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Sociocultural Contexts of Language and Literacy engages prospective and in-service teachers in acquiring knowledge and understanding of linguistically and culturally diverse students, their experiences, and their sociocultural backgrounds--and in using this knowledge to enrich literacy learning in classrooms and communities. The text is grounded in a sociocultural perspective and a constructivist approach, which are used to provide a framework for making school literacy accessible to diverse students.
Part I: "Theoretical Perspectives on Language and Literacy" provides a foundation for understanding first- and second-language literacy development or literacy in bilingual settings, including discussion of new perspectives on literacy, the role of text and context, and, above all, the role of sociocultural experience in creating meaning. Readers are challenged to investigate schools, programs, and public policies and the effects that these have on the education of linguistically and culturally diverse students.
Part II: "Language and Literacy Acquisition in Diverse Communities," reviews research studies and offers information about literacy learning in six different sociocultural contexts: Native American, Puerto Rican, Chinese, Vietnamese, African American, and Mexican American. Part I and Part II together form a framework for teachers to analyze, understand, and accommodate the multiple social, intellectual, cultural, and language differences that children bring to the classroom.
Part III: "Literacy Development in Multilingual, Multicultural Classrooms," focuses on instructional practices and the key roles teachers play in facilitating or thwarting literacy development; alternative collaborative practices are suggested. The reader is guided to evaluate literacy curriculum frameworks within the specific cultural and linguistic knowledge presented in Part II. Processes for adapting and developing literacy curricula for multicultural and multilingual contexts are recommended. A sociocultural constructivist framework for developing literacy curricula that focuses on collaborative theme-based inquiry within a community setting is illustrated. Assessment processes are examined for their cultural and linguistic appropriateness.
Activities and Suggested Readings at the end of each chapter encourage readers to "make meaning," observe, reflect, and construct application processes based on new understandings gained from this text.
The focus in this book on English literacy development does not imply advocacy for "English only" or even English as a second language as the primary mode of instruction. Rather, the position taken is that learners need to develop literacy in their native language, and that the concepts and skills thus learned create a foundation of strength for developing English-language literacy.
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The Star Attraction at the Galleria dell’Accademia is Michelangelo’s David:
For most visitors to Florence, the star attraction of the Galleria dell’Accademia is Michelangelo’s David, a representation of the Biblical hero who took on Goliath and killed the fearsome giant with his sling. The Galleria dell’Accademia is a part of the Accademia di Belle Arti Firenze, or Academy of Fine Art of Florence, whose history can be traced back to the first drawing school to be established in Europe under the Medici patronage.
Accademia di Belle Arti Firenze
Florence has a long artistic history and the earliest professional organization of art can be traced back to medieval times when artists and sculptors belonged to guilds. In 1562, under the patronage of Cosimo I de’Medici, the Accademia delle Arti del Disegno (Academy of the Arts of Drawing) was established. This was the first academy of drawing in Europe and its members included the most eminent artists and art academics of the time. Amongst its tasks were the protection of the cultural heritage of Tuscany as well as the teaching of the arts and sciences.
In 1784 Pietro Leopoldo, the Grand Duke of Tuscany, decreed that all the art schools in Florence should be combined under one roof and he created the Accademia di Belle Arti to provide art education and free public art. To assist in the teaching, an art gallery was set up within the Accademia which included a collection statues and original plaster casts such as Giambologna’s Rape of the Sabine Women. Today, some 1,200 students from all over the world study at the Accademia di Belle Arti, whose tutors include eminent art professors from all over the world.
Galleria dell’AccademiaAlthough the Accademia di Belle Arti is a distinguished art academy, for most visitors, it is the many art galleries that attract attention. There is an extensive painting collection, with mostly religious paintings ranging from the 13th through the 16th centuries. Not least are the 24 panels by Taddeo Gaddi depicting scenes from the life of Jesus. The Gallery also offers works by Uccello, Ghirlandaio, del Sarto and Botticelli. The Cassone Adimari, painted in the 1440s by Lo Scheggia, continues to attract a wide audience. Many of the paintings were collected for the specific purpose of providing the students with old masters to emulate and there are several here that serve that purpose well.
But, unquestionably, the works on display that attract the largest crowds are the busts and sculptures, and in particular Michelangelo’s David. Off the end of the left wing is a 19th century hall with one wall that is lined with plaster casts, busts and sculpture, which provide students with many examples to follow. Along the main hallway are several unfinished works of the great master, Michelangelo. The Four Prisoners (or Slaves) provide a glimpse into the working technique of one of the greatest artists in history.
At the end, on a specially constructed platform called the tribune, stands the main attraction: Michelangelo’s David. The sculpture was moved from the Piazza del Signoria in 1873 to preserve it after four centuries in the sun and air. Unfortunately, being indoors didn’t protect David from damage. In 1991, a deranged man attacked David with a hammer and managed to damage several toes before being stopped. That’s why David now stands behind a Plexiglas barrier. But as the 5.17 metre high sculpture is set atop a high pedestal, the more than life-sized statue with all its muscles and veins can be viewed easily as you jostle your way through the crowd.
Michelangelo was not yet 30 years old when he finished the sculpture in 1504 and it is easily the most famous piece of sculpture in the world. We’ve visited the Galleria dell’Accademia a few times over the past years and never tire of admiring this masterpiece. Unfortunately, photography is not allowed these days but we have some old photos from previous visits. We didn’t get a plausible reason from our tour guide as to why photography is now not permitted.
If you’re visiting the Accademia on your own and during the peak summer season, consider booking your Accademia Florence ticket in advance as the ticket queue is usually quite long.
Via Ricasoli 60,


Montessori, Maria biographical name
(born Aug. 31, 1870, Chiaravalle, near Ancona, Italydied May 6, 1952, Noordwijk aan Zee, Neth.) Italian educator. Montessori took a degree in medicine (1894) and worked in a clinic for retarded children before going on to teach at the University of Rome. In 1907 she opened her first children's school, and for the next 40 years she traveled throughout Europe, India, and the U.S., lecturing, writing, and setting up Montessori schools. Today there are hundreds of such schools in the U.S. and Canada alone; their principal focus is on preschool education, but some provide elementary education to grade 6. The Montessori system is based on belief in children's creative potential, their drive to learn, and their right to be treated as individuals. It relies on the use of didactic apparatuses to cultivate hand-eye coordination, self-directedness, and sensitivity to premathematical and preliterary instruction.
This entry comes from Encyclopædia Britannica Concise.
For the full entry on Montessori, Maria, visit Britannica.com.
Seen & Heard
What made you look up Montessori, Maria? Please tell us what you were reading, watching or discussing that led you here.


Voelker (2006) examined the way fourth graders experience and understand literacy
events in a quality school library program. In a series of six case studies, Voelker looked at the
nature of literacy events, the way children use texts during those events, the artifacts produced,
and the role of social interaction in children's interpretations of those events. Although Voelker
was generally critical of library media specialists' approach to literacy, the author nevertheless
reaffirmed the importance of a high quality collection, both professional and clerical staff, and
ample technology to fourth graders' literacy development.
Internationally, two studies in the past 10 years have noted statistically significant
correlations between professional library staffing and students' reading. Using data from a
representative sample of 9 and 14 year-old students from schools that took part in an
international literacy study, Novljan (1998) found that Slovenian students at schools with a
librarian scored significantly higher on a literacy test than students without a school librarian.
An Ontario, Canada (Ontario Library Association 2006) study of third and sixth grade students
from 880 schools, including schools from every district in the province, included reading
assessment scores, responses to a questionnaire about attitudes toward reading, and survey data
about staffing, hours open, budget, and collections from the province's school libraries. The
researchers found that professional library staff was the strongest predictor of reading enjoyment
at both grade levels. Library staffing was associated with an increase in grade 3 reading
performance, and trained library staff was associated with higher reading scores for sixth graders
(Ontario Library Association, 2006).
Support for the positive effects of adequate library staffing can be found in many
statewide studies. Overall library media specialist staffing, including ratio of librarians to pupils,
total hours, or numbers of librarians, represents one of the measures that has most frequently
Achterman, Douglas L. Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California. Denton, Texas. UNT Digital Library. http://digital.library.unt.edu/ark:/67531/metadc9800/. Accessed August 20, 2014.


