Degrees and Certifications:
Bachelors in Elementary Education and Masters in Reading Education
Miss Keshawna Harrell
Welcome to third grade! I am excited to work with you as a “teacher and parent” team to help make your child's overall learning experience a positive and challenging one. Third grade is a critical year and can be very difficult for students. The material will be in depth and rigorous. Students will be taking several assessments such as the Reading and Math EOG, Reading and Math County and State Benchmarks, Read to Achieve Test and I-Station Assessments. Students are expected to pass these assessments in order to be promoted to the fourth grade. Remember the educational process begins at home.
We will read several stories that align with the standards and participate in activities to enhance the students’ reading and comprehension skills. We will also be working with graphic organizers such as character maps and Venn diagrams. There will be a spelling and reading assessment once per week. During reading class, we will also spend time developing our phonetic awareness, vocabulary, and spelling skills. Most importantly, we will be working to develop your child’s writing. In math, we will focus on place value, regrouping with addition and subtraction, multiplication and division, graphing, geometry, measurement, time, and fractions. In social studies, we will read, study, and participate in lessons about the United States. This includes understanding of historical and geographic elements, government/civics, and economics. In science, we will be learning about body systems, the earth and moon, transfer of energy, and plants/life cycles.
Students will be given at least 30 minutes of homework daily. Homework can be found in your child’s take-home binder. Parents are expected to view it daily with their child and sign their name at the bottom of the page, ensuring that all work has been completed. Parents should monitor their child’s agenda for updates of their child’s behavior and grades. If a child receives a letter grade of D or lower on an assessment, the assessment will be sent home to be signed by the parent and returned to school.
Course Assessment Plan
Students will be given both formal and informal assessments. The majority of the formal assessments will be given on Friday. The assessments will include: spelling test, comprehension test, vocabulary test, quizzes, math timed test, etc. Students will have constructed response questions for Language Arts, Math, Science, and Social Studies that they will be required to answer in writing. Opportunities are allowed for students to redo assignments. However, they will not be allowed to redo every assignment.
Classroom Expectations/Classroom Rules
∙ Follow directions quickly
∙ Raise your hand for permission to speak
∙ Raise your hand for permission to leave your seat
∙ Make smart choices
∙ Keep your Dear Teacher Happy
∙ 1st Offense: Verbal Warning
∙ 2nd Offense: Written Infraction- Note in agenda
∙ 3rd Offense: Parental Contact-Phone Call
∙ 4th Offense: Guidance Referral
∙ 5th Offense: Parent Conference
∙ 6th Offense: Office Referral
Great Day- No problems during the school day.
Good Day- Verbal warning was given during the school day.
Okay Day- Two verbal warnings were given during the school day.
Our class will also use a program called Class Dojo to manage behavior. This program allows you to monitor your child’s behavior during the day. Your child earns a point for each Great Day in their agenda. They can also earn more points for classroom performance. You will receive instructions on how to sign up for Class Dojo.


Teaching through documentary film can open students up to other's points of view. Guest bloggers from BYkids share tips and resources.
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Madame Curie Biography Worksheet – Free Printables Hidden Words Game Science for Kids
Madame Curie Biography Worksheet – Learn fun facts about Madam Curie with this free printables hidden words game science for kids activity. This fun Biography worksheet about Madame Curie includes a hidden words game and a find the missing word puzzle for kids. Parents and teachers are free to download and print this worksheet as often as they need. The Madame Curie worksheet is ideal for Preschoolers, Pre-K kids, Kindergarten kids and Grammar school kids in Grade One to Grade Five.
Grammar school & Primary school kids can enjoy learning fun facts about Madame Curie and use this worksheet as a reading comprehension exercise. Younger kids who have not yet learned to read and write can enjoy the hidden words game and missing words puzzle as a listening comprehension game.
Educators can use the facts about Madame Curie Biography worksheet as a fun way to teach kids about this famous inventor. Teachers can use this free printable hidden words game to supplement science lessons and special education programs for kids. Kids being home-schooled can also enjoy this fun science for kids worksheet.
Madame Curie was a great inventor! She invented a very special invention we still use today. Do you know what that invention was? Madame Curie married a great scientist inventor and both of them won Nobel Prizes. They usually worked together in their laboratory. Want to know more about Madame Curie discoveries?
Visit the page on our site with fun facts about Madame Curie to learn about her inventions and life and download the Madame Curie Biography worksheet!
Free Madame Curie Biography Worksheet for Kids
[sociallocker]Download free hidden words game for kids about Madame Curie.[/sociallocker]
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Joseph Mallord William Turner was the most original genius in landscape painting of the nineteenth century. He was born in 1775 to a hairdresser of Covent Garden and his rudimentary elementary education was enhanced by his entrance to the schools of the Royal Academy in 1789. He studied perspective with Thomas Malton and in the house of Dr. Monroe, where he coloured prints, put in architect’s backgrounds and gave some lessons.
His excursions into the countryside fuelled his inspiration for landscapes and his early watercolours and even pencil outlines were “faithful, firm and well drawn, full of truth and detail of every kind” (Samuel Redgrave). Having harnessed his genius for landscapes, Turner was drawn to the poetry of nature and his finest works resulted. By 1820 his style changed again, and he depicted light backgrounds full of the purest orange, blue, purple and other powerful colors.
Turner was lucky in that his art was appreciated (and therefore a lucrative source of income) early in his career. On this basis, he was able to live comfortably in Harley Street, then in Hammersmith and then in a large house in Twickenham. His absolute genius was entirely contradicted by his shabby and ungainly appearance and manner. He never married but did form a relationship under an assumed name with the woman in whose house he succumbed to his last illness. From there, after his death in 1851, he was transported to the crypt of St. Paul’s, where he was buried.
Turner made entirely new advances in the expression of atmospheric space and luminosity through colour and in many ways he anticipated and inspired the Impressionists. He left a huge bequest of his work to the nation, some 300 paintings and 19,000 drawings and watercolours. These were at first divided between the Tate Gallery and the British Museum, but in 1987 the new Clore Gallery at the Tate was opened to house the bulk of the Turner Bequest.


A collection of African and Indian children's songs with activities for intercultural music education in South Africa.
The aim of this study is to present a collection of indigenous African and Indian songs with accompanying activities. While both groups of songs derive from an oral tradition I have notated the songs in order to make them more accessible to teachers in schools. My intention is to provide music educators with teaching material which recognises the inherent value of musical traditions, such as those of India and Africa. In South Africa this is an important means of encouraging intercultural understanding between people. The songs are presented with a brief introduction to the cultural background in which they were created and transmitted. I hope that teachers will share some of this information with their students. This is an important collection of songs because it is the first step towards making two musical cultures of Natal, African and Indian, available to music educators. In the climate of violence and political instability, this music has remained inaccessible to most school music teachers in Natal.
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The development and evaluation of a community-based programme offering psychosocial support to vulnerable children affected by HIV/AIDS, poverty and violence. Killian, Beverley Janet. (2004)This research programme endeavours to develop, implement and evaluate an effective method of offering psychosocial support to vulnerable children. Vulnerability is defined by trained community members as including children ...
The state of spatial information for land reform in South Africa : a case study of the Amantungwa Land Reform project. Kubheka, Sipho. (2006)Many authors and practitioners involved in rural or local development agree that co-operation and the integration of efforts by the delivery agents is crucial for sustainable development programmes. The delivery of Land ...
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Children in Early Years follow the Early Years Foundation Stage (EYFS) statutory framework as the basis for their curriculum. Children in Key Stage One and Two follow the National Curriculum.
There are four guiding principles that shape the practice in our Early Years. These are:
- every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
- children learn to be strong and independent through positive relationships;
- children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and
- Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.
Learning in our EYFS is play based with a mixture of child initiated learning and teacher initiated learning.
There are seven areas of learning and development that shape our curriculum. All areas are important and inter-connected, though three areas are particularly crucial to ensure children’s curiosity and enthusiasm and for building the children’s capacity to learn, form relationships and thrive. These are referred to as the prime areas.
There are also four specific areas of the curriculum through which the prime areas are strengthened and applied.
The Prime Areas
- Communication and language
- Physical Development
- Personal, social and emotional development
The Specific Areas
- Understanding the world
- Expressive arts and design
Communication and language focuses on giving children opportunities to experience a rich language environment; to develop their confidence and skills expressing themselves; and to speak and listen in a range of situations.
Physical Development involves providing opportunities for children to be active and interactive and to develop their co-ordination, control and movement. Children are helped to understand the importance of being active and of making healthy choices in the food they eat.
Personal, social and emotional development involves helping children develop a positive sense of themselves, and of others so they are able to form good relationships and develop respect for others. Children will learn social skills and how to manage their feelings. They are helped to understand appropriate behaviour in groups and to have confidence in their own abilities.
Literacy development encourages children to link sounds and letters to enable them to begin to read and write. To achieve this and to ignite their interest in reading and writing they are given access to a wide variety of books and reading materials.
Mathematics involves giving children the opportunities to develop their skills in counting, understanding and using numbers, calculating and applying these skills to simple addition and subtraction problems. Mathematics is wider than numbers. It also includes developing skills to describe shapes and spaces and to use a variety of simple measures. Much time will be spent developing children’s mathematical vocabulary.
Understanding the world enables children to make sense of the world they live in and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
Expressive arts and design enables children to explore and play with a wide variety of media and materials. They will be enabled to share their thoughts, feelings and ideas through art, music, movement, dance, role play and design and technology.
Topics are not fixed in the Early Years as it is important to respond to children’s interests and needs. Staff will inform parents of the topics being covered throughout the year.


