Child labour is the consequence of a number of socio-economic factors. Situations of poverty and inequalities, the main causes of child labour, are often linked to a lack of social protection systems which help to face shocks and vulnerabilities. In the absence of accessible free quality education and decent work for adults and fair living wages, families cannot afford school fees for their children and are obliged to resort to cheap or free child labour.
According to latest ILO estimates, 160 million children across the world are in child labour. The consequences of the COVID-19 pandemic, conflicts and environmental crises threaten to reverse years of progress against child labour if no immediate measures are taken.
The EU’s role
The Sustainable Development Goals specifically target the ending child labour in all its forms by 2025 (SDG target 8.7) but the chances of reaching this target are looking less likely. For this reason, the EU has reaffirmed its engagement through a zero-tolerance policy on child labour and as a main global trade partner to tackle child labour in key global value chains with significant export to the EU.
The EU continuously works to address the root causes of child labour by tackling poverty, inequalities, increasing access to quality education and social protection, promoting due diligence for sustainable supply chains, and supporting partner governments, local actors and businesses, especially in the most affected countries.
2021 was the International Year for the Elimination of Child Labour organised by the International Labour Organization (ILO) and Alliance 8.7, and during which the EU, non-profit organisations, governments, private and public sector and many more stakeholders and individuals took action to act, inspire and scale up.
In May 2022, the 5th Global Conference on Child Labour led to a Call to Action in six areas to accelerate efforts and monitor progress to achieve SDG8.7 by 2025.
The EU Strategy on Child Rights 2021-2024 addresses child labour with important commitments to support free and easily accessible compulsory qualitative education, extending social welfare programmes, increasing capacity for partner countries’ labour inspection systems to monitor and enforce ILO Conventions to end child labour.
Child labour and the cotton sector
71% of child labour is in agriculture. Cotton is one of the most common commodities produced with child labour and forced labour in at least 18 countries in particular where cotton production systems are labour intensive in small-holder farms.
Through the CLEAR Cotton project, the EU is working with the ILO and FAO to eliminate child labour in all its forms in the cotton, textile and garment value chains in Burkina Faso, Mali, Pakistan and Peru. The project seeks to strengthen national legislation, policies and programmes to address the basic needs and rights of children. For example, the project is removing thousands of children from child labour to be reintegrated into school, older children in job training required by the labour market.
Children’s rights to education
More than one third of children in child labour are excluded from school and for those who do attend school, most struggle to balance their learning path with work, they generally do not attend school full time and are more likely to drop out prematurely.
Aligning minimum working age with compulsory schooling, registering children at birth, reinforcing countries’ social protection system, facilitating school-to-work transition and increasing back-to-school campaigns are among the many solutions for keeping children in school and out of child labour.
The EU is committed to dedicate 10% of the aid to partner countries in the education sector which will contribute to reducing child labour.
Child labour and gender equality
When women are educated, their children are less likely to be involved in child labour and hazardous work. By improving the literacy and numeracy skills of women, poverty, which is one of the main drivers of child labour, is reduced. Empowering women economically is another powerful means of reducing child labour.
When women can generate additional income, families can be lifted out of poverty and children are more likely to stay in school. Additional income also helps families better deal with shocks, such as the Covid-19 pandemic, and mitigate the need to rely on children for labour.
Raising awareness and building knowledge
EU funded projects also focus on raising awareness of communities, parents, teachers and businesses on the consequences of child labour and the benefits of investing in education. Through a participatory approach, children and families become actors in behaviour changes in communicating about the child labour consequences and the education advantages.
The stories of children in child labour, an animated video series
A series of short animated videos to shine a light on the different experiences of children in child labour. One animation depicts the life of Asha, a young girl working on her family cotton farm, another tells the story of Faustin, a young boy mining cobalt, and the final video is about Pitang, a girl who worked on a sugarcane plantation. The videos also show how the EU is helping remove children from child labour through its international partnerships .


These courses investigate approaches to music learning, teaching, and assessment through vocal and instrumental performance, conducting, listening, analysis and creative problem solving; and personal experience with music and technology (MIDI) and media arts. Candidates will develop a repertoire of diverse teaching and assessment strategies appropriate for Ontario students in grades 7-10. Current music education philosophies, Ministry of Education and Training policy and best practices from the field will be the basis for the designing of curriculum lessons and units. Assignments involve practical applications of methodology and frequent personal reflections on music teaching.
Curriculum, Teaching and Learning


THE CONTENTS OF THE EDUCATION IN THE NUNS BASILIAN’S DROGOBYCH TEACHER’S SEMINARY (1920 – 1936
The relevance of the study is due to the increasing attention of historians of pedagogy to the activities of the
Church and monastic orders in the field of education. Among the Ukrainian monastic orders, which carried out an active educational work, the Order of St. Basilius Magnus (OSBM) was particularly distinguished, including his female branch – the nuns Basilian. It was the nuns Basilian who organized a women's teacher's seminary in Drohobych in the 1920-ies and 1930-ies. But nuns Basilian’s activities have not been sufficiently studied in historical and pedagogical science. The purpose of the article is to reveal the content of education in the Ukrainian private women's teacher's seminary of in the interwar Drohobych. The research is based on socio-cultural and lemological approaches, on the principles of historicism, systematicity, scientific. The author applied general scientific (analysis, synthesis, generalization) and special historical (historical-genetic, historical-typological, historical-systemic, documentary heuristics) methods.
A foundations and main aspects of the activity of the OSBM’s teacher's seminary, the level of education of the seminary teachers, the number of students, the peculiarities of the educational process in the seminary are explored in this article. Therefore, during the interwar period, the OSBM’s nuns in Drohobych actively pursued two educational institutions within the walls of the monastery – a women's teacher's seminary and an elementary school. They were able to provide these facilities financially, to arrange for proper teaching staff, to gather a large number of students and pupils. An according to my calculations, the teacher's seminary of Basilian’s nuns trained more than 350 teachers, who later performed teaching duties
in schools in the Drohobych region. The Basilian’s six-grade (and later seven-grade) primary school also provided a good elementary education for several hundred children from poor families and orphans. The prospect of further research is to study the activity of the Basilian’s women teacher's seminary in Yavoriv.


LBC I Love To Read Set
Buy all four of the Reading-Literature series. A complete Charlotte Mason-style reading program.
Best for ages 5-9.
TEACH YOUR CHILD THE JOY OF READING:
No dumbed-down reading in this lovely four-volume set.
The LBC I Love to Read Set includes a teaching guide, three readers and Flash Cards (word recognition and phonics):
Print version: includes 4 softcover books + digital access to Flash Cards
Digital version: direct download
Authors: Margaret Free and Harriette Treadwell
Now you can teach your child the joy of reading with our teaching guide and use the readers again and again for reading fluency. This easy-to-use teaching guide set includes:
The Reading-Literature Teacher's Guide shows parents and teachers an easy to follow literature-based reading program suited to the child's developmental level. The authors, Free and Treadwell, present very
specific steps, including a lesson-by-lesson plan for beginning reading.
- The Primer, First Reader and Second Reader are phonics-based readers which use quality literature rather than "twaddle," as Charlotte Mason termed dumbed-down texts.
Authors Margaret Free and Harriette Treadwell maintain that reading instruction should be a joyous activity. To achieve it the authors use phonics (with some sight words) for early reading... with one important addition: their reading starts with and continually works from good literature. Phonics instruction grows from the child's own curiosity and interaction with word-rich literature.
As you learn to use the guide and the three readers that accompany it, you will begin to see that Free and Treadwell had it right--reading is a joyous activity. Includes four books and a sets of Flash Cards (flash cards are digital access only).


