LA 7.2 Center 2: Responding to ELs Language and Literacy Development through Input and Interaction
|Learning Outcome||Pedagogical Intent||Student Position|
Demonstrate knowledge and skills to construct learning environments that support development of English language proficiency: literacy, academic, and cognitive development. (footnote language and definition)
Assessment: 25 pts.
TA: 20 Minutes
Teachers can gather to critique and respond to their Unit Plan and Lessons. They can use the critique to improve these lessons specifically and their teaching practice more generally.
Students have learned how to recognize, honor, and draw on prior knowledge and cultural experiences in their teaching. They have learned how to identify where students are in learning language and developing literacy. They know how to design lessons and assessments that elicit student knowledge and promote learning.
How to Run the Center: For this center, you will meet in groups of 4 for 20 minutes. Have someone keep time as you work in pairs to review unit plans. The center will be divided into five 4 minute segments. Give each person a number from 1 to 4. Use the following sequence for this learning activity:
- First 4 minutes: review learning activity and what you will be doing.
- Second 4 minutes: 1 and 2 review 1's unit plan/3 and 4 review 3's unit plan
- Third 4 minutes: 1 and 2 review 2's unit plan/ 3 and 4 review 4's unit plan
- Fourth 4 minutes: 1 and 3 review 1's unit plan/ 2 and 4 review 2's unit plan
- Fifth 4 minutes: 1 and 3 review 3's unit plan/ 2 and 4 review 4's unit plan
- Look for and point to evidence of language and literacy development throughout the lesson plan. Consider the following questions to guide your discussion.
- Does the unit plan intentionally teach listening, speaking reading and writing?
- Does the unit plan provide opportunities for students to learn the language of instruction (how formal/school language is used vs. informal/social language)?
- Does the unit provide modeling, eliciting, probing, restating, clarifying, questioning, and praising in authentic and meaningful academic conversations and writing opportunities?
- Does the unit encourage student to use content language and vocabulary?
- Are students encouraged to use native language and English in instructional activities?
- What evidence is there of comprehensible input?
- How was the unit revised to attend to a variety interactions to build the literacy skills of ELLs?
- Use the LLD (language and literacy development), Input, and Interaction rows of the notes table to record ideas you want to include in your Explanatory Document.


Bible: To gain a clearer perspective of how the stories of the Old Testament fit together into one pattern.
Math: To not be afraid of math and to be competent in mental math.
Spelling: To develop spelling and vocabulary skills through weekly spelling assessment.
Shurley English: Continue to develop skills in grammar.
Reading: Continue to develop fluency and comprehension through a variety of literature, studying the elements of a story. Students should be reading outside of school at least 15 minutes each day.
Science: To love science, to be an observer of their world, and to experience hands on labs.
History: To love history and to understand that when you learn about it you won’t be destined to repeat it.
Writing: To be able to write in an interesting and organized way. To understand the parts of a strong essay and how to outline. We will also discover the different types of writing.
Our 5th graders do LOTS of field trips. A few of the trips they go on are to the Pumpkin Works, George Rogers Clark, Walking field trips, Swope Art Gallery, Terre Haute Theatre, Hutsonville Encampment, Springfield, IL, and whatever else we can find that helps the students learn from their environment.
Meet the Teachers
Mrs. Kelly Laino
Subjects: Math, History, Reading, Bible, Spelling, Shurley English
Mrs. Kelly Laino received her Associate Degree from Lincoln Trail College. She obtained her BS in Elementary Education and Early Childhood Education from Eastern Illinois University. She taught for 5 years in 1st grade, 2nd grade, and Preschool. She then decided to devote more time to her family, as her two children: Zander and Nyah, were growing up, and substitute taught for 10 years. She has most recently taught at NHCS for the past 5 years. Mrs. Laino sponsors STEM Club and offers private tutoring throughout the school year.
Mrs. Laino can be reached during school hours through the school secretary at (618) 544-7619 or anytime via email at Mrs.Laino@yahoo.com. Class resources & announcements can be accessed on Google Classroom.
Mrs. Linda Goodman
Mrs. Linda Goodman is entering her 11th year at NHCS. She lives in Flat Rock, IL, with her husband Phil. They have two adult children, Tom and Emma. Both are alumni of NHCS. Mrs. Goodman has a bachelor’s degree in Zoology and Mathematics with teacher certification from Eastern Illinois University. She attends Flat Rock United Methodist Church where she plays the organ and teaches Sunday School. She enjoys reading, reducing fractions, and spending time with her family.
Mrs. Goodman can be reached during school hours through the school secretary at (618) 544-7619 or anytime via email at firstname.lastname@example.org. Class resources & announcements can be accessed on Google Classroom.
Mrs. Katie Danner
This is Mrs. Katie Danner’s 5th year teaching at NHCS. She has a bachelor’s degree in English Education from John Brown University in Siloam Springs, AR. Mrs. Danner currently resides in Robinson with her husband and 2 daughters. She enjoys reading, camping, and spending time with her family.
Mrs. Danner attended New Hebron, preschool through 8th Grade, and participated in basketball, quiz bowl, and cross country. She is a member of Pleasant Ridge Christian Church, where she leads worship and directs VBS.
Mrs. Danner can be reached during school hours through the school secretary at (618) 544-7619 or anytime via email at email@example.com. Class resources & announcements can be accessed on Google Classroom.


Art education facilitates the kid to enhance substitutive ways to interacting with others. It strengthens ideas that are particular and artistic and makes an important addition to the development of a range of brightness. The purpose of art education at lower or we can say that primary level is life- promoting and helpful in to make creative thinking and in enhancing their adaptability nature.
Visual art is a selected topic at the level of literature and art students in most schools. Students starts to take this subject from Form 1 in middle school and before it since class five in primary school and it is mandatory subject at this level.
Art education is not like a kind of a music, literature or martial arts. Art education is compulsory in elementary as well as secondary school. It is more on the procedure of generating something with responsive, focuses and critics.
The main aim of art education is to improve student’s creativity besides providing true values in it. This circular involves fine art, visual communication, design and traditional as well as popular crafts. Students are activated to the tribute of the visual arts heritage and students will practice and experiment on it and after that apply the experience they achieved to empower the value of life. (Ministry of Education, 2002)
Art is tool for thinking and it is suitable for both kids as well as adults (Bae, 2004; Kolbe, 2001; Milikan, 2003). It closely connected to process of thinking and clarification of ideas and thoughts which are indigenous in art. It is the way art making process helps children to make meaning. It is the multi modal and multi-dimensional concepts of art which approves many ways of information and delivering the ideas and also thoughts.For example –
You used earthy colors for the desert where living is impossible.
Every time teacher have to realize their students that their past successes as confidence. Escape from the publicly admiring these students who don’t like this kind of attention: instead a confidential arrangement is enough.
Sometime students with other weaknesses can illustrate behavior of strangeness as well. Their negative leanings hamper their weaknesses. To get rid from this situation, teacher considers art material that present support or physical handicapped to help students vary emotional stress. They can try out their invasion or offensiveness on the materials.
Wood canvasing, clay or metal work is suitable for aggressive students..
Tools such as hammer, knives propose legal authority. Explain the sculptural techniques by welder and show the students how he works.
Organize the assignments and projects that present by professional and also offer structure that is arising. Keeping them busy with these type of activities and projects and will provide them a sense of improvement and donation.


This website is for sale! infographicality.com is your first and best source for all of the information you’re looking for. From general topics to more of what you would expect to find here, infographicality.com has it all. We hope you find what you are searching for!
What happens to your brain under the influence of music
From the perspective of neuroscience, listening to music is one of the most complex things you can do. Many parts of your brain have to work together to comprehend even the simplest tune. So what is music really doing to our minds?
Why music? The many benefits of a musical education [infographic] - Alltop Viral
Even the most casual advocates of music education can tell you that music has a positive impact on math skills, but the benefits for reading and ‘rithmetic go far beyond a study or two as this infographic from the University of Florida demonstrates. And if it’s the hours of practice you’re dreading along the way, …
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These catchy and fun lyrics and melodies make learning effortless for achieving life-long educational goals. I wrote these songs and created these activities to teach my students for life; therefore, I use an innovative method for reaching multiple learning styles. My music has reached and impacted every student that has been in my classroom. The inter-connectivity of my plan allows you to create an engaging and fun learning environment.
Explore sound with a homemade straw pan flute!
In this STEM activity, kids make their own musical instrument- a straw pan flute! They can even create their own songs and record them on the free printable recording sheet!
Singing famous composers’ names in the style of those composers
The King’s Singers take us on a trip through the history of classical music with some seriously geeky humor… (via MetaFilter)
5 Songs you Need for Preschool Circle Time
Bringing songs into your preschool circle time is not just fun. Songs help with circle time management and help children learn concepts through repetition.
5 Main Benefits of Drumming for Children With Special Needs
Does your child have challenges with speech and articulation? Eye-hand coordination? Or even having difficulty with social skills or social cues? Then drumming maybe the right tool for your child to overcome and build on some of these challenges. There has been a lot of research on the bene


