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Reading Comprehension Strategies
Transcript of Reading Comprehension Strategies
Strategies Connecting Connections are things you can relate to while reading a book. You can relate to your own experiences, another text, or to the world. Those are called text to self, text to text, and text to world. Connections help the reader to understand the text better, since they have a background knowledge of the subject in there connection. Questioning *Connecting can also be connecting through media not just through texts. Predicting and Inferring Predicting and inferring are alike but different as well. Predicting is thinking about what is going to happen in the future of the story. While inferring is thinking about the story at its current time or looking back at the text. Inferring can be more difficult than predicting since in predicting you can always check your answer in the future of the book, while for inferring you can't get the answer straight from the text. Questioning helps deepen the understanding of the text. Asking questions before during and after helps the read understand the text and clarify its meaning. There are 3 different types of questions that could be asked; literal, inferential, and evaluative. Literal or "on the line" questions can be answered from quotes stated directly in the text. Inferential or "between the line" questions can be answered through your prior knowledge and clues in the text. Finally, evaluative or "beyond the line" questions. These are questions about the quality of the text, perspective or logic. The answers to these questions make you go beyond the text and keeps you engaged in the story. Synthesizing Synthesizing is like putting all the pieces together. It includes ordering information gathered and retelling it in your own words. It is also recreating the information you know in a new understanding of the text. A synthesis includes; connections you made while reading the story, questions you asked and predictions or inferences you made. A synthesis explains what the point of the text was and showing all the information that the reader had to show while reading. *Putting all the pieces together. Visualizing Visualizing is creating images in the readers head while reading a text. It helps create a "three-dimensional" version of the text in the readers mind. Visualizing helps keep the reader engaged in the text and keeps a memorable image in the readers mind. Visualizing can also keep the reader actively thinking about the things that they read.


Trumpet Lessons (Ages 8+)
During trumpet lessons, students will learn breath control, proper mouth/embouchure technique and theory as you learn a variety of songs from classical to jazz and swing. Be prepared, the trumpet is a loud instrument, but it is also a lot of fun. Meet our trumpet teachers below or scroll down to find our most frequently asked questions about trumpet lessons.
Ben is a lifelong musician from London, Ontario. He studied Music Education at the University of Western Ontario where he conducted the Western Mustang Band and is currently an occasional teacher for the Thames Valley District School Board after teaching 2 years in the U.K. His primary instrument is trombone and he has played in the Band of the Ceremonial Guard in Ottawa and Queen's Own Rifle's in Toronto, as well as community orchestras in London and Oakville. Ben has also sung in numerous barbershop quartets and choruses and currently sings with London's Forest City Fire. When Ben isn't making or listening to music, he enjoys watching soccer, all things pop culture, board games, and spending time with friends and family. Ben teaches trombone lessons, trumpet lessons, french horn lessons, baritone lessons and tuba lessons.
What Are Your Rates?
We've learned that every music teacher is different, and each has different skills. Some have Masters degrees, while others are still students themselves. For this reason, we've given the teachers the ability to set their own rates when they are hired based on their skills. The rates for trumpet lessons are $20.00 for a 30 minute lesson.
Is 30 Minutes Enough?
For beginners the answer is definitely yes. When you are first learning, you're getting a lot of new, and in some cases, confusing information given to you. The amount of information given in one 30 minute lesson will give you a lot to work on as you practice throughout the week. Practicing is absolutely essential to learning music. As you get to more advanced skills, more time may be necessary if and when your teacher recommends it.
How Long Will It Take To Learn?
We get asked this question a lot. There is no specific date, or number of lessons. It depends on a few things including how often students practice. Although the songs may be very simple, we know we can have students playing at least one short song within 30 days. If you are hoping to play Mozart, it will take more time. But anyone can do it if they want it enough or work hard enough.
What Do I Need To Start?
Students will need a trumpet to learn on. We can provide students with a trumpet to rent or to purchase. The teacher will also provide a lesson book to be purchased at the first lesson. Please avoid purchasing a book before the first lesson in case the book you purchase is different from the book recommended by the teacher. Other accessories may be recommended by the teacher but are not required for learning to play the trumpet.


Praxis II: Elementary Education Content Knowledge
With this new exam guide by LearningExpress, you'll learn everything you need to know about the test-where it came from, what's on it, when it's given, and how it's administered and scored. Each chapter targets a specific exam section and divides topics and practice questions logically and effectively, so you can get the most of your study time.
Specifications of Praxis II: Elementary Education Content Knowledge
|Number Of Pages||380|
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If you write or print you can draw. Talent may speed up the process. However,drawing is a learned skill that anyone can achieve with direction and practice. Learning to draw can be the gateway to self-expression and appreciation of the world at large. The course will cover the basic drawing principles and techniques such as proportional measurement, perspective and shading. The mediums used in the course are graphite, charcoal, conté, and pen. The focus is to build perception skills and hand-eye co-ordination, because all drawing is an active way of SEEING.
Kathy Chelin has a wealth of experience teaching art with both teens and adults. For the past 25 years, she has taught enriched classes in Drawing, Painting, Illustration and Sculpture at Unionville High School, the designated School for the Arts in York Region. She teaches a variety of drawing and sculpture classes throughout the city to adults and teens. In addition, she regularly does figure and portrait drawing workshops for OSEA (Ontario Society for Art Education) and she continues to teach studio classes to art teachers at Ontario Institute for Studies in Education.


First Grade Philosophy of Education
Education must be a hands-on learning experience that involves all of the multiple intelligences. There are many ways to transmit information to students and a good teacher is willing to adjust and modify their style based on the needs of their students. Standard Four 1.1 of the California Standards for the Teaching Profession addresses the topic of drawing on and valuing students’ background, interests, and developmental learning needs. I chose this Standard to focus on because in the First Grade classroom at Holy Family, I believe it is crucial in furthering my students’ development, and educational skills. In order to accomplish this goal in my classroom, it is imperative to teach to the different learning styles, and use real-life examples that are relatable to the age group I am teaching. Students learn and respond to material in various ways, some favoring visuals, music, the spoken word, bodily kinesthetics, and or logic. As a teacher, I make any effort to find different methods to assure the information and curriculum is being instilled and processed by the students. I utilize the teaching tools that I have acquired over the years, and positively interact with and inspire the children in my classroom.
First Grade Curriculum
Reading: Houghton Mifflin/ Harcourt –First Grade Reading
Develop strong readers with rich, authentic literature and content-area reading, student writing models, genre studies, and comprehensive test preparation.
Phonics: Pearson Modern Curriculum Press Phonics
Modern Curriculum Press “Plaid” Phonics celebrates over 50 years of successfully helping more than 55 million children learn to read. It’s proven scope and sequence, along with the abundance of practice, review, and application of skills, ensures comprehensive coverage and supports best practices in phonics instruction. MCP “Plaid” Phonics Level A helps students become fluent readers. Activities help students develop spelling (encoding), recognize words in context, and use phonics in word-building and personal writing. It provides a direct model for integrating phonics and reading through reading activities.
Consonant Blends, Y as a Vowel
Endings, Digraphs, Contractions
Getting Started: Writing positions, Basic Strokes
Writing Letter and Words
Using what they have learned to write: Number words, Days of the Week, Months of the Year, a friendly letter, etc.
Small Reading Groups- Children will be pulled out in small groups during learning centers for additional small group reading practice once a week. We will be using supplemental First Grade Level Readers during this time. In addition, the children will be pulled out at different times of the week for Small Group Reading, and Phonics Instruction during Creative Writing time.
Mathematics– California Harcourt School Publishers
Number Sense and Operations
Addition and Subtraction Facts to 12
Graphs and Numbers to 100
Operations, Money and Time
Geometry and Patterns
Measurement and Operations
Religion-Be My Disciples
We Believe-The Bible, God Loves Us, The Church,
We Worship-We Follow Jesus, Signs of God’s Love, The Church Celebrates Jesus, We are Peacemakers, We Go to Mass
We Live-The First Christians, We Love Others, We Live as a Community, Jesus and the Children, We are Children of God, Jesus Teaches about Love, The Our Father
Science- Houghton Mifflin Science-Discovery Works
Kinds of Living Things-Theme: Systems
Weather and Seasons-Theme: Constancy and Change
Solids, Liquids, and Gases
Keeping Fit and Healthy
Social Studies-Houghton Mifflin- History Social Science-School and Family
People Everywhere-Family, Community, Leaders
Where We Live-Our Earth, Our Land, Our Water, Weather and Seasons, City, Town, Suburb, Our Country, Our Country’s Neighbors
World of Work-Needs and Wants, Goods and Services, All Kinds of Jobs, Getting Food to the Market.
Everything Changes-Learning About the Past, The First Americans, Family Life, Going to School Long Ago, Moving People and Things
Good Citizens- People Need Laws, Government and Leaders, Citizens, Heroes in Our Country, Symbols in our Country


