Founded in 1850 as Memphis’ first orphanage, Porter-Leath
now provides a wide range of community services to aid children in need. Most famously, the nonprofit helms the Head Start Preschool Programs
in Memphis. Head Start targets young children from low-income families to deliver all of the essential building blocks necessary to be successful in school.
Most people see the value in a good preschool education. Data shows children who attend preschool do better in school, and that those who succeed in their K-12 education are successful adults. The end result is a stronger workforce and fewer social ills in the future.
But what about that critical time before preschool? Or even that critical time before birth, when children are in utero?
Porter-Leath understands the impact of reaching children at an even younger age and for the better part of a decade the organization has worked to address pre
-preschool needs. Its Cornerstone Program
may be the lesser known component to Head Start, but it is vital. Cornerstone gives newborns and preschool children the best start in life by helping pregnant mothers and parenting families in their homes, thereby reducing infant mortality and improving literacy and language skills.
“With over 85 percent of the brain developed before age three, this is a critical time for parental engagement to stimulate their child's development. This continues until the child is five, or more commonly, enters a quality early childhood learning facility, such as our preschool program,” explained Shmeka Gray, the Supervisor of The Cornerstone Program.
Under Cornerstone, parent educators trained by Porter-Leath are assigned to selected pregnant women in impoverished areas.
“They receive bi-weekly home visits from their assigned parent educator, who shares information with them centered on having a healthy pregnancy. This continues until the baby arrives, then phase two of the program begins. The parent educator begins to help parents become their child's first teacher, engaging their child as he or she grows,” Gray said.
A multi-faceted program, Cornerstone works with low-income and at-risk children and families to increase healthy birth weight outcomes, prepare parents, and promote economic stability. The program provides a box full of information for new moms across Shelby County. Cornerstone is described as "highly entrepreneurial" as well as cost-effective, utilizing AmeriCorps members as the backbone of the home visitation pieces.
Cornerstone educators follow a national, research-driven curriculum called Parents as Teachers (PAT). The program has received some national attention recently, when the National Journal
followed a Memphis educator on a home visit. The subsequent article
was highlights the PAT curriculum and is stunning, painting a picture of what some Memphis families are up against—and how this local program is making a difference.
"To me, this family is really emblematic of what this program is all about,” said Demeatrise Givens, a parent educator, of the featured family. “Their life includes lots of sad realities, rolled into one. But the same love and hope that so many people have for their children is there. They just need the tools, a little something to get Junior where he is perfectly capable of going.”
“Givens is visiting Bowen, baby Darnell, and his mom, Markita Logwood, 25, to talk parenting skills, brain-building activities, and basic life coaching. She's armed with a black binder and what looks like a half-ream of worksheets. The multicolored zip-top bag she carries into the apartment is stuffed with oversized, connectable plastic blocks that are irresistible to toddlers,” wrote Janell Ross in the National Journal
While Gray, Givens, and a whole team of professional educators routinely visit homes across Shelby County, they are always seeking volunteers to assist in their centers. They also host an annual baby shower in September for their Cornerstone moms. “And we always need help collecting new items to give our attendees,” added Gray.
“We've been doing this [conducting the Cornerstone Program] for over ten years, and while the infant mortality rate is improving in Memphis, there's still major work to be done. On top of that, brain development is critical to future academic success. Engaged parents stimulate their child's development, resulting in better academic performance down the road, which leads to a better equipped workforce. Long-term impacts from programs like PAT are tremendous,” Gray said.


Assessments are a vital component for a high-quality early childhood program. They are an important tool in understanding and supporting young children's development.
Portfolio is a purposeful collection of student work that exhibits the student efforts, progress, and achievements.
They help to reveal skills and understanding of each student.
Include in your portfolio
Child initiated writing Sample
Child initiated drawing Samples
Shape Sorting Samples
Size Seriation Samples
Portfolios can be made out of
Hanging File Folders with box
Large Mailing Envelopes
Tag board Folders
Binders with sheet protectors
Sample of a Pizza Box Portfolio
Sample of using pocket folders that have been binded together
Sample of using a tag board folder and file system
Fine Motor Skills
Click on the above links for printable check list that I use to help meet my assessments.
Samples of cutting activities that I include in my portfolios.*Envelopes with magazine cuttings.
Sample of lacing activity that I include in my portfolios.
Sample activity that is included in the portfolios to show children's shapes knowledge and classification skills.
Sample activity included in portfolio to show children's knowledge of size seriation.
School Readiness Skills
What are school readiness skills?
Cognitive development and early literacy are important for children’s early success in school, but other areas of development are equally important.
When it comes to school readiness skills we have to look at the whole child.
Social and Emotional development
Early literacy development
Enthusiasm for learning
Children entering school with a wide range of knowledge will lead to early success in school.
You can download an assessment packet bellow for school readiness skills
Another way to help out with the assessment process is to use check list of areas that you are assessing. Here is a assessment checklist packet that you can download.


ERIC Number: ED184754
Record Type: RIE
Publication Date: 1977
Reference Count: 0
El Transportador de las Particulas. Explorando el Mundo Natural-Nivel 3 (The Transporter of the Particles. Exploring the Natural World--Level 3.)
California State Polytechnic Univ., Pomona.; Florida State Univ., Tallahassee.
The Intermediate Science Curriculum Study Spanish language science instruction manual for the intermediate grades focuses on energy of many types. The soft bound volume uses self-pacing and individualized learning to guide the students through a series of experiments. Basically, the students are asked to think about what they do and see, evaluate whether or not they understand, and review the material. Subject material includes: electrical energy; making batteries; electrolysis; energy in action; various types of energy; a model of particles; particle reactions; and calories. Each chapter contains a materials list, a short note about chapter emphasis, and specific points of interest, followed by an introduction of the subject. A series of related experimental activities follows, with notes and questions for the student based on observation of the particular phenomena involved. Illustrations often indicate correct methodology for the experiments and related principles. English language teacher education materials and a separate student workbook which contains self-evaluation forms for each chapter are available for this module. (SB)
Descriptors: Bilingual Education, Elementary Education, Energy, Experimental Curriculum, Individualized Instruction, Instructional Materials, Intermediate Grades, Multicultural Textbooks, Observational Learning, Pacing, Pilot Projects, Science Education, Science Experiments, Scientific Methodology, Spanish, Student Projects
Publication Type: Guides - Classroom - Learner
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.; Office of Education (DHEW), Washington, DC.
Authoring Institution: California State Polytechnic Univ., Pomona.; Florida State Univ., Tallahassee.


What is Musikgarten?
A mommy and me music class open to newborn to 4 years of age.
What would a newborn or toddler learn in this class?
At Musikgarten we include nature as part of our classroom. We believe in the benefits of teaching children to value and respect our natural environment. We offer a complete multi-year educational program that helps infants, toddlers, and children develop a deep love of music and the ability to express it. Movement and music activities are perfect for child development. Music immerses the child in language, evokes movement, stimulates the brain, and fosters physical coordination — all in a group setting that builds community — a truly holistic experience.
How does Music affect Children and Learning?
I believe all children are musical and that music can be a holisitc experience. Music is a language and Children are oriented to learning language. Music is an aural art and young children are aural learners as well. did you know that ears are mature fully before birth? Babies begin to learn from the sounds of their environment. Some studies show how Music can benefit students in the following ways:
Impacts Language and Literacy Development
Learn Spatial Intelligence which is good for Advanced Math
Pattern Recognition Skills which are the basis for Mathematical Learning.
Improves Graduation Rates & a Decrease in Substance Abuse
Creates a higher self-esteem and better self confidence and a Goal Orientation
Creates an Emotional Outlet for those children who may have difficulty expressing themselves
Allows the Student to use their Imagination and to Think Outside the Box
These are just a few examples of how music helps children as a whole.


These resources are a great start to help a teacher organize his/her new CCS guided reading groups for the WHOLE YEAR!!! The lesson plan templates are aligned to the common core standards and encourage close reading and text based questioning. I created these templates to help me spend LESS time making guided reading group plans and more time actually teaching meaningful reading lessons!
The first page is an 8-week rotation schedule for guided reading groups that will ensure that your students are completing a vast range of reading activities that help increase their fiction/non-fiction comprehension, accuracy, fluency, and higher level thinking. The pages after that are lesson plan templates for the following lesson types:
- Short Fiction Texts (Options for 1 or 2 texts per week)
- Short Non-Fiction Texts (Options for 1 or 2 texts per week)
- Reader's Theaters
- Non-Fiction Magazine/Newspaper Articles
- Discussion Groups
These lesson plans cover all of the ELA standards for Literature, Informational Text, Fluency (Foundational Skills), Research (Writing), and Listening & Speaking.


