Like other skills that children acquire, learning to read is a developmental process. The same way that all children learn to talk at different ages, children also progress in their reading at different rates.
Researchers have identified five stages of literacy development that children typically pass through, beginning with an exploration of reading and ending with fluent reading. Educators can support students at each stage of their reading by providing them with appropriate levelled texts and instruction.
Awareness and Exploration of Reading
Babies and toddlers learn through exploring their environments and interacting with the people around them. It is during this stage when they begin to have an awareness of books and reading. They may enjoy being read to, pointing out things in pictures, and chiming in during familiar stories. It is during this stage that young children may also begin developing book handling skills such as holding books the correct way (as opposed to upside down), identifying the cover, and turning the pages. In the later portion of this stage, which may continue into kindergarten, children begin recognizing that print carries meaning. They develop more awareness around the concept of letters and words.
Educators can support children in this stage by exposing them to a literature-rich environment. Reading to children, and re-reading favorite books, is also very important for their developing skills. Singing songs and chanting nursery rhymes with children will help provide them with a foundation for rhyming and will also help develop their vocabulary. Talking about letters and pointing them out will support children as they learn the letter names.
Around kindergarten, children typically begin developing more familiarity with some letter names and sounds. They may begin identifying a few sight words and personally significant words, like their name. Children in this stage begin solidifying concepts of print, such as understanding that we read from left to right and recognizing the difference between a letter and a word.
During the emergent reading stage, it is important for educators to continue reading aloud to children. Educators can also begin conducting guided reading sessions using early level texts. These books have one sentence per page and follow a highly patterned structure. Each page is paired with an illustration that supports the text. In addition to guided reading, educators can use shared reading opportunities to support their developing readers.
The early reading stage may begin in kindergarten and continue into first grade. During this stage, children begin acquiring more sight words, which helps them to read early texts. They solidify their recognition of letter-sounds and use this knowledge to help them begin solving words. Children also use pictures as clues to help them predict words.
Educators can support early readers by continuing to use guided reading to target specific skills, such as comprehension, strategies to solve unfamiliar words, and developing fluency. Educators may also focus on helping children develop a larger bank of sight words. This will support them in learning to read higher level texts. Continuing to read aloud to children will provide educators with opportunities to teach skills such as making predictions and visualizing.
Around first to second grade, children enter the transitional reading stage. During this stage, they begin developing more strategies for solving unfamiliar words, beyond letter-sound knowledge and using pictures for clues. Children also begin reading at a faster rate, which supports their fluency.
During this stage, guided reading may focus on learning more strategies to solve unfamiliar words, such as chunking, using context clues, and reading on. Educators may support less fluent readers by providing them with opportunities to re-read texts or by having them read lower level texts, with a focus on reading smoothly. Read alouds continue to focus on comprehension strategies and also provide opportunities for educator to model phrased, fluent reading.
Children typically enter the stage of fluent reading in third grade or beyond. At this point, they are able to read a variety of texts at a higher level. These books are often longer and contain more complex plotlines. Fluent readers are also able to read books for the purpose of gathering information about a topic. Although they require less support with solving unfamiliar words than the earlier stages, fluent readers will still require help at times with more complex vocabulary.
Educators can focus on teaching fluent readers to integrate all three cueing systems â meaning, semantic, and visual â when approaching unknown words. This can be done through guided reading and also modelled during read alouds, with the goal of having students use these strategies independently. It is also important to continue working on reading comprehension, including skills such as inferencing.
While researchers have identified approximate ages when children will enter each stage of literacy development, it is important to note that these ages are not absolutes. It is not uncommon for children to enter a stage earlier or later than their peers. It is also not uncommon for children to spend varying lengths of time in each stage. What is most important for childrenâs literacy development is that educators recognize the childrenâs current stage and support them effectively through the use of appropriate levelled texts and reading experiences such as guided, shared, and independent reading.


âGood teachers are aware of the need for drawing childrenâs attention to words and letter combinationsâ¦.At the same time, there is no substitute for childrenâs own reading of real books and their own questions about how words work.â
â David Booth
Which way should I teach reading, âPhonicsâ or âWhole Language?â
You should do whatâs best for your student! And in my opinion, whatâs
best for your student is to refrain from limiting yourself to any one philosophy.When
my sons were young, I read what both Benjamin Spock and Penelope Leach had to say about raising children. Their approaches were quite different from each other, and often conflicted. Sometimes I felt that Leachâs philosophy was more appropriate, and sometimes Spockâs. I was glad that I could view different questions through both perspectives.
Have you noticed how we all learn in different ways? I like to outline my textbooks as I read, while one of my former professors is glad that sheâll never have to make an outline again!
We do all learn in different ways, and if we recognize it, we are better able to assist our students.
Many students intuitively know how letters, or letter groups, represent certain sounds.
Other students need to be taught these connections more explicitly. In fact, many studies suggest that struggling readers may be the students most in need of explicit letter-sound, or phonics instruction. Some students intuitively know how to gain comprehension from what theyâre reading. Other students might view reading as a simple recitation of words and need to be guided in deriving meaning from text.
All students need to learn to write. But for many students, writing is excellent way for them to learn to read!
The International Reading Association cites research and recommends that reading teachers be armed with a variety of methods, and the freedom to determine which ones are appropriate for their own learners. You can download the full text of âUsing Multiple Methods of Beginning Reading Instructionâ on the IRAâs web site.
In the 30 minutes or so that you have to tutor each student, I hope that youâll include
more than one activity. Of course, youâll want to do some reading together in
an enjoyable book. You should also include spelling, writing, or word family activities each dayâyour students will find them a welcome and effective
change of pace. And remember that many students who just canât seem to get the
hang of reading are often the ones who need to work with letter-sound patterns
Just remember to keep your instruction flexible according to your
studentsâ needs, and youâll see that they will improveâand start to enjoy your
sessions together, too.


My absolute favorite part of teaching was helping children learn to read. Reading is such an important tool that kids will use to access success and explore the world for the rest of their entire lives! It is so important that we, as parents, be the first teacher in our childâs life and we work to guide them in developing a love for reading from the beginning. One way that we can do this is through giving our little ones fun activities that will develop their literacy skills.
Here Iâve compiled a list that I, as an Elementary Education graduate and mother of a future reader, have compiled to help you begin to foster a love of reading and literacy in your own home!
1. Apple Tree Letter Match
When children are first learning to visually distinguish letters from one another, lower case letters can be tricky! They often look the same to a child, so playing matching games with upper and lower case letters can be beneficial in helping that visual distinction between letters. With this Apple Tree letter match template, you can lead a variety of matching activities with your child. For example, you can hold up the lower case âmâ and say, âI spy the lowercase m, can you find the uppercase M where it fell off the tree?â
2. Cotton Swab Letter Painting
Good teachers know that the more ways you can introduce letter-writing to children, the better. Before writing letters with pen and pencil, children can write letters in sand, with playdough, or even with pipe cleaners! This helps children with different learning styles practice writing letters in a way that sticks out in their minds! This cotton swab activity is perfect for preschool aged kiddos who love to paint and be creative!
3. Touch and Feel Letter Cards
Perfect for the hands on learner, these cards from Teach Me Mommy are wonderful for teaching letter formation and practicing spelling words!
4. Learn Your Letters Bingo Game
This is great for the child who loves a little competition! Letter learning meets a challenge with this fun DIY Bingo game.
5. Road Letters
My three little brothers adored matchbox cars. They drove them over everything- whether it was the floor or the refrigerator or my dadâs back. The world was a roadway for their cars as they played. When I started teaching my youngest brother to write letters as a toddler, I decided to use car language while discussing letter parts. For example, when teaching the letter D I would say, âDrive up the straight road, then take a curvy road back to the beginning.â Of course I was writing the letters as I spoke so that he would understand, and it was quite successful, but I always wondered if using actual matchbox cars instead of a pencil would be more effective. With this template, you can turn letters into roadways for your child, so he can play and learn how to form his letters all at the same time!
What are your favorite ways to introduce reading and literacy skills to your children or students? Leave us a comment and share! We would love to know!


Education System in Marshall Islands - An Overview
The Republic of Marshall Island (RMI) is a set of 29 coral atolls and 5 low islands in the central pacific mid way between Hawaii and Australia. The atolls and islands are positioned in two roughly parallel chain-like formations known as the Ratak (Sunrise) group and Ralik (Sunset) group. The total number of islands and islets in the whole Republic is approximately 1,225. The climate of Marshall Islands is hot and humid and experiences a wet season from May to November.
The Ministry of Education is responsible for providing education at level, viz; elementary, secondary, and higher education.
Elementary Education is compulsory and provided through public schools. Children between the age group of 6 to 14 years attend elementary classes. Moreover, elementary education is meant for grades 1 to 8. At the end of eighth school year, students write an entrance examination for admission into public high schools. The duration of high school education i.e. secondary education is 4 years. Instruction is provided in general studies, college preparatory course and vocational training.