By Teachers, For Teachers
Many teachers feel the effects of the November slump when students are getting restless with the anticipation of winter break. While this may be a challenging time for many, don’t forget that it’s the return from winter break that needs to be addressed via teaching strategies. This is the time when students need to get prepared for state testing and midterms but are still on vacation mode. Unfortunately there is no time to waste, and students need to quickly swing back into work mode. Here are a few teaching strategies to help re-engage your students after winter break.
Many of us use the start of the new year as an opportunity to set new goals for ourselves. Just as we like to set goals for ourselves, our students can too. Start by having students set a few (realistic) goals by refining them into something that they can achieve by the end of the school year. Have students create a visual reminder of their educational goals by writing them out on a graphic organizer where they can see the steps it will take to achieve their goal. Older students can also add a set time that they would like to achieve their goal by. Each month, have a conference to make sure that students are focused on attaining their goal. Once they reach the top of the ladder, reward them for their success. Setting goals is an important life skill, and it’s a great way to help students stay engaged as well as refocus.
There’s no denying the fact that technology is something that our students love, and instead of always having students take a break from it, we can try getting students to embrace it. It may sound crazy, but psychologist Larry Rosen says instead of resisting the urge to use technology, it is better that we have our students embrace it. Simply put, if you want your students to remain focused on the task at hand, then you must give them the opportunity to indulge in their impulse to use technology and they will get it out of their system and be able to focus.
When students were on winter break, they were able to relax and didn’t have to follow a schedule or routine. Help students refocus by breaking up their day with a few quick brain breaks. Brain breaks allow children to refocus by diverting their mind and releasing their energy through movement. A few yoga poses, a quick dance party, or even just a few minutes of getting their heart rate up can help students to regenerate and refocus their attention.
After a long winter break, your students will have a lot to share with you (especially the little ones). Instead of sequestering all of their excitement, carve out some time so that your students can share what they did over winter break with you and their classmates. Allowing students to share their stories will help rid all of their holiday enthusiasm so they can refocus on what is important, like learning. Instead of having students just share their stories, try creating a fun sharing activity. For example, elementary school students can share their winter break stories by creating a collage on a poster board or by creating a digital scrapbook. Middle and high school students can utilize technology or create a journal chronicling all they did over break.
Just as you had to establish your rules and routines in the beginning of the school year, now is a great time to go over them or even change them up a little bit. Use this time to reboot and check to see how much your students remember. It’s also a great time to take a student survey to see how students think things are going and what they would like to see different.
The return after winter break is not only hard on teachers, but on the students as well. If you want students to get back on track and refocus their energy on top-quality learning, then be sure to pay attention to see when students are getting off track. Remind students to stay focused and stick to the goals they have set for themselves. It may take some time, but before you know it, your classroom will be running just as smooth as how you left it before break.
Do you have any teaching strategies to re-engage students after winter break? Please share your teaching strategies in the comment section below, we would love to to hear what works for your students.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds Masters of Science in Education from the State University of New York College at Buffalo. She is a contributing writer to TeachHUB.com, TeachHUB Magazine, and Hey Teach. She was also the Elementary Education Expert for About.com for five years. You can follow her on Twitter @Empoweringk6ed, on Facebook at Empowering K6 Educators, or contact her at Janellecox78@yahoo.com.


Looking for a cute song with actions to sing for Valentine's Day or, about family love and belonging? "What is Love?" is kid friendly song, easy to learn and perfect for Preschool and elementary students PK-2nd grade.
NEW! TEACHING VIDEO
*Please listen to the preview to hear a sample of the audio tracks and melody.
What is love? Love is you-
Hopping like a bunny or a kangaroo!
What is love? Love is me!
Singing and a swingin' like a chimpanzee!
Love, love it's you and me, living together so happily.
Love, love it's you and me. Love is where I want to be!
What is love? Love is you
dancing like a bear in a pink tutu!
What is love? Love is me-
hissing like a snake when you're kissing me!
PDF and Power Point files for easy teaching and printing.
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Sheet Music with full piano accompaniment.
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It's perfect for performances and concerts or a fun song to sing in your classroom.
Perform it on Grandparents Day, Mother's Day, Father's Day or Valentine's Day
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LEARNZ virtual field trips provide a unique experience for students and teachers in New Zealand schools and an essential part of every LEARNZ field trip is written text, along with other resource material such as photos, videos, audios and web conferences.
A LEARNZ web page is constructed to scaffold reading for students. The following example demonstrates one way that teachers can use the special features of a LEARNZ Background page to help support student reading.
Either Watch the video
Or Try it yourself
Have a look at the web page Water Use from the LEARNZ virtual field trip People and Water - looking at our water networks.
After looking over the list of Features, below, we suggest you take a second look at Water Use as if you were a student to become more familiar with these features. Follow the steps in the Suggested Reading Scaffold section, below, to see how you can further support literacy development by using LEARNZ. (Hint: Display this web page side-by-side with the above web page ).
- Listen. Clicking the play arrow icon link at the top of the page plays a recording of the content being read by one of our LEARNZ teachers. Unlike with automated options, New Zealand students will appreciate the familiarity of the accent and how the reading flows smoothly over technical words and common Māori words.
- Enlarge photos. Clicking any photo on the right displays an enlargement and caption. By hovering the mouse over the left or right side of each photo, students can navigate forward or back through the enlargements.
- Māori keywords. Further down the page there is a Language keyword table with Māori keywords that have sound files attached so all New Zealanders can hear them pronounced.
- Print. Notice the little printer icon in the upper-right of the page. Clicking it gives a preview where all the content is displayed in a different layout, appropriate for print.
- Forward and Back. Also in the upper-right are Previous and Next links to enable students to go through the learning sequence of pages that build knowledge and understanding of this inquiry.
- Two reading levels. The Easy link takes students to an easier-reading version of the page where there is more white space and simpler sentence structure and vocabulary. Typically the difference in reading age is 2 years.
- Relevance. The text meets the need for current, authentic, local content embedded in a larger story. The People and Water field trip was based in Wellington, with relevance to all New Zealanders.
A Suggested Reading Scaffold
- Emerging readers, click on the play arrow at the top to have the page read aloud from a recording by the LEARNZ field trip teacher.
- All students read the page heading.
- Read the summary in the top orange box.
- Enlarge the first image, then click through the rest of the enlargements.
- Click through the enlargements a second time and read the captions
- Read the main text of the page.
- All students, open the Māori keywords and click to hear them read aloud from a recording by the LEARNZ field trip teacher.
- Read the text in the bottom orange box of the page, which is a prompt to think more or explore further. Optionally respond (write someting, draw or sketch something or record a sound file or video and share it with your class or teacher).
- On the page’s left-hand menu, under Prepare Students, click Activities and attempt the interactive activity called Water Use, which tests comprehension of the page.
- Click Next or Previous to navigate through the suggested learning sequence of Background pages whereby students gain knowledge related to the field trip topics.
- Click Standard to go to a higher-level version of the page where the reading age is two years higher.
This example is from LEARNZ People and Water at http://www.learnz.org.nz/water172. This award-winning field trip web site looks at sustainability by following the journey of water as freshwater, wastewater and stormwater. Feel free to explore the rest of the site and use it in your teaching and learning programme. If you do, it would be great if you would register with LEARNZ at http://www.learnz.org.nz/register
For another view of using LEARNZ field trips as a reading resource, go to eLiteracy leader Jill Hammond’s explanation at