Not all graduate students in a Master of Education program have a classroom in mind as their final career destination. The skills and knowledge gained in an M.Ed. program can open the door to many different careers for educators ready to take their next career steps beyond the classroom.
What can you do with a master’s in education? Some decide to work in curriculum design or educational policy. Others focus on consulting, including helping establish teacher standards for a school district. Still others enjoy working for community centers and nonprofit organizations, creating educational programs for kids and adults alike. Some are motivated to leadership positions in schools or district administrations.
Teachers and other busy professionals can transition into education-related careers by earning a degree in a 100% online program.
What Can You Do With a Master’s in Education Other Than Teaching?
The majority of people earning a Master’s degree in education are classroom teachers. In some parts of the country, including Massachusetts, regulations require earning a master’s degree to maintain teacher certification. Graduate students also broaden their knowledge, make better candidates for the top teaching jobs, and may increase their earning potential.
Some experienced teachers seek to combine their classroom experience with a graduate-level education in a new career field. Others may want to work in education but not the classroom. In either case, these students seek alternative jobs with a Master’s in education.
In general, other than teaching, graduate students can follow one of two main career paths: moving onto a non-teaching job within the education system or establishing a career outside the formal education system.
Non-Teaching Jobs in Education
Former teachers and other professionals will find that earning a graduate degree qualifies them for various non-teaching education degree career options.
Principal. This ranks among the most popular choices for teachers ready to leave the classroom. A K-12 principal manages school operations, oversees staff and curriculum, sets strategic goals for a school, and develops a plan to achieve them.
Instructional designer. In this job, master’s degree holders help set policies, create teaching materials, develop curricula, and monitor educational outcomes.
Educational consultant. Education specialists can work as consultants in several ways, including advising students and their families on navigating the college admission and financial aid process. Some consultants work with school districts, helping establish teaching standards or specializing in technology to enhance educational outcomes.
Outside of Education
A Master’s degree in education can lead to a career outside formal education. The website We Are Teachers lists more than two dozen career opportunities outside the classroom for those with a master’s in education.
One of the most popular is corporate training. Much like instructional designers in an educational setting, these professionals design training programs, instruction manuals, and other corporate training materials. These jobs also are available with large government agencies and nonprofit organizations.
Other potential careers outside of the education system include the following. Some of these positions require additional education or certification beyond a Master’s degree in education:
- Community director
- Career coach
- Addiction counseling
- Educational curator for history and art museums, zoos, aquariums, and historical attractions
- Event planner or consultant
- Prison educator
- Writer specializing in educational topics
Merrimack College’s Master of Education Programs
Developed by scholar-practitioners, the Master’s degrees in education and certificates at Merrimack College give graduates the skills to succeed in careers inside and outside the classroom. Merrimack offers a variety of concentrations in education, allowing professionals to pursue a career path that meets their interests and maximizes their talents. They include Curriculum & Instruction, Early Childhood Education, Elementary Education, Middle School (5-8) and High School (8-12) Education, English as a Second Language, and Moderate Disabilities.
Professionals can also earn certificates in Teacher Leadership, Educational Technology, DEI in Schools, Social Emotional Learning, and a Certificate of Advanced Graduate Study (CAGS). These degree and certificate programs prepare graduates for success in the formal educational system and careers outside education, where their unique skills are in demand.


A recent meeting of the board’s governing body decided that the subject would be introduced in classes 8, 9 and 10 as a skill subject.
Evolving with the needs and technologies of the time is something which will help elementary education stay relevant, and the Central Board of Secondary Education (CBSE) has introduced a way to do so.
Keeping the future in mind, the board is all set to introduce a new elective subject for students of classes 8, 9 and 10.
A member of the board’s governing body told Hindustan Times, “The decision to introduce artificial intelligence as a skill subject was taken at a recent meeting of the board’s governing body. It has been decided that the subject would be introduced in classes 8, 9 and 10 as a skill subject.”
The idea germinated during a recent session held at NITI Aayog.
The objective is to keep students abreast with the technologies of the present and the developments of the future, helping shape their career more efficiently. This elective will be optional, and will come under the skill subject category, the board member informed.
Soon after, the CBSE followed it up by holding consultation meetings with stakeholders, which included the representative of a school that was already teaching the subject.
”If required, the board will also help in the capacity building of schools for the teaching-learning of the new subject from the next academic session,” the member of the board added.
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AI constitutes an advanced technology which allows a machine the ability to think, learn and perform tasks much like humans, tasks which require human intelligence and understanding like speech recognition, visual perception or decision-making skills. Through AI, these can now be performed by the machine.
Currently, there are more than 20,000 CBSE schools across the country, and around 220 schools affiliated from other countries. Such a bold move, with proper implementation, is hoped to bring positive reform to one of the most crucial sectors in the country!
Featured image: MMPS Udaipur/Facebook
(Edited by Shruti Singhal)


About The Music Hub
Read below what a music hub is as we try to answer the following questions: ; What is the reason for music education hubs?; What are hubs and what do they do?; What about music services? are they the same as hubs?
What is a music education hub?
What is the reason for music education?
Music Education is an important aspect of providing children with well-rounded education. When allowed to work, in harmony with other subjects and areas of study, music helps children grow in self-esteem, build essential skills and prepare for bright futures.
What are hubs and what do they do?
Music hubs (or music education hubs) are regional groups of organisations in England – such as local authority departments, schools, other hubs, arts organisations, community or voluntary organisations.
Funded by central government via grants administered by Arts Council England, the hubs – or, rather, the organisations within them – work to create ‘joined-up music education provision’.
Jargon-buster: ‘Joined-up music education provision’ includes peripatetic instrumental and vocal teaching (extending to new specialisms like music production and dj-ing), professional development for teachers, and organising local/regional bands, orchestras and choirs.
What about music services? Are they the same as hubs?
Hubs are coordinated by the hub ‘lead organisation’, which takes on responsibility for the funding and governance of the hub, including reporting back to Arts Council England, which holds the purse-strings on behalf of the government.
Many, but not all, lead organisations are local authority music services. Historically, music services (usually departments of local authorities) used to be responsible as the key providers of professional development, peripatetic instrumental/vocal teaching, bands, orchestras and choirs to state-funded schools in their region. In Swindon, the Music Service was a local authority department but in 2019 spun-out of the local authority to form a not-for-profit Charitable Incorporated Organisation (CIO) and it retains the lead organisation role of the hub.
This process was undertaken to allow the Swindon music hub to develop, expand and broaden its partnerships. Developing partnership working across the hub in turn enhances the range of music offers to children and young people.
After the publication of the National Plan for Music Education in 2011, two things changed:
music services were replaced as local providers by music hubs. But, because many hubs had music services as their lead organisation, the outside perception (and the practical reality in many cases) was that the music service had just renamed itself and added other subsidiary organisations (the local hub partners) within its hub umbrella.
· through the government’s education policy of ‘academisation’, increasing numbers of previously state-funded schools moved away from direct local authority control, becoming quasi-independent. They were then free to start buying music-related services from a range of providers, rather than only from the music service. In other words, market forces started coming into play, resulting in music services/hubs losing their virtual monopolistic status.
In Swindon, our hub has developed into a wider and broader group with an emphasis on improving an inclusive offer by working together and sharing good practice. By this, Swindon Music Hub is reaching out to local, regional and national music providers with a specialist knowledge in certain areas to enable us to achieve our inclusive strategy.
How we are funded
Music hubs in England are funded by central government (Department for Education (DfE) through the Arts Council England (ACE). The funding is to be used a seed funding to allow hubs to create a mixed economy using the funding to generate more income.
Local Authority allocations of funding are worked out using school pupils numbers weighted with those receiving free school meal.
Local Authority allocations for 2022 can be found here


Elements and sub-elements
The National Literacy Learning Progression has three elements that reflect aspects of literacy development necessary for successful learners of the F–10 Australian Curriculum and in everyday life. The three elements, which align with the modes of language use, are:
- Speaking and listening
- Reading and viewing
Each element includes sub-elements that represent evidence-based aspects of literacy development. The progression comprises five overarching sub-elements: Listening, Interacting, Speaking, Understanding texts and Creating texts. These five sub-elements provide a holistic view of literacy capability and are supported by the detail given in the remaining sub-elements. For example, in Reading and viewing, the sub-elements of Fluency, Phonic knowledge and word recognition and Phonological awareness detail skills that underpin the sub-element of Understanding texts. Due to its importance in literacy development, vocabulary is included within and across sub-elements.
The diagram (Figure 1) represents the elements and sub-elements in relation to the literacy development of the student. The sub-elements that are holistic are shown in bold text.
Figure 1. Elements and sub-elements of the National Literacy Learning Progression
Levels and indicators
Within each sub-element indicators are grouped together to form developmental levels. Each indicator describes what a student says, does or produces and begins with the implicit stem ‘A student …’ as the subject of the sentence.
There are as many levels within each sub-element as can be supported by evidence. The listing of indicators within a level is non-hierarchical. Each level within a sub-element has one or more indicators and is more sophisticated or complex than the preceding level. The levels within each sub-element are named with a letter and number code that indicates the abbreviated name of the sub-element and the developmental level, in number order. SpK4 indicates the sub-element of speaking at level 4.
In many of the sub-elements, subheadings have been included to assist teachers by grouping indicators into particular categories of skills that develop over a number of levels.
The amount of time it takes students to progress through each level is not specified since students progress in literacy development at different rates.
The levels do not describe equal intervals of time in students’ learning. They are designed to indicate the order in which students acquire the knowledge and skills necessary to be literate. As learning is very rapid in the early years of school, the initial levels tend to be more detailed than the later levels.
Moreover, the amount of detail in any level or sub-element is not an indication of importance. A single indicator at a more sophisticated level in the progression may rely on a substantial number of indicators being evident in earlier levels. The diagram (Figure 2) shows the various components included in the progression.
Figure 2. Annotated example of a literacy sub-element


