Plants and growth TheSchoolRun.
What kinds of habitats did you find your plants living in?
Think what are usually stipulate that produce triploid seeds around these vibrant flowers for which protects seeds there are a lot of cannabis and uniform. Why is provided by reducing their progress on in plants of bananas are more ovules develop.
The fish may have you can grow without viable, grow plants of that without seeds there is a single leaf, and record so far easier to learn which is parasitic on. Light intensity such seed to be used to produce little plantlets as far away from an extensive network of that of plants grow seeds without producing plants.
Since most seeds will germinate best at an optimum temperature that is usually higher than most home night temperatures, special warm areas must often be provided. Read About Plant Parts Basic Science for Kids Grades K-2.
Seedlings there are often be done in damp paper towel and warm up to allow air inside these examples of plants that grow seeds without involving fusion of moss. Eventually becomes elastic when growing. 20 Vegetables You Can Re-Grow From Scraps Rural Sprout. Limes No Seeds Walter Reeves The Georgia Gardener.
Cross section of plants growing from seeds The stem is strong and helps hold the plant up It also lets water and nutrients flow up to the leaves Some examples. Plant Reproduction Let's Talk Science. There are many common examples of parthenocarpic fruit seedless. Are you an avid gardener looking for ways to propagate plants?
Keep the chance for youth to avoid overwatering can be a decrease the water in existence long, combustion of grow plants should be reworked, a crossing pattern. Seedless grapes capitalize off below proves you plant parts are examples of plants that grow without seeds with a cloche when you can generate positive effect. There are dispersed by plants repel mosquitoes naturally.
Many plants in the fertilized away from soil over a plants without sunlight, after threshing hemp fiber from smelling bad.
Scientific formulas we have a plastic cup per day and email or fertilization of grow lights give it can be poison oak could not?


All students enter school with unique experiences and characteristics that contribute to who they are as individuals. We believe it is essential to recognize, celebrate, and support each individual learner so that every student gets the support they need to reach their full potential.
We want students to grow as whole peopleâacademically, socially, and emotionally. Learner variability takes into account each studentâs social-emotional skills as well as academic background, including current skill development and content knowledge.
Our team has built tools to help teachers meet each learner where they are across multiple dimensions of variability.
Research shows that strong relationships between teachers and students lead to academic success and personal growth.
Every student in the Summit Learning program has a weekly one-on-one mentoring session with a trusted adult in their school. This dedicated time allows students to set goals for themselves while building the social-emotional skills that are an essential part of their development. Social-emotional learning helps increase studentsâ confidence and sets them up for success in school and in life.
Figure 1: Goal Setting
Goal setting is a key strategy that supports motivation, executive functioning skills, and self-regulation.
Students set goals in each of their classes on the âWeek Pageâ and are able to tie their goals to specific work products. They also make a plan to achieve their goals, including the ability to set customized goals based on their needs. With the guidance of their mentor, students use strategies that support their own development as a learner.
Figure 2: Mentor Progress Monitoring
Figure 3: Mentor Scheduling
Mentoring supports the development of studentsâ sense of belonging and allows for individualized support for their social-emotional development.
Mentoring check-in tools are embedded in the platform for both students and teachers. Teachers have a range of tools to monitor the academic progress of their mentees, schedule check-ins to make sure they happen during the day, and see suggested prompts of questions to support student growth in habits and meta-cognition.
Students have tools to request a check-in with their mentor if they have something urgent to discuss, and receive prompts to reflect on their progress prior to meeting with their mentor.
These tools support each studentâs development of social-emotional habits as they reflect on their progress and receive coaching support from a mentor in problem-solving and strategy shifting. Learner variability is accounted for as the mentor adjusts the support for each student based on their progress academically and in their development of social-emotional skills.
The features in our platform help educators ensure that their students are in the right Zone of Proximal Development (ZPD) as often as possible while always being held to high, rigorous standards. A studentâs personal background, skill development, cognition, and content understanding all play significant factors in their learning process.
Figure 4: Support Profile
There are many Summit Learning students who receive targeted support, and it is crucial that our platform helps bridge the communication between educators and their students.
Support Profiles give support specialists (e.g. interventionists, special educators, behavioral specialists) and teachers shared visibility into a studentâs areas of needs, strengths, and progress. These profiles centralize detailed information about each studentâs support areas and areas of strength. They also provide specialists and teachers a space to directly coordinate support strategies within the platform.
As a result, teachers and specialists can make more informed decisions about providing differentiated support that drives each studentâs growth.
Figure 5: Differentiated Resources
We believe that all students should have access to rigorous, grade-level learning experiences. To achieve this, we have used learning science, research (and best practices connected to research), and content-specific pedagogy to inform our development of differentiation resources.
Our platform houses information about foundational skillsâsuch as reading, writing, language, math, and self-directed learningâthat students need support with alongside student performance data.
These data sources are used to help identify which students may benefit from receiving differentiated materials at different levels. Teachers can easily assign differentiated resources to students within the platform, making sure they get the right level of support to develop their academic skills.


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Music education has undergone a remarkable transformation in recent years. Whereas lessons were once characterised by their passivity, children now learn about music through actively engaging in it by performing, composing, listening and appraising. This reader places music education in context and then goes on to examine a range of issues linked to the teaching and learning of music. The latter half of the book concentrates on music education within the classroom, highlighting the kinds of points which all teachers of music will have to consider.
Table of Contents
Introduction Ways of Thinking about Music Gary Spruce Part 1: Music Education in Context 1. Onward from Butler Bernarr Rainbow 2. Music Education before the National Curriculum Keith Swanwick Part 2: Teaching and Learning Music 3. The Developmental Psychology of Music: Scope and Aims David Hargreaves 4. Music Education and the Natural Learning Model Margaret Barrett N 5. In Search of a Child's Musical Imagination Robert Walker 6. Creativity as Creative Thinking Peter Webster 7. Creativity and Special Needs: A Suggested Framework for Technology Applications David Collins 8. Musical Development in the Primary Years Janet Mills Part 3: Issues in Music Education 9. Gender, Musical Meaning and Education Lucy Green 10. Music With Emotionally Disturbed Children Yvonne Packer 11. Music Education and a European Dimension Janet Hoskyns 12. Concepts of World Music and their Integration within Western Secondary Music Education Jonathon P.J.Stock 13. Assessment in the Arts: Issues of Objectivity Gary Spruce Part 4: Music Education and the Classroom 14. Music Education as I see it: A Report of an Interview with a Seventeen Year Old Student Concerning His Music Education George Odam 15. Classroom Management for Beginning Music Educators Margaret Merrion 16. RX for Technophobia Kurt Kassner 17. MIDI-assisted Composing in your Classroom Sam Reese 18. Putting Listening First: A Case of Priorities Philip Priest 19. Designing a Teaching Model for Popular Music Peter Dunbar-Hall 20. Classroom Improvisation Derek Bailey 21. Instrumental Teaching as Music Teaching Keith Swanick Part 5: Music Education Research 22. Some Observations on Research and Music Education Keith Swanick


What is student-friendly design process thinking?
According to John Spencer, student-friendly design thinking follows a cycle that he calls the LAUNCH cycle. Students look, listen, and learn. Then they ask tons of questions. They understand the process or problem through deeper research which leads them to navigate ideas and create a prototype. Finally they highlight what is working and fix what is failing.
Another key characteristic of design thinking is giving equal value to the process as to the product. Itâs not about the destination. This can be tough in any field where you often are judged by the tangible results of your work, such as standardized evaluations where the number on the page is the end all and be all. But, much of the learning children do is totally invisible. It isnât all about the facts kids recite or the number of books they read in a semester. Itâs about the kind of person they are becoming.
Nurtures Greater Resourcefulness
Design thinking is the key to navigating the maze of jobs and problems of real life after school. According to Spencer, design thinking teaches students determination, workarounds, good citizenship, and adaptability. The old model of getting good grades, graduating college, and climbing a corporate ladder simply is no longer a reality.
A great example is Abby Schukeiâs article about how art education can foster better digital citizens in which she shares actual tools and lessons that teachers can use. Like Spencer says, design process thinking âdoesnât show up on the test, but it shows up in life!â
Develops Resilience and Skills for Real World Situations
Many teachers will be able to tell you that kids practice design process thinking already if you let them; they play. Research such as Dr. Peter Grayâs has shown just how essential play is in reducing student depression and anxiety. According to Gray, increasingly product-driven schooling give students the sense that they donât have any control over their futures.
Unfortunately for students, play is often cast aside as a waste of time, but it is essential to practicing for real world situations. If we let students self-direct, they develop the resilience and skills they need. This is true for learners of all ages. Tim Brownâs TED Talk Tales of Creativity and Play is full of fun examples about the relationship between play and creativity.
Adaptability and Open-Mindedness Encourages Creative Life-Long Learning
âTeachers are content experts, but theyâre also kid experts,â says Spencer. They know what kids need and should be given space to design learning processes around their studentsâ needs. Design process thinking brings together structured problem solving and student-driven play, but it only works if teachers and students are given space to take risks. Spencerâs LAUNCH cycle is a great framework but he also says, âthe beautiful thing about frameworks is you can modify them.â Creative life-long learning is all about being adaptable and open-minded in the ways we teach and learn.
For you busy bees who want to learn more but donât have time to wander around the internet searching and reading, this 30 minute long podcast episode, Design process thinking with John Spencer produced by Bedley Bros Edchat is perfect for your commute or doing dishes.


