Australian Convict Sites Quiz – Fun FREE Online Kids Quizzes
Enjoy this Easy Science for Kids Australian Convict Sites Quiz – you’ll get your quiz score after completing this free online interactive quiz. You need to answer all the questions to be able to get your score. You can do this fun quiz about Australian Convict Sites again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about the Australian Convict Sites.
About the FREE Online Australian Convict Sites Quiz
Our easy Geography quiz questions for kids are a online free kids quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Australian Convict Sites Geography quiz helps your kids learn fun facts about Australian Convict Sites while enjoying this FREE online quiz.
If your kid is home-schooled by you, or is interested in learning about the world we live in, then this is an easy science activity, with reading comprehension benefits for first to fifth grade kids. Kids will enjoy competing against their classmates and friends, to see who gets the best score, doing this fun Earth Science quiz game on Australian Convict Sites.
As a reading comprehension training activity for kids, you can set a timer to encourage kids to do the reading comprehension activity faster, or you restrict the number of times your kid can read about the Australian Convict Sites quiz topic, before they do the actual online kids quiz.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this Australian Convict Sites quiz and our other science kids quizzes, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Australian Convict Sites quiz answer they think is correct, and at the end you get the Australian Convict Sites quiz score. Your child can try unlimited times doing the quiz, till gets the perfect score faster, as he or she learns to listen more carefully and develop a better memory and attention span!
Enjoyed doing this fun kids quiz about Australian Convict Sites? Check out all our other fun FREE Quizzes Online and other science kids website. Visit our Earth Science for Kids all about Australian Convict Sites page. Get lengthy info here.
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Declan, Tobin. " Australian Convict Sites Quiz – Fun FREE Online Kids Quizzes - ." Easy Science for Kids, Oct 2020. Web. 24 Oct 2020. < https://easyscienceforkids.com/australian-convict-sites-quiz-fun-free-online-kids-quizzes/ >.
APA Style Citation
Tobin, Declan. (2020). Australian Convict Sites Quiz – Fun FREE Online Kids Quizzes -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/australian-convict-sites-quiz-fun-free-online-kids-quizzes/
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Music at School
School has a dynamic music program. Music at encompasses all four components of the music curriculum – music language and performance skills, creative expression in music, understanding music in context and valuing musical experience.
Music is an essential part of life. We need writing and math for students to be successful in the world, but also the arts, as the arts are the heart of each person. The arts help us to express our feelings – whether it’s to carry us through a difficult time, or to celebrate events such as birthdays, achievements, and weddings.
In early years music we focus on singing, moving, and keeping the beat. We play instruments from around the world, as well as play Orff instruments such as a soprano xylophone. We also listen to music from around the world and hear the Winnipeg Symphony Orchestra play. Each year students also perform at many assemblies and events in the community; senior homes, music concerts, and Remembrance Day Services, just to name a few.
In the upper grades we focus on choral and learning to play a variety of Orff instruments, recorder, guitar and violin. We also listen to music from around the world, and the Winnipeg Symphony Orchestra. At this level we are also developing our composing skills. Numerous times during the year we also share our music with each other, our parents, and community.
Music also benefits us in other ways – here is how Manitoba Arts Education puts it:
Music is a vital part of every student's education and contributes to deep and enduring student engagement that leads to learning success. Music education develops unique, powerful, and multiple ways of perceiving, interpreting, knowing, representing, and communicating understandings about self and the world. Through music experiences, students have opportunities to think creatively, explore ideas and feelings, and develop emerging personal, cultural, and social identities.
The social act of music making generates synergy and provides unique opportunities for students to be part of collaborative and diverse knowledge building. Learning music enables students to explore ambiguity, to think imaginatively, innovatively, and with flexibility and empathy, and to feel confident with uncertainty and risk. Music education promotes open-ended, critical, divergent, and dialogic thinking and encourages understanding and feeling mediated through body, mind, and senses.
Music helps students to appreciate and connect with others past and present, as well as to understand and celebrate their own distinctiveness. Mind, body, and spirit interact through music to engage students profoundly as they seek meaning in the world around them. Through music, students are empowered with the creative energies and sense of agency that are needed to consider diverse views and transform thinking and possibilities. Music has the potential to promote responsibility and leadership and to prepare and inspire future citizens of the world to understand and address the most critical challenges of their times.


Learning and growing together through our primary years program
Our school uses the Australian Curriculum as the basis for its teaching and learning which is designed to develop confident and creative individuals who will become active and informed citizens. It sets the goals for what all students should learn as they progress through their school life.
Our pedagogical approach ensures intellectual rigour through active and authentic learning which develops deep understandings and prepares students for sustainable 21st century living. The core subjects of English, Mathematics, Science, Humanities and Social Sciences and Health are taught by homeroom teachers.
PRIMARY SCHOOL CURRICULUM
INQUIRY - BASED LEARNING
Through an inquiry approach, English classrooms develop literate citizens; critical and creative thinkers ready to communicate and contribute in the contemporary world. While the Mathematics program develops numerate citizens and mathematical thinkers prepared for the demands of the future.
‘Primary Connections’ a program developed for Primary schools by the Australian Academy of Science is the basis of the Science teaching from Foundation to Year 6. The Humanities and Social Science program was developed locally using the Australian curriculum as its foundation. Science and Humanities lessons build deep conceptual understandings & skills through inquiry units.
HEALTH AND WELLBEING
Through a comprehensive Health program, students develop health literacy to ensure they have the knowledge and understanding required to make informed choices about the health and safety of themselves and others. Emotional health and well-being and protective behaviours are developed through the explicit teaching of social skills, resilience and optimism and monthly focused assemblies.
FOUNDATION TO YEAR 3
Lower Primary Curriculum
While Literacy and Numeracy are core to all curriculum areas, students are also introduced to Humanities and Social Science, Science and Health lessons from Foundation to Year 3. Students begin their engagement with Inquiry Based Learning though these lessons. Collaboration, creativity and critical thinking skills are a major factor as students learn together about the world around them.
Specialist teachers engage with the children in many areas including Music, Visual Art, Digital and Design Technologies, Physical education and Swimming and Chess. Thai Language and Culture is taught in Foundation and Year 1. In Year 2, French, Mandarin, and German are introduced and from Year 3 student also have the option of learning Japanese.
Families receive regular communication from the Home teacher about their child’s program and progress. You are encouraged to be active partners in your child’s educational journey. Families are encouraged to participate in a wide range of celebratory events.
YEAR 4 TO YEAR 6
By the time students reach Year 4, they are usually independent readers and this brings changes in their curriculum and the way they are taught.
All lessons taught in the early Primary years continue into Year 4, Year 5 and Year 6. Students at these higher year levels engage with the curriculum in a more sophisticated way using critical and creative thinking to collaboratively explore the world and their place in it. The contemporary nature of the curriculum offerings ensure the students are continually engaging with authentic real world learning. Sustainability, Intercultural Understanding and Global Citizenship are themes which recur throughout the Primary curriculum
Students in these year levels access specialist classes for Digital Technology, Design Technology, Performing Arts, Visual Arts, Health and Physical Education, Swimming and Languages. All students study Thai language and Culture and can also chose form French, Mandarin and Japanese.
Families receive regular communication from the Home teacher about their child’s program and progress. You are encouraged to be active partners in your child’s educational journey, particularly in relation to ensuring your child attends to their homework expectations. Families are encouraged to participate in a wide range of celebratory events including regular assemblies.


Although early childhood professionals have an essential role in creating positive peer relationships among the children they teach, this role is often overlooked. Harmonious peer relationships provide the basis for developing social and emotional well-being and augmenting the learning process. Early childhood learning environments should reflect a society which values interdependency and co-operation, and in which children can experience co-operative group activities that introduce and guide the development of social skills. These interactions develop social competencies in children which in turn, serve as lifelong social tools. Strategies to help educators build, maintain and monitor positive peer relationships are outlined with a case study illustrating the process of teaching for social competency.
|Title of host publication||No published conference proceedings available to for this conference paper|
|Place of Publication||Australia|
|Publisher||Early Childhood Australia|
|Number of pages||15|
|Publication status||Published - 2012|
|Event||2008 Early Childhood Australia National Conference - Canberra|
Duration: 3 Oct 2008 → 6 Oct 2008
|Conference||2008 Early Childhood Australia National Conference|
|Period||3/10/08 → 6/10/08|
Slee, J. (2012). Creating positive peer relationships: teaching for social competency. In No published conference proceedings available to for this conference paper (pp. 1-15). Early Childhood Australia.


The Primary Learning Enrichment programmes provide assistance to students with special needs and those requiring support in the development of their literacy and numeracy skills.
Through these programmes, students are encouraged to develop confidence in their learning in a nurturing and positive environment.
This assistance is given by specialist teaching staff supporting teachers within the classroom, and providing programmes for small group tuition to accommodate students with specific learning needs. Students are assessed, the data collected is used to determine the areas of difficulty and programmes are devised to meet the specific requirements. Skills are reinforced, consolidated and evaluated to enhance the specific learning needs of students. The model of intervention reflects best practice and focuses on the support being targeted, intensive and repetitious.
Extension programmes are also provided to enhance the learning of students.
Specialist Learning Enrichment staff work with classroom teachers to implement extension programmes in Mathematics, English and through OptiMinds. These opportunities are provided to challenge the students and to allow them to engage in activities that require them to work collaboratively, think creatively and develop their confidence and interpersonal skills.
The Primary Education Support staff liaise with other professionals to support the learning needs of students. To assist with the development of Individual Education Plans, ongoing consultation is sought with Education Psychologists, Physiotherapists, Speech Pathologists and Occupational Therapists to provide the best learning outcome for the students.


