Eugene Galien (Gallien is also used as an alternate spelling) Laloue was born in 1854 in the Montmartre area in Paris, France. His father died when he was 16 and Laloue enlisted in the army fighting in the Franco Prussian War. After the end of the conflict Laloue decided to become an artist and in 1874 was hired to work as an illustrator for the French Railway. Little is known about his training. His father was a set designer and it might be that he was given some basic art education from him.
He worked in oil, watercolor, pastel and gouache although he preferred the latter because because the faster drying times allowed him to produce more work to sell.
The period Laloue painted during in Paris is known as La Belle Epoque. It was a time of great optimism. It stretches from the end of the Franco Prussian war in 1871 to the outbreak of World War I in 1914. It was a time of great prosperity and innovation for the region and Laloue captured its growth and success brilliantly with his paintings.
Most of his motifs center around city scenes and architecture but he was also adept at quieter images of the countryside. His figures are lively and immediate and his sense of lighting is superb. Laloue worked under a number of pseudonyms during his lifetime. The reason for this is a bit of the mystery and is not completely explained by his eccentricity and reclusiveness. Records have confirmed he had at least three other names he used and historians think there are probably more.
A very private person Laoue had few interests besides his paintings. He did marry, but he did not seek the company of other artists. He worked outside to establish the basics of his paintings but then would retreat to his studio to finish them in private.
Laloue continued to paint his popular city scenes until 1940 when he had to stop after breaking his arm. He died in 1941 at the beginning of the second World War.
Eugene Galien Laloue
The Triumph of Paris
Alexander Kahan Fine Arts, 1999


FREE Brown Bear Counting Sets Independent Practice for Kindergarten
This FREE file has four printable pages to allow your students to count sets from 0 to 10 and match them with the correct numeral. The sets feature clip art associated with the book Brown Bear, Brown Bear, What Do You See?. Students count the set and then they cut out the numbers on the right side ...
Polar Bear Teaching Ideas and Activities for Kids
Students love learning about polar bears. Here are several teaching ideas and activities for your classroom. Click HERE to follow us on Instagram. Click HERE to follow us on Facebook. -------------------------------------------- I have a collection of many resources; unfortunately, I'm not sure of all of their original sources. Please let me know you recognize any and I need to give credit where credit is due. --------------------------------------------------------- Let's begin with a cute…
Where do different animals live?
Invite the children to match up the animals to their correct habitat using these colourful cards.
Worksheets, word lists and activities. | GreatSchools
Which season is most popular? Your child can find the answers to this and other data questions by interpreting the data on bar graphs in this math worksheet.
Brown Bear, Brown Bear What Do You See
FREE printable templates of all characters in Brown Bear, Brown Bear plus suggestions for use.
Check out our collection of printable animal worksheets that will help teach your student or child animal facts, classification, and much more!
Preschool Ideas For 2 Year Olds
Brown Bear Collage The bears are cut out of brown poster board paper from the discount school supply multi pack dyed pasted noodles, fur, felt, fun foam, yarn pinto beans would be good too going to add those next year. We did the brown bear hand print a little diffrent this year by adding a head over the thumb that was cut out using the "cricut" Animal kingdom cartridge. Last year we cut out the heads by hand.
Brown Bear, Brown Bear, What Do You See? Free Counting Worksheets
Numbers and counting worksheets for preschool, pre-k or kindergarten on Brown Bear, Brown Bear, What Do You See? Theme.
Science for Kids: Chromatography Butterfly Craft
Looking for some spring themed science for kids? You'll definitely want to explore chromatography using coffee filters and markers. The results from this science experiment can even be used to create a colorful butterfly craft for kids!
using brown bear printables, make eric carle chain with giant paper clips (or smaller ones) LOVE THIS SO MUCH!!!!! I hope someone from TS does this.
Colors - Primary to Secondary
WORTH IT: This was a really fun activity to do with the kids. I put them in groups of three and each kid/group did a different color (results were orange, green, and purple). I didn't have long paper so we used regular sized card stock. It worked with their little hands. Color activities- paint both hands different colors, then rub together to make new handprints!


With the start of a new semester at The University of Southern Mississippi, there are a lot of opportunities for illness to be spread around campus.
From improper hygiene habits to classes of 80 or more students together in a cramped room, it is not surprising to see many students falling ill. Fortunately, though, there are a great many ways students can improve the function of their immune systems and avoid common illnesses.
“Working out is a good (way),” said Miriam Adamson, a freshman music education major. “(Drinking) lots of water is going to help you, and they say that eating apples helps, too,” Adamson said.
“Drink orange juice,” said Aaron Smith, a junior business financing major, “and try to eat right. Also, wash your hands,” Smith said.
While Adamson and Smith are indeed right, there are many other, lesser-known ways to boost one’s immune system.
One should be aware of activities and practices that aid the contraction of illness. First and foremost, stress is one of the worst things for one’s body. While as college students it is impossible to cut out all stress, it is important to remain as stress-free as possible.
According to Harvard Health Publications, in a study conducted on laboratory mice, the mice that experienced consistent social stress – simulated by prolonged contact with aggressive mice not resulting in injury – were twice as likely to die from exposure to a bacterial toxin than those exposed to simple physical stress, such as going without food or water.
Another factor to consider is diet and exercise.
Malnutrition in general has been correlationally linked to the contraction of infectious disease, but so have simple vitamin deficiencies common in those who do not maintain a proper diet. Vitamins to look for include Vitamin A, B2, B6, C, D, E and zinc, according to Harvard Health Publications.
Deficiencies in any of these vitamins may suppress immune function through a variety of methods. One should, however, be careful not to overindulge in these vitamins, as too high of a concentration can disrupt immune responses. While frequent moderate exercise has been linked to a healthy lifestyle overall, there is no proven link as of yet between the amount of exercise one undergoes and the body’s immune response.
As far as simple ways to boost one’s immune system, there are a number of ways that students can do so without impeding on their class and work schedules.
While no pure causal link has been noted yet, the consumption of garlic has been correlationally linked to improving the body’s immune response concerning infectious disease. In addition, there is an established correlational link between the consumption of garlic and a lower likelihood of developing certain cancers.
Another way to boost the immune system is to ensure adequate sleep. On average, the adult human body needs six to 10 hours of sleep per night, with the golden number being eight hours.
While there will always be the presence of infectious disease in densely populated areas such as college campuses, there are ways students and faculty can prevent the common cold and strep throat. Remember to practice good hygiene and stay home if ill, but above all, remember balance in one’s life is the key to a healthy immune system and wholesome lifestyle.


1911 Encyclopædia Britannica/Morrison, Robert
MORRISON, ROBERT (1782–1834), the first Protestant missionary to China, was born of Scottish parents at Buller's Green, near Morpeth, on the 5th of January 1782. After receiving an elementary education in Newcastle, he was apprenticed to a last maker, but his spare hours were given to theology, and in 1803 he was received into the Independent Academy at Hoxton. In the following year he ofieried his services to the London Missionary Society, and after he had attended David Bogue’s college at Gosport and studied Chinese under a native teacher, he was appointed to Canton in 1807. After a year of much hardship he became translator to the East India Company’s factory there in 1809, and worked at a Chinese Grammar and a translation of the New Testament, both published in 1814. In 1817 he published A View of China for Philological Purposes, and his translation of the Old Testament (in which William Milne collaborated) was completed in the following year. His next enterprise was the establishment (1820) of an Anglo-Chinese college at Malacca for “the reciprocal cultivation of Chinese and European literature.” Here too were trained native Chinese evangelists who could proceed to the mainland and carry on Christian work with comparative immunity. In 1821 Morrisons’s Chinese Dictionary, in six 4to volumes, a monumental work, was published by the East India Company, at a cost of £12,000. Leaving China at the close of 1823, Morrison spent two years in England, where he was elected a fellow of the Royal Society. Returning to China in 1826, he set himself to promote education and tot prepare a Chinese commentary on the Bible and other Christian literature. He died at Canton on the 1st of August 1834. Morrison was admirably fitted for the pioneering work accomplished by his grammar and dictionary; and his establishment of a dispensary, manned by a native who had learned the main principles of European treatment, marks him out as the forerunner of modern medical missions.
His Memoirs, compiled by his widow, were published in 1339. See also R. Lovett, History of the London Missionary Society, vol. ii. ch. xix.; C. S. Horne, The Story of the L. M. S. ch. v.; Townsend, Robert Morrison (1888).