October 9, 2012 by lambethteachers
Secretary of State Michael Gove is proposing an archaic and very limited curriculum, in which detailed prescription for literacy, arithmatic and science will marginalise all else. It will encourage transmission teaching and rote learning, and (contrary to Gove’s rhetoric about raising standards) will dumb down children’s learning by marginalising opportunities for enquiry, critical thinking, problem solving, creativity and experiential learning.
The curriculum fails to recognise the diversity of students, including those with EAL, SEN or affected by poverty. If implemented, it will allow teachers little flexibility to respond to children’s needs, talents, interests, languages, cultures and experiences.
The targets and expectations on which pupils and schools will be judged are not age appropriate, and generally set so high that the majority of children will fail.
No attempt has been made to involve teachers or parents, and even the government’s hand-picked Panel of Experts was alienated and ignored. It is a prescriptive, top-down curriculum which, combined with England’s surveillance system (Ofsted, league tables etc) will further demoralise, incapacitate and deprofessionalise teachers.
Pupils and teachers will be overwhelmed by excessively detailed lists of spellings, grammatical analysis, arithmetic procedures and scientific facts. In English, for example, the emphasis is on phonics, spelling, punctuation and grammar, marginalising spoken language, reading for pleasure and information, more creative aspects of writing, drama and ICT.
A response to the proposed new Primary School curriculum for England was submitted jointly by the NUT, ATL, various curriculum and other organisations, several key academics and 72 children’s authors (3 August 2012).
and then say that the joint statement and the various contributing statements can be found via the Curriculum page at www.changingschools.org.uk


Home Learning for Year 4
Year 4’s home learning is set on a Thursday and due in on a Wednesday. We hold our spelling tests every Tuesday and complete our times table challenge every Thursday.
Here is this term’s extended learning project. Please click on the picture below to download and view the extended learning project for your child:
Year 4 Spellings
Please click on any of the link below to download and view the spellings for your child:
Year 4 Maths Challenges
English Home Learning
- A reading activity from our bookmark
- Read a minimum of 3 times a week at home.
- Practise our times tables in a fun and memorable way twice a week
- Complete the weekly maths challenge. This will either be to consolidate what we are learning or in preparation for what we will be learning next..
The following home learning is celebrated each week.
|Monday||Reading, Times tables||
In addition, extended learning projects have activities for completion each week.
|Tuesday||Reading, Word study|
|Wednesday||Times tables, Word study|
|Thursday||Word study, Reading|
|Friday||Times tables, Reading|
Support for Home Learning
In addition to the weekly homework, we are encouraged to use the internet to revise what we have learnt in school. These websites are really good fun:
- http://www.maths-starters.co.uk Timed Maths starters designed to provide practice at a range of numeracy skills. Click on the 'Help' button to get started. This website has been created by our very own Mr Harrison and will help make your maths fun.
- BBC Bitesize - English, maths and science. It has short clips to watch then games we can play on our own.
- http://uk.ixl.com/promo?partner=google&campaign=1098&adGroup=Family+pricing+page&gclid=CIqriObe7L4CFSXmwgodhhUA2g - Maths. This shows all the skills we cover in school which means if we struggle we can look back at our previous years but if we are up for a challenge…we can look in ones to come!
http://resources.woodlands-junior.kent.sch.uk/literacy/index.htm - This site has lots and lots of games, for all the subjects we learn.


Key statistics on education in America, and the key features of the American education system including primary, secondary and tertiary education, the national curriculum and the examinations system.
This is part of a new set of posts designed to help students assess how developed countries are in terms of some of the key indicators of development such as economics, inequality, education, health, gender equality, peacefulness and so on…
America is an interesting case study because it is the wealthiest nation on earth in terms of total GDP, and very wealthy in terms of GNI per capita, but these high levels of wealth and income do not translate into social development for all.
This is a summary post at first, to be expanded on later…
America: Key Education Statistics
Core education statistics taken from World Bank data
- Pre-primary net enrollment rate – 63.8%
- Primary enrollment rate – 93.1%
- Secondary enrollment rate -90.5%
- Tertiary enrollment rate – 86.7%
- Out of school children – 1.5 million !
- Government expenditure on education as percentage of GDP – 5.2%.
Education stats taken from other sources
- America ranks as having the 14th best education system in the world according to the Pearson’s Global Education Index.
- Only 72% of 12-17 year olds are considered academically ‘on-track’ (wiki, link below).
- Only 32% of Americans have a bachelor’s degree (70% of Americans don’t have a college degree).
- 10% of children attend private schools and around 3% are home-educated (wiki, link below).
- Science – 24th
- Maths – 25th
- Reading – 39th
Key Features of the American Education System
Kindergarten, Primary, and Secondary Education in America
Schooling is compulsory for all children in the United States, with every child being entitled to a minimum of 12 years publicly funded education. Some states add on an additional year of pre-primary ‘Kindergarten) education, and the school leaving age also varies from state to state: some states allow students to leave school between 14–17 with parental permission, other states require students to stay in school until age 18.
Children attend primary school from the ages of 6-11 where they are taught basic subjects, typically in a diverse, mixed ability class, with one teacher.
Children attend secondary school from the ages of 12-17, which is subdivided into junior high-school and senior high school. Here students are typically taught in different classes for different subjects and are allowed some degree of freedom to choose ‘elective subjects’.
While there is no overarching national curriculum, education in secondary school generally consists of 2–4 years of each of science, Mathematics, English, Social sciences, Physical education; some years of a foreign language and some form of art education, as well as the usual PSHE.
Many high schools provide ‘Honors classes’ for the more academically able during the 11th or 12th grade of high school and/ or offer the International Baccalaureate (IB).
The National (And Hidden) Curriculum
While there isn’t a national curriculum in America, there are some very detailed national common core standards in subject areas such as English and Maths – so why schools aren’t told what books they should actually get students to read, or how to teach maths, the standards dictate that they must spend a certain amount of time teaching these and other subjects…. When I say detailed, they really are – the standards on English stretch to over 60 pages.
In terms of the Hidden Curriculum – 50% of schools require their students to pledge allegiance as part of their daily routine, which I guess is an attempt to enforce a sense of national identity.
If you’re American I imagine this gives you a warm glowing feeling, if you’re not you’re probably fluctuating between an uncomfortable feeling of nausea and wondering WTF this has got to do with ‘liberty’. NB note the doting parents looking on, and that YouTube is full of this sort of thing.
Differential Educational Achievement in America
The education system clearly doesn’t work for everyone equally – around 3 million students between the ages of 16 and 24 drop out of high school each year, a rate of 6.6 percent as of 2012.
Unsurprisingly, there are considerable ethnic differences in educational achievement in America, as this data from 2009 suggests:
Sources (those not included in links above!)


* Play music for your baby. Expose your baby to many different musical selections of various styles. If you play an instrument, practice when your baby is nearby. But keep the volume moderate. Loud music can damage a baby’s hearing.
* Sing to your baby. It doesn’t matter how well you sing! Hearing your voice helps your baby begin to learn language. Babies love the patterns and rhythms of songs. And even young babies can recognize specific melodies once they’ve heard them.
* Sing with your child. As children grow, they enjoy singing with you. And setting words to music actually helps the brain learn them more quickly and retain them longer. That’s why we remember the lyrics of songs we sang as children, even if we haven’t heard them in years.
* Start music lessons early. If you want your child to learn an instrument, you don’t need to wait until elementary school to begin lessons. Young children’s developing brains are equipped to learn music. Most four- and five-year-olds enjoy making music and can learn the basics of some instruments. And starting lessons early helps children build a lifelong love of music.
* Encourage your child’s school to teach music. Singing helps stimulate the brain, at least briefly. Over time, music education as a part of school can help build skills such as coordination and creativity. And learning music helps your child become a well-rounded person.


- May 14, 2017, 8:46 pm
CAN CHILDREN WITH READING PROBLEMS STILL BE ABLE TO OVERCOME THEIR DIFFICULTIES?
Yes, but only if they are identified early and provided with direct -systematic, explicit and intensive instruction in phonemic awareness, precise phonics instruction, reading fluency, vocabulary, spelling and reading comprehension strategies. Early identification, coupled with a comprehensive early reading intervention can reduce the percentage of children reading below the basic level in fourth grade from the current national average of 38% to less than 6%.
At least 20 million school age children suffer from reading failure but only a small fraction of these children receive early intervention education services. By putting in place well-designed, evidence-based early identification screenings and early intervention programs, the number of children suffering from reading failure would be reduced by at least two-thirds.
WHEN DO THEY UNDERGO TESTS?
A child can be professionally diagnosed with learning difficulties associated to reading as early as 5 years old. Most schools are reluctant to test children before third grade and often encourage parents to wait and see if their child will outgrow his reading, writing, spelling difficulties. Research proves that WAITING is the WORST thing a parent could ever do. One of the most common reading difficulties ever identified is Dyslexia. Part of the line-up is Optilexia, Dyspraxia, Dysgraphia and Dyscalculia. If it's Dyslexia, a child will not outgrow his or her difficulties. However it takes less time to fix the reading and spelling difficulties when Dyslexia is discovered at age 6 than when it is discovered until age 9 or 19 nor even older. Dyslexia cannot be officially diagnosed using one single test. That's because dyslexia may vary from mild to moderate, severe to profound. Enough evidence of dyslexia must be justified before putting a child through the testing process ( Vail,Hall and Ryon). Parents, please be aware that subjecting your child to the right test is only half the battle. But with the conviction and courage to let your child undergo such test. you have already moved closer to overcoming what could have been a lifetime adversity and stigma. Nothing could ever stop you from experiencing success into your journey by putting your child into a researched-based Reading program with professionally trained teachers and staff eligible for providing a tested and proven literacy reading system.
With Instant Reader, you are in good hands. We are with you step by step until we see your child triumph in his difficulty.


