There are many good reasons to read to children. Being read to gets children ready to be independent readers themselves. The development of literacy skills acts as a vehicle for all other learning. Reading to young children is crucial for their language and literacy development. It fosters creativity and imagination, increases vocabulary and offers an important opportunity to practice listening. Reading helps children become familiar with sounds and language and using good quality children’s literature can support children in understanding new ideas, changes or events that are unfamiliar to them and help them to identify the emotions that accompany these. For adults, reading with children provides an opportunity to deepen their relationship and acts as a bonding experience.
There are many books available for families and it can be hard to know which ones to choose. Rhymes, rhythm and repetition help children learn as they are able to join in as they can predict what comes next. These books become a fun learning experience that children will revisit many times with you and on their own.
Below are some favourites for children and adults alike:
Each Peach Pear Plum by Allan and Janet Ahlberg
Each Peach Pear Plum brings together all our favourite characters from traditional fairy tales. Use of rhyme and repetition, and clues in the pictures support children to join in the reading. This is available in a soft cover or a hard board book version and encourages children to participate and to find characters such as Tom Thumb and Mother Hubbard hidden in the pictures.
Peepo by Allan and Janet Ahlberg
Here’s a little baby, one, two, three, look through the peep-hole, what does he see? The detailed illustrations provide hours of delight as readers (big and small) look through the peep hole and discover familiar friends from other well-known nursery rhymes. Peepo! Has become a classic tale for babies and toddlers alike. The story revolves around a routine baby’s day and each peep hole window gives a hint as to what comes next in the day.
Possum Magic by Mem Fox and illustrated by Julie Vivas
Grandma Poss has magic for all occasions, but her best trick of all is to make little Hush invisible to keep him safe from snakes. But one day Hush wants to become visible again and Grandma Poss looks and looks, but she can’t find the right magic to turn him back. When Grandma remembers that it has something to do with people food, she and Hush set off in a journey around Australia to find the food which will turn Hush visible again. This is a lovely story for sharing with children that incorporates familiar foods and Australian animals.
The Very Hungry Caterpillar by Eric Carle
A hungry caterpillar hatches from an egg and eats his way through whatever food he finds, leaving holes in the book as he goes. Children will love following the caterpillar’s journey through meals until he changes into a beautiful butterfly. This book helps explore healthy eating choices, life cycles and numeracy concepts to children. The book uses bright, colourful illustrations and holes in the pages to engage children in the story visually and physically. Eric Carle has won many awards for his children’s stories.
We’re Going on a Bear Hunt by Michael Rosen | Illustrated by Helen Oxenbury
We’re going on a bear hunt, and we’re not scared. The repetitive chanting in this book captures young children as they join in the while they follow a group of children journey through a grassy field, mud, a snowstorm and other obstructions and end their journey when the bear is found is a dark cave. The children run home to bed, escaping the bear. Children love the anticipation of finding the bear and the alliteration of the chant.
Where is the Green Sheep? by Mem Fox and Judy Horacek
This book, from renowned Aussie author Mem Fox, is illustrated by Judy Horacek. Before we can meet the Green Sheep we are introduced to many of his friends in a rhyming story that is fun to read. The rhyming story enables children to guess at the word that comes next – predicting, hypothesising and testing their theories – these are skills developed through literacy that support children later in learning science, technology, engineering and maths.
Room on the Broom by Julia Donaldson and Axel Scheffler
A humorous story about a kind witch and her cat who end up sharing their broom with many in this magical story about friends and family. The witch and her cat are flying peacefully over forests, rivers and mountains when a strong wind blows away the witch’s hat, bow and wand. They are found by a dog, a bird and a frog, who all want to ride the broom. A story about sharing and looking after others.


Learning outcomes for the Art Education Program conform to the InTASC Model Core Teaching Standards and Learning Progressions for Teachers adopted by the State of Maine. These are listed below.
Additionally the Studio Art component of the program has its own guidelines and specific outcomes.
Teacher Certification Standards as defined by InTASC
Standard One: Learner Development: The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard Two: Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.
Standard Three: Learning Environments: The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self motivation.
Standard Four: Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners
Standard Five: Innovative Applications of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues.
Standard Six: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning and instruction.
Standard Seven: Planning for Instruction: The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.
Standard Eight: Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
Standard Nine: Reflection and Continuous Growth: The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.
Standard Ten: Collaboration: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Standard Eleven: Technology Standards for Teachers - (NETS.T): Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers will meet the following standards and performance indicators.


Physical EducationThe Physical Education program at John Paul II is based on the Health and Physical Education learning area of the Australian Curriculum. It actively seeks to develop physical, personal and interpersonal skills in all individuals. Activities build body awareness and fundamental motor skills. Our students are encouraged to develop sportsmanship, teamwork, game sense and a positive attitude towards physical activity. The three golden rules in Physical Education are be safe, follow instructions and have fun!
MusicGood quality music education not only supports literacy and numeracy, but also touches on every facet of the school curriculum. Each Tuesday our students learn through singing, saying, moving, playing, creating, improvising and performing. Students are engaging using puppets, props and various instruments ranging from ukuleles and drums to xylophones and boomwhackers.
Our Chinese-Mandarin program is available to students from Prep to Grade 6. It is not just about learning the language itself. It is about understanding the transformation of the language from thousands of years ago, being aware of the unique culture and beliefs, acknowledging the change of the culture, beliefs and language during migration and knowing the importance of the language in our present and future world.


ERIC Number: ED450357
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Communicating How Words Work.
Running Record, v13 n2 p10-12 Fall 2000.
Within the Reading Recovery lesson framework, the "Making and Breaking" portion, which focuses on how words work, consists of a mere 1 to 3 minutes, yet can potentially provide a powerful reciprocal link between reading and writing. This article argues that careful consideration and utilization of effective language practices by the teacher can increase the power of the linking sound sequence with letter sequence experience in the Reading Recovery lesson framework. The article describes the many facets of language within the "Making and Breaking" portion of the Reading Recovery lesson, discussing eight key ideas: explain principles; use consistent language across the lesson; use explicit language and simple vocabulary; demonstrate first; explain why; begin with the child's known; use reciprocal language; and consider the child's Zone of Proximal Development. A conversation during "Making and Breaking" is attached. (SR)
Descriptors: Classroom Communication, Elementary Education, Emergent Literacy, Instructional Effectiveness, Reading Instruction, Reading Strategies, Reading Writing Relationship, Teacher Behavior, Teacher Student Relationship
Reading Recovery Council of North America, Inc., Suite 100, 1929 Kenny Road, Columbus, OH 43210-1069. Tel: 614-292-7111. Web site: http://www.readingrecovery.org.
Publication Type: Guides - Non-Classroom; Journal Articles
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: Reading Recovery Council of North America, Columbus, OH.


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Getting Parents Involved in Science
I am currently a junior at the University of Arkansas studying elementary education. One of the things I have realized from my childhood and have learned in the education program is a lack of communication between parents and teachers when it comes to what exactly goes on inside the classroom, especially when it comes to science. I was wondering, what are some of the most effective ways to let parents know what is going on in the science classroom, and also how they can be involved inside the science classroom?
150 Activity Points
I have a survey for parents during back to school open house. I ask them what skill/talent/occupation they have that they would be willing to share with our class. One year I had a chemical engineer who came every Friday for a 30 minute lesson. He always had cool stuff to show the kids! Imagine, he came in with a lot of balloons, some were floating and some were not. We had a great lesson about how heavy some gasses can be. I think it was Argon gas. He gave each student a pair of safety goggles and gave me boxes of gloves for experiments. He even donated a beautiful poster of the Periodic Table of Elements.
I also send home a note asking for materials we need in class. My students keep science journals so they bring them home to show their parents what they learned that week.
85619 Activity Points
I would have to agree with Pamela, sending home a parent survey is a great idea! I think instead of asking the parents what occupation they have, I would personally survey the parents to find out how much science their children do at home (how much time they spend doing experiments or how interested their students are in science at home). I also think Pamela's idea of keeping a science journal, is easy enough to implement, and makes for a great keepsake for students to reference when they get older. My elementary school always had a curriculum night for specific subjects (math, reading, etc.) that was almost like a showcase for parents to see what their children were working on at school. They also had educational games that encouraged parents to participate with the students, so it was not like a lecture. Obviously, that would be more of a school- wide option though.
420 Activity Points
I am a student teacher and I am currently in a 2nd grade classroom. What I have noticed, that really works for this school is that they have a science night at least once a month. They get to observe the sky with a telescope and record and share all of their findings. I was able to attend the one where they had the opportunity to meet a real astronaut, they had food donated, and lots of other activities for parents and students. As for the class I have seen teachers invite parents to join the class for certain experiments. A survey at the beginning of the school year is also great to do because you get to know the parents interests, who knows maybe you get a parent who's a scientist.
345 Activity Points
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Insert your smartphone into a Google cardboard headset and blast off for the voyage of a lifetime. Feel the power of moving at warp speed to rescue Commander Rex from the mysterious Ignorix. To become a Brain Voyager, you will travel to the Skills Station to learn the skills to save the Earth. If you practice, it just might make you smarter. Control stunning plasma balls with your heads up display paddle to eliminate the Nanobots before they destroy your station. You won’t believe your eyes when you get to ride the Focus blast !
Give your child a state of the art education while they think they are are just playing a game. Enter your email and get achievement updates to help you connect with your child. Inspire a lifetime of learning with the ultimate example that learning with cutting edge technology is alway fun.
Brain Voyagers supports multiple student profiles on one phone. This game will be the favorite reward for good classroom behavior. Students love to play and they will learn about how stereoscopic vision works with their headset. Adaptive levels keep each student at the right difficulty for their current skills.
BASED ON NEUROSCIENCE
Recent research shows that our brains are plastic and they respond to training. Video games have been show to actually restructure the human brain. Brain Voyagers is designed to inspire learners to practice enough repetitions of difficult cognitive tasks to make a life long impact.
Attention span - Keep your eye on the ball until the job is done.
Reduce Impulsivity - Don’t hit the green ball !
Visual Spatial - Track multiple balls in an immersive 3D environment.
Motor Planning - Predict when plasma balls will arrive at the paddle.
Auditory processing - 27 levels with varied rules give feedback on listening comprehension and memory. With Nanobots hovering right in front of your face, the motivation to listen is heightened.
Reaction time - Adaptive speed controls challenge you just beyond your level.
Brain Voyagers is committed to creating a safe and secure environment for children and families. Our COPPA compliant app is designed to give parents the tools to monitor their children’s gameplay.