Research has shown that music can be an engaging and attractive stimulus for children and students. Several studies have documented music therapy as a successful modality to engage the student in social, emotional, cognitive, communication and motor learning activities. Children often demonstrate a natural affinity to music, making it an excellent therapeutic tool to develop all areas of self.
Davis, K. M. (2010). Music and the Expressive Arts With Children Experiencing Trauma. Journal of Creativity in Mental Health, 5(2), 125-133. doi:10.1080/15401383.2010.485078
What We Can Address:
- Improve attention and focus through highly engaging experiences
- Support language and communication development
- Increase emotional regulation
- Enhance the development of body awareness and fine and gross motor skills
- Foster connection and bridge culture and economic differences
- Develop academic skills
- Contribute to something greater than oneself
What You May Experience:
Here are some examples of what can be addressed during your music therapy session with your dedicated therapist:
- Instrument playing to support social interaction and self-expression
- Vocal play and singing to enhance language development and communication
- Active music listening to familiar and preferred songs to boost mood and emotional regulation
- Movement to music to support motor skill development as well as mental wellness
- Songwriting for self-expression
Ask Questions and Schedule Sessions
Email your questions or schedule an appointment: firstname.lastname@example.org
You will be asked to complete an intake form. This will be another opportunity to ask any of the questions you may have to ensure an online session is best for your needs.
Costs will be discussed and defined.
We will then match you with a therapist who is available and fits your needs.
A final confirmation will be sent via email.


Reading and Literacy Organizations
Information on all things library related. Association news, Issues and Advocacy, and Professional Tools are just a few of the topic areas covered at this site.
The Assembly on Literature for Adolescents is an independent assembly of NCTE. ALAN is made up of teachers, authors, librarians, publishers, teacher-educators and their students, and others who are particularly interested in the area of young adult literature. The website includes access to an electronic archive of The ALAN Review containing articles on YA literature and its teaching, interviews with authors, reports on publishing trends, current research on YA literature, a section of reviews of new books, and ALAN membership news.
CommonLit delivers high-quality, free instructional materials to support literacy development for students in grades 3-12. Teachers can either print materials or assign them online through a classroom function.
The name says it all. Locate information regarding IRA activities including conference and regional workshop information, extensive listing of professional publications, membership information and member only services. The teacher tools section is quite extensive containing lesson planning ideas and access to current research.
The Illinois Reading Council provides statewide leadership and support for literacy initiatives throughout Illinois. As the state chapter of the International Reading Association, the IRC supports local reading councils and statewide interest groups, such as the Secondary Reading League. Find information regarding IRC programs and initiatives, grant program applications and information regarding its statewide literacy conference. All SRL members should make frequents visits to this site!
Details about initiatives, research and statistics on literacy, newsletter, projects, a FAQ, press releases, and links to community programs.
An expansive site containing a wealth of information about the organization, its varied services, education policy and practical information for teachers. The teaching resources center is perhaps most useful, containing information on summer reading programs, adolescent literacy, grammar, ELL learners, classroom based assessments, literacy coaching and lots more. If you’re willing to spend a bit of time you will locate plenty of useful information.
The National Reading Panel is extremely influential in areas of literacy policy. While no longer meeting as an active research group, NRP reports are still considered the standard in assessing research based approaches to reading instruction. You can access all NRP reports from their site.
Providing educators and students access to the highest quality practices and resources in reading and language arts instruction.
ReadingQuest is a website designed for engaging students with the content in their social studies classroom. ReadingQuest provides you with sound comprehension strategies instruction, a range of comprehension and content reading strategies, and printable handouts and masters for transparencies.
ReadWorks is a website that contains a variety of fiction and nonfiction texts that can be leveled to a student’s lexile. Teachers are able to create classes or print articles right from the site. Each text includes an activity such as vocabulary, comprehension questions, or written responses.
An extensive collection of professional Resources and links for English/Language Arts Teachers. A wide array of topics are included; at last count 21 different language arts topic areas were included at this site.
A variety of resources for writing categorized by structure, style, context, and field of study. Students or educators can use this as a one-stop-shop to receive help and examples for any writing project.
The Young Adult Library Services Association main page. Visit this page to find links to information about YALSA activities and programs, including TEEN READ WEEK. The site contains a nice professional development center with resources intended to support work with YA readers.


Improving student potential by working in partnership with schools to establish sustainable Speech Pathology practice within the educational setting.
WORKING IN PARTNERSHIP
SMART Spot Speech Pathologists are committed to working in partnership with classroom teachers to develop the oral language competence of students and to facilitate the development of foundational literacy skills.
The ability to communicate effectively and demonstrate adequate speech, language and communication skills is a key foundation to learning and social skill development. Children’s communication abilities strongly predict their later reading skills, with a significantly increased chance of reading problems for children with poor language skills.
Our Speech Pathologists work closely with the classroom teachers to promote and develop key areas of children’s language and literacy development such as:
To develop these skills in a sustainable way for schools, our Speech Pathologists
Practice within the Response to Intervention framework. This framework integrates assessment and intervention within a multi-level prevention system to maximise student achievement. Practising within this framework allows our Speech Pathologists to contribute to the school community in a diverse variety of ways, with less focus on traditional service delivery models and an increased focus on collaboration, shared workplace learning and inclusion.
Speech Pathology services are tailored to suit each individual school and the different services offered can include:


We live in a social world in which communication and everyday literacy practices have been transformed by the digital turn (Mills 2010). From birth, many young children’s lives are immersed in their families’ everyday use of multiple media (audio, video, print and screen based resources) and even very young children are experiencing the 21st-century phenomenon of digital communication, entertainment and gaming. Technological change has inescapable implications for young children, not only for their early literacy development, but also in terms of how parents and professional educators can help to equip today’s young citizens for a digitally connected future (Säljö 2010). But how and in what ways can we characterize and understand these new early literacy practices? What does it mean in terms of how children learn and how we can best support their learning in this fast-changing communications landscape? Our key aim in this Handbook is to begin to build a shared understanding of the challenges facing early literacy development that have been brought about by fast-evolving technological change, by global flows of people, multiculturalism and multiliteracies. Our focus is specifically concerned with children aged 0–8 years – younger than those covered by most research – and the extent to which digital technologies have changed their childhoods and literacy experiences.
|Title of host publication||The Routledge handbook of digital literacies in early childhood|
|Editors||Ola Erstad, Rosie Flewitt, Bettina Kummerling-Meibauer, Iris Susana Pires Pereira|
|Place of Publication||Abingdon, Oxon|
|Number of pages||14|
|Publication status||Published - 2020|
|Name||The Routledge international handbook series|


At Holy Family School, we aim to foster an enthusiasm for mathematics in all our children and help them to develop their mathematical abilities to the full. We use a Mastery approach which means that everyone is expected to learn the same objective being taught in a way that suits them and allows them to succeed. Sometimes this will be adapted to support the learning taking place. We use a scheme called Power Maths which encompasses this mastery approach.
The overarching aims for Maths in the national curriculum is:
- to become fluent in the fundamentals of mathematics so that pupils gain the ability to recall and apply knowledge rapidly and accurately;
- to reason mathematically by following lines of enquiry and using mathematical language to explain results;
- to solve problems by applying their mathematics to a variety of problems, including real life situations and in cross-curricular opportunities.
At Holy Family, this begins in Early Years Foundation Stage, with the development of a high quality programme planned within Mathematics.
At Holy Family School, the skills taught in the National Curriculum are embedded within Maths lessons and developed consistently over time. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts, such as making items to sell for profit during fairs, fundraising for charities, Holdfast savings accounts offered, etc. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject so that they can use it in other areas within school in other curriculum areas and to use it in their everyday life when they leave school. Through our Maths Curriculum, we strive to teach the children how important their numeracy skills will be in the real world. By giving this context to their learning, the children understand the value of Mathematics to them now, and in their futures.
Our curriculum closely follows the aims of the National Curriculum for Mathematics 2014. These aims are embedded across our Maths lessons and the wider curriculum. We have a rigorous and well organised Maths curriculum that provides many purposeful opportunities for using the skills learned within sessions. We also look for opportunities outside the curriculum to enhance these, for example a savings scheme called Holdfast, raising money through fund-raising organised via the School Council, making profit from selling products made by the children at school fairs. Teachers use a range of planning appropriate to their classes mainly following the Power Maths pedagogy, but also ensure that cross curricular links with current topics being studied are developed where appropriate. Staff are encouraged to use real-life and engaging purposeful opportunities to apply maths skills being learned to support retention of these.
As a result we have a community of enthusiastic mathematicians who enjoy using their developing mathematical knowledge and skills. They are confident to use the most efficient strategies to solve problems and love to discuss and share their ideas, which are encouraged during reasoning work. Our attainment in Maths at the end of KS2 is above the national average.