25+ Awesome art projects for toddlers and preschoolers. Be prepared for some excitement then because I have over 25 AWESOME art. Great fine-motor.What is the History of Art?. The great paintings of old and new masters and mistresses. A painting after all is a material object with a surface made up of.
The Montessori Method by Maria Montessori. The School of Educative Art: 163. I had manufactured a great variety of didactic material.Our virtual art gallery is a new project of the Russian Paintings Gallery existing on the. art schools and. made copies of famous paintings by great artists.
From late Paleolithic times come the great cave paintings representing. the preservation of art in material. Materials and Man's Needs: Materials.
Certificates in art history,. for art majors include: Craft and Fine. the interests of art education in schools and promote greater understanding.Information on the Glasgow School of Art (GSA)'s bachelor of Art (BA) in Fine Art Photography, the only School with a dedicated Fine Art Photography degree. World.Emphasize the importance of art education throughout the year with TeacherVision's art. Otis and the calf are great. of art movements throughout history.Art Apprentice Online Art School - Online Painting and. access to all class materials 24/7! Don't miss this great opportunity to. Art history component - U.painting - Techniques and methods:. The earliest use of oil as a fine-art medium is generally. are the purest and most direct painting materials.British Contemporary Watercolors. She was Research Fellow in Painting at Cardiff School of Art. and instead went to Glasgow to study art history and then.Art; 15 inspiring examples of pointillism;. His interest in urban realist and figurative oil painting led to. Inspired by Surat's working methods.
A summary of Art in the Early. new techniques to give paintings a more three. to develop new techniques and work with new materials,.. materials, and processes used by medieval. Dover Design Library; Fine Art, History of. Methods and Materials of Painting of the Great Schools and.Great painting is still an art. you can check out my Fine Art Site delmusphelps.com and notice the. We are also a proud member of the Blick Art Materials.., curriculum referenced art materials and encourage children to. pair-painting, buddy-system). Preschool Learning. to the children. Preschool Learning.
Art Materials; Interesting Art Facts; Art History;. These Secrets are not taught in art schools. Classical methods of painting in. 6 years studying fine art.
> Art & Design; Print Art. on: drawing, graphics, painting, photography. students to see how they develop their ideas into great pieces of art,.The Art Story Blog Modern Art Blog. point that art is harder than great artists make. frames specifically designed to display high quality images of fine art on.Exploring different art forms. Paintings;. Exploring different art. A photograph is an image created by the exposure of light on a light-sensitive material.From Blick Art Materials. Oil Painting Questions and Answers. his is a more complex method of painting with oils.Teaching creativity to everyone is vitally. we can teach the art history as review and. In the US about 40 percent of the elementary schools do not have art.Albrecht Dürer reference, including his biography, engravings, paintings, and drawings.


Music at Cookridge Holy Trinity
Music is a unique form of communication that can change the way pupils feel, think and act. Music forms part of an individual’s identity and positive interaction with music can develop pupils’ competence as learners and increase their self-esteem. Music brings together intellect and feeling and enables personal expression, reflection and emotional development. As an integral part of culture, past and present, music helps pupils understand themselves, relate to others and develop their cultural understanding, forging important links between home, school and the wider world.
Music at Cookridge Holy Trinity Church of England Primary School is an academic subject, which involves many skills learnt over a period of time at each individual’s pace. Listening and appraising, collaborative music making and enjoyment of music provide pupils with a creative outlet in school. All children are encouraged to listen carefully, concentrate fully and perform the elements of music effectively.
Our Music curriculum is primarily delivered by peripatetic music teachers from ‘ArtForms’ music and arts service (http://artformsleeds.co.uk/.)
Music in the National Curriculum
“Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.” (National Curriculum in England: Music programmes of study 2013)
Aims of Music
As a school, our goal is to cover the following National Curriculum aims in an engaging and meaningful way for every child. The National Curriculum for music aims to ensure that all pupils:
- perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
- learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
- understand and explore how music is created, produced and communicated, including through the interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations


DIBELS testing explained! How reading fluency passages evaluate and drive instruction and indicate a need for academic interventions.
DIBELS was developed by Dr. Roland Good from the Dynamic Measurement Group. It is a standardized, individually administered measure of early literacy development that is given 3 times (Benchmark Periods) throughout the academic year. Progress monitoring is used between DIBELS testing to ensure interventions are working.
We know from research that 1 out of 8 children not reading at grade level by the end of first grade will never read on grade level (Juel, 1994).
The US Literacy Rate is at number 27 in the world, out of 205 rated countries and the NAAL (National Assessment of Adult Literacy) estimates that 14% of US residents have extreme difficulty with reading.
The assessment is now called DIBELS Next, and it provides educators insights as to WHY errors are happening and then points to specific literacy lesson plans and RTI information that can be used.
Our literacy lesson plans need to be targeted and systematically delivered, and these type of assessments give us the background information to begin making strategic plans to help kids.
Remember though, DIBELS tesing is not diagnostic. It is a screening measure but can clearly point to possible roadblocks for literacy development. DIBELS Next is a tool to help us identify and strategically intervene before students become part of the low US literacy rate statistic.
Without specific academic interventions, these students will continue to be at risk readers.
These are the skills identified by DIBELS Next as essential for beginning readers to master:
1. Phonemic Awareness (Identification and manipulation of parts of words)
2. Alphabetic Principle
3. Accuracy and Fluency
How does DIBELS testing relate to the Five Big Ideas?
The first two are tests of emergent literacy activities and skills.
1. Phonemic Awareness = DIBELS Next First Sound Fluency, DIBELS Next Phoneme Segmentation Fluency
2. Phonics = DIBELS Next Nonsense Word Fluency test
3. Accuracy and Fluency = DIBELS Next Oral Reading Fluency test
4. Vocabulary = No measure but a key component of teaching reading to children
5. Comprehension = DIBELS Oral Reading Fluency test and DAZE test
Fluency Leads to Comprehension
Word recognition, or fluency, is essential to excellent comprehension. Although being able to identify words and read them quickly is not the goal of reading (making meaning is), it is only once words are decoded automatically that reading can become an easy and enjoyable process.
The components described here are part of the changes in the DIBELS Next measures.
These changes do not impact the use of DIBELS for screeners,
benchmarking and progress monitoring. What they do, however, is improve
the readability levels, incorporate new validity and reliability data,
are more user friendly, utilize response patterns, and have an improved
font for primary readers.
First Sound Fluency
Phoneme Segmentation Fluency
Letter Naming Fluency
Nonsense Word Fluency
DORF: DIBELS Oral Reading Fluency
Data from both of these should be used to gain RTI information, plan appropriate interventions and develop progress monitoring.
You can find more information about using DIBELS Next at DIBELS.org.


I was just re-reading this old article from a 2005 issue NAEYC’s Young Child magazine, written by Susan Neuman and Kathleen Roskos, leading researchers in the field of early literacy. The emphasis of the article was on the importance of creating meaningful experiences through which children can truly engage in the process of acquiring early literacy skills. In reference to the 1998 joint position statement created by NAEYC and the International Reading Association outlining developmentally appropriate practice in literacy instruction, the authors write:
“The research-based statement stresses that for children to become skilled readers, they need to develop a rich language and conceptual knowledge base, a broad and deep vocabulary, and verbal reasoning abilities to understand messages conveyed through print. At the same time, it recognizes that children also must develop code-related skills” (phonological awareness, the alphabetic principle, etc.). “But to attain a high level of skill, young children need many opportunities to develop these strands interactively, not in isolation. Meaning, not sounds or letters, drives children’s earliest experiences with print. Therefore, the position statement points out that although specific skills like alphabet knowledge are important to literacy development, children must acquire these skills in coordination and interaction with meaningful experiences (Neuman, Bredekamp, & Copple 2000).”
How do you promote a culture of literacy, ensuring that children are learning elements of literacy within the context of meaningful experiences? Here are some ideas I had. I’d like to hear about yours in the comments as well.
- Read, read, read. Read books together, taking time to talk about what the words mean, how the characters feel, and what might happen next. Point out words or letters that are particularly meaningful. (“Can you find a ‘W’ like the one at the beginning of your name?” “It says ‘stop’ four times on this page! Here’s one. Can you find another?”)
- Play with words. Incorporate words — spoken and written — into play. Have print-rich props (menus, phone books, signs) and encourage writing with paper, pencils, typewriters, chalk boards, and clipboards. In addition to incorporating literacy into your dramatic play, try playing games with the sounds in the words you use as well. For example, stretch out the sounds in words (phonemes) and see if your children can put the words back together to discover the mystery word. (“Put your hand on your h-ea-d.”)
- Find it all around. Find letters on your cereal boxes, words on signs, and rhymes that fall into place in a a book or in your regular conversations. Involve children in the many ways we interact with words each day. Cut words or letters from packaging and create a word wall or letter file.
- Write it down. Let children see you writing words. Dictate their stories, label your room, send them notes, create lists, write out recipes, and post the words to songs. Even if you think your children don’t read, they are building connections between what they see, hear, and experience.
- Talk, talk, talk. A child’s vocabulary is the key to finding meaning in their experiences with words. Invite genuine conversations with your children. Use new words and talk about their meanings or illustrate their meanings within your conversation by using synonyms. Talk with children instead of at them. Develop ideas and explore new possibilities. Quality conversations mean you speak up instead of talking down to kids.
How do you create meaningful experiences while building literacy in the children you love and teach?
You may also enjoy reading the series: Why Don’t You Teach Reading: A Look at Emergent Literacy
Top photo by Aline Dassel.