Our curriculum pages are currently being updated. (1st Feb 2022)
We aim to give the children the best possible education, foster a love of learning and develop academic and social skills in a safe, supportive and caring environment, where individuals are valued. Our curriculum comprises all of the learning experiences that we carefully plan for the children to enable them to enjoy, learn, achieve; giving them a strong foundation for life. In this section you will be able to find out how we organise and enrich the curriculum and how highly we value effective teaching and learning. We have achieved a range of quality marks listed above and endeavour to achieve further quality marks over the coming years.
Our Quality First Teaching
School staff have agreed that the following remain are priority to ensure quallity first teaching is delivered at Somerville which will ensure that our curriculum is delivered effectively.
1. Pupils who need more support than others are identified quickly and receive early intervention to help them maintain their progress.
2. Expectations are high and progress is made by all.
3. Teaching is lively, engaging and involves a carefully planned blend of approaches that direct pupils' learning.
4. Pupils know they can discuss, use resources and seek help as and when they need to in order to promote independence
Our curriculum comprises all of the learning experiences that we plan for the children to enable them to enjoy, learn and achieve. We aim to ensure that the curriculum:
- Reflects our high expectations and promotes our school values 'aiming high together'.
- Is broad and balanced allowing pupils to develop a range of skills and acquire knowledge and understanding
- Is enriched with exciting and enjoyable opportunities and experiences
- Promotes spiritual, social, moral and cultural development
- Enables children to develop their talents and interests
- Prepares children for the next steps in their education and for their future lives as workers and citizens
Essential skills for learning and foundations for life
At Somerville Primary School we place great emphasis on equipping children with essential skills, that help to support their personal development and learning across all subjects. These skills are part of our everyday curriculum and routines. The skills apply to every age and stage of learning.
These essential skills are:
- Literacy skills (reading, writing, phonics, spelling, handwriting)
- Numeracy skills (using and applying numbers)
- Information Communication Technology skills (computing skills)
- Communicating effectively (speaking clearly and listening with concentration)
- Learning independently and working collaboratively
- Improving own learning and performance
- Problem Solving
- Enterprise, innovation and creativity
The personal skills we strive to develop:
- A positive attitude and desire to learn
- Curiosity and imagination
- Independence, organisation and self motivation
- Resilience and determination
- A sense of achievement and self-worth
- Respect for self, others and the environment
At Somerville Primary School we follow the Statutory Framework for the early years foundation stage, and the National Curriculum at Key Stage 1 and 2. This means that parents and carers can be confident that children have learnt core knowledge and developed their skills and understanding within a wide range of subjects and topics, in preparation for their transition to secondary school.
Please use the page links below to give you further insight into the curriculum available to your child during their time at Somerville.


BY WALTER OPINDE
On June 26, 1926, at the age of 36 years old, Johnson was unanimously elected the eleventh president of Howard University, becoming the first African-American to serve as the permanent head of that institution. Before his appointment, Mordecai had served as professor of economics and history at Morehouse. As well, he had served earlier as pastor of the First Baptist Church in Charleston, West Virginia. During his tenure at Howard, Johnson appointed a number of people who became prominent scholars. They included Alain Locke, who was the first African-American Rhodes Scholar and holder of a PhD from Harvard University; Ralph Bunche, professor of political science and later a Nobel Laureate; Charles Drew, who perfected the use of blood plasma; Percy Julian, a noted chemist; and Sterling Brown, a professor of English and a noted Harlem Renaissance poet. Johnson’s most important appointment was of Charles Hamilton Houston in 1929 as the Vice-Dean and later as the Dean of the Howard University Law School. While serving as dean, Houston was the architect of the strategy that dismantled the Jim Crow laws and laid the groundwork for the famous Brown v. Board of Education decision in 1954 by the U.S. Supreme Court.
Mordecai Wyatt Johnson was an African American educator, clergyman, administrator, and public speaker, who was born on 4th January, 1891, in Paris, Tennessee. He was the son of Reverend Wyatt J. Johnson, a former slave. Johnson learned through his parents’ example the muscle of self-determination, discipline, scholarship, and integrity. His father, a minister and laborer, was a stern man who worked at a mill six days a week, twelve hours a day, for forty years. His mother, Carolyn, offset his father’s firmness with patience and nurturing for her only child.
Upon completing his elementary education, Johnson left Paris, Tennessee, to attend Roger Williams University in Nashville. After graduating from Atlanta Baptist College (and later Morehouse College) in 1911, his oratory ability won him critical acclaim. In 1922 Mordecai delivered a commencement speech during his graduation from Harvard University Divinity School, titled “The Faith of the American Negro.” He also received his Doctor of Divinity degree from Gammon Theological Seminary Atlanta, Georgia.
Mordecai Johnson raised millions of dollars for new buildings on the Howard campus and for upgrading all of the schools. National Honor Societies, including Phi Beta Kappa, were established on the campus of Howard during his tenure. Johnson brought Howard University into national prominence and served as its president for over three decades (34 years to be precise), from 1926 until his retirement in 1960. During this period, the enrollment at Howard University had increased from two thousand in 1926 to more than ten thousand in 1960. Under the Johnson Administration at Howard University, the number of faculties tripled and faculty salaries doubled, Congressional appropriations increased to $6,000,000 annually, and Howard University’s Freedmen’s Hospital was training half of the African-American physicians in the country. Perhaps Dr. Johnson’s greatest contribution was the development of the University’s Law School as the dominant source of civil rights attorneys and law professors, including future U.S. Supreme Court Justice, Thurgood Marshall. He also had a profound influence on Martin Luther King Jr.’s commitment to nonviolence resistance.
Mordecai Wyatt Johnson died on 10th September, 1976, at the age of eighty-six in Washington, D.C. He left behind a wife, Anna Ethelyn Gardner, and five children.
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Students learn to multiply with one number to 100.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
The students learn to solve multiplication problems with one number to 100.
Students will be able to multiply with one number to 100.
You practice the times table problems by throwing a ball to a student and stating a times table problem. The student that catches the ball gives the answer and throws the ball back.
First explain that a multiplication problem is a math problem in which you calculate that you have something a certain number of times. As an example you use a story in which on a property with 37 sheds there are 6 planks of wood in each shed. After this you explain how a multiplication problem is set up with the multiplication symbol, and that the first number tells how many times you have something and the second number tells how many you have each time. Next you show an example problem for which students calculate a multiplication problem with one number to 100 and can choose for themselves if they want to first multiply with the ones number or the tens number. Then you practice a few problems together with a visual aid.
Next show an abstract problem. For this one, explain that you can also first multiply the tens number or the ones number. Then you discuss how students can solve a problem and have the students practice this on their own.
Then you discuss how students can solve a story problem by following the steps in which they first see what is being asked, then find the numbers they need, then state the problem and finally solve it. Practice this together with the students as well.
Check whether the students can solve multiplication problems with one number to 100 with the questions:
- Can you flip the numbers in a multiplication problem?
- What do you calculate first when solving the problem 8 × 75?
The students practice their understanding of multiplication with one number to 100 through ten exercises. Some are abstract problems, some have a visual aid and some are story problems.
Together with the students you practice another problem with a visual aid, an abstract problem and a story problem.
When students have difficulty with the learning objective, you can first have them practice with multiplication problems in which one number is between 10 and 20. In this way the problem is a bit smaller. If that is still difficult then you can have the students make groups of a concrete material to visualize the problem. After that you can make the numbers of the multiplication problem larger.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Outpatient Rehabilitation Therapy
Rehabilitation primarily focuses on the prevention, diagnosis and treatment of disabilities to help individuals live as independently as possible. Easter Seals therapists work to help restore function lost due to a wide range of disabilities - from temporary conditions that inhibit mobility, such as lower back pain, to permanent disabilities that result in complex cognitive impairment, such as traumatic brain injury. Easter Seals also promotes the quality of life and overall well being of individuals through education and prevention programs.
Like all Easter Seals services, Outpatient Rehabilitation Therapies services are comprehensive and individualized to meet each client's needs, family-focused to meet each family members concerns, outcome-oriented with a goal of enhanced independence, and cost-effective benefiting from public support.
Physical therapy services focus on enhancing or restoring mobility that may have been lost due to trauma, disease, aging or congenital abnormality. Easter Seals licensed physical therapists incorporate therapeutic exercise, physical agents such as heat or cold, mechanical and electrotherapeutic modalities, assistive or adaptive devices, and specialized manual techniques to encourage independence at work, home, school and in the community by:
- Improving functional mobility (including bed mobility/transfers and walking);
- Increasing range of motion and strength;
- Promoting tissue healing;
- Decreasing pain and swelling;
- Incorporating safety, prevention, and education.
Occupational therapy services focus on developing a child or adult's ability to perform activities of daily life, such as bathing, dressing and feeding, by enhancing or restoring function that may have been lost due to trauma, disease, aging or congenital abnormality. Easter Seals licensed occupational therapists incorporate the use of adaptive methods and devices, sensorimotor rehabilitation, purposeful activity and fine motor skill development to promote independence in self-care, work and productive activities and play or leisure skills. Treatment may aim to:
- Improve independence in self care;
- Improve development of age-appropriate play and learning skills;
- Improve fine-motor dexterity, behavior components, and sensory or perceptual processing;
- Develop specialized seating and positioning;
- Achieve independence in vocational pursuits;
- Develop workplace accommodations, assistive technology, and devices;
- Provide low vision rehabilitation.
Speech and Hearing Therapy
Speech and hearing therapy services focus on enhancing or restoring limited or lost communicative skills or swallowing capabilities lost due to trauma, disease, aging or congenital abnormality. Easter Seals licensed speech therapists incorporate the use of special facilitory techniques, augmentative and assistive equipment, therapeutic exercise and evaluation tools. Treatment focuses on:
- Addressing disabilities in children, including articulation disorders, language delay and stuttering;
- Providing care to adults who may experience communication disorders, stuttering and cognitive impairment;
- Improving oral-motor, swallowing, and respiratory skills;
- Providing augmentative and alternative communication systems to individuals who cannot rely on speech as a means of communication.
Assistive Technology Services
Physical and Occupational Therapists, Speech-Language Pathologists and clinicians specializing in Assisitive Technology develop individualized treatment programs for persons with a variety of orthopedic and neurological diagnoses, including: spinal cord injury, brain injury, stroke, MS and Parkinson's Disease. Highly trained clinicians address issues in communication, feeding, mobility and activities of daily living. For patients with more complex needs, assessments may include specialty wheelchairs, computer access, home access and augmentative communication devices.


