What Does Aspiration Mean in Connection With Your Lungs?
thorax x-ray of the lungs image by JoLin from Fotolia.com
Aspiration simply means that foreign material such as vomit, food or liquid is inhaled or blown into the trachea or lungs. Aspiration can cause a person to have aspiration pneumonia as well as other respiratory problems such as asthma and chronic cough.
Aspiration of foreign materials into the lungs can be caused by anaesthesia, absent or decreased gag reflex, excessive alcohol use, sedatives, old age, problems swallowing, disorders of the oesophagus, dental problems, certain medications and acid reflux. Acidic aspiration found in those who have severe acid reflux can cause lung injury.
Some symptoms of aspiration are cough, chest pain, bluish skin due to the lack of oxygen, fever, fatigue, wheezing and shortness of breath.
Tests used to determine aspiration are a chest X-ray, CAT scan of the chest, CBC blood test, sputum culture and blood culture.
If aspiration causes pneumonia, the person may need to be hospitalised. Antibiotics, inhalers and oxygen may also be used to treat pneumonia caused by aspiration.
- Aspiration simply means that foreign material such as vomit, food or liquid is inhaled or blown into the trachea or lungs.
- Antibiotics, inhalers and oxygen may also be used to treat pneumonia caused by aspiration.
Marie Liberty has been writing since 1998. She is the author of "Little Miss Right Now" and her articles have appeared in the "Blackwater Review," "Voices" and "Northwest Florida Daily News." Liberty is certified in elementary education and has a Master of Science in psychology from Troy State University.


Welcome to Class 5
Welcome to our class! On this page you will find lots of information about what we are doing in Class 5 as well as useful websites and information to help you at home.
PE Kit - Please can your child wear their PE kit on the PE days.
Indoor - Wednesday
Outdoors - Tuesday
Our topic this term is Stand By Me.
Here are some interesting websites to help you learn:
Dyma ambell wefan ddiddorol i'ch helpu i ddysgu:
It is important that you read with your child every day. Please record when they have read in their reading record.
Tips to help support your child to improve their reading:
When your child starts bringing books home from school, have them read to you. If it doesn’t sound good (mistakes, choppy reading), read it to them and then ask them to read it again. Modelled reading can help to make the children better readers, as you have modelled how it should be read.
When your child reads, ask them to retell the story or information. If it’s a story, ask who it was about and what happened. If it’s an information text, ask your child to explain what it was about and how it worked, or what its parts were. Reading involves not just sounding out words, but thinking about and remembering ideas and events. Improving reading comprehension skills early will prepare them for their reading comprehension tests at the end of the year.
Make reading a part of your daily life, and your child will learn to love it. Set aside some time when everyone turns off the TV and the web and does nothing but read. Make it fun, too, if your child sees reading as an enjoyable task then they will certainly develop a love for reading.
Visit the library as often as possible - take out CDs and DVDs as well as books.
Look for books on topics that you know your child is interested in - maybe dragons, insects, cookery or a certain sport.
We use Big Maths on a daily basis to develop our pupils' numeracy skills. It is a fun and engaging teaching method that translates maths into simple steps that allows each child to progress.
At the end of every week the children do Big maths beat that! Where they try and beat their score from the previous week.


Early childhood education: A growing and dynamic sector
The early childhood education sector is expanding and evolving, as more and more families begin to understand the lifelong impact of early childhood educators and teachers on their children’s development, and the wellbeing of their communities.
If you’re an existing or future early childhood professional, your skills are in high demand! In fact, the Commonwealth Government predicts Australia will need an additional 29,000 early childhood teachers by 2023. It’s an exciting space to work in, and is bursting with opportunities!
Q: What do early childhood professionals do?
A: Early childhood professionals have a fun yet hugely important job. They design play-based, dynamic education programs to equip children with the skills needed to reach their full potential at primary school and beyond. They will use these insights to create approaches to learning that will best-support the development of social, emotional, literacy and numeracy skills.
The best early childhood professionals will design programs that consider the individual needs of each child, as well as the wider group. They will be committed to playing a vital role in recognising when a child needs a bit of extra support or encouragement.
A career to be proud of!
The impact of a quality teacher or educator in early childhood lasts a lifetime! You can be confident your career will make a real difference to Australia today, and long into the future.
Where to from here? The future’s bright! As your skills grow, so do your career options. You can follow an endless range of career pathways including early childhood teaching, leadership roles, and even policy work.


This highly popular class, conducted in English, employs a literature-based, interdisciplinary thematic learning approach, specially designed for children between the ages of 3 and 10 years.
We promote a language-rich environment that inspires a passion for learning in our young children. Children learn best when learning is engaging!
The comprehensive curriculum ensures every child is stimulated and challenged in their learning of the English language, Mathematics, Science, Current Affairs, General Knowledge, Geography and cultural appreciation and so much more!
In every term, our young minds are exposed to Language Art activities such as art and poetry appreciation, rhymes and stories, crafts and other fun-filled activities that encourage independent exploration, inquisitiveness and critical thinking.
The exposure to texts of different literary genres makes reading delightful, relevant and meaningful. Through our literature-based learning process that encourages discussions in every lesson, students are also guided to express their views and thoughts, which are key to honing strong critical thinking, communication and comprehension skills.
As a result of the way lessons are facilitated and our carefully designed activities, students will pick up strong reading skill and a vast vocabulary. Students learn to appreciate stories of different genres and themes and be more motivated to read independently.
Our interdisciplinary activities introduce Math and Science concepts in ways that will pique children's curiosity, strengthen their understanding and application of Math and Science concepts.
Through interactive activities and active participation, our young children are motivated to listen, explore, discover and think for themselves as they apply concepts to individual tasks and collaborative project work.
Through this highly interactive process, they acquire and hone life skills that will take them far and beyond their preschool years.
The wide range of activities ensures every preschooler graduates with a strong foundation in English, ready to embrace the demands of the Primary school curriculum.
Our lower Primary students are also well-poised to excel academically as they are exposed to weekly challenges that accelerate their learning and stretch their abilities.
In addition to the unique learning experience, students take home a lapbook that showcases some of the tasks that they have accomplished in class.
We are firm believers that learning does not end when students leave our classrooms. To ensure continuous learning and effortless reinforcement at home to achieve greater success, we update parents of their children's learning through a weekly Lesson Guide.
Every parent will also get regular consultation times to understand their children's progress, strengths and weaknesses. An individual learning path is mapped out with guidance and suggestions for parents to consider, so we can actively help every child reach his/her potential.


The purpose of this study was to investigate elementary students’ creating processes and perspectives through composition. Two fourth-grade classes took part in this action research, which consisted of creating four compositions—two with acoustic instruments and two with computer software. For each of the two sound sources, the first composition was written with specified constraints and the second with freedom. Research questions included: 1) how do students respond to composition tasks with differing levels of freedom and constraint; and 2) how does composing in different group sizes impact composition? Data included field notes, recordings, student interviews, and response forms. Major themes included: students benefit from continuous variations of freedom and constraint in task design; autonomous decisions about grouping and leadership can benefit students’ processes; and teachers must consider facilitation roles with sensitivity. Results of the study suggest that given time to compose, students can improve in ability to facilitate and participate in compositional processes.
Bucura, Elizabeth and Weissberg, JulieAnne
"Children’s Musical Empowerment in Two Composition Task Designs,"
Research & Issues in Music Education: Vol. 13
, Article 4.
Available at: https://commons.lib.jmu.edu/rime/vol13/iss1/4


CEOs across the country agree that an essential skill desired in the next generation workforce is creativity. In an increasingly demanding visual society, it is clear that building a child’s visual literacy skills is a vital role in their success in the future. Art in Action provides art curriculum, materials, and training that empowers students to develop creativity, critical thinking, self-expression, and problem-solving skills. Through hands-on learning students expand their knowledge in art and art techniques, cultural understanding, technology, and more — so every student has the skills they need to succeed and be prepared for jobs of the future. Today we reach 85,000 students, training 5,000 teachers and volunteers in 623 schools and afterschool programs in 32 states. 51% of those we serve are Title I schools in low-income communities. 82% of our schools are in California, with 55% located in the Bay Area.
As a teacher, Art in Action Founder Judy Sleeth was dismayed to find that her child’s Kindergarten class did not have an art program, so she started writing and teaching her own art lessons to the class. In 1982, she founded Art in Action as a response to a lack of art lessons taught in classrooms and the decimation of art education programs in California schools through Proposition 13. The program grew to area schools through word of mouth as the need for art programs like this continued to grow. In 1999, Art in Action became a 501(c)(3) nonprofit organization and has become an invaluable resource for school communities across the country.