learning during read-alouds: oral language development
Sometimes, simple is better. Sometimes, more choices make us more confused.
If Maddy, Owen, and Cora were shown an amazing pallet of face paints and were able to choose anything in the world they wanted designed on their cheeks or arms, I’m betting they’d all balk. Either it would take 30 minutes for them to decide what they wanted, or they wouldn’t be able to choose at all.
However, if they given the option of choosing one of 5-10 designs, most likely they’d have no problem at all making a decision.
I know the same is true for many parents when it comes to teaching their children. They don’t know what to do or where to begin, and especially when they stumble upon a resource online, like this blog–or many others like it–they move into freakout mode because it’s like a total overload.
So today I’m going with something really simple–I’m talking the simplest of simple.
This is just a little, teeny something parents can do during read-alouds, or any time of the day, actually, that might not seem like much, but it actually has big pay-offs for children’s language development.
It’s a starting point. No reason to freak out, just a reason to celebrate words, language, and literacy.
Here’s the skinny:
- Oral Language Development During Read-Alouds: Before, during, and after reading, we have a captive audience during read-alouds. Why not use this time to model the use of rich and descriptive language?
Oral Language can–and should–be developed at all times of the day, but it’s especially important to work on oral language development during book reading. We really don’t want to get into the habit of interrupting the flow of a story with a “teachable moment” comment every other page. But we can make meaningful comments and share our observations using “rich and descriptive language”.
Cora quickly chose Ariel out of the few Disney designs she was offered.
You can develop Oral Language by saying:
- I notice that the little girl in the picture is not playing in a safe way. She should sit down on her swing . . . instead of: That girl needs to sit!
- Arthur’s family looks like they are very prepared for their vacation with all of the supplies they have packed in their car. . . instead of: Look at all of the stuff they shoved in their car!
- Wow. Lily has a doll, a yellow shoe, a old and torn baseball hat, a half-eaten apple, and an unfinished puzzle on her bedroom floor. . . instead of: Her room is a mess!
- I can’t believe that Bear can’t fit in his cave! His bottom’s too big and the entrance to the cave is just too small! . . . instead of: Bear is too fat!
You can also:
- ask open-ended questions to your child, repeat his answer, and build upon them by adding or expanding their response;
- use follow-up questions to help your child expand her response if she answers with a one- or two-word response;
- model active listening by giving your child ample time to answer your questions.
Developing Oral Language during read-alouds–or any time!–is easy. All we have to remember is that even though our children are young, they can still benefit tremendously by hearing the use of rich and varied language.
Many thanks to Beauchat, Blamey, & Walpole’s “Building Preschool Children’s Language and Literacy One Storybook at a Time,” in September 2009′s The Reading Teacher for inspiration on information in this post.)
So let’s start noticing words–and continue talking about it!
This is another simple but totally important reading comprehension strategies as part of my Read-Aloud Learning series. For other ways to help develop kiddos’ oral language development, check out:
- A Word a Day: Creating Word Conscious Kids
- A Word a Day: Getting the Family Involved
- Word Consciousness
- Farm Full of Rich Vocabulary Words


- Posted July 9, 2014 by
This iReport is part of an assignment:
My American Dream is …
How To Become A musician
My best advice is to keep learning about music - and to make your dreams known to your parents and others. Start small, it is not an easy process to learn to play an instrument and to sing. Otherwise everybody would be doing it! You will need to be patient, and practice often. Also, practice often! Ask for an inexpensive acoustic guitar for a birthday or holiday - and learn a few songs to start. There are plenty of videos and pages online teaching you basic technique and how to play famous songs. If you are still liking it by that time - consider paying for weekly lessons.
You shouldn't worry too much about how people will react to it - just be yourself. (This is certainly easier said than done, and many artists struggle with it) If your mother thought that you were joking it was probably only because it was the first time you have mentioned it. Keep it up, and she'll begin to take you seriously.
If you listen to the radio - sing along! Don't be afraid of what others think of it, and don't be ashamed to sing in front of other people. In fact, this was the most difficult thing for me to do while I was learning. It can be very difficult to get in front of people and perform - but you have to swallow your pride, close your eyes, and just do it.
If you are certain that you would like to become a musician, have you considered going to school for music? There are many highschool and college level programs that are meant specifically for music education. You could have a performance major (for singing) or a more general musical education background that you can apply to your dreams in whichever way you like.
As a singer, you will need to master the major scale first - it is the basis for most pop music, such as that of Justin Beiber. If you haven't heard of this scale, look it up, listen to it, and learn to sing it by memory. Many people know this scale without knowing its name. If you know the song Click here 'Do-Re Mi' from the Sound of Music, then you know the major scale.
Technique will come with practice, and you will need to practice a lot to become a professional singer. Be aware of the commitment, be patient, and don't worry about what others think! Good luck!


Gersten, R., & Chard, D. (1999). Number Sense Rethinking Arithmetic Instruction for Students with Mathematical Disabilities. The Journal of special education, 33(1), 18-28.
This article draws analogies between phonological awareness and number sense. Although it is written for a specific learning disabilities audience, the information within is useful for anyone who wants to learn more about how number sense is developed. The authors draw analogies between earlier research on ways to remediate mathematical disabilities and earlier research on reading disabilities. Their goal here is to provide a brief overview of phonological awareness concepts and number sense before introducing the concept of number sense, rather than to attempt to provide a comprehensive review of either topic.
Number sense is difficult to define but easy to recognize. Students with good number sense can move seamlessly between the real world of quantities and the mathematical world of numbers and numerical expressions. They can invent their own procedures for conducting numerical operations. They can represent the same number in multiple ways depending on the context and purpose of this representation. They can recognize benchmark numbers and number patterns: especially ones that derive from the deep structure of the number system. They have a good sense of numerical magnitude and can recognize gross numerical errors that is, errors that are off by an order of magnitude. Finally, they can think or talk in a sensible way about the general properties of a numerical problem or expression-- without doing any precise computation.
It is also likely that some students who are drilled on number facts and then taught various algorithms for computations may never develop much number sense, just as some special education students, despite some phonics instruction and work on repeated readings/fluency and accuracy, fail to develop good phonemic awareness or any sense of the purpose or pleasure of reading.


Developing language and literacy through storytimes
For Immediate Release
CHICAGO — Recognizing that informed, caring adults are critical to supporting early literacy development, “Storytimes for Everyone! Developing Young Children’s Language and Literacy,” published by ALA Editions, builds on the concepts introduced in the second edition of the Every Child Ready to Read® initiative to offer practical suggestions for incorporating early literacy information and strategies into the storytime setting. Early literacy experts Saroj Nadkarni Ghoting and Pamela Martin-Díaz, coauthors of the best-selling ”Early Literacy Storytimes @ your library®: Partnering with Caregivers for Success,” demonstrate how parents and caregivers, children with their eyes and minds wide open and the storytime presenter can come together to create a storytime that is informative and, most of all, fun. Presenting a variety of songs, projects and activities, their book:
- Explains how young children develop knowledge critical for reading comprehension;
- Discusses five vital storytime practices (singing, talking, reading, writing and playing) that adults can be taught to use at home;
- Presents dozens of storytimes for babies/toddlers, twos and preschoolers that engage adults while keeping their children in focus;
- Addresses how young bilingual children acquire language, the use of science and math in storytimes, and other current research.
Ghoting is an early childhood literacy consultant. A children's librarian for more than 30 years, she is one of the national trainers for the Every Child Ready to Read @ your library program, an early literacy initiative co-sponsored by the Public Library Association (PLA) and the Association for Library Service to Children (ASCLA). Her website is earlylit.net.
Martin-Díaz is a branch manager and early literacy coordinator at the Allen County Public Library in Fort Wayne, Ind. She conducts storytimes in child-care centers and works with community groups to help get the word out about the importance of having all of our children enter school ready to learn. As a trustee of the Fort Wayne Community Schools Board from 2006 to 2010, she became keenly aware of the key role that early literacy plays in positive outcomes for children.
ALA Store purchases fund advocacy, awareness and accreditation programs for library professionals worldwide. ALA Editions publishes resources used worldwide by tens of thousands of library and information professionals to improve programs, build on best practices, develop leadership, and for personal professional development. ALA authors and developers are leaders in their fields, and their content is published in a growing range of print and electronic formats. Contact ALA Editions at (800) 545-2433 ext. 5418 or email@example.com.


I was talking with Jae Sinnett (www.jaesinnett.com) way back in 2005 at our initial Charlottesville Jazz Society kick-off gathering at the CrystalPhonic Recording Studio and Jae told me that in order for the Charlottesville Jazz Society to succeed the single most important thing that we needed to focus on was education.
It is our hope that over time we will succeed because of Jae’s advice and the help of many of you in our community who are skilled and talented jazz musicians with a willingness to share your love for jazz with others.
On Behalf of the Charlottesville Jazz Society,
The Importance of Jazz Education
Watch this inspiring video and give consideration to how you can help the Charlottesville Jazz Society in its mission of jazz education.
Video Link to The Importance of Jazz Education
“Music Education Can Help Children Improve Reading Skills
ScienceDaily (Mar. 16, 2009) — Children exposed to a multi-year program of music tuition involving training in increasingly complex rhythmic, tonal, and practical skills display superior cognitive performance in reading skills compared with their non-musically trained peers, according to a study published in the journal Psychology of Music. (Link: http://www.sciencedaily.com/)”
GEORGE MELVIN EDUCATION FUND - Help for students interested in jazz.
MASTER CLASSES SPONSORED BY CJS - Few things are more inspiring then to work with a master musician.
INTRODUCTION TO JAZZ – This is a bare bones overview of the various sub-genres within jazz.
LISTENERS GUIDE – There are so many wonderful jazz performers to choose from that it can be a bit overwhelming for the beginner. We hope you will benefit from our lists.
MUSIC TEACHERS – This is a jazz music teacher directory. For those individuals wanting to participate in formal musical instruction we hope that this directory will help you find the right teacher.
JAZZ-4-KIDS – In order to preserve jazz and see it flourish in the future we need to introduce it to our children. Enriching the lives of young people through music education is at the core of our mission. We hope that the information that we have assembled here will be an aid to parents and school teachers.
SHEET MUSIC & MUSIC STAND RESOURCES – The links provided here should help you find jazz music either online or at local suppliers in Charlottesville. If you know of other providers of sheet music please let us know.
As Thomas Jefferson said:
“Do not neglect your music. It will be a companion which will sweeten many hours of life to you”


Finale from Symphony No. 40 (Grade 4 - Score and Parts). Composed by Wolfgang Amadeus Mozart (1756-1791). Arranged by Stephen Bulla. For Concert Band. Curnow Music Concert Band. Grade 4. Curnow Music #101106. Published by Curnow Music (HL.44006301).
Developing an intimate understanding of the world's greatest musical accomplishments is an important part of a music education. Every musician should have the joy of playing the music of Mozart, and the G-minor Symphony (Number 40) is one of Mozart's signature works, and one of the greatest musical achievements of all time. Stephen Bulla has carefully and effectively brought the themes of the G-minor Symphony finale to the concert band stage with this delightful transcription/arrangement. Your band won't be playing a “band arragement” - they'll be playing Mozart! Don't forget the opportunity for a music history lesson built into this piece.


