- slide 1 of 4
Children who present lower than average reading and comprehension abilities as young as kindergarten and first grade are at risk for reading difficulties later in life. Without identification and the application of appropriate interventions, research tells us that these children may suffer from additional consequences such as negative attitudes towards reading, reduced growth in new vocabulary, decreased development of reading comprehension strategies and less overall practice and active reading as their peers.
Moving from a remedial model to a preventative model, intervention aids in helping at-risk children become more prepared and on the front end rather than playing “catch up” with their peers years later.
- slide 2 of 4
The Importance of Reading
The ultimate purpose for reading is to help children acquire skills that allow them to understand, enjoy and learn from the written language. Two general types of skill and knowledge required for good reading comprehension are general language comprehension ability and the ability to accurately and identify words in print fluently.
Very few studies have focused on the area of early identification and prevention. Consistently, those studies that have been done have observed a number of predictive indices. These indices can be categorized into two major skill areas: difficulty in understanding and applying the alphabetic principle (the idea that letters in print represent spoken words) to identify unknown words and difficulty in development of “sight word” recognition.
The latter leads to lack of comprehension due to the amount of effort going into decoding and may prevent children from constructing meaning from the text. This in turn decreases enjoyment and motivation for reading. Weakness in phonemic awareness can be found in children covering a wide range of general verbal and intelligence abilities.
Early identification requires teachers to observe such things as children’s skills in sound discrimination and sound (phonemic) awareness in spoken language. Examples include:
- Recognizing that a train sound is different from a dog barking. Children must be able to hear and understand these differences before moving onto more specific letter/word sound differences.
- Identifying rhyming words in chants and storybooks, which is a building block to individual letter-sound associations.
- Quality of children’s verbal language and vocabulary.
- Letter sounds and naming are the biggest predictors of later reading difficulties.
- slide 3 of 4
What Can We Do?
Preschool and kindergarten teachers have opportunities to incorporate meaningful emergent literacy opportunities throughout the classroom, focusing with intention on those areas that are predictive to reading success. Talking about books, repeated readings of familiar stories, singing rhyming songs, chants, social and verbal interactions, print awareness activities and playing with letters all encourage vocabulary skills, pre-literacy concepts and sound discrimination.
Research states that the type of interventions to prevent reading difficulties do not change in content or strategy, but in intensity and frequency. Quality instruction should be given to all. For children at risk for or presenting early reading difficulties, this instruction should be delivered in a more direct approach on a more consistent basis. For example, a lesson on rhyming words might include a rhyming story, with a rhyming game and a song with fill-in-the-blank rhyming opportunities.
Discussion before and after reading is encouraged and has been shown to increase interest and motivation. Using big books, predictable books and rebus books across a variety of genres aids in vocabulary development and print concept knowledge.
For children identified as at-risk, this concept might be done in a smaller group with a more direct approach, while still being playful and meaningful for the child (increased intensity). In addition, it should be repeated more often, maybe two times per class day rather than one time (frequency). This increase in intensity and frequency will allow the child multiple opportunities to be introduced to and experience the new skills.
- slide 4 of 4
Prevention Is Key
The identification of early reading problems can lead to an improved outcome for young children at risk. Planning and implementing prevention strategies, rather than remedial strategies in the later years, has been shown to have better results in the later primary grades. Using appropriate observations and assessments, teachers can find children for which intensive reading strategies will be needed to prevent later reading difficulties.
- Snow, C. Burns, S. & Griffin, P. (1998). Preventing Reading Difficulties in Young Children. National Research Council. National Academy Press. Washington, DC.
- Torgesen, J. K. (1998). Catch Them Before They Fall: Identification and Assessment to Prevent Reading Failure in Young Children. American Educator/American Federation of Teachers.
- Gough, P.B. (1996). How Children Learn to Read and Why They Fail. Annals of Dyslexia, V 46, pp. 1-20.


ERIC Number: ED080420
Record Type: RIE
Publication Date: 1969
Reference Count: 0
A Guide to Human Rights Education. Bulletin 43.
Hines, Paul D.; Wood, Leslie
Background information and teaching suggestions are offered in this guide for implementing human rights ideas in existing social studies curriculum at the elementary and secondary grade levels in the United States. Emphasis is upon equal universal rights for every person as a concern of education and action. The introduction presents an address by Chief Justice Warren entitled "Continuing Action for Human Rights." The remainder of the guide is arranged into four chapters. Chapter one briefly traces the history of human rights from Hammurabi's Code up to 1945. Chapters two and three deal with man's continuing struggle for human rights after 1945 through agencies of the United Nations. These chapters focus on discussion of specific human rights documents; formation of human rights documents; conventions; the basis of, implementation problems of, and future development of human rights. In chapter four twenty strategies are suggested, ranging in scope from role playing activities to establishing a United Nations day to referral to Centers. An appendix contains twelve human rights documents. A selected human rights bibliography includes forty-six annotated book citations and lists filmstrips, phonograph records, tapes, and transparencies. (SJM)
Descriptors: Citations (References), Civil Liberties, Civil Rights, Elementary Education, Human Dignity, Human Relations, International Law, International Organizations, Resource Materials, Secondary Education, Social Studies, Teaching Guides, Teaching Methods, Values
National Council for the SocialStudies, 1201 Sixteenth Street, N.W., Washington, D.C. 20036 ($2.25)
Publication Type: N/A
Education Level: N/A
Authoring Institution: National Council for the Social Studies, Washington, DC.


I care deeply for each of my students and am privy to many details about most of them. I work within a high poverty demographic area. However I had never systematically analyzed all of what I knew about them. Test scores yes, heartache no. It was time to look beyond poverty alone.
Chronic stress is prevalent and synonymous with poverty. However, we need to consider all children regardless of their SES (socioeconomic status). I believe that some children who deal with chronic stress sometimes fall through the cracks. The ones who fall are children who might not appear on the surface to meet certain criteria that will red flag them for more support. How do we ensure that these students get identified?
I believe it is our responsibility as educators to always consider the unseen elements in a student's life. Chronic stress crosses all demographics and can be identified in our students with careful attention. When teachers understand how chronic stress impacts learning then targeted conscious choices can be made to help each student excel both academically and emotionally.
Educators strive every year to build positive classroom cultures, meet and greet their students, care for emotional needs and hold high academic standards. Knowing student stories and shaking their hand every day is only the beginning. It is extremely important to meet the needs of the whole child. “Maslow before Blooms”. Only then will a child be receptive to learning. Ray Wilson - Site
I was able to hear Eric Jensen speak recently on the topic of How Poverty Affects Classroom Engagement As I nodded my head yes to every sentence he uttered I had a light bulb moment. Since chronic stress is not always obvious, understanding and identifying students levels of chronic stress should be of the highest priority for all educators. This type of stress can literally creates holes in the brain! Educators need to understand how a child might act due to stress since these behaviors frequently mimic attention deficit or the manifestation of attention seeking behavior. Taking the focus off poverty and shifting it to stress was important to me in that moment.
Teachers spend close to 800 hours per year working on the front lines with students. Educators have the opportunity to know their students well. How chronic stress impacts learning must be shared and considered by the school team with the expectation that teachers can and will make significant positive impacts on the lives of their students. It is our responsibility as educators to understand the whole child. 10 Things You Should Know About Stress
The hard ask for us is, “How much do we care...really care?”. In your world of human connections be cognizant of chronic stress indicators in children. Please take some time to read the current information on this important topic. Pass it on and use it! The children will thank you.
Resources on Learning and the Brain - Edutopia
Engaging Students with Poverty in Mind - Eric Jensen
Inclusion/General Ed Teacher
Karen currently is a fourth grade teacher at Mountain View Elementary in the KKP Complex Area on the Big Island-Hawai`i. All of her teaching experience has been within high-poverty-low SES demographics. She is a Hawaii Hope Street Fellow and also one of Hawaii’s 2016/2017 PBS Digital Innovators. She is a Teach Strong Advocate. Karen runs a CS/Minecraft EDU Club. She has presented at the 2015 & 2016 HITechEd Conferences and ECET2HI 2017. She also created and moderates her school’s twitter account and is GLC heading her grade level. She has 5 children and enjoys 6 grandchildren with her husband of 26 years. She received her BA in Elementary Education from the University of Alaska.