Presentation on theme: "17 th May 2012. Health Literacy has been defined as “The degree to which individuals have the capacity to obtain, process and understand basic health."— Presentation transcript:
Health Literacy has been defined as “The degree to which individuals have the capacity to obtain, process and understand basic health information and services needed to make appropriate and informed health decisions.” It enables individuals to access, use and understand information which promotes and maintains good health. It is essential we empower people to use health information effectively.
People are often faced with complex information and decisions to make in unfamiliar surroundings. Skills required: Analysis of benefits and risks Understanding and calculating dosages Following instructions and understanding terminology Accessing health information Interpreting results and the information that is being communicated to them
Department for Business, Innovation and Skills last year published Impact on Skills for Life 2011 Currently 24% of adults 8.1 million people lack functional numeracy skills 15% of adults 5.1 million people lack functional literacy skills Peoples lack of basic maths and English remains a big challenge
A report released in March 2012 revealed the hidden cost of functional illiteracy in the UK tops £81 billion each year, the highest in Europe. The new report from the World Literacy Foundation shows that nearly 800 million people across the world lack the basic reading and writing skills needed to accomplish simple tasks such as reading a medicine label or filling out a job application, costing the global economy more than $1.19 trillion a year. According to the report, the UK suffers significantly from the costs of poor literacy: 22% of the UK's population is estimated to be functionally illiterate, meaning they may have difficulty with basic tasks such as applying for a job, understanding medicine dosages or reading a medical report. Illiteracy is estimated to cost UK economy approximately $127 billion a year (£81 billion) This is the highest in Europe, ahead of Germany $61.70bn or France $44.28bn
We have currently 639 learners undertaking ESOL qualifications the majority at E1-E3 16-18 - 2496 enrolments undertaking a functional skills qualification in Functional English/Maths Adult 19+ - 2273 enrolments undertaking Basic English or Maths qualifications Provision is offered from Pre- Entry to Level 2 throughout Preston and on employer premises
Health organisations need to work closely with other sectors including education, housing, finance, community groups, local authorities and employers. We need to develop strong partnerships We need to work together to embed Health Literacy into our programmes of study including our Basic Adult Skills for Life courses and our (ESOL) English as a Second Language initiatives


Examples of remedial in a Sentence
Officials have pledged remedial action to repair damaged bridges.
Thirty percent of the new students need remedial classes in math.
He's taking a course in remedial reading.
Recent Examples of remedial from the Web
Pooler, who once taught remedial math in Local 98’s apprentice-training program, was part of the charter’s founding coalition with Dougherty, Neill, and Erin Dougherty.
This remedial understanding of my sexuality fails to understand bisexuality's fluidity and complexity.
The debate over whether Trump is playing three-dimensional chess or remedial checkers rages on.
Lozier said the percentage of U46 graduates taking remedial courses in public colleges and universities is above the state average of 49 percent.
PERA reform: Vincent Carroll, the former Denver Post and Rocky Mountain News editorial page editor, wrote that the Colorado Public Employees’ Retirement Association urgently needs remedial action — and this time, half-measures won’t do.
Aisha Alhassan, minister of women’s affairs and social development, said Tuesday that the women will attend months of remedial studies.
After graduating from Bulkeley in 1992, Turner went on to the University of Hartford for her bachelor's degree in elementary education and later earned her master's in remedial reading and language arts from Central Connecticut State University.
And the share of graduates who enroll in remedial classes at two-year colleges has declined, from 58 percent in 2008 to 50 percent in 2015.
These example sentences are selected automatically from various online news sources to reflect current usage of the word 'remedial.' Views expressed in the examples do not represent the opinion of Merriam-Webster or its editors. Send us feedback.
First Known Use of remedial
REMEDIAL Defined for English Language Learners
Definition of remedial for English Language Learners
: done to correct or improve something : done to make something better
: done to cure or treat someone
: involving students who need special help to improve in a particular subject
REMEDIAL Defined for Kids
Definition of remedial for Students
: intended to make something better He takes classes in remedial reading.
Legal Definition of remedial
1a : intended as or providing a remedy b : concerned with the correction, removal, or abatement of an evil, defect, or disease remedial treatment of an inmate to improve behavior a workers' compensation claimant who received remedial attention from a doctor a remedial statute correcting the previous law
2 : of, relating to, or being a law enacted for the purpose of providing a method of enforcing an already existing substantive right : procedural
Seen and Heard
What made you want to look up remedial? Please tell us where you read or heard it (including the quote, if possible).


Music Psychology is a psychology subspecialty that focuses on the music’s ability to have a profound physical and psychological impact. The field seeks to determine what those impacts are and if certain psychological conditions can be altered or created by the application of some forms of music.
Music Psychology can have a significant impact on the health and wellness of a person. Just consider how dance therapy is helping Alzheimer’s patients. The human mind is often capable of far more than you might expect, and through interesting new advancements in the field of music psychology good things could await those suffering from mental stress, disease and disorder.
What Does a Music Psychologist Do?
Many of the advancements made in music psychology come as a direct result of the intensive research involved. Understanding the culture of human behavior, particularly as it relates to music, is the driving factor behind the work that a music psychologist does. Administering surveys, observing and engaging in research-based practices are all part of day-to-day responsibilities.
You will also demonstrate a deep understanding of various genres of music and how they impact the human psyche. It can be a tough field if you don’t like research, so make sure that you get a taste for it before pursuing music psychology as a career.
Featured Psychology Programs
Careers in Music Psychology
Music psychology professionals tend to find a home within the clinical psychology and research-based psychology communities. Since the focus is on how outside stimuli affect brain waves and behavioral patterns, there isn’t a lot of need for music psychologists in the marketing and industrial-organizational fields.
As a result, it may be difficult to reach the higher end salaries within the psychology field, but it is not uncommon for those with a music psychology degree to earn as much as $60,000-$70,000 annually.
Obtaining a Music Psychology Degree
Much of the advancements coming out of the field of music psychology are focused in the United Kingdom, though there are some great programs stateside at larger schools, such as the Universities of Missouri and Minnesota. Music education coursework as well as specialization in behavioral neuroscience are productive areas of focus.
The field of music psychology is usually encompassed within a broader research or clinical based area of psychology, and will likely be held to the same licensing standards. See your state for further details.


Youth Art Month is a national celebration of the visual arts in education. YAM is held annually in March and is designed to emphasize the importance of quality art education for all children.
What is Youth Art Month (YAM)?
YAM was created in 1961 as a service to art educators and the public with the following objectives:
•Recognize art as a necessity for the complete development of a high quality of life for all people
•Direct attention to art education as an effective vehicle to teach critical thinking, communication skills, self-expression and multi-cultural awareness
•Increase community, business and government support for art education
Participation in the exhibit is open to participating school students in grades K-12 in Fannin and surrounding counties and homeschooled children from within Fannin County.
Thank you to the following educators who help make this year's exhibit possible:
Melissa Ball Nancy Watkins Rebekah Goss
Holly Viccaro Kimberly Huffman
Come celebrate Youth Art Month with us at the opening reception on Wednesday, March 1st, 2017 from 4pm to 6pm in the Richard Low Evans Gallery.
Exhibit will remain on display through March 25, 2017. Friends, family and the public are invited to attend.


Our day usually starts when we come inside the classroom at 9.00 or once we hear the music (bell) and we start to prepare for our day by putting down our chairs, taking out any forms that need to be handed in and getting our stationary ready for a new day of endless torture (just kidding I meant fun).
We then take out our chrome books or for students that do own a chrome book they turn on a class computer or school chrome book and log onto Mathletics which is a maths program that helps improve our numeracy skills. During this time we are called to the mat for the roll and sharing where Mr Fourie, our teacher calls out the roll and we sit in a circle and share how we are feeling and why we are feeling that way.
Lately we have been working on our statistical inquiry which is a Google slide document that we use to display data that we have gathered from our survey question. So because of that we have been doing tasks in booklets to help us prepare for presenting our information. At 10.30 we change into our sports uniforms and grab our drink bottles before heading outside onto the field to do 1-2 laps, stretching and for our daily fitness routine.
In our fitness we have 3 groups, group A (best), group B (medium) and group C (bad) and on either Tuesdays, Wednesdays or Thursdays we have health which is when Mrs Bailey informs us on how our body works and what type of things we need to be doing for them to keep functioning.
At 11.00 we head off to have morning tea and to play before we go back inside the classroom at 11.25 for our middle block where we either study on our estuary enquiry, work on an SRA card, do reading work- book reports and reading logs or have our language session where we are learning German or for the Year 7’s Spanish. But on Mondays we go to the library at 12.30 to issue books and to read.
After we have lunch at 1.00 we come back inside at 1.40 and read for 10-15 minutes before we finish off any activities we still need to complete or finish any work Mr Fourie has set for us. Although on Tuesdays we have Team sports which is when the Kereru team (Rooms 2, 3 and 4) play particular activities, recently we have been playing a Maori game called Ki o Rahi.
Life in Room 3 is generally enjoyable and I enjoy the learning environment we are in even though sometimes I become very agitated when my peers are misbehaving and the class has to write down the class matrix during morning tea or lunch.
Mr Fourie (This was the only photo I could find on the internet)
But it also comes down to the fact that in Room 3 we have a very high level of expectation from Mr Fourie to give our best efforts and push ourselves to the maximum. Overall I guess in some ways we are like a family in Room 3 as we might not always get along but we put up with each other anyway because we have to and all the students have distinctive qualities and the fact that we act so comfortable around each other is what makes Room 3 different and unique from any other class in the school.