Department of Art + Design,
Art History, Art Education
BFA of Art + Design
Illustration Concentration (BFA)
Using imaginative techniques of pictorial representation and a unique visual signature, illustrators convey ideas that intrigue, excite, move, or inform, and may also interpret political and societal issues, moral concerns and examine the meaning of events. Illustration has a significant cultural role, both fostering and reflecting current taste, while promulgating the vocabulary, imagery and ideas expressed in avant-garde art to the general public.
The Illustration concentration is closely aligned with the Graphic Design and the Digital Art + Design concentrations and focuses on effective communication, conceptual abilities and proficiency in media skills.
Students electing the Illustration concentration are encouraged to pursue the creation of a distinctive style. They learn illustration principles, including compositional and textual layout and technical skills in a variety of media, while developing creative conceptual talents in the formulation of ideas and problem solving. This is helpful in learning to convey a message in an original visual language. Students are challenged by a wide variety of assignments that reflect the ever-changing field of contemporary illustration.
Students in the Traditional Media option utilize a range of classical art skills. Students in the Digital Media option become familiar with computer software to produce digital imagery. Students obtain professional knowledge that can be transferred to many areas of application.
Students should meet with their adviser to determine recommended course sequence based on individual needs and course availability.


Solve problems in more than one way and explain why one process may be more effective than another. 0506.1.5
Links verified on 11/29/2011
- Learn to Solve Word Problems - A collection of word problem solvers that solve your problems and help you understand the solutions. All problems are customizable.
- Long Division Teaching Aid: Double Division - Teaching Double Division can help in teaching long division by reinforcing the principles of division and giving students success with a less frustrating alternative.
- Math Files - Browse through a categorized collection of completely solved math problems. Odds are, you'll find one like the one you're working on.
- Math Hoops - Word problem practice for students in grades 3 to 5. All word problems use whole numbers but the problems range from single step addition to multistep equations. There are also problems that require students to interpret remainders.
- Math Mavens Mysteries - Calling all math detectives! Mysteries are popping all over town, and our chief sleuth needs your help to crack each case.
- Math Problem Solving for Upper Elementary Students with Disabilities - includes math problem-solving processes and strategies
- Math Stories - The goal of this math website is to help elementary school (Grade 1st through 6th) children boost their math problem solving and critical-thinking skills.
- Math Teaching Videos - [designed for grades 5-8] a project whose goal is to help middle school students learn how to solve challenging word problems
- Math Word Problems - Hundreds of self-checking math word problems for students in grades 1 to 6
- Mathematics Through Problem Solving - scholarly article from Math Goodies
- N-Rich - problems that can be solved by more than one method. Consider a variety of ways of approaching the tasks, and reflect on the merits of different routes to solutions
- Open Ended Math Problems - This site is for the specific purpose of preparing Middle School students for open-ended problem solving on standardized tests. Each month's problems are divided into the five strands of math standards.
- Problem Solving Decks - (K-8) This is a collection of favorite problems originally created by the members of the TEAM project. All of these problems lend themselves to students telling and writing about their thinking.Each set of problems is available for downloading as a PDF file.
- Problem Solving Strategies - Many problems are multi step and require some type of systematic approach.
- Problem Solving Strategies - suggestions from Singapore Maths
- SAT Math Problem Solving Skills - Practice your math problem solving skills with their tests.
- Solve It! - Math Videos provide problem solving practice for students in grades 3 to 6. Each set contains five multistep word problems with step by step video solutions.
- Thinking Blocks - model your math problems
- Webmath! - Are you stuck on a math problem? They'd like to help you solve it. You'll find hundreds of instant-answer, self-help, math solvers, ready to provide you with instant help on your math problem.
- Who Can Do The Math? - This is an activity designed to help students become more reflective in problem solving. Students begin by reading a math problem and thinking about how they might try to solve it. They then listen to explanations given by Jake, Kelly, or Astro. Written explanations also appear on the screen.
- Word Problem Solving Strategies - strategies for solving seven types of problems [one more may be coming]
- Word Problem Worksheets - This page contains links to free math worksheets for Word Problems. Click one of the buttons below to view a worksheet and its answer key. You can also use the 'Worksheets' menu on the side of this page to find worksheets on other math topics
site for teachers | PowerPoint show | Acrobat document | Word document | whiteboard resource | sound | video format | interactive lesson | a quiz | lesson plan | to print


So, you think spelling is hard and boring and there is nothing much anyone can do to make it "un-boring"?
You think the average person can't really ever understand spelling, and "Who needs it?" if you have a spell-checker on your computer!
You need Sequential Spelling
for all these reasons:
Sequential Spelling is
What's more, anyone who wants to learn to spell can. That means:
- incredibly inexpensive
- adaptable to suit your situation
Forget endless lists of words to study for spelling tests!
- Your child or student as young as seven years of age.
- Younger children who have had solid phonics instruction.
- Gifted individuals
- Learning challenged individuals
- People for whom English is a second language
- Teachers who possibly secretly don't really know how to spell because they never learned a logical method.
- Executives, secretaries, authors - just think of the time saved by not having to look up words in the dictionary.
- Even dyslexics! Did you know that the developer of Sequential Spelling is dyslexic and that is how Sequential Spelling came to be developed? Yes, that is a fact!
Sequential Spelling - a new approach
- relieve stress for the student
- build self-esteem
- teach spelling through pattern recognition - the way the brain works best!
that is quick and easy to use. In fact, if you choose the DVD version of the program, you, as the parent or teacher will have very little to do. Let the children learn on their own, quickly and accurately! Read in the Curriculum Overview
all about the exciting features of the Sequential Spelling approach.
Sequential Spelling teaches a logical approach to spelling
Spelling often appears daunting and the rules seem to be endless! Let Sequential Spelling teach you a logical approach to spelling without rules to memorize, word lists to study, and feelings of frustration when you make a mistake. Learn from your mistakes!
The Multi-Sensory Approach
The AVKO name stands for Audio Visual Kinesthetic Oral.
Students learn with Sequential Spelling by:
You need Sequential Spelling. It will help you and/or your students
- Hearing (auditory)
- Seeing (visual)
- Writing (kinesthetic)
- Repetition (oral)
- Right brain approach that makes sense to students.
Additional BONUS FEATURES of Sequential Spelling
- build confidence and self-esteem
- improve their handwriting skills
- develop a love of English and words
Rules, Rules, Rules! Who needs them?
- Big #1 bonus for you, the busy parent or teacher: The program requires no preparation for the teacher and can be very easily customized.
- Big #2 bonus for you, the person who wants to be financially responsible: affordable and economical, no matter which version you choose to use.
Actually, neither you nor your students need endless rules and their exceptions when you learn the logical, patterning approach to spelling.
The rules are followed in Sequential Spelling - you just don't need to memorize them and be bogged down by them to spell correctly. Think of it as freeing up brain space in your grey matter where there are already far too many rules filed away! If you really feel the need to teach the spelling rules, check out Customising Sequential Spelling
for a terrific solution.
Who needs a spell checker when you have Sequential Spelling foundations?
Logic is saying - you need
Sequential Spelling - right now! To confirm that wise choice, read more exciting details in the Curriculum Overview. Who knows, some day you might actually be able to read a newspaper that is not full of spelling errors because your budding writer is the editor. See you at the order page!