ERIC Number: ED064987
Record Type: Non-Journal
Publication Date: 1971
Reference Count: N/A
Actualizacion Matematica, AM-1 (Modernizing Mathematics, AM-1).
Parot, Jean Jacques
This document, based on mathematical research conducted by the Instituto Colombiano de Pedagogia, is the first in a series of scheduled publications designed to report recent findings to teachers and to offer new methodological guidelines in teaching math. This document suggests elementary-level learning activities for helping the students develop thinking processes and powers of generalization and abstraction through the observation of concrete objects. The materials used initially are sets of "logic blocks" of various sizes, colors, shapes, and weights. The learning activities seek to develop a sense of logic and spatial organization. The document is not intended as a textbook but rather as a report to bring elementary school mathematics teachers up to date on current ideas. (VM)
Descriptors: Abstract Reasoning, Cognitive Processes, Early Childhood Education, Educational Games, Elementary Education, Elementary School Mathematics, Instructional Materials, International Education, Learning Activities, Logic, Mathematics Curriculum, Preschool Children, Spanish, Teaching Methods
Publication Type: N/A
Education Level: N/A
Authoring Institution: Ministerio de Educacion Nacional, Bogota (Colombia). Instituto Colombiano de Pedagogia.
Identifiers - Location: Colombia


BIOGRAPHY - Thomas Worsey (1829 - 1875)
Thomas Worsey was a Birmingham flower painter whose fine art education was extremely unusual. He began his formal art training in the art of 'Japoneserie'. As a 'Japanner', he used paint and paper-mache as his medium. Worsey was well-known as a Japanner, however, as time progressed he was drawn towards Victorian Still-life painting. These two artistic movements sought very different objectives. While the Japanners preserved and revived the ancient eastern decorative arts, the Victorians strove to cleanse themselves of false art teachings and then develop a more realistic style. The influences of both the Japanner's and Victorians are evident in his work.
It is not suprising that Worsey turned toward Victorian still-life painting as it was the dominant movement in Britain during the time he flourished. Worsey was a loyal patriot and citizen of Birmingham, where he was born in 1829 and remained until his death in 1875. By 1850, he had already established his reputation in Birmingham and throughout Britain as a brilliant Victorian still-life artist.
Worsey Exhibited from 1856-1874, at several major art shows and association. Specifically, he exhibited at the: Royal Academy from 1858-74; British Institution from 1858-1867, Suffolk Street, Portland Gallery and throughout the principal provincial towns.
Worsey's paintings were appreciated by the art patrons and critics alike. His work was reviewed often and appreciated for its realistic execution and highly aesthetic qualities. Worsey's painting entitled Primulas, exhibited at the Portland Gallery, was discussed in the Art Journal and they stated: "These flowers are painted with much freshness and delicacy". His painting Apple Blossoms, exhibited at Suffolk Street, was praised for it's realism and described as: "...in its way is really charming. The feeling of the little picture is fascinating, and its truth unimpeachable."


The International Baccalaureate Primary Years Program (PYP) is the framework for organization of the Primary School curriculum. The PYP is driven by concept acquisition and is inquiry-based. Students explore topics in mathematics; science and technology; languages; social studies; arts; and personal, social, and physical education. Students in the Primary School study and explore these areas in two languages.
In working out answers, children build skills such as reading, reasoning, researching, and communicating. Teachers seek to instill a depth of understanding so students can become independent and lifelong learners.
Along with strong academics, WIS concentrates on developing the whole child. The PYP promotes positive attitudes and good character. We emphasize traits such as respect, empathy, integrity, and confidence and encourage students to reflect, choose wisely, and act responsibly with other children and their teachers, as well as in the wider community.
As a culminating and collaborative activity of the PYP, Grade 5 students design and execute a whole-class project, including written work, oral presentations, technology, and art performances and projects. The Grade 5 Exhibition challenges students to analyze and propose solutions to real-world issues, drawing from what they have learned during their PYP years.


Csjumpstartr is an online learning environment built around content-driven templates that help kids create fun, meaningful projects immediately in scratch. Fun and interesting science worksheets for kids make science fun with different kinds of science worksheets for kids of different age groups, watch kids grasp and. It's project-based computer science kids log in, pick a template, and start creating slideshows, quizzes, posterboards project-based computer science for kids. Are you readyfor ole miss for freshman year jumpstart is a summer program for incoming us and international freshmen wanting to get a “jumpstart” on their. Camp jump start is a whole health camp for kids we address and transform the whole health of every camper – physically, emotionally and socially – bringing them. In jumpstart 1st grade math, kids build math confidence as they learn basic geometry, measurement, fractions, logic science, reading, world cultures.
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How And When To Prepare Your Child For The 11+ Exam
“When should I start preparing my child for their 11 Plus exam?”
This is a great question and as an Eleven Plus tutor, it is a question that I am frequently asked. Many parents are concerned that they may be starting their child’s 11 Plus preparation too late. They are concerned about leaving it all to the last minute. Doing so could result in putting too much last-minute-preparation pressure on their child. Or even worse, missing the opportunity to pass the 11 Plus exam altogether.
Nobody wants to live with the guilt of feeling that all could have gone better. If only they started preparing their child for their 11 Plus exam earlier. On the other hand, some parents are concerned that they may be getting it all wrong and starting too early. This can be an issue as children need time to develop their foundational skills.
Testing skills that have not yet been acquired is simply a waste of time. It can also have the adverse effect of knocking a child’s self confidence. This will eventually leave a child feeling that they are not “bright” enough.
Before I begin to address the issue of how much time is needed to increase your child’s chances of passing the 11 Plus exam, I must emphasise that regardless of effort or ability, there is still no absolute guarantee that ANY child will pass the 11 Plus exam. This may sound untrue; but unfortunately it is. A number of uncontrollable external factors can determine a child’s success. The best thing you can do as a parent and as a student, is to prepare for the big day as you possibly can.
This can be achieved by having an effective strategy that leverages your time and energy.
There is no hard and fast rule about when to begin preparing your child for their 11 plus exam; however in general, I would recommend focused preparation begins when your child starts year 4 in school. All is not lost if a child starts later. The success of passing the 11 Plus exam will be more dependent on the child’s current ability and already acquired knowledge.
Do Not Wait Until The Last Minute
I personally know of a child who successfully passed their 11 Plus exam after only 1 month of preparation. They came to the UK from abroad and was not aware of the exam. The secret of their success was not due to the child’s natural ability, as they were middle attainers at school, but mainly due to the parents’ seeking professional help that enabled them to use the little time they had to effectively prepare. I must stress that this was a very unusual case. I do not at all advise leaving preparation for such a life changing exam to the last minute. Even for the brightest of students, preparation, the correct type of preparation, is vital to their success.
Preparation Is Key
It has become increasingly normal to take more than one 11 plus exam. For example, you may be moving in the imminent future. You will need to allow yourself to have the option of two schools in case the move takes a lot longer than anticipated. Some grammar schools require children to only complete Verbal and Non-Verbal Reasoning 11 plus exam test papers. Whilst others may only require the children to sit English and Maths. Whereas another school may require children to sit all four papers. This will mean more time is required to prepare for the different criteria of each exam.
I am not an advocate of overloading children with school work and stripping them of their chance to learn through play. I am always keen to ensure that children have a balance of work and play, and that they actually enjoy learning, even for such a rigorous exam. It is vital to keep your child motivated and ensure they do not become disinterested and “bored” as they can end up resenting their 11 plus exam preparation.
“What I like most about the lessons is how they make learning fun” a quote from an 11 Plus exam student that echoes what his classmates say.
Focused and consistent 11 Plus exam preparation should ideally start 1 to 2 years before your child’s exam. You can choose to help your child yourself or hire the services of a professional 11 Plus tutor. If you want to get your child a tutor, be sure to contact them as soon as possible, as spaces fill up quickly. You may even consider contacting the tutor when your child is still in year 3, so that your child can be put on their waiting list.
If you have any questions about the 11+ process, feel free to get in touch and I might even answer your question in an upcoming blog post.


- Home /
- Aboriginal Education
National Close the Gap Day
March 16 marks National Close the Gap Day, held to share information and take action in support of achieving Indigenous health equality by 2030.
Last month, The Closing the Gap: Prime Minister's Report 2017, gave a progress report about Closing the Gap targets on Indigenous health, employment and education.
The report comments that when reading and numeracy skills of Indigenous students in Years 3, 5, 7 and 9 were measured, only Year 9 numeracy is on track to meet the target of closing the gap between Indigenous and non-Indigenous students by 2018.
The report continues: "That being said, half of the eight areas showed statistically significant improvements in the proportion of Aboriginal and Torres Strait Islander students at or above the national minimum standard between 2008 and 2016. The four areas with significant improvement were Years 3 and 5 reading, and Years 5 and 9 numeracy."
Federation President Maurie Mulheron credits resourcing provided by the Gonski schools funding program for improvements in student outcomes in the past three years.
"School principals have been reporting significant lifts in student achievement with 36 per cent of funds delivered to schools — imagine what could be achieved if the full Gonski funding agreement was implemented," he said in February.
He questioned how Prime Minister Malcolm Turnbull could cut schools funding when the target to halve the gap in reading and numeracy for Indigenous students by 2018 was not on track.
The Gonski funding model was designed to significantly raise resource levels to improve learning outcomes for lndigenous students. Many Indigenous students attract funding loadings for low SES, small school size and remote school location in addition to the base loading and the loading for being Indigenous.
Currently the Coalition government proposes to drop funding for the last two years of the Gonski funding program (worth $3.8 billion in extra resources in 2018 and 2019).
Mr Mulheron says Mr Turnbull should support the full implementation of the six-year program contained in the Gonski agreements with the states and territories when schools funding for 2018 and beyond is determined at the June COAG meeting.