Finding Live Courses in Dubai . Home tuition helps to get higher marks and increase confidence. Use our portal to find the best local tutors, tutorial centers and tuition classes.
The piano (an abbreviation of pianoforte) is a musical instrument played using a keyboard. It is widely employed in classical and jazz music for solo and ensemble performances, accompaniment, and for composing and rehearsal. Although the piano is not portable and often expensive, its versatility and ubiquity have made it one of the world's most familiar musical instruments. Under This Course, Students will learn how to play the piano.
Below topics will be covered:-
Kids toddlers beginners
The piano is a musical instrument played using a keyboard, which is a row of keys that the performer presses down or strikes with the fingers and thumbs of both hands. This course will help students to play Piano
Topics range from beginner basics to preparation of examination pieces, depending on the students demand.
During the Lesson, I will teach you how to use your body and all necessary muscles, how to keep your hands on saxophone, clarinet, flute, recorder, and duduk in right position.
1. Correct position
2. Correct breathing
3. Foundation music theory
4. Work above Sound quality
5. Achieve a good technique
Classes available for all kind of students who are have desire to learn music.
The course is half an hour a week, and students get to learn how to read music and play songs they like. The course is also aimed at anyone who wishes to enter the grading system (ABRSM or Trinity).
Piano technique, how to play musically, music theory, performance skills, practice rechniques
The beginner course for violin using the suzuki method consists of 10 basic lessons
We offer home tuition for Violin. The teacher will come and give the lesson in the student home.
The Suzuki method for violin is not only for beginners, there is a special courses for the intermediate and advanced students.
Learn Singing Indian Classical Bollywood SINGING from 20 Years Experienced Vocalist/tutor.
Learn Harmonium Indian Classical Style. You will be able to play the Harmonium with Bollywood, ghazals, shabad, bhajan and any other form.
LEARNING VEENA - BEGINNER LEVEL TO ADVANCED LEVEL
Basic, Advanced and classical songs with karoake
The learning levels in Veena instrumental music lessons offer a complete learning as a hobby with the instrumental music education curriculum and a complete well defined Veena musical instrument studying syllabus for a promising career in music as Veena musical instrument performer or teaching Veena musical instrument.
Any age group with interest to learn veena
Short term course on Bollywood songs, Hindi, Marathi and few english also. Besides Geet, ghazals and Bhajans also. Can also give some training of Surgam, Sur and Taal also related to Indian Classical music.
1- Bollywood songs
4- Primary knowledge of Indian classical
Individual courses from beginner to year 8 or Diploma. I support my students with strong theory and harmony background, improvisation techniques and much more.


Presented at the:
- Illinois Council of Teachers of Mathematics (ICTM) - April 13, 2021
- ICTM Southern Illinois Mini-Conference - July 2021
Early Childhood Education, Preschool STEM, Early Childhood Math, Early Childhood Science, Preschool Number Sense, Subitizing, Elementary STEM, Elementary Math, Elementary Science, Math Foundations
Curriculum and Instruction | Early Childhood Education | Education | Educational Methods | Elementary Education | Elementary Education and Teaching | Pre-Elementary, Early Childhood, Kindergarten Teacher Education | Science and Mathematics Education | Teacher Education and Professional Development
Our youngest STEAM learners are creative and curious, but require support and foundational skills in mathematics and science. Join us for a series of integrated activities that explore subitizing, sorting, drawing, patterns, and data analysis, and leave with new ideas of how to build these STEAM skills in your classroom and remote-learning environment.
Herlehy, Lindsey, "Young Mathematicians: STEM Skills for Success" (2021). Publications & Research. 31.
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Science and Mathematics Education Commons


There are many organisations with websites dedicated to the publication and dissemination of research undertaken in the adult and family literacy field. Here are just a few recommended by TCAL, as well as some noteworthy publications to download.
Since the 1980s, the National Adult Literacy Agency (NALA) in Ireland has worked continuously in partnership with government departments, organisations, tutors and learners to build an understanding of good practice in the delivery of adult literacy services. NALA provides access to research and resources which practitioners will find useful.
In Australia, the National Centre for Vocational Education Research (NCVER) has funded a number of research projects. The reports developed from these projects examine a wide range of literacy and numeracy issues, from evidence-based teaching and learning strategies, to the professional development needs of literacy practitioners.
In Canada, the National Centre for the Study of Adult Learning and Literacy (NCSALL) was a federally funded research and development centre focused solely on adult learning. NCSALL offered an accessible, timely, and valuable source of pertinent information for the field of adult literacy education. All materials are available to download.
In the US, the National Institute for Literacy (NIFL) was created to provide national leadership on adult literacy through improved communication and information exchange. The Literacy Information and Communication System (LINCS) Resource Collection provides free online access to high-quality, evidence-based, vetted materials for use by adult educators.
The National Research and Development Centre for adult literacy and numeracy (NRDC) was established by the UK government in 2002 as part of its Skills for Life strategy that aimed to improve the literacy, numeracy and language skills of adults in England. On this website you will find over 150 publications produced by NRDC since then, including research reports, research reviews and policy analysis.
TasCOSS and the Australian Health Promotion Association prepared 10 fact sheets on social factors that have a determining effect on health outcomes, including one focusing on the importance of education and literacy.
Tasmanian Voices is an interview-based research publication with recommendations on how to remove the stigma attached to having low core skills and adapt training so as to engage more adults in core skills training.
The study concludes that although there are many motivated people engaged in literacy programs, there is a need for the development of a range of programme models to attract those who are currently disengaged. The research indicates that providing a variety of innovative delivery options will go a long way towards keeping engaged people motivated and attracting disengaged people into literacy programs.
IBSA (2011) Scoping Report: Recommendations for the Development of a Foundation Skills Training Package
This report documents findings from the consultation and scoping phase of IBSA’s project to develop a Foundation Skills Training Package. A series of nine public consultation workshops, targeted discussions with key stakeholders and written responses from 29 individuals and organisations have informed the development of this report and its recommendations.
The wide variety of stakeholders and a diversity of opinion in relation to foundation skills within VET make it impossible to please all stakeholders. IBSA’s approach to this project is guided by an objective to expand available options for supporting the foundation skills development of VET learners. The aim of the Foundation Skills Training Package is not to replace foundation skills support mechanisms that are currently working well, but to create flexible, new solutions that will make foundation skills development possible for more learners in more training contexts.
This Research Brief, published by Montreal’s The Centre for Literacy, provides key findings and recommendations following a study about the development of literacy in adult life. Key questions addressed as part of the research included:
- To what extent do adults’ literacy abilities continue to develop after they are out of school?
- What are adult learners’ patterns of participation over time in literacy training and education? In other learning contexts?
- What life experiences are associated with adult literacy development? How do formally organised basic skills programs contribute to these learning trajectories? Workplace training? Other contexts and activities?
What impacts does adult literacy development have on social and economic outcomes?
This briefing paper outlines the potential relations between Adult Learning Australia (ALA) and TCAL.


Our team of Occupational Therapists (OT’s) specialise in children with physical and social/emotional difficulties. OT’s look at the occupations or activities that children perform including:
such as toileting, dressing, eating, bathing/showering.
Play and social development
Social and emotional development assists children with pretend play, turn taking, cooperative play with other children, and their participation in group leisure/sport activities.
Skills for kinder or school
- Fine motor skill development (writing, drawing, cutting),
- gross motor development (climbing, riding a bike, access to playground equipment)
- visual motor/perceptual skills (orienting self in space, judging distances, following lines when reading)
- Building skills for the classroom (listening and following instructions, concentration, organising their school belongings)


Art education for kids had all but disappeared from most American schools. How lecturers interact college students with music in Ontario. Involvement in the arts teaches students the way to strive new things, handle threat, and handle failure. The Certificates in Instructing and Studying (Step 1 of the MA in Educating & Learning) is aimed at those who shouldn’t have a proper qualification in Instructing and Learning.
For instance, in a science classroom you might see college students choreographing a dance using locomotor and nonlocomotor movements to show their understanding of rotation versus revolution of the planets (PDF) In a math class, you would possibly see students learning fractions by analyzing composition in Warhol’s Campbell’s soup work.
The Santa Cecilia Arts and Learning Center is presenting an evening of painting particularly for beginning adult artists (although artists at every degree are welcome to hitch). Medieval individuals made pilgrimages, walking across entire countries to go to specific non secular sites that held relics – elements of the our bodies of saints.
Academics have realized that the their art of teaching is to shape and discover the needing minds of their college students. The non-obligatory modules usually have 280Â hours self-guided studying time. Arts for Learning is a nonprofit group devoted to advancing educating and learning by way of the arts and community cultural sources by linking studying experiences to the real world.
Art And Learn
Painting is an art and studying to paint by yourself is actually a enjoyable-loving expertise. The arts, notably theater, create that safe house to be stuffed with no matter matter the kid chooses. Try Regularly requested Questions about GMIT’s MA in Educating and Learning. He doesn’t particularly deal with the motivational features of how these processes would enhance the educational experience, except within the implied rewardingness of the perception (or second of illumination) of the issue answer.
We provide a fun and nurturing atmosphere creating students in music, dance and acting abilities. The underside line is basically this: The humanities help college students to achieve life expertise, not solely abilities in a specific artistic self-discipline.anonymous,uncategorized,misc,general,other
As of 2012, it serves greater than 28,000 individuals yearly through a 1,650 sq. foot gallery , a ninety nine-seat proscenium theater, and artwork & music studios.
arts and learning conservatory hairspray, arts and learning research journal
What Kids Be taught From Martial Arts
Computers are being utilized in varied instructional fields. Upstream Arts is proud to be a part of the small however steadily emergingÂ field at the intersection of the arts, incapacity, and studying. Authoring Establishment: Arts Schooling Partnership, Washington, DC. Going through our fears is likely one of the most useful classes in martial arts.
Once you reach them at their stage, you may learn in their eyes their genuine interest and appreciation (Parkway, 2001, p. 5). Albert Einstein was a mastermind and knew that educating youngsters was the one solution to open little minds to nice knowledge.
Why Do You Want To Be taught Blended Martial Arts
Kids are at all times thrilled to be free from that long school day however after they get house for the weekend or the Christmas holidays, it’s never lengthy before they’re questioning what to do. This is where you come in. As a dad or mum, babysitter, daycare employee, older (or younger) sibling, you must discover artistic methods for the kid to have fun and be entertained while at the same time, not take up time from your already busy schedule. Lecturers can also manage extra sports and bodily education occasions on-web site within the program. Many preschool packages emphasize using scissors as a result of it develops the dexterity youngsters will want for writing. She must have complete control of her classroom and what occurs within it. That is called training and, schooling is the art and science of teaching.
Teaching + Studying in Art + Design (TLAD) gives graduate college students a progressive and dynamic middle of inquiry and follow that instantly links educational research to engagement with communities past campus. Mounting proof indicates the worth of the arts in supporting constructive academic outcomes.
arts and learning, arts and learning conservatory hairspray, arts and learning goldsmiths
Many individuals perceive the importance of exposure to the humanities. The partnership locations explicit emphasis on aligning arts education with the targets of the Incheon Declaration and Framework for Action, UNESCO’s Sustainable Growth Targets and Habitat III, UNESCO’s New Urban Agenda. They believed Â“our college students needed to experience cycles of inquiry wherein they learned in regards to the arts and through the humanities, and that they wanted to see academics of different disciplines collaborateÂ” (Berghoff, 2003, p. 2).


