinosaurs hidden inside! Will you find the stegosaurus first, or the mighty T-Rex? Learn more about each creature with the excavation guide when youâre done. Just soak the egg in a bowl or sink, chip away with your chisels, and discover!â¢ Contains 7 different dinosaurs to discover insideâ¢ Helps promote an early interest in science for kidsâ¢ 2 chisels allow you to dig with a friend! â¢ Includes a 7â by 4â Giant Egg, 7 different dinosaurs, 2 chiseling tools, excavation guide and instructions
Warning: Choking Hazard
Small parts. Not for children under 3 years.
Oppenheim Toy Portfolio Gold Award
The Oppenheim Toy Portfolio was founded in 1989 as the only independent consumer review of children's media. The organization does not charge entry fees or accept ads from manufacturers. Award-winning products are selected by a noted expert in child development, children's literature, and education, and further tested by an objective panel of kid judges. Judging criteria include kid-testers' responses along with expert assessment of educational and play value, safety, age appropriateness and other factors.


Discovery Centers offer a variety of standards-based development and educational activities that spark the imagination and inspire exploration in children ages 2-5. Makes a positive impression with parents and offers hours of activity and increased teacher interaction opportunities.Activities: 4 ground level and 6 elevated.
Anchoring using a mounting kit is required for structure to be compliant with commercial playground structures. Choose In-Ground Mounting or 8" Ground Spikes for Surface Mounting.
- 1 Slide, 2 Climbers, 1 Telescope, Bongo Drums, and 4 Panel Activities designed to help children develop socialization skills, self confidence and physical strength.
- Built to Last. Durable, commercial grade materials engineered to resist corrosion, fading and mildew.
- Discovery Centers help meet best practices and licensing requirements for early childhood program standards.
- All Discovery Centers for children ages 2-5, exclusively feature a TouchMath learning panel and curriculum for bringing learning outdoors. TouchMath is an award-winning multisensory math curriculum.
- Designed in compliance with public playground safety standards (ASTM & CPSC).
- Meets ADA guidelines and allow inclusive play for all children.
- Colors are as shown.
Helps to promote best practices in meeting 8 essential early childhood standards:
- Bringing Learning Outdoors: Develop skills and concepts of math, science, and language outdoors in fun and creative ways.
- Gross Motor Development: A variety of opportunities for physical activity and exploration through climbing, jumping, and large motor development.
- Fine Motor Development:The Gear Panel and other small motor activities help develop strength, eye-hand coordination, and dexterity.
- Music & Movement: Multiple types of music and auditory experiences encourage movement, creativity, and self-expression.
- Dramatic Play:Open-ended play areas encourage children to think creatively, use their imaginations, and socialize with friends.
- Multi-Sensory Experiences:Sensory rich play experiences provide auditory, visual, or tactical feedback and help meet individual learning needs.
- Creative Arts & Literacy Support:The Bench Seat provides raised graphics that bring creative arts and literacy development outdoors.
- Semiprivate Areas:Under deck areas provide cozy spots to play independently or with peers.


ANDREW Ikupu speaks 11 languages; an elegant and measured English among them. Itâs hardly surprising when you consider that he is a native of Papua New Guinea, the country with the most diverse linguistic heritage in the world.
Papua New Guinea is home to more than seven million people and 875 local languages, the result of the countryâs rugged and often impenetrable geography of deep valleys and high mountains which have kept small pockets of people isolated from each other.
The greatest number of speakers of a local language is 300,000; the smallest less than 200. Judged against the UNESCO atlas, it is a success story with only 88 of its tongues in danger.
The country has also absorbed many waves of colonisation. In the 1880s the British, Dutch and Germans carved up the land with the British claiming the south-eastern section, the Germans the northeast and the Dutch the west which is now Indonesian.
Each colony left a language heritage: the British favoured the pidgin Motu, the Germans another English-based pidgin Tok Pisin which continued as the lingua franca when the Australians took over in 1906. By the time the Independent State of Papua New Guinea was declared in 1975, English was firmly in place as the language of the elite and those aspiring to be.
Mr Ikupu, who serves as an advisor to the Department of Education on elementary education and travels the country championing early education in the mother tongue, takes up the story.
âDuring the 1950s missionaries had provided most of the education and it was firmly linked to the religion,â he explained. âWhen the Germans, French and English left, the legacy of education from each power left us wondering if languages were worth preserving. The elite who had benefited most financially from colonisation encouraged their children to speak only English.
âBut after 30 years of independence we said; âHang on we are becoming a society with neither a good command of English nor of our own languagesâ. Parents could see their children being alienated from their own culture as a result of the loss of their languages and disorientated by a culture based only on money.â
There were other difficulties in a society that remains overwhelmingly rural in its makeup.
âTo avoid intermarrying within tribes, people go to the next tribe to court a partner and acquire land but for that you need to speak the language of the larger, outside tribe. So languages become extinguished by those that surround them,â Mr Ikupu said.
In the 1970s the government stepped in with a radical program to systemise language learning and offer the first three years of basic education in the vernacular. It established 3,500 schools across the country from the most remote to urban areas offering three years of basic education in the mother tongue, a locally created curriculum and teachers drawn from the community.
In 1991 the education system was reformed again and a âcultural bondingâ curriculum was introduced with even greater emphasis on locally produced educational materials. There were other hurdles to overcome. Only 420 of the local languages had an alphabet so the 26-letter alphabet was adopted and translation of oral sounds into written language began. Now the basic education curriculum is delivered in 250 languages with state backing and community involvement.
âLanguages act not only as a cushion but a bridge between cultures,â said Mr Ikupu. âPeople want English for money and employment but they also want to feel that they have a cultural heritage. We teach children in their mother tongue using a cultural calendar which talks about the seasons and their lives.â
Mr Ikupu, who embodies the modern Papua New Guinean living in the city of Mt Hagen but keeping a grass hut only reached at the end of an 11-hour drive, said the majority of parents were eager for their children to keep hold of their languages but the lure of working outside the country for more money was strong for young people. How did he try to convince them?
âI tell them they will be nothing without their mother tongue. Culture and identity are wrapped up in your language. You are nothing without your identity. I say you will be like the African Americans or Australian aborigines cut off from your own identity. You must keep your languages so that you can stand tall in the world and go to forums like the one at UNESCO and say I am from Papua New Guinea and I speak this language.
âPeople ask if the investment in so many languages is worth it or realistic but we know that the child learns best when the language of explanation is understood. I am a product of this system. I learned in my own language and then went on to learn English. It is like asking the question is it worth it to keep your identity and cultural heritage?â