Elementary Education at RCS
Thank you for visiting our website. This website provides users with an overview of the curriculum in kindergarten through fifth grade. This website reflects the state's standards that teachers are required to teach at each grade level. These standards are a combination of the North Carolina State Standards (English Language Arts and Math) and the NC Essential Standards (Science, Social Studies, etc.). These are the standards that are assessed on the Literacy and Mathematics Assessments in kindergarten through second grade and on the End-of-Grade tests in grades three through five.
Below parents of Kindergarten, First, and Second Grade students can locate information regarding the standards-based reporting system. K-3 parents can also access information on Read to Achieve implementation.
We hope that this information will be helpful to you and that you will use it as a reference throughout the year. If you have questions, talk with your child's teacher or principal.
Our Elementary Schools strive to:
Integrate math and reading throughout the curriculum
Develop character and work ethics
Forge strong relationships with students and parents
Ensure a safe, orderly, and caring school environment
Utilize 21st Century tools and technology
Focus on development of the whole child
We, as a school district, appreciate you as our valued partners in the education of our children.
Overdrive eBook Library
Rockingham County Schools is pleased to offer our eBook program on Overdrive. Our digital collection contains over 5700 titles available for checkout.
The web address for RCS' digital library is http://rock.lib.overdrive.com. Please see your school's Media Coordinator for log in information.


Every year, each Victorian Government school Prep student receives a Prep bag at the start of Term 1. The Prep bag celebrates a milestone in their educational journey.
The 19 useful and engaging items help you and your child transition into primary school and have a great start to the year.
See all the items in this year's Prep bag in the video below.
What's in the bag?
In 2020, Prep students will receive five quality children's books to build their literacy:
Silver Buttons, written and illustrated by Bob Graham
The Dress-Up Box, written by Patrick Guest and illustrated by Nathaniel Eckstrom
Where is Galah?, written and illustrated by Sally Morgan
Hello from Nowhere, written by Raewyn Caisley and illustrated by Karen Blair
Edward the Emu, written by Sheena Knowles and illustrated by Rod Clement.
Prep books resources are available for your family.
These books will also be produced in braille by Statewide Vision Resource Centre and delivered to Prep students who are blind.
The Prep bag has a range of other goodies included too, such as:
- Book labels (Ardoch) – for you to personalise your child's free Prep bag books.
- Jigsaw puzzle (DET) – features a map of the world for you to talk to your child about their cultural background. It also provides further resources on
global learning programs.
- Mathscots ruler (DET) – features Mathscots characters from the
Mathscots Animation Series, which helps you and your child have fun while exploring maths in everyday settings.
- Three-Year-Old Kindergarten handout (DET) – Three-Year-Old Kindergarten is coming soon,
learn more here.
- 'Literacy and Numeracy Tips' booklet (DET) – has handy tips to help you to develop your child's literacy and numeracy skills from birth to 12-years-old.
- National Gallery of Victoria (NGV) flyer – has all the latest art exhibitions, school holiday activities, workshops and learning resources at
- NAB AFL Auskick activity booklet (Australian Football League) – has tips and fun activities for your child to learn more about footy, such as colour-in pages and puzzles.
- ANZ Tennis Hot Shots flyer (Tennis Australia) – offers a
free trial for your child to participate in tennis at your local tennis club.
Health and wellbeing
- 'Healthy start to school' booklet (Department of Health and Human Services (DHHS) and DET) – has the most up to date health information and practical tips to help you support your child's health and wellbeing as they transition to school life such as healthy lunchboxes, dental hygiene, sun protection, making friends, beating bugs, immunisation and allergies.
- Mini-Heroes water bottle (DET) – helps your child stay hydrated throughout the school year. The bottle is BPA-free, as well as being microwave and dishwasher safe. The
Mini Heroes website has a short video exploring some of the new and exciting things that your Preps will do at school, as well as information to support parent's introduction to ClickView.
- Parentline magnet (DHHS) – has contact details for
Parentline Victoria, a telephone counselling and support service for parents.
- SunSmart stickers (SunSmart) – helps to remind your whole family to
slip, slop, slap, slide and seek to reduce UV exposure.
- 'A guide to healthy eyes for kids' booklet (Optometry Victoria South Australia) – helps you and your child understand eye health and common vision problems. It has fun Eye Girl and Eye Guy activities for your child.
Find out more about transition and starting school on the Back to School web page.


PENERAPAN MEDIA TUTUP BOTOL BEKAS UNTUK MENINGKATKAN KEMAMPUAN BERHITUNG SISWADI RA MUSLIMAT NU 007 GANDU I MLARAK PONOROGO
Pre-school age is an effective age for developing various potentials of children, one of which is the potential for cognitive development in children. Mathematics becomes increasingly important in the age of technology, the more important it is that children learn mathematics at home and at school. Basically the ability of children is very extraordinary in capturing information at the same time with various senses, for example they are playing, they also keep learning. Then in the field it has been found that there are problems in learning activities, especially in the ability to count. In general they have been able to count in sequence while lifting their fingers, but in the concept of addition and subtraction using the help of their fingers, some are still confused. This study reports the results of the study, with the formulation of the problem; (1) How can the application of used bottle cap media to improve students 'numeracy skills in RA Muslimat NU 007 Gandu Mlarak Ponorogo ?, (2) Can the application of used bottle cap media improve students' numeracy ability in RA Muslimat NU 007 Gandu Mlarak Ponorogo? This research was conducted at RA Muslimat NU 007 Gandu Mlarak Ponorogo. In this study, the Classroom Action Research method was carried out in 3 cycles through the stages in which learning used used used bottle caps. Data collection techniques through observation, oral tests, and documentation. Based on the results of data analysis, it can be concluded that: (1) The application of used bottle cap media to improve students' numeracy ability has been planned through RPPH and actions have been carried out in Cycle I to Cycle III, (2) The application of the used bottle cap media can improve the ability to count student at RA Muslimat NU 007 Gandu Mlarak Ponorogo.


BOOK - Tzar and the Crocodile - Soon to be released ages 3 to 6 years
Holidaying in Australia's Top End, Tzar the Paddington Poodle, his brother Ziggy and their best friend Coco, meet Northi the northern quoll. They learn that quolls are endangered, and what the cleaver folk from the top end are doing to help quolls survive the cane toad invasion.
On their last day they head out for an early morning burn up the beach.
Much to Tzar horror, his ball lands smack-bang in front of a very, very, very BIG Crocodile sunning itself on the beach.
Will Tzar and the Crocodile become friends ... or will Tzar become lunch?
This book is suitable for children aged between 3 and 6 years. It is a must have book for parents who read to the children.
The story teaches children about Australia, the plight of its wildlife, and how to overcome fear.
It is particularly useful as an early childhood learning resource, as a number of life lessons can be gleaned from the story.


Second Step/Restorative Practices
Second Step and Restorative Practices are two new programs at Charles W. Henry School!
Restorative Practices: Restorative practice is a strategy that seeks to repair relationships that have been damaged, including those damaged through bullying. It does this by bringing about a sense of remorse and restorative action on the part of the offender and forgiveness by the victim.
Second Step: When students enter kindergarten with the self-regulation and social-emotional skills taught in the evidence-based Second Step Program, they’re set up for success. Our early learning products are easy for anyone to use and are designed to keep children engaged.
Mr. Shermont Fox is the representative from IIRP/Second Step for Charles W. Henry School. We visits to work with students and teachers bi-weekly. All staff has been trained by Mr. Fox and continually receive workshops and professional development throughout the year.
Shermont Fox is Director of Clinical Operations with Community Council Education Services of Philadelphia. He has been a teacher at the School District of Philadelphia and a therapist, behavior and crisis specialist in the behavioral health field. A devoted husband and father, he is active in his community as a basketball coach, mentor and advocate, often working with children with social emotional needs. He received a BA in Computer and Information Science as well as a dual MA in Elementary Education and Administation from Cheyney University.