A Solar Eclipse is a natural event. It takes place when the Moon passes in front of the Sun and casts a shadow across Earth. There can be between 2 and 5 solar eclipses each year. This occurs only during a New Moon phase.
There are three main types of a solar eclipse: Partial Eclipse, Annular Eclipse and Total Eclipse. The total Eclipse is also known as totality. It happens when the Moon completely obscures the Sun and only a faint solar corona is left.
Quick Facts: –
- A total solar eclipse is very rare. It takes place only once in every eighteen months. It can last a maximum of 7 minutes and 30 seconds.
- There is one more type known as a Hybrid Eclipse, occurring when the type of eclipse shifts between a total and annular eclipse depending on your location on earth.
- The eclipse shadows travel at a speed of 1,100 mph at the equator and up to 5,000 mph near the poles.
- In every 18 years and 11 days, almost identical eclipses occur. This duration is known as Saros Cycle.
- The weather changes noticeably during the condition of a solar eclipse. Generally, the air temperature drops because of the loss of light.
- The maximum width of the path of the totality is 264 kilometers.
- You should never look at the Sun directly during an eclipse because the bright light of the Sun can damage human eyes very quickly.
- After a total solar eclipse, day light takes about one hour to get restored completely.
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Successes and Challenges of Children who are Syrian Refugees:
Language, Literacy, and Wellbeing
Researchers: Johanne Paradis1, Xi (Becky) Chen2, Alexandra Gottardo3, Jenny Jenkins2, and Kathy Georgiades4
Affiliations: University of Alberta1, OISE, University of Toronto2,, Wilfred Laurier University3, McMaster University4
Research Partners: NorQuest College and H.appi
Keywords: Refugee children and youth, bilingual language development, second language acquisition, heritage language acquisition, Edmonton, Toronto, Waterloo, English, Arabic
Jump to: Methodology, Publications & Reports
Objective: This study explores factors that contribute to the successes and challenges of Syrian refugee children’s language and literacy development in both their second language of English, and the heritage language of Arabic. This is a three-year longitudinal study, with research being carried out at three sites: Edmonton, Toronto, and Waterloo. This study is also a collaboration with a CYRRC project from the Well-being cluster to explore the relationship between learning and well-being in Syrian refugee children.
Justification: To fully participate in Canadian society, refugee children need to achieve fluent language and literacy skills in English. At the same time, the maintenance of the first language, which in the context of this study is Arabic, is key to family and community relationships and may confer cognitive advantages associated with bilingualism.
Practical goal: This study will help establish best practices for second language learning of refugee children, taking into consideration how individual differences in socioemotional wellbeing contribute to refugee children’s language and literacy development.
Primary audience: Educators, mental health practitioners, service providers, and refugee families
Both quantitative and qualitative methods will be employed in this research. Refugee children, between the ages of 6-12 will complete a series of quantitative measures of language, literacy, cognitive abilities, socioemotional well-being, and home language-literacy environment. Semi-structured interviews with parents will provide an in-depth understanding of the available resources and specific challenges for refugee children.
This project seeks to answer the following questions:
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Never underestimate the benefits of a good education. Thomas Jefferson would have hit the nail right on the head if instead of putting, “Life, Liberty and the Pursuit of Happiness” in the Declaration of Independence, he instead penned the words, “Life, Liberty and the Pursuit of Health and Education. ”
Education, health, and happiness are inextricably linked, according to an increasing number of studies pointing to a direct connection between education and quality of life. A conversation about quality living would most assuredly have to include references to strength, stamina, vigor … all by-products of good health.
The highway of education is paved with a fundamental and far-reaching approach to learning that forges knowledge in a variety of subjects, including health. Once you have the knowledge, it then becomes much easier to make the right decisions throughout life about health and everything else.
“Knowledge is power,” wrote author Veronica Roth. Knowledge opens doors, breaks down barriers, and levels the playing field. Without it, we wander through life unaware of the possibilities around us and unsure of the decisions in front of us. With it, we are able to recognize the good and bad in things and make decisions based on observation, intelligence, and informed judgment.
After learning about the concept of healthy living, and as happens with many of life’s daily responsibilities when accompanied by knowledge, a process of education ignites within us. Because our brain has absorbed information important for being healthy, we begin the process of learning how to be healthy. The cycle continues.
To answer the questions introduced from this new awareness, we then focus on those things which help us accomplish our goal of achieving and maintaining wellness. Suddenly, our brain prompts our body to make the necessary adjustments which can promote a healthy lifestyle in us. In a short amount of time, health becomes something you think about more than only when you must.
Health is primarily defined as ‘a state of complete emotional and physical well-being’. Achieving optimum health and wellness is a challenge for everybody, educated or not. However, having the knowledge necessary to attain and maintain good health, is a perfect example of how learning can positively affect every aspect of your daily existence.
Dr. Seuss had it right, “The more you read, the more things you will know. The more things you learn, the more places you’ll go.”
Ideally a life-long process, learning stimulates the brain, triggers a physical response, and helps to identify almost unlimited avenues of education. Education, in turn, creates a foundation for life which translates, almost unconsciously, across limitless aspects of life, including health and wellness.
Numerous studies have established the importance and long-term benefits of early childhood education on a person’s well-being. According to the Economic Opportunity Institute, “Early childhood learning plays a crucial role in primary education. By focusing early in childhood on prevention and protective factors, quality care and information can help children to grow up healthy.”
The report went on to state, “… quality early learning and care before the age of five has found it is associated with improvement in a range of educational and social measures, some of which have been documented many years after the care.”
While it has been proven that genetic characteristics structured in our DNA do certainly play a role in health and longevity, addressing the core issue of education – early and continued engaged learning – can provide a wide array of positive benefits for the brain, the body, and for society in general.
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Education - EDUC 230
Teaching Literacy in the Elementary Classroom 1
3 Credit Hours3 Lecture Hours
This course will focus on the stages of literacy development, reading and writing processes and a comprehensive look at research based literacy instruction in the elementary classroom. Instructional strategies to teach word recognition, reading comprehension and process writing will be examined in depth. The use of standards-based lesson planning and both formal and informal assessment to promote effective instruction is also covered. Students will learn how to utilize technology in the classroom to enhance literacy instruction and how to implement a system of management for comprehensive balanced literacy instruction. Strategies to identify and assist struggling readers will be explored. Students will complete relevant fieldwork, which can be completed either in person or through video observations. This course requires all students must meet the requirements of a criminal background check.
(A requirement that must be completed before taking this course.)
- Admission to the Alternative Route to Interim Teacher Certification Program.
Upon successful completion of the course, the student should be able to:
- Explain the principles of effective and balanced literacy instruction.
- Summarize the stages of literacy development.
- Design effective standards-based literacy lesson plans.
- Utilize instructional strategies to teach reading and writing in grades K-8.
- Outline comprehensive beginning literacy instruction.
- Summarize effective decoding, vocabulary and comprehension instruction in the intermediate grades and middle school.
- Create teaching resources for literacy instruction.
- Justify the importance of teaching reading and writing together.
- Identify ways to differentiate instruction and support struggling readers.
- Design a system of organization for a literacy classroom.
- Outline the role of assessment and evaluation in literacy instruction.
- Integrate technology into instructional approaches.
| ||230||140569||Teach Lit Elem 1||RMT||3||Kilgore K||26/30/0||Open||$25.00||T 06:00 PM-08:54 PM WEBWEB
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Ep.33: 5G on the Horizon
With Mirko Bibic
There is an unprecedented opportunity for Indigenous peoples to get ahead.
Between 2016 and 2026, 350,000 Indigenous youth will turn 15, the age at which they become potential members of the workforce.
However, for many reasons including chronic under-funding of quality on-reserve education, the challenge of acquiring reliable internet in remote conditions, and the myriad corollary effects of growing up in households disproportionately impacted by poverty and residential school syndrome, many Indigenous youth and adults do not graduate high school or graduate without requisite essential literacy and numeracy skills.
People need basic essential skills to get and keep good jobs, and to upskill as required in rapidly changing and increasingly digital workplaces. People missing these essential skills are missing their foundation, facing down the threat of job disruption due to automation, or being underqualified to gain workforce entry, without the tools they need to adapt and succeed.
If this cohort gets the support they need to build essential skills through access to quality, targeted, and culturally appropriate education, skills and training, they would boost the country’s economy by $27.7 billion annually. Failure in that endeavour would represent a lost opportunity for all. Successfully filling this skills gap holds the door open for new Indigenous employees and employers to realize their talent and potential.
So what could that boon look like if we examine Indigenous people’s prospects for future work? The numbers tell an important story: Between 2006 and 2016, the Indigenous population grew at four times the rate of the non-Indigenous population, though Indigenous peoples experience poorer socio-economic outcomes, higher unemployment rates and lower levels of education. Indigenous peoples cite a lack of jobs, education, training and prior work experience as reasons for unemployment.
This is not only a supply-side issue, however — even at higher numeracy and literacy skill levels, First Nations people have a significantly lower probability of employment (75 percent) than Métis (87 percent) or non-Indigenous (90 percent). Even lower-skilled non-Indigenous people have a higher probability of employment than First Nations people (87 percent). Workplace bullying and discrimination causes some Indigenous peoples to leave employment.
Despite the challenges presented by the underemployment of skilled Indigenous workers and by a lack of baseline essential skills amongst Indigenous youth and adults, there are many bright spots on the horizon. Indigenous businesses are growing and creating employment, and self-employment and entrepreneurship are both increasing.
Indigenous firms are major employers of Indigenous people. However, these firms are often in sectors that face disruption. Business operators cite unfavourable business climates on reserves, and would-be Indigenous entrepreneurs have cited difficulties accessing capital. Gaps in Indigenous education and skills-training presents both a labour and business problem — Indigenous firms say finding capable staff is difficult, and growth is threatened if action is not taken to upskill prospective workers.
Indigenous skills training programs need the following to reach their fullest potential:
Other studies have shown that the likelihood of success increases when training is culturally appropriate, engaging in land-based training and including wrap-around supports. Meanwhile, current federal skills and training programs are flawed: one independent study found that data was not collected on program success, rendering the most effective programs no more likely to be supported or renewed than the least.
We also need clarity on what labour market data is most useful to Indigenous business operators, policy makers, and workers. Some studies say that Indigenous community organizers lack enough Indigenous labour market data to plan programs and services. Others reach opposite conclusions, citing a wealth of Aboriginal labour market information. Evidence-driven policy requires good data, and we recommend investment in understanding the nature of Indigenous labour market data gaps.