The 15 Effective Strategies for Dropout Prevention Online Courses
Systemic ApproachContains 3 Product(s)
An “all systems on board” approach provides alignment and change required for a school and community to work together in making sure all students graduate. A systemic approach is an ongoing process focused on continuous improvement across all grade levels and among all stakeholders through a shared and widely communicated vision and focus, tightly focused goals and objectives, targeted research-based strategies and intervention, ongoing monitoring and feedback, and data-based decision making. It also requires the alignment of school policies, procedures, practices, and organizational structures. Finally, continuous monitoring of a systemic approach’s effectiveness is essential to maintaining consistency and for building capacity through change over time.
Educational TechnologyContains 3 Product(s)
Instructional technology can effectively enhance and transform teaching and learning while engaging students in meaningful, current, and authentic efforts; addressing multiple intelligences, and adapting to students’ learning styles. Technology can be utilized to differentiate and individualize instruction based on specific student needs. The effective use of technology also includes transformational teaching approaches such as flipped and blended learning as appropriate. These approaches further prepare students for college and careers that will require them to acquire information to make decisions and solve problems.
Alternative SchoolingContains 3 Product(s)
Alternative schooling does meet the variety of student and family needs and the social behaviors required for youth in today’s world. Alternative schooling also offers school and community leaders the opportunity to fulfill their legal responsibility to provide equal access to education for all students.
Career & Technical Education (CTE)Contains 3 Product(s)
Quality CTE programs and related career pathways and guidance programs with P-20 orientation are essential for all students. Youth need workplace skills as well as awareness and focus to increase not only the likelihood that they will be prepared for their careers, but also that school will be relevant to what is next.
Early Childhood EducationContains 3 Product(s)
Birth-to-five interventions demonstrate that providing a child additional enrichment can enhance brain development. The most effective way to reduce the number of children who will ultimately drop out is to provide the best possible classroom instruction from the beginning of their school experience through the primary grades.
After-School/Out-of-School OpportunitiesContains 3 Product(s)
Many schools provide after-school, before-school, or summer options for academic, enhancement, and enrichment during which students benefit from tutoring, credit recovery, and support. These options are often high-interest options of learning and discovery for students and fill the “gap time” during which much learning can be lost. Such experiences are especially important for at-risk students because the time is filled with constructive and engaging activities and/or needed academic support.
Early Literacy DevelopmentContains 3 Product(s)
Early literacy interventions to help low-achieving students improve their reading and writing skills establish the necessary foundation for effective learning in all other subjects. Literacy development focus should continue P-12.
Active LearningContains 3 Product(s)
Active learning embraces teaching and learning strategies that engage and involve students in the learning process. Students find new and creative ways to solve problems, achieve success, and become lifelong learners when educators show them that there are different ways to learn.
Service-LearningContains 3 Product(s)
Service-learning connects meaningful community service experiences with academic learning. This teaching/learning method promotes personal and social growth, career development, and civic responsibility and can be a powerful vehicle for effective school reform at all grade levels.
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The Reception Curriculum is made up of 7 areas of learning. These are then split into Prime and Specific Areas.
Personal, Social and Emotional Development:
This prime area of learning involves helping children:
to develop a positive sense of themselves, and others;
to form positive relationships and develop respect for others;
to develop social skills and learn how to manage their feelings;
to understand appropriate behaviour in groups;
to have confidence in their own abilities.
Communication and Language
This prime area of learning involves:
giving children opportunities to experience a rich language environment;
to develop their confidence and skills in expressing themselves;
speaking and listening in a range of situations.
This prime area of learning involves
providing opportunities for young children to be active and interactive and to develop their co‐ordination, control, and movement.
understanding the importance of physical activity and making healthy choices in relation to food.
Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating including simple addition and subtraction problems; and to describe shapes, spaces and measures.
Understanding the World
Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
Expressive Arts and Design
Expressive Arts and Design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, singing, movement, dance, role‐play and design and technology.
Both adult led sessions and child initiated observations will be based on these areas of learning.


USD Research Study
University Of South Dakota Shows STRIDER Bike Helps Toddlers Improve Balance And Coordination During Four-Week Study
STRIDER Bike Scientifically Proven To Increase Balance Skills in Pre-School Age Children
Rapid City, SD (November 26, 2012) – Strider Sports International, developer of the patented STRIDER™ No-Pedal Balance Bikes, is pleased to announce the results of a recent study of the STRIDER bike at the University of South Dakota’s Division of Kinesiology and Sport Science. The study was conducted over a four-week period with three to five-year-old children and concluded that participants benefited from using a STRIDER bike by improving their balance and functional fitness, while likely reducing future injuries during their daily routines.
The data analysis showed a “significant improvement” in the Limit of Stability scores (the subject’s ability to lean in different directions without a loss of balance) for the experimental group after four weeks of targeted training with the STRIDER bike. The study concluded that society could benefit from the knowledge that pedal-less bicycles are a tool for improving stability in three to five-year-old children and are possibly a safer alternative to using training wheels for bicycle riding acclimatization.
“This scientific proof is truly groundbreaking for us at Strider Sports,” says Ryan McFarland, Founder and CEO of Strider Sports International, Inc. “We have witnessed thousands of anecdotal instances of children learning balance and coordination after using a STRIDER bike. Now the empirical evidence has been gathered and supports what we have seen for years – the STRIDER bike significantly improves a child’s gross motor skill development as it relates to balance. This, in turn, lets toddlers and young children enjoy life on two wheels like never before!”
“We think the results of this study are fascinating,” says Dr. Andrew Shim, Department Chair of the University of South Dakota Division of Kinesiology and Sport Science. “According to our data collected from the study, the STRIDER bike product really does increase balance in 3-5 year old riders. Ultimately, this increase in balance may eliminate the need for training wheels and tricycles.”
About the University of South Dakota
Founded in 1862, the University of South Dakota is designated as the only public liberal arts university in the state and is home to a comprehensive College of Arts and Sciences, School of Education, the state’s only School of Law, School of Medicine, School of Health Sciences, the accredited Beacom School of Business and the College of Fine Arts. It has an enrollment of more than 10,200 students taught by more than 400 faculty members. More information is available at www.usd.edu/press/news


Enrichment & Partnerships
Literacy through Art & Music
An enrichment piece that is incorporated into our social studies curriculum is Literacy through Art and Music. This program studies various works of art and various musical compositions from the 1920’s to better understand historical eras throughout history. At AEA, upper grade students study the causes and effects of Slavery and the Great Migration on the Harlem Renaissance. The students will explore the Great Migration as a movement that affected American culture, music, and society as a whole through music, art, and the five forever factors (political, social, geography, economics, and technology). Students will focus on various artists with a spotlight on the artist, Jacob Lawrence. The students will use various mediums to synthesize their learning throughout the unit. Parallel teaching will be done by Ms. Stewart, our Visual Arts Resident.
Taught by Mrs. King, this afterschool program exposes our students to the classical language of Latin.
Artist in Focus
This afterschool program is taught by Mr. DeJesus. The class focuses on different artists, learning about their history and art techniques. The students apply what they learn to create similar pieces. Students are chosen on a first come, first serve basis.
Mrs. Bonthuys and Ms. Garger work with a group of students from the upper grades on dance techniques after school. They learn choreography and put on a dance performance at the end of their session. Students have to audition to be part of this group.
Our students have the opportunity to be part of their grade productions. Mrs. Bonthuys holds auditions where students are picked for different parts from on stage acting to behind the scenes stage hands. An end of the year production takes place where families are invited to enjoy all the hard work the students put into making the show a success!
During the Spring, students who need extra support in ELA and/or Math are invited to join teachers for small group sessions over breakfast. This program is by invitation only and students will be notified by their teacher.
Made possible by the generous CASA grant, we have had the opportunity to partner with Flushing Town Hall to provide our students an afterschool program learning about various art forms. Our students have learned and performed Korean Drums, Cumbia (a Colombian folklore dance) and Global Drums.
92nd Street Y is a world-class cultural and community center. Year after year, our students have traveled to 92Y to watch different performances on site. As part of the program, our students also learn from a resident artist from 92Y.
The New York Pops’ innovative PopsEd music education programming allows New Yorkers of all ages and backgrounds to participate in fully customizable music programs that blend traditional education with pure fun. Our students have enjoyed working with Mr. Kevin learning songs and later performing for our families. We also receive free tickets to local performances throughout the year.
Junior Achievement has 104 local JA Areas across the nation, and are the nation's largest organization dedicated to giving young people the knowledge and skills they need to own their economic success, plan for their futures, and make smart academic and economic choices. Yearly, we have had the privilege of welcoming Junior Achievement students from local schools to speak to our students.