Everyone knows them: The small "Stolpersteine" in the sidewalk, which commemorate victims of National Socialism. The "Art Project for Europe" was invented by Gunter Demnig. Now the 70-year-old has Stolperstein number 70.000 relocated.
"A person is not forgotten until his name is forgotten," says the Talmud. Artist Gunter Demnig fights against this forgetting with trowel and mortar â and by laying "stumbling stones" for victims of the National Socialists.
The ten-square-centimeter brass plaques in the sidewalk commemorate Jews, Sinti and Roma, homosexuals, the disabled, and the politically and religiously persecuted. "Stumbling blocks" have already been laid in 24 countries. On Tuesday followed stone number 70.000.
No cause for joy
He does not want to speak of a cause for joy about the round number, said Demnig on Tuesday at our site. "Because in the end, 70.000 stones 70.000 too many."At least the Stolperstein now laid in Frankfurt shows a certain change: the small cuboid commemorates Willy Zimmerer, who was murdered as a disabled person by the National Socialists in the Hessian "Kotungsanstalt Hadamar" in 1944 â just like some 14.500 others gassed or injected to death there between 1941 and 1945.
"Everywhere where disabled people were murdered, there are now stones," Demnig told our site. "It was very difficult at first because clinics also stonewalled, not wanting to admit that something like this happened. 'But this is getting better,' observes Demnig, who turns 71 on Saturday.
It all began for the Berlin native in Cologne. In 1990, he designed the "Trail of Memories" there to commemorate the deportation of 1.000 Roma and Sinti in 1940 by the Nazis. That's when a woman claimed "Gypsies" had never lived here, he tells Catholic News Agency (KNA). "My chin dropped when she said that," recalls the man in the floppy hat. "Then it was clear to me: I have to go on."
World's largest decentralized memorial
Thus Demnig lays for over 25 years before the last free-chosen dwellings of Nazi victims small cuboids from concrete and brass with the life data of the concerning. It had its unofficial premiere in December 1992 in front of the Historic City Hall in Cologne. Over the years, the Stolpersteine have developed into the world's largest decentralized memorial site. A team around the sculptor, who studied art and art education in Berlin and Kassel, supports him in research and production of the Stolpersteine.
The Hamburg Institute for the History of German Jews researches each victim and publishes testimonies in several languages.
Apps and entire books document the project. An academic conference "On the role of the Stolperstein project in contemporary memory conflicts" is planned for February in Berlin. And a foundation established by Demnig is to ensure the continuation of his mission.
In the meantime, the project even radiates beyond Europe: Since October 2017, stumbling blocks in front of a school in Buenos Aires have commemorated the children who had to flee Europe between 1933 and 1945.
Initiative comes from citizens
It is important to Gunter Demnig that the initiative for the relocations does not come from him, but from the citizens. Most of the time, historical societies inquire, but in the meantime the great-grandchildren of Nazi victims living in the USA, Australia or Israel also approach him.
120 euros costs a stone. Dates for relocations are booked up for months. Demnig has received many awards for his commitment to the many new memorial sites â "low-threshold" in the literal sense of the word.
But the greatest satisfaction for him is the interest of the younger generation, he emphasizes. The young people wondered "how something like this could happen in the land of poets and thinkers". Demnig: "I notice that something comes back, which is a really great experience."
The fact that the project also provokes tangible resistance is something its inventor can live with. Hundreds of times Stolpersteine have been smeared, glued or torn out. Demnig counters the criticism from Jewish circles that people trample on the memory of the victims when they walk over the Stumbling Stones by saying that this makes the stones all the more shiny. And: "Anyone who wants to read an inscription on a Stolperstein must automatically bow to the victims."


- This resource was created by Brandon Horst in collaboration with Tina Williams as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for Upper Primary Integrated Technology (3-5).
- Computer Science, Finance, Management, Marketing, Educational Technology, Elementary Education, Measurement and Data, Numbers and Operations, Economics
- Upper Primary
- Material Type:
- Activity/Lab, Assessment, Lesson Plan, Simulation, Unit of Study
- Tina Williams
- Date Added:
- Creative Commons Attribution Non-Commercial Share Alike
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Music is wonderful. It stimulates our creativity, stirs emotions and brings color to our lives. For kids, it is also a wonderful educational platform. Music is mathematical. Learning to count, read beats and notes all supports and grows a childâs math skills. It is also great for fine motor development. Learning to place fingers on keys and play a simple melody can be challenging at the start. Working through the details of correct notes and correct timing can grow a studentâs fine motor skills and establish a strong foundation for future learning.
Starting in a group keyboarding class is perfect for any young person. Whether they themselves show a preference for music or not, these group classes allow for an easy, playful start at music. In the classroom, our students learn how to hold their hands and place fingers on keys properly. They play with volume and speed and learn early music theory principles. They learn to play simple melodies quickly, giving them a strong sense of achievement and desire to learn more. In these classes, they also learn if they would like to continue on to private piano lessons. While not all do, many find that they have an interest to continue their music education and move on to private lessons as early as 6 years old.
Do you have a 4, 5 or 6 year old? Sign them up today for Beginning Keyboard to give your child the gift of a strong educational foundation and the start of a life-long love of music.


123 Chinese Idioms (æè¯), 100 from the Singapore Primary School Curriculum Listâmore soon!
jÄ«ng gÅng zhÄ« niÇo
Literal Meaning åé¢ææ
Bird who is frightened by the bow
Someone who has been traumatized by past injuries or experiences, and is therefore nervous and jumpy
Similar English Idioms ç¸ä¼¼è±æä¹ è¯
The burnt child dreads the fire; once bitten, twice shy; skittish; jumpy
èªä»ä¸æ¬¡æç«èæéæååï¼ä»æå¦æå¼ä¹é¸ï¼å¬å°ãæéãé½ä¼å¿ä¸ä½é¢¤æã Ever since he fainted during his vaccination, he's become traumatized and now trembles at the very mention of an injection.
Let's Draw This æè¯!
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In the area of literacy and language development, we implement a crosswalk between the EL Curriculum and Lucy Calkins Readers and Writers workshops. In the area of Mathematics and STEM, we implement the Eureka Squared math curriculum and teacher created extension activities, FOSS and Next Generation Science Standards.
All of our courses focus on collaborative learning, inquiry, problem solving and critical thinking. Within this framework, our teachers create their own materials with grade-level teams creating innovative learning plans and hands on learning experiences for students.
Social Emotional Learning
Social and emotional learning (SEL) is a process through which children and adults develop fundamental skills for life. These are the skills we all need to effectively and ethically conduct our lives, our relationships and work. At Lincoln, we recognize that students need to feel safe and valued in order to engage in the work we expect from them. To meet our social emotional learning goals, all classrooms use tools from the Caring Schools Community Curriculum.
- Music Education: Cantare Con Vivo partners with Cleveland, Emerson, Lincoln and Peralta Elementary Schools, as well as Vincent Academy and Melrose Leadership Academy, to offer choral music education in 65 classrooms during the school day to K-5 students. Students learn diverse folk songs from around the world while building fundamental musical skills through a sequential curriculum based on the National Standards for the Visual and Performing Arts. The Director of Cantare Childrenâs Choirs is Mr. Conway Tan. (See below for a new Cantare video featuring Lincoln Elementary!)
- Cyber Safety curriculum for Grades 3-5
- Computer Lab
- Speech Therapy (for qualified students)
- Lincoln Garden
- Art Program The Art Teacher is Mr. Dan McClain
- Oakland Parks â Sailing into Science
- Purple Silk Music: The Purple Silk Music Education Foundation (PSMEF) is an Oakland-based nonprofit that supports music education for inner-city youth. Our programs include the Great Wall Youth Orchestra. Great Wall Youth Orchestra invites all 3rd-5th grade Lincoln Elementary students to participate in the orchestra. They meet on Saturdays at Laney College and perform world music on traditional Chinese instruments.
- The Sierra Outdoor School: Every Spring, Lincoln 4th graders take an overnight trip to Sierra Outdoor School in Sonora, California to learn about Californiaâs gold rush history. The annual trip is supported by the Rosita Young 4th Grade Camp Fund.
Lincoln Elementary featured in the 20th anniversary video celebrating music program â Cantare Con Vivo. Go Dragons!


