Sight Word Books
Learn to Read With the New MonkiSee “See and Say Story” Books
* The Monkisee books are only available with the kits.
These two new books, “Know Your Monkey” and “Monkeys Like the Color…” are short and simple stories, written for babies from birth to 3 years old. These books familiarize babies with their body parts and the wonderful world of color, while at the same time teaching them to rhyme, recognize, and read many words. Each book features the loveable and playful characters, Howie and Skip.
What is a ‘See and Say Story’?
‘See and Say Stories’ are simple sight word books designed to teach children to read while being read to. The stories are written for children from birth to 3 years old. These books are specifically arranged to display the large text while keeping the illustrations separate. This way a child’s attention is naturally directed toward the written word. By pointing to the words as they are being read, babies learn to read effortlessly on the laps of their parents. The pages that feature illustrations also include text alongside the pictures. By showing the isolated words and then repeating them next to the pictures, children are able to match words with images in order to help them better understand what they are reading.
Each ‘See and Say Story’ includes an alphabetical word list of every word that appears in the book. The word list can be used as another medium to point out written language to small children prior to reading the story or as a review after reading each book.
The large text appears in a clean format, making it natural for young children to focus their attention on the words they are hearing. If all books were designed this way, children would be able to read long before entering school. Parents that use the ‘See and Say Stories’ find that reading to their child is truly an interactive experience. An act as basic as reading to a child now becomes an enjoyable journey to literacy.
Why Use See and Say Stories?
‘See and Say Stories’ encourage young children to read as they are being read to. The large fonts and clear text allows babies and toddlers to interact with the books they are reading, rather than passively listening to a story. Each brightly colored illustration also includes text in order to further explain what is being taught. Readers are prompted to say the words once again as they look at each stimulating, full color illustration.
How do ‘See and Say Stories‘ Teach Very Young Children to Read?
‘See and Say Stories’ teach babies to read using sight reading – also called the whole word method. The ‘See and Say Stories’ are carefully designed to encourage children to see the words and then say the words. The large fonts and isolated text teach babies to read in a natural and organic way. When babies learn to read using this system, they will read in a smooth and fluid manner, unlike older children that learn to read phonetically in a more broken way.
Although babies are learning to read by sight, they are able to break down the rules of phonics and continue on reading words phonetically with little or no phonics instruction. This phenomenon is a gift all babies possess when they are introduced to reading during the first 3 years of life.
When Should I Introduce See and Say Stories?
You can begin reading the ‘See and Say Stories’ to your child at any time. Children are able to learn to read while being read to. No lessons are required prior to reading these books. Babies will quickly learn to read the stories if parents regularly read the books to them. So get your baby, grab a story, and have fun reading while your baby learns to read.
Sight Word Books


Lawry, George V.; The University of Iowa Research Foundation
Publication Date :
21 Sep 2011
A thorough introductory guide to the techniques of the musculoskeletal examination Systematic Musculoskeletal Examinations is a clear, step-by-step learning text and atlas designed to teach essential and foundational skills of musculoskeletal physical assessment. Utilizing concise, easy-to-follow text and hundreds of outstanding photographs, this is an important resource for students, residents in training, nurse practitioners, physician assistants, and practicing physicians seeking an organized approach to performing practical, problem-focused musculoskeletal physical examinations. Systematic Musculoskeletal Examinations presents a 3-part learning system: 1. Screening Musculoskeletal Examination (SMSE): rapid assessment of structure and function 2. General Musculoskeletal Examination (GMSE): comprehensive assessment of joint inflammation and arthritis 3. Regional Musculoskeletal Examination (RMSE): focused assessments of structure and function combined with special testing of the shoulder, knee, and neck and low back Each chapter is similarly organized to include: Introduction, Clinical Utility and Objectives; Essential Concepts and Clinical History; Overview and Component Parts of the Examination; a Practice Checklist, and brief descriptions of Common Clinical Problems. Superb photographs support the text and enhance the learning process.


Since I have started using technology in the classroom, one teacher that I have been following regularly is Zoe Branigan-Pipe. Zoe is a Grade 6 teacher at Lawfield School, and she is one of the most incredible teachers that I know. Last year, I had the opportunity to meet Zoe at a SMART Board Symposium, and since that time, she has been a huge inspiration to me to try out new technological tools with my students.
From Twitter to Blogs to Google Docs to Bitstrips to VoiceThread to Wallwisher, and now, to Diigo, Zoe has been the push that I needed to try these amazing tools. Of all the tools that I use in the classroom, my students were most excited to try out Diigo because they knew that Grade 6 students used it, and they are only in Grade 1. For my first Diigo activity, the children commented right on the website about the accuracy of predictions that they made before a modelled reading activity. Diigo allowed the students to look at what they initially wrote and what they wrote after reading the book: making it easy for them to compare the two. For my second Diigo activity, the students worked in pairs on Google Docs to write about connections that they made between a book (Owen by Kevin Henkes) and a comic strip that they found on Google Images featuring Linus and his blanket. Students also wrote their inferences about the comic strip. When the partners were done, they used the SMART Board to copy and paste these connections and inferences into a floating sticky note: one of Diigo's tools. As you can see from what the students wrote, they shared many ideas about the texts, made use of a couple of different reading comprehension strategies, and used their dictionaries well to write using predominantly conventional spelling. Students used phonetic spelling well too. I am so impressed with what the children were able to complete in a very short period of time (about 20 minutes). I can't wait to use Diigo more!
The other day, one of my students told me that she "visited Mrs. Branigan-Pipe's Twitter Page" because she "wanted to see the person that told [us] about these great new activities!" Thank you, Zoe, for inspiring my students, inspiring me, and inspiring the entire Grade 1 Team!


Adult Education and Family Literacy Week
National Adult Education and Family Literacy Week raises public awareness about the need and value of adult education and family literacy in order to leverage resources to support access to basic education programs for the 36 million U.S. adults with low literacy skills. Advocates across the country use this opportunity to elevate adult education and family literacy nationwide with policymakers, the media, and the community.
For 2017, National Adult Education and Family Literacy Week will be celebrated September 24-30, 2017.
CELEBRATING #AEFLWEEK WITH A NEW FACT SHEET ON ADULT EDUCATION & MIDDLE-SKILL JOBS
Advocates around the country are marking Adult and Family Literacy Week with events and activities that celebrate the achievements of adult learners and the contributions of adult educators.
National Skills Coalition is joining in the celebration with a brand-new fact sheet highlighting the critical role of adult education in helping workers prepare for middle-skill jobs. Such jobs require more than a high school education, but not a four-year degree.
More than 24 million US workers lack key foundational skills in reading, math, or spoken English, and would benefit from adult education to help them build the skills needed to pursue occupational training and compete for these jobs.
Adult education models such as Integrated Education and Training (IET) have a proven track record in helping adult learners acquire key skills, earn secondary and postsecondary credentials, and obtain middle-skill employment.
The fact sheet highlights four federal policies that can support the implementation of adult education program models such as IET, and provides examples of states that are capitalizing on these policies to do just that.
Among the examples highlighted is the federal Temporary Assistance for Needy Families program, which provides support for low-income families, including through the provision of education and training to help adults find employment and move off of public benefits.
Advocates interested in how TANF can help support skill-building opportunities can review the nationally recognized Arkansas Career Pathways Initiative, which provides a broad range of support to assist low-income individuals in obtaining in-demand credentials and employment.
See more examples of support for adult learners’ skill-building activities in NSC’s Adult Education and Middle-Skill Jobs fact sheet.
Thank you to National Skills Coalition, our National Partner


If You Were Me and Lived in ...Mexico-A Child's Introduction to Cultures Around the World" is the first entry in an exciting new children's series that focuses on learning and appreciating the many cultures that make up our small planet. Perfect for children from Pre-K to age 8, this book is a groundbreaking new experience in elementary education. Interesting facts and colorful illustrations help children realize that although the world is large, people all over the globe are basically the same.
- Paperback: 26 pages
- Publisher: CreateSpace Independent Publishing Platform (March 22, 2013)
- Language: English
- ISBN-10: 1480209627
- ISBN-13: 978-1480209626
This book teaches children what it would be like to live in Mexico. It begins with showing a map of North America. Then gives a few historic buildings and sites that might interest the reader. It also gives examples of what a child's name could be and a few other facts including the type of currency used and foods. This book provides basic information for the reader so is suitable for younger children. Older children will want something more in depth.
This book will encourage children to learn more about a different culture in a simple way. Some added features is that the colorful illustrations match the text smoothly. There is also a pronunciation guide in the back of the book that will bring further understanding of the Mexican language. Overall, a great concept by the author. The only quibble is that it only scratches the surface of the Mexican culture providing tidbits here and there as it jumps around from one thing to another. But for younger children basic information is enough to peak their interest.