Are you looking for homeschooling curriculum guides that will help you choose the best home school curriculum for each subject?
The first step to choosing the right program for your child is assessing your family's needs. Think about your lifestyle, your goals for your child and your child's learning style when making decisions about curriculum.
Here's a summary of what you should look for when choosing curriculum for specific subjects, along with links to more detailed information and lists of popular programs.
When teaching your child to read, you can choose between a strict phonics program, or a combination of whole-language and phonics instruction. Also think about whether or not you want a program that includes flashcards, games, songs and colorful illustrations, or a simple, black-and-white, book format.
Here are some additional things to consider when choosing a homeschool reading curriculum.
Homeschool writing programs can either focus on building creativity, teaching structure and mechanics, or a combination of thereof. In addition to deciding what you want your writing program to teach, think about whether or not you want the program to provide direct instruction or teach you how to instruct your child.
Here are some additional things to consider when choosing a homeschool writing curriculum.
Math programs typically teach in either a spiral format that introduces many concepts and incorporates frequent review, or in a mastery format that requires children to fully understand a concept before introducing others.
In addition to determining what teaching method you prefer, think about how much drill, review and direct instruction your child needs in a math program.
Here are some additional things to consider when choosing a homeschool math curriculum.
When choosing a science curriculum, look for programs that contain books with engaging text and vivid illustrations, and also use inexpensive, readily available materials. In addition, make sure you are comfortable with the religious perspective of the program.
Here are some additional things to consider when choosing a homeschool science curriculum.
History programs often present information in either a chronological, regional or interest-led format. In addition to considering how you want to approach the study of history, consider whether or not you want to study history from a religious or secular point of view.
Here are some additional things to consider when choosing a homeschool history curriculum.
(Note: Common misspellings for the word "curriculum" are "home school cirriculum" and "homeschooling curicululum".)
Enter your name and e-mail address below to receive a FREE copy of 101 Ways to Save Money on Homeschooling!
You'll also join over 5,000 homeschoolers in receiving our free, monthly newsletter full of tips and ideas for Successful Homeschooling.


Historian Karen L. Cox has reminded us exactly why the United Daughters of the Confederacy invested in George Peabody College for Teachers (now part of Vanderbilt University) in the first place. Namely, the UDC hoped to train women teachers who would spread the Confederate gospel as the UDC saw it.
In short, one could call it a heritage indoctrination center.
I doubt that is what the founders of George Peabody College were thinking of in the first place. After all, they named the college after George Peabody, a rather well-known nineteenth-century philanthropist. In 1867 Peabody established a fund to support educational initiatives in the South in existing institutions, although that mission soon expanded. Nevertheless, the original parameters of the fund meant that its primary beneficiaries were southern white students and elementary education, although some of the proceeds benefited the children of the freedpeople.
Hereâs a look at some of the original trustees:
You should be able to recognize Ulysses S. Grant and David Farragut: the man standing between them is Hamilton Fish, who later served as Grantâs secretary of state.
This photograph was used to create a larger image of the entire board. Brady lacked a panoramic setting on his camera, I guess:
The George Peabody College for Teachers was founded with support from the Peabody Education Fund as the fundâs objectives shifted from direct aid to schools to helping to train teachers.
You can consult the proceedings of the trustees from 1867 to 1875 here.
Clearly the college welcomed help, but the help the UDC offered came with strings attached. The UDCâs grant of $50,000, Cox notes, was to further the training of women teachers who would be well-versed in the UDCâs version of history, a narrative (as Kevin Levin reminds us) that tended to warm Confederate hearts.
We now know better.
In short, what goes about comes about. What was once deemed appropriate is no longer so deemed.
This fact reminds us that those folks who are whining about âpolitical correctnessâ and âcultural genocideâ have basically conceded that they are not interested in historical accuracy. Rather, they embrace what I call heritage correctness, which is really nothing more than history told from a Confederate perspective that sets aside the importance of slavery in an effort to parrot the interpretations of the conflict that emerged in the postwar period from Confederate apologists (note that most advocates of heritage correctness are also rather passionate Confederate apologists). That, of course, is what the UDC was trying to support: they wanted to pass off their version of events, complete with lies and distortions, as âreal history.â They wanted to train teachers to indoctrinate students with that version of history (and thus they wanted to indoctrinate the teachers as well). Note that the people who are complaining about Vanderbiltâs decision omit that fact â¦ but then they are into myth-making as well.
Thatâs why this whining about political correctness is simply hypocritical â¦ because the âhistoryâ the whiners would like to espouse is nothing more that the politically-correct version of Lost Cause advocates. What was once politically correct is no longer so, and, besides, it was never historically correct, anyway.
In short, heritage correctness is political correctness, Confederate apologist style. Some folks are just a bit too upset that that is now out of style.


Release Date: July 30, 2014
BUFFALO, N.Y. â Over the summer, more than 50 music educators from across the world traveled to the University at Buffalo to learn how to teach the language of music.
Their first students: a curious â and adorable â group of toddlers in UBâs Early Childhood Research Center.
Tomorrow (July 31) at 10:30 a.m., 23 instructors will guide their potential prodigies through a series of songs without words and fluid movements to cap off their summer course. The class will be held in 15 Baldy Hall on the North Campus.
Media are invited to attend.
The activities foster the childrenâs tonal and rhythm skills, as well as improve their understanding of flow, weight, space and time.
The teachers, who come from schools as close as Rochester and as far as New Zealand, are a part of the 2014 class of the Summer Music Education Institute held through the UB Graduate School of Education.
Through the program, they improved their musicianship and learned principles of music learning theory, a concept developed at UB in 1976 by former professor Edwin Gordon that explains how people understand music.
âUB is considered the birthplace of music learning theory, and we are proud to continue a rich tradition of providing practical courses to help teachers shape their studentâs musical education,â says Elisabeth Etopio, summer coordinator and clinical assistant professor in the Department of Learning and Instruction.
The institute, created in 1998, partners with the Gordon Institute of Music Learning to welcome a community of learners to participate in four courses: Elementary General Music, Instrumental Music, Piano and Early Childhood Music.
Courses focus on improving the teachersâ musicianship, developing audiation â the musical form of imagination â and refining performance skill and educational content knowledge for classroom activities.
For more information about the Summer Music Education Institute, visit gse.buffalo.edu/org/summermusiced.


perfect way to deal with children with different type of behavior. This gives teachers the opportunity to adapt to any personality and give that child the best care and education they deserve. Additional staff have been secured for the primary grades for the upcoming year the structure will be as follows: Kindergarten (2 teachers First Grade (2 teachers Second Grade (1 teacher Third Grade (1 teacher sped (1 teacher Title staff ( 3 staff which will.
tags: Early Childhood Education. tags: Education, elementary education Good Essays 849 words (2.4 pages) Preview - Think about your early childhood education (or your childs early education was it flexible to suit individual learning experiences or were children required to conform to the teachers methods of teaching.
tags: Education Powerful Essays 1596 words (4.6 pages) Preview - Early Childhood Education and Social Inequalities Early Childhood Development and Social Inequalities All families should have the essay on 1984 dystopia same opportunities to live a descent life. tags: media, early childhood education Powerful Essays 1529 words (4.4 pages) Preview - Leaving your child at school for the first time can be an overwhelming roller coaster ride. Every child is unique and deserving of an early childhood education that facilitates academic, social, and developmental growth through a variety of enjoyable experiences. Families, communities and centres should work together to provide and promote a healthy upbringing of young children. tags: School, Evaluation Powerful Essays 1763 words (5 pages) Preview - Early childhood education is an issue that is examined both by media and academic professionals, both of which are represented by Alison Gopnik, a writer and professor (Gopnik, 2013). Bette Bosma's 1992 book Fairy Tales, Fables, Legends an Myths Using Folk Literature in Your Classrooms, offers both back ground material and relevant teaching ideas that are adaptable to any classroom (1). Fortunately, a wide array of domains within the field of education are available to choose from. tags: Education, elementary education Powerful Essays 1440 words (4.1 pages) Preview - Play is developmentally appropriate for primary-age children and can provide them with opportunities that enrich the learning experience (Copple Bredekamp 2009). tags: early childhood education Strong Essays 1182 words (3.4 pages) Preview - From the time a child is born, the task of the parents and society is to educate that child. A high quality early childhood program that provides a safe and nurturing environment, which promotes physical, social, emotional, language and cognitive development will ensure a positive continuation of the childs education process In my philosophy I will talk about the goals Continue Reading Early Childhood. tags: teachers, children, head start, pre kindergarten Term Papers 1933 words (5.5 pages) Preview - Good communication skills form a critical element of early childhood education.
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Use visual arts to make subjects such as history come alive for students. Claudia Mathison can design projects for your curriculum-colonial history, the environment and Asian studies.
About the Artist
An artist and educator, Claudia Mathison has brought her unique blend of traditional crafts and culture to the Wadsworth, the Mattatuck Museum, the New Britain Museum of American Art and numerous schools and libraries throughout New England. She holds a masters degree in art education and is a faculty member at the Guilford Art Center in Guilford, CT.
Sandra Pavkov from Montowese School in North Haven stated: âThank you all for your help. Claudiaâs visit was a great success. The children enjoyed making the copy books and baskets. A number of them asked to take ink home to work some more on their calligraphy. It was a wonderful way to culminate our colonial America unitâ.
Trash Talk Recycled Art (Grades K-8)
Go Green! Save our planet one foil pouch at a time! In this workshop children ages 5 and older will learn simple ways to recycle every day while creating one of a kind and functional works of art. Using recycled foil pouches, bottlecaps, wood, cardboard tubes, cereal boxes and more the group will design and construct imaginative tote bags, castles, spaceships and abstract sculptures. Let your imagination run wild while decreasing your carbon footprint.
âWhen is a Square Not A Square?â (Grades K-8)
Students will begin the two sessions by becoming familiar with the achievements of quiltmakers past and present by viewing antique and contemporary quilts. Students in grades K to 2 will use colorful craft paper or easy to cut fabric to design their own square. The shapes will be glued to individual oak tag boards and, when completed, they can be placed together to form one quilt.
Students in grades 3 to the 6th will use a fabric square to create new shapes such as triangles, smaller squares, rectangles. Working with a partner, both students will create the same design in a different color, creating a two color quilt square by sharing their piece. Students in grades 7th & 8th will work on a project similar to 6th grade project but the lesson will involve more measurement, geometry and fractions.
Native Rainsticks (Grades K-6)
Native tribes created rainsticks from desert cactus and used them during rain making ceremonies. The children will learn how to construct a simple rain stick from heavy weight cardboard tubes, paper, tinfoil and dried beans.
Adinkra Cloth (Grades 3-6)
Your students will work together to design their own symbolic Adinkra cloth inspired by those made by the Ashanti tribe from Ghana and the Gyaman people of the Cote dâIvoire (Ivory Coast). Adinkra cloth is stamped and patterned with traditional symbols, each having its own meaning. Through the years, people have decorated the cloths to tell a story, or to express their thoughts or feelings.
Chinese New Year Dragons (Grades K-5)
Your class will create their own moveable dragon using cardboard tubes, colorful papers and bamboo sticks. Music, stories and authentic cultural artifacts will be introduced to the class.
Japanese Carp Kites (Grades K-5)
On May 5th of each year, brightly colored streamers and carp shaped kites fly all over Japan! Using fabric, markers, and ribbon your class will create their own carp kite while learning about life in present day Japan.
The Colonial School House (Grades K-4)
Your students will take a trip back to the 1700s to discover life in a one room school house. Dressed in colonial attire, Claudia will show the children how to make and decorate their own âcopy bookâ and how to write with a goose quill pen. Each child will create a book of their own and will experiment with a feather pen. There will be time to play with colonial toys, view authentic artifacts and maybe dance a traditional jig!
Also available are programs for Grades 3-8 including:
- Colonial American Crafts
- Native American Crafts
- African Crafts
Two Workshops: $515
Four Workshops: $825
Material Fees: $40 per class