Literacy development with English learners : research-based instruction in grades K-6
- edited by Lori Helman.
- New York : Guilford Press, c2009.
- Physical description
- xvi, 271 p. : ill. ; 24 cm.
- Solving problems in the teaching of literacy.
Education Library (Cubberley)
|PE1128 .A2 L532 2009||Unknown|
- Helman, Lori.
- Includes bibliographical references and index.
- Helman, Factors Influencing Second-Language Literacy Development: A Road Map for Teachers. Au, Culturally Responsive Instruction: Application to Multiethnic, Multilingual Classrooms. Dutro, Helman, Explicit Language Instruction: A Key to Constructing Meaning. Garcia, DeNicolo, Making Informed Decisions about the Language and Literacy Assessment of English-Language Learners. Bear, Smith, The Literacy Development of English Learners: What Do We Know about Each Student's Literacy Development? Helman, Emergent Literacy: Planting the Seeds for Accomplished Reading and Writing. Helman, Opening Doors to Texts: Planning Effective Phonics Instruction with English Learners. Montero, Kuhn, English-Language Learners and Fluency Development: More Than Speed and Accuracy. Brock, Youngs, Oikonomidoy, Lapp, The Case of Ying: The Members of a Teacher Study Group Learn about Fostering the Reading Comprehension of English Learners. Templeton, Spelling--Meaning Relationships among Languages: Exploring Cognates and Their Possibilities. Pennington, Salas, Examining Teacher Dispositions toward Linguistically and Culturally Diverse Students. Helman, Effective Instructional Practices for English Learners. Helman, Literacy Development with English Learners: Concluding Thoughts.
- (source: Nielsen Book Data)9781606232439 20160528
- Publisher's Summary
- An indispensable course text and practitioner resource, this teacher-friendly book puts the needs of English language learners (ELLs) front and center. Leading authorities connect current research to effective instructional practices for elementary students with varying degrees of English proficiency. Key components of literacy instruction are addressed, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. Chapters also explore how linguistic, sociocultural, psychological, and educational factors shape ELL literacy development, highlighting practical implications for the classroom. Reflection questions and a wealth of illustrative examples enhance the utility of this engaging, tightly edited work.
(source: Nielsen Book Data)9781606232439 20160528
- Publication date
- Solving problems in the teaching of literacy
- 9781606232439 (hardcover : alk. paper)
- 1606232436 (hardcover : alk. paper)
- 9781606232422 (pbk. : alk. paper)
- 1606232428 (pbk. : alk. paper)
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Grade level: 4-5
Content areas: Math and Visual Art
In this STEAM fraction lesson plan, students are studying the work of Piet Mondrian as a way to demonstrate and manipulate equivalent fractions. As a math concept, equivalent fractions can present a challenge for our students. Understanding that 3/4 is equal to 9/12 is difficult. When using visuals and manipulatives, students can more easily SEE how the pieces are equal to each other.
That’s why Mondrian’s artwork is such a great choice for this lesson. Between his signature use of blue, red, white, yellow and black colors and typically gridded blocks of color, it is easy to see how students could create their own artwork in this style which specifically demonstrate equivalent fractions. In this fraction lesson plan, students are using square pieces of grid paper (I would quarter each grid paper so that students are not overwhelmed with the space), and then using red, blue, white, yellow and black to create blocks of color that are equivalent fractions of each other.
The peer assessment at the end provides students with another chance to both assess the work aesthetically and based on the accuracy of the equivalent fractions provided in the piece.
What are some other ways you have integrated the arts when teaching fractions? Let us know in the comments below!
Susan Riley is the founder and President of EducationCloset.com. She focuses on teacher professional development in arts integration, Common Core State Standards, 21st century learning skills, and technology. She is also a published author and frequent presenter at national conferences on Arts Integration and Arts and the Common Core.
Susan holds a Bachelor of Music degree in Music Education from the prestigious Westminster Choir College in Princeton, NJ and a Master of Science in Education Administration from McDaniel College in Westminster, MD. She lives in Westminster, MD with her husband and daughter.


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ERIC Number: ED189726
Record Type: Non-Journal
Publication Date: 1980
Reference Count: N/A
Zero Energy Use School.
Nelson, Brian, Ed.; And Others
The economic and physical realities of an energy shortage have caused many educators to consider alternative sources of energy when constructing their schools. This book contains studies and designs by fifth-year architecture students concerning the proposed construction of a zero energy-use elementary school in Albany, Oregon. "Zero energy use" is defined as the total use of on-site energy. A zero energy-use school might use solar reflectors, composting toilets, and natural ventilation. The book is divided into 10 sections, representing 10 separate student projects. Each student explores energy alternatives for heating, lighting, cooling, ventilation, sewage disposal, and water for the proposed school, and completes his or her chapter with detailed drawings. Although the book cannot be used by an architect or a school district as actual construction documents, its projects do open the door to the possibility of constructing an energy-efficient school. (Author/LD)
Descriptors: Alternative Energy Sources, Building Plans, Design Requirements, Educational Facilities Design, Elementary Education, Energy, Facility Guidelines, Facility Requirements, Heating, Lighting Design, School Buildings, Site Development, Structural Elements (Construction), Toilet Facilities, Ventilation, Water Resources
ERIC Clearinghouse on Educational Management, University of Oregon, Eugene, OR 97403 ($7.50)
Publication Type: Opinion Papers; Information Analyses; Non-Print Media
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. School of Architecture and Allied Arts.; ERIC Clearinghouse on Educational Management, Eugene, OR.
Identifiers - Location: Oregon


The future is STEM
Schools meet demand for modern skills
Crescent School students engage with robotics in science courses
New findings suggest that 65 per cent of the current population of elementary school students will be employed in careers that don’t yet exist! That means schools must embrace the challenge of providing students with the skills that will help them excel in an exciting, unknown future.
The federal government intends to grow “the number of Canadians equipped with science, technology, engineering and mathematics (STEM) coding and digital skills,” with plans to fund $50 million for digital skills training for students and $10.8 million to support STEM learning activities.
Science and tech programming can help students develop the foundational skills that tomorrow’s young leaders will require, and schools are revamping their programs to include these initiatives in ways that excite and engage students.
Some of the more cutting-edge programming is already in Toronto’s private schools, with innovative programs and activities, and the integration of new technologies. This new approach, coupled with a classic education, students can become big thinkers and creative problem solvers.
Here are just a few of the schools advancing these programs.
TanenbaumCHAT has launched an Engineering Academy, a program that provides an understanding of engineering fundamentals, hands-on learning, coding and complex problem solving. Enrolment doubled after its first year, and principal Renee Cohen says, “Students are excited to come to school each and every day to create, innovate and build.”
UTS (University of Toronto Schools) has invested in state-of-the-art 3D printers and interactive touch screen monitors to facilitate tech-forward learning. STEM initiatives include a 3D design club, developing apps, building robots and tackling complex topics with some game-based learning.
The York School opened the Schad Art and Design Lab, a space that integrates STEM disciplines. Students test their skills in engineering challenges like Bridge Busters and the Pinewood Derby, requiring them to understand the principles of design.
innovate and build.”
Crescent School boys engage with robotics in science courses and participate in competitive teams. It’s not just about the ’bots, though.
“The lessons learned … go beyond the mechanics and coding skills,” says Don Morrison, director of robotics. “The boys learn the value of collaboration, complex problem solving, critical thinking and communication.”
Don’t forget the girls! There is a dearth of females in university science and engineering programs, as women comprise only about 20 per cent of undergrad enrolment in those areas. More girls' schools are hoping to change that.
At Linden School, lessons in coding, engineering, robotics, electronics and science are taught in the new CERES lab. Events like the Social Justice Data Fair showcase projects centred on math and data while also exploring issues that synthesize some of the social sciences. Curriculum leader Beth Alexander says her goal is for girls to discover they are creators of technology, not just the users of it, and to develop skills so they can consider the opportunities in these under-representated fields.
Havergal College has also committed to science and math initiatives, breaking ground on a building for STEM applications, ready in 2019. Students have taken field trips to Google Canada, tested airfoil prototypes in the school’s wind tunnel and participated in coding hackathons. Clubs include Lego engineering, crafty science, mind benders and science design.
If your child isn’t considering a career in the sciences, STEM programming is still beneficial.
It can open the minds of students, allowing them to brainstorm creative ways to approach a problem. It encourages them to experiment, learn from mistakes and work with peers to find solutions: all skills essential to any career.