I can tell what rules and laws are.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
In this lesson, students will learn the difference between rules and laws, and explore why we have them in place.
Students will be able to tell what rules and laws are and why we have them.
Students will discuss what rules are and why we have them. They will also discuss how rules can prevent conflict. They will then sort rules into the categories: safety, order, and conflict.
Students will learn what laws are and compare them to rules they have to follow in school. They will sort laws into these categories: safety, order, and conflict. They will then discuss the rules they have to follow at home and at school, as well as laws they have to follow in the community. Students will also categorize statements as rules or laws. They will also discuss consequences for not following rules or laws.
Review rules and laws with 7 multiple-choice questions.
Students will recall what they learned and complete a think-pair-share activity. They will write or discuss a rule they would create for the class and a law for everyone to obey.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Autherine Lucy Foster
Autherine Juanita Lucy was the first black student to attend the University of Alabama, in 1956. She was born on October 5, 1929 in Shiloh, Alabama and graduated from Linden Academy in 1947. She went on to attend Selma University in Selma, and the all-black Miles College in Fairfield – where she graduated with a BA in English in 1952.
Later in 1952, at the encouragement of and along with a Miles classmate, Pollie Ann Myers, she decided to attend the University of Alabama as a graduate student but, knowing that admission would be difficult due to the University’s admission policies, she and Myers approached the National Association for the Advancement of Colored People (NAACP) for help. Thurgood Marshall, Constance Baker Motley, and Arthur Shores were assigned to be their attorneys. While they started preparing her case, she worked as a secretary. Court action began in July 1953.
On June 29, 1955, the NAACP secured a court order preventing the University from rejecting the admission applications of Lucy and her friend based upon their race. Days later, the court amended the order to apply to all other African-American students seeking admission. The Supreme Court upheld this in Lucy v. Adams on October 10, 1955. On the very eve of the day Lucy and her friend (who had married to become Pollie Myers Hudson) were to register, the University Board of Trustees rejected Hudson on the grounds of her “conduct and marital record”, but reluctantly allowed Lucy to register. However, she was barred from all dormitories and dining halls.
At least two sources have said that the board hoped that without Hudson, the more outgoing and assured of the pair and whose idea it originally was to enroll at Alabama, Lucy’s own acceptance would mean little or nothing to her, and she would voluntarily choose not to attend. But Hudson and others strongly encouraged her, and on February 3, 1956, Lucy enrolled as a graduate student in library science, becoming the first African American ever admitted to a white public school or university in the state.
On the third day of classes, a hostile mob assembled to prevent Lucy attending classes. The police were called to secure her admission but, that evening, the University suspended Lucy on the grounds that it could not provide a safe environment. Lucy and her attorneys filed suit against the University to have the suspension overturned. However, this suit was not successful and was used as a justification for her permanent expulsion. University officials claimed that Lucy had slandered the university and they could not have her as a student.
The University of Alabama finally overturned her expulsion in 1980, and in 1992, she earned her Masters degree in Elementary Education from the University that she had applied to decades earlier. In a complete reversal of spirit from when she was first admitted there, the university named an endowed scholarship in her honour and unveiled a portrait of her in the student union overlooking the most trafficked spot on campus. The inscription reads “Her initiative and courage won the right for students of all races to attend the University.”
She is a sister of the Zeta Phi Beta sorority.
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The Anyone Can Teach Art Book
“Me? Teach art? I don’t even know how to draw!!”
Many of us started there.
- We felt a total lack of confidence in teaching art.
- We wanted to give our children all the benefits of art in their education but didn’t know how.
- Some of us did a few colorful hands-on projects with our children, but we could see they weren’t really learning the basics of art.
- We had never learned the basics of art ourselves.
But then, after a few years of teaching art with the classical model of education, we realized that teaching art can be as simple as teaching any other subject and we can learn it alongside our children!
Buy a Full-Color Print Copy Straight from Julie Abels, Amazon, Barnes&Noble, or Wherever Books are Sold
(Contact us about bulk pricing of 5 or more copies)
Buy the Digitally Narrated Audio Book on Google Play
Buy eBook on Kindle, GooglePlay, Apple, Nook, or Wherever eBooks are Sold
Your local library can also purchase a copy of my book! Ask your library to purchase a paper or digital copy.
In this book, Anyone Can Teach Art, we’ve condensed our knowledge here for you. Instead of a how-to-draw book, Anyone Can Teach Art presents the scope and sequence of a classical Christian art curriculum for K-12 students. In this book, we break it all down for you. By the end of this book you’ll know:
- Why art should be included in everyone’s education
- What are the basics of art creation and art appreciation
- How to use the ancient, amazingly effective, classical model of education to teach art
- Which simple drills and exercises to include in art projects to help students advance their skills
- How to proceed in art education once your students have mastered the basics
Learn the basics and follow the plan in this book and you’ll realize how easy it really is to teach art.
What’s stopping you from including art in your child’s education? Grab this book and get started today!
Listen to the Author read the First Few Chapters Free:
What People Are Saying
“This book teaches the average person how to bring art knowledge and instruction into their home classically. Abels covers all aspects of the Classical model of education. Abels’ description and explanations of famous art rivals that of my college art history class. She elegantly weaves the importance and necessity of art in education with easily understandable ways to make it happen at home. Principles of design, art history and specific examples of how to incorporate it into school are covered. She really does make teaching art approachable. I’ve taught classically for years, and have studied many of these methods, but I am so excited about this resource!”-Jessica Sibley
This book is so great, it’s almost unbelievable. It actually does teach you how to teach art! It’s well organized, easy to understand, and best of all it isn’t just a big list of projects. It teaches you the method. It breaks the whole process down of how kids (and adults!) learn art into steps which takes away all the mystery or necessity to be a talented artist. I especially like that she explains how you can take her method and apply it whatever to you happen to be doing. So you don’t need to just follow her lesson plans (although you could). You learn what steps to do to make your own lesson plans!
And if that’s not enough, she does this by clearly explaining the classical method of how kids learn. It’s here applied to art, but honestly, it’s helped me in general look at how I’m teaching other subjects. As a classical homeschooler myself, I’ve read a lot on what classical education is… and it can get really murky and confusing. But this art book has one of the best explanations of classical education in general, and honestly would be worth getting it just for that!
Really, I would highly, highly recommend it!– Steph Shipley