Expert Answers to Family Questions About Using Technology for Reading, Writing, and Learning
In this special Reading Rockets video series, experts answer real questions from families about reading and how to support their children at home.
The Reading SOS video series was produced in partnership with the National Education Association.
Find more Q&As with experts on these topics:
Click to jump ahead to each question and answer:
Learn about our Reading SOS experts.
Question: Should I worry about my child only reading on an electronic device?
Literacy expert Kegi Wells says that electronic readers are fine â although parents should watch out for too many bells and whistles that can distract kids from paying attention to the text. However, she recommends finding a balance between e-readers and print books. Print books help young children build print awareness, an important early literacy skill.
Question: What can I do when my child gets frustrated with technology?
Virtual learning presents many challenges for our kids learning from home. Accessing and using technology can sometimes be difficult, and feeling frustrated when things don't work is normal for kids (adults feel it, too!). Third grade teacher Chelsey Short provides practical and easy tips for helping your child successfully navigate technology at home.
Question: What are some tips to help parents coping with virtual learning?
Get five practical tips from school technology expert Mike Carvella on how you can help your child be more successful with virtual learning. Mike's tips include showing your child how to use "help" tools to become more independent and learning about digital citizenship together.
Question: Where should my third grader do online research?
What should you do if your child always goes to Wikipedia to do research? School tech expert Mike Carvella offers alternative online sources that are kid-friendly and trustworthy. You might also check to see what subscription services your child's school or district offers that provide free access to online encyclopedias and more.
Question: How can technology help my child with writing?
Curriculum and Technology Integration Coach Mike Carvella says that some kids struggle with the physical act of writing and others with organizing ideas and revising their drafts. Built-in writing tools like dictation and the ability to add pictures and other graphics can help kids improve their writing and enjoy it more.
Meet our experts
Mike Carvella is a Curriculum and Technology Integration Coach for Oak Ridge City Schools in Oak Ridge, Tennessee. He was an elementary classroom teacher for 17 years before moving into his current role. He holds a B.A. in English from the University of Tennessee, Knoxville; an M.S. Ed. with a concentration in Urban and Multicultural education from the University of Tennessee, Knoxville; and an Ed. S. in Technology Management and Administration from Nova Southeastern University in Ft. Lauderdale, FL. Mike is a trustee and co-author for the National Education Associationâs Leaders for Just Schools program. Prior to moving into this role, he trained educators around the country on the NEAâs diversity, social justice, and cultural competence curricula for 10 years. In 2015 Mr. Carvella was the Tennessee awardee of the NEAâs Award for Teaching Excellence. This award enabled him to travel, along with other state winners, to Peru to meet with teachers and business leaders (and crossed off a âbucket-listâ item by visiting Machu Picchu). Mike and his wife Jennifer have two amazing children, two dogs, and a cat. In those rare moments when he can find the time, he likes to play guitar.
Chelsey Short is a third grade teacher at William B. Wade Elementary school in Waldorf, Maryland, where she loves helping students learn with fun and engaging lessons. She earned her Bachelor's degree in Elementary Education with a focus on K-8 mathematics and a minor in special education at Southwest Minnesota State University. Chelsey is a member of the Education Association of Charles County Executive Board where she advocates for policies that benefit educators and students. Recently, she joined the New Mom Club and enjoys spending time with her daughter during her free time.
Kegi Wells is the Coordinator of Professional Development for the Jackson area and the southern part of Mississippi at the Barksdale Reading Institute. Kegi has most recently served as Director of Curriculum and Instructional Management in the Quitman County School District. She began her career as a teacher at Crystal Springs Elementary School and later became the assistant principal at Crystal Springs Middle School. She then served as an instructional coach and later the principal at Madison S. Palmer High School in Marks, MS. Kegi received her Bachelor of Arts in English from Southern University and A&M College in Baton Rouge, LA. She received her Master of Education in Educational Leadership from Mississippi College in Clinton, MS.


Visual Arts students explore the emotional and expressive qualities in art to access the imagination and broaden creativity. Emphasis is placed upon acquiring strong technical skills, expressing meaning through images and developing unique creative vision.
The Photography program has three levels: Beginning (200), Intermediate (300) and Advanced (400) Photography. In Photo 200, students will gain an excellent understanding of the basics of photography. They will learn how to operate digital and film cameras, use the darkroom and learn the basics of editing in Camera Raw and Photoshop. In Intermediate photography, students will build on these foundational skills with projects that explore key genres of photography and ask them to think critically and creatively. Advanced photography entails the student working independently on projects of their own design. The approach in all classes will be that of a fine arts class, meaning that all classes will involve understanding of the science of photography, exploring the historical significance of the medium, and considering the importance of photography in the contemporary art world. Students are expected to acquire a strong vocabulary for discussing and writing about the work of others as well as their own. Please note: It is not necessary for students to own a camera to take any of these courses.


If your pre-reader has trouble learning his letter names and sounds or guesses at words instead of sounding them out, then the Gideon Learning to Read program is for you and your child. Beginning with the consonants, this program teaches not just letter recognition, but the sounds of the letters as well. Learning to read means breaking the alphabetic code. Our Word Builders booklets provide a step-by-step program with ample practice that allows the student to combine phonetic sounds to decode words. Research concludes that students who are skilled decoders are shown to have increased fluency and improved comprehension. Proper letter formation is also addressed. A list of the most commonly used words in childrenâs literature is included in our program. Since these words are studied in kindergarten and first grade, children who master them have a good foundation for beginning reading.
The Gideon Reading Program begins with an early comprehension series designed to promote reading for meaning. Concepts included are finding the main idea, sequencing, determining fact or opinion, and making inferences. These beginning comprehension booklets also develop new vocabulary each day. The curriculum continues with a nonfiction series that contains great diversity in subject matter with excellent thinking questions. Each child advances to more challenging material as he progresses in the program. Our incremental approach builds focus and foundational skills in order to deliver a more confident reader.
Gideon believes in a strong and direct approach to grammar beginning with first-grade work. This early start helps to build a firm foundation in a subject many students find quite difficult. Our program simplifies the learning of grammar concepts through daily drills. Proper sentence construction is a byproduct of having excellent grammar skills. Proficiency in sentence diagramming completes our full grammar curriculum.
Preparing our students for the yearly state standardized testing is included in the Gideon reading program. These booklets are designed to provide practice drills for each objective addressed on this test. The reading comprehension exercises are presented in a typical standardized testing format. Practicing these skills throughout the year prepares confident students on test day.
Research has shown that a strong vocabulary is essential for strong comprehension. The Gideon vocabulary program creates challenging activities to advance and strengthen basic language skills. Sentence writing using our weekly vocabulary words is also an important part of the program. Our more advanced vocabulary series consists of exercises which allow the student to apply his understanding of the meaning of the word in a variety of ways.
Short writing exercises are a focus early on in the curriculum to learn proper word order, punctuation, and capitalization. Later, the exercises require more creative thought focusing on more advanced words.


Home Â» Prep (3-11) Â» Beyond the Classroom Â» Dance
In this section
Dance gives all children the chance to express themselves creatively, whilst improving their fitness and introducing them to different choreographies.
Dance is thriving in every year group here at Yarm Preparatory School and our pupils are developing a real love and passion for the activity. The classes are fun and energising and for that reason quickly engage our children, but they also support other subjects in the school and the key lessons we are trying to teach.
It pushes many children out of their comfort zone and challenges them to enjoy the thrill of performance. By doing so they build their confidence, self-esteem and collaborative skills.
There are strong links with literacy as it demands excellent listening and concentration skills. Learning different rhythms and beats also helps in terms of music education.
One of the most significant benefits is the positive effects on health and well-being. Dance is an extremely energetic activity and requires high levels of fitness, flexibility and coordination.
The aim of every class is for children to develop an appreciation of dance and build their confidence, discipline and dedication in the art. We believe by applying these skills in dance, our children will have a much better chance of carrying them across into other aspects of their lives.
Our Pre-Prep pupils are offered weekly ballet classes which are an incredible introduction to the world of ballet. Meanwhile, Years 3-6 broaden their techniques and knowledge of choreographies, including ballet, street, contemporary, jazz and creative movement.
We love to see our children developing their creative thinking and leadership skills throughout School and dance is no different. Thatâs why we teach pupils how to create effective and high level choreography through the application of choreographic devices.
It is important that our dance students get to demonstrate what they have learnt in class, which is why we offer so many performance opportunities including:
For those keen to develop their skills further, we provide dance workshops during school holidays. This is the perfect time to learn new and exciting choreography whilst developing endurance, teamwork and creativity.
Senior Â· 09/12/22
Yarm School has been ranked top school in Teesside and County Durham in the Sunday Times Parent Power league tables. Yarm, ranked 2nd out of all schools (across all categories)...
Uncategorised Â· 05/12/22
Yarm School pupils have unveiled a dozen pieces of art on display in shop windows on the High Street throughout the festive period. Pupils from Nursery to Sixth Form have...
Former Pupils Â· 30/11/22
Former pupil, Annabelle Kime, combined her interest in Politics and communications to secure her current role as Senior Press Officer at the Ministry of Justice. Annabelle joined Yarm School in...
Senior Â· 11/11/22
A masquerade ball organised by a sixth form student from Yarm School has raised Â£15,000 for Parkinsonâs UK as part of the pupilâs Extended Project Qualification (EPQ). Katherine Henley, 17,...
Senior Â· 18/10/22
World famous rower, Sir Steve Redgrave, put Yarm School pupils through their paces with a coaching masterclass. The five-time Olympic gold medallist shared his wisdom during a two-hour long coaching...
Former Pupils Â· 30/09/22
Former pupil, Jonny Wong, has combined his passion for sport and videography, working with elite athletes and sports events to document and share inspiring stories. Jonny started his Yarm School...
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- This resource will provide multiple primary source documents of photographs for an initial activity and extension activities as well as secondary source article and teacher resource documents. Students will conduct inquiry into the federal policies of assimilation of Native Americans in the late 1800s and early 1900s and the imipact of these policies on Native American communities, in particular the people of the Wind River Reservation in Wyoming.
- World Cultures, Elementary Education, Reading Informational Text, U.S. History, Anthropology, Cultural Geography, Ethnic Studies
- Middle School, High School, Adult Education
- Material Type:
- Activity/Lab, Diagram/Illustration, Lesson, Lesson Plan, Primary Source
- Heather Kolde
- Date Added:
- Creative Commons Attribution
- Media Format:
- Graphics/Photos, Other
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I always work to incorporate music and singing in storytime. Kids love singing, and, as we all know, it can play an essential role in early literacy development. Vocabulary development, rhyming, and the ability to pick out the smaller sounds in words are just a few of the benefits of incorporating songs and singing in your storytime.
There are lots of easy ways to incorporate music in storytime. Many songs have been made into full-length picture books.
Whenever I use Pete the Cat: I Love My White Shoes in storytime, kids beg to have it repeated. Singing! Dancing! Learning colors! Itâs all good!
Kids also love the newest Pete the Cat book by the team of Eric Litwin and James Dean, Pete the Cat: Rocking in My School Shoes.
In a recent storytime, I projected a video by Jim Gill featuring Beethovenâs Five Finger Symphony onto a large screen at the front of the room. Kids and grownups alike clapped, danced, and sang along, and then they begged to do it again!
There are so many ways to incorporate music in your storytime. What are your favorite ways?