Information Possibly Outdated
The information presented on this page was originally released on March 8, 2012. It may not be outdated, but please search our site for more current information. If you plan to quote or reference this information in a publication, please check with the Extension specialist or author before proceeding.
Internet ideas can combat spring break boredom
Spring break is just around the corner, and children everywhere are gearing up and packing up to head to their grandparents’ homes. In turn, grandparents are frantically searching for activities to keep the grandkids busy.
I was a frequent visitor to Camp Grandparents when I was a child, and I have many fond memories of my time with them. My grandmother taught me how to make fruit pies and how to sew by making clothes for my dolls. (Coincidentally, this is also where I learned how to cuss. My grandmother’s sewing machine is where all the women in my family learn to cuss.) My favorite activity was jumping on the couch when my grandmother went to town. My grandfather got into a lot of trouble for that one.
We had codes for our camp activities. “Going on a nature walk to look for arrow heads” was code for cutting down bean poles for the garden, and “looking for pretty rocks and fossils” was code for moving the gravel that had washed down into the ditch back onto the driveway.
I consider my grandparents the best because they made time to play with their grandchildren. Today, I know that these visits can be a trying time for grandparents as they try to live up to their reputation. The Internet can provide countless suggestions to help avoid a grandkid boredom emergency.
A very easy activity is to microwave half a bar of Ivory soap and watch what happens. Put the soap on a plate in the microwave and cook at 30-second intervals for no more than 2 minutes. The soap will grow into a monster of an activity. Paint your creation or use it to bathe with, if bathing is a requirement at your house. You can find this activity as well others at http://www.physicscentral.com/experiment/index.cfm. They even have activity books and coloring sheets you can print off at home. Just click on the activity books link.
Make a bouncing ball with Elmer’s glue, cornstarch and borax. The instructions are a bit long but easy to do. You can find them here: http://tinyurl.com/glueball. This experiment and many others are available from the American Chemical Society’s website: http://portal.acs.org/. Simply click on Education and Science for Kids.
If you need a sweet treat, consider making ice cream in two plastic zip-top bags. Mix 1/4 cup sugar, 1/2 cup heavy cream, 1/2 cup milk and 1/4 teaspoon vanilla in the bag. Seal the bag with the ice cream mixture and place it in the other, empty bag. Pour 2 cups of ice and 1/2 cup of rock salt into the empty bag. Seal the bag securely. Shake the bag for 10 to 15 minutes or until the ice cream sets. This tasty experiment can be found at http://tinyurl.com/bagicecream.
A homemade lava lamp is a sure winner and requires an empty bottle, cheap vegetable oil, food coloring and an Alka-Seltzer tablet. Fill the empty bottle 3/4 full of oil and then top off with water. Add food coloring. Add 1/8 of the tablet and see what happens. This experiment and others can be found at http://tinyurl.com/makelavalamp.
Bubbles are a great way to keep grandkids occupied and get them outside. While bubbles are cheap to buy, making your own bubble solution makes you the coolest grandparent. Try the bubble solution recipes at http://tinyurl.com/bubblesolution. Combine 2 tablespoons of Dawn dishwashing detergent and a cup of water. Adding a tablespoon of glycerin will make much better bubbles. Use pipe cleaners for wands or cut the end off of a small plastic bottle and cover it with cheese cloth to make a bubble blowing snake.
If you think you will need more activities to survive the week, check out this website from PBS: http://pbskids.org/zoom/activities/sci/. Spending a week with the grandkids can be a nerve-wracking experience, but these activities will help you build lasting memories with your grandchildren.


The Curriculum Development Council of the Education Department of Hong Kong takes the role to prepare official curriculum for the schools in Hong Kong. On the part of art education, it seldom mentions the impact of Museum visits on the study of art. Since the official art curriculum is a guide for Art teachers in Hong Kong to prepare their taught curriculum, they often overlook art museum as a supportive resources center for the teaching of art. In 1985 the NAEA published the goals for quality art education, which are among the basic skills addressed in virtually all art museum program planning. Art museums serve as resources for teachers in the schools, the setting of art museum provided a sound physical resource, whereas the docent service, lectures and seminars, and workshops on different themes are very effective human resources in the teaching of art. Referring to local situation, the Hong Kong Museum of Art plays similar role in the field of art education in Hong Kong. The education section of the museum conducts talks, seminars, and workshops on different themes. Docent service is also provided. The museum serves both as sites for field trips and extension services. But it is scarcely considered as a teaching resources / support for the art teachers in Hong Kong. The idea of this paper is to study the use of the Hong Kong Museum of Arts by Kindergarten, Primary and Secondary school art teachers of Hong Kong. First, it provides a background on the art education in Hong Kong. Second, it describes the research findings of the use of the Hong Kong Museum of Arts by the kindergarten, primary and secondary school art teachers of Hong Kong. Third, collected data is interpreted and discussed. Finally, recommendation is made for the improvement of art education in Hong Kong.
|Publication status||Published - 1999|


The word zoology has been derived from Greek words meaning ‘animal and ‘knowledge’. This field is also known as the study of animal kingdom. Animal kingdom includes humans, bears, goldfish, clams etc. There are more than one million known animal species in existence on the earth and every species posses some unique traits. There are two phyla of animal kingdom: – vertebrates (with backbones) and invertebrates (without backbones).
Quick facts: –
- An octopus has three hearts.
- Butterflies have taste receptors on their feet.
- Squirrels are not capable of vomiting or burping.
- A honeybee can flap its wings 200 times every second.
- Jellyfish use the same hole for eating ad pooping but it really does not matter for them as they do not have brain.
- Giant Squids have the largest eyes of all the living creatures.
- Siberian husky is a species of dogs that is known to have blue eyes.
- Elysia chlorotica is a sea slug. It is an animal but can also produce its own food by using sunlight in combination with chlorophyll.
- Generally, Mules are known to have fertility problems but there are rare cases where they give birth to healthy foals.
- The blue whale makes the loudest sound of all the living animals.
- There are more than 900 thousand different species of insects in the world.
- Total 57 species of snakes exist in Oklahoma and only seven of them are venomous.
- Polar bears have black skin.
- Warmer weather can cause more turtles to be born female as compared to male.
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My daughter’s preschool teachers recently added a science component to the program she’s in, and if I had a nickel for every time she asked if we can do a science experiment, I would be a very rich woman.
Of course, I wasn’t overly interested in science when I was a kid, so I am not exactly full of ideas to entertain her with, but thanks to the wonderful world of Pinterest, I was able to find 25 fabulous science experiments for preschoolers for the 2 of us to do together.
And you know what?
Science is pretty fun!
Now if you’ll excuse me, I’m off to make a jar of gummy worms dance for us (see # 2)…
1. Dissolve the “M” Off an M&M (Coffee Cups and Crayons)
2. Dancing Worms (Playdough to Plato)
3. Magic Milk Science Experiment (Laughing Kids Learn)
4. Hopping Corn Science Activity (One Time Through)
5. Snow Storm in a Jar (Growing a Jeweled Rose)
6. Fireworks in a Glass (Paging Fun Mums!)
7. Ocean in a Bottle (Happy Hooligans)
8. Walking Water Science Experiment for Kids (Coffee Cups and Crayons)
9. A Multi-Sensory Experiment with Jell-O & Vinegar (Fun-A-Day)
10. How Clouds Make Rain (The Happy Housewife)
11. Inflate a Balloon with Baking Soda and Vinegar (Life is Peachy)
12. Erupting Candy Cane Science (Growing a Jeweled Rose)
13. Celery & Food Coloring (Dose of Happy)
14. Fizzy Ice (Toddler Approved)
15. Make a Lava Lamp (123 Homeschool 4 Me)
16. Salt and Ice Activity – Melting Frozen Hands (Happy Hooligans)
17. Science for Kids: Rainbow Jar (Playdough to Plato)
18. Exploding Milk Experiment (Mess for Less)
19. Summer Experiment with Water & Oil (Growing a Jeweled Rose)
20. Apple Cider Vinegar Experiment (Blog Me Mom)
21. Marshmallow Science Experiment (Fantastic Fun and Learning)
22. The “Why do we need sunscreen?” Experiment (I Can Teach My Child)
23. Apple Volcanoes Science for Kids (Frogs Snails and Puppy Dog Tails)
24. Magical Melting Dough (Growing a Jeweled Rose)
25. Glowing Magic Milk Experiment (Learn Play Imagine)
If you enjoyed these science experiments for preschoolers as much as we have, please share them on Pinterest!
And if you’re looking for more ways to have fun with your kids, please follow our Kids board where we share all kinds of great ideas!


