Bright colors, engaging images, and active learning make this pocket chart a fun way to practice letter and sound identification, word building, spelling and more. Includes uppercase and lowercase letters for early alphabet awareness, recognition, and matching. Pocket chart measures 28"L x 34"H. Ages: 3+.
- 156 coated picture cards (picture on one side, word on the reverse).
- 52 uppercase and lowercase letter cards.
- 4 blank cards.
- 1 Nylon pocket chart.
- 1 Activity guide.
Common Core State Standards Alignment: Reading Foundational Skills. Learning Style: Tactile, Visual.
Skill Development: Basic Concepts- The uppercase and lowercase letter cards teach students alphabet awareness, recognition, and matching.
Language- This chart supports and challenges early learners with beginning vocabulary and letter sounds. Students can enhance language skills by using the chart to build words and sort the 52 color-coded letter cards into vowels and consonants.
Organization- Match, sort, and organize the cards into 3 clear pockets and 26 letter pockets. Have students identify the 52 upper and lowercase letters and place them in the according pockets.


Benefits of Music Education
Music education provides many benefits including discipline, commitment, identitiy, hard work, teamwork, and respect. In addition to these are the following which have been put forth by the MENC.
Success in Society: Secondary students who participated in band or orchestra reported the lowest lifetime and current use of all substances (alcohol, tobacco, illicit drugs)
. – Texas Commission on Drug and Alcohol Abuse Report. Reported in Houston Chronicle, January 1998
The very best engineers and technical designers in the Silicon Valley industry are, nearly without exception, practicing musicians.
— Grant Venerable, "The Paradox of the Silicon Savior," as reported in "The Case for Sequential Music Education in the Core Curriculum of the Public Schools," The Center for the Arts in the Basic Curriculum, New York, 1989
Success in School and Learning: A study of 237 second grade children used piano keyboard training and newly designed math software to demonstrate improvement in math skills. The group scored 27% higher on proportional math and fractions tests than children that used only the math software.
— Graziano, Amy, Matthew Peterson, and Gordon Shaw, "Enhanced learning of proportional math through music training and spatial-temporal training." Neurological Research 21 (March 1999).
Students with coursework/experience in music performance and music appreciation scored higher on the SAT: students in music performance scored 57 points higher on the verbal and 41 points higher on the math, and students in music appreciation scored 63 points higher on verbal and 44 points higher on the math, than did students with no arts participation.
— College-Bound Seniors National Report: Profile of SAT Program Test Takers. Princeton, NJ: The College Entrance Examination Board, 2001.
Physician and biologist Lewis Thomas studied the undergraduate majors of medical school applicants. He found that 66% of music majors who applied to medical school were admitted, the highest percentage of any group. 44% of biochemistry majors were admitted.
— As reported in "The Case for Music in the Schools," Phi Delta Kappan, February 1994
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Success in Developing Intelligence: A research team exploring the link between music and intelligence reported that music training is far superior to computer instruction in dramatically enhancing children's abstract reasoning skills, the skills necessary for learning math and science.
— Shaw, Rauscher, Levine, Wright, Dennis and Newcomb, "Music training causes long-term enhancement of preschool children's spatial-temporal reasoning," Neurological Research, Vol. 19, February 1997
Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training. The brains of musically trained children respond to music in a different way to those of untrained children, and that the musical training improves their memory. After one year the musically trained children performed better in a memory test that is correlated with general intelligence skills such as literacy, verbal memory, Visio spatial processing, mathematics and IQ.
Dr. Laurel Trainor, Prof. of Psychology, Neuroscience, and Behaviour at McMaster University, Director of the McMaster Institute for Music and the Mind; Canada; published 9/20/06; http://www.sciencedaily.com/releases/2006/09/060920093024.htm
Success in Life: An education rich in the arts and humanities develops skills that are increasingly crucial to the productivity and competitiveness of the nation’s workforce: the ability to think creatively, communicate effectively and work collaboratively, and to deal with ambiguity and complexity. Just as important, exposure to the arts and humanities fosters cultural literacy: the ability to understand and appreciate other cultures, perspectives and traditions; to read and understand music and literature; to craft a letter or essay; to design a Web site; and to discern the “hidden persuaders” in a political or commercial advertisement.
--Summary of paper by Prof. Ann M. Galligan, Northeastern University, in her paper “Creativity, Culture, Education and the Workforce”, Center for Arts and Culture, December 2001, www.culturalpolicy.org; summary provided/written by Suzanne Weiss, in the “Progress of Education Reform 2004: The Arts in Education”; vol. 5, no. 1, January 2004, Education Commission of the States; http://www.ecs.org/clearinghouse/49/91/4991.pdf


The Australian Curriculum: Languages is designed to enable all students to engage in learning a language in addition to English. The design of the Australian Curriculum: Languages recognises the features that languages share as well as the distinctiveness of specific languages.
There are aspects of the curriculum that pertain to all languages. The key concepts of language, culture and learning, as described in the Shape of the Australian Curriculum: Languages, underpin the learning area. They also provide the basis for a common rationale and set of aims for all languages.
The Australian Curriculum: Languages includes language–specific curricula for world languages and a Framework for Aboriginal Languages and Torres Strait Islander Languages.
The curriculum content and achievement standards are different for each specific language because of inherent differences in the languages themselves.
Each language has its own distinctive structure, systems, conventions for use, related culture(s), place in the Australian and international communities, as well as its own history in Australian education.
Diversity of language learners
Understanding who learners are, as language learners and as young people, is the starting point for developing their language learning. An increasingly varied range of students now study languages in Australian classrooms. The changing pattern of migration to Australia is extending the range of languages students bring with them to school. Education systems seek to provide for this diversity of language background and for the fact that languages classrooms include students with varying degrees of experience of and proficiency in the language being learnt, as well as their particular affiliations with additional languages.
Learners come to learning languages with diverse linguistic, cultural and personal profiles, bringing distinctive biographies which include individual histories; biographies; previous experiences of and relationships with the target language and particular motivations, expectations, and aspirations.
As unique, social and cultural beings, students interpret the world and make sense of their experiences through their own social and cultural traditions, understanding and values.
Learners of languages in Australia comprise three major groups:
- second language learners
- background language learners
- first language learners.
Second language learners are those who are introduced to learning the target language at school as an additional, new language. The first language used before they start school and/or the language they use at home is not the language being learnt.
Background language learners are those who may use the language at home, not necessarily exclusively, and have varying degrees of knowledge of and proficiency in the language being learnt. These learners have a base for literacy development in the language.
First language learners are users of the language being learnt who have undertaken at least primary schooling in the target language. They have had their primary socialisation as well as initial literacy development in that language and use the target language at home. For Aboriginal languages and Torres Strait Islander languages, first language learners are learners whose primary socialisation is in the language being learnt and who may or may not have yet developed initial literacy.
Within each of these groups, there are differences in proficiency in the language being learnt. It is acknowledged that the span of language experiences of background learners is particularly wide, and learners in this group are likely to have quite diverse affiliations with the target language. Nevertheless, for pragmatic reasons, it is not feasible to identify further groupings.
The Framework for Aboriginal languages and Torres Strait Islander languages caters for different learner pathways that also take into account the state of the particular language involved.


What did the researchers want to know?
What factors predict students’ decisions whether to participate in elective music classes?
What did the researchers do?
Demorest, Kelley, and Pfordresher surveyed 319 sixth-grade students (95% of the population) from five elementary schools that feed the same junior high in the Pacific Northwest. Students completed two questionnaires; one asked questions pertaining to their musical and family background, and the other measured their attitudes and beliefs about music participation, including their musical self-concept and perceived costs of participating in music. After students registered for their seventh-grade classes (since music study became elective in seventh grade in this school district), the researchers compared each student’s decision whether to continue participating in school music to their survey results.
The researchers conducted a second study in which they randomly sampled 55 of the 319 sixth graders to complete a singing assessment, in which students were asked to sing the song “Happy Birthday” as well as echo-sing various pitches, intervals, and patterns. Singing accuracy was compared to students’ decisions whether to participate in music and to their questionnaire responses.
What did the researchers find?
Students who elected to participate in a music class reported “significantly higher perceptions of musical self-concept than those who did not . . . ; were more likely to be influenced by peers in their participation choices . . . ; and believed more strongly that music is not a barrier to other activities” (p. 410). Further analysis revealed that musical self-concept, peer influence, and family musical engagement were the strongest predictors of students’ decisions whether to participate in music.
Statistical analysis showed no significant difference in singing accuracy between those who elected to participate in music and those who did not. Comparison to questionnaire responses revealed that “musical self-concept was the only unique predictor of singing accuracy” (p. 414).
What does this mean for my classroom?
Music teachers should be aware that musical self-concept is strongly related to students’ future musical participation and consider monitoring students’ musical self-concepts “to identify students who may be feeling less positive about their musicality. If caught early enough, perhaps teachers could provide opportunities for students to improve their self- perceptions of musicality. . . . If we as a profession are interested in expanding the number of children who choose to continue elective music instruction, we should continue to explore how singing skill and musical self-concept interact throughout a child’s early development and what experiences might encourage improvement in both attributes” (p. 417).
Dr. Steven M. Demorest
August 24, 1959 – September 22, 2019
With gratitude for his many contributions to the music education profession