Frances Elliott Clark
Frances Elliott Clark (1860–1958) was an early music appreciation advocate. As a teacher in nineteenth century Ottumwa, Iowa, Clark spent ten minutes in each of her chorus rehearsals students telling them about composers or helping them recognize the stylistic features of the work that made it possible to place it in its correct historical context. Shortly thereafter, the phonograph added new opportunities for students to listen to music. Clark, who by 1903 had moved to Milwaukee, told of her introduction to the potential of Edison's invention. She realized the difference it could make to her students if they could hear professional recordings. Her principal agreed and approved the purchase of a machine for the schools.
Clark made herself an authority on the use of the phonograph to teach music to children and in 1910 spoke to the Wisconsin Teachers Association on "Victrolas in the Schools." Edward Bailey Birge, president of the Music Supervisors National Conference (later MENC), invited her to present this subject at his MSNC program in Detroit. Within a year she had moved to Camden, New Jersey, where she established an educational department for the Victor Talking Machine Company. She supervised the preparation of recordings designed for use in the classroom. Recordings were also developed to correlate music with English and American literature. Among other responsibilities, Clark assisted record and Victrola dealers in setting up educational displays to help music educators learn the benefits of the phonograph. Victor issued a number of instructional booklets prepared by Clark and assistants. Clark remained with Victor for the rest of her professional career but kept up with the times in the 1920s, when she promoted the radio as an avenue to music appreciation.
||This article includes a list of references, but its sources remain unclear because it has insufficient inline citations. (January 2009)|
Mark, M.L. and Gary, C.L. (1999). A History of American Music Education. Reston, The National Association for Music Education.


Volume 11, Issue 3 (1982)
Stephen N. Elliott, Wayne C. Piersel
Reading is a complex process involving many learning behaviors and cognitive skills. The acquisition and refinement of these skills is a primary focus of elementary education, yet many children experience difficulties and frustration when learning to read. Gibson and Levin (1975) estimated that as many as 25% of school children read below their grade placement. If these children’s reading skills are not improved, they have a greater chance of failure in other school tasks (Cawley, Goodstein, & Burrow, 1972; Gillespie & Johnson, 1974). A significant number of children are referred to school psychologists because reading problems have hindered academic achievement and may have resulted in disruptive classroom behaviors. Thus, it is important that psychologists who work in educational settings have knowledge of factors which influence reading, of various reading problems, and of techniques for assessing and remediating problems.
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This Science for Kids Post is contributed by Sarah of Little Bins for Little Hands.
Ice & More Ice Sensory Science for Kids!
This winter we have really been enjoying exploring ice, water and snow. Freezing them, melting them and experimenting with them! There are so many ways to incorporate sensory play and science for kids using what you have. Ice and water are everywhere. I really enjoy showing Liam that you can learn from everyday life. He does love to go fun places to play and explore, but there is also so much to explore right in your own home!
To get this science sensory play activity started, I asked Liam to go and grab his penguin set up from his zoo play set. He happily obliged and did wonderful listening. I like to include him as much as possible in the activities and often we set up together. I asked him to put one penguin or fish in each ice-cube tray section. Then I filled it with water and popped it in the freezer. He was truly excited with the idea of playing with ice and melting it that he repeatedly announced that he had to go and check the penguins. He could not wait to get started with this ice melt sensory play.
Once the water had frozen, I set up the table for him to play and explore this penguin science sensory play theme. I thought a dish towel to start might be a smart choice. I was right! I set out a dollar store baking pan, plastic tongs, the penguin habitat, plastic mustard/ketchup bottles with warm water, a pitcher of warm water, a baster and a ladle. It was completely up to him to decide how to melt the ice cubes and release the penguins and fish.
First he emptied the frozen cubes onto the towel and used the tongs to put each one into the baking pan. I love finding little ways to incorporate fine motor skills, too. Let the fun and experimenting begin! He had many different tools to melt the ice cubes with and free the penguins and fish. He really enjoyed the plastic squirt bottles as well as the baster. He would shout, “Look; they are melting mommy!” Once completely melted, he moved them safely to their habitat.
He wanted more ice to play with, so I emptied out the water and filled it with regular ice cubes. He proceeded to melt those and then wanted more to use as icebergs for the penguins. So, I got even more ice cubes, and he made his own small world for the penguins. He hopped them around, made them swim, and fed them fish!
This was a very fun ice melt science sensory activity with lots of room for free play and exploration. I always enjoy finding new ways to use the items we already have around the house to make science for kids fun and exciting! Plus, it’s winter, and this makes for some great talk about penguins and cold climates, too. Take out a book about penguins while you are it and learn while you play!
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The Importance Of Pre Primary Education
Pre-school education is essential for your toddler because it is the building block of your child’s elementary education. It helps in laying down a healthy foundation for the all-round development of your child. It is necessary to provide your child with good pre primary education for him to be prepared for future education. Here are some reasons why your little one should be provided with good nursery education.
Pre-primary education prepares your child for kindergarten and future school. It allows your child to build a base for his future education.
It allows the child to expose his inner skills so that the child develops his personality. It allows a child to give vent to his inner desires in positive ways. Some pre-school franchisees have activities designed for children in such a way that their inner talents are exposed.
Pre-primary education exposes the creativity of the child, thus allowing the child to develop his personality in a natural way.
The child learns to adjust with his peers and learns to interact with outsiders. He learns to find a life outside of his home. The child develops an independent personality outside of his home. Becoming independent is the first stage of growth and besides learning to eat independently, sleep independently, child learns to exist independently.
It is essential to the growth of the child that by the age of three, it starts showing signs of independence.
A good pre primary school like Little Millennium comes to your aid here. Their scientific curriculum ensures the all-round development of the child. Your child is well on his way to attending kindergarten and regular school.
Pre-schools like Little Millennium who have franchisees all over India, ensure the physical, mental and emotional growth of the child. The child develops his cognitive skills in the scientific curriculum that nurtures the child.
Good pre-schools teach a child not only social skills and develop its ability to adjust in its social environment but also teach it how to deal with bullies. Your child may be facing bullies in his pre-school, but may not be telling you about it. Find out whether your child is hesitant to go to school. Does it try and avoid school. The reason could be there is a bully at the school. Good pre primary schools, ensure that bullies are not scaring other children so that they avoid school.
Pre-primary schools are also responsible for teaching social etiquettes to your child. Some of the group activities involve teaching manners and etiquettes to your child.
The group activities that nursery schools conduct are what develops the complete personality of your child. The children may be taken on field trips, where they are taught the importance of discipline. The children also learn to eat independently and many are also potty trained by this age, so they know how to handle themselves to an extent.
Pre-primary education is one more step in the growth of your child. For your child to grow into a healthy, socially well-adjusted child and individual, it is essential that you send him to a good nursery school.


The Elementary Section of NCTE represents a diverse group of teachers, literacy coaches, reading and special education interventionists, teacher educators, and school administrators interested in literacy development and in literacy teaching at the elementary school level. Our primary task is to connect and support teachers as they work closely with students, administrators, and families to develop and promote lifelong literacy learning. We cordially welcome all educators interested in reading, writing and the language arts.
April is National Poetry Month---a month-long, national celebration of poetry established by the Academy of American Poets. Plan now with these ideas and other poetry resources:
Readers of the elementary journal, Language Arts, have a new feature of podcasts by some of the issue's authors. Check out LA today!
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Supporting Students in a Time of Core Standards:
Grades K-2 or Grades 3-5
These books reinforces a focus on student learning by demonstrating ways of addressing the Common Core State Standards (CCSS) in grades K-2 and 3-5 while also adhering to NCTE principles of effective teaching.
Virtual Conference recordings also available for Grades K-2 or Grades 3-5.
Check out these additional common core resources today!


Phonics worksheets are available to download on both LCF Babelzone (French and Spanish) and LCF Englishzone. Phonics for kids is a tried and proven method for learning to read. Although English is not purely a phonetic language, phonics sounds are an important tool for beginners learning to read the language. Due to the effectiveness of phonics-based instruction, more public and private schools have emphasized phonics instruction in recent years. Parents who teach their children at home also frequently report satisfaction with instructional materials for phonics, and LCF phonics provide a fun way of learning through phonics games and songs and inspirational worksheets.
With LCF phonics worksheets, students practice learning vowels, beginning consonants, ending consonants and plurals, beginning blends, ending blends, consonant digraphs, long vowel sounds, R-controlled vowels, diphthongs, ph and gh, silent consonants, and more.
LCF Englishzone and Babelzone form a comprehensive teachers resource for K1 – K6 and support children learning English, French or Spanish online.


Description of Learning Language Through Literature: The Blue Book: Complete Program by Common Sense Press
Here's the answer! The Common Sense Reading Program, the Blue Book, for first grade skills, is the perfect reading program for beginning readers. Lessons include: phonics instruction using the "Successful Reading for Beginners" series. Your student begins reading stories right away!
Read-aloud stories and "real books" provide a basis for important reading and higher-order thinking skills. Grammar skills are integrated throughout the lessons.
Handwriting instruction teaches upper and lower case letters, numbers, and punctuation! Illustrated practice sheets encourage your student to do his best.
Assessments enable teachers to evaluate progress. Essential to the program, consumable Student Activity Books may be purchased separately.
Games, activities, and hands-on projects make this a dynamite combination.
Our first grade reading program includes a Teacher Book, a Student Activity Book, 28 readers, and a materials packet, all packaged in a convenient, attractive full-color box.
36 weekly lessons divided into easy-to-use daily plans.
Includes all the language arts skills: phonics, reading, spelling, grammar, and higher order thinking skills.
Handwriting Skills: Instruction and work pages included.
A systematic phonics approach includes: short and long vowels, consonant blends, word families, and sight words.
Assessments help teachers evaluate reading progress.
Games, word-wheels, flip books, and MORE hands-on projects and activities are effective for ALL types of learners.
Lessons require little or NO preparation!