The Pros & Cons of Teaching Phonics
The International Reading Association describes phonics, the relationship between letters and the sounds they make, as "an important aspect of beginning reading instruction." However, it also point out that phonics needs to be included in a complete language arts program. While phonics teaches important reading skills, reading success requires more than just instruction in phonics.
1 Pro: Word Recognition
Phonics instruction teaches students to recognize and correctly pronounce new words. The National Reading Panel analyzed the best designed studies researching phonics and found that learning phonics improved students' word-reading ability. Beginning readers and older students with difficulty reading demonstrated an increased ability to sound out words with regular spelling. Knowledge of phonics even helped, to a lesser extent, with words that don't follow phonics rules.
2 Pro: Spelling
Phonics improves children's spelling ability. According to linguistics professor Dr. Johanna Rubba, English spelling is problematic because the pronunciation of words has changed over the centuries, and many words have been borrowed from other languages. She states that teaching phonics, which finds the patterns that are present in English, makes learning to spell easier for students than leaving them to figure out those patterns themselves. The National Reading Panel's study supports Rubba. Kindergarten and first-grade readers taught phonics demonstrated significantly better spelling skills than students lacking such instruction.
3 Con: Understanding Words
An overemphasis on phonics can lead to students correctly pronouncing words but having no understanding of what those words mean. Harvard Graduate School of Education Professor Connie Juel describes how in her study on children's reading acquisition she found children who could sound out words like "pond" and "hog" but had no idea what those words meant. Some confused "pond" with the word "paw" and thought it meant an animal's foot. Others assumed "hog" was like "log" and might be part of a tree.
4 Con: Understanding Text
Children with a satisfactory understanding of phonics may be able to read words in a text but not understand what the text itself means. A 2003 study by Marsha Riddle Buly et al. for the Center for the Study of Teaching and Policy found that over half of fourth graders who lacked proficiency on state reading tests had adequate word identification skills. Instead, they struggled with comprehension, language and fluency -- areas where further phonics education wouldn't help.
- 1 International Reading Association; The Role of Phonics in Reading Instruction; January 1997
- 2 California Polytechnic State University; Phonology, Phonics, and English Spelling; Johanna Rubba; April 2006
- 3 Harvard Graduate School of Education; The Limitations of Over-Emphasizing Phonics; Abigail Bucuvalas with Connie Juel; December 2002
- 4 University of Washington; Meeting the Needs of Failing Readers: Cautions and Considerations for State Policy; Marsha Riddle Buly et al.; April 2003


The Comber Grove Primary School curriculum is deeply rooted in Global Citizenship. We teach children to think critically about world issues and develop their voice. Each half term has a whole school focus:
Power and Governance
Social Justice and Equality
Identity and Diversity
Peace and Conflict
We deliver this global curriculum through of: the National Curriculum core and foundation subjects, Religious Education, PSHCE, and a rich enrichment programme for each year group including theatre and drama classes with The Blue Elephant Theatre, dance and fitness sessions with our PE coach and opportunities to create and perform music at a top level with our resident musician. We provide opportunities to collaborate with our local community on projects and plan regular visits to inspire and hook children into their learning.
In May, Year 6 take their Key Stage 2 tests. These test your child’s skills in:
The tests last less than 4 hours. You’ll get the results in July.
The school will send you the results of your child’s tests and teacher assessments.


We must do far more to advance Sustainable Development Goal 4, to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.UN Secretary-General António Guterres
Education is a human right
The right to education is enshrined in article 26 of the Universal Declaration of Human Rights. The declaration calls for free and compulsory elementary education. The Convention on the Rights of the Child, adopted in 1989, goes further to stipulate that countries shall make higher education accessible to all.
Education is key to sustainable development
When it adopted the 2030 Agenda for Sustainable Development in September 2015, the international community recognized that education is essential for the success of all 17 of its goals. Sustainable Development Goal 4, in particular, aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030.
Challenges to achieving universal education
Education offers children a ladder out of poverty and a path to a promising future. But about 265 million children and adolescents around the world do not have the opportunity to enter or complete school; 617 million children and adolescents cannot read and do basic math; less than 40% of girls in sub-Saharan Africa complete lower secondary school and some four million children and youth refugees are out of school. Their right to education is being violated and it is unacceptable.
Without inclusive and equitable quality education and lifelong opportunities for all, countries will not succeed in achieving gender equality and breaking the cycle of poverty that is leaving millions of children, youth and adults behind.
Learning for people, planet, prosperity, and peace
The 2020 theme ‘Learning for people, planet, prosperity and peace,’ highlights the integrated nature of education, its humanistic aims, as well as its centrality to our collective development ambitions. It also gives stakeholders and partners flexibility to tailor the celebration for diverse audiences, a variety of contexts and for priority themes.
The 2020 celebration will position education and the learning it enables as humanity’s greatest renewable resource and reaffirm the role of education as a fundamental right, a public good and an enabler of the 2030 Agenda for Sustainable Development. It will frame ‘inclusive and equitable quality education and lifelong learning for all’ as a goal in and of itself, as well as a necessary means to accelerate progress to meet the targets of all 17 Sustainable Development Goals.
Read more about this year's theme.


We offer two methods of music therapy treatments: the active method, which involves playing instruments, and the receptive listening-based method — listening to music chosen by a music therapist for a specific purpose. Music therapy may be administered in an individual or a group s etting by using:
Dalcroze Eurythmics: Music as therapy. This focuses on musical structure and rhythm, and the expression is thought to heighten awareness of one’s self and is shown to be particularly helpful for people with motor disorders.
The Bonny Method of Guided Imagery and Music: This method uses a series of images and background music to help patients work through psychological and physical issues. It opens up the opportunity to discuss the issues they may have and to make them more aware of these problems. The patient’s goals and needs determine the music selection for every session.
Kodaly: Kodaly is a form of music education therapy that teaches music notation, sequence, and rhythm in a therapeutic setting to improve a person’s perceptual function, motor skills, concept formation, and learning abilities.
Neurologic Music Therapy (NMT): In the understanding that music has a direct influence on the brain and human behavior, music therapists use this model neuroscience-based model to instigate neurological change with the music.
Orff-Shulwerk: This treatment was named after a woman who used music to help children experiencing developmental disabilities and delays. It uses music to improve the patient’s interactions with the therapists and with others in his or her life.


As more and more learning is now taking place at home, there are some steps parents can take to further their child's literacy development. Done well, the right book can have a similar effect as a day in the classroom. On this week’s Wisdom Wednesday, we will discuss the importance of inclusive literature. As we educate younger minds, we need to be very intentional about the resources we have in our classrooms, our libraries and our lessons.
Our communities are becoming more multicultural and it is important to include diversity within the curriculum. When classes resume, it will allows for all students in a classroom to share a sense of belonging, and for your child to better connect with and respect others. It is also important for our more homogeneous communities, as it allows for the student to learn about others and develop a better understanding of our fellow human beings.
Below are a few suggestions for some effective books you can share with your children. We have included links for online ordering so you can gain these resources with little to no contact risk.
Families, by Susan Kuklin
Recommended for Grades 4-5
Combining interviews and engaging color photos, this book shows the diversity of families in America. Includes mixed-race, immigrant, two-dad, two-mom and single parent families and families for whom religion is a focal point.
This book includes the LGBT community, and people of different race and religion. It teaches students about the different types of families that exist.
We recommend this to help your child adapt to situations that might come up in and around the school.
Muskrat Will be Swimming, by Cheryl Savageau
Recommended for Grades 1-5
A heartwarming tale of the lesson a girl learns from a Seneca creation story her grandfather tells her — a lesson of knowing who you are and staying strong in the face of hurtful criticism.
This book addresses issues of self-identity and native American culture. It teaches students how ancient tales of native American cultures can be utilized to help children find their way in the world.
Gracefully Grayson, by Ami Polonsky
Recommended for Grades 5-7
Grayson has been holding onto a secret for what seems like forever: “he” is a girl on the inside. Strengthened by an unexpected friendship and a caring teacher who gives her a chance to step into the spotlight, Grayson has the tools to let her inner light shine.
This book addresses LGBT identities. It teaches students about the power of inclusion, and acceptance.
Today I Feel Silly & Other Moods That Make My Day, by Jamie Lee Curtis
Recommended for Grades 1-8
“Today I feel silly. Mom says it’s the heat. I put rouge on the cat and gloves on my feet. I ate noodles for breakfast and pancakes at night. I dressed like a star and was quite a sight. Today I am sad, my mood’s heavy and gray…”
A storybook that examines at the wide range of human emotions. The girl in the book describes the possible moods that everyone can experience each day.The book helps students explore, identify, and have fun with their ever-changing moods. This book can be used to help students be aware of their emotions and can lead to a self-regulation discussion.
The Diamond Willow Walking Stick, by Leah Marie Dorion (Norman Fleury)
Recommended for Grades 3-6
A young Métis boy learns from his grandparents about the importance of generosity. Their belief in the circle of life extends to sharing what you have without reservation, as your return will be fourfold. The boy learns from the example of both of his grandparents and observes the respect in which they are held in the community. Eventually he must put this belief into practice himself by giving away his most treasured possession, the diamond willow walking stick.
This book addresses topics on generosity and the Métis culture. It informs students of other cultures.
King & King, by Linda de Haan and Stern Nijland
Recommended for Grades 1-5
One day, a queen decides she’s had enough of ruling, and it’s time for her son to find a suitable princess and get married. The prince agrees, though he’s never much cared for princesses… and none of the ones who show up manage to change his opinion. Then in walks the last princess, beautiful golden-haired Princess Madeleine–and her brother, Prince Lee. It’s love at first sight, and the two princes, known as King & King, live happily ever after.This book addresses gender stereotypes and teaches children to be open to everybody’s differences.