Programs - Classroom
Our on-level Classroom Libraries feature themed packages for grades PreK-8. The libraries have been created to meet your students' needs and interests, and provide you with the convenience of leveled text for small-group instruction.
With the largest selection of informational text and high-interest fiction text, our selection is sure to match your bookroom needs. Our books are written with the support and challenges appropriate for each level of instruction based on sentence complexity, vocabulary development, text features, and picture to text match.
The C3 Framework emphasizes the acquisition and application of knowledge to prepare students for college, career, and civic life. It intentionally envisions social studies instruction as an inquiry arc of interlocking and mutually reinforcing elements that speak to the intersection of ideas and learners.
The Next Generation Science Standards (NGSS) are rich in content and practice and arranged across disciplines and grades to provide all students with an internationally benchmarked science education. Our book packages provide texts to support a science curriculum that helps students grow to science proficiency.
Science, Technology, Engineering and Mathematics (STEM) prepares students to be problem solvers, innovators, inventors, self-reliant, logical thinkers and technologically literate. Our STEM books collections focus on science and mathematics concepts to set the base for future learning.
Curriculum-connected research tools for elementary school educators. PebbleGo™ (grades K-3) and PebbleGo Next™ (grades 3-5) are packed with informational articles in core subject areas, ready-made activities, and literacy supports for students of all abilities, to boost engagement and foster independent learning.
A comprehensive K-3 literacy program that can be used with an individual, small-group, or whole class focus. The program covers the core elements of a balanced literacy program: written language (reading and writing) and oral language (speaking and listening). Includes fiction and nonfiction text pairs, reading levels 1 to 30 (GRL A-P).
Continues the core elements of our balanced literacy program with fiction and nonfiction text at levels N-V. The program was developed to build on a student's prior knowledge and for them to make new connections based on these previous understandings to become active participants in their own learning.
Engage Literacy en Español is a transadapted, flexible program that serves as an alternative resource for your balanced literacy block with an individual, small group, or entire classroom and supports your Emergent and ELL learners. These books were carefully adapted to maintain the authentic intent of each title while directing attention to the specific reading needs of the Spanish language beginning reader.
Our nonfiction guided reading program for beginning and transitional readers with 118 science, social studies, and math leveled texts (A-M). Big Books, teaching, and assessment support provide program details and instruction for teaching informational text features.
Our Wonder Readers en español program features 118 nonfiction leveled texts in Spanish from levels A-M, written for beginning and transitional readers.
Wonder Words is an essential educational resource that teaches children their first 100 words in a meaningful context, through 23 highly visual and engaging stories incorporating repetition, rhyme and rhythm.
Combining science content instruction with literacy development using the high-interest graphic format, Graphic Science provides reluctant learners with a motivating instructional path. Fictional super scientist Max Axiom can do whatever it takes to make science cool and accessible.
Developed by Dr. Nancy Boyles, Ed.D. for students in grades 3-5 to grow comprehension through close reading. It is based on a model of explicit instruction and the gradual release of responsibility.


The world we live in is awash in technology. In the last 30 years, we’ve gone from floppy disks and playing Oregon Trail to smartphones and Fortnight. As adults who remember a time before technology played the role it does today, we often feel overwhelmed by the task of helping our students navigate this new frontier. For kids, it is tempting to see the online world as if it were some fantasy land, but it is very much the real world what kids do and say online matters. The choices students make in their teen years involving technology will have a profound effect on their lives both today and for years to come. It can also have a drastic impact on those around them. When it comes to technology, the stakes are high, so we need to be teaching students about digital citizenship. Most schools have some form of online safety or anti-cyberbullying program, but digital citizenship is more than that, and students need more than an assembly or two or a lesson here or there. They require ongoing conversations and practice applying the skills they are learning. So, consider this your crash course in digital citizenship: what is it, what do students need to learn to be good digital citizens, and how can you best teach them this skillset?
Digital Citizenship encompasses many areas, including:
This is one area that schools usually get right. Still, it’s an ever-evolving area, and unfortunately, those who seek to harm children are continually switching tactics. Teach students the following:
This one is simple, but also an ongoing problem. To be a good digital citizen, follow The Golden Rule. Treat others the way you’d like to be treated. Teach students to ask themselves:
Browse Facebook for a few minutes and it won’t take long until you see headlines like these: Woman Gives Birth to 17 Babies at Once or Ancient Mayan Scultpure of Batman Found or Hazmat Suits Needed When Installing 5G Towers.
The internet is full of half-truths and misinformation, ranging from harmless misinformation to full-fledged scams. Students must learn to discern the true from the false to be accurately informed and to protect themselves. Teachers from all disciplines teach critical thinking skills to their students. Living in a digital world commands that students have, and can apply these skills. Give students plenty of opportunities to practice their critical thinking skills by applying them to what they see online. Teach students to ask themselves the following questions:
While many of these questions would be difficult for young children to answer, you can build the foundation of these critical thinking skills by teaching fact and opinion, author’s purpose, fiction, and nonfiction, etc.
Teach students to be mindful about their use of technology:
Tech can be very addictive, especially for teens whose brains are ripe for addiction. Teach students strategies to manage their tech use so that it is a help not a hindrance in the classroom. Practical strategies include:
Reinforce at Home:
Digital Citizenship becomes integrated into a student’s set of behaviors best when there is a partnership between home and school. Educate parents on the benefits of making their kids good digital citizens.
By: Amy Curletto
Amy has been teaching for 12 years in grades K-2. She has a bachelor’s degree in Early Childhood and Elementary Education and also has endorsements in reading and ESL. Besides education, her other passion is writing and she has always dreamed of being a writer. She lives in Utah with her husband, her 3 daughters, and her miniature schnauzer. She enjoys reading, knitting, and camping.
The child who is ‘left behind’ most is the one who leaves school without transition readiness.
Dr. James Stanfield, Ed.D.


“Culture of Reading” Initiative, New Brunswick, NJ
A literacy coordinator/reading coach is an educator with knowledge of reading instruction and preferably second language acquisition.
Assess Literacy Skills
The GLP literacy coordinator/reading coach will liaise with teachers to determine student reading levels and specific areas of difficulty that the Global Literacy Project, Inc. reading enrichment program should target. As a coach, they will also meet with small groups of students to practice reading skills and provide periodic progress reports on student development.
Recruit and Manage Volunteers
The literacy coordinator/reading coach will assist in recruiting, training, and managing volunteer tutors who work one-on-one or with small groups of students. Coordinators provide on-going support to tutors so they too can refine their skills.
Support Early Literacy Development
If the program is for young children, the literacy coordinator/reading coach may provide parents with information and resources to help their children begin developing pre-reading skills such as concepts of print and phonological awareness. If the program is for adults, the literacy coordinator/reading coach can encourage students who have young children or grandchildren to apply their learning to help these children develop literacy skills from the earliest ages.
Campus & Community Liason
- Supervise student volunteers in the program with respect to volunteer activities in New Brunswick and outreach to the participating elementary to high schools.
- Conduct formal and informal trainings for student volunteers
- Maintain regular contact with faculty, staff, and students on campus
- Create materials, such as handouts, and other props that facilitate engagement between readers and students.
- Develop/compile and distribute various resource lists and literacy information as needed to volunteer readers and the directors and teachers of the partnering reading sites.


“Where words fail, music speaks.” – Hans Christian Anderson
Music is a language that crosses all ages, cultures and abilities. If you are a keen singer, wanting to explore different sounds or simply appreciate listening to recorded and live music, we will cover this through a range of large and small group activities.
Music helps to –
Increase self-expression and creativity
Develop communication skills e.g. listening
Encourage team work and turn taking
Develop confidence in timekeeping
Develop literacy and numeracy skills
Encourage evaluation skills
There will be opportunities to develop your skills using different performing methods such as:
Singing and playing instruments
An example music workshop would include a (vocal) warm up, percussion games and then opportunities to work in a small group themed activity where everyone is encouraged to participate.