EDU 242 - Foundations of Reading and Language Arts
3 credit hours - Three hours weekly; one term.
Examine the theories, processes and acquisition of reading and language arts. Identify the cognitive, linguistic, social and physiological factors involved in oral and written language development.
Prerequisite(s): EDU 133 and MAT 221 or MAT 222 or MAT 223 ; or a bachelorâs degree or permission from department chair.
Crosslisted: Also offered as EDU 242H ; credit is not given for both EDU 242H and EDU 242.
Note: EDU 242 is a Maryland State Department of Education approved reading course. Typically offered OL; fall, spring, and summer terms.
a. Identify the component processes involved in reading and writing.
b. Apply knowledge of the component processes involved in reading and writing to understand the reading and writing processes of native English speakers and English learners.
c. Describe how key components of reading and writing processes develop and what biological, cognitive, linguistic and sociocultural factors may influence literacy development.
d. Understand characteristics that define evidence-based practices in literacy programming and instruction.
e. Use evidenced-based criteria to select and organize print and multimedia resources for teaching reading and writing.
f. Use a variety of print and multimedia resources to engage students as readers and writers.


World Vision initiated the Catch-Up Programme (CUP) in response to COVID-19 education disruption.
CUP focuses on acquisition of early grade literacy and numeracy skills in vulnerable communities.
It is designed to provide safe, play-based, inclusive and carefully sequenced instruction at the right level that also addresses social emotional learning of children.
The three key actions of CUP project are:
- Mobilizes communities to support childrenâs learning.
- Supports the well-being of community facilitators.
- Forges partnerships with schools and teachers to provide holistic support.
âCUP is helping to bridge the gap in learning created by COVIDâ Headteacher in Zimbabwe
Preliminary Results 2021-2022
UP pilot was developed by World Vision in three countries: Cambodia, Ghana, and Zimbabwe.
Exploratory research indicated that all field offices expressed interest in continuing to use the resources and evaluation tools.
Key results include:
- Positive experiences of informal learning at community level.
- Community capacity was enhanced.
- Most Children gained literacy skills and confidence.
Next Steps â Methodological Approach 2023-2024
CUPs will be implemented in new countries:
Bangladesh, Chile, Ethiopia and Lebanon.
The Open University will support World Vision through mixed methods research to explore the effectiveness, relevance and adaptation of the CUP programme.
Responsible Research and Innovation aims to strengthen evidence for CUP in real- world implementation contexts for further adaptations and scale.
This self-reflective instrument was translated and adapted to various countries .
The Open University UK
Dr Alexandra Okada is a senior research fellow and honorary associate professor. She brings 20+ yearsâ experience of leading complex at-scale research and development programmes in Education. She has coordinated more than 10 international multi-language and multi-actor projects (â¬15M in total). Her expertise includes: large scale research projects: design, implementation, evaluation, dissemination, including multiapproaches, mixedmethods and longitudinal studies underpinned by responsible research and innovation â ethics, gender, open access, education, governance and public engagement.
Dr Margaret Ebubedike has over 15 yearsâ experience of teaching, training, and educational research in low-income contexts. Her research focuses on girlsâ access, retention and completing education, gender equality and development across cultures and contexts, especially conflict affected areas. Her expertise focused on qualitative studies, focus groups, interviews, and photovoice; bringing together researchers, communities and children. Most recently Margaret is leading research to support the empowerment of girl victims of human trafficking in Nigeria and Nepal.
Dr Keetie Roelen is Senior Research Fellow in The Open Universityâs Centre for the Study of Global Development (CSGD). She is a development economist by training and current research interests include the dynamics of (child) poverty, social protection and the linkages between child protection and social protection. She has delivered qualitative and quantitative research including longitudinal studies, programme evaluations and policy advice for various organisations such as UNICEF, World Bank, FAO and Concern Worldwide, across South-East Asia, Africa and Europe


Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
(National Curriculum 2014)
At Red Hill Field we are composers, musicians and performers.
We listen to, review and evaluate music from a range of historical periods, genres, styles and traditions; this informs our own compositions and performance.
We learn about the works of the great composers and musicians.
We learn to sing and to use our voices, to create and compose music on our own and with others.
We have the opportunity to learn a musical instrument and to use technology appropriately to create music.
We develop our understanding of, and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.


