Our monthly reading guides help enhance your Ranger Rick Jr. subscription by recommending ways you can use the magazine to encourage a strong foundation for your child’s literacy development.
Autumn can be a fun time with cooler weather, the trees changing colors, and Halloween coming at the end of this month. Ricky Raccoon really gets into the Halloween spirit in “The Trickster” on page 20 of this month’s magazine. He decorates his tree house and plays tricks on his pals. Reading this story during an evening with the lights turned low increases the suspense.
Fun children’s Halloween stories can be found at your local library. Look for these titles: Just Say Boo! by Susan Hood, Trick or Treat by Leo Landry, or Sabrina the Black Cat (Sabrina la Gata Negra). Also ask at the library if there will be children’s story time this month when books about Halloween or autumn will be read.
Making a bat tree craft can be a good project with your child. The pattern and instructions can be found online. Search the Internet for Halloween stories and activities that you can do with children.
The two articles about owls can help you engage a child in reading:
Ask the child to find ten owls on pages 12 and 13. The most difficult for me were the owl in a baby carriage and the two owls on clothing. Next have the child count pumpkins on these two pages. (I found eight). The child learns to take her or his time looking at the pages and keeping track of numbers.
As you read “Mystery Animal” starting on page 6, introduce new vocabulary words. Following with your finger as you read shows the child what words look like. When you come to a new word, explain its meaning or ask the child if she or he knows what it means. Examples are “mystery”, “seldom”, “burrowing or burrow”, and “twists”.
Have fun with your child and this issue of Ranger Rick Jr.!
Prepared by Mike Wilson
Prekindergarten Reading Encouragement Project (PREP) Founder
PREP – Helping childhood literacy one family at a time.


INTRODUCTION TO THE 10 INTERDISCIPLINARY LITERACY PRACTICES (18 mins)
• Understanding the purpose and function of the practices
• Appropriate for K-12
• Resources Link: https://drive.google.com/drive/folders/1oUkq0KkCBmCD_AF2r7oULu8j8ss8tTXJ?usp=sharing
INTERDISCIPLINARY LITERACY PRACTICE #1 (32 mins)
Recognize that text is anything that communicates a message.
• Expand traditional knowledge about text to include visual, auditory & digital sources
• Use sources across disciplines to provide increasingly rigorous opportunities for students to interpret messages communicated through different med…[Read more]
INTERDISCIPLINARY LITERACY PRACTICE #2 (29 mins)
Employ, develop, and refine schema to understand create text.
• Through the use of multiple texts and interdisciplinary content, activate students’ schema. Provide opportunities for developing new connections, applying specialized vocabulary and reflecting on new understandings
• Appropriate for K…[Read more]
INTERDISCIPLINARY LITERACY PRACTICE #3 (30 mins)
View literacy experiences as transactional, interdisciplinary, and transformational.
• When students’ literacy experiences cross traditional disciplinary boundaries, their knowledge is expanded and relevant
• Students’ interactions with text become transformational when they are motivated to purs…[Read more]
INTERDISCIPLINARY LITERACY PRACTICE #4 (30 mins)
Utilize receptive and expressive language arts to better understand self, others and the world. View literacy experiences as transactional, interdisciplinary, and transformational.
• Experiencing both receptive (i.e., listening, reading and viewing) and expressive (i.e., speaking, writing and v…[Read more]
INTERDISCIPLINARY LITERACY PRACTICE #5 (38 mins)
Apply strategic practices, with scaffolding and then independently, to approach new literacy tasks.
• Help students to strategically approach literacy tasks in order to make intentional decisions about when, where and how to apply thinking and learning processes
• Independence and tra…[Read more]
Ron Daley wrote a new post, Jackson City School District Is Small But Students Have Big Ideas For Community, on the site The Holler 4 weeks, 1 day ago
Jackson Independent School District students in Breathitt County are excited about their community’s future and expressed their desire to create their own jobs. And, while the J.D. Vance book “Hillbilly Eleg […]
Composition Video Resources Link:
KAS: COMPOSITION (60 mins)
Begin with the End in Mind: Student Thesis Statements Made Simple + MORE!
• Writing skills imperative for helping students increase the quality of a timed or untimed written response (short answer, on-demand, essay, etc.) in ALL subject areas
• Appropriate for K-12; Middle/High example shared
KAS for Reading and Writing Video Series: EPISODES 1-5 RESOURCES LINK:
Eastern Kentucky middle school students demonstrated their entrepreneurial and creative abilities during the 2019 Regional Entrepreneurial Competition held in Knott County showing their potential to help grow the […]
Ron Daley wrote a new post, Rural Educators form Kentucky Chapter to Strengthen Collaboration during National Meeting in Louisville, on the site The Holler 4 months ago
Kentucky K-12 educational leaders increased their voice and power of collaboration by establishing a state chapter and joining the National Rural Education Association (NREA) last week in Louisville.
For most […]
EPISODE #5 (24 mins)
KAS for Reading and Writing: Spotlight on Early Literacy-The Reading Foundational Skills
Goal: Build a shared understanding of:
• Spotlight on Early Literacy: Reading Foundational Skills
• Importance of the instructional implications for K-3 standards
EPISODE #4 (26 mins)
KAS for Reading and Writing: Revisions to Note
Goal: Build a shared understanding of:
• how changes in the KAS for Reading and Writing will affect K-5 instructional practices
• how changes have increased rigor of some standards
- Load More


The literacy rate among people over 15 years of age in Canada was 99% in 2014, according to World Data Atlas. Canada uses many ways to measure its literacy but Composite Learning Index is the most common.
What is Composite learning index (CLI)?
CLI was developed by the Canadian Council on Learning. It aims to measure the yearly progress of the state of lifelong learning. It was created to assess the national learning conditions locally and regionally.
Multiple data sets and statistical indicators are used to measure how Canadians learn at home, school, and workplace. The CLI is made of 26 specific measures and 17 indicators, which are used to determine the effectiveness of lifelong learning for over 4,500 communities in Canada.
How does it measure the progress?
How do you learn? Do you continue learning after you leave school or graduate from university? CLI takes into account all of that. The indicators are divided into four different categories:
- Learning to know – includes aspects like reading and numeracy skills, problem-solving skills, post-secondary education.
- Learning to do – focuses on hands-on skills like workplace training, access to learning centers, job-related training and so on.
- Learning to live together – includes social and interpersonal skills.
- Learning to be – involves metrics on self-awareness and personal discovery with attributes like media exposure, cultural events, arts, sports, etc.
Additional ways to measure literacy in Canada
Canada also created the International Adult Literacy Survey (IALS) to measure adult literacy. The survey analyzes the different levels of literacy and establishes the reasons and its economic and social impact.
The Adult Literacy and Skills Survey (IALSS) was also conducted by Canada to assess the skills of the adult population. It analyzed the numerical, prose and document skills of people aged between 16 to 65 years.
The state of lifelong learning
Canadians understand the importance of lifelong learning and the contribution it makes to the success of our nation. There is a comprehensive formal education system starting from pre-school to post-graduate backed by a strong bureaucracy. Informal learning is also available from various sources like television, radio, and the Internet. Parents also understand the value of learning and take steps to promote it at home. Children and younger adults receive formal education after which they can find employment.
There are many formal and non-formal institutions that contribute towards this adult learning. Educational institutes are the backbone of adult training and learning followed by workplace or job-related training. Canada ranks in the middle among OECD countries in its participation in further education.
Lifelong learning is also supported by community resources like public libraries. They are major lifelong learning centers providing knowledge and information to the public for years.
Lifelong learning is carried out by various stakeholders like the government, formal education institutions, informal agencies and numerous NGOs who implement and carry out lifelong learning initiatives.


Describing language using language allows students to become disciplinary thinkers
Congratulations to Alfredo Ferreira, a lecturer in the science stream of the Academic English Program at Vantage College, on the acceptance of a paper in the prestigious social psychology journal: Mind, Culture and Activity.
The paper, entitled, “Sociocultural development in the spectrum of concrete and abstract ideation,” questions the idea of abstraction as the final goal in the development of higher mental functions.
Drawing on his study of early graduate students’ writing, Ferreira found that while development of writing and associated mental functions did involve increases in the overall level of abstraction, students also have the improved ability to regulate the levels of abstraction in their writing within the context that they were writing in.
The paper also details a novel qualitative and quantitative methodology for tracking levels of abstraction in discourse.
The findings from Ferreira’s study inform his teaching and curriculum at Vantage College. In the Academic English Program at Vantage College, individualized instruction and feedback is emphasized, and student engagement and learning focus on their immediate disciplinary course work as well as their long-term ability to regulate their meaning-making independently.
Ferreira believes that, while students need to develop the capacity to convey abstract ideas, the ultimate indication of success is when students are able to shunt between concrete and abstract ideas as fits their interests in particular disciplinary contexts.
At Vantage College, language instructors in the AEP team identify the nature of disciplinary communication through research and collaboration with the disciplinary instructors in Arts, Science and Applied Science. By these means, AEP instructors are able to identify the expectations in play and unpack these with students, especially in terms of language. With the insights into how disciplinary knowledge is articulated in language, students engage in academic tasks in which they can explore what and how they wish to communicate.
In integrating content and language instruction, the curriculum adopts systemic functional linguistics as the informing theory of language. This framework at Vantage College provides students with a theoretically-integrated vocabulary describing and discussing how we make meaning with language, says Ferreira.
While it can be challenging for anyone to articulate what they mean and, furthermore, describe it systematically, this framework is one that provides students with a broad perspective on disciplinary communication in practice. It’s the specific means for students to better communicate what they mean.
“By teaching students to describe language using language, we’re giving them a permanent resource to construct and deconstruct language,” says Ferreira. “They don’t just learn English. They become disciplinary thinkers.”
Ferreira is passionate about instruction and deconstructing language and embedding teaching and learning into disciplinary learning. His broad interest in academic literacy development in content-integrated English language instruction at the university level began early in his life. Ferreira, who arrived in East Vancouver from Brazil when he was a child, would come home from school and teach English to his mother and her Brazilian friend. These were the humble beginnings of Ferreira’s career in designing and implementing content and language instruction internationally.
Ferreira's career has provided him with a deep appreciation for the transformative work at Vantage College in empowering international students. He helped develop the structure of the AEP curriculum when Vantage was first established six years ago and believes students learn best when they are able to identify the expectations in play for communicating in particular contexts, the meanings they wish to make in those contexts, and the language choices available to them for realizing their meanings.
“This instruction at Vantage College, where there’s collaboration between disciplinary and language instructors, generates so many tools for us to teach students how to unpack disciplinary meanings and what they want to communicate. These resources improve students’ access to the specialized cultures of their chosen disciplines,” says Ferreira.
“Vantage College allows for us as instructors in the program to create a curriculum that is not in line with the status quo. At Vantage, innovations in teaching and learning are an everyday thing.”