A community of successful learners and world citizens.
To support the development of
Successful Learners with:
- Enthusiasm and motivation for learning
- Determination to reach high standards of achievement
- Openness to new thinking and ideas.
who are able to
- Use literacy, communication and numeracy skills
- Use technology for learning
- Think creatively and independently and solve problems
- Communicate in different ways and in different settings
- Learn independently and as part of a group
- Make reasoned evaluations
- Link and apply different kinds of learning in new situations.
World Citizens with:
- Respect for others
- Self-respect, self-reliance and resilience
- A sense of belonging
- Secure values and beliefs
- Commitment to participate responsibly in political, economic, social and cultural life
who are able to
- Develop knowledge and understanding of the world and England’s place in it
- Understand different beliefs and cultures
- Make informed choices and decisions
- Develop and communicate their own beliefs and view of the world
Education influences and reflects the values of society, and the kind of society we want to be. It is important, therefore, to recognise a broad set of common values and purposes that underpin the work of Nicholas Chamberlaine School. Foremost is a belief in education, at home and at school, as a route to the spiritual, moral, social, cultural, physical and mental development, and thus the well-being, of the individual. Education is also a route to equality of opportunity for all, a healthy and just democracy, a productive economy, and sustainable development.
The school should promote spiritual, moral, social and cultural development and prepare all for the opportunities, responsibilities and experiences of life. It should:
- Promote spiritual, moral, social and cultural development and, in particular, develop principles for distinguishing between right and wrong. It should develop knowledge, understanding and appreciation of own and different beliefs and cultures, and how these influence individuals and societies.
- Pass on enduring values, develop integrity and autonomy and help to develop responsible and caring citizens capable of contributing to the development of a just society. It should promote equal opportunities and enable all to challenge discrimination and stereotyping.
- Develop awareness and understanding of, and respect for, the environments in which people live, and secure commitment to sustainable development at a personal, local, national and global level. It should also equip consumers to make informed judgements and independent decisions and to understand their responsibilities and rights.
- Promote self-esteem and emotional wellbeing and help to form and maintain worthwhile and satisfying relationships, based on respect, at home, school, work and in the community.
- Develop the ability to relate to others and work for the common good.
The school should provide opportunities to learn and to achieve. It should:
- Develop enjoyment of, and commitment to, learning as a means of encouraging and stimulating the best possible progress and the highest attainment.
- Build on strengths, interests and experiences and develop confidence in the capacity to learn and work independently and collaboratively.
- Equip all with the essential learning skills of literacy, numeracy, and information and communication technology, and promote an enquiring mind and capacity to think rationally.
The interdependence of the two sets of values
These two sets of values reinforce each other. The personal development of all, spiritually, morally, socially and culturally, plays a significant part in the ability to learn and to achieve. Development in both areas is essential to raising achievement. Together, they contribute to establishing the culture and climate in the school that allows for effective teaching and learning to take place, supported and enhanced by strong and effective leadership and management.


Here is the list...keeping it simple just for you today!
|The backyard toys all gathered as pieces|
of a very big pretend train! Who knew?
- A 2 year old loves to explore and play independently. Bubbles, balls and outdoor exploration will thrill them. Grandparents are the safety officers in this case. Watching, creating new explorations experience for the child or simply cleaning up the mess of toys may be the role a grandparent plays. I have watched my grandchild drag out every toy in the house and never settle into any one thing. BUT on other occasions when I allowed the play to evolve naturally, I have seen sorting, creative pretend and so much more. It is a waiting game and the less interference the better.
- At 3 the child may be ready to play at a tea party or dress up so they can be a "Buzz Lightyear". A box of dress up clothes is perfect at this age. My grandchildren love books and will listen to several simple stories to delay bedtime or nap time. I take advantage of this time...grandmothers can do that. (Remember that a book with too many words will bore them and they will not stay with you.) A trip to the park is alway fun thing to do.
- A 4 year old will love to visit a friend and play with their toys. They may still want to play in a parallel way but they can enjoy the other child's company. I think sharing is a hard concept for children and this is good practice for what is to come next year. Many children are still at the parallel play level at this age. Taking grandchildren to the park or a children's museum can be a appropriate adventure at this age.
- At 5 children can begin kindergarten in most of the United States. Grandparents can play a big role at this time in a child's life. They love a visit at school or a party on a holiday with the Grandmother playing the part of "room Grandmother". Schools do need volunteers so this may be a way to be around and watch your grandchildren grow. Note: children of 5 have a fuzzy concept about those things that will bother their conscience later on. They might lie and will take things home from school that belong to the school. Do not be alarmed but help them understand that these behaviors are not acceptable. Grandparents can reinforce honesty concepts.
Our grandchildren love my husband. He is willing to hold a toy or stack books. He just sits and watches. I think he has it figured out when it come to small children at play. They run to his arms and revel in his attention. He never has a plan for them and does not direct their play. They love it!
I hope some of this has been helpful. I was a preschool and kindergarten teacher and have a degree in elementary education. I worked in a "developmentally appropriate" classroom. If you are interested in more details I encourage you to do some additional reading. It will be very helpful for you. We forget what a baby acts like by the time grandchildren come along. A good review is in order sometimes.
A family that plays together really does stay together (news.bioscholar.com)
Grandparent Craft Ideas for Preschool (brighthub.com)
Grandparenting in the Digital Age (education.com)
How To Have Fun With Your Grandchildren (Child Development Institute)


Thursday, March 15, 2007
The value of music education
Dave Munger has a link to a recent Northwestern University study on music training and auditory development. This study found that those participants with at least six years of musical instrument training had better auditory processing abilities than those with less than two years of training, even at the basic level of the brainstem. This is a very interesting study, and an intriguing finding that training can affect brain structure of such a low order. But i am concerned about how this study might be used. The lede of the Science Daily article linked above implies that music lessons are valuable because they fine-tune the brain. And the lead author of the study doesn't help: "Our findings underscore the pervasive impact of musical training on neurological development. Yet music classes are often among the first to be cut when school budgets get tight. That's a mistake..." This exhibits the same problem that the Baby Mozart/Mozart Effect craze has, that music's value is measured by what abilities it can impart for "more important activities." The value of music education is not in making Johnny a better speaker or giving Suzy better spatial awareness abilities. The study of music puts us in touch with that most ineffable of things, our creativity. Strip away the crutches of language or visual representation, and music is the most abstract form of emotional/aesthetic expression. Schopenhauer called music the most direct expression of the Will, our inner being. Getting in touch with our own feelings, the feelings of others, the joys of collaborative creativity, these are the values of music education.