At the Rahr-West Art Museum we have a passion for the important role visual arts play in education. We see a valuable link between this museum, families in our community, and schools.
The National Art Education Association urges everyone to come together around a shared belief in the power of art in developing human potential. Visual arts are important in schools because they tend to develop the intelligence, as well as the overall personality of students.
In fact, studies show that students who are exposed to visual arts tend to display above average intelligence when it comes to mathematics and science. Perhaps conversations inspired by a visit to the art museum exercises our most valuable muscle: the brain.


The curriculum is based on a philosophy of learning by doing - moving from the concrete to the abstract. Social and learning experiences foster creativity, exploration, self-discipline, self-esteem, concern for others and a love of learning. The instructional program is developmentally appropriate and focuses on the whole child - his/her physical, social, emotional, cognitive and spiritual development.
Play is the core of learning at the Day School. Young children make discoveries, master skills, solve problems and learn to get along with others through play. The lesson plans at all levels involve the use of blocks, art materials, dramatic play centers, sand, water, dough, table toys, music and literature. The program respects the uniqueness of each child and offers experiences that meet individual needs.
Faith is an integral part of the daily curriculum. All children and staff members attend a weekly chapel service led by members of the parish clergy. Children learn about God and Jesus through stories, songs, prayers, role playing and adult modeling. The clergy of the Church of the Good Samaritan offer their support to the school families of all faiths.
Music education is fun!! Working closely together, the two music teachers share responsibility of enriching the music program for each child. Using a variety of activities that engage their bodies and their minds, the children are introduced to the concepts of beat, rhythm, pitch and tempo at an appropriate level for their age. Each year reinforces and expands on the concepts from the year before. Different instruments and sounds are used to help achieve this purpose. Music class is also the place where we prepare for a variety of programs presented throughout the year. At the annual Christmas Chapel each class (3 years and older) performs a song they have learned to sing just for this special event. The 4 and 5 year old classes work on a program typically performed in March, while the Kindergarten class performs a play in the spring that coincides with what they are learning in the classroom.
Gym is a program of perceptual motor activity where children are encouraged to discover the ways their bodies can move. It is broken into 3 parts:
1) Body Image or Awareness - Children are taught to distinguish left from right, name body parts, become aware of the two sides of their body and realize where their body can bend and move.
2) Balance and Equilibrium - Children are taught about space and direction through crawling, jumping, balancing, rolling, climbing and using cross-over mats.
3) Eye, Hand and Foot Coordination - Children are taught coordination by using ball activities, skipping, hopping, walking heel-toes and throwing.
Every child attends gym class once a week. The 5 day children attend twice a week. Following directions and "fair play" is encouraged. Having fun in a controlled setting is always stressed. And sneakers are a must!
The philosophy and desired educational goal of the Day School Library is to create a "Love" of books. Through the presentation of fun loving and educational stories the students develop both an appreciation for literature as well as beginning reading skills. An early love for books has been found to foster a desire to read. This desire then nurtures the early reader, helping him or her to become a successful reader. Children who like to read generally become better readers. The better reader then reads more often and the cycle of success continues. "Reading books is FUN" is the primary reason for students to want to engage in reading books for themselves. The stories that are read during Library time are chosen to build knowledge and encourage students to become life-long readers.


6: Sounds & Letters Alphabet - Poster Set
Sounds & Letters Alphabet: Do you have a colorful, student-friendly, comprehensive system for sounds and letters? This engaging Sounds and Letters Alphabet Chart provides verbal and visual cues for students to learn to navigate and master one-on-one sound-spelling correspondences in the whole class setting,in small groupings, and directly at their independent work space. Use these tools to support explicit instruction, guided practice, and independent reading and writing. This invaluable set equips students with foundational skills for phonemes, phonics, and word recognition in order to demonstrate increasing awareness and competence. Bring sounds and letters to life in your classroom!
- Sounds & Letters Alphabet Chart (Color, 22" x 17")
- Sounds & Letters Alphabet Student Mats - Qty: 30 (Color, 11" x 8.5")
Sounds & Letters Alphabet Action Guide: How can we bring the sounds and letters to life? Do you need a tool at your fingertips to keep sound and spelling kinesthetic cues consistent? This teacher-friendly reference provides movement descriptions to model, practice, and act out with students. This is a Teacher Demonstration must-have!
- Sounds & Letters Alphabet Action Guide (Color, 11" x 8.5")
Sounds & Letters Alphabet Cards: Can your students access sounds and letters tools from anywhere around the room? This student-friendly class set of Sounds and Letters Alphabet Cards provides verbal and visual cues for students to learn to navigate and master one-on-one, sound-spelling correspondences in the whole class setting, in small groupings, and directly at their independent work space. Refer to this large set of wall cards when delivering Teacher Demonstration. Students will be clear on the phonemes they hear and the graphemes that represent each sound!
- Sounds & Letters Alphabet Cards (Color, 5.5" x 11")
Sounds & Letters Alphabet Money: Are you looking for another engaging way for your students to practice sound and letter correspondences? This fun activity set provides opportunities for hands-on experiences with sounds and letters money manipulatives. Students can connect verbal and visual cues and master one-on-one sound-spelling correspondences with oral rehearsal, sorting, matching, and speech-to-print solidification.
Sounds & Letters Alphabet Money (Color, 8.5" x 11")


Electronic Music School: A Contemporary Approach to Teaching Musical Creativity
English | ISBN: 0190076631 | 321 pages | True PDF | 22 MB
Electronic Music School: A Contemporary Approach to Teaching Musical Creativity is a practical blueprint for teachers wanting to begin teaching music technology to secondary age students. Will Kuhn and Ethan Hein inspire classroom music teachers to expand beyond traditional ensemble-based music education offerings to create a culture of unique creativity and inclusivity at their schools.
Part One offers an overview of the philosophical and institutional aspects of starting a music technology program, with a particular focus on the culture of electronic music surrounding digital music creation tools. Part Two dives deep into curricula for music lab classes, including several lesson examples and techniques. This section also includes abbreviated project plans for teachers who have fewer contact hours with their students. Part Three discusses how music technology courses can grow into a larger media creation program, how such a program can contribute to the broader school
culture, and how project-based music learning effectively prepares students for careers in media. Electronic Music School also includes narratives from music technology students themselves, who often have an intuitive understanding of the future directions music technology programs can take.
CLiCK HERE FOR DOWNLOAD


The Ensemble seeks to connect and inform all people who are committed to ensemble music education for youth empowerment and social change.
News & Resources
News & Resources
Arts Learning Promotes Socio-emotional Competencies
In the United States, the University of Chicago Consortium on School Research, in partnership with the Chicago Public Schools Advocacy group Ingenuity, has gathered a distinguished panel of researchers to address these two questions:
1. What kind of theory of action describes the role arts education can play in children’s social-emotional development?
2. What mechanisms of arts education can affect social-emotional competencies?
To answer these question, they reviewed existing research on this topic (over 200 studies spanning six decades) and did focus group interviews of educators, administrators, students, and parents in Chicago public schools—to evaluate evidence of the effects of arts education on social-emotional development in school and after-school settings. They found a widespread belief that arts education contributes to children’s and adolescents’ social-emotional development. The report’s findings will not surprise those involved in Sistema work, but may be useful in advocacy for such programs. The researchers report strong evidence that arts learning promotes the development of socio-emotional competencies, and that it can play a critical role in college- and career-readiness skills such as innovation and collaboration. Check out the full report, Arts Education and Social-Emotional Learning Outcomes Among K-12 Students: Developing A Theory of Action.


The building blocks for reading and writing are also called ‘emergent literacy skills’. These skills are important for every child to learn, but even more so for those who experience social communication challenges or have a diagnosis of Autism Spectrum Disorder (ASD).
Why is this? Well, often the areas of difficulty that these children experience with communication are very similar to the areas that need the most support in reading and writing. This means that when you’re supporting your child’s development of emergent literacy skills, you’re also helping them develop important communication skills.
Firstly, what literacy difficulties might a child with ASD have?
Seeing the big picture
Children with ASD may become fixated on small details within a story which can mean that they struggle to understand ‘the big picture’ of a story.
Challenges with planning, language comprehension and organisation can make it difficult for your child to comprehend how events are unfolding and what is happening in a story.
If your child is having difficulties with behaviour and focus, this can have a huge impact on their ability to focus to a book and have a great understanding of a story.
Sometimes a child with ASD will have particular difficulty with identifying and understanding the feelings and thoughts of others. This could translate into having trouble understanding the motivation of characters in books, or why they could be feeling a particular way.
Here are 3 ways that you can help support your child’s literacy development:
1. Approach reading as an opportunity for conversation.
Don’t just stick to the text of a book, but rather, allow this time to be a discussion about what’s happening in the book. You can be very flexible!
Notice what your child is interested in and chat about this. Take your time to listen, and see where the conversation goes!
Relate the pictures or the story to your child’s own experiences to make the story relevant to them.
2. Have a variety of printed materials available.
Reading doesn’t just have to be with books – magazines, catalogues, brochures, fridge magnets and other printed materials can be a great way for your child to explore reading around the house. You can use these materials and the practical information they contain to get your child interested in reading!
3. Try to pick books that engage your child’s interests.
Does your child love snakes? Are they really interested in helicopters, or famous athletes, or how precious stones are formed? Help your child get excited about reading by picking books that they’re interested in. These could be fiction books, a Guinness Book of World Records, or even a comic book without words!
For further ideas to support your child’s literacy and language skills, why don’t you check out our Facebook page or YouTube channel? We’ve got loads of free resources, helpful tips and fun activities to share with you!