Roll & Play gently introduces young learners to play patterns and rules of a game through interactive activities that encourage creativity, active play and gross motor skill development. Roll the big, plush cube and identify which colored side faces up. Choose a matching color card and perform the simple activity shown. Players will "Make a happy face," "Moo like a cow," and "Find something red." The activity cards cover six categories that are part of early development: Emotions, Counting, Body Parts, Colors, Animal Sounds, and Actions. All of the activities are designed to let children shine, supporting their development and celebrating their success.
The plush cube comes with 48 cards, 8 in each category and a parent's guide.


Defining music therapy
Defining music therapy is often challenging because the practice is so diverse, but AMTA™ uses the following definition:
Music therapy is a research-based practice and profession in which music is used to actively support people as they strive to improve their health, functioning and wellbeing.
Music therapy is the intentional use of music by a university trained professional who is registered with the Australian Music Therapy Association Inc. Registered music therapists draw on an extensive body of research and are bound by a code of ethics that informs their practice.
Music therapists incorporate a range of music making methods within and through a therapeutic relationship. They are employed in a variety of sectors including health, community, aged care, disability, early childhood, and private practice. Music therapy is different from music education and entertainment as it focuses on health, functioning and wellbeing.
Music therapists are committed to supporting people of any age and ability regardless of musical skill, culture or background.
Where can you find music therapy in Australia?
There are many public and private settings which offer music therapy including major hospitals, aged care homes and day centres, autism centres, early childhood centres and more. If you are looking for music therapy in such a setting then the best option is to enquire there.
To find a private practitioner please use the Find a Music Therapist search on the right of this page. Alternatively, you can advertise using our website's service. Ads for less than eight hours of work per week are free.
We get an enormous number of requests each year from students doing assignments. Whilst we welcome their interest in the profession, we just don't have the resources to respond individually to a range of questions from each. We recommend that students with assignments check out this website for information and also search the internet where they can find a host of excellent sources of information about music therapy. We also ask students to please be aware that music therapy is a busy profession and many individual music therapists are also unable to respond to these types of requests.. It's not the individual request that's the issue. It's the volume of them and to be fair if we answer one we should answer all, and that's just not possible.
Sections of this website of particular value:


"She understands an enormous amount. Even conversations between myself and another adult she knows exactly what we're talking about"
Individuals with Cri du Chat syndrome usually have better receptive language skills than expressive language skills (i.e., they can understand more speech than they can use). This should provide optimism to parents regarding the capabilities of their children, as they can understand more language than their expressive skills suggest.
In this film parents describe their children's communication:
Difficulties in expressive communication (the ability to express oneself) are very common. A large proportion of individuals have minimal or no speech. It seems likely that expressive language difficulties are related to physical abnormalities in the larynx (voice box) and delayed motor skill development.
Studies that have reported on the number of individuals who can use speech have found mixed results. It is estimated that around 3 out of 10 individuals use single words to communicate. Some studies have suggested that approximately 2 out of 10 individuals may have a wider vocabulary (over 100 words). However, one recent study found that, while speech development was severely delayed in Cri du Chat syndrome, most children did acquire some speech. At 4.5 years old a quarter of children could form short (two-three word) sentences, 50% at age 5 and almost all at age 10.
Many children and adults with Cri du Chat syndrome will compensate for their difficulties in verbal communication by using a range of gestures or signs to support their verbal communication. Studies suggest that approximately 5 out of 10 children with Cri du Chat use gestures and non-verbal communication. Many individuals will go to great lengths in order to be understood by others.
It seems that while children and adults with Cri du Chat syndrome are extremely motivated to communicate, poor motor control and other such difficulties, may lead to very poor articulation of verbal communication.
Sometimes, attempts at communication may only be understood by very familiar people. This motivation to communicate combined with their difficulties in communicating can be extremely frustrating for people with Cri du Chat syndrome and may underlie a lot of behaviours that challenge. Some parents may also find it helpful to produce a communication passport for the individual they care for. This helps to keep everybody who works with the individual informed about how the person prefers to communicate. To learn more about communication passports and view one parent's example and experience, please click here.


The easy way to score your highest in botany
Employment of biological scientists is projected to grow 21% over the next decade, much faster than the average for all occupations, as biotechnological research and development continues to drive job growth.
Botany For Dummies gives you a thorough, easy-to-follow overview of the fundamentals of botany, helping you to improve your grades, supplement your learning, or review before a test.
- Covers evolution by natural selection
- Offers plain-English explanations of the structure and function of plants
- Includes plant identification and botanical phenomenon
Tracking a typical course in botany, this hands-on, friendly guide is your ticket to acing this required course for your major in biology, microbiology, zoology, or elementary education.
About the Author
Rene Fester Kratz, PhD is a Biology instructor at Everett Community College. As a member of the North Cascades and Olympic Science Partnership, she worked to develop science curricula that are in alignment with research on human learning.
Table of Contents
Part I: Plant Basics.
Chapter 1: Exploring Botany.
Chapter 2: Peering at Plant Cells.
Chapter 3: Identifying Plant Tissues.
Chapter 4: Vegetative Structures: Stems, Roots, and Leaves.
Chapter 5: Reproductive Structures: Spores, Seeds, Cones, Flowers, and Fruits.
Part II: The Living Plant: Plant Physiology.
Chapter 6: Metabolism: How Living Things Get Energy and Matter.
Chapter 7: Photosynthesis: Making Sugar from Scratch.
Chapter 8: Cellular Respiration: Making Your Cake and Eating It, Too.
Chapter 9: Moving Materials Through Plants.
Chapter 10: Regulating Plant Growth and Development.
Part III: Making More Plants: Plant Reproduction and Genetics.
Chapter 11: Greening the Earth: Plant Reproduction.
Chapter 12: Passing Plant Characteristics to the Next Generation.
Part IV: The Wide, Wonderful World of Plants: Plant Biodiversity.
Chapter 13: Changing with the Times: Evolution and Adaptation.
Chapter 14: The Tree of Life: Showing the Relationships Between Living Things.
Chapter 15: Examining the Forest Floor: Bryophytes and Seedless Vascular Plants.
Chapter 16: Their Seeds Are Naked: Gymnosperms.
Chapter 17: Say It with Flowers: Angiosperms.
Part V: Plants and People.
Chapter 18: Making Connections with Plant Ecology.
Chapter 19: Altering Plants by Using Biotechnology.
Chapter 20: Thriving on Plants in Everyday Life.
Part VI: The Part of Tens.
Chapter 21: Ten Weirdest Plants.
Chapter 22: Ten Tips for Improving Your Grade in Botany.