Description : Now in its second edition, Debates in History Teaching remains at the cutting edge of history education. It has been fully updated to take into account the latest developments in policy, research and professional practice. With further exploration into the major issues that history teachers encounter in their daily professional lives, it provides fresh guidance for thinking and practice for teachers within the UK and beyond. Written by a range of experts in history education, chapters cover all the key issues needed for clear thinking and excellent professional action. This book will enable you to reach informed judgements and argue your point of view with deeper theoretical knowledge and understanding. Debates include: What is happening today in history education? What is the purpose of history teaching? What do history teachers need to know? What are the key trends and issues in international contexts? What is the role of evidence in history teaching and learning? How should you make use of ICT in your lessons? Should moral learning be an aim of history education? How should history learning be assessed? Debates in History Teaching remains essential reading for any student or practising teacher engaged in initial training, continuing professional development or Master's-level study.
Description : The struggle for postzionism is a conflict over national memory and the control of cultural and physical space. Laurence J. Silberstein analyzes the phenomenon of postzionism and provides an intervention into this debate.
Description : Debates in Art and Design Education encourages student and practising teachers to engage with contemporary issues and developments in learning and teaching. It introduces key issues, concepts and tensions in order to help art educators develop a critical approach to their practice in response to the changing fields of education and visual culture. Accessible, comprehensive chapters are designed to stimulate thinking and understanding in relation to theory and practice, and help art educators to make informed judgements by arguing from a position based on theoretical knowledge and understanding. Contributing artists, lecturers and teachers debate a wide range of issues including: the latest policy and initiatives in secondary art education the concepts, skills and dispositions that can be developed through art education tensions inherent in developing the inclusive Art and Design classroom partnerships across the visual arts sector creativity in the Art and Design curriculum visual art and globalisation establishing the significance of 'Design' art practice as educational research. Debates in Art and Design Education is for all student and practising teachers interested in furthering their understanding of an exciting, ever-changing field, and supports art educators in articulating how the subject is a vital, engaging and necessary part of the twenty-first century curriculum. Each chapter points to further reading and each section suggests reflective questions to help shape art educators' teaching. In particular, Debates in Art and Design Education encourages art educators to engage in research by providing an essential introduction to critical thinking around contemporary debates.
Description : Arranged in chronological order, traces the history of debates surrounding theories of human evolution from the first natural philosophers to the present day.
Description : This volume gets beyond simple descriptions of the values and processes involved in community media and is deliberately seeking argument and structured debate around the issues of this vibrant sector of the media. The contributors examine the dilemmas that have emerged within this sector and provide an incisive overview. The chapters use case studies and data research to illustrate the major debates facing community media, along with a sideways look at the dilemmas that community media practitioners and their audiences must engage with. This collection provides an international perspective and covers the traditional formats as well as newer media technologies. It also gives some intriguing examples of community media, which get beyond simple good practices.


Jewish Time Jump: New York (Gottlieb & Ash, 2013) is a place-based mobile augmented reality game and simulation that takes the form of a situated documentary. Players take on the role of time traveling reporters tracking down a story “lost to time” to bring back to their editor at the Jewish Time Jump Gazette. The game is played in Washington Square Park in Greenwich Village, New York City. Players’ iPhones become their time traveling device and companion. Based on the player’s GPS location, players receive digital images from their location from over a hundred years in the past as well as contemporary video footage. They encounter simulated historical events, interactive digital characters, and digital artifacts including primary sources and ephemera of the time. The game opens as players “land” in 1909 on the eve of the Uprising of 20,000, the largest women-led strike in U.S. history as shirtwaist workers are led by organizers like Rose Schneiderman and Clara Lemlich out into the streets in protest over working conditions. Players are tasked with gathering different perspectives from labor organizers, manufacturers, and journalists of the time, by partaking in dialogues with digital characters while tracking GPS clues on a satellite map of the park.
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Gottlieb, O. (2019). Jewish Time Jump: New York. In Schrier K. (Ed.), Learning, education, & games: 100 games to use in the classroom and beyond (pp. 200–205). ETC Press. DOI: 10.1184/R1/10557950
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Get captivated seeing the great hand-picked and extremely easy to comprehend How Big is Saturn fun facts for kids video:
About this How Big is Saturn Video
This video is animation to show the size comparison of all the 8 planets in our solar system. With this video, you will be able to get an idea on how big the other planets are compared to earth. The order of the planets and stars’ appearance is Earth, our Moon, Mercury, Mars, Venus, Neptune, Pluto, Uranus, Saturn, Jupiter, the Sun, Betelgeuse and NML Cygni. With this video, you will be able to see how Saturn is the second largest gas planet in our solar system, right after Jupiter. The radius of Saturn is around 60,268km.
This is a useful How Big is Saturn facts for kids video and significantly better all your children’s natural curiosity to discover enjoyable facts about How Big is Saturn.
This How Big is Saturn video is really excellent for youngsters, from those kids engaged in early learning programs for pre-Kindergarten children, to children in first to fifth grades, obviously encompassing preschoolers children and children educated in the house.
Go ahead discover even more through our available FREE educational videos for kids, one-by-one chosen by our deputy editor. These science for kids videos are a great big compilation of science for kids videos here on our science kids website. Take a look at a lot more engaging and academic albeit fun science facts on our science for kids website about this and other topics, and let your kids take pleasure in doing our lots of FREEBIE simple science worksheets, FREE OF COST interactive online quizzes and children’s games.
Liked this How Big is Saturn video? Read through lengthy information and facts about Saturn.
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Declan, Tobin. " Saturn Video Clip for Kids ." Easy Science for Kids, Feb 2020. Web. 29 Feb 2020. < https://easyscienceforkids.com/how-big-is-saturn-video-for-kids/ >.
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Q: What Are Preservice Teachers Learning About Literacy?
By guest blogger Stephen Sawchuk
This post originally appeared on the Teacher Beat blog.
A: If you're going solely by states' teacher-prep requirements, then the answer is: It depends, but probably not enough.
That's what the International Literacy Association concludes in a new research brief released Tuesday. The brief is a product of a larger effort by an ILA task force to examine literacy instruction in teacher preparation.
The ILA looked at state education department websites to gather information on what literacy preparation states required of their programs. The researchers examined certification guidelines for professional standards, literacy courses, student-teaching experiences, and assessments. Then they linked that information to the specific fields of early childhood, elementary, middle school, high school, special education, and "endorsements" (certification jargon for courses of study that allow a teacher to add on an additional subject to their license).
The group also interviewed officials in 23 states to flesh out and correct any findings.
Here are some of the group's findings for elementary education, where foundational literacy is supposedly an emphasis. But you really ought to look at the full report to see what the ILA found for the other fields, too. (One more caveat: The findings reflect the state of things in October 2014; several states said they were in the middle of changing some certification requirements.)
- State officials reported that literacy was "embedded" in their standards, but this was not always the case. In the elementary field, for instance, 23 states had professional teaching standards, but they didn't always mention literacy. More to the point, 34 states had no specific reading standards for elementary teachers.
- As for coursework, 18 states specified the number of hours of literacy or reading courses, ranging from 3 to 15 hours. Twenty-four states had no literacy or reading course requirements.
- States had varied student-teaching requirements but did not explicitly require student-teaching to provide experiences in learning how to teach literacy.
- Fourteen states required a test in reading instruction; other states had a generalized assessment covering all areas of elementary education.
The ILA, not surprisingly, concluded that this rather fragmented system needs some improvement. It next plans to conduct interviews with preparation programs to learn how they enact these requirements on the ground.
The ILA isn't the first to raise the alarm bells on this issue. The National Council on Teacher Quality has also documented wide variation in how teachers are trained in reading in its annual yearbook and in a report from a decade ago. The bottom line is that this variation is partly why it's so difficult to get a handle on what's going on in most teacher-preparation programs—and what's helping to fuel calls for more transparency and accountability for the schools.
See the full report below (underneath the related stories).
- Separate Reading Exams Await Elementary Teachers
- Disparate Teacher-Prep Curricula Complicate Accountability Efforts