The transition from preschool to Kindergarten is gentle, and creative play remains a priority. Cooperation and sharing skills are also emphasised to nurture social and emotional well-being.
The class day is structured around a predictable schedule called a ‘rhythm’, with pre-literacy and numeracy skills combined with other activities that develop cognitive learning and new motor skills.
A typical daily rhythm includes:
– Group circle time with songs, poems, movement
– Indoor, self-directed play
– Morning tea preparation, tidying up
– Craft time
– Outdoor, self-directed play
– Story time
– Bushwalk or games


Alcatraz was the supermax federal prison. It is famously known for its forbidding structure and its nickname of ‘The Rock’. It was originally a fort and declared a military reservation in 1850 by President Millard Fillmore. In 1907 it became an official US military prison and in 1933, it became a part of the Bureau of Prisons.
Over the years Alcatraz housed approximately 1,545 of America’s most ruthless criminals. The Alcatraz Island is located in the heart of San Francisco Bay. For thousands of years, it was a lonely island.
Quick Facts: –
- The island was named in 1775 by a Spanish Lieutenant named Juan Manuel de Ayala.
- There were no confirmed prisoner escapes from this Alcatraz, although this has been debated as recently as this year 2018. A total of 36 inmates tried and of those 23 were captured, 6 were shot dead and 2 drowned.
- It was also home to the first ever lighthouse of the Pacific Coast.
- The largest group of Native Americans imprisoned here was 19 Hopi ‘hostiles’. They refused to farm the way the government wanted them to.
- These protesters also opposed forced education of their children in government boarding schools.
- Every prisoner had his own 5 feet by 9 feet cell. Each cell had a toilet and a small sink.
- It was the only federal prison at the time which offered a hot water shower.
- Al Capone got creative during is stay here. He was credited with setting up the prison band.
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Your child may choose to play the guitar, or bass guitar based on his/hers preferences and age.
Guitar lessons are an excellent way to start playing and instrument and learning the fundamentals of music in general. We offer a free introductory lessons that will enable us to see if the child is ready to take guitar lessons or should wait a little longer, while taking piano lessons or singing lessons.
The guitar is an incredibly attractive musical instrument, and is great for developing a deep understanding of music of music principles that can be also applied to other instruments and styles of music.
Guitar lessons offer teens an effective platform for ear training, rhythm, note reading and musicianship. Guitar techniques are focused on fine motor skills. However, due to the nature of the guitar, children can still begin to learn the guitar by using their gross motor skills.
Learning the guitar is a great idea for parents who want their kids to get exposure to music and music education.
Guitar lessons offer immediate results, so after one lesson or two you may find that you are able to play simple songs and melodies.
The guitar also gives a unique opportunity for musicians of other instruments, the ability to learn the foundations of music theory, and them to their main musical instrument.
Piano lessons are known to be the foundation of learning music.
Learning the piano is a highly recommended way way to start playing music for all ages.
The piano is considered to be an incredibly versatile instrument and can easily be used for developing a comprehensive knowledge of music and performance.
Piano lessons offer young teens an enjoyable platform for ear training, note reading skills, rhythm, performance and musicianship. Piano technique is focused on fine motor skills, but due to the nature and construct of the piano, children can start playing the piano mostly by using their gross motor skills.
Learning the piano is also a good idea for parents who want to help their kids in getting exposure to music and music education.
The piano offers immediate results and our lessons are designed so you will find that you are able to play simple melodies and songs within a lesson or two.
Learning to play the piano may also help musicians of other instrument such as guitar and woodwind in learning the foundations of music theory and how apply them to any given musical instrument.
Our singing lessons emphasize the development of proper vocal techniques to protect your child’s voice, improve sound production and gain confidence for personal enjoyment or for performances in public
Our voice lessons give students the opportunity to learn different breathing techniques, basic singing posture, and singing and vocal diction. We give special emphasis to basic stage etiquette, poise, and stage presence in fun atmosphere free of pressure.
All of our vocal instructors are highly trained and have extensive experience both as singers and as voice teachers.
Private singing lessons are a great way for children to develop personal singing style, use multiple vocal techniques and get familiar with the art of singing.
Children usually start voice lessons around the age of 4 or 5 years old. However, students under the age of 10 typically start their singing training in head voice and developing ear training ability. Children usually do not begin true vocal and breathing technique until their body is ready for highly professional and advanced singing lessons.
We highly recommend that singing students will take piano lessons as well.
Learning the piano can help child singers in creating proper intonation and learning to read music at a faster rate.
Most of our singing teachers are also highly skilled in as piano teachers, so students have the option take one-hour mixed piano and singing lessons.


I've often been asked what is the greatest difference in conducting between levels of proficiency. I have conducted groups from Elementary Schools, Middle and High Schools, College level, and up to professionals in film studio recordings. The greatest difference? Attention to dynamics! There is a sliding scale moving from one level to the next, with professionals having the most exaggerated and yet controlled dynamic contrasts. Even college and semi-pro groups are a step down when it comes to crescendos, diminuendos, fortes, and pianissimos.
It's a great idea to teach at the earliest stages of music education. I constantly tell my students that we live in times where music is constant and compressed. Earbuds and loud rock music make everything sound dynamically the same. We have to break that monotony! Dynamics are one of the very best ways to connect, move, and excite our audiences!
The recorder offers us as educators a few ways to instill dynamic contrasts from the beginning. I tell our students to over exaggerate their louds and softs, because what they believe may be a true forte or piano, may really only be a fraction of what the listener hears. I teach them about the "force field," which is an imaginary net between the students and the audience which will swallow up all their dynamics if they aren't loud or soft enough. Tell your students to concentrate on making their air travel faster or slower through the recorder to help in making true dynamic variations.
Here is a great 5 minute lesson plan on dynamics using Go for the Gold Recorder (Beginner's Edition).


This comprehensive program provides thorough coverage of your reading curriculum standards at the Grade 1 level. Hundreds of activities reinforce concepts and ensure complete standards mastery.
Basic Skills Series
Provides students in grades PK through one with the basic readiness skills required for them to excel as early learners.
Phonemic Awareness teaches students at a K-2 grade level 38 different phoneme sounds, how to isolate these sounds in words, phoneme addition, deletion and substitution.
This is a complete interactive reading skills program that provides systematic and explicit phonics instruction to students at a K-2 grade level. Students progress from learning the alphabet to reading complete sentences.
Teaches the 220 Dolch Sight Words and more than 100 other high frequency words to students a K to 2 grade level. The word lists in this program constitute over 50% of most reading material.
A wide variety of fiction and non-fiction stories supported by colorful illustrations and verbal cues develop reading comprehension and vocabulary skills at a grade 1 to 2 reading level. Students are able to click on challenging story and question words to hear them.
This program uses sound blending and rhyming to teach 200 grade 1 spelling words.
More than 500 engaging activities teach the 400 most frequently misspelled words from grades 1 to 5.
Read to Succeed Series
These fully illustrated and patterned stories are designed to allow emergent readers to learn independently at their own level and pace. Each story provides opportunities for students to learn, practice, and apply phonetic rules and to develop word recognition and comprehension skills. More importantly these stories invite children to read for interest and pleasure.
This test provides an accurate and reliable measurement of reading and word recognition ability up to the end of grade 8.
This test provides an accurate reflection of a student's reading comprehension level up to the end of grade four.
This is a test of written spelling ability, providing an accurate spelling grade level up to the end of grade 8.
This test can be administered to groups or individuals and is designed to provide teachers with a practical means of assessing students' phonics abilities.
This test can be administered to groups or individuals and is designed to provide teachers with a practical means of assessing students' spelling abilities.
This test can be given to groups or individuals and provides a practical means of assessing word analysis and decoding strengths and weaknesses.


1922 Encyclopædia Britannica/John, Augustus Edwyn
John, Augustus Edwyn (1879– ), British painter, was born at Tenby on Jan. 4 1879. He received his art education at the Slade School, London, and afterwards worked in Paris, later spending some time in Provence. He became a regular exhibitor at the New English Art Club, and in 1901–2 was teacher of art in the university of Liverpool, returning to London in 1902. He early became prominent as a powerful draughtsman and painter with a fine sense of design. His earlier work includes “The Way Down to the Sea” (1906), lent by Mr. John Quinn to the Metropolitan Museum of New York; “The Kitchen Garden,” “The Smiling Woman” (1910) and “The Mumpers” (1912). For the Arts and Crafts Exhibition at Burlington House 1916, he executed a mural decoration illustrating “Peasant Industry.” During the war he held a commission as official artist in the Canadian Corps, and exhibited at the Canadian War Memorial Exhibition 1919 a cartoon for a large decoration, “Canadians opposite Lens.” He was later commissioned by the Imperial authorities to paint the chief characters of the Peace Conference. These portraits include two of the Emir Faisal and of Mr. W. M. Hughes, and those of Lt.-Col. T. E. Lawrence (presented to the Tate Gallery by the Duke of Westminster), Sir Robert Borden and Mr. Massey. He also painted portraits of Mr. Lloyd George (1916), Mr. Bernard Shaw (1916), Lord Fisher (1917), Lord Sumner (1918–9) and the Marchesa Casati (1918–9). His etchings form an important part of his work, the majority being produced between 1901–10. They include portraits, single figures and groups. He is marked among his contemporaries by his choice of figure subjects and a preference for small plates. He is represented in the Tate Gallery by several pictures, including “The Smiling Woman,” “Peasant Industry,” “Robin” (1917–8), and “Rachael,” and in the Print Room of the British Museum. His early work, with its definite contour enclosing areas of colour, relates him to the quattrocento Italian painters. Distortion for personal emphasis and decorative effect is another marked characteristic. In 1921 he was elected A.R.A.


