Matching Cards: /oo/ Sounds
In this phonics sound activity, students practice the /oo/ sound by looking at a word with the sound and a corresponding pictures, 3 cards total.
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The French School Curriculum is divided into a primary and a secondary cycle
Primary cycle is designed for children from 3 to 10 years and composed of 3 progressive cycles. Each cycle contains learning objectives allowing to successfully progress through the following cycle… Pre-school (Maternelles) for kids from 3 to 6 years, is divided in Cycle 1 for “Petite et Moyenne Section”, followed by Cycle 2 with “Grande Section”, entry in Elementary school with Preparatory Course and Elementary Course 1; finally Cycle 3 with Elementary Course 2, Cours Moyen 1 and 2. Secondary cycle is designed for children from 11 to 18 years old and composed in 2 periods : the collège (Secondary School) and the Lycée (High School).
For the secondary school, the EFH is a conventionnal school from the CNED, Centre National d’Enseignement à distance, which is an organization of the French Department of National Education for distance learning. This very reliable organization proposes school programs of an excellent level for primary school (from the grand section of pre-school to medium course 2) and secondary school (from the 6th level to the Baccalauréat). The content of the educational training is conforming to the official French programs.
- a welcoming and secured place of work
- a place to socialize (cultures and exchanges)
- a place to study (learning and knowledge)
- a place of development (intelligence and personality)
CYCLE OF FIRST EDUCATIONNAL SKILLS
It is the cycle of first educational skills from 3 to 5 years old. First objective is to develop oral language skills and to improve social skills. Special attention is drawn on graphic activities, most activities are organized in a playful manner.
- Acting and expressing itself with one’s own body
- Discovering the world
- Sensitivity, imagination, creation
- Concentration, methodology.
Pupils aged 3 to 4 are in “Petite Section” de Maternelle- Small section; the ones aged 4 to 5 are in “Moyenne section” – Medium section of Pre-school. For the children of non French-speaking parents, it is recommended registering their children as early as the Small Section of pre-school one to facilitate the apprenticeship of the French language.
CYCLE OF BASIC SKILLS PRIMARY SCHOOL
It is the cycle of basic skills from 5 to 8 years old. It is divided in 3 classes : “Grande Section de Maternelle ” – Grand section of Pre-school, “Cours Préparatoire” Preparatory course of Elementary school, and Elementary course 1 (CE1). The schedule is divided between the different disciplines of which the objectives are: Acquisition of literary skills of reading and writing. Understanding the meaning of words in texts. Learning basic numeracy skills :
- Construction of numbers and exploitation of numerical data,
- space and geometry,
- magnitudes and measures.
Discover the world (time, space, citizenship, domains of life, matter and objects).
- Languages : Arabic and English
- Visualt arts, musical education
- Sports and physical education.
CYCLE OF REINFORCEMENT SKILLS
It is the cycle of reinforcement of skills for ages 8 to 11 years. There are 3 classes from the primary school : Ementary Course 2 (CE2), Cours Moyen 1 (CM1) and Cours Moyen 2 (CM2). The schedule is divided between the different disciplines of which the objectives are:
- Work on the structure of language : grammar.
- Mastering French language and communication
- Visualt arts, musical education
- Sports and physical education
- Technology and experimental sciences
- History, Geography, Civic education
- language : arabic and english


Our curriculum takes advantage of children’s natural curiosity and sense of exploration to discover all that goes on around them. We utilize all that nature has to offer, to make the child love nature and learn from it. Thus GK is an, outdoor-focused with unstructured and structured activities.
Teachers observe each child’s activities in order to tailor and expand curriculum to meet individual needs and interests. We work very hard to preserve the innocence of childhood and to develop rich creative play in our classrooms while exposing the kids to English through songs, games and daily activities.
We work with our kids side-by-side to sharpen their sensitivity, learn together and help them discover the world around them through art, music and colors. We present a variety of stimulating activities that invite children to use their imagination and master their motor skills. We also help children to attain a sense of care and responsibility for others by caring for the school pets, planting their own garden and playing a part in making a better community for everybody to enjoy. We teach them to appreciate and respect each other’s ethnicity, social status, religion, language and traditions. They also learn to accept specially challenged children and to assist them and learn from their strengths.
YogaIntroduction to basic yoga is taught by certified instructors. Your children will be introduced to simple techniques to calm themselves and be able to focus their attention on specific areas.
Sensorial- Materials which stimulate the senses of sight, hearing, feeling, smelling and taste are presented in special forms. We use colour tablets, musical instruments, geometric solids, and spice boxes. All these lead to enrichment of discrimination and awareness
Language- In Montessori, children are not “taught” to read and write in the traditional way. They develop these skills naturally on their own. We use sandpaper letters, metal insets, movable alphabets, language cards, Geography and Botany puzzles. These enable them to achieve the necessary skills for ease of expression, dexterity in writing and love of reading. The medium of instruction is English.
Mathematics - Montessori translates the abstract meaning of mathematics into concrete meaningful forms. Children learn the basics of addition, subtraction, multiplication and division in a challenging and exciting way.
Daily living - Children learn to perform everyday functions in a joyful, practical way, for example by polishing, measuring, making etc. The children acquire motor skills and grace of movement, which leads them to have strong self-esteem.
Music education - Many musical instruments are introduced individually. They learn to appreciate pitch, tone, volume, and the different types of music. Group music includes music appreciation, songs, dancing and rhythm instruments.
Art education- Art is integrated into all areas of the Montessori classroom. Hands-on activities are only one part of the art curriculum. Discussing different types of art and learning about artists are also important to the study of art as it relates to human development and culture.
- Vegetable seeding and watering
- Sand & Mud Games
- Science Stations
- Reading Garden
- Outdoor Art
- Fun Math
- Dressing up
- Writing corner
- Play- dough kitchen


Catherine Snow is the Patricia Albjerg Graham Professor of Education at Harvard Graduate School of Education. She is an expert on language and literacy development in children, focusing on how oral language skills are acquired and how they relate to literacy outcomes. Snow has chaired two national panels: the National Academy of Sciences committee that prepared the report "Preventing Reading Difficulties in Young Children," and the Rand Reading Study Group that prepared "Reading for Understanding: Toward an R&D Program in Reading Comprehension."
Her research activities include a longitudinal study of language and literacy skills among low-income children who have been followed for 15 years since age three; following the language development of young children participating in the Early Head Start intervention; studying the vocabulary development of first- and second-language learners; and considering aspects of transfer from first to second language in the domains of language and literacy.
Her book, Preparing Our Teachers: Opportunities for Better Reading Instruction, is one of several efforts she is involved in to develop consensus among teacher-educators about what pre- and in-service elementary teachers need to know about language and literacy. Snow has also written about bilingualism and its relation to language policy issues such as bilingual education in the United States and in developing nations, and about testing policy.
Professor Snow is on the steering committee for Harvard's Center for Education Policy Research. She is currently involved in efforts to improve middle-school literacy outcomes, in partnership with other Boston area researchers and the Boston Public Schools.


ERIC Number: ED347090
Record Type: Non-Journal
Publication Date: 1992-Mar
Reference Count: N/A
Turn On Units: English as a Second Language Content Area Curriculum in Math, Science, and Computer Science for Grades K-6.
McCloskey, Mary Lou, Ed.
Thematic units, the basis of organization for this guide, work in many ways toward the dual goals of language and content area instruction. The thematic units presented here address topics of high interest to limited English-proficient (LEP) students, including: robots; using a computer data base; activities with plants; building terrariums; architecture; and cooking. In order to provide LEP students with an active role in the learning process, the units incorporate many opportunities for them to play games, participate in movement activities, enter into role playing, create art works and constructions, cook and manipulate materials. To bridge the gap between the classroom and the real world, the units incorporate field trips and other activities that provide LEP students with motivational experiences to facilitate their learning of the new culture as well as the new language. To help LEP students toward full literacy, the units use a whole language approach, including many experiences with rich literature, and opportunities to develop writing skills. In addition, the units are planned to incorporate the language, math, and science objectives of the Georgia Basic Curriculum. Each of the units in the guide includes an introductory statement of purpose, learning objectives, key concepts, a brief outline of activities, grade levels for which the unit is intended, and a list of suggested resources. Each unit addresses a range of several grade levels. Georgia Basic Curriculum objectives for each activity are displayed on a grid. Each activity includes recommended grouping and teacher role, a list of materials needed, detailed procedures, suggestions for evaluation, and possible extensions of the activity. (KR)
Descriptors: Architecture, Computer Assisted Instruction, Cooking Instruction, Databases, Educational Games, Elementary Education, English (Second Language), Integrated Curriculum, Language Skills, Limited English Speaking, Manipulative Materials, Plants (Botany), Robotics, Science Activities, Science Education, Second Language Instruction, Whole Language Approach, Writing Skills
Publication Type: Guides - Classroom - Teacher; Collected Works - General
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Georgia State Board of Education, Atlanta.
Authoring Institution: Georgia State Univ., Atlanta. Dept. of Early Childhood Education.