Ok... there is tons of literature on this, so here's a bit of advise on narrowing it down.
If you check out the Wiki article [https://en.wikipedia.org/wiki/Music_edu ... uki_method
That gives you a general overview. Of which Orff and Kodaly are probably the best applications, as they are heavily influenced by call and response and other "folk music" practices.
People have been writing about this pretty heavily for over 100 years, so looking for a focus might help. For example: looking for "teaching rhythms pedagogy" brings up a ton of scholarly articles in Google.
If you already read some Western musical notation, any intro book on music education should give you ideas.
Beyond that I would recommend searching for "interesting rhythm lessons" or "teaching music ideas" on google to start to get an idea of what is out there.
If you are looking for teaching techniques, or examples, you will get even more material!
I have my feet in both the Trad classes and western teaching styles, so if you find anything interesting and are looking for input, I can give you my 2cents.
In the same vein, if you have specific questions post them in the teachers corner, and we'll see what we can dig up!


George Bancroft, (born October 3, 1800, Worcester, Massachusetts, U.S.—died January 17, 1891, Washington, D.C.), American historian whose comprehensive 10-volume study of the origins and development of the United States caused him to be referred to as the “father of American history.”
Bancroft’s life presented a curious blend of scholarship and politics. Although he was educated at Harvard and several German universities, he initially eschewed an academic career for an eight-year experiment in elementary education at Round Hill, his private school for boys at Northampton, Massachusetts (1823–31). He then turned to anti-Masonic and Democratic politics in Massachusetts. He received his first patronage post as collector of the Port of Boston (1838) and became U.S. secretary of the navy (1845–46) and minister to England (1846–49). Though not an abolitionist, Bancroft broke with the Democrats over the slavery issue in the 1850s and shifted his support to the Republican Party. As a result, he served as minister to Prussia (1867–71) and to the German Empire (1871–74). While in Germany he became closely identified with the German intellectual community.
Throughout his lifetime he fitted his research and writing around his political requirements, so that the compilation of his 10-volume History of the United States extended over a period of 40 years (1834–74). With a few exceptions, earlier American historians had been collectors or annalists, concerned chiefly with state or Revolutionary War histories. Bancroft was the first scholar to plan a comprehensive study of the nation’s past, from its colonial foundations through the end of its struggle for independence. Influenced by the nationalistic German school of historians, he approached his subject philosophically, molding it to fit his preconceived thesis that the American political and social system represented the highest point yet reached in humanity’s quest for the perfect state. He placed great emphasis on the use of original sources, building a vast collection of documents and hiring copyists to translate materials from European archives.
Many critics thought that, in the first three volumes (1834–40), the writer was too strongly influenced by the political attitudes of President Andrew Jackson. Nevertheless, Bancroft’s reputation as the country’s leading historian was firmly established by 1850. Seven succeeding volumes were published between 1852 and 1874. A revised centenary edition (1876) reduced the number of volumes to six, but the author’s basic approach to American history remained unchanged. A still later edition (1885) included a two-volume study, The History of the Formation of the Federal Constitution (1882).
Although Bancroft neglected economic and social forces and wrote what are essentially political and military narratives, he was nevertheless the first to recognize the importance of the colonial period, foreign relations, and the frontier as forces in the history of the United States.


|New York Public Library|
Max Ray’s talk at NCSM was about a math lesson he taught twice. The first time things didn’t go as well as he’d hoped. Max had the opportunity to reflect with his collaborators afterward. Luckily, they were going to teach the same lesson again to another group of students the same day. They decided what they wanted to do differently based on the results from the first group.
Here is the excellent write-up of that lesson by Max. The second go at the lesson is one in which the teachers respond to students who need support by modeling an organizational strategy. They actively avoid giving students hints about how they might mathematize the problem situation they’ve been given. It is no surprise that Max has done a nice job organizing the student-teacher-student volley into tables in his article. The outcomes in the second lesson are superior.
The ability to organize information is an important skill. When I observe students engaging in math problem-solving, often their success hinges on if and how they organize their work. Organizing information is also the key to great writing, troubleshooting, designing websites and databases, waiting tables, using spreadsheets, teaching, talking, and many other things. Here is Rob Lamb’s Collaborative Infographics for Science Literacy site, which also relates.
If you are a teacher, test it. See how students respond if you honor their ideas and teach only organizational strategies.


Core Content Standard Lesson Plans with Drop Down Menus for Grade 2
This document was created using word 2010. There is a drop down menu for each of the following Core Content Standards: Reading Literature, Reading Informational Text, Reading Foundational Skills, Writing, Language, Speaking & Listening, and Mathematics.
The document is easy to edit. I have created textboxes that are user friendly and can be dragged, dropped, copied, and pasted as needed to fit your schedule. The drop down menus can also be copies into your current word lesson plans using side by side edit mode. You can copy and paste more than one standard into a content area if you are addressing more than one standard
Due to the Compatibility changes between Word versions the 2007 version will work with the drop down menu. The 1997-2003 will not work with the drop down menus.


Agora Portals International School – Educational Excellence – Educational Stages – Secondary Education
In order to make the transition to Secondary Education easier for our pupils, the academic year 6th Primary is also part of the Secondary family. This means that the 6th year of Primary Education is taught using the specific content for that stage but with the teachers, work methodology and high standards from Secondary Education.
Once pupils fully begin the Secondary Education Cycle, there are changes to the curriculum: the importance of art education, which includes art as a compulsory subject throughout the 4 academic years of ESO and the incorporation of Drama as a curricular subject for pupils from 1st to 3rd of ESO. In addition, pupils will begin to study a second foreign language, choosing between French and German.
Secondary Education is the phase when specialisation begins: the different areas included in the subject of Science are now broken down into Biology, Chemistry, Technology and Physics, while Social Sciences becomes Geography and History.
These are years during which pupils consolidate the habits of:
◦ Hard work
The Psychopedagogy and Guidance Department, together with our tutors, is responsible for helping Secondary pupils and their families in this early decision-making process.
4th ESO is focused on the Baccalaureate, given that our pupils are now preparing to successfully face this new education stage. Students can opt to get started in the world of the International Baccalaureate by studying the syllabus of pre-IB 4th ESO.


What You'll Find in This Section
There are a number of strategies that educators can use when teaching English language learners (ELLs) in content areas. If these strategies are new to you, an ESL specialist or colleague may be able to offer some more ideas on how to use these strategies effectively with students at different language levels.
Math can be a helpful bridge for English language learners (ELLs) that have studied math in their home countries or in other schools. Nevertheless, some students will have limited math experience, and all ELLs will need practice mastering the language of math and learning how to understand word problems and use language in math class for tasks such as explaining their answers. These resources offer strategies for math instruction at various grade and English proficiency levels.
Science can provide exciting opportunities for students to make discoveries and use their language skills, especially through inquiry-based lessons. This section offers strategies, resources, and guidance for helping ELLs succeed in science, as well information about the Next Generation Science Standards.
One of the greatest challenges in helping English language learners (ELLs) master Social Studies content is the role of background knowledge. The resources below provide ideas and guidance for planning effective Social Studies lessons for ELLs as well as for choosing appropriate academic language and vocabulary.
Teaching language arts and literature to English language learners (ELLs) provides rich opportunities for language and literacy development. These resources offer ideas for helping ELLs succeed with grade-level texts and work towards the rigorous demands of the Common Core and other language arts standards. Resources also include ideas for language arts in ELLs' native languages, such as Spanish.
The arts go hand-in-hand with language learning, whether it's learning new words through a song or drawing an experience that a student cannot yet describe. These resources talk about the connection between the arts and language and showcase some creative programs for encouraging the arts in schools.