This research has been done to determine whether there is a significant difference between the self-confidence levels of students playing and not playing musical instruments. The research is carried out with undergraduate second, undergraduate third and undergraduate fourth students studying at Dokuz Eylül University Buca Faculty of Education, Department of Music Education and Guidance and Psychological Counseling Education (PDR). A total of 155 students, 107 females and 48 males participated in the study. The research is in the screening model and the data of the research was obtained by using the 5-point Likert type “Self Confidence Evaluation Form” (Özevin, 2008). In the analysis of the data, t test and one-way analysis of variance (ANOVA) statistical methods are used for independent groups through the Spss 16.0 program. Within the framework of the findings, no significant difference is found between the two groups in terms of gender and class variable, and there is a significant difference between the students of the Department of Music Education and Guidance and Psychological Counseling Education Department students in terms of department variable. According to this difference, it is concluded that the self-confidence levels of the students of Music Education Department are higher than the self-confidence levels of the Guidance and Psychological Counseling Education students.
Keywords: Instrument Education, Self-confidence, Music Education


Plattsburgh State recently hosted a forum to inform and educate Clinton County residents on what standardized testing children of the district and the state would be taking in the weeks to come.
Common Core is the educational standards and testing of New York State’s education policy. In the last few months, Governor Andrew Cuomo has pushed for reforms to the standard, implemented in 2009.
“Because of the adoption of Common Core, private companies — non-teachers — set the standards for these tests,” PSUC Professor of Teacher Education Douglas Selwyn said. “New York state agreed to this, including teachers being evaluated with the scores of these tests.”
North Country Public Radio reported that Cuomo said he wants half of a teacher evaluation based on the standardized test scores, also stating “‘chronically ineffective’ teachers should get the boot.”
Selwyn said the March 24 forum was held to serve as an education ground and to ensure community members and parents understood their right to “do what’s best for their kids.”
Parents have the right to choose to allow their children “opt out” of the test, Selwyn said.
With his research, Selwyn said that last year, 70,000 students’ parents opted out of the English/Language Arts (ELA) standardized test. This year, only tabulating 70 percent of school districts in New York State, 180,000 students have done the same for testing of the same standard. He also mentioned that usually more opt out of the math exam. The math test was due to be completed last week.
“I can see where it was supposed to go, what it was supposed to do and what they wanted to do,” PSUC junior Tasha Page said. “They wanted everyone to make sure every student is at the same level.”
Page is currently enrolled in the PSUC elementary education five-year program, with a history concentration. She said Common Core focuses more on English/language arts and mathematics. Teachers are forced to “leave out” history and science due to the fact that they are preparing their students for the tests they are required to give by the state.
“I try to incorporate history and science into the elementary classroom,” Page said. “(Common Core) doesn’t expose them to it, and it’s a shame because it used to be my favorite subject.”
Page believes that Common Core’s purpose is to prepare students going into high school at the same high standard. She also thinks there is another standard set for those high school students leaving their Alma Mater as they take their regents exams.
Selwyn said teachers don’t like this system because it doesn’t allow for what makes school “fun.” Standardized tests are the main focus in elementary and middle schools in New York state. He believes it has changed how the students operate, and Cuomo is making it more difficult for teachers by due to the use of “political maneuvers.”
Kala Lindtvit, studying at the same level and program as Page, said standardized testing puts stress on both the teachers and students. A 50 percent portion of teachers’ evaluations are based on the results of these tests because of Cuomo’s push for reforming the program.
“It is two weeks of long exams,” Lindtvit said. “In the spring, it is even harder because it is getting nice outside.”
From her experience in the classroom, Lindvit has seen students go from “spunky” to “exhausted” over the tests. She also said the elementary and middle school students develop anxiety because of them.
“The emphasis and entire focus is on passing this test, and that’s what teaching looks like, according to the state,” Selwyn said. “It is causing great harm saying that because some students don’t test well, and there is much evidence that the students that score high come from wealthy homes.”
“It’s great in theory but not in practice,” Page said.
Email Lisa Scivolette at email@example.com


Alice's Adventures in Wonderand, animals, Cambridge, Cambridge University Press, Charles Darwin, Charles Kingsley, children, children's literature, elementary education, English, evolution, Francis Hodgson Burnett, Jessica Straley, Lewis Carroll, Margaret Gatty, On the Origin of Species, Rare Books Department, Rudyard Kipling, species, The University of Utah, Victorian, vivisection
From the publisher: “Evolutionary theory sparked numerous speculations about human development, and one of the most ardently embraced was the idea that children are animals recapitulating the ascent of the species. After Darwin’s Origin of Species, scientific, pedagogical, and literary works featuring beastly babes and wild children interrogated how our ancestors evolved and what children must do in order to repeat this course to humanity. Exploring fictions by Rudyard Kipling, Lewis Carroll, Frances Hodgson, Burnett, Charles Kingsley, and Margaret Gatty, Jessica Straley argues that Victorian children’s literature not only adopted this new taxonomy of the animal child, but also suggested ways to complete the child’s evolution. In the midst of debates about elementary education and the rising dominance of the sciences, children’s authors plotted miniaturized evolutions for their protagonists and readers and, more pointedly, proposed that the decisive evolutionary leap for both our ancestors and ourselves is the advent of the literary imagination.
Jessica Straley is Assistant Professor of English at the University of Utah. She has published articles on evolutionary theory, vivisection, and Victorian literature in Victorian Studies and Nineteenth-Century Literature and has contributed a chapter to Drawing on the Victorian: The Palimsest of Victorian and Non-Victorian Graphic Texts, edited by Anna Maria Jones and Rebecca N. Mitchell.”
The Rare Books Department is pleased to have contributed images to this book from its copy of Alice’s Adventures in Wonderland by Lewis Carroll (1865).
Congratulations, Professor Straley!


The Early Years Foundation Stage Curriculum
At Saint Augustine Webster CVA, the Early Years Foundation Stage encompasses the Nursery and Reception classes. The Early Years Foundation Stage is about developing key learning skills such as listening, speaking, concentration, persistence and learning to co-operate with other children. We also work to develop early communication, literacy and numeracy skills that will prepare children for Key Stage 1 of the National Curriculum.
The curriculum of the Early Years Foundation Stage is organised into seven areas of learning:-
- Personal, social and emotional development
- Communication and language development
- Mathematical development
- Understanding of the world
- Physical development
- Expressive arts and design
Each area of the curriculum has Early Learning Goals, which establish expectations for children to reach by the end of the Early Years Foundation Stage. Learning at this stage is play based, with highly focused learning objectives to match.


by Courtney Belolan
One of the tenets of learner centered proficiency based education is that learners work within their Zone of Proximal Development. This means using grouping and regrouping strategies to meet learners where they are and let them move at their readiness levels. While we all agree that this is what we want to be doing, the how isn't always clear. This week I lay out some possibilities for how to manage grouping and regrouping within a class.
1. Balancing Whole Class Experiences and Individual/Small Group Learning: Instead of thinking of learner centered practices as looking like each learner on their own track all the time, think of it as looking more like a mix of whole group experiences with multiple access points and time for individual or small group learning. In math this might look like spending time on problem solving with a more diverse group of learners a few days a week (think Number Talks, Hi/Low Tasks, real world problem solving, etc), then spending other days on individual needs and small group instruction. In a science class this could look like having an opening experience, participating in a set of whole group discussions across a unit, and participating in a culminating product together as learners move through targets within the unit or project at their own pace.
2. Free Flow Grouping: Instead of thinking of groups as being attached to the teacher for instruction in some way, think of groups as being attached to the targets and foundational skills. This method requires the teacher to have input resources in place and ready to go for learners at any given time. Any whole class interaction would skew more towards work around habits of mind and accountability partners, sharing goals and reflecting on processes. There may be some deadlines or other benchmarks to make room for things like revision or rehearsal, and once in a while there may be some whole group experiences that feel more like something separate altogether.
3. Shifting in Cohorts: Instead of thinking of groups as all switching at predetermined times, think of managing group switches based on smaller numbers. Learning is social so it is beneficial to actually have groups of learners working on the same skills or content at the same time. On the teacher end, it feel more manageable to have more than one learner start on new foundational skills or targets at the same time. Shift learners into new groups in cohorts of at least two learners. As teachers notice that learners are reading to move into something new, use some pacing strategies to make sure there is a cohort starting at the same time. This could look like some learners getting daily instruction or encouragement to complete work at a quicker pace, and some learners being given level 4 work or slowing down for a day or two.
The Learner Centered Practices Blog


While there is a focus internationally on measuring literacy and numeracy skills at age 15, as captured in the OECD Programme for International Student Assessment (PISA), at least two aspects are neglected in debates on learning achievement.
First, literacy and numeracy skills continue to develop in some populations after the end of compulsory schooling. For example, as data from the OECD Adult Literacy and Lifeskills Survey show, these skills reach a peak in the early 30s before they start to decline. This means that young people develop cognitively for many years after finishing compulsory education, at least if they benefit from post-secondary education opportunities.
Older adults possess a lower level of literacy and numeracy skills, mainly because people lose skills as they age but also partly because the quality of education in some countries has improved, which works for the benefit of younger adults.
Those with less education not only have lower skills as they enter adulthood but are also more likely to find employment in occupations that do not require the use and development of their skills. They are also less likely to benefit from adult education opportunities.
Second, literacy and numeracy skills do not develop in the same way for all populations. A recent analysis of data from PISA surveys on students at age 15 and Programme for the International Assessment of Adult Competencies (PIAAC) surveys of the same cohort 12 years later, brought up interesting conclusions about how young people’s skills develop and what factors influence their development.
Since 2000, PISA surveys have been telling us that two factors make you more likely to have a lower literacy score: being a boy and coming from a lower socioeconomic background. Whether or not an individual is from a low socioeconomic background has been linked to such easy-to-observe factors as the number of books at home or the parents’ level of education.
Socioeconomic disparities widen in young adulthood
We have long known that young adults whose parents have less education have far lower literacy levels than those whose parents were educated at the post-secondary level. The OECD research shows us that the gap between those with educated parents and those without increases over time: by 20% from the age of 15 to the age of 27.
In some countries, such as Ireland, New Zealand, and Norway, the gap more than doubled. The data also suggest that the growth in disparities is concentrated amongst the lower performers at age 15. This could be because more disadvantaged young people are less likely to enter further education or to enter into occupations that ask them to apply and develop their skills.
Boys’ skills seem to catch up with girls’ – if a gap ever existed
But the analysis also shows that the large literacy gaps that existed between boys and girls at age 15 are all but gone by age 27, with low-performing males making the biggest leaps in performance.
Almost all assessments of literacy skills at school suggest that girls do better in reading, a fact reiterated in the 2018 Gender Review. But was there such a gap in the first place?
Unlike PISA and other school-based assessments of reading skills, the PIAAC survey suggests that, even at age 16, the gender disparity in literacy skills was already very low.
One question therefore is whether the different ways in which tests are administered matters. The PIAAC test takes less time to complete, uses technology, and involves a trained interviewer visiting the household. All these factors could help boys be more engaged and focused, compared to the school-based PISA assessment, where peer pressure effects may lower the extent of boys’ engagement.
Learning assessments are critical for understanding education systems and the distribution of skills in the population. But they also depend on context and require us to be alert on how to interpret their findings.