Lower School students gain skills necessary to read and write well. As they respond to a variety of texts across a broad curriculum, they sing, ponder, explore, calculate, narrate, write, draw, paint, recite and discuss. Their hearts and minds are nourished on ideas.
Reading: Having learned to recognize and blend phonograms in Explorers and the first semester of Class One, in their second semester, Class One students begin reading and narrating complete works of literature. In-class texts are filled with ideas that inspire, rich vocabulary and beautiful language. In all classes teachers assist students in reading fluently, that is with speed, accuracy, prosody and understanding.
Language Arts: By Class Three students have learned the foundational skills of spelling, writing mechanics, and handwriting. They begin to write narrations, strengthening the mind-to-hand connection. Students also begin the study of Latin in Class Three, following the story of a Roman family through Hans Orbergâs Lingua Latina Per Se Illustrata. Formal composition starts in Class Four when students learn to write a paragraph using knowledge gained from across the disciplines.
Mathematics: Lower School students learn the âwhyâ of math not just the algorithms. Number sense and mathematical concepts are taught using concrete manipulates and then pictorial examples before being discussed in abstract terms. Daily mental math grows studentsâ ability to manipulate numbers quickly, allowing them to focus on the mathematical concepts, not the math facts themselves.
Nature Study: Encourages students to form a relationship with their surroundings, ever honing their attention to detail. They recognize evidence of Godâs character in his creation and begin to understand that the created order embodies his design and purpose. Formal science begins in Class Three with the study of dinosaurs and mammalogy.
World History: Students study a four-year cycle of world history, beginning with the study of ancient Mesopotamia in Class One and ending with modern events in Class Four. The cycle begins again in Class Five. Students read history from narrative texts which include primary sources, fables, myths and works of literature. The facts of history are embedded in ideas that nurture the heart and mind.
Bible: Finishing a narrative reading of the Bible began in Class One, students in Class Two begin a seven-year journey reading the entire ESV Bible. Each year children read books of the Old and New Testament as well as Psalms or Proverbs. Children read and narrate Scripture itself, discussing what God has revealed about himself and humanity.
Studies: Each year Lower School students continue to study the works of two poets, artists, and composers. Not only do students build a relationship with each master, but they learn the historical influences of the time period and gain vocabulary to better appreciate the meaning of their works. Students become apprentices and imitators of the masters as they take formal music and art classes and participate in choir.
Physical Education: Students learn to care for their bodies in physical education, knowing that that their bodies, as well as their hearts and mind, are designed for a purpose.


What do music teachers believe are the positive impacts of music education on students and schools? What are the expert skills and knowledge needed to create those impacts? What must students learn in music classes to attain these impacts? Few studies investigate the impact of music education from the point of view of the music teacher. This paper seeks to present preliminary information from a pilot study of the Critical Impacts of Music Questionnaire. Results indicate agreement with many statements of impact from the research literature, but also suggest interesting differences between general, choral, and instrumental music teachers regarding the impacts of school music study.
"Critical Impacts for Music Education,"
Visions of Research in Music Education: Vol. 9, Article 2.
Available at: https://digitalcommons.lib.uconn.edu/vrme/vol9/iss1/2