Learning Recommendations: This course is designed for students planning to take Pre-Calculus and higher-level math courses (AP/IB). Students learn the Washington State Algebra 2 math standards in a fast-paced learning environment. Students should have strong foundational skills in Algebra 1. This course meets the Algebra 2 requirement for four-year college admission. Students who have struggled in math previously are strongly encouraged to enroll concurrently in CC Algebra 2 Lab (MTH 301).
General Description: This course is aligned with the Common Core State Standards for Mathematics. The Mathematical Practice Standards apply throughout this course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
Content: Critical areas include, but are not limited to:
- Polynomial, Absolute Value, Radical, Exponential and Logarithmic Functions
- Trigonometric Functions
- Linear, Absolute Value, Quadratic, Exponential & Logarithmic Models
- Data Inferences and Conclusions
Strategies: Students will learn through a combination of:
- Collaborative instructional approach
- Direct Instruction
- Technology enhanced instruction
Equipment to be provided by students: Graphing calculator required. The TI-Nspire (Not CAS) is recommended and is used in classroom instruction.
Washington State Technology Standards addressed in this course include:


Your Literacy Standards Companion, Grades 3-5
What They Mean and How to Teach Them
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Standards-based learning just got a lot easier
This new version of the Common Core Companion provides a Smart Chart Index for all states implementing state-specific ELA standards. This index allows you to see in an instant which of your standards are the same as CCSS, which differ and how—and which page number to turn to for standards-based teaching ideas.
Beyond that? It’s the same great go-to guide for implementing the standards, translating each and every standard for reading, writing, speaking and listening, language, and foundational skills into the day-to-day “what you do.”
|ISBNs||9781506387000, 9781506387000, 9781506397887, 9781506397870, 9781506397900, 1506397883|
|Number of Pages||392|


The Art of Inclusion – Seven Steps
A Guide to Developing and Delivering Accessible and Inclusive Programs within Arts and Cultural Organizations
IssueDiversity and equity
Originally developed for the art education experiences provided by the McMichael Canadian Art Collection, this guidebook outlines “seven steps to accessible and inclusive programs” that can be “beneficial to both audience and institution”. The guide emphasizes that accessible programs are “more than physical facilities”, and inclusive programs are “more than sharing a space”.
The seven steps are:
- Define goals.
- This step involves identifying a target audience and understanding its needs, as well as understanding and pursuing best practices.
- Develop partnerships.
- The guide notes that “collaboration and partnerships contribute to the success of building inclusive programs” when organizations have similar goals “of partnering for accessible program development”.
- Assess the target audience and required work environment.
- Arguing that “understanding your audience is the foundation of designing an accessible program”, this step involves developing an understanding of the characteristics of the individuals an organization wishes to reach, including “behavioural, cognitive, physical, learning, mobility, audio, and visual needs, and the ways to create a safe atmosphere for all”.
- Design program content.
- This step may involve training staff, creating a program outline and activities, creating visual schedules, understanding logistical issues, and working to overcome challenges. The guide argues that “trial and error is the best teacher” in this regard.
- Promote the program through various accessible means.
- Promotional items should respect the needs of the target audience, including appropriate terminology, text, and visuals.
- Deliver the program.
- The guide encourages organizations to consider the best ways of engaging their target audience, instructor leadership characteristics, possible allergies, and potential transition issues between activities.
- Evaluate the program and share results with other organizations.
- This step helps answer key questions such as “What defines the success of your programs? How do you measure this success? What challenges or factors contributed to this? What would you change in future programming?” In order to evaluate programs, the guide suggests obtaining feedback from participants, staff members, volunteers, and instructors. The guide also recommends sharing the results with other cultural organizations and the public.
The many appendices to the guide provide templates and tools for use in creating, designing, delivering, and evaluating accessible and inclusive programs. The guide concludes that “art has proven to be an engaging tool for those who live with challenges to gross and fine motor skills, communication skills, behaviour, mobility, learning, and adaptability.”


Words like fake news, misinformation and echo chambers have dominated conversations about digital media over the past five years. The COVID-19 crisis proves once again that they have serious consequences: misinformation and ‘fake news’ can cost lives.
It is more important than ever for people to be equipped with tools to navigate the increasingly polarised and potentially misleading content they encounter online. This is especially true for young people, who rely heavily on social media for information.
Free Press Unlimited launched the research project Keeping It Real. Together with experts, we investigated how seven groups of 13 and 14-year-olds with different socioeconomic backgrounds and nationalities engage with information they encounter on social media.
“If we want to better support the critical media and information literacy skills of young people, it is vital that we understand their current behaviour and attitude towards the information they encounter online,” says lead researcher Tim Schoot Uiterkamp. “This means understanding in which situations they are already critical towards a post or other piece of information they see on social media, but also what makes them care or not about whether the information they see is reliable.”
Published on 25 May the report contains recommendations for teachers, trainers, practitioners, policymakers, media and media development organisations who work with and for your people.
“It’s very important to get the kids themselves involved. Many children already fact check some forms of information, but not all and not always consciously. One approach to media literacy development is asking them to make this internal fact-checking process explicit,” says project leader Peter van Lier.
Free Press Unlimited will use the study’s findings for the development of pilot projects in different countries. These are aimed at boosting critical thinking, the ability to distinguish misinformation from reliable, fact-based news and information, as well as foster an understanding of the value of reliable information.
Questions regarding the research can be send to firstname.lastname@example.org.


The University Interscholastic League was created by The University of Texas at Austin to provide leadership and guidance to the public school debate and athletic teachers. The purpose of the UIL is to organize and properly supervise contests that assist in preparing students for citizenship. It aims to provide healthy, character building, educational activities carried out under rules providing for good sportsmanship and fair play for all participants.
For the last half-century the members of Texas Bandmasters Association (TBA) have worked diligently to further the cause of instrumental music education in communities throughout the Lone Star State. As a professional service organization, TBA reaches out through its membership to constantly improve the quality of music education in Texas' elementary, middle and high schools, colleges and universities.
Exists for educational purposes exclusively; to raise the standards of music education; ...to develop new teaching techniques; to disseminate to school music teachers, directors, supervisors, and others interested in music education information to assist in their professional work; ... to hold clinics, lectures, and demonstrations for the betterment of music education; and in general, to assist teachers and others interested in music education in better pursuing their profession.


The course on arts and humanities comprises of a vast spectrum of subjects that deals with the knowledge of human cultures and its evolution over time. It traces the historical development and evolution of the art of expression in humans. Right from the ancient civilizations of Harappa, Indus Valley, Mesopotamia, Greece, Rome to the corridors of the Russians, Dark Ages, Medieval society, the Renaissance, and the modern times the students of humanities explore the advancement and evolution of human habits, culture and expressions. The various elements of study employed in the study of humanities and arts include Philosophy, Politics, languages, divinity, history, literature, art, dance, music, other visual and performing arts elements.
Students of humanities engage with wide range of courses and in an extensive manner. Students are meant to cover topics related to history, Anthropology, psychology, psychoanalysis, Political science, Communication, Philosophy, English literature, linguistics, Cultural studies, Law, Visual Arts, Music, Performing Arts, English Communication, Archaeology, Divinity and Religion Studies, Theological studies, Ancient languages such as Welsh, Latin, Classical Hebrew, Ancient Greek, Sanskrit and Pali language, as well as modern European Languages such as French, German, Italian, Spanish along with the history of their transition and evolution, Romantic studies. Students also engage with course in mathematics, Education Studies, Roman History, Shakespeare, Medieval and Renaissance Literature, Political Economy, Film Studies, Economics. A wide variety of liberal arts in visual and performing arts are also taught to students. These include dramatics in classical dialog narration style along with opera, ballet, mime, kabuki, classical Indian dance, Chinese opera, mummers' plays, and pantomime; music studies such as music performance, music education (training music teachers), musicology, ethnomusicology, music theory and composition . Other novel varieties of arts taught include acrobatics, comedy, and magic, juggling, and marching arts. Many students also engage with the history of Fashion, Study of costumes through different ages, Western Medieval arts, Church art and architecture, Gothic art, architecture, iconography, and drawing, Romantic studies, Works of famous artists such as Michelangelo, Da Vinci, Bernini, Picasso.
Humanities are often not only studied themselves but form an important concurrent course in many of the Natural Science and Physical Science courses as well. The study of humanities enhances the expression ability of students while acquainting them with important knowledge integral for the purpose of scientific enquiry. Amidst the burden of hectic schedules and courses, students often find it very hard to juggle the vast fields of humanities that require studying varied text and classical literature. Students often try to skim over the important knowledge of humanities resulting in a very mediocre level humanities assignments, term papers and overall understanding of the subject. The widely commented and critically analyses versions of humanities theories often find students lost and make it boring for them to understand the subject clearly.
So order humanities assignment help and liberal arts assignment help and explore the bright and cheerful side of human studies.
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Public Health, BS
Public health covers a broad spectrum of vital services, including controlling infectious diseases, reducing environmental hazards, and educating communities. Prepare to make your own contributions to the field on your own time with the 100% online BS in Public Health program.The COVID-19 pandemic underscored the importance of public health professionals and the true scope of the field’s contributions. It’s no surprise that U.S. Bureau of Labor Statistics projections show faster than average growth rates for many jobs in public health, including environmental science, clinical lab technologists, and community health workers. Earning your BS in Public Health from USciences Online connects you to a new world of career possibilities.
Building on nearly two centuries of educating leaders in pharmacy and health care, USciences prepares you to understand, measure, and promote good health practices at individual, community, national, and global levels.
Throughout this 100% online program, you’ll learn about the history and values of public health, the human disease process, theories of health behavior, and the contexts that benefit or harm health. You’ll acquire foundational skills in areas such as biostatistics, epidemiology, policy analysis, and program planning and evaluation.
Upon completing the BS program in Public Health, you’ll be able to:
- Describe the biological basis of human health and disease at individual and population levels
- Identify sources of public health data and use data to guide decision-making
- Demonstrate how to perform statistical analysis and interpret results
- Design and evaluate public health programs
- Communicate health information effectively with diverse audiences
- Apply theory to improve individual and population health behavior
- Evaluate the ethical and legal dimension of health policy alternatives
- Explain how health disparities arise from behavioral, sociocultural, and environmental contexts
You can transfer up to 90 credits of coursework with a 2.0 GPA or better to this BS degree.
Your BS in Public Health from USciences Online prepares you for numerous rewarding careers in the healthcare industry, public health departments, and nongovernmental agencies. For many public health positions, job growth and salaries are projected to outpace averages for the next several years.
Health educators and community health worker positions, for example, are expected to grow 11% by 2028, according to the U.S. Bureau of Labor Statistics (BLS). Environmental science and specialist careers are expected to grow 8% in that same period, according to BLS.