Willistown Country Day School offers elementary education Kindergarten – Sixth Grade.
The Elementary program was built on the rich foundation the child has experienced during his 2 to 6 year period. When he was in Pre-school/Kindergarten he wanted to know WHAT; he wanted to know WHERE. He wanted the facts about his environment The first through sixth grade student is different. He has gathered facts in his early “absorbent period.” During his early years he built extensive awareness of the world around him. Now he wants to know HOW AND WHY. He wants to find out how one thing relates to another. He wants to see relationships. This elementary school child has entered a new plane of development and unlike the unconscious absorption he first experienced from birth to six, his second mental growth period is one of a conscious will that leads him to explore intriguing relationships in all disciplines.
Giving the child the liberty to explore the cultural relationships of his existing world is a very necessary and essential step in his development. The importance of continuing the child into the Elementary and early teen years in a Montessori program is simply that the Montessori environment allows the child to work in close harmony with his physical and psychic development, not against it. His body is relatively at rest, so his mind is free to work. The patterns of lifelong learning take firm hold in these elementary years when the child is strong physically and emotionally.
Elementary Work Waiting until the middle adolescent years to intensify cwork assignments and fill him with factual material is often too late. He is by that time beginning to enter a new plane of development, almost a rebirth where huge physical changes can disrupt him. This is not the time for heavy mental overloads of work since the teenager is increasingly becoming concerned with his own personal relationships. Willistown Country Day Montessori Schools includes students through the sixth grade. Here the stable environment of the Montessori classroom offers the emerging adolescent an atmosphere of serenity so necessary for his optimal development.
So in the Elementary years a lifelong enthusiasm for knowledge takes firm hold. In the years from six to early teens, the roots of his entire conscious will work at finding his place in the whole scheme of life.


Music is very important to life at Plumcroft; every year group has access to curriculum music, singing and instrumental lessons. We aim to foster a love and appreciation of music along with providing access to instrumental lessons with clear progression routes. We have signed up to the Mayor of London’s Music Pledge which you can find at www.london.gov.uk; please have a look – parents are also encouraged to make a pledge.
We often take classes on trips to see performances by London orchestras and we regularly have performances and workshops at school from visiting musicians; band and choir perform both in and out of school. Watch out for the termly Music Newsletter with the latest information.
We offer lessons in these instruments:
Key Stage 1: ukulele
Key Stage 2: trumpet, guitar, ukulele, piano, drum kit, flute, clarinet, saxophone, recorder
Year 4 all learn trumpet or guitar as a class through the First Access Programme which is provided by Royal Greenwich Music Hub. They are also taking Arts Award Discover as part of their music lessons; they will receive a certificate for this.
Practice and progression on instruments
I hope that many year 4 children will choose to continue with an instrument after their First Access year, letters for continuing lessons will be given out in the summer term. We are planning to offer ‘Explore’, the second stage of Arts Award to year 5 in September.
We expect all children who are learning an instrument to practise regularly – we recommend practising at least four times a week. This will ensure progression and success! Children who are ready will be encouraged to take a grade exam; this will put them in a good place for continuing with their instrument at secondary school. You can find out more about grade exams on the ABRSM or Trinity College London websites.
Practice Diaries – all pupils who learn an instrument have been given a diary. It is essential that pupils bring the diary to every lesson so that their teacher can write down what the lesson focus is and what the practice is for the week. There is space in the diary for children to comment on their practice, and I would strongly encourage parents to look at the diary and add your own comments. Children will make much more progression if you take an active part in their learning – checking the practice diary and encouraging them (i.e. reminding them!) to practise. Little and often is the best policy – 20 minutes at least 4 times a week is much better than an hour the night before the lesson.
Plumcroft Music clubs:
Band – Mondays after school, open to all instrumentalists who have been learning for a year
Choir – Thursday lunchtimes
Year 2 singing club – Tuesdays after school
Royal Greenwich Music Hub Music Centres on Saturday mornings at Eltham Hill school and Shooter’s Hill Campus. Ensembles for all young instrumentalists. Click to see a short video about what is on offer at Greenwich Music Hub.
Animate Orchestra – holiday courses run by Trinity-Laban and the London Philharmonic Orchestra; a fantastic opportunity to make creative music with professional musicians.
Royal Greenwich Music Hub www.royalgreenwich.gov.uk – information on Saturday Music Centres and local music-making
Trinity-Laban www.trinitylaban.ac.uk/schools – Animate Orchestra and Junior Trinity
ABRSM www.abrsm.org – music exams and lots of background information and advice on learning an instrument and taking exams
Trinity College London www.trinitycollege.com – music exams and Arts Award
Mayor’s Music Fund www.mayorsmusicfund.org – London’s music fund
Rhinegold www.rhinegold.co.uk – a downloadable ‘Parent Guide to Music Education’
Thank you for your support. If you have any enquiries about your child’s lessons or progress, please contact us via the enquiry form on the website or leave a message at the office.
Kay Charlton – Music Manager
Helen Goodman – Music Co-ordinator


The subject of practicing can be a source of frustration for students, parents, and teachers, but it doesn't have to be! Involving all three parties in the process can turn practicing from a chore into something that a student looks forward to. The idea is to make practice part of a big picture plan and to maximize the very precious time we all seem to have these days. Here are some thoughts from The Dallas School of Music and dlp faculty on encouraging students to practice.
Encouraging Students to Practice: Teaching the Importance of Practice
First of all, when you make assignments to your students, explain to them why you are making it. What will this assignment help them to do that they weren't able to before? Giving students (and parents) a realistic assignment and informing them of the tangible benefits it can provide will go a long way toward making practice happen on a regular basis. We encourage our faculty to explain, document, and include the what each student needs to do, why they need to do it, and how they need to do it after every lesson. Parents appreciate this and students of all ages have told us that this kind of direction seem less like "busy work” and more like a means to an end that will greatly benefit their musical progress and enjoyment.
Encouraging Students to Practice: Teaching How to Practice
Don’t assume that your students - especially beginners - know how to practice. In our session here at DSM, we'll often demonstrate how we might practice and then allow our students to “practice practicing” in front of us. This allows us to help them develop solid practice methods and habits. A good teacher can directly affect a student in this way and lead them to maximize their results in the minimum time necessary. As students progress, we'll ask them how they would suggest someone else might practice a particular concept. This helps them to conceptualize a way to solve a particular problem from a teacher's point of view.
As a side note, we purposely avoid giving 'negative' examples as they'll sometimes cause confusion, especially in younger students. Instead, always try to demonstrate, encourage, and promote good practice ideas and habits. You won't be sorry and neither will your students!
Choosing Repertoire for Students: Moving Forward
We hope these suggestions help to promote happier and longer lasting lessons. We welcome all teachers to check out the dlp Music Program for use with students of all ages and levels of ability on any of 35 instruments. You will have access to wonderful music courses (including our new Jazz Course), lessons with theory and ear-training quizzes, resources (featuring great folks like The ZOEN!), forums, and music education blogs that you'll find both useful and entertaining. The dlp program provides a comprehensive online curriculum that can be used as a base of study or as a supplement to any learning method.
This post was contributed by faculty from the Dallas School of Music. For more insights into music education and teaching, visit their blogs.


My second graders were introduced to a lovely story called, The Giving Tree by Shel Silverstein as they began creating tree silhouettes. I first heard the story in college when my roommate Beth, an elementary education major, practiced reading to me. She chose some amazing stories that will forever be my favorites. What made this even more special was when my friend, Suzanne Tiedemann recorded the chorus of the Giving Tree Song. Listen here or below.
Way back I created a movie from the book. I colored each page digitally and recorded my voice reading the story to share with my students. Viewthe movie here or below.
I was recently reminded of this story when I saw the tree stumps in my neighborhood. The emerald ash borer destroyed a whole block of ash trees. The stump in this book would still be happy as long as it could be of use.
See the photo of the cut down trees here.