Technology and art may seem conflicting initially, but integrating technology into the art room can enhance the artmaking process. Instead of viewing technology as a replacement for traditional methods, use it to supplement and provide new learning opportunities for students. Steve Jobs believed combining technology with the liberal arts and humanities leads to the most meaningful and engaging results. Technology can be incorporated gradually with simple methods such as these eight suggestions for combining technology and art.
Create a Digital Paint Pour Challenge
Paint pouring is a popular technique that can produce unique and interesting results. To enhance the experience, try incorporating digital manipulation. After completing a paint pour, take a photo of the painting and ask students to use digital editing software to create a new image. This can serve as a lesson in creativity as they search for shapes and images to inspire their ideas. Any program that allows for digital drawing and editing can be used.
Create Watercolor and Chalk Backgrounds
When experimenting with new mediums, consider using them to create a background image for digital editing. Watercolor and chalk are great options for creating visually interesting backgrounds that can be used in digital abstract art or as part of a larger digital design.
Animate Existing Artworks
Animation can bring artwork to life. Using basic animation techniques, students can easily create a GIF from a painting or drawing. For guidance, check out Art Ed PROâs pack designed for art teachers.
Demystify Typography Printmaking
Printmaking is a popular activity among students, but the design process can be challenging for beginners. While itâs a great way to teach typography, students may struggle with the proper orientation of the text to avoid backward printing. One solution is to use digital design to compose a piece and easily flip images.
Create Custom Stencils
Stencils can be utilized for a range of artistic projects in the art room. However, purchasing stencils can be costly and may not always meet specific design needs. Using digital design software to create stencils can save time and allow for easy replication of design elements by students. These digital designs can be converted into stencils through self-cutting or with the use of a tool like a Cricut.
Introduce Drawing Digitally
Digital drawing can be a great starting point for teaching basic drawing techniques to students. It can be especially useful for concepts such as shading, value, and light sources, which can be challenging to grasp using traditional materials. With digital drawing, mistakes can easily be undone, reducing intimidation and allowing for a more efficient sketching process before moving on to traditional techniques.
Explore 3-D Pens and Printing
3-D printing is an exciting way to incorporate STEAM into art education. It enables students to experiment with a sculptural design using cutting-edge technology and traditional art materials. Utilizing 3-D pens and printers, students can take their 2-D designs and bring them to life in 3-D form. One way to integrate 3-D printing into the art classroom is by having students create 3-D printed tools, such as ceramic ribs or stamps, for use with clay. These tools can be made with a 3-D printer or a 3-D pen. A great resource for getting started with 3-D printing in the art classroom is the guide â3-D Printing Basics with Art Ed PRO.â
Improves Digital Literacy With Coding
In todayâs digital world, coding has become a fundamental form of digital literacy and a means of fostering creativity in the digital realm. It can also be integrated into various artmaking activities in the classroom. By using coding tools like Makey Makey, students can enhance traditional artworks by creating an interactive experience for viewers. With this device, students can add sound recordings or artist statements to their artwork, giving a richer and more multidimensional experience to the viewer.
Art and technology are a powerful combination, and when used together, they can achieve great results. Instead of viewing technology as an additional task, consider it as a tool to empower your students. If youâre unsure of where to begin, try incorporating some of the following ideas into your classroom.


What is Penpal Whizz
Penpal Whizz is a unique educational tool for young children. It can recite written text, reveal character dialogues within the stories and play games too! Penpal Whizz facilitates multi-modal learning when children are engaged through verbal, audio and visual cues. Choose from a wide selection of international titles to begin a fun-filled learning journey! Penpal Whizz can be used independently, in a group, or for parent & child bonding.
Benefits: Independent & Individualised Learning, Increased Focus & Attention Span, Enhance Interest in Reading, Improve Listening Skills, Learning Through Play, Children can self-correct through recording playback.
Why Penpal Whizz?
Studies have shown that multi-modal learning, compared to unimodal learning, allows one to learn more effectively. Penpal Whizz provides an additional dimension of being engaged in visual and audio learning, to traditional book reading which stimulates the tactile senses of holding a physical.
Penpal Whizz infuses conventional methods of using print materials with digital technology to emit responsive voices and sounds of any language to engage with the young learner reading the book. With Penpal Whizz, children picture books are revolutionised to allow the young reader to listen to the correction pronunciation of certain words, dialogues by the characters in the story and also, keep them focused on the story with simple games embedded within the book.
Penpal Whizz is shock resistant and ergonomically designed to allow young children to have a good grip when using it to read various childrenâs books. Penpal Whizz is made for children of various learning abilities as it promotes self-learning at oneâs own pace and allows children to check on their pronunciation with its recording function. With 8GB of memory space, Penpal Whizz can store approximately 200 books suitable for children aged 3 and up.
Penpal Whizz and Individual Learning
Penpal Whizz facilitates independent learning in children. Fitted with the audio recordings of voice professionals reading the stories, young children will be exposed to the correct pronunciation of words of various languages from a young age. Penpal Whizz is a light-weight device specially manufactured for young children to read on-the-go and anywhere they want. In addition, the inclusion of games in all Penpal Whizz-compatible books creates a new avenue for young children to test their reading and comprehension skills. This equips them with the foundational skills and knowledge for further higher-level reading.
Penpal Whizz and Group Learning
Penpal Whizz is suitable for the classroom in Pre-schools and Kindergartens as it assists teachers in tracking the learning and development of each child. The âRead After Meâ function in most of the Pen Pal Whizz- compatible books give teachers the opportunity to examine the reading skills of each child. In addition, Recording Stickers that are manufactured exclusively for Penpal Whizz adds to the overall evaluation of a childâs language and literacy skills. Teachers can record the childâs voice and evaluate after the class, or in some cases, discuss methods with the childâs parents to help improve the childâs language and literacy skills.
In addition, the installation of Penpal Whizz at reading and learning corners give children the opportunity to participate in independent learning. The âReading Speedâ function assists children in independent learning. Avid readers can select a fast reading speed to practise and hone their reading skills, while emergent readers can select the slow reading speed to gradually build their confidence in reading.


The Indigo school is exhibiting their Grade R class literacy project at the Albany Museum, titled: âMy Favourite Wordsâ. The project forms part of a larger context and deeper concern for the latest findings published by Progress in International Reading Literacy Study (PIRLS), who verified that almost four in five Grade 4 pupils fall below the lowest internationally recognised level of reading literacy. Children in Foundation phase are battling to learn to read, and by Grade 4, are unable to read in order to learn.
Indigo School head Catherine Pamphilon said it was within this context that the school put together a Reggio Emilia and Paulo Freire inspired literacy project for their Grade R class.
âThe aim of this project was to get our children to think about words, and their relationship to them,â said Pamphilon. âEach child had to think of three of their favourite words, their experience of these words, and draw a picture and create a clay object of their word.
âAlongside this project, we also visited and spent a morning at the Makana Childrenâs Library, created our own word books, using Montessori reading cards. and put the exhibition togetherâ.
The exhibition runs from 1 September to 1 October. The Indigo School is giving away 30 FREE EARLY READERS to school groups visiting the museum this month, in support of literacy development in the early years.