Healthy Child Manitoba research shows that the first six years of a child life are critical to their life-long development. It also shows:
- Children who are nurtured and given positive attention during their early years are less likely to develop learning, behavioural and emotional problems later in life.
- Children who participate in early childhood learning programs such as preschool and daycare are more ready to enter public school than children who are not involved in these types of programs.
- Parents and children both benefit from the parent being involved in their childâs education from the early years and throughout life.
- Parental involvement in their childâs early learning activities at-home or in preschool or daycare, can have a positive impact on the childâs future success academically and personally.
- CFS Western also believes that a parent is a childâs best first teacher and offers a variety of programs to help parents support and get involved in their childâs learning from the early stages.
For more information about early childhood education, visit the Healthy Child Manitoba website.


Helping Children with ADHD Succeed at Learning
ADHD is a common behavioural condition that affects decision making, concentrating, accessing working memory, and regulating emotions. Children with challenges in these areas often have trouble focusing, which makes learning in general more difficult.
Itâs important to note that ADHD does not need to be a limitation, in fact, individuals with ADHD often have average or above-average intelligence. It simply means that itâs even more important to start early, and empower your child with self-confidence and foundational skills that level the playing field, making learning easier.
The key to accessing knowledge and to succeeding at learning is becoming a strong reader. A lifelong reader is a lifelong learner.
The first step towards developing a strong reader is to lay a foundation of pre-reading skills. Pre-reading skills are proven to be necessary tools for reading success. Succeeding at this first educational challenge will have a positive cumulative effect on a childâs school experience.
Pre-reading skills refer to phonological awareness.
Phonological awareness is the understanding that words can be broken down into parts and individual sounds. It includes auditory skills such as rhyming, blending, segmenting, alliteration, and sound manipulation.
Research shows that children who enter kindergarten with strong phonological awareness learn to read quicker than their peers without these skills.
Phonological awareness isnât always included in the teaching curriculum, so itâs even more important to explore this with your child at home. This can be done in a variety of ways.
- Playing with Language
Play games like I Spy. Ask your child to find an object that starts with a particular sound, such as /sss/. Once your child has mastered identifying the initial sound of a word, ask for the last sound in a word, and then the middle sound. Identifying the beginning, middle and end sounds of a word lays the foundation that words are made up of parts.
Itâs fun, interactive, and can be completed in a short amount of time, a bonus for children with ADHD.
- Learning Without Realizing It
Send your child on a treasure hunt for items around the house! Have your child find alliterative items that begin with a certain sound, or that rhyme with a certain word.
Your child doesnât need to be sitting down to learn about language. Often a child with ADHD will absorb more while active than when forced to sit still.
- Take Small Steps
Teaching phonological awareness to a child with ADHD is much easier when done in small steps. For example, if youâre reading an interactive book with your child, read a few pages, then take a break. Play a game and come back to it. No step is too small.
In addition, children with ADHD often have the ability to hyper focus on certain activities if theyâre invested. Choosing books that interest your child will go a long way towards keeping their attention and keeping them motivated.
- Read at Home
Find storybooks that practice skills like rhyming and alliteration, or even better: a storybook series thatâs designed to teach all five skills associated with phonological awareness (blending, rhyming, segmenting, alliteration, and sound manipulation) such as Alpha-Mania Adventures. The books are fun and interactive, featuring games and activities on almost every page.
Itâs also a great idea to have an open dialogue with your childâs teacher. This will help you to know which areas need more attention at home.
As a parent of a child with ADHD, itâs important to remember that learning moments might be less conventional. Itâs OK if your child is active or doesnât stay focused for long periods of time. Use these âoutside the boxâ, interactive approaches to set your child on the road to reading and learning success.


The purpose of this study was to examine world music usage within the high school choirs of Georgia. Of interest were the amount of world music used with advanced choirs, which areas of the world were represented, and reasons for its inclusion in the curriculum. Relationships between convention attendance and world music usage were studied, as well as city population size and world music usage. Further, barriers that prohibit teachers from incorporating world music were also examined. After obtaining email addresses for the population, 312 high school choral teachers, a questionnaire containing 13 questions regarding personal and professional demographics, world music programming in the choral curriculum, and issues affecting world music programming was sent out using Survey Monkey. Questions were either single response, based on a 5-point Likert scale, or free response. Upon close of the questionnaire, participants total (N=124) represented a 40% return rate.
Results provided further understanding of current programming trends among high school choral directors. When examining relationships between convention attendance and use of world music, results indicated a very weak correlation. However, this correlation corresponds to the main barriers participants find in programming world music. Barriers included lack of experience, exposure and access to world music, and free responses revealed a desire for more sessions at conventions. City population size was also related to world music programming, where participants in metropolis areas tended to program more world music than those in rural areas.
Participants indicated diversity in choral music programming by world regions. They most often programmed world music from Africa, followed by music from Latin and South America. Music from the regions South and Southeast Asia and Oceana were rarely programmed. Although participants used music from around the world, the majority did not select music based on their own students' ethnicity. However, free responses indicated they programmed world music so students could understand different cultures.
Finally, participants indicated barriers that prevented world music programming. The greatest barrier was a lack of experience, followed closely by a lack of opportunity to learn about world music. Free responses confirmed this finding with a desire for more convention sessions focused on world music. The need for additional sessions corroborates the lack of access expressed by participants. Few teachers lacked interest in world music and funding was not a strong barrier in programming.
|Advisor:||Bowers, Judy K.|
|Commitee:||Brister-Rachwal, Wanda, Darrow, Alice-Ann, Fenton, Kevin, Thomas, Andre J.|
|School:||The Florida State University|
|School Location:||United States -- Florida|
|Source:||DAI-A 74/02(E), Dissertation Abstracts International|
|Subjects:||Multicultural Education, Music education|
|Keywords:||Choral, Classrooms, High, School, World music|
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At our school, we focus on the comprehensive acquisition of formal experience and testing the intuitive attitudes that often âinexplicablyâ control an individualâs focus and orientation. We nurture self-reflection and the drive to follow oneâs vision. These are the basic abilities necessary for connecting the student with his or her personal experiences and talents.
We work with conceptual approaches, which are found in both classical and less traditional artistic disciplines. We understand the term âconceptâ as similar to âwillâ. This will moves things and is present in any human activity. We study the concept of creation, cross-section, relationships; the concept of surface, depth and left or right; the concept of opening and closing; and the concept of finding, losing and gathering. Last but not least, we study the concept of concepts... But it would be wrong to think that conceptual art comes only from thinking about things, or that conceptual art is simply something you think up. The impulse for conceptual art can come from anything that sets things in motion or creates a situation. Connecting to these things is a concept in motion. Finding oneâs way in this motion is the concept of not remaining blocked. It is a process of permanent searching for oneâs own individuality and direction in life; it is the constant acceptance and rejection of certain conventions. It is about finding freedom in seeming constraints.
Work- and study-related activities in our studio explore the concepts that define and determine this conceptual framework. We explore the meaning of participation, symbiotic and parasitic norms, the art world as such, the social status of the exceptional ways in which art is perceived, mono-mediality, spaces, ephemerality, tradition and interconnectedness. All this in technologically well-equipped facilities.
The study environment at the studio for conceptual exploration is of a fundamentally synthetic nature. Its purpose is to nurture selected individuals in the hope that, given the proper conditions, our students will receive a good education, find their place in the world, and above all be able to use their artistic and personal qualities â their art â to improve and influence the world around them.
Art education is a living discipline that must be redefined over and over again with the arrival of each new individual and his or her ideas.
CS / EN