At some point in your elementary education, you probably heard of the basic rule that hot air rises. This is easy to remember, but the reason why may not be. Hot air rises due to thermal expansion, the principles of which can be tested through a number of simple experiments. Thermal expansion experiments are suitable for kids, though experiments that use fire or other heat sources should only be conducted under the supervision of a parent, teacher or other trusted adult.
Temperature is created through the “dancing” of atoms and molecules. When they are exposed to the energy provided by heat, they become agitated and move around, taking up more space than if they were still. This can be tested by applying heat underneath a miniature hot air balloon or parachute. When the air’s molecules spread out and dance in this way, the air becomes lighter and rises. This is how we can tell that the molecules become agitated when heated.
Ring and Ball
Air is not the only thing that expands when heated. Metals undergo thermal expansion as well. For this experiment, you will have to purchase a ball and ring apparatus. The kit includes two screwdriver-like handles. On the end of one is a metal ball. On the end of the other is a ring through which the ball just barely fits. This apparatus is available in science shops as well as online. Insert the ball through the ring. Move it back and forth to show that the ball easily moves in and out of the hole. Insert the ball once more and heat it up with a candle or lighter. Once it is heated, try to remove it from the ring. You will find that the ball has expanded and will not be able to pass through the ring until it has cooled.
Take a balloon and stretch the opening over the top of an empty ketchup bottle. Place the bottle in a container of hot water. Placing a rock in the bottom of the bottle will help weigh it down. Wait a minute or so for the bottle to heat up. You will notice that as the air inside the bottle heats, the balloon begins to expand. This is because the air inside the bottle has expanded.
Balloon and Candle
This experiment is a great follow-up to the basic balloon expansion experiment. Blow up a balloon and tie off the end. Place it above a burning candle and wait for it to explode. The air inside expanded quickly and popped the balloon. Now, blow up another balloon and fill it up part-way with water before you tie off the end. Place the balloon over the candle. It will not pop because the water inside the balloon absorbs the heat. Because the water absorbs the heat, the air does not expand, thus keeping the balloon intact.


Primary science fair calls for NI country schools and farm kids
Ireland’s biggest science fair is doubling its capacity in its second year in Belfast, bringing over 1,500 pupils together to display their creative science investigations this June.
Each project should seek to answer a specific STEM-related question closely linked to the primary school curriculum.
- “How does milk make strong glue?”
- “Does a hen’s diet affect the size of their eggs?”
- “Could helium balloons really lift Mrs. Twit into the air?”
Entries can focus on anything related to the STEM subjects – science, technology, engineering and mathematics.
The objective is to encourage as many students as possible to think critically about the world around them and work together as a class to investigate the unknown, puzzling or quirky.
A number of schools will then be invited to bring their research to life showcasing their findings at Belfast’s Waterfront Hall on June 6 and 7.
The competition is open to all key stage 2 classes; the deadline for applications is February 14.
Chief executive of the RDS, Michael Duffy, said: “2017 was our first year in Belfast, and we were thrilled with the warm reception we received. The enthusiasm and excitement from the student participants, as well as the teachers and the wider STEM community, was palpable.”
Former head of the NI Civil Service Sir Bruce Robinson added that the fair “presents a great opportunity” to set the next generation on the path towards a STEM career.
The RDS Primary Science Fair is already well-established in Dublin and Limerick. Between the three venues more than 7,000 primary school students are expected to take part in 2018.
Constructive feedback will also be provided by judges who work across science, education and STEM industries giving students the opportunity to engage with STEM professionals.
More information can be found online.


Thursday, 10 May 2012
In conclusion, the goverment is hoping the NKRA programme will be succesfull in produce excellent human capital for the development of the workforce to drive the national economy to achieve the New Economic Model, ultimately achieving Vision 2020.
- Increase the number of preschool classes in a dense population, poor urban, and rural area.
Detailed Information on Education NKRA
The National Key Result Areas (NKRA) Education, member governments will focus on four sub-NKRA to expand access to affordable and quality education.
- Uniform support to preschool student.
- Improvement the quality of the teachers.
- Provide the National Pre-school information system.
What the objectives?
The education of NKRA set two main focus as a basis for transformation to ensure that all children receive quality basic education and develop a performance culture to drive transformation in the education system.
Thus, Preschool education, mastery of literacy and numeracy in Phase One, High School Achievement (SBT) has introduced a new offer to the dean and professor in raising the achievement of excellence through NKRA be sub field.
In addition, the sub areas include increasing enrollment rates NKRA children aged four and five years participated in preschool education.
The implementation was to ensure that every normal child can master basic literacy and numeracy skills after attending three years of primary education.
National Key Results (NKRA), Government Transformation Programme (GTP) Education 2010 succeeded in elevating the teaching profession ranked eighth country to get the world as reported by Newsweek magazine.
NKRA aspirations are focused on increasing overall student achievement includes intellectual, emotional, spiritual and physical boost the image of the country's education system. The increase student achievement at all key stages in the development of talent to produce a skilled workforce so that the objective of becoming the developing countries by 2020 is achieved.


ERIC Number: ED114327
Record Type: Non-Journal
Publication Date: 1971-Apr
Reference Count: N/A
Children's Sensitivity to Musical Styles. [One of] Three Studies of Perception of Artistic Styles. Technical Report No. 4.
Gardner, Howard E.
This is the fourth in a series of technical research reports by Harvard Project Zero which study artistic creation and comprehension as a means toward better art education. This particular study examines children's sensitivity to musical styles. Twenty children at age levels ranging from 6 through 19 years participated in the study which measured their sensitivity to classical music. The results indicate that all age levels showed some sensitivity, with the three oldest age groups performing at a level which was significantly higher than the two younger age groups. Younger children showed a significant tendency to focus on a dominant figure and had strict criteria for judgments of style similarity. The conceptions of music held by children of different ages are discussed, and comparisons with sensitivity to style in other media are made. (Author/DE)
Descriptors: Art Appreciation, Art Education, Art Expression, Auditory Discrimination, Auditory Perception, Behavioral Science Research, Child Development, Child Psychology, Developmental Psychology, Elementary Secondary Education, Listening Comprehension, Music Appreciation, Music Education, Musical Composition, Perceptual Development, Sensory Training
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.; Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Harvard Univ., Cambridge, MA. Graduate School of Education.


English Language Arts Kindergarten
Reading: Foundational Skills Standard 2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Count, pronounce, blend, and segment syllables in spoken words.
In this interactive site, students must find words that begin with the same sound. They then receive a "ticket" to ride bumper cars with Oscar the Grouch.
Fuzzy Lion Ears
Listen to the word and choose the letter that is missing.
Kelly's kindergarten Games
This site has many games to make to teach and practice letter names, sounds, sight words, spelling rimes, and much more.
Kindergarten Language Arts Skill Builders
A list of 14 activities that build foundational reading and language skills.
Mother Goose Express
A collection of resources with Mother Goose Rhymes. Includes several of the rhymes with art projects, activities, and other resources.
Word Blender Game
Help Wordblender by choosing the
beginning and ending sounds for each word.
http://www.uen.org - in partnership with Utah State Board of Education
(USBE) and Utah System of Higher Education
(USHE). Send questions or comments to USBE Specialist -
and see the Language Arts - Elementary website. For
general questions about Utah's Core Standards contact the Director
- DIANA SUDDRETH .
These materials have been produced by and for the teachers of the
State of Utah. Copies of these materials may be freely reproduced
for teacher and classroom use. When distributing these materials,
credit should be given to Utah State Board of Education. These
materials may not be published, in whole or part, or in any other
format, without the written permission of the Utah State Board of
Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah


The Tuneables is an award-winning children's music education DVD and CD series designed to teach the key building blocks of music at a critical time in a child's development. Sponsored by the Music Intelligence Project, this fun, interactive program engages children in songs and activities that provide a foundation of music understanding and growth in intellectual development. Ages 3-8.
Buy your copy today at: www.thetuneables.com/the-music-shop/
Blog » Singing in the Key of D is Best for the Young Child
Young children sing in tune best when the first several songs they learn are in the key of D. This key places the child's voice in the optimal singing range, neither too high nor too low, for controlling the pitch. Learning to sing in tune is the fundamental performance skill needed for successful tonal learning.
The pitch "D" above middle "C" is frequently the lowest pitch that is sung consistently in tune by young children without forcing the tone. A successful introduction to song singing is through two-note songs on the tones D and F-Sharp (DO and MI) in the key of D major. This provides the opportunity to sing in a comfortable range, match pitch patterns that are easily learned, and begin developing understanding and an "ear" for the primary tones of the D major chord--the home chord of the key and the foundation of major tonality.
The song repertoire and singing range is expanded by gradually adding additional tones--such as, "A" (SOL), next "E" (RE) and "G" (FA), and then "B" (LA). These tones encompass the range of a sixth (the first six notes of the scale), the usual singing range (or "sweet spot") of most young children. Choosing songs that include pitches higher than this range should be delayed until the child has developed skills for singing the six-note songs in tune. Expanding the singing range downward should be avoided until the voice matures enough to accomplish good tone production on the lower pitches. If a child has difficulty expanding the range in either direction, continue with songs in the basic range to provide further readiness experiences.
Singing familiar or new songs only in the Key of D should not be abandoned until in-tune singing has stabilized and until children have learned to recognize and name tonal patterns (using tonal syllables) that form the song melodies. Utilizing one key helps to stabilize and reinforce the tonal learning and avoid confusion that tends to occur when transposition to other keys is introduced too early or haphazardly.
Choosing song resources for children is challenging because many recordings and printed song collections give little attention to the young child's optimal singing range. Look for programs, such as The Tuneables, that focus on provided singing experiences that are in the best key, are sequentially arranged to appropriately expand the range, and build the tonal understandings needed for musical success and enjoyment.