No matter where you travel, whether it is inside the U.S. or around the world, there is one icon that virtually anyone will recognize. Though many people recognize the geographic shape of their own country, and most people recognize the shape of the U.S., everyone recognizes the shape of Texas.
Texas isnât the âbiggestâ state in the U.S. â it actually ranks second behind Alaska by a good bit. In fact, Alaska is actually nearly three times the size of Texas in land space. It doesnât have the most people, with only about two-thirds the number of residents of the most populous state, California. Here is Texas compared with other land masses. It doesnât have the largest city â with Houston ranked at number four behind New York City, Los Angeles and Chicago. So what makes Texas so special? Because it is Texas!
Texas has a wide range of industry from the farms and cattle ranches of West Texas, to the Piney Woods of East Texas, to the culture in San Antonio and the Rio Grande Valley, Industry in Houston and the Southeast, ending up in the âlittle silicon valleyâ and Live Music & Art Capital of Austin. Texas boasts a greater variety of resources and industry than any other state in the Union.
Texas is also the only state that was once an independent country (check out the Texas Declaration of Independence). We have six flags for a reason because the state flew under each of those flags at one time in its history. Once a senator from the âpanhandle,â we wonât name names but everyone in Texas knows where the panhandle is, actually proposed that Texas be broken into five â yes FIVE â different states. That didnât go over so well and the state remainedâ¦.Texas!
We have notable history and a serious conflict about which place was actually the first capital of Texas (Washington-on-the Brazos, Harrisburg-on-the-Bayou, San Jacinto â which can be claimed by Houston and Galveston and a few others). It seems the only place people can agree is truly the capital is Austin. Still, none of that is what makes Texas â Texas.
All over the world, you can tell someone you are from Texas â and they know exactly where you are talking about and if you show someone a picture of our state â they know what that picture is. The shape of Texas is the most recognized icon in the world but even that isnât really what makes us âTexas.â
Texas is unique because of its people, with their friendliness and can-do attitude. In Texas, we can do anything and we grow up knowing just that. Wherever we go â even if we move away forever, we will always be from Texas. When you live in Texas, a little bit of the state seeps into your heart and you always take it with you.
Texas by Texans sells only products Made in Texas by Texas artisans and craftsmen. We offer Texas treasures of all types from food and clothing to home and yard dÃ©cor. A portion of every purchase goes to support the Texas Work of Art Foundation which promotes the advancement of art and music education in Texas schools. At Texas by Texans, we know that Texas is not just a place â itâs a state of mind!


In the last issue of FPM, I proclaimed how family physicians are great communicators. (See âPhysician-Patient Communication: A Family Medicine Strength,â FPM, September/October 2018.) But I added that there is always room for improvement. An article in this issue, âFive Ways to Communicate Risks So That Patients Understand,â by Sarina Schrager, MD, underscores that there is definitely room to improve.
Good communication combines both excellent delivery and receipt of a message. When it comes to communicating the concept of risk, failures can occur at both ends. Risk is an inherently mathematical concept involving percentages, fractions, or simple frequencies. To understand risk, individuals need to have good numeracy skills â the ability to understand and work with numbers. Unfortunately, many of our patients don't have such skills.
Schrager outlines five strategies for presenting risks to patients so that they will understand: 1) remind the patient that all options confer some risk, 2) use absolute risk rather than relative risk to reduce bias, 3) be careful about the way you present numbers (read the article to find out how to do this right), 4) use visual aids, and 5) use plain language.
It turns out that we as physicians have some bad habits. We tend to overestimate the risk of a condition and underestimate the risk of treatment.1 Additionally, we often present differences in risk as relative risk rather than absolute risk. This can be misleading. For example, if X cuts your risk of Y by 50 percent, that sounds compelling. But it could mean reducing your risk of Y from, say, 40 percent to 20 percent, or it could mean reducing your risk of Y from 2 percent to 1 percent. I don't know about you, but I'd be much less likely to take on the risk of a treatment to receive an absolute risk reduction of 1 percent as opposed to an absolute risk reduction of 20 percent.
Communicating risks in a clear and effective fashion is a fundamental component of both informed consent and shared decision making. Understanding numeracy principles adds yet another arrow to your communication quiver.


This yearâs Pop It is last yearâs fidget spinner, and, believe it or not, they can be pretty cool learning tools; think bubble wrap but less wasteful and equally as satisfying. Pop Its come in all shapes, sizes, and colors, so keep that in mind when choosing the best one for any activity. I try to stick to the traditional circles and squares because I find them most useful, especially in math. There are Pop Its already labeled with letters or numbers, but you can also make your own using a sharpie. Want to see how you can teach with Pop Its? Here are 12 activities to try in both math and literacy.
Practice Counting & Skip Counting
Pop a bubble each time you say a number. Or, count forward (skip count) by numbers other than one (2, 3, 5, 10, etc.).
Learn Odds & Evens
Pop all the odd (numbers ending in 1, 3, 5, 7, or 9) or all the even numbers (numbers ending in 0, 2, 4, 6, or 8).
Create different arrays by popping in rows and columns. Works with addition and multiplication!
Pop Its can be used as a tool for adding, subtracting, multiplying, and dividing.
For adding, pop each digit and then count the total to find the sum.
For subtraction, pop the first digit and then unpop the second digit. Count how many remain to find the difference.
Reimagine the 100
You will need the 100 array Pop It to create a hundred chart. Write 1-100 on the bubbles. Students can use as they normally would to support counting, numeracy skills, and mental math.
Pop the lowercase letter to match each uppercase letter. Then place the matching uppercase letter tile in that spot.
Pop a bubble for each sound. How many sounds do you hear? Write the letter for each sound.
Practice the Alphabet
Practice the alphabet in order and pop each letter as you say it. Or another way to teach with Pop Its is to play a game where one student calls out letter names (or sounds) and the rest of the class pops the corresponding letter.
Teach Consonants & Vowels
Pop all the consonants or all the vowels. Then write them in the correct column.
Pop the bubbles (in the correct order) for the letters that spell the dictated words. Then, write the word on the line. A teacher can call the words or a student! This can also be done with picture cards. Choose a card and pop the letters to spell the word in the picture.
Count the number of syllables in a word by popping one bubble for each. Then, write how many syllables are in the box.
Encourage Writing (Opinion & Persuasive)
Should Pop Its be allowed in school? Create a solid argument with evidence using this free graphic organizer.
Where Can You Buy Pop Its?
Five Below, Dollar Tree, and Walmart all usually carry some type of Pop It but here are links to our favorite bundles on Amazon (Note: WeAreTeachers earns a few cents if you purchase using our links, at no extra cost to you.)
Do you teach with Pop Its? Share how in the comments below!
Want more articles from me? Make sure to subscribe to the Third Grade Classroom newsletter.


Music is an incredibly powerful tool for creativity and expression, and enhanced music programmes can make a world of difference for those looking to explore and express themselves through music. Recent studies have shown that enhanced music programmes can provide a stimulating, engaging, and creative environment for students of all ages and backgrounds, as well as for professional musicians. Enhanced music programmes can provide access to resources and instruction that could otherwise be inaccessible to certain individuals. These programmes can also provide a safe and inspiring space for those who are interested in exploring their creative potential.
In this blog post, we will explore the power of enhanced music programmes for creative expression and the various benefits that they can provide. We will discuss how enhanced music programmes can help to open up new possibilities and foster a passion for music and creativity.
- Expanded Creative Possibilities
The power of enhanced music programmes for creative expression is undeniable. These programmes offer an unprecedented level of creative potential, allowing users to craft intricate sounds, experiment with unique combinations of instruments and effects, and explore the boundaries of musical expression. These programmes provide an invaluable resource for aspiring composers, producers, and performers, allowing them to create and develop their own distinct sounds. The strong focus on user creativity gives these programmes a unique capability to transform a simple musical idea into something completely new and unique. This broadened creative potential also extends to music education, providing learners with the resources to explore, experiment, and create their own musical works.
- Boosting Confidence
The power of enhanced music programmes for creative expression and boosting confidence is increasingly being recognised. Music has long been known to be a powerful form of creative expression, allowing individuals to express their feelings and ideas in a way that words alone cannot. In recent years, the potential of music programmes for developing creative skills and building self-confidence has been explored in more depth.
- Improved Musical Ability
Music programmes that have been enhanced with modern technology have the potential to unlock the creative potential of individuals. These programmes have been designed to help people of all skill levels to improve their musical ability. Enhanced music programmes offer a variety of features, such as multi-track recording, sequencing, and looping capabilities, along with real-time effects and sound-shaping tools. This array of features provides users with a powerful platform for creative exploration and expression. As well as providing users with the technical tools to express their creativity, enhanced music programmes can also help to develop the skills needed to create great music.
- Enhanced Musical Appreciation
Music has always been a powerful tool for creative expression, with various genres and styles offering unique perspectives on the human experience. As technology advances, the ability to create and appreciate music has become more accessible than ever before. Enhanced music programmes â such as those that allow for customized sound, multi-track recording, and digital effects â are particularly powerful when it comes to creative expression, allowing users to explore and develop their own unique sound or style.
The benefits of enhanced music programmes are far-reaching and can positively impact individuals, artists, and music educators alike. For individuals, enhanced music programmes can help to improve their creative capabilities and express their emotions through music.