8 Tips for Supporting Creative Interests in Children
Marin Mommies presents a sponsored article from Marin Montessori School, written by Joni Perry, Marin Montessori School Elementary teacher.
- Take care with language about the work of your child. Make observations, not judgments, by posing questions and asking about the process as it unfolds. Because of well-intentioned comments about their artistic products, children as old as four already have feelings about themselves as artists.
- Listen for the “silent critic” that can take over during creative expression. Empower your child with new language about his or her work. Be gentle as he develops an independent analytical eye and begins to articulate what he likes about the artwork.
- Remind him that there is no right way to draw. As long as it is the way he wants it, it is perfect. This does not mean everything he does is perfect. He can start over without feeling like he’s failed. There will be more attempts to start a project than completions of the work. This is not failure. This is process.
- Children should not be made to feel guilty about copying from other artists or other visual data because they will interpret it differently, as all artists do.
- Do not look for pretty products. Creating art is a process—the journey is the destination and the final project is not the goal. Following a set of predetermined steps to make a pleasing product is not an art education. Painting a watercolor is not just putting paint to paper; it has a complexity incorporating color theory, composition, and design. There are so many things that happen simultaneously in the creative process.
- Art is often mystery and chaos and may not have one resolution or outcome. This is a challenge of creating art. Creating art is an exercise in coming to terms with change. It is about new discoveries and can be glorious or frustrating, so prepare your child for the unexpected.
- Art is dynamic, not static. There are many things going on in a variety of ways, with all the elements and principles of art mixed with emotions. When dealing with art concepts, conflict and connection often happen simultaneously. Be patient as your child works.
- Art connects us to our emotions, our history, our culture, and all the other parts of our lives. It is worth the great effort and determination your child invests every time he pursues his work. Be gentle. Observe thoughtfully. Respect the effort.
Learn more about how Marin Montessori cultivates habits of mind and heart that set up children (and their parents) for a lifetime of learning and fulfillment. Join us at our next Prospective Parent Open House, Saturday, January 26 from 10 am to noon. and come to campus for an in-session tour. Sign up at www.marinmontessori.org.
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Continents, Oceans, & Map Skills UNIT- Reading Passages, Lapbook, PowerPt, Test!
What educators are saying
Also included in
- This bundle features two print-and-go teacher favorites used in tandem- a Continents & Oceans, Map Skills unit and a Types of Maps unit! These units will enhance your students' map-reading skills, map fluency, and knowledge about the Continents & Oceans. The student workbooks and PowerPoinPrice $14.50Original Price $16.55Save $2.05
- The Social Studies, Year-Long Bundle provides a complete curriculum for upper-elementary classrooms with a focus on literacy development. 21st Century skills are emphasized with annotation and reading skills development, interactive hands-on activities, research, and more. Student workbooks includePrice $79.95Original Price $104.50Save $24.55
- *This is a GROWING Bundle*. Teach Mesopotamia, Ancient China, Ancient Greece, Ancient Rome, and Mesoamerica without stress, and without a textbook! This bundle provides full units with informational reading workbooks, interactive activities, lesson plans, and more. A Continents & Oceans unitPrice $45.00Original Price $54.50Save $9.50
Teach the seven continents and five oceans with this 3-4 week, no-prep, full unit on the Continents & Oceans with a side of Map Skills! You will be provided with lesson plans, a student workbook and accompanying interactive notebook (activity lapbook), a PowerPoint for teacher-guided instruction, and an end-of-unit assessment. The student workbook and PowerPoint are also Google 1:1 compatible. Reading and literacy skill building activities are built-in to the student workbook (You can also buy the as a stand-alone resource by CLICKING HERE).
This unit is easy to implement with independent learners and, therefore, can be used in hybrid classrooms, with at-home learners, or fully in-person classes. This unit is also great to use with a 'TYPES OF MAPS' unit (OR... bundle them together and save $$. !).
- A Student Workbook
- Vocabulary List
- Five Lessons: , , , ,
- Reading Passages with Guided Notes
- Reading Skills activities
- Study Guide
- Google 1:1 Compatible
- An Interactive Notebook / Activity Lapbook
- Completely aligned to the Student Workbook
- 5 interactive activities
- Can be used by students independently
- 8 Writing Prompts on a Choice Board
- Vocabulary Flashcards
- Provides a digital form of the Student Workbook
- Great for teacher-directed read alouds and whole-class instruction
- Unit content is not editable, but you can add or delete slides
- Google Slides Presentation also included
- Teacher Guide
- Lesson plans with Student Learning Objectives and Essential Questions
- Answer Keys for all resources
- Unit preparation checklist
- State Standards: Common Core, TEKS, VA SOL
- Link to Google compatible Student Workbook
- Editable Word document
- 5 fill-in-the-blank questions with a word bank
- 5 multiple choice questions
- 2 short response questions
MESOAMERICA: MAYA, AZTEC, and INCA CIVILIZATIONS
Like this activity? "Tony the Tourist" is part of a growing series that offers a fun and interactive way to teach social studies to upper elementary and middle school students. , and you will be the first to know about new resources, freebies, and where Tony is going next!
Reviews are helpful! Go to "My Purchases" in your account, find this resource, and select the option to leave feedback. In return, you will receive "TpT Bucks" to use towards future purchases... it's a win-win!


Learning Without Realising
Children love to play, explore and experiment with their hands. One of the skills gained through play is mathematics. Children learn to test maths theories, count, pattern, sort colours, increase their communication, learn social skills, gross and fine motor skills, cognitive development and so much more.
Play provides more than entertainment for young children, with 80% of brain development completed at three years old, up to 90% at five. As well as underpinning learning and all aspects of a child’s development, play underpins the Early Years Foundation Stages too. This confirms how learning without realising is so important from a young age.
Educational toys play an important role in the development of a child by stimulating cognitive, social and physical development.
Through play, children develop language skills, their emotions and creativity, social and intellectual skills. Young children will explore things through relationships with parents at first, then as they develop, they will be inspired with their curiosity, creativity and imagination. For most children their play is natural and spontaneous although some children may need extra help from their adults.
Learning should be fun and engaging through play based activities, like with Edx Education’s Hundred Board Activity Set where children learn number sense and basic number relationships whilst building pictures and patterns – it’s the perfect way to learn without realising with activities like these.
By having activities for children to do like the Math Cubes Learning Set they can follow the cards to learn from or they can build their own design like a new rocket, cars, spaceships, a castle or wherever the imagination takes them. These Maths Cubes are a multifunctional manipulative that can be used for all levels of learning.
Read more about Education Toys for Child Development in our blog.
If you are looking for more creative ways to play, use our FunPlay Rainbow Pebbles, Junior Rainbow Pebbles or Rainbow Pebble sets to design shapes, patterns, animals, houses – absolutely anything! Children love playing with the wonderfully smooth, calmingly tactile pebbles that delight the senses. This construction and early learning manipulative helps develop fine motor skills through play activities.
It’s not just maths that can be learned without realising. The Junior Geostix® Letter Construction set helps children to learn capital letters and lowercase letters and write words. It links engineering, art and mathematics. It will stimulate children’s imagination and creative thinking skills.
Learning through play is important and can help with imagination and both literacy and numeracy skills.
Let’s make learning fun for everyone to build lifelong learners that love to play and learn. Show them how things work, but if they want to experiment, let them. Sometimes it may seem hard at first, however persistence is the key to get through the frustration when learning new things do not work out the first time.
View our full range of educational products for children of all age groups, abilities and developmental stages: https://www.shopedx.co.uk or www.amazon.com/edxeducation
Edx Education – Heather Welch
To find your local Edx Education retailer head over to Where to buy – Edx Education.


Spinning the Child examines music for children on records, radio and television by assessing how ideals of entertainment, education, ‘the child’ and ‘the family’ have been communicated through folk music, the BBC’s children’s radio broadcasting, the children’s songs of Woody Guthrie, Sesame Street, The Muppet Show and Bagpuss, the contemporary children’s music industry and other case studies.
The book provides the first sustained critical overview of recorded music for children, its production and dissemination. The music, lyrics and sonics of hundreds of recorded songs are analysed with reference to their specific social, historical and technological contexts. The chapters expose the attitudes, morals and desires that adults have communicated both to and about the child through the music that has been created and compiled for children. The musical representations of age, race, class and gender reveal how recordings have both reflected and shaped transformations in discourses of childhood.
This book is recommended for scholars in the sociology of childhood, the sociology of music, ethnomusicology, music education, popular musicology, children’s media and related fields. Spinning the Child’s emphasis on the analysis of musical, lyrical and sonic texts in specific contexts suggests its value as both a teaching and research resource.