The GEM project “With Gestures and Music into the world of Phonics” is developing an innovative new concept and methodology of introducing phonics to children in preschools through music and gestures/signs based on British Sign Language.
The project will develop and test teaching materials including music, signs/graphics and lesson plans. Testing will take pace in Early Years Settings in the Uk, Slovenia and the Czech Republic. It will take place in settings where English is the first language of tuition in the preschool classes but also where English is taught as a second language in Slovenia and in the Czech Republic. It will therefore predominantly be used within the teaching of English whether as a first or second language but will also be evaluated and tested in terms of literacy development in other languages.
Keep up to date with the project developments:


Viewing education as the basic agent of change in the status of women, the National Policy on Education calls for the national education system to play a positive interventionist role in the empowerment of women . In its effort to create a closer link between education and the life of people, the NPE had envisaged a two-pronged strategy: First, the removal of disparities in access and the second the equalisation of opportunities through affirmative action programmes. These programmes would be specifically tailored to address the specific needs of those denied equality to date.
India is already home to the largest number of illiterates in the world. Of the 263 million illiterate Indians, 197 million are women. The literacy rate differential is also reflected in all other human development indicators. Women’s access to health care, adequate nutrition, sanitation facilities, clean drinking water is significantly less than men’s access. Reflective of the low status of women is the most sensitive indicator of human development, the infant mortality rate. India has a skewed sex ratio, with 829 women to 1000 men in some parts of the country.
During the field surveys for the gender studies, researchers found in some blocks of Haryana, sex ratios of 500 girls to 1000 boys in the age group 0-6 years. Development thinkers across the ideological spectrum agree that education is one of the most significant factors in changing the status of women. The skewed sex ratio and the high infant mortality rate are as much a cause as an effect of the disparity in educational opportunities between boys and girls. According to the 1991 census, the female literacy rate at 39. 42 per cent is bout two-thirds the literacy rate of men at 63. 86 per cent.
It is recognised that in rural India, of every 100 girls who enrolled in Class I only 1 entered Class XII. In urban areas, the situation is slightly better with 14 girls of every 100 making it to Class XII. A Empowering the Girl Child through Education Empowering the girl child through education Digumarty Bhaskara Rao DISTRICT PRIMARY EDUCATION PROGRAMME 01AUGUST 1995 N21 CED documentation is for educative purposes-for your reference and study only majority of the girls in rural areas drop out in primary school. Of the 100 who enroll in Class I, only 40 join Class V, an attrition rate of 60 per cent.
Among disadvantaged groups, the Scheduled Castes, the Scheduled Tribes, linguistic and religious minorities and families living in difficultto- reach areas, the drop-out rate is much higher. The District Primary education Programme (DPEP) which aims to restructure primary education, so as to enhance enrollment, retention, achievement and school effectiveness, was created to reach out to the goals set out in the NPE and implement the strategy of decentralised planning, disaggregated target-setting of the Programme of Action 1992.
Now operational in 42 districts spread over seven states, the programme is being implemented in districts where the female literacy rate is below the national average or where the total literacy campaign has successfully generated a demand for elementary education. The initiative is aimed at achieving the goal of UEE in a replicable, cost-effective and sustainable manner. Building on the experience of similar initiatives launched earlier, the programme emphasises an areaspecific approach, which is contextual and sensitive to local conditions.
Integrating a gender perspective in all aspects of planning and implementation, the decentralised approach within DPEP actively encourages the involvement of local communities, particularly women, in all decision-making processes. The DPEP is committed to reducing gender disparities in enrolment, retention and levels of student achievement. It has marked gender focus with all planning and implementation processes sensitised to meet the special needs of girls’ education and women’s empowerment. Providing Educational Opportunities to all Girls
One of the objectives of DPEP is the reduction of gender disparities in enrolment, retention and learner achievements. Providing all girls with access to educational opportunities is the primary goal of the programme. To achieve this, efforts are on to: • Make the educational system more supportive to the needs of girls and women. • Create an environment which enables women to demand education for themselves and their daughters. In the seven states where DPEP is now operational, strategies to improve girls access to educational opportunities and women’s empowerment are significant highlight of the overall planning and implementation process.


Findings of the National Reading Panel
The National Reading Panel (NRP) conducted meta-analysis on over 2500 reading studies since 1966. The findings were published in the National Reading Panel: Report of the Subgroups, 2000. Based on this analysis, the panel identified 5 elements of instruction that need to be included in reading programs for them to be successful with struggling students. These elements are phonological awareness, phonics instruction, fluency, vocabulary and comprehension. The National Reading Panel also provided tools to evaluate programs for the 5 elements.
Leading National Expert
Arlene Sonday, the author of the Sonday System®, is a Founding Fellow and first president of the Academy of Orton-Gillingham Practitioners and Educators, the first Orton-Gillingham credentialing organization.
Ms. Sonday is a founding member and instructor of Orton-Gillingham of Minnesota, an IMSLEC accredited OG teacher training program. She served as a member of the Advisory Board of the 32nd Degree Masons during the time the Learning Center concept was developed and implemented in ten states. Ms. Sonday has served as Vice President of IDA and is currently on the Advisory Board of IDA-Upper Midwest Branch. She is a former member of the Board of Directors of Learning Disabilities of Minnesota and a member of the Minnesota Adult Literacy Coalition.
She is an adjunct professor at Fairleigh Dickinson University, a leading institution in Orton-Gillingham instructional training. In 2009, the International Dyslexia Association presented Arlene with the Margaret Byrd Rawson Lifetime Achievement Award.
National Institutional Analysis
The Sonday System® has been evaluated by educational experts in industry-leading organizations such as the National Center for Learning Disabilities, the International Dyslexia Association and Reading First offices in 7 states. They are all in agreement that The Sonday System® contains the required elements identified by the NRP. The Sonday System® follows the teaching methodology of Orton-Gillingham closely. NRP identified Orton-Gillingham as one of the effective methodologies that addresses the needs of struggling students.
Reading research studies conducted over the past 70 years have included the Orton-Gillingham method. The National Reading Panel (NRP) cited studies in 1940, 1956, 1969, 1979 and 1984. The NRP identified Orton-Gillingham as one of the effective methodologies that address the needs of struggling students.
Additional studies on Orton-Gillingham were conducted in 1973, 1987, 1997, 1998, and 1999.
Studies are as follows:
- Silberberg et al., 1973
- Vickery et al., 1987
- Foorman et al., 1997
- Oakland et al., 1998
- Torgesen et al., 1999
Field Testing for 40 Years
Ms. Sonday has tutored students, consulted with schools, and taught Orton-Gillingham courses for over 50 years. She found that competent teachers and tutors were experiencing difficulty transitioning from one-on-one or small group intervention to the classroom setting. Teachers did not have time to write the learning plans and create the curriculum for that group of struggling readers in the classroom. Arlene, along with Winsor Learning, created the Sonday System®, a systematic, explicit, sequential and cumulative multisensory language instruction program which cements student learning into long-term memory. The Sonday System eliminates lengthy lesson planning so teachers can focus their effort on instruction. Easy-to-use lesson plans limit initial training requirements and enable teachers to deliver quality instruction based on the needs of the struggling students right away even while they continue their own development.
Find Out More
Sonday System is Research Based and Evidence Based
Learn about how Winsor Learning programs and professional development help schools apply scientifically based strategies in their classrooms. Learn more
Lesson Plan Structure
Take a look at the Sonday System® lesson plan structure for yourself. You’ll see how lessons are broken into sections that save instructors hours of preparation time! Learn more
International Dyslexia Association – Matrix of Multisensory Structured Language Programs
The International Dyslexia Association has released a guidance document for those researching effective multisensory programs. The Sonday System is included in this document. Learn more
National Reading Panel Report
Don’t just take our word for it. Check out this evidence-based assessment of our resources and its applications to reading instruction – as written by the National Reading Panel itself! Learn more


Music education plays an important role in a child’s overall development intellectually, socially, and emotionally. Music offers creative challenges and aesthetic appreciation as well as self-expression and self-discovery opportunities.
To foster emotional and practical maturity, personal and intellectual development in students’, our school emphasizes on imparting appropriate music lessons in classical, folk and western genres. Practical maturity is gained by the students at DPS through music education where they learn time management, self-assessment, the ability to accept criticism and self-evaluate further. Music develops critical thinking skills and make the students excellent problem solvers. Music is also a form of art, and DPS never falls short in finding and promoting individual’s talent of expressing his/her thoughts through the medium of art.
Music plays a vital role in fostering personality trails and helps students to enrich their intelligence which would lead them to their own path of success.