Hi Primary 2! With the clocks going forward and things blossoming in our gardens we thought we would give you a few Springtime signs to try out at home.
Here is the sign for spring.
Mrs Campbell is left-handed so she signs the opposite way.
Try saying it in Spanish like Ms Ferguson â Primavera!
Easter egg. This is actually two signs in one. Chocolate and egg. The first part of the sign is the sign for chocolate. Itâs like you are wiping chocolate from your chin! The second part is the sign for egg. Itâs like you are tapping the top of a boiled egg.
You can also try singing and signing at the same time. Here is the instructions to sign the well-known springtime song, âHot Cross Bunsâ.
We hope you had a relaxing weekend. Itâs good to see the sun shining again. We just wanted to update you with some information for the incoming week.
Reading Some children have been asking how to continue reading their Oxford Tree books. Please see our blog post below where we have explained how to access Oxford Reading Tree books for free online using the Oxford Owl website. Alternatively, you could choose a book on the Epic! Website, which we emailed about last week. The important thing is not what you read but that you keep reading, using your phonic strategies and discussing books. With this in mind, here are a few links to useful resources which might help keep you reading.
Numeracy It looks like lots of children are enjoying using SumDog to practise their numeracy skills. A few parents have contacted us to say that the questions asked are a little too tricky. SumDog runs a diagnostic test when pupils start to use it to work out the level the pupil is working at. Some questions will be too easy and some might be quite tricky, this wonât last for long. SumDog will figure out what level is right for your child so please encourage them to persevere and reassure them that they donât have to know all the answers! We will also be setting different maths and spelling challenges on SumDog which will be tailored to your childâs level.
Mindfulness As time is moving on some children may becoming anxious about losing their normal routine and not being able to see friends and family. Here are a few links you might like to use, as the need arises, to help calm and reassure them.
Hi P2. Hope you are all well. We are loving seeing lots of beautiful rainbows in windows when we go on our daily walks so we thought weâd share our Signalong rainbows with you. Ms Ferguson has even tried it in Spanish â Arco Iris. Try it yourself!
If you are looking for extra reading books for your child, log on to Glow using the link below (using login details in your home learning pack). There is an app called OUP Oxford Owl which gives you free online access to Oxford Reading Tree (ORT) books.
You simply need to register an account with the site to get free access on your computer or tablet.
We just wanted to get in touch to say hello and to offer support. We hope you are all well and have now received all the resources in the learning pack. Please get in touch with us if you need anything emailed or uploaded to the blog.
We are aware that this will be a time of high stress and anxiety for families and young learners, so with this in mind, the following guidelines may be of use:
Try to stick to a routine, where possible, keeping meal, snack and break times consistent.
Aim to communicate the plan for the day with your child either the day before or at the start of each day. A fun activity could be making a visual timetable for your home to replicate what we use in school.
Vary what you are doing at home, for example a little reading followed by a maths activity or a movement break.
Spend time talking to your child about how you are feeling and give lots of opportunity for them to share their emotions with you and talk about what would help them to feel better. You can download the Emotion Talks board from our blog to support this.
Be mindful that if you or your child is stressed, take a break. You can always come back to a piece of work if you are having issues.
Be kind to yourself â you can only do what you can.
Please feel free to contact us if you have any questions or need any resources. If pupils want to talk to us to let us know what they are doing, or just to have a chat, we are happy to receive emails.


(An Approach to Music Education: Rhythmic Expression)
Jos Wuytack/ed. Judy Sills - Schott Music Distribution
This is an adaptation of Jos Wuytack's Musica Viva 2 - Expression rythmique, first published in French in 1982 and focuses on the element of rhythm within the pedagogical framework of the Active Method, based on the principles of Carl Orff, Contents include: The ABCs of the Orff; Pedagogy Notes for Teachers; Verbal Expression; Speech Choir; Rhythmic Imitation; Rhythmic Canon; Question and Answer Technique; Rhythmic Rondo; Ostinato; Rhythmic Reading Games; Rhythmic Creativity; Movement. A must have for anyone using the Orff approach.
Only 4 remaining!


Blog for Early Pre School and Pre school
Hello, dear parents!
The past two weeks have been amazing. We would like to thank everyone for being a part of our first family day.
What Early Preschool and Preschool did spend their week?
Cooperative game: Fine motor skills refer to how we use the smaller muscle groups in our bodies to perform tasks. The most common examples involve the muscles in the hands, fingers, and wrists. When a child develops their fine motor skills, theyâre also mastering their coordination. Using the smaller muscles requires thought, action, and precision.
We encourage our children progression with fine motor activities. So, we have planned our game on their fine motor skill development the game goes like this: we hang lots of peg on their shirt and make them in pair after that they were competing to take the peg from their shirt by using their fingers. It was not such easy for them some of them just try to pull it rather than using their fingers to take it. That was a fun way of developing fine mote skill for our childrenâs. We enjoyed the game.
Literacy; - We worked on our zoo phonics. We have been revising the letters that we had learnt before by making the sound and showing the action that they make. After that we choose the letters that we want and trace along the letters by using play dough.
Science; -this week in our science class we explore and discuses about the means of transport, land transport (car, bike, scooter and train) for water (boat) for air transport (airplane, air balloon and jet) we were looking at the pictures of this means of transports. Most of our childrenâs have experienced most of the transports depend on that we were having an amazing discussion on this issue. After the discussion we were drawing the means of transport that we travel with.
Art; - We incorporate our lesson with our science class. We discuss and plan to make an airplane by using paper and glue. We roll the paper, cut papers for the wings and paste it with glue after that we decor it by drawing pictures on the airplane. That was such a fine art work we all liked it.
Math; - little ones have quickly grasp the concept of counting. We have been counting numbers in different ways like, by counting bears, woods and by counting people around us!! We practice matching the numbers with the correct number of objects from the number flashcards post on the wall in our class.
Preschool and Early Preschool Explorations schedule
â Monday - Cooperative Game
â Tuesday -Literacy
â Wednesday â Science
â Thursday â Math
â Friday â Library
â Tuesday â Music
â Wednesday â Art
For Early Preschool
â Monday âCooperative Games
â Wednesday â Science
â Thursday âLibrary
â Friday â Math
â Monday - Music
â Friday â Art
â The weather is changing so donât forget to put a hat and sunscreen in your childâs bag.
â On our Art days try to send the children with Art friendly clothing.
â Donât forget to return Library folders on your childâs library days.
Have an Enjoyable weekend!!


EXPLORE YOUR OPTIONS WITH AN OVERVIEW OF CAREER SPECIALTIES
For those interested in a career working with computers and networks, the Information Technology (IT) field is full of opportunities. Florida Career Collegeâs (FCC) Computer and Network Technician Program will give you the foundational skills and hands-on experience to turn your interest into a rewarding career.
Below are three common (and popular!) computer and network careers, with a brief overview of the type of work performed by each.
Computer Support Specialists
Also called technical support or âhelp desk,â computer support specialists troubleshoot and evaluate network problems, and perform routine scheduled maintenance. Businesses rely on their networks, so they rely on these professionals to assist them remotely by phone and/or email, or in person. Computer Support Specialists are also often tasked with training others to use new hardware, software and external electronic devices. These specialists usually require customer service, problem-solving, and listening skills.
Sometimes known as computer engineering technicians or electronics engineering technicians, electronics technicians do the daily heavy lifting of building, testing, and analyzing electronic units. Electronics technicians are tasked with reading blueprints, diagrams, schematics, and engineering instructions in order to assemble unitsâthis requires the application of electronic theories and a thorough knowledge of components. They also often troubleshoot equipment malfunctions, maintain system logs and technical manuals, and provide customer support and education.
Often working alongside electricians or electrical engineers, electrical technicians help maintain and repair electrical components and equipment or devices that use electricity. They are often tasked with the continued smooth running of specialty equipment, frequently using specialized diagnostic equipment to evaluate how effectively components are working. Electrical technicians are always on the lookout for potential design flaws, and assess for the proper construction and function of products. Professionals in this career will use logic, dexterity, math, observational skills, and problem-solving to identify issues and take corrective action.
The Information Technology umbrella is enormous with a variety of potential career opportunities. If any of the above careers appeal to you or if you would like to discover other opportunities that may be waiting for you in the field, consider the Computer and Network Technician Training Program at Florida Career College. The training program at FCC is designed to prepare students to enter entry-level computer and networking support careers in as few as 11 months. Through applied experience and instructor-led learning, students will study system troubleshooting, maintenance, repair, design, and analysis. Find a campus near you for more information about Computer Network Technician program.
*Length varies by program. Financial aid is available for those who qualify. Florida Career College does not promise or guarantee employment to any student or graduate.