We’ve been all about telling stories this summer – try “storytelling” with your family without words! Acting out charades is a fun way to communicate using your movement and motions. You probably know that charades is acting without speaking, but this website gives a clear outline of the rules and some tips for giving clues.
Throughout the summer, we have discussed different areas of building early literacy knowledge for babies and toddlers, and we shared ideas of how you can do that.
We are moving right along with our summer reading program, and a lot of you have been busy, busy readers! However, not many people have collected any beads yet, so we wanted to share a brief instruction on using the Prize Store.
Under your child’s account in ReadSquared, go to the Prize Store tab (in the app, the icon looks like a shopping cart). You’ll see the number of points you have available to you, and can choose any beads you have enough points for. Repeat this for each child.
Tip: choose higher value beads first!
Some public athletic facilities are open for limited play – how about mixing up your routine a little with some basketball? It’s OK if you think you’re the worst b-ball players ever (sorry, but my household actually wins that title!) – you’ll get some sunshine, a little physical activity, and most likely, some giggles. Our favorite game is HORSE.
When it comes to encouraging literacy skills, outdoor play is just as important for babies and little ones as indoor book- and toy-based play. When we think “early literacy,” we think of books, and storytime, and of sitting to either read or listen. We think of looking at pictures and telling stories with objects representative of the story’s objects (for example, a red ball as Snow White’s apple). What we don’t often think about are large (gross) motor skills and their part in literacy development.
Watch Rosalita’s Puppets presentation of a Sea Story on Zoom tonight, Monday, August 3, at 6:00 PM!
In this puppet show, Miranda the mermaid saves a pirate! Rosalita’s Puppet show features beautiful marionettes in an original story that is appropriate for all ages. This story is sure to be full of daring, bravery, kindness, and adventure!
Camping can feel like such an adventure for a kid – and such a chore for parents! How about a compromise? Set yourself up for some backyard camping this weekend. You can create the same experience without the vacation traffic! Just be sure to stock up on these essentials…
Regardless of whether today’s kids will learn to print, write cursive, or type on a keyboard or screen – they’ll need to have strong fine motor skills. There are so many fun ways to build your child’s hand strength and coordination! At the library, we use Busy Boxes after storytimes with preschool-aged children; you can recreate these activities at home. Some of our boxes include:
All summer we’ve been retelling Folk and Fairy Tales in our storytimes.* We also have a whole collection of Folk Tales in our picture book area, with retellings of folk and fairy tales from around the world – from the most popular to the most obscure. In fact, they’re being moved to a more prominent location, so when you are able to come visit us in Youth Services again, they’ll be easy to find!


- What are the five stages of literacy development?
- What are the basic early literacy skills?
- What are the five elements of early language and literacy development?
- What are literacy skills for adults?
- What are the skills involved in literacy development?
- What are the six early literacy skills?
- What is the importance of literacy?
- What does early literacy look like?
- How can I improve my literacy skills?
- At what age do emergent literacy skills develop?
What are the five stages of literacy development?
What are the Five Stages of Reading Development?STAGE 1: THE EMERGENT PRE-READER (TYPICALLY BETWEEN 6 MONTHS TO 6 YEARS OLD) …
STAGE 2: THE NOVICE READER (TYPICALLY BETWEEN 6 TO 7 YEARS OLD) …
STAGE 3: THE DECODING READER (TYPICALLY BETWEEN 7 – 9 YEARS OLD) …
STAGE 4: THE FLUENT, COMPREHENDING READER (TYPICALLY BETWEEN 9 – 15 YEARS OLD)More items…•.
What are the basic early literacy skills?
Six Early Literacy Skills. Young children need a variety of skills to become successful readers. … Vocabulary. … Print Motivation. … Print Awareness. … Narrative Skills. … Letter Knowledge. … Phonological Awareness.
What are the five elements of early language and literacy development?
Here are a few examples. Early Literacy. … Talk. Talking in a way that encourages children to talk will help them understand what they later read: open- ended questions, tell and retell stories, talk about more than just here and now.Read. … Write. … Play. … Sing. … Letter Knowledge.
What are literacy skills for adults?
Chall distinguished learning to read—that is, the mastery of decoding, word recognition, and reading fluency—from reading to learn or to do—that is, using text to build one’s knowledge or accomplish specific goals. Adults at or below Level 1 have needs at both levels.
What are the skills involved in literacy development?
Literacy skills are all the skills needed for reading and writing. They include such things as awareness of the sounds of language, awareness of print, and the relationship between letters and sounds. Other literacy skills include vocabulary, spelling, and comprehension.
What are the six early literacy skills?
6 Early Literacy SkillsPrint Motivation.Print Awareness.Letter Knowledge.Vocabulary.Narrative Skills.Phonological Awareness.
What is the importance of literacy?
But beyond the functional level, literacy plays a vital role in transforming students into socially engaged citizens. Being able to read and write means being able to keep up with current events, communicate effectively, and understand the issues that are shaping our world.
What does early literacy look like?
Key components of an early literacy curriculum grounded in evidence- based early literacy research include: (1) oral language development, which includes vocabulary and listening; (2) an understanding of the alphabetic code, which includes phonological/phonemic awareness and knowledge of the alphabet; and (3) knowledge …
How can I improve my literacy skills?
Improving Your VocabularyRead. As much as you can. … Keep notes. Whenever you find interesting words that are used in order to describe something more easily, write them down somewhere (have a notebook just for new words). … Write. … Get interested in new things.
At what age do emergent literacy skills develop?
Literacy begins at birth and builds on relationships and experiences that occur during infancy and early childhood. For example, introducing a child to books at an early age contributes to a later interest in reading.


ERIC Number: ED456437
Record Type: RIE
Publication Date: 1998-Oct
Early Components to Childhood Literacy.
Within the fundamental context of "how children learn to read," attention is drawn towards an understanding of the "components" that are necessary for the child to move from oral language to early literacy. Looking at this transition requires the educator to consider whether literacy can develop as naturally for the child as speaking, or if not, what specific training and development beyond exposure to print it requires. Likewise, what is the role of the child's home environment in this process, as well as the school's to foster literacy? These are essential questions for the educator and parent alike. This paper addresses these issues within the context of early literacy development in children. First, the paper reviews the literature on children's early book behavior and the caregiver's role. It then discusses phonemic awareness--what it is, why it is important, and how to teach it. The paper also examines the research on the "Great Debate"--code-oriented versus whole language approaches to reading instruction. It finds that learning to read, although not a natural process, is essential to a child's well being in a literature-driven society, and that early literacy is as much a family responsibility as it is a school responsibility. (NKA)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Authoring Institution: N/A


Friedrich Wilhelm Joseph von Schelling , born Jan. He was ennobled with the addition of von in It was there that Schelling received his elementary education. He was a highly gifted child , and he had already learned the classical languages at the age of eight.
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It is also a true university town where students make up the majority of the population meaning it is a lively place to take up a career in research. This means that the university receives a significant share of the 2. The town plays host to the Max Planck Institutes for Biology, Biological Cybernetics and Developmental biology, making it a significant location for life sciences. It is also home to the Friedrich Meischer Laboratory which also belongs to the Max Planck Institute and was founded to allow gifted young researchers to run their own five-year projects on biological topics. It was one of the first in a flood of new universities which sprang up over Europe during the Renaissance. Significant scientists who lived in the town include the neurologist Alois Alzheimer and the discoverer of nucleic acids, Friedrich Miescher, after whom the laboratory is named. This period also saw the beginnings of the student movement in Germany which significantly shaped German culture.
Two children born in Germany for the first time after uterus transplant
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Music Jobs Are Plentiful for Those Properly Prepared
Music jobs – indeed, music careers – are both diverse and plentiful, especially for performers music majors who study at colleges, conservatories, and intense summer programs like the Philadelphia International Music Festival (PIMF).
According to the website Best Colleges, music jobs can easily be placed into one of four basic categories: Performance, Composition, Music Education, and Music Production.
The Performance category accounts for the most obvious jobs:
- Instrumentalist – Plays classical or contemporary music on a brass, woodwind, string, or percussion instrument
- Vocalist – Sings Pop, Jazz, Opera, Rock, Rap, or other music form
- Accompanist – Performs music in concert with other musicians, singers, or dancers
- Conductor – Directs an orchestra or other music ensemble
- Disc Jockey (DJ) – Programs and plays recorded music on the radio, in concert, or at special events like weddings
The Composition category involves creating music, with jobs like:
- Composer – Writes music, like Richard Rodgers
- Lyricist – Writes words to accompany the music, like Oscar Hammerstein
- Songwriter – Writes words and music, like Cole Porter
- Arranger – Arranges or organizes a piece of music according to the needs of a performer, orchestra, or conductor
- Film or Television Composer – Creates music (or soundtracks) for movies or television shows
- Music Supervisor – Selects existing music to accompany movies, television shows, commercials, video games, etc.
The Music Education category encompasses those who preserve music and musicianship through training, with jobs like:
- Music Teacher – Instructs music students at the primary, secondary or college level in music performance or “music appreciation.”
- Competition Coordinator – Provides opportunities for instrumentalists and vocalists to compete for money and other prizes (especially as a means of sharpening their technical and performing abilities). PIMF enlists competition coordinators in the administration of their international music festival.
- Archivist – Maintains a music catalog or collection, often for purposes of music preservation
- Journalist or Critic – Comments on or critiques the quality of music or music performance
- Music Therapist – Practices “music therapy.” According to American Music Therapy Association, music therapy is “the clinical and evidence-based use of music interventions to accomplish individualized goals within a therapeutic relationship”
The Music Production category includes those who practice the business and technical aspects of music, with jobs like:
- Producer – Oversees the making of a song or album
- Recording Technician – Manages the transcription of a song or album, often in a studio and often with high-tech electronic devices
- Sound Engineer – Creates the “audio experience” for concert audiences
- Tuner – Adjusts musical instruments to guarantee their sound quality
- Publisher – Ensures that a musical work – especially a commercial work – is properly distributed, and the parties who contributed to the work are properly paid.
For additional information on music jobs – visit the following websites:


From printer paper or construction paper, or even old magazine pages, cut out the letters of your child’s name.
Early Literacy Development
-You can work on letter recognition, having the child trace the letters with their pointer fingers.
-The child can describe what the letters look like, what part are straight, what parts curve, what the letters remind them of.
-They can practice saying the sounds the letters make, one at a time.
Has Some Letter Sound Knowledge
-The child can scramble the letters up and then solve the puzzle of getting them into the right order. If it’s tricky, write their name on another paper so they can refer to it.
-The child can gluestick the letters onto another paper in the right order.
- Older kids can cut the letters themselves after you mark them out.
- They can draw pictures using the letters as the base, maybe turning the letters into little people or animals or boats or whatever they look like.
- Do the same activity for everyone in the family’s names. You can extend the activity by having them turn the letters into things the person likes to do.
- Emerging readers can do the same activities with some of their sight words.
- Older kids can glue the letters of their name vertically, going down, on a piece of larger paper, and then come up with descriptions of themselves that start with each letter. They can work on sounding out the words of the descriptions.