In case you may have forgotten: AIM is the acronym for Art in the Mainstream, a statement of "value and commitment", authored by Edmund Burke Feldman. AIM first appeared in the March '82 issue of Art Education and then again in the September issue where it was the subject of a "mini issue." According to AIM, art means three things: work, language, and values. Americans need to relearn the value of work, and art is the best way to do this. Visual imagery is a type of language, and, like any language, it needs to be learned. Finally, art and values are virtually identical; art education, therefore, is the same as values education.
© The Author


6th Grade Math A
Why This Class
Math is a unique language—and helping your student learn that language while also connecting it to what they already know can be a challenge. This course tackles that challenge by linking math to scenarios and stories your student knows and loves.
In the Middle School math program, we work with students to solidify foundational skills that will serve them in high school, college and most importantly—in real life. Math is taught in context, so it is relevant and meaningful. We challenge students to move beyond the common idea that only certain types of people can do math by giving them strategies to approach skill-based learning experiences.
By the end of this course, students are increasingly conscious of how math impacts their everyday lives. They are excited to use their newfound math skills to continue their learning journey in future math courses.
How can I use ratios to understand and describe my world?
How can I use fractions to understand and describe my world?
How can I use negative numbers and the concept of absolute value to understand and describe my world?
How can I use the concepts of volume and surface area to understand and describe my world?
Reading List for Live Course
Recommended Grade: 6th
Estimated Weekly Hours: 5*
Format: Live, Self-paced
*Math students will spend an estimated 30 minutes a day practicing math. Additionally, students in the live course attend four weekly live workshops led by a mentor.


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This item is included in the Red Book Package.
Learning Language Arts Through Literature second grade reading program continues phonics instruction that will bring confidence and fluency to the beginning reader. The updated third edition is even easier to use with the new readers that give your student more practice in mastering phonics. Students will enjoy the exciting stories in the readers and use them to learn grammar, creative writing, higher-order thinking skills, and much more.
36 weekly lessons divided into easy-to-use daily plans. Lessons require little or NO preparation! Instructions and activities for phonics, reading skills, grammar, creative writing, and higher-order thinking skills taken from six delightful readers! Includes a quick review of first grade phonics and instruction in advanced phonics.
The “real book” read alouds needed for this program may be obtained through your library or purchased from bookstores or catalogs.
Enrichment Activities included in The Red Book Program will challenge your student with thinking, writing, and creative activities that are ideal for the fluent reader and easily adaptable for the nonreader.
Handwriting instruction teaches upper and lower case letters, numbers, PLUS punctuation! Illustrated practice sheets encourage your student to do his best.
Phonics Facts, Grammar Guides, and Punctuation Pointers keep students on track.
Games, word-wheels, flip books, and MORE hands-on projects and activities are effective for ALL types of learners.
Spelling lessons include spelling lists, word puzzles, and spelling tips.
Assessments enable teachers to evaluate progress. Phonics Facts, Grammar Guides, Syllable Sense, and Punctuation Pointers aid students in remembering the tricks of the trade for reading, grammar, and spelling.
Essential to the program, additional consumable Student Activity Books may be purchased separately
“REAL BOOK” READ ALOUDS USED IN THE RED BOOK NECESSARY TO COMPLETE THE PROGRAM ARE LISTED IN THE ORDER IN WHICH THEY ARE USED (these are not included in the price of this package):
Click on titles to buy.
1. A Tree Is Nice by Janice May Udry
2. Little Bear by Else Holmelund Minarik
3. The Fire Cat by Esther Averill
4. Bravest Dog Ever by Natalie Standford
5. Ox-Cart Man by Donald Hall
6. Corduroy by Don Freeman
7. The Little Island by Golden MacDonald
8. Billy and Blaze by C.W. Anderson
9. Harry the Dirty Dog by Gene Zion
By Ingri & Edgar Parin d’AulaireFrom everyone’s favorite authors-the d’Aulaires- this celebration of Abraham Lincoln’s life is here just in time for the year of his 200th birthday. Recreated with the vivid colors originally intended, this edition was published from the original 1940 printing. Exemplifying Lincoln as the archetypal American hero, this biography follows Honest Abe from his youth in the wilderness of Kentucky, Indiana and Illinois, to his days practicing law, running for office, and eventually becoming president of the United States. Softcover.


The Birthplace of Macon’s First Famous Musician.
This original 1842 birthplace of Georgia’s noted antebellum poet, musician and soldier, Sidney Lanier, this cottage museum is listed on the National Register of Historic Places and dual-designated as an American Landmark of Music and an American Landmark of Poetry. Among the items on display is Lanier’s silver flute, family relics and first editions of his published literary work.
The Sidney Lanier Cottage was constructed circa 1840 and is the historic home of noted poet, musician, and soldier, Sidney Lanier (1842-1881). Perhaps best known for his poems “The Marshes of Glynn” and “Song of the Chattahoochee,” Lanier was also a renowned musician, who would later perform as the first chair flute in Baltimore’s Peabody Symphony Orchestra for seven seasons. He later received a federal commission to compose a cantata for the Centennial celebration of 1876 in Philadelphia.
Lanier was born in the Cottage on February 3, 1842, and moved to Griffin, Georgia shortly after his birth. Lanier soon returned to Macon with his family where he completed his elementary education. At the age of 14, Lanier entered Oglethorpe College near Milledgeville, Georgia, and graduated in 1860 with high honors. Lanier entered the Confederate Army in 1861 with the Macon Volunteers and was captured in 1864 while serving on a blockade runner. He spent five months in a federal prison, where he developed consumption (tuberculosis), an illness with which he struggled for the rest of his life. After the Civil War, Lanier married Mary Day on December 19, 1867 in Christ Episcopal Church in Macon. They couple had four sons. Her tiny wedding dress is on display in the Cottage Museum.
Lanier was self-taught on the flute, piano, organ, violin, banjo and guitar. He made his first flute from a reed on the banks of the Ocmulgee River and imitated the sounds of the birds. During the last seven years of his life, Lanier made his living from music, not poetry.
Lanier spent his latter years in Baltimore, Maryland, where, in addition to performing with the Peabody, he lectured in the English Literature Department at Johns Hopkins University.
During the last 13 years of his short life, Lanier remained ill with tuberculosis. But despite his illness, Lanier never stopped writing poetry, composing music or lecturing and teaching English literature.
Lanier died near Lynn, North Carolina in 1881 at the age of 39. He was interred at the Green Mount Cemetery in Baltimore City, Maryland. His natural rock tombstone reads “I am lit with the sun.”
Mary Day Lanier, who outlived her husband by 50 years (d. 1931), spent her widowhood editing, publishing, and promoting her husband’s copious letters, poems, and manuscripts.
The Sidney Lanier Cottage House Museum is owned and operated by the Historic Macon Foundation. The Cottage’s Side Porch Gift Shop offers unique, Macon-themed gifts for anyone interested in learning more about the history and culture of the South.
About the Surrounding Geography.
The Sidney Lanier Cottage House Museum is located on historic, brick-cobbled High Street, one of the oldest streets in Macon, Georgia. The Cottage is within the College Hill Corridor and InTown Macon neighborhood, which is a series of historic homes, parks and neighborhoods that surround Downtown Macon. The Cottage is within walking distance of multiple historic homes and churches, as well as the Washington Memorial Library (where one of two bronze busts of Lanier resides that Baltimore sculptor Ephraim Keyser volunteered to create after a chance meeting with Lanier). Also within walking distance is the legendary soul food restaurant H&H, which is closely associated with the Allman Brothers Band. Another point of interest within the neighborhood footprint is the Lights on Macon Illuminated Walking Tour, where a self-guided tour of significant surrounding homes can be downloaded here.