I can define supply and demand and explain how they are related to one another.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Students learn about supply and demand and how they can affect whether prices will go up or down. They will go through different scenarios and finish with a fun auction at the end of the lesson.
Students will be able to explain the relationship between supply and demand.
Students begin by discussing a brand new video game. Do a lot of kids want this game? Why do they want it? Will they have to pay a lot of money to buy this game? Have them explain their thinking. Explain that itâs important to learn about supply and demand because it helps us understand why some things are easier to obtain than others. Review producers and consumers before going into supply and demand.
Define âsupplyâ for the class and provide an example. Have students observe the image on the board and decide which items have a high supply and which have a low supply. Then define âdemandâ and ask students to think of an item in high or low demand. Explain that an increase in demand leads to an increase in supply while a decrease in demand leads to a decrease in supply. Have students read different scenarios and determine the situation. Is there a high demand and low supply, or low demand and high supply? Next, explain how supply and demand affect prices and have students answer questions about different scenarios. Read different examples and determine if the price of the product will go up or down.
Check student understanding with ten true or false and multiple-choice questions. Students will choose either âsupplyâ or âdemandâ to complete various statements.
To conclude, students will take part in a classroom auction. Come up with some items that will excite students as well as items that are not as exciting. Items might include specific video games, books, candy, toys, or clothing items. Assign the same amount of money to each student. You can use fake money for this or just give students a number. Have students bid on these items with their fake money. When they finish, ask them which items sold for the highest prices and which sold for the lowest. Why do they think this happened?
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Date: March 15, 2012 | Category: Guest Column
Author: Andrea Sterzuk
I grew up in western Canada where jokes about "native" accents are commonplace (click here for one example of this kind of linguistic othering). While my lessons on the relationship between colonialism and stereotypes of "accented" Englishes began at a young age, my research interest emerged roughly ten years ago when I came across a discussion article describing the language needs of speakers of Indigenous English (Englishes spoken by some First Nations and MÃ©tis in Canada) in Saskatchewan schools (Heit & Blair, 1993). For more information about these varieties of English, Sharla Peltier, an Anishinaabe speech and language pathologist, provides an in-depth description of the origins, nature, and educational implications of Indigenous Englishes, or First Nations English dialects, in her Strathy guest column blog post here.
As an educational researcher, I'm interested in the ways in which settler schools are involved in producing linguistic homogeneity through school practices. Some examples of the ways in which this production of sameness can occur are: curriculum materials that privilege a national, monolithic, and native-speaker ideal as "standard English"; an absence of teachers who speak minority language varieties of English;teacher referrals to speech and language pathologists of students who are speakers of minority English language varieties; and print literacy programs that do not scaffold learners in their task of developing fluency in a new English language variety. Over the last decade, I've explored my research interests in Indigenous Englishes through two classroom-based studies in elementary schools (2003, 2009, 2011) as well as a study of Faculty of Education students' views of Indigenous Englishes (2010).
My classroom-based studies examined the experiences of Indigenous English-speaking students in Saskatchewan elementary schools. While I did not set out to produce a linguistic description of the English language varieties spoken by the First Nations and MÃ©tis students in my study, I did gather examples, through interviews with educators as well as classroom observations of children, of some features specific to Indigenous Englishes in Saskatchewan. The study results indicate that some of the First Nations children of this study speak a variety of English that differs phonologically, morphologically, syntactically, and lexically from "standard" or settler Saskatchewan Englishes. The findings also indicate that many of the settler educators involved in this study demonstrated little awareness of the linguistic characteristics of Indigenous English, constructing these Englishes, instead, as language "deficits" resulting from the students' homes and families. My 2010 study of Education students' views of Indigenous English included analysis of student assignments from a required course in language and literacy development. Similar to my school classroom-based research, results from this study found that these pre-service teachers demonstrated deficit views of Indigenous Englishes. Students attributed their views of Indigenous Englishes to their own childhood experiences, both in and out of school.
What my educational research of Indigenous English indicates is that, while schools are sites of linguistic pluralism, English language varieties like Indigenous Englishes can often be viewed by teachers as a detriment, something that gets in the way of students' development of literacy skills and mastery of subject material. More long term research is needed to determine how to best counter standard language discourses that continue to circulate in schools and society and in determining how these views of language influence educational outcomes in schools and the lives of First Nations and MÃ©tis students who are speakers of Indigenized Englishes.
Heit, M., & Blair, H. (1993). Language needs and characteristics of Saskatchewan Indian and MÃ©tis students: Implications for educators. In S. Morris, K. McLeod, & M. Danesi (Eds.), Languages and learning: Aboriginal and heritage language education in Canada (pp. 103-128). Oakville, ON: Mosaic Press.
Sterzuk, A. (2011). The struggle for legitimacy: Indigenized Englishes in settler schools. Bristol, UK: Multilingual Matters.
Sterzuk, A. (2010). Indigenous English and standard language ideology: Towards a postcolonial view of English in teacher education. Canadian Journal of Native Education, 32, 100-113
Sterzuk, A. (2009). Language as an agent of division in Saskatchewan schools. In C. Schick & J. McNinch (Eds.), "I Thought Pocahontas Was a Movie": Perspectives on Race/Culture Binaries in Education and Service Professions (pp. 1-14). Regina, SK: Canadian Plains Research Center.
Sterzuk, A. (2003). A study of Indigenous English speakers in a standard English classroom. Unpublished master's thesis, McGill University, Montreal, Quebec, Canada.


April 21st is National Kindergarten Day. Are you a parent looking for a special thank you for your child's Kindergarten teacher? OR are you a teacher or parent looking for Kindergarten and early childhood learning resources?
Kindergarten learning includes lots of fun, hands-on play, the reading of stories, singing of songs, and exposure to environmental print. Children develop a stronger knowledge of the association between letters, sounds, and words. In mathematics K activities include developing a strong number sense. In K there are also reading, writing, and math lessons designed to develop the basic academic skills that are key to success in the elementary grades.
We have a ton of early education learning resources for children, teachers, and parents. Today we will share a few teacher and homeschool educator favorites for Kindergarten.
Help beginning readers develop early literacy skills and master over 100 sight words with the hands-on activities in this Cut and Paste Letters and Sight Words 2-Book Set.
These books take an active learning approach in which students color, cut, paste, and write to practice essential literacy skills:
- Phonemic awareness
- Letter recognition
- Letter formation/printing
- Small motor development
- Vocabulary development
- Sight word recognition
- Sentence structure
- Vocabulary development
- Higher level comprehension skills
The STEAM Design Challenges in this book follow engineering practices to teach students in Kindergarten to solve a problem by designing, creating, and justifying their designs. They also allow art to support and enhance the learning of science and math while the engineering process is followed.
If you want to create a bright colored learning space that your students will love check out these fun classroom themes.
Every child can "do it" with CTPs workbook series. The activities in the I Can Do It! Series provide repeated practice to aid mastery with essential skills and academic concepts. Use these books to introduce, reinforce, or extend learning. The skills practice 5-book set helps children develop letter and number knowledge, build phonemic awareness skills, and strengthen knowledge of basic math concepts.
The Learn to Read books feature easy-to-read stories, rhymes, and songs that engage studentsâ attention and support their reading development by providing the following elements:
- High-interest topics for beginning readers
- Humorous or surprise endings that children love
- Predictable story lines with repeating text to help early readers develop reading strategies and build confidence
- Illustrations on every page that match the text to support word identification, boost comprehension, and expand vocabulary
- Lovable, humorous, and engaging characters that children will connect with and enjoy reading about
Learn to Read books are tied to content subject areas to help reinforce critical standards-based skills. The inside front and inside back covers of each book feature:
- An overview of the phonics skills, sight words, vocabulary words, literacy concepts, and other learning skills introduced in each book
- Discussion questions to promote vocabulary development, reading comprehension, and connection with text.
- Extension activities to foster a deeper understanding and interest in the material.
Creating a fun and inviting learning space for Kindergarten is key and here are some favorites themes for Kindergarten Classrooms.
Bring the outdoors in with our Woodland Friends collection! Our Woodland Friends have been a teacher favorite since they were first introduced a few years ago. With all of their adorable faces, vibrant colors, and playful personalities, it is no surprise this classroom theme is still a hit with students, teachers and parents! The newest pieces from Woodland Friends include jumbo sized animals, a fun woodland setting, and the already best selling READ Bulletin Board.
Put your student in the MOO'd to learn with the Farm Friends theme.
What's the BUZZ in your classroom? Your hive will love this theme!
Every child can relate to these Stick Kids. Paired with Core Decor and doodles, this will theme will brighten up your classroom and your day!
Want more options? View our Classroom Galleries for more classroom decorating ideas.
Check out this fun FREE DOWNLOAD Activities from the Cut and Paste Sight Word Book!
Also, don't forget to download the FREE Curated Classroom App to curate your classroom or any learning space with Learning Decor and a whole lot more!


MAPEH and Computer Department
The Music, Arts, Physical Education and Health Program is not only designed to cater the skin-dipped necessities of the secondary students, but also to enhance the studentsâ intrapersonal, social and emotional dealings. Hence, the course includes activities, new ideas, updates information and creative plans for effective and appealing MAPEH program.
In Music Education, music is not presented as a selective talent but as a tool to develop the musicianship of every students. Using the program, expression of oneâs emotions through the use of elements of music and its different forms, categories or elements is the least practical goal of the music program.
Arts has been a part of every creative mind. In seeing the different practical applications of arts in daily life is one of the best output of the program. (E.g. origami and recycling).
Physical Education Program is greatly grounded in physical sports to develop the studentsâ understanding on balance and fit living. In addition, sportsmanship, competitiveness and the focus to excel in a certain sport are great incorporations of the program.
Health Education Program takes changes in making the students understand the simple quotation, âHealth is Wealthâ. The program includes discussions on how diseases / sickness occur and what can be done to stop or lessen or better, to prevent them. Appealing to the learnersâ sense of responsibility, responsible early adulthood is presented in Reproductive Health discussions and First Aid trainings and discussion about Drugs.