Passover is the most widely celebrated Jewish holiday. It is the first holiday given to the Jewish people by G‑d that speaks deeply to the Jewish soul. It is also sometimes known as the Festival of Unleavened Bread because during this festival only unleavened bread called matzo or matzah may be eaten.
Passover begins on the 15th day of Nisan, the seventh month in the Jewish calendar, March or April on the Gregorian calendar and the celebration lasts for seven or eight days. Jewish people celebrate with a ceremonial meal called the Seder and by performing prayers and traditional recitations.
Quick Facts: –
- The term ‘Passover’ has come from a Biblical story about the ten plagues God inflicted on Egypt for enslaving the Israelites.
- This festival is also called Pesach which celebrates the exodus of the Israelites from Egyptian Slavery in 1200s BC.
- The first born son of the family needs to fast on 14 Nisan and if there are no children the oldest member of the household fasts.
- One more tradition is for the youngest child present to ask the four questions about why the Seder night is different from other nights.
- In the Seder plate there will be a total of six food items including Beitzah, Haroset, Karpas, Zeroa, Maror and hazeret.
- Before the festival funds are collected to ensure that everybody can celebrate the Holiday of Freedom.
- The Haggadah, the text around which the Passover Seder is based is the most popular book in the history of Jewish printing.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " All Facts for Kids about Passover ." Easy Science for Kids, May 2018. Web. 26 May 2018. < http://easyscienceforkids.com/passover-facts/ >.
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Tobin, Declan. (2018). All Facts for Kids about Passover. Easy Science for Kids. Retrieved from http://easyscienceforkids.com/passover-facts/
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Ah, homework. It’s the bridge between home and school. Homework is a tool teachers use to reinforce what students learned during the day and to double check if a child is able to demonstrate an understanding of the skills learned in a lesson. As important as it is as an extension of the classroom, after a day of learning, playing and activity, it may be difficult to encourage your child to sit down and focus. How can you become the master of motivation? Do your homework, Mom!
As your student moves from Kindergarten to first then second grade and beyond (we know, let’s slow down), you will see an increase in the amount of homework he or she is bringing home, as well as more bulk and length to the assignments. Beginning a successful homework routine in your home early on will set the stage for the years of schooling to come. Get your assignment pad ready! Here’s how to get there:
Mom’s homework: get organized
Mom, as much as you want to encourage your child’s independence, you also don’t want to have to drive back to school to get materials needed for your child to do the homework. Teach your student organization skills. Most teachers will encourage (or require) students to have a “homework folder” where assignments and worksheets (if needed) are kept. Along with the classroom teacher, choose and/or support a method of organization for your student to help keep him or her on task.
Consider tummies & timing
Can you concentrate on an empty stomach? Squash those grumbles with a healthy snack. Think healthy, low sugar brain food to keep your student’s mind off food and on the books. Along those same lines, a tired (and likely crabby) child is much more difficult to motivate than an alert one. We understand that this may be difficult given kids’ hectic schedules, but strive to begin the homework process before your son or daughter starts to wind down for the night.
Is your kid a self starter or does he or she need help to begin a task? Early on in the elementary school years, you will need to sit with your child and be sure that he or she understands what the homework actually is, and assist (if needed) as he or she works through it. Be sure to double check the for accuracy and help him or her make corrections if needed, even if your proud student insists that he or she can “do it all by myself.”
Create a homework haven
Make sure that your child has a comfortable space free of major distractions to do homework. While no one expects your home to be as quiet as a library, keep the noise low and commotion at a minimum. Keep the TV off, iPad put away, and hands off phones until the work is done. A ten minute assignment could easily take forty minutes with just a few diversions!
Consider a reward system
Some children are intrinsically motivated to get their schoolwork done, which means they are self-motivated. Others are extrinsically motivated, meaning an outside impetus has an influence on them, such as a reward. If you have an extrinsically motivated child, then homework time may be a fantastic opportunity for you to teach your child how to earn a reward and that work and effort pays off. Consider using a visual (think a sticker chart, or a glass jar with small added items inside) to represent homework done well, without procrastination, or correctly. All of those stickers or items in a glass jar added up double as math lesson! Way to go, mom; give yourself a sticker too!
Tips from a teacher!
Cheryl, an elementary education teacher from New Jersey, advises:
- Establish a homework routine from day one. Set aside a specific time and place for your child to do his or her homework, and keep it consistent.
- Homework is meant to reinforce concepts learned, and if your child is unable to do his or her homework independently, it means that he or she did not understand what was taught that day.
- Sometimes, when parents try to help their child with homework, it turns into an all out screaming match that ends in tears (for both mommy and child). If you see that your child is struggling with homework, STOP and write a note to the teacher explaining that your child needs some extra assistance with the concept.
Photo Credit: Erin G.
Want to read more about back to school?
Browse our other articles in Nuture!


CHILDREN under five who have swimming lessons develop better language, literacy and numeracy skills and are likely to be more prepared for school, according to a Griffith University study.
The four-year study surveyed almost 7000 parents of children from Australia, New Zealand and the United States and independently assessed 177 children aged three, four and five.
Unsurprisingly, it found children who had early swimming lessons performed better in tests of some physical skills, although not ball-handling.
However, the lead author, Professor Robyn Jorgensen, said what was surprising and of interest to parents, educators and policy makers, was that these children also scored significantly better in literacy, numeracy, mathematical reasoning, visual motor skills (cutting paper, drawing lines, colouring in) and oral expression.
''It does appear that children who participate in swimming are achieving a range of milestones earlier than normal populations,'' Professor Jorgensen said in the interim report of Early-years swimming: Adding capital to young Australians.
''This has been supported strongly from the parent survey, but also (to a lesser degree) in the child testing … For example, the survey showed young swimmers are reported by their parents to be counting to 10 much earlier than is expected on developmental milestones.''
The interim report said the children also scored better on measures of understanding and complying with directions.
Professor Jorgensen said it could be argued that only wealthier families could afford swimming lessons and therefore the findings reflected social strata.
However she said data from the assessments showed there was significant differences between swimmers and the normal population, regardless of socio-economic background.
''Quality swimming lessons are rich in opportunities for learning beyond swimming skills … which may help in the transition to school,'' Professor Jorgensen said.
Paul Sadler, of Paul Sadler Swimland, which provided financial support to the study, said swimming lessons might involve games with counting or children chanting Humpty Dumpty before falling into the water.
''I'm not surprised about literacy and numeracy coming up because there is all the language around, 'Ready set go', 'Your turn' and stuff with numbers.''
Megan Harris, whose children Lillie and Baxter had swimming lessons from the age of 12 months, said the biggest benefit for her was the confidence her children gained in and out of the water. ''Definitely, I think that helps with the transition to school.''
She said water safety was stressed. Children learnt to wait their turn in a queue and to count to three before entering the water.
The interim report recommends that children who traditionally do not do well at school, particularly in the early years, participate in swimming lessons. ''Subsidising may be a way forward for disadvantaged families to enable better access to school.''
However, it warns the industry is unregulated, with considerable variation among swim schools. ''If the child is to gain in other areas of child development, the swim environment and swim teachers/lessons need to be of consistently high quality,'' it says.
Although the swimming industry provided financial support, the study represents the views of the research team only.


In my blog of February 9 I gave thought to a group of year 10 students and their composing. I wrote:
‘What struck me about the work of these beginning composers was the originality of their ideas. I encountered no musical idea that wasn’t fresh, imaginative. No derivations, no plagiarisms, nothing ordinary. Every musical idea had a character of its own, a sensuous particularity, and the more I listened to each the more I wanted to hear it again to better understand its particularity and to see in it what I had previously failed to see/hear.’
Sixth months on and I have been listening to their current work. There is no doubt that they are musically developing and as I listened to their pieces, typically two minutes in length, I couldn’t but think about the Swanwick-Tillman Spiral of Musical Development.
In chapter 5 of ‘Debates in Music Teaching’  Keith Swanwick revisits the idea of musical development as a spiral-like growth through eight cumulative developmental layers. In considering the development of say year 10 students Swanwick writes, ‘’Older students in high schools will be seeking to enter a ‘grown up’, idiomatic world of music.’’
Here is how Swanwick begins to describe the idiomatic layer:
‘Structural surprises are integrated into a recognizable musical style. Contrasts and variation take place on the basis of emulated models and clear idiomatic practices, frequently, though not always drawn from popular musical traditions. …’
This makes sense in relationship to the compositions of the year 10 group. It is a helpful generalization and as such needn’t distract from the individuality and distinctiveness of each student’s work. That needs to be recognized and attended to above all else.
Have the Swanwick-Tillman Spiral in mind, enter the classroom and the pupils’ ways of thinking as revealed in their music-making are clear to see.
The Swanwick-Tillman research enables thought about musical development rather than progression in musical learning that we hear so much about. Music development is thought to be a combination of natural development (or maturation) and cultural environment. In this way development can be distinguished from the idea of progression. Perhaps it’s time to start thinking more about musical development and less about progression.
 Swanwick, K. and Tillman, J. (1986) ‘The Sequence of Musical Development: a Study of children’s Composition’, British Journal of Music Education, 3(3): 305-39.
 Philpott, C. and Spruce, G. (Eds.) (2012) Debates in Music Teaching. Routledge: London.
 I recommend a careful reading of chapter 5. Swanwick clears away common mis-understandings about the proposed stages of development and how they work. The important point made is that children’s musical thinking goes through stages that are qualitatively different. The year 10s are concerned to get to grips with organizing their ideas as well as creating music that is stylistic. This is different from the first stage where interest is in the sensuous quality of sounds and how they can be manipulated and the second where personal expression is sought after along with an awareness of common forms of expression. The final stage, and the one lying beyond where our year 10s are working at, sees a systematic approach and an understanding of ones individual composing voice. I am just about there I would say!
 ibid p.71.