Children‘s festival at Reykjavík City Museum
Vikings Animals – The Secret of the Settlement
In the end of April there will be an opening of a family friendly exhibition about the animals of the settlers at the Settlement Exhibition. The exhibition tells about animals such as horses, sheep, goats, cows, pigs, chickens and cats and its findings are based on an archaeological digs in Iceland.
Animals of Icelandic settlers
Paintings and audiowork exhibition inspired by the animals of the settlers in Iceland and created by 5th grade students at Grandaskóli. On the occasion of an opening of a family friendly exhibition at the Settlement Exhibition about the importance of animals in early Icelandic society based on archaeological evidence, 5th grade students at Grandaskóli were invited to collaborate. The students made colourful paintings and audio work inspired by the topic, space and the museum. The exhibition sheds light on the animals of the settlers as they appear to the students visually and with sound using bones, shells and stones to create an atmosphere of the settlers. The exhibition is located at the entrance of the museum and it is open to all during the Children’s festival in Reykjavík 25 – 30 April.
Creatures of Sky and Sea
Students of the elementary school Landakotskóli engaged in an art- and design research, having playfulness and creativity as their guiding light. The main theme was living creatures in sea and sky, which is why ideation (creative process) took place both in the Maritime Museum and at school. Students received an introduction about the history of kite making and create kites under guidance of the designer and teacher Arite Fricke. The kites as well as pictures of the creative process are exhibited in the Reykjavik Maritime Museum during Children’s Culture Festival 25 – 30 April.
Science for kids
On Saturday April 29th between 13:00-16:00 kids can explore the world of science at the Reykjavík Maritime Museum. There will be experiments, puzzles and discovering where participants will explore light, sound and electric. They can make an instrument, a simple flashlight, make an art piece with a swing and play on a singing bowl. The stars, sun and moon will be explored and guest can also try out their skills in simple programming.
Kite workshop and outdoor games for kids
On Sunday April 30th between 13:00 – 16:00 kids can come and learn some fun outdoor games at the Árbær Open Air Museum. Parents are welcome to join. At the museum there is the popular exhibition about children‘s toys throughout the 20th century. Kids can also learn how to make their own kite and hopefully the wind will keep the brand new kite up in the air at the end of the day. Please note that you have to register for the kite making by email: firstname.lastname@example.org.
Adults get free admission to all events if accompanied by a child.


- slide 1 of 5
Music technology careers require creativity as well as technical skills. The courses required for different music technology jobs can vary, but the main courses in typical music technology schools usually cover:
- Studio maintenance
- Computer music
- Multi-track digital recording
- Audio production
- Sound designing
- Music Creation
As a music major, you will likely also be required to take more traditional music classes. They cover topics like music theory and arranging. In addition to a major, music technology schools offer a lot of opportunities for minor studies (such as computer science and digital media), which will make more music technology jobs available for a graduate to choose from.
Here is a brief look at 4 of the top music technology careers students can pursue upon graduation.
- slide 2 of 5
Studio engineering involves working with technical sound equipment in a studio to create audio recordings that are used for a variety of purposes (such as a music album). A studio usually has two rooms separated by sound proof glass; a sound proofed room where the recording happens, and a room with equipment for the studio engineer to capture and manipulate the recorded sounds. Studio engineers are responsible for setting up, maintaining and operating the equipment.
Image Credit: Danish Broadcasting Corporation
- slide 3 of 5
Sound designers acquire and manipulate audio elements to create desired effects or moods in movies, music recordings, video games, theater, and live music performances. Think of a movie scene that takes place in a busy New York City Street. All of the background noise–cars and busses, people talking or yelling, and children crying–is added in by a sound designer to give a sense of realism. Without this sound, that scene would fall flat. Sound designers layer many different sounds together and blend them so they sound natural and not contrived. It is an art and many major award shows include a sound designing category. Charlie Richmond is one example of a notable sound designer who has made many innovations in his field.
Image Credit: Tiny Pic.com
- slide 4 of 5
If you want to pass your knowledge along to the next generation of students seeking music technology careers, you may want to consider getting an advanced degree and go into music teaching. It can be a very rewarding experience. You do not necessarily have to give up your current job to do this; some teachers still hold other music technology careers while they teach.
Image Credit: Music Education Colleges
- slide 5 of 5
A mixing engineer takes all of the tracks (voices, sounds, instruments, etc.) that have been recorded and mixes them together to make the final version of a recording. This takes quite a bit of creativity and an excellent ear as they have to balance all of the elements to achieve a good mix. When you are listening to a song on the radio, what you hear is largely the result of the work done by mixing engineer.
Other music technology careers that may interest you are event management, systems engineer, audio post engineer, live sound engineer, and recording engineer.
Image Credit: iStockphoto.com


Developmentally, children spend the first eight years of life experiencing and challenging their bodies and their environment. Their minds are alive with information received through touch, taste, vision, smell, and sound. This stage in their development is crucial. It lays the foundation with which a child gains skills, self-confidence, and mastery of his/her body and their environment. Children express happiness in themselves and their world when development occurs as expected.
A child who shows difficulties with these foundations-whether it be delays in coordination or verbal communication-has consistently shown problems in learning, behavior, and with self-esteem. OT Connection provides the opportunity for your child to reach developmentally, his/her highest possible potential. That child can then face the world with a healthy sense of self.
Sensory Integration is a term that describes the brain’s ability to take in information from the senses, organize it, and respond to it during experiences of daily life. It is a process that helps mature the brain and mature the physical body. The three primary sensory systems are the tactile system (our ability to touch something and comprehend it, including the sense of pain and temperature), the vestibular system (located in the inner ear and involved in eye-hand coordination balance and coordination) and the proprioceptive system (involved in determining spacial relationships with our body and the world around us).
Through the senses, children are able to make sense out of their physical bodies and out of the physical world, which leads to adaptive responses to the environment. The senses lay critical foundations for normal development, impacting on gross and fine motor development, speech and language production, social and emotional maturity, and behavior and learning.
Challenges with sensory integration can occur in several different ways. One way is that the brain has a very high threshold of need for specific sensations, which then drives the person to seek out high intensity sensory activities in order to help make sense of the world.
For example, a child with a high threshold need in the movement system may be constantly on the move, constantly wiggling, jumping, and crashing. Another potential area of challenge in sensory processing involves sensory defensiveness. Sensory defensiveness is a misinterpretation of sensation, which usually results in a very low threshold trigger (small amounts of sensation) activating protective responses of flight/fright/fight to different sensations.
Sensory Integration Dysfunction may be observed by an unusual response to touching, being touched, moving, and being moved. When a child avoids typical sensations, or seeks excessive stimulation they may be at risk for a Sensory Integration or Sensory Processing Disorder.
What to expect from Sensory Integration Therapy
Through evaluation, a child’s strengths and challenges in the different sensory systems will be identified. A child may have either sensory defensiveness, sensory seeking behaviors, or both. An individualized treatment plan is created for each child. Play is a child’s work. It is through play that children can be engaged to interact with their environments, be motivated to challenge themselves, and participate in activities that will help them to perceive and respond to their environment. Since treatment is play-based, it may look like your child is simply playing. However, the process is very complex and interactive, with the therapist identifying specific sensory needs. The therapist is constantly adapting activities, presenting new challenges for the child, and integrating these activities with the child’s interests and self drives in mind. Through this process the child is then set up for improvements with self-regulation, postural control, praxis and sequencing, eye/hand coordination, fine motor skill development, social and emotional development, and academic learning.
The use of any one modality is very specific, and is paired with your child’s need, and what a given activity can provide for them. Your child will engage in movement activities which may include swings, trampoline, balance boards, and more. They will engage in “messy” play and other assorted tactile activities. All activities will be structured to engage your child at their sensory level, pushing them to their “just right” challenge and advancing as appropriate. Children who participate in Occupational Therapy enjoy “playing” in their sessions and are eager to return. If you have any questions about activities here at OT Connection, please ask!