Up to third grade, children learn to read; after third grade, children read to learn. —Double Jeopardy, Annie E. Casey Foundation
Early childhood learning prepares children for success in school and in life. It's critical that our kids enter school prepared to learn and succeed and we believe it's up to our entire community to help. Chapter One is here to help support all parents and caregivers who may be challenged to provide enough learning opportunities for young children.
To close the achievement gap for young children in South County by promoting early literacy skills.
The Achievement Gap Begins Early
Children from low-income families hear as many as 30 million fewer words before age four than their more affluent peers. This results in vocabularies that differ by signficiant margins.
1,116 words (professional families)
749 words (working class families)
525 words (low-income families)
Source: Strategies for Children
Recent statistics show that only 63% of third graders in the southern Berkshires are proficient readers. While some students are reading well above average, many are not. We need to do better.
Kids who enter school unprepared can find it difficult to bridge their knowledge gap, which often widens over time. Many of the skills that are valued in employees—problem solving, taking initiative, working with others—are introduced early in life.
Research has demonstrated that $8,000 invested in improving early childhood education produces nearly $800,000 of benefit during the next 65 years of an individual's life.
Early childhood literacy must be a goal for all of us, whether or not we have young children, because the success of our youth affects our economy, crime rates, workforce, good citizenry, and more. Everyone benefits when we invest in all children right from the start.
You Can Help Our Children
Create meaningful conversations with children. Tell personal stories, talk about experiences you have together.
Give a family membership to a museum as a gift.
Create excitement around books and writing.
Offer to send snail mail to kids you know.
Read, sing, play, and talk to the kids in your life.
You Can Help Our Community
Donate books for kids.
Provide books, magazines, and toys in your office for babies, toddlers and up.
Be an advocate for early childhood learning and education.
Talk to friends, family, and co-workers about why early learning matters.
Consider getting involved with Chapter One.
To learn more or get involved, contact:
Amy Taylor, South County Liaison


Education is the key to a bright future for our children and the government is investing in education to give young children the start to learning that they deserve.
Education starts at home, and parents and families are their children's first teachers.
Children soak up knowledge from the time they are born and what they learn in their early years sets them on the path to success in school.
The facts on early learning
Literacy and numeracy skills are the essential building blocks of early learning. Brain development is rapid in the early years, and there are opportunities to acquire new knowledge in a variety of ways.
Research shows that just 20 minutes a day reading aloud with young children helps prepare them for school. It encourages children to listen, develops their imagination and language skills, and establishes strong literacy foundations.
The 2009 Australian Early Development Index (AEDI) of childhood development in 5-year-olds showed that Queensland children, before they reach school, are more developmentally vulnerable than their interstate counterparts.
The AEDI results also told us that only 62% of 5-year-olds were regularly being read to at home in Queensland. We can do more before our children start school to help them acquire these critical literacy and numeracy skills.
The Queensland and Australian governments are working together to make sure our children are ready for school by:


3rd grade book report 2 author type of book _____ b body 1 when and where the story takes place a time. 15 free ready-to-use worksheets to use with almost (pg 2) from genres book reports use an a-f grading system to grade one of the characters in your book on. 1st grade 2nd grade 3rd writing a book report helps you practice giving your when you are writing a plot summary for your book report you don't want to. Discover a game that will enable students to review a recently read book. Summer book report guide shelton – incoming 6th grade page 1 may 2017 to the parents and incoming 6th grade students: ¶ 2: plot summary 10.
1 was the book fiction or non-fiction how do you know 2 was there a problem in the book what was it how was it solved 3 have you ever had a problem. Find and save ideas about book report templates on pinterest second grade book report find this pin and more on book reports by dferriter chapter summary. 1, second grade book report #2 © 1996 beverly schmitt date: title (name) of my book the author’s name is (the author is the name of the person that wrote the book.
Find and save ideas about summary on pinterest | see more ideas about summarizing anchor chart, summary anchor chart and reading comprehension strategies. Writing a formal book report lower elementary format 2nd and 3rd grade students using the 5 paragraph system of writing, the student should answer the following. Wonderful second grade books filled with adventures, emotions parenting » book lists » favorite books for 2nd graders favorite books for 2nd graders. Second grade activities create a story summary folder activity: are you looking for a new and different way to put a spin on the classic “book report. Free reading comprehension worksheets, vocabulary worksheets, book report forms, and other reading worksheets.
Second grade book reports book reports are due on the last school day of each month if the book report is turned in late, it will be docked 1 grade each school day. Get ready to practice what you know about books reports and written summaries in this grade 7 english book reports this english a book report is a summary of. Students can complete any of the attached book report forms for their monthly book report due on the last school day of each month it is important to try new forms. Just what exactly should you require for your students' book report submissions read on for some helpful guidelines on 2nd grade book report templates.
How to write a good summary for a book report many grade school and high school english classes require their students to complete book reports often, it is. How to write a second grade book report the first paragraph of the body is a summary of the book, and the second paragraph describes your opinions about the book. The guide to 2nd grade read and report: your child can pick a scientific topic she enjoys such as animals, space 2nd grade book list. Book reports i abcteach provides over 49,000 worksheets page 1 use this 'book summary form (any book)' printable worksheet in the classroom or at home.
How to grade book reports kids hate writing book reports (summary worth 5 points, climax worth 2 points, opinion worth 2 points, theme worth 1 point. We provide high-quality online book reports 24 hours a be a good enough reason not to write a book report when you are that grade terms and. Children section links summary --the horn book 40 pages keena ford chronicles her many mishaps as she begins second grade 102 pages captain small pig. Help your child write book reports in every grade with a book report outline and tips for better book your roadmap to a better book report: 2 summary of book 3. Miss gabriel's second grade website: welcome homework pizza book report- using a clean pizza box summary slice 6 story brochure.


Teach Bucket Drumming like a Drummer
The Bucket Book is a groundbreaking new resource for elementary and middle school general music classes. This inventive program is designed to help teachers and students discover the joy of creating music and the fun of using homemade or found instruments to do so. Fully reproducible, and including a Data CD for projection and enhanced classroom learning,The Bucket Book curriculum teaches rhythm skills and percussion techniques using easy-to-teach lessons that do not require a percussion background.
Detailed information, photos, and resources are provided to acquaint educators with percussion vocabulary and techniques. The activities will engage and delight your students as they explore different timbres and search for the next great sound or rhythm they can produce with their instruments. For teachers wishing to provide their students with a creative, high-quality music education, The Bucket Book is an outstanding resource!


Given the skills and knowledge required for pre-K teaching, pre-K teachers are increasingly expected to earn a bachelor’s degree in early childhood or a related field. Many experts and policymakers—as well as regulations in a majority of states—have pushed for teachers in publicly funded pre-K programs to attain a bachelor’s degree or equivalent. But many barriers exist, including the unlikelihood that current teachers can afford the tuition, let alone take years off from work to complete a traditional degree. Could hybrid and exclusively online degree programs provide a new pathway? What do we know about these programs and their quality?
Please join us for a presentation and panel discussion of New America’s new report, When Degree Programs for Pre-K Teachers Go Online: Challenges and Opportunities. The report highlights the policy and practice changes needed to make high-quality online bachelor’s degrees in early childhood education or a related major accessible to all lead pre-K teachers across the United States.
The report, written by Shayna Cook, shows how online degrees can provide teachers with greater access to programs, but points to the need for better higher education data. It also showcases the benefits of degree programs that provide teachers with financial supports.
Lunch will be provided.
Follow the conversation online with #ECEOnlineDegrees and @NewAmericaEd.
Shayna Cook, @cook_shayna
Policy Analyst in the Education Policy Program, New America
Gail Joseph, @gailejoseph
Associate Professor and Founding Director, EarlyEdU Alliance
Alumna of Ball State University’s Early Childhood Online Completer Program
Program Director of the Early Childhood Completer Program in the Department of Elementary Education, Ball State University
Michael Alison Chandler, @michaelalison
Reporter, Washington Post


Used creatively, number lines certainly have a lot of potential.
Number lines are often used in classrooms, particularly with young children learning early math skills or middle school students working on negative numbers for the first time. But number lines’ potential for helping students develop numeracy skills (sometimes called “number sense”) is vast, and we think they deserve to be a bigger part of math education for learners of all ages. Here are some fresh ideas that will help unleash the power of number lines:
- Want a simple way to make number line use more tactile? Draw a number line in permanent marker just under the closure of a slider Ziplock bag. Students can move the slider from one number to another as they use the line to help them solve problems. Sandwich bags work well for lines showing 0-10, and gallon-sized bags can be used for longer lines with more numbers.
- Help a younger child draw a number line on the sidewalk using chalk, or on a big whiteboard or butcher paper with markers. Show him how to make the distance between numbers uniform by using the length of his foot or the width of his hand to measure.
As the study above shows, movement can help lots of young children grasp concepts. Engage an energetic child by making a giant number line to use on the floor. Write the numbers with sidewalk chalk or write on separate pieces of paper that can be taped down. (Plan to use this a lot? Get a scrap of carpet or an inexpensive carpet runner and make the number line with duct tape or paint, then roll up your reusable number line between uses.) There are almost endless ways to use this; here are a few ideas:
- Ask the child to hop along the line in a pattern: land on odd numbers with one foot and land with two feet on even numbers.
- Show/say a simple number sentence (e.g. 5+2 or 7-4) and ask her to “jump it out” or “stomp it out” by starting on the correct number and hopping or stepping to the next number in the equation. She should count aloud as she moves along the line to find the answer. Note that this will require some pre-teaching.
- Ask student to jump along the line while counting by 1’s, 3’s, etc. Help her to recognize that she has to make bigger and bigger jumps as she counts by bigger and bigger numbers.
Give a student a blank number line with only the first and last numbers labeled. The scale can be varied according to the student’s experience with number lines. Ask her to estimate the placement of various numbers by drawing a dot and labeling it. She can check her own work with a master number line drawn or printed on a transparency that she can lay over her work; punch and label holes in the transparency so that she can mark the correct placement on her paper.
Help a student see the relationship between a pictorial fraction (e.g. a “pie” with some of the slices shaded in) and a fraction on a number line. Present a student with a shape shaded to show the fraction 1/2 and a number line that goes from 0 to 1, and ask him to estimate where to place the fraction on the line. Help him to understand that half of the shape means he should move halfway along the line. Try the same exercise with other pictorial representations of different fractions.
Students often understand fractions more readily than decimals. A number line can be used to harness a child’s understanding of fractional quantities to help her grasp the correlation between fractions and decimals. Help her construct a number line that goes from 0 to 1 with important benchmarks written as fractions above the line, like 1/3, 1/2, 3/4, etc. Underneath each benchmark, ask her to write the corresponding decimal (0.33, 0.5, .75, etc.). Help her to notice trends; for example, the number closest to the decimal point gets larger as the decimal gets closer to 1. Keep the number line to use as a tool for homework assignments.
Number line at top from Wikkispaces Classroom