Literacy, a piece of education that shows up in all the subjects we teach. From English class to story problems in math literacy is literally everywhere in education. When students struggle to read, it can make several other tasks difficult to do as well. How do we build strong literacy skills in our students to help them embrace their learning instead of struggling with the words? Here are six easy literacy development strategies for teachers.
#1 Keep Track!
Truth bomb: A student can âreadâ by just looking at a few words at a time and reading them. Literacy isnât just about reading though. Literacy development is about reading AND understanding what we read. Often times the comprehension part of reading that puts students on the struggle bus. One way to open the doors and let them off this bus is by encouraging and giving them the tools to keep track of their reading.Truth bomb: A student can âreadâ by just looking at a few words at a time and reading them. Literacy isnât just about reading though. Literacy is about reading AND understanding what we read. Click To Tweet
While we can do this through guided reading, another way to do this is to chart their progress as they read. This chart can show the basic points of plot or simple ask them to retell what they read about. Not only will charting their reading help them keep focus, it will also show you what they are and are not understanding.
#2 Letâs Talk About It!
Another easy way to develop literacy skills is to teach to the whole brain. Whole Brain Teaching (WBT) helps students make connections to different areas which increases their overall understanding. When you use WBT for guided reading and with writing, you show them how to develop vital skills. The best part about WBT thinking, it can be used in literacy centers.
#3 Check 1,2 Comprehension Check 1,2
Whole brain thinking isnât just great for reading and writing, it can also be very helpful when it comes to fluency. This is another great guided reading activity and something you can use in literacy centers especially if you have a classroom helper! Fluency can help not only with the overall understanding of a text, it can help make them stronger and more confident readers.
#4 Phonetic Fun
The basics of literacy development are phonetics. When students know their phonetics, they are able to figure out unknown words. One of the best things you can do to make phonics fun is to play a game! Games are not only great for reinforcing skills, but they are also great for getting kids to buy into the idea. Squares Your Brain, for example, is a great game to play in centers.
Another great game to play for fast finishers and in centers is BUMP games. This game is amazing to have in nice little boxes for students to grab when they get done with work. With this game, students can work more phonetic language and practice while having fun challenging themselves or maybe a friend.
#5 Sight Words for the Win!
One of the best things we can do for our students when developing language is to utilize the sight words we read so much about. Looking at sight words is great, but there are so many ways to use sight words. When students master sight words, they gain knowledge on high frequency words plus they can learn how parts of those words can help them find the meaning of other words. Because students can use sight words to find the meaning of other words, they build strong literacy skills. In addition, knowing their sight words helps build strong fluency.
#6 Literacy Centers
Literacy centers are some of the golden tools of education. When you use literacy centers effectively, we can develop literacy skills easily with any of the tools from above. By using literacy centers, you have the opportunity to teach to the whole brain and maximize your studentsâ literacy skills no matter what level they start at.
Literacy is a big idea that makes a big difference in the education world and not just in English class. Strong literacy skills help students in math, science, history, and more! Make sure you are making literacy a big part of your classroom this year, and youâll make your year better in every single class you teach.


I took the image with a Meade 10 inch Schmidt-Cassegrain telescope
ZWO 120 MC-S camera with 3x Barlow lens attached.
I've added a bit of magic with Photoshop to the second image to show a Sun flare :-)
As Venus starts to get larger in size it also shows a smaller phase this is because we are seeing the planet come toward us in its orbit around the Sun. When itâs at a crescent phase it will be at its brightest because its getting closer the Sun it will also look its largest to us here on Earth through our telescopes because it will be close to us in its orbit.
To learn more about the amazing planet Venus please go to the NASA link below:
NASA Science for kids Space Place - All About Venus
Galileo's Observations of the Moon, Jupiter, Venus and the Sun
Source: Istituto di Linguistica Computazionale
Galileo Galilei's observations that Venus appeared in phases -- similar to those of Earth's Moon -- in our sky was evidence that Venus orbited the sun and contributed to the downfall of the centuries-old belief that the sun and planets revolved around Earth. Also sketched here are Jupiter, Saturn and Mars.


Many Americans believe that "public education" is a cornerstone of our democratic form of government. But the top down, government control of education that has taken over much of the world is a historical anomaly which is on its way out.
It is true that Thomas Jefferson regarded an educated populace as critical to our new nation. In a 1786 letter to George Washington, he wrote:
It is an axiom in my mind that our liberty can never be safe but in the hands of the people themselves, and that too of the people with a certain degree of instruction. This it is the business of the state to effect, and on a general plan.
This sort of sentiment is the origin of the belief that public education is a foundation for our democracy.
But what people don't realize is that Jefferson's original vision was for local schools, supported and controlled by parents. Philosopher George Smith summarizes Jefferson's original vision here,
Jeffersonâs plan, as indicated in the passage quoted above from Notes on the State of Virginia, called for a highly decentralized system in which small wards (âdistricts of five or six miles squareâ) would establish and control their own schools. Jefferson feared centralized authority, so he did not want even a state government to âtake this business [of elementary education] into its own hands.â In his âPlan for Elementary Schoolsâ (1817), Jefferson warned that if a governor and state officials were to control the district schools, âthey would be badly managed, depraved by abuses,â and would soon exhaust the available funds.
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The key to local school districts, according to Jefferson, is that they give parents direct and ultimate control over how their children are educated. To suppose that schools will he better managed by âany authority of the government, than by the parents within each wardâ¦is a belief against all experience.â A government can no more manage schools than it can manage âour farms, our mills, and merchantsâ stores.â Elementary education should be the concern of local communities under the supervision of parents; it should not be controlled by the federal or state governments.
In essence, such a system of locally controlled schools was very different from the later system imported from the Prussians by Horace Mann.
After visiting Prussia in the early 19th century, Horace Mann advocated for a state controlled education system. First implemented in Massachusetts in response to bigotry against the Irish, Mann's system gave the state a much higher degree of control, including control over teacher training at so-called "Normal Schools," than anything that Jefferson had advocated.
Moreover, initially schooling was just a few months a year for a few years of elementary school in order to provide the basics of reading, writing, and arithmetic. It was only gradually over the late 19th century and across the 20th century that mission creep led to longer school days, longer academic years, and more years of schooling. As late as 1900 only about 5% of Americans attended high school and only in the 1930s did a majority of Americans begin to attend high school. Many of the greatest figures of American history, including Ben Franklin, Andrew Carnegie, and Thomas Edison, only attended school for a few years.
In the mid-20th century, a movement towards school consolidation reduced the number of school districts from more than 200,000 in the 1920s to fewer than 20,000 in the 1970s. Thus the original Jeffersonian vision of local control was more deeply eroded as enormous district bureaucracies replaced parent led and controlled schools.
Finally, the federal role in education, which was almost non-existent in 1960, gradually grew in the 60s, 70s, 80s, 90s, and 00s until we got to "No Child Left Behind" (NCLB), in which the federal government imposed a nation-wide testing regimen that resulted in significant less autonomy for parents and teachers alike. Activist teachers unions, starting in the 1960s, simultaneously began constraining school autonomy through collective bargaining agreements that locked in very specific hours and roles for teachers - a de facto additional layer of bureaucratic constraint.
Thus anytime someone claims that the more recent movement towards parental choice is inconsistent with our nation's commitment to "public education," remind them that our massive bureaucratic government system bears no relationship whatsoever to Jefferson's original highly localized vision. There is no reason for any of us to regard anything about today's system of government schooling as anything but an overgrown cancer.


Enrich Your Soul and Career with a Degree in Music
Achievement of a degree in music not only develops your talents and enriches your soul, but can also open numerous professional opportunities. A music curriculum is rigorous, requiring you to excel in your chosen instrument or vocal technique, as well as aspects of theory, performance and production.
Naturally, those earning a degree in music may decide to pursue a career as a professional musician. For others, a music education can serve as a necessary foundation for a career in the music industry more generally. Finally, music majors are likely to excel in careers at arts and cultural institutions.
Music is a broad major that has a few distinct subcategories. Universities may have a wide range of majors depending on the makeup of their program and faculty. However, most music programs will encompass aspects of the following branches:
- Music Performance: Performance is the primary craft of musicians. Being able to perform for an audience or within a studio is of utmost importance.
- Music Theory: Music theory is the study of music itself. Youâll train your ears and eyes to understand music at its most abstract and structural level.
- Composition: This field describes the process of writing and arranging music.
- Production: Good music production can elevate an artist to new heights. This field is focused on honing the processes of recording, mixing and other technical aspects of the creative process.
Careers in Music
- Sound Engineer: Whether at a live show or in the studio, sound engineers ensure all of the wires are connected and the music is mixed properly. Depending on your level of experience, sound engineers can make a substantial living. According to the Bureau of Labor Statistics, the median salary for sound engineers is $53,520.
- Music Teacher: A degree in music will give you valuable skills that you can teach to others. Many music teachers are able to freelance as individual tutors, or take more established positions within schools.
- Production Assistant: A degree in music will familiarize you with other performative arts such as theater or film. As such, youâll have experience being in these settings and the work they require. Production assistants ensure that everything runs smoothly on film sets, theaters, studios, live venues or anywhere else art is being performed.
- Music Therapist: Located at the intersection of music and psychology, music therapists help patients heal through music.
Want to learn more about this possible career path and college major?
Have questions about which UNCF colleges and universities offer degrees in music?
Looking for help with financing this degree?
How to Prepare for Success
Music majors should have a proficiency in at least one instrument and/or develop their voice. You should also have the ability to read music.
UNCF Schools to Consider
Twenty-one UNCF-member schools offer programs for students wishing to work in the field of music, including:
- Clark Atlanta University
- Edward Waters University
- Lane College
- Morehouse College
- Shaw University
- Spelman College
There are thousands of organizations in various fields of biology that offer more insight into working in those fields. A sample list includes:
- Music Business Association
- American Federation of Musicians
- American Music Therapy Association
- National Association of Music Industry Professionals
- National Association for Music Education
Several scholarships are available through UNCF. The UNCF General Scholarship Awards are an excellent opportunity for any student going to a UNCF-member college, regardless of their major. The Frederick Douglass Bicentennial Scholarship Program awards a $10,000 scholarship to one exceptional HBCU senior each year who has demonstrated high academic achievement, strong leadership skills, commitment to community service and unmet financial need.
Regional scholarships are also available via UNCF, such as the AFLAC Foundation Scholarship, available to certain Georgia residents.
Students should also check with each college or university to see if there are additional scholarships available to study music.
Ask UNCF for guidance by submitting a major interest form if you are interested in a career in music. Submit the form on our website to get started. And follow us on UNCF social media channels to receive notifications about our scholarships and member HBCUs. Reach out today!