Edmentum’s Plato Courseware™ is an online program that supports instruction in self-paced, remediation, and credit recovery programs. Plato provides comprehensive instruction in each of the core subjects, as well as in other content areas (e.g., world languages). Learning List recently reviewed resources for the Texas Algebra I and Texas Algebra II courses. Instruction is provided online and includes printable materials. [Read more…]
Posts Tagged "ELL"
Learning List recently reviewed Edgenuity’s PreCalculus course for Texas high schools. Content addresses the Texas Essential Knowledge and Skills (TEKS) and is appropriate for blended learning and/or self-paced instructional environments. Video-based lessons focus on developing students’ understanding of the concepts in algebra, trigonometry, and geometry that are the foundation for the study of calculus. [Read more…]
Houghton Mifflin Harcourt’s California GO Math!™ is a comprehensive, mathematics product for students in grades K-8. Content is available in print and digital formats. Learning List recently reviewed resources for grades K-5. California GO Math! focuses on building students’ understanding of math in conjunction with their developing reading and writing skills. At each grade level, the program provides extensive resources for Response to Intervention (RtI) students and English language learners (ELLs). [Read more…]
Imagine Learning’s Imagine Language & Literacy is a program of digital tutorials that supports the development of language and literacy skills for students in grades PreK-6. The supplemental program uses assessment and performance data to customize instruction for individual students. Its highly visual lessons are designed to engage struggling readers, English learners, and early elementary students. Learning List recently reviewed resources for grades K-5. [Read more…]
Learning List has reviewed Reasoning Mind’s Blueprint. This supplemental product supports mathematics instruction in Pre-K, kindergarten, and first grade. Content is web-based—software installations and/or app downloads are not required. Instruction focuses on building foundational skills and understanding basic concepts in mathematics. Adaptive content provides individualized intervention and remediation for students who struggle with concepts. [Read more…]


Last week I said that if I could recommend one educational book for parents of children ages 5 and under, it would be How to Raise an Amazing Child the Montessori Way by Tim Seldin. If I could recommend a second book, it would be Teach Me to Do It Myself: Montessori Activities for You and Your Child by Maja Pitamic. UPDATE: Now I also recommend John Bowman’s Montessori at Home eBook as an essential guide for parents wanting to use Montessori at home.
Teach Me to Do It Myself shows that you can use Montessori methods and activities without spending a lot of money or spending years in formal Montessori training. Sure, Montessori materials manufactured to exact specifications are beautiful and Montessori teacher training is extremely helpful.
But you can successfully use Montessori techniques by simply following the guidelines in this book. There are a number of elements that make the book especially appealing. The book has:
- an attractive, easy-to-follow format with large type.
- lots of full-color photos and color illustrations to make the book enjoyable to read and clear to understand.
- boxes with a listing of what you will need for each activity.
- directions to easily and inexpensively assemble each of the activities.
- colored tip boxes.
- colored boxes with other activities to try.
- boxes with word activities.
After a short introduction to Montessori and how to use the book, the main part of the book is filled with activities. These activities cover the following areas:
- Life Skills
- Developing the Senses
- Language Development (including letters, word building, and first sentences)
- Numeracy Skills (learning numerals, learning quantities, adding and subtracting numbers and quantities, and shopping number and numeral vocabulary)
- Science Skills
I really like the way Pitamic has activities which are attractive yet simple and inexpensive. A few of the activities, for example, are:
- musical scales using 5 glass bottles with varying levels of water.
- discovering colors using paint color sample strips.
- introducing letters using a baking sheet half-filled with salt to write letters.
- addition with paper number rods cut out from the book.
Teach Me to Do It Myself doesn’t cover infants, but it is appropriate for toddlers and preschoolers through age 5. One thing missing from the book is suggested ages for each activity. It’s true that Montessori education is individualized, but many parents would find some guidance in that regard helpful.
How to Raise an Amazing Child the Montessori Way would help in that area. Using the two books together, parents should be able to easily decide appropriate ages for each of the activities.
If you have a toddler or preschooler, Teach Me to Do It Myself: Montessori Activities for You and Your Child is a book you’ll find yourself using over and over again. It’s well worth the price of the book to have it on your bookshelf.


The primary goal of ART EDUCATION is to train student as artist .The emphasis here is to develop and enhance both the skills as well as the creativity of the student to engage with 'making' art.
Many might actually believe that in such a competitive age, art education is an unnecessary activity in school especially when there is so much money involved in getting an education. However, art education goals at the fact that there have been years of research involved in the importance of art education and what art education goals are and the studies prove that what students gain out of an art education is almost unbeatable where any other art is concerned. Art Education can help a student to gain confidence in their natural creative abilities that could lead to further emotional as well as social development and even academic achievement through an increased sense of concentration.
However what most obviously is an art education goals is the fact that a student receiving such a well rounded education as part of their curriculum would only be getting equal opportunities to take the best that they can receive out of all kinds of education so that they can decide better at a later stage what they wish to specialize in. Motivation, inspiration and concentration are some of the most prominently recorded benefits that a young student taking at education has been observed to have gained. For a young person’s personal growth and development an education in art is something that is considered to be very important as changing the way one looks at the world is one of the most important art education goals.
Art education goals in school therefore are to give equal exposure of art to all the students, whatever age group, because one never knows where talent might be hidden.
Beyond the qualities of creativity, self-expression, and communication, art is a type of work. Through art, our students learn the meaning of joy of work, work done to the best of one's ability, for its own sake, for the satisfaction of a job well done. Work is one of the noblest expressions of the human spirit, and art is the visible evidence of work carried to the highest possible level. We are dedicated to the idea that art is the best way for every young person to learn the value of worked. In art classes, we make visual images, and we study images. Increasingly, these images affect our needs, our daily behavior, our hopes, our opinions, and our ultimate ideals. That is why the individual who cannot understand or read images is incompletely educated. Complete literacy includes the ability to understand, respond to, and talk about visual images. Therefore, to carry out its total mission, art education stimulates language-spoken and written-about visual images. As art teachers we work continuously on the development of critical skills.
This is our way of encouraging linguistic skills. By teaching pupils to describe, analyze, and interpret visual images, we enhance their powers of verbal expression. That is no educational frill. Art Means ' Values'. You cannot touch art without touching values: values about home and family, work and play, the individual and society, nature and the environment, war and peace, beauty and ugliness, violence and love. The great art of the past and the present deals with these durable human concerns. Make them aware about art of many lands and peoples, we expose our students to the expression of a wide range of human values and concerns. We sensitize students to the fact that values shape all human efforts, and that visual images can affect their personal value choices. All of them should be given the opportunity to see how art can express the highest aspirations of the human spirit. From that foundation we believe they will be in a better position to choose what is right and good.


Social Learning Group
Our social learning groups are based on Michelle Garcia’s Social Thinking® intervention program. This is a cognitive behavioural approach that is aimed at teaching the underlying thought process of social behaviours which allows the child to be flexible social thinkers and modify their behaviours according to social situations. This builds up the child’s theory of mind and perspective taking skills, which are foundational skills required for social development.
This program uses a thought-based approach, it is targeted at intellectually advanced children who have well-developed verbal skills and cognitive abilities but have difficulty managing social situations such as participating in groups, displaying peer-directed cooperative/collaborative play, and perspective taking. An initial social skills assessment is required for suitability into the program.
In the social learning groups, children will be explicitly taught basic social thinking vocabulary concepts using developmentally appropriate activities such as story time, play, and songs for the younger children and group discussion and role-playing activities for older children/teenagers. Parents feedback will be provided after each session to equip parents with similar social thinking vocabulary concepts to support the generalisation of skills in different settings.
• Compulsory initial social skills assessment
• Age range: 3 – 18 years old (children will be grouped according to similar goals and needs)
• 10 sessions (including pre and post social skills evaluation)
• Session Length: 1 hour
• Group size: Minimum of 2 children and maximum of 4 children
• Run by: Ms Eliza Leong (Educational and Developmental Psychologist)
For further information, contact us at 6397 6627 or email to firstname.lastname@example.org


This little book is intended to assist those who visit or have visited Agra, to an intelligent understanding of one of the greatest epochs of Indian Art. It is by Ernest Binfield Havell, who was a British arts administrator and author of numerous books about Indian art and architecture. He was a member of the Havell family of artists and art educators. In India Havell worked with Abanindranath Tagore to redefine Indian art education. He established the Bengal school of art, which sought to adapt British art education in India so as to reject the previous emphasis placed on European traditions in favour of revivals of native Indian styles of art, in particular the Mughal miniature tradition.