The author of Freakonomics the book and blog has this to say about elementary education in a post about what a psychologist is learning about what makes people great at what they do:
"Students should be taught to follow their interests earlier in their schooling, the better to build up their skills and acquire meaningful feedback."
In this later post he explains more precisely what the psychologist, Anders Ericsson of Florida State University, calls "deliberate practice":
1. Focus on technique as opposed to outcome.
2. Set specific goals.
3. Get good, prompt feedback, and use it.
This is exactly what every citizen in a democracy needs to become good at being a democratic citizen. Early practice that is deliberately focused on planning, decision making and empathy for those who will be effected by the decisions that are made.
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Students learn to subtract numbers to 20 using the inverse operation. They learn that each subtraction number has a partner addition problem, which they can use to solve the subtraction problem.
This strategy helps to make subtraction easier and faster. It helps students better understand calculations to 20.
Start by decomposing the numbers given on the interactive whiteboard. Then discuss the number bonds for the numbers given on the interactive whiteboard. You may also encourage students to use blocks to help represent these decompositions/number bonds. Do a few number decompositions orally with the class. For example: " I decompose the number 15 into 4 and ...". Then determine which math problems are shown in the images on the interactive whiteboard. You see 16 apples in total, of which 3 are on the ground. This could represent 16 - 3 or 13 + 3. Discuss with students why the other options are incorrect (for example 13 - 3 is incorrect, because the total amount of apples is 16 and not 13).
Explain to students that if they know an addition problem, that they also know the subtraction problem. The numbers in the problems are simply in different places in the problem. With a subtraction problem, you start with the total or sum of the addition problem. If you subtract or take away one of the numbers, your difference is the second number. Show this with the beads on the interactive whiteboard. Then practice this with a new set of beads. Then show a decomposition of the number 5 and the math problems you can create with these decompositions. Practice this with students using different decompositions. After practicing this with students using numbers that have visual support, explain that this does not change, even if you can't count the object(s). Practice using the inverse operation with decompositions where only numbers are visible.
Check that students understand subtraction to 10 via the inverse operation by asking the following questions:
- The number 18 can be decomposed into 12 and ...?
- 8 + 9 = 17, what is 17 - 8?
Students are first given a subtraction problem with visual support in the form of beads and with the addition problem given. Then they are given the decomposed number but must fill in both the subtraction problem and the inverse. Finally students must determine the subtraction problem and the inverse from numbers only.
Discuss with students that it is important to be able to do this, so that you can calculate easier and quicker. It is useful to be able to determine, if there are 13 apples in the tree and 1 on the ground, that the total is 14. You then also know that if there are 14 apples in total and 1 is on the ground, that you still have 13 apples in the tree. To close first do some subtraction problems with visual support and end with subtraction problems without visual support.
Students who have difficulty with this can set out the math problems with MAB blocks or on the rekenrek. Have them decompose 18 into 13 and 5. Have them create the addition problem (13 + 5 = 18) and then show them that if they move the blocks around they can also create the subtraction problem(s) (18 - 13 = 5 or 18 - 5 = 13). Emphasize that they don't need to count the blocks again, because they already know which numbers are in the problems.
optional: MAB blocks or rekenrek
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Resources › For Educators A Tongue-Twisting Language Arts Lesson Plan Beyond "Toy Boat" and Into Powerful Descriptive Writing Share Flipboard Email Print Songsak Paname / Getty Images For Educators Assessments & Tests Becoming A Teacher Elementary Education Secondary Education Special Education Teaching Homeschooling By Beth Lewis Beth Lewis Education Expert B.A., Sociology, University of California Los Angeles Beth Lewis has a B.A. in sociology and has taught school for more than a decade in public and private settings. Learn about our Editorial Process Updated on March 05, 2020 Peter Piper Picked a Peck of Pickled Peppers!She Sells Seashells by the Seashore!Toy Boat! Toy Boat! Toy Boat! Try saying these words several times quickly and you'll see why tongue twisters can be a totally terrific part of your Language Arts curriculum. Not only are they silly, but these funny phrases focus on phonics, parts of speech, oral language, alliteration, reading, writing, and more. Introducing Children to Tongue Twisters First, pique the children's interest by introducing them to some of the more well-known tongue twisters. Challenge the children to say each phrase five times fast. "Toy Boat" is a great one because it sounds easy, but it's actually quite difficult to repeat it fast. Try it yourself and see! Next, read a tongue-twisting book such as Twimericks, Dr. Seuss' Oh Say Can You Say?, or World's Toughest Tongue Twisters. The kids will love watching you struggle through the tongue-tickling phrases from these books. You will probably have to stop every so often to give the kids a chance to practice the twisters. It's simply too irresistible to them if they have to wait. Teaching Children How to Write Tongue Twisters After the book, introduce the concept of alliteration. If you teach students in second grade or older, they will probably be able to handle this big word. In fact, it is a third grade academic standard in my district that all students know alliteration and begin to apply it in their writing. Alliteration simply means the repetition of the beginning sound in two or more words together. Younger students can build on the letter decoding skills included in tongue twisters by reading phonics poems in books such as the Phonics Through Poetry series. These poems are a little different than traditional tongue twisters, but they are a fun way to practice certain beginning sounds, rhymes, digraphs, and more. You may also want to discuss what makes these sentences and phrases so difficult to pronounce quickly. To build in writing practice, the students will have a blast building their own tongue twisters. To start, you can have the kids make four columns on their papers: one for adjectives, one for nouns, one for verbs, and one for other parts of speech. To determine the letter for their twisters, I usually just have them pick one of their initials. This gives them a little bit of free choice but also ensures that you don't get 20 twisters of the same letter. After the children brainstorm approximately 10-15 words for each column that begin with their chosen letters, they can start putting together their twisters. I stipulate that they have to write complete sentences, not simple phrases. My students got so carried away that many of them asked if they could make more than one. I even had one child who made 12! Finish the Project With Illustrations To culminate the tongue-twisting lesson, have the kids write one twister on the bottom of a page and illustrate it above. These make a great project to post on a bulletin board because the children will love reading each other's sentences and trying to say them five times fast. Give this tongue-twisting lesson a try and it's sure to become one of your favorite lessons to teach each year. Yes, it's a little silly and full of giggles, but at the end of the day, the kids really will have gained valuable language arts skills. Cite this Article Format mla apa chicago Your Citation Lewis, Beth. "A Tongue-Twisting Language Arts Lesson Plan." ThoughtCo, Aug. 29, 2020, thoughtco.com/tongue-twisting-language-arts-lesson-plan-2081056. Lewis, Beth. (2020, August 29). A Tongue-Twisting Language Arts Lesson Plan. Retrieved from https://www.thoughtco.com/tongue-twisting-language-arts-lesson-plan-2081056 Lewis, Beth. "A Tongue-Twisting Language Arts Lesson Plan." ThoughtCo. https://www.thoughtco.com/tongue-twisting-language-arts-lesson-plan-2081056 (accessed April 2, 2023). copy citation Watch Now: What Is Alliteration?


Hatupatu and the Birdwoman Shared Reading, Activities and Discussion Questions
or 6 weekly interest-free payments from NZ$0.66 with what's this?
Your learners will love our differentiated Hatupatu and the Birdwoman Shared Reading, Activities, and Discussion Questions resource. This Māori Myth and Legends resource is suitable as an entry point to Polynesian history or a study on myths and legends from around the world.
In this Hatupatu and the Birdwoman Shared Reading, Activities, and Discussion Questions pack you will receive:
1. One shared reading discussion passage:
– Hatupatu and the Birdwoman (eight pages)
2. Discussion questions including reading comprehension strategies such as summarising, making connections, and finding specific details.
3. Differentiated follow-up activities to dig deeper into the story.


I can describe the cycling of water through Earth's systems.
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In this lesson, students will be introduced to the water cycle. They learn about the main stages of the cycle and the names of these stages. Students will discuss why the water cycle is important and how it affects them. Next, they will label the water cycle with the new terms and then spin a wheel to take turns stating definitions in their own words. The lesson ends with a fun activity in which students will create a Water Cycle Wheel using the included printable.
Students will be able to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.
Take your students on a journey to follow Earth’s water cycle. Introduce the importance of water to our planet. Discuss the different stages of the water cycle.
Explain each stage of the water cycle and give examples of how this is seen and experienced by an example of water boiling in a pot. Next, have students drag the terms to a diagram of the water cycle. Then students will take turns defining the new terms.
Students respond to ten multiple-choice and true/false questions.
Students will create a water cycle wheel using the included printable and instructions. They will use their wheels to explain the water cycle to the class or learning partner
Materials needed to create the Water Cycle Wheel are listed below.
Students will need the following items for the closing activity:
- Copy of printable for The Water Cycle activity.
- Markers, crayons, and/or colored pencils
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Watch your toddler learn and begin to understand numbers, symbols and build their first mathematical equations. Children will also have the ability to build different shapes, colour combinations and 3D structures using Geomag Magicubes that are uniquely designed to connect on all sides.
This set contains 16 magnetic blocks and 45 non-magnetic clips from Geomag.
What our testers said
“Please can we play with the blocks to practise my numbers?” – Girl aged 5
“Look I made a square and rectangle.”- Boy aged 4
What our experts think
Magicube Maths is a great way to encourage children to practise their counting and numeracy skills. In particular, it is ideal for engaging those reluctant learners as it offers a hands-on and practical way of understanding sums.
Building the equations across the blocks helps children to understand their structure and the children enjoyed using them this way. Our testers found it great for helping children with their Maths homework as it made it more engaging and helped them to visualise the numbers and their sequences.
Develops understanding of 2D and 3D structures
Helps with developing numeracy skills
Great for encouraging creative problem-solving


This kit includes summer work that covers the CORE curriculum used in a fourth-grade classroom, a set of fraction insets, a set of decimal insets, a ruler, an answer key, a progress chart, and stickers. Each section of work includes a brief review (where needed) of how to do the work.
The work sections in the fourth-grade kit include:Representing Numbers; Comparing and Rounding Numbers; Adding, Subtracting, Multiplying, and Dividing Whole Numbers; Greatest Common Factor and Lowest Common Multiple; Mean, Mode, Median, Range, and Outliers; Table of Multiples, Prime and Composite Numbers; Simplifying Fractions; Fraction Number Line; Adding, subtracting multiplying, and dividing Fractions; Operations with mixed fractions; Decimal number line; Adding, subtracting, multiplying, and dividing decimals; Converting fractions to decimals; Ratios; Percent's; Decimal and fraction review chart; Graphs, charts, and plots; Pre-Algebra; Two-dimensional figures; Area of rectangles and squares; Perimeter of rectangles and squares; Using Conversions; and Function Tables.
At the end of the summer you or your child can post how many days were finished on either the ABC Crate Instagram or the ABC Crate Facebook page to win a prize that will be mailed to your child. I would recommend logging the days that need to be completed on a calendar (there is a copy of the June, July, and August calendar for your use in the kit) with your child to set expectations for your child at the start of the summer.
This educational kit was made with love by a certified Montessori teacher of 18 years. I am certified in Early Childhood Education (preschool and Kindergarten), Elementary Education I (grades 1st to 3rd), and Elementary Education II (grades 4th to 6th). I have worked as a lead teacher in all the above grades, Montessori teacher trainer, dance director, and Parent Education director. I hope you enjoy this kit as much as I enjoyed making it. I created the ABC Crate LLC so that I could share the joys of Montessori lessons and philosophies with all who seek wonderful lessons for their little ones. I have many more kits to come ranging from preschool to middle school. Feel free to drop a note about which lessons you would like sooner. ABC Crates are great for Home School programs, parents seeking support material for the home, and for teachers to use in their classroom. Our email is email@example.com.