Many parents, myself included, struggle to balance the widespread use of electronic media devices (tablets, computers, etc) at many schools and at homes, with a desire that our children spend more time reading, playing with friends, and creating. The presence of these devices is overwhelming. For example, in 2012, 96% of 15-year-old students in OECD* countries reported having a computer at home. Further, about 75% of teens own a smartphone, and 25% of them describe themselves as “constantly connected” to the Internet; 76% of teens use at least one social media site, and more than 70% of them visit multiple social media sites, such as Facebook, Snapchat, and Instagram. Finally, 80% of households own a game console.
We know that at least some digital activities promote learning, skills and creativity (see here for an example). But how concerned should we be about overuse, and is there evidence that these electronic tools positively affect learning? A recent study suggests otherwise. The report found that acquiring digital skills does not reduce the gap between advantaged and disadvantaged students in reading skills. Although the report stresses the importance of bolstering students’ ability to navigate the digital world, it cautions that all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitized societies of the 21st century.
The American Academy of Pediatrics recently updated its recommendations for media use. For children younger than 2 they recommend very limited use, and only when an adult is present to co-view, talk, and teach. For example, video-chatting with family along with parents. For children 18 to 24 months, the academy recommends choosing high-quality programming, and using it with the child. For children 2 to 5 years of age: Co-viewing, but no more than 1 hour per day, and choose media that is interactive, non-violent, educational, and prosocial.
Other recommendations include:
- When using digital media, consider what it is displacing, and strive to maintain protected time for conversation, play, and creativity.
- Conversations about appropriate content, etiquette, empathy, and safety are important, and should start early.
- Create media-free zones such as during meal times and at bedtime, and “media-free” hours or days. Eliminate background TV.
- Adults need to be attentive to their own personal digital media use (or over-use), to set a positive example.
(*) Organization for Economic Co-operation and Development


You walk into a Kindergarten classroom and all the children are sitting at their tables, doing their job, and no one is saying a word.
I might go home with less headaches at the end of the day but... WRONG!
Providing opportunities for children to talk and develop language skills is a very important aspect of a child's literacy development. How can we achieve this if we continue to SHHush our students and limit their chances to speak to one another?
I can't tell you how many times a day I have said, "This is not a talking time!" to my students: walking in line, during writer's workshop, by-yourself reading time, calendar time, morning meeting, etc. So when are students talking? Only at snack, lunch and recess? YIKES!
In the past I once thought that "learning" couldn't possibly be going on in a noisy classroom and maybe there is some truth to that, but if I actually listen to the noise in the classroom during those "non-talking times," what do I hear? Hopefully, children engaging in conversations with one another, sharing ideas, and asking each other questions.
I recently read that children and teachers spend relatively little time (less than 17%) in classrooms engaged in conversations. These limited opportunities for children to talk and receive feedback ultimately limit students' literacy development.
Reading this frightened me and encouraged me to reflect on my own teaching. Am I doing all I can in my classroom to actually PROMOTE talking?
Wednesday, January 28, 2009
Posted by Blair at 4:31 PM


Establishing a solid academic infrastructure at an early age is essential to intellectual development. Our program focuses on a providing a strong foundation in basic academic skills with an increasing emphasis on personal responsibility.
In addition to a focus on foundational skills, our schedule provides time for enrichment activities and collaborative work. Your child will learn to explore, ask questions, investigate and share knowledge. Varied teaching methodologies ensure that all learning styles are addressed. This results in a deeper, more genuine learning experience.
Our approach to learning is tailored to the needs and readiness of students in each grade level. For students in grades 1 and 2, the learning experience focuses on five domains of learning: social emotional, approaches to learning, language and literacy, cognitive, and physical. These domains encompass the core academic discipline, addressing each subject area from a developmental perspective, because each child progress at varying rates within each discipline. Our exemplary program for students in grades 3-5 challenges students to develop self-awareness as independent learners, assume personal responsibility for academic learning and social behavior, and balance self-interest with active membership in the larger community. With this in mind, the learning experience is organized according to three pillars: social/emotional, cognitive development, and approaches to learning.


The Keystone Book Assessments were developed during an intensive three-year process in collaboration with intervention teachers, literacy coaches, and university faculty. In Years 1 and 2, the purpose was to develop a collection of leveled texts that teachers could use for assessing and monitoring students’ progress over time and to use teacher feedback for identifying potential texts for an assessment collection. In Year 3, research was designed to test the validity of the Keystone Assessments using the Slosson Oral Reading Test (SORT). The results from the validation study provided strong support for using the Keystone Book Assessment Collection to measure student gains in reading.
In Years 1 and 2, Reading Recovery teachers, teacher leaders, and literacy coaches from the UALR Center for Literacy and the University of Kentucky Collaborative Center for Literacy Development reviewed hundreds of leveled texts and created a broad collection of books suitable for students in kindergarten to second grade. This collection represented a variety of publishers, text types, layouts, authors, genre, and cultural backgrounds. Under the direction of Patsy Conner, UALR Reading Recovery Teacher Leader, and Karen Birdwhistell, UK Teacher Leader, the teachers created book introductions and directions for using the texts as a progress monitoring measure (see http://ualr.edu/literacy/keystone-book-collection/).
During fall of Year 3, reading educators from six universities engaged in a systematic process of selecting texts from the broad collection, identify gaps in text types and reviewing new texts for inclusion, creating standardized introductions and testing procedures, and contacting book publishers to create the Keystone Book Assessment Collection. The final collection included 70 books at levels A-M from 11 publishers (see http://ualr.edu/literacy/keystone-assessments/).
In spring of Year 3, Dr. Brian Doore, Researcher at the University of Maine Research and Evaluation Center, Dr. Linda Dorn, Professor and Director of the UALR Center of Literacy, and Mary Rosser, Director of the University of Maine Center for Literacy led the study for validating the Keystone Book Assessments. Four partner universities (University of Kentucky, National Louis University, University of Northern Iowa, Georgia State University) provided training and support for the participating schools in their regions. A total of 47 reading teachers from 24 schools across 9 states administered the Keystone Assessments and the Slosson Oral Reading Test to 800 K-2 children in January and in May. The correlation results from pre-and post-testing provide evidence that the Keystone texts are a valid tool for assessing and monitoring the students’ reading gains on benchmark texts that increase in degrees of difficulty (see Table 1). The results from the study will be presented in an upcoming article by Dorn, Doore, and Roser.
Table 1 – Correlation of Keystone Assessment and Slosson Oral Reading Test


After never having heard of Storytelling Week, I decided to do a little research on the Internet.
As it turns out, I had never heard of it because we live in the United States, and storytelling week takes place in the U.K.
The subject was intriguing anyway as my background includes early childhood and elementary education. I was a kindergarten teacher for the four years prior to having our first child.
There are so many fun ways to get children involved in storytelling, even if they are non-verbal or have other special needs that prevent them from reading a book aloud themselves.
Here are some fairly simple suggestions on ways to include your entire family in storytelling week.
1. Choose a story.
The entire family could choose a favorite book or story to be the focus of your storytelling week. Or, everyone could name a favorite story to be told on different nights of the week celebrating Storytelling Week.
2. Think of fun ways to tell stories.
If I was doing this with my family, I would simply read the book aloud the first day. The next day we would make up a silly song about the story being told. Another idea is to tell it in different voices, like whispering, or talking like a mouse. Using homemade puppets to tell the story in the form of a puppet show is a fun way to retell the story. Or act it out yourselves! I like the idea of learning sign language for a phrase or word that occurs over and over in the book.
3. Find ways to include and involve your child with special needs in the storytelling.
Just because your child may be nonverbal doesn’t mean he or she cannot participate in the fun.
One way he does this is through his facial expressions and body language. Another way we can involve him in telling stories is with the use of tools.
He has a switch (found here: https://www.ablenetinc.com/technology/speech-generating-devices/big-step-by-step) called the Step-by-Step that allows us to program up to five phrases.
When the switch is pushed, a phrase is played. We have programmed a phrase from a story that is repeated so he can push the switch when it is time for the phrase to be read.
We have also programmed parts of a song so that each time the switch is activated one part of the song is sung, until the entire song is through.
Another way we have used it is recording the phrase “turn the page.” Our son can then push the switch when it is time to turn to the next page of a book.
Take advantage of the fun available to your family during Storytelling Week.
Or, create your own fun with some of the ideas above with your family.
Here is the Society for Storytelling website with some additional materials and ideas: http://www.sfs.org.uk/national-storytelling-week/resources
The mobility solution that evolves with your child’s needsFind out more


Why Music Education is More Important Than Ever
Music education is a field of study associated with the teaching and learning of music. It touches on all learning domains, including the psychomotor domain (the development of skills), the cognitive domain (the acquisition of knowledge), and, in particular and significant ways, the affective domain (the learner's willingness to receive, internalize, and share what is learned), including music appreciation and sensitivity.
Music training from preschool through post-secondary education is common in most nations because involvement with music is considered a fundamental component of human culture and behavior. Music, like language, is an accomplishment that distinguishes humans as a species.
Music Education is not only important
for skills and knowledge but also soothes the savage
beast. Music is an expression of our soul and is
important for our mental and emotional health.
These skills are not commodified easily.
Music helps us learn integrative knowlege where a
cross disciplinary approach to learning is most
evident. Most of all it is enjoyable,
collaborative, exciting, passionate and extraordinary.
What is a life without music?
My name is Prof. K. Lapatas and I am on a mission to reform music education in my country. I was destined to teach music and God blessed me to do exactly what I was born to be doing. Music is for everyone and you can learn at any age. I want everyone to have an equal opportunity to learn, gain knowledge of and aspire to be the BEST they are able to be. My job is to inspire, motivate and challenge my students to overcome their personal limits and reach their very best.
I work hard every day in order to practice their physical, mental, social and emotional skills, broaden their knowledge and integrate it to their lifestyle. I keep them both physically and mentally active and energetic, making sure all the musical knowledge they gain translates to everything they do and they spread it to everyone around them. I focus on potential, perspective, opportunity, encouragement, openness, cooperation, creation emotion, expression and communication. I promote critical thinking, alertness, self-esteem, self-confidence, socialization, team spirit and team work. To all this I add my timeless personal values such as love, ethos, unparalleled dedication and fiery commitment.
Music Education & HELLO STAGE
Bringing music education into the digital age has been one of the major contributions of HELLO STAGE. They provide musicians with unique tools and functions in order to present, promote and support their music and artistry. Their BOOKING and FAN modules are also unique and lifesavers. I am very proud to be a member of this revolutionary Red Herring award-winning company!
More about my VISION & MISSION:
Support Music Education Reform:
Support Music Education group on facebook