Master of Arts in the Teaching of English (MATE)
Dr. Leslie Turpin
This paper explores the definition of classroom management and establishes the author’s definition of classroom management and the underlying principles behind it. Thereafter, it examines some aspects of the author’s system of classroom management, specifically, the classroom as a Safe Space, behavior management, the teacher as a facilitator and the classroom environment. Finally, the paper concludes with an appeal to educators to reflect on their own classroom management practices and offers resources for those wishing to further explore the subject.
Elementary Education | Elementary Education and Teaching
Abdullah, Amin Ismail, "Exploring Classroom Management with Young Learners" (2009). MA TESOL Collection. 725.


By Melissa Ford
Ever wonder why your child often seems to make parenting harder for you than it is for other parents? Many parents feel this way, frustrated and at wits end as they bounce from one parenting approach to another with limited results. Even so, they recognize that nurturing their child's unique strengths, and understanding how their child sees and interacts differently in his or her world is key. But certain children see the world in ways that parents wouldn't necessarily think about on their own. And negative behaviors make it all the harder to focus on the child's unique perspective. Maybe you can relate.
For instance, is your son or daughter . . .
- Quick to react to the slightest trigger, exploding with great intensity in a millisecond?
- Strong willed, questioning or defying every procedure or idea, and accepting nothing at face value?
- Deeply sensitive, feeling the emotions of others and/or over worrying about humanitarian concerns?
- Impatient with the slowness of others - and of themselves in areas in which success does not come instantaneously, so unwilling to try new challenges?
- Extreme in their interests, delving deeper and/or broader than other children, and yet, for some, resisting mastering foundational skills?
As it turns out, "gifted" children, while extremely diverse, often have some combination of these issues. Once parents recognize and understand the underlying traits associated with their child's gifts, parents can begin to help their children channel the traits into productive life-enhancing skills. How do you do that?
For starters, you can come to a local event, "Unexpected Characteristics of Gifted" on Wednesday, August 7th from 9:30 - 10:45 a.m. at the Oak Park Library, Main Branch, 834 Lake Street (2nd floor small meeting room). This event is open to the public, and due to limited seating, please reserve a seat by RSVP at firstname.lastname@example.org
Selections from Dr. James Webb's and Dr. Dan Peters' DVDs on characteristics of gifted will be shown. Discussion will be led by Sheryl Stoller, Certified SENG parent facilitator (Supporting the Emotional Needs of Gifted) and PCI Parent Coach. She will help you explore if your child's behaviors are typical of gifted and provide you with additional insights and resources to support you. According to Stoller, who raised three children she would now identify as gifted, "Not knowing about the unique challenges associated with giftedness makes life much more difficult than it needs to be. My husband and I were not aware of the adjustments required to effectively address our children's unique set of needs. If we had known what we know today, we would have saved ourselves and our children a huge amount of heartache, distress and emotional turmoil."
Stoller encourages any parent who feels their child might in some way be "gifted" to attend this public event. "What you will learn at this event could change everything for the better. It is likely to lead you to changes that will enhance your child's growth, mastery of life-skills, and relationship with you, making your life easier and more peaceful, while helping your child realize his or her potential." For more information and for more details on an upcoming Workshop series - A Parents' Guide to Gifted Children, contact Sheryl at her Beyond Expectations email, email@example.com, and visit her website, www.stollerparentcoaching.com (708) 358-8289
Answer Book 2017
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Our 36-credit M.Ed. in Elementary Education prepares you for your Initial License to work in grades 1-6. Through coursework and field-based experiences, you develop an understanding of subject matter knowledge, curriculum design, instructional strategies, observation and assessment, communication, and collaboration with families and the community.
This program is approved by the Department of Elementary and Secondary Education and is aligned with the Massachusetts Professional Standards for Teachers and Subject Matter Knowledge requirements.
Key features of our M.Ed. in Elementary Education include:
Initial Licensure students who decide not to pursue their license will still be able to complete their degree as a personalized non-licensure master’s degree.
The course will present the basic components of lesson planning using Understanding by Design (UbD). Students will learn techniques around differentiating instruction, including tiered instruction, scaffolds to accommodate differences in learning styles, needs, interests and levels of readiness of students. Students will examine specific systematic behaviors teachers use to create orderly, cooperative and motivating learning environments that promote student achievement.
Co-requisites (0 credits):
The course provides an overview of the emergence of language and literacy as well as the assessment and identification of disabilities and their impact on academic and personal growth. Significant theories related to cognitive, social, emotional, and physical development in childhood will be reviewed.
This course provides an introduction to the significant theories, practices, and programs for developing literacy skills in children with learning challenges. Beginning with an introduction to literacy development, the focus will be on planning assessment, designing instruction, and selecting research-based interventions for children with disabilities, students from diverse linguistic and cultural backgrounds, and students with limited educational experiences. Topics will include linking assessment to instruction, research-based methods and strategies, accommodations, modifications, and the use of assistive technology devices to support literacy success.
This course will focus on numbers and operations, and on functions and algebraic concepts as described in the Massachusetts Mathematics Curriculum Frameworks for grades 1-8. As many children have mathematical capabilities beyond their grade level, course participants will be stretched to use and apply the mathematical concepts learned to multiple situations and to higher level problems. Emphasis will be placed on the attainment, articulation and application of the math concepts associated with each strand of learning. Teaching and assessment methods that are challenging yet attainable, and developmentally appropriate will be examined.
This course is designed to enable prospective elementary school teachers to teach mathematics efficiently and effectively to diverse student populations. Prospective teachers will learn how to develop and coordinate learning objectives, assessment techniques, and instructional methodologies according to the psychological principles of how children learn mathematics. Attention will be given to teaching recommendations from the National Council of Teachers of Mathematics, the Common Core State Standards as well as the professional standards for teaching determined by the Department of Elementary and Secondary Education of Massachusetts.
The first section of this course will focus on science education. Attention will be given to cognitive development and scientific reasoning skills, the scientific method of inquiry, and elements important to teaching science and assessing student understanding. The second section will focus on health education, addressing the “Coordinated School Health Program,” law and policy around health and safety, signs and symptoms of maltreatment, and the assessment and interpretation of content for presentation to different cognitive and developmental levels. In both science and health, there will be a focus on application through investigations, and lesson and unit plan development based on the strands and standards of the Science and Technology, and Comprehensive Health Frameworks for the elementary grades. The third section will focus on the planning and development of the elementary physical education program.
The course will address three major aspects of social studies. Initially, there will be a focus on the development of geography skills and global awareness through the study of five world regions and the convergence of environmental, cultural, political and economic systems of globalization. Secondly, the course will focus on developing history skills such as critical, creative and analytical thinking, problem solving, valuing, and decision making. Lastly, the course will apply cooperative learning, vocabulary and concept formation, and online resources to the study of the Social Studies. Throughout the course, there will be a focus on the organization of curriculum, instructional methods and student assessment processes.
The purpose of this course is to prepare teachers with the knowledge and skills to effectively design content instruction in order to support English Language Learners (ELLs) in accessing curriculum and achieving academic success as they prepare for their futures in the 21st century global economy. Throughout the course, effective research-based strategies will be modeled. Teachers will have opportunities to practice strategies, to analyze their practice, to provide and receive feedback, and to reflect on their own experiences. The course addresses three over-arching goals for teaching ELLs:
This course is delivered in a hybrid model with on-ground elements delivered in person over a series of weekends. Alternate models for the completion of your SEI endorsement are available. Please contact the Program Director for more information.
This is the practicum required for licensure.


We want our children to succeed in school and beyond. Success in school starts with a motivated child. There are ways you can help motivate your children to do well in school through self motivation.
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I have learned a lot in life through trial and error outside of the classroom. In this hub, I share fifteen truisms learned in life which many people can readily relate to almost every day.
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The importance of identifying dyslexia is the theme of this year’s Dyslexia Awareness Week, which runs from October 3-7, it has been announced.
Many children have struggled with learning until being diagnosed with dyslexia, but that diagnosis – and the support that can be accessed following it – has improved their lives.
Dyslexia Action chief executive, Stephen Hall, said: “It is so important to identify dyslexia as it helps children to understand why they are finding learning more difficult than their peers, this in turn can bolster their confidence and self-esteem. It is also extremely important for adults as it can help them access the right support they need in the workplace and in their daily lives.
“Dyslexia needs to be identified as early as possible as it can hinder a person’s learning and have negative, long-term social consequences, not only for the individual but also for society.”
Dyslexia is a specific learning difficulty that affects auditory memory and processing speed which impacts on literacy development, mathematics, memory, organisation and sequencing skills to varying degrees. Dyslexia can occur at any level of intellectual development. It is biological in origin and is seen to run in families. It affects up to 10% of the UK population at some level and can affect anyone of any age and background.
Along with slowness in learning to read, write and spell, other signs of dyslexia may include: continuing to make visual errors in reading, for example saying ‘was’ for ‘saw’ or ‘bad’ for ‘dad’; problems carrying out three instructions in sequence; spelling a word in several different ways; and struggling with mental arithmetic or learning times tables.
Dyslexia Action’s director of education, Dr John Rack, added: “There is much that can be done to remove or minimise the difficulties for those with dyslexia, but first there needs to be more emphasis on identifying dyslexia for children in schools and adults in the workplace.
“The recent introduction of the Special Educational Needs and Disability reforms placed more responsibility on teachers for a child’s learning which is why Dyslexia Action is working with the Government by providing awareness training workshops for teachers on dyslexia.
“Also, many employers still do not realise that they have a duty to recognise dyslexia under the Equality Act 2010, if it is assessed as being a disability which means employers need to provide a dyslexia-friendly workplace.”
To help raise awareness, there are various activities and events being held throughout the country including shopping centres, libraries as well as large corporates and schools.
Dyslexia Awareness Week will focus on a different aspect of identification each day as follows:
- Monday: Why it is important to identify dyslexia
- Tuesday: How is dyslexia identified?
- Wednesday: How does dyslexia affect people differently?
- Thursday: What help is at hand for those with dyslexia?
- Friday: Why is the correct help important and how can we raise awareness together?
For more information on Dyslexia Action’s activities click here www.dyslexiaaction.org.uk/node/16172