Supporting language and literacy development in ELL students
Two areas of greatest need when it comes to the language and literacy development of English Language Learners are comprehension and vocabulary. The purpose of this case study was to look at various strategies for comprehension and vocabulary development for this specific population of learners. Strategies investigated included: Word Walls, Vocabulary Role-Playing, Vocabulary Processing, Multiple Modes of Input and Output (MMIO), and Attribute Charting. Lessons were designed to focus on each strategy, and the effectiveness of each strategy was also considered.
Mohs, Alysha M. V., "Supporting language and literacy development in ELL students" (2012). School of Education Student Capstone Theses and Dissertations. 2466.


A group of eight fathers with students at Cantu Elementary School recently completed a special program called Fathers Reading Every Day (FRED) that was developed by the Texas AgriLife Extension Service. The program is designed to encourage fathers, grandfathers, and other positive male role models to read to their children on a daily basis.
This was the first year Cantu Elementary School has participated in the program. School official said they plan to bring the program back next year due to the strong responses from the small group that completed the program.
Fathers read to their children a minimum of 15 minutes a day for the first two weeks and a minimum of 30 minutes a day for the last two weeks of the program. Fathers receive a participant packet that contains an introduction to the program, reading log, tips for reading aloud to their children, and lists of recommended books. At the end of the program, fathers total up the number of books read and the amount of time spend reading to their children. Louise Pontius, librarian at Cantu Elementary, said in most cases the fathers said they ended up extending the reading time.
According to Texas AgriLife Extension Service, FRED is designed to increase father involvement in children’s literacy development and to improve the quality of father-child relationships. The program is available in English and Spanish.
Research shows that children who are read to at least three times a week by a family member are almost twice a likely to score in the top 25 percent on tests of reading ability than children who are read to less frequently.


ERIC Number: ED100750
Record Type: Non-Journal
Publication Date: 1974-Dec
Reference Count: N/A
An Instructional Strategy Designed to Overcome the Adverse Effects of Established Student Attitudes Toward Works of Art. Final Report.
Mittler, Gene A.
Two experimental groups and a control group of elementary art education students were enrolled in three sections of a class designed to overcome established, frequently limited, attitudes towards art. All three groups were exposed to identical content combining the stages of art criticism with several theories of art. Teaching strategies, drawn largely from studies in attitude and attitude change, were tested for effectiveness by comparing pretest and posttest responses to an assortment of art slides. The teaching strategy for groups 1 and 2 involved the evaluation of a work of art in class: members of group 1 discussed art which, previously, they had reacted negatively; group 2 discussed art works of their own choice. Although both approaches were expected to modify student attitudes, group 1's posttest performance exceeded group 2's toward higher valued judgments and a greater command over the aesthetic qualities needed to support expressed attitudes. The control group which did not make class presentations failed to improve on the posttest. The results of the study suggest that student attitudes can be modified, if modification is a teaching objective, and that modification is necessary if students are to involve future pupils in critical experiences with art. (JH)
Descriptors: Art Appreciation, Art Education, Art Expression, Art Teachers, Attitude Change, Behavior Change, Course Objectives, Education Majors, Educational Research, Elementary Education, Higher Education, Negative Attitudes, Student Attitudes, Teacher Attitudes, Teacher Education Curriculum, Teaching Methods, Training Objectives
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: N/A


ERIC Number: ED438172
Record Type: RIE
Publication Date: 1998
Reference Count: N/A
Conceptual Physics for Parents and Teachers. Volume 1: Mechanics.
Hewitt, Paul G.
For a variety of reasons, too many adults--especially parents and teachers--feel inadequate in science, particularly in physics. This book represents an attempt to help parents and elementary school teachers strengthen their conceptual knowledge of physics. Cartoons are used throughout the reading to illustrate and reinforce concepts. This particular volume addresses the physics of motion. Chapters include: (1) "Being in Equilibrium"; (2) "Linear Motion"; (3) "Newton's Laws of Motion"; (4) "Momentum"; (5) "Energy"; (6) "Rotational Motion"; (7) "Gravity"; (8) "Projectile and Satellite Motion"; and (9) "On Science". (WRM)
Descriptors: Adult Education, Elementary Education, Elementary School Teachers, Energy, Gravity (Physics), Mechanics (Physics), Motion, Parents, Physics, Science and Society, Science Education, Scientific Concepts, Scientific Principles
Focus Publishing, c/o PBS, P.O. Box 390, Jaffrey, NNH 03452. Tel: 800-848-7236.
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A


2013-14 Evaluation Summary
Over the 2013-2014 school year, the evaluation data collected suggest that the ETM program model is being effectively implemented. ETM instruction is positively associated with students’ academic skills and achievement, as well as their general development and school engagement, and the program builds support of music education within its partnership schools and communities.
To measure ETM’s effectiveness, surveys were conducted with students, teachers, principals and parents. Students’ assessment scores in music and academics were also obtained.
Summary of Findings
- ETM students show greater academic achievement than their peers in non-ETM schools. The ETM program supports learning in the academic areas of Math and English Language Arts (ELA). Comparative data from the New York State (NYS) Assessment suggest that students within ETM schools show greater academic achievement than students in NYC public schools that have similar demographic populations and are within the same geographic region of NYC. Furthermore, ETM students’ academic achievement is positively correlated to their musical achievement, based on performance measures from the NYS Assessments and the ETM Music Assessment.
- ETM positively impacts students’ academic achievement. Students, classroom teachers and principals agree that ETM supports academic achievement. According to middle school student survey responses, 92% reported that music class “improved their academic skills.” In addition, ETM students significantly increased their NYS Assessment Math and ELA proficiency from the 2012-13 to 2013-14 school year. Among classroom teachers surveyed, 95% reported that ETM increases students’ “academic development” and 94% reported that ETM improves students’ “critical thinking skills.” Furthermore, 100% of principals highly rated ETM’s effectiveness in improving students’ academic achievement.
- ETM has a positive impact on students’ social and emotional development. As indicated by survey responses from students, classroom teachers and parents, the program helped students within the areas of self-esteem, confidence about school and positive attitude. Among middle school students, 95% believed that music class helped them to focus their attention. Classroom teachers, parents and students believed that the program increased students’ creativity.
- ETM’s partner school leadership highly regard the ETM program. All principals surveyed rated the overall program as either “excellent” or “good” and highly rated ETM’s effectiveness in providing a quality music program. Furthermore, all principals reported ETM as effective in increasing students’ engagement.