Public schools are among the most important institutions in North American communities, especially in disadvantaged urban neighbourhoods. At their best, they enable students to overcome challenges like poverty by providing vital literacy and numeracy skills. At their worst, they condemn students to failure, both economically and in terms of preparing them to be active participants in a democratic society.
In Schooling the Next Generation, Dan Zuberi documents the challenges facing ten East Vancouver elementary schools in diverse lower-income communities, as well as the ways their principals, teachers, and parents are overcoming these challenges. Going beyond the façade of standardized test scores, Zuberi identifies the kinds of school and community programs that are making a difference and could be replicated in other schools. At the same time, he calls into question the assumptions behind a test score-driven search for “successful schools.” Focusing on early literacy and numeracy skills mastery, Schooling the Next Generation presents a slate of policy recommendations to help students in urban elementary schools achieve their full potential.


A report which presents data by gender, age, employment, household income, qualification level, Welsh language and literacy and numeracy levels for 2010.
The survey was carried out during 2010, and assessed overall literacy and numeracy skills of adults (aged 16 to 65) in Wales (through English medium), and Welsh medium literacy skills of Welsh-speaking adults in Wales. The surveys were designed as far as was practically possible to replicate similar surveys carried out in 2004/05, in order to consider changes in skills levels.
Overall results (from English medium survey)
- There has been improvement in literacy levels: 12% of adults were assessed to have Entry Level literacy or below, a decrease from 25% in 2004.
- 29% of adults were assessed at Level 1 (37% in 2004) and 59% at Level 2 or above (an increase from 38% in 2004).
- There is little change in numeracy levels: 51% of adults were assessed to have Entry Level numeracy or below, similar to the 53% in 2004.
- 29% were assessed at Level 1 (25% in 2004) and 21% at Level 2 or above (22% in 2004).
- Literacy and numeracy levels were higher amongst the employed, those with higher levels of household income, those with higher qualifications, and amongst the older age groups.
Datasets and interactive tools
Telephone: 0300 025 3357
Telephone: 0300 025 8099


EMERGENCY RESPONDER (CIVILIAN)
In the case of an emergency situation, bystanders are always going to be first on scene before professional Emergency Responders arrive. Injuries where blood loss is a factor can cause death within few minutes. Emergency Responder Training focuses on teaching individuals’ basic life-saving skills, giving them the ability to save a life until trained medical professionals arrive. This training includes bleeding control, tourniquet training, and haemostatic dressing applications. Preventing significant blood loss in an injured person plays a vital role in prolonging their life in the case of serious injury.
The Emergency Responder programme was created in response to the increase in terror attacks, stabbing rampage, gun violence and incidents resulting in mass casualties.
The programme is aimed at improving survival of victims suffering blood loss caused by life-threatening injuries. Due to the rapid rate at which a person can bleed to death (less than five minutes), it is incredibly difficult for Emergency Responders to arrive on scene within the vital time frame. If the injury is not treated immediately, the chances of survival significantly reduce for someone suffering from rapid blood loss. Emergency Responder Training aims to breach this gap, providing individuals with the necessary training to help prevent fatal blood loss before emergency and trained medical professionals can attend the scene.Enroll Now
Emergency Responder Training is designed to educate members of the public, organisations first responders such as frontline employees, registered first aiders and security guards to act quickly and save lives.
The Emergency Responder Course is delivered over 4 to 5 hours to teach participants how to apply basic medical techniques and life-saving skills, including bleeding control, using tourniquets and haemostatic dressings. This world first course is putting the knowledge gained by trauma and military professionals into the hands of potential bystanders who happened to be on scene, by equipping them with the ability to save lives in the first three to five minutes on scene.Enroll Now
There are no formal prerequisites for the Emergency Responder Course.
However, basic language, literacy and numeracy skills are essential.Enroll Now
Throughout the course, individuals will gain an understanding of national and international guidelines, basic anatomy and human physiology, learning how this information applies to haemorrhage and the dangers of blood loss to a trauma victim.
The course will feature a combination of hands-on practical techniques and theory, focusing heavily on blood loss prevention techniques such as proper tourniquet applications, use and common mistakes, and the dangers of improvised tourniquets.
- Overview of TCCC + TECC + ANZCOR + ILCOR guidelines.
- The stages of haemorrhagic shock
- Types of haemostatic dressing, effectiveness, and proper wound application
- The importance of wound packing
- Correct procedure of wound packing
Students who successfully complete the workshop will be awarded a certificate of completion and have access to our business app and online education platform.Enroll Now


"Only the brave teach."
FIM transforms classroom instruction and drives increases in student achievement. This systematic process provides an opportunity for teachers to scaffold student learning and encourages the growth of numeracy, literacy and science skills from an early age. Teachers use the process to monitor their students’ mastery of content area foundational skills and provide interventions as appropriate. It is an integrative, holistic, evidence based approach to teaching built on instructional best-practices.
IEE's FIM model was a key element of a 2015 Supporting Effective Educator Development Grant in partnership with the National Forum to Accelerate Middle Grades Reform. Watch this video to learn more about FIM and how it positively impacts mathematics outcomes.
Here's an example of how Reese Public Schools, in Michigan, uses FIM with their students.
FIM IN A NUTSHELL
The FIM process consists of three major components, each with specific benefits to student learning and teacher instruction. Together, daily practice, progress monitoring and data tracking create a classroom system. This system provides students with daily interaction to the content, teachers with consistent formative data, and the classroom community with data tracking tools that build patterns for learning and cement mastery.
Using common core suggestions, teachers choose 16 critical areas of focus to cycle through all year long. In just 10 minutes a day, students solve 2 problems with the emphasis on effort. The teacher’s responsibility is to show different ways of solving.
Bi-Weekly Progress Monitoring Assessments
In a month’s time all 16 mathematical standards are assessed through data collection and analysis of student work. Grade level collaboration brings to light areas of strengths and stretches and guides future instructional practice.
Data transparency is key to student ownership and drives growth minded thinking. Check out a first grader as she inputs and tracks her own FIM data.
FIM Brag Tags
FIM extends learning by providing a celebratory way to recognize students who are mastering math content and non-cognitive skills. Brag Tags provide a way for students to keep track of what they’ve learned while having fun earning more tags to put on their backpack rings.
Social Emotional Learning. One of the most powerful gifts given to students is the teaching of social emotional skills. Helping students find their own personal reasons for doing class work and working hard will prepare them for life’s challenges. Perservere young scholars!
FIM Tier II intervention system
Math Strengths and Stretches is a Tier II intervention system that provides teachers a way to be responsive to the FIM data in an intentional manner. Students struggling with a particular standard will progress through a build, draw, solve continuum of learning to ensure they have a strategy on which to anchor their thinking. It only takes 15 minutes a day.


- According to Census 2011, the female literacy rate is only 64.64% (as opposed to male literacy rate of 80.89%) of the total female population of India, with Kerala being at the highest with 91.98% rate, and, Bihar and Rajasthan being at the lowest levels with 53.33% and 52.66% respectively.
- Lack of basic sanitation and privacy is driving adolescent girls out of school. According to UDISE 2013-14 data for the Swachh Bharat Swachh Vidyalaya mission, 9.27% schools in the entire country do not have a separate toilet for girl students, while 8.03% toilets are dysfunctional.
- The enactment of Right to Education (RTE) Act 2009 resulted in a steep increase in the enrolment of students across the country countrywide, along with access to better infrastructures and basic civic facilities under the Sarva Shiksha Abhiyan.
- Envisaged under Article 21-A, the Right to Free and Compulsory Elementary Education obligates every state (except J&K) government to provide elementary education to every child in the age group of 6-14 years in a neighborhood school.


A 9 year-old girl with a story book outside her home in her village in Khyber Pakhtunkhwa Province, Pakistan.
Children's Literacy Programs
While more children are in school today than ever before, many are not learning basic skills like reading once they get there. Save the Children's Literacy Boost is helping to change that by creating a culture of reading both inside and outside the classroom that dramatically improves children’s literacy development.
Literacy Boost helps children learn to read and read to learn by:
- Measuring kids' reading skills to see how well they know their ABCs, sound out words and letters, read and understand sentences.
- Training teachers to help children crack the code of reading, keep students engaged and interested in reading books, and use games, songs and stories in literacy lessons.
- Getting communities involved in learning by providing books, libraries and supplies, sponsoring camps, "reading buddies" and other learning activities
For Kid Readers:
- Kids can practice reading with your parents and friends -- at home and at school.
- Visit your local library and read! If you don't have a library, create one—share a book with a friend.
For Adult Readers:
- Talk and read to a child every day to introduce new words into their vocabulary.
- Promote reading during everyday activities like shopping, cooking and running errands.
- Tell your elected officials in Washington, DC that you support U.S. investments and policies to help kids learn to read around the globe.
Leveraging Change For Children
Through Literacy Boost and other effective education and literacy programs, Save the Children is working together with partners around the world to ensure that every child receives a quality education and gains the skills and knowledge they need to thrive and develop.
- Globally, Save the Children is helping to craft a new global development goal on education to ensure that girls and boys everywhere learn how to read, write, and count by the age of 12, and that the learning gaps between the poorest and the richest children are significantly reduced.
- In the United States, Save the Children is working with the U.S. Congress to support funding for global education, both bilaterally and through the multilateral Global Partnership for Education initiative, and support policies like the Education for All Act that will make a transformative change in children’s ability to learn in developing countries.
Where is Literacy Boost?
Save the Children helps teachers, parents and communities boost their children’s literacy development — transforming their future and the future we all share. To date, Literacy Boost has helped nearly 4 million children in more than 30 countries improve their reading skills.
Students Rebuild: Make a Hand, Lend a Hand
Students Rebuild, in partnership with Save the Children and Global Nomads Group, has launched an effort to help provide youth around the globe pathways to change their lives and lift themselves into a better future.
Throughout the world, millions of young people have to leave their education behind to find ways to help provide for themselves and their families most basic needs. Despite this, many still live in extreme poverty – on less than $1.90 a day.
Read and Learn More
We’ll be in touch! By signing up to receive emails from Save the Children you will receive a subscription to our monthly eNews, access to breaking emergency alerts and opportunities to get involved. To ensure delivery of Save the Children emails to your inbox, add email@example.com to your contact list.