150 S. Gaston Street
DIFFERENT LOCATION FOR SEPTEMBER 12 HULLABALOO – TRANSYVANIA COUNTY ELECTIONS CENTER CONFERENCE ROOM
Babies, Toddlers, Preschoolers – Early and Emergent Literacy Program
Books • Rhymes • Crafts • Music • Movement
Join us as we celebrate and promote early and emergent literacy at the Transylvania County Library.
Tuesday Hullabaloo time schedule:
10:00 – 10:30 Squirm & Toddle for ages birth through 2
10:30 – 11:00 Crafty Kids for ages 2 – 5
11:00 – 11:30 Preschool Storytime for ages 3 – 5
Children start to learn language from the day they are born. As they grow and develop, their speech and language skills become increasingly more complex. During early speech and language development, children learn skills that are important to the development of literacy (reading and writing). This stage, known as emergent literacy, begins at birth and continues through the preschool years.
From birth, babies listen to language patterns in everyday speech, as well as in rhyming, chanting, and singing – all of these play an important part in literacy development. As they develop, children see and interact with print in everyday situations. In everything from books and magazines to grocery lists, whether at home or in preschool, they are (and should be) encountering language in print well before they start elementary school.
Parents can see their child’s growing appreciation and enjoyment of print as he or she begins to recognize words that rhyme, to scribble with crayons, to point out street signs and symbols, and to name some letters of the alphabet. Gradually, children combine what they know about speaking and listening with what they know about print and become ready to learn to read and write.
That’s what Tuesday Hullabaloo! at the library is all about. Babies, Toddlers, Preschoolers, in all stages of development are welcome to our morning of celebration. Ages listed are typical ranges for the group activities. We realize that there will be some individual variance and we ask that you pay attention to your child’s signals to know what he/she is ready for, or ask us if you are not sure.


For the second straight year, Stony Brook University’s Center for Communicating Science is hosting a competition called the Flame Challenge. The goal is for scientists to answer a question about nature in a way that is interesting and informative to an 11-year-old. In fact, 11-year-old schoolchildren are the judges (although professional scientists screen submissions for technical accuracy). The name of the challenge comes from last year’s inaugural question: What is a flame? This year, the question digs even deeper: What is time?
I have to admit, it sounds really hard. Unlike last year’s question, this year’s question has an added degree of difficulty because it probes the cutting edge of physicists’ understanding of the universe. The winner of last year’s Flame Challenge was a seven-and-a-half minute animation in which atoms are depicted by Legos and chemical reactions by boxing fights. The video is punctuated by a short, tuneful rock song that summarizes the physics and terminology that describe a flame. I thought the video was great once it got past its not-so-eloquent description of atoms (“Everything is made with tiny things called atoms, and these things are the building blocks that make up everything“). Dare I admit that I might have even learned a thing or two about pyrolysis and chemiluminscence? Still, I’m a sucker for infographics, so my vote would have gone to this finalist.
Not everyone is a fan of the Flame Challenge and the message that it embodies. In particular, although the rules of the competition do not take an explicit stance on the use of technical terminology, there is a tendency of many of the submissions parody it (“that’s a mouthful!”) or oversimplify it (“this stuff” and “those things”). This observation led one science writer to defend the role of jargon in science communication. The fear is that if scientists are encouraged to mock the language that they use in the laboratory when communicating their work to the public, then overall confusion sets in when less precise words are inevitably used their place. It’s a bit of a Catch-22: use too much jargon, and no one will listen; use too little, and no one will grasp the meaningful nuances. This is a particularly important line to straddle in elementary education, where the goal is to be engaging enough to inspire schoolchildren to learn about science but at the same time make it clear that they will be expected to pick up a dictionary every once in a while.
If you’re interested in learning more about the Flame Challenge, lead pitchman Alan Alda has been making the rounds recently to publicize the launch of this year’s competition. The deadline for scientists to submit a response is March 1, and if you happen to be a teacher of 11-year-olds, the last day to sign up your class as judges is February 1. Considering submitting a written entry? Then you may be interested in what BSR bloggers have to say about science writing here and here. Better yet, you can hone your writing chops by joining the BSR.


Academics urge governments to give ALL children early year's education
Early Childhood academics at Canterbury Christ Church University, who also hold senior positions for the World Organisation for Early Childhood Education (OMEP), are urging governments and local authorities across the world to ensure all young children have the right to education in the current migrant crisis.
This year’s annual European Conference was hosted by the University following previous years where it has been held in Moscow and Cork. It focused on The Place of the Child in the 21st Century and delegates from around the world attended to discuss the emotional challenges for migrant children and their families as they learn to integrate in new communities.
The OMEP has issued the Canterbury Resolution which welcomes the continued importance that early childhood education remains within the United Nations Sustainable Development Goals and highlights the danger of using early childhood education primarily as a preparatory phase for schooling.
Liz Hryniewicz, Faculty Director of the Childhood and Educational Sciences Scheme at Canterbury Christ Church University, said: “We support the United Nations’ intention that access to early childhood education should be available to all young children, and their recognition that early childhood is a significant period in its own right.
“Early childhood is a time when children begin their lifelong learning about adapting to the changing world around them and making their mark on it; viewing early childhood as a time only to get ‘ready’ for the primary school curriculum is an impoverished view of being human.”
Notes to Editor
Canterbury Christ Church University
Canterbury Christ Church University is a modern university with a particular strength in higher education for the public services.
With 17,000 students across Kent and Medway, its courses span a wide range of academic and professional subject areas.
- 95% of our UK undergraduates were in employment or further studies six months after completing their studies*.
- We are one of the South East’s largest providers of education, training and skills leading to public service careers.
*2013/14 Destination of Leavers from Higher Education survey
World Organisation for Early Childhood Education (OMEP)
The World Organisation for Early Childhood Education(OMEP) is an international, non–governmental and non-profit organisation with Consultative Status at the United Nations and UNESCO. It was founded in 1948 to defend and promote the well-being and education of babies and young children from birth to eight.


International Adult Literacy and Lifeskills Survey
kathleen writes "Highlights From the 2003 International Adult Literacy and Lifeskills Survey (ALL) were released May 11, 2005.
The Adult Literacy and Lifeskills (ALL) Survey is an international comparative study designed to provide participating countries, including the United States, with information about the skills of their adult populations. ALL measured the literacy and numeracy skills of a nationally representative sample from each participating country.
The International Adult Literacy Survey (IALS) is a large-scale, international comparative assessment designed to identify and measure a range of skills linked to the social and economic characteristics of individuals across (or within) nations. As our societies become more and more information-oriented, it is clear that adults will need a broad set of skills in order to participate effectively in the labor market, in political processes, and in their communities. They will need to be literate and numerate; they will need to be capable problem-solvers; and increasingly, they will need to be familiar with information and communications technologies.
IALS provides information on the skills and attitudes of adults aged 16-65 in a number of different areas, including:
* Prose Literacy
* Document Literacy
* Quantitative Literacy"


At West Moors Middle School, Humanities, or Integrated Learning as it’s known in KS2, encompasses the study of history and geography. In Key Stage 2, children receive two lessons of Integrated Learning per week. These are usually topic based covering a wide range of themes which are specific to one of the humanities subject areas, but also incorporate the development of key literacy and numeracy skills.
In Key Stage 3 history, geography and RE are studied as separate subjects to provide students with a clearer view of the aspects of the individual subjects.
History is all about people, cultures and places of the past and how we know about them. Students consider how the past influences the present, what past societies were like, how these societies organised their politics, and what beliefs and cultures influenced people’s actions. In history, pupils find evidence, weigh it up and reach their own conclusions. To do this they need to be able to research, sift through evidence, and argue for their point of view.
Geography provokes and answers questions about the natural and human world, using different scales of inquiry to help students to do this, and it also helps them to view people, places and environments from different perspectives. It develops knowledge of places and environments throughout the world, an understanding of maps and a range of investigative and problem-solving skills, both inside and outside the classroom.