Myint Tun is a 13-year-old postcard seller in Bagan, Myanmar. After the death of his father, Myint’s mother struggled to take care of their five children alone. There were times when she would miss meals because there was not enough food to go around. Myint’s younger sister stopped going to school when she ran out of exercise books, as they could not afford new ones. Myint’s priority was to support his family, so he decided to leave school and work. Sadly, this is not altogether uncommon in Myanmar.
Free education is available in Myanmar, however, poverty (and therefore the need for children to contribute to family income) and the often low quality of schooling does not incentivise parents and the community to enrol children. Other factors including local conflicts and schools being far from home deny children access to an education.
Fortunately, Myint enrolled in the Non-Formal Education (NFE) programme at a monastic school, supported by Educate A Child (EAC), a programme of the Education Above All Foundation, and the Monastic Education Development Group (MEDG) through their “Inspire” project, which aims to enrol more than 72,000 out-of-school children over three years.
The project’s NFE programmes allow children from all backgrounds to accessa quality education which enhances their employability, literacy and numeracy skills. The flexibility of class hours, interactive-learning strategies, practical life-related lessons and professional teachers are critical components that encourage children to enrol.
Being able to apply knowledge and skills learned in class to the real world is relevant to the lives of children like Myint and helps support their retention. Myint is getting better at calculating his monthly income and helping his younger siblings with school work. Teachers say that many of the children are enjoying their lessons. One explained: “Not only children, but also teachers are having fun in the classrooms.”
Seeing the joyful young faces and hearing the laughter of their pupils and their noisy discussions in the classrooms motivates the teachers and project team to work harder for the future of the children.


Do your little ones get along? How to encourage sibling harmony.
Author: Amanda Houle, Parenting Strategist
| Sibling harmony is manageable with the right tools
Sibling harmony can be really tough to manage for many families. With the right mindset, tools, and strategies to set your children up for success, you can succeed. Modeling for them, teaching children kindness, and the importance of getting along with your sibling is the recipe for a harmonious home with less fighting.
On a daily basis, sibling harmony can make or break a parent’s sanity. Parents constantly ask how can I make it so they get along? First of all, it’s important to note that you have to let them learn how to work through their problems on their own without stepping in every single time! This approach teaches children to be independent, learn how to use their voice to advocate for themselves, and communicate more effectively their feelings. I suggest having a conversation with your children about the importance of having a close relationship with their siblings as they will be the only ones around to share childhood memories with especially when their parents are no longer around.
Adopting the mindset that you can’t fix or make children get along, the easier it is. You can instill boundaries, expectations, and house rules. For example, talking disrespectfully or hitting is not an option. Model for children to use their words to communicate how they feel in replace of inappropriate behavior. “ I am upset that you won’t share right now.”
You are not alone when it comes to expecting sibling harmony. I’m here to tell you it is possible! Do you find yourself always reprimanding your youngest or is it your oldest for instigating fights? Are you in the same room often when they are fighting? Children often will retaliate if their sibling says or does something they do not like and often hear from parents that they don’t know exactly what happened as they weren’t there. It is important to learn the full story and hear from each child.
Tips/Tricks to encourage Sibling Harmony: (Age appropriate)
- Speak with each child to learn their version of the story (if you don’t it isn’t a teaching moment as next time 1 child could feel targeted and get mad at their sibling)
- NO taking sides so they each validated
- Have each child speak 1 thing that they feel they did wrong to take ownership for their actions
- Ask your children what they could try and do better next time (ex; tell my brother I don’t like it when he does x or y.
- Give reminders when they are playing nicely
- Be specific when it comes to setting rules in stating exactly what it is you DO want not want you don’t want
- Give an opportunity for each child to choose what they want to do so they each get time to do something they enjoy (only if this is an option)
- Let your children fight their own battles
Author: Amanda Houle, Parenting Strategist, Parenting With A Punch
Amanda hails from Brooklyn, NY back to the Greater Boston area. She has a Dual Masters degree in Special and General Elementary Education with a specialization in Early Childhood and an undergraduate degree in Psychology. Her niche is working with families with children ages 2-6 years old. Amanda gets so much joy from teaching families how to learn to enjoy their parenting journey. Amanda loves yoga, coffee, and is training for her first half-marathon!


Neohumanist Education is practiced in a network of schools and institutes that span over fifty countries with hundreds of kindergartens, primary schools, secondary schools, colleges and children’s homes that have been established over the past 50 years. Some of these schools have been recognized for their excellence by local governmental education authorities and have been given funding.
Others of these schools are in deprived environments where the teacher, parents and children struggle to find the simplest of equipment. From the perspective of the West many of the third world schools will look very poor indeed, yet they have significant support from their communities and provide sound elementary education where none was to be found before.
The schools are managed by dedicated staff and volunteers who work to bring joy and learning into the lives of the young.
Role of the School in the Community
In many parts of the world, the role of the NHE school goes beyond the classroom and extends to the community as a whole by reaching out in service to nurture all members of the family. By building positive relationships with families they work to provide the support that families often need to improve the lives, not just of the children, but of all members irrespective of gender or age. The school plays an extended role in the community in helping to meet children’s basic needs such as food, clothing, shelter, education and health care. It also serves as a centre of community activities and services for adults to help create better lives.
By offering after-school child care for instance women are helped to work outside the home. Such a facility gives women and men the peace of mind they need to help improve the families’ finances. The school offers adult literacy programs and assists with job training and the development of cottage industries.
Pre and post-natal education and care is also be offered through some schools. Better access to health care both for the mother and child can act as buffer for many negative influences like prenatal complications such as low birth weight and premature births, and exposure to parental substance addiction and environmental toxins such as lead exposure. The school sometimes offers other health support with a naturopath, homeopath and counseling services. It can also offer meditation and yoga classes for stress relief and spiritual development.


According to Goodman (1990), literacy development in children is a multidimensional process which involves a number of aspects. The main emphasis in his work is on how children decide what is readable for them and under what particular context children decide about formal features to include in their writings and drawings. Basically, children have been revealed to use various hypotheses in their writing language depending on the original constructions and how the interpretations change over time. Basically, children have been found to use various units of analysis to understand a situation before they become literate about it through schooling. More so, there have been specific units like words and lines among others to represent their expressions and feelings. This paper explores some of the specific pedagogical implications of the work of Ferreiro and her colleagues on literacy development in children.


Barham, Peter. The Science of Cooking. Germany: Springer-Verlag Berlin Heidelberg, 2001. This explains the scientific principals that affect cooking in easy to read format.
Bosak, Susan B. Science Is....Canada: Webcom Limited, 1991. This is a large, user-friendly collection of science experiments with short explanations of scientific principles.
Carolina Press. STC Teacher's Guide: Liquids and Solids. Burlington, NC: Carolina Biological Supply Company, 2005. This describes lessons and objectives for sorting activities involving liquids and solids separately.
Chu, Michael, "Homemade Mayonnaise," Cooking for Engineers, http://www.cookingforengineers.com/recipe/43/Homemade-Mayonnaise
This website provides concise and clear directions on how to make mayonnaise.
Doris, Ellen. Doing What Scientists Do. New Hampshire: Heinemann, 1991. This is an excellent resource on teaching science with inquiry, especially for new teachers.
Edinformatics.com, "Suspensions and Colloids," http://www.edinformatics.com/math_science/suspensions_colloids.htm This site has a useful chart showing different types of suspensions.
Heddle, Rebecca. Science in the Kitchen. London, England: Usborne Publishing Ltd, 1992. This has fun kitchen experiments and activities for home or school.
Gega, Peter C. Science in Elementary Education. New Jersey: Prentice Hall, 1990. This is a comprehensive science book with easy to read information on most elementary science concepts and some experiments to go with them.
Hirschfeld, Robert and Nancy White. Kids' Science: Creative Experiences for Hands on Fun. Vermont:Williamson Publishing, 1995. This book is filled with fun experiments designed for children ages 4 to 10 and informational reading geared for older children, parents, or teachers to read to the children.
Jaworski, Stephanie. "Chocolate Sauce Recipe," http://www.joyofbaking.com/ChocolateSauce.html A delicious idea for melted chocolate.
McGee, Harold.On Food and Cooking: The Science and Lore of the Kitchen. New York: Scribner, 2004. This is a very informative, somewhat technical but fairly easy to read book with information about most foods.
National Science Foundation Science and Technology Center for Environmentally Responsible Solvents and Processes (CERSP), "Oobleck," http://www.science-house.org/CO2/activities/polymer/oobleck.html This site gives a recipe for "oobleck" which is called "magic mud" in this unit and explains why it acts the way it does.
Nye, Bill. Bill Nye the Science Guy's Big Blast of Science. Cambridge, Massachusettes: Perseus Books, 1993.This has detailed and easy to read information on the scientific method and many science concepts, including matter.
Penrose, Gordon. 1987. Magic Mud and Other Great Experiments. New York: Simon & Schuster, 1987. This has lots of experiments and science magic tricks.
Science and Engineering Experiments for Kids."Solids, Liquids, Gases." http://www.msm.cam.ac.uk/SeeK/solid.htm This web site offers and excellent introductory lesson.
VanCleave, Janice. Janice VanCleave's 200 Gooey, Slippery, Slimy, Weird and Fun Experiments. New York: John Wiley & Sons, 1993. A book of excellent, fun experiments.