Type of Proposal
24-3-2015 1:00 PM
24-3-2015 1:50 PM
Faculty of Education
Dr Dragana Matrinovic - Faculty of Education
Importance of the Project
Many studies found that Canadian students are not performing well in mathematics at the elementary and secondary school level compared to other countries in the world (Ministers of Education Canada, 2010). In 2012, Canada was ranked 13th in mathematics under the OECD Programme for International Student Assessment (PISA, 2012). This project was designed to explore root causes of the problem and to suggest how to improve math students’ performance at school level. This report will also identify success criteria in Mathematics of some selected countries, and propose how to implement those factors in Canada.
Existing State of Knowledge
In a recent paper published in macleans.ca, Tamsin McMahon reported that Canadian students spent more time in the school, yet their math score is low compared to other countries. According to the OECD, Canadian students spend 75 minutes on average in the class, which is significantly more time in math class than their counterparts in countries that outperform them at math. Specifically, Canadian students spend twice as much time in math class as students in Finland, which is a country that slightly outranks Canada on math scores, and significantly more time than other top-performing countries, such as the Netherlands and Japan.
An article written by Smol (2011) from CBC highlights the reasons for Finland schools being superior at what they teach. Especially in math, they apply various non-traditional techniques to engage their students: including no requirement for homework, no high stakes tests, no tardy bells, and a short school day.A study by Malaty (2006) reported that academic qualification of math teachers is important in improving students’ math performance. Finland teachers need to have a Master’s degree: a M.Ed. for a primary school teacher (Grades 1 - 6) and a M.A. or M.Sc. for a secondary school teacher (Grades 7-12). On the other hand, Canadian teachers require a B.Ed from a university to qualify for teaching. In the OECD’s PISA study, Finns ranked in the top quarter in both mathematics and the natural sciences and, also according to the IEA’s TIMSS 1999 study, Finns were above the international average (Revision of the National Joint Programme, p.4)
This research intended to identify factors that may have contributed to Canadian students performing worse on international math tests, compared to students in other countries, like Finland.
Information for this study was obtained from various existing resources such as articles from the well-known journals, magazines, and newspaper articles. After the information was gathered, the differences between the school systems were noted and ranked as most probable causes based on the relevancy of the resource.
As discussed earlier referring to many reports, it is obvious that Canadian teachers have given lot of emphasis on improving languages but have lack of stress on improving numeracy skills. However, teachers’ special care, support and training will help Canadian students to build strong foundation in mathematics at elementary level to avoid struggle at secondary level. The findings suggest that the teachers' qualifications to teach mathematics should be up to the level of masters. Canada should also allow its teachers to have more control on curriculum especially for mathematics, since it is a difficult topic for many students. It is expected that education board will take effective measures to improve mathematics of the Canadian students by implementing suggested findings in order for them to be competitive internationally.
Why is Canada scoring low in mathematics?


“Recent advances in the study of the brain have enhanced our understanding of the way that active engagement with music may influence other activities. The cerebral cortex self-organises as we engage with different musical activities…” Professor Susan Hallam
Music represents an exceptional choice as a value-added curriculum focus subject in the secondary phase. It offers benefits to students in terms of accelerated cognitive development alongside increased confidence from participation and performance, leading to higher performance across a range of wider subject areas particularly mathematics and including languages where active engagement with music sharpens the brain’s early encoding of linguistic sound – children with just 8 weeks of musical training show improvement in perceptual cognition compared with control groups.
Music education and participation in performance type musical activities are clearly seen to have great potential for improving student self-esteem and self-confidence, boosting achievement across the curriculum and raising achievement for all learners. Involvement in music and other performing arts increases student engagement and encourages consistent attendance, particularly with students who are at risk of disengagement with the education system. Music education at Derby Cathedral School will be rich in choral opportunities, with openings to perform in the Cathedral, and instrumental music making, including music technology.
Mathematics and numeracy skills are essential to everyday life, critical to science and technology, a natural companion to music, and necessary in most forms of employment – yet maths can be a scary subject to some pupils. Derby Cathedral School will overcome any potential barriers to learning by making sure that mathematical experiences are, wherever possible, fun and enjoyable by setting maths in everyday and work-related contexts, and by using stage not age mathematical games and puzzles.
The twin focus within our curriculum offer is designed to raise achievement for all learners via a key skill (maths) and support for cognitive enhancement and self-esteem (music).


Skill: Children will identify and read the Second 100 Fry Words.
Common Core Aligned Activity/Center
Reading Foundational Skills/Phonics & Word Recognition
Grade Level: First Grade through Third Grade, Special Education, ESL
You will receive a 38 page ebook which includes
3 Storage Labels, 2 Directions, 24 Gameboards programmed with the Second 100 Fry Words, 6 I Can Statements for First Grade, Second Grade, and Third Grade, 2 Graphics Credit Pages, and a Thank You Note. Each Gameboard practices 9 different Fry Words. Children will have fun learning the sight words while playing Tic-Tac-Read. (version of tic-tac-toe)
Great for a Literacy Center or Partner Activity.
All products feature a cute Halloween theme.
Original Artwork: See Graphics Credit Pages inside ebook for clickable links to the 2 Graphic Artists.
Personal/Classroom Use Only (1 classroom only)
Multiple Licenses are now available through TpT at one half the selling price.
No Commercial Use or Sharing of this Product through Internet Groups/Blogs, Offline Groups, School District Websites/Servers, or School Websites/Servers
If you download this product please take some time to rate it and provide me with some feedback. As well, please consider becoming a follower of my TPT store so that you will receive notification when I post more games and centers to the TPT site.
Tic-Tac-Read Second 100 Fry Words by Shelia Hickman is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License


Understanding The Dyslexia Puzzle
Dyslexia, A Developmental Puzzle
Dyslexia could be part of a pattern of delayed development involving more than just reading.
Dyslexia and Diet
Diet, especially certain dietary deficiencies, could play some role in triggering dyslexia.
Dyslexia and Vision
Many struggling readers are affected by undiagnosed, and therefore untreated, vision issues.
Dyslexia and Phonics Programs
Phonics instruction is a needed ingredient, but should follow the addressing of vision issues.
Dyslexia and Exercise Programs
Some exercise-based programs have been found to be useful in addressing dyslexia.
Dyslexia and Auditory Processing
Auditory programs have also been shown to be helpful; some exercises are included here.


Wednesday, June 20, 2012
Blog Post #6
Randy Pausch's Last Lecture
During Randy Pausch's Last Lecture he discussed key points that we should strive to use in our classroom. Even though this video is over an hour long this is a must see video. He first began discussing his childhood dreams. Although they were comical to hear he somewhat reached all of those goals, but the point he was striving to accomplish was to allow kids to reach their goals. Do not tell children that their goals are too out of reach or impossible. We should be the encourager for them and help them reach their goals.
Another key point we can utilize in the classroom is to find someone like you to inspire his or her goals. When I was in kindergarten all I wanted was to be just like my teacher. I strived everyday to make her happy in the classroom. When I got home in the afternoons I would pretend I was Mrs. Ryan. During school days I was her little helper by helping her clean centers, sweep the floors, and straighten bookshelves. Mrs. Ryan knew that my goal as a little girl was to become a teacher, and I am grateful she inspired me to keep moving forward in life to accomplish my dream!
The next point is my favorite during the lecture and that is to make learning something new fun. Have you ever sat in class, bored out of your mind, struggling to stay awake, and when class is over you realize that you do not know the new material? I was like that several times through middle school and high school. I believe as a teacher I can change this environment. By using technology in my classroom I can make learning fun! For example, when I am introducing a new lesson in history I can use my SmartBoard to show videos and pictures during the lesson. Also, I can create podcast of me teaching a math lesson for the students to watch for homework rather than sitting and struggling to complete several math problems. As a teacher my number one goal will to make learning fun and keeping my students engaged during all of our lessons.
Lastly, Mr. Pausch emphasized the importance of mentors, parents, and teachers. I was fortunate to be given parents that wanted me to be better than them. They strive everyday to make sure to encourage me to keep striving for my goals in life. They know it is very important that I reach the goal of graduating with a degree in Elementary Education. Even though I am now married and not living with them anymore they still provide the love, support, and prayer everyday. Unfortunately, not everyone is dealt or given that card in life like me; however that is where teachers and mentors like a councilor can step in and make a difference. For students that do not have support at home this is where we step in and be the support and provide them with the love that they need every day.


Friday, February 19, 2010
Homemaker and Civil Rights Activist
Coretta Scott King, Dr. Martin Luther King's wife, was an inspirational woman for her class, poise, and dedication to her family and the Civil Rights movement.
She was born in 1927 to a truck farmer and a homemaker. She excelled in school, and graduated valedictorian of her class, and accepted a scholarshop to Antioch College in Ohio. After receiving her degree in music and elementary education, she accepted another scholarship to continue her musical training from The New England Conservatory of Music, located in Boston. She received a degree in voice and violin.
It was there that she met Martin Luther King, and they courted, and eventually married. When she started her family, she put her musical ambitions on hold. As time went on, while raising her four children, she used her musical abilities to contribute to supporting her husband, by holding Freedom Concerts as fundraisers to support the Southern Christian Leadership Conference.
Coretta Scott King was a woman who was dedicated to supporting her husband and raising her children, while putting her career ambitions on the shelf. She was considered to be the First Lady of the Civil Rights movement, and the title is well-deserved.