Kindermusik offers your preschooler the best of everything. We’ve got social, emotional, early language, and motor skill development covered, plus your child gets the added beneﬁt of music permeating everything we do to get those neurons ﬁring! Have you noticed your child’s explosion in vocabulary, storytelling, and imagination? We know that preschoolers thrive on pretend play so Kindermusik classes include songs, stories, and instrument ensembles to nurture your child’s budding creativity. Bonus: it’s fun!With cognitive, emotional, and social beneﬁts, a Kindermusik class is the perfect place for your preschooler.
What you’ll experience in Kindermusik Music Classes for Preschoolers
Preschoolers are actively expanding their base of knowledge through trial and error, talking, moving, and yes, even being a little silly at times! There’s no limit as to how far a little imagination, a lot of music, the joy of being with friends, and some Sharing Time with family can take these eager learners who are also on their way to becoming promising musicians in their own right.
- Language Development – The preschooler has a lot to say, and he loves to tell stories and share information. Kindermusik gives your preschooler an outlet for self-expression by capitalizing on his capacity for imaginary play, his ability to follow 3-step directions, and his interest in making up stories and rhymes.
- Vocal Development – Now that the speaking voice is more fully developed, we’ll turn our attention to finding the song that’s in every heart. The singing we do in class will expand the children’s song repertoire, help them begin to match pitch, and teach them to use their voices expressively.
- Cognitive Development – These concrete thinkers are also curious learners who have an increasing ability to think about ideas and things that are not immediately visible. Our Kindermusik activities give lots of opportunities for stretching those cognitive abilities through labeling, repetition, sequencing, and participating in pretend play.
- Gross Motor Skills – Skills like hopping, skipping, running, and walking are refined as we add the challenge of moving to a musical cue. Kindermusik helps your active preschooler become more expressive in his movement, giving her lots of opportunities to benefit from the strong connection between moving and learning.
- Fine Motor Skills – Drawing simple objects on paper or building a tower with blocks show that your child is ready to take on the challenge of using a mallet and playing instruments with greater variety and skill. Kindermusik provides a critical bridge of musical learning and experience.
- Social Emotional Development – Every child is a contributor in our Kindermusik classes! Respect for each child and a knowledge of age-appropriate expectations means that your child’s teacher provides a secure environment for each child to explore, learn, grow, and contribute.
- Musical Development – Kindermusik taps into your child’s natural musicianship and developing musical skills. We’ll help your child find and develop his singing voice and teach him a beginning vocabulary of music terms.


At its inception, the school’s vision centered upon the relationship between music education and the immersion process of learning a second language. They are partners in a full education. Though the national trend is to reduce this component of education, we believe that a strong music art curriculum lays the foundation for strong mathematical and scientific intelligence. All grade levels at L’Ecole Française du Maine are immersed in our Music Arts Program, which includes the Music Together In School Program from Early Childhood through grade 1, music theory taught through ukulele in the elementary grades,and a Choral Program and an opportunity for private Suzuki lessons on site during the school day.
Music Together: (from Music Together) “The international Music Together program has been offered worldwide for more than twenty-five years. The comprehensive Music Together In School curriculum for children from birth through second grade offers early learning settings a consistently high level of music education that’s geared to the way children learn. Children can enjoy a playful learning environment that’s musically rich, yet immediately accessible to their-and their teacher’s-participation. Teachers love the professional development and family engagement at the root of the program. And parents love that the music comes home, so they can share in the experience. The curriculum supports the work of classroom teachers and engages parents, in addition to supporting each child’s music and overall development.”
Ukulele and Music Theory: What fun to apply the musical skills learned in the early years to playing the ukulele with friends! Playing the ukulele is a wonderful way to develop musical skills and learn theory, all the while gaining music appreciation through an instrument that can be enjoyed for a lifetime. Our students enjoy practicing together, singing along, and performing for family and friends!
Suzuki Program: The immersion method is Listen and Learn. The Suzuki method is the same. We’re proud to work in collaboration with the Maine Suzuki Association to offer our students private, on-site Suzuki lessons in piano, guitar, violin and cello. Parent involvement is required for private lessons.
Choral Program: Our school “Chorale,” comprised of all students, practices weekly with our Chorus leaders and accompanist. The “Chorale” often performs during our monthly school community events, which are a key component of the music program. These community performances may also include musical pieces from Suzuki students, and general songs, dances and skits.
Benjamin Noyes grew up in Portland, ME, inheriting a rich musical/pedagogical heritage from his parents. He found local acclaim immediately and while attending Bowdoin Summer Music Festival, Irene Sharp invited him to study in San Francisco where he attended the School of the Arts and San Francisco Conservatory’s preparatory division. He won numerous awards, including top prizes in NFAA’s ARTS Recognition Competition, National Federation of Music Clubs Competition, the National ASTA competition, as well as being selected by Yo-Yo Ma to participate as soloist and recitalist throughout China to perform with the Beijing, Chengdu, Shenzen and Shanghai Symphony Orchestras. As a fellowship recipient he attended the Tanglewood Institute, the New York String Orchestra Seminar, Yale summer festival at Norfolk, Sarasota Chamber Music Festival, the Aspen Festival, and the Meadowmount program. He attended Eastman School of Music, received his BM from Rice University and his Masters degree from Northwestern University. A multi-faceted individual, Benjamin Noyes has as many talents as interests. His career currently finds him collaborating and participating in performances around the country as well as teaching, coaching, and motivating individuals of all ages and professions. He has performed as soloist and chamber musician throughout North America, Europe, and Asia. Always aware of his classical roots, he has further ventured into composition, recording and producing.


“My job as an Intervener is to bridge the gap between my student and their peers, teachers, and even their family,” said Durkee. “Deaf-blind doesn’t mean a person can’t see and hear, it means they are legally deaf and legally blind.”
Like many who are deaf-blind, one of the road blocks is communication. Durkee has worked to gain her student’s trust and figure out what her student was trying to communicate through behaviors. She has taught her student new ways of communicating that others can understand.
“When my student moved into our classroom she had no communication at all, she was very behavioral and did not like other people around her,” said Durkee.
After a year of providing intervener services, her student has made many strides within the classroom. She is now able to sit at a table and do work, walk safely and greet people in the hall and socialize. The student’s behavioral plan has been discontinued due to these services.
Durkee earned a BS in art education from the College of St. Rose. She spent two years working as a preschool teacher and then started working as a Teacher Assistant at the Center for Disability Services.
After working as a TA, Durkee became very interested in the deaf-blind community and began taking sign language classes to learn to communicate with a wider array of individuals.
“I grew very attached to the children here at the school and I soon took many classes on special education,” said Durkee. “I spoke with another teacher who introduced me to Christopher Russell who works for the New York State DeafBlind Collaborative. He soon gave me information on where to take classes and I began my career right away.”
Durkee completed her intervener portfolio this past December and is now a nationally credentialed intervener.
“There is no typical day in special education where anything can happen,” said Durkee.
During a typical day, Durkee does many of activities with her student that uses her residual vision.
“Everything I provide her is adapted for a tactical learner and mostly handmade. My student has to understand what I am trying to explain to her using mainly her touch and some tactile sign language,” said Durkee. “I write and make all of the tactile books she uses at school.”
Any advice to students who are interested in going into your field?
“Patience, a lot of patience,” said Durkee. “I also wish I had the opportunity to take American Sign Language while in high school. I use ASL more now in school and in public than I do Spanish.”
We love hearing from alumni! Have an interesting Career? Amazing Adventure? Please email firstname.lastname@example.org