Traditional Venezuelan music falls into three general categories:
â âindigenousâ music, with little Spanish influence.
â âHispano-Venezuelan,â which mixes Spanish music with local forms. Much of this music, called âmÃºsica llaneraâ (music of the plains), tells stories of traditional Venezuela country life. Have you ever danced the joropo? Assuming so, youâve probably danced to musica llanera.
â âAfro-Venezuelan,â generally referred to âmusica criollaâ (Creole music), mainly along the coast, which blends Spanish influence with African drumming. Venezuelan Creole music plays less of a role in African religious rituals than Afro-Brazilian and Afro-Cuban music does in those countries. Instead, Afro-Venezuelan music has become an important part of the rituals of Venezuelaâs Catholic church, Venezuela is only a hop, skip and brief boat jump from the Caribbeanâs Trinidad and Tobago, which explains the proliferation of Venezuelan steel pan and calpyso.
As a nation Venezuela values its traditional music so completely that its school system offers music education to most, if not all, of its youth. (Learn about âEl Sistemaâ and efforts to bring it to the United States.)


The Human Bones Worksheet â Get our educational and fun downloadable FREE to use science word search game. Our free to use word search game on human bones is a fun way to gain your kidâs interest during science classes or homeschooling and teach your kids fun facts all about the human bones.
This downloadable free science worksheet has a fun word seek game along with a hidden words game for kids for children. Our fun facts about bones science worksheet is free to download and free to print.
The fun facts about human bones for kids worksheet is ideal for Elementary school kids in First to Fifth Grades and younger kids in Kindergarten and Preschoolers. Children of all ages will enjoy playing the word seek puzzle while they learn about human bones.
Kids in Primary school from first Grade to Fifth Grade can enjoy our free human bones worksheet as a reading comprehension game. Kids will learn well about human bones since your kids will need to read several times the human bones facts to find what the missing words are.This exercise will not only improve their memories but also enhance their reading skills.
Preschoolers and kids in Kindergarten who did not yet learn to read and write can benefit from our free human bones science word search game as a interesting listening comprehension activity. Parents can read out loud to the kids the human bone fun facts and then ask the kids to answer what the missing words should be.
The young kids can also enjoy the hidden words puzzle while practicing to recognize letters and words.
Parents can use this downloadable free to use science worksheet to interest their kids in science and spend fun educational time educating their kids about the human body and human bones.
Teachers can utilize our free science hidden word search game to make science classes more interesting and make learning about human bones interesting for kids.
Educators and Tutors can utilize our free to use word search game for after-school education programs and science enrichment activities.
EasyScienceforKids.com is the best fun science for kids website with free printable worksheets. We have many free to use science word search games and free downloadable hidden word puzzles. Download and use our free science worksheets to make learning science fun for kids!
What are bones for? Bones hold you up so you can move around. They are hard and strong. There are more than 200 bones in the human body. If you put the bones together, they are called skeleton.
Learn more fun facts about the human bones by downloading this free to use science word search game!
FREE to Print Human Bones Worksheet for Kids


Kateâs Science Classroom Cafe
Two New Mexico nurses have paid a heavy price for following their consciences and the basic tenet of the nurseâs Code of Ethics â the moral duty to protect and advocate for the rights, well being and security of sufferers. After unsuccessfully going up the chain of command at the Winkler County Memorial Hospital, a small West Texas hospital in Kermit, Texas, they made an nameless report to the Texas Medical Board with issues about a health care provider selling his personal sham natural remedies to sufferers within the hospitalâs emergency division and at a health clinic.
Bending the phrase âREFLECTâ at a right angle on the letter L is an example of providing a âmemory set offâ that may help college students recall how mild behaves. Intelligent placement of photographs and descriptions takes time, but it surely supplies students with a memorable and subject-particular visible for enhancing understanding that canât be found on traditional graphic organizers.
The committee seems at how New Zealanders are educated, including the areas of science, research and know-how. Itâs time to use evidence-based teaching practices in any respect levels by providing incentives and effective evaluations, urge Stephen E. Bradforth, Emily R. Miller and colleagues. If youâre fascinated with studying about and carrying out high-high quality analysis into these interactions, you can also make an actual distinction in studying, teaching, and instruction.
Fortunately the 5 from 5 project gives a way of redressing among the gaps and inconsistencies outlined above. Itâs based mostly on the agreed evidence that kids need teachers who can draw collectively processes in phonics, phonemic consciousness, vocabulary growth, comprehension, and reading fluency, but worth-provides these by positioning systematic artificial phonics instruction as a first-line method, and offers sources to academics and oldsters to support this. This is a vital refinement that is sorely missing in current conceptualisations of BL. It also neatly gets previous the issue of phonics being the one one of many Big 5 that needs to justifyâ its existence as a pedagogical pillar.