[start of series blurb] The Practical Guidance in the Early Years Foundation Stage series will help practitioners provide children with a relevant, age appropriate, exciting and challenging opportunities in each area of learning, giving examples of when and where to look, listen and note, how to set up Effective Practice and hints on planning and resourcing. There are also Home links to help practitioners work effectively with parents. Each book gives clear and detailed explanations of each aspect of Learning and Development and encourages readers to consider each area within its broadest context to expand and develop their own knowledge and good practice. Practical ideas and activities for all age groups are offered along with a wealth of examples of how elements from the practice guidance can be implemented within all early years settings. The books include suggestions for the innovative use of everyday resources, popular books and stories. [end of series blurb] This book offers an in-depth understanding of children's thinking skills from a psychological perspective.The book introduces the Learning Tools model, a vital cognitive tool used by children to learn and solve problems, and gives practical ideas on how practitioners can use everyday materials to promote problem solving and early numeracy skills through play.
Readers are encouraged to reflect on their own practice and understanding to help them provide learning opportunities to meet the unique needs of all children in their setting.
Anita M Hughes is a Chartered Educational Psychologist.


This is a self directed unit study for my high school age daughter. It follows a visit to the National Gallery of Oslo and is intended to broaden her knowledge of artists, their styles and subject matter. The other goal is to extend her understanding of Canada, by including Canadian artists.
1. Write down as many synonyms as you can which might be substituted for "artist" ie painter. Don't use anything more than your own brain as a reference! Create a power point slide using this list. Add to the list as you discover other endeavors which could be included. These additions should be in a different font or colour to differentiate them from the first list.
2. Create one power point slide for each artist. Each slide should have the following information: Name, birth/death, nationality, home, art education, preferred medium, preferred subject, style and one representation of their work
3. There should be a minimum of five Canadian artists and five artists of other nationalities.
Here are some Canadian artists who are "household names". You can choose a person from this list or any other artist for your assignment.
Due Monday, March 10, 2014
Some links which you might find helpful:
National Gallery of Canada
https://www.gallery.ca/en/publications/a-dictionary-of-canadian-artists.php (link to dictionary is not currently working February 2014)
Article about the data base of Canadian women artists: http://viewoncanadianart.com/2008/10/23/first-ever-online-database-of-canadian-women-artists/
The data base: http://cwahi.concordia.ca/sources/
Canadian native art: http://www.native-art-in-canada.com/nativeart.html


ERIC Number: ED365055
Record Type: Non-Journal
Publication Date: 1992-Jun-23
Reference Count: N/A
The Regular Class as a Communication Support Group.
Hunt, Pam; And Others
Three elementary students with moderate to severe intellectual disabilities and aberrant behaviors were taught to initiate and maintain a conversation with nondisabled peers (who were not classmates) utilizing a communication book adaptation. Additionally, all members of their regular education classes were given the information they needed to converse with their classmate with disabilities using the communication book as the medium for the exchange. Educational staff provided opportunities for members of the class to engage in conversations with the student on a regular basis. Results indicated that there was an increase in positive social and task-related interactions between the students with disabilities and their nondisabled classmates. Increases in initiation of comments were accompanied by decreases in the frequency of the occurrence of the inappropriate behaviors that the students with disabilities had been using in the past to elicit attention from and social interaction with their nondisabled classmates. (Contains 24 references.) (Author/JDD)
Descriptors: Behavior Change, Behavior Problems, Communication Aids (for Disabled), Communication Skills, Connected Discourse, Elementary Education, Interaction, Interpersonal Communication, Interpersonal Competence, Mainstreaming, Maintenance, Moderate Mental Retardation, Outcomes of Treatment, Peer Relationship, Severe Mental Retardation, Social Support Groups
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: San Francisco State Univ., CA. California Research Inst.


Philosophy & Values
KiddyKeys Character: Skip
KiddyKeys Character: Melody
- The KiddyKeys mission is to introduce music appreciation and understanding to preschool children using an interactive group learning environment that helps each child develop, value, and experience basic music skills.
- KiddyKeys teachers have a profound commitment to the music education of preschool-age children and to making music available to children everywhere.
- Children's self-worth is at the core of our organization. We believe every child is a star who will thrive in a teaching environment geared to their individual needs. We recognize each child's personal value.
- We teach music, knowing that the ability to learn and understand lies within each child.
- We are facilitators who lead children on the path of music discovery and knowledge — a path that will forever benefit them as they further develop math, reading, spatial reasoning, and social skills.
The KiddyKeys® program was designed to develop not only a child's music appreciation skills, but also their life skills. We summarize our classroom philosophy this way:
- Be respectful to all children. Through our actions, we convey our belief that each child is special.
- Take the time to make one-on-one contact with each child during class and speak to children using their names.
- Follow their lead! Children are highly resourceful, and each child sees things in their own way. To foster critical thinking, we ask the children what they think about each concept.
- Offer positive reinforcement. Music is a unique experience, and we encourage self-expression.
- Have fun! Since learning and music go hand-in-hand, we never know when a "teachable moment" will occur, so we enjoy every moment.


|Primary thematic area
Assessment,Capacity building of government officials,Education Technology,Learning enhancement for students,School Leadership,Teacher Training and Development
|Potential future projects:
NA<>Database Management systems<>Drawing books for classes 1 and 2<>Handwriting workbooks for primary grades<>Leadership programme for school leaders<>Improve the quality of academic leadership <>Improve the quality of KGBV schools<>Programmes to address the needs of OoSC<>Inclusive Education Programme<>Creation of Digital Content<>Creation of Digital Assessment<>Teacher Capacity Building programmes<>Remedial Education Kits<>Aadhar based teacher attendance<>Kitchen garden in schools<>Equipping schools with better sports materials and facilities<>Supplementary workbooks for Math and Languages<>Mobile Counsellors
|Ongoing projects in the state:
|Vision for education reform:
|| The State has managed to make primary schooling accessible to all children including the first generation learners, the hard to reach segments and the most under served. Given this reality in the state, the policies of the School Education Department would now be reoriented :
To meet the challenge of equity, retention and building system accountability.
To ensure that prejudice or privilege do not impact the students access to an excellent education.
To focus on offering guidance to our students to help them achieve the requisite skills to problem solve the 21st century challenges.
|| The state has organized the state level NGO CSR workshop in the month of January 2018 to indicate its areas of need in terms of technical and financial assistance so that the NGOs and CSR Organizations may come forward to contribute towards certain projects that align with their interests and areas of intervention.
|Strengths in the education sector:
- With the targeted efforts of the School Education Department the elusive goal of Universalization of Elementary Education has now become a glorious reality in Tamil Nadu.
Tamil Nadu was one of the earliest adopters of child centric pedagogy at the primary and upper primary level which aims to transform the classroom into a vibrant and active space for young learners.
Tamil Nadu was the only state with 100 percent of the Govt and Govt Aided schools participating in the Swachh Vidhyalaya Puraskar. It also ranked among the top 3 states in the country for the maximum number of national level awards for green schools.
The Government provides laptops to every student of class XII in Tamil Nadu making technology accessible and opening the world of technology based opportunities to them.
|Areas of development in the education sector:
- To radically overhaul the in-service teacher development programmes to bring improvement in classroom transaction through emphasis on understanding the curriculum, pedagogic practices and achievement of basic and higher order learning skills among students.
To sensitize teachers towards the social, emotional and cognitive needs of children from the marginalized sections and creating capacity to cater to students remedial needs.
To implement technology infrastructure in schools guided by a range of coherent, integrated and comprehensive strategies with clearly defined goals to measure progress.
To create monitoring structures for social audit and online monitoring of school system.
To empower parents and students as stakeholders in the system by creating avenues for them to engage in a meaningful and systematic fashion with the schooling system.
To equip teachers with technological skills that reduce the time spent on non-curricular or clerical tasks.