By: Jessica Drake-Simmons M.S. CCC-SLP
Using visual schedules allows your child to see what is going to be happening in their day and the order of events. Visual schedules can be customized to meet the needs of each child. Getting started with a visual schedule can seem overwhelming, so this blog will help you recognize if your child would benefit from a visual schedule with ideas on how to get started.
7 Benefits of visual schedules:
- Provides structure and predictability: Visual schedules prepare a child for what is coming up, which can reduce anxiety.
- Eases transitions: Visual schedules are helpful in easing transitions from one activity to the next.
- Reinforce verbal instructions: Most children process visual information better than auditory information. Words disappear after we say them and the visuals give language a lasting component.
- Supports literacy development- Consistent exposure to written words can enforce reading of sight-words and provide an opportunity to practice reading through decoding.
- Supports development of executive functioning: Visual schedules enforce planning, sequencing, completing tasks independently and the natural consequences of time management.
- Supports conversation skills: Many childrenn have difficulty recalling and retelling previous events. Providing the visual framework of the schedule can help kids answer open-ended questions like: “What did you do today?” or “What was your favorite activity?”
- Helps caregivers: Having a plan in place can be calming for adults. Creating a schedule helps the caregiver prepare for the day and use time effectively.
Decide on the format
Visual schedules come in all shapes and forms. When selecting a visual schedule format, consider which would be most functional for you to use, along with what would be most beneficial for your child. Some schedule forms take more preparation while schedules like line drawn images or written words can be done quickly and on the fly.
Here are some different types of visual schedules:
Apps on phone/tablet Tangible pictures with Velcro Line drawing images Written words
Decide on the length The length of the schedule will be based on your son or daughter’s needs and abilities. Some children may be able to use a whole day schedule while others will be overwhelmed by this amount of information and will need to see just one or two items at a time.
First/Then-This can be an effective format to introduce visual schedules without overwhelming the child with too much information. It can assist a child in getting through the non-preferred first activity by seeing that next, she will get a preferred choice.
It is beneficial to include your child as part of the process of creating the schedule. The slowed down, one step at a time, verbal explanations paired with visuals helps the child understand and prepare for upcoming activities. It can also be a nice opportunity for the child to have some autonomy and make choices about what their day will look like. Don’t feel that making a schedule means that you have to rigidly follow it. Life is unpredictable and having a change in plans is something that we all have to adapt to. The visual schedule can be a great tool to teach your kids about flexibility.
Learn more about Easter Seals DuPage & Fox Valley resources here: https://eastersealsdfvr.org/.


Florida Standards (NGSSS)
FL.LACC.RF.1. Reading Standards: Foundational Skills
Phonics and Word Recognition
LACC.1.RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words.
LACC.1.RF.3.3.a. Know the spelling-sound correspondences for common consonant digraphs.
LACC.1.RF.2.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
LACC.1.RF.2.2.b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.


Body percussion may be performed on its own or as an accompaniment to song. The folk traditions of many countries include the use of body percussion.
Body percussion sounds
Percussion instruments produce their sound when a player hits, scrapes, rubs or shakes them to produce vibrations. These techniques can also be applied to the human body. The body also presents several unique possibilities including the use of inhaled or exhaled air and vocal sounds.
Traditionally the four main body percussion sounds (in order from lowest pitch to highest in pitch) are:
Stomp: Stamping the feet against the floor or a resonant surface.
Patsch: patting either the left, right or both thighs with hands
Clapping hands together
Click/ snapping: clicking with the thumb and middle fingers
However, there are numerous other possibilities including: hitting the chest, whistling, slapping or flicking the cheeks with an open mouth, clicking with the tongue against the roof of the mouth, grunting and hitting the buttocks.
Variations of sound are possible through changing the playing technique. For example, clapping the hands in various positions will affect factors such as pitch and resonance.
Body percussion is used extensively in music education, because of its accessibility—the human body is the original musical instrument and the only instrument that every student possesses. Using the body in this manner gives students a direct experience of musical elements, such as beat, rhythm, and metre and helps a student internalise rhythmic skills.
Body percussion may be performed solo or several performers may combine to create an musical ensemble
Nederlandse vertaling van deze tekst op http://beenhakkers.nl/body-percussion/
Dutch translation of this text at
Nice video: people the world over stomp, clap, sing, snap and chant traditional and
contemporary Body Music - music you can SEE, dance you can HEAR.
Beenhakkers Slagwerk / Percussion Beenhakkers
drumcircles & communicatie-trainingen / communication trainings
energizers boomwhackers & clappy-happy
stem-happening & stem-bevrijding / voice happening & voice-liberation workshops percussie / workshops percussion
voor bedrijven, trainingen en groepen / for companies, training and groups


INTERACTIVE NO PREP BOOKLETS ONLY!
*******THIS PURCHASE IS FOR PRINTABLE BOOKS ONLY ********
If you are looking for the entire unit then click here
Looking for Money Saving bundles, click here:
NO PREP BUNDLE
This resource pack focuses on 9 consonant digraphs.
The beginning digraphs included are: ch, sh, th, and wh.
Ending digraphs included are: -ch, -ck, -sh, th, and also includes words with ph sound in the middle.
*Each digraph includes an interactive digraph booklet, that can be used to reinforce student reading ability, and ability to recognize the double consistent digraphs. All the booklets have the activities to help reinforce confidence and routines.
- Student cover page with beginning digraph or ending digraph and picture
- I can read words with______ digraph.
- I can write words with _____digraph.
- I can find and color words with _____ digraph.
- I can match digraphs and pictures (cut and glue interactive. Glue spots are already marked for easier management.)
Aligned with the Common Core- ELA Foundational Skills.
Looking for additional Blend Resources
*** Please note this resource is very large. If you are having trouble with the download, please send notify me through Q&A. Thank you ***
Please be sure to ask any and all questions prior
to purchasing. This resource is for one classroom only. If you would like to purchase for a friend, team member, etc. then please purchase an additional license at checkout. Licenses are at an additional discount of the original price! :)
Please consider leaving feedback after downloading this product. Leaving feedback allows us to keep our materials up to date and you earn TpT rewards. Don't forget to follow the Special Teacher for Special Kids Teachers pay Teachers store for new products and notifications of product revisions and additions.
If you like what you see, please check out the sites below for more freebies, links, and ideas!
Special Teacher for Special Kids
Thank you for your interest and happy shopping!
Additional KEY WORDS: bossy r, r-controlled sounds


Reading, Writing, and Phonics Coming Back to Calif. Schools
Low test scores push nation's largest school system to emphasize basics
FOR some educators, it is nothing less than a ''battle for the souls of children.'' For others, it is simply a decision to bring California's educational curriculum ''back to the center.''
One way or another, the state legislature has sounded a wake-up call to top education officials: Children must be taught the core skills of spelling, reading, and math in the state's public schools.
California's back-to-basics swing - including a return to phonics - mirrors a nationwide trend. The legislature's order to reform the textbooks - known as the ABC bill - takes on added significance here, however, given that this is the country's largest school system, and the largest textbook market.
The bill, passed last week by a unanimous vote, sends a strong message to the state Department of Education that its progressive 1987 comprehensive language-arts program - despite the best intentions - is not measuring up.
Critics say lawmakers are pushing a simplistic solution to a set of complex problems facing the troubled California school system.
Once considered a national model, California schools have declined sharply over the last 20 years. The drop in financial support for schools can, in large part, be traced to the passing of Proposition 13 in 1978, which limited property taxes. California now has the lowest per student spending of all the industrial states and ranks 42nd in the country overall.
Recently released national and state test scores show that the majority of the state's schoolchildren are struggling with math and reading. California's fourth-graders tied with Louisiana's as having the lowest overall reading skills in the 39 states that participated in the national test.
''Despite all our excuses, what we see are abysmal reading and math scores,'' said Assemblywoman Dede Alpert (D) of San Diego, chair of the Assembly Education Committee and co-sponsor of the ABC bill. ''What we're hoping to do is return to the middle and not let the pendulum swing wildly one way or another.''
Although touted as a back-to-basics bill - sponsored by three legislators from across the political spectrum - much will be retained from the controversial 1987 curriculum reform program. Rather than being completely rewritten, textbooks will once again include a focus on the fundamentals of grammar, spelling, and arithmetic.
Glen Thomas, director of curriculum frameworks for the California Department of Education, says that the authors of the new curriculum mistakenly assumed that phonics and other essential learning tools would continue to be taught.
He agrees that spelling and computational skills have been given short shrift.
''Looking back, we should have made explicit to teachers and parents the instructional goals of the language-arts program. We as educators haven't done a good job.... We haven't implemented the program we're espousing.''
California's new teaching methods are an outgrowth of ''whole language'' theory, which integrates reading, writing, listening, and speaking skills.
Research into how children learn prompted educators to move away from repetitive drills and memorization to an emphasis on creative and critical thinking. Teachers are encouraged to help children think for themselves rather than merely lecture; children often work in cooperative groups rather than compete against each other.
In many school districts, phonetic drills - sounding out letters and syllables - have been replaced by children writing their own stories and listening to teachers reading literature out loud so children can hear how language is used. Children are encouraged to use ''inventive'' spelling until they reach the third grade in the belief that spelling naturally improves with age.
In math, students learn to problem-solve rather than memorize number tables and formulas. The ability to explain how a solution is reached is considered more important than a correct calculation.
Maureen DiMarco, the top education adviser to Gov. Pete Wilson, says she believes that California interpreted ''most extremely'' whole-language theory. ''You can't assume that children will learn to read by reading to them, or that they can learn math by discussing concepts. You need the foundational skills as well as the applied skills. One without the other won't work,'' she says.
Kenneth Goodman, a pioneer of whole language theory at the University of Arizona in Tucson, says it is premature to conclude that whole language has been a failure and argues that test results are misinterpreted, noting that the state test has been thrown out and the national test is new.
''What looks like a pendulum swing is really scared administrators responding to fright techniques.... We shouldn't let legislators make professional decisions,'' he says.
Mr. Goodman, who taught for 10 years in California's elementary schools, says that children are ''coming to life'' in whole-language classrooms. ''Dull, tedious exercise rooms are replaced by excited children working in teams, seeking knowledge, asking tough questions, and, in the process, learning to read and write.''