Giacomo Puccini was born on December 22, 1858 in Lucca, Italy. His full name was Giacomo Antonio Domenico Michele Puccini. He was the fifth born in the family to Albina Magi and Michele Puccini. Puccini was born in a family with a musical background. Puccini received his general education at San Michele Seminary in Lucca. Later, he joined the seminary of the Cathedral.
Fortunato Magi, Puccini’s uncle guided his music education. In the year 1880, Puccini graduated with a diploma in music from Pacini School of music in Lucca. Later he received a grant of funds from Queen Margherita and his uncle Nicholas Ceru to further his music studies. Puccini joined Milan Conservatory School where he pursued a career in music composition. Puccini studied for three years that saw him compose his Mass in 1880.
Puccini first wrote music called ‘’Capriccio Sinfonica’’ an orchestral piece in Milan Conservatory. His teachers commended him for good work. They requested him to perform at a student concert in July 14, 1883. Later one of his teachers, Ponchielli discussed with him to produce an Opera as the next work. Ponchielli invited Puccini in his Villa where he introduced him to another musician, Fernando Fontana. Puccini and Fernando agreed to make a collaboration on Opera called, ‘’Le Villi’’ in 1883. Le Villi impressed many including Giulio Ricord the music publisher.
Puccini began to work on the second Opera known as, ‘’Edgar’’ which he finished composing in 1887 and orchestration in 1888. Puccini produced the third Opera, ‘’Manon Lescaut’’ that he performed on February 2, 1893. Other Puccini’s works include La boheme, produced in 1896 and Tosca in 1900 among others. He produced this music in the middle of his career.
Puccini’s second Opera, ‘’Edgar’’ performed on April 1889 at La scala, received a poor response. This work later underwent revision after three performances to improve it. Later, on February 25, 1903, Puccini was involved in an accident that left him with a fractured Femur. The injury took long to heal making Puccini to remain under medication for several months. This slowed down Puccini’s Opera which he had started called ‘’Madama Butterfly’’.
Puccini was one of the greatest musicians who brought to life operas that were left incomplete by other legendary musicians. They include, Turandot, Madama Butterfly, and Tosca, some of whose composers died before completing. A part from being an opera musician, Puccini wrote sacred music, chamber music, and songs for voice and piano.
Death And Legacy
Puccini was a cigarette and cigars smoker. Towards the end of the year 1923, he developed throat cancer. He underwent radiation therapy treatment in Brussels, Belgium. Puccini died while undergoing treatment on November 29, 1924.
Puccini had already made a noteworthy contribution to Italian music by the time he passed away. His work continues to enthral audiences worldwide even today.
Giacomo Puccini - Famous Composers in History
|Rank||People in History|
|5||Death and Legacy|


How parents can boost their child’s motor skills, right from infancy
Using active toys, playing with older kids and having more time to explore are key ways parents can encourage their children’s motor skill development, starting from infancy, according to a newly published longitudinal study from Deakin University. Lead researcher Associate Professor Lisa Barnett at Deakin’s Institute for Physical Activity and Nutrition (IPAN) said the study […]
Using active toys, playing with older kids and having more time to explore are key ways parents can encourage their children’s motor skill development, starting from infancy, according to a newly published longitudinal study from Deakin University.
Lead researcher Associate Professor Lisa Barnett at Deakin’s Institute for Physical Activity and Nutrition (IPAN) said the study showed parents could do a number of things to ensure their children developed the gross motor skills they needed to be physically active.
“It’s critical to investigate what factors help motor skill development as half of Australian children finish grade six without mastery of the basic skills like jumping, kicking and throwing,” Associate Professor Barnett said.
“Without these skills it is hard for children to take part in games and sports, and we know that only one in five children are reaching Australia’s physical activity targets, set by the Department of Health, so we need to do more to uncover what will help them be more active.”
The IPAN study – carried out in collaboration with Dr Jill Hnatiuk – tracked more than 200 children across key stages from infancy, to toddler, preschool, and then a final test at age five.
It found infants with more toys for physical activity had better motor skills at five years old, and pre-schoolers who played more often with these types of toys had better ball skills at age five.
“Age appropriate toys can be anything that helps a child be more active. For example a play gym for an infant or a ball for a pre-schooler,” Associate Professor Barnett said.
“Time with older children also helped children’s motor skills. Infants, toddlers and pre-schoolers all had better motor skills at age five, if they spent more time with older children. This is probably because older children can act as role models, and inspire younger children to keep up and extend themselves.”
For toddlers in particular, Associate Professor Barnett said time free to move about made a big difference to their motor skills at age five.
“The tip here is to ensure children spend less time in prams and car seats and more time being able to explore, both inside and outside,” she said.
The study – published in a recent edition of the International Journal of Behavioral Nutrition and Physical Activity – is the first to track children from birth, while also gaining valuable information on parental behaviour that might assist children’s motor skill development. It forms part of the wider Melbourne INFANT program, co-led by IPAN’s Associate Professor Kylie Hesketh and Professor Karen Campbell.
Associate Professor Barnett is now aiming to understand what factors help children develop a positive perception of their ability to perform motor skills, which is important in motivating children to be active and develop their physical literacy.
Professor Barnett’s tips for parents to develop children’s motor skills:
- Have diverse toys for physical activity at home. These do not have to be expensive, what is important is variety and having a number of options. Examples might be a bike or scooter for a pre-schooler, a mini basketball hoop for a toddler and toys that encourage propulsion and movement in an infant.
- Maximise the time your toddler is free to move about. Ensure children spend less time in prams and car seats and more time being able to explore.
- Make sure your children have lots of opportunities to play with older children – either at day care or preschool, or with family, friends or neighbours.


"When read-alouds are understood as powerful tools for teaching literary elements, building analytical ability, and addressing the standards, they can bring both joy and accelerated learning into the lives of our students." Linda Hoyt
In my continued research, I will explore the interactive read-aloud. Any read aloud can become interactive if you consider how and what you are thinking while you read and stop to share that. Being intentional can help with engaging students in a read aloud that is interactive. That means that you cannot just pick up a book from the shelf that you have never read before (well, you can but you can get more bang for your buck if you take the time to read the book first to decide what you intend to do and how you will make it interactive.) Incorporate opportunities for student to 'interact with the text and with other classmate while listening helps them become readers that think themselves. You are modeling how you stop to think about words that are unfamiliar, how you make predictions as you turn the page, how you see a characters develop from the beginning of the story to the end of the story and so much more. The inflection and intonation in your voice keeps the students engaged while allowing them to hear fluent reading. Your stopping to ask about vocabulary that may be unfamiliar to them lets them know they can do the same when they read to themselves; plus, showing them that using context clues helps determine the meaning of those words. give them some autonomy when silent reading. Seeing you make inferences and thinking aloud about how you did that helps them make inferences (a concept that is difficult for many of our students). A good read aloud lets students think as they enjoy the text being read to them. here is an article from reading rockets that speaks to the idea of the think aloud.
Thanks for reading,,,
Pearl Garden is a doctoral candidate at Texas A&M- Commerce. Follow along as she drops "pearls' of literacy and chronicles her pursuit of her Ed. D in Supervision-Curriculum and Instruction- Elementary Education. Just know that these are the ramblings of a doc student and a lot of what you read is a first draft and will go through some rewrites.