Don’t think the homosexual agenda exists and that educators want to brainwash your kid into accepting perversion as normal and shame them for being straight?
If so, this next story is going to blow your mind right out of your backside.
Apparently a professor in Chicago wants to help teachers make kids “turn out queer” through art education.
This is the world we actually live in now.
Professor Adam Greteman, who is responsible for teaching soon-to-be K-12 art teachers, wrote in the peer-reviewed Journal of Studies in Art Education that educators should be exploring how to help children turn out gay.
“This article explores the possibilities of queer theory in art education, and I playfully, perhaps provocatively, ask how art education can help kids turn out queer,” Greteman wrote in the article, titled “Helping Kids Turn Out Queer: Queer Theory in Art Education.”
“I contemplate the ways in which art education researchers address queerness and how those forms of address impact the relations that are (im)possible within the educational dynamic,” Greteman wrote.
According to Campus Reform, Greteman suggested “queer art lessons,” including a “queerer agenda” in class, and engaging in “queer affirmation” strategies to ensure LGBT students don’t feel excluded.
By doing this, Greteman hypothesized that the teachers could do their part to work against what he called “heteronormative realities” and could “actually help kids turn out queer.
So what, exactly, does this guy mean by “making kids turn out queer?”
Well, here’s what he says it means, but yeah, it’s a bit inaccurate if you ask me.
“I see a working definition of queer as cultivating the ability to look at things in fresh new ways; to be able to see and hold in tension multiple viewpoints about being and living in the complex world,” he said.
Queer was, is, and always will be a euphemism for being homosexual. This professor likely knows that too, and is attempting to save face given his word usage.
This is yet another attempt to normalize homosexuality by indoctrinating children with the progressive view of this topic.
If this hasn’t convinced you it’s time to abandon the public school system and work toward abolishing the Department of Education, I don’t know what will.


Research shows that parents, caregivers, and family members can begin fostering an interest in reading, writing, and language as early as birth. It is acquired through time spent talking, telling stories, and singing. Surrounding a child in a language rich environment with lots of attention, interaction and lots of things to see and do in their space also is essential to literacy development.
These casual interactions form the base on which a child’s understanding of language grows.
Reading to a child is perhaps the greatest gift that parents and family members can give. Allowing the child to see, touch, and play with the book while you are reading creates interest and a true emotional connection between language and the feelings of being comforted and supported.
As they grow older, children need to read books that they can read the words, and comprehend and understand the meaning. Teachers call this a “just right” book, or a book that is at the child’s instructional level. A just right book at a child’s instructional level is a book that stretches the child just a bit, not so much as to make your child feel frustrated but enough to continue their growth as a reader. Your child would make an error on about one word out of twenty.
Choosing books at the right reading level will help your child improve her literacy skills and learn to enjoy reading. Books that are too challenging may discourage them from reading. Books that are too easy will not provide enough opportunity for practice and growth.
It may be second nature to feel like you should be picking your child’s books, but the fact remains that letting your child choose their own books is a skill that they should learn at young age. By allowing your child to choose their own books independent of your input, allows your child to learn the different reason we choose a book to read in the first place.
The first steps are to see what your child reading level is. This helps determine what books may be right for their age and reading ability.
- Look for books that match that level
Many children’s’ books list their reading level on the back or spine. This will help you pick the appropriate book for your child’s level.
- Do a five-fingers vocabulary check
Ask your child to hold up five fingers and read one page of a book. When she doesn’t know a word, she puts one finger down. If she puts all five fingers down, the book is too hard.
You can do this test with these easy simple steps:
- Choose a book you would like to read.
- Look at a page in the middle.
- Put one finger down for every word you can’t read or don’t understand. If you have five fingers down, you will need to try different reading levels.
- If you have fewer than five fingers down, the book is for your child.
Your child may want to read a book that is “too hard” based on this test. That is okay. Just make it a book that you read aloud to her, or that you read together (perhaps alternating pages or chapters; or she reads, but you sit alongside to answer questions or help her with challenging words). This will help your child climb to more advanced reading levels.
Do a quick comprehension check
Ask your child to pause after reading a few pages and tell you about what she just read. Make sure she really understands the book.
If your child has reached reading age, here are a few helpful tips to help him or her learn to choose books that will make them want to read more:
- When your child is ready to start reading, begin instilling the fact that we read for a purpose; whether it’s too learn something or if the purpose is simply for enjoyment.
- Have your child browse through the books either at the library or the bookstore. If this seems to be too overwhelming, then have them narrow down their choices by either a type of book (fiction or nonfiction) or by action, funny or other subject.
- Say “yes” as often as you can when your child selects a book that he or she is interested in. Rather than saying “no” try saying that a choice is a “not so great” selection
- If your child selects a book that is beyond his or her reading ability, solve the problem by reading the book out loud with your child. Let them read as much of the book as possible, you can jump in if there are difficult parts for your child to read.
- If your child has really enjoyed a particular book, remind him or her of the author name when they are selecting books the next time.


Effects of Applause Magnitude and Musical Style On Listeners’ Evaluations of Choral Performances
Applause, an overt expression of approval from audience to performer, is one of the most common forms of audience response to live musical performances. In this study, we examined the effects of applause magnitude (high, low, or no applause) and musical style (motet or spiritual) on listeners’ ratings of choral performances. A secondary area of interest was the degree to which these effects might differ between music majors and non-music majors. University singers (N = 117) listened to six excerpts recorded by a university choral ensemble and rated the performance quality of each excerpt. Across these recordings, they heard three identical recordings of a motet and three identical recordings of a spiritual with unique applause conditions attached. Listeners’ ratings were influenced by the magnitude of audience applause to a limited degree, but this effect interacted with musical style and presentation order. We observed no differences between the ratings of music and non-music majors, however. Results are interpreted in light of previous research on majority effects, and implications of these results regarding performance evaluation and concert programming are discussed.
International Journal of Music Education
(2018). Effects of Applause Magnitude and Musical Style On Listeners’ Evaluations of Choral Performances. International Journal of Music Education, 36(3), 418-429.
Available at: https://aquila.usm.edu/fac_pubs/18134


We help students succeed by personalizing instruction to meet the needs of the learner. This may seem like a daunting task because it takes front-loading at the beginning of the year and ongoing progress-monitoring. Teachers can design activities and assessments that focus on personal interests, strengths, and academic standards. When teachers personalize instruction through various assessments, it is easy to find the "tools" that motivate students to be successful in the classroom.
Resilience in education is best developed in the early grades when students' interests are keen and easiest to develop. This is often the time when a teacher can best motivate a child to believe she can do anything if she tries and puts forth her best efforts. Resilience is the ongoing process of building a child's motivation and drive to excel when met with difficult or challenging circumstances. It is that intrinsic force which guides a child's thinking and produces a "can do" attitude.
We have come to a pivotal point in education. The effects of early learning have consistently shown that children who do not have a strong start will continue to lag behind and encounter major barriers in the latter grades. Data from early grades have been powerful predictors of achievement and outcomes. Therefore, strong foundational skills in reading, math, and writing are fundamental for successes in high school, college, and in the workplace.
The landscape of American education has changed. Since 2011, more minority children than white, non-Hispanic children are being born in U.S. households. As a result of this growing trend, we must look at the disparities within the education system that have implications for schools across the country. Once thriving communities are seeing population shifts, with students coming from inner-city, urban areas as well as students from impoverished backgrounds.
Across the United States, teachers can quickly tell you who is the most at-risk student sitting in their classrooms. The answer is the same, whether it's from a teacher in Chicago, Miami, Los Angeles, Houston, New Orleans, Detroit, Newark, or Birmingham. It's the student who struggled in 3rd grade. It's the student behind his peers in 8th grade reading levels. It's the student who spends the majority of his time in detention or in-school suspension. It's the student who has problems focusing in class, thus becoming disruptive. It's the student who stays on his teacher's mind each and every day of the school year. He is the one a teacher never forgets years later—always wondering where he is now, how he is doing, is he still alive. Who is this student? He's the African American male.


Kindergarten Individual Development Survey (KIDS)
The Kindergarten Individual Development Survey (KIDS) is an observational tool designed to help teachers and administrators better understand the developmental readiness of children entering kindergarten. KIDS is core to the Illinois State Board of Education’s (ISBE) goal that every child in Illinois deserves to attend a school wherein all kindergarteners are assessed for readiness. KIDS focuses on the knowledge, skills, and behaviors that most impact long-term student success. This assessment takes place within the first forty days of the Kindergarten school year.
KIDS focuses on the knowledge, skills, and behaviors across four key domains that most impact long-term student success. The domains are: Approaches to Learning and Self-Regulation; Social and Emotional Development; Language and Literacy Development; and Cognition: Math.