The Orton-Gillingham Approach was named for a neurologist and pathologist, Samuel Torrey Orton (1879-1948) and a psychologist and educator, Anna Gillingham (1878-1963).
Samuel Torrey Orton (1879-1948), a neuropsychiatrist and pathologist, was a pioneer in focusing attention on reading failure and related language processing difficulties. He brought together néuroscientific information and principles of remediation. As early as 1925, he had identified the condition of dyslexia as a medical diagnosis requiring an educational treatment.
Anna Gillingham (1878-1963) was a gifted educator and psychologist with a superb mastery of the language. Working with Dr. Orton, she trained teachers and compiled and published instructional materials based on Dr. Orton’s theories.
Tenants of the Orton-Gillingham Approach
Diagnostic and Prescriptive:
Always the teacher seeks to understand how an individual learns and to devise appropriate teaching strategies. Each lesson is planned for a particular student. Infinitely adaptable, Orton-Gillingham is flexible; it is an approach rather than a system.
Direct and Explicit:
The instructor presents the material in direct and explicit fashion. Never is the student expected to know anything that has not been taught and practiced.
The Orton-Gillingham approach is based on a technique of studying and teaching language and the understanding of the nature of human language, the mechanisms involved in learning, and the language learning process in individuals.
The Orton-Gillingham approach is multi-sensory. Sessions are action-oriented with auditory, visual, and kinesthetic elements reinforcing each other for optimal learning. Spelling is taught simultaneously with reading. In this respect Orton-Gillingham differs from traditional phonics instruction.
Structured, Sequential and Cumulative, but Flexible:
The elements of the language are introduced systematically. Students begin by reading words and writing sounds in isolation. These are blended into syllables and words. The various elements of the language (consonants, digraphs, blends, and diphthongs) are introduced in orderly fashion. As students learn new material in a structured, sequential, and cumulative manner they continue to review old material for mastery.
Students learn about the history of the language and study the many generalizations and rules which govern its structure. Repeatedly, they are encouraged to think rather than to guess.
Emotionally Sound: Because old material is constantly reviewed and new material is introduced systematically, the student experiences a high degree of success in every lesson and gains in confidence in skills. Thus, self-esteem develops directly from the student’s achievement, and learning becomes a positive experience.


I’m not going to lie, i’m a little bit sentimental about the “birth” of this curriculum! It has been a LONG time coming!
Each unit contains everything you need to teach an effective and engaging whole group literacy block, including phonemic awareness, reading comprehension, writing, vocabulary, phonics, and crafts – all you need to add is the books!
What does a typical unit look like?
Each unit contains 4 weeks worth of materials (except August/September which contains 6 weeks). Each week will focus on one text you will do a close read on as a whole class.
Why a close read? By focusing on one book a week, but reading it for different information and thinking about it in a different way, students really get to know the text and can really focus on the reading comprehension strategies they are practicing each week.
NOT every week will look the same, though! In the August/September unit, most of the weeks focus on the same comprehension skills to build a routine, but by the 6th week, the strategies change as nonfiction text is also introduced. In the October unit, students some of the comprehension skills will stay the same, but 1-2 will be different each week.
Each week, you will have a week overview and 5 days worth of lesson plans. These lesson plans offer easy ways to differentiate for K/1 (or for your higher/lower students).
Each week generally contains 4 vocabulary words students will focus on and one day a week is generally dedicated to working with that vocabulary.
You are given two options for these vocabulary cards to make it easy for you! You may also choose to just print the picture and word card and let the students generate the definition using context clues in the text. For kindergarten, this is a skill I would introduce later on in the year.
This is one of the fun phonemic awareness activities included for kindergarten! I can’t take credit for this idea, but I can guarantee that students LOVE this game!
These are an example of one of the comprehension skills covered – making predictions. You can see how the pages might be different for kindergarten or first, but the skills stay the same. If you have students at different levels in your classroom, you could also use these to differentiate their work.
Phonics is also differentiated for K/1. In the August/September unit, kindergarten will focus on being introduce to the letters and reviewing the letters. In October, they will focus on reviewing letter sounds, working with beginning sounds, and learn medial vowel a.
First grade will focus on all of the medial vowels and cvc words in August/September. In October, they will focus on word families. Their word work generally contains one paper activity or interactive board activity per day and a short assessment/check in for Fridays.
Interested but still not completely sure if this is for you?
Try the first week FREE for a limited time!
I’m interested! Where can I find this?
BUT you can also save a HUGE amount of money by getting the growing bundle! This bundle will be $25 (a $102 value) through Friday only as well. Right now it contains the first 2 units, but each additional unit will be added at least 2 months before the actual month.


1. What is DNA? -->the Blueprint of Life, DeoxyriboNucleic Acid
2. What are the 4 bases? -->A, T, C, and G. A stands for Adenine, T for Thymine, C for Cytosine and G for Guanine.
3. What 2 peices of information did the scientists need to solve the elusive structure of DNA?-->They needed to know that the phosphate backbone was on the outside with bases on the inside; another that the molecule was a double helix.
4. What are the specific base pairs? -->Adenine & Thymine. Guanine and Cytosine.
5. How does the pairing rule effect the shape and structure of DNA? -->When the bases are paired, each rung of the twisted ladder in the helix would be of equal length, and the sugar-phosphate backbone would be smooth.
6. What does the DNA do during cell division? -->During cell division, the DNA molecule is able to "unzip" into two pieces. One new molecule is formed from each half-ladder, and due to the specific pairing this gives rise to two identical daughter copies from each parent molecule. 7. How many base pairs does E. Coli have? How long does it take to replicate? How is the DNA packaged in the cell? -->It is made up of 4 million base pairs and could divide into two cells once every 20 minutes. In order to fit into the cell, it is curled up in a condensed fashion. 8. How many base pairs does Human DNA have? How long does it take to replicate? How is the DNA packaged in the cell?-->It makes 3 billion pairs in about 12 - 24 hours. It is packaged in 23 distinct chromosome pairs.*****
1. What is RNA? How different is it from DNA?
-->the Blueprint Copy, RiboNucleic Acid. Unlike the double stranded DNA, RNA is only made up of a single strand.
2. How are the RNA messages formed?
-->Codons, (three letters from the RNA molecule grouped together) are placed after each other in the RNA molecule to construct a message.
3. How are the RNA messages interpreted?
-->Every RNA word, corresponds to one single amino acid. These codons and their correlation with the amino acids in a protein sequence is what defines the genetic code.
1. Describe the cell cycle.
--> The cell cycle is the orderly sequence of events that occurs from the time a cell divides to form two daughter cells to the time those daughter cells divide again.
2. What is nuclear division.
--> The division of the nucleus and genetic information into more than one cell from a parent cell, usually through mitosis or meiosis.
3. What is interphase.
--> When the cell or nucleus is not in mitosis.
--> The cytoplasm divides and two identical daughter cells come forth.
5. Homologous chromosomes.
--> A pair of similar but not identical chromosomes identified as paternal and maternal.
6. Phases of mitosis (5 of them).
--> Interphase, Metaphase, Anaphase, Telophase, Cytokinesis
7. Phases of meiosis and how it is different from mitosis.
--> Early prophase, Late prophase, Metaphase, Anaphase, Telophase, Second Telophase. Meiosis starts out the same as mitosis, but then it splits again after the first cytokinesis to form more chromosome.8. Describe the process and purpose of crossing over.--> Crossing over occurs when the sperm and egg chromosomes pair up and swap genetic information, reducing the number of chromosomes to a complete set. It is important because it makes the number of chromosomes the normal number and also allows the genetic information to remain present in the cell.
- san antonio, saipan, Northern Mariana Islands
- HaFa AdAi, my name is Lynette, but prefer to be called "LYNN". A student at Northern Marianas College, pursuing three degrees in three major fields of study. Elementary Education (BA), Criminal Justice (AA), and Liberal Arts (AA). Moreover, I am a happily married wife to my loving, supportive and hardworking husband, "Raymond". Whereas, I am also a loving and supportive mother to my two beautiful and outrageous daughters named "Raynalynn" and "Lynnaray". In life, I like to spend quality time with families and friends. I enjoy shopping and eating. I am a person who is very enthusiastic and mostly optimistic. I also enjoy helping others and meeting new people as well. Therefore, if you want to know more about me you can hit me up at email@example.com or search me on myspace, hehehe. AdIoS, ginen guahu.