The usability of the network system is important for operate in any business. The reliance upon fraxel treatments needs a specialized skills that may be acquired through learning programs. Colleges established degree programs to educate students working with computers and it is technology to supply a higher level and services information. Training is important to enter a job in it support.
Using systems enables companies and employees to keep, receive, and send information. These abilities result in the work conducted in business possible. If your network crashes or malfunctions an assistance specialist gets into and fixes any difficulty. Case one part of the task for trained individuals. Finishing a diploma program teaches students how you can conduct it support. Students can enter programs in the:
…amounts of education. Inside an associate’s degree program student’s train for entry-level careers by dealing with centralized courses. Having the ability to configure, create, install, manage, and keep computer systems would be the primary areas learned only at that degree of schooling. These abilities are utilized to increase productivity by continuing to keep a network functional. Programs provide thorough learning in designing systems, troubleshooting systems, securing systems, and installing systems. Students should be expecting to finish a university program and then implement many of these foundational skills for Neighborhood Systems.
Students can gain the needed understanding by earning a diploma or earning certificates. Certificate programs are highly advantageous for college students searching to get a certain skill inside a short time. Probably the most frequently earned certifications include:
Comp TIA A
Microsoft Certified Systems Administrator
‘cisco’ Certified Network Affiliate
In the certificate program for ‘cisco’ Certified Network students expand their understanding of it support by researching Wide Area Systems. Students learn to maintain and manage systems that connect to other metropolitan areas and regions. When completed of the certificate program such as this students be capable of install, manage, and trobleshoot and fix mid-sized systems. Other valuable skills could be acquired by dealing with certificates program for Microsoft Certified Systems Administrator. Students participate in a learning format made to educate them how you can manage and trobleshoot and fix network systems with different Home windows server. This really is proportional to some career because without using Home windows systems to do daily job activities companies couldn’t function at full capacity.
The function of the it support specialist could be widened with the attend a bachelor’s and master’s degree level. Levels in related areas can expand the set of skills of the professional by teaching students to become managers and managers. Education widens the understanding of scholars to include more complicated systems and lead a group of support specialists. The focused training and management techniques earned leave students having a career that’s believed to improve 40 % within the next 4 years.


The visual arts program is central to the elementary and middle school experience at St. Anne’s. Every student’s artwork is displayed and serves to announce and honor the importance of the arts in our school and in our lives.
All students, not just the gifted and talented, are involved in rigorous study of the visual arts as part of their general education at St. Anne’s. All students attend weekly art class in every grade, all year.
The art program at St. Anne’s follows a unique curriculum designed by our art teachers based on the Discipline Based Art Education (DBAE) method of teaching and learning. This approach emphasizes higher order critical thinking skills and includes art history, aesthetics and criticism as well as art production. By exploring art through the study of master artists throughout history, our students develop more than an appreciation for art’s beauty and its importance to the human experience. Our young artists also learn how to analyze, synthesize, explain, justify, criticize and make aesthetic judgments – skills which will serve them well in all academic settings and in life. All students attend weekly art class all year and are engaged in rigorous study of the visual arts as part of their general education at St. Anne’s.


In the most recent volume of the Pennsylvania State Press series on collecting in the United States, authors explore the changing attitudes towards Baroque art and patterns of acquisition. Building off the foundational work of Eric Zafran, editor Edgar Peters Bowron notes in the “Introduction,” that the 1920s and 1950s were the decades when there was the greatest interest in Baroque painting. By 1930 the Minneapolis Institute of Art had acquired works by Guido Reni and Guercino; these artists were described as belonging to the “sentimental Baroque” almost a century early. Around the same time, the Detroit Institute of Arts began a collection, which includes a number of Baroque works, that were to help make it a “center of art education.” (Derstine in Bowron, 103)
The affordability of Baroque art also helped to drive individual collecting. In Duluth, Minnesota, George and Alice Tweed began purchasing 19th-and-early 20th century paintings along with Baroque pieces in the 1920s. The works of art, including The Scourging of Saint Blaise, were displayed in their private home. This Italianate mansion, built by Frederick Perkins between 1911 and 1914, includes a light-filled gallery space on the ground floor and the living-quarters on the second floor (like the piano noble of an Italian palace).
After Mr. Tweed died in 1946, Alice donated the home and the holdings to the University of Minnesota Duluth. The house served as a public museum until Alice donated additional funds for the construction of the current museum which is integrated into the campus fabric.
The Tweed’s Baroque collection includes a number of paintings representative of the Baroque including a number of Dutch landscape paintings. Like their contemporaries in the United States, the Tweeds sought pieces influenced by Caravaggio but also purchased Carlo Dolci’s Madonna and Child with Cherubs. Typifying the style of Caravaggio, The Scourging of Saint Blaise, once attributed to Bartolommeo Manfredi and now assigned to Filippo Vitali (1585-1650), depicts the torture of the early-fourth-century bishop during the reign of the Emperor Diocletian. Before being beheaded, Romans tore St. Blaise’s flesh with wool-combs. St Blaise remains the patron saint of wool-combers but is also the saint of throat ailments and wild animals.
References: Bowron, Edgar Peters, Ed. Buying Baroque: Italian Seventeenth-Century Painting Come to America (2017); Tweed Museum of Art-History; Renalls, Candace. “Updated, restored and ready for guests.” Duluth News Tribune (Sept 16, 2017).
Filippo Vitale, The Scourging of Saint Blaise (early 17th century), oil on canvas, 64 3/4″ x 75 3/4″. Collection Tweed Museum of Art, UMD. Gift of Mrs. E. L. (Alice Tweed) Tuohy. D58x20. Credit: Tweed Museum of Art, University of Minnesota Duluth
Frederick Perkins. Tweed House (1911-1914). Duluth, MN. Photo credit: Jennifer D. Webb
Tweed Museum of Art, University of Minnesota Duluth. Photo credit: Jennifer D. Webb
Further reading: R. Ward Bissell, Andria Derstine, Dwight Miller. Masters of Italian Baroque Painting: The Detroit Institute of Arts. Giles, 2005; Virginia Brillant. Italian, Spanish, and French Painting in the Ringling Museum of Art. London & New York: Scala, 2018.
Posted by: Jennifer D. Webb


FIELD STUDY 1
THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
LEARNER’S CHARACTERISTICS AND NEEDS
Name of FS Student: JOEL J. PATROPEZ
Course : BACHELOR OF ELEMENTARY EDUCATION
Year and Section: 4A Resource Teacher: ANITA R. AYONG
Signature : _________________
Cooperating School: CALBAYOG PILOT CENTRAL SCHOOL
At the end of this activity, you will gain competence in differentiating the characteristics and needs of learners from the different developmental levels.
To reach your target, do the following tasks:
Observe 3 groups of learners from different levels (preschool, elementary, and high school). Step 3
Validate your observation by interviewing the learners.
Describe each of the learners based on your observation.
Compare them in terms of their interests and needs.
Use the activity form provided for you to document your observations.
AN OBSERVATION GUIDE FOR THE LEARNER’S CHARACTERISTICS
Read the following statements carefully. Then write your observation report on the provided space. Your teacher may also recommend another observation checklist if a more detailed observation is preferred.
1. Observe their gross motor skills. How they carry themselves. How they move, walk, run go up the stairs, etc. 2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
1. Describe how they interact with teachers and other adults. 2. Note how they also interact with peers. What do they talk about? What are their concerns?
1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily cries, mood-shifts) 2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious? Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language proficiency. 2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their thinking skills. 3. Were their opportunities for problem solving? Describe how did they show problem solving abilities.
LEARNER’S DEVELOPMENT MATRIX
Record the data you gathered about the learner’s characteristics and needs in this matrix. This will allow you to compare the characteristics and needs of learners at different levels. The items under each domain are by no means exhaustive. These are just sample indicators. You may add other aspects which you may have observed.
(Indicate age range of children observed:_________
(Indicate age range of children observed: 11 to 13
Indicate age range of children observed: _______
In terms of their gross-motor skills they are very much active, energetic and sometimes hyper. In terms of their fine motor skills, some can be able to write well in cursive but some cannot fast. In terms of self-help skills I think their household skills are developing.
Interaction with Teachers
Interaction with classmates/friends
All of them believes more than their parents so they teachers even though there are some who cannot. All of them are friendly to their classmates but there are times that they tease their classmates. They are interested in reading books and listening to stories.
Moods and temperament, expression of feelings
They are sometimes moody, but they have a wide span of attention and they are able to express their feelings through expressing it verbally. Almost all of them work independently but others sometimes depend from their classmates.
In terms of their...
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PLAYING AN INSTRUMENT IS LIKE A SUPERHERO QUEST
an interview with Meridee Winters
by Leah Young
Music is a Language
- - If someone wants to develop into a great musician, they need to master more advanced concepts and techniques. Sometimes those things are not exactly fun to learn at the moment we are learning, but satisfying later, after we are empowered by our hard work. How do you find that balance of having fun and also incorporating serious study? - -
When we have a young student, if they want to become a serious musician, that will probably emerge after some initial successes and we don't need to transfer our own ideals onto them. That will emerge on its own. They'll have to take the initiative for that. So we don't need to overlay that pressure early on. And what we do need to do is get results.
Music is a language. So, when we think about learning a language, first we learn a couple of words and then baby talk and start by just playing around. We would never set a child down and say, "You can't talk or make up stories until you can read all of these words perfectly.” But that's often done at early music lessons. The teacher says "Here is the C, here is the D, now play CDCD..." which is boring and also it's bad teaching because it's not the way language is taught.
My books, even though they have comics, are actually incredibly serious. I have a degree in elementary education. I really studied language arts and how the brain learns languages. I'm incredibly serious about those patterns, and play is important for the formation of an individual and our brain. Learning the patterns, which is the vocabulary of music, is essential to have music happening immediately as well as creative exploration.