Main article: Rudolf Steiner. Instead, it consists of a whole set of cultural values, tribal religion, mythsphilosophy, history, rituals, and other knowledge. While elementary education made the soul responsive to the environment, higher education helped the soul to search for truth which illuminated it. Please help improve this article by adding citations to reliable sources. In Peters, Michael A.
Philosophical – What is the purpose of school
An educational philosophy outlines how a school answers this question on a daily For most, this means the day-to-day classroom experience is similar and. The philosophy of education examines the goals, forms, methods, and meaning of education.
The term is used to describe both fundamental philosophical. Overview. Philosophy means "love of wisdom." It is made up of two Greek words, philo, meaning love, and sophos, meaning wisdom.
Video: Educational philosophy def What is Meaning of Philosophy - Definition of Philosophy Explained - Philosophy Terminology
Philosophy helps teachers.
To Counts, the purpose of school was less about preparing individuals to live independently and more about preparing individuals to live as members of a society. According to Camus, when an individual's longing for order collides with the real world's lack of orderthe result is absurdity.
This is based on the view that there are essentials that men should know for being educated and are expected to learn the academic areas of reading, writing, mathematics, science, geographyand technology. Why do you think? Please help improve this article by adding citations to reliable sources.
Functions of Philosophy of Education' and hence by the end of the unit you will be able to.
PHILOSOPHICAL PERSPECTIVES IN EDUCATION
term 'education', and then proceeds by exploring and rejecting philosophical for educational philosophy, and to argue that the question of the meaning of. Philosophy of education is a general philosophical study and explanation “we do not mean simply philosophy, we mean doing the thinking that philosophers.
Bloom, a professor of political science at the University of Chicagoargued for a traditional Great Books -based liberal education in his lengthy essay The Closing of the American Mind.
He was a professor of education at Teachers College, Columbia, from to Behaviorism philosophy of education Cognitivism philosophy of education Humanism philosophy of education Constructivism philosophy of education. Random Quote of the Day:. Education can be thought of as the transmission of the values and accumulated knowledge of a society. Main article: John Dewey. For example, what happens if an adolescent commits a serious crime?
|I use tactics such as role playing and competitive quiz games.
Existentialism is a philosophy that emphasizes individual existencefreedom and choice. Piaget placed great importance on the education of children. In the 17th CenturyBlaise Pascal suggested that, without a Godlife would be meaningless, boring and miserable, much as later Existentialists believed, although, unlike them, Pascal saw this as a reason for the existence of a God.
Related Articles View More. Christian critics complain that Existentialism portrays humanity in the worst possible lightoverlooking the dignity and grace that comes from being made in the image of God.


Kilauea is ranked among the world’s most active volcanoes. This shield type volcano measures 4,190 feet above sea level. It is one of five volcanoes that make up the Island of Hawaii and also the most active them all.
This volcano is estimated to be between 300,000 and 600,000 years old which makes it the youngest of the five. The name of this volcano is a Hawaiian term which means ‘much spreading’ or ‘spewing’. It has got this name because of its frequent lava flow.
Quick Facts: –
- The last significant eruption of Kilauea occurred in 1983. It began on January 3 and is called Pu’u’O’o.
- Since the 1918 eruption it has only been dormant for 18 years between 1934 and 1952.
- It has had sixty one different eruptions since 1823.
- This volcano covers about fourteen percent of Hawaii’s Big Island.
- Kilauea has more than two dozen craters.
- The summit caldera measures 2 miles by 2 miles in size and its walls reach around 400 feet.
- The main caldera has a lake of lava that periodically rises to the surface.
- Kilauea is a part of the Hawaii Volcanoes National Park. This national park was established in 1916.
- In Hawaiian myth and culture, this volcano is home to Pele, the goddess of fire and volcano.
- Once this volcano was thought to be part of the extremely large volcano Mauna Loa. Mauna Loa is the largest volcano in the world.
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For students learning English as a Second Language-- ESL, reading is essential.
You can learn about a language by studying its vocabulary, grammar, and pronunciation. To understand and speak it there is no substitute for listening and reading.
As you concentrate on understanding meaning, not just words, your mind makes connections. You start to recognize the normal patterns of English
Reading is a wonderful way to increase both your vocabulary and your fluency in English.
Once you understand enough English to focus on the author’s ideas, you will absorb the words and structures you read almost unconsciously.
You don’t need to look up every unfamiliar word. In fact, experts suggest that it’s better not to look up too many words. It interrupts the thoughts and makes it harder to understand the author’s point. When you aren’t sure of a word’s meaning, try to guess from the context (the main idea and the surrounding words.)
IF you still feel unsure and the word seems important (or if it occurs often in your reading), then look it up. Was your guess close? As you improve at guessing from the context, your reading comprehension will develop fast.
Remember, the point of reading is not to recognize a lot of words, but to understand what the author is saying.
2. Adjust your reading speed to your purpose.
Not all reading is the same. When you are looking for one piece of information you can scan quickly for the right section. To read difficult academic text or study for an exam, you must concentrate. Look for the main point and the most important details. If you are reading for pleasure, you can relax. Read at a comfortable pace, without stopping to look up every unknown word. See Reading for Specific Purposes for more suggestions on effective reading.
3. Try these strategies:
Reading Comprehension Strategies suggests ways to increase your ESL reading comprehension and retention, (That's what you remember from what you read.)
Improve Reading Skills talks about the value of learning several skills. It tells how to
Check your reading skill has a practice reading and questions so you can see how well you can use these skills. Reading Strategies for Comprehension Practice has more reading tests & practice (interactive versions).
ESL Phonics, Consonant Digraph Sounds, Short and Long English Vowels, and English Vowel Digraphs can help you decode words. They explain the connections between English letters and sounds. Some letters have one sound, but others have several, so it can get complicated!
Would you like to learn more about how to pronounce and spell English vowels and digraphs? Consider taking a short course to help you learn to use them. It's an excellent way to improve your English reading, pronunciation, and spelling! See Vowels in English for more information.
There are lots of places to find simple English reading suitable for ESL students. The Internet is a good place to start. If you want to read away from your computer, you can often print articles for later use. See
for some good places to start and some specific books and authors.


Engaging Space Across a STEM Year
This course will help teachers to embrace the four national STEM weeks (Science, Maths, Engineers and Space Week) with teaching approaches that develop numeracy and literacy skills in an integrated way across the curriculum for senior classes. This course will use Space as the overarching theme to approach STEM weeks in an academic year. With an emphasis on inquiry-based learning, this course will outline a strong program of activities which provide opportunities to apply skills and knowledge to real life situations scaffolded by STEM Weeks as a motivator.
Course Dates 1 – 5 July, 2019
Venues: CIT Blackrock Castle Observatory (Due to unforeseen circumstances, the course at I-Lofar has been cancelled)
Book Engaging Space at Blackrock Castle Observatory through the Cork Education Support Centre here.
ESERO Ireland/DPSM Summer Course, “Junior Rocket Scientists: Space Science as a Cross-Curricular Theme”
This will be offered again in 2019 at CIT Blackrock Castle Observatory (Due to unforeseen circumstances, the course at Dunsink Observatory has been cancelled)
This course will assist participants in using teaching approaches that develop numeracy skills in an integrated way across the curriculum for junior classes (from infants to second class). This course will use space as a cross-curricular theme and develop skills in many curricular areas. The course will have an emphasis on inquiry-based learning. School Self Evaluation aims will be covered with an emphasis on evaluating and developing Science Skills.
Book for Junior Rockets at Blackrock Castle Observatory through the Cork Education Support Centre here.


A new art exhibition ‘The Circular Revolution – Towards Zero’ involving 12 primary schools across Clare has been designed and curated by Carmel Madigan, a professional artist and founder of the Loop Head Summer Hedge School.
As part of the Explorers Education Programme in Clare, students have created unique artworks from marine plastic litter that will be on display at Culturlann Sweeney, Kilkee from Monday 15th to Friday 26th April 2019.
Over 750 students participating in the Explorers Education Programme in Clare have creatively transformed plastic found along the seashore, into artworks to showcase their learnings. The plastics have been regenerated to create artworks such as ‘Vessels from the Sea’, ‘Save Our Coral Reefs’, ‘Emotions for Our Ocean’ and ‘Bite Sized Plastics for Sea Birds’.
Madigan inspired by Picasso, who was one of the first modern day artists to make artworks using recycled materials, has collected exceptional materials such as plastics from the seashore which been used in the classroom to create magnificent pieces of artwork by the students.
“The problem with plastics is that they are seen as trash and are usually discarded after a single use. Collecting marine plastics from the seashore takes time and effort and leads to a cleaning and segregation process. By seeing marine plastics not as trash but as raw material, new and creative channels are opened up,” Ms Madigan said.
As part of the Explorers Programme, Madigan has worked with students to find solutions in relation to reducing, reusing and recycling plastics in their school and community. “After learning about the need to reuse materials, and make the most of earth’s resources many students have said they are now more willing to choose treats with plastic-free packaging and use a Toy Library instead of purchasing non-recyclable plastic toys,” Ms Madigan said.
Cushla Dromgool-Regan, Marine Institute congratulated Carmel for her enthusiasm and inspiration, often showcasing new ways of how we can incorporate marine-related issues on the primary school curriculum. “It is great to see an increased interest from teachers and students to reduce their use of single-use plastics and find creative ways to re-use marine plastics. It’s amazing to hear that children are making a difference at a local level by reducing their use of plastic in their school and community. It is through their creativity and innovation, that they will become the generation that creates change.”
The exhibition will be launched by Dr Margaret Rae, Director Atlantic Ocean Research Alliance (AORA) and Ms Cushla Dromgool-Regan, Communications at the Marine Institute on Monday 15th April.
The Explorers Education Programmes provides lesson plans, resources and activities for primary school teachers to inspire student’s interest and knowledge in our ocean, marine environment, species and seashores. The Explorers Education Programme is supported by the Marine Institute and funded by the Irish Government. For more information, visit www.explorers.ie