Our vision is to provide a resource that is free, fun and available to any New Zealander who wants to improve their reading, writing or maths skills, for work and for life.
Pathways Awarua is developed by the Tertiary Education Commission to support adult and young adult learners to strengthen their literacy and numeracy skills in contexts that are relevant to New Zealanders.
There are six pathways that focus on literacy and numeracy:
The numeracy and reading pathways have general, trade and service versions so that learners can choose contexts that suit their purpose.
There are three applied pathways that deliver content for driver licences and safety requirements for the workplace, while at the same time strengthening literacy and numeracy competencies.
Pathways Awarua is developed by the Tertiary Education Commission to support adult learners to strengthen their literacy and numeracy competencies in contexts that are relevant to New Zealanders.
From 2016 the Ministry of Education has supported the use of Pathways Awarua in state and integrated schools with year 9 to 13 students.
The New Zealand Transport agency (NZTA) supported the development of pathways that help learners understand the content for learner, restricted and heavy vehicle licenses, and forklift certification.
The Industry Training Federation and WorkSafe New Zealand contributed to the development of the Health & Safety pathway that provides an opportunity to educate workers on the principles of the Health and Safety at Work Act, and their roles in workplace safety.
Awarua is the name of a pattern which is used in rāranga (Māori weaving). In the learning context Awarua reflects the connections that often occur between literacy and numeracy as they ‘weave’ through programmes and courses to increase the quality of learning engagement and skill level.


4 the plumes of a peacock: the indian peacock is the most popular of the peafowl family because of its intricate plumes and vibrant coloring. The indian blue peacock is a universally known bird with a fan- shaped crest golden peacocks are found in burma, assam and other north-eastern states. Indian peacock international film festival (it is an online festival the selected films can be watched online only) description india is supposedly the only country. The indian peafowl or blue peafowl (pavo cristatus), a large and brightly coloured bird, is a species of peafowl native to south asia, but introduced in many other. 25 fun and interesting peacock facts and information for kids: 1 what is a peacock the peacock, also widely popular as peafowl namely the indian peacock. 9 feathery facts about peacocks by a study recently published in the british journal of animal behaviour says that when a peacock fans its ornamented train.
The national bird of india, the spectacular appearance of the male indian peafowl, or ‘peacock’, is well-known throughout the worl. Indian peafowl are a species in a group of birds called pheasants the males are called peacocks, while the females are called peahens together, they are peafowl. Reproduction | peacock facts for kids indian peafowls often build their nests in trees to avoid predators it is more often a shallow scrape in the ground where 3. Easy science for kids peacocks - the birds with the stylish clothing - learn fun facts about animals, the human body, our planet and much more fun free peacocks.
The term peacock is commonly used to refer to birds of both sexes technically, only males are peacocks females are peahens, and together, they are called peafowl. The colorful indian blue peacock (pavo cristatus) is known for the male’s impressive tail of many brilliant colors peacock refers to the male, while the females.
Peacock (pavo cristatus), a symbol of grace, joy, beauty and love is the national bird of india this essay provides some interesting information and facts on indian. Get indian peacock pictures and royalty-free images from istock find high-quality stock photos that you won't find anywhere else.
Indian peacock international film festival 488 likes indian peacock international film festival plans to give impetus to the new filmmakers and. Indian peacock provides info on indian peacock information, peacock in india, beautiful peacock in india, indian bird peacock, peacock information, peacock national.View


Check out this Elementary Education piece to accompany SkyDayProject from SkyDay Curriculum Team member Lauren Frangos.
The above photo of the sky was taken by a 5 year old child laying on her back in coastal Maine.
People of all ages are being asked to point their cameras skyward and take photos of the sky and submit them. Why do you think people are being asked to do this? Why do you think children are being invited to join this project?
3. Try it out!
Try taking some photos several photos from different places. Try laying on your back or taking a photo from a window up high. Take some from inside and some outside. Take photos at different times of the day. Try standing very still and try one moving or spinning.
4. Talk about it.
Now take a look at all of your photos. Which photo expresses what you want to say about the sky the best? What makes your photo work? Were you surprised at the results? What do you think would you like to try for your photo for the SkyDayProject?
5. Look again.
You’ve had the opportunity to take photos of the sky to prepare you to participate in a worldwide community art project.
Why is it important that we participate in this project and ask our friends and family to join us? Do you think it is possible after the world pauses and sees how beautiful it is, to be united in taking care of our sky?
The first step in action is observation. Talk with your students about the significance of this global project. While this project is lots of fun, the outcome is a serious statement, “Look at all of this beauty! As responsible stewards, we must take responsibility to protect this beautiful sky that unites us all.”
Say you take a photo and it doesn’t turn out quite the way you had pictured in your mind, what can you do to help yourself continue?
Try it out!
A simple point and shoot camera or smart phone and an internet connection are all that you need. More experienced students can be challenged to think about the impact of point of view, time of day and composition on their photo. Encourage students to write about their thought process or the resulting photo.
Talk about it.
Talking about art is sometimes difficult. Using phrases such as, “I like this because…” or “This part works for me because…” or “I like the way you did…” are good beginnings. Ask the children to talk about their choice and the project as a whole.
Look again. How can we, as teachers, encourage this to be more than a single project? To be a call to action? What can you do to keep this project fresh throughout the year?
Please remember to check back on our website for more projects and invitations to discover the sky and all its beauty.


Fortunately, there are many people who already understand the importance of music education in our schools because they enjoy music, have performed music or have a child or friend involved in a music program. Most of these people already support our goals. Unfortunately, there are others, who may be in policy-making positions, who do not consider music instruction as a priority in our education system. Instead of arguing that those people have their priorities wrong, we can broaden our message to convince them that music education provides a variety of benefits that can contribute to success in other areas. There are many ways that music education relates to other issues that may be higher priorities to policy makers.
The following are some suggested messages you can incorporate into your news media contacts that could be effective in broadening the base of support for music education among the public, administrators and elected officials:
• Music education can improve student performance that is reflected in campus accountability measures and school rankings.
• Music instruction improves overall academic performance because the Texas Essential Knowledge and Skills (TEKS) in the music include many of the same concepts and skills as the TEKS in math, science, reading and social studies. Thus, the music can help students learn the skills and content that are tested by TAKS.
• Research has proven a direct correlation between improved test scores and the length of time spent studying the music.
• At-risk students who are involved in music programs are less likely to drop out of school.
• Music education in public schools contributes to future economic development and job creation in the state.
• The cultural arts have a substantial impact on the Texas economy and account for 15.7 percent of the state’s permanent jobs and 13.6 percent of the state’s gross product, according to a study by The Perryman Group in 2001.
• Success in global economic competition in the years ahead will require a creative and innovative workforce and our education system must provide opportunities for students to develop their creative talents through arts education.
• Music education promotes creativity and cognitive ability that give job applicants a competitive advantage in seeking high-skill jobs.


Nature Based Learning
Our Nature Preschool founded in 2003, is one of the first of its kind in the nation. Housed in the Center’s Gold LEED certified building, the Preschool’s uniqueness stems from our strong commitment to both environmental education and active learning.
Based upon seasonal changes, our nature-based curriculum includes daily outdoor discovery of Schlitz Audubon’s diverse habitats, plus:
• Cognitive skill development
• Large and small motor skill development
• Nature science exploration
• Language experiences
• Math and manipulative activities
• Dramatic play
• Cooking and food experiences
Our preschoolers learn by doing – they climb on logs, search for insects, dig for worms, hike the trails, splash in puddles, play in the snow and get to know the Center’s resident reptiles, amphibians, and raptors. As a Nature Preschool, we spend the majority of our class time outside exploring throughout all of the seasons. With proper seasonal attire, our students learn to embrace the rain, snow, and sunshine alike, as well as any other weather Wisconsin has to offer. Students begin to develop a sense of place and an understanding of the natural world that surrounds us all.
Our Learning Environment
We are a fully-licensed, nine-month preschool offering morning or afternoon classes. The Preschool’s students are co-taught by highly educated and motivated teachers who offer years of early childhood and environmental education teaching experience. They also enjoy special programs taught by Center Naturalists. With 16 children in each of our three spacious classrooms, there is a maximum ratio of one teacher for every eight children. These ratios and our training requirements exceed requirements of the State of Wisconsin and meet the accreditation criteria set forth by the National Association for the Education of Young Children.
General Preschool Information
The Preschool is for children who are at least three years old by September 1st in the year of enrollment and are toilet trained. Please see our Preschool Parent Handbook.
Applications are accepted regardless of race, color, sex, religion, disability, political affiliation and national origin.
Preschool classes are offered two or three mornings or two, three, or four afternoons a week.
Preschool Office Hours:
Monday – Friday: 9:00am – 4:00pm
Closed major holidays, two weeks for winter break and one week for spring break
After School Care 30-Minute Extension
This program is offered in the afternoons only, Monday – Thursday, until 4:00pm. If you choose to enroll, one of our teachers will pick up your child at the end of the class time and remain with your child until you or your caregiver arrive to pick them up.
The cost of the program is $380 per semester with a limit of 8 children. Please contact Laurie Lukaszewicz at 352-2880 x154 if you would like to enroll your child.