C Organization is clear. Some transitions are present, while others are either inappropriate or missing. B Writing is clear and sentences have varied structure. Think of three reasons or examples that will prove your thesis to be true. Consistent and appropriate tone and word choice is used throughout the paragraph.
D The flow of the essay from detail to detail is difficult to understand or implies that important information has been left out. Edit your own work. You can focus on a character, the setting, the theme, or a literary element like irony. Have someone else edit your work.
Literary Analysis Overview To write a literary analysis, you need to decide what aspect of the piece of literature you are going to focus on, and then you state your opinion about it in a thesis statement.
Review what your peer editor has said and make necessary changes. What are you going to try to "prove" in this essay? The tone is inconsistent and word choice, while adequate, could be better.
Decide what aspect of the story you want to analyze. Sense language is used to "show, not tell" the reader what is being described. Turn in your work in this order: Transitions are not present. How to write a literary analysis: Transitions are present, but they do not enhance the overall effectiveness of the paragraph.
Write your body paragraphs.
Finally, you end with a conclusion that restates your most important points. For help, click here: After this, your body paragraphs provide examples and evidence in the form of quotations from the text to support your thesis.The essay follows the 5 paragraph essay form of an introduction, 3 supporting detail paragraphs, and a conclusion.
The student is very descriptive in each supporting detail paragraph. Good use of linking words. Elementary Education Special Education Teaching Homeschooling Teacher Education Writing Rubrics Samples of Basic, Expository, and Narrative Rubrics.
Share Flipboard Email Print ESL Essay Writing Rubric for Scoring Teachers.
How to Create a Rubric. literature rubric 1 basic rubric for assessment of essays about literature criteria levels of mastery beginning developing accomplished excellent. Literary analysis is a type of expository essay that analyzes or looks closely at a specific aspect of a piece of literature, such as the characters.
An essay rubric is a way teachers assess students' essay writing by using specific criteria to grade assignments. Essay rubrics save teachers time because all of the criteria are listed and organized into one convenient paper.
Reading and Writing Project â DRAFT â 1 A Unit of Study on Literary Essays: From Quick Drafts to On-the-Run Revision This writing unit of study runs alongside the thematic text set/interpretation unit, which teaches.Download


Shinichi Suzuki, a master violin teacher, revolutionized violin teaching with his creation of the Japanese Talent Education Movement. The Suzuki Method he introduced has also been extended to other instruments viola, cello, bass, piano, flute, guitar and recorder with outstanding results. The Suzuki Method works on the principle that every child can learn music through the same process he learns his mother tongue language. With this approach, a child can develop his abilities during the early absorbing and sensitive years far beyond what most people previously imagined.
The Suzuki approach differs from other music education philosophies in that:
Just as in language learning, the parentsâ role is vital in the development of early music learning ability. Parents attend lessons with the child and help with practice at home. At the same time, the parent's knowledge of the instrument and music is developed along with the childâs. The basic elements of the Suzuki Method are listening, motivation, proper technique, repetition and reinforcement. The underlying goal is to nurture a child not only in musical abilities but as a complete human being.


As discussed in our last article, high intensity functional training (HIFT) is a training regime characterised by the use of functional exercise at high intensity. Unlike similar variants, such as HIIT and sprint interval training, little is known about the potential heath and fitness benefits of this type of training. To gain further insight into the potential benefits of HIFT, a group of researchers investigated the effects of HIFT on health and fitness, in a group of recreationally-active adults.
The Study Details
Why they did it: To Determine the effects of 16-weeks of HIFT on body composition, bone metabolism, strength and motor skills.
The training program: the training program was performed two times per week and utilised c, such AMRAP workouts for metabolic conditioning, multi-joint exercises such as Olympic lifts, squats and deadlifts for strength and power development, functional exercises such as TGUâs, rope climbing, for motor skill development. Dexa scans were used to assess body fat% and lean mass changes, whilst fitness was assessed by the performance of 3 different timed WODâs (workout of the day) as outlined in the table below:
What they found: On average, the men and women had a 6.5% decrease in body fat percentage, lean mass (muscle) did not change significantly over the 16 weeks. There was also small improvements in bone density in the female participants. Finally, there was a significant improvement in the performance of all three WODS (as outlined above).
What does this mean: The results of this study suggest 16 weeks of HIFT, utilising workouts that focus on skill, strength and metabolic conditioning with the inclusion of functional exercises can have a positive effect on body fat percentage, bone density and fitness (strength and metabolic conditioning) in recreationally active men and women.


In alignment to District 300âs mission, to become college and career ready upon graduation, students who graduate from D300 schools will be able to read with confidence, write with purpose, speak with meaning, and think critically as they enter into colleges and any career.
Elementary English language arts instruction allows students to foster an understanding and working knowledge of foundational skills including concepts about print, alphabetic principles and conventions of writing with the goal of ensuring students are effective readers. As students progress throughout elementary school, they will read more challenging texts to strengthen their understanding of what they read while building a strong vocabulary knowledge. Students will also begin to write for specific purposes, including: to inform, explain, or tell a story.
Middle school English language arts instruction continues to build upon the foundation of reading and writing that began in elementary school. Students will encounter more rigorous texts in order to strengthen their comprehension and find connections across text types. Through informational texts and literature, students will develop a stronger vocabulary in order to better understand texts. Students will write arguments focused on claims and relevant evidence, write informative texts to examine a topic and convey ideas, and write narratives depicting real experiences and events.
High school English instruction builds upon the foundation of reading and writing in middle school with the emphasis on deepening a studentâs understanding to be college and career ready. Students will encounter more rigorous passages while continuing to strengthen their comprehension and find connections across informational texts and literature. Students will write arguments focused on claims and relevant evidence, write informative texts to examine a topic and convey ideas, and write narratives depicting real experiences and events.
Director of Literacy


Literacy Coaches are onsite in several Char-Em ISD districts. The Char-Em ISD Literacy Network is also working to help Literacy efforts in schools and districts where our Coaches are not on-site. Our goal with both of these options is to ensure effective leadership and instruction that results in the development of studentsâ independent literacy skills. The Literacy Essentials provide our Coaches with the framework in supporting our teachers.
The 10 Literacy Essentials are listed below:
- Deliberate, research-informed efforts to foster literacy motivation and engagement within and across lessons
- Read-alouds of age-appropriate books and other materials, print or digital
- Small group and individual instruction, using a variety of grouping strategies, most often with flexible groups formed and instruction targeted to childrenâs observed and assessed needs in specific aspects of literacy development
- Activities that build phonological awareness
- Explicit instruction in letter-sound relationships
- Research- and standards-aligned writing instruction
- Intentional and ambitious efforts to build vocabulary and content knowledge
- Abundant reading material and reading opportunities in the classroom
- Ongoing observation and assessment of childrenâs language and literacy development that informs their education
- Collaboration with families in promoting literacy
Schools that implement these Essentials will provide their students with the opportunity to develop the literacy skills necessary to be successful in college, career, and lifelong learning.


A new report published by the British Academy today asks UK universities to consider examples of excellent quantitative skills teaching in social science departments in other parts of the world, if they are to reach the standards achieved by leading universities elsewhere.
Measuring Up cites 16 case studies of social science teaching in universities in Europe, North America and Australasia which reach higher levels of achievement in quantitative skills than their UK counterparts. It argues that UK universities set their expectations far too low, and warns that UK social science education may fail to give students the skills they need. The report is part of ongoing work by the British Academy to address the UKâs numeracy skills deficit.
Written by John MacInnes, Maddie Breeze, Maite de Haro, Mor Kandlik and Martina Karels (University of Edinburgh), the report found that elsewhere in the world, university degree programmes devote a much larger share of curriculum time to the study of methods, both quantitative and qualitative, and that their curricula give more attention to the collection, evaluation and analysis of empirical evidence.
Measuring Up concludes that there is no âone best wayâ to teach quantitative skills to undergraduates, but that these case studies show that small group work, working with real data, peer learning and frequent assessments are all common features of courses that allow students to obtain high levels of achievement.
Download Measuring Up here.
You can also read Quantitative Skills and UK Higher Education Social Science by John MacInnes on the British Academy blog.


About our practice
A gameplan for life
We know that speech, language and literacy acquisition is a continuum that extends from birth right through to adulthood, which is why we take the lifelong connection between speech, language, literacy and learning very seriously. We believe that language and literacy development is the most important thing that your child will learn at school.
A collaborative approach
We know that parents play the most important role in a childâs development and that the majority of childrenâs speaking and listening happens at home with family and friends. We work with the family, educating about language and literacy and providing you with a toolbox of strategies to work on at home. We also work with educators to ensure a consistent approach as children learn best when the specialists, families and schools work together to achieve common goals.
A team of specialists
Our therapists not only have an in-depth understanding of school curriculum, they are also trained in the language and literacy foundations that underpin all school subjects. If you want the experts who can build up the fundamentals that your child is missing whilst incorporating grade appropriate curriculum work, then we can help you.
A commitment to your child's future
We work with you to determine whether your child may benefit most from individual, group, or a home program implemented by you. Regardless of the program, you can help to support your childâs learning by: ensuring regular attendance; sharing information about your child with us and other educators; talking about what you want your child to learn; being involved in regular learning activities involving listening and talking; and working on learning goals at home.