In 18th Century there was many women that achieved recognition as professional artists: Angelica Kauffmann, Élisabeth Vigée Le Brun, Adélaïde Labille-Guiard, Rosalba Carriera, Mary Moser just to name a few.
So, the question is: Why was the eighteenth century such a favorable period for women to develop a career as artists?
To help us understand this period better and perhaps find the answer to our question, today I want to recommend you a book. I know that some of you are very interested in book/films recommendations about the role of women in Art History.
The book I want to recommend today is Eighteenth-Century Women Artists by Caroline Chapman. This book helps us to understand how the life for women was during the 18th century and how these circumstances affected those who wanted to become artists.
The book is easy to read, even for those who don’t know anything about art. It is divided in 10 chapters that include: the role of women in the society of 18th century; the training issues faced by female artists; the genres of painting and their status and how it affected the work of women; how should be the studio of an artist; clients; the marketplace and patronage, etc.
The role of women in the society of 18th century it was established since the beginning of her education, most of women received their education by a governess at home. During this period, it was important to women learn how to read and write, and any other thing that could help them to be a good wife. However, as the century was passing, it was appreciated that young women could speak French and a little of Italian, as well as drawing and painting, but this knowledge could not be taken seriously.
Most of women who became artists in 18th century were daughters of artists, exactly as it was in Renaissance and Baroque periods. Bur not all of them were part of a family of artists. Vigée Le Brun, for instance, had parents interested in paying for her art education.
The book still mentions some of the problems that these artists needed to face as not being allowed to study anatomy from live models, also the problem of portraying a male model with all the social restrictions.
A very interesting part in my opinion was when she explains how was an artist’s studio and the patronage.


Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
Knowledge and Skills Statement
A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.
Use a decoding inventory assessment. Ask students to read a list of words that focuses on specific spelling patterns. Record the number of words they read correctly and use the following scoring guide:
Intervention Needed—59% or less correct
- Short vowel multisyllabic words: insist, cannon, velvet, expect, collect, insect, random, cotton, insult, pretzel, distant, absent, admit, jungle
- Long vowel multisyllabic words: rotate, railroad, airplane, table, between, snowflake, female, sideways, maybe
- Long and short vowel combination words: robot, chosen, include, escape, weekend, invite, translate, mistake, pancake, explode, sunshine, eaten
- Variant vowels: (a, ae, ai, ay), (aw, au, al, all), (oi/oy), (oo, ou, ui, u, ew, ue), (oa, oe)
- Trigraphs: spl, scr, shr, squ, thr, sch, spr
- Initial consonant blends: r-blends (br, cr, dr, fr, gr, pr, tr), l-blends (bl, fl, gl, pl, sl), s-blends (sc, sk, sm, sn, sp, st, sw), tw, qu
- Final consonant blends: double consonants (ff, ll, ss, zz), or st, sk, sp, nd, nt, nk, mp, rd, ld, lp, rk, lt, lf, pt, ft, ct
Glossary Support for ELA.2.2.B.i
Related 2009 Student Expectation
This student expectation is related to the following SE from the 2009 reading/language arts TEKS.
(2) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
1. International Literacy Association. (2018). Explaining phonics instruction: An educator’s guide [Literacy leadership brief]. Newark, DE: Author. Retrieved from https://literacyworldwide.org/docs/default-source/where-we-stand/ila-explaining-phonics-instruction-an-educators-guide.pdf
Summary: In this guide from the International Literacy Association, answers to the questions following questions are explored: (1) What is phonics?; (2) When are students ready to learn phonics?; and (3) How is phonics taught?
2. What Works Clearinghouse. (n.d.). Foundational skills to support reading for understanding in kindergarten through 3rd grade: practice guide summary. Washington, DC: Institute of Education Science. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuide/21
Summary: This practice guide provides four recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. Each recommendation includes implementation steps and solutions for common obstacles. The recommendations also summarize and rate supporting evidence. This guide is geared towards teachers, administrators, and other educators who want to improve their students’ foundational reading skills.


Adult Literacy Awareness week takes place from Monday to Friday, September 21-25. The aim of the week is to promote local literacy services, raise awareness of the benefits of improving reading, writing, and numeracy skills, and to highlight the benefits of helping people with poor literacy and numeracy skills accessing adult education, to create a more inclusive society.
Statistics prove that people without a qualification are at the greatest risk of unemployment. Individuals who do not have a basic education also have poorer health, and in general, lower life expectancy and life chances.
Tuam Adult Learning Centre, Chapel Lane, Tuam is operated by the Galway Roscommon Education Training Board (GRETB ), and is funded by the Department of Education and Skills. The aim of the centre is to provide courses to support, assist and fulfil the needs of adults who are experiencing difficulties with reading, writing, spelling, numeracy, and computer skills and offers a second chance in education. Classes are taken in small groups and are extremely flexible, running morning, afternoon, and evening to facilitate learners.
Adults decide to return to education for a variety of reasons and at different stages of their lives such as, to improve their skills for personal reasons, to enhance their quality of life, to gain employment, and up-skill and to be able to help their children/grandchildren with homework. Adults learn best when the decision to return to learning is their own and the environment is supportive, relaxed, and friendly which is the case at Tuam Adult Learning Centre.
Programmes include; basic computers, improving reading, writing and spelling, financial literacy, everyday maths, communications, career preparation, and ESOL: English as a second or other language.
Family Learning programmes include everyday maths, Project Maths and Irish for parents. Family Learning is aimed at promoting parental involvement in children’s learning and recognises the special role of parents as their children’s natural teachers.
Themed literacy programmes include learning through the craft of stained glass, computers, gardening, and cookery.
The courses build up people’s confidence and self-esteem, therefore enhancing their quality of life. The centre works closely with home-school liaison officers, the HSE, Department of Social Protection and many other organisations.
An Open Day will take place on Wednesday September 23 at the centre from 10-1pm. Information will be available on all programmes. Representatives from the local Credit Union, MABS and home-school liaison officers will be in attendance.
The service is free and confidential and accreditation is available on all courses. (Quality & Qualifications Ireland QQI ). If interested in availing of courses please call Sheila, Ethna, or Geraldine on 093 266 09, or call to the centre on Chapel Lane, Tuam.


Every citizen of India has the right to education. Some of the basic principles which guide us are –education shall be free, at least in the elementary and fundamental stages; elementary education shall be compulsory; technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. Parents have a prior right to choose the kind of education that shall be given to their children.
The Education for All movement is a global commitment to provide quality basic education for all children, youth and adults. The movement was launched at the World Conference on Education for All in 1990.
Many years later, many countries are far from this stated goal. Representatives from various countries met again in Dakar, Senegal and affirmed their commitment to achieving Education for All by the year 2015. They identified six key education goals which aim to meet the learning needs of all children, youth and adults by 2015.
As the lead agency, UNESCO is mobilising and harmonising the international efforts to reach Education coordination for All. Governments, development agencies, civil society, non-government organisations and the media are but some of the partners working toward reaching these goals.
The drive to achieve the EFA goals also contributes to the global pursuit of the eight Millennium Development Goals (MDGs), especially MDG 2 on universal primary education and MDG 3 on gender equality in education, by 2015.
Achieving the Education for All goals is critical for attaining all 8 MDGs—in part due to the direct impact of education on child and reproductive health, as well as the fact that EFA has created a body of experience in multi-partner collaboration toward the 2015 targets. Simultaneously, achieving the other MDGs, such as improved health, access to clean drinking water, decreased poverty, and environmental sustainability, are critical to achieving the education MDGs. Although there has been steady progress towards achieving many EFA goals, challenges remain. Today, there are many children of school age, who are still not in school due to financial, social, or physical challenges, including high fertility rates, HIV/AIDS, and conflict. Access to schooling in developing countries has improved since 1990—some 47 out of 163 countries have achieved universal primary education (MDG 2) and an additional 20 countries are estimated to be “on track” to achieve this goal by 2015. However, huge challenges remain in 44 countries, 23 of which are in Sub-Saharan Africa. These countries are unlikely to achieve universal primary education by 2015 unless domestic and international efforts are accelerated substantially. Although the gender gap in education (MDG 3) is narrowing, girls are still at disadvantage when it comes to access and completion of both primary and secondary schooling. Despite recent gains in girls’ enrolment at both the primary and secondary levels—particularly in low-income countries in Sub-Saharan Africa and South Asia—24 countries are unlikely to achieve gender parity at either the primary or at secondary level by 2015. The majority of these countries (13) are in Sub-Saharan Africa. Poor learning outcomes and low-quality education also remain overriding concerns in the education sector. For example, in many developing countries, less than 60 percent of primary school pupils who enrol in first grade reach the last grade of schooling. Additionally, pupil/teacher ratios in many countries exceed 40:1 and many primary teachers lack adequate qualifications. More on Education for all..
Source : Education for all


Using Computer-Assisted Language Learning (CALL) to Increase ELLs' Math and Science Literacy
Dr. Kenji Hakuta and Mr. Diego Roman
September 24, 2009
Well-known author and researcher Dr. Hakuta and his students at Stanford University have developed WordSift, a free, web-based vocabulary development tool that offers educators the ability to instantly capture and display the vocabulary structure of texts, helping them to create an interactive linguistic playground in which general and academic words can be tossed around and analyzed simultaneously.
During this webinar, Dr. Hakuta will describe the development of WordSift and its implication for ELLs' literacy development and Mr. Roman will demonstrate how WordSift can be used for literacy development in science.