Pens down, speak up! It’s #NoPensDay Wednesday
Today (4th October, 2017) is No Pens Day Wednesday, a day dedicated to showcasing the importance of speech, language and communication within the classroom, encouraging schools and settings to put down their pens and to run a day of speaking and listening activities. With the first No Pens Day being held in 2011, the event is now in its seventh year, and more popular than ever; in 2016 we had over 5,700 schools signed up, resulting in combined pupil numbers of an estimated 1.75 million pupils!
All of the resources schools and settings need to run their No Pens Day are available on The Communication Trust website and will remain available all year round. Once signed up, teachers have access to a wide range of resources including lesson plans, activity ideas, assembly presentations and promotional materials. Each of these resources has been developed in collaboration with mainstream staff and expert speech and language therapists.
Over the years it’s been fantastic to see schools putting their own spin on the day. For example, Holy Trinity Primary School in West Yorkshire, chose to focus their No Pens Day on science and scientific vocabulary:
“The reason that we chose to have this specific focus was because we had noticed that as children grew older, they seemed to struggle more and more with maths and science. Part of the reason for this is because the vocabulary changes in these subjects. The majority of our pupils have English as an additional language, and as a result during our No Pens Day Wednesday we wanted to get them using scientific vocabulary as much as possible so that it becomes more familiar to them, as many of the terms are not ones that the children would use on a day to day basis.”
Aside from being a really fun and interactive day, there are many important reasons why a day like No Pen’s Day Wednesday could benefit children and young people:
- Strong language skills and good communication are key to whole school improvement, progression and attainment and supporting children and young people to develop these skills is vital.
- Good spoken language skills are strong predictors of later academic success – children with poor language and literacy development at five are at substantial risk of low achievement at seven and beyond.
- 83% of staff who participated said that taking part in No Pens Day Wednesday raised their awareness of pupil’s speech, language and communication needs (SLCN) and one in four reported they identified pupils who were struggling with spoken language that they had not previously identified.
Those taking part have also said that despite not using pens during the day, the event has directly led to an improvement in their pupils’ writing skills. Ormiston Forge Academy, a secondary school in the West Midlands, said the following:
“During the day, the pupils watched (and subsequently discussed) a video about an Italian boy called Joey debating whether he should migrate from the poorer south to the more affluent north. In a subsequent assessment on the topic, a few of our children who were predicted level 5s at the start of the year attained level 7s, with some of them managing to write over four sides of writing! It seems that being able to verbalise and talk through some of the key points on No Pens Day meant that they had a clearer, more structured idea of what they wanted to write.”
The UK Commission for Employment and Skills have previously said that employers now rate communication skills as their highest priority, above even qualifications – it is therefore essential that children and young people are given as much support as possible in honing these essential life skills.
You can run your day whenever suits you best – the resources stay on the site all year round. So what are you waiting for? Get on the No Pens Day website and sign up to access the suite of free resources and activities!
You can also follow the #NoPensDay hashtag on Twitter to see photos and stories of participating schools.


ERIC Number: EJ1112669
Record Type: Journal
Publication Date: 2016-Sep
Abstractor: As Provided
Variables in Elementary Mathematics Education
Brizuela, Bárbara M.
Elementary School Journal, v117 n1 p46-71 Sep 2016
In this article, I analyze episodes from two third-grade classrooms drawn from a larger classroom teaching experiment to explore how these students began to incorporate nonnumerical symbols in their mathematical expressions when asked to represent indeterminate quantities. The article addresses two research questions: What understandings did these third-grade students construct when they used nonnumerical symbols to represent indeterminate quantities, and how did these understandings vary during the course of working on a single task? What were some of the challenges these third-grade students faced when they first used nonnumerical symbols to represent indeterminate quantities, and how did these challenges vary while working on the Candy Boxes task? Using the constructs of semantic space and form/function relationships, I argue that teaching and learning environments that encourage children's use of nonnumerical symbols, such as variable notation, to represent indeterminate quantities can support children's construction of understandings of variables.
Descriptors: Grade 3, Mathematical Formulas, Elementary School Mathematics, Mathematics Education, Educational Experiments, Elementary School Students, Symbols (Mathematics)
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: email@example.com; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A


Early childhood programs and staff must be prepared to enhance experiences for a growing number of young children who are learning their home languages and English. We can promote positive experiences for these dual language learners (DLLs) by holding high expectations and emphasizing their strengths, including cultural and linguistic strengths. Staff also provide children and their families with individualized learning supports necessary to succeed in school. These DLL Toolkit resources can help program directors and managers better support the learning and development of young children.
Program managers and administrators can build systems and develop policies to improve practices across all service delivery areas by identifying and implementing a planned, intentional approach to language use in the classroom. Classroom Language Models: A Leader’s Implementation Manual describes a number of ways to support home language use in early childhood education programs.
Explore the rich research base that enriches home language and culture and promotes learning English. It is foundational to supporting children and families thriving in programs.
- Research Base in children's language development in one or more languages
- Why Do We Need a Planned Language Approach? | Spanish (español)
- Key Research Directs Our Work | Spanish (español)
- We Have a Responsibility to Teach Children Specific Skills | Spanish (español)
- Important to Know: Dual Language Learner Facts, Figures, and Findings | Spanish (español)
- Same, Different, and Diverse: Understanding Children Who Are Dual Language Learners (DLLs) | Spanish (español)
- What the Research Tells Us
Systems, Policies, and Practices
In order for children to make progress and close any achievement gaps, programs must have clear systems in place that support high-quality instruction. These resources are designed specifically for program leaders. They may be used to ensure school readiness and success for all children.
Policy Statement on Supporting the Development of Children Who Are Dual Language Learners in Early Childhood Programs
This policy statement supports early childhood programs and states by providing recommendations that promote the development and learning of young children, birth to age 5, who are dual language learners (DLLs).
Policies, Practices, and Systems
Review examples of system, policies, and tools that promote and sustain language and literacy development throughout all aspects of program operations that target services to young children and their families.
Dual Language Learners Program Assessment (DLLPA): Users' Guide
The DLLPA outlines strategies for a coordinated approach across management systems and program services. It helps Head Start, child care, and pre-K programs assess their systems and services to ensure the full and effective participation of children who are DLLs and their families. The DLLPA also supports fully integrated culturally and linguistically responsive practices for all children, families, and staff. Programs can use it to improve coordinated approaches to promote school readiness for children who are DLLs and the engagement of their families.
Download the DLLPA
All 14 parts of the DLLPA are available for download. This includes the 10 sections for rating your program's implementation of integrated culturally and linguistically responsive practices.
Support for Staff Development
Administrators and others who provide professional development for early care and education program staff can find resources to help their staff intentionally plan for and support children and families using their home languages.
Ways to Use the Handbook
Ways to Use Raising Young Children in a New Country: Supporting Early Learning and Healthy Development Handbook is a tool designed to support Head Start and Early Head Start, Migrant and Seasonal Head Start (MSHS), Refugee Resettlement staff, and other early care and education providers in using and applying concepts from the Handbook. It includes staff self-reflection activities, team planning strategies, and approaches to family engagement. Available in Arabic (العربية) and Spanish (español).
Topic:Culture and Language
Keywords:Dual language learners
Resource Type: Article
Audience: Directors and Managers
Last Updated: August 8, 2019