Philip Jenkins, a distinguished historian and professor of religious studies at Penn State, is an intellectual provocateur who backs up his provocations with data. Cutting straight across the academic grain, Professor Jenkins recently argued in the Atlantic Monthly that religion will replace ideology as “the prime animating…force in human affairs” in the twenty-first century – although he concedes that religion’s impact on the new century may also lead to serious conflicts.
Professor Jenkins’s Atlantic essay also had a challenge for North American Catholics.
Beset by scandals and mired in endless debates over doctrine and practice, Catholics in the United States and Canada are virtually oblivious, Jenkins suggests, to the basic fact of Catholic life in the twenty-first century: that world Catholicism is becoming a predominantly Third World religion. Moreover, he argues, the overwhelming majority of Latin American and African Catholics don’t give a fig about the issues that absorb so much Catholic energy here and in western Europe. The Catholicism of what he nicely calls “the Rest” (as distinguished from “the West”) is lived in a milieu strikingly similar to that of the New Testament: in “the Rest,” the supernatural is as real as the natural world; Jesus is “the embodiment of divine power, who overcomes the evil forces that inflict calamity and sickness upon the human race;” authority is respected; devotional life is vibrant – and no one is clamoring for a “democratized” Church.
Part of the fascination of Jenkins’ argument comes from his often-surprising numbers. To take a few notable examples:
- Three quarters of the Catholics baptized in 1998 came from “the Rest:” Latin America (eight million), Africa (three million), Asia (a bit under three million).
- There are more baptisms performed in the Philippines these days than in Italy, Poland, France, and Spain – combined.
- In the early 1950s, there were some 16 million Catholics in Africa. There are 120 million African Catholics today, and there will likely be 240 million in thirty years.
- By 2025, in sum, almost three-quarters of world Catholicism will be located in Africa, Asia, and Latin America.
Furthermore, these numbers tell us something about a distant, and now often-maligned, past. As Professor Jenkins puts it, “the likely map of twenty-first-century Catholicism represents an unmistakable legacy of the Counter-Reformation and its global missionary adventures.” Turns out that the Counter-Reformation wasn’t all about the Inquisition, religious wars, and burning heretics, after all. The Counter-Reformation of the seventeenth century made possible the world Catholicism of the twenty-first. (Which in turn raises an interesting question about the concept of “reform” in the often self-absorbed Church of the western world today: can we say that ours is a time of genuinely Catholic reform when the missionary impulse has become so attenuated in the West?)
Jenkins also challenges those proponents of secularization who are accustomed to thinking that intensely supernatural religion is something from the sticks – something that people “get over” when they make it to the big city. The truth of the matter, Jenkins argues from the numbers, is that what’s going on in “the Rest” is often a “direct by-product of urbanization.” The new megalopolises in the global “South” usually lack social infrastructure and health services. As people feel adrift on an alien and sometimes brutal urban landscape, religious communities that provide basic health care, elementary education, and social welfare services (as well as a way of making transcendent sense of suffering) are immensely attractive.
Which is, interestingly enough, precisely the argument that another against-the-grain scholar, Rodney Stark, made about the Christian situation in the ancient Mediterranean world: from a sociological point of view, primitive Christianity “made it” in late antiquity because it provide networks of support and care in violent, cruel urban environments.
“Progressive” Catholics often dream of a Third Vatican Council that would bring the Catholic Church more in line with secular modernity on issues of sexual morality, gender, and authority. Philip Jenkins suggests that a Third Vatican Council, led by bishops from “the Rest,” would do precisely the opposite: it would vigorously re-affirm classic Catholic doctrine and morality.
All of which suggests that the relationship between “”the West” and “the Rest” is going to be very interesting indeed, in the Catholicism of the new century.
George Weigel is Distinguished Senior Fellow of the Ethics and Public Policy Center in Washington, D.C. and holds EPPC’s William E. Simon Chair in Catholic Studies.


No Marshmallows, Just Term Papers
September 25, 2011
Country Music has been around since the early 1920’s, but it has changed a lot from the Golden Age of country music, to the contemporary country music that is used at present day. Some people think that country music is just for poor people and hillbillies but the music could be for anybody that likes the guitar, the piano, and drums. Some people country music it what they grew up on and like. Other people they have grew up on country music, but did not like the way that it sounded so they listen to different music. Country music has been around for more than half a century and that gives it a rich history, a role in music education, and a place in American culture.
Country music started in the 1920’s and did not become popular until the 1940’s for the “hillbilly music”. When speaking about country music a person has to specify about what era of country music they are talking about to know the type of music they are talking about. The writers of any country music are trying to find things. (Neal 2006) For example, Unanswered Prayers is by Garth Brooks and it is about a man that meets an old high school flame that prayed that he would get her as his. He is glad that the prayers want unanswered because he thanked God for his wife. Garth Brooks and his contemporaries transformed country music into everyman music. (Neal 2006) In 2002 and 2003 fans started to try to find down home, roots based country to do with pressures of economic recession, global terror, and political unrest that started alternative country music. (Neal 2006) Some popular artists in this era were Josh Turner, Brad Paisley, and Kenny Chesney.
Omnivores are people that will consume more types of cultures and more genres within any given culture. (Graham 2008) Omnivores will attend a museum, music show, sporting events, and country concerts. Univores are people that consume fewer cultures and one or two...
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ART 228 Art in Elementary Schools
Introduction to theories of creativity, developmental stages in art and methods of teaching visual art to children K–6. Basics in appreciation, history, and criticism as well as use of materials will also be discussed. Students pursuing an elementary education major may take this course for 2 or 4 hours. Students pursuing a K–6 art academic endorsement or a K–12 art education minor should register for this course for 4 hours. The 4-hour course includes additional studio experiences, art history, and work on individual creativity.
EDUC 352 Secondary Methods for Pre-service Art Educators
Advanced study of secondary teaching methods for students seeking licensure in art, English, mathematics, science, and social science. Study of special methods used to teach the individual's major subject area. Teaching methods and professional participation in one's academic discipline will be covered, as well as inclusion of special education students in a regular classroom and applications of technology. Must be taken prior to professional semester. Required for certification in art, English, mathematics, science, and social sciences. Not required of health, physical education, and music majors.
REL 239: From the Middle Ages to the Holocaust: Jews and Judaism in Europe
From the Middle Ages up until World War II, Europe was home to the more than half of the world’s Jews. During this period, Jews developed rich social, cultural, and intellectual lives in communities throughout Europe, despite having limited rights and opportunities as well as being subject to periodic persecution, expulsion and violence. By the end of World War II, however, over two-thirds of Europe’s 9.5 million Jews had been killed, and most of those who survived had fled to other parts of the world. This course will explore “lived Judaism” in four pivotal centers of Jewish life— Amsterdam, Berlin, Prague, and Krakow—up until the Holocaust, as well as learn how each of these communities was decimated as part of the Nazi Final Solution by visiting concentration camps, museums and memorials in these locations.


When looking at colleges, it’s a good idea to ask about the school’s job placement rates. But because of how colleges calculate or report their placement rates, the numbers can be misleading or confusing. To help you compare colleges’ job placement stats, we’ve decoded a few key terms colleges use to describe job placement numbers so you can know what they really mean.
Placed vs. employed. “Placed” often means that a student either has gotten a job or been accepted to graduate school. Basically, it means students have achieved their post-bachelor’s degree goal of either working or starting an advanced degree program. “Employed” is more specific and includes only students who have gotten a job, not students who are in graduate school.
Employed vs. employed in field of study. If a job placement rate at one school states “90 percent of graduates are employed within six months of graduation” and another says “84 percent of graduates are employed in their field of study within six months of graduation,” which is better? In this case, the 84 percent is better, because students “employed in their field of study” are employed in the career field they went to school for.
If a statistic says just “employed,” it means the students have jobs, but the jobs may not necessarily be related to the students’ field of study. For example, “employed” could mean a music education major has a job as a cashier at a local department store, while “employed in their field of study” means the music education major has a job teaching music.
Time period of the statistic. Some schools report job placement rates of students upon graduation (which means students have jobs before they graduate), within six months of graduation or within one year of graduation. If the school’s job placement rate doesn’t have a time frame, ask an admission officer about the time frame the statistic covers.
Number of graduates represented in stats. As you look for and compare job placement rates, keep in mind that colleges don’t always collect job placement information in the same ways. Some only obtain stats at graduation, while others send surveys to new alumni.
Response rates for the job surveys can be low, so be sure to ask how many graduates the survey or job placement stats represent. For example, at a small college perhaps only 10 students graduate in a certain major each year, and only four might respond to the survey. Job placement stats could show that 100 percent of graduates obtained jobs if all four were employed, but the other six may or may not be employed.
Before choosing a college, ask about what the career services office does to help students get jobs and internships. And as with any statistics about a college, it’s important to find these numbers, but your ultimate college decision should be based on more than numbers alone.
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For the first time in 12 years, children across Lubbock will take a new state-wide, standardized curriculum test. The Texas Assessment of Knowledge and Skills test, or TAKS, will replace the TAAS, which is the Texas Assessment of Academic Skills test.
Three things make the new test different from the old one. The TAKS will test new grade levels from 3rd through 11th. The test will also cover new subject areas, such as geometry and science, but most importantly the TAKS will set a higher standard of learning.
As the new semester approaches, so does a new test. "The whole reason is this, higher education and job market. We want our students to be able to compete in this century at the very highest level they possibly can," says LISD Assistant Superintendent of Elementary Education. That is why starting February, Lubbock children will toss the old TAAS test and take the new TAKS test. The test is expected to be tougher, and help reflect a students entire curriculum.
"This is just going to be a much more rigorous test because of the fact it's not simply just looking at skills," says Graves. Here is an example of the differences between the TAAS and the new TAKS. In the new test, a Fourth grade student must read a story and answer a series of questions. In this case, the questions require a student to use problem solving skills and a higher level of thinking, but in the TAAS test the questions are a lot more direct.
Murfee Elementary Teacher, Robin Fulbright says the TAKS will allow schools to teach kids how to think, instead of how to just take a test. "This TAKS test is closely aligned to the TAAS. So as long as your teaching what your supposed to be teaching, your kids are going to be prepared," says Fulbright. But perhaps the students most affected by the new test will be this year's third graders. They have been trying to master their reading skills since kindergarten, and if they don't pass the reading portion of the TAKS test, they will not be promoted to fourth grade.
"The reason behind this is to stop social promotion. We don't want our children just passed on if they don't have that basic skill and can not function and be secure in the fourth grade," Graves says. It is a matter of one test changing the way students learn and the way teachers teach. Administrators and teachers will hold their students accountable for how they perform on the TAKS. Starting in 2004, poor performing schools can be taken over by the state if low scores do not improve over time.