Roo Knows Blue
A joyous celebration of colour in the Australian bush from bestselling author-illustrator Renee Treml.
Roo knows, Roo knows, Roo knows blue.
But does Roo know about other colours too?
Short and Sweet Conversation: Roo Knows Blue
Renee Treml chats with author Kaye Baillie about the ideas behind Roo Knows Blue.
- Published: 07 January, 2020
- ISBN: 9780143790327
- Imprint: Puffin
- Format: Hardback
- Pages: 24
Little Roo knows all about the colour BLUE, but she needs a little help from her friend Possum to recognise some of the other colours. Join these two for an adventure in the Australian outback to find colours such as orange, red and yellow!
In this activity pack you’ll find a maze, writing and drawing challenges as well as a colouring in page by author-illustrator herself, Renee Treml.Download activity pack
This year we are proud to celebrate 80 years of Puffin. Initially launching in the UK during World War II to help explain the evacuations to children, Puffin published fiction soon after and eventually expanded to Australia in 1963 with the launch of Kangaroo Tales, The Bunyip of Berkeley’s Creek and John Brown, Rose and the Midnight Cat. From its beginning, Puffin Australia has been committed to sharing Australian stories, building the Australian identity and providing quality literature for children, an ethos that exists to this day.Download activity pack
Speech Pathology Australia Book of the Year AwardsSHORTLISTED • 2020 • BIRTH TO 3 YEARS
Praise For Roo Knows Blue
Infinitely shareable. Roo knows giggles.
From the cute kangaroo smiling at the reader on the front cover to the gorgeous flowers on the end papers this book is a joy to read aloud . . . The illustrations are a joy and children will love the expressions on the faces of Roo and Possum and the bright colours of the backgrounds . . . This is a delightful way for young children to learn about colours while older ones will love the repetition and humour. All will enjoy looking for the colours of the different animals and objects and beautiful flowers in a second reading. Roo Knows Blue is a keeper. It is sure to become a family favourite.
This joyful picture book will have your young child laughing along as they listen to the story and see the illustrations of a young kangaroo who either loves blue too much or doesn’t know his colours very well! . . . This picture book is a marvellous way to explore the different colours in the Australian bush and may even inspire a local bushwalking to see not only the array of colours but the various shades of each one.
Roo is a true blue Aussie. In fact, he couldn’t be anything else because blue is the only colour in his palette. So it’s up to Possum to help his bush pal learn that Aussie wattle, parrots and even rocks are … not blue. Roo and Possum sing a colourful little song that will appeal to toddlers as they loudly practise reciting a rainbow of hues. US expat author-illustrator Renee Treml embraces her new Aussie home to add to the colour in tiny tots’ lives with this fun and funny tale.
If I see Renée Treml’s name on any book (and there have been a few now) then I know I am picking up something special for our youngest readers that will be superbly illustrated and an engaging read . . . The language, rhyme and rhythm of the text will appeal to both reader and listener and make predictions easy while the illustrations support all that is going on, making it an excellent choice for developing those essential concepts about print that are the foundations of literacy development.
Roo Knows Blue is a rhythmic, rhyming and lyrical story about a little kangaroo’s introduction to colours . . . Renée Treml’s illustrations create an adorable Australian setting and work magically with the text. As always, her animal characters beam with delight and positivity.
I loved how the coloured fonts and pages cleverly reinforced the learning. Repetition, and a jaunty rhythm and rhyme make for a fun reading experience; ideal for reading aloud in class, or bonding time between child and carer . . . Author/illustrator Renée Treml’s illustrations are typically gorgeous, and helpful in teaching children to identify iconic Australian plants, animals and landscapes.


ERIC Number: ED489724
Record Type: Non-Journal
Publication Date: 2005-Dec
No Parent Left Behind: A Guide to Working with Your Child's School
Petrosino, Pamela; Spiegel, Lisa
Rowman & Littlefield Education
The goal of an elementary school is to educate all children. However, the growing number of students per school and the increased demands placed upon teachers make this more challenging every year. An involved parent is often the difference between a child who thrives in school, and one who merely goes to school. Yet, it is nearly impossible to help your child when you don't understand everything that is happening at school. The purpose of this book is to change all of that. "No Parent Left Behind" is a guide written to inform and empower parents of elementary school children. Its easy-to-understand language makes it an indispensable tool for all parents. This book is the first of its kind to take the language of education and define all the words, phrases, and processes involved in a child's school. The chapters are separated so that parents can easily open to a specific chapter to gain insight, understanding, and learn helpful tips. Petrosino and Spiegel cover every aspect of elementary education, including how to work with your child at home, and how to prepare your infant or toddler for success in elementary school. Parents never again need to feel insecure when entering their child's school or feel unsure about what is happening at school. Now, parents finally have a manual to guide them through their child's elementary education, whether a child is a regular education, gifted or special education student. This book will teach parents how to better support their child in the classroom and at home to ensure his or her educational success.
Descriptors: Parent Materials, Elementary School Students, Academic Achievement, Family Environment, Parent School Relationship, Parent Participation
Rowman & Littlefield Publishing Group, 4501 Forbes Blvd., Suite 200, Lanham, MD 20706. Tel: 800-462-6420 (Toll Free).
Publication Type: Books; Guides - Non-Classroom
Education Level: Elementary Education
Audience: Parents; Students
Authoring Institution: N/A


ERIC Number: ED430863
Record Type: RIE
Publication Date: 1996
Leading Young Children to Music. Fifth Edition.
Haines, B. Joan E.; Gerber, Linda L.
This manual is designed for music and classroom teachers of children from infancy to age eight. All musical experiences lead to learning, from the simplest rhythmic experiences of being rocked to sleep to the more sophisticated challenge of playing one rhythmic pattern while singing another. When musical experiences are related to the developmental continuum, learning is acquired without difficulty. As concepts are internalized and integrated by the child, the child's ability to interpret and create is extended. The most important areas of musical learning are rhythm, melody, harmony, timbre, dynamics, form, and mood. This manual includes lyrics, sheet music, student activities, examples of incidental and planned teaching, information about how to accompany children's singing, musical notation, sources and resources, a glossary, and three indexes arranged by subject matter, songs, chants and poems, and multicultural songs. Chapter titles are: (1) "Children and Music"; (2) "Teachers and Music"; (3) "Diversity and Music"; (4) "Rhymes, Finger Plays, Chants, and Sing-Stories"; (5) "Songs for Doing"; (6) "Songs for Singing"; (7) "Movement to Music"; (8) "Playing Instruments"; (9) "Listening to the Music of Others"; and (10) "Music and Integrated Learning." Appendices, a glossary, and indexes are provided. (MM)
Descriptors: Early Childhood Education, Integrated Activities, Music, Music Activities, Music Education, Physical Activities, Singing, Songs
Prentice-Hall, Inc., 200 Old Tappan Road, Old Tappan, NJ 07675; Tel: 800-223-1360 (Toll Free).
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A


- Are singers born or made?
- Is a singing voice genetic?
- What does the Bible say about singing?
- Can you teach yourself to sing higher?
- Is singing a talent or a skill?
- Is singing a talent or a gift?
- Can you be a self taught singer?
- Can I learn to sing if I have a bad voice?
- Does everyone have a singing voice?
- How do you hit high notes?
Are singers born or made?
Some singers are made through years of vocal training.
Others can sing like birds from they day they are born!.
Is a singing voice genetic?
Genetics play a large role in your singing ability. … The natural timbre of your voice is determined by genetics, but you can learn how to train and develop your voice. Pitch, range, tune, and confidence are all aspects of singing that can be learnt and developed.
What does the Bible say about singing?
“Sing to him, sing praise to him; tell of all his wonderful acts” (Psalm 105:2). … Singing allows us the opportunity to speak out about what He has done: broken chains of darkness, forgiven sin, and restored strength to those who are weak.
Can you teach yourself to sing higher?
But having taught more than 500 students, I can tell you this: Anyone can learn to hit high notes without straining. It just takes some practice and the right singing techniques. And I promise that if you learn to hit those high notes without straining, you’ll be amazed at how much you can expand your vocal range.
Is singing a talent or a skill?
Singing is more of a learned skill than a natural talent, said Steven Demorest, a music education professor at Northwestern University who recently published a study in the journal Music Perceptionthat compared the singing accuracy of kindergartners, sixth-graders and college-age adults.
Is singing a talent or a gift?
It is both. Certainly there are some singers who have a naturally gifted voice, but anyone can learn to sing well, and even gifted singers still have to work to become great. … Yes some people have a natural talent of singing while some learn how to sing.
Can you be a self taught singer?
In the same way as any other artistic domain, singing lends itself perfectly to self-teaching. You can learn to listen to your own voice and correct the notes that are out of key, adjust your vocal cords and your vocal timbre, master breathing, then, bit by bit, you can start calling yourself a singer.
Can I learn to sing if I have a bad voice?
Starting to Sing: Learn to sing even if you have a bad voice or can’t sing in tune. … Just 3% of people are tone deaf, meaning 97% of people can learn to sing in tune. There is an astonishing lack of resources for people who pass the test and want to start singing.
Does everyone have a singing voice?
“Everyone who can speak can learn to use a singing voice, but not everyone will have a fabulous-sounding voice. Once the vocal instrument is working, the ability to sing with good intonation is dependent on musical aptitude and musical achievement.” … No matter your age, voice lessons are also an option.
How do you hit high notes?
Here are my 5 Quick Tips to Sing Better High NotesBuild Your Vocal Strength. In order to hit better high notes, you need to strengthen your voice. … Open Your Mouth More When You Sing. … Point Your Chin Down. … Hold Your Jaw Open. … Press Your Tongue Down.