These general training elective courses allow for the integral development of all UFRO students. The course syllabuses are oriented mostly towards foreign students who take part in the student mobility program. These courses allow them to make contact with our regional context, in addition to practicing and improving their use of the Spanish language.
Through the study of the main elements of the Mapuche worldview and the basic learning of the language, you will achieve an approach to the Mapuche culture that will complement your professional training.
Mainly aimed at foreign students participating in the Student Mobility Program at the Universidad de La Frontera, this program will allow to have concrete lessons through unique experiences in a travel route through the main places of Temuco and the AraucanÃa Region. experiencing contact with our regional reality.
The course is oriented towards knowledge and appreciation of Mapuche society and culture, through the analysis of social history and cultural practices.
Through the analysis of different media you will identify basic aspects of the representation of the indigenous people, with emphasis on the Mapuche people, valuing diversity and multiculturalism.
Through the study and practice of Mapuche textile art you will know and value aspects typical of the Mapuche culture.
In this course you will learn and perform dances typical of America, enhancing your rhythmic-motor conditions.
It is a theoretical-practical subject oriented to students learning the literary phenomenon called âThe Latin American boomâ through reading and discussing a selection of essential and representative texts of it, whose authors are icons and highlights in Latin America, allowing to relate discourses that critically analyze issues related to aspects such as the history of literature, the problems of periodization, the construction of traditions and the recurrence of issues from different perspectives.
Throughout this program, you will delve into traditional Mapuche medicine and its worldview, establishing comparisons with traditional medicine.
The subject Effective Communication in Academic Contexts, seeks to develop the communicative skills of students, oriented to oral and written communication skills and the use of ICT, and through the simulation of practical situations, games and dynamics, to establish and improve communication conditions. In this sense, the APA standards will be reviewed, papers will be read, presentations will be prepared for congresses or theses, among others.
This course aims to develop in students the communication skills necessary to express their ideas more clearly, interact with their audience, and effectively use their voice and body to improve understanding of their speech. The idea is for students to use support resources that draw attention and motivate recipients. The skills described are achieved through constant exercise and training of the voice and body, simulations of communicative situations, activities to overcome shyness, among other techniques. The subject is theoretical and practical; therefore, the exercise and active participation of students is a fundamental requirement for the development of skills.
This subject will allow you to develop and apply reading comprehension strategies, use search tools and information management, extend the domain in the use of office tools (word processor, spreadsheet and presentations) and online collaborative tools. It is intended that through this subject students can develop in an optimal way the Instrumental Generic Competences (Written communication in Spanish, Reading comprehension and Use of information and communication technologies) to develop effectively in different learning contexts.
Antonia Espinoza Corzo
Tel: + 56 45 2326731


Eureka Math is a game changer for
26-year teaching veteran
"We've created an empowering environment."
Kristin Magee, a veteran teacher of 26 years, has used Eureka Math for five years, first in Grade 5 at Dutchtown Primary School in Louisianaâs Ascension Parish Schools and now in Grade 4.
From the beginning, Magee and her colleagues relied on one another to learn how to teach Eureka Math. They formed a team to plan lessons, reflect on what worked and what didnât, make any necessary adjustments, and, ultimately, share their insights with the rest of their colleagues.
A one-day workshop with Tracy Gautreau, a former Grade 5 teacher and trained Eureka Math instructor, this past summer also helped by shedding light on the curriculumâs various problem-solving strategies and models.
âIt was invaluable in helping us put together a lot of the pieces. The Read-Draw-Write strategy is so easy, so streamlined. I wish weâd been taught it earlier,â Magee said, adding that Eureka Mathâs tape diagram was another game changer. âI always went from the hands-on to the abstract and conceptual. But the pictorial was always missing. The drawing was the missing piece for me and my students.â
Magee also appreciates the curriculumâs coherence. She regularly sees connections from her Grade 5 lessons to what is taught in earlier grades and to what students will learn in middle and high school. âOnce I moved to Grade 4, I could see where the Grade 5 students gained their understanding of concepts and skills. Oh my gosh, it makes so much sense,â she said.
Concepts Are Sticking for Students
Critically, Mageeâs students have responded well to the new curriculum. This yearâs Grade 4 students have used Eureka Math since they were in Kindergarten. As a result, they have strong numeracy skills and are able to synthesize and connect various concepts.
âJust recently a student went to the board and wrote a new application of the distributive property concept that none of us had ever thought of. The concepts are really connecting in their minds,â she said.
In addition, Mageeâs students are a lot more willing to take risks because they have learned so many problem-solving strategies in Eureka Math.
âWeâve created an empowering environment where it is okay to make mistakes. Students know they have strategies to fall back on and someone to help them with problemsâeither me or a classmate,â she said.


In the s, Lomax and his son Alan made a large number of non-commercial blues recordings that testify to the huge variety of proto-blues styles, such as field hollers and ring shouts.
The Texas blues, Memphis blues, and St. Wand of Oklahoma City, Oklahoma.
Morton sang the blues: The earliest blues-like music was a "functional expression, rendered in a call-and-response style without accompaniment or harmony and unbounded by the formality of any particular musical structure". To truly understand what the Blues say, it is important to understand the nature of the original Blues performances.
Why, Baltimore is the blues! Mellow Blues - Sonny Thompson Regional styles of country blues varied widely in the early 20th century. In addition to Robert Johnson, influential performers of this style included his predecessors Charley Patton and Son House.
Spoonful - Willie Dixon It was said that he boarded a train for Chicago in and simply vanished after that. Several scholars characterize the early s development of blues music as a move from group performances to a more individualized style.
Statesboro Blues - Taj Mahal Five Long Years - B. Sweet Ginny - Jay Hawkins Preaching The Blues - Son House The best blues is visceral, cathartic, and starkly emotional.
Mamie Smithmore a vaudeville performer than a blues artist, was the first African American to record a blues song in ; her second record, "Crazy Blues", sold 75, copies in its first month.A Brief History of the Blues By ED KOPP August 16, Without getting too technical, most blues music is comprised of 12 bars (or measures).
A specific series of notes is also utilized in the blues. The individual parts of this scale are known as the blue notes. THE ORIGINS OF BLUES MUSIC. Throughout history the Blues has been a great outlet for expressing lifeâs hardships, but it is also great for expressing joy and celebration, which has made it so timeless and relatable to all.
of over 10, results for "history of blues music" Deep Blues: A Musical and Cultural History of the Mississippi Delta Jul 29, by Robert Palmer. Paperback. The Blues: A Very Short Introduction (Very Short Introductions) Aug 3, by Elijah Wald. Kindle Edition.
$ $ 6 Get it TODAY, Aug Paperback. A Beginner's Guide to Music History. Search the site GO. Music. Music Education History Basics Lessons Theory Rock Rhythm & Blues Dance Music World Music Punk Music Heavy Metal Jazz Latin Music Children's Music Here is a chronological introduction to each stage of music development to help you better understand the history of music.
The best way to understand the blues is to visit our Blues Videos page and watch and listen to the music.
To learn even more about it's origins and historical and cultural significance check out some of the articles and videos on this page. African roots. There are few characteristics common to all blues, as the genre takes its shape from the peculiarities of each individual performance.
Some characteristics, however, were present prior to the creation of the modern blues, and are common to most styles of African American ultimedescente.com earliest blues-like music was a "functional .Download


Imagine the thought of going out into public causes you so much anxiety that you havenât left your house for over a year. Incomprehensible to many of us, but for individuals struggling with agoraphobia, it is a reality.
About one in three people with a panic disorder develop agoraphobiaâa fear of public places such as:
- sports arenas or shopping malls
- open spaces like parks or beaches
- public transportation such as a bus or plane
- crowds or standing in line
- places where immediate escape is not possible
- places where help for a panic attack may not be readily available
Agoraphobia is an anxiety disorder that affects approximately 1.8 million adults in the United States.
People with agoraphobia experience extreme panic symptoms when they attempt to leave their homes or go into public places. They avoid the place or places where they first suffered a panic attack. Or, the panic attack sufferer may halt all activities that seem to trigger the attacks such as driving, riding in elevators or going to the grocery store. Sometimes this anxiety becomes so intense, sufferers may refuse to leave home.
Cognitive Behavioral Therapy (CBT) has been shown to be highly effective in treating agoraphobia, however, because of the nature of the disorder, it was very difficult for someone to receive treatment because leaving home to attend therapy at a clinic or office was a near impossible feat.
With the advent of teletherapy, much needed CBT is now available from the comfort of home providing hope for a better future.
As research has shown teletherapy is as effective in treating mental health concerns as therapy services provided within a clinic, insurance companies have begun to cover this service. This offers incredible hope for people struggling with agoraphobia.
Sam (not his real name), a 20 year old college student, had been unable to leave his home for over a year. He was attending college online, buying groceries online, and his only activities were those he could do either online or without leaving his home. His agoraphobia was so problematic during his first teletherapy appointment, he needed a family member to be present in the room in order to sit through the session.
Being able to access services from an experienced Pine Rest therapist within his home offered Sam hope that he could develop the skills necessary to effectively overcome his agoraphobia.
At the beginning of treatment, Sam developed a list of things he wanted to be able to do. Heâs already achieved his first goalâgoing outside of his house! Now heâs actively working toward being able to ride in a car driven by a family member.
Without teletherapy, Sam firmly believes he would still be stuck inside his house without any conceivable way to free himself from the effects of his agoraphobia. He is beginning to have confidence that he will someday be able to manage his agoraphobia so it no longer interferes with his ability to pursue his desires and dreams for his life.
Teletherapy can be used to effectively treat most mental health concerns.
Many Pine Rest clinicians are trained to provide therapy via teletherapy. If you have been having difficulty accessing counseling services because of your schedule, the distance involved in getting to a clinic, or because of factors like the ones Sam faced, you may want to explore utilizing teletherapy.
Donât let the fear or inconvenience of going to a clinic be a barrier to your obtaining services that would help you feel and function better!
To learn more about teletherapy or schedule your first appointment, visit the Pine Rest website at: pinerest.org/telehealth.
Jean Holthaus, LISW is a Licensed Independent Social Worker and Clinic Manager at the Pine Rest Pella Clinic. She earned a BA in Elementary Education from the University of Northern Iowa and a Masters of Social Work from the University of Iowa in 1995.