What is Phonics?
Phonics is the knowledge of how sounds are represented by individual letters or groups of letters. (D makes the sound/d/. Oa makes the /ō/ sound in “goat.”) Phonics links phonological awareness — the understanding of how speech is broken down into sentences, words, word parts, and sounds — with written language.
Let’s explore different aspects of phonics and the role phonics plays in reading and writing.
What is the “alphabetic principle?”
The alphabetic principle refers to the understanding that each letter represents a certain sound or sounds, and that letters in words represent spoken sounds in the order they are written. Those who have mastered the alphabetic principle know:
- The written letters F and f represent the /f/ sound.
- The letter F represents the /f/ sound heard in the name Finn.
- The letter f represents the /f/ sound in the middle of the word lift.
What are phonemes and graphemes?
- Phonemes are spoken language sounds. The English language has about 44 distinct phonemes.
- A grapheme is written representation of one spoken sound. A grapheme can be one letter or a group of letters (e.g., ck, th).
- Sometimes the numbers of phonemes, graphemes, and letters in a word are the same. For example, “map” has three graphemes (m, a, p) and three phonemes (/m/, /a/, /p/).
- Sometimes the numbers of phonemes, graphemes and letters in a word are different. For example, “chat” has four letters but only three graphemes (ch, a, t) and phonemes (/ch/, /a/, /t/).
The importance of phonics
Phonics lets a reader move from seeing letters on a page to knowing the words they represent. Phonics skills are a means to achieving successful reading and writing. If using print to extract and create meaningful ideas is considered the “house,” phonics can be considered the “foundation.”
Over time, experienced readers come to recognize most words from memory, but phonics still them helps decode unfamiliar words. Try to read these words:
Even though these are made-up words, proficient readers can use phonetic knowledge to read them. Of course, not all words in English follow standard phonics rules. In the second example, you likely used your experience with irregular words like “wreck” to tackle the “wr” beginning.
What is “explicit systematic phonics instruction?”
This phrase is widely used to talk about the type of phonics instruction shown by research to be most effective. Explicit and systematic phonics instruction:
- Requires that a teacher tell students in simple and straightforward language how letters and sounds work (“B makes the sound /b/, like in bat.”)
- Does not ask students to guess or try to figure out the sounds letters make
- Presents letters and letter patterns in a strategic sequence
- Encourages students to practice using letters and sounds to spell and read words
(Explicit and systematic phonics instruction typically includes teaching at least one short vowel sound early in the instructional sequence so students can begin making and reading words. For example, once the sounds of m, t, p, and a are taught, students can practice reading and spelling mat, map, pat, pam, etc.)
Games with nonsense words are a fun way to review knowledge of letter sounds and patterns that have been taught. Here’s what to do:
- Write nonsense words on cards or in the squares on a Tic-Tac-Toe board. Only use letters or patterns a student knows.
- Some sample words include: rit, dup, min, taz, zet, grud, clim, spod, trob. (You can find many lists of additional 3-and-4 letter nonsense words online.)
- Play Memory, Go Fish, or Tic-Tac-Toe with the words. Read each word as it is used in the game.


Want to hear a sad song? Over the past decade, schools in the U.S., including Texas, have seen a decline in arts education. It’s getting harder to compete for funding in an era of shrinking budgets, test-based curriculum and growth in STEM fields.
To add an even sadder note, the problem is even worse in low-income schools. If an affluent school has its arts budget slashed, the students still have opportunities to be creative outside of the classroom. There are private lessons, after-school programs, and more.
That is not the case for low-income students. If we believe the arts are valuable to individuals and our society, then stripping art education from low-income kids should be unacceptable.
Grounded in Music: Inspiring Lives Through Performance
Luckily, here in the Live Music Capital of the World, a nonprofit called Grounded in Music promotes musical education and creativity for children from low socio-economic backgrounds.
Grounded in Music began in 2007 to make sure underprivileged children in Austin can experience the benefits of music. The program works hand-in-hand with local communities to funnel children into semesters of musical education. This gets kids in front of teachers and musicians, and the learning process begins.
Teaching Students to Perform
As anyone who has picked up an instrument knows, the beginning is always rough. There is frustration and lots of mistakes. But through practice, dedication, and mentorship, Grounded in Music students become more comfortable with expressing themselves through music. They experience the confidence that comes with mastering a difficult riff or song.
After the process of trial-and-error, the semester ends with the kids showing off their skills on stage. Students are formed into groups, putting on a musical bash for friends and family.
The structure of the show is up to the students. They can form a rock band, vocal ensemble, hip-hop group, or whatever they choose. The goal is not to pigeon-hole them into expressing one type of music, but to inspire confidence to express themselves and know they can achieve whatever they put their minds to.
From Self-Expression to Self-Esteem
The team at Grounded in Music would love to spark a life-long relationship between their students and music, and it often happens. That is icing on the cake, though. Mainly, the organization uses music as a tool to inspire and transform students. Grounded in Music exposes the children to music as a gateway to self-confidence and self-expression. Founder Joe Stallone shares his ultimate goal for the program:
“The students can take those moments – finally understanding a song, or getting on stage in front of their families – and apply them to other parts of their lives. The real benefit is the confidence that comes with getting on stage and performing something you have been working on for months. That’s what we hope the kids walk away with.”
Celebrating 10 Years of Grounded in Music
Over the past 10 years, many young Austinites have walked away loving music and believing in themselves a little bit more. To celebrate, Grounded in Music will celebrate its 10-year anniversary tonight, April 12, 2017. The event will be a benefit bash to recognize everything Grounded in Music has done over the past decade, and to raise funds for the next decade.
Featuring local musicians The Peterson Brothers and Suzanna Choffel, the celebration will be held at Gibson Guitar Showroom (3601 S. Congress Ave. #G400). Visit Grounded in Music’s website to learn more about attending.
I will personally be going to the event this week because I believe in the power of our community to lift one another up. Grounded in Music is an organization doing just that. Come join me and send this local organization into another 10 years of keeping Austin musical.
@DustyVegas wants to know:
How has music impacted your life?
We always have unique content on the Austinot, and we love to give things away. You know, like CDs, event tickets and other cool stuff. We only send out our Best of the Austinot newsletter two times/month. It’s where we give you a recap of our best articles and give stuff away. Interested? Subscribe to Best of the Austinot here!


The Human Body Activity Sheet – Free Printable Easy Science Kids Find the Words Activity Sheet
The Human Body Activity Sheet – Download our fun FREE printable easy science kids find the words activity sheet. Our free easy science activity sheet has a fun word search puzzle as well as a find-the-missing words game for kids. The all about the body activity sheet is printable.
This free find the words activity sheet is a great way to get your kid’s attention and interest during science classes or homeschooling science lessons.
Our human body facts for kids activity sheet is great for kids in Elementary school in First Grade to Fifth Grade as well as kids in Kindergarten and Pre-K kids. Young children who like science will enjoy playing the find the hidden words puzzle while learning fun facts about the human body.
Grade school kids from 1st Grade to 5th Grade can enjoy the human body worksheet as a reading comprehension worksheet. Kids will learn well and enhance their reading skills because your kids will probably need to read more than once the facts all about the human body to find what the missing words are.This exercise will not only improve children’s memories but also improve their reading skills.
Kindergarten and Preschool kids who did not yet learn to read and write can use our free printable easy science kids words game as a fun listening comprehension game.
Teachers can read the fun facts about the human body and then ask the children to answer what the missing words were.
Kids will also benefit from playing the hidden words puzzle while they learn to spot and recognize letters and words.
Parents can use this free printable find the words game to make it fun to learn science and spend fun educational time teaching them about the body.
Teachers can use this human body facts for kids activity sheet to engage kids interest during science lessons and make learning about the human body enjoyable for kids.
Tutors and Teachers can utilize our printable easy science human body activity sheet for after school activities or distant learning science activities.
Your body grows more during the first two years of life than during the rest of your life. The body has more than 600 muscles and 200 bones. The basic needs of your body should be well provided for, in order to grow strong and healthy. What are the basic needs of your body in order to grow? Learn more about the human body by downloading the free human body activity sheet!
Free All About the Human Body Worksheet for Kids
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " The Human Body Activity Sheet - Free Printable Easy Science Kids Find the Words Activity Sheet - ." Easy Science for Kids, Feb 2020. Web. 25 Feb 2020. < https://easyscienceforkids.com/the-human-body-activity-sheet-free-printable-easy-science-kids-find-the-words-activity-sheet/ >.
APA Style Citation
Tobin, Declan. (2020). The Human Body Activity Sheet - Free Printable Easy Science Kids Find the Words Activity Sheet -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/the-human-body-activity-sheet-free-printable-easy-science-kids-find-the-words-activity-sheet/
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Becoming a Paramedic: Getting Started
A paramedic is not the only health worker who rides an ambulance, but is often the most highly trained, and the one who is responsible for the most difficult tasks. Paramedics do some of the same things that highly educated medical professionals do. They are working under medical direction, but they are also working under pressure. If you want to help people in crisis but don’t want to go through medical school, this may be the career for you.
Begin by learning as much as you can about the profession. If you are lucky, you may have the opportunity to virtually job shadow through an organization like AHEC.
Click Here for requirements specific to your state.
Attaining the Foundational Skills
You will need the physical abilities outlined in the functional job analysis National Highway Traffic Safety Administration. You will need good coordination. You may need to life more than 125 pounds.
You will first achieve certification as an Emergency Medical Technician, or EMT. You may complete an =EMT program and then spend some time in the field. You may have the option of enrolling in a single program and earning EMT certification en route to paramedic certification. The entrance requirements will likely be higher. The school may require you to take aptitude or placement tests: anything from the ACT to the COMPASS. Paramedics use fairly complex mathematics. They are also well versed in anatomy and physiology. Paramedic programs not only cover more advanced physical procedures than EMT programs, they also require a stronger science foundation.
The program may rely on references, interviews, and even essays to determine if you are a good match.
Programs must be accredited by CAAHEP or seeking accreditation. Some states set additional educational requirements. You may still find yourself with many options. All accredited programs should provide instruction, clinical experience, and field experience at a generally accepted national standard. You can expect to demonstrate key skills a number of times before using them in the field.
However, there are key differences between programs. One difference is pacing. EMS programs are often measured in hours. When you figure in study time, a paramedic program is typically a much bigger time commitment than the 1,000 to 1,300 hours of instruction and in-facility practice.
You may get to choose between degree and non-degree tracks. Few states currently mandate an associate’s degree. In the health professions in general, though, knowledge is increasing — and so are educational standards. Paramedic students often earn a degree in conjunction with their credentials. An associate’s degree programs include some general education coursework. Psychology is a common requirement, as is composition or business writing. Some programs require you to take an additional class in communications. Longer degree programs may include more science coursework. Bachelor’s level programs offer preparation for leadership roles as well as direct service.
Earning Your Credentials
Most states use examinations developed by the National Registry of Emergency Medical Technicians (NREMT). In some states, you can take the practical examination before your field internship. In others, you must finish the entire program before testing. In all cases, you will need to be finished with the program before you take the computer-based cognitive exam. There are study resources available. You can begin your search on the NREMT website.
Expect several steps to the assessment and application process EMS jurisdictions have slightly different protocols. You may have a protocol examination to pass. However, this step typically takes place later.
Building Your Career
Do your research when considering where to apply. One short-term: the length of the shift. 24 hour shifts are still common. Often this means that you are being paid for being on call: not a drive away, but right there at the station. You may get in a good sleep — but this is an area where there are no guarantees. Some centers are too busy. Many employers, fortunately, do offer eight or twelve hour shifts.
Your career can take various directions in the long-term. Two potential areas of specialty are critical care transport and community paramedicine. You can pursue further education, as necessary, to take on the role that you want.
How to Become a Paramedic- Select Your State
- New Hampshire
- New Jersey
- New Mexico
- New York
- North Carolina
- North Dakota
- Rhode Island
- South Carolina
- South Dakota
- West Virginia