An annual survey on education in India, organized by child-focused nonprofit Pratham, found that while school enrollment levels for some age groups had improved, the quality of primary education most children in rural areas are getting is abysmal. And it may be getting worse.
“As things stand, more than half of the children in Std 5 [ages10 and 11] will be incapable of completing even elementary education except by blind promotion without regard to the actual learning levels they attain,” the report said.
The Annual Status of Education Report, which covered 700,000 children in rural areas in 2010, looks at how many are going to school, how well they can read at different ages in their local language, and at their proficiency in basic sums, among other things.
“The impact of five years of schooling on the child who entered Std 1 in 2005 is not much different from that on the child who entered Std 1 in 2001,” said the report, which was released on Friday. “If anything, the ability to read seems to have dropped a couple of notches over the five year span.”
In first grade, when kids tend to be six or seven years old, a third of children can’t read anything—not even a letter, while less than 8% are reading at grade level or better. These indicators have worsened slightly from 2009, when 31.4% reported not being able to read at all and 8.1% were reading at the right level for their grade.
But at that age, the indicators could also be reflecting new enrollment in the school system from families where this is the first generation to go to school. Children born in these families likely have fewer opportunities to pick up early reading skills at home.
However even by grade five, when most kids are nine or 10, only about half, or 53.4%, are able to read at a level pegged for seven or eight-year-olds, marginally up from a year earlier.
In 2009, the number of kids in fifth grade who could read at a second grade level was 52.8%, down from 56.2% a year earlier.
When it comes to math, the proportion of kids in the first grade who could recognize the numerals 1 through 9 declined from 69.3% in 2009 to last 65.8% year.
When it comes to middle school, many eight graders can’t perform basic, every day math – like totting up sums from a menu or calculating area.
There are regional variations too. The report showed progress in Punjab thanks to the state’s “Purrho Punjab” (Read Punjab) program, with which Pratham has been involved.
Data showed that the number of children in grade two who could read went from under 50% in 2008 to 60% last year. Similarly, the number of kids who can do subtraction in the third grade went from around 35% in 2008 to over 60% in 2010.
Overall school enrollment and attendance rates for children aged between 6 and 14 were fairly static, with 96.5% of children enrolled while since 2007 attendance rates have remained around 73%. There was progress on some fronts, though.
An increasing number of five-year-olds were enrolled in school, with about 62.8% children of that age signed up for school compared to 54.6% in 2009.
The report said Bihar had remarkably improved enrollment for teens and pre-teens in the last five years. In 2006, 17.6% of girls aged 11 to 14 and 12.3% of boys of that age were not on school rolls. Now fewer than 5% of girls and boys of that age are not enrolled.
Private schools are rapidly become more popular in the south where the number of children in private schools went from 29.7% in 2009 to 36.1% in 2010 in Andhra Pradesh. A quarter of children in Tamil Nadu and over half of children in Kerala are also in private schools.
One possible reason for this rising preference may be because private schools that take payments from families may be more accountable than government ones, say in terms of teacher attendance.
The report doesn’t comment on private school teacher attendance but local organizations conducting the surveys with Pratham visited about 13,000 government schools in rural areas, and one thing they looked at was whether all assigned teachers were present on the day of the visit. The report said that primary school teacher attendance measured that way declined from 73.7% in 2007 to 63.4% in 2010.
For the latest news and analysis, follow @WSJIndia


Yes - we have talked about this at length...... I am waiting to hear
back from you which culture you are referring to. I dealt with this
issue with a Lakota. From that moment on - I dealt with Lakota lessons
in a different way. I did not teach about their art - only about their
heroes. I did not have animal hides, beads, or the right kind of
journal paper to teach their art. Native Americans DO want us and NEED
us to teach about their art and admire and respect it.... If not in
art class, where would they learn respect for the Native Americans? In
history classes they do not get the true stories. - you and I both
know that. I could give you a list of books to read with the true
It is important to teach the ways all cultures connect. What beliefs
and values are the same? Ceramics is one way to connect many cultures.
I used cultures that made pottery so I could use authentic materials.
If you must make a Kachina - DON'T call it a kachina and don't show
students examples first... Make spirit figures to show their own
beliefs and values (like protect the environment - lessons that need
to be learned - etc). THEN after the art making show the Hopi Kachinas
and explain their purpose as teaching tools for the children.
Teach what totems are about - We made ours about Family. I don't think
and Northwest Indian Culture would have been offended by my
lesson..... When we made our dance helmets, they were about personal
animal symbolism/identity.... Again, no Northwest culture would have
Right now, Sax has a kit to make Kachinas.... I would hope that all
art teachers write to Sax and tell them they think the kit is
inappropriate. They also have a kit to make Totem poles.... again they
way it is presented is inappropriate. I am no longer teaching, so of
course, would have no need for such a project.... The letters will
mean more coming from YOU who are in the classroom.
On the flip side. I don't think it is fair for these diverse cultures
to only learn about art of dead white guys from Europe. I firmly
believe in MULTICULTURAL Art Education. We must teach about art from
all cultures.... No.... one does not make an "African mask" or a
"Native American Mask" - One makes a mask to represent their OWN
culture. The mask may have characteristics of African masks - but it
will have personal meaning as well. Where would modern art be today
had it not been for African Art? Also show how contemporary cultures
are moving away from the traditional art - blending the old with new
expressions. I showed some very modern totems to my students.
Art class is the one class where students CAN and should learn respect
for all cultures.
Kevan, I will talk more about the example you gave off list.... as I
am not offended by it. Shame on you Kevan for not listening when I
brought this up before (grin).


Education is right that belongs to states
It was encouraging to read the following comment by Robert Jaklich, superintendent of the Victoria Independent School District, in "A Word From VISD" published in the Victoria Advocate on May 24: ". The power of any school district lies deep within its people. . We want our families to share in this partnership and encourage our families to contact their respective schools, teachers and administrators at any time for any reason."
There has always been a major emphasis on quality education in the United States of America. Even before the Constitution and Declaration of Independence were written, education of children was of vital importance to most parents. The Founding Fathers attended schools like Harvard and Yale. These schools were initially set up to train ministers. The Bible was the standard book of training. In the homes of younger students, the Bible was used to teach reading.
The first settlers knew the importance of citizens being able to read and think in order to keep government from atrocities that had occurred in Great Britain. Early education was remarkable using Biblical standards to educate citizens.
Many of the early founders of this nation were educated at Harvard, which had two mottoes: "for Christ and the Church" and "for the glory of Christ." Christ was the foundation of learning. Yale was another educational institution of that era and admonished, "Above all, have an eye to the great end of all your studies, which is to obtain the clearest conceptions of divine things and to lead you to a saving knowledge of God in His Son, Jesus Christ." (Information on the educational standards from the Founding Fathers was taken from "Four Centuries of American Education" by David Barton.)
Abraham Lincoln stated: "The philosophy of the schoolroom in one generation will be the philosophy of the government in the next."
America has the most successful government in the world, but we are losing the republic because of the current school system. In our nation today, mental exercises have deteriorated. Questions on the U. S. Constitution no longer apply in elementary education. Self-governance has all but been eliminated in many of our high schools.
The 10th Amendment to the United States Constitution states: "The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively or to the people." Since education is not mentioned in the Constitution, it is one of those powers reserved to the states. Of course, the United States Supreme Court can declare that something not mentioned in the Constitution is so closely related to something that is mentioned that the unmentioned power is a fundamental interest, which rises to constitutional protection.
Even though each state had the constitutional right to educate students because of biblical standards being removed by the court system, the push began toward a more socialistic educational system.
Thus, there is currently a push toward a curriculum called the Common Core State Standards Initiative, which is a state-led effort - highly supported by the federal government - that establishes a single set of educational standards for kindergarten through 12th grade in English language arts and mathematics.
Texas has rejected Common Core. I stand by this decision and hope our legislators will continue to do the same. We have an opportunity to set a standard for the rest of the states. Standards of education should stay locally, even to one day return to biblical standards.
Based on the standards of the Constitution and the Founding Fathers of this nation, public education should be a promoter of America's original culture and Christian values while respecting other cultures. Education is the right and responsibility of the parents, the taxpayers and the educators who work in our schools. Mr. Jaklich's comment mentioned at the beginning is a step in the right direction.
It is not just our children who need education; it is a citizenry who have handed over their authority and Constitutional rights to someone else and believed a lie. The United States of America is a republic, if we can keep it.
Wanda Ulrey has a bachelor's degree in business administration from the University of Houston-Victoria. She is currently enrolled with Texas Center for Self Governance, which exists to teach citizens how to exercise their civic authority, leverage self-governance, instruct delegated authority and inform citizen discretion.