LEARNING TO PLAY PIANO can provide you or your child with a lifetime of enjoyment, challenge, and rich rewards. The key to success is a good teacher to lead and inspire you on your journey, especially when first starting out. A good piano teacher can help you to learn proper technique, keep you motivated, instill a love of repertoire, and inspire you to venture outside of your comfort zone to develop as a player.
A successful teaching system integrates diverse technologies into the daily practice of music, including learning by ear and reading music. A large selection of popular songs, ranging from classical to pop, contributes to more varied, unique lessons.
Research has demonstrated that learning music facilitates learning other subjects and enhances other skills such as improved language development, increased IQ, improvement of spatial skills, and higher test scores. The intrinsic benefits of music education include discipline, learning a skill, preparing for performance, building self-esteem, establishing a strong work ethic and being part of something bigger than oneself.
Piano teaching methods have changed dramatically over the years. Piano and keyboard education has expanded from the eye-ear-key method to a holistic musical experience that encompasses the senses, surroundings, emotions, and thoughts of the student. Brianâs students are encouraged early on to make their own music, to develop their own voice through improvisation.
Whether youâre a beginner or on your way to becoming a professional, the right piano teacher can open the doors to direct you down the path of your own musical journey.
CLASSICAL PIANO takes on a traditional approach in material, with an eye to progressive pedagogical methods. While spanning hundreds of years, the piano repertoire is presented as illustrating the thread through different genres and periods of music.
JAZZ PIANO is receiving more and more attention, and is now available in school settings as a regular chapter in general music studies. Jazz ensembles have become increasingly common in middle schools, and even have begun to appear in elementary schools. Most performing arts high schools offer speciality jazz courses that include improvisation, combo performance, and jazz studies.
The mission is to offer training that equips students with the flexible skills and experience required of a successful, well-rounded musician, and creative jazz artist.
A wide variety of performance opportunities and a comprehensive curriculum ground our students in the rich history, traditions, and culture of jazz while nurturing their exploration of new and contemporary styles in an environment that encourages a free-flowing exchange of ideas between the student, teacher, other musicians and the community.
The study of jazz music through improvisation lends a rich musical experience. All musicians can improvise. Improvisation is a skill that can be developed like any other musical style. Performance and recording has helped jazz become recognized as a legitimate art form and has strengthened its position in the global arts community.
MUSIC THEORY is the chemistry of music. No musician can truly understand their repertoire without a basic knowledge of music theory. Music theory is also known as keyboard harmony as it encompasses the following skills:
- Understanding scales, modes, intervals, chords through ear training
- Cadences and Progressions
- Harmonization and Reharmonization
- Modes and Modulation
POP / ROCK / R & B KEYBOARDS
Pop/rock piano lessons teach you the skills necessary for surviving in the professional world of contemporary music. I am an experienced live performer and studio musician well versed in piano, Hammond Organ, Clavinet, synthesizers, samplers and master keyboard controllers, having worked extensively with bands, singer/songwriters, composers and producers. I can teach you the skills you need, whatever your musical circumstances, interests, and aspirations.
Keyboard instruments have grown proportionately along with digital technology. Todayâs keyboards offer a vast array of sophisticated sounds through digital interfacing with computers providing an ever-expanding sound palette. I can help simplify the transitions between stand-alone keyboards and powerful computer systems that offer an elaborate canvas of sound orchestration.
SKYPE / TELECONFERENCE LESSONS
Skype piano lessons are the ideal solution for students who have busy schedules, or travel frequently. I have developed an excellent method for teaching piano lessons via Skype, creating ideal ways to make the most of the technology Skype has to offer.


Albert Einstein Biography Video for Kids
Albert Einstein Biography
Albert Einstein was born on March 14, 1879 in Ulm, Germany. He grew up in a secular Jewish family. His father, Hermann Einstein was a salesman and engineer and her mother was Pauline Koch ran the family household. He had one sister, Maja who was two years younger than him. He was one of the most influential scientists of his time. He completely changed the way we look at the behaviour of some basic things such as gravity, light and time. Einstein is also known as the Father of Modern Physics.
Fast Facts: â
- Max Talmud, a Polish medical student became an informal tutor to young Einstein.
- He showed signs of having an in-depth skill for physics and mathematics.
- Albert Einstein continued his education at Aarau, Switzerland and entered the Swiss Federal Polytechnic School, Zurich in 1896.
- He published the paper âFolgerungen aus den Kapillaritat Erscheinungenâ in 1901 that meant âConclusions from the Capillarity Phenomenaâ.
- He was appointed as a lecturer at the University of Bern in 1908.
- In 1916, he was appointed as the president of the German Physical Society.
- Einstein married Milena Maric on January 6, 1903. They had two sons together, Hans and Eduard.
- He divorced Maric in 1919 and the same year, married his cousin Elsa Lowenthal.
- He won the Noble Prize for Physics in 1921.
- Einstein submitted four important scientific papers in 1905: â Brownian motion, The Equivalence of Mass and Energy, The Photoelectric Effect and Special Relativity.
- Albert Einstein died on April 18, 1955 at the age of 76.
- His brain was stolen by Thomas Stoltz Harvey during the autopsy without his familyâs permission.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Albert Einstein Fun Facts for Kids ." Easy Science for Kids, Dec 2018. Web. 10 Dec 2018. < https://easyscienceforkids.com/albert-einstein-biography-video-for-kids/ >.
APA Style Citation
Tobin, Declan. (2018). Albert Einstein Fun Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/albert-einstein-biography-video-for-kids/
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Over 60 minutes of accredited professional development for teachers presented by Tamara OâBrien
Suitable for music teachers looking for engaging ways to include puppets and props in their program.
Nothing captures a childâs attention and imagination quite like a puppet!
This workshop will give you loads of tips, tricks, songs and games to use with puppets and small props. Build confidence in your students and encourage their creativity with body and voice. Join Tamara OâBrien, author of the internationally acclaimed Weâre Orff! program (and international music education presenter) on a close encounter of the puppet kind!
All the resources included in this product are sent to you on a convenient USB drive.
When you purchase and subsequently complete this Professional Development activity, weâll provide you with a certificate of accreditation! More information available here
Puppets and props are excellent tools for the music room. They can be used to introduce many aspects of music making to young children, such as:
- exploring imitation and improvisation in movement
- exploring pitch, timbre and improvisation with the voice
- Puppets and props also offer instant opportunities for inclusion
Most of all, they are fun and engaging to work with and will excite all children in your class.
This Virtual PD is supported by a download pack which includes:
- National Professional Standards for Teachers
- Australian Curriculum outcomes tracking
- AUSVELS outcomes tracking
- Musical elements checklist
- Musical elements tracking
- PYP outcomes tracking


Thanks to Friedrich Froebel and Caroline Pratt, blocks have been a part of early childhood classrooms for more than 150 years. Since the mid-1800âs, children have been playing with a material that hasnât changed much; blocks have withstood the test of time. Used for many different purposes in the classroom, particularly construction play, blocks are struggling to maintain their presence in early childhood classrooms across the country as the stresses of standardized testing become more and more a part of our childrenâs daily routine (Miller & Almon 2009). Turning back the tide and providing the ânecessary content through playful learning and provide(ing) time for the spontaneous free play that is so crucial to social emotional and academic growthâ is the challenge presented to teachers in 2016 (Hirsh-Pasek, Golinkoff, Berk and Singer, 2009).
Block play supports children in a variety of areas of development and thus should be a universal material in the hands of every child, in every early childhood classroom. According to Rosanne Hansel, author of âBringing Blocks to the Kindergarten Classroom,â âOne of the most important features of blocks is that they are three-dimensional: they offer children ways to understand shape by exploring and manipulating them with their hands.â Childrenâs physical development is promoted in block play by offering opportunities for hand-eye coordination, visual perception, spatial awareness and balance. Blocks also provide support of childrenâs cognitive development across the domains of language, literacy, science and math.
Join SLC this Wednesday, October 12th from 4-6 p.m. in a hands-on session and explore how block play impacts child and early literacy development. This presentation will also encourage teachers to become familiar with the stages of block play, learn ways to organize and manage a block center and explore ways to keep block play interesting throughout the school year. Register on our website: http://literacy.rice.edu/workshops-rice
Hansel, Rosanne Regan, âBringing Blocks Back to the Kindergarten Classroom.â Young Children, March 2015, pgs 44-51.
Hirsh-Pasek, K., R. Golinkoff, L. Berk, and D. Singer. 2009 A Mandate for Playful Learning in Preschool. Oxford University Press.
Miller, E., & J. Almon. 2009 Crisis in the Kindergarten: Why Children Need to Play in School. College Park, MD: The Alliance for Childhood.
Authored by Sharon Dworaczyk, Rice Universityâs School Literacy and Culture