Common Sense, the national nonprofit organization dedicated to helping kids and families thrive in a world of digital media and technology, has recognized Dawson County Schools as a Common Sense District.
According to a release from Dawson County Schools, the recognition acknowledges the district’s commitment creating a culture of digital learning and citizenship.
Dawson County Schools was recognized for its commitment to taking a whole-community approach to preparing its students to use the immense power of digital media to explore, create, connect and learn, while limiting the perils that exist in the online realm, such as plagiarism, loss of privacy and cyber bullying.
"We applaud the faculty and staff of Dawson County Schools for embracing digital citizenship as an important part of their students' education," said Liz Kline, vice president of education programs for Common Sense Education. "Dawson County deserves high praise for giving its students the foundational skills they need to compete and succeed in the 21st-century workplace and participate ethically in society at large."
Dawson County Schools has been using Common Sense Education's innovative and research-based digital citizenship resources, which were created in collaboration with Dr. Howard Gardner of the GoodPlay Project at the Harvard Graduate School of Education.
The resources teach students, educators and parents tangible skills related to Internet safety, protecting online reputations and personal privacy, managing online relationships and respecting creative copyright. The free resources are currently used in more than 90,000 classrooms nationwide.
"We're honored to be recognized as a Common Sense District" said Superintendent Dr. Damon Gibbs. "By preparing our students to use technology safely and responsibly, we are providing them unlimited opportunities to maximize and personalize their learning."
For more information about Dawson County Schools, go to www.dawsoncountyschools.org.
To learn more about the criteria Dawson County met to become recognized as a Common Sense District, visit https://www.commonsense.org/education/recognition-districts.


By elementary school age, a child’s ability to read and comprehend the world has seen huge developments since preschool age. In elementary school, children are beginning to figure out what they like and don’t like, and what their strengths are. They will begin to develop a deeper understanding of the world, and learn about empathy. Reading introduces children to whole new worlds, different characters and situations, and helps them to translate this into their real lives and relationships. As well, reading at elementary school age is immensely important for developing literacy and numeracy skills that will prepare them for their future lives.
Elementary School Reading Books
Our collection of personalized books for elementary school are a fantastic means to help your child develop their imaginations, and keep them interested in the process of reading. With our personalized books, your children can feel a part of the story, embarking on fun-filled adventures alongside some of their favourite characters. Through being immersed in the story, your child will be even more excited to start reading because they’ll be a part of it!


Digital Literacy & E-Learning
"At the start of this year it was hard to imagine that the whole world would be experiencing the dramatic changes that have now come to be called ’the new normal’" (Kuchah Kuchah, 2020)
In the period of worldwide public health emergency, with mandated quarantine for working and educational experiences (in the year 2020), the majority of educational institutions in the world have faced the forced emergency lockdown and migration into the digital, online or virtual learning and teaching environments. In addition, many teachers and learners were displaced out of academic institutions worldwide, migrating to their home countries or changing their physical locations due to the worldwide closure of boarders and transport lines. The mandated social distancing measures, travel restrictions and prohibitions of large gatherings of people in indoor and outdoor, has greatly affected many working and educational sectors, especially sectors of the arts (music, opera, ballet, dance, theatre), cultural and creative industries (Flew & Kirkwood, 2020).
Read more in the attached paper...
Faculty of Philosophy University of Novi Sad, Novi Sad, Serbia
Teaching Methodology and Emergency Transitions into Virtual Environments – Language, Dance, Music and Media Education
This paper reflects on the issues in teaching methodology and the emergency transitions into virtual environments due to the pandemic crisis and mandated quarantine experiences from March 2020. Themes of innovation, interaction, motivation, digital pedagogies – teaching methods, use of digital/digitalised content (media, language, music, audio, visual arts), classroom culture, possibilities for virtual mobility, are all discussed in relation to the potential future(s) for education in a world affected by the pandemic. In conclusion, several areas of educational response are highlighted with potential guidance in envisioning future educational processes.
Department of Art Education and Textile Art, Faculty of Education, University of Hradec Králové, Czech Republic
Digital Educational Resources – Materials for Art Teachers (Project Support for the Development of Digital Literacy)
The aim of the conference contribution is in the form of power-point presentation to introduce model educational materials (so-called Digital educational resources) for teaching arts and methodologies that were created by a team of authors collaborating in the project "Support for the development of digital literacy" (abbreviated Digital Literacy). This Project (2018–2020) is focused on building didactic and methodical support for teachers from practice for the integration of educational activities developing digital literacy of students in primary and secondary schools.
Department of Art and Textile, Faculty of Education, University of Hradec Králové, Czech Republic
Art Education and Digital Literacy in the Time of Coronavirus
The paper presents an ongoing project entitled Support for the Development of Digital Literacy, which is implemented under the leadership of the Ministry of Education, Youth and Sports of the Czech Republic. The project focuses on building didactic and methodological support for teachers across disciplines and school levels. The author of the paper focuses on digital literacy in art education, which is gaining in importance in the context of today's coronavirus.
Start-Art, z.s., , Brno, Czech Republic
Distance Learning, Teaching Art Techniques and Topics Online
How to teach art lessons at a distance? We dealt with this topic throughout the corona period, when we had no choice but to teach at a distance. We have developed e-learning courses. We created the first lessons and tried online lessons. E-learning is a project for us that we want to develop further and we are looking for friendly organizations and financial support for our projects.


THE BIG, VERY BIG ISSUES:
- One third of the working age population in low- and middle-income countries lack the basic skills required to get quality jobs, leaving them unable to achieve their full productive potential and limiting economic investment and growth.
- The challenge is further exacerbated by a rapidly changing global economy that increasingly requires workers to be innovative, flexible and adaptive. According to World Bank calculations, more than two billion working-age adults are not equipped with the most essential literacy skills required by employers. Among young adults under the age of 25, the number is about 420 million worldwide.
- Foundational skills, such as literacy, provide critical scaffolding for young people and are a prerequisite for numeracy, problem solving, and socio-emotional skills. Helping young people develop these skills makes economic sense. Unskilled workers are forced into unemployment or are stuck in unstable low-wage jobs that offer little career mobility or growth. As they age, they become increasingly vulnerable to job losses and labor market shocks.
- The results are devastating on a national level as well. Low skills reduce labor force productivity and make investment less attractive, decreasing the transfer of technology and “know-how” from high-income countries. Low skills also perpetuate poverty and inequality because the private sector can’t flourish in a country that doesn’t have a skilled workforce to sustain it.
Broadly, there are three types of skills:
1. Cognitive skills include literacy and numeracy. They refer to the ability to understand complex ideas, adapt effectively to the environment, learn from experience, and reason.
2. Socio-emotional skills refer to the ability to navigate interpersonal and social situations effectively and include leadership, teamwork, self-control, and grit.
3. Technical skills refer to the acquired knowledge, expertise and interactions needed to perform a specific job, including the mastery of the materials, tools, or technologies.
These are the real issues
Access. Government policies must promote equity in access to education and learning. Across the world, investments in education—from preschool through higher education—have high returns. The wage penalty for low literacy is nine percentage points in Colombia, Georgia and Ukraine, and 19 percentage points in Ghana. And the opposite is also true: In Brazil, graduates of vocational programs earn wages about 10 percent higher than those with a general secondary school education.
Quality. Many young people attend schools without acquiring basic literacy skills, leaving them unable to compete in the job market. More than 80 percent of the entire working age population in most west African countries and more than 60 percent in countries like Kenya cannot infer simple information from relatively easy texts.
Early drop out. For every 100 students entering primary education, just 35 complete upper secondary school. Catching up later without foundational skills becomes nearly impossible. Indeed, evidence shows that second chance adult education programs have limited success and on-the-job training usually favors workers with more education and skills. Second-chance programs provide an important opportunity to get low-skilled youth back on track.
Cost. Whether a young adult has resources to continue training is a strong predictor of how much education he or she will pursue. In Brazil and the United Sates, the cost of post-secondary education is cited as a top reason for failing to continue in education and training. In many countries, social norms limiting women, minorities, and disenfranchised youth also contribute to the skills challenges.
Relevance. Technical and vocational education and training—which can last anywhere from six months to three years— can give young people, especially women, the skills to compete for better paying jobs. Nevertheless, a wide range of training programs exist, from teaching specific skills to sparking entrepreneurship and more needs to be done to ensure a relevant curriculum. Less than a third of training programs have positive results for earnings and employment and even those that are successful are costly, with returns that rarely justify the investment. Private sector partnerships and workplace training have been important in helping create programs that match the needs of the labor market and teach critical skills.