This article examines the role of voice in the writing of African American students from the African American Language (AAL)-speaking culture. Drawing on data from a qualitative study, this article presents empirical evidence that is likely to inform existing and new initiatives to support the voice and writing practices of AAL-speaking students, and by extension, all culturally and linguistically diverse students. This rarely considered insight, I argue, is important as in recent decades there have been a growing number of calls for instructional material that meets the language and literacy development needs of second language speakers and writers. By generating implications that offer rich insight into the nature of teaching voice in writing to African American Language (AAL)-speaking students, and by extension all culturally and linguistically diverse students, this article addresses this call.
"Black Voices Matter,"
Language Arts Journal of Michigan:
2, Article 7.
Available at: https://doi.org/10.9707/2168-149X.2160


Enrichment and Support Offerings
Enrichment and Support Classes
The support and enrichment classes available at our resource centers and in the field are meant to enhance the homeschool experience. They provide opportunities for group work, peer review, and oral presentations to support and supplement your teaching at home. The following examples highlight ways that content can be supported through enrichment classes.
English Language Arts Support (K-8):
ELA support focuses on building literacy skills. Activities may include building foundational skills, deepening reading comprehension and analysis, and developing writing skills. Examples of current and previous offerings are Book Club; Reading, Rhythm, and Rhyme; Focus on Poetry; and Writer’s Workshop.
Math Support (K-8)
Math support focuses on building foundational math skills, as well as problem solving as a bridge to solving complex math tasks. Activities may include number talks, logic problems, working with math manipulatives, group projects, and performance tasks. Examples of current and previous offerings are Math Strategies Lab, Math Tutoring, Strategic Games, and Math Discoveries.
Science and Social Studies Enrichment (K-8):
Explore a variety of life, physical, and earth science topics through hands-on labs and activities. Examples of current and previous offerings are Mad Science, Legomation, Science Lab, Coding, Problem Solving & Logistics, and Water Conservation.
Explore communities around the world through studying maps and globes, community dynamics, as well as concepts like courage and responsibility. Learn what makes each of these places unique! Examine the connection between the past and the present with a variety of projects and group work. Examples of current and previous offerings are History’s Mysteries, World Cultures, Communities Around the World, and Ancient Greece.
A World of Enrichment (K-8)
Extracurricular enrichment sessions are available each semester at our resource centers.
Examples of current and previous offerings are Mixed Media Arts, Musical Theater Dance, American Sign Language, Spanish, Public Speaking, Drama, Woodworking, Printmaking, Coding, Mad Science, Lego Engineering, and many more!


|Provider Rating||(from 3 reviews)|
|Description||Our most popular course returns following a 5-star rating here on TDT Advisor, and a feature on Heart FM! This course looks in detail at the skills, knowledge and understanding that pupils need to develop in order to progress in Performing, Composing/Improvising and Listening, through a mixture of research presentation, practical activities and discussion.|
|Categories||Primary, Teaching and Learning, Teaching and Learning, Arts, Teaching staff, Learning Support, Pupil Support, Head of Department / Faculty, Assessment, Gifted and Talented, Subject Knowledge, Out of school, e-Book, Discussion forums, Video, Audio / Podcast, Gifted and Talented, Ofsted|
|Learning outcomes for participants/users and, where relevant, pupils or students||
Develop a deeper understanding of music education curriculum, inspection requirements, and pedagogy at primary level, in order to develop excellent practice in music teaching
|Evidence underpinning this approach||
Based on reasearch by Durant & Welch (1995), Swanwick & Tillman (1989), Spruce (2007) and Stafford (2016), and on Ofsted guidance and music education pedagogy.
|How users/participants can evaluate success||
Action Learning Project ideas provided during course.
|Follow-up activities and support||
Free follow-on e-support provided.
Live courses available throughout the UK.
Online course coming soon, available in the UK and internationally.
This course does not have any pre-booked dates available. Please contact the provider directly to arrange this training.


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Extra info for CSET Biology-Life Science 120, 124 (XAM CSET)
Incomplete dominance is when the F1 generation results in an appearance somewhere between the two parents. For example, red flowers (RR) are crossed with white flowers (rr), resulting in an F1 generation with pink flowers (Rr) as well as red flowers (RR) and white flowers (rr). The red and white traits are still carried by the F1 generation, resulting in an F2 generation with a phenotypic ratio of 1:2:1, or 1 red:;2 pink:1white. In this situation, the genotype and phenotype are the same. In codominance, the genes may form new phenotypes.
Mucous membranes form a protective barrier around the digestive, respiratory, and genitourinary tracts. In addition, the pH of the skin and mucous membranes inhibit the growth of many microbes. Mucous secretions (tears and saliva) wash away many microbes and contain lysozyme that kills many microbes. The lungs can expel pathogens by ciliary action working with the sneeze mechanism as well as by coughing. Most systems of the body have an acidic pH which prevents growth of bacteria. The second line of defense includes white blood cells and the inflammatory response.
When lactose is absent, the repressor is active and the operon is turned off. The operon is turned on again when allolactose (formed from lactose) inactivates the repressor by binding to it. c. Describe how alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool Because of the existence of dominant and recessive alleles, individuals may exist in a population as carriers without any outward signs of disease. For example, Cystic Fibrosis (CF) is a common hereditary disease.


Welcome to the MAK Art Department. Please find below general information on the content of the program and the rationale behind that content. The MAK Art program hopes to produce students with a solid art background and have students exit with a respect for art and their selves.
Most people think of art education as not important, sub-class, extra, or not worth it for their son or daughter’s future career, especially when there are “tests” to study for. I would like to share with you two quotes from renowned art educator and author Eileen S. Prince (from her book Art Matters)…
“The more fluent we become in the language of art, the more it can tell us about our society, about our world, about history, and most importantly perhaps, about ourselves.”
“The language of art is not only helpful when trying to understand what an artist is trying to say, however; art can also teach us about our origins. It can illuminate our study of science and math, improve our grasp of history, add dimension to the creation and understanding of literature and music, and even grant us insights into economics and politics.”
MAK looks to provide an art curriculum that has substance and is intellectually stimulating. That will present significant content and continuously develops students’ problem-solving skills. That will require constant decision making, demand high standards of achievement, and instill in students a deep respect for art as a discipline. It will promote intellectual honesty and curiosity, and encourage diversity. It will discourage judgments based upon ignorance and prejudice. It will honor excellence.
The MAK Art program is sequential in nature. Students will never repeat projects but will always build upon previous learned knowledge. At the Kindergarten level, students will be introduced to the world of art and work on basic skills through exciting projects. In the early elementary levels (Grades 1, 2, & 3), students will study about the elements and principles of art. In the upper elementary levels (Grades 4 & 5), students will study art history through hands-on projects. In the middle school level students are free to explore more in-depth the various mediums available to artist. Some areas/mediums covered include: ceramics, sculpture, painting, printmaking, stained glass, and photography.
The MAK Art program is considered to be cross-curricular integrated as most of the projects involve some level of math, science, history, vocabulary, or language arts. We are confident that MAK students will be exposed to a wide variety of artists, cultures, theories, methods, styles, and materials.