Reach Out and Read (ROR) is a national pediatric literacy program that promotes early literacy and school readiness in over 4900 clinics nationwide. The program builds on the unique relationship between parents and medical providers to develop critical early reading skills in children beginning at 6 months of age. ROR prepares young children to succeed in school by partnering with doctors who prescribe books and encourage families to read together. Over 4 million children are served annually in the country.
There are 221 sites in Florida, including 17 in the Tampa Bay Area. USF Pediatrics runs the Reach Out and Read program at the USF 17 Davis Clinic, USF STC Clinic and the Healthpark clinic. There is also a program at the All Children's Hospital pediatric clinic. The goal of the program is to integrate parent education about literacy development into regular pediatric care for young children, taking advantage of regularly scheduled well-child visits to reach parents of young children. At every health supervision visit, children from 6 months to 5 years of age receive a new book along with advice from their provider. Through the guidance from pediatricians and nurse practitioners, parents learn ways to support their children's early literacy development. Reading aloud is "prescribed" to parents as part of their child's daily routine to make literacy promotion a standard part of pediatric primary care. The goal is for children to grow up with books and a love of reading.
In our clinic waiting rooms, community volunteers - many of whom are USF students - engage the children with books and reading, looking and labeling, reading aloud, listening to the children read, and modeling book-related interactions for parents. Used books are available in the waiting and examining room for children to peruse while waiting to see the doctor. Later on, in the examining room, the pediatric care provider introduces an age-appropriate children's book into the visit, commenting on the child's response and offering information on the child's development. At each well-child checkup, the child is given a new book to take home. These books have been carefully chosen and are developmentally and culturally appropriate for the child.
Handouts and brochures with tips on reading are also made available to the families. For many parents, seeing the doctor give the child a book and seeing books and reading throughout the clinic communicates the importance of reading more effectively than any amount of explanation. Further, the accumulation of these books in the home, all carrying the health provider's recommendation, offers parents an opportunity to help their children develop and grow, and offers children a pleasurable and positive way to elicit parental attention.
Dr. Sharon Dabrow, Professor of Pediatrics, is the USF ROR Medical Director. Dr. Jennifer Takagishi is the Healthpark ROR Director. They can be contacted at email@example.com; firstname.lastname@example.org. Ms. Ellen Kent is the volunteer coordinator and can be contacted at email@example.com. For more information, visit the ROR website at www.reachoutandread.org.


Diahna Aliyah August 8, 2020 worksheets
If you home school your children, you will quickly realize how important printable homeschool worksheets can be. If you are trying to develop a curriculum for your home-schooled child, you may be able to save a lot of time and money by using free online home school worksheets. However, while they can be a helpful tool and seem like an attractive alternative to a homeschool, they do have a number of limitations.
Homeschool worksheets are a vital part of the student’s homeschool experience. They allow the child to test his or her knowledge, and they offer them a practical application for their learning. Worksheets also, when used properly, provide both the students and parent / tutor immediate feedback as to the child’s progress. This means they can be used to point out areas where the student needs further reinforcement.
Of course, when it comes to picking out the type and design of worksheet you would want for you and your family to use, always consider your needs. Just because availing of a free worksheet will be more practical for you now does not mean that your finance management plans will be better off. But also, budgeting worksheets are not enough if you want to succeed with budgeting, you must have the right mindset too.
Quality may be a little more expensive, but good worksheets will motivate your child to produce neat work that they can be proud of.
Home schooling can be expensive and difficult to implement, especially on a tight budget. If money is tight, homeschool worksheets that you can get for free can take the place of a textbook. The worksheet will be able to teach pretty much the same things that a textbook will, and yet you won’t have to spend hundreds of dollars on books. Although some worksheet resources charge a small fee, you will be able to access thousands of printable worksheets that you can use for homeschooling.
Homeschool worksheets fortunately will not over-tax your budget. There are many places where you can get them at extremely low costs. In fact, several websites offer printable worksheets for free.You can find worksheets for a wide range of courses–almost any course you want to teach your children. These include spelling, writing, English, history, math, music, geography, and others. They’re also available for nearly all grade levels. There are printable middle school, high school, elementary school, and even pre-school worksheets.
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Based on the proven-effective Superkids pedagogy, The
Superkids Foundational Skills Kit for grades K–2 makes
learning foundational skills joyful and successful. The kit
provides the essentials—the instruction and materials—for
daily word work within your literacy block. Download a brochure to learn how the kit will complement your literacy instruction.
The Superkids are a lively cast of characters whose adventures and activities will keep your students
motivated and engaged in learning foundational skills. Instruction cleverly connects the Superkids to
concepts such as letters and sounds. Decoding practice includes captivating, episodic stories about
these 14 loveable characters.
The Superkids Foundational Skills Kit provides explicit lessons and student materials for 30–40 minutes of daily instruction focused exclusively on building foundational reading skills. The kit can supplement any core reading program, complement a balanced literacy framework, or be used as a stand-alone resource to support students with gaps in these skills.
The Superkids Foundational Skills Kit provides systematic, explicit
instruction and practice in the foundational skills students need
to be successful readers and writers—print concepts,
phonological and phonemic awareness, phonics, and fluency.
These skills, along with handwriting, spelling, word analysis, and
vocabulary, are taught using the Skills Books.
Download the chart for your grade level to review skills and objectives, unit by unit:
Students build automaticity and fluency by reading cumulatively
decodable, highly engaging Superkids stories in the Skills Books
and Decodable Books. Story text closely matches the sequence
of phonetic elements taught.
Preview a Decodable Book for your grade level:
Explicit fluency instruction with decodable texts is the bridge
between foundational skills and comprehension. As fluency
builds, students’ understanding of text grows!
The Superkids Foundational Skills Kit provides full-color Skills Books and engaging Decodable Books for students. Instruction is contained in four Teacher’s Guides per grade level. Additional teacher resources include reproducible masters for independent practice, homework, and assessment, as well as sets of manipulative cards and online resources.
The Superkids Foundational Skills Kit pedagogy is based on solid research evidence, reflects the body of research known as the science of reading, and helps students make meaningful reading progress.
Since the 1990s, converging evidence has shown that three areas of the brain are involved in reading. Children are not born with this reading network fully formed. They must be taught how to read in order for their brains to build the neural connections needed for the complex task of reading.
Download a white paper, Building a Strong Foundation for Learning to Read, for the compelling, current research on oral language, vocabulary, print concepts/letter knowledge, phonological and phonemic awareness, phonics, and fluency.
Explicitly and systematically teaching the relationship between letters and sounds—phonics—is necessary for children to develop efficient reading. To learn how The Superkids Foundational Skills Kit teaches phonics and the other critical foundational skills in research- and evidence-based ways, download the research base, Research Into Practice.
The Superkids Foundational Skills Kit contains the evidence-based foundational skills instruction found in the Word Work lessons of The Superkids Reading Program, Zaner-Bloser’s comprehensive English language arts program that qualifies for Every Student Succeeds Act (ESSA) funding with a Moderate level of evidence.
The Superkids Foundational Skills Kit contains the evidence-based literacy activities of The Superkids Reading Program and therefore also meets ESSA criteria for a Moderate level of evidence for positive effect on student early reading skills. Learn more.


March madness, music and miscellany
Here we are at the edge of winter, the beginning of spring, the height of NCAA March Madness, and the designation of the month as “Music in our Schools Month,” and yet the month of March is not easy for many of us to define or describe.
Emily Dickinson, 19th century American poet, is credited with “March is the month of expectation.” A more recent expression by 20th century author, newspaper columnist and television personality Thalassa Cruso: “March is a month of considerable frustration.”
And the English novelist Charles Dickens chose to describe one day in the month, in this fashion: “It was one of those March days when the sun shines hot and the wind blows cold; when it is summer in the light, and winter in the shade.”
One other quote that many in the Tri-State area can relate to this year. It’s from John Steinbeck’s book, “East of Eden.” He wrote “In March the soft rains continued, and each storm waited courteously until its predecessor sunk beneath the ground.” The difference in the rains this winter is that they were not always “soft” and one storm didn’t always wait for the next one.
Almost every day, in every medium, you can find references to March Madness, one of the most popular sporting events in the United States. The NCAA Division I Men’s Basketball Tournament was created in 1939, almost 80 years ago.
The tournament goal is to determine the national championship, and it is played mostly during March. This year, the championship game will be played on April 2.
If you follow the sport, or read occasionally about it, you know that the tournament is sometimes called the “Big Dance.” You know also that as teams are eliminated from the start featuring 68 college basketball teams from Division I, the numbers are reduced in categories that become the Sweet Sixteen, Elite Eight, the Final Four, and then the Championship.
Music in our Schools Month, started in 1973, doesn’t attract the media attention that March Madness does. But, it deserves greater visibility as it seeks to raise awareness of the importance of music education for all children. A major purpose is to remind all citizens that our schools are where all children should have access to music.
As a miscellaneous footnote to the topic of music in March, almost 70 years ago Radio Station WMIK featured an hour of classical music for its listeners. The unusual aspect to the programming was that it was offered to the Bell County Schools as a public service and was accepted by the Superintendent and staff, and all schools in the county system had access. The host was the station’s manager at the time who had previously been a classical pianist.
On that note, you are left to define or describe the month of March as you have experienced it!
William H. Baker, a Claiborne County, Tennessee, native and former resident of Middlesboro, may be contacted at firstname.lastname@example.org


Department of Science Education, College of Sciences and Technology
Introduction/What is the Study of General Science - Elementary?
The Science, Mathematics and Technology Education Program (SMATE) is a visionary and practical program designed to enrich the training and education of K-12 pre-service teachers and, through them, their students. From a collaboration of the disciplines, Chemistry, Geology, Biology, Physics/ Astronomy, Mathematics and Engineering Technology, the Science, Mathematics and Technology Education Program offers an opportunity for teachers and future teachers to gain specific skills and broaden talents within their chosen discipline.
This program is designed to prepare future teachers at the elementary and middle school level with an emphasis in Science. This major satisfies the academic major requirement for teacher certification with an endorsement in elementary education and must be accompanied by the professional preparation program in Elementary Education offered through Woodring College of Education.
Why Consider a General Science - Elementary Major?
If you want a broad base of knowledge in the field of science to prepare you for teaching at the elementary level, this major will provide it. You will take a range of introductory courses from different areas of science, including Biology, Chemistry, Physics and Geology. Other Science majors focus on a single subject such as Biology or Chemistry (see WWU Catalog).
Completion of this program results in a highly qualified status for elementary or middle school science under the federal NCLB guidelines.
How to Declare (Admission and Declaration Process):
This major satisfies the academic major requirement for teacher certification with an endorsement in elementary education and must be accompanied by the professional preparation program in elementary education. It does not result in a science endorsement. See the Elementary Education section of this catalog for program admission, completion, and teacher certification requirements.
A grade of C (2.0) or better is required for courses in the elementary education professional program and all courses required for the endorsement.