This course is designed to introduce students to the field of children's literature. The course will cover the theories, history, and types of children's literature. Emphasis will be on giving students the ability to evaluate and select appropriate literature for various ages of children. The course is recommended for elementary education and library science majors and at some institutions is a requirement for those majors. Course material, however, will be broad enough to accommodate anyone with an interest in the field of children's literature.
This course provides an introduction to the technology used in libraries. The course will emphasize understanding the operating systems, hardware and software of various types, and the use of databases. The course will cover the Internet and its history pertaining to libraries, using search engines, e-mail, and Internet use policies for different libraries. Also covered will be how bibliographic information is stored, integrated library systems, bibliographic control, serials, descriptive cataloging, authority control, MARC systems, subject access to collections, and metadata.
Prerequisite: LS 101
This course will provide an introduction to the different types of technical services within libraries. The course will cover collection development and acquisitions, serials, interlibrary loan and document delivery, cataloging, circulation functions including reserves, circulation systems, confidentiality of records, statistics, non-circulation collections, stacks maintenance, copyright and plagiarism, special collections, and preservation. Information will also be given on storage and handling, disaster prevention, collection preservation programs, and materials preparation and repair.
LS 202 Public Services for Libraries (3)
This course will examine what constitutes public services in a library. The course will cover types of library users, service policies, model behaviors at a service desk, appropriate levels of information, reference vs. non-reference inquires, tips for dealing with difficult people, intercultural communication, and the reference process. Also included will be the research process, library instruction, exhibits and events, and outreach.
LS 203 Reference Skills and Resources (3)
Prerequisite: LS 103
This course will cover the fundamentals of a reference desk, including both print and online reference resources, databases used to provide services to patrons, conducting the reference interview, interacting with patrons of differing nationalities and needs, follow-up services, online reference, and techniques for pushing information to patrons. The course will also emphasize time management, communication, teamwork, conflict resolution, problem solving, reference machines, and outreach. In addition, the course will look at the theoretical framework of reference services guiding librarians, as well as major trends in library reference services and information sciences and what the future may bring.
LS 210 Library Technician Internship
Prerequisites: LS 101, LS 103, LS201, LS 202
This course will provide professionally supervised practical work experience in approved school, public, university, or special libraries. The course will focus on applying specific skills, knowledge, and theory in a library setting in order to develop a broad understanding of the information science field and how library facilities operate. The course requires a total of 225 on-site hours in an unpaid internship experience.


Here are some interesting statics about sight words:
*12 Sight Words make up 25% of those we read and write.
*100 Sight Words make up 50% of those we read and write.
*About 300 Sight Words account for 75% of those we read and write!
Needless to say, sight words are a huge focus when learning how to read. When kids can master those "tricky" sight words, they are able to focus on sounding out the other words.
I don't want to just create "worksheets", but I want our learning to purposeful, engaging and FUN! The Sight Word Make a Match packets hit a home run!
There was coloring...
Coloring is also good for building fine motor skills...
On this sight word page we focused on the word "like". Although it is a sight word, I was still able to do a little phonics instruction. Sophia is learning the rule of the "Magic e" and she quickly identified it in the word "like". We decided that we would color the i and the e the same color since they work together to make one sound.
We pulled out the Bingo Dabbers (I picked mine up at Lakeshore) and dotted the likes red and the other words green. This was almost like a craft for her :)
Then came the cutting...
And some glueing! She seems to get a little giddy when we pull out the glue. I could have had her use the glue stick, but squeezing those glue bottles are SO good for building muscles in the hand and preparing her for writing.
Sorting and pasting...
The finished product! I was surprised at how much time she took on this activity. She really enjoys all the engaging components to learning a sight words. At the end of the sheet, she mastered the word like, even spelling the word!
On this sheet we just colored the focused word pink and the other words blue. We played a game to see how many of the other words she could read. This is a great way to spiral review the sight words as your student(s) learn them.
a, and, away, big, blue, can, come, down, find, for, funny, go, help, I, in, is, it, jump, little, look, make, me, my, not, one, play, red, run, said, see, the, three, to, two, up. we, where, yellow and you.
all, am, are, at, ate, be, black, brown, but, came, did, do, eat, four, get, good, have, he, into, like, must, new, no, now, on, our, out, please, pretty, ran, ride, saw, say, she, so, soon, that, there, they, this, too, under, want, was, well, went, what, white, who, will, with and yes.
after, again, an, any, ask, as, by, could,every, fly, from, tie, going, had, has, her, him, his, how, just, know, let, live, may, of, old, once, open, over, put, round, some, stop, take, thank, them, then, think, walk, were, and when.
20% saving and included the pre-primer, primer and 1st grade packets!
I hope these packets make learning FUN and engaging for your kids!


MUSC145. Introduction to Music
Musician and Teacher: An Orientation to Music Education
Chapter 7. Teaching Music to Children
126 “Children are inherently musical, but it takes well-trained and perceptive music teachers to design and deliver for them a learning environment and the sequential instruction that brings their musicality…”
127 singing, playing, listening, moving and creating - significance?? (also p. 132)
“All children are musical, more or less, and in a myriad of ways.”
Children “socialize through music, making their own communal 'jams'…”
“…children have a musical lore all their own,…” - explain
128 “How do children behave musically, 'naturally,' while at play or leisure, beyond the direct influence of a teacher?” (e.g.: Children's musicality can be recognized “in the ways they move rhythmically.”)
129 preschool: singing spontaneous songs that sometimes span an octave of imprecise pitches.
Kindergarten: conceptualize durations and pitches as same and different high/low, fast/slow, long/short. (singing range of 5th - d-a)
Primary (grades 1-3): begin to understand notation - melodic and rhythmic (singing range of octave and 4th - Bb-Eb)
130 Intermediate (grades 4-6): understanding of smaller divisions of the pulse, can identify aspects of pitch motion (e.g. steps/leaps, sequence, etc.) (singing range of as much as 2 octaves)
Laminated cards, big books, iconic representations of concepts ????
133 Dalcroze eurhythmics - movement-based pedagogy - kinesthetic reactions to music…hear, process and respond through movements to rhythmic phrases, melodic movements, harmonic changes, musical phrases and form.
Kodaly sequence - well-ordered and logical system of materials and techniques that lead students to development of performance skills, hearing and notational literacy. - accent is on singing.
Orff Schulwerk - weaves that natural behaviors of singing, saying, dancing and playing. Four stages: imitation, exploration, literacy, improvisation. Body percussion (patschen, etc.)
134 Curwen hand signs
137 “…children are not mini-adults but playful little people in the process of exploring their world of sonic and expressive possibilities of finding meaning in it,….”
Three cases on pp. 137-142 - identify with one and compare with your own hopes, dreams, plans, etc.
What do we mean by "sound before sight?" Why is this important?


Documents created in collaboration with the New York State - Bilingual/English as a Second Language (ESL) Technical Assistant Centers (NYS-BETAC) to assist Districts/Schools with the diverse educational needs of English Language Learners
Language standards, resource guide, glossaries, more.
New York State Regional Bilingual and ESL Resource Networks (RBE-RNs)
Provide free technical assistance and resources for designing, implementing and enhancing educational services for limited English proficient/English language learners (LEP/ELLs) for districts in each region.
Bilingual Specialists at Regional Special Education Technical Assistance Support Centers (RSE-TACs)
RSE-TACs with Bilingual Specialists
Regional Special Education Technical Assistance Support Centers (RSE-TASCs) are located throughout the state and are part of a statewide network that provides resources, information, consultation, coaching and staff development related to the education of students with disabilities. Bilingual Special Education Specialists are available at the RSE-TASCs to provide regional information and technical assistance to communicate compliance and effective practices for bilingual/English language learner (ELL) students with disabilities.
Useful Sites for Educators
Recommended Books & Articles
Online Resources for Bilingual Educators
National Association for Bilingual Education (NABE)
National professional organization devoted to representing Bilingual Learners and Bilingual Education professionals.
National Clearinghouse for English Language Acquisition & Language Instructional Educational Programs (NCELA)
Information bout curriculum and & instruction development, academic content standards & assessments, as well as Title III.
Center for Applied Linguistics-The Center for Applied Linguistics
Online resources including free downloadable digests, a collection of answers to frequently asked questions, and more.
The Center on Instruction
Links for documents on its web page focusing on English language learners including resources related to literacy and special education, professional development, best practices, serving adolescent newcomers, and suggestions about accommodations and assessments.
Information on second language acquisition and literacy development for ELLs:
Dr. Jill Kerper Mora
Information on Spanish reading and biliteracy, modules on word study in biliteracy classrooms, cross-linguistic transfer in Spanish/English biliteracy, thematic unit and lesson planning, content reading for English language learners. There are over 100 instructional modules on the web site for bilingual and ESL teachers.
K-8 math resources available in Spanish
The Internet Picture Dictionary
Labeled images in Spanish, French, German, Italian and English.
Rethinking Schools Online Bilingual Resource Articles
Dual Language Education of New Mexico
An excellent site for Dual Language resources. There are many sample materials on this web site including a variety that focus on classroom instruction.
For more information
Please contact Melanie Pores, Assistant in Research and Educational Services at (800) 342-9810 ext. 6057 or e-mail Melanie at email@example.com
should you require additional resources or assistance in relation to ELLs.