READING TOGETHER - An excerpt from Effective Bedtime Reading: A resource for parents and carers.
Knowing the basics for reading the English language and having reading confidence with your child will help get your child off to a solid start towards independent reading.
If you are a confident reader you will probably have forgotten the way you learnt to read when you were young. Now as an adult you read without consciously thinking about those early steps. You may need to go back over some of the basics. This resource will explain some of the reading concepts that will give you more confidence when reading with your child.
Apart from reading being enjoyable, reading also has a serious element that is important for children's educational success and happiness at school.
Being able to read well, and with confidence, is the key skill that allows children to participate in all of their school tasks (including maths!).
Researchers confirm that children who read well in the early years of school continue to develop confidence through the grades and become progressively stronger readers.
However, while parents value reading, many often feel that they lack expertise and can be overwhelmed by the task of helping their child to learn to read.
Reading mastery takes a long time - many hours of exposure and years of practice. Since it is going to take a while, it is essential that reading is a fun shared experience.
They will begin to learn (amongst other things), three main reading skills:
Here are a few tips to help you, and your child, on your way to reading success:
Start by being a reading model. Read out loud: talk and discuss what you have read and the pictures you can see.
Read often and read to your child from an early age! You are stimulating your child's speaking clarity and development as well as starting them on the long journey to becoming an accomplished independent reader.
Start with easy-to-read books, such as touch and feel books, nursery rhyme books, picture books and storybooks.
Find books that your child loves. Let your child choose the book they want to read with you - you will often need to read the same one over and over again! Amongst other language skills, your child is absorbing new words and their meaning as well as building sentence knowledge.
Sit close together and make sure both you and your child have a clear and full view of the page. Make sure your reading space is quiet enough so that you can hear each other.
Make sure you both feel 'in the mood' for reading. Sometimes you will have to create the mood by starting to read and enticing your child to join you. At other times you need to judge the situation and decide if your child is too tired or too distracted. It is better not to attempt reading together if your child ends up rejecting your invitation. As you develop a shared reading routine with your child you will notice that they will be 'in the mood' more often.
ALNF / Yaba Yaba 2009 - Effective Bedtime Reading (Booklet One)
The Australian Literacy and Numeracy Foundation [ALNF] is dedicated to raising language, literacy and numeracy standards in Australia and raises funds to develop, implement and sustain innovative projects for individuals, their families and communities.
ALNF believes that literacy and numeracy skills are a critical element in enabling all people to fulfil their dreams. Without these skills individuals, families and whole communities are powerless in realising their full potential.
ALNF teaches marginalised Australians how to read and write. ALNF also supports a broad range of individuals (teachers, carers, healthcare workers, community workers, volunteers) in building on their skills to develop good literacy practices in their families and communities.
ALNF's approaches, which are tailored to the specific needs of individual groups and communities, are uniquely effective - and efficient - in delivering observable outcomes and creating real impact.
The Wiggles are proud supporters of The Australian Literacy and Numeracy Foundation. You too can be a supporter. Your donation will help to empower a child to change their future!


Ptarmigans – The Color Changing Arctic Birds
Ptarmigans have several tricks for surviving their cold arctic climate. They have feathers on their legs and feet to keep their feet warm – sort of like bird leg warmers or boots! They also change colors to outwit their predators. In winter, they turn white so they blend in with the snow. In spring, they lose their feathers, or molt, and grow new brown or gold feathers. By fall, the feathers fade to grayish brown.
Fun Facts about Ptarmigans for Kids
- Ptarmigans build nests in spring. The male ptarmigan protects the female until her eggs hatch. Then she’s on her own!
- Ptarmigans eat mostly plants. They like berries, seeds, grain and tender, young plants. They scrape at snow to get the moss growing underneath.
- Ptarmigans are hunted in Alaska and other parts of the world.
- These small birds can fly, but they stay on the ground most of the time. They gather in protected rocky areas.
- Survive: live through
- Outwit: trick
- Energy: fuel
- Conserve: save
Learn More All About Ptarmigans
Watch this video documentary about the ptarmigans:
A documentary of the nature of the ptarmigans.
Question: Where do ptarmigans sleep in the winter?
Answer: Sometimes they sleep deep within snow banks. They fly into the snow banks so they don’t leave tracks for a predator to follow. Pretty smart!
Question: What animals prey on these birds?
Enjoyed the Easy Science for Kids Website all about Ptarmigans info? Take the FREE & fun all about Ptarmigans quiz and download FREE Ptarmigans worksheet for kids. For lengthy info click here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Ptarmigans Facts for Kids ." Easy Science for Kids, Feb 2020. Web. 17 Feb 2020. < https://easyscienceforkids.com/all-about-ptarmigans/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Ptarmigans Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/all-about-ptarmigans/
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A Survey of Approaches Used in Teaching of Reading in Early Childhood Grades in Dagoretti and Westlands Divisions, Nairobi County, Kenya
Marima, Esther Wairimu
MetadataShow full item record
Proficiency in reading has been identified as one of the most reliable indicators of whether a learner will attain the competence needed to achieve academic success and contribute actively to society. Research into the level of English Language proficiency in Kenyan primary schools has revealed significant levels of underperformance. The study examines reading strategies with reference to the teaching of reading to early childhood learners. The teaching of reading at the early stages is important because the quality of experience children get at this level affect or lay the foundation for reading development (Chall,1996). The teaching of reading in early childhood levels studied is therefore of great importance. The theoretical background used includes theories of literacy development and Stages of Reading selected for discussion in this study. The Literacy development theories by Holdaway and The Stages of Reading theory by Chall tried to guide, explain and predict the outcome of this study and have highlighted the role of the teacher and use of instructional strategies in early childhood levels. Research has shown that factors such as choice of instructional method, teacher experience and training, academic qualification impact on academic performance of the learner. Research has also identified appropriate strategies such as phonics and whole word in teaching of reading to enhance academic performance. The purpose of the study is to establish instructional approaches used by teachers in teaching of reading in selected schools in Dagoretti and Westlands Divisions of Nairobi County in Pre Unit and class three levels and use of phonics and whole word approaches. The study adopted the Descriptive research design using the survey method and observation technique.The semi-structured interviews were used as the main method of collecting data from the fourty early childhood teachers and twenty Heads of Department selected from the twenty selected schools. From the findings, the teachers used two main approaches, Phonics and whole word in teaching of reading in early childhood classes. The teaching/learning environments and instructional materials in the study do not depict the level of the learners. Since the instructional strategies available for teachers use in their classrooms are more than the teachers indicated, the study recommends that the training curriculum should be revised to include more instructional strategies. The study also recommends more involvement and collaboration between teachers, admininstrators and trainers when planning for training on teaching of reading approaches. Stakeholders to keep abreast with new developments in teaching of reading to effectively analyse new approaches. Finally teachers should be encouraged to carry out investigations on teaching of reading approaches in their respective classroom and to come up with approaches best suited for the learners.


READINGWelcome to our class reading page. Here you will find some resources and strategies to help your child become a super reader!Each day students will take part in a rigorous, yet relevant combination of whole group instruction, differentiated guided reading groups, and meaningful activities in which they will apply what they are learning to their own independent reading. Students will have the opportunity to work independently and with their peers. This year students will learn how to utilize a variety of reading comprehension strategies, understand new vocabulary and language structure, improve their fluency, and apply critical thinking skills when interacting with texts. During the course of the school year, you will see your child's reading strengthen as they become more aware of what good readers do BEFORE, DURING, and AFTER they are given a text. Seeing a child's love of reading grow and develop is what you will see happening in third grade!


Getting young children ready for preschool, kindergarten, and beyond is no little task. There are so many basic skills that kids need to have in order to succeed, and as a parent, it’s not always clear how to best help those skills develop. As the mom of a 5-year-old boy who’s getting ready to start kindergarten, I’m always looking for ways to boost his learning and keep him engaged with educational activities, instead of him turning to yet another cartoon.
So when I got the opportunity to check out Little Skill Seekers activity books, I was beyond game to use them with my son. This is a series of educational workbooks for kids ages 3 to 6 that focuses on the building blocks of early literacy and math skills. The books cover everything from counting and writing letters to matching, sorting, and letter sounds. Here’s what you can expect from some of the most popular workbooks, and how they helped my own kid prep for the school year ahead.
Master the Alphabet
The Little Skill Seekers: Alphabet book combines writing practice with fun matching and word games to help children develop important early literacy skills. I love that the book includes pages that focus on each individual letter of the alphabet, with sections for children to first trace the upper and lower case version of the letters, and then practice writing by themselves. There are also games in which kids pair lowercase letters with the uppercase equivalent. Sometimes I worry about whether or not my son can identify all of his lowercase letters, so these exercises were so helpful for us to do together.
As the book progresses, it asks kids to identify the first letter of simple words, like “panda” and “hippo.” The illustrations are colorful and engaging, and the games get kids thinking about what letters sound like and how words are formed. Little Skill Seekers: Alphabet really does provide the perfect mix of foundational skills and new challenges to get kids ready to succeed with early spelling, reading, and everything beyond.