Hugh Rich October 10, 2019 Uncategorized
Giving a child the opportunity to color helps stimulate the creative centers in their mind. Colors, shapes, interpretations, and imagined stories are all present when a child is coloring. Even if your child draws the same picture over and over, they’re still engaging the creative centers in the brain that process colors and shapes.
It’s well documented that using light-emitting electronic devices prior to going to bed delays the circadian clock and suppresses levels (a sleep-promoting hormone) which results in more time required before falling asleep. Most of us are guilty of using such devices in the evening so if sleeping is an issue, replacing devices with coloring books can be beneficial.
The act of coloring can help to improve motor skills in young children. The actions, motions and precise grip involved in coloring can aid in the development of the muscles of the fingers, hands and wrist. Fine motor skill development can help children write more skillfully as well as manipulate small objects. They can then build on these skills to become better typists and more adept in sports and other activities.
Crayola Color Alive creates an experience for children where they are able to interact with their 4D coloring pages which brings an element of reward and achievement to children. They get to watch it come to life with movement and sound and are able to interactively play with their drawings. It gives children the sense of achievement and pride which has a positive influence towards building their confidence. They are more likely to try things again and take more risks with their coloring in. The Crayola Color Alive app lets children stage photos and save creations with their favorite characters to show off their coloring pages, providing an avenue to express this pride.
Coloring and just talking about it will give your kids an opportunity to learn new words and sentences. Children use descriptive words to talk about their feelings when they see different styles of coloring sheets. Children coloring pages aids in developing their critical thinking ability. Lastly and most importantly, coloring will also allow you and your child to have some quality time together.
Coloring books and sheets are important educational tools to prepare the preschoolers for school. It is also one of the most favorite pastime activities of the kids. It sparks their imagination and gives them an opportunity to express themselves. Give your kids drawing sheets of their favorite cartoons, animals or film stars; they will spend hours coloring it.
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Enjoy this Easy Science for Kids Factories Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Factories. You need to answer all the questions to be able to get your score. You can do this fun Factories quiz again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Factories.
The Factories Quiz & our FREE Online Quizzes
Our fun easy science quizzes are a free science general knowledge quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Factories quiz helps your kids learn fun facts about Factories while enjoying this FREE easy quiz questions for kids.
If your child is being home-schooled, or is interested in learning about the world we live in, then this is a fun science activity, with reading comprehension benefits for kids in 1st to 5th grades. Kids will enjoy competing against their classmates and friends, to see who scores better, doing this free online kids science quiz on Factories.
As a reading comprehension fun activity for your kids, you can set a timer to encourage kids to do the reading comprehension training in a faster way, or you restrict the number of times your kids can read about the quiz topic, before they do the actual interactive quiz questions and answers game.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other science quiz games for kids, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Factories quiz answer they think is correct, and at the end you get the quiz score. Your child can try many times doing the Factories quiz, till he or she gets the perfect score faster, as your kid learns to listen more carefully and develop a better memory and attention span!


Good speech and language skills are crucial to the effective communication of each child and are a critical part of their overall development. Oral language skills enable a child to convey information to others in a meaningful way, support thinking and problem solving, help express feelings and develop and maintain friendships. Good communication skills are important skills for life.
Learning to listen, understand, use and enjoy language is also the first vital step in literacy and forms the basis for learning to read and write. A solid foundation in spoken language skills is important for academic and social competence.
What is the difference between speech and language?
Speech refers to the ability to produce the sounds that form words, while language refers to the words that a child understands and uses to communicate. Language includes spoken and written language, both of which a child needs to master.
Vocabulary – A powerful predictor of reading success
Oral vocabulary refers to words that we use in speaking, or comprehend in listening. Current research indicates that oral vocabulary skills are related to literacy success. Having a good understanding of different words and being able to use a range of different words in conversation is essential for communication and is a key component in reading for meaning. If a child knows the meaning of a word they are far more likely to be able to read it accurately and relate it to what they are reading. Comprehension is the goal of all reading activities.
How to encourage your child’s speech and language development
In Australia’s multicultural society, it is an asset to be bilingual. If your family speaks two languages, you can encourage your child’s language development in both languages.
- Talk to your child: One of the best ways to encourage a child’s speech, language and vocabulary development is simply to talk to your child. Talk about what is happening in your daily life and what interests them. Evidence suggests that children of families who chat with them frequently, may hear an average of 2100 words per hour. Over three years, this means that children might hear over 48 million words.
- Read and share books together: Shared book reading activities that involve language interaction are an exciting and fun way to develop a child’s vocabulary and language skills. It also helps develop their listening skills and awareness of print, e.g. point to the words as you read, as this helps them develop an awareness between the written and the spoken word. These are important concepts for developing literacy. Help your child learn that books and reading are fun so they develop a positive attitude to reading.
- Introduce nursery rhymes: Sing songs and nursery rhymes in the car, in the bath and at bedtime. If nursery rhymes are not part of your culture, you can borrow books, DVDs or CDs from your local library. Rhyming skills are important for literacy development as children develop an awareness of rhythm and the sound patterns of words that are important for reading and spelling.
Early intervention for children with speech and language delays between the ages of two and six years is very important as it will have the most impact on their communication skills, which are crucial for later literacy and academic achievement. Intervention before a child starts kindergarten will mean that the transition from preschool will be much more successful.
Marilyn Costello, B. App. Sc. Speech Pathology, Dip. T. (Infants and Primary), has worked as a Head of Department of Speech Pathology; as a teacher; and co-created the Ready to Read early literacy program. She has more than 30 years’ experience working with children in preschools, schools and community health throughout New Zealand, Tasmania and Sydney.


Clipping is a handy way to gather and organize the most important slides from a presentation. Alternatively of becoming taught in philosophy departments, philosophy of education is generally housed in departments or colleges of education, similar to how philosophy of law is usually taught in law schools. The methods of teaching are decided and selected in the light of philosophy of education. Education becomes palatable only if it conforms to the developmental and psychological demands of the students.
Elementary education consisted of music and gymnastics, made to train and blend gentle and fierce qualities in the individual and create a harmonious individual. Plato’s educational philosophy was grounded in his vision of the ideal Republic , wherein the person was very best served by being subordinated to a just society. The three worded quotes also make wonderful inspirational gifts for household, buddies and enterprise associates.
Philosophy of education also ought to not be confused with philosophy education , the practice of teaching and understanding the subject of philosophy. The classification and modification is conducted in the light of national philosophy of life. To me, philosophy is the ideological foundation of a method of education and objectives of education are decided in the light of this ideological and philosophical foundation.
In the finish it could be stated that teachers who consider that they can do with out a philosophy of life render their strategies of teaching ineffective. Philosophy of education undertakes the systematic discussion of educational problems on a philosophical level. In the absence of an adequate philosophy of life, the approach of teaching employed by the teacher could repel the student from the topic.
It is been rightly stated that with no philosophy, education would be a blind effort and without education, philosophy would be a cripple. The developer of a textbook has to take into account the philosophical foundations of the program of education of j the country. When the aims of education are decided by philosophy, a new question arises how to recognize these aims. It is the application of philosophy to the study of the difficulties of education that is recognized as philosophy of education. So to say, philosophy decides the activities and experiences which are supposed to meet the emerging demands of the society.