By Douglas K. Brumbaugh
THE booklet for effortless schooling arithmetic content material courses! Designed to assist potential academics of user-friendly university arithmetic examine content material past the rote point, this article stimulates readers to imagine past simply getting the matter correct and fosters their improvement into considerate, reflective, self-motivated, life-long freshmen. It stresses the what and why of user-friendly institution arithmetic content material. tricks are supplied approximately the best way to educate the content material yet this can be normally left to classes and texts which are devoted to that purpose.
The textual content is equipped round the nationwide Council for lecturers of arithmetic' Principles and criteria for faculty Mathematics. The Standards dictate the fundamental sections of the textual content. inside each one part, acceptable particular themes are built, intertwined with expertise, challenge fixing, evaluate, fairness matters, making plans, instructing talents, use of manipulatives, sequencing, and lots more and plenty extra. moreover, significant focal issues of the Standards are emphasised all through: potent lecturers of arithmetic could be in a position to encourage all scholars to profit, should still comprehend the developmental degrees of the way young ones research, should still be aware of what young children have to turn into energetic contributors within the studying setting, and may be engaged in ongoing investigations of recent mathematical techniques and instructing strategies.
Mathematics content material for easy Teachers relies on numerous fundamental premises:
*The concentration of arithmetic schooling will be at the strategy, no longer the answer.
*Elementary lecturers should still recognize the maths content material they're educating, understand greater than the content material they're instructing, and educate from the overflow of knowledge.
*It is necessary for lecturers to be versatile in permitting scholars to exploit various procedures--teaching from the "overflow of information" implies figuring out the way to do a given operation a couple of method and being prepared to ascertain many alternative ways.
*Teachers have to learn how to conscientiously hide the themes to learn, to mirror upon them, and which will order them. to aid potential ordinary lecturers be aware of the maths content material they are going to be anticipated to educate and start to construct the root for the equipment they're going to use, this article contains simply straight forward arithmetic content material and doesn't tackle heart college concepts.
*The textual content is prepared in accordance with NCTM Standards.
*An casual writing kind speaks on to readers and is geared to pre-service teachers.
*Focus is given to a number of equipment of challenge fixing at 4 developmental levels.
*Questions, routines, and actions are interspersed all through every one part instead of amassed on the finish of every chapter.
*Complete ideas for routines are supplied.
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The Incredible Mozart Effect - Babies Music and Intellect
Music and Math
If you want to understand how music affects the brain’s ability to do such things as math, picture an orchestra warming up for a rehearsal. The violins are playing the same piece as the flutes and the drums, but they are playing it in their own time and in their own way. The result is chaos. Then the conductor raises her baton. All the musicians begin to play their parts in the correct order. This kind of cooperative behavior, doing the right thing at the right time, is similar to the way in which the brain reacts when it hears music. Music changes the way in which the neurons fire in the brain. Even passively listening to a piano sonata for ten minutes brings a more orderly and efficient pattern to the electrical impulses that pass through the higher-level processing areas. There is more coordination of electrical impulses, or as a neuroscientist would say, more “coherence.” The brain is better prepared to handle the kinds of intellectual skills needed to balance a checkbook or compute algebraic word problems. Of course, your baby is not about to do any banking, but within a few short years, she will be learning to read, write and do arithmetic. Wouldn’t it be great if these tasks could come quickly, easily and thoroughly? Exposure to music has the ability to help set up that kind of success.
Music and Reading
If, instead of just letting kids listen to music, you gave them a chance to learn about music and to explore it – to pick out notes on a keyboard, to clap to the rhythm, to play along with simple percussion instruments and to hear the relationship between notes – what might the effect be? Are there any real-world examples of how active musical training affects areas of academic performance? Yes.
The Kodaly music education system, which was developed in Hungary by Zoltan Kodaly, and has since grown in popularity in the United States, is a prime example of a structured approach to early musical training. In this program young children learn traditional children’s folk songs by engaging in singing games that include physical movement – such as marching and clapping – to reinforce the different aspects of the music. Irving Hurwitz and colleagues, researchers from the Children’s Hospital Medical Center in Boston, looked at first-graders who had received this type of training, and compared them, on academic measures, to children who had not. The impact of formal musical training was dramatic: with all else being equal (IQ level, socioeconomic status, the teacher who taught them reading), children who had received musical training had higher reading scores than children who had not.
“Musical rhythms are mathematical equations, like 4/4 or 2/4 time. You use addition and subtraction skills: how many more beats do you need? How many more ways can you divide it?” ANITA COOPER, PEABODY PREP CONSERVATORY
The Incredible Mozart Effect: In their famous Mozart Effect study, Frances Rauscher and Gordon Shaw of the University of California, Irvine, looked at how exposure to music influences visual-spatial abilities – one of the abilities that enables us to solve mathematical problems. Rauscher and Shaw had university students listen to a Mozart sonata, a relaxation tape or silence. The findings were striking. After listening to the Mozart sonata for only a few minutes, performance increased 62% over a pretest score on a visual-spatial task. This compared to a 14% increase for the silence group and an 11% increase for the relaxation tape group.


Why Private Lessons Benefit Your Child
If your child has demonstrated a reliable interest in learning how to play the violin or viola, your child will benefit from private instruction. While most public schools in the area offer in-school instruction for beginners (a highly fortunate circumstance), the reality of violin or viola instruction is such that even the best instructors in the most successful school programs are limited in how much individual attention they can offer each student. The huge demands on attention and detail required from both the student and the teacher can often go unmet, resulting in poor habits, poor sound quality, and ultimately, less satisfaction. The best solution for ensuring that your child is getting the best individualized instruction available is to seek out private lessons.
Science Daily Article (Mar. 2009) - Music Education Can Help Children Improve Reading Skills
Science Daily Article (Nov. 2008) - Time Invested in Practicing Pays Off For Young Musicians, Research Shows
Science Daily Article (Sep. 2006) - First Evidence That Musical Training Affects Brain Development in Young Children


Making a Difference in the Lives of Infants and Toddlers and Their Families: The Impacts of Early Head Start
In June 2002, the U.S. Department of Health and Human Services, Administration for Children and Families released its funded report evaluating the Early Head Start programs. The evaluation was conducted by Mathematica Policy Research, Inc., and Columbia University's Center for Children and Families at Teacher College, in collaboration with the Early Head Start Research Consortium.
Early Head Start is designed to provide high-quality child and family development services to low-income pregnant women and families with infants and toddlers. Administered by the Administration on Children, Youth, and Families (ACYF), Early Head Start operates in 664 communities and serves about 55,000 children. Roughly 3 percent of all eligible infants and toddlers are enrolled in Early Head Start programs. Early Head Start, like Head Start, is a comprehensive program of cognitive, health, nutrition and parent involvement for very low income pregnant women, infants and toddlers.
The evaluation was conducted with a sample of 17 programs from across the country.
- Three-year-old Early Head Start children performed significantly better on a range of measures of cognitive, language, and social-emotional development than a randomly assigned control group.
- Early Head Start parents scored significantly higher than control group parents on many aspects of the home environment and parenting behavior. Early Head Start parents were observed as being less detached in their interactions with their children and less likely to have spanked their children in the past week, and as having a greater repertoire of discipline strategies.
- Early Head Start parents were more likely to read to their children.
- Early Head Start programs also had impacts on parents' progress toward self-sufficiency and on subsequent births.
- Early Head Start fathers benefited from the program. They were less likely to report spanking their children, and were observed to be less intrusive and more attentive during play.
The authors of this study outline some recommendations for program improvement and further development:
- Implementing the Head Start Performance Standards early and well is important for maximizing impacts on children and families.
- Programs should continue to consider program options carefully-whether the program is center-based on home-based. All program options can have impacts on children and families, but those that combine the feature of both types of programs have the strongest impacts.
- Programs will need to explore new and alternative strategies for serving families that have large numbers of demographic risks (the group that did not show positive impacts). Need to explain this in more lay terms if you can.
- Programs that enroll families during pregnancy have the greatest chance to effect change.
- The study showed that Early Head Start programs can have success with families that other intervention programs have not often affected-including teen parents, parents showing depressive symptoms, fathers, later-born children, and first-born children.
- The program is able to have an impact across a wide range of child and parenting outcomes-parents' daily reading to their children, and other ways parents improve children's language and pre-literacy development-that contribute to later success in school.
The executive summary and three-volume technical report from this study are available online at: http://www.acf.dhhs.gov/programs/core/ongoing_research/ehs/ehs_intro.html.