Printable Worksheets for English Alphabet
17 best ideas about abc chart on pinterest a to z. Abc tracing sheets for preschool kids kiddo shelter. English alphabet worksheet for kindergarten preschool. Missing alphabet letters worksheet free printable. Free letter a alphabet learning worksheet for preschool.
Printable Worksheets For English Alphabet
208 free alphabet worksheets busyteacher free printable there are 208 excellent abc worksheets dedicated to the topic which your students will discover at the very beginning of their english studies the alphabet is a topic that must be covered thoroughly with elementary students of any age this printable alphabet worksheet helps students practice upper and lowercase letters as well as sounds as. The alphabet worksheets pdf handouts to print printable the alphabet worksheets pdf handouts to print printable exercises alphabetical order in english. Alphabet worksheets free printables doozy moo alphabet worksheets free printables kids can have fun learning letters with doozy moo through this entertaining series of free alphabet worksheets knowledge of the alphabet combined with phonics instruction can help children become successful readers.
17 Best Ideas About Abc Chart On Pinterest A To Z source: www.pinterest.com
Abc Tracing Sheets For Preschool Kids Kiddo Shelter source: www.pinterest.com
English Alphabet Worksheet For Kindergarten Preschool source: www.pinterest.com
Missing Alphabet Letters Worksheet Free Printable source: doozymoo.com
Free Letter A Alphabet Learning Worksheet For Preschool source: www.daycareworksheets.com
A To Z English Worksheets For Kindergarten Jumpstart source: www.pinterest.com
Practise Writing The 26 Letters Of The English Alphabet source: www.pinterest.com
Free Printable Abc Worksheets For Preschool Preschool source: www.pinterest.com
Alphabet Handwriting Practice Free Kindergarten English source: www.kindergartenworksheets.net
Free English Worksheets Alphabet Matching Megaworkbook source: www.megaworkbook.com


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Elaborações de estudantes do 7° ano do ensino fundamental sobre números inteiros e suas operações
(Universidade Federal de São Carlos, 2012-12-14)
This research is qualitative and has as main objective to analyze the main elaborations explained by students from 7th year of elementary school on integers and its operations. Students were enrolled in a public school in ...
Um ambiente virtual de aprendizagem para o ensino de tópicos de matemática do ensino fundamental
(Universidade Federal de São Carlos, 2012-10-31)
The objective of this work was the development and application of a Virtual Learning Environment (VLE), based on the Moodle platform, for the study of Mathematic topics at the elementary education level. Furthermore, another ...


Like the Robesons, the Kings had a marriage based on love—for each other and for racial equality. After the assassination of Martin Luther King, Jr. Coretta gained recognition in her own right as a pillar of the civil rights movement. A talented musician, Coretta was born in Alabama in 1927 and was educated at Antioch, where she got a degree in music and elementary education and was exposed to whites in a very different environment than the South, learning a great deal about techniques to foster interracial communication. In 1953, she married Martin Luther King, Jr. while they were both college students, and they pursued a life together, her music—she got a higher degree at the New England Conservatory of Music—and his theological degree. From a long line of ministers, Martin felt a call to become a pastor, a decision that found the young couple moving to Montgomery, Alabama, after their education. They had their first of four children in their first year at the Dexter Avenue Baptist Church and became deeply involved in the actions of the civil rights movement. Martin Luther King, Jr. led the bus boycott after Rosa Parks’ historic bus ride. As the footage shows, Coretta was right beside Martin at every protest, fighting for the rights of all African Americans. She also participated in fundraising for the movement by giving more than thirty concerts in Europe and the United States to raise money for Martin’s organization, the Southern Christian Leadership Conference (SCLC).
The Kings traveled extensively in their work—to Ghana, to India, to Nigeria, and in 1964, to Norway to receive Dr. King’s Nobel Peace Prize. Four years later, the world watched in horror as Martin was gunned down in Memphis, Tennessee, during a garbage workers strike. Coretta didn’t shrink from the work at hand and led a protest in Memphis four days later with her children at her side. Her quiet dignity captured the nation; that year she was voted Woman of the Year and Most Admired Woman by college students.
From that fateful day, Coretta stepped forward and took up the mantle of leadership in the civil rights movement, which she shared with the young Jesse Jackson. Coretta amazed everyone with her stamina and heart as she made speech after speech and led march after march. She has received innumerable awards for her tireless efforts in her lifetime. She founded the Martin Luther King, Jr. Center for Nonviolent Change and has also led the attention of the nation into new directions, organizing antiwar protests, antinuclear and anti-apartheid lobbies, and employment for African Americans. More than 100 colleges have given her honorary doctorates. Coretta Scott King has never hesitated to give herself to the struggle for freedom and justice, viewing it as both “a privilege” and “a blessing.”


Researchers have found bees can do basic mathematics, in a discovery that expands our understanding of the relationship between brain size and brain power.
Building on their finding that honeybees can understand the concept of zero, Australian and French researchers set out to test whether bees could perform arithmetic operations like addition and subtraction.
Solving maths problems requires a sophisticated level of cognition, involving the complex mental management of numbers, long-term rules and short term working memory.
The revelation that even the miniature brain of a honeybee can grasp basic mathematical operations has implications for the future development of Artificial Intelligence, particularly in improving rapid learning.
Led by researchers from RMIT University the new study showed bees can be taught to recognise colours as symbolic representations for addition and subtraction, and that they can use this information to solve arithmetic problems.
RMIT's Associate Professor Adrian Dyer said numerical operations like addition and subtraction are complex because they require two levels of processing.
"You need to be able to hold the rules around adding and subtracting in your long-term memory, while mentally manipulating a set of given numbers in your short-term memory," Dyer said.
"On top of this, our bees also used their short-term memories to solve arithmetic problems, as they learned to recognise plus or minus as abstract concepts rather than being given visual aids.
"Our findings suggest that advanced numerical cognition may be found much more widely in nature among non-human animals than previously suspected.
"If maths doesn't require a massive brain, there might also be new ways for us to incorporate interactions of both long-term rules and working memory into designs to improve rapid AI learning of new problems."
There is considerable debate around whether animals know or can learn complex number skills.
Many species can understand the difference between quantities and use this to forage, make decisions and solve problems. But numerical cognition, such as exact number and arithmetic operations, requires a more sophisticated level of processing.
Previous studies have shown some primates, birds, babies and even spiders can add and/or subtract. The new research, published in Science Advances, adds bees to that list.
A school for bees? How the honeybees were trained
The experiment, conducted by PhD researcher Scarlett Howard in the Bio Inspired Digital Sensing-Lab (BIDS-Lab) at RMIT, involved training individual honeybees to visit a Y-shaped maze.
The bees received a reward of sugar water when they made a correct choice in the maze, and received a bitter-tasting quinine solution if the choice was incorrect.
Honeybees will go back to a place if the location provides a good source of food, so the bees returned repeatedly to the experimental set-up to collect nutrition and continue learning.
When a bee flew into the entrance of the maze they would see a set of elements, between 1 to 5 shapes.
The shapes were either blue, which meant the bee had to add, or yellow, which meant the bee had to subtract.
After viewing the initial number, the bee would fly through a hole into a decision chamber where it could choose to fly to the left or right side of the maze.
One side had an incorrect solution to the problem and the other side had the correct solution of either plus or minus one. The correct answer was changed randomly throughout the experiment to avoid bees learning to visit just one side of the maze.
At the beginning of the experiment, bees made random choices until they could work out how to solve the problem.
Eventually, over 100 learning trials that took 4 to 7 hours, bees learned that blue meant +1, while yellow meant -1. The bees could then apply the rules to new numbers.
Scarlett Howard said the ability to do basic maths has been vital in the flourishing of human societies historically, with evidence that the Egyptians and Babylonians used arithmetic around 2000BC.
"These days, we learn as children that a plus symbol means you need to add two or more quantities, while a minus symbol means you subtract," she said.
"Our findings show that the complex understanding of maths symbols as a language is something that many brains can probably achieve, and helps explain how many human cultures independently developed numeracy skills."
The research, with collaborators from University of Toulouse and the ARC Centre of Excellence for Nanoscale Biophotonics at RMIT, is published in Science Advances (Numerical cognition in honeybees enables addition and subtraction, DOI 10.1126/sciadv.aav0961).