The National 4 Music course builds on the work done in S3 Music. As well as engaging pupils in performing activities and providing them with a wide range of Composing and Understanding Music experiences, it also provides opportunities to enhance their literacy and numeracy skills.
The course consists of three units – Performing, Composing and Understanding Music.
Performance based activities either solo or in a group on two instruments of their choice.
They will also study topic based activities such as World Music; Scottish Music; Blues & Jazz Music; Music from Earlier Times and Rock & Pop music.
Teacher-led discussion, cooperative group work and formative assessment strategies are used to give pupils the opportunity to demonstrate and improve their performing skills and knowledge about music.
Performing Skills has one outcome which is assessed at appropriate times during the course. This outcome involves performing music in a range of music styles by:
1.1 Developing musical and technical skills, showing an understanding of the composer’s intentions
1.2 Identifying strengths and areas for improvement in their performing
Composing Skills has one outcome which is assessed at appropriate times during the course. This outcome involves creating original music by:
1.1 Identifying the compositional methods and music concepts used in given examples of music
1.2 Experimenting and using music concepts and compositional methods to develop and create original music
1.3 Developing musical ideas that convey their creative intention
1.4 Reflecting on their music and their creative choices
Understanding Music has one outcome which is assessed at appropriate times during the course. This outcome involves recognising and identifying music concepts and styles by:
1.1 Identifying level-specific music concepts in excerpts of music
1.2 Identifying the social and cultural influences that have influenced the distinctive sounds of specific music styles
1.3 Identifying and recognising the meaning of music signs, symbols and terms
As there is no external examination for the National 4 course, there is no need for pupils to undertake additional end-of-topic tests to re-inforce their knowledge and understanding of the concepts. There is, however, a Value Added Unit that must be satisfactorily completed. This unit comprises a performance on both instruments.
The department supports a positive homework policy.
Homework is set regularly to support and consolidate classroom experiences. Some homework assignments will require pupils to carry out research in their own time. Pupils are expected to practise their instruments for 20 minutes at least 5 times throughout the week.
Recording and Reporting
The unit assessment outcomes form the basis for the comments in the pupil reports, issued to parents in Januray and March, while the S4 parents’ night in late January provides an opportunity to discuss successes and/or concerns.


Students and probably teachers are looking forward to the start of the new academic year with perhaps a little bit of dread as the summer starts to fade into the past. But wait! Learning piano and indeed other instruments is a fun part of education AND it is good for you. There is scientific proof!
Ok, I agree that scales, technical exercises and sight-reading are not necessarily the most fun. However these scales etc and learning lots of pieces of music actually benefits the maturing of a child’s emotions and behaviour. There has been a study by the University of Vermont College of Medicine which showed that there were significant developmental benefits from even playing an instrument at the most basic level.
It might be that children who have access to good quality musical education will have a more effective path to success in life.
Dr James Hudziak scanned the brain of 232 children aged 6-18 and were looking for relationships between cortical thickness and musical training. The cortex is the outer layer of neural tissue and plays a key role in memory, attention, perception, thought, language and consciousness. Previous studies showed that changes in cortical thickness affected anxiety, depression, attention problems and aggression.
Rather than prescribing drugs to address the problems Dr Hudziak and his colleagues were trying to find out whether an activity such as musical training could reverse the effects of depression for example. It does seem that the more a child works at a musical instrument their attention gets better, lower anxiety and better emotional control. Music actually also helped memory, attention and organisational skills. The result seems to be that children do become more rounded.
It strikes me as a tragedy that so many children do not have access to instrumental music lessons. They miss out on the pleasure of learning an instrument and all that involves and we learn that it also deprives them of the mental health benefits. It has been demonstrated that learning a musical instrument helps the brain to be better able to solve complex mathematical problems and help improve reading comprehension.
Pupils with a practical engagement in music tend to concentrate better in class, are better able to problem solve, work better with others and generally perform better in exams.
Learning a musical instrument is good for you. It has many benefits and I will be discussing these again at a later date.
Here is a non-scientific list that comes to mind. To learn an instrument you learn time management, develop better concentration and discipline, perseverance, it helps coordination, boosts memory, team skills, listening skills, exposes students to cultural history and so much more.
Financial cuts in music education is a false economy, every child should have equal opportunity to play a musical instrument, it will enhance their life for their whole life.
I hope the academic year gets off to a flying start for everyone.


This dice game will give children practice reading words that have diagraphs in it.
It's a perfect independent game or to use in a Center/Station.
Place a card face down in each of the boxes with a die in it.
Roll a die, pick the card with the same number as what you rolled. Say the word. If you say the word correctly then keep it and replace with a new card. Continue until all cards have been played or as time allows.
This is a great independent game or with a partner in a Center. Perfect for 2nd grade.
CC.2.3.Reading Foundational Skills
Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.


Museums are the institutions where the artifacts which are transferred from past to future are collected, preserved, protected and exhibited; they also give opportunity to learn about these artifacts from functional and artistic views, in addition, to assess them from a social point of view. The museums which construct a culture bridge from past to future with the artifacts in their collections transfer the society’s cultural histories, wealth, and values to future generation and protects them. Similarly, art education contributes to individual’s creative activities by using museums, which are cultural entities, in learning environments. Karatepe is a city which belongs to Hittite civilization and it dates back to around 2700 years. It has an important place in history as it helped to enlighten the mystery of Hittite hieroglyphs which had lasted for 135 years. Karatepe Open-Air Museum which also holds the feature of being the first open-air museum in Turkey became an area of responsibility for art education today with its construct including artifacts which shed light into those periods.In this study, the students are requested to work through Karatepe Open-Air Museum via banner which is one of the graphic design communication tools. How the deep-rooted Hittite civilization affects the students’ creativity which is shaped by current images; how the students of art education department express Karatepe Open-Air Museum in their graphic design as an area of responsibility are investigated by the means of banner design practices and related question texts directed to students. Thus, a set of results (informal learning, cultural sensitivity, social responsibility, etc.) were obtained about using museums in graphic design education. The present study, at the same time, has been prepared to offer a new option to methods practiced in graphic design education. In the study, the priority is mostly given to processes that should be experienced such as vision, comprehension, enlightenment, sensation, and internalization. The obtained results have shown that the students who study at art education department experienced learning related to culture and the values in that culture via the museums as a learning field. In addition, they could express that information in their banner designs by the means of this research.
Keywords: Art Education, Museum, Cultural Heritage, Design.


1895 – Paul Hindemith Composer, born on the 16th of November in Hanau, WC Germany. He was a German composer, violist, violinist, teacher, music theorist and conductor.
1915 – 1923 – He studied at Frankfurt, then played violin in the Rebner Quartet and the Opera Orchestra, which he often conducted. His works include operas, concertos, and a wide range of instrumental pieces.
1922 – His pieces were heard in the International Society for Contemporary Music festival at Salzburg, which first brought him to the attention of an international audience.
1927 – He taught composition at the Berliner Hochschule für Musik in Berlin.
1937 – 1970 – Wrote a theoretical book The Craft of Musical Composition, in which, amongst many other things, he ranks all musical intervals from the most consonant to the most dissonant.
1934 – His music was banned by the Nazis, and he moved to Turkey, the UK, and the USA.
1935 – He was commissioned by the Turkish government to reorganize that country’s musical education, and, more specifically, was given the task of preparing material for the “Universal and Turkish Polyphonic Music Education Programme” for all music-related institutions in Turkey, a feat which he accomplished to universal acclaim.
1941 – He was appointed professor at Yale.
1943 – His most popular work, both on record and in the concert hall, is probably the Symphonic Metamorphoses of Themes by Carl Maria von Weber.
1953 – Appointed professor in Zürich.
1963 – Died on the 28th of December in Frankfurt, Germany.


|By Eve (Year 1)|
We did this artwork as a fun culminating activity to celebrate the wonderful watercolour painting unit we have been doing this term. The lesson is based on one I found on a great art education blog called Art Projects for Kids: http://www.artprojectsforkids.org/2012/03/koi-fish-painting.html
- Watercolour paints (we used tube ones which are nice, but palettes are easier for the kids and less messy for the teacher)
- 1 thin, medium and thick paintbrush per child
- 1 clean water container per pair
- 1 dirty water container per pair
- 1 serviette per person (to wipe wet or dirty brushes on and to "lift out" unwanted watery messes!)
- 1 sheet A3 watercolour paper per child
- 1 black permanent marker per child
- 1 lead pencil per child
- 1 eraser per child
- The "How to Draw" stencil of a koi fish (as mentioned above)
1. We looked at photos and artworks of koi fish. We looked at the way artists represented their movement. in water We also talked about possible ideas for colours, patterns and pond plants that they could include in their artworks.
2. I showed the students the "How to Draw" stencil from Art Projects for Kids.
3. I then modelled how to use it to draw the fish. I also modelled how to draw a basic lotus flower and lily pad.
4. SMy students then drew their own fish artwork. I encouraged them to have as many fish as they wanted travelling in whatever direction they wished. I also told them to think up their own unique colours, patterns and any other added details for their artwork to make them all different and special.
5. After the drawings were completed (up until this point, it had taken us about 25 minutes), I modelled how to use the watercolour paints and brushes to colour in the patterns of each fish (splodges, stripes, spots, etc). We discussed the importance of not painting the rest of the fish so that the colours from the patterns didn't bleed.
6. The students painted their fish patterns, lily pads and flowers.
7. I modelled how to paint around the patterns to fill in the rest of the fish.
8. The students painted the rest of their fish.
9. While their fish were drying, I modelled how to paint the water with a large brush, using smooth even strokes. We discussed the different possiblities of water colours (plain blue, blue/green, blue/purple, etc).
10. The students went back and prepared a big puddle of their water colour. They then painted their backgrounds.
11. The students let their artworks dry. Afterwards, some went back to tidy sections up, use water to smooth out messy strokes, or use a little more fresh paint to brighten up murky sections on their artworks.
12. When completely dry, the students outline all lines and shapes on their artworks.
All up this lesson took approximately 2.5 hours.
|By Dora (Year 2)|
|By Paige (Year 1)|
|By Sebaga (Year 2)|
|By Gabe (Year 2)|
|By Eloise (Year 2)|
|By Charlotte (Year 2)|
|By Joss (Year 1)|
|By Marlo (Year 2)|
|By Liliana (Year 2)|