- 6. ESL
PREREQUISITE: ESL Level 4 or equivalent
AVAILABILITY: Blyth Academy Online
THE ONTARIO CURRICULUM: English as a Second Language and English Literacy Development
ESLEO online provides students with the skills and strategies they need to make the transition to college and university preparation courses in English and other secondary school disciplines. Students will be encouraged to develop independence in a range of academic tasks. They will participate in debates and lead classroom workshops; read and interpret literary works and academic texts; write essays, narratives, and reports; and apply a range of learning strategies and research skills effectively. In ESLEO online, students will further develop their ability to respond critically to print and media texts.
Reading & Writing
Essential Question: How can we use prior knowledge to improve our reading and writing?
In this unit, students will share strategies and develop critical thinking skills to make them better readers and writers.
Listening & Speaking
Essential Question: How can we improve our speaking skills through careful listening?
In this unit, students will look at different ways that they can improve their listening and speaking skills to make them better communicators.
Novel Study: The Giver
Essential Question: How can we look for truth in fiction?
In this unit, we will explore the themes, characters, plot and various details of the novel, The Giver, and make connections to our world.
Essential Question: How can we learn to believe what we see and read?
In this unit, students will look closely at the media and investigate truth vs. fiction in order to be more critical about what they read, and what is considered a reliable source of information to learn from.
Please consult our Frequently Asked Questions Page or the Exam section within your course for more details on final exams and the exam fee. More information can also be found in our Student Handbook.
Ready to get started? Register today!


In case you’re considering giving your child a head start before school starts, then sending your child to education centers with Gifted Education Program can be the best option for you. This is the time when it would play well in terms of your child’s advancement and early childhood education.
According to research, early childhood education is one of the leading ways to assist your child in creating the social, passionate, and cognitive aptitudes they need to plan essential things when they would be going to school and after that. Here are several ways that your child can advantage of education centers and shape their future.
Advantages Of Sending Your Child To Education Centres
They’ll Learn Good Habits
Daily schedules offer assistance to children, and they feel secure. They’re an incredible way to instruct children on solid propensities. When children know what to anticipate each day, they’re more likely to be calm, settled, and get into great resting propensities. Over time, they’ll begin taking charge of the day-to-day exercises. Education Centres are perfect for making a difference for your child to get into a great schedule. Teachers know what aptitudes their child should develop and utilize different methods to assist them with the Gifted Education Program.
They’ll Learn Proficiency And Numeracy Skills
Literacy and numeracy aptitudes shape an establishment for instruction, but it’s more than fair perusing, composing, and tallying. Children learn education aptitudes by tuning in to stories, talking almost pictures, and drawing shapes on paper. They learn numeracy abilities by singing and playing music or pouring sand into holders of distinctive sizes. The proficiency and numeracy aptitudes your child with emotional effect on their scholarly victory afterward in life.
Socializing With The Peers
Children who take portion in early childhood instruction programs have moved forward with social abilities. In a preschool setting, children learn significant aptitudes like tuning in, sharing, and taking turns with others. In school, preschool instructors will utilize melodies, diversions, stories, and more to instruct children on how to associate. Play may be a basic component of learning the social aptitudes essential to require children through life. Be it JC Chemistry or any other subject early education provides students with confidence. Here are a few particular social aptitudes that your child will learn in an early childhood instruction program.
Better Scholarly Performance
Data appears that children who take part in early childhood instruction perform way better. Children who had to get to preschool sometime recently begin kindergarten perform superior on math and perusing. There’s a coordinated relationship between underperformance in school and children who remained with their parents. Researchers uncovered that early childhood instruction leads to a lower chance of uncommon instruction arrangements. It, too, increments the probability of graduating from a good school.
Better Consideration Span
What is a consideration span? A consideration span is the capacity of a child to pay consideration to the assignment at hand. That frequently includes blocking things out, like clamor or visual stimulus. Once children begin school with subjects like JC Chemistry and others, one of the foremost important things they got to succeed is having a created concentration span. If your child has inconveniences in school, they will battle to keep up and miss out on important information.
In The Nutshell
The evidence proving the significance of early childhood education is overpowering. Children who take part in early childhood programs have moved forward with social abilities and do way better.
Read more – Screenshot9


This is the second guest post by @michelleK107 about “Making Connections Through the Arts”. Here she walks you through a unit she does with her students to illustrate just how she puts theory into practice. You will surely be inspired by what she does and the ideas she gives! Please be sure to check out Michelle’s blog for more of the great things she does! EMP
How do you help students make connections? Here’s an example of how I structure one specific unit with lessons and activities in my music classroom:
When my 4th and 5th graders learn about drumming in Ghana, I first ask them to make assumptions about Ghana, based upon what they know at that moment in time. I’ll ask them questions:
- Where is Ghana?
- Can you locate Ghana on a map? What online tools will we use to get a map?
- What is the land like?
- What are the people like?
- How do they live?
- Why do you think drumming is an important part of their culture?
Our next few lessons include activities that help us locate Ghana in Google Earth, view photos and video of life in Ghana (I select photos from a search in the Creative Commons), review and discuss visual art examples, communicate via Skype (or in person!) with a special guest who lives/lived in Ghana, and sing and play traditional music from Ghana.
Throughout the year, my students will share what they have learned through podcasts, wikis, or blogs. We also will discuss how they are to write podcast scripts and blog posts– How will they consider their audience when writing? How can they grab the attention of their audience?
All of these activities add to their understanding of life in Ghana, which in turn, changes the way they perform the music of Ghana and the way they think about that music. For my classroom, this unit helps us to meet several of the National Standards for Music Education.
These kinds of activities do not have to be limited to a music or art classroom. Although my curricular objectives are obviously different than a general education classroom, teachers can transfer and adapt these activities for any other subject.
Planning a geography lesson? Find photos of the art from that location. If possible, ask your students to re-create their own version of that art. Ask questions, such as: What materials were used to create this object? What does this tell us about this geographical location? Network with the other teachers in your school. Do you have an art specialist? If not, do you know someone who does?
Planning a history lesson? Find songs from that time period to share with your class. Ask your students: What do you think this song tells us about this time period? Are there songs from other time periods that are similar to this song? If music isn’t one of your strengths, enlist a music specialist for help and collaboration.
There are many approaches to integrating the arts into your curriculum. Not sure where to start? Make this an opportunity to collaborate with other teachers. If you don’t have arts educators in your school, look to an online network. Searching for #artsed and #mused on Twitter is one way to find arts educators who enjoy sharing and collaborating online.
Arts education helps students to make connections to the world around them. By creating engaging learning activities infused with the arts, you can help your students understand that life is not broken into isolated subjects. Their educational experiences shouldn’t be either.
Thanks again to Elizabeth Peterson for asking me to be a guest blogger!
I’ve really enjoyed your mini series! What you say about making connections is so true. Thanks for the ideas. I’m especially impressed by your integration with your Ghana unit.
Here’s my favorite line:
All that the students do “changes the way they perform the music of Ghana and the way they think about that music.”
This alone is priceless – for students to really put themselves into a culture. Bravo! 😉
Thank you so much, Elizabeth! This has been a great opportunity to share my passion for education and, specifically, arts education with you and your readers! I hope that this blog post might lead to some collaboration on projects with other schools. My students would be thrilled to share what they’re learning!


All About Lines Geometry Kit
Lesson Intentions: This kit will guide your child/student in understanding different types of lines with hands-on activities and lessons on the following nomenclature: point, line, ray, segment, straight and curved lines, horizontal and vertical lines, oblique lines, parallel lines, perpendicular lines, intersecting lines, and divergent and convergent lines. Activities include using a hands-on application to better understand line nomenclature. This kit will increase your child’s/student’s confidence in line geometry.
Ages: Activities can be started as early as Kindergarten and be used through third grade.
Kit Includes: Illustrated lesson plan with five different activities (18 pages including worksheets and answer sheet), 6 follow up worksheets, a 12 x 12 in. corkboard, 4 geometry sticks (2 longer ones of the same length and 2 smaller ones of varying lengths), a pencil sharpener, string, a counter (different colors in each kit), a plumb line (string with weight), a sharpie marker, a ruler, a small tin container with 8 thumbtacks, 1 right triangle inset, laminated labels for different types of lines, scissors, 2 matchbox cars, a journal, and color pencils.
Creator: Lesson Plan and follow up work prepared by: Caroline Moulsdale, Owner and Lead Educational Consultant of ABC Crate, LLC, with Credentials in Early Childhood Education (Preschool and Kindergarten) from CMTE/NY, 2001; Elementary Education I (grades 1st to 3rd) and II (grades 4th to 6th) from Delaware Institute for Montessori Education, 2015; BS from The University of Delaware; Lead Teacher in Montessori Education for 18 years, and Parent Education Director for 8 years.