Andreas Achenbach (September 29, 1815 – April 1, 1910) was a German landscape painter.
Born at Kassel, he began his art education in 1827 in Düsseldorf under Friedrich Wilhelm Schadow at the Düsseldorf Academy of Painting. He studied at St Petersburg and travelled in Italy, Holland and Scandinavia. In his early work he followed the pseudo-idealism of the German romantic school, but on removing to Munich in 1835, the stronger influence of Louis Gurlitt turned his talent into new channels, and he became the founder of the German realistic school. Although his landscapes evince too much of his aim at picture-making and lack personal temperament, he is a master of technique, and is historically important as a reformer. The Chambers Biographical Dictionary says of him that "he was regarded as the father of 19th century German landscape painting."
He died in Düsseldorf.
His brother, Oswald Achenbach (1827-1905), was also a painter.
A Fishing Boat Caught In A Squall Off A Jetty


Science For Kids: A Study In Static Electricity With Balloons
Static Electricity! Makes our hair stand up and gives us a shock but what else can static electricity do?
For our science class we are going to explore the different things static electricity can do with a couple of balloons. What you need for this experiment is just a couple of balloons, a head to rub, and a few different surfaces such as your wall, fridge, and a window. Most balloons will work for this as we have used even water balloons in our experiments. Different types of balloons can be used but taken into account that there are different reactions to different types of balloons. Testing out how the different types of balloons react under the same circumstances can be an experiment all on its own. 🙂
or you can watch this very interesting video to learn more about the scientific principle. 🙂
And now on to our experiment with balloons!
Static electricity is an electrical charge build up on an object such as the surface of our balloons. You can find static electricity in all kinds of places you wouldn’t think there would be an electrical charge. It’s a safe and fun electrical charge kids can explore and it’s super easy to find. I can’t tell you how many games of static shock tag we have had will socks on carpet. 🙂 I wanted to take the exploration just a little further with a deliberate scientific examination of the properties of static electricity and what it can do with balloons. For our experiment we used two balloons that were the nearly the same size and same basic brand. We rubbed the balloons on our heads to create a negative charge on the balloon while giving our hair a postivie charge (that is why it stands up!) and stuck them to different surfaces and timed them to see how long they would stick. We recorded the times on the form you can download below.
We timed the balloons on different surfaces around the house to see which surface attracted the statically charged balloon longer. Each surface the kids rubbed the balloons in their hair to transfer all those electrons and give the balloon a negative charge for it to attract to the positively charged surface. We then timed the amount of time the balloon remained attracted to the surface. Some of the different surfaces we used were our wall, windows, the fridge, the couch arm, doors, the tv, and our classroom white board. The white board seemed to work best and we used it to further the experiment. I asked the kids why they thought that the particular surface worked best and why they thought the others didn’t. It was pretty interesting to hear their reasons. 🙂
We furthered our experiment by testing to see what would happen if we placed the balloons closer together on the same surface. We found out that when touched that both balloons lose their static charge and fall to the ground. It was pretty interesting because we found that you could get them closer together without touching and they almost pull to each other as if magnetic. We had a lot of fun testing out our theories on static electricity and I feel we learned a good bit about how it works. 🙂
Click below to download a form to use in your exploration!
More resources about static electricity:


The Key Stages
Early Years Foundation Stage
Children start school in Reception in the year in which they turn five. In their first year they follow our Early Years Foundation Stage curriculum. There are seven areas of learning that follow on from the children's preschool experiences:
- Personal, social and emotional development
- Physical development
- Communication and language
- Understanding of the world
Expressive art and design
Key Stage 1
Children then move into Key Stage One (Years 1 and 2) where they follow the National Curriculum. Although there is a strong emphasis on Literacy and Numeracy skills, we also extend pupils' skills and individual targets in the broad range of topics taught through the International Primary Curriculum which include ICT, humanities, creative arts and sports.
Key Stage 2
In the year children turn eight they move into Key Stage Two (Years 3 to 6). The curriculum continues to be challenging and engaging but is expanded to include French. Pupils sit the National Key Stage 2 SATs test in May for which they receive support and tuition to enable them to reach their predicted levels.
From Reception to Year 6 all children are encouraged to read at home. Homework is set throughout the school, as appropriate for children in different year groups, and may include spellings, maths and topic work.


A music education assessment is conducted by a musician or a music teacher, to evaluate the quality of musical education, offered by an institute. The assessment is done by an experienced musician or professor of music, with the help of certain tools like the instruments provided by the institute, the procedure of admission and evaluation, their scope and other related tools.
Sample Music Education Assessment:
Name of the institution: London School of Dance and Music.
Music education assessment conducted by: Mr. Dan Sable, senior music teacher.
Date of report submission: 12th of January, 2011.
Nature of institution: London School of Dance and Music is a prestigious institute, offering quality musical education. It admits its students on the basis of performance tests. It offers two courses; one regular course and one certificate course. The courses are open to all, who is above 15 years of age.
Advantage of the course:
- London school of dance and music’s education course is believed to be the best music education course offered in the country. The trainers and professors are extremely talented in their own specialized fields.
- The procedure of teaching is quite novel and innovative and doesn’t limit itself to theory or practical only, but tends to be interdisciplinary.
- The institute’s musical equipments are absolutely modern which assists to provide world-class education to the students.
Suggestions for improvement: Apart from providing regular musical education, the institute must tie up with other organizations like recording houses, fresher studios, etc. so that students get to execute their talent with proper incentive. This would encourage admission of more students to the institute.


One of the things that I want to talk about of this phenomenon is not only the theoretical and the analysis of music as way to study the psychology, but the memory and how it works in a perception of music in human brain.
Psychology: “The study of mind and behavior in relation to a particular field of knowledge or activity”
It is not weird that music becomes an important area to study a psychological phenomenon. Since greeks or before , music was one of the big categories of study like mathematics and gymnastics. This years is common that at least most of the people use to hearing music most of time.
Connecting this lecture about psychology in music reminds me once I watched a documentary called Alive Inside, a Story of Music and Memory.A film about Dan, a guy who is looking for a personal and a social goal. He is experimenting in nursing homes with a lot of elders who have dementia, the illness that we all know as alzheimer. The experiment consists in giving an iPod to the patients with personalized playlists, so they can connect with their past. Trough the film we can appreciate how music can stimulate people’s memories.
I was touched by seeing how sensations and passions some times repressed, some times forgotten came alive again. The result was fantastic.
In the human brain there are space to connect with the past only hearing something familiar. One of the most common way to activate the memories trough the music is listen a song. Songs are the way that we can remember come particular moment in our lives, or a person, or a situation, a place, a feeling, etc.
“ One of the differences between psychological studies in music and those of a philosophical nature has been the emphasis in the former on obtaining objective, empirical, or a posteriori evidence through rigidly controlled experimentation.”
Elliot Dainow in his writings about “ Physical effects and motor responses to music, talks about a connection between music and the rhythms of the body.
“ The connection between musical rhythm and the rhythms of the body is substantiated by evidence from musicologist, experimental psychologists, and neurologist. The average normal HR of 72-80 beats per minute. This tempo corresponds to the reaction time value of .75 seconds, wich seem to be a psychic constant corresponding to the duration of the complete process of perception” ( McLaughlin citing Oleron, 1970, p.34).
A few days ago my grandmother past away. In her last week, we can notice that she doesn’t be aware of the situation , also she start to lose her memories, like remember a person such a familiar people. Those days were hard to our family because we knew that those are her last days. One day I went to her house and put her music with an headphones. She starts to listen an intro of her favorite song, My way, when she starts to listen the voice of Frank Sinatra’s singing that song, her eyes start to move in a particular way, like remembering things. She stop to move and began to look into her memories. I can notice that this particular song makes her conscious. A couple of days after this moment she fall in to a intensive therapy in an Hospital and doesn’t move or open her eyes anymore. Two days after, my brother put her the headphones and put a playlist of songs that she likes to hear. One again the song “ My way” induce that she move a finger. Everybody was amazed that she react at this.
“In listening to a piece of music one may experience pitches that are sounded successively or simultaneously as forming coherent patterns which unfold as the piece progresses; one may hear both melody and harmony. Many aspects of these heard appear to conform to the theoretical precepts of tonality or part-writing. “
Why music is so important to our brain? How it works? Why not has the same effect the visual things?
Two day after we notice that, a Friday at 9:05 pm I was playing a gig with my jazz trio, and I asked my partners to play that song, My way , as a tribute to my grandmother.
I could feel a big energy in this particular moment. When I returned to the Hospital, my brother notify me that she was die at 9:05pm.
(1)The Psychology of Music and Its Literature
Roger P. Phelps
College Music Symposium
Vol. 15 (Spring, 1975), pp. 114-125
Physical Effects and Motor Responses to Music
Journal research in Music Education, Vol.25, no. 3 (Autumn, 1977), pp. 211-221
A Story of Music and Memory
Michael Rossato- Bennett
Chambers English Dictionary.
(5)Psychology of music, II: Perception & cognition


Grade Level: PreK-2 Art Education Lesson Plan
Art Elements: Line, Shape, Space
Art Skills: Observational drawing, over-lapping, water color painting techniques and care of materials
Making Connections: Science, Nature, Picasso
* Get more free lessons like this, on our Lessons Page
This is a great lesson for springtime and the artwork makes great gifts for any occasion!
Here are some additional samples of this lesson for you to see:
This great Art Ed lesson plan is 100% FREE to download! Use it in your classroom and share with your colleagues. For more free lessons like this one, visit our Lessons Page and download them all!