Downloadable Educational Activities for Kids
Homeschooling is a whole new concept for many of us. There's online learning, worksheets, questions that we don't know how to answer... To help take the 'ho-hum' out of homeschooling we have listed free downloadable kids activities from Cleverpatch. These are not only educational but fun too!
Future Earth Activity Book
Get your kids thinking about sustainability and how it impacts our Earth and the ways in which we can make a difference for our future.
Click here to download the activity book
Parts of a Tree Activity Sheet
What’s the difference between a branch and a twig? How do leaves contribute to the health of a tree? Your kids will learn about all the different parts of a tree with this activity sheet.
Click here to download the activity sheet
Animal Observation Activity
Your kids will research their favourite animal and create a report with this activity sheet. They will become an expert on their favourite animal by the end of this activity!
To download the activity click here
Fire Safety Chatterbox
Do you remember creating chatterboxes at school? Your kids will learn useful fire facts whilst having fun creating their very own chatterbox!
Click here download the chatterbox template
Literacy and Numeracy Book
Help your kids brush up on their literacy and numeracy skills with this downloadable book.
To download click here
Handwriting Paper Template
Help your little one practice their handwriting with this template. It is broken into thirds so they will be able to correctly write their upper case, lower case and descender letters.
Click here to download the template
Crafternoons on Youtube
Cleverpatch offer engaging craft videos which incorporate themes such as science, animals and art skills throughout their segments. It's a great way to include art into your child's homeschooling structure!
To view Cleverpatch's videos click here


Young children regularly engage in musical activities, but the effects of early music education on children's cognitive development are unknown. While some studies have found associations between musical training in childhood and later nonmusical cognitive outcomes, few randomized controlled trials (RCTs) have been employed to assess causal effects of music lessons on child cognition and no clear pattern of results has emerged. We conducted two RCTs with preschool children investigating the cognitive effects of a brief series of music classes, as compared to a similar but non-musical form of arts instruction (visual arts classes, Experiment 1) or to a no-treatment control (Experiment 2). Consistent with typical preschool arts enrichment programs, parents attended classes with their children, participating in a variety of developmentally appropriate arts activities. After six weeks of class, we assessed children's skills in four distinct cognitive areas in which older arts-trained students have been reported to excel: spatial-navigational reasoning, visual form analysis, numerical discrimination, and receptive vocabulary. We initially found that children from the music class showed greater spatial-navigational ability than did children from the visual arts class, while children from the visual arts class showed greater visual form analysis ability than children from the music class (Experiment 1). However, a partial replication attempt comparing music training to a no-treatment control failed to confirm these findings (Experiment 2), and the combined results of the two experiments were negative: overall, children provided with music classes performed no better than those with visual arts or no classes on any assessment. Our findings underscore the need for replication in RCTs, and suggest caution in interpreting the positive findings from past studies of cognitive effects of music instruction.
Wednesday, February 05, 2014
Does music make you smarter?
Since I have done a number of posts on long term changes in the brains of adults who have had extensive music training, I thought I should point at an article by Samuel Mehr in the NYTimes that is essentially relaying the results of a study he and his collaborators published in PLOS ONE. Wanting to evaluate reported associations between children's participation in music classes and better grades, higher SAT scores and elevated cognitive skills,they note that correlations are not causes, and do several short term studies on the cognitive effects of a brief series of music classes, compared to non-musical forms of arts instructions. The bottom line was that in two trials, with 29 and 45 preschoolers randomly assigned to music or visual arts classes, they found no evidence that parent-child music classes improved preschoolers' cognitive skills. These brief interventions, studying a limited number of subjects, would need to be repeated to be confirmed, and in any case cast no light on light whether more continuous and rigorous instruction in musical performance correlates with cognitive or brain anatomical changes. Here is their abstract:


By Christy Olson
(for part 1 of this article, click here)
Bibles for young readers
Around second grade, most children become solid readers. They begin to discover reading by themselves and the joy of chapter books. And what is the greatest chapter book in the world? You guessed! It’s the Bible. So how can we help these new and developing readers explore God’s word?
Children’s Bibles come in many versions. The most important thing to look for is ease in reading, study materials to enhance the stories, and the ‘excitement factor.’ This will eventually come in the stories themselves, but for a middle and upper elementary children it may also come in a cover that pulls them into the Bible or in ‘extras’ like book tabs, interesting facts, maps, and book marks. For older readers, a Bible paraphrase in modern language might be a better fit.
It helps to know the kind of Bible that is used in religious education programs at your church, but this may change during your child’s time in Sunday school. The reality is that children can adapt to the fact that in different versions the stories and emphasis might change.
Reading the Bible- Really!
So, you give your child a Bible, but will he or she sit down and read it? The chances go way up when adults spend time introducing children to the Bible. Show them where things are found. If your child is a visual learner, point out charts, maps and illustrations. If your child is attracted to words, be sure the bible has a good glossary where he or she can look up new words. Tactile learners might need the added interest of stickers, book tabs, or interesting paper to help draw them into the stories of the Bible. Mathematical and logical learners will have a natural attracting to the system of numbering chapters and verses so be sure they understand how to read a Bible reference before you turn them loose.
Try taking your Bible off the shelf and place it in the middle of the dinner table, on top of the television, on the piano bench, or next to a favorite chair in the living room. Try giving your child a flashlight and giving them permission to read the Bible under their covers before bedtime.
Make time for the important spiritual discipline of reading your own Bible and let your child ‘catch’ you doing so. Share your excitement about what you are reading and listen when your child has new information to tell.
Whichever Bible you choose to give your child, the most important lesson you can teach them is that you value reading the Bible. Put the Bible in their hands but also put it in their lives.
–Christy Olson has a B.A. in elementary education and elementary music and an M.A. in Theology. She has worked in ministry with children , youth, and families for 30 years, the last 20 as an Associate in Ministry for the ALC/ELCA.


Building a tower of blocks is a typical activity of children around 18–24 months of age. It reflects their ability to form a goal and pursue it by repeatedly executing sequential actions.
What age do babies stack blocks?
Little ones quickly learn the concept of gravity by knocking over a stack of blocks. Stack and Row: Your child will likely be able to stack two blocks at 15-17 months of age, 8 blocks between 24 and 29 months, and 10 blocks between 30 and 36 months.
When can a child be expected to begin to build a tower of 4 or more blocks?
18-23 months • Can build a four- to six-block tower.
What age can a child build a tower of two cubes?
|12 months||Can release cube into a cup|
|15 months||Tower of 2 cubes|
|18 months||Tower of 3-4 cubes|
|2 years||Tower of 6 cubes|
Why do toddlers build towers?
Benefits of building blocks include:
Hand eye coordination – The child has to learn to place the block on the block tower in such a way that does not topple the tower. Teaches kids early math and engineering skills through hands on learning. … Improves fine motor skills.
Why do babies like to knock things over?
Before babies can build things up, they actually like knocking things over. … This gives babies a real sense that they have control over their world. They go through a stage where they absolutely love knocking things down.
How many blocks can a 1 year old stack?
Stacking up to five or six blocks. Taking toys apart and putting them back together.
Is stacking toys a sign of autism?
Children with autism often like to line up, stack, or organize objects and toys. In fact, these activities often take the place of real, symbolic play. But the desire for order is not, in itself, a sign of autism.
What is the most effective way to support a child’s brain development?
How to Encourage a Child’s Brain Development
- Play. Play is a wonderful way to help a baby or toddler’s brain develop. Play might be a game, talking or singing to actively engage your child’s brain. …
- Comfort. Babies can feel stress. Hold and cuddle your baby. …
- Read. Reading is one of the best ways to promote a child’s brain development.
Is the pincer grasp a gross motor skill or a fine motor skill?
The pincer grasp is the ability to hold something between the thumb and first finger. This skill usually develops in babies around 9 to 10 months old. The pincer grasp is an important fine-motor milestone.
At what age can a child throw a ball overhead?
Your toddler will gradually get more skilful at throwing. At about two and a half years old, she may throw a ball at body level . At three years old, your child may throw a ball overhand and be able to catch a large ball (Einon 2006: 19, Sheridan 2008: 39.
What are the 5 stages of child development?
The 5 stages of child development
- Cognitive Development.
- Social and Emotional Development.
- Speech and Language Development.
- Fine Motor Skill Development.
- Gross Motor Skill Development.
What age can a child sort shapes?
18 mths – 2 years By the age of two, most children should be able to: – find objects even when hidden under two or three covers – begin sorting by shape and colour – point to an object or picture when it is named for them – recognise the names of familiar people, objects, and body parts.
Can a 2 year old build a tower with blocks?
According to the norms for this scale, the mean age of toddlers to build a 2-block tower is 12 months, the mean age to build a 3-block tower is 18 months, and the mean age of toddlers to build a 7-block tower is 24.0 months.
Can a 2 year old draw a square?
At two and a half, children will start crossing midline and creating a horizontal line. At three years, they start to draw a full circle. At two and a half, you might see circular scribbles, but you see a perfect circle at three years. … Four years old is when they can start to really draw an accurate square.
How many blocks can a 20 month old stack?
By 14 to 20 months of age, your baby should be able to stack two blocks. By 17 to 24 months of age, your toddler should be able to stack four blocks on top of each other. By 20 to 30 months, a tower of six blocks is the expected milestone.