By Seray Ibrahim – UCL Knowledge Lab
Earlier today, the UK Department for Education published a press release that listed the iRead Project’s Navigo reading game app as one of six apps judged to be effective in supporting children’s literacy and language skills in the home.
In 2019, the DfE launched the Hungry Little Minds Campaign competition to find the best educational apps for parents to engage young children in learning at home. Connected with data that shows three quarters of children aged five and under have used smartphone or tablet apps at least once in the last six months to learn, the goal of the DfE’s campaign is to enable parents to make informed decisions about the use of technologies in the home.
The Navigo game was assessed against a set of educational criteria relating to app design and functionality, content and engagement, amongst other criteria. More information and support on ideas and activities for children aged 0 – 5 years can be found within the Hungry Little Minds Campaign webpage.
The Navigo game app was developed and built by fishinabottle in collaboration with the iRead consortium partners. The game focuses on developing skills that underpin reading, including phonics, letters and sounds. Our whole team are delighted that the Navigo game app has been approved and rated as providing valuable opportunities to support children’s early literacy development.
Try it for yourselves by participating in our online pilot study and downloading the Navigo game app here.


Course Code: 4gw
Have you ever wondered why so many of your students struggle to read and write? You're not alone! This introductory lesson will discuss why these two subjects are so hard for students and how you can make their lives a little easier.
To really help struggling readers and writers, you need a framework. The total literacy framework is just the thing: Guided reading, writing, engagement, and assessment are the components that make it so effective. This lesson will discuss guided reading, writing, and engagement.
Assessment is the part of the total literacy framework that drives instruction. After all, you need to know where students are academically and where they need to go before you can effectively teach them. In this lesson you will look at fun and simple ways to assess students' reading and writing skills.
The recipe you will learn about in this lesson is one that you can easily modify for any K-12 setting, and it's dotted with examples from real classrooms where guided reading and writing are changing lives.
Have you ever read a great story only to think, "I could write something better than that"? Well, guess what? Your students think the exact same thing. This lesson will teach you the basics of leading a successful story writing activity.
Nonfiction is often less popular in the classroom. However, with a little imagination, you can make nonfiction come alive for your students. In this lesson, you will learn how you can make nonfiction more appealing to students.
Some students absolutely hate reading and writing poetry, but they won't after you introduce the techniques taught in this lesson! Additionally, you will take a tour of the different kinds of poetry that inspire students.
Writing papers is never going to be the most exciting part of school, but it's always going to be necessary. This lesson will discuss how to teach students to read research material and use it as a launch pad for papers that are clear and thought-provoking the first time around.
One of the neat things about employing the total literacy framework is that you can extend it across the content areas. In This lesson, you will learn how to use guided reading and writing to your advantage whether you're teaching math, social studies, or science.
Have you ever written something that was a little hard to understand? This lesson will cover ways to teach students to craft their own style, hone their organization, and check for proper mechanics before they turn in any assignments.
Writing conferences are a great chance to make sure students are successful as they turn reading into writing and writing into ideas. This lesson will discuss the power of conferences and how to make the most of them.
It's important to take time to encourage and inspire students by turning their small successes into big rewards. If you're looking for new strategies to motivate students and make reading and writing fun, you won't want to miss all the tips and tricks in this final lesson!
A veteran educator who has taught every grade but third, Marsha Spears has spent 35 years teaching students and training teachers. Spears earned a bachelor's and master's degree in educational administration with a specialty in curriculum and literacy development, training that would prepare her to take on the toughest of classrooms. And tough classrooms are where she made her mark, helping a wide variety of at-risk learners read with renewed confidence. Over the years, thousands of students and teachers have learned how easily they can incorporate Spears' reading techniques and activities into their daily routines.
There are no prerequisites to take this course.
The instructional materials required for this course are included in enrollment and will be available online.
Instructor-Led: A new session of each course begins each month. Please refer to the session start dates for scheduling.
Self-Paced: You can start this course at any time your schedule permits.
Instructor-Led: Once a session starts, two lessons will be released each week, for the 6 week duration of your course. You will have access to all previously released lessons until the course ends.
Self-Paced: You have three-month access to the course. After enrolling, you can learn and complete the course at your own pace, within the allotted access period.
Instructor-Led: The interactive discussion area for each lesson automatically closes 2 weeks after each lesson is released, so you're encouraged to complete each lesson within two weeks of its release.
Self-Paced: There is no time limit to complete each lesson, other than completing all lessons before your three-month access expires.
Instructor-Led: The Final Exam will be released on the same day as the last lesson. Once the Final Exam has been released, you will have 2 weeks plus 10 days to complete the Final and finish any remaining lessons in your course. No further extensions can be provided beyond these 10 days.
Self-Paced: Because this course is self-paced, no extensions will be granted after the start of your enrollment.


I have very little training in art education. As for now, the art included in my homeroom is limited to crayons, paints, cutting, and pasting. I want to take my teaching to the next level, and have undertaken a bit of research to improve my art program.
Goldsmith-Conley and Bales write in their paper, Development of a Sophisticated Early Childhood Art Program: Collaboration and Discovery (1994), “six months after our program ended, the sessions that children most remember are those in which their making of art was most thoroughly integrated into a multifaceted approach involving art history and discussions about art.”
How can I integrate more art history and discussions about art in my classroom? I studied Discipline Based Art Education in my undergraduate classes. The gist of DBAE is to study celebrated works of art by great masters. Then, attempt to recreate their piece using similar media and technique.
Criticism of DBAE includes questions if it might inhibit students creativity to simply copy a piece of art. Of course we are interested in learning the process, that we might master the techniques of the masters so as to use them to suit our own purposes. Through studying great works, we learn the techniques which we might utilise in our own creative endeavours.
Have you tried DBAE with very young children? How did it work? Do you have any tips for improving my art program? Please leave a comment!


Our academic curriculum is creative, exciting and challenging. Our carefully designed curriculum, with emphasis on physical development, encompasses Utah’s Early Childhood State Standards and ensures kindergarten readiness. Dance, tumbling, music, art, creative play, reading, writing, math, and science provide balance for a well-rounded education. Our letter based thematic program works in harmony with academics and makes each week a unique and exciting adventure.
Students will find joy and self-worth through achievement as they begin exploring and mastering foundational skills in everything from letters and numbers to music, dance, community and more—all taught in an environment where learning is as rewarding and enjoyable as playtime.
Our Twelve Areas of Focus...
Designed to stimulate and develop large motor skills and coordination.
Begin developing strong reading and writing skills through exciting, phonics-based lessons.
Enter a world of creativity, personal expression and imaginative exploration through all types of mediums.
The most important skills for lifelong success include: communication, self-control, empathy, manners, and more.
Perfect outlet for positive emotional expression, movement and creativity.
Tackle problem solving while developing a greater sense for numbers, patterns and more.
Explore, understand and appreciate the world around us through weekly thematic topic studies.
Strengthen memory and recall while building listening skills, patterning, rhyming, rhythm and concentration.
Discover a world of exploration and interaction through hands-on activities.
Foster an inquisitive mind through hands-on experiments designed to understand the world around us.
Develop a greater love for reading with the benefit of increased comprehension, vocabulary and listening skills.
Learn important values intended to positively impact personal growth and community interaction.


Training starts with Recreational Supervised Diver or Recreational Diver 1 to give students the foundational skills they need to be comfortable and confident underwater.
Students amass diving experiences and, when ready, they proceed to the next course level to strengthen those diving skills as well as to add new ones, making their underwater experiences even more enjoyable and efficient.
If you are not sure that you will like diving as an activity, or the way GUE develops divers, try the GUE Discover Diving program to test if this activity is for you and if GUE will fulfill your expectations as your training agency.
RECREATIONAL DIVER 1
BUT CAN I SCUBA DIVE?
Everyone can scuba dive. Well, almost everyone. To truly enjoy the underwater world, you should be able to swim, feel somewhat comfortable in and around water, be ready to take on a new experience, and commit some time to learning a new activity.
There is a minimum age limit. For GUE training, that limit is 14 years, since there is simply not enough scientific data to establish how scuba diving may affect the physiology of children younger than 14. Diving also requires the maturity to make decisions while under stress, as well as stamina, and strength for handling scuba equipment. There is no upper age limit, though; it all depends on your health, fitness and motivation.
Diving is often perceived as not being physically demanding, but diving does require a certain level of fitness in order to be performed safely. It is important to understand the level of effort expected of a diver when participating in scuba diving.
The dive equipment can be quite heavy – a basic scuba diving unit may weigh around 20–25 kg/45–50 lb, so some basic strength and fitness are necessary in order for you to be comfortable carrying and wearing it.
The evaluation of fitness to dive should include two parts. First, divers should evaluate if they are fit enough to tolerate the general effort required by this activity: carrying equipment, swimming against currents/waves, and responding to unexpected situations. Second, the fitness to dive includes evaluating specific medical conditions that could influence or contraindicate diving activity.
There are a few diseases or conditions that are partially or completely incompatible with scuba diving. The World Recreational Scuba Training Council (WRSTC) has developed a medical self-evaluation form where divers can report their medical conditions, which is a good starting point. According to the diving community and hyperbaric medical standards, divers who answer “yes” to any of the questions on the list need a medical evaluation by a diving/hyperbaric doctor. But even if divers answer “no” to the questions, it is always prudent to undergo an assessment by a diving/hyperbaric doctor, as there could be conditions unknown to the divers that could put them at risk during diving.
In some areas, a “Fit to Dive” certificate is required by local legal regulations. Consult your instructor and ask if you will be required to present such a document before you start the training.
Find out more about conditions that require a mandatory medical evaluation before diving.
ADVANCED RECREATIONAL COURSES
You can add more adventure to your dives and head deeper into the aquatic world by advancing your diving skills with the Recreational advanced courses - Recreational Diver 2 and Recreational Diver 3.