If you lived in Sierra Leone, you might live in a wood house in Freetown, the capital city of Sierra Leone. If you lived in a village, your home would probably be made of sticks covered with mud or blocks made from mud and heated in the sun. Your home would have a thatched or metal roof and it would probably only have two or three rooms. You definitely would not have your own bedroom. The kitchen would be outside the home, under a simple roof made of metal or branches. It would not have a refrigerator or stove, but a place to build a simple fire for cooking. You would probably use a community outhouse instead of a toilet.
Sierra Leone is a small country in West Africa, slightly larger than South Carolina. It sits along the Atlantic Ocean, with Guinea to the north and east, and Liberia to the south. A Portuguese explorer gave the country its name, which means “lion mountains” in 1462. Sierra Leone has miles of coastal plains, followed by muddy swamps. Further inland lie forests, jungles and farmlands. To the far east is a mountain range.
Sierra Leone was an important country during the slave trade. Bunce Island, off the coast of Freetown, became a major center for slave shipping. Great Britain outlawed slavery in the early 1800s. British ships would patrol the coasts of Africa and returned any slaves they found to Freetown. Runaway slaves often escaped to Freetown and after the Civil War, many slaves returned to Africa, via this city.
Great Britain ruled Sierra Leone from 1808 until 1961. The country became a republic with an elected president. The country was at civil war from 1991 to 2002. Thousands of people died during this war.
Fun Facts About Sierra Leone
- 5,525,000 people live in Sierra Leone.
- The country has 27,699 square miles of land.
- The languages used in Sierra Leone are English, Mende, Temne and Krio.
- Most people are Muslim, Christian or follow a native religion.
- People in Sierra Leone can expect to live 43 years.
- Only 31 percent of adults can read. More men than women know how to read.
All About Sierra Leone Vocabulary
- Thatched: made from woven grasses and plants
- Outhouse: a primitive toilet
- Patrol: guard, monitor
All About Sierra Leone Video for Kids
Check out this cool video about Sierra Leone for kids:
Sierra Leone Q&A
Question: What do people eat in Sierra Leone?
Answer: Rice is the most important food to people in Sierra Leone, and it is served at almost every meal. People also eat fish or meat, such as goat or lamb, and fresh fruits and vegetables. Most people are farmers and they sell their crops in open air markets.
Map of Sierra Leone
Here’s a map of the country of Sierra Leone and all its cities and villages. Zoom in to get into street level or zoom out to see other countries around Sierra Leone! You can see the terrain, but also see the roads, images of the buildings and even take a 3D tour through the streets of the cities of Sierra Leone, as though you are actually there!
Enjoyed the Easy Earth Science for Kids all about Sierra Leone info? Take the FREE & fun Sierra Leone quiz and download FREE Sierra Leone worksheet for kids. For lengthy info click here.


For those interested in the history of music education and psychology, here’s a real treasure from 70 years ago: the syllabus for ED 289I, “Psychological Foundations of Music Education” as taught by James Mursell at Teacher’s College, Columbia University. Here’s the syllabus for the class in its entirety.
For those unfamiliar with his work, Mursell has a Wikipedia page, and a special issue of Visions of Research in Music Education covers the legacy of Dewey and Mursell. Scott Goble’s What’s So Important About Music Education also has a section on Mursell.
I came across this syllabus while doing archival work at the University of Southern Illinois Edwardsville campus, and have been able to narrow it to between 1943–6. Here are a few choice questions from the “study guide”:
Why can the application of psychology to teaching never yield one definite “best” method?
When a teacher simply puts pupils through many songs (a) on what view of learning is he operating (b) what vital psychological principle is he ignoring?
When a person acquires a new skill, more happens than the acquisition of the skill. State in a sentence what this is.
What effect on learning has aimless instruction?
If a subject cannot be defended as a mindtrainer on what grounds can it be defended?
Why is automatic transfer unlikely with high school pupils?
I am particularly drawn to the questions for Mursell’s second chapter of his book, especially the opening four:
1. What 2 reasons make debate about the minutiae of methodology seem of minor importance?
2. What are the 4 determining factors in authentic musical growth?
3. On what.basis must one differentiate between “good” and “poor” music?
4. With what primary emphasis should good music be used in school?
And here’s one that is dissonant with today’s push in our profession, from Mursell, chapter 5:
Why should music be retained as a special subject, and not absorbed in an “integrated” or “core” curriculum?


SCHOOL PERFORMANCE FRAMEWORK
Midland ISD is committed to ensuring all students graduate prepared and ready for college or career. Creating a School Performance Framework (SPF) is one step of many in support of this mission and in support of our efforts to become a System of Great Schools by 2027.
The SPF provides a metric-based definition of school quality and incorporates various measures of effectiveness in evaluating school quality to provide differentiated support to schools based on their unique needs. The SPF also serves as a visual expression of locally developed goals and values for schools. SPF Brochure
A GREAT SCHOOL:
Focuses on rigorous instruction in a rich, collaborative and respectful learning environment where student learning outcomes are equitable across various student groups.
Cultivates a culture of open communication with families, communities, and staff members to foster shared ownership in collectively creating opportunities for student success.
Maximizes resources, such as facilities and 21st century learning investments, to support student outcomes.
WHAT IS A SCHOOL PERFORMANCE FRAMEWORK (SPF)?
The SPF will supplement the state’s accountability rating and provide a broader evaluation of school performance than simply using standardized test scores. In addition to standardized test scores, the SPF also includes, feedback from parents, information collected from student climate surveys, perceptual data from staff and faculty, student and staff attendance, credit attainment, and course and program access. Extra-curricular and co-curricular activities are also a critical component. The district will include a measurement for those types of activities in the future.
HOW ARE SCHOOLS MEASURED?
- Reading on grade-level (grades K-2)
- Fundamental early numeracy skills (grades K-2)
- STAAR/EOC scores
- Graduation rates
- College readiness performance
- Student progress on STAAR/EOC
- On track for graduation
- PLC implementation
Learning Environment: 30 %
- Student and teacher attendance
- Course and program access
- College and/or career preparation
- Climate surveys of students, staff, and parents
SPF PUBLIC SCORECARDS


Facts About Volcanoes Video for Kids
Enjoy watching the best personally chosen and very simple to comprehend Facts About Volcanoes easy science for kids video:
Facts About Volcanoes Video Contents
This video from the National Geographic Channel is all about Volcanoes. You will learn different fun facts about volcanoes like how many volcanoes in the world are classified to be active, learn what the Ring of Fire is and how do volcanoes forms. You will also find out facts about the Earth’s magma and lava. The video also talks about the different kinds of eruption volcanoes make, what a pyroclastic flow is and shows scenes about them. You will also learn about some of the famously known volcanoes like Mount Vesuvius and Hawaii’s Kilauea. By watching this video, you will not only learn how volcanoes are very dangerous, but how they also can be creators and that they are important.
This is a beneficial Facts About Volcanoes for kids video and rapidly expand all your kids’s curiosity about Facts About Volcanoes.
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- Music, Spirituality, and Education
Recent Interest in Spiritual Education
Few concerned with educational theory and policy could have failed to notice the recent upsurge of interest—not least in such economically developed democracies as the United Kingdom and the United States—in the notion of spiritual development as a possible aim or goal of public or common schooling. Indeed, in addition to the enormous growth of academic literature on this topic—including the recent emergence of specialist journals and handbooks1 — official educational policy makers have devoted much explicit attention to this issue in the form of positive educational proposals and prescriptions.2 Elsewhere,3 I have speculated on the possible reasons for such increased interest, which seems to include interrelated concerns about (1) the instrumental trends and tendencies of much state schooling in developed economies; (2) the rise of materialistic and selfish individualism in such contexts; (3) the apparent decline of public morality and the rise of anomic and nihilistic behavior—particularly among youth; and (4) the need to find some politically and publicly acceptable substitute for the educational role that religion has often formerly played (at any rate in older Western European cultures) in the cultivation of moral and spiritual attitudes and values.
One may, of course, respond to such concerns—and/or to the attempts to address them in terms of some notion of spirituality or spiritual education—in a variety of less than enthusiastic ways. For one thing, one may hold that the picture of Western selfishness, instrumentalism, materialism, immorality, impiety, and so on is somewhat overstated (and in any case, this claim would require the sort of empirical support that is seldom provided for such sweeping claims). For another, it seems rather paradoxical to cast spiritual education in the instrumental role of halting the instrumental [End Page 16] trends to which spirituality is proposed as a noninstrumental solution. On the other hand, one might accept that while there may be something to such points, there is nevertheless some educational warrant for trying to cultivate (perhaps at least partly in schools) noninstrumental attitudes or qualities of human engagement with experience of roughly the sort that the theoretical and other literature has associated with spirituality. That said, we also need to bear in mind—especially in what follows—that different approaches to spiritual education have identified somewhat diverse (and perhaps not always obviously mutually consistent) human qualities and benefits with spirituality.
A more presently pressing question, however, is that of the pedagogical means by which theorists of spiritual education might cultivate any supposed spiritual qualities or benefits. If we are to take the idea of promoting spirituality seriously, how might we set about it? On what sorts of curricular or other resources might we draw in order to help pupils become more spiritual, to acquire spiritual capacities, or to have spiritual experiences? Here there is evidence of substantial agreement—even on the part of those who would regard spiritual education as a cross-curricular matter—that certain fields of knowledge or areas of the school curriculum are better placed than others to assist the cultivation of spiritual virtues, values, and attitudes. Of these, perhaps unsurprisingly, religious and/or moral education has often been regarded (rightly or wrongly) as synonymous with spirituality and spiritual education. That said, such identification is obviously—especially in culturally pluralist liberal democracies—rather educationally problematic. However, an area of the school curriculum that seems to be a close runner-up to religious education (RE) in the spiritual education stakes—notwithstanding any and all claims that various kinds of scientific study may conduce to environmental or nature-conscious spirituality—is that of the arts. Moreover, if it is widely assumed that exposure to various arts can have real spiritual benefits, it has often also seemed natural to associate music, of all the different arts on offer, with spiritual experience or growth.4 It might therefore be held to follow, if spiritual education is indeed a proper aim of schooling, that music education is a prime vehicle of spiritual education, and that music teachers might include the promotion of spiritual qualities among their educational aims.
Clearly, however, none of these alleged conceptual...