Music is a popular class for many students, but unfortunately it is one of the first programs to come under fire when budget cuts need to happen. Music instruction offers many opportunities for skill development that traditional academic courses do not, making it highly beneficial to students.
Higher Test Scores
Students that receive music instruction have better memory recall, which helps in academic areas such as test scores. A 2007 study by Christopher Johnson showed that regardless of socioeconomic levels, schools that had successful music programs outperformed schools with low-quality music programs or no programs, with 22 percent higher scores in English and 20 percent higher scores in math. A 1997 study by Phi Delta Kappan showed that math test scores increased proportional to the amount of time spent in arts education.
According to KidsHealth.org, students that participate in music classes are better at math and science because music is linked to reasoning skills. PBS Parents also states that music has been shown to help language development, spatial reasoning and ability to solve multi-step problems. In fact, music students have been shown to use more of their brain than those without musical training. And a 2004 study of first graders showed that those receiving music lessons over a one-year period had an average IQ score increase of three points, while those without music instruction showed no change.
Children learn that music can help them express what they feel and think, and it can provide an outlet for emotions and help expand their communication abilities. Music helps relieve tension and gives students something they can share with their peers, providing a vehicle for developing friendships with peers and teachers. A 2002 study by the National Institute on Drug Abuse states that children that play an instrument are less likely to have behavior problems or struggle with substance abuse.
A 1999 study published in the journal "Education" shows that physical development and music go hand in hand. Students move to rhythm and develop both gross- and fine-motor skills. Playing instruments, dancing and clapping to a beat all require hand-eye coordination. Learning to use their bodies in relation to music is especially useful in helping young children gain nonverbal communication skills. Multitasking movements, such a reading music, singing, playing an instrument or dancing, also help develop children's ability to concentrate on numerous physical activities at once.
- PBS Parents: The Benefits of Music Education
- KidsHealth: Music and Your School-Age Child
- Children's Music Workshop: Music Advocacy's Top Ten for Parents
- Education.com: Four Important Reasons for Including Music in the Classroom
- Make Music Better: Still More Music Education Statistics, Data, Links, and Videos
- Comstock/Comstock/Getty Images


Presentation on theme: "BIGGER BRRRR! Does water expand when it freezes? Purple team 4 th grade Mrs. Johnson Northview Elementary School."— Presentation transcript:
BIGGER BRRRR! Does water expand when it freezes? Purple team 4 th grade Mrs. Johnson Northview Elementary School
STATEMENT OF THE QUESTION Does water get larger, or expand, when it freezes?
PROJECT OVERVIEW We have been studying weathering in our science class. Weathering is when rock breaks down into smaller pieces. Our text says one of the causes of weathering is water that seeps into the cracks of rocks and freezes. When it freezes, it expands and breaks the rock. We will test this idea. We will measure the water in several containers, and then freeze it. We will then measure the water again.
RESEARCH The most important ideas from our research were: -Water can exist as a solid, liquid, or gas. -When water freezes, it changes from a liquid to a solid we call ‘ice’. -Freezing water can cause serious problems for people. For example, when water in water pipes freezes, it can cause the pipes to burst. -Most materials contract, or get smaller as they get colder, and expand, or get larger when they heat up.
VARIABLES CONTROLLED variables – these variables will be kept the same: - type of water - type of container - time in freezer - position in freezer - amount of water in container INDEPENDENT variable – this variable is the one we changed on purpose: - temperature
V VARIABLES, CONTINUED Dependent variable - level of water in graduated cylinder
PREDICTION OR HYPOTHESIS We predict that the water WILL expand because many of us have put plastic water bottles in the freezer. When we take them out the next day, sometimes the bottom of the bottle sticks out so the bottle can’t even stand up. Sometimes, the bottle actually breaks in the freezer. We think this is because the water expanded as it froze.
MATERIALS 6 graduated cylinders Water from the tap Black sharpie Freezer
PROCEDURE 1. Each table will fill a graduated cylinder with water up to the 20 ml mark. 2. Each table will label their cylinder with their table letter. 3. We will place all of the cylinders in the freezer in the teacher lounge. 4. We will leave the cylinders over night. 5. The next day we will remove the cylinders and measure the level of the water.
DATA/OBSERVATIONS Table A Table B Table C Table D Table E Table F Starting Height 20 ml Ending Height 22 ml21 ml22.5 ml22 ml21 ml23 ml Change+2+1+2.5+2+1+3 CHANGE IN HEIGHT OF WATER BEFORE AND AFTER FREEZING
CONCLUSION The level of water in all of our cylinders was higher after we froze the water. So we concluded that the water DID expand as it froze. This explains why water pipes can burst if the water in them freezes. We would like to continue our investigation by measuring the water level in our cylinders each day for 2 weeks after we remove them from the freezer. We hope to observe the process of evaporation in which the liquid water changes to gas.
WORKS CITED Black, Peter. Water Drops. New York: SUNY Press, 2012. Kids Konnect website: 2012. Online. 10 Sep. 2012. Available: http://www.kidskonnect.comhttp://www.kidskonnect.com Science for Kids website: 2012. Online. 10 Sep. 2012. Available: http://www.sciencekids.co.nzhttp://www.sciencekids.co.nz Wick, Walter. A Drop of Water. New York: Scholastic Press, 1997.


The system of school education in India can be divided into segments like pre-school, elementary education, secondary, higher secondary, graduation and post graduation.
There are a number of educational boards, namely: CBSE, ISC, ICSE and state boards that chalk out the academic syllabus of the schools in a manner that is relevant and according to the international standards. In order to pursue higher studies, it is extremely important to get the basics right and that is exactly where the school education comes in.
The government has taken up this issue extremely seriously because it has realized that the development of a nation depends upon the new generation and hence made primary education compulsory for all children.
City Wise Schools


Describe an example of inclusive teaching -
This year in the drawing course that I facilitate, we changed the content of one of the projects to be more inclusive, flexible and more synchronized with prior knowledge. Previously the project was to spend seven 3 hour sessions developing observational drawing techniques, and then to submit 7 drawings to be assessed. we taught a range of different drawing applications, methods by drawing from still life set ups, the human form, animals both live and stuffed, trees, plants, landscapes. However the students didn't seem to be terribly excited about it all of this and were continually complaining that they didnt like it. So we changed the focus of the project. In the new version we teach a few techniques and methods (from version 1) to start the project - a trip to the animal attic to observe and draw the stuffed animals using a gestural drawing technique. we do this for 3 sessions, basically they are drawing to gather information and understand the form of the animals. they then use those observational drawings to caricature from and develop some cartoon characters. these characters are then developed into two cartoon strips that then become the submission to be assessed. the two cartoon strips make up 60% of the final grade and all of the observational and developmental drawings (kept in a log book) make up 40%. so we are teaching the same content, and a little bit of new content but the focus of the assessment and method of changed considerably, we have had some fantastic feedback from the students that they have really enjoyed the project and we have noticed that some of the new content that we have been teaching is better linked to the future projects, in many ways this has become more flexible and inclusive for us as facilitator/teachers.
What are some of the issues of access and equity in your classes?
Age Difference - the wide spectrum of age and experience can be an issue some times, especially older students looking at how fast the younger ones pick things up.Self esteem barriers - Low self esteem can be an issue right across the spectrum of learners.
Academic barriers - low levels of digital, literacy and numeracy skills. Some students have never used a computer before (this is ocurs sometimes with mature students rather than school leavers)
Technical barriers - this drawing paper is one of 4 compulsury core papers, so I often have students with poor drawing skills and whom dont seem to think that they can become better. Some students maybe much better at working in a 3D way than in a 2D way, or find it particularly hard in a more theoretical way than in a practical way and vise versa
Physical barriers - hearing problems
Provide a definition for access and equity, diversity and inclusively in your context?
Access and Equity
If there is difficuluty with access of any sort we need to be flexible to provide options for these learners thus creating equity. Equity is about teaching and facilitating learning in a learner centered way, in a way that doesnt majoirly discrimaate against any learners.
Diversity and Inclusivity
In my context diversity means two things, the first being realted to the learner/s and the second realted to the coarse and teaching.
- In relation to the learners - a wide variety of students from many different backgrounds, places, experiences, beliefs, cultures etc. Which creates a point of difference between peers, me the teacher and the design, content, methods of the coarse its self.
- In relation to the coarse - there is diversity in methods of delivery, methods of interaction
Therefore in order to create inclusivity there needs to be a syncronicity between these two occurrences/understandings of 'Diversity'.
Explain what your learners need to access the learning environment that you wish to create?