• available for preschool through eighth grade
• a standard in Christian education for many years for home educators and Christian schools
• all stories, poems and reading selections encourage Godly character and moral values
• utilize a strong phonics approach in early grades
• vocabulary building lessons in all grades
• build good reading comprehension skills
• some grammar in all grades except pre-school
• can be used on their own with their companion workbooks as a comprehensive phonics/literature program or to supplement your chosen curriculum
• The teacher guides/keys are particularly handy in the early grades for checking on phonetic markings. For older grades, allow the students to mark their own work using the keys. The guides save the parent/teacher much time in marking assignments and contain teaching ideas and tips.
• hardcover readers, paperback answer keys and student workbooks
• Pathway readers make a great addition to any library
• These readers do not promote Amish doctrine and are suitable for anyone looking for solid, moral-based literature.
• The Climbing to Good English grammar/writing curriculum complements the Pathway Readers well and is included in our graded language arts kits.
Pre-school/Grade 1 - Beginning to Read Program
• The "Beginning to Read" program is actually the first half of the full 1st Grade Pathway reading curriculum. You can also use it with children of kindergarten age who are eager to learn the alphabet and basics of phonics instruction, taking a full year to complete the lessons. You can use both the "Beginning to Read" program and the "lst Grade Language Arts" kit all in one year for children aged six years and older.
• "Learning Through Sounds" workbook series teaches phonics, colours, matching skills, early reading readiness skills.
• The teacher guides include answers and ideas for using the curriculum effectively.
• old fashioned stories of family life on an Amish farm are wholesome and delightful
• workbooks include phonics instruction, vocabulary work, reading comprehension
• as the child's reading ability improves, the books encourage independent learning
• short stories, portions from classic literature, poems
• workbooks include assignments developing reading comprehension skills
Sample lessons are available for viewing on this website. Simply click on the grade you are interested in (in the index bar to the left), scroll down on the resulting page to the lessons you wish to view, whether that be for Working With Words, Climbing to Good English, or Pathway Readers.
Climbing to Good English and Pathway Readers combine to make the comprehensive,|
easy-to-use program you need.
JOY Center of Learning is not affiliated with Pathway Publishers, SchoolAid, or any other publisher.
We simply sell solid, educational resources. Your comments are welcome.
JOY Center of Learning
© Copyrighted 2007-2013
Last updated - January, 2013


This third edition of Marie Clay’s highly-valued An Observation Survey of Early Literacy Achievement presents her familiar assessment tasks designed for systematic observation of young children as they learn to read and write. Always respecting the author’s intention, the editors have taken a fresh look at the way the book’s message is communicated to teachers. Layout and expression have been refreshed to ensure clear understanding, and the administration and interpretation of each task in the survey have been carefully structured for consistent delivery.
The observation procedures arose from a theory of how children learn to manage the complex task of reading and writing continuous text. That process is described in Marie Clay’s books Becoming Literate: the Construction of Inner Control; Change Over Time in Children’s Literacy Development, and By Different Paths to Common Outcomes. The intervention described in Literacy Lessons Designed for Individuals makes use of these observation procedures.
This book will continue to be an invaluable resource for early literacy assessment for many years.


My 11 year old son has only become deaf over the last two years, the result of a neurological condition. He has good vocabulary, great speech and rounded communication skills following 10 years of growing up in the hearing world. His reception method is primarily speechreading, supported by some residual hearing. (His deafness is Auditory Neuropathy Spectrum Disorder – which for him particularly impacts speech perception).
Some professionals are recommending that he fully embraces Total Communication, becomes more integrated with Deaf peers and in particular learns British Sign Language. I am not sure. He has no experience of signing (other than basic alphabet), and has a preferred an oral/aural approach. I want to help him learn more about Deaf culture, but I’m keen that we take advantage of his 10 years of open communication to make sure that he doesn’t lose the ‘advantage’ he’s had.
Is anyone aware of any research on “late” presenting deafness in children, and the pluses and minuses of investing in BSL at this age.
It might be useful to separate out the two issues in this questions, that of diversity of language support and Deaf culture.
In terms of the language issue, the first thing to stress is that there are no ‘minuses’ of learning some BSL or Sign-Supported English (SSE) at any age. Nothing will be lost; there can only be gains if you opt for this type of environment. Your son may find BSL useful for learning or for socialising at some point (or a bit of both) or, more likely, find that SSE is a useful mediating tool for mixed deaf and hearing interactions and some support for listening and also literacy development (now or in the future). In either case, learning BSL and meeting and learning with other deaf children will be supportive and will not change his spoken language trajectory, only add a layer of support. Most children that he meets will probably also be using a mix of sign and spoken language for different purposes at different times and you will find in any TC setting that this flexibility is normal and expected and managed by the hearing and deaf adults.
With regard to the other question, about Deaf culture, entering into some sort of TC environment will immediately offer your son access to diverse deaf children and adults. In itself this will extend his understanding of deafness as he sees other ways of being and interacting in an environment where deaf and hearing children and adult rub along together. This is perhaps a more natural way to engage with Deaf community and culture which is entirely contextualised and nowhere near as overwhelming as seeing Deaf culture as a very separate land.
Given, as you say, the advantage that your son has had, I would suggest that keeping his communication options open would be linguistically and culturally positive and enriching if this would sit comfortably with family routines, practices and preferences.


SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.
Issue link: http://www.schoolartsdigital.com/i/255091
make a figure. Making the sculpture stand up on its own is not easy, so stu- dents have to figure out the best way to prop up the sculptures up as they work on them. The process of this project is additive, working from the bottom up. The instant papier-mâché is heavy when mixed, so applying lit- tle bits of material at a time is crucial to maintaining the overall form. Setting the Mood After sharing works by Giacometti, tell students: "Think back to a time when you felt alone and isolated. If you had to sketch an idea for a sculp- T he long, thin figures of Alberto Giacometti (1901–1966) have become famous symbols of modern sculpture. These frag- ile figures standing alone in an empty space visually express how many peo- ple felt after the terrible destruction of World War II. Giacometti worked with volume, texture, and negative space to express feelings of isolation in his work. A very limited color scheme adds to the solemn mood. Making a sculptural figure involves critical thinking and problem solving. In this project students use instant papier-mâché over a wire armature to ture based on Giacometti's work, how would it look? Would it be one lone figure or more than one? Would you be suspended in space or trapped in a cage? Would you be standing alone on a large or small platform? What would your stance be? Would you be by your- self, or would you have props? Would you have exaggerated and/or distorted proportions?" Ask students to think of their mood/emotion during that time of loneliness, then think about how to translate it into a sculpture in the style of Giacometti. Stress to students that the stories behind their sculp- Stacy Lord StAnd Taking a 24 March 2014 SchoolArts "I build an emotional sculpture [in] which a person is climbing a tall steep mountain. This person is trying to reach the tip of the mountain. The tip of the mountain represents the place where he does his job. He has a stick to help climb the mountain. The stick represents an education. If there was no stick he will fall by tiredness and can't reach the tip. So, it's telling that education at school is very important for you to graduate schools and do a job to live. The person is doing his best to get a job with the help of education." Elementary Studio Lesson A_pages_3_14.indd 24 1/23/14 11:49 AM


I love Deanna Jump's common core posters (see them here), but I've kinda got a black and white theme going in my room now and I wanted to coordinate so I looked at TpT for black and white ones that worked for me, but I guess I'm too picky. So, I decided to start the
CCSS in Reading have three components: Literature, Informational Texts & Foundational Skills. My thinking decor-wise is to have three different black/white/gray-ish backgrounds, one for each of the components. Each component would have one-two full pages listing all the standards for it. Then there would be pages fitting 2-3 "mini" versions of the standards which would be displayed on a ribbon (like in Deanna's example) or using magnets.
I plan to have these on TpT sometime soon. I'd consider making them for first grade math, as well.
Pictures below...I would love your suggestions and feedback! Thanks so much for your help...