Mealtimes are opportunities to promote toddlers’ and preschoolers’ physical, social-emotional, cognitive, and language development. During meals, children make decisions and share. They also learn good manners, responsibilities, how to communicate with others, and how food nourishes their bodies. Their participation during mealtimes, whether they are eating or setting the table, helps develop their eye-hand coordination, muscle control, and overall independence. Family-style dining reinforces these skills in children.
When children dine family style, they eat in their classroom, enjoy all the same foods, and participate in conversation. Children serve themselves (if able) and decide their portions, which makes them more likely to try new foods. Teachers sit at the table with the children, and parents are invited to join.
Plan food-related activities around these meals to increase children’s knowledge of food and nutrition and establish sound, long-term, and positive food habits and attitudes. For example, you and the children can create a market in the classroom and shop and prepare food together. Help them set the table and make place mats or centerpieces. Children can also learn from other activities, like age-appropriate field trips, tasting parties, preparing their own food, planting and growing food, reading aloud books about food, dramatic play, scrapbooks, and feeding classroom pets. Children can also work with the classroom teacher to help plan menus to share with parents. Use food related activities to teach language arts, color, texture, math, science, social skills, and hygiene.
Support children’s fine-motor skill development by teaching them to open food containers. Allow older toddlers and preschoolers to open their lunch bags or lunch boxes on their own and remove the contents, if applicable. Provide water and milk in small pitchers and cups so that older children can serve themselves.
Keep snacks available to children throughout the day. These snacks should contribute to the children’s total daily nutritional needs according to USDA guidelines. Choose snack foods that contribute not only to the children’s nutrient needs but also to good dental health.
Display dated menus in the families’ home language in the classroom. Identify specific food items, for example, specify “grape juice” rather than “fruit juice”.
Research shows that children who participate in preparing their own foods are more motivated to eat them than are children who do not help with preparation. To help older toddlers and preschoolers prepare their own snacks, provide recipe cards with pictorial instructions. Children can also consult a posted picture menu and sign a snack sheet to record that they have had a snack.
Tips for a Successful Lunch and Snack Time Experience
Plan to seat four to six children and one adult at each table if possible.
Leave tables in the learning centers instead of moving them to a central location.
Wash, rinse, and sanitize all tables properly before and after eating.
Encourage all adults who join a table group, whether staff, parents, or director, to model appropriate manners, promote self-help skills, and engage children in conversation.
Assign children responsibilities for setting the table, bringing food to the table, and cleaning the table.
Serve food in child-sized bowls and platters with child-sized serving utensils. For programs on the USDA food program, have serving utensils labeled with the appropriate serving amount.
Serve drinks, including milk, from small pitchers, not cartons, so children can serve themselves.
Avoid serving salt and sugar.
Seat all of the children before allowing anyone to begin eating. Table groups, however, need only wait for everyone at their table to be seated.
Invite children to begin passing the food clockwise.
Encourage children to serve themselves only as much as they can eat, unless you are on the USDA food program, then appropriate proportions must be served. Do not force a child to finish their food.
Ask children who do not want to eat a certain food to take one bite to try. Do not push them to eat more.
Maintain a leisurely dining pace so children do not feel hurried.
Encourage conversation about the foods served, the days events, or other topics of interest to the children.
Have children clean up their own spills.
Allow children to leave the table when finished. They can clear their dishes, wash their hands, brush their teeth, and get ready for nap time. Allow slower eaters to take their time.
Ask the children to help clean up and wipe down the tables using a wet cloth and soapy water. Children should not use bleach solution or other cleaning and disinfecting products.


Start with Counting Money & Identifying Shapes and Patterns
Having strong number sense sets the foundation for developing higher-level mathematical thinking in
primary school. It is therefore crucial for your child to be given opportunities to explore number concepts
that allow him or her to fully understand the subject.
Children begin to develop numeracy skills from a very early age. If your child is entering Primary 1 next
year, start building your child’s number sense and Math foundation with the following.
1. Start with Counting Money
One of the best ways to incorporate Math into everyday life is by getting your child to manage his or her own money. You can start with his or her weekly allowance — give your child a set amount of money each week and devise a plan for how it should be spent.
Once your child is comfortable with that, you can even get him or her thinking about savings!
Managing allowance is an inevitable part of your child’s Primary 1 experience, so these simple actions will not only teach your child financial literacy but also build the confidence to manage money independently at school.
2. Identify Shapes and Patterns
Being able to recognise shapes and patterns is a key part of mastering Geometry. You can start by asking your child to search for primary shapes such as triangles, squares, rectangles, circles or ovals at home or while you’re out!
Show your child just how much Math informs the way things and places are designed — whether it’s by examining the shapes of leaves or patterns in wall tiles and decals. It’s a fun way to see the beauty of Math and to help your child get excited about the subject.
TLL Website: https://www.thelearninglab.com.sg/
Sue Lynn Lee
Academic Director for Early Years Programme


American Sign Language (ASL) is the language used by Deaf people in Canada and the United States. It is not a visual representation of English on the hands. ASL has its own grammar, syntax, and rules of order like other spoken languages. Learning ASL takes time, commitment, and practice the same as learning any other language.
The Society offers customized courses in ASL to businesses and organizations needing specialized vocabulary and training to deal with a specific clientele. The courses are offered based on need. In general, you will be introduced to the Deaf community and its Culture, as well as learning the alphabet, numbers, and over 170 signs. Focus will be spent on the linguistics of American Sign Language so that you may begin the journey of communicating with the over 30,000 Canadians who use ASL as their first language.
To learn more or to sign up for a class, contact the Society.
Society of Deaf and Hard of Hearing Nova Scotians offers Literacy Training in both a formal and informal setting to enhance reading and writing skills, computer skills, thinking and analytical skills, English upgrading, ASL upgrading, numeracy skills, and how to overcome communication and other accessibility barriers.
These skills will enable Deaf, deafened and hard of hearing people in Cape Breton to have the opportunity to acquire and enhance the essential skills and knowledge necessary to ensure they have equality of opportunity and full access in their community to existing programs and services.
Society of Deaf and Hard of Hearing Nova Scotians offers a 6-week Communication Class. The classes address speechreading cues and hearing loss management including communicating with family, assistive devices, how we hear, understanding the audiogram, and problem solving. Hearing loss is no longer an aging issue so the course is open to all ages. The outcome of the course is to provide a social support network and resources to address hearing loss.
Hearing loss does not have to mean living in isolation with low self-esteem or withdrawing from community activities. This course will strengthen the individual so you will no longer have to hear “I’ll tell you later” or “Never mind. If you or someone you know have a hearing loss, take the first step and sign up for a class.
It all starts “hear”!


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Be a Reporter (The 5 W's and an H)
Teach your class how to investigate research sources. You can start out with this presentation, which lays out a easy strategy for asking questions and taking down answers that cover the important information.
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