Second graders are able to solve increasingly challenging problems, explore mathematical ideas in a variety of ways, and consider multiple strategies for solving problems. They begin to evaluate their own thinking as well as that of others in the mathematics classroom.
The second-grade learning environment should reflect developmental changes of students while focusing on the need for fundamental mathematics, interactive exploration, reflection, and justification of findings. Students reason and prove their findings, make connections between real-life experiences and mathematics, and communicate their mathematical understanding to others. They present ideas, with and without physical models, and use mathematical tools to aid their thinking. Students’ knowledge of mathematical concepts is enhanced through participation in extended project investigations.
Content standards for second grade are designed to allow students to learn mathematics concepts with understanding. Learning with understanding makes subsequent learning easier as students are better able to connect new knowledge to existing knowledge. Learning with understanding also allows students to enhance problem-solving skills and become more adept in computational skills. According to the NCTM, development of a balance of and a connection between conceptual understanding and computational proficiency is necessary for students to achieve computational fluency.
Second-grade content focuses on number and operations, algebra, and measurement. Algorithms for addition and subtraction are formally introduced. Additionally, concepts such as using standard units of measure, creating and extending patterns, describing attributes of plane shapes and solid figures through geometry, and collecting data are addressed. These foundational skills prepare students to succeed as they begin to engage in more rigorous mathematical processes in future grades and everyday life.
from the 2009 Alabama Course of Study: Mathematics, p. 14


Going to school for the first time is a milestone that you and your child will never forget. However, you know that there are still many things your child needs to learn this year if they are going to succeed in kindergarten. From literacy development to reigning in their behavior, you can use these strategies to get your child where they need to be by the time they are done with their pre-kindergarten program and ready to head off to school.
Promote Learning with At-Home Activities
For preschoolers, the world is one big classroom, and you can use their natural curiosity to teach little lessons throughout the day. Literacy skills, such as letter recognition and writing can be weaved into your daily routine when you help your child write thank you cards or point out words on your shopping list at the grocery store. Many simple science and math lessons can be done spontaneously. Help your child count how many apple slices they have at snack time or put a celery stick in colored water to see what happens. These early learning experiences will pique your child's interest about what else there is to explore in the world.
Kindergarten teachers do their best to meet every child's needs. However, your child should be able to do some things for themselves such as toileting, putting on a jacket and eating properly at the table. At home, you can teach these skills during your daily routine. Kids in pre-kindergarten programs also practice these skills through helper jobs and play activities designed to teach skills such as how to button a shirt. When you make independence a priority, your child will be better able to manage simple tasks for themselves when the teacher cannot provide immediate assistance.
Partner With Your Child's Preschool Teacher
A preschool teacher's goal is to see each child in their class head off for school with confidence and the skills they need to succeed. For this reason, they employ a variety of strategies that you can also use at home. Ask your child's teacher what they do in pre-kindergarten programs to prepare kids for school. This way, they can recommend book titles, behavior management strategies and at-home projects that you can do to form a connection between school and home.
As a parent, it is both exhilarating and a little scary to send your child off to kindergarten for the first time. Yet, you can ease those first-day jitters by making sure your child is prepared. By providing support in preschool and at home, you can watch your child walk into their new school with confidence that they will have a wonderful first week.


Art Importance in Child Development
Art means a communicating ideas, solutions and feelings in a way other than written or verbally. Childs naturally love art such as making music, drawing and painting. Imaginative activities are a few of the building blocks of kid development. Learning to create and understand visible aesthetics might be very vital to the child development. So, here we discuss the Art Importance in Child Development. For all kids at all levels of ability, the arts play a central role in the human growth such as social emotional, cognitive and motor language development. The arts provide to motivate and connect children in learning, facilitate understanding, promote relationships, improve symbolic communication, rouse memory and provide an opportunity for building competence.
So support them to get into create activities, creation of their own ideological world and their own forms and colors and the kid will achieve a lot of skills such as social and emotional skills, communication skills and motor development. So, here we provide the Importance of Art for Child Development.
Art Importance in Child Development:-
Developmental Benefits of Arts:
Small kids learn about shapes, actions and colours by simply understanding and making art. And, it gives them a great opportunity to understand and imagine that exist around the world. They can use expressive words to talk about their own formations or to discuss what opinion are bring out when they see various styles of art work. When Childs are as young, parents can perform some activities such as crumpling up the paper and then calling it a ball.
Painting, drawing, stranding beads on the string and sculpting with clay all expand visual skills that are essential for Art Importance in Child Development. Even Childs know how to work a tablet or smart phones that mean which even before they read, children are getting in the visual information. This visual information consists of indication that we get from three dimensional objects or pictures from books, television and digital media.
The Importance of Art in Child Development includes motor skills. Several of the actions involved in making art like scribbling with a crayon, holding a paintbrush are essential to the growth of motor skills in kids.
Kids can learn the shapes and colors names through art activities. They also check out what happens when they combine two primary colors as one and obtain a secondary color. Sending older kids outside to observe a tree, examine the leaves color and shape and also sense its bark and then asking them to paint or draw trees helps them expand observational skills required for science.
The importance of art education strengthens critical thinking and problem solving skills. The experience of making choices and decisions in the creating art course carries over into other parts of the life. By experimenting, exploring, trying and thinking new ideas, creativity has a chance to blossom.
Child learns to convey feelings with or without words. They can draw picture out of part, overstating things that are vital to them. When we importance child’s creativity, we help them appreciated as people, increasing their self esteem. Through art, they can also do sharing and well behaviour and also providing importance and feeling happy at one another’s try because they appreciate process behind.
Enhanced Academic Performance:
Another Art Importance in Child Development includes improves the academic performance. Study has found that individuals who participate frequently in arts are 4 times more expected to be known for the academic accomplishment, to take part in science and math fair or to win a prize for poem or essay writing than kids who don’t contribute.
When child are confident to express themselves and also take risks in making art. And they can develop a sense of innovation which will be significant in their adult lives. Art importance in child development is a way to support the process and the making things well and the experience of thinking.
And, if you want to say something about Importance of the Creative Arts for Children then use comment box.
Thanks for visiting careinfo.in and reading this Art Importance in Child Development article.


Every child is unique and grows at his or her own pace. However, there are certain developmental milestones that most children will reach. Explore this video library to get answers about what to expect from your child at different ages. Read more about developmental milestones and related health and safety information, and check out positive parenting tips from the CDC.
Babies in utero undergo many amazing transformations. Their development continues rapidly during the first year of life. Sign up for free text messages about your baby’s growth throughout your pregnancy and the first year through Text4Baby, available in English and Spanish.
DC provides essential supports for young children with developmental delays and their families. Strong Start DC Early Intervention Program provides early intervention therapeutic and other services for infants and toddlers. Early Stages helps identify developmental delays and arranges for services for children between the ages of 2 years 8 months and 5 years 10 months who live in DC. Learn about your child’s developmental milestones, the rights of parents of students with disabilities and more in our resource library.
OSSE Child Care Connections is DC’s child care resource and referral center. It provides information and options for parents searching for child care for their young children. Learn if you are eligible for child care financial assistance from the DC Department of Human Services.
DC provides free high quality pre-Kindergarten in its public schools, public charter schools and publicly-funded community-based organizations for children 30 months to 5 years old who live in the District. For families that want to send their children to a school that participates in the My School DC common lottery, children need to be 3 years of age by September 30 to be eligible for Pre-K 3, 4 years of age by September 30 to be eligible for Pre-K 4, and 5 years of age by September 30 to be eligible for Kindergarten.
Find out more about preschools in your area by browsing these DCPS profiles, local public charter classrooms and My School DC school profiles. Learn about the public schools common lottery process and visit the resource library for more resources like Helping Your Preschool Child.
DC offers family-friendly programs and activities to promote early childhood learning and development.
All local DC libraries have story time for children, families and child caregivers to share. Explore the story time calendar for an event near you.
The DC Department of Parks and Recreation department offers aquatics, athletics and cultural arts for infants to adults. Find your local parks and recreation program and get a list of classes and register online to get involved today!
Families with young children may need financial assistance to help make ends meet. DC offers several programs for families in need such as Financial Assistance/ Temporary Cash Assistance for Needy Families (TANF) and Supplemental Nutrition Assistance Program (SNAP). DC also offers medical coverage to low-income residents through Medicaid, Alliance and DC Healthy Families programs.
Temporary Cash Assistance for Needy Families (TANF) provides cash assistance to needy families with dependent children when available resources do...