By Josh Hughes
On the third Monday of every year, Americans remember the legacy of the Reverend Dr. Martin Luther King Jr., advocate, civil rights icon, and change agent. It’s a day for Americans to reflect on the effects of Dr. King’s life and his work. Across the nation, many schoolchildren are given the day off, and many adults use the day to volunteer in their community to honor the legacy of Dr. King. Our group had that opportunity this morning, volunteering with CityYear (a project of AmeriCorps) at Roosevelt High School in NE Washington DC. There, we had the unexpected opportunity to hear from the mayor of the District of Colombia, Muriel Bowser, and the 10th United States Secretary of Education, John King. Both of the speakers implored us to live our lives in the mold of Dr. King, and to work diligently to make our communities better. We heard similar overtures from many members of congress, across the partisan spectrum. Most beseech us as Americans to remember and honor Dr. King, but it’s worth asking, “what MLK should we remember?”
I’m glad that I learned about Dr. King early in my elementary education. However, as a white kid in a white area in a white state, I recognize that the things that I learned about Dr. King hold a different significance than perhaps for a black kid in Atlanta—Dr. King’s home. The MLK that I learned about was that of a non-violent, civil rights agitator who worked with many other groups to achieve equal rights—pretty straightforward and easy for a kid to understand. For many Americans, myself included, this is probably the extent of their knowledge on Dr. King, enough to get by, but hardly enough to understand a nuanced man deeply embroiled in a complex issue. The 2016 election reminded us that despite the election of Barack Obama twice, America is still deeply divided on the basis of race, and that our understanding of racial politics could use improvement. White Americans especially have a duty to seek out additional information to understand an issue they don’t personally experience.
So I’ve done a little bit of reading over the past day and in some free time, and I’ve been interested in what I’ve found. Dr. King was certainly a non-violent organizer, but he was hardly the consensus civil rights leader that he is portrayed as today. In fact, in 1966, the Gallup organization found that nationally Dr. King was viewed favorably by 32% of Americans, and unfavorably by over 62% of Americans. In his famous Letter from a Birmingham Jail, Dr. King famously called out the white moderate, saying:
“I have almost reached the regrettable conclusion that the Negro’s great stumbling block in his stride toward freedom is not the White Citizen’s Counciler or the Ku Klux Klanner, but the white moderate, who is more devoted to “order” than to justice; who prefers a negative peace which is the absence of tension to a positive peace which is the presence of justice; who constantly says: “I agree with you in the goal you seek, but I cannot agree with your methods of direct action”; who paternalistically believes he can set the timetable for another man’s freedom; who lives by a mythical concept of time and who constantly advises the Negro to wait for a “more convenient season.” Shallow understanding from people of good will is more frustrating than absolute misunderstanding from people of ill will. Lukewarm acceptance is much more bewildering than outright rejection.”
To me, it’s worth asking and discussing the kind of legacy we want to honor in regards to Dr. King. Admittedly, King was a nuanced man who was far from perfect, and it is wrong to expect all Americans to remember and honor his legacy in the same fashion. As we move forward this week, I want to remember Dr. King’s more radical legacy– he who was unequivocally dedicated to social justice not only for his fellow African-Americans, but who recognized the intersecting nature of racial and economic injustice.
I want to honor the Dr. King who criticized the American government for spending more and more on military programs, but less and less on social uplift programs. I will honor the legacy of the man who called out white Americans for assuming capitalism was built on ‘hard work’ alone, and reminding them that it was slaves that built this country. I will remember the man who reminded us that an “Injustice anywhere is a threat to justice everywhere.”


I have been keeping my own visual journals for a few years. They tend to be conglomerations of note taking, sketches, collage, photo montage, my granddaughter's art, paper cutting, thoughts and ideas. Not only do I enjoy the activity of creating journal pages, other folks seem to enjoy browsing through them.
Since I have been curious as to how I could use visual journals in the elementary art room, I attended the session "The Visual Journal and Creative Possibilities"at the Virginia Art Education Association conference. The presenters were Eric Scott and David Modler. They have a blog called "Journal Fodder Junkies" and a book titled The Journal Junkies Workshop.
The presenters said that their own journals are used as personal tools for:
They described the qualities of manufactured journal books that you can purchase and then described ways that kids can create their own. They can be as fancy and high quality as your budget permits, or can be as low tech as folded drawing paper stapled together on the side.
For their high school students, the journal is a self directed activity. Friday is their designated "journal day," though students are required to put in a certain number of hours in the journal during the week on their own time. They experiment with techniques in the journal; take notes there; and work through their own ideas.
The presenters' book is interesting but not geared towards the classroom. It contains a lot of techniques for creating different kinds of art in a journal. I wish they would write a book on how to use the visual journal in a classroom and show lots of examples of student work.
I'll write this week about what my students are doing in their journals and maybe show my own as well.


In response to the Royal Academy of Arts current exhibition Revolution: Russian Art 1917-1932, this article will address the versatility and imagination of Russian art. The Tsarist rule ended in February 1917, and until Stalin brutally suppressed his people and their creative freedom in 1932, Russian art gained a surge of creativity and energy. In this fifteen year period, the forms that Russian art could take on were limitless.
Kasimir Malevich is paramount to the discussion of Russian revolutionary art. Born in 1879, his career was shrouded in war, politics, and revolution. Early experimentation led him to the development of suprematism, characterised by abstract geometric shapes and stark colours. Black Square can be seen as the epitome of one of these works, and is often considered the first work that wasn’t actually of something. The painting was first shown in The Last Futurist Exhibition 0,10, the exhibition that inaugurated the Suprematist movement, in 1915, after months being hidden in secrecy. The work itself, consisting of a 79.5 by 79.5 centimetre black square surrounded by a white border, was placed high up in the Petrograd room, stretched across a corner of the wall. This placement was similar to the sacred location of a Russian Orthodox icon of a saint in a traditional Russian home. In this way, Malevich elevates the status of Black Square to be the overriding symbol of the new style, and the star of the exhibition.
Its form can be seen in a 1913 theatre curtain for an opera, Victory Over The Sun, where the characters aimed to overturn reason by capturing the sun and destroying time. The opera is significant as it was the brainchild of Malevich and two friends — musician Mikhail Matyushin and poet Aleksei Kruchenykh — who were jointly creating a manifesto calling for the rejection of rational thought. This response to the time was important to Malevich, who was attempting to create a work that didn’t represent a real thing, but instead was a sign of the dawn of a new age. It was a step away from both the artistic side — cubism, futurism, etc., and the political side.
Peter Schjeldahl reported that ‘Malevich, like other members of the Revolutionary-era Russian avant-garde, was thrown into oblivion under Stalin. The axe fell on him in 1930. Accused of "formalism", he was interrogated and jailed for two months.’ The work was seized in 1935, and degraded considerably due to negligence and contempt on the part of the Soviet government for half a century. As the public could not view the work, the idea of it remained an almost mythical presence, continuing to inspire artists and designers of the time. However, Stalin’s grip on society introduced the style of Socialist Realism into Russia.
Wassily Kandinsky, born in 1866, should be mentioned at this stage, though we can separate his heritage from the work he produced. He moved from Moscow after completing a degree in law and economics, and produced some of his most important paintings, including 1903’s The Blue Rider. These were to illuminate the rest of his career, when he chose to focus on what would encourage discourse between viewers about the subject and aim of his paintings. He then began to focus on music more thoroughly, as it was also an abstract medium (didn’t represent the outside world and instead the feelings of the inner soul), and named his works after this inspiration, including his series on ‘Improvisation’ and that on ‘Composition’. Kandinsky only returned to Moscow once, during WWI, between 1914 and 1920. Well known at that point for producing the first abstract painting, a watercolour from 1910, he was unreceptive to the theories taught on art in Communist Russia, devoting his own time to artistic teaching on form and colour analysis. After helping to organise the Institute of Artistic Culture, he was ultimately rejected from it for being too individualistic and bourgeoise. He then attended the Bauhaus in Weimar, and his style became even more focused on geometrical elements and freedom. He painted Yellow – red – blue in 1925, which focused on a vertical yellow rectangle, an inclined red cross and a large dark blue circle. Kandinsky focused on the relationships between the shapes, their positioning, and their harmony. A checkerboard effect was intertwined with them, giving gentle complexity to the work. In his final works, he intended his forms (which he subtly harmonized and placed) to resonate with the observer's soul. Composition IX and X exemplify this, with the viewer only coming to terms with the numerous forms and colours by closer observation and a deeper understanding.
First Year Art Historian at Cambridge University and Intern at Private Art Education.


The focus of the subject has shifted this year towards Computer Science. It is a very exciting time in the department as we are learning about how computers work and how software programs are developed.
Key Stage 3
Every pupil at Lewis Boys school studies Computing for two hours a fortnight.
Year 7 – Pupils focus on developing their Computing, ICT, Literacy and Numeracy skills. The emphasis in the first year is to learn about: staying safe online, how computers work, the basics of programming, Modelling and Data Handling.
Year 8 – Pupils learn about how computers work, the basics of programming using Small Basic, Data Handling, networks, how to program using HTML and game making in Kodu.
Year 9 – Pupils learn about how computers work, consequences of the digital world, algorithms and code, the basics of programming using Small Basic and Python, computer troubleshooting, website creation with HTML and apps creation for modern technology.
Key Stage 4
From September 2014, pupils have been able to choose either Computing or ICT at GCSE Level. Both courses are taught to WJEC exam specifications.
ICT – Information Communication Technology is using software skills to undertake two substantial coursework projects. The use of software applications to design, create and test user required systems. Examinations are taken in the summer of Year 11 in order gain a GCSE grade.
Computing – Uses programming skills to design, create and test actual programs. There is one substantial coursework project where the pupil will design, create and test a computer program that is built to match an end users requirements. Examination and online assessments are taken in the summer of Year 11 in order to gain a GCSE grade.
Key Stage 5
At present both AS/A2 ICT and Computing are offered through our Consortium partner schools. The courses followed are WJEC and consist of a coursework and examination element. All resources for both courses can be found in the shared area of the Lewis network or on our HWB resource pages. It is hoped that Lewis School will be able to offer both courses in the very near future.
Lessons, assessment tasks and useful links are available through our VLE called the ‘HWB’. All pupils have access to lesson materials and homework’s etc. from any internet capable device with their login details. It is the aim of the department to remove the need for paperwork and therefore all pupils will submit their work to the HWB for assessment via a ‘dropbox’ or email feature. Teacher feedback will be electronic.