Schools For Teaching Elementary Education
Elementary education teachers are creative, energetic, individuals who seek to work with young children through the elementary school years and prepare them for the K-12 school years ahead. Today, more schools are requiring elementary education teachers to have a bachelor’s degree from an accredited university as well as a state approved license. Earning a bachelor’s degree in elementary education allows gained freedom ranging from developing the classroom curriculum to the overall leadership roles.
An advanced degree in elementary education furthers the above while focusing on gained knowledge in age appropriate child psychology, language development and motor coordination. Earning a master’s degree builds a solid foundation for the future of educators and students alike. Those seeking to work in leadership roles generally need at least a master’s degree and often a doctoral degree (PhD). Such positions include administration, school principles and counselors. Those with advanced degrees also have higher salaries and career advancement opportunities. Begin learning about the several programs offered at the highly accredited schools below today and be on your way to learning what it takes to become an elementary teacher!


Author by : M?che?l Houlahan
Languange : en
Publisher by : Oxford University Press
Format Available : PDF, ePub, Mobi
Total Read : 75
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Description : In Kod?ly Today, M?che?l Houlahan and Philip Tacka offer an expertly-researched, thorough, and--most importantly--practical approach to transforming curriculum goals into tangible, achievable musical objectives and effective lesson plans. Their model--grounded in the latest research in music perception and cognition--outlines the concrete practices behind constructing effective teaching portfolios, selecting engaging music repertoire for the classroom, and teaching musicianship skills successfully to elementary students of all degrees of proficiency. Addressing the most important questions in creating and teaching Kod?ly-based programs, Houlahan and Tacka write through a practical lens, presenting a clear picture of how the teaching and learning processes go hand-in-hand. Their innovative approach was designed through a close, six-year collaboration between music instructors and researchers, and offers teachers an easily-followed, step-by-step roadmap for developing students' musical understanding and metacognition skills. A comprehensive resource in the realm of elementary music education, this book is a valuable reference for all in-service music educators, music supervisors, and students and instructors in music education.


Fun Play Number Rods
Our edx education® Fun Play Number Rods are an excellent tool to support your child to learn mathematical concepts at home through fun activities. They can be used in games to help with counting, number relationships, number comparisons, fractions and multiplication.
Colour-coded rods allow children to tangibly represent numbers to solve mathematical problems using addition, subtraction, multiplication and division. Encourages logical thinking and reasoning. 10 different rod lengths from 1cm to 10cm in 10 bright colours.
Includes 25 double-sided activity cards for children to explore 50 engaging maths challenges. Supplied in a useful storage tray.
Set includes: 74 rods, Fun2 messy tray and 25 activity cards.
Size LxWxH: 28cm x 26cm x 6cm
Product Code: 54123
Good Toy Guide Recommended!
What the Experts Said: This colourful number building set provides a fun, creative way to learn key numeracy skills. It is a great tool for engaging children in learning and helps them to build confidence while discussing patterns and numbers.
The cards provided help children to use mathematical language too, for example by encouraging them to compare heights or count the parts that make a whole object. The set is easy for little ones to use and features a variety of different types of pictures and patterns to create which also challenge spatial skills.
UKMUMS.TV Gold Award
What our tester said: “This is a great range of brightly coloured, safe, educational toys. The range of toys seem really durable, which is what you need in a class environment. My children loved playing with them and learning alongside their play.”


Undergraduate Elementary Education
The Elementary Education Program prepares candidates to teach in grades 1 through 6. Completion of the program leads to a Bachelor of Science degree and prepares candidates to obtain an Illinois Professional Educators License with an endorsement in Elementary Education and a Reading Teacher Endorsement. The Elementary Education Program consists of general education and professional education courses that address requirements for graduation and the State of Illinois requirements for licensure.
Coursework and Learning Experience
Elementary Education candidates will be concurrently enrolled in professional education coursework and field/practicum experiences designed to reinforce concepts and skills learned in the university classroom. The field/practicum experience blocks are designed to provide opportunities for candidates to apply course concepts in authentic environments. Required activities and assignments provide candidates with the opportunity to connect theory and practice, and prepare candidates for daily classroom responsibilities. Elementary Education teacher candidates will observe and participate in a wide range of in- classroom teaching experiences in order to develop the skills and confidence necessary to be an effective teacher. The Elementary Education practicum and student teaching/clinical practice experiences have been designed as a serious apprenticeship that requires teacher candidates to spend a one academic year inside schools working alongside veteran Elementary School teachers.
- Fairness - the commitment demonstrated in striving to meet the educational needs of all persons in a caring, non-discriminatory and equitable manner
- Belief that all students can learn - demonstrating behaviors that are inclusive of all children: using data to make instructional decisions, differentiating instruction to meet the needs of diverse learners and demonstrating cultural responsiveness
- Collaboration - the process where two or more people work together in an intersection of common goals by jointly developing and agreeing to a set of common goals and directions; sharing responsibility for obtaining those goals; and working together to achieve those goals, using the expertise of each collaborator
- Professionalism - the commitment to maintain standards of professional conduct and demonstrate appropriate behavior
- Commitment to learning - the investment of effort in learning along with a commitment to scholarship and professional development


Cross-posted at Education Week
Forty years ago, the United States had the best-educated workforce in the world. Not any more. Not even close, says the Educational Testing Service in a new report: America’s Skills Challenge: Millennials and the Future. The report is based on ETS’s analysis of data from the OECD Programme for International Assessment of Adult Competencies (PIAAC) survey.
The survey compares the literacy, numeracy and problem solving skills of millennials in 22 countries, workers who were 16 to 34 years old when the survey was taken. This is what it found:
- In literacy, US millennials scored lower than 15 of the participating countries. Only millennials in Spain and Italy had lower scores.
- In numeracy, US millenials ranked last, along with the Italy and Spain.
- In Problem solving US millennials also ranked last, among with the Slovak Republic, Ireland and Poland
- The youngest segment of the US millennial cohort (16 to 24-year-olds), who could be in the labor force for the next 50 years, ranked last in numeracy along with Italy and among the bottom countries in problem solving. In literacy, they scored higher than their peers in Italy and Spain.
This is depressing enough, but the ETS analysis had more to day, this time not about our average scorers, but about our top and low scorers:
- Top-scoring US millennials (those at the 90th percentile) scored lower than the top-scoring millennials in 15 of the 22 participating countries, and only scored higher than the their peers in Spain.
- Low-scoring US millennials (those at the 10th percentile) ranked last along with Italy and England/Northern Ireland and scored lower than the millennials in 19 participating countries.
- The gap in scores (139 points) between US millennials at the 90th and 10th percentiles was higher than the gap in14 of the participating countries and was not significantly different than the gap in the remaining countries, signaling a high degree of inequity in the distribution of scores.
In his preface to the report, ETS’s Irwin Kirsch says:
“…despite having the highest levels of educational attainment of any previous American generation, these young adults on average demonstrate relatively weak skills in literacy, numeracy, and problem solving in technology-rich environments compared to their international peers . These findings hold true when looking at millennials overall, our best performing and most educated, those who are native born, and those from the highest socioeconomic background . Equally troubling is that these findings represent a decrease in literacy and numeracy skills for U .S . adults when compared with results from previous adult surveys…. Since around 1975, those who have acquired the highest levels of education and skills have become the big winners, while those with the lowest levels of education and skills have fared the worst . Millions of hard-working Americans who believed they were strongly anchored in the middle class have fallen into joblessness and economic insecurity…. The findings also offer a clear caution to anyone who believes that our policies around education should focus primarily on years of schooling or trusts that the conferring of credentials and certificates alone is enough . While it is true that, on average, the more years of schooling one completes, the more skills one acquires, this report suggests that far too many are graduating high school and completing postsecondary educational programs without receiving adequate skills . If we expect to have a better educated population and a more competitive workforce, policy makers and other stakeholders will need to shift the conversation from one of educational attainment to one that acknowledges the growing importance of skills and examines these more critically.”
There has been much celebration recently of higher graduation rates and much less attention to the fact that NAEP scores for high schools students have barely budged at all in years. Nor have the PISA scores of our 15-year-olds. The high school diploma tells you little or nothing about what the people who hold it know or can do. The NAEP high school scores, the PISA scores and the PIAAC scores do tell you what students know and can do. There is a world of difference. That is what Kirsch is talking about. This data from the OECD makes it clear that that the skills of our workforce are not only very low compared to those of our competitors, but they are actually declining, which is truly devastating.