Recently updated, “Scaffolded Writing Tasks” is a workbook originally designed for students on the autism spectrum or who have difficulty processing language but appropriate for any struggling writer. The format provides a great deal of scaffolding support through picture and writing prompts to guide the writer through the process of identifying main ideas and key details in order to organize and write simple paragraphs. These are foundational skills necessary to acquire before one can tackle more complex writing tasks.
It allows the student to choose a prompt among various related pictures to encourage interest and motivation. Sentence prompts are written at about a third grade level, but the high interest visuals will appeal to older children and teens as well. Multiple worksheets can be copied for each picture prompt page to provide over sixty individual lessons which offer the repetition and structure that challenged learners most often require. The worksheets are ideal for individual intervention, small group instruction or independent practice depending upon the ability level of the student.
Used consistently, “Scaffolded Writing Tasks” provides students ample repetition and practice in order to develop benchmark skills leading to the acquisition of a number of the College and Career Readiness Anchor Standards for Writing and their related standards, including:
• CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. (CCSS.ELA-Literacy.W.3.2 through CCSS.ELA-Literacy.W.11-12.2)
• CCSS.ELA-Literacy.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. (CCSS.ELA-Literacy.W.3.3 through CCSS.ELA-Literacy.W.11-12.3)
• CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CCSS.ELA-Literacy.W.3.4 through CCSS.ELA-Literacy.W.11-12.4)
In addition to targeting writing skills this resource also incorporates visual and writing prompts that encourage students to apply social and emotional skills when completing the written tasks. This makes it ideal for students who struggle with social skills. Many of the pictures call upon the learner to consider the setting we well as details such as clothing, facial expressions or body language in order to answer the questions asked of them. Students who have difficulty noticing social cues within their environment or taking the perspective of others may particularly benefit from the use of this product.


Canadian Language Benchmarks:
ESL for Literacy Learners (version 2000)
CLB 2000: ESL for Literacy Learners
CLB 2000: ESL for Literacy Learners lays out the progression of reading, writing and numeracy skills for ESL adult learners with little or no literacy skills in their first language. It is also useful to inform programs for ESL learners who are literate in a non-Roman alphabet, and who may need help learning reading and writing basics in English.
ESL Literacy Benchmarks are designed to be used with the listening and speaking benchmarks in the CLB 2000: English as a second language for adults.
ESL Literacy Benchmarks are divided into a pre-reading and pre-writing phase, called the Foundation Phase, followed by Phases I, II and III.
The Foundation Phase describes pre-reading and writing concepts and skills that students must develop prior to Phase 1. Students who have never attended school before and have no experience with written text usually need to develop some basic skills before they can begin to read and write.
Phases I, II and III.
Each Phase includes the skill areas of reading, writing and numeracy. Each Phase begins with an overview that provides a global description, sociocultural and linguistic considerations, learning strategies, and reading, writing and numeracy strategies for learners in this phase of their ESL Literacy development.
To enable students and teachers to mark student progress, the reading and writing skill areas have been further divided into three progress points: Initial, Developing and Adequate.


student voices, elementary education, mathematics, reform efforts, qualitative research, manipulatives
This qualitative study explored fifth graders' perceptions of their mathematics learning within the context of a reform effort. Students' voices are the focus of this study due to the paucity of literature on student learning from the students' perspective (Erickson & Shultz, 1992), particularly the elementary student (Gentilucci, 2004). The participants of this study, who in the past have been given a variety of labels including "disadvantaged" or "at-risk," clearly articulated, even in nonstandard English, their perceptions of their mathematics learning. They passionately explained what helped them learn mathematics as well as what impeded their mathematics learning and were often incredibly insightful in their commentary. In an effort to hear and present the student voices, the data gathering methods used in this study included the use of focus groups, one-on-one interviews, and classroom observations as well as the use of a student survey. Several ethnographic methods and practices were employed to help ensure the credibility of this study, including triangulation and member checking. Data analysis involved a highly detailed, organic process which culminated in the emergence of a number of significant themes involving students' perspectives of mathematics, their mathematics experiences prior to fifth grade, and finally their perspectives of their learning during the first year of a mathematics reform effort. A number of valuable lessons learned as a result of this study are presented and translated into implications for the elementary mathematics classroom. These lessons, based on the students' own voices, urge teachers to prioritize mathematics instruction, effectively utilize manipulatives, games, and alternative algorithms as well as encourage classroom discourse about mathematics. If teachers would follow this outline, provided by the students' voices, students' mathematical power will be more deeply realized. Additionally, the promise of true reform due to the transformational power of students' voices is discussed and the possibilities defined.
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
Killingsworth Roberts, Sherron
Doctor of Philosophy (Ph.D.)
College of Education
Teaching and Learning Principles
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Hoffman, Elizabeth, "Listening To Student Voices: Fifth Graders' Perceptions Of Their Mathematics Learning Within The Context Of A Mathematics Reform" (2006). Electronic Theses and Dissertations. 784.


The Philippines has to make extra effort in meeting the United Nations’ Millennium Development Goals (MDG) due in 2015 especially in terms of dietary energy requirement, empowering women and reversing the spread of the human immunodeficiency virus (HIV).
The country’s probability to meet six out of 20 MDG targets ranked low according to the Philippine Progress Report on the MDGs presented by National Economic and Development Authority consultant Dr. Celia Reyes to the House of Representatives’ Special Committee on MDG on Wednesday.
These targets are those that are relatively harder to achieve — 100 percent nutrition and dietary intake, lower elementary education cohort survival, lower HIV prevalence among population 15 to 24, more participation of women in national politics, reduced maternal mortality ratio and better access to reproductive health through contraception.
Reyes said that as of 2008, 66.9 percent of households per capita has intake below the 100 percent dietary energy requirement. It is far from the 37.1 percent goal in 2015 set by the UN.
In terms of education, the elementary education cohort survival rate only reached 73.7 percent out of the 100 percent goal. Reyes said that out of 100 students who enter grade 1, only 71 will finish elementary. Out of the 71 who graduate from elementary, only 69 will enroll in high school. Of the 69 who enroll in high school, only 51 will graduate.
“Cohort and completion rates have increased but are still low,” Reyes said.
The country is also failing in its goal to reverse the spread of HIV and acquired immunodeficiency syndrome because HIV/AIDS cases continue to rise at alarming rates.
According to a recent report of the Department of Health, one person gets AIDS every two hours. In May alone, there were 415 new HIV cases recorded.
While elementary enrolment rate among girls have increased, Reyes noted that women’s participation in national politics is only at 25 percent whereas the MDG target is 50 percent.
Maternal mortality rate also has no significant change. According to Reyes, there are 221 maternal deaths per 100,000 live births, far from the MDG target of 52.
Contraceptive prevalence rate is also low, only reaching 48.9 percent instead of the 63 percent target.


Before getting any bead activity underway, think about your purpose. Will children be working on developing fine motor skills? If so, perhaps a variety of beads is all you need. However, if your activity centres around developing literacy or numeracy skills, consider what other materials might be helpful. Dice, number cards, spinners, word cards, patterning prompts, and name cards might come in handy during these activities. Have them close by, so that your tabletop activity isn’t interrupted and doesn’t lose steam!
Don’t get overly involved! Let the materials and some gentle prompting guide children! Posing questions such as, “I wonder how we can sort these beads?”, will go a long way. (More on this, below.)
What You’ll Need:
1. Dry Spaghetti Noodles
3. Play Doh, clay, plasticine or similar. | I always have Play Doh in the house, so that’s what we use!
4. Tray | Working in a tray helps contain loose beads.
5. Additional Materials of Your Choosing | Dice, number cards, spinners, word cards, patterning prompts, name cards, etc.
What To Do:
As with any tabletop activity, there are a million different directions you can go. I’m going to provide a few suggestions for a fine motor focus, literacy focus, and numeracy focus. These activities are relatively simple to implement and a lot of fun for children!
Focus: Fine Motor
This is a wonderful activity for developing fine motor skills, as there are several different tasks to complete. Start by going over the supplies. Ask children to roll pieces of Play Doh into balls. (You might use a little rubber bouncy ball as a sample.) Next, you’re going to want your children/students to choose pieces of spaghetti to insert into the Play Doh (1, 2, or 3 strands per ball works best). Some children might even want to break their spaghetti into half pieces. Once the spaghetti is secure, you could ask, “What should we do with the beads?”. I’m sure it won’t take long for someone to suggest threading them onto the noodles!
Beads are a great way to develop literacy skills, all while having a lot of fun! In this activity, lose the Play Dough. It can be very frustrating for young children to put words together from the bottom, up. Instead, have children lay spaghetti flat on the table, so that they can work in a linear fashion.
I love working with names first. Children love to spell out their name using different materials and are usually quite confident in doing so. Once children have the hang of this activity, you might ask them to write messages to each other. One word per spaghetti strand, perhaps! Children will enjoy breaking up the spaghetti into smaller pieces depending on the length of words, and rooting about in a bowl of beads for the right letter/colour combination! For children who are just starting to put letter sounds together, try putting out picture/word cards to provide some extra support.
Patterning! Coloured pony beads are a wonderful way to make patterning playful. In this activity, have children roll out the Play Doh and insert 1 – 3 spaghetti noodles into each ball. You might ask, “I wonder what kinds of patterns we can make?”. Children who have already had patterning experience, will take off. Children new to patterning, will need some support to get going. Work together on a simple ABAB pattern to start with and then ask them to create a second ABAB pattern beside the first. Revisit this activity several times and see how complex children’s patterns become. Having children record their patterns in their journal is always a good idea!
Number Stories! Beads are also a fun way to develop number sense. You might ask, “How many ways do you think we can make 5?” and “How can we show it using beads?”. (In the example above, 5 is represented as 5 + 0, 4 + 1, and 3 + 2.) Children will enjoy this type of problem solving, as it’s so open ended. Beads come on and off of the spaghetti easily and mathematical conversation will flow as the activity ensues. All finished with 5? Let children decide which number to explore next!
Save all of the work from today’s tabletop activity and put it on display in your home or classroom. Children will LOVE revisiting and discussing their work the next day!
Take pictures! This work isn’t permanent, but pictures can easily be added to a child’s journal (or the fridge) for later reflection.