Most parents know that giving a child crayons and a coloring book is great way to occupy a kid for a few hours. What many do not know is what an important role art plays in a child’s development. In recent years a multitude of studies have been made available that link art education to a variety of important aspects of childhood learning. Art education has been linked to increased creativity, development of problem solving skills and better communication skills just to start. The skills that can be developed through art education are skills that last a lifetime and can benefit a child into adulthood regardless of what career path that child may choose. Understanding the importance of art education will allow this often undervalued development tool gain momentum in main stream education programs.
The first thing that comes to mind for most people when thinking about the relevance of art is the development of creativity. Creativity is an important skill that can be nurtured though art education for children of all ages. Despite popular belief, creativity is relevant to more than just a child’s artistic ability. A creative child will use that skill in all areas of life from problem solving to communication. All of which is needed in everyday learning situations from math and science to reading. The goal of education is to prepare children for their adult life, creativity and problem solving skills are a valuable asset at all points in a person’s life. Many people tend to think that only artists need to be creative but what about the child who is able to come up with a creative solution to resolve a math or science question. It is the child who can resolve problems through reasoning as oppose to memorization that excels in the school setting. These same skills come in handy later on in life when that child finally enters the workforce.
Communication skills are also a valuable asset when it comes to success in school and then later success in the workforce. Art can be used as a method to help children develop better communication skills. Everyone has seen young children draw pictures of their house and family members. These types of drawings allow a child to express certain ideas that may be difficult to express through language. Having a child talk about the pictures they draw then serves as a tool to help develop those necessary language skills. As a child gets older art can be used to express the complex emotions that develop throughout childhood. Communication skills are vital to success in a school setting and increasing a child’s ability to communicate will enrich a child’s life well into the future.
An increase in ability in the areas of problem solving skills, creativity and communication directly translates to better learning in all areas of education. As more people begin to understand the relationship between art and learning hopefully the number of art related programs in schools will increase. There tends to be more focus on learning the skills associated with reading, writing, math and science. Increasing awareness about the role art education plays in developing these skills is a step in the right direction. This will help society create an education program that provides the best learning environment for our children and will in turn create more productive individuals later in life.


Learn to Count in Yoruba and English
This book has been written as an aid to learning both Yoruba and English. It would help children learn numbers and develop their early years numeracy skills. The Yoruba counting system is different to the English one as it is based on additions and subtractions. So learning to count in Yoruba will set the foundation for learning basic mathematics.
In this book, we count from 1 to 100, then 100 to 1000 in the hundreds
To get the best out of the book, it is best if an adult goes through the book with the child.
Adults learning Yoruba would also find this book useful
Each page should be looked at as an electronic flashcard. The numbers are shown twice. In the first instance, it shows little information, just the number as a figure. The next page shows the figure and the word in Yoruba and English. This repetition should help in remembering the words in both languages.
Constant use of the book should foster a love for learning and confidence speaking both languages.
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In 2016, the English Folk Dance and Song Society (EFDSS) was commissioned to deliver the Essex Folk Song Discovery Project by Essex Music Education Hub in seven schools in the Uttlesford region of north west Essex. The project was developed to support the vocal strategy for school children in Key Stages 2 and 3 across the region, by sourcing and re-introducing some traditional local folk songs.
Professional folk artists, Aimée Leonard and Nick Hart, sourced appropriate songs, collected in Essex in the 19th and early 20th centuries, and arranged them for young voices. They visited each participating school for two sessions, teaching a different song in each setting, three hundred and fifty students came together at Saffron Hall to share their songs for a fantastic final performance.
This pack contains the arrangements of eleven folk songs collected from Essex.
The arrangements and dances in this resource were taken from Camden Music Service’s Wider Opportunities (First Access Instrumental) Ceilidh Project which has run over the past few years in association with the English Folk Dance and Song Society. The project provides an opportunity for children to learn ceilidh tunes and the dances that go with them. During the project they are involved as musicians (playing to accompany other children dancing) and as dancers (dancing whilst other children are playing).
In the run-up to the Rendez-Vouz Tall Ships Regatta 2017, the Royal Borough of Greenwich supported schools and groups in the borough to participate in a range of linked activities. The Tall Ships come regularly to the Royal Borough of Greenwich, with many tall ships sailing the Thames. Tall Ships Festivals celebrate sailing ships and mark the start or finish of a huge race to international destinations across the oceans. Tall Ships are large, traditionally rigged sailing ships. There are many styles of tall ship with different numbers of masts and shapes of sail. For hundreds of years tall ships carried people and goods across the seas and around the world, serving as the quickest form of transportation.
The oceans and stories of journeys and battles or adventure on the water have inspired many songs. This booklet focuses on songs and shanties that can be learnt and sung by adults, families and children alike. Many of the songs featured in the musical celebrations at the Rendez-Vous Tall Ships Festival in the Royal Borough of Greenwich in April 2017.
Donkey Riding, a traditional work song, was sung by sailors of Celtic and English origin as they loaded timber on the decks of ships in the Canadian harbors of Québec and Miramichi.
When loaded, the ships sailed away to London, England; Fortune Bay in Newfoundland; or even around the Cape Horn of South America.
“Riding the Donkey” refers to sailors' work on the ship's deck using a donkey engine.
A donkey engine is a single-cylinder steam engine invented in 1881, which revolutionized logging and the loading of ships. The donkey engine was first used in the forests of California but was soon used widely in loading ships for transport.
In singing “Donkey Riding,” use a heavy, swinging beat and a natural, robust vocal sound. The whispered quarter-note rhythms imitate the sound of the steam-powered, single-cylinder donkey engine.


Facts about Shirley Chisholm
Shirley Chisholm Biography
Shirley Chisholm was the first African-American woman to be elected to the U.S. Congress. She served seven terms as a representative from New York’s 12th district, from 1969 until her retirement in 1982. Chisholm grew up in Barbados and also in New York City, where she earned a graduate degree from Columbia University in 1952. She taught school before entering the New York state assembly in 1964 and then easily winning election to Congress in 1968. She ran for the Democratic nomination for president in 1972, becoming the first African-American woman to run for the office. An opponent of the Vietnam War and a proponent of education and child welfare, she received about 5% of the vote at the party’s national convention. (She lost the nomination to George McGovern, who was defeated by Republican incumbent Richard Nixon in the general election.) Chisholm wrote the memoirs Unbossed and Unbought (1970) and The Good Fight (1973).
Chisholm earned a B.A. from Brooklyn College in 1946, and a master’s degree in elementary education from Columbia University in 1952… Chisholm was married twice: to Conrad O. Chisholm, from 1949 until their divorce in 1977, and to Buffalo businessman Arthur Hardwick from 1977 until his death in 1986… Chisholm had no children.


Here are some examples of what you'll find in the Spring Fun List:
My daughter has had so much fun playing with cornmeal and drawing letters using her fingers. "Look Mom! I made another 'O'!"
My daughter loves experimenting with glue and paint, but sometimes I want a new twist on her favorite art work. In the Spring Fun List I give you lots of new and simple ideas that require very little (if any) prep. work.
|We had fun making "track art" earlier this week.|
I can't say enough about how much I love children's books. We bring home a huge stack of new books from the library every week. In the spring fun list I share favorite books, great activites to do with them, and a challenge to read with your child the New York Public Library's 100 Picture Books Everyone Should Know.
|This week's library stack.|
This is a trick that I learned in University (see Elementary Education majors do learn something!), and I use it all the time.
1. Start with two sheets of paper. In my pictures, I use two different colors, but the book can be all the same color.
2. Fold each sheet in fours, and cut each sheet in half so you have four sheets, each folded in half. You can set aside one of the sheets for now.
3. Choose one sheet (the blue one in my image) to be the base. Unfold the paper, and loosely fold it in half the long way (hotdog style). Cut along the middle of your original fold, but not all the way to to ends (as shown in my image. Cut only where the white line is.)
4. The other two sheets will be your add-ins. On these sheets (red in my image), unfold the paper, and then loosely fold in half the long way. Cut the two sides of your original fold, leaving the middle uncut (cut where the white line is on my image).
5. So now you will have your base cut in the middle of the fold, and your add-ins cut along the outsides.
6. Now, take an add-in sheet (red) and roll it up. Open up the base, and slide the add-in sheet inside.
Repeat this with as many add-in sheets as you want. The more you add in, the more pages your book will have.
7. You are ready to write a book!
There you have it! There are lots more ideas in the Spring Fun List so be sure to check it out. Now get off your computer, and starting having fun with your little ones. Please let me know if you've downloaded and used this Fun List. I hope you enjoy it!