We offer a variety of resources for visitors, educators, and caregivers.
Learning Intentionality Through Play
This is an informational series for parents and families on the importance and relevance of different subjects for young learners and their development, including art, nature education and technology. Each subject includes core developmental benefits for children, simple at-home activities to try and resources for more reading and learning.
- Early Childhood Learning through Art & Art History
- Early Childhood Learning through Nature & Outdoor Education
- Early Childhood Learning through Technology
Books & Literacy
We've suggested books on different subjects you can explore with your children. Learn more here.
Check out these resources for products, tutorials, skill-building challenges and more in your making exploration.


After the Legislature asked the Department of Education for a plan to combat dyslexia at an early age, every Oregon elementary school will begin mandatory screening of students for the learning disability this fall.
Lawmakers passed Senate Bill 1003 in the 2017 session, requiring screening for dyslexia risk factors for every kindergartner and first-grader new to Oregon. This bill also required that each elementary have a teacher undergo specialized dyslexia training.
Many Central Oregon school districts have been conducting these screenings for years, although they still had to train teachers.
The Oregon Department of Education’s plans guided that bill, specifically those of dyslexia specialist Carrie Thomas Beck and her team.
Thomas Beck said screening for dyslexia risks at a young age and immediately helping students showing signs of dyslexia can help them avoid problems down the road.
“The research shows that early intervention can significantly lessen the impact of reading difficulties,” she said. “The sooner that we provide this evidence-based reading instruction, the better the results. We can actually prevent these reading difficulties from taking hold, in most cases.”
Sean Reinhart, the executive director of special programs for the Bend-La Pine school district, agreed.
“Early screening and early intervening is our best course to get on-track readers,” he said.
As many as 15 to 20 percent of Americans show some symptoms of dyslexia, according to the International Dyslexia Association. These symptoms can include poor writing and spelling and slower reading abilities.
According to Thomas Beck, the idea that those with dyslexia see letters backward is a misconception. Instead, they have difficulties distinguishing individual, phonetic sounds in spoken words and then translating those sounds to print. The issue is decoding words, not comprehending them.
According to Thomas Beck, students who show a moderate or high level of risk for dyslexia would receive more contact with their school’s reading specialist. Those on the “milder end of the spectrum” can be supported through the general education system with a little extra help. For example, a student could receive 30 minutes of extra reading three times a week, or what Thomas Beck called “core plus more.”
Students with more severe dyslexia would require a full-fledged evaluation and possible special-education services, she added.
Some of the tools reading specialists might use include providing explicit and systematic phonics instruction for students and applying those new skills in their reading.
Both Thomas Beck and Reinhart dispelled the idea that screenings are the same as evaluations. Reinhart said screenings are given to every student, are quick and “are designed to give quick indicators that something might be wrong, and you might want to look a bit further.” Evaluations are more in-depth and applied to one student at a time.
Reinhart said although they’ve been screening young students in the fall, winter and spring for a decade, they did have to send many teachers to a dyslexia training session at the High Desert Educational Service District.
Redmond School District Title 1A Coordinator Alishia Anderson said her district has conducted screenings for more than 10 years. Anticipating state legislation, Anderson said, the district also provided dyslexia training for two educators at each elementary school last year. Both Redmond and Bend-La Pine will begin screenings this month.
Melinda Boyle, the director of curriculum and instruction for Jefferson County School District, said it had screened for dyslexia risks for 15 years. Crook County School District has screened students for a decade, according to Mona Boyd, director of special education.
It’s fairly common for Oregon school districts to have conducted universal screenings before this year, Thomas Beck said. She said about 107 of the state’s 197 districts received support from the Oregon Response to Instruction and Intervention for dyslexia screenings over the past decade.
Thomas Beck said the state allocated $1.9 million from 2017 to 2019 to help districts offset training costs, which results in a per-school award of about $2,700. She said this might not cover the cost for every district if, for example, teachers had to drive far for training sessions. School districts and/or educational service districts can choose from a state-approved list of training vendors. Although the training isn’t required every year, if the reading specialist leaves, the school district will need to hire another specialist or train someone else.
The screenings are an unfunded mandate, Thomas Beck said.
— Reporter: 541-617-7854,email@example.com


In this paper, Swanwick analyses and evaluates the effectiveness of a support service known as MusicLeader, which provides assistance to the professional development of music leaders in Britain. MusicLeader’s main purpose is to help those who are actively engaged in music leadership “from experienced professionals to complete beginners,” by providing “information, advice and guidance on training and professional development,” via its seven regional network areas around the country. Youth Music, an organization that promotes and supports musical projects involving music leaders and young people in the community, provides this service through federal funding. Moreover, according to the article, a music leader can be understood as anyone that has musical skills and can inspire others, sharing this knowledge with them.
The evaluation process was commissioned by Youth Music and involved ten individual cases, two music leaders from five different regional network areas. Among them, people that came from diverse social and ethnical backgrounds, with different musical experiences and skills. Furthermore, these multiple case studies were designed to evaluate those music leaders according to the concept of “good-enough” music teacher. This concept says a “good-enough” music teacher has abilities to encourage student’s immersion in the promising space of music activity, promoting their musical autonomy.
According to Swanwick, “teaching only occurs if, as consequence, there is some change in a learner” (10). Therefore, he points out three musical principles and one non-musical element that should be observed in order to define a ‘good-enough’ teacher.
The first musical principle talks about “care for music as human discourse” (12) and believes that students should find in music an important way to express themselves. The study showed that those music leaders, who were evaluated according to this principle, were generally able to improve their student’s musical environment. As a result, they obtained positive musical responses from them, sometimes by unexpected ways.
The second one focuses on “care for the musical contribution of students and their musical autonomy” (12). It states that during a creative activity, no matter what kind of material a student may bring, that contribution should be considered important for the music making.
The third one considers “the promotion of musical fluency” (12). It says music leaders should provide musical tools for students by giving them musicianship skills, which would promote their conditions in the music making.
For the purpose of analysis, second and third principles were pooled together, and interpretation of data showed that not all the results were “good-enough.” Musical fluency was practically always noticeable and some students claimed they had improved skills and self-esteem. As a result, they were considering becoming future music leaders themselves. However, as their music leaders were not able to advise them about what to do next in the right direction towards further improvement, the care of musical autonomy factor, part of the second principle, was considered poorly evident.
Finally, the non-musical element states that music leaders should give consideration to the students, by having some understanding about their lives. It implies that the teaching context as well as the impact of political, social, and economic environment on student’s education should be taken into consideration. The results showed “ this is the area where music leaders tend to be least secure” (19).
As final conclusion, this study indicated that music leaders participating in this study, even those who didn’t see themselves as music teachers succeed in improving their work. The main factor that contributed for this improvement was the first principle, “care for quality of music”, closely followed by the third one, “the promotion of musical fluency.” Based on these data, they were considered ‘good-enough’. Nevertheless, the second principle, “care for the musical autonomy,” was not completely satisfied.
Swanwick ends this article by saying that the main intent of music education is to further improve the musical context. Moreover, this enhancement can only be accomplished with the aid of the ‘good-enough’ teacher of music observing those important fundamentals covered in this paper. Furthermore, ‘good-enough’ doesn’t mean inferior, but someone that has interests for excellence in music making, and productive musical experiences.
Overall, this is a very interesting article. However, the title is quite ambiguous and may mislead the reader. Nevertheless, one may say it entices curiosity. Its thesis statement, even though being clearly stated on page seven, it is not easy to be found. Swanwick gives plenty of details about how the study was conducted and presents logical and consistent results, but additional reading was necessary for better understanding of this article.
 Youth Music. MusicLeader.net. Entry posted in 2007. 10.11.2009


Reading Plus is the leading national web-based silent reading intervention program that changes the way students read. It is aligned with the NYS common core standards and has helped thousands of elementary, middle and high school students reach grade level proficiency in reading. Reading Plus assesses and differentiates students strengths and weaknesses. It assigns and dynamically adjusts training components to improve visual skills, vocabulary development, silent reading fluency, and comprehension. The motivation to read is encouraged and supported through gaming features and first grade through college level text.
Maxscholar is a comprehensive, multi-sensory, phonics, reading and language-based program. In addition to general education, Maxscholar is specifically designed to help students who have Dyslexia, learning disabilities, ADHD, processing problems, or who are struggling to learn to read. Maxscholar programs are systematic, explicit, and multi-sensory. They are based on the research methods of the Orton-Gillingham approach, the Lindamood-Bell Process©, and other phonics and reading comprehension strategies.
Readorium produces web-based educational software that aims to teach students reading comprehension skills through scientific text. We teach specific reading strategies through original articles and books that automatically adapt to students’ reading levels. We also aim to explain complex scientific concepts in fun, easy-to-grasp ways that instill in students a love of science, its history, and its methods. All our core content is supported by multimedia elements, including images, videos, music, and games, in order to create a multimodal learning environment. Frequent assessments allow us to adapt the text to students’ reading levels, as well as provide real-time feedback to educators. This data is supplemented by downloadable lesson plans that help teachers differentiate instruction to cater to the individual needs of students. Readorium is aligned with the Common Core and NGSS, as well as state standards.