Reserve volunteer educators (Docents) bring a natural history, interactive presentation into the third grade classroom, targeting Title I (low-to-moderate income) schools whose students’ life circumstances may create barriers to participating in outdoor education programs. The program aligns with California’s elementary education standards.
The main goal of the outreach program is to increase awareness of the natural world and the Santa Rosa Plateau Ecological Reserve while encouraging a healthy appreciation of wildlife and conservation. The program creates a fun learning experience using natural history artifacts, displays and hands-on activities to teach age-appropriate science and conservation. As students grow with the program, it is our aspiration that their appreciation of the natural world will lead to promoting environmental stewardship as young adults.


There’s no wrong time to start developing effective study habits! Our Study Skills programs in the Omaha region are the perfect way to ensure your son or daughter is equipped with foundational skills that will help boost results in the classroom and beyond. This includes skills for managing heavy workloads and strategies for easing the transition from elementary school to college and even into the workforce. No matter if your child is starting to fall behind in school or eager to get ahead, our proven programs deliver real results.
Effective Study Techniques
Through a combination of instruction and independent learning, we help ensure effective study habits become second nature. These are essential habits that children can take with them as they grow up and expectations increase.
Personalized Tutoring (K-12)
Every child is unique. That means there's no such thing as a one-size-fits-all solution for their education, especially when it comes to behaviors and attitudes that affect performance in every subject. Fortunately, our Personalized Tutoring program accounts for every young learner's specific needs. You can expect your child to be equipped with a skill set that includes:
- Techniques for active reading: Strengthened comprehension skills means better understanding in all classes.
- Key writing competencies: We can help students communicate more clearly through writing.
- Smart note-taking strategies: We can help make study time as productive as possible through practical techniques like flash cards and color-coding.
- Time management: As with any challenging workload, it can be overwhelming knowing where to start. We’ll help your child learn how to effectively organize and prioritize homework.
- Research skills: We take a look at specific subjects and explore the ideal ways to evaluate sources and prepare bibliographies.
- Cyber safety: We can help your budding learner find, evaluate and share digital information in a safe and responsible manner.
Advancement & Test Prep (Grades 9-12)
From study habits to goal setting, digital literacy and advanced research skills, we empower teens to develop talents that are applicable well into adulthood. Our passionate tutors motivate students to work and study smarter so they can achieve their full potential. Through our Advancement & Test Prep program, your teen will:
- Strengthen the right skills: Through this modular program you can choose which topics of study to focus on, which helps ensure your teen’s specific needs are taken care of.
- Build lifelong competencies: We provide plenty of opportunities for Sylvan students to put their new skills to work. This helps engrain key concepts and turn smart habits into lifelong competencies.
- Gain confidence: By encouraging and reinforcing positive behaviors, we can help your teen feel more confident, more motivated and more prepared to take on big tasks.
- Prepare for the future: We can help your teen get a head start on adult responsibilities by working on advanced strategies in goal setting, public speaking, job interview preparation and more.


The Artful Learner
This handbook invites teachers to enter the imaginative and creative world of theater arts and literacy. Developed as part of a 4-year USDOE AEMDD Grant with 2nd and 3rd grade students and teachers, these lessons encourage students to become curious and creative learners who are able to infer, synthesize and evaluate text.
Units include: Pop-Up Puppet Theater, Theater Arts Integration Strategies, Applied Lessons, Hand Puppets, and Assessing the Theater Arts Standards, and contain strategies, applied lesson plans, and writing forms that can be used with any language arts program.
The lessons contained in the handbook have been implemented in the Jersey City Public Schools using the Scott Foresman Reading Street Series, but can be adapted for use with any curriculum textbook
Drama Activities for K-6 Students
Carmine Tabone has teamed up with Milton Polsky and Dorothy Napp Schindel to co-write a book about the important role drama plays in elementary education. The three authors became friends over 30 years ago through their involvement with the American Alliance for Theatre and Education “AATE”.
Drama Activities for K-6 Students: Creating Classroom Spirit (Rowman & Littlefield Education, August 2006) provides dramatic strategies and age-appropriate stories and poems from around the world to address such issues as sharing, caring, cooperation, consequences, and bullying in order to create a positive classroom environment. The authors believe “that a peacefully creative classroom promotes the spirit of teamwork that requires a high degree of cooperation, caring, and communication of feelings.” The book contains stories from all around the world; numerous verbal, pantomime, story theatre; and other theatrical forms for dramatizing the poems and stories. Can be purchased Here.
Bringing Literature to Life
Developed over five years through intensive award-winning tested research, the text consists of three comprehensive unit plans with over 40 useful drama-based lessons. Each lesson is presented with easy to follow step-by-step directions, including clearly defined goals and objectives; drama activity instructions; teacher talk; discussion prompts; connections with Language Arts curriculum; activity worksheets; and assessment and evaluation guides.
“As a Language Arts teacher turned secondary teacher educator for over fifteen years, I have examined literally hundreds of texts, looking for a book that would help me use drama to help students discover their own passion for learning. Bringing Literature to Life offers me the insight, imagination and tools to create my own highly engaging Language Arts lessons. This text is a must-have for anyone interested in finding rich, meaningful and practical ways to actively involve students in learning.” — Gustave J. Weltsek Ph.D, Indiana University
The Magic Circle of Drama
From 2005 to 2007 the Educational Arts Team developed the 40 integrated-arts lesson plans which can be found in this handbook. These lessons were conducted in twenty-eight 4th and 5th grade classes in the Jersey City Public Schools as part of a research project funded by the United States Department of Education.
Independent evaluators from Seton Hall University reported significant academic, pro-cognitive and pro-social improvement for 550 participating students in contrast to lesser improvement for a control group of the same number. Some highlights from the report are as follows:
– Approximately 90% of 5th grade students who were in the Theater Infusion Project in the 4th and 5th grades passed the Language Arts section of NJASK 5, in contrast to only 71% of students who were never exposed to the project.
– 17% of 5th grade students who were part of the Theater Infusion Project as 4th graders were advanced proficient in Language Arts, only 2% of 5th graders who were not in the Theater Infusion Project when they were in the 4th grade had performance levels that fell in the advance proficient category.
– Initially, teachers were leery of the fact that the Educational Arts Team would be taking up too much classroom time. However, as the first year progressed, many teachers wondered why the Educational Arts Team was limited to only 20 lesson plans.


(TFC) – With the classrooms filled with technology, students no longer have the opportunities to take basic classes like home economics (aka Home Ec – a class that used to be required core curriculum). But many still feel that it’s important for schools not to let Home Ec die. Why? Because you Home Ec teaches you life skills that aren’t taught anywhere else in most schools.
Skills? What Skills?
Home Ec class taught students lifelong skills they need to adapt and get by in the adult world. Most employers today utilize automatic transfer when they issue an employee’s paycheck, which means the individual needs to have a bank account. Many young adults have no idea how to balance a checkbook or manage their bank account when they graduate high school.
Knowing how to cook or even bake a cake is essential. If a person knows how to cook, they’ll not only eat better and healthier, but they will also have more control over their money. The better their cooking and baking skills, the less money and time will be spent on fast and processed foods. College students who know how to cook are less likely to go to school hungry, which can affect their learning capacity. Simple sewing skills are also important, particularly for those who live alone.
Home Ec is extremely important for teenagers and young adults for several reasons. The class not only teaches students life-long skills but also teaches them things and skills they may not learn at home. In the past, stay-at-home moms were very common, and it was a common expectation for them to teach these life skills to their children. Times have changed since then, and not all children have mothers who are willing or able to pass on those same skills.
When we make assumptions like this, the result is that children are often left to fend for themselves. They never learn basic homemaking skills like sewing, finances, cooking or baking a simple cake. Children enrolled in a Home Ec class have the opportunity to learn these valuable skills. With the divorce rate at an all-time high, many adults who were married for several years suddenly find themselves on their own, yet lacking the basic skills to get by.
Traditional vs. Modern Home Economics Classes
Home Economics was actually introduced into extension programs and classrooms more than 100 years ago. When it was taught in secondary schools, the class provided instructions on caring for the home, dressing well, eating healthy, spending money wisely and marriage preparation. It also included segments on cooking, money management, and sewing. While parts of Home Economics are still taught in many schools, there have been many changes to the class, including the name.
In many areas, the class is now called Family and Consumer Sciences (catchy, right?). The skills taught are different as well. The new version teaches some of the following:
- Food production and services
- Parenting and human development
- Housing and designs
- Textiles and fashion apparel
- Interpersonal relationships and family
- Nutrition, food, and wellness
- Early childhood education and resource management.
What the class fails to teach is basic skills like simple cooking, sewing, balancing checkbooks, or even baking a simple cake – all foundational skills that young adults need to survive in the world.
Schools that no longer offer Home Ec (or Family and Consumer Sciences) as part of their regular curriculum state that it’s not only parents that miss it but students as well. Whereas girls used to be the only students in Home Ec classes, now boys want to learn many of the things these classes offer offer. Let’s put it back in American classrooms. Now more than ever, students could use a traditional Home Ec class to help prepare them for the real world.