Literacy in the science classroom
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Literacy is not a term often discussed among science educators. And yet, new standards in both science and English/Language Arts call for the teaching of literacy for scientific purposes within science classrooms. To many science teachers and students, however, the only time that literacy plays a role in science leaning is when students are asked to read-a request that is usually limited to a textbook passage-or when they are expected to write laboratory reports. In this chapter, we illustrate through four cases drawn from science classrooms how science literacy development is not only a central dimension of learning science, but also, of necessity, the purview of the secondary science teacher. Our stance is that science teachers are the most appropriate educators to teach the literacy practices of science because they are the people with expertise in the content and practices of science. We also illustrate how students can deeply learn both science content and science literacy when they are fully engaged with the literacy practices of science.
Showing items related by title, author, creator and subject.
The effect of the Kids’ Science State Professional Development Program on the promotion of scientific literacyEvans, Rosemary Sian (2008)This thesis reports a longitudinal study of the impact of the Kids’ Science Stateprofessional development program in primary schools to address the issues involvedin promoting and sustaining a scientifically literate ...
Cronin, Patrick Joseph (1994)This study provides a definition of scientific literacy applicable to secondary school science students. The definition was developed from theories about cognitive processes, the discourse of science, the language register ...
Classroom factors affecting student scientific literacy: tales and their interpretation using a metaphoric framework.Willison, John W. (2000)The scientific literacy of four students in Year 8 was the main focus of one year of participant observer research. An interpretive research methodology was employed to generate tales about each student, in order to provide ...


Are you tired of your chord voicings? Do you want a clear system for learning and integrating triad and 7th chord inversions into your music? Maybe you need to learn some big band guitar voicings, or you’ve always wanted to learn how to play jazz chords with walking bass lines. How about some explorations of quartal harmony?
Part Three in The Guitar Lesson Companion, Volume Two (and these free lessons) will give you the tools and the plan you need to really learn this material. Whether you need a lot of structure (weekly lessons) or you want to study on your own with the 4 Year Weekly Guitar Lesson Guide, order your books and get started today!
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25) Triads and Inversions = Pages 149-150: http://youtu.be/R-Q_uf-25JE
26) Big Band Chord Voicings = Pages 149, 151: http://youtu.be/GQ11Qi6_nwk
27) Altered Chord Construction and Resolution = Pages 149, 152-154: http://youtu.be/PsJjgNunSLc
28) Walking Bass Lines with Chords = Pages 149, 155: http://youtu.be/xLpxe03uzwU
29) Chord Inversions, Pages 149, 156-158: http://youtu.be/muz0bceFdiw
30) Quartal Harmony and Scale Patterns Pages 149, 159-160: http://youtu.be/z68wcXGcuRo
QUICK LINKS TO OTHER LESSONS: Technique Studies, Standard Music Notation, Chords, Scales, and Theory, College Music Theory, Chord Tone Soloing, Special Topic Lessons, Jam Tracks in All Keys, Metronome and Drum Tracks


Whether it’s a child’s first finger painting or an expensively-framed work of renown, art plays a powerful role in life.
Most all of us can remember dabbling in art as children – using crayons to draw, clay to sculpt or over-sized brushes to paint.
Some stick with art and continue to hone their skills as they get older, while many others let that specific outlet for creativity fade from their day-to-day existence.
But even those who don’t consider themselves artists still tend to retain an unmeasurable appreciation for art, a connection that was highlighted in this week’s Kane County Chronicle series on local artists and artwork.
In fact, the benefits of art are fundamental to humanity and have the power to transform a person’s life, according to the Americans for the Arts organization, a nonprofit group that has been advancing the arts and art education since 1960.
Just check out these statistics from the Americans for the Arts website, www.artsusa.org.
• Researchers from the University of Pennsylvania have shown that when a city has a high concentration of art, civic engagement increases, social cohesion is amped and poverty rates are lowered.
• According to a study titled “Arts & Economic Prosperity IV,” the arts can create jobs, boost tourism and lead to government revenue – no matter the size of a town.
• And students who attend schools that champion art have higher grade-point averages, lower drop-out rates and better attitudes about community service.
So, how does a person in Kane County take advantage of all art has to offer?
Fortunately, the area has placed a huge emphasis on art. Public art – including large, colorful murals and impressively detailed sculptures – can be seen across the county. And art-focused organizations and events abound.
Water Street Studios in Batavia, the Fine Line Creative Arts Center in St. Charles, and the the Geneva Fine Arts Fair are just a few local art outlets.
In addition, Waubonsee Community College and Elgin Community College offer an array of educational art opportunities.
And, of course, people young and old can start right in their own home. All it takes is a pencil, pen – or even a crayon – to get started.


I Can Statements: These First Grade ‘I Can’ statement charts are perfect to display on an objective board or a focus board!
The charts will
-provide your students with visual reminders about what skills to work on
-share information on the learning that is taking place in your classroom with any person who visits
-keep you, as the teacher, accountable and on track with the learning focus
This pack includes charts for all 82 of the 1st Grade Common Core ELA Standards!
Reading: Literature: RL.1.1, RL.1.2, RL.1.3, RL.1.4, RL.1.5, RL.1.6, RL.1.7, RL.1.9, RL.1.10
Reading: Informational Text: RI.1.1, RI.1.2, RI.1.3, RI.1.4, RI.1.5, RI.1.6, RI.1.7, RI.1.8, RI.1.9, RI.1.10
Language: L.1.1, L.1.1.A, L.1.1.B, L.1.1.C, L.1.1.D, L.1.1.E, L.1.1.F, L.1.1.G, L.1.1.H, L.1.1.I, L.1.1.J, L.1.2, L.1.2.A, L.1.2.B, L.1.2.C, L.1.2.D, L.1.2.E, L.1.4, L.1.4.A, L.1.4.B, L.1.4.C, L.1.5, L.1.5.A, L.1.5.B, L.1.5.C, L.1.5.D, L.1.6
Reading: Foundational Skills: RF.1.1, RF.1.1.A, RF.1.2, RF.1.2.A, RF.1.2.B, RF.1.2.C, RF.1.2.D, RF.1.3, RF.1.3.A, RF.1.3.B, RF.1.3.C, RF.1.3.D, RF.1.3.E, RF.1.3.F, RF.1.3.G, RF.1.4, RF.1.4.A, RF.1.4.B, RF.1.4.C
Writing: W.1.1, W.1.2, W.1.3, W.1.5, W.1.6, W.1.7, W.1.8
Speaking & Listening: SL.1.1, SL.1.1.A, SL.1.1.B, SL.1.1.C, SL.1.2, SL.1.3, SL.1.4, SL.1.5, SL.1.6
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First Grade I Can Statements: Math & Literacy Bundle
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Music therapy goals
Goals and objectives provide direction, purpose and focus to music therapy, as they state what the client is to accomplish if the interventions are successful.
A music therapy goal is a broad statement of the desired long-term outcome of treatment. Behavioural objectives describe smaller more specific steps in attaining the goals.
Within music therapy there can be physical, cognitive (academic/behavioural), psychological/emotional, and social goals. The goals are designed after initial consultation with the client. Music therapy is about achieving non-musical goals using music.
The goals set in music therapy are person centred and focused on the individual to meet their specific needs. As such the goals will vary depending on the client, their age, their disabilities and what they want to achieve through music therapy sessions.
For example: a child with Autism Spectrum Disorder may have some of the following goals:
- Improve sensory functioning (auditory, visual, tactile, kinesthetic)
- Improve physical speech skills
- Improve communication (receptive and expressive language skills)
- Improve ability to follow directions
- To promote effective use of non-verbal communication
- Decrease inappropriate behaviours
- Provide a sense of accomplishment
- Increase involvement and participation
- Improve ability to participate in appropriate play activities
- Improve group behaviours (sharing, turn-taking, working in a group)
Music Therapy Sessions
Music therapy sessions are offered after school hours or on the weekends. Sessions can be individual or within a group setting. Sessions vary in length from 30 minutes to 1 hour. An initial assessment is recommended and lasts approximately 45 minutes.
Book or enquire about a music therapy session
Book a music therapy session
Please fill in your details below to book a music therapy session and we will get back in contact to confirm your booking.
Music therapy has the ability to improve the lives of people.
Discover music as therapy
Music therapy is a professional discipline that utilises planned and controlled music to achieve therapeutic goals and aims. Music therapy is the functional use of musical interaction to enhance and develop socialisation, communication, selfexpression, and sensory-motor skills.
Sarah Fisher Dobbin
Sarah has been working in music education with students with a range of needs. This includes working in schools that cater for students with behaviour issues and emotional issues, schools for students with moderate to severe intellectual and physical disabilities and in mainstream settings.
Music therapy goals
There are a range of music therapy techniques and interventions that are used during music therapy sessions. There are planned components but there are also activities that can be used in the moment dependent upon reaction, feelings and willingness of the participant(s).
Music Therapy has been wonderful for April. She is singing with more confidence and with more articulation, making her speech clearer and easier to understand. She is enjoying all aspects of her sessions, becoming increasingly less anxious. She particularly enjoys using the microphone.
Lyn – Mother