What this PowerPoint presentation adds is suggestions for the teacher’s writing of the students’ dictated stories, noting that editing of word choices and grammar should be kept to a minimum. A lot of people have taken issue with this. “What! The teacher should model improper grammar?” Well, the answer is yes, because what you are really modeling is that what they say can be written, and that their written words can be read.
Roach Van Allen’s gave this presentation at the 1970 International Reading Association conference in Anaheim. I had forgotten that at the time the method was referred to as the language-experience approach: hyphenated. The hyphen was to indicate that it isn’t about language and experience separately, but about a single thing—the melding of experience through and into language. As one teacher once put it, the LEA is “reading from the inside out rather than from the outside in.”
That is, an LEA on eels (the slimy water creatures) for English Language Learners. In this great example of using the LEA with second language learners the teacher brought a tank of eels to school. She encouraged the children, mostly Maori, to talk about their own experiences going “eeling.” They brainstormed words like “creepy” and “slithery.”
The author of this short article makes the important point that of all the approaches to teaching beginning reading, the LEA is “the only one that begins with where the child is in terms of his ability to think with words.” Each child takes from it what they need, when they need it. There is a nifty list of possible topics for experience stories and another list of different types of experience charts, with examples.
The snappy title of this resource is a good way to remember to use the LEA stories to make sentence strips and cut-apart words for practice. It would also be easy to type up and make copies of an LEA story and have pairs or small groups of students cut their group copy into sentences to practice matching their sentences to those on the chart and then cut the sentences into words to practice putting them back together.
This author suggests creating comprehension questions on the dictated story as a followup activity. This addresses a possible concern with the LEA: it only addresses the word recognition aspect of reading, because comprehension of the experience that is talked and written about is pre-established. The concern here is that even emergent readers need to discover that “reading is thinking,” and not just accurate decoding.
Dr. Andy Johnson’s videos are always crisp and to the point. Here, he gives a great description of the LEA: having the experience, writing the experience, and using the students’ own words to practice early literacy word recognition strategies. He doesn’t forget to mention that the LEA should be used within the context of a larger literacy development program. He also recommends that “reading time” should be 80% actual student reading, and 20% skill instruction (not the other way way around).
This author’s opening sentence gets to the heart of the LEA. He says that the approach “probably had its genesis in the creative activities of many teachers who drew on children’s firsthand experiences when structuring early literacy.” His outline of the approach builds in one step that is often neglected: once you have planned a class experience and are engaging in it, it’s important to talk about it—constantly—asking questions, pointing things out, labeling things and ideas.


Children are naturally curious, and will find and collect such things as sticks, rocks, flowers, leaves, and fruit, arranging them, naming them, and making things out of them. They will even gather creatures such as butterflies and bugs with interest and delight.
What if the study of grammar could harness a child’s natural curiosity? What if it could be a source of delight to children? The Well-Ordered Language curriculum presents the study of language in a way that appeals to a child’s inborn curiosity and desire to collect, gather, and order. The curriculum presents grammar in a clear, orderly way, while simultaneously seeking to cultivate a child’s wonder of language by presenting instruction in the context of narrative and language, attractive illustrations, and samples taken from classic children’s literature and poetry.
Students will not merely be able to identify the parts of a sentence, but also will understand how words behave in a sentence. As students see the components of language (the parts of speech) unfold before them throughout the Well-Ordered Language series, they will be able to apply their knowledge, gathering and arranging words to express their thoughts clearly and accurately.
The curriculum is designed for teachers and students to actively engage with each other and with the grammatical concepts in each lesson, using language skills—reading, writing, speaking, and listening—along with physical movement, songs, and chants. Through Well-Ordered Language’s unique, creative, and orderly method of analyzing the grammatical functions of the parts of speech, students will find the mastery of grammar achievable, meaningful, and delightful.
Note: There will be a total of four levels, each containing a Book A and Book B, and we will be releasing one level (two books) each year.
In addition to the full student text, the robust teacher’s edition includes:
- Pedagogical guidance and tips embedded in the text and collected in an appendix
- Extensive explanation of and guidance in Well-Ordered Language’s unique analytic approach to grammar
- Suggested activities and games for review
- Answers for all student exercises
- Suggested schedules for teaching Well-Ordered Language Level 1A
- Cathy Duffy Reviews
- The Old Schoolhouse Magazine
- Lextin Eclectic
- Creative Madness Mama
“Another reason I stopped by your booth was to see the new grammar curriculum—it’s enchanting! (I never thought I would use ‘grammar curriculum’ and ‘enchanting’ in the same sentence!!!) Just like the new Writing & Rhetoric program. Thank you for consistently producing materials that overflow with goodness, truth, and beauty!” —Julie E, homeschool mom
For placement recommendations and other questions, please see our FAQ page.
To learn more about why we chose the title Well-Ordered Language, read co-author Daniel Coupland’s blog post here.
Scope & Sequence (PDF)
Suggested Schedule (PDF)
Homeschooler’s Guide (PDF)
WOL 1A Sentence Analysis for Teachers (8 Videos)
Adapting WOL for Homeschool (blog post)
Author and educator Tammy Peters earned her BA in elementary education and a minor in English from the University of Wisconsin in 1982, and her MA in reading from Cardinal Stritch University in Milwaukee in 1987. During her teaching career, she taught at elementary, undergraduate, and graduate levels and also worked as a district reading specialist. She recently retired from her position as a third-grade teacher at Mars Hill Academy, a classical Christian school in Cincinnati, where she had taught, written grammar curriculum, and mentored the elementary staff since 2000.
Daniel B. Coupland, PhD
Dr. Daniel B. Coupland is a professor and chairman of the Education Department and dean of the faculty at Hillsdale College. He earned a BA in Spanish from Liberty University, an MA in linguistics from Oakland University, and a PhD in education from Michigan State University. He began his career in education as a high school teacher. At Hillsdale College, he teaches courses on English grammar and classic children’s literature. In 2013, Dr. Coupland was named Hillsdale College’s “Professor of the Year.” In 2016, he was a resident scholar at the C.S. Lewis Study Centre (The Kilns) in Oxford, UK. In 2017, Dr. Coupland received the Emily Daugherty Award for Teaching Excellence. His research focuses on classic children’s literature and English grammar instruction. Dr. Coupland served for six years on the board of directors for the Society for Classical Learning and is the former editor of the Society’s Journal. He also served as the associate editor for Arts and Liberty: A Journal on Liberal Arts and Liberal Education.
Grade Level: Grades 3-4
Course Length: Semester


North Carolina Standards
NC.CC.2.L. Language Standards
Vocabulary Acquisition and Use
2.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
2.L.4.a. Use sentence-level context as a clue to the meaning of a word or phrase.
NC.CC.2.RF. Reading Standards: Foundational Skills
2.RF.4. Read with sufficient accuracy and fluency to support comprehension.
2.RF.4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


Über den Autor
L. K. Masao received a Bachelors of Science in Elementary Education from the College of Charleston and a Masters of Education from the George Washington University Graduate School of Education and Human Development. She has taught in Northern Virginia for Alexandria City Public Schools at a traditional academy.
Chapter 1 Introduction Part 2 Organization Chapter 3 The Physical Organization of the Classroom Chapter 4 Student Organization Chapter 5 Teacher Organization Chapter 6 Lesson Plans and Units Part 7 Routines, Rules, and Reinforcement Chapter 8 Routines Chapter 9 Rules Chapter 10 Reinforcement Part 11 Behavior Management Systems Chapter 12 Creating Behavior Management Systems Chapter 13 Individual Plans and Group Plans Chapter 14 The Universal Behavior Plan
No More Theories Please!: A Guide for Elementary Teachers is a classroom management guide for current and prospective elementary classroom teachers. In the book Masao discuss the 3 Rs of management rules, routines, and reinforcement as well as behavior management plans and organization.


During the earliest years of the Modernist Movement, designers and architects drew from leaders such as William Morris in the Arts and Crafts movement. In continuing Morris’s desire for equal opportunity art, Modernist designers aimed to bring art and design to the masses by attempting to make all things beautiful, not matter their function. They stood for thoughtful and tasteful design in everyday and industrial objects.
The Deutsche Werkbund was a leading German organization of artists, architects, designers, and industrialists that had a great impact on the movement in the early years of the 20th century. As mentioned in my previous post, Germany intended to make it’s mark on the world as industries were booming and new products were produced and shipped globally. They wanted their piece of the pie and intended to do so through clever designs. Unfortunately, the organization was divided into two main schools of thought. On the same side of the table as Peter Behrens was Henry Van de Velde. Their philosophy, which I share, was that artists should not be limited by strict design rules. Alternatively, frontrunners such as Hermann Muthesius, argued that design should be streamlined and standardized.
In Henry Van De Veldes early career, he was a painter and was greatly inspired by Van Gogh. His style was more expressionistic in this period of this life, which may be what caused him to believe in freedom of expression in design. He decided that painting was not the right medium for him to reach the world with his innovative spirit. His interests in architecture and design were budding and he felt that better opportunities existed for him to experiment with his ideas. He built his home and designed the “…interiors and furniture for the influential art gallery “L’Art Nouveau” of Samuel Bing in Paris in 1895. This gave the movement its first designation as Art Nouveau.”
He quickly became highly sought after and in 1905, he was asked by the Grand Duke of Weimar to launch an educational facility that would make him famous. I found a site with some great snippets and photos of his work which highlights this achievement:
“The School of Arts and Crafts in Weimar. Henry van de Velde not only designed this building; he was also head of the school until 1915. Here he was able to realize his ambitious plans for art education as total immersion in art and crafts. The Bauhaus grew out of the van de Velde School of Arts and Crafts.”
The School of Arts and Crafts in Weimar, Henry Van De Velde
In 1914, Van De Velde confronted Herman Muthesius at a meeting for the Deutsche Werkbund and this moment caused the movement to branch out in differing directions. Henry Van De Velde was Belgian, and after World War I began, he returned to Belgium and helped to found the distinguished architecture and visual arts school La Cambre. Van De Velde’s style evolved and matured from his early expressionism and even Art Nouveau roots for which he was known. He continued working and teaching and in 1926, he began teaching at Ghent University. Other than the library for which he was the architect, Van De Velde ceased to work as a designer and architect, but rather focus the whole of his career on his teachings. Henry Van De Velde was a loyal artist, designer, and motivator and his efforts are eternalized through the effects of his contributions.
-Links are included for citation purposes.