When you were in school, you hopefully had a curriculum that prepared you for the next assignment, and lessons that built on the ones that came before. You wanted to be ready for the quizzes and tests that your teacher would give you, but taking the knowledge you’d gained and applying it to new concepts was hopefully more important (and more focused upon). At LearningRx, we believe in helping students unlock the cognitive skills they need to progress through their school years and build on what they’ve learned in previous grades. Instead of tutoring to prepare for a test or helping students recall facts for a quiz, we want them to discover greater brainpower that lets them tackle any challenge, both inside and outside of the classroom. Our programs are designed to focus on distinct obstacles students can face, and build on what they’ve learned in school and experienced in life.
Programs for Every Age
We believe that even the youngest student can begin to unlock greater cognitive power, and our LiftOff curriculum is designed for preschoolers through first graders. This program focuses on the foundational skills, such as early reading, that are vital to young learners. LiftOff can help them improve auditory processing, memory, reasoning, and more. It can be an extremely beneficial place to start for those students who continue with brain training through their elementary school years and beyond.
Our main brain training programs consist of ThinkRx, ReadRx, ComprehendRx, and MathRx. ThinkRx is our core program, and over 12 weeks, this curriculum focuses on all seven cognitive skills. ReadRx incorporates what the student learns in ThinkRx, and focuses on those skills critical to reading success. ComprehendRx then builds on that, taking reading comprehension to another level. MathRx is integral in helping students develop numerical fluency, calculation methods, and more. For those students looking to seamlessly transition from one core program to another, our Einstein curriculum incorporates ThinkRx, ReadRx, and MathRx.
A New Approach
Recently, we developed a new program called StudyRx. Since many students come to our learning centers hoping to develop better study and review skills, this program is designed not only to help them become better test-takers, but develop better learning approaches as well. StudyRx uses fictionalized stories of historical figures and how they found success in their respective field or industry. We’re currently piloting this program in a few of our learning centers around the country, and it will soon be released throughout the entire LearningRx network.
Continuing to Learn as an Adult
Once you’ve graduated from high school or college, you may think that your learning days are over. You’ve taken each lesson or assignment and applied it to the next, until you reached the final or received your degree. However, just because you’ve been handed your diploma doesn’t mean you’re done learning. Our Brain Booster programs are designed for adults who have either completed our full program or who want to continue working on their cognitive skills. We also offer BrainSkills, which is a digital program that is a perfect supplement to our one-on-one training, or it can be used by those students or adults who have completed our core brain training curriculum.
If you’re interested in learning more about our brain training franchise opportunities, please contact us today. We believe in helping every student who walks through the door of one of our learning centers build a strong cognitive foundation that will put them on the path to success. Students and adults who are looking for a different take on academic tutoring can find the programs they need at your new LearningRx location.
We look forward to hearing from you!


Songs in their heads : music and its meaning in children's lives
- Patricia Shehan Campbell.
- 2nd ed.
- Oxford ; New York : Oxford University Press, 2010.
- Physical description
- xvi, 307 p. : music ; 25 cm.
Education Library (Cubberley)
|MT1 .C228 2010||Unknown|
- Campbell, Patricia Shehan.
- Includes bibliographical references (p. -299) and index.
- INTRODUCTION: MUSICAL CHILDREN -- 1. In Music: Children at Musical Play -- NARRATIVE TALES -- THE TALES -- REFLECTIONS -- 2. On Music: Conversations with Children -- A FLEXIBLE SYSTEM -- THE CONVERSATIONS -- REFLECTIONS -- 3. For Children: Prospects for Their Musical Education -- WHO THEY MUSICALLY ARE -- ALL THAT THEY CAN MUSICALLY BE -- MUSICAL MOSAICS -- AFTERWORD -- APPENDIX I -- APPENDIX II -- NOTES -- REFERENCES.
- (source: Nielsen Book Data)9780195382525 20160605
- Publisher's Summary
- This book explores the meaning and value of music in children's lives, based upon their expressed thoughts and actual musicking behaviors in school and at play. Blending standard education field experiences with ethnomusicological techniques, Campbell demonstrates how music is personally and socially meaningful to children and what values they place on particular musical styles, songs, and functions. She explores musical behaviors in various contextual settings-in the outdoor garden of the Lakeshore Zebras' preschool, in Mr. Roberts' fifth grade classroom, on a school bus, at home with the Anderson family, in the Rundale School cafeteria, at the Toys and More Store. She documents in narrative forms some of the "songs in their heads", balancing music learned with music "made", and intentional, purposeful music with natural music behavior. From age three to tween-age, children are particularized by gender race, ethnicity, and class, and their soundscapes are described for the contexts, functions, and meanings they make of music in their lives. Treading through the individual cases and conversations is the image of the "universal child" children's culture that transcends localities, separates them from adults, and defines them as their own community of shared beliefs and practices. Songs in Their Heads is a vivid and engaging book that brides the disciplines of music education, ethnomusicology, and folklore. Designed as a text or supplemental text in a variety of music education methods courses, as well as a reference for music specialists and classroom teachers, this book will also appeal to parents interested in understand and enhancing music making in their own children.
(source: Nielsen Book Data)9780195382525 20160605
- Publication date
- 9780195382518 (hardback : acid-free paper)
- 019538251X (hardback : acid-free paper)
- 9780195382525 (pbk. : acid-free paper)
- 0195382528 (pbk. : acid-free paper)
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Date posted: April 17, 2014
Math is everywhere and development of math concepts starts early. To learn more about supporting math skills development in children –
Family math fun!
Kate Nonesuch. Duncan, BC: Vancouver Island University, 2008.
Also available online at en.copian.ca/library/learning/familymath/cover.htm
This is a manual of family numeracy activities. Spirit, heart, body and mind are all connected in the activities in this book. Patterns, recipes, and hand-outs all included for the entire family to share.
How many ways can you make five? A parent’s guide to exploring math with children’s books.
Sally Anderson. Lewisville, NC: Gryphon House, 2012.
This reader-friendly book is written for parents and focuses on using storybooks to develop math skills in young children. It is filled with activities that explore numbers, patterns, shapes, sequences, and measurement accompanied by reading suggestions.
How your child learns best: brain-friendly strategies you can use to ignite your child’s learning and increase school success.
Judy Willis. Naperville, IL: Sourcebooks, 2008.
Using everyday activities, parents of children 3 to 12 are provided with strategies to help their children learn in key areas including: reading comprehension, fractions and decimals, science and history, math word problems, oral reading, reading motivation, test preparation, vocabulary.
Spotlight on young children: exploring math.
Amy Shillady, ed. Washington, DC: National Association for the Education of Young Children, 2012.
In this collection of articles from NAEYC’s journal, Young Children, teachers of children from infancy through age 8 will learn how to help children develop, construct, use, and reflect on their mathematical understandings. The articles look at ways to provide engaging learning experiences focusing on key math concept areas.
To be any of these books or to ask about other numeracy books in the library, email firstname.lastname@example.org
I love when we count. (DVD)
Directed by Leah Tremain. BC: Tremain Media, 2008.
Designed for parents, this DVD emphasizes the importance of family in developing children’s numeracy skills. Experts offer recommendations on easy activities that parents can do to promote numeracy in children from birth to seven years old. And, a variety of families demonstrate the activities.
You are welcome to borrow the library’s copy of this DVD. Just email email@example.com
Developing early math skills – supporting early math skills through daily routines and activities
ESSO family math resources – ESSO Family Math is a community-based program for families that helps parents support their children’s mathematical growth and development.
Figure This! Math challenges for families – interesting math challenges that middle-school students can do at home with their families
Math-related children’s books – from the National Association for Education of Young Children


Why Practice Phonograms?
Systematic and explicit phonics instruction is a key component of effective reading instruction. Knowledge of letters and their sounds is essential.
Research studies report that systematic and explicit phonics instruction significantly improves word recognition, spelling, and reading comprehension.
The Phonogram Page, a free service of Johnny Can Spell, is designed to promote phonics and handwriting awareness, parent involvement, and student mastery of the 70 common phonograms of the English language.
N.I.N.E. Enterprises, Inc. was founded in 1987 by Alice Nine to support excellence in education. Since then, N.I.N.E. Enterprises has sponsored hundreds of literacy training events nationally and internationally for educators, parents, and interested people.
Alice Nine firmly believes teachers and parents must have thorough knowledge of our language and appropriate strategies to teach our children sequentially the subskills of writing and reading. To that end, N.I.N.E. Enterprises offers training and materials.
For more information, a calendar of training events, and a complete listing of our products, visit us at www.nine-enterprises.com
Next step, Spelldrill.com
Once students have been introduced to the sounds and symbols of English, it is necessary to begin to blending and segmenting by decoding and encoding words. For this reason, N.I.N.E. Enterprises is currently developing SpellDrill.com, a daily spelling session.
Who uses PhonogramPage?
Anyone learning to read, write, or speak English profits. Children and adults alike benefit from the phonics practice provided by PhonogramPage. People around the globe use it daily.
What is Johnny Can Spell?
Johnny Can Spell, a systematic, explicit phonics program, presents the phonograms (the sound-symbol correspondences) initially in isolation but develops mastery through daily application in spelling, reading, and writing. Read more …
Meet Alice Nine
Alice Nine, former classroom teacher and administrator, author of Johnny Can Spell, Johnny Can Write, and Grammar Applications, created PhonogramPage as an easy-to-use tool that engages students in quick daily phonics and handwriting practice. Read more …