Lesson study – Maths (September 2019)
To download a copy of the Maths Lesson Study, please click HERE.
Why introduce a lesson study focusing on numeracy across the school at MHS?
Students and Teachers
- To develop domain specific thinking with maths in other subject by prompting student to think about subject content using the tools of mathematics;
- To develop skills to ask mathematical questions in lessons.
- To consider the need to raise standards in numeracy;
- To consider current images of mathematics and mathematicians ( students and teachers views);
- To consider the need for improving numeracy skills across the curriculum;
- To include staff that will promote partnership and development of skills within their area of expertise;
- To give ownership of numeracy by teachers across the curriculum leading to consistency;
- To promote a growth mindset effectively when approaching maths problem;
- To develop class teachers knowledge, skills and understanding of how numeracy can be embedded across the curriculum;
- To continue to encourage the development of partnerships between classroom teachers;
- To ensure that all staff have access to the appropriate teaching approaches and resources associated with numeracy.
What are you going to do – what teaching approaches are you going to use?
Consistent approach to the use of calculation policy
- Training teachers to improve strategies for teaching and learning of calculation strategies in Mathematical thinking.
- Consistently implement bespoke and whole school interventions aimed at extending students vocabulary in mathematics
Whole staff training
- Specific staff to receive bespoke training on chosen interventions;
- Working in partnership with other stakeholders;
- Evidence based practice, implementation process through research lesson study group and CPD;
- All staff to receive training on how to develop skills to asking mathematical questions in lessons
- Inter school collaboration as a part of peer support network
- Training programme for specific staff on mathematical thinking
- Whole school staff training on aspects of embedding numeracy across the curriculum
- Whole school staff training on how to use a calculation policy
- Head of Department acts as coach to Focus group in implementing developed numeracy programme
- Focus group to coach teachers/support staff/ intervention staff throughout the lifespan of the project
- Research for a new strategies of using mathematical thinking in different curricular areas and develop a common approach.
- Online research to reading including specific vocabulary modules in mathematics for staff and students
Monitoring and Evaluations
- Staff to film good practice of the teaching of Numeracy which will then be shared between the foci group;
- The foci group will analyse observations of each non maths lesson and the impact it had on the students learning and development in mathematics;
- Project lead to monitor understanding and attitude of using numeracy across the curriculum– students’ and teachers surveys.
- On–going monitoring of numeracy in class ( Weekly maths challenge) provided by Focus group
- All teachers are teachers of numeracy;
- Raised the standards of numeracy of all of Maplewell Hall School students;
- Develop domain specific thinking with maths in other subject by prompting student to think about subject content using the tools of mathematics;
- Increased access to maths resources;
- Teachers are equipped with the skills and resources to teach numeracy;
- Share good practice of numeracy across the school to enable the students to succeed at improving their mathematic skills;
- Baseline and continued assessments are effectively used to inform pupil’s next steps;
- Improved students’ social and emotional development, particularly confidence and self- efficacy.


The importance of having research-informed methods in education has long been acknowledged. However, traditionally, teachers have had little or no support in actually finding this evidence or applying it to their work. Fortunately, a new scheme pioneered by a Coventry University research group aims to assist teachers in this by employing a hands-on approach, working directly with teachers in schools to develop their knowledge and further their skills in the field.
There is a three-strand approach to the project, which is being coordinated by the Literacy Development university research group. Teachers or other educational practitioners (such as teaching assistants or those who home-school) who wished to take part had the choice of which pathway they would like to apply for. These included:
• On-site visits at the school from a researcher to help tackle specific problems or challenges that the school has in relation to literacy or numeracy achievement.
• A mentoring scheme, in which teachers can spend some time in the research centre to access academic resources with the support of an experienced researcher.
• Twilight workshop sessions, where groups of teachers can learn together how best to find research evidence, examine educational interventions from a critical perspective and conduct research appropriately.
Although the method may vary, the research group intend for all teachers who take part in the scheme to take away the same benefits. This is to be able to support their pupils as best as they can, by giving them the skills to critically evaluate the interventions and activities that their school has in place. All should also leave the scheme with a better knowledge of research, and those attending the workshops in particular will be able to benefit from sharing knowledge with other schools and education practitioners.
Emma Vardy, Research Associate within the Literacy Development research group, says, “The option to have the researcher in the schools has been the most popular, with schools coming back with some great ideas for projects that they would like our help with. We are happy to be giving something back to the school community, who help us enormously.”
The project has also been chosen for funding by the British Psychological Society (BPS). The Psychology of Education Section chose to financially support the scheme due its practical application and the benefits that it could have within the schools taking part. The next workshop is being held on the 7th October.


When National Skills Coalition published The Roadmap for Racial Equity last year, the economic landscape looked quite different. Now, as the United States faces the continuing fallout from the COVID-19 pandemic and associated recession, NSC is releasing an excerpt of the original report with a more specific focus: The Roadmap for Racial Equity, Special Education: Immigrants and English Learners.
Immigrants comprise one in six American workers, and English learners make up one in ten workers. Most immigrants are non-White, and this trend is expected to continue well into the future, with Asian and Latinx immigrants making up the largest shares of new Americans. English learners are similarly likely to be people of color.
Expanding career pathways for people of color and supporting their advancement along these pathways are necessary precursors to achieving positive economic outcomes. This includes ensuring that workers recently displaced because of the pandemic have equitable opportunities to build their skills and prepare for in-demand jobs as the US labor market continues to adjust to a post-pandemic reality.
The need for public policy solutions
The ethnic and racial diversity of the residents of the United States is one of our country’s unique strengths. However, Black, Latinx, Pacific Islander, Native, and certain Asian American workers face wide racial inequities in educational attainment, employment, and income. A significant percentage of these individuals are also immigrants or English learners.
While the COVID-19 pandemic has drawn renewed attention to these inequities, they existed long before the pandemic. The US has fueled these disparities through decades of intentional, structurally racist policies. As long as these inequities exist, our country is undercutting its own economic competitiveness: Racial workforce diversity is a key driver of America’s economic growth, as it is one of the most important predictors of business sales revenue, customer numbers, and profitability.
Because public policy decisions have played a key role in forming racial inequities, policies must also be an integral part of the solution. Now is the time to adjust workforce policies and craft new ones to ensure that every person in our country has a fair shot at achieving economic stability and success.
Key recommendations for policy change
The policy solutions highlighted in the Roadmap: Special Edition cover the following topic areas:
- Education and workforce data systems
- Policy and program infrastructure and technical assistance
- Upskilling for workers with foundational skills needs, including vocational and technical English and digital literacy
- Tuition equity and other financial aid for Dreamers and others not covered by existing financial aid programs
- Permanent protection and a skills-based path to citizenship for Dreamers
For details on each of the recommendations, refer to the new publication.