Butterfly Bootcamp Mentor
Mentor is the Butterfly Bootcamp service option that provides the opportunity for children and teens to work one-on-one with clinicians to achieve the goals outlined in their Butterfly Bootcamp Support Plan. Mentors reinforce children’s strengths and teach them how to use them to compensate for areas of weakness. They provide a focus on growth areas that contribute to negatively impacting the participant’s relationships, school, and/or work life. The specific therapeutic interventions used by mentors varies, as they are customized to meet the unique needs of each client. Examples of common areas of clinical attention include:
Learning and Information Processing
Difficulties in a child/teen’s ability to learn new information and skills, will impact their ability and time needed to reach their program goals. One-on-one work with a mentor targeting this area can strengthen skills across multiple domains of learning and information processing. Examples include visual and auditory processing, memory, mental processing speed, reading fluency and comprehension, attention and concentration.
Impairment in this area can impede goal attainment, functional communication, performance in major activities of daily living, and contribute to risks in safety (e.g. impulse control). Building upon learning and information processing, mentors targeting this area work with clients on more complex skills, based on their unique needs. Examples include time management, multi-step assignment and project completion, impulse control, self-monitoring, identifying and understanding priorities, problem identification, and organization abilities.
Excess Emotion and Stress Management
Mentors work with children to identify excess emotions and sources of stress, and develop strategies to reduce distress and increase positive and effective coping. Sample contributing sources of stress include peer difficulties, family discord, learning disabilities, self or other-imposed pressures to succeed, and understanding and managing symptoms associated with their psychological or medical diagnoses.
Community & Peer Interaction Skills
While many individuals needing assistance with developing appropriate peer relationships attend our Social Butterflies Group, some children benefit from one-on-one support to strengthen their foundational skills in preparation for (or in conjunction with) peer interactions. For example, a child may work on maintaining conversation in a peer group setting, and work with their mentor on self-monitoring skills to reduce impulsivity and increase attention. Additionally, the mentor and child may establish “private cues” that can be used amongst themselves in a group setting to discretely aid the child in positive peer interactions.


ERIC Number: EJ784372
Record Type: Journal
Publication Date: 2008-Feb
Reference Count: 7
Learning to Observe "and" Infer
Hanuscin, Deborah L.; Park Rogers, Meredith A.
Science and Children, v45 n6 p56-57 Feb 2008
Researchers describe the need for students to have multiple opportunities and social interaction to learn about the differences between observation and inference and their role in developing scientific explanations (Harlen 2001; Simpson 2000). Helping children develop their skills of observation and inference in science while emphasizing the importance of each skill will help them develop a better understanding of how scientists generate knowledge about the world.
Descriptors: Observation, Interaction, Inferences, Science Instruction, Elementary School Science, Science Process Skills, Skill Development
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: email@example.com; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A


Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression and it can play an important part in the personal development of people.
Music education should engage and inspire children to develop their love of music and talent as musicians, and so increase their self-confidence, creativity and sense of achievement. To be able to perform and compose music, listen critically and have some knowledge of musical history and traditions.
As well as “class lessons” all the children are given the opportunity to learn to play the recorder and experience of playing percussion instruments.
In Key Stage 2 children are able to take up either woodwind or brass lessons and join the school band.


By Teachers, For Teachers
Service learning is one of many teaching strategies that educators use that combines classroom instruction with community service. How it works is that students participate in projects in their local community while applying concepts that were learned in the classroom. There are many benefits to these teaching strategies; students learn effective problem-solving skills, as well as management and planning skills, all the while serving their community. Service learning often gets mistaken for community service. While it is a service to the community, the difference is that students do more than just pick up trash on the highway. They analyze what they found, figure out how they can reduce pollution, then reflect upon what they experienced. The goal is for students to gain a deeper understanding of civic responsibility and how it can have a powerful impact on their future. Here are a few service-learning projects and teaching strategies that can help your students truly understand and experience their civic responsibility.
A wonderful foundation called Clean the World started a very successful campaign that donates soap to homeless shelters or places abroad. According to their website, “About every 15 seconds, a child dies from a disease that could have been prevented with proper hygiene.” For this service-learning project, students can collect unused soap and donate it to this wonderful cause. In the classroom, students can learn about how improper hygiene can lead to disease and try to figure out alternative ways that they can help. Visit the site to see how you can get started on the project with your students.
An amazing way to brighten the smile of an ill child is to create a service learning project in the hospital where students can offer support to these children. In the classroom, students can learn about how pediatric hospitals take care of the seriously ill, as well what the roles of the health care providers and volunteers are. They can also come up with a plan to raise and promote a service program for these children. This project will not only benefit the seriously ill, but your students as well. The morals and values that they will learn from this heart-wrenching experience they will take with them forever.
For this service learning project, students will team up with a partner to create their own business and sell their items for profit to give to a charity of their choice. Each team must create a product or products to sell, then create a commercial to promote their product. Students can make bracelets, frames, baked goods, or whatever they want. The commercial can be made on the class iPad with iMovie, and can be shown to the school as a way to promote what they are selling. Students would then sell their items after school and take all of their profits and donate to their charity. The key to this service project is what happens after it’s completed. Students should meet the charity in person to hand over the funds that were made. This face-to-face interaction will help solidify the experience, and they will be able to physically see what they have done for someone in need.
The school lunch has gotten a bad rap for being unhealthy for some time now. Today, in many schools across the nation, educators and parents are working hard to make sure the school lunch is a healthy lunch. Some schools are going as far as growing their own crops to contribute to the school lunch. For this service project, students will grow their own vegetables and a herb garden. This not only teaches students about the life cycle of a plant and how it grows, but it also shows students how it’s possible to eat healthy, as well as use their leftovers to compost, which will help flourish their garden.
The elderly is a fabulous group of adults who are lonely and can use some attention. For this service learning project, students will improve their reading skills by taking a field trip to the local nursing home to read to its residents. In the classroom, students can brainstorm how else they could be an asset for the elderly besides just reading to them. They may choose to play a game with them, draw pictures or make cards for them, or even help them tidy up their rooms. Once they have completed their mission, make sure to take some time for the students to reflect upon their experience.
Have you used any service-learning teaching strategies in your classroom? Please share your experiences in the comment section below, we would love to hear your ideas.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.


ERIC Number: ED365136
Record Type: Non-Journal
Publication Date: 1993
Reference Count: N/A
Instructional Conversations in Special Education Settings: Issues and Accommodations. Educational Practice Report 7.
Echevarria, Jana; McDonough, Renee
Instructional conversations (ICs) represent an alternative approach to the instruction of culturally and linguistically diverse populations. It has instructional intent, but appears to be a spontaneous conversation with natural language interactions. Successful ICs depend on identification of a text-specific theme that is significant and tied to students' experiences. ICs have been defined by 10 elements: instructional elements that include a thematic focus and conversational elements that encourage spontaneous student participation. This study implemented ICs in an elementary special education class where data were collected via naturalistic observation, videotape, teacher self-report, and interviews conducted over a year and a half with a single teacher. Students, who were Hispanic and African-American, ranged in age from 6 to 10 years. Findings show that ICs provide a holistic context for learning, in particular, the use of a theme to guide the discussion about a story lead to a more cohesive focus during the lesson and seem to facilitate attention. ICs promote oral participation and student-to-student interaction. For an IC lesson to be successful, the special education teacher must make adaptations for students with learning disabilities. (Contains 46 references.) (JP)
Descriptors: Black Students, Cultural Differences, Educational Environment, Elementary Education, Elementary School Students, English (Second Language), Hispanic American Students, Hispanic Americans, Learning Disabilities, Special Education, Student Participation, Student Role, Teaching Methods
Dissemination Coordinator, National Center for Research on Cultural Diversity and Second Language Learning, Center for Applied Linguistics, 1118 22nd Street, N.W., Washington, DC 20037.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Cultural Diversity and Second Language Learning, Santa Cruz, CA.