Childrenâs minds are often described as âsponge-like.â This, of course, refers to their innate ability to soak up instruction through their open minds. They take in the data sent to them from the world around them and translate that into learned actions. This capability is why art class for children is the best way to teach children about the world around them.
Check out the art courses is one way to aid our children in the development of such skills such as patience, persistence, and how to use constructive criticism to improve themselves. In time, these become changes in the way that children process their thoughts and good habits that will become life skills that will serve them well. From school-age to college to career, these skills set children up for success in live.
5 Life Skills Children Learn from Art Class
THE CAPABILITY TO THINK INDEPENDENTLY
For many students, art is an escape. A child mastering his craft will spend an untold amount of hours creating and refining her work, and even begin to explore new ways of creating the outcome. This fosters independent thinking as well as the ability to work alone. Thinking and working independently encourages other skills, such as making good choices in life.
THE ABILITY TO COLLABORATE
Art can be a solitary practice, with hours lost in creativity. However, your child will have plenty of chances to collaborate with other artists. He will meet other children in the class as well as work collaboratively to put on art shows or exhibits. This collaboration teaches him how to work with others to reach a common goal. Wonât this be a great and marketable skill when he eventually enters the workplace?
HOW TO ACCEPT CONSTRUCIVE CRITICISM
Children who attend art class learn to take constructive criticism. They quickly learn that the positive feedback which they receive from teachers is meant to help them increase their skills. In time, they start to translate this skill from art class to the academic classroom or home. They also learn the feedback is part of life, whether itâs a report card or a scorecard.
LEARNING TO BE PERSISTENT
When your child is creating art, she will become frustrated by mistakes. For example, she might make something beautifully imperfectâ¦and it will drive her crazy. She must learn how to create her own solution to correct this error. In the long term, she will internalize a game plan of how to stop herself from making that same mistake over and over again. Moreover, she will see that everyone makes mistakes. The important lesson isnât not to make mistakes, but to own her mistakes, recover from them, and plan to avoid it in the future while working diligently to correct them.
THE GIFT OF PATIENCE
Learning to create art is truly a test of anyoneâs patience. There are numerous hours spent working at artwork and getting things exactly as you envisioned. Children are naturally eager to show their parents or friends their work and learn to work with diligence rather than rushing through just for the sake of completing the piece. An art studio is truly a place where children learn patience.
In conclusion, children who participate in art class learn the life skills it takes to grow up to be well-adjusted, patient, and productive adults. They carry these skills learned in the art studio with them for life. Some would say that art class for children teaches skills in such a fun manner that the young students donât even know they are learning. That âfun factorâ is a key to an effective learning environment.
Author Bio: Amanda Lee Jones is the operator of the Amanda Lee Jones Art Studio in Austin, Texas. She holds a B.S.Ed. in Elementary Education from Texas State University. She has studied under some of the finest artists and loves sharing her joy in art with children.


With a Groton education, you will think critically, speak and write clearly, reason quantitatively, and learn to understand the experiences of others.
You will better understand the world today through the study of ancient civilizations. You will benefit from the STEM approaches infused throughout math and science classes. And you will nourish your intellect with time-tested fundamentals, such as Latin.
Even more than thatâyou will learn to distinguish the germane from the trivial and right from wrong. As a Groton student, you will analyze, problem-solve, and leave the Circle prepared for, in the words of school founder Endicott Peabody, âthe active work of life.â
Eighth and ninth graders (Second and Third Formers) are immersed in the basic disciplines. Second Formers will take English, math, science, Latin, a World Language (Chinese, French, or Spanish), and art (one term each of Steel Drums, visual art, and theater). Studying a classical language helps students analyze carefully and synthesize informationâfoundational skills that they will find useful in every class.
Third Formers take English, math, one language, art, and then choose two from science, Foundations of Global History, and a second language. All incoming Third Formers take Latin. Art choices include visual art, theater, shop, music lessons, Choir, Chamber Orchestra, or Jazz Ensemble.
Fourth, Fifth, and Sixth Formers
Tenth, Eleventh, and Twelfth graders (Fourth, Fifth, and Sixth Formers) have room for electives. Besides numerous math, science, and computer science alternatives, electives might include history courses, such as Power and Politics: Dictators and Democrats, or Tigers, Elephants, and Cell Phones: Modern India. You might opt for an English elective on Jane Austen, or Literature of Resistance and Resilience, or Reading Film. Want to study a topic thatâs not offered? Groton students can plan one-on-one tutorials with faculty in subjects of their choice.
To build your strong foundation for future learning, Groton requires the following:
Second Form (8th Grade)
French, Spanish, or Chinese
Third Form (9th grade)
Latin, for incoming Third Formers
A choice of French, Spanish, Chinese, or Latin for returning Third Formers
Two of the following:
Biology or Ecology
Foundations of Global History
A second language
Arts (music, studio art, theater, or woodshop)
Fourth, Fifth, and Sixth Forms (10th, 11th, and 12th grades)
English through Expository Writing (taken in fall of Sixth Form)
Mathematics through trigonometry (the first term of precalculus) or through Fifth Form, whichever comes later
A world or classical language through level three or Fifth Form, whichever comes later
Modern Global History, U.S. History
One year of lab science (two years for returning students who did not take a science in third form)
Ethics or another option in the Religious Studies and Philosophy Department
A year of arts (music, studio art, theater, or woodshop)
Many courses prepare students for Advanced Placement exams, including some not designated AP.