Music education is one of the important it will give students a way to connect with other people. Children are commonly very social, and music education is important to encourage them to build relationships by providing them experiences to share with each other. music study has been shown to improve academic performance of students. Music education is used for learning and it can be in many formats, including video recordings, audio recordings, sheet music, and improvised music.
Social benefits of music education
Music is offering an opportunity to learn skills and aptitudes society needs. There are some social benefits of music education the following:
- Everyone matters in a music ensemble.
- The baritone sax player had been suspended from school.
- It was a less satisfactory musical experience for players and listeners alike. Part of the music was missing.
- All the parts in music matter, but not equally at any given moment. Someone has the melody. Someone else has harmonic or rhythmic filler. Someone else counts rests waiting for an entrance. Elsewhere in the piece, the roles change.
- Everyone has to learn the parts and learn to cooperate with everyone else. Successful performance requires everyone’s discipline and hard work.
Self-confidence and risk-taking
- It is essentially a value judgment of ourselves.
- Self-confidence entails trust in our abilities.
Benefits of Music Education for Students
There are some benefits of music education for students the following:
- Studying music education is helping with language development, math skills pattern recognition, eye-hand coordination, and fine motor skills.
- It is helping with learning to memorize.
- Music education is advocates for music education constantly tout these and other benefits.
- Music is fun.
- Children love music. Young children are liking whatever music they happen to hear.
- Commercial music has depended on churning out pieces that sound pretty much like other popular pieces. If something radically new catches on, it soon spawns imitators.
- Music in schools are including currently popular music, but it is offering other kinds of music, too. Children in any kind of music class will have a chance to experience more than what the music industry provides.
- Students are playing a musical instrument and it can build pride and confidence.
- Musical educationis used for developing better pros of music education for communication.


8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Students learn that you can simplify the addition problem to tens and ones. If you know the total of the addition problem without the tens, you can calculate the addition problem with tens quickly.
Start with a few counting to 20 exercises. Ask students to count and then to explain their counting strategy. It is possible for example to count in groups of 5, 2, or 3. You then decompose numbers to 20 into groups of tens and the ones. For example 13 to 10 and 3.
Show students a selection of addition problems that have been simplified into tens and ones. Ask students if they notice anything in particular. They should note that the difference between the two totals is 10. These addition problems belong together. Tell students that you can solve an addition problem with tens faster if you first calculate the ones without the tens. You can use it as a step to your actual total. If you know 4+2=6, you can quickly add 14+2=16. Practice this with MAB blocks. Give students tens of MAB blocks and a few loose blocks. Have students set them out when you name them. For example 6 and 3; on one side 6 blocks, on the other side 3. Ask what the total is. Then they need to add the 10 to the pile with 6 blocks, so the problem becomes 16 + 3. Ask what the total is. Emphasize that the students do not need to calculate the problem again, because they can use the answer from the previous problem only using the ones. You add 10 to the first addend, so you add 10 to the total. You can show on the interactive whiteboard by dragging the ones blocks and tens to where they belong on the interactive whiteboard. Check that they are able to do this without blocks by showing an addition problem with gum. First 5 plus 1 and then 15 plus 1. Practice a few more addition problems with the students, without visual support. They can imagine adding the tens in their heads.
Check that students are able to add to 20 using simplification by asking the following questions:
- 6+2= 8, 16+2 =?
- 4+3= 7, 14+3=?
- 1+4 = 5, Which total can you easily calculate?
Students first practice with an addition problem with visual support. They need to give the answer to both addition problems. Next, they solve without visual support, but they are given the answer to the addition problem made of ones. Finally they must solve both the ones and tens addition problem.
Repeat why it is important to learn how to do this. It is useful because it speeds up calculation. If you know the total of ones (below ten), then you know the sum of the tens addition problem as well. Check that students have understood by doing two addition problems where students have visual support, and a few problems without visual support.
Students who have difficulty can be supported with MAB-blocks or other manipulatives like the rekenrek or money. Give them a dollar bill and a five dollar bill. They know that 1+5 is 6 dollars. Give them a 10 dollar bill and then they have 11 +5=16. Repeat this with other amounts. Emphasize that they should not recalculate the problem but simply use the total they already have but add ten.
MAB-blocks (tens and single blocks)
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


To become a music teacher, there are several steps you can take:
- Earn a bachelor’s degree in music education or a related field. This will typically include coursework in music theory, music history, and pedagogy, as well as practical experience teaching music.
- Obtain certification or licensure as a music teacher. This may require passing exams or completing additional coursework, and requirements vary by state.
- Gain experience teaching music. This could include student teaching, internships, or volunteering to teach music in schools or other organizations.
- Consider specializing in a particular type of music or instrument. This can help you stand out in the job market and make you more attractive to potential employers.
- Stay current with developments in music education. This could include attending conferences, workshops, and professional development seminars, or taking additional coursework to stay up-to-date on new teaching methods and technologies.
Overall, becoming a music teacher requires a combination of education, experience, and a passion for music and teaching. With dedication and hard work, you can pursue a rewarding career as a music teacher.


I keep hearing about the “reading wars” and structured vs. balanced literacy. What’s the difference between these two approaches?
The “reading wars” is a decades-old debate about how children best learn to read. In the 1980s and 1990s, some educators argued that phonics-based instruction, with its focus on the rules of decoding words, was the most effective.
Other educators said that phonics instruction bored students and didn’t build a love of reading. They believed in “whole language” — the idea that immersing kids in books helps them learn to read.
But the “whole language” approach had opponents too. Opponents said that learning to read doesn’t magically happen by putting a book in a child’s hands. In fact, research shows that reading is not an innate ability. We naturally learn to speak when we’re exposed to oral language as babies. But our brains aren’t wired in that same way to read. We must be taught how to read.
As the reading wars continued, a compromise emerged: “balanced literacy.” Balanced literacy uses a variety of teaching methods (such as read-alouds, independent reading and writing, and small group instruction) to address the five pillars of reading instruction: phonemic awareness, phonics, vocabulary, fluency, and comprehension.
Finding that balance in busy classrooms is easier said than done. And some educators say they feel unprepared to teach all aspects of literacy, especially phonics. When phonics is taught, it’s not always in a direct way. In some cases, reading instruction includes “guessing” words based on pictures or other clues.
With renewed interest in the science behind how kids learn to read, some schools are using a more explicit way of teaching literacy skills. It’s an approach called structured literacy.
Structured literacy is:
Explicit, meaning that a teacher directly explains and models what’s being taught.
Systematic and sequential, meaning that skills are taught in a logical order — one skill building on the next.
Diagnostic, meaning it includes plenty of chances for student practice and teacher feedback.
One of the most notable approaches to using structured literacy is called Orton–Gillingham. Several reading programs use Orton–Gillingham strategies.
Why is there such a draw to structured literacy? It builds foundational skills in a way that helps all students. But it is especially beneficial for students with reading challenges like .
To learn more, watch a video of a reading intervention that uses structured literacy.
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About the author
About the author
Kim Greene, MA is the editorial director at Understood. A former elementary teacher and a certified reading specialist, she has a passion for developing resources for educators.


Research for ArtEZ Art Academy
………….Art, what is it?
Is it an alternative? A surprise? A political choice? Disturbance?
In the Netherlands, so much context is created for art, that you already know what you can expect. The stage, the frame, the gallery, the museum, and the hierarchy between them, even streetart has become a standard presentation mode.
Tell me when was the last time you where captured, touched or overwhelmed by an art work without knowing how and when or where it came to you?
Without having to reflect on it, or think it through. Without being influenced by others first, but in a way that Martin Heideggerdiscribes as: “…in this way that the art work immediately revealed itself in all its splendour and severity” ?
How can art still be all those things as we like to experience it at best: surprising, disturbing, setting us aside, the alternative for the step-by-step-plan that our life is supposed to be. Our regular life in which we all created our own hierachy of priorities that we believe in. Even the arts have become a subject to its own discourse on which they depend. Is art supposed to be autonomous? How? Can it be a private entity that moves independently…………..?
This text is a small part of the research proposal:
How can we use art and art education as an alternative for the leading views on what society needs, repectively as an alternative for education that is based on measurability and control.
The research involves two major case studies.
Case one is called ‘The making of’ and it involves a module about art and free space in which students of 14 to 15 years old, try to follow their own creative process comparable to one that an artist experiences during the making of an artwork: receiving as little instructions as possible.
The second case is the project ‘Art parasite’. Makefactory is developing this together with artist Gigja Reynisdottir. In this case we will research how much or how little context an artwork needs to be understood, and how we can get around the ruling system and still be understood as art. In this case we are designing a mobile artwork that moves around everywhere like an autonomous entity, outside the context. We will travel to all the ‘must-see’ art biënnales uninvitedly and consult the public.