Perform a Google search on “benefits of music education,” and you will find countless explanations of the societal and personal advantages to those students fortunate enough to learn about music in their youth. However, I want to explain to you the top six reasons why I think a music education–specifically learning how to play the piano–should be part of every child’s education beginning at the age of six.
1) Developing Coordination – The child who learns to play the piano is also developing fine motor skills, dexterity, and hand-eye coordination in the process. This has been shown to enhance performance in other areas such as athletics.
2) Increasing Concentration – Participating in a half-hour weekly lesson and practicing every day, a child is intensely focused on the complexities of rhythm, melody, harmony, technique, and theory. This requires spatial reasoning, critical thinking, and creativity, which provide a rigorous mental workout! The increased concentration often results in helping a student to study more effectively, resulting in better grades in school.
3) Building Self-Esteem – There is such a quality as “talent” for playing the piano, but not every child is endowed with this precious gift. However, making the effort to overcome the mental and physical challenges of each new lesson creates feelings of accomplishment and ongoing success, which long-term is building self-esteem. The child who enters middle school years with a strong sense of self-worth fares far better in what can often be a hostile social environment.
4) Acquiring a Well-Rounded Education – More and more, colleges must choose from an applicant pool of academic over-achievers with impressive SAT scores and GPAs over 4.0! What makes one candidate more appealing than another of equal academic success is his/her well-roundedness. Are they involved in their community? Do they play sports? Do they play at least one musical instrument? In addition to the food pyramid steering us to optimal nutrition for our bodies, we must also remember to nourish our souls by feeding our children a healthy dose of the arts every day.
5) Experiencing Future Math/Science Success – This one is a little tough to explain without getting a bit technical–and I am no neuroscientist–but the way I understand it, the grey matter in the brain of a six-year-old child is far more malleable than that of a child who is 16. When spatial reasoning is developed at age six, as happens with the study of music, complex synapses (information transmitters) fire in the brain and forge pathways through the grey matter resulting in “hallways” or “channels” that can be used again later when that child is studying such complex subjects as advanced math and science. If the 16-year-old has no prior pathways forged, the synapses have a more difficult job firing through the grey matter of the brain. The bottom line as shown by research is that children who learn to play the piano at a young age perform better at high-level math and science later in life.
6) My favorite reason: Producing ENJOYMENT! – It is very important for children to have fun too! It is joyful to make music. The ability to play music fosters a deeper appreciation for listening to music of all kinds. In this age of instant gratification, electronic gadgets, and countless media distractions, it is refreshing to find an activity in which great patience and persistence are required. Playing a keyboard instrument carries forth a Western tradition dating back over 400 years!
Your child’s music education can begin with initiating contact today along with the purchase or rental of a fine piano… Allow us to utilize our experience and expertise in pianos sales to also guide you through that process. We hope you’ll provide the gift of music for your child — it’s the gift that lasts a lifetime!


Life Cycle of Bacteria
Bacteria can be defined as microscopic single-celled organisms that develop in diverse environments. They can live almost anywhere like: – in the ocean, human body and soil. They are neither plants nor animals. Some bacteria are destructive and cause various diseases like: – pneumonia, malaria etc. All the bacteria are not harmful. A few of them lend a helping hand as well. Life Cycle of Bacteria is quite simple.
Life Cycle of Bacteria: –
There are four main phases in the life cycle of bacteria: –
- The Lag Phase: – In this phase, bacteria do not grow. They understand their environment and try to adjust and metabolize. During this phase, they produce amino acids and vitamins which are required for division. Duration of this phase depends on the availability of nutrients. If enough nutrients are available, the duration will be short and if not then this phase will take time. Bacteria also make copies of DNA during this stage.
- The Log Phase (Exponential Phase): – In this Phase, bacteria get multiplied very rapidly. If provided favourable conditions then they can get doubled in approximately 15 minutes but if conditions are not suitable then this stage can take time. The time taken by bacteria to get doubled is known as ‘generation time’. The process through which bacteria gets multiplied is known as binary fission.
- The Stationary Phase: – This phase is known as the phase of decline in bacteria growth. This decline depends on growth-inhibiting factors. Growth and death rates are equal in the stationary phase.
- The Death Phase: – As the name implies, it is the last stage. In this phase, bacteria lose the ability to reproduce.
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Edukasyong Pantahanan at Pangkabuhayan (Home Economics and Livelihood) Teaching Guide on Financial Literacy
Picture snapshot of Edukasyong Pantahanan at Pangkabuhayan
(Teaching Guide on Financial Literacy) book cover
Edukasyong Pantahanan at Pangkabuhayan
Teaching Guide on Financial Literacy
Copyright Notice. Section 176.1 of Republic Act No. 82 93, or the Intellectual Property Code of the Philippines, provides: "No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit.”
This teaching guide on financial literacy was prepared by the Curriculum Development Division, Bureau of Elementary Education, Department of Education under the auspices of the Bangko Sentral ng Pilipinas.
Published by Bangko Sentral ng Pilipinas
Produced and Distributed by: Corporate Affairs Office
Printed in the Philippines ISBN 978-971-94085-1-2
Bangko Sentral ng Pilipinas
Mabini cor. P. Ocampo Sts., Malate 1004 Manila Philippines
The Teaching Guide on the Integration of Financial Literacy in Edukasyong Pantahanan at Pangkabuhayan provides school administrators, teachers and pupils with basic concepts and principles which will help them develop economic values focused on saving for economic growth and development. The Guide consists of two parts : Part I shows the matrix of financial literacy concepts and messages and the entry points of integration found in the learning competencies of Edukasyong Pantahanan at Pangkabuhayan for Grades IV- VI . The matrix of integration serves as guide for teachers on how the integration can be done. Part II consists of series of lessons (aralin) to be taught by teachers per grade level. Each lesson consists of the following parts:
Title of the lessonThe Teaching Guide was developed through series of workshops and validated and tried out in selected schools and divisions located in Luzon, Visayas and Mindanao. Refinement and finalization were based on the feedback, comments and suggestions gathered from the field tryout as well as from the experts in financial literacy and Edukasyong Pantahanan at Pangkabuhayan. Finally, the Guide endeavors to translate knowledge into actions done by children which eventually will be embedded in their adult lives.
Download Edukasyong Pantahanan at Pangkabuhayan (Home Economics and Livelihood) Teaching Guide on Financial Literacy book.
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Wednesday, June 23, 2010
Tuesday, April 20, 2010
Don't just play ball and do those A, B, C's...play with art too!
Getting an early start in the arts can make a real difference in the lives of children. The arts impact the developmental growth of every child. When children express themselves through the arts, they benefit in many ways. Research shows that the benefits of early arts education extend way beyond providing an important creative outlet for children. Young children build fine motor, language and cognitive skills. Elementary age students strengthen problem-solving and critical thinking skills, which helps to increase overall academic achievement and school success. When children use their imaginations, they enjoy a sense of accomplishment, as well as build confidence in themselves.
Art education also helps children develop a sense of craftsmanship, quality task performance, and goal-setting, which are valuable skills needed to succeed in the classroom and beyond. The arts help children to develop more appreciation and tolerance for other people’s unique point of view. A quality art program also introduces children to world cultures through art forms and activities unique to different regions and countries. From broadening perspective to expressing thoughts, feelings and perceptions, the visual arts are a smart choice for children. Art is one activity that offers children a release from the increasing pressures of academics, sports and many other competitively-focused enrichment activities. A balm for the soul, art also helps kids learn how to see the big picture, which is an important life skill.
Courtesy of Art for Creativity ~ http://www.abrakadoodle.com/blog/?cat=16


Second grade is using Bitstrips to write about landforms through comics. Students continue to use classroom computers for Razkids, Tumblebooks, Spellingcity, and extra math practice. Easycbm.com is being used for reading comprehension assessment.
En español los alumnos continúan creando y usando documentos en Google Apps para investigar y escribir acerca del maíz o hacer resúmenes de lecturas. Están asistiendo al salón de computación con sus maestras de español para trabajar en lo anteriormente mencionado. Tienen comunicación con sus maestras a través de Google Classroom.
We continue to document student learning in math and reading using iPads. Students solve math problems by explaining and illustrating their work using the app Screenchomp. They also record themselves reading and explaining reading comprehension strategies.
We created mimio activities to show and understand place value. The mimio was used to review the body parts of a bird.
We also created interactive Venn Diagram lessons to compare and contrast different types of animals.
We talked about the importance of a “just right” book. I took a picture of one of my student’s journal. She referenced her writing as she shared at the front of the classroom.
Pre-First has continued to use the iPads during our Reading Groups to read and listen to reading on Raz-Kids as well as work on phonics using the Teach Your Monster to Read app. We have also just begun publishing some stories about being thankful using KidPix to type the words and illustrate. Students practice their spelling words each week on the website Spelling City from home. Every morning we use our projector to watch educational videos for math and phonics.