Use Google and Seesaw to boost your student’s reading comprehension strategies with these Main Idea slides. A really COOL video about Main Idea is included! Because we may not get the chance to have real anchor charts, an engaging video is included in each of my reading strategies downloads.
✨What is included?
✨How do I use this product to teach Main Idea?
These are Seesaw activities. You need an account to use them but Seesaw us free and you can learn more about this program here.
These activities come preloaded onto Seesaw. All you need to do is add the slides to your Seesaw account with one click. Full instructions included. *NOTE* This download is fully digital. There are no print-outs.
Use these activities either in your literacy stations, or as a whole group. Perfect for both distance learning and a socially distant classroom.
✨How are the slides organized?
You can download each slide individually, or you can add it as a set of four activities, depending on your student’s needs.
✨Now with Google Slides too!
✨See what other’s are saying about the reading strategies activities:
I used this during a mini lesson on cause and effect via distance learning. Worked perfectly for my students with disabilities. – Kimberly K.


It hasn't been an easy year for parents and children alike. All schools were closed for a considerable amount of time. So, perhaps you are wondering how you can support your child's literacy development at home.
First of all, let's take a look at the word 'Literacy' and its meaning. Literacy is the skill to read, write, speak and listen. Sometimes people assume that 'Literacy' is only linked to reading and writing abilities but that is incorrect.
All forms of communication are part of the notion of literacy: reading, writing, speaking and listening are all interlinked.
So, here are....
10 ways of supporting your child's literacy skills at home
1. Of course, we at Wee Bookworms know that reading books to babies and young children is incredibly important. Have as many books at home as possible! Don't forget about the illustrations: encourage your child to explore the different elements, shapes and colours.
If you are looking for a bookish gift for your little one, then one of our Book Subscriptions might be just the right thing.
One thing is certain: a bedtime story every night from when they are little does not only nurture a love for books but it also supports children's vocabulary and comprehension. Share stories (and if possible, come up with your own) as often as possible; at mealtime, in the car, in the queue at the supermarket....which leads me to the next point.
2. Create story books with your child. Did you go on a nice walk together? Why don't you write about it! What did you see, how did you feel? What was your favourite moment? Collect leaves, flowers and glue them into your book. Print out some photos and...tadaaaa... you've got your own story book that you can talk about again and again. It's also a wonderful keepsake for your child!
3. Babies and young children absorb language, although I would refrain from saying that kids are like sponges. Repetition is key! New vocabulary and concepts can only be remembered by the child if they are repeated (that's why you should always read books more than once!)
4. Talk about your daily activities, experiences..... and, above all, ask your child questions. 'How' and 'why' questions are especially meaningful: 'How was school today?", 'Why do you dislike the other story?', 'How did you do this?'... These sort of questions can also lead to interesting discussion.
5. Do some arts and crafts together! Not only are arts & crafts activities incredibly important for children's creativity and motor skills but also for their literacy.
In art classes or during arts & crafts sessions at home, children may need to follow specific instructions. They have to listen carefully! If it's a 'free-style' art session, they need to think carefully about their next steps.
Arts and crafts activities provide fantastic opportunities to talk about general things as well as about your child's artistic creations: 'Why did you pick this colour?', 'Can you tell me a little bit about your painting?'
6. Explain new, freshly-encountered words. Take your time and explain the meaning of something. If possible, give you child a few examples of the word in a sentence.
7. Listen to music. Sing and dance! Get the Disney music playing. I'm certain that your little one will know the lyrics in no time.
8. Open your child's eyes to his or her surroundings. Read signs in your local area and explain what they mean.
9. Do you have to write another incredibly long shopping list? Why don't you ask your child to help? Whether you need to write invitations or your next to-do-list; try to involve your child in your daily activities.
10. Go to your local bookshop and library..... Bookshops and libraries are magical, wonderful places that will give you and your child plenty to talk about. A lot of bookshops offer free storytime sessions as well as arts & crafts workshops. Events like this also give your child an opportunity to meet and talk to children they don't know.


See and Learn kits
See and Learn kits offer high quality, convenient, ready-to-use resources to support evidence-based teaching activities to help children with Down syndrome improve their speech, language, reading and numeracy skills.
Our See and Learn kits provide teaching materials and detailed guidance in a convenient package to enable families and educators to engage children with Down syndrome in evidence-based activities designed to improve the development of speech, language, reading and number skills.
Each See and Learn kit includes the teaching resources needed to support the activities in one step in a See and Learn program. Our picture cards present clear color photographs (not drawings), offering realistic depictions of vocabulary, phrases and sentences. All of the cards in our kits are laminated to protect them from damage.
The kits are color coded, making it easier to sort cards from different kits. Each kit includes a detailed, full color guide and record forms for tracking progress and planning teaching activities.


An alarmingly high number of American students continue to lack proficiency in reading, math, and science. The various attempts to address this problem have all too often resulted in "silver bullet" solutions such as reducing class size or implementing voucher programs. But as the authors of this critically important book show, improving literacy also requires an understanding of complex and interrelated social issues that shape a child's learning. More than twenty years of research demonstrate that literacy success is determined by a combination of sociocultural forces including parenting, preschool, classroom instruction, and other factors that have a direct impact on a child's development. Here, Frederick J. Morrison, Heather J. Bachman, and Carol McDonald Connor present the most up-to-date research on the diverse factors that relate to a child's literacy development from preschool through early elementary school. Urging greater emphasis on the immediate sources of influence on children, the authors warn against simple, single solutions that ignore other pivotal aspects of the problem. In a concluding chapter, the authors propose seven specific recommendations for improving literacy-recommendations that can make a real difference in American education.
|Original language||English (US)|
|Publisher||Yale University Press|
|Number of pages||228|
|State||Published - Dec 1 2005|
ASJC Scopus subject areas
- Social Sciences(all)


Support at Home
Support at Home
At Alderman Knight School we work with parents and carers to support learning at home. We understand the difficulties some pupils will have completing work at home and as a result we have developed a flexible homework approach in collaboration with parents and carers. Homework is discussed at the first parents evening in September and agreed with those parents who would like to support it.
In KS1, if parents request homework then generally reading and word boxes are sent out on a Friday.
In KS2, pupils homework is usually weekly and is designed to develop reading and comprehension skills.
In KS3, homework is based around literacy or numeracy. The homework is often on a topic agreed with the pupil - that way we generally (though not always) get it back completed.
In KS 4, pupils can expect some homework dependent upon the exams/accreditations they are working towards. There are times, particularly for exam students, when we set homework especially as they approach exams. We might use revision sheets, workbooks, and websites such as Bitesize in Maths, English and Science.
We have purchased subscriptions to a number of resources to aid the development of literacy and numeracy skills. These resources can also be accessed from home and are used routinely for homework.
This is a Maths resource with individual logins for pupils. Work is linked to a pupil’s current stage and their teacher sets appropriate tasks. Engaging activities and games with built-in rewards from Foundation stage to Key Stage 5.
Pupils use the Accelerated Reader package in school to promote reading for pleasure and aid comprehension. Parents and Carers can login to their child’s account to see which books they have completed, quiz scores and get book recommendations.
Logins for each of these on-line resources will be sent out in the Autumn Term. If you need logins sent home please contact your child’s tutor.
We often hold sessions for parents and carers to come into school to find out more about how pupils are taught and how they can support at home. To view the presentations from these sessions please click on the links below.