This blog post includes resources and links for participants attending professional development training in Sydney Cluster schools in March 2014. It includes information to help educators successfully integrate the iPad into their mainstream classroom.
Please view the slides here:
|Accessibility information via the Spectronics Blog:|
Additional accessories such as durable cases, speakers, mounts, switch interfaces, keyguards and styluses can also help to make the iPad more accessible for your students. A range of links for these can be found on our Accessories Page
Integrate the iPad into your classroom
Share your iPad screen to your VGA-equipped data projector, TV or monitor.
Via a cable:
Using iPads with Interactive Whiteboards
- How to Use the iPad with a SMART Board – Connecting the iPad and SMART Board
- SMART Notebook App for iPad
- Ways to have the iPad interact with the Smartboard
- Doceri – The interactive whiteboard for the iPad
KEY CLASSROOM APPS
While we like to recommend lots and lots of favourite apps, many times it is not about having lots of apps. In the classroom, it is about having a few really good ones. Ones that you can use to create your own materials. When you create your own teaching and learning materials, it means that they are relevant, age appropriate, specific, motivating and most importantly, they suit you, your classroom and your students! Blog post about this: Creation Tools for the iPad. All apps included here are ones that are easy to use and may have good sharing and publishing features.
1. Book Creator
Teacher and students can create books with photos, audio, text and video. 101 uses in the classroom!
2. Bitsboard Pro
Vocabulary teaching with interactive games. Use existing vocabulary or easily add your own.
Graphic organiser to create mind-maps, allowing for classroom brainstorming, planning written work and much more!
4. Explain Everything
Screencasting and interactive whiteboard app, allowing you to create videos with pictures, photos, annotations and narrations.
5. Puppet Pals
Create fun and interactive videos.
6. Scan -QR
More information on QR Codes
Here is a HUGE collection of team favourite apps that can be used in the classroom, some of which may be demonstrated during the workshop.
EARLY LITERACY/ SPECIFIC PHONICS INSTRUCTION
LITERACY SUPPORT TOOLS
Check out this webinar: Top 10 Apps for Literacy Support
VIDEO CREATION APPS
FUN IN THE CLASSROOM
WHERE TO GET MORE INFORMATION
- Apple and Apps related blog
- Apps for Special Education list
- Apps for Literacy Support List
- Apps for AAC list
- Sources for quality app review sites
- Spectronics Online
- Weally Wonderful Apps List by Gerry Kennedy
Discover new apps via an app:
- Apps for Learning
- Educational app reviews
- Appy Mall
- iTunes – Special Education Apps
Using Social Media
Need to find more? Want to connect with others who are implementing iPads in their schools and exploring the use of the wide range of apps available? Using the time-honoured strategies of occasional conference attendance, as funds are available, or listserve participation or surfing the net is simply no longer enough
However the collection of freely available resources and valuable time-sensitive advice for special education teachers and those supporting struggling students has grown exponentially on social media channels – supporting building of powerful Professional Learning Networks (PLNs) without geographic boundaries.
A comprehensive overview of these online resources and networks, including Facebook Groups, Twitter hashtags, blogs and key influencers in the field around special education and learning is available via this link bit.ly/Ss4e28


Ongoing Literacy for Families of Children with Visual Impairments
History of Microsite
In the fall of 2003 the Visually Impaired Preschool at the Arizona State Schools for the Deaf and Blind offered an 8-week literacy class for families of young children who are potential braille readers. This course was the starting point for the development of this web site. Dr. L. Penny Rosenblum and Mrs. Susan Greer wrote an article about the Dots for Families class.
This web site was originally designed by L. Penny Rosenblum, Ph.D., University of Arizona, and Linda Reed, M.Ed., Arizona State Schools for the Deaf and the Blind Parent Outreach Program for the Visually Impaired for family members, teachers of children with visual impairments, and others interested in promoting literacy opportunities for young children with visual impairments. This was originally a project of the Parent Outreach Program for the Visually Impaired of the Arizona State Schools for the Deaf and the Blind (ASDB), a participating agency in IDEA, Part C, through the Arizona Department of Economic Security / Arizona Early Intervention Program (DES/AzEIP).
We would like to thank the ASDB Parent Outreach Program for the Visually Impaired: Susan Greer, M.Ed., Supervisor, Teacher of the Visually Impaired, Linda Reed, M.Ed., Outreach Coordinator, Teacher of the Visually Impaired, Vicki Numkena, M.Ed., Preschool Teacher, Teacher of the Visually Impaired, and Sandlyn Miller, M.Ed., Preschool Teacher, Teacher of the Visually Impaired. Thank you for the encouragement and support to Doris Senor Woltman, Superintendent, Arizona Schools for the Deaf and the Blind and a special thank you to Pam de Steiguer, M.A., who helped with the site design and preparation of materials.
The Dots for Families microsite was moved from the University of Arizona to Paths to Literacy in July 2013.
Please follow the links on the left side of this page under "Dots for Families" to explore our web site. There are lessons to assist you in learning to read and write the braille code in addition to information to promote your child's literacy development. Note every page appears in the left sidebar menu, so we invite you to click on all of the links to find what is here!
It's never too early for books. This toddler's family makes reading a part of their daily routine. (Book shown is from the On the Way to Literacy series from the American Printing House for the Blind. For more information or to order, go to www.aph.org, click Shop and put this catalog number in the Search space: 6-77500-00.


Since the handover in 1997, the language policy in postcolonial Hong Kong is characterized by biliteracy and trilingualism: the ability to read and write Chinese and English; and to speak Cantonese, English and Putonghua. Cantonese is the vernacular of the vast majority of ethnic Chinese, who make up 93.6% of the total population (7.07 million, 2011 census). For the remaining 6.4% (451,183), South Asians make up the largest ethnic minorities: Indonesians and Filipinos each account for 1.9%, followed by Indians (0.4%), Pakistanis (0.3%) and Nepalese (0.2%). Most Indonesians and Filipinos are females working as domestic helpers. By contrast, the other 3 ethnic groups are migrants or were born in Hong Kong. In 2006, there were about 30,000 school-aged South Asian pupils (primary and secondary). The biliterate and trilingual policy accords much greater significance to Chinese, i.e., Standard Written Chinese (SWC), spoken Cantonese and Mandarin/Putonghua (national language of China). South Asian pupils need to learn Chinese, which is difficult due to linguistic and sociolinguistic factors. Cantonese and Putonghua are typologically distant from their respective ethnic languages (e.g. Bahasa Indonesia, Filipino, Hindi, Urdu, and Nepali). SWC, being lexico-grammatically based on Mandarin, adopts a logographic, non-alphabetic script. As few South Asian parents have Chinese literacy, home support for the learning of Chinese is negligible. South Asian communities tend to be insulated, partly due to society-wide stereotyping and racial discrimination. Support within the education system is wanting. The postcolonial government pursues essentially an integrationist policy. The mainstream Chinese curriculum teaches Confucian ethics along with the Chinese language in Cantonese, which is often inconsistent with the cultures and religious values of South Asian families (e.g. Islam and Hinduism). No attempt has been made to customize a separate Chinese curriculum for South Asian pupils, and few teachers of Chinese have any knowledge of their ethnic languages. Alternative achievement levels are recognized (e.g. GCSE Chinese), but they are too low to qualify them for white-collar jobs. Thus few South Asian students succeed in the mainstream school system, while segregation in designated schools fails to create a language-rich environment to facilitate the learning of Chinese. The drop-out and school failure rates are alarmingly high. Such students tend to be condemned to low-pay jobs (e.g. cleaners and construction workers). For South Asian students, social mobility through education is a myth. This study reports on the difficulties experienced by South Asian students when learning Chinese, especially in Chinese literacy development. Through focus group interviews, up to 8 South Asian undergraduate students will be recruited to reflect on the difficulties encountered when learning Cantonese and SWC. They will be trained to collect similar data from primary and secondary pupils in their respective South Asian communities. Policy implications will be discussed.
|Publication status||Published - Jul 2013|