recommended by Jen Sper and Alissa Ruth, School Choral and Classroom Music Specialists
The middle school general Music classroom can be an exciting (and/or terrifying) place! Throughout this coming school year, we’ll be sharing with you some valuable resources to help you develop enthusiasm and skills in your middle school musicians! Today, here are some great new options for teaching guitar and ukulele:
Ukulele Jukebox by Tom Anderson
Drop in a nickel for hours of music-making fun! From one chord and a downstroke strum to switching from chord-to-chord using a pop shuffle, your students will explore the exciting world of playing the ukulele. This straight-ahead instrument provides the perfect introduction to playing harmony, singing with others and feeling the infectious rhythms of different styles of music. Chord frames, pictures of finger placement and notation are used throughout the song collection in a step-by-step, sequential fashion for building instrument-playing knowledge. Suggested strums are demonstrated with helpful audio examples. Pitched classroom instruments parts are also included for additional harmonic support. Everyone gets in the act! You also receive digital access to performance/accompaniment audio recordings plus PDFs of singer and instrument parts for projection and reproducible options. Well-known songs are the pathway to play these fun accompaniments. Get those ukuleles in your hands, plug in the jukebox and keep on jammin’! Songs include: Hey Lolly Lolly, He’s Got the Whole World in His Hands, Jammin’ Bells, This Train/The Crawdad Song, Rockin’ Robin, C.C. Rider, and more! Suggested for grades 4-8.
Essential Elements for Guitar
Take your guitar teaching to a new level! Hal Leonard’s top-selling comprehensive method for band and strings is now also available for guitar. With the time-tested classroom teaching methods of Will Schmid and Bob Morris and popular songs in a variety of styles, Essential Elements for Guitar is sure to become a staple of guitar teachers’ instruction – and get beginning guitar students off to a great start.
This method has been designed to meet the National Standards for Music Education, with features such as cross-curricular activities, quizzes, multicultural songs, basic improvisation and more. Available in both Level 1 and Level 2 books, and with LOTS of supplemental resources including flashcards, warm-ups, and song collections covering composers and artists from J.S. Bach to Disney Songs and Jimi Hendrix, and everyone in between!
Essential Elements for Ukulele
Playing the ukulele is an enjoyable, easy, and inexpensive way to get involved in music. It provides a way to learn musical concepts and skills that can apply to any instrument you decide to study. Moreover, it will give you a great opportunity to share the joy of making music with other people. This book will help to provide you with the basic skills and musical background you need to get started. The online audio contains demonstrations of all the songs and examples available for download or streaming using the access code printed inside the book. This carefully crafted method emphasizes chord strumming skills; teaching students HOW to practice; note reading exercises; “chord challenges” to learn how to figure out chord progressions; tab reading; and more.
Level 1 includes nearly 30 familiar songs that students can play while still learning, including: All My Loving, Home on the Range, Hound Dog, Jambalaya (On the Bayou), La Bamba, The Lion Sleeps Tonight, The Rainbow Connection, Take Me Out to the Ballgame, and more! Level 2 is also available for continued musical development, and we expect additional supplemental resources to become available in the future, too!
Find more valuable resources for your music classroom on our website, or contact us for more recommendations! And don’t forget – shop Stanton’s for all your sheet music needs!
About the Authors:
Jen Sper has been with Stanton’s since 2006. A former middle school and high school choral director, she holds a Bachelor of Music Education degree from Baldwin Wallace College Conservatory of Music. An active choral singer and accompanist throughout the Central Ohio area, she also enjoys good food, running (to counteract the good food…) and the Muppets.
Alissa Ruth began working at Stanton’s in the summer of 2016. She is a former middle and high school choir director and holds a Bachelor of Music in Education degree from Capital University. She is an active choral singer in the Columbus area, and spends her free time running, doing yoga, cooking, and watching Netflix.
This post first appeared on Stanton's Sheet Music – For All Your Sheet Music Needs. 1-800-42-MUSIC, please read the originial post: here


While 25 million Pakistani children are not in school, those who are in school are not learning enough. Nearly half of all children who complete five years of schooling cannot read a simple story in Urdu meant for Class 2 students. For the millions of families who struggle to put their children through school, this brings into question the very purpose of education.
“The syllabus in Pakistan is all wrong,” says Rayed Afzal, CEO and Founder of Literate Pakistan. “It takes 8 months to make someone literate and often ‘literate’ means being able to read a sentence or two, or being able to write one’s name.” Afzal wanted to find a way to do things better. “I wanted to create an alternate syllabus that can teach someone to read in 90 days.”
Launched in 2000, Literate Pakistan develops books, software and training for literacy centres. “Ours is the only scientifically designed literacy software in the country,” says Afzal. “At least 99.9 percent of adult literacy programmes are using our software. What Microsoft Windows is to personal computers, we are to literacy programmes in Pakistan.”
The learning programme Literate Pakistan developed is called Jugnoo (firefly). Besides literacy in Urdu and English, courses are also available for primary education, elementary education and Matriculation. The books are not free of cost but are affordable. The Jugnoo Urdu literacy package, for example, includes three books for literacy and one for numeracy and costs 300 rupees. Each book is accompanied by a CD. The programme is designed to be followed for two hours a day. On completing the course, learners are able to read a newspaper, write a letter in Urdu and do everyday maths. The time required to gain proficiency varies, with primary courses requiring 5 months to complete and English literacy taking 2 months. Training in the use of the materials is provided free of cost.
So far more than 170,000 people have learned to read and write thanks to the programmes that Literate Pakistan has developed. Its team of experts have also provided educational consultancies to over 1,500 institutions in Pakistan. But the battle for Afzal and his team is far from over.
Next on the agenda is a mobile application that makes the same materials available on smartphones and tablets. Afzal believes this will expand the scope of their work, making learning available even in inaccessible areas. “Our apps can help with girls’ education too,” he adds, “since in many areas girls are not allowed to go to school if there is no female teacher.” The app has been pilot tested in Sahiwal, with positive results. “We had mostly girls learning from it and within 90 days they were fluent in Urdu.”
Literate Pakistan works on a shoestring budget and has no official sponsors. Afzal personally bears development costs and other operational expenses. “I don’t want to take money for anything,” he says. “But I want it to written on my tombstone, ‘Here lies a man who did everything with his free will’.”
Time and time again, where the government has failed, Pakistan’s education heroes have stepped up to fill the vacuum. Ordinary citizens like Afzal are a reminder that a great transformation can be brought about by a simple idea. All it takes is one person to make change happen.


Attention Deficit/Hyperactivity Disorder (AD/HD)
What is AD/HD?
- AD/HD interferes with a person’s ability to sustain attention or focus on a task as well as to control impulsive behaviour.
- Distractibility/Inattention involves supersensitivity and limited ability to tune out internal and environmental stimuli. Distracted students have poor short-term memory (forgetting instructions), have trouble keeping track of their belongings and have difficulties with organizing or concentrating on a task. May appear “lazy” or daydreaming.
- Impulsivity involves a lack of restraint and students will typically act without thinking about consequences. The immediate satisfaction of their needs results in judgment errors. These students know the rules but can’t think before they act and therefore have trouble learning from their experiences. They often have trouble with friends/peers and react to stress with aggressive behaviour.
- Hyperactivity is a third area of behaviour used to identify AD/HD. These students are constantly restless and moving in the classroom. They start tasks but are often unable to complete them due to boredom, too much energy or what appears to be a lack of motivation.
- Affects 3-5% of school age students, boys 2-4 times more often affected than girls.
- It is a medical condition that differs from LD. About 30-40% of people with LD also have AD/HD.
More on AD/HD:
ADHD - Information for Kids and Teens from kidshealth.org
The Calgary Learning Centre - The Calgary Learning Centre helps children, youth and adults with literacy development, learning and attention difficulties.
3930 20 St. SW Calgary
Parenting the Adolescent with Learning Difficulties
Parenting the Child with Learning Difficulties
Organizational Skills and Study Strategies for Junior and Senior High
Emotion in Motion: Conquering Anxiety and Depression - Children's treatment group
Express Yourself (for children 8-12)
Online Learning Seminars
CHADD - Children and Adults with Attention Deficit/Hyperactivity Disorder
Parent to Parent


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