At Holywell School, the arts (fine arts, drama, music, movement) have always been an integrated part of our curriculum. We weave the arts into our core classroom learning as well as teach specific artistic skills and abilities.
Here is what we’ve learned through experience about why arts integration is so important:
- Working in the arts helps learners to develop creative problem-solving skills.
- Teaching through the arts can present difficult concepts visually, making them more easy to understand.
- Art instruction helps children with the development of motor skills, language skills, social skills, decision-making, risk-taking, and inventiveness.
- Visual arts teach learners about colour, layout, perspective, and balance; all techniques which are necessary in presentations (visual, digital) of academic work.
- Integrating art with other disciplines reaches students who might not otherwise be engaged in learning.
- Arts experiences boost critical thinking, teaching children to take the time to be more careful and thorough in how they observe the world.
- The arts provide challenges for learners at all levels.
- Art education connects children with their own culture as well as with the wider world.
- Research states that young people who participate regularly in the arts are more likely to be recognised for academic achievement than children who do not participate in arts education.
- A study in 2010 found that greater arts education led to fewer disciplinary incidents and higher attendance and test scores.


by Empowering Writers takes you beyond the book and combines professional development, digital teaching tools, how-to demonstration videos and direct to student content all in one convenient place!
Now, everything needed to polish teaching skills and meet the growing demand for writing and reading proficiency is at your finger tips. See below for a detailed description.
(This product is a license for digital guide only. The printed guide is sold separately. License expires on June 30, 2021. For more information on using the Hub License, please click here)
Outside of US and Canada? Contact us.
Grade 8 Informational/Expository Writing (digital license only)
SKU DB Expos 8
Access all foundational informational/expository writing skills, strategies, lesson plans, sample texts and exemplars necessary for effective expository and response to text writing. Informational/Expository writing skills are applied to not only essays and reports, but become the backbone for the more challenging response to text tasks. Also includes research skills, note-taking, and how to cite textual evidence without plagiarizing.
Digital-format guide includes:
- Structured lessons that target each skill necessary for effective informational/expository writing
- Step-by-step lesson plans with clear, measurable objectives
- Mentor texts that support guided annotation and analysis and prepare students for response to text
- Strategies to break the writing discipline into a series of smaller, more manageable tasks
- Scripted lessons to help implement more effective modeling
- Suggestions for differentiating instruction to meet diverse needs
- Opportunities for applying writing skills across the curriculum
Embedded professional development including:
- Teacher Background - get a deeper understanding of the genre with brief, topic-specific video segments that reinforce every lesson.
- Modeled Lessons - watch actual classroom footage of foundational skills being taught by experienced writing instructors—pragmatic insight that can be applied right away.
- Coaching Segments - elevate teaching practices with valuable overviews, pacing advice and troubleshooting tips from certified Empowering Writers Teachers.
Direct to student content includes:
- Virtual Field Trips - multi-sensory experiences that give students important background information on topics prior to text annotation and analysis.
- Skill Power! PowerPoints - teacher-to-students presentations that help reference key instructional components of the writing process.


There are an estimated 258 million children and adolescents around the world who are out of school. While the Millennium Development Goals (2000-2015) contributed to an initial spurt in enrolment, progress has stalled and, since 2010, the number of out-of-school children has increased.
Out-of-school children face many obstacles to getting into the classroom. Poverty, gender and place of birth are critical barriers and some children face more than one. We know that poor, rural girls are the least likely to be in school. Where you are born counts.
Children growing up in a crisis zone, caused by either military conflict or natural disasters, are also highly disadvantaged. Handicapped children and those from minority groups who speak a language other than the main language of instruction also face difficulties in getting to school and staying there.
Regionally, half of all out-of-school primary aged children live in sub-Saharan Africa and most of these live in West and Central African countries. The latest figures show that in sub-Saharan Africa, 56% of girls will never enter a classroom compared to 41% of out-of-school boys. In South and West Asia, a shocking 80% of out-of-school girls are unlikely to ever start school compared to 16% of out-of-school boys.
Basic literacy and numeracy skills are the fundamental tools that will enable girls and women, as well as boys and men, to take hold of their lives and develop solutions adapted to the needs of their communities and country.
Research convincingly shows that programs directed to educating girls are more effective than virtually any other community investment in the developing world.
Basic quality education provides girls with access to health and nutrition information for themselves and their families – including helping to prevent the transmission of HIV/AIDS. It provides a safe place to grow as they learn. It gives them the knowledge to provide economic support to their family. It delays marriage and pregnancy, thereby lowering infant and maternal mortality. And, an educated woman is more likely to send her children – both boys and girls – to school, thereby increasing the likelihood of future generations receiving an education.
Healthy, safe, empowered girls transform families, communities and countries.


How to Develop Phonics Reading Skills
One of the first literacy skills children need to acquire when learning to read is an understanding of phonics, that is, the ability to recognise letters and the sounds they make. For children to develop and apply phonics reading skills to the act of reading, effective phonics instruction is essential.
Phonics reading skills
Effective phonics instruction is always done for the benefit of reading meaningful text, rather than simply learning the sounds that letters make. When kids understand the alphabetic principle and use their phonics reading skills, they are able to decode words by breaking them apart and sounding them out correctly.
Synthetic phonics instruction links each letter of the alphabet, or letter combination, with the sound that it makes. When letters are introduced with their sound, or sounds, before moving onto whole words, kids are able to quickly recognise the letters on a printed page and link that letter to the correct sound that it makes.
ABC Reading Eggs uses synthetic phonics in its reading program. Each letter of the alphabet is introduced independently and the letter, or letter combination, is then matched with its sound. Letters are introduced in a carefully structured sequence, and words are then carefully chosen in each lesson to demonstrate the particular letter. Colourful visuals of each letter familiarise children with letter formations and pictures are used simultaneously to bring the letter to life.
ABC Reading Eggs helps develop phonics reading skills in early readers by incorporating phonics games and activities into its lessons consistently and systematically throughout the program. Kids reading books for meaning, rather than simply as a decoding task is the goal of every Reading Eggs lesson. Lessons build on one another so that by Lesson 9 students read their first e-book. The e-books are carefully matched to the reader’s reading ability to ensure reading success, helping young readers gain confidence in reading even as they grow in ability.
My first grade son truly enjoys his time on Reading Eggs. It has helped him in particular with sight words, word families, fluency, and confidence. He loves to “hatch” his new characters and collect the golden eggs. The beginning evaluation accurately placed him at the correct level, allowing him to be successful and challenged.” Anne S.
Reading Eggs is a comprehensive, well-integrated program, which I have found to be of great help in developing children’s skills and interest in reading. Even the senior students wanted to have a go! Lynne Brehaut, Nungurner Primary


Music paper research
Music is a blessing. Here we. Tags. "Licensed for UCLA" resources are available to UCLA students, faculty, and staff on campus, or off campus via the VPN or Proxy server (see Connect from Off-Campus below). These resources may be accessed by anyone regardless of their affiliation to UCLA while in a campus library or logged in to the campus. This paper reviews traditional Music Theory pedagogies and classroom practices, and investigates alternative strategies currently being explored in music theory classrooms. He found “the music group members appeared to tire less easily than the controls” (Strickland, 2001, p.101). These include studies on listening, performing, creating, memorising, analysing, describing, learning, and teaching, as well as applied social, developmental, attitudinal and therapeutic studies Music for Concentration while Studying- Music for Inspiration Writing- Writing Study Music - Duration: 2:20:25. Posted on June 21, 2020 by Leave a comment. Some good music research paper topics that you can think of include: The impact of proper choreography in music; How musicians influence culture. Submit one 5-7 Paragraph paper, double spaced. Call For Papers. This research a lso indicate d that people get inspired by lis tening to music.. Submit an article Call For Papers. Blog » Write chemistry research paper » Interesting research paper topics about. Music has been found to have profound effect on the brain studied the effects of background music in a preschool setting. This type of art can have a connection with all aspects of our everyday life. 2018 Impact Factor. She said the research didn't answer why music was so important to humans - but proved that. When you write an essay, you use everything that you personally know and have thought about a subject. Origins of Music - Origins of Music research papers examine when music arose amongst human beings around the Paleolithic Era Journal of Research in Music Education comprises reports of peer-reviewed original research related to music teaching and learning. Research at Drexel University in Philadelphia found that music therapy and pre-recorded music reduced pain more than standard treatments in cancer patients. To write a music research paper, you will first need to settle on a specific topic or thesis argument, then find research to back up your thesis and create a paper from that research.Obviously, "music" encompasses a staggering amount of topics, so you will first need to narrow the topic down to something that interests you This guide provides links to internet resources specifically for music research at UCLA. How Music affects Concentration and Work Efficiency-Lab Packet. Abstract: Research on the brain has been immense. Contains complete chapters on writing about music, analysis and research, getting started, writing a research paper (from choosing a topic through outlining, writing the draft, editing and revising), questions of format, other kinds of writing projects (i.e., seminar presentations, concert reports, program notes), writing styles, and common. Music is a potential method of therapy and a means of accessing and stimulating specific cerebral circuits. announcement. View Rap music Research Papers on Academia.edu for free studied the effects of background music in a preschool setting. The wide range music paper research of topics includes various aspects of music pedagogy, history, and philosophy, and addresses vocal, instrumental, and general music at all levels, from early childhood through adult Music Research Scientific knowledge about the effects of music and music making is constantly expanding, and The NAMM Foundation has taken a global leadership role in supporting music research.