ERIC Number: ED377465
Record Type: Non-Journal
Publication Date: 1995
Reference Count: N/A
Parents and Teachers: Helping Children Learn To Read and Write.
Rasinski, Timothy V., Ed.
Intended to provide practical amd proven ideas to help children develop as literate persons, this book presents 24 essays on diverse topics to help teachers and parents realize the potential they have for improving children's literacy development. The ideas presented in the book are based on sound research, theory, and actual practice. After an introduction ("Teacher-Parent Partnerships" by Timothy Rasinski), chapters in the book are: (1) "Seven Steps to Creating a Literate Home Environment" (Mary Steele Mastain); (2) "About Play, Literacy, and Growing Up" (Kathy Roskos); (3) "Storytelling Connections: Ways to Catch Children's Imaginations and Excite Them about Learning" (Olga Nelson); (4) "Children Never Outgrow 'Read Me another...'" (Karla Hawkins Wendelin); (5) "It's Not Just What You Do but How You Do It That Counts" (David F. Lancy); (6) "Hundreds of Books, Thousands of Books...Finding Good Books for Eager Readers" (Barbara Peterson); (7) "Linking Children to the Past through Historical Fiction" (Susan S. Lehr); (8) "Paired Reading: A Positive Approach to Parent-Child Reading Time" (Louisa Kozey); (9) "Reading Aloud to Older, Independent Readers" (Daniel Woolsey); (10) "Becoming Readers and Writers Together" (JoBeth Allen); (11) "Demystify the Written Word and Make Writing a Lifelong Adventure" (Sally Hudson-Ross); (12) "The Role of Lists in Family Literacy" (Nancy Padak and Timothy Rasinski); (13) "Helping Develop Competent Spellers: Parents and Children Working Together" (Jerry Zutell); (14) "Using Computers to Promote Literacy" (Linda DeGroff); (15)"Television and Literacy" (David Reinking and Douglas Pardon); (16) "Understanding Changes in Beginning Reading (and Writing) Instruction" (Susan Carey Biggam); (17) "Nurturing Children's Literacy Development through Parent-Teacher Conferences" (Anthony D. Fredericks); (18) "Literacy Is for All Languages: Building Literacy in Nonnative English-Speaking Homes" (Sally Nathenson-Mejia); (19) "Reading, Writing, and Giftedness" (Beverly Shaklee); (20) "Parent Volunteers: Partners in Literacy" (Elizabeth Gibbons Pryor); (21) "The Problems and Promises of Dealing with Principals" (Fredrick R. Burton); (22) "Reading Instruction in the Intermediate Grades: Preferred Practices" (Karen D. Wood and Robert J. Rickelman); (23) "Parental Roles in Reading and Writing Evaluation" (Jan Turbill and JoBeth Allen); and (24) "Parents and Schools Assessing Literacy Growth Together" (J. Michael Ritty). (RS)
Descriptors: Beginning Reading, Elementary Education, Family Environment, Family Literacy, Gifted, Parent Child Relationship, Parent Participation, Parent Teacher Conferences, Parent Teacher Cooperation, Reading Aloud to Others, Reading Habits, Reading Instruction, Story Telling, Student Evaluation, Television Viewing, Writing Instruction
Harcourt Brace and Co., 6277 Sea Harbor Dr., Orlando, FL 32887-6777 ($24).
Publication Type: Guides - Classroom - Teacher; Collected Works - General; Books
Education Level: N/A
Audience: Parents; Practitioners; Teachers
Authoring Institution: N/A


Emphasizes the Orton-Gillingham approach to reading, a multisensory, systematic form of instruction that teaches language in its phonological, morphological, syntactic, and semantic aspects to build stronger language skills. Focus will be placed on improving decoding ability and reading ﬂuency. We use hands-on, multi-sensory approaches to teaching math K-12. We will focus on strategies to build conﬁdence and develop core skills.
WRITTEN LANGUAGE SKILLS
Focuses on building an understanding of basic sentence structure, paragraph format, punctuation, and capitalization, proofreading, and handwriting. Multi- sensory activities will be used to enhance written language skills.
Understanding what one reads is the most important aspect of reading. Speciﬁc multi- sensory reading comprehension strategies will be taught, such as making predictions, retellings, webbing, and paraphrasing.
We use hands-on, multi-sensory approaches to teaching math K-12. We will focus on strategies to build conﬁdence and develop


In the preschool room we want to create a home like environment that children feel confident to explore and learn. We embrace and value each child as an individual with different needs, interests and ways of being. We want to provide a happy, relaxed and secure environment that makes every child feel safe where they can reach their individual potential.
Early childhood is a time for children to simply enjoy themselves, learning about themselves and shaping who they desire to become throughout the process.
The term play is excessively underrated for its potential- in fact through play based practical learning approaches, even us as adults tend to learn a lot more about the world around us and the practical basis of the skill we intend to understand further.
By acknowledging ourselves as a child-led, play based learning curriculum approach we do not mean that children flit between activities with no engagement or substantial ‘learning’ occurring, rather we recognise the prospective of children becoming attuned with what they enjoy and note the potential of interest based learning.
When you are truly interested in something then you try your absolute hardest to know more about this interest, you take on this learning through multiple avenues and immerse yourself in this journey until you feel content with the learning you have gained. We would like to think this is how our curriculum approach pans out for children; interests are at the peak priority of inquiry, where children have the opportunity to work alone, in small groups and in large groups, investigating, hypothesising and exploring the world around them.
Within this, children learn to have their own ideas, have their voices heard, listen to their peers, co-construct new ideas, revisit and reflect on the learning that has occurred and strategies about the future direction of their group inquiries. What a powerful tool for young children to learn at such a tender age. These social skills promote their growth and development on so many levels; these are skills that will encourage them to prosper into the future. One of the most important ways children make sense of their social worlds is through playing with others. A sense of belonging and positive sense of self is developed as children learn to negotiate roles and develop ways to positively interact with others.
Alongside social skills, these project inquiries mould multiple other learning domains. Commonly, literacy and early numeracy skills are challenged through play based inquiries as children share what they already know about the numerical and alphabet systems, whilst also engaging multimodal texts such as imagery. Sometimes as adults it is difficult for us to recognise the tremendous impact imagery has on shaping our brains development and encouraging us to recognise the messages and meaning presented by visual texts.
We believe children learn language and literacy through talking and listening as they interact with adults and other children during meaningful experiences. Language and literacy development is promoted in everyday conversations, books, dramatic play, art, music and movement. We believe children develop written literacy skills through experimentation with making marks that while being supported by adults.
We aim to enhance the children’s physical skills by setting up our environment both indoor and out to challenge children’s growing skills. The environment includes a wide range of activities which encourage the development of large muscles and small muscles movement and co-ordination.
Playing and learning go naturally hand in hand for pre-schoolers, we want to provide opportunities for them to challenge and master their skills while having fun and making friends.
The most important thing to take away from play based learning is to recognise that play is the natural instinct of the child – through play the child’s brain is wired in a natural process, with practical application being the most valuable tool for children’s growth and development.
As theorist Vygotsky (1978) says, “In play a child is always above his average age, above his daily behaviour; in play it is as though he were a head taller than himself.”


Your child will blossom into a happy, confident reader – ready for lifelong success.
Loss of reading skills during the summer is a problem that all students face. Kindergarteners retain only a small portion of what they have learned when they enter first grade. Moving from first to second grade requires a jump in reading speed, fluency, and comprehension. We have created a summer program that reinforces their reading skills and enhances them for these transitions.
We begin with an assessment in order to create a personalized, developmentally-appropriate plan for your child. Then, through one-on-one private instruction in your home, we help your child attain the literacy goals we have set through a variety of phonics and whole-word reading strategies. Reading comprehension strategies are woven into each lesson. We work with hands-on materials and many forms of texts so that your child remains engaged during our tutoring sessions. We reassess your child regularly, so that modifications and adjustments can be made as needed.
Every child learns to read, but each child may need a variety of avenues to get there. Confidence-boosting is essential for growth, and our tutors provide encouragement and support through our work together, so your child knows that he or she CAN learn to read.
Sessions are 60-minutes
- $375 for 5 sessions
- $725 for 10 sessions
- $1,400 for 20 sessions


This major is designed to prepare students to become science educators. Although designed with elementary education in mind, the major will also provide preparation for those who are interested in becoming educators in museums, nature centers, aquariums, zoos, and similar organizations.
Methods, approaches, and practices involved in teaching science to elementary-age children are provided through coursework in UMW’s College of Education.
This program is designed to provide students with broad exposure to several areas of science, in-depth exposure to a scientific field of your choice, background in math appropriate for elementary education, and exposure to other areas that will strengthen their pedagogy (e.g. engineering/design, museum studies, digital storytelling.)
Students enrolled in the Interdisciplinary Science Studies major must also enroll in the undergraduate Education coursework required for students enrolled in the 5-year, Master of Science (M.S.) in Elementary Education program
Check out details of the Interdisciplinary Science Major in the Current Academic Catalog.