"Every day, American young people spend more than 4 hours watching television, DVDs, or videos; 1 hour using a computer; and 49 minutes playing video games. In many cases, youths are engaged in two or more of these activities at the same time. Little wonder this era has become known as the âdigital age,â and Americans born after 1980 have become known as 'digital natives'."
This quote is from a 2016 handout from the National Art Education Association titled "Learning in a Visual Age: The Critical Importance of Visual Arts Education." In another Internet article written by Dr. Brent Conrad called "Media Statistics - Children's Use of TV, Internet, and Video Games", there is a disheartening statistic on children listening to music. "Listening to music actually decreases from birth to age eight. Children up to a year old spend an average of 39 minutes per day listening to music, 30 minutes at ages two to four, and just 23 minutes at ages five to eight," wrote Dr. Conrad.
There is overwhelming evidence that the arts dramatically increases a child's ability to learn (such as the now famous Mozart Effect study). So what can we do as educators and parents or guardians to change these numbers?
- If you are an educator, there are many resources available for you to integrate more art into your classroom. One of those resources is right here at the Renaissance with the Kennedy Center Arts Integration Workshops. The next one will be on October 22nd and the title is "Building Reading Comprehension Through Sound and Rhythm" with Imani Gonzalez. This type of resource is invaluable for the educator, as you can learn tools which will not only inspire your students, but help your students grasp challenging concepts. If you are reading this from outside the state of Ohio, just go to The Kennedy Center/Education for more information.
- Do a field trip to a museum or theatre with your students. Yes - it just so happens we have a field trip opportunity, too! This is called Operation Bridge Building. Each season, thousands of regional students come to the Renaissance Theatre to experience the Mansfield Symphony. Performing a FREE educational concert tied into their curricular standards and featuring beloved symphonic repertoire alongside popular and recognizable music, this event is a highlight in the school year for our region's students. Contact [email protected] and bring your class or homeschooler!
- At home - turn it ALL off! In a recent Clinical Report from the American Pediatric Association called "The Power of Play: A Pediatric Role in Enhancing Development in Children", the authors discuss the need for play to stimulate learning. This is not only for the ability to learn language, math, or science, but for a social maturing to take place so that a child learns the rules of belonging to society. Remember that famous phrase, "Music tames the savage beast?" This is absolutely true and can work both with passive listening, as well as active listening to music.
As we begin National Arts in Education week, see if you can make one small change in your students' or child's life to bring art into their learning.


For primary schools I provide various lessons within the LeerKansenProfiel (Learning Opportunity Profile) and Verlengde Schooldag (Extended School Day).
Stories, multimedia and creative means (such as music) are particularly suited to help achieve the core objectives of primary education, and to contribute to language development (as is paramount within LeerKansenProfiel).
Fun is the starting point in my lessons, for all ages, also with my lessons General Music Education. I believe that by acting in a playful way, pupils absorb knowledge faster.
My goal is to introduce pupils in an approachable way to the five music domains:
- Lezen en noteren.
In music lessons within the LeerKansenProfiel, language development can be integrated by paying extra attention to text perception, writing song lyrics, learning musical terms and names of instruments.


According to a 2014 survey done by Project Tomorrow, a national education nonprofit organization, one third of students in grades 3-5 and nearly one third of students in grades 6-12 say that they use a mobile device provided by their school to support schoolwork.
Additionally, over a period of four years the percent of middle school students taking tests online increased from 32 percent to 47 percent.
Students at William Woods University, whether pursuing their Bachelors of Science in Education or their Masters in Education, have the opportunity to gain the knowledge and training needed to work at the forefront of technology in education.
For those students pursuing their B.S. in Elementary Education, the Enhancing Missouriâs Instructional Networked Teaching Strategies (eMINTS) Certification is a great way to gain experience in the integration of technology into your teaching practices. As one of only three universities in Missouri that incorporate eMINTS into their education program, William Woods University ensures that students will learn an instruction model that:
- Supports high-quality lesson design
- Promotes inquiry-based learning
- Creates technology-rich learning environments
- Builds community among students and teachers
eMINTS is a professional development program, created by the University of Missouri, Missouri Department of Elementary and Secondary Education, and the Missouri Department of Higher Education, that trains teachers in technology integration through group sessions and in-classroom coaching and mentoring.
According to the Leading Education by Advancing Digital (LEAD) Commission, 96 percent of U.S. teachers feel that integrating technology in education is important.
âThe educational opportunities that technology gives to students are not only amazing, they are transformative,â explained Donald G. Knezek, CEO of the International Society for Technology in Education (ISTE), in an article by Edutopia.
The opportunity to grow your knowledge and experience in the integration of technology into your teaching practice is not limited to students pursuing their bachelors in education, but is also available for masters in education students through the William Woods University Online Masters of Education in Teaching and Technology.
Students enrolled in this degree program will take courses in education, research and technology that prepare them to enhance teaching methods through the use of technology, along with research and evaluate new tools, design materials and programs that incorporate them and assess their effectiveness.