Home Based Learning in the Early Years
WRITTEN BY RACHAEL SYMES, HEAD OF EARLY YEARS, AUSTRALIAN INTERNATIONAL SCHOOL
In the Early Years at AIS, we have used Storypark as our Home Based Learning (HBL) platform to share learning engagements during Singapore’s Circuit Breaker and to keep us connected with families. With feedback from our parent community, we ensure that our HBL program is continuously reviewed and refined. Our focus areas have been to develop and embed routines and structure for our children and parents. We have prioritised maintaining connections, relationships and motivation through authentic and meaningful digital learning engagements.
Active and passive screen time
Within this new learning environment, balancing active and passive screen time for our young learners has been crucial.
- Active screen time (creating) is where students are producing content, researching, collaborating or interacting with what they see on the screen together or with an adult.
- Inactive screen time is passive interaction (consuming) with a device such as watching television or a tablet or smartphone
The role of parents
In Early Years, we honour parents as their child’s first teachers as they support them through daily learning engagements and group meetings with the class teacher. This provides meaningful learning experiences within the home environment. We understand that a classroom environment at home is unable to be replicated, but we endeavour to build trusting relationships and remain connected.
Delivery of learning
A weekly overview of learning engagements is shared by the class teacher to help parents organise their child’s days. Two learning engagements are shared daily, consisting of pre-recorded teacher instructions and photos that focus on core foundational skills which are age appropriate. Learning engagements have been designed for parents to interact with on a daily basis or at a time that suits their schedule. We encourage every child to participate in daily morning sessions with their teacher in small groups or to schedule one-on-one sessions if more individual attention is required. Our amazing specialist team of teachers also offer a range of whole class or ‘pod’ sessions for children to engage in weekly, including music, physical education, Mandarin, yoga and mindfulness sessions.
Tips from our Parent Community
- Individualise your schedule:
‘I’m juggling two toddlers and we have made our own schedule combining both sets of lesson times to provide general structure to our days. I really enjoy the videos that are provided and we replay these often during the week, which helps me to easily fill time and which both of my kids enjoy greatly! My 2-year-old knows when his ‘in person’ class is and now asks for his teacher in anticipation of his class. He’s surprsingly well engaged during class and really enjoys his learning’
- Strike a balance:
‘AIS Early Years teachers provide ‘live’ digital experiences as well as ‘offline’ tasks we can engage with when it suits our family. This combination helps us to manage our new schedules during COVID-19.’
- Do what suits your family:
‘We are only managing to do the activities given by the class teacher and a few of the library posts. We haven't done many of the specialist lessons and we're not attending the online specialist lessons. I am prioritising revision of previous activities given by the class teacher. So, with that (and along with caring for a younger child!) we have more than enough to do.’
Simply register online to secure your child’s place at AIS.


He Whakaaro: How can teachers and whanau effectively teach and support reading? Publications
This report is mainly based on major meta-analyses that have been conducted on how to teach reading, as well as some literature reviews and individual studies. Meta-analyses and literature reviews both aim to summarise the research literature on a topic, but meta-analyses differ in that they include a quantitative component. By taking the numerical results from dozens or hundreds of studies and combining them, they come to one overall average ‘effect size’ that is a more reliable estimate of an impact than any individual study.
Author(s): Emma Medina and Andrew Webber, Ministry of Education.
Date Published: December 2019
Reading is one of the most fundamental skills taught in school.
Without strong foundational skills in reading, students are unable to fully engage with the curriculum, particularly at secondary school as text gets more complex. Reading literacy is also critical for later life, including for personal goals, progressing in the labour market or participating more widely in society.
However, not all New Zealand students are gaining the literacy skills required to maximise their potential in school. According to the National Monitoring Study of Student Achievement, about two in five students in English medium schooling were not meeting curriculum expectations for reading in either Year 4 or Year 8 (EARU & NZCER, 2016). Of the 10 majority English-language countries taking part in the comparative PIRLS assessment of Year 5 students, New Zealand scored lower than all but two: Malta and Trinidad and Tobago (Chamberlain & Forkert, 2019). New Zealand’s average performance in the PISA study of 15-year-old students has been declining, particularly since 2009 (May, Flockton & Kirkham, 2016). These comparative studies also show a persistent equity problem in New Zealand, with some of the widest gaps from lowest to highest reading performers in the world (Tunmer, Chapman, Greaney, Prochnow & Arrow, 2013). The Growing Up in New Zealand study similarly shows wide variability in early literacy ability even in early childhood (Thomas, Meissel & McNaughton, 2019).
Both the teachings of reading, and the learning of reading, are complex tasks for teachers and students. Since 2000, the US (National Reading Panel [NRP], 2000), UK (Rose, 2006) and Australia (Rowe, 2005) undergone extensive reviews using high quality quantitative evidence of how to teach children to read in an English-language context. These and similar quantitative meta-analyses have produced a set of strong and consistent findings about effective methods to teach reading, whether at school or home. This report aims to provide a summary of the findings of these meta-analyses. Note that this does not preclude other methods of instruction also being effective: our aim here is to describe the methods that are supported by the most evidence of impact.
Education Data Requests
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In Queensland the Kindergarten year is the year prior to the Prep Year of schooling. Children can participate in a kindergarten program if they are at least 4 years old by June 30 in the year Prior to Prep.
Here at Eco Kids we want to support both children and families on their Journey to “Big School” as we understand it is a big change. We pride ourselves on preparing the children for Prep through our Play-Based Kindergarten Program which is led by our Bachelor Trained Early Childhood Teacher across all 5 days with full long day care hours available for more flexibility for our working families.
In this room, we strive to provide a learning environment aimed on individual learning styles, needs and abilities in preparation for the Prep year at school. Our Kindergarten program is aimed at developing your child’s physical, social, intellectual, language and emotional abilities. Children will have opportunities to learn how to:
- Use language to communicate ideas, feelings and needs
- Make friends and cooperate with other children
- Become more independent and confident in their abilities
- Creatively express ideas and feelings through art, dance and dramatic paly
- Identify, explore and solve problems
- Develop reading, writing and numeracy skills.
We provide indoor and outdoor spaces that ignite imagination and foster curiosity for your child to explore. Our purposebuild mud kitchen is one of the many facilitates that our Kindergarten children get to enjoy in their journey with us.
Time is taken to support each child to develop friendships and build a strong sense of belonging to the Eco Kids Community before they take the big leap to Prep.


My science obsessed girl was so excited for this set!!!
"This one's all mine!" she said! (She's got two brothers that share books with her!)
Right away we loved the comic book vibes the book gave. Honestly, at first glance they just seem like fun books to read!!! When you start to dig in, you realize all the educational goodness mixed in to all the fun!!!
My major is in elementary education so naturally, I am coming up with entire lesson plans for every single item that comes in to our "home classroom." Each page flip covered another physical science concept which meant lots of opportunities to test out these laws of science!
First up....gravity!! We used a couple of blocks and dropped them from different heights to watch how they fall!
Next up: Planes and Ramps (Chapter 2 in the Simple Machines book)
We made ramps using wooden building blocks!
Chapter 5: Screws! We grabbed screws from the toolbox and talked about the ways a screw is in fact a simple machine!!! The inclined plane wrapped around the cylinder creates a spiral edge that is usually used to hold things together but also for raising and lowering heavy objects.
Our favorite experiment was creating our own Pulley system (Chapter 4). We used wooden blocks, pipe cleaners and a poor little lion!
This was the perfect age group for these books! We plan to re-read them more in depth and go over some of the harder physical science concepts. A perfect addition to our science curriculum!
Grab yours here:


Kodály training develops musicianship through singing. The student engages in the most direct of musical responses without the technical demands of an instrument. This practical approach combined with a clear progression from the simple to the complex facilitates the development of excellent musicianship skills such as sight singing and keen pitch discrimination, as well as high levels of musical literacy. Kodály training is suitable for all ages and stages and can be applied to all kinds of music from classical to world music and jazz.
“Music belongs to everybody”
The educational work of Zoltán Kodály was driven by his overriding belief that “music belongs to everybody”; that active participation in music-making develops a person on all levels and that best approach is through the instrument accessible to all – the human voice.
His ideas evolved into a philosophy of music education based on the way that children learn most naturally: through singing games, fun and play. Through his vitality and research, and the work of his colleagues and students, a sequential and progressive approach to teaching music was implemented in schools throughout Hungary based on an integration of the best practices observed throughout Europe.
Kodály believed that music education should begin as early as possible, that highly trained teachers were essential, especially in the early years, and that the rhymes and songs used should be of the best quality starting with familiar children’s songs and simple mother-tongue folk songs.
The 21st century sees Kodály’s principles at the heart of music education in many countries throughout the world, adapted whilst remaining true to the core tenets of the concept. It is a complete and comprehensive approach that covers every requirement of the music curriculum – and so much more!
“A well-trained ear, a well-trained mind, a well trained heart and well-trained fingers”
For more information and articles on the Kodály approach please see our Resource Articles page.