Combining the funniest stories, craziest creatures and zaniest rhymes, Dr. Seuss makes reading FUN!
Whilst everyone has heard of Dr. Seuss, here are some facts and figures that may surprise you!
- For example, did you know that Theodor Seuss Geisel, aka Dr. Seuss, is the worldâs best-selling childrenâs author, having sold over 650 million books worldwide?
- The Cat in the Hat was the result of a bet! His editor challenged him to write a book using only 250 words. In the end he only needed 236!
- He won three Academy Awards and coined the term NERD, which first appeared in his book If I Ran the Zoo.
Not only do they make reading fun, below are 5 more reasons to love Dr. Seuss books!
1) THEY HELP DEVELOP READING SKILLS
Children learn to read through repetition â books such as Green Eggs and Ham with its limited vocabulary are perfect for this! The books feature playful rhymes and the use of words that both sound and look similar help reinforce learning.
2) THEY ARE PERFECT FOR RELUCTANT READERS
The Cat in the Hat contains 236 words, Green Eggs and Ham only 50. For children struggling to read, discovering a fun and engaging book where they know perhaps 80-90% of the words is a brilliant confidence booster.
3) THEY ARE GREAT TO READ ALOUD
The words, rhythms and rhymes have a musical sound and importantly are as satisfying to read as they are to listen to. Adults often naturally emphasize rhyming words or patterns and this can help childrenâs emergent literacy development.
4) THEY TEACH LIFE LESSONS
â Whether itâs taking responsibility for our planet:
âUnless someone like you cares a whole awful lot, nothing is going to get better. Itâs not.â
â Treating people with respect:
A personâs a person, no matter how small.â
â To being yourself:
âToday you are you! That is truer than true! There is no one alive who is you-er than you!â
5) THEY MAKE GREAT GIFTS!
Whether itâs Dr. Seuss: A Classic Treasury for a christening, Green Eggs and Ham for a child learning to read, or Oh, the Places Youâll Go! as a graduation present, the books make great gifts, so whatever the occasion, celebrate with Dr. Seuss!
Theodor Seuss Geisel â better known to millions of his fans as Dr. Seuss â was born the son of a brewer and park superintendent in Springfield, Massachusetts, in 1904. After studying at Dartmouth College, in New Hampshire, and later at Oxford University in England (where he met his first wife Helen Palmer), he became a magazine humorist and cartoonist, and an advertising man. He soon turned his many talents to writing children`s books, and his first book âAnd to Think That I Saw It on Mulberry Streetâ was published in 1937.
His greatest claim to fame was the one and only âThe Cat in the Hatâ, published in 1957, the first of a hugely successful range of early learning books collectively known as Beginner Books. In all Dr. Seuss wrote more than 40 childrenâs books during a career that spanned over 50 years, picking up numerous awards, including two Emmy awards for television and a Pulitzer Prize Special Citation along the way.


The University of Tampere in Finland has launched a unique study to investigate whether singing can ease the symptoms of Parkinsonâs disease. Parkinsonâs disease transforms the voice by muffling it, making it more monotonous, while articulation also becomes inaccurate. These changes undermine the patientâs social relationships and quality of life.
A group that uses singing methods will meet eight times during the autumn of 2018. The group, formed of patients from different parts of Finland, is led by Kaisa Tienvieri, a choir leader who is writing her thesis on music pedagogy at Tampere University of Applied Sciences.
The aim of the study is to discover whether it is possible to develop a new method of rehabilitation that would be both cheaper and more readily available than speech therapy.
Singing exerts the same muscles as talking, but in a more efficient and versatile way. In addition, singing enables the use of song-induced emotions and energy, which can enhance the functioning of the patientâs speech organs. The musculature of Parkinsonâs patients is healthy in itself, but the disease causes insufficient regulation of muscle activity.
The study also assesses whether the effectiveness of rehabilitation can be improved through cognitive behavioural therapy. In addition, the plan is to develop and test an activity tracker-type application that gives feedback on voice intensity and the patientâs communication activity.
âIf the study shows that singing strengthens the volume and increases the prosodic features of speech â such as intonation, stress and rhythm â or improves sound quality, research on singing can continue, which may eventually lead to changes in the recommendations on the disease management of Parkinsonâs disease,â says Nelly PenttilÃ¤, senior lecturer of logopedics at the University of Tampere.
The project aims to deepen the understanding of how culture generates well-being and enhances quality of life.
âWhen we are discussing the well-being effects of culture, the issue is not about bringing culture to everyday life from above. Instead, it is important to take into account peopleâs agency, life history, wishes, and the course of their everyday lives. Creativity can be combined in many ways with everyday activities, and it is ultimately the most important factor for improving quality of life,â says Tarja Rautiainen-Keskustalo, professor of music studies at the University of Tampere.
The three-year study includes researchers and practitioners from logopedics, psychology, music studies, music education, signal processing, and interactive technology from the University of Tampere, Tampere University of Technology and Tampere University of Applied Sciences.
The results from the first period of study will be published in the spring of 2019.
Tarja Rautiainen-Keskustalo, professor of music studies, tel. +358 40 190 9809, email@example.com
Leena Rantala, lecturer of logopedics, tel. +358 50 318 6193, firstname.lastname@example.org


Student Nurse Forum
Offers free educational and career planning guidance to nursing students. Its interactive forums and over 70 pages of content are designed to support and encourage those called to the nursing profession. This site features a strong emphasis on leadership and mentoring.
Non-profit, teacher-to-teacher education site is a guide for high school teachers of world history and geography. Content includes fundamental information about history teaching, resources, a concise alternative textbook and lesson plans.
The Energy Planet
The place where you will find free information about all kinds of energy sources, which are expounded both textual and visual with interactive features.
The Old Time Gospel (5/8/2005)
Provides information to its users through sermons, profiles, articles, facts and wide range of Biblical studies. The purpose is to teach, train and prepare the Christian and open the way of salvation to the non-Christian.
The Rongorongo of Easter Island (3/6/2002)
Name for the hieroglyphic script of Easter Island, engraved on wooden tablets, of which only few have survived. Here you will find all you need if you ever want to try your hand at deciphering them; background historical information; photographs of the tablets and of the stone statues; the travel notes of early visitors, and more.
The Web Scenes (5/8/2005)
Exemplifies topical information gathering from the World Wide Web.
Quality educational site for teachers, kids, home schoolers, and subs. It contains helpful information in On Line Themes, Poetry, Writing, and Literacy.
Van Gogh at Etten - sketches and billboards
A dynamic and interactive art education resource focusing on Vincent van Gogh, master Post-impressionist painter. It features an online art course, lesson ideas and activities, galleries, games, teachers' forum, text-only support and is in Dutch and English versions.


Add To Cart
VersaTiles Math Skill Practice Kit Grade 4 (At Home Edition)
- Grade Levelâ¼â²
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- Guides & Workbooksâ¼â²
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"The VersaTilesÂ® Math Practice Kit, Grade 4, is perfect for independent practice. It's the captivating challenge of a puzzle with the purposeful practice of an activity book. The VersaTiles. Math for Grade 4 contains standards-aligned content in an exciting full color format that encourages students to explore. The Practice Kits are uniquely designed to reinforce skill with specific activities allowing teachers to differentiate their classroom instruction.
- 1 Student Activity Book (64-pages)
- 1 Answer Case
- 1 Teacher Guide
- Reward Stickers
- Storage Bag
- Flexibility for task centers independent or partner work.
- Focus on foundational skills and concepts.
- Engaging puzzle format for a fun challenge.
- Immediate feedback for self-checking.
- Number and Operations: Whole Numbers
- Number and Operations Mullti-Digit and Franctions
- Fractions: Equivalence and Ordering
- Fractions: Operations
- Measurement and Data:Convert and Solve Problems
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Saxon Math Intermediate 4 Homeschool KitSaxon Publishing / Other$93.89 Retail:Video
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Horizons Math Expansion Manipulative Kit, Grades 4-6Nature's Workshop Plus! / 2012 / Other$64.99
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Hypoxic Ischemic Encephalopathy (HIE) is a type of brain damage that occurs when an infantâs brain doesnât receive enough oxygen and blood. It is a dangerous condition that requires immediate medical intervention. Per the Florida Neonatal Neurologic Network, HIE affects 20 out of every 1000 full term births; the incidence rate in premature babies is 60% of all live births.
What is HIE?
HIE is a brain dysfunction caused by a reduction in the supply of oxygen to the brain and other organs (hypoxia), compounded by low blood flow to vital organs (ischemia). Encephalopathy refers to any condition that results from reduced blood and oxygen supply to the brain.
Since this is considered a brain injury, the time of the oxygen deprivation generally relates to the perinatal period, just before and just after delivery.
HIE caused by asphyxia is the leading cause of infant fatalities in the United States, as well as the primary source of severe impairments.
What Are the Symptoms of HIE?
There are a number of symptoms associated with HIE, including:
- Meconium-stained amniotic fluid
- Low heart rate
- Poor muscle tone
- Weak breathing or no breathing at all
- Bluish or pale skin color
- Excessive acid in the blood
Tests to confirm HIE after symptoms have been assessed include: CT scan, MRI scan, echocardiography, and ultrasound. Optional tests may include electrocardiogram (EKG), electroencephalogram (EEG), and evoked potential tests. Generally, patients are evaluated on whether they have mild, moderate, or severe symptoms of HIE and the condition is controlled from there.
What Are the Effects of HIE?
The conditions of HIE vary, depending on whether the infant has mild, moderate, or severe symptoms. There are several different kinds of treatment, some that merely address emergency symptoms and keep your child alive, but there are others that try to reverse or diminish the brain damage.
Most of the time, babies with mild symptoms can have a life uninhibited by HIE, whereas babies with severe symptoms may have a shortened lifespan with a number of painful problems.
Effects of HIE may include developmental delays, epilepsy, cognitive issues, motor skill development delays, and neurodevelopment delays. The true severity of HIE generally cannot be determined until the baby reaches three to four years of age.
What Causes HIE?
There are a number of different causes of HIE, any of which can occur before, during, or after the baby is born.
Various problems or medical complications may cause HIE during pregnancy in the antepartum period. These include:
- Maternal diabetes with vascular disease
- Problems with blood circulation to the placenta
- Cardiac disease
- Congenital infections of the fetus
- Drug and alcohol abuse
- Severe fetal anemia
- Lung malformations
HIE can also affect infants during labor and delivery, or what is called the intrapartum period. Common intrapartum complications may include:
- Excessive bleeding from the placenta
- Very low maternal blood pressure
- Umbilical cord accidents
- Prolonged late stages of labor
- Abnormal fetal position
- Rupture of the placenta or the uterus
In addition, Infants can suffer from the effects of HIE in the postpartum period. Premature babies are particularly at risk of suffering brain injury or even death if HIE occurs after delivery. The most common causes of postpartum HIE include:
- Severe cardiac or pulmonary disease
- Infections, including sepsis and meningitis
- Severe prematurity
- Low neonatal blood pressure
- Brain or skull trauma
- Congenital brain malformations
In some cases, there are no identifiable causes for infant HIE.
How is HIE Treated?
Doctors have various options to treat HIE, all of which are determined by the causes of the condition and the amount of damage to the babyâs brain. This makes it impossible for physicians to develop a definitive treatment for neonatal cases of HIE. The basic goal of HIE treatment is to support the babyâs affected organs. Treatment options include:
- Mechanical ventilation to help a baby who canât breathe without assistance
- Cooling the babyâs brain or body to reverse brain hypoxia caused by high temperatures
- Hyperbaric oxygen treatment in cases where HIE is caused by carbon monoxide intoxication
- General anesthesia and medications to control seizures
- Treatments to assist the babyâs heart function and control blood pressure