March is Womenâs History Month and have we come a long way. It is wild to think about the fact my great great grandmother was not allowed to vote until she was in her 30s. Today women have made such a difference since the ratification of the 19th amendment. Amazing women such as Shirley Chisholm, the first black woman to run for president. Amelia Earhart, the first woman aviator. Georgia OâKeeffe paved the way for female artists in America. Margret Sanger helped make reproductive health more accessible, and many other notable women made the future generation of womenâs dreams tangible.
Here are three ways to celebrate women every day:
TEACH TEACH TEACH! Teach the young ladies in your life about women who had the odds against them, and persevered. Some strong women to learn about that are not talked about enough:
Shirley Chisholm- First black female politician.
Maya Angelou- Poet and Civil Rights activist.
Sojourner Truth- American abolitionist and activist for black womenâs rights.
Mary Anning- Victorian Paleontologist.
Ada Lovelace- Worldâs first computer programmer.
Give to a philanthropy that is specific to helping women:
One that I have supported and would recommend is Carry the Future. They work with refugee camps to help support residents by bringing dignity and normalcy through quality of life initiatives such as women-friendly spaces, early childhood learning centers, community gardens, and more.
Another organization that TJC specifically supports is Thriving Families. Thriving Families offers programs that support women, children, and their families during pregnancy and just after a baby is born â a critical period of development for childrenâs futures.
Another way to support women is to go to locally owned shops and restaurants owned and run by women. Some notable places:


Early childhood education is a critical foundation for a childâs development and future success. It encompasses the educational, physical, social, and emotional nurturing of young children during their formative years. Research consistently shows that quality early childhood education has a profound and lasting impact on a childâs life, shaping their cognitive abilities, social skills, and overall well-being. In this article, we will delve into the transformative power of early childhood education and explore how it sets the stage for a brighter future.
The early years of a childâs life are crucial for cognitive development. During this period, their brains undergo rapid growth and are highly receptive to learning. Quality early childhood education programs provide stimulating environments that foster curiosity, critical thinking, and problem-solving skills. We will discuss how activities such as reading, storytelling, and play-based learning enhance language development, literacy skills, numeracy skills, and the ability to think creatively. Additionally, we will explore the long-term benefits of a strong cognitive foundation, including improved academic performance and increased opportunities for higher education.
Social and Emotional Development
Early childhood education plays a pivotal role in nurturing social and emotional development. Through interactions with peers and caregivers, children learn essential social skills such as empathy, cooperation, and conflict resolution. We will examine the impact of positive teacher-student relationships and supportive classroom environments on building emotional resilience, self-regulation, and positive self-esteem. Moreover, we will discuss the importance of fostering inclusivity, diversity, and cultural awareness within early childhood education settings, promoting empathy and tolerance from an early age.
Health and Well-being
Promoting health and well-being in early childhood education is crucial for setting the stage for a healthy life. We will explore the role of nutrition, physical activity, and access to healthcare in early childhood settings. Moreover, we will discuss the importance of instilling healthy habits and promoting mindfulness and self-care practices during the early years. Research has shown that a strong foundation in health and well-being during early childhood positively influences long-term physical and mental health outcomes.
Closing the Achievement Gap
Early childhood education has the power to bridge the achievement gap and promote equal opportunities for all children. We will discuss how high-quality early education programs can address disparities rooted in socioeconomic factors, providing children from disadvantaged backgrounds with the support and resources needed for success. Furthermore, we will explore the positive impact of early intervention programs, such as preschool for at-risk children, in reducing disparities and improving educational outcomes.
Early childhood education is a transformative force that lays the foundation for a childâs future. It empowers children with the cognitive, social, emotional, and physical skills necessary for lifelong learning and success. Investing in quality early childhood education programs not only benefits individual children and families but also has long-term societal impacts. It reduces inequality, improves educational outcomes, and builds a stronger, more prosperous community. As we recognize the transformative power of early childhood education, it becomes imperative to prioritize and advocate for accessible, high-quality early education opportunities for all children. By doing so, we can unlock the full potential of our youngest learners and create a brighter future for generations to come.


TIME FOR KIDSÂ® Informational Text Grade K Readers Set 3 10-Book Spanish Set
Guided Rd. Level B
Interest Level PK-2
Engage students with informational texts that cover the foundational skills that kindergarten students need to know to advance to the next level. Build your classroom library or supplement your reading program with these Spanish books that feature compelling TIME For Kids content. Titles include (titles may vary):
- El clima cambiante (Changing Weather)
- Ser un buen ciudadano (Being a Good Citizen)
- Trabajadores que me cuidan (Workers Who Take Care of Me)
- Soy maravilloso: Mi rostro (Marvelous Me: My Face)
- Bueno para mi: Querer (Good for Me: Love)
- Siempre crece: La piel (Always Growing: Skin)
- Mi fiesta de cumpleanos (My Birthday Party)
- Usa las matematicas: Agrupalo (Use Math: Group It)
- La montana de presidentes (Mountain of Presidents)
- Buen trabajo: Herramientas sencillas (Good Work: Simple Tools)
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