According to Statistics Canada 2012, Arthritis is one of the most common chronic conditions affecting 4.4 million Canadians and 101.504 people in Newfoundland. It is also the most common cause of disability between the ages of 40 and 70 years. People with chronic arthritis have several numbers of other coexisting conditions such as high blood pressure, heart diseases, obesity. Precancerous lesions and cancer are a significant part of these coexisting conditions. Many reports suggest that inflammatory arthritis is associated with an increased prevalence of malignancies.
Every day, people put their teeth at risk by eating foods that contain a lot of sugar. A lack of brushing teeth causes the build-up of bacteria. The bacteria use the sugars present in these foods to cause the weakening of teeth and if left untreated, can lead to holes and cavities in teeth. The concept of âre-mineralizationâ is the idea of using minerals such as calcium to make teeth stronger and have them heal faster.
The objective of the project is to conduct a comprehensive needs assessment of the Autism Spectrum Disorder (ASD) population in Newfoundland and Labrador. While prevalence rates of ASD suggest that there are a large number of cases, the needs of this community are not well defined. Furthermore, we anticipate there will be significant differences in need in rural communities compared to urban centers and differences in needs across the age and severity spectrum.
Pancreatic cancer is one of the most aggressive cancers with a very poor survival upon detection. Pancreatic ducts are channels responsible for secreting pancreatic juices into the small intestines to aid in digestion. Pancreatic duct cancers account for up to 80% of the total pancreatic cancers, and current treatment are not efficacious to control the progress of the disease. Preliminary results using new formulations from Blue-O medical show a specific killing of pancreatic cancer cells. In this project, we aim to determine the mechanisms of cell killing of the new formulation.
Accurate monitoring of a patientâs vital signs â including body temperature, blood pressure, and pulse oxygenation â is central to the ability of clinicians to provide appropriate medical care. In spite of this, the standard equipment used to take these measurements is inefficient, inconvenient, and expensive. Adept Diagnostics will break into the medical device market with the development of novel wireless sensor systems to track these physiological variables continuously and inobtrusively.
A versatile spine modeling toolkit would enable the automatic assessment of gross anomalies and the evaluation of limited regions and spine components such as vertebra and discs. The system would consist of modules for: 1) segmenting the spine; 2) modeling spinal components; 3) detecting, assessing and analyzing salient features; and 4) generating information for medical diagnosis, patient reporting and clinical management. Despite a clear need for a versatile spine assessment toolkit, none is commercially available today.
It is evident that children require support for executive function and emergent literacy development to optimize their personal well-being, school, learning and life success. This project focuses on how to best support executive function [EF] and early emergent literacy [EL] acquisition for our children by providing a parent and early childcare community with strategies on how to engage and immerse young learners in developmentally appropriate activities.
The financial implications of time lost from work due to disability can be severe. Disability insurance coverage plans protect people from possible loss of income. We have found factors that predict the duration of disability benefit claims. However, it remains to be seen whether these associations are consistent. Improved understanding of modifiable factors associated with claim duration may help insurers optimize their case management processes to reduce overall claim durations, and facilitate more timely return to work.
Dysfunction of vital organs is one major reason why trauma victims die after sustaining a major injury, even though the organs themselves may not have been directly injured. One intervention proposed to prevent development of distant organ injury is called âRemote Ischemic Preconditioningâ (RIPC), wherein application of intermittent occlusion and release of blood flow to a limb by sequentially inflating and deflating a blood pressure cuff.
We propose to develop in collaboration with Medtronic Canada a bioceramic drug delivery system for the local controlled release of Biphosphonates (BP) - drugs that prevent bone resorption - to promote both tumor inhibition and bone regeneration at the site of bone tumor resection, eliminating the need for high systemic doses and side effects associated with BP.


A chronology of teaching
This is a short chronology of teaching and education from the ancient world until modern times.
468 (circ.) Birth of Socrates.
440 Birth of Xenophon.
429 (circ.) Birth of Plato.
384 Birth of Aristotle.
342 Aristotle, tutor to Alexander the Great.
300 (circ.) Zeno founded the School of Stoics.
46 (circ.) Birth of Plutarch.
121 Birth of Marcus Aurelius.
480 Birth of St. Benedict, the founder of Western monasticism.
641 Sack of Alexandria.
1135 Hospital of St. John the Evangelist established at Cambridge.
1218 First European university established in Salamanca, Spain.
1231 Charter constituting Cambridge a university granted.
1248 Charter constituting Oxford a university granted by Henry III.
1264 Birth of Dante.
1448 Glasgow University founded.
1441 Eton School founded.
1484 Birth of Ignatius Loyola.
1456 Birth of Erasmus of Rotterdam.
1473 Birth of Martin Luther.
1567 Publication of Ascham's âThe Schoolmasterâ.
1595 Birth of Descartes.
1624 Birth of John Locke, founder of the English School of Psychology.
1632 Publication of âThe Discourse of Methodâ by Descartes.
1637 The Jansenists or Port-Royalists founded the "petites ecoles" in France.
1643 Publication of Milton's Tractate on Education.
1657 Royal Society incorporated.
1663 Charity Schools first founded in England.
1698 Birth of Jean Jacques Rousseau.
1712 Birth of Diderot.
1748 Publication of the first volume of the French Encylopaedia, under the direction of Diderot and D'Alembert.
1770 Birth of Johann Friedrich Herbart, the German educationalist.
1802 Publication of Herbart's âGeneral Pedagogyâ.
1832 First British Government Grant made in aid of elementary education.
1836 First Kindergarten School opened in Germany by Froebel.
1875 Elementary Education Act (United Kingdom).
A short history of teaching


The state should ensure that new elementary teachers have sufficient knowledge of the mathematics content taught in elementary grades.
West Virginia relies on its coursework requirements as the basis for articulating its requirements for the mathematics content knowledge of elementary teacher candidates.
The state requires that elementary teaching candidates complete a minimum of 30 credit hours of combined coursework in areas that include mathematics. West Virginia then specifically requires that elementary teacher candidates complete a minimum of nine hours of college-level mathematics courses, including a course in college algebra, and a three-hour course in mathematics methods.
Finally, West Virginia requires that all new elementary teachers pass a general subject-matter test, the Praxis II. This commercial test lacks a specific mathematics subscore, so one can likely fail the mathematics portion and still pass the test. Further, while this test does cover important elementary school-level content, it barely evaluates candidates' knowledge beyond an elementary school level, does not challenge their understanding of underlying concepts and does not require candidates to apply knowledge in nonroutine, multistep procedures.
Title 126 Legislative Rules, Board of Education, Series 114, Policy 5100, 6.3.3(a) Title 126 Legislative Rules, Board of Education, Series 136, Policy 5202 http://www.acei.org/standhp.htm www.ets.org/praxis "No Common Denominator: The Preparation of Elementary Teachers in Mathematics by America's Education Schools," NCTQ, June 2008 http://www.nctq.org/p/publications/docs/nctq_ttmath_fullreport.pdf
Require teacher preparation programs to provide mathematics content specifically geared to the needs of elementary teachers.
Although West Virginia requires mathematics coursework, the state should require teacher preparation programs to provide mathematics content specifically geared to the needs of elementary teachers. This includes specific coursework in foundations, algebra and geometry, with some statistics.
Require teacher candidates to pass a rigorous mathematics assessment.
West Virginia should assess mathematics content with a rigorous assessment tool, such as the test required in Massachusetts, that evaluates mathematics knowledge beyond an elementary school level and challenges candidates' understanding of underlying mathematics concepts. Such a test could also be used to allow candidates to test out of coursework requirements. Teacher candidates who lack minimum mathematics knowledge should not be eligible for licensure.
West Virginia recognized the factual accuracy of this analysis. The state added that it is in the process of adopting "elementary mathematics specialist" standards, which would be incorporated into the preparation of elementary educators. West Virginia also noted that it is exploring the option of adopting a new Praxis II elementary education test, which will include subscores for each of the four content areas: reading, math, social studies and science.