S1 and S2 Science
The first and second year science course is divided into topics which cover all three sciences: chemistry, biology and physics. Each topic is followed by a test.
In S1 pupils study:
- An introduction to science
- Body Systems
- Chemical Reactions
The department are also involved in the interdisciplinary projects- European Week of languages (learning about Marie Curie) and Scotland and its people (learning about Scottish scientists)
In S2 pupils study:
- Reproduction and growth
- Electricity and heat
- Elements, compounds and mixtures
- Planet Earth
The course allows learners to develop literacy and numeracy skills, to evaluate environmental, scientific and technological issues, and to apply critical thinking in new contexts. It encourages teamwork and the development of scientific skills.
Homework is integrated within the course.
S3 is the final year of the Broad General Education during which pupils continue to develop their practical skills and improve their knowledge of the basic principles of chemistry. The course contributes to pupilsâ general education by drawing their attention to applications of chemistry in everyday life.
In S4 pupils will build on what they have learned in S3, leading to presentation for National 3, 4 or 5 Qualifications at the end of S4.
National 5 Biology
Some pupils choose to study National 5 Biology as a one year course in S5
The Higher Biology course contributes to improved knowledge and understanding of the physical and natural world. It also provides a good grounding for further study in Biology and other related subjects such as environmental science and food science as well as providing some background knowledge for work related training in health and technology.
The course is divided into 3 Units:
- Unit 1 DNA & The Genome
- Unit 2 Metabolism and Survival
- Unit 3 Sustainability & Independence
- Advanced Higher Biology
A one-year course that builds on the Higher course developing further the underlying theories of Biology and the practical skills used in the biological laboratory. The course also develops the skills of independent study and thought that are essential in a wide range of occupations.
There are three units and a project within the course:
- Unit 1 Cells and Proteins
- Unit 2 Organisms and Evolution
- Unit 3 Investigative Biology
Higher Human Biology
The Higher Human Biology course builds on the knowledge gained in National 5 Biology about the Human Body. Each unit is assessed internally. Practical Skills are assessed internally. The pupils will complete a research assignment during the year. They will also sit an external exam at the end of the course.
The course is divided into 4 Units:
- Unit 1: Human Cells
- Unit 2: Physiology and Health
- Unit 3 Neurobiology and Communication
- Unit 4 Immunology and Public Health


I heard these words a lot this past weekend.
Thatâs because the NLS Music Section made its way to the NAfME (National Association for Music Education) conference in Grapevine, TX. While there, I was able to promote our service to music teachers from all over the countryâand some future music teachers too!
The refrain I kept hearing over and over was âWow! What a great service!â Many teachers either discussed theirs or a colleagueâs experience teaching music to visually impaired students, or talked about how they wished they had known this program existed a few years ago when they had taught a visually impaired student. Others did not have experience teaching visually impaired students, but were thankful that a resource like the NLS Music Section exists.
One of the more popular resources I had brought along was a re-print of an article from a few years ago called âResources for Helping Blind Music Studentsâ by Mary A. Smaligo. This article discusses the avenues and options music teachers have to ensure that visually impaired students can access music materials as easily as any sighted student.
Another popular and new resource is our bibliography of method books in braille and large print. Although not available ready to be sent out as of today, if you are interested in this resource we can email you the list for a specific instrument. This publication is great for teachers who would like to see what is available for their students to use.
Many teachers were also interested in the large print music collection, remarking on how big the print is (and how much page turning would be required). I simply replied that our patrons are so happy to be receiving music they can use that they are not focusing on the page turns!
I also was able to correct some misconceptions about what braille music really is. Many teachers assumed it would be a tactile raised graphic of what is on the print page. I explained that music braille is a codeâmuch like print music. Each braille symbol tells the reader something about the music, just like a p for piano and a number sign (#) for a sharp represent a bit of musical information to sighted folks.
Over all, we were able to spread the word to more musicians and teachers about our wonderful (and free!) service. Hopefully we will be talking to some more teachers in the future.


E-mail lists (also known as LISTSERVS(tm)) represent the inherent democratic nature of the Internet, a vehicle through which people can quickly and easily engage in the free exchange of ideas, information, and opinions. Here are some tips for getting up to speed.
E-mail lists are organized by topic of interest, such as the "Foreign Language Teaching Forum" or the "Elementary Education List." People with an interest in the topic can subscribe to the list to receive periodic e-mails. Some lists are read-only and similar to newsletters; others give subscribers the option to post to the list, which sends an e-mail that automatically goes out to all other subscribers.
One way to find e-mail lists is by a simple Internet search. For example, if you are a middle school math teacher looking to communicate with other teachers, a search on Google for "middle school math" and "e-mail list" may lead you to math-teach, the middle school math e-mail list. An example of a read-only list is edTechResources, which sends out up to three newsletters per week about Web sites of interest to educators. (A disclaimer: I run this list-to subscribe, send an e-mail to email@example.com.) Other sources for e-mail lists include national professional organizations and publications.
Subscribing and Posting
The standard way to subscribe to a list is to send an e-mail to a special address that handles the list's subscriptions. For example, to subscribe to the math-teach e-mail list, I would send an e-mail to firstname.lastname@example.org, with the line "subscribe nctm-teach" in the body of the e-mail. If the organization sponsoring the list has a Web site, you can frequently subscribe by completing a form on the site.
When you subscribe, you will usually receive an e-mail welcoming you to the list. Save this e-mail because it contains information about what address to use when posting to the list (a different address than the one you used to subscribe), how to unsubscribe from the list, how to contact the list owner (the person responsible for running the list), a brief description of the list and its purpose, and other features.
Posting to a list is a simple matter of sending an e-mail to the list address. Your post is then automatically sent to all subscribers. When others post, you (and all other subscribers) receive their post in your e-mail inbox.
Most lists offer the option of either receiving every message posted to the list individually or periodic summaries of the messages-a good option for popular lists. For example, would you rather have 50 to 100 separate messages in your e-mail inbox or one message summarizing them all?
Unsubscribing from a list, like subscribing, usually involves sending an e-mail. However, just as subscribing means sending an e-mail to a special e-mail address, so does unsubscribing. The address you use to post messages to the list IS NOT THE SAME as the address for unsubscribing. Sending an unsubscribe request to the posting address will simply notify all list subscribers (which could number in the thousands) that you wish to unsubscribe-information they don't need or want. The address to unsubscribe will be in the welcome e-mail mentioned above; it's frequently the same address as the one used to subscribe, with the message "unsubscribe" instead of "subscribe" in the body of the e-mail.
Replying to a post can be done in two ways-reply to the list or reply to the individual who posted the message. If you believe your reply is of interest to all list subscribers, reply to the list. However, if it's only for the person who sent the message, make sure to reply only to him or her.
People who read e-mail lists, but do not post, are known as "lurkers." While there is nothing inherently wrong with lurking, in many cases, a healthy e-mail list-one that continues to function and serve the needs of its subscribers-requires give and take. At times, I have subscribed to e-mail lists that seem like they were on life support, with only an occasional message from the same person or two.
Jeffrey Branzburg is a contributing editor and regular columnist for Technology & Learning.