Amy Kennedy for Congress
Mental health conditions are among the most common challenges facing school aged children. In fact, of the 74.5 million children in the United States, an estimated 17.1 million have or have had a mental health condition — more than the number of children with cancer, diabetes and AIDS combined.
Research has also shown a strong relationship between the number of Adverse Childhood Experiences (ACEs) and an individual’s increased risk for a wide variety of serious mental and physical health conditions including anxiety, depression, obesity, heart disease and substance use disorders later in life.
Imagine if we could do something to reverse those trends. The good news is, we can. By supporting mindful educators and creating mental health systems within our schools that work in tandem with community mental health professionals and researchers, we can:
- identify students’ mental health needs and intervene early
- encourage student social and emotional learning
- create an integrated system of care where students have access to the treatment they need when they need it
- sustain progress to improve educational, social, emotional, and health outcomes for all our kids
As a mother of five, and an educator with over 15 years of experience working in public schools, I know that a child’s mental wellbeing is integral to his or her overall wellbeing and their success in the classroom. And when my husband Patrick created The Kennedy Forum, he did it to bring together the best minds to transform the way mental health and addiction are addressed in society – and education is critical to achieving our shared mission.
NPR's A Silent Epidemic
Our public schools are struggling to handle millions of students with mental health problems. Here’s why.
Amy L. Kennedy, Education Director of The Kennedy Forum, pursues partnerships and collaborations that emphasize evidence-based research and programming to facilitate policy change in the areas of education and mental health.
Amy serves on the boards of Mental Health America, a leading national advocacy organization; Parity.org, which promotes gender parity at the highest levels of business; and Effective School Solutions, an in-district provider of clinical services to students aged preschool through 12th grade. She is an advisory board member of Interaxon, a mental health technology company; Set To Go, a JED program helping teens transition from high school to college and adulthood with special emphasis on mental wellness and emotional preparedness; and Brain Futures.
Amy and her husband, former Congressman Patrick J. Kennedy, live in southern New Jersey. An educator by training, she has over 15 years of experience working in public schools in New Jersey and Pennsylvania. Her experiences as a teacher and as a mother of five propel her efforts and advocacy around social-emotional learning and mental wellness for children and adolescents. Amy’s research interests include the early identification and intervention of mental health concerns in children, the use of brain fitness tools and mindfulness within schools, and the development of prevention programs.
Amy holds a Bachelor of Science in Elementary Education from Pennsylvania State University and a Master of Science in Environmental Education from Nova Southeastern University.
5 Pillars: The Pathway to Improving the Delivery of Mental Health Services in Education
Pillar 1: School-Community Partnerships
Developing collaborative working relationships between schools and the larger community will create pathways to ensure the delivery of comprehensive mental health services, and allow for the creation of a system of care in which services within the school system are enhanced, not duplicated.
Pillar 2: School-Based Mental Health Services
In order to build the schools that we need, educational institutions must develop a framework for the delivery of mental health services that will meet a wide range of students’ needs.
Pillar 3: Early Identification
The development of universal mental health screening programs in public education institutions across the nation should be deemed as equally important as current programs that screen regularly for vision, hearing, dental, and academic deficits. When schools provide universal mental health screenings for students at key transition points throughout their education, they increase the likelihood of success.
Pillar 4: Educating the Educators
Educators are faced with a wide range of student social, emotional, and behavioral challenges. We must provide meaningful training and professional development that meets the needs of teachers and empowers them to take on these challenges with confidence.
Pillar 5: Sustainability
One of the greatest barriers to mental health services in schools is how to sustain programs over the long term. School districts and local agencies can identify innovative ways to implement, fund and sustain this critical support.


"Who Will Be My Valentine?" is going to be a class favorite for Grades K-3. They will love playing the C Pentatonic song with xylophones and triangle. There are 2 different games you can play with the song. And--there are printables you can print laminate and use for the games. The sheet music will help students play the song or you can project the cute teaching pages for students to use. Best for K-3
quarter note and rest
You will get 3 different files.
SHEET MUSIC-ORFF Melody, Bass and Ostinato
MP3 TRACKS FOR GAMES or PRACTICE (no vocal-instrumental only)
POWER POINT and a PDF
2 DIFFERENT GAMES
USE THIS RESOURCE:
Print the sheet music as needed for student or teacher use. I use the big notes for my students. You also get a printable of heart graphics to use for the games.
K-sing the song and play the game
1- Sing the song and play the ostinato
2-3 Sing and Play the songs and games with all 3 parts.
4th grade beginners? I'm using the whole bundle of activities for them to sing and play and play the games. It will be a fun and easy lesson.
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HIST3001 History in 4D
- 6 points
Availability Location Mode Semester 2 UWA (Perth) Face to face Semester 2 Albany Face to face
- Details for undergraduate courses
- Level 3 core unit in the History major sequence
- The area of knowledge for this unit is Society and Culture
- Category B broadening unit for students
- Level 3 elective
- In this 'hands-on' unit, students undertake a guided historical project, including planning, research, and communication in a range of modes for different audiences. In seminars and workshops students become familiar with some of the key practical and theoretical issues and debates relating to the use of various historical sources, including photographs and film, archives, oral history and material culture. Strategies and tools for planning and managing research are workshopped, and students will be given the opportunity to work on a project in consultation with an external organisation. Some workshops may be held off-campus, and there will be a final event at which students' project work will be presented and celebrated. The skills in finding, analysing and managing information that are developed in the unit are required for advanced-level historical research, but are also highly transferable to many workplace situations. The unit is the culminating experience of the History major and is also recommended for students planning to proceed to honours in historical archaeology.
- Students are able to (1) assess the basic methodological issues characteristic of the discipline of History; (2) evaluate the methodological problems relating to the use of different types of source material in the historical study of particular times and places; (3) demonstrate understanding of the key issues involved in creating and communicating historical interpretations.; (4) relate their independent interpretations to complex debates about the problems and potentials inherent in the use of various sources; (5) present advanced arguments in both written and oral assessments using the conventions of the historical discipline; and (6) present their public-facing historical work in consultation with external organisations or in-house experts.
- Indicative assessments in this unit are as follows: (1) project work; (2) seminar paper; and (3) workshop participation. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Associate Professor Andrea Gaynor and Professor Susan Broomhall
- Unit rules
- Two Level 2 History units
two Level 2 units in the Archaeology major (except ARCY2005 Rock Art Field Unit)
- HIST2220 Making History
- Contact hours
- Up to 2 hours per week. This unit also includes field trips: up to 3 x 2 hours
Tosh, J. and Lang, S. The Pursuit of History: Aims, Methods and New Directions in the Study of Modern History: 6th ed.: Routledge, 2015
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Oklahoma is a decade removed from its best year for arts education.
State Department of Education Director of Fine Arts Elizabeth Maughan said the 2008–2009 school year was the "high water mark," and the bottom quickly fell out after that as the recession hit.
"From the start of the 2008 school year to 2010, there were 60,000 fewer students taking an elementary music class," Maughan said. "There were 40,000 fewer students taking pre-K visual art, 43,000 fewer students were taking pre-K through eight instrumental music, 10,000 fewer students taking high school vocal music, 20,000 in high school instrumental, 10,000 in high school visual art and 5,000 in high school drama."
Maughan said today, about 19,000 Oklahoma K–12 students have no fine arts classes, which include visual arts, music, dance, drama and speech.
Oklahoma Arts Council Executive Director Amber Sharples said arts education boosts overall academic performance.
"At elementary, at that level, students in strong music education programs score higher on English and in math tests. Students in high school music ensembles are more likely to have higher standardized math achievement scores," Sharples said.
Oklahoma Association of Elementary School Principles Executive Director Doctor Gracie Branch said the number of students without arts education is concerning for a state with the highest rate of adverse childhood experiences, because research has proven music can help rewire the brains of kids who have trouble managing their emotions or coping with stress because of trauma.
"Rhythm is regulating, and the list of repetitive, rhythmic regulations used for trauma includes singing, dancing, drumming and most musical activities. So, basically, the arts," Branch said.


|1831||National School System introduced.|
|First government grant to religious schools.||1833|
|Queen's College, London. First college for women.||1848|
|Miss Buss founds North London Collegiate School for Girls.||1850|
|Miss Beale is Headmistress of Cheltenham College.||1858|
|1859||Ladies' Collegiate School, Belfast, founded by Mrs Byers.|
|1861||Queen's Institute, Dublin, founded by Anne Jellicoe.|
|1864||Special Report on Convent National Schools.||Payment by results introduced into English elementary education.||1862|
|1866||Alexandra College, Dublin, founded by Anne Jellicoe.|
|1867||The Ladies' Institute, Belfast, founded by Isabella Tod.|
|1868||Powis Commission Inquiry into the National School system.|
|Girton College for Women founded by Emily Davies.||1869|
|1870||University examinations for women held in Queen's College, Belfast and Trinity College, Dublin.||Forster's Elementary Education Act: first state primary schools.
High School movement: Maria Grey.
|Newnham College, Cambridge founded by Henry Sidgwick.||1871|
|1872||First public meeting on girl's secondary and higher education in Belfast. Isabella Tod and Maria Grey involved.|
|1873||First deputation to Lord Lieutenant on defective state of girls' secondary education in Ireland.
Alexandra School, Dublin founded as 'feeder' to Alexandra College.
|1877||Miss McKillip's Ladies' Collegiate School, Derry founded.|
|1878||Intermediate Education (Ireland) Act.|
|1879||Royal University of Ireland Act.|
|1880||Ulster Head Schoolmistresses' Association founded in Belfast.|
|1882||Association of Irish Schoolmistresses established. (CAISM from 1883).|
|1884||First nine women graduates of Royal University of Ireland.|
|1892||Compulsory education up to twelve years.|
|1898||Intermediate Education Inquiry Commission set up.|
|1902||First temporary inspectors for Intermediate Education.|
|1904||Trinity College, Dublin opened all its degrees to women.|
|1908||National University of Ireland opened all its degrees to women.|


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Whether you are a veteran art educator or it’s your first year teaching, planning your curriculum is something we all need to do. Planning your curriculum doesn’t have to be a stressor; in fact, it can actually be fun! Let’s break it down into a few must-haves to make the task significantly less scary.
Before you dig in too deep, you’ll want to check with your district to see if there is already an art curriculum in place. Some districts purchase art curriculum, have art educators work together to develop set curriculum standards, or allow teachers to create a curriculum that fits their needs. Whatever the situation is with your art curriculum, try and enjoy the process of planning. After all, what we choose to teach our young artists truly dictates our experiences.
As art educators, part of our job is to introduce students to a variety of art mediums. The exploration of new materials is a vital part of shaping our students as artists. When planning your curriculum, pay attention to the storage shelves in your art room and ask yourself these questions regarding materials:
Art teachers often have the flexibility to incorporate new and exciting ideas into their yearly curriculum planning. When you see a new idea and you know you just have to try it with your students, a little rearranging can make it possible.
Usually, your elongated list of new ideas grows after attending an awesome art education conference. That feeling of excitement about these new ideas keeps your spark for teaching alive. Carry that spark with you as you plan your curriculum and incorporate a few new ideas into your planning.
Take a look at your stack of resources from conferences, themes, or books and ask yourself these questions.
Art Standards bring us all together. Our four overarching concepts from the National Core Arts Standards are creating, presenting, responding, and connecting. As art teachers, we do all four of these things with our students every day. Boiling down the standards to these four big ideas can help you identify the best way to approach your curriculum planning. Check out how to Revamp Curriculum to meet the National Visual Arts Standards.
Spend a little time on your computer researching art standards and consider these questions.
When it comes down to it, planning a successful art curriculum will be made up of your must-haves. Your artists can tell when you are excited about teaching and will feed off of your excitement.
Focus your mindset on viewing curriculum planning as an exciting challenge and an adventure to try new things in your art room. Inevitably, every necessary task is what you make of it. So, why not make it fun and empowering?
What kind of curriculum planning is required of you?
Are you able to work with a team when planning your curriculum?
What is your favorite part about planning your curriculum?


W hen people of all ages take music lessons, they learn much more than how to perform!
Music enhances the process of learning. The systems they nourish, which include our integrated sensory, attention, cognitive, emotional and motor capacities, are shown to be the driving forces behind all other learning.
Music instruction provides a creative outlet, builds concentration skills, relieves stress, and is associated with greater academic achievement, social skills, and self-esteem. Whether you are an adult seeking a creative outlet for yourself, or a parent looking for a great opportunity for your child, At Home Music Lessons can benefit you.
Music is what life sounds like. ~Eric Olson
Don’t just take our word for it! There have been numerous studies demonstrating the benefits of music education.
Young children who received a year of musical training showed brain changes and superior memory compared with children who did not receive the instruction.
-Fujioka, Ross, Kakigi, Pantev, and Trainor. Brain, a Journal of Neurology. Oxford University Press. Sept. 2006
U.S. Department of Education data show that students who report consistently high levels of involvement in instrumental music during the middle- and high-school years show significantly higher levels of mathematics proficiency by grade 12.
-Catterall, Chapleau, and Iwanaga. “Involvement in the Arts and Human Development,” 1999
A study examined the influence of music education on nonmusical abilities, the effects of music lessons on academic performance, and cognitive abilities. The study revealed that students who participated in music lessons showed statistically higher intelligence quotients.
– Schellenberg, G. Music Lessons Enhance IQ, Psychological Science, Vol. 15, NO. 8, 2004
There is a high relationship between interest in school music and high self-perception, high cognitive competence scores and general self-esteem.
– Costa-Giomi, E. “The McGill Piano Project,” 1998
Students indicate that arts participation motivates them to stay in school, and that the arts create a supportive environment that promotes constructive acceptance of criticism and one in which it is safe to take risks.
-Barry, Taylor, and Walls. Critical Links: Learning in the Arts and Student Academic and Social Development. AEP. 2002


Invent to Learn Workshop – Southern California
Full-day hands-on workshop with Sylvia Martinez
co-author of Invent to Learn: Making, Tinkering, and Engineering in the Classroom
November 7, 2019
Hosted by Viewpoint School
Make & learn in this cutting-edge workshop!
Join colleagues for a day of hard fun, creativity, and problem solving—where computing meets tinkering, design, and the best practices in education. The workshop begins with the case for project-based learning, making, tinkering, and engineering. You will explore examples of children engaged in complex problem solving with new game-changing technologies and identify lessons for your own classroom practice. Powerful ideas from the Reggio Emilia Approach, breakthroughs in science education, and the global maker movement combine to create rich learning experiences.
Most of all, you will learn by making with exciting NEW materials! Learn how Scratch 3.0, micro:bits, the new Hummingbird Bit robotics kit, Circuit Playground Express, Makey Makey, Microsoft Makecode, microblocks, and other emerging technology can supercharge not only STEAM, but all subjects. Not only is it unprecedented for as much computational power to be accessible to children and usable in a playful creative fashion, but the low cost of these materials democratize powerful learning opportunities. These technologies and related constructive materials create great opportunities to bring progressive education ideals to life in any school. They also provide a fertile context for learning coding, engineering, and physical computing projects that bridge the digital and physical worlds. During the workshop, we will also discuss how to integrate project-based learning across the curriculum.
Lunch and continental breakfast will be provided. The Viewpoint School has just completed a spectacular makerspace remodel and we will have the opportunity to tour the facilities and learn more about their makerspace journey during the day.
STEM | STEAM | CODING | DESIGN | MAKING | PBL
- Hands-on workshop with exciting new coding and physical computing technologies
- Continental breakfast
- A free copy of the new and revised second edition of Invent to Learn: Making,Tinkering, and Engineering in the Classroom.(a $34.95 value)
Bring a laptop and your imagination. We’ll supply the rest!
Register today – Space is limited!
Cost: $235 Register here
Save money and gas! Discounts for carpool buddies!
Credit cards only unless arranged in advance. No refunds – you may send an alternate participant. Contact us for PO arrangements.
Who should attend?
- Primary school educators with basic computer skills (saving and finding files, trackpad/mouse use)
- Secondary technology, design, art, science, math, or computer science educators with basic computer skills
- Makerspace educators
- Tech specialists, directors, coaches, coordinators
- STEM specialists
- Art teachers
Tour Viewpoint School Makerspaces
Viewpoint School houses three spaces for making, creating, and collaborating. The K-5 Innovation Space provides students with a room full of creative opportunities. From hand tools to digital fabrication machines, the resources and evolving curriculum provides students with a wide range of foundational skills. The Middle School Design Lab hosts various design electives, Technical Theater, and Informational Literacy classes. Viewpoint’s Upper School Robotic Lab and engineering space is a modern day machine shop where students design and engineer. It is also the home of Viewpoint’s award-winning Robotics Team.
23620 Mulholland Highway
Calabasas, California 91302
Sylvia Martinez was an aerospace engineer before becoming an educational software producer and vice president of a video game company. She spent a decade as the President of Generation YES, the groundbreaking non-profit that provides educators with the tools necessary to place students in leadership roles in their schools and communities. In addition to leading workshops, Sylvia delights and challenges audiences as a keynote speaker at major conferences around the world. She brings her real-world experience in highly innovative work environments to learning organizations that wish to change STEM education to be more inclusive, effective, and engaging.


The Indian government lays emphasis to primary education up to the age of fourteen years (referred to as Elementary Education in India. The Indiangovernment has also banned child labour in order to ensure that the children do not enter unsafe working conditions. However, both free education and the ban on child labour are difficult to enforce due to economic disparityand social conditions.80% of all recognized schools at the Elementary Stage
SECONDRY EDUCATION SYSTEM IN INDIA The National Policy on Education (NPE), 1986, has provided for environment awareness, science and technology education, and introduction of traditional elements such as Yoga into the Indian secondary school system. Secondary education covers children 14–18 which covers 88.5 million children according to the Census, 2001. However, enrolment figures show that only 31 million of these children were attending schools in 2001–02, which means that two-third of the population remained out of school. A significant feature of Indias secondary school system is the emphasis on inclusion of the disadvantaged sections of the society. Professionals from established institutes are often called to support in vocational training. Another feature of Indias secondary school system is its emphasis on profession based vocational training to help students attain skills for finding a vocation of his/her choosing.
Indias higher education system is the third largest in the world, after China and the United States. The main governing body at the tertiary level is the University Grants Commission (India), which enforces its standards, advises the government, and helps coordinate between the centre and the state. Accreditation for higher learning is overseen by 12 autonomous institutions established by the University Grants Commission. In India, education system is reformed. In future, India will be one of the largest education hub.
ELEMENTRY EDUCATION ININDIA Education is important not only for development of ones personality, but also for the sustained growth of nation.It is the foundation on which the development of every citizen and the nation as a whole hinges. The quality of elementary education in India has also been a major cause of worry for government
EDUCATION IN URBAN AND RURAL AREAS Despite all the efforts of the government, universalization of education in India remains a distant dream. While the literacy rate is 65.38% according to 2001 census, the female literacy rate is 54.16%. While 80. 3% urban people are literate, 59.4% of the rural population is literate.
SARVA SIKSHA ABHIYAN After the District Primary Education Programme (DPEP) of 1994, the govt. has now launched the "Sarva Shiksha Abhiyan" or SSA. Sarva Shiksha Abhiyan was launched in 2001 to universalize and improve the quality of elementary education in India. It has set 2007 as the deadline for providing primary education in India and 2010 as the deadline for providing useful and relevant elementary education to all children in the 6 to 14 age group.
We give them roots, we give them wings And great joys from, little things, A hope that they will soar , A hope that they will try, We are sure that one day , Our children will learn to fly.
BY ASHISH KUMARCLASS - XSECTION - B’ROLL NO - 08