After understanding why reading aloud to our kids is so beneficial, the next step is to get ready for your oral reading. Timothy Rasinski offers components to think about when preparing for your read aloud in The Fluent Reader.
First, when you read and creating a comfortable atmosphere is important. The children need to have an environment that is set up for listening. At home, our kids prefer to be read to first thing in the morning when they are still calm and quiet and at bedtime as a time to wind down and relax. We snuggle up in a comfy chair or in a bed and read a few books until they are ready to play or relaxed enough to go to sleep. At school, I choose to read for 15-20 minutes at the beginning of a class period as a warm up or at the end of the period with an exit ticket. I let my students get comfortable at their desks or on the floor so they will be more apt to listen.
Next, you need to choose the right book. We make different choices for different kids and different reasons for reading. My own children tend to drive the decision of what we read out loud. They each have their favorites that they love to hear over and over. We provide a literacy rich environment for them that has several forms of text to choose from and a mix of fiction and non-fiction. We’ve read everything from Jamberry to One Fish, Two Fish, Red Fish, Blue Fish to parts of the Harry Potter series. They have even requested to hear parts of the books we are currently reading. For my students, I read either books that tie into the curriculum in their other classes or books that will increase their background knowledge and vocabulary and/or allow for use of various reading comprehension strategies. Titles like Red Scarf Girl, My Brother Sam is Dead, and Breadwinner all connect to our social studies curriculum. Others I enjoy are Touching Spirit Bear, Surviving the Applewhites, and anything by Roald Dahl. Newbery and Caldecott award winners are great options, too, and Jim Trelease provides a huge list of suggestions in The Read-Aloud Handbook.
Finally, Rasinski says practicing is necessary “in order to provide them with the most fluent, and expressive example possible.” I believe it is important to be familiar with the text before reading aloud. When we have had experience with the book, magazine, newspaper article, etc., we are able to express greater meaning to our listener with how we read. I think my years of experience reading orally to my students helped when it came time for me to read the script for The Fascinating World of… DVD series. It just came naturally for me. Knowing what parts to emphasize, when to change voices, and the best parts to change volume, tempo, or phrasing will make for a rewarding read aloud experience for both you and your listener.


Ohler, Jason. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity. Thousand Oaks, CA: Corwin, 2008. Print.
The primary text I will look at for the purposes of this paper is by Jason Ohler. In this book, Ohler defines how storytelling and new media can be used as tool to further education in the classroom. Ohler aims to educate potential practitioners and teachers on the grammar, theory and language of digital storytelling and how to approach teaching the subject in a classroom setting. My focus will be on a section of the book, which discusses the grammar of using audio in digital stories. In this section, Ohler discusses the significance of the role of audio in all types of media. Ohler notes that well produced audio is a key component of telling successful digital stories. The section discusses the important roles clear, well-mixed audio, voice pacing, and inflection play in successful digital stories and games. Ohler notes, if a voice track is weak or unclear, it is possible the track needs to be re-recorded or remixed. Moreover, if you cannot hear a narrative track amongst the rest of the audio, it is possible new music needs to be selected, or the entire audio mix needs to be adjusted to find the correct balance. In addition, Ohler also discusses the distinction between audio (which includes all sounds and sound effects) and musical choices in digital storytelling. According to Ohler, all sounds including voice narration recordings, sound effects, and natural noise are key elements of the emotional impact of a digital story. Ohler also notes the importance of appropriate music choices and describes the role music must play to support a story. Music and sound have the power to overwhelm a narrative, and change the intended emotional impact of a storyline. Therefore, it is important that we are careful in the ways we deploy music and sound to support digital stories. Within the broader context of the book, sound and music are important because of the role they play in guiding emotional reactions to digital stories. However, the focus of the book is on the ways in which teachers (practitioners) can use elements of digital storytelling to connect with students on a deeper emotional level. There are many elements to telling an effective digital story; this book gives teachers an overview of the language to talk about digital storytelling tools with an academic audience. From an academic perspective, the language, grammar and theory of using sound and music in digital storytelling are an important part of the discussion in this book. From the perspective of the public, as digital storytelling becomes ubiquitous, it will become more important to understand the emotional impact of media, and how digital storytelling can be used as a tool for education. For “digital natives,” this understanding will need to begin in the classroom at a young age. Therefore, Ohler argues, teachers (practitioners) will need to adopt digital storytelling as a tool for education. In addition to using digital storytelling as a teaching tool, students will also need to understand the theory behind how the elements of a digital story work together, to capture their attention and influence their understanding of a subject.
DeLorenzo, Lisa C. Giving Voice to Democracy in Music Education: Diversity and Social Justice. Print.
In this book, Lisa C. DeLorenzo explores how using music in an educational setting can help shape the political and social views of students. Through a series of essays and examples, a series of authors explore the unique ways social and political themes such as race, technology, sexual orientation and social justice can be explored through music education. Furthermore, the book explores the ways in which music can be used as a tool to increase our understanding and push towards potential change in these areas.


Difficulty in reading can result from specific weak areas. It is important to target these weak areas students struggle with as soon as possible in order for them to catch up. A main area students seem to struggle with is vocabulary. Vocabulary sets the tone for everything a student reads. One way to fix this is by teaching individuals how to search for smaller root-words in larger ones. This will help expand their vocabulary.
Along with vocabulary, students also find difficulty in learning phonics, how sounds and word patterns blend together. According to Education.jhu.edu, “Explicit phonics instruction helps children understand that spoken words are composed of identifiable sounds and that sounds are represented in print by symbols.” Identifiable sounds are key in reading. Some identifiable sounds can be found in letter patterns, not just single letters.
Reading comprehension is another main area of struggle. According to K12reader.com, “Reading comprehension involves the ability to not only read the lines but also the abstract step of reading between the lines”. Students need to adapt to reading beyond the lines because they find it hard to relate new ideas to older ones. In order for individuals with poor reading skills to excel in reading, necessary steps must be made to be sure that they understand the many parts and main ideas of a text. Sometimes, students’ minds wander as they read and they do not comprehend what is on the pages. It is important for students who are struggling with reading comprehension to stop themselves while they are reading and ask themselves if they can recall what they just read. If not, they should reread the previous lines or paragraphs.
Frequency of reading is directly related to a student’s ability to read well. Students who only read at school and not at home also tend to struggle with reading, as reading at home strengthens their skills and gives them the ability to grasp concepts better.


Welcome to the COMPLETE Music Theory Fundamentals Guide!
This is a class designed for the average person who is ready to take their music career (or music interest) and turn it into a business. Whether you are an active musician, an aspiring musician, or an aspiring music manager or agent - this class is perfect for you.
For years I've been teaching Music Theory in the college classroom. These classes I'm making for Udemy use the same syllabus I've used in my college classes for years, at a fraction of the cost. I believe anyone can learn Music Theory - and cost shouldn't be a barrier.
My approach to music theory is to minimize the memorization. Most of these concepts you can learn by just understanding why chords behave in certain ways. Once you understand those concepts, you can find any scale, key, or chord that exists. Even invent your own. If you've tried to learn music theory before, or if you are just starting out - this series of courses is the perfect fit.
Dr. Allen is a professional musician, top-rated Udemy instructor, and university professor. In 2017 the Star Tribune featured him as a "Mover and a Shaker," and he is recognized by the Grammy Foundation for his music education classes.
Throughout this class, If you get stuck, you can review the videos or post a question, and I'll back to it as fast as possible.
This class is Part 3: Minor Keys, The Circle of Fifths, and Compound Meters.
Throughout this class, I'll be providing you with many worksheets for you to practice the concepts on. If you get stuck, you can review the videos or post a question, and I'll back to it as fast as possible. Also in this class I have several complete analysis projects that we will complete together - just like in my college classes.
In this class, we will cover:
- My approach to Music Theory
- Tools you will need to learn Music Theory quickly and efficiently
- Key Signatures
- Diatonic Chord Progressions
- Tendency Chords
- Using the Circle of Fifths for Songwriting and Composition
- Borrowing from Closely Related Keys
- Scale Degree Names
- Tendency Tones
- Compound Meters
- Compound Meter Signatures
- Reading and Writing Compound Meters
- Triplets, dubplets, and Quadruplets
- Finding Minor keys by alternations to Major
- Patterns in Minor keys
- Relative Minor keys
- Parallel Minor keys
- Minor keys in the Circle of Fifths
- Using Minor Keys for Songwriting and Composition
- Diatonic Chord Progressions in Minor
- The V Chord and Minor and the Leading Tone Problem
- Harmonic Minor Scales
- Melodic Minor Scales
- ...and much, much more!
And of course, once you sign up for this class you automatically get huge discounts to all the upcoming parts of this class.
You will not have another opportunity to learn Music Theory in a more comprehensive way than this.
All the tools you need to successfully learn Music Theory are included in this course and the entire course is based on real-life experiences - not just academic theory.
Praise for Courses by Jason Allen:
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⇢ "Great for everyone without any knowledge so far. I bought all three parts... It's the best investment in leveling up my skills so far.." - Z. Palce
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