New Approaches to Music and Sound
Guest Editors: David Suisman and Rebecca Tinio McKenna
If new book series and journal special issues are any indication, over the last decade, there has been a surge of interest in the musical and sonic worlds of the past. Scholars of music, sound studies, disability studies, transnational and postcolonial studies, cultural history, history of the senses, and others have been expanding our historical understanding of soundscapes, music cultures, aurality, acoustics, and other aspects of the work sound does in the world. New scholarship is connecting music and sound with politics and social movements, capitalism and commerce, the formation of racial, gender, and class identity and difference, the history of technology and of natural environments, and more.
For historians of music and sound in the U.S. context, the Gilded Age and Progressive Era is an especially important period. The years between 1865 and 1920 saw a great transformation in how Americans experienced music and in the very sounds that populated and punctuated their lives. Tin Pan Alley tunes came to be composed, plugged, and circulated widely, signaling the intensified commercialization of music. Phonographs and player-pianos emitted mechanically reproduced sound, challenging the piano’s parlor empire. Venues for listening and making music ranged from settings for bourgeois music like Carnegie Hall (founded in 1891) to vaudeville theaters and nickelodeons, saloons, churches, and front porches. New soundscapes emerged, defined by railroad whistles, automobiles, assembly lines, sewing machines, department store music counters, and increasingly polyglot voices in American cities and well beyond. These circumstances conditioned the expression of new sounds heard in ragtime, jazz, and what would become known as “old-time” or “hillbilly” music.
This special issue of The Journal of the Gilded Age and Progressive Era, co-edited by David Suisman (University of Delaware) and Rebecca Tinio McKenna (University of Notre Dame) seeks to present new research on the history of music and sound from 1865 to 1920 and stimulate discussion about what attention to music and sound can illuminate about turn-of-the-century U.S. history. Proposals might concern changes in musical composition or performance practices; the political economy of music; material, environment, or ecological approaches to music or sound; noise abatement and attempts to regulate or police sound; organology; music education; deafness and disability; the “sonic color line”; music in U.S. diplomatic or imperial history; acoustics and the measurement of sound; and music and sound in religious experience. These and other topics may address problems of identity and social belonging, power and control, the economy and environment, among others.
We hope that this special issue will generate conversations that invigorate discussions of music and sound in the Gilded Age and Progressive Era. Please send article abstracts (300 words or less) and short 2-page CVs to email@example.com by December 18, 2020.


Reading Comprehension Bookmarks | Reading Comprehension Strategies
In this 20 page mini-bundle you will receive:
* One student handout listing reading comprehension strategies (editable)
* Ten printable bookmarks, which can be printed on card stock or paper
Seven of the bookmarks have individual comprehension strategies listed at the top including:
Students can write or draw on these bookmarks as they read and focus on this particular strategy.
The other bookmarks have all 7 strategies already listed on a single bookmark or say Comprehension Strategies at the top and are blank so students can fill them in themselves.
* I print the book marks on card stock or colored paper and direct the students to use them when we are focusing on particular reading comprehension skills. Once they learn to pay close attention to each individual strategy, they are able to integrate all strategies simultaneously while reading. As you’ll see, each bookmark has a lined version and a blank version. I print on both sides of the paper (or card stock) to allow students to choose how they want to record information, which accommodates various learning styles. For example, some students will want to write what they are visualizing while others will want to draw it, and so forth.


Helping Young Animation Lovers Appreciate Math; and Vice Versa
Here at DreamBox, in our blog and in our monthly parent updates, we talk a lot about the importance of relating math to everyday activities with our kids. My own son has a gift for art and is especially interested in animation. (And while his math test scores are high he’s never been especially motivated to focus on math.) But a memorable way to help kids understand the connection between learning math concepts and something they enjoy in the real world is to ask them what their favorite animated movie is. The animated movies that younger kids love can be a good jumping off point for helping them understand the unlimited possibilities of learning math.
If your child loved Finding Nemo or Toy Story, this Science Daily article might be a good read. Not all kids grow up with a love of math like Tony DeRose, a computer scientist at Pixar Animation Studios. He put the algebra and trigonometry he learned in high school to good use when he realized that “without mathematics, we wouldn’t have these visually rich environments, and visually rich characters.” The article includes a video clip of an interview with Tony talking about the connection between animation and math. You’ll also find a link to an article about the computer scientists who won an Oscar for developing the fluid simulation used in animated movies like Pirates of the Caribbean.
Or take a look at this PBS Teachers site that suggests ways to help students use measuring, multiplication, division, and fractions to understanding what motion picture film is and how it is used.
But we know that the best way to get kids interested in high school math is to make sure they’re engaged with math from the very beginning of school. And as a mother of an artist, in an environment where budget cuts have virtually eliminated art education from public school education, I was pleased to find someone like Wendy Jackson Hall. She was an animation artist and educator Seattle who used creative media like animation as a learning tool to help teach other subjects (and she introduced my son to stop-motion animation).
Relating Math Learning to Everyday Activities
In this terrific Stop Motion Works article, Wendy talks about teaching kids how to make flip books to relate math and aesthetics – with specifics for kids in grades 1 through 6. Helping children understand that 24 frames are combined to create one second of animation helps build comprehension of multiplication, division and fractions. And relating this to aesthetic principles of design, composition, contrast, and visual symbols, helps kids make the connection between the seemingly disparate worlds of math and art.


With plastic pollution and climate change at the forefront of everybody’s minds, it’s no surprise that artists are starting to look at our waste in a new way, creating powerful artworks that are not only beautiful, but also serves as a stark reminder of the impact of our waste on the planet and its inhabitants, and inspire us to rethink our own consumption.
Let's take a look at how Iraqi artist based in Jordan is creating art not for art’s sake, but for the planet’s, highlighting the plastic pandemic through the powerful use of waste.
Maria Nissan is an Iraqi Environmental artist and a 2018 MFA graduate from Studio Arts College International in Italy, with a bachelor's degree in art education and a minor in painting and drawing from the University of Georgia. She taught art at Athens Academy and worked as a ceramicist for Winterhawk Pottery before moving to Italy.
Her work creates experiences through the transformation and manipulation of recycled and organic materials.
Since moving to Jordan she has continued to create installations and drawings from trash materials within Amman’s local community. She has shown the work in various gallery spaces throughout Amman.
My passion is about transforming trash into art as means to challenge our consumer’s behavior and their environmental consequences.
Walking Amman streets can be a journey strewn with all kinds of waste.
My eyes cannot turn away from the abundant number of shiny plastic bags, glass bottles, soda cans, candy bar wrappers, styrofoam, etc. My desire to shout out my frustration at seeing such an incredible city tirelessly cover itself with waste pushes me to become an agent of change and no longer a spectator of the present.
Jordan is facing a great environmental disaster.
In Aqaba, we can see all forms of plastic among dying corals. Other natural environments are also harshly impacted such as the Wadis and Wadi Rum natural reserve where one can find places with massive amounts of trash dumped away from prying eyes.
She knows that she can't solve any of the issues stated above but her art can bring the environmental crisis back to the table of Jordan’s main challenges.
Through my recent participation in the 2021 Art Recycling Festival, I have been given the unique opportunity to build an immersive installation named Plastic Ocean to shed light on the environmental burden of plastic on Jordan's ecosystems and biodiversity in general and on the marine life in particular.
Her ambition is to continue using art as a wake-up call about the way people consume and how trash is managed in Jordan.
© 2000 - 2021 Al Bawaba (www.albawaba.com)


Family and friends are saying they cannot understand your child’s speech.
A preschool teacher might be saying it as well.
You are not empowered to respond and defend your child.
You want to know if your child has fallen behind their peers in their speech development.
Milestones Related to Clarity of Speech
When supporting families in my clinical work, I refer to this recognised milestone guide to help identify if a child has delayed articulation development.
When people say they cannot understand your child’s speech – ask them, “What percentage of the time is it difficult to understand my child?”
Data from Pena-Brooks & Hegde (2007)
If the responses are generally lower than indicated on the table, it may be wise to seek the advice of a speech pathologist.
If a child’s articulation development is delayed, there can be a direct link between this delay and slower literacy development when they begin school.
The focus of My Alison Work on extra reinforcement of the Sound to Letter Link supports these children in their Early Literacy Development.


ERIC Number: ED499525
Record Type: Non-Journal
Publication Date: 2007
Learning to Listen, Listening to Learn: Building Essential Skills in Young Children
Jalongo, Mary Renck
National Association for the Education of Young Children
Children's listening habits and skills are a good predictor of oral language proficiency, reading and writing skills, and later school success. Good listening skills do not simply develop naturally--they must be taught and practiced--yet many teachers do not get training on how to teach children to listen. Using clear language and real-life examples, Mary Renck Jalongo explains why being an effective listener is a challenge--for adults as well as children--and provides research-based suggestions for improving listening in the classroom and at home. "Learning to Listen, Listening to Learn" will help teachers to: understand the components of listening, discover why children do or do not listen, actively listen to children and other adults, provide a rich oral language environment, and help parents support their children's listening and learning. Children, especially in the preschool years, are eager to learn about becoming good listeners. This book is a welcome resource for teachers who wish to help them do so. Following the introduction, The Listening Paradox, the book contains six chapters: (1) Understanding Listening; (2) Setting a Context for Listening; (3) Meeting the Diverse Needs of Young Listeners; (4) Strategies to Promote Listening Skills; (5) Helping Families Support Children's Listening; and (6) Teachers as Listeners. The book concludes with references and a bibliography of picture books that invite careful listening.
Descriptors: Picture Books, Listening, Oral Language, Listening Skills, Teachers, Language Proficiency, Teaching Methods, Educational Resources, Teacher Education, Children, Elementary Education
National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: email@example.com; Web site: http://sales.naeyc.org/default.aspx
Publication Type: Books; Guides - Classroom - Teacher
Education Level: Adult Education; Elementary Education
Authoring Institution: National Association for the Education of Young Children, Washington, DC.