History of The College of New Rochelle
1900s-1940s: The first Catholic women's college in New York
At a time when young women were generally excluded from higher education, Mother Irene Gill, O.S.U., believed that Catholic women in New York must be afforded access to college. This conviction led her to found the College of St. Angela — the first Catholic college for women in New York State — in 1904. The first class of students comprised 12 women, all of whom lived and attended class within Leland Castle.
The school's name was changed to The College of New Rochelle in 1910, and as the school grew, its programs evolved to meet the changing educational needs brought about by contemporary events. The first B.S. degree program was established around the time of World War I. During the Great Depression, career preparation became more essential than ever; a concentration in Secretarial Studies was inaugurated and a Vocational Bureau was established to provide career counseling and job placement for students and alumnae. In response to World War II, the College developed new offerings including courses in motor mechanics, Morse code, and civil defense.
1950s-1960s: A focus on service and access
The post-war era brought an emphasis on co-curricular activities focused on service, as CNR joined the National Student Association and the National Federation of Catholic College Students. A core concentration program strengthened the curriculum and a new form of student government, introduced during the 1960s, paved the way for greater student participation in policy-making.
The College also took steps to broaden access to education. Married women were allowed to matriculate, and in 1968 the College developed a scholarship program for African-American students from the Westchester area. Introduced in 1969, the master's degree program in art education was both the first program to admit men and the start of the Graduate School.
1970s-1980s: Growth and reorganization
In 1972, the School of New Resources was created to deliver an innovative baccalaureate liberal arts program designed to address the needs of adult learners. New campuses were created in New Rochelle, at DC-37 Headquarters in Manhattan, and in Co-op City. The College was now comprised of three schools: the School of Arts & Sciences, the Graduate School, and the School of New Resources, each headed by its own dean. The School of Nursing was added in 1976. By the end of the decade, four more campuses for the School of New Resources were added — at the New York Theological Seminary in Manhattan, and in the South Bronx, Brooklyn, and Harlem.
CNR in the 21st century
In the course of 100 years, the College grew from 12 to approximately 3,500 students, and from a single campus with one school to four schools and five campuses. A major renovation of the Gill Library was completed in 2002, transforming this resource into a state-of-the-art facility. In 2008, the College completed its first new construction on campus in four decades — The Wellness Center, an award-winning facility that features a gymnasium, interior running track, competition-size swimming pool, fitness and weight room, technologically equipped classrooms, holistic meditation room, and a contemplation roof garden.
In its second century, CNR remains committed to innovation and is well positioned to continue to evolve to meet the changing educational needs of our complex, interconnected world.


What is the Art of Play?
Play is an essential part of learning for children (and adults!). By engaging in the art of play, young children learn through both imagining and doing, which directly simulates their brain to support positive cognitive development, social-emotional learning, and physical well-being.
How Play Effects the Brain
According to the The Art of Play infographic from Wooden ToyShop, play-based learning can:
- Simulate growth of the cerebral cortex (the area of the brain responsible for higher-level thinking skills).
- Improve memory and attention span.
- Help children feel happy and fulfilled.
- Encourage cognitive development and brain growth.
- Establish neurological connections.
- Increase the ability to learn and succeed academically.
- Increase problem solving abilities.
Stages of Socialization During Play
Toddlers like to play on their own. This teaches a child how to keep themselves entertained and promotes self-learning.
This is when a child watches other children playing around them. Onlooker play allows the child to develop early-literacy skills, like vocabulary, and to learn from others by mimicking their actions.
When children of the same age play in the same room but not together, they learn social skills such as taking turns.
When children work together to build a block tower or play a game, it helps them build social skills such as teamwork, negotiation, and cooperation.
Dressing-up as a doctor, or pretending to be a superhero, helps children develop creativity and social-emotional skills necessary for problem solving.
Competition allows children to understand the rules, and how to win and lose. This is important both for goal setting, perseverance, and social-emotional development.
Active play whether throwing a ball or riding a bike, helps promote children’s health and physical development, such as fine and gross motor skills.
Playing with manipulatives like toy trains and building blocks teaches children how things fit together and how to manipulate objects with their hands. These fine more skills are important for future development of handwriting.
Research Findings about the Benefits of Play
Children naturally want to explore their world.
- 20% of playtime is spent doing physical activities.
In research studies, while children play with blocks,
- 88% of the time, they are engaged in math, such as developing early numeracy skills, like counting.
Elementary school students that have
- 15 minutes of recess per day are better behaved.


Major, Bachelor of Music Education Degree
The graduate with a Bachelor of Music Education degree will use the knowledge and skills obtained in the program to:
- Understand the basic elements and structures of music history, theory, and performance literature.
- Understand music’s relationship to the other arts, and how the arts relate to mankind.
- Use technology in appropriate music applications.
- Communicate the intellectual (thinking), emotional, and aesthetic (valuing) qualities of music to a diverse society.
- Teach essential elements of music and music performance at elementary and secondary school levels.
- Perform with appropriate tone, technique, and musicality in his/her primary performance medium.
- Demonstrate functional piano performance skills.
Instrumental Major Option, Bachelor of Music Education Degree (45-440)
Certification to teach instrumental music in grades K-12.
Music Education Major (Option 1: Instrumental - even year start plan), BME (45-440) (4 Year Guide)


Part of the series At Home With - Ages 3-5.
This write-in workbook, with colourful stickers, is part of the At Home With range of specially-created workbooks to help children aged 3-5 years to develop first literacy and numeracy skills. Written by experts, with tips for parents, the simple activities build your child's confidence in writing, while having fun!
- Part of the specially-created range of "At Home With" workbooks
- Written by education and learning experts
- Includes a sheet of reward stickers
- Introduction to help parents and adults
- Fully in-line with curriculum teaching
- Clear, fresh, child-friendly design and layout
|Publisher||Oxford University Press|
|Product Type||Student Books,|
|Year Level||Early Years, Foundation,|
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Pre School Sport offer a range of different sport programs which run throughout the year in conjuction with the four school terms. The programs teach the fundamental motor skills required at each age group; this includes learning to kick, catch, throw, hit, run and jump. Fundamental motor skill development begins in early childhood, and individuals have the potential to be proficient in most of them by about six years. Development of the fundamental skills is very much dependent on environmental influences in the form of practice, learning and teaching.
The specific skills required for each individual sport are taught whilst incorporating an educational component to the program. By using sport as a fun learning vehicle, each week children have specific outcomes to learn such as colours, shapes, animals, body parts, numeracy, listening skills and basic comprehension.
The focus is on fun and enjoyment and learning in a non competitive environment through games and play. The sport programs run each week on the same day and time throughout the school term. Each session is 45 minutes duration.
Pre School SOCCER
This program runs all year round and is fantastic for the younger children or for those who are looking to commence a sporting program for the first time. This program teaches kicking, trapping, dribbling, attacking, defending, goal shooting and goal keeping plus much more. A range of games are incorporated which ensure mass participation and successful outcomes for the children. There is a steady progression in the program and the skills required as the children mature through the various age groups.
Pre School CRICKET
This program is held in the summer months which include term 4 and term 1 of the school year. This program is predominantly targeted at children aged 3-5 years old. Children younger than three may participate upon approval by Pre School Sport. This program focuses on the fundamental motor skills of striking, throwing and catching. The cricket skills which are taught include, batting, bowling, throwing, catching, fielding and wicket keeping. This is a fantastic introductory cricket program prior to being at an age to participate in community based cricket.
Pre School FOOTBALL
The Aussie Rules Football program is run during the winter months which includes term 2 and term 3 of the school year. The program is available for children between 2.5-5 years old. The Pre School Football program is non contact. The skills taught in this program are kicking, marking, bouncing, goal kicking, evasive skills and defending. This is a fantastic introductory football program prior to being at an age to participate in community based football.
Parent Participation - Parents or guardians are required at each session. Parents are actively involved in the class with their child in the 2.5 - 3 year age groups. As a child gets older parents participation decreases throughout the 3.5-5 year age groups. Children feel safe and confident if a parent is present and often this may be your child's first experience in such a program. The children also respond better when learning and partnering with a parent at an early age. Children love to have their parents watch and encourage them.
Location & Times