One hundred years ago, the world was facing a new reality. It was two years after the First World War and Dadaism boldly provoked the art scene with its absurd play, criticism of social conventions and denial of traditional art forms. Coincidence, play, absurdity were the main weapons with which the artists wanted to inflict a blow on a society torn by its own contradictions. On the one hand, the tumultuous socio-political development, on the other hand, the peaceful life and stale air of traditional galleries and cultural institutions.
At that time, Max Ernst appeared on the art scene as a self-taught artist from Germany, who, like many other young artists, enlisted in the First World War. This deeply traumatizing environment made him feel that modern times were losing ground and were full of absurdity. The feeling emerged from the subconscious, which supplied him with several difficult-to-define images. His interest in subconscious processes corresponded to Freud's research of conscious and unconscious mind, as the source of many of our actions.
Max Ernst - The Fugitive
After 1924, Dadaism gradually grew into the surrealist movement with its automatically created drawing without conscious correction. The drawings are full of shapes flowing from the subconsciousness and gradually revealing hints of specific shapes, erotic motifs, and natural forces. Max Ernst, as an artistically untrained but talented and sensitive young man, becomes a pioneer of various forms of Dadaism and Surrealism.
One day in 1925, his subconsciousness forced him to put the paper on the floor of his room and capture by friction the structure of beautiful, washed-out wood. The discovery of frottage has become a technique with great potential. Max is no longer limited by the lack of drawing training. The sources for expressing his subconscious are everywhere around him. Anything that has even a slightly bumpy surface can be transferred to the paper by rubbing with a pencil and thus directly touching the subconscious through the material. By capturing and composing various plant and industrial surfaces, compositions of non-existent animals, countries, or even whole worlds can be created.
Max Ernst - Little Tables around the Earth
But Max doesn't want to make this world clear. He again immersed in the metaphorical language in the artwork titles to bring other hints, other layers of meaning into the work. He connects his techniques with the world of literature, where he uses old textbooks and engravings as a source of surreal collages that arch back to our subconscious.
Max Ernst - She Keeps Her Secret
It has been a hundred years since these special times. Today, frottage is known in every school. It belongs to the basic equipment of both art buddies and professionals. From Ernst's legacy, less tragic, erotic, and more play, humor and formal beauty remained in it.
After a hundred years, we are experiencing new traumas, new problems. A stream of subconsciousness emerges again through reflections on a pandemic, climate problems, and new challenges for the society. We have new possibilities for capturing the flow of our subconscious. We have digital graphics tools. Many of them are as if behind the glass, they do not allow direct contact with the material. However, there are exceptions – Rebelle is one of them. It is different in the sense that its instruments encourage our memory to remember the beauty of real materials. It wants you to enjoy the pleasure of direct contact with the material in the digital world.
Ľubomír Zabadal - Plačúci / Crying (digital painting made in Rebelle 3)
Unlike traditional frottage, where only surfaces with a distinctive structure can be captured by the pressure of a pencil, Rebelle allows us to use any object around, thus opens up new possibilities for us. All you have to do is to look around your surroundings, take a picture of an interesting object or texture, and place them into Rebelle like a new paper. Using the pencil or pastel tool and a gentle touch of the graphic pen, you can examine how the material is appearing on the surface. Something unexpected can be created by inserting more and more textures and combining them in original ways.
Ľubomír Zabadal - Dirigent / Conductor (digital painting made in Rebelle 3)
It's an adventure similar to when Max Ernst saw and captured a painting on the wooden floor of his apartment almost a hundred years ago!
Ľubomír Zabadal - Cesta / Route (digital painting made in Rebelle 3)
Author of the text and digital frottage images is Mgr. Ľubomír ZABADAL, PhD. - an expert for traditional art media and assistant professor at Department Of Creative Arts and Art Education at UKF University, Slovakia.


from Foundation Phase to Intermediate Phase
The first step, as a parent, is realising that your child is not an independent learner during foundation and intermediate phase. This implies that your child needs to be taught and helped in their learning. The second step is to realise that your role is to teach, guide and assist your child in their educational, physical, emotional and social development. This role is critical to your child’s growth. Your child cannot progress positively without your assistance.
The third step is acknowledging that it is vital that you work with the teacher so that your child progresses successfully through school. Homework should be guided and checked by you. If your child is battling with concepts, you should work with them until they understand the concepts and can work with them independently.
The parent, the phases and the teacher:
Foundation phase: this phase is about developing a solid base of knowledge for your child and helping them further themselves in the school environment and life. Foundation phase is all about the basics in educational knowledge. Remember that your child has never been exposed to these concepts. They need to learn them and learn how to apply them. They need to be assisted at home to build a strong foundational knowledge that will assist them through school and later lead them to becoming independent learners.
It is your job to reinforce the knowledge taught at school and to ensure that your child understands, and can apply, the concepts introduced by the teacher.
Intermediate phase: this phase is about using foundational concepts to build their knowledge and learn new concepts. A child with strong foundational skills is more likely to succeed in this phase, and to develop a sense of independent learning. Your role as a parent in this phase is to guide and instruct your child, and for them to attempt the work individually without your continuous involvement. This does not mean your child is expected to work unassisted, but that they are required to work for periods independently, knowing that you are available should they get stuck.
This phase teaches them how to use their previous knowledge to learn new concepts. Your child is now at a stage where they are learning to work independently and develop their skills, but they are still reliant on the teacher and yourself to teach, instruct, and help them.
The parent and the teacher:
The teacher’s role is to introduce and practice new concepts in school. It is your role to practice these at home, and to bring to the teachers attention any concepts your child cannot grasp. This is followed by a teamwork approach between the teacher and yourself. This may include extra lessons or extra work to do at home. This is time consuming but essential. The teacher cannot do this individually and relies on you as a parent to be involved in your child’s education.
Some tips for Parents:
- If you are unsure of the concepts yourself ask the teacher to show you – remember the teacher works with these concepts constantly.
- If you are unsure how to teach or reinforce concepts at home, ask the teacher for tips, methods or recommendations.
- If your child is struggling, make notes and bring these to the teachers attention.
- Do not leave concepts that your child does not understand for the teacher to address – work with the teacher.
- If your child is struggling, invest in extra lessons – do not wait until the later grades for tutoring, because then the child has to return to the basics in order to understand the current concepts.
- Homework should be done in the afternoon. Do not wait until the evenings – most children are tired and unable to focus. If you are unable to do this ask a relative or friend. Another option is to hire someone who can assist your child. Also look into aftercare facilities that offer homework assistance.
- Do not ignore or underestimate the importance of the foundation phase.
- Intermediate phase homework should be guided, and the child should be able to do some of the work independently. By the end of grade 6 a child should be able to do the majority of their homework independently, but may still require some assistance.


Today we are proud to release the We All Make Music GUIDE.
The Guide aims to help the music education sector to diversify its workforce today and to support young Disabled people to become music leaders in the future.
In our research last year we discovered that Disabled people are severely under-represented in the music education and arts workforces.
In our recent Guardian article on this topic we discussed the need for actions and changes in many ways and at all levels.
It is our hope that this Guide will support people across the sector to become changemakers and to break down disabling barriers to careers in music ed & the arts.
Carien Meijer, Chief Executive of Drake Music, commented:
“Access to music-making is a human right. For many people the chance for creative self-expression through music begins at school. The music education workforce must become much more diverse to better serve the young people it aims to reach.
The accompanying We All Make Music guide offers practical advice, tips and guidance on what we can all do to make the music education workforce more diverse and representative of the young music makers it serves across the country.”
Following on from this we are launching a new programme of strategic music education work, funded by Youth Music, called Think22. It will put youth voice at the heart of our work and will further develop the advocacy, workforce and inclusion work of Think2020.


History of Oglala Lakota College
Since the creation of the Pine Ridge Indian Reservation, Oglala leaders have pressed the federal government to meet the educational obligations it promised in treaties and agreements. With the advent of efforts to extend tribal sovereignty by American Indians throughout the United States came a recognition by Lakotas that control of education is also the control of its destiny. On March 4, 1971, the Oglala Sioux Tribal Council exercised its sovereignty by chartering the Lakota Higher Education Center. This marked the commencement of a vision's realization which continues to evolve in the history of the Oglala Lakota.
During its non-accredited years, the college entered into agreements with Black Hills State College, University of South Dakota, and University of Colorado to "borrow" their accreditation for various associate degree programs. Students were taught on the reservation by faculty chosen by the college, but approved by the state institutions, who taught the same courses as offered in South Dakota's colleges. It was a complicated system but it met the needs of students.
The college awarded its first associate degrees in 1974. In 1978, the name of the college was changed to Oglala Sioux Community College to reflect its status as community college. In 1979, Oglala Sioux Community College became a candidate for North Central Association accreditation. The college settled into its dispersed, decentralized campus system which features college centers in each of the nine reservation districts.
In 1980, the Oglala Sioux Tribal Council allowed the college to occupy its present administrative center. Piya Wiconi is the most visible symbol of the college but the district centers are where the mission is being fulfilled.
When accreditation was granted in 1983, the degree offerings were a Bachelor's degree in Elementary Education and Associate Degrees in Education, Human Services, General Studies, Nursing, Lakota Studies, Business and Vocation fields. In subsequent accreditations by North Central in 1987, 1992, and 1994, the college has expanded its Bachelor Degrees in Lakota Studies, Human Services, and Applied Sciences, and a Master's Degree in Tribal Leadership.
At the 1983 annual retreat, OSCC underwent another name change to Oglala Lakota College to reflect its status as a four year degree granting institution and to replace the word Sioux with Lakota. Since Sioux is not a word in our language, the proper word to describe our people is Lakota. Oglala Lakota College is governed by a 13 member Board of Trustees with membership coming from nine reservation districts, one designee from the Oglala Tribal Council, one designee from the OST President, one Council of Elders, and a student representative.
As a result of the comprehensive accreditation review in March of 1998, NCA granted continuing accreditation for all existingdegrees, the Master's degree in Lakota Leadership /Management, and an added Master's Degree emphasis in Educational Administration. NCA also removed distance and site limitations.
Oglala Lakota College stands ready to meet the education challenges of the 21st Century and will continue to assume a vital role in the development of the reservation's resources, its people, and the land. Oglala Lakota College has been accredited by the North Central Association of Colleges and Schools since June 20, 1983. This accreditation has been continued and expanded in scope with each subsequent comprehensive visit.
The most recent comprehensive visit took place in March 2003, by the Higher Learning Commission, a commission of the North Central Association of Colleges and Schools, 230 South LaSalle Street, Suite 7-500, Chicago, Il 60604-1413, telephone number 312-263-0456 or 800-621-7440, FAX 312-263-7462. The college offers accredited degree programs and certificates. The programs in Elementary Education and in Nursing are fully approved by the State of South Dakota. Graduates of the elementary education program are certified by the South Dakota Division of Education, and graduates of the nursing program are permitted to sit for the National Council Licensing Examination (NCLEX) to become Registered Nurses. Bachelor of Social Work was accredited by the Council on Social Work Education in Spring of 2010.