‘Teaching gave me opportunities for study which I should not have had if I had started to learn a trade, the only alternative for me’
To offer some background on the state of education in 19th century Britain, literacy rates were measured by a person’s ability to sign their name on the marriage register. In 1750 around half the population could sign their name and over the next century there was little change until 1914 when 99% of men and women had signed – a considerable improvement.
Literacy was not as much a social stigma as it is in today’s society as the majority of the working-class did not require an education for the life they led, although in some instances specifically in the case of Thomas Raymont they wanted to break free of these social restrictions.
During Thomas’s time in boarding school, large social changes were occurring in Britain with the introduction of the Elementary Education Act on 17th February 1870 which meant every child was one step closer to receiving a free education and not have to worry about fees which was why a lot of children were unable to have the chances Thomas had due to the low income of families.
Education is a dominant influence on Thomas Raymont’s life. From an early age, Thomas shows an interest in learning beginning with the start of his unofficial education in a dame school taught by a ‘capable and gentle lady’. Dame schools were typically unequipped in giving children a proper education (which is why they were commonly disapproved by professional teachers) but were a good starting point as Thomas experiences where he learns basic arithmetic and spelling before moving onto an elementary infant school which later transformed into a boarding school in later years.
One aspect of Thomas’s account I found most intriguing is the parallels found between period and modern day teaching methods. It demonstrates how little progress has been made in the last 100 years to explore teaching methods as he recollects: ‘My so-called knowledge was derived entirely from books’ which is still for the most part a technique utilised by teachers of today.
Modern day children can relate to his frustrations concerning methods of teaching, who for the most part learn through text books, even after earning a second-class honours certificate he believes he is not worthy of it thus destroying it because ‘I was ashamed of it.’
Thomas remarks on the abilities of his teachers from this period saying that in hindsight ‘These men were, as I now think of them, good examples of what was then, and for many more years, known as a trained teacher.’ These men could have served as inspiration for Thomas to continue his studies which ultimately resulted in him writing his memoir.
Considering Thomas dedicates his life to education, I must comment on his writing style. You would not think of it has being written by a professor due to the simplistic writing style and exceptionally short account of his life coming from a man who has written novels. I think this proves that although the schooling system was improving it was still a long way from what we come to regard as an education in today’s society.
Thomas Raymont. Memories of an Octogenarian 1864-1949. Found at The Burnett Archive of Working Class Autobiographies, at Brunel University.


Game-based motivating math instruction
Bolstering achievement for early elementary learners
Theodore Roosevelt Elementary in Houston has a long history of academic success, even when faced with what appear to be demographic challenges: 90 percent of their students are at poverty level and 40 percent are English Language Learners (ELL). The school is also home to a Vanguard magnet program for gifted and talented learners that enriches the education of those students through project-based learning.
When STAAR scores took a sudden and dramatic downturn among their third grade students last year, the school’s leadership, including principal Yolanda Rodriguez and instructional specialist Rodolfo Ramos, realized they needed a new approach. One that—in the face of diverse abilities and changing state standards—differentiated instruction for their early primary students.
Instruction for evolving standards
DreamBox is a leader in differentiated math instruction. Because of the game-based and visual environment, the solution is particularly effective in diverse, multilingual implementations such as Roosevelt.
“We also wanted something that supported our evolving TEKS state standards and built early numeracy and fluency skills,” said Rodriguez. The system also needed to be highly motivating, as at-risk students can quickly lose their enthusiasm when they are faced with challenges. With the differentiated approach featured by DreamBox, students remain challenged consistently and effectively.
Addressing early numeracy for diverse learners
“Teachers know that when their students are working independently, they are engaged in authentic learning that is rigorous and relevant.”
— Rodolfo Ramos, Instructional Specialist
To address early primary numeracy skills, DreamBox is used in kindergarten, first, and second grade at Roosevelt. The primary usage comes from classroom workstations during Response to Intervention (RtI) time, with the target being 30 minutes of usage for each student every week. Some teachers also assign lessons as homework for students who can access DreamBox at home. Some classrooms offer DreamBox on the iPad™ as a reward for positive behavior. “It helps to gauge mastery of math skills and identify areas that need to be retaught. It also identifies students with conceptual gaps,” reported Rodriguez. Our bilingual classes are using DreamBox especially consistently. Because it’s so visually rich, it keeps ELL students highly engaged and teachers particularly like how it spirals instruction for students.”
Perhaps the largest change for Roosevelt teachers has been how DreamBox has improved their instruction. “When the kids are online with DreamBox, the teachers can see exactly what they are working on, so they can redirect or reinforce their learning. It lets the teacher be a facilitator because DreamBox is personalizing each child’s learning,” said Ramos. “Teachers know that when their students are working independently, they are engaged in authentic learning that is rigorous and relevant.”
Laying the groundwork for long-term success
Even though Roosevelt’s implementation is new, and the students being targeted are not subject to statewide testing, the staff is already starting to see results. “Our K–2 students just took a common district assessment aligned with the curriculum maps. We noticed beneficial correlations between the kids who had used DreamBox consistently and those who hadn’t. It was definitely beneficial to those students that used the program,” Rodriguez asserted.
Reflective of a school that knows how to achieve student success in a variety of learners, Roosevelt has a long-term plan when it comes to DreamBox. This year’s second graders will have a more solid foundation in early numeracy and fluency skills, and that should reflect in their achievement as third graders. By the time this year’s kindergarteners are in third grade, they should be leading a math revolution at Roosevelt.


Why Music Matters in School
The benefits of integrating music into primary school curriculum are far reaching, and impact on many areas of school life.
Warwick Music Group's Education Ambassador, draws on their experience of managing music in a primary school, and explores just some of the reasons why music is so important to include in your school environment.
- Why should music be a part of the primary curriculum?
- How will it benefit the children?
- Will including music in your daily teaching have an impact on behaviour?
- Are there opportunities to connect with other schools through music?
- Can you use music in other subjects?
- What is the best way to incorporate music into the classroom?
- Will having music help the children’s confidence in other areas?
- Does music really help the children to achieve better results?
- Would we need to assess the children?
- Do you need to be able to read music/play an instrument to teach this to the children?
- Can background music in the classroom help to create a calm working environment?
Why should music be a part of the primary curriculum?
There are many different reasons why music should be a part of the primary curriculum. Not least that every child enjoys music, whether it be the latest chart hit or the music that their parent’s listen to at home. It is a subject that is in everyone’s lives, making their favourite movie better or listening to the radio on the way to school.
How will it benefit the children?
Even if you leave aside the countless studies which list the benefits to children’s learning and attainment, some of which you can read about in our links later on in the page. Other benefits can include improvement in behaviour, in morale and the confidence of the children.
Will including music in your daily teaching have an impact on behaviour?
Participating in a fun group activity each day can really help the class feel like a team, which can have a real impact on behaviour as a whole. Also having attainable goals, however small, can really boost confidence which, in turn can impact on behaviour as a whole.
Are there opportunities to connect with other schools through music?
There are many opportunities to connect with other schools through music, whether it be an inter-schools concert where you can show what you have been doing, or a Music Hub led day where schools that have been doing whole class music come together to play in a bigger venue. There are then celebrations on a larger scale which include ‘Young Voices’ where the school choir can come together with other to perform in arenas, or ‘Come and Play with The Halle’ for instrumental players.
Can you use music in other subjects?
Music is incredibly versatile and cross curricular. To name a few you can go to Science, History, Geography, Art, Maths, English, the list is endless.
What is the best way to incorporate music into the classroom?
A great way to have music in the classroom every day is singing. From singing the register to an end of day song, times tables or topic related. When you feel confident incorporating music into everyday life at school it may be time to investigate playing instruments, maybe peripatetic lessons or whole class tuition.
Will having music help the children’s confidence in other areas?
I have always been amazed at how the power of music can build children in ways other subjects can’t. From making them more engaged in other subjects to allowing shy children to perform as part of a band, choir or even by themselves with a real sense of achievement.
Does music really help the children to achieve better results?
There are a number of studies that prove the impact that music can have on children at school. I have copied some links below for greater depth reading.
Would we need to assess the children?
It is a great planning tool to assess the children every term or so but if you don’t feel confident doing so without help there are some great online resources which tie in with the National Curriculum.
Do you need to be able to read music/play an instrument to teach this to the children?
It is good to have some experience about reading and playing music if you are going to teach the children yourselves but if you are going to have a specialist music teacher come in the children often love that you are learning alongside them.
Can background music in the classroom help to create a calm working environment?
I have always found this to be the case, obviously you need to choose your music carefully as some is not appropriate and can have the opposite effect. It can be a great talking point as well, discussing what